Modern Tragedy

This essay is a view on the tragedy and the common man, primarily circling around Death of a Salesman and All my Sons. It’s divided into three parts. First we’ll talk about Arthur Miller and his life and what could have motivated to write these plays, the second will be an analytical view of his plays. And the third part will give detailed idea on why it can be called a tragedy. The structure of tragedy has been altered time to time to suit the timeline of the society.The time when Arthur Miller writes the social scenario is rational and more psychoanalytical, hence the subject of the tragic hero also changes, from being a conventional tragic hero from a high status. Arthur Miller’s plays have a common man as the tragic hero. This paper will elaborate on the views of Arthur Miller and his idea of a tragic hero. We will keep in mind the timeline and the scenario of the society and the country of the time Miller wrote his plays to understand the idea behind the pla ys. Basic theme in both his plays Death of a Salesman and All my sons is related to the almighty illusion of American dream. The dream which plays a major role in downfall of both tragic figures, Willy Loman and Joe Keller.LIFE OF ARTHUR MILLERArthur Miller was born on October 17, 1915 in New York and died on February 10, 2005 in Connecticut, United States. He is a very well-known playwright and essayist; he got immensely popular during late 1940s to early 1960s. Arthur Miller’s family was a victim of the Economic fall, he belonged to a very wealthy family, his father owned a women’s clothing manufacturing company and had around 400 employees, they had all the wealth , a summer house etc. But because of the Market Crash they lost almost everything and Miller had to deliver bread before attending school in order to help his family, and had to do several menial jobs to pay up for his college tuition fees.What is a tragedy?According to the dictionary tragedy is â€Å"A p lay dealing with tragic events and having an unhappy ending, especially one concerning the downfall of the main character.† Tragedy is basically the downfall of the hero, for the actions  he has taken in the past, or some fallacy in him, causing him his misfortune. According to Aristotle in poetics;â€Å"Tragedy, then, is an imitation of an action of high importance, complete and of some ampli ­tude; in language enhanced by distinct and varying beauties; acted not narrated; by means of pity and fear effectuating its purgation of these emotions.† However, the definition of tragic hero has changed from the Ancients and the Elizabethan times to now. Both these times[ Elizabethan and the Greeks] potrays the tragic hero as a man of rank and high stature, a king or a noble man, on whom the entire nation depended, but in modern times the hero of the tragic fall especially in Miller plays is the common man, under the pressure of society, illusions, and liar to himself and t he society.The notable differences between the three timeline is that the ancients had a religious aspect playing a major role in it, and the fate of the gods did matter a lot, the Elizabethan or especially Shakespearean tragedies were self-inflicted, because of the tragic hero’s one quality that makes him powerful and weak. Modern times the tragedy surely is self-inflicted, but it is more society oriented, and man thinking in term of keeping his status in the society. The hero in both Greeks and Elizabethan period are the same, coming from high ranks, but the in the modern tragedy it has drastically changed, portraying the hero from a common class.I am only keeping Arthur Miller in picture and not everyone in the modern times to justify the characteristics of the tragic hero as the common man. Ultimately tragedy what in general is that which depicts the down fall of the protagonist after a lengthy suffering of him, provoking the emotions of pity and fear in the audience. Art hur Miller’s idea of tragedyIn Arthur Miller's essay, â€Å"Tragedy and the Common Man,† he outlines his ideas on what a tragedy and tragic hero are today. He says that the tragic hero does not have to be a king or of a noble background, but instead, the common man can be considered a tragic hero. Miller makes the point that the tragic flaw is the idea that the tragic hero is unable to accept anything that may affect their status or self-image. Miller also states that tragedy is not supposed to be pessimistic, but rather an optimistic display of human qualities. â€Å"I believe that the common man is as apt a subject for tragedy in its highest sense as kings were.†-Arthur Miller â€Å"Tragedy and the Common Man†In his first argument, Miller states that the tragic hero does not need to be royal or noble, for the common man can fit the role as aptly. Miller explains that this is now obvious through the concepts such as the Oedipus complex, which were origin ally â€Å"enacted by royal beings, but which apply to everyone in similar situations†. He believes that if tragedy were to only apply to kings, then it would be impossible for everyone else to cherish and comprehend it.The most crucial characteristic of a tragic hero according to Arthur Miller is that of the character possessing a sense of personal dignity. This is his notion of having a tragic hero not from high stature or rank. He is modifying the characteristics of tragic hero from the ones in Ancients and Elizabethans. â€Å"I think the tragic feeling is invoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing — his sense of personal dignity.†-Arthur Miller, â€Å"Tragedy and the Common Man†Arthur Miller believes that if tragedy were to only apply to kings, then it would be impossible for everyone else to comprehend with it. The only quality needed for a character to be a tragic hero, according to Miller, is the readiness to â€Å"lay down his life, if need be, to secure one thing-his sense of personal dignity† This concept of the average man being a tragic hero is evident in The Crucible, through John Proctor, a local farmer.The play is about witchcraft practices in a small town, and towards the end John Proctor gets trapped in the wrong accusation that he forced his maid to sign the devil’s book. In the end of The Crucible, Proctor is supposed to sign a confession which will be put on Church notice board, but he refuses that because he doesn’t want to be in that position because it is not true; that is how Proctor's sense of personal dignity is conveyed when he tears his confession in order to preserve his good name, even at the cost of his life.According to Miller there is not anything like tragic flaw in particular, it is but â€Å"his inherent unwillingness to remain passive in the face of what he conceives to be a challenge to his dig nity, his image of the rightful status.† Meaning the tragic fall is occurred because, it comes to gaining his rightful social status. The common man, like in All my Sons, Joe Keller is lying to himself and to the society about his involvement in the faulty plane parts so that he can his rightful position of being a businessman back in the society. He elaborates on this point by saying, â€Å"The quality in such plays that does shake us, however derives from the underlying fear of being displaced, the disaster inherent in being torn away from our chosen image of what and who we are in this world. Among us today this fear is strong, and perhaps stronger, than it ever was. In fact, it is the common man who knows this fear.†Though the tragic hero commonly receives punishment for his or her way of being, Miller finds the connection between tragedy and pessimism to be a misconception. According to Miller, tragedy promotes â€Å"a condition of life, a condition which the huma n personality is able to flower and realize itself,† and therefore does not correctly associate with pessimism. Because according to Miller Tragedies do not promote pessimism but it strengths the viewpoints of the spectator towards the human. â€Å" There is a misconception of tragedy with which I have been struck in review after review, and in many conversations with writers and readers alike. It is the idea that tragedy is of necessity allied to pessimism.Even the dictionary says nothing more about the word than that it means a story with a sad or unhappy ending. This impression is so firmly fixed that I almost hesitate to claim that in truth tragedy implies more optimism in its author than does comedy, and that its final result ought to be the reinforcement of the onlooker's brightest opinions of the human animal.†-Arthur Miller, â€Å"Tragedy and the Common Man†Miller has written plays which have a social context to it, because he was influenced by Henrik Ibs en. In All My Sons he uses the similar style of bringing the past into present, the action taken in the past become the consequences of the present. The action of no facing the lawsuit and ship the engines resulting something grave in the present. Likewise, incepting the idea of success with well-liked also results into a present failure. But these consequences which end in a tragedy is not pessimistic because it corrects the general audience to some extent. G.B Shaw’s plays although not tragedy did show the audience the contemporary scenario of his time reflecting the society. Likewise Arthur Miller shows the audience the present scene of society, blindly believing in American dream, and sense of personal dignity are some factors of it.Keeping in mind the two famous plays by Miller All My Sons [1947] Death of a Salesman [1949]; we will see how Arthur Miller has portrayed his tragic hero as an average man.Analysis on Death of a SalesmanIn Death of a Salesman Willy Loman is tr ying to achieve American dream blindly without believing in hard work and associating the success with being well liked, to some extent that is his flaw or Hamartia. I am using this term just to make the concept more straight forward, as we learnt that Miller doesn’t believe in tragic flaw. However trying to achieve the illusion of America Dream is what Willy Loman wants because that is what he wants his social image to be, to be a well-liked businessman. He fails to do so because of his misinterpreting the dream into being well-liked.Even though this play does follow most of Aristotle’s tragic conventions which are the unity of time, place and action; o bloodshed on the stage; instead of chorus use of music, action beginning from the middle; it fails to justify Willy as the classical tragic hero because even towards the end he doesn’t realize that this was the flaw [the will to attain the dream]. It was just a misconception. He does not realize that and commits suicide so that his son Biff gets Willy’s insurance money. And the social status varies in ancients and modern tragedies. Willy Loman can therefore be called a Modern Hero not the classic. Language and Style:-In Death of a Salesman because it is a box play with the possibility of props it didn’t have chorus to constantly comment on the play but the play uses the help of music and lights to highlight the past and present phase so that  the audience doesn’t get lost. The play also starts from the middle and we are made aware of the story with the use of past and present, due to the technological revolution since the Greek times, the play has a lot of symbolism using the stage props hence it is very much the visual connection which the audience can make rather than depending on simile and metaphors. For example in Death of a Salesman at the end of Act I, a magnificent contrast has been given in the speech and the light adjustment where Willy is talking about the greatness of Biff in football when he was young and Biff is standing in the darkened kitchen corner.Analysis on â€Å"All my Sons†In Miller’s other play All My Sons the tragic hero is Joe Keller, his downfall is caused because of his narrow point of view which is always about being rich and about his family, and to live up to the fact that he is living an American dream. All My Sons shows us images of the American dream and it really happens as Joe belongs to the lower class of society, rises up and achieves all the luxuries for him and his family. But his narrow minded thought process leads him to ship damaged aircraft engine cylinder heads so that he does not run out of business.Besides shipping off the parts, he does not accept the responsibility in the courtroom, making the excuse that he was ill the day it was shipped off and the blame goes to his partner Steve Deever. Well this can be connected to the scenario of Miller’s age when after the World War II d uring Nuremberg trials, the Nazi who were accused of certain charges were executed. Some of them committed suicides, other people did go through the trials and face the execution. Because of Keller’s decision of shipping faulty aircraft parts his son Larry Keller feels absolutely disgusted with him and we know of that at the very end of the play, and that is where the reversal of action comes.Because till now Larry Keller is not shown to the audience and Joe doesn’t know about his death, he is trying to escape the reality and go back to the normal life. But in the end when he hears the letter out from his other son Chris Keller, Joe is completely shattered and takes the blame on himself and kills himself. The letter was written to Ann Deever, who was supposed to marry Larry.   Larry in this letter states that he is extremely disgusted by his  father’s deed, and because of his father he can not face anyone, and he is going on a mission from which he is never going to come back. We some to a conclusion that Larry committed suicide, because he could not face what his father did to the military for his own benefit.Language and StyleThis particular play does not take us back and forth in past and present like death of a Salesman does, but it reveals the events occurred in the past through conversation, like Henrik Ibsen does, in A Doll’s House which is the story of Nora and Torvald Helmer. The language in this play is very straightforward making it sound natural. And the action takes place in a backyard of a house, which is symbol in itself. The play is about the ugly truth that lies behind the American dream. A backyard can be significant in one of two ways.One, it could imply the â€Å"backdoor† idea, which is selfish and ethically wrong ideas. It could also mean backyard being one of the center of American families and a happy place, but where all the ugly truths come out and where the perfectly happy, normal living the Ame rican Dream family crumbles and experiences downfall. This play is about the betrayal, about American families, about guilt, about denial, about money, about needs, about egotism, about father and son relationship.According to the Ancients and the Elizabethan playwrights the protagonist is always of a high position or stature i.e. king, prince or an important person from the army, Miller excluded this notion from his plays by making the average man the protagonist. We will call this average man the common man- someone who is like us, who has a regular life and whose tragic fall is not going to affect the whole nation.Arthur Miller has highlighted American dream in both these plays and has also successfully made it the cause of tragedy. Both these plays have followed many tragic conventions making them tragic plays even after changing the idea of having a tragic hero belonging to the noble family yet invoking the particular set of emotions in the audience.What is American Dream?I wou ld like to highlight the major idea in Miller’s plays, the action of these two plays are based on the American Dream. The well-known definition of American dream is ‘The traditional social ideals of the United States, such as equality, democracy, and material prosperity.’ But this idea is deeply rooted in the American history. â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed;† -Thomas Jefferson, United States Declaration of Independence [1776]â€Å"The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper c lasses to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position.† – James Truslow Adams, The Epic of America [1931]In The Epic of America James Truslow Adams Coined this term called ‘American Dream’. He says that the American Dream is not about the motor cars and high wages, the dream is about the social order, that everyone can achieve the maximum of what they are capable of, and people will recognize them for it. It does not matter how fortunate they were when they were born. Well but these definition has resulted in having a dream of materialistic values. Even widely pictures depicting American dream shows the lux urious objects in it like a car, a big house, two children and a dog and so on. Well the pictures only show white families in it, so American dream is also misinterpreted as having a white family with all the luxurious amenities. So there has been an idea of how American dream looks like, but even California Gold rush in 1849 has contributed to the modern definition.â€Å"The Ð ¾ld American Dream †¦ was the dream of the Puritans, of Benjamin Franklin's â€Å"Poor Richard†Ã¢â‚¬ ¦ of men and women content to accumulate their modest fortunes a little at a time, year by year by year. The new dream was the dream of instant wealth, won in a twinkling by audacity and good luck. This golden dream †¦ became a prominent part of the American psyche only after Sutter's Mill.† -W.H BrandsMost people know about the Sutter’s Mill, as it was one of the foremost mills to dig out gold. Sutter's Mill was a sawmill owned by 19th-century pioneer John Sutter in partnership with James W. Marshall. It was located in Coloma, California, at the bank of the South Fork American River. Sutter's Mill is most famous for its association with the California Gold Rush. On January 24, 1848, Marshall found several flakes of gold that began the transformation of California from a sleepy outpost to a bustling center of activity. Sutter tried to keep the discovery secret, but eventually the word got out. During the next seven years, approximately 300,000 people came to California (half by land and half by sea) to seek their fortunes mining for gold or selling supplies like picks and shovels to the gold prospectors.The idea can be applied to Willy Loman’s older brother Ben from Death of a Salesman. As he goes to the forest of Africa and finds diamonds there, because of his hard work and he was lucky. Looking at these definitions now we might have an idea of images associated to the American dream, these ideas were converted to the will of possessing good wealth and good family. But this American dream fell flat on its face during the Great Depression.Because after the economic fall people started to disbelieve in the America Dream of ‘anyone’ can reach the top. And this was when Arthur Miller had hardships in his life. Hence he tries to criticize this illusionary concept of the American dream in Death of a Salesman as well as in All My Sons. This dream was largely held by common men, because the images of this dream showed him there, hence every average man wanted to attain this dream that is what was performed in Miller’s play Death of a Salesman. And Joe Keller achieves it in All my sons.ConclusionRaymond Williams in his Modern Tragedy had come up with a concept of tragedy and social disorder. In this he talks about revolution, revolution which is in general violent but it is to reshape the conditions, and it is honored and justified; but only successful revolution becomes epic. When the revolution is in progress it is chaotic and tragic. Hence it is not an epic in time of its progress but it is tragic. If we apply this theory of revolution in the society and the tragic effects to it, we can makes sense out of Arthur Miller’s both the characters i.e. Willy Loman and Joe Keller, as these characters are present in the time of capitalism, depending on the new world’s economy.Now I being from the post-modern world can see this revolution of economic change as an epic; but keeping in mind the Arthur Miller’s timeline and the characters based on the same timeline, it is tragic. Seeing revolution as the powerhouse of chaos they are tragic heroes, but seeing the change as an epic they are revolutionary heroes. But this idea of seeing them as revolutionary heroes can only happen now, because we see from a different age. Maybe Miller chooses the tragic hero as a common man because the time when he wrote the concept of royal people and their tragedy was out of fashion.Because Arthur M iller was an American playwright and because America has functioned in a democratic way, so there is not only one person at the highest and there is no monarchy. And the people of New England had started thinking rationally, even the literature of that era had begun to talk about psychoanalysis and sociology and the audience had become more literate because of the printing press and the daily newspaper service, and also because of the explosion of novel writers and readers. People started to have a voice of their own and a thought process of their own because America was a democratic country, they might have not wanted the tragic hero of a high stature but a tragic hero that they could connect to.The age had seen the sudden economic twist, like a tragic story, one day you know that there is The Great Gatsby like scenario with the economic boom and the parties and richness and happiness and the very next day you know people jumping off the building due to stock market crash. Maybe th is could have made Arthur Miller to write about the current tragic hero which is common man. Ultimately his experiment did achieve the success, as the audience did appreciate seeing common man as the tragic hero.

The Relationship Between Speech Production and Speech Comprehension and Thought

The Relationship between Speech Production and Speech Comprehension and Thought 1. Is it possible for a child to have the ability to produce speech without having the ability to comprehend speech? * The child must first able to comprehend the meaning of the language before they themselves can produce it. The basic of all language is meaning and without that, children could not begin to produce language meaningfully. Children need to be exposed to utterances with a clear connection to articles referred to before they themselves can begin sat such utterances.They will not learn language if all that they are exposed to is speech sound, no matter how many times it is uttered. 2. Which part of the brain that is related to language comprehension? * The left temporal lobe is thought to be critical for language comprehension and production. Wernicke's Area is the name of the specific region of the temporal lobe that is associated with speech comprehension, whereas Broca's Area is a region of the temporal lobe associated with speech production. 3.Does experience play important rule to help children in language comprehension and speech production? * Children must first be exposed to utterances and it is also necessary that these utterances are related to objects, events and situations in their physical environment and subjective events in their minds (desire, pain and love). Child’s experience with the environment and the child’s experience of its own feeling are assigning the meanings of the word and sentences. 4. Does imitation help children to learn language? Imitation, copying and repeating words loud, is not the fundamental factor for learning a language by a child. It cannot be regarded as basic factor, because it has some limitation. The first limitation is that â€Å"imitation† can apply only to speech production but not to speech comprehension and the second one is that â€Å"imitation† is not involved in construction of sentences. So , we can conclude that imitation is limited to the development of the articulation of speech sounds and the sound pattern of sentences.

Arming Pilots Essay Example for Free

Arming Pilots Essay After the September 11th attacks on America’s homeland, citizens became aware that action must be taken to protect passengers and pilots from terrorists. Although strict security measures have been put in place at all American airports, the only way to be certain that another terrorist attack does not occur using commercial aircraft lies in arming pilots with handguns. Not only will arming pilots help act as a preventative measure, it will ensure safer air travel and restore faith in America’s main form of long distance travel. Even though the number of hijackings is minuscule compared to the number of flights, arming pilots would be a first line of deterrence and a last line of defense. Some people may argue that other means should be used to stop hijackers, but as is the case with any illegal activity, if a person wants to commit a crime they will find the means. Therefore, the only way to prevent aircraft hijackings is with the use of guns. One alternative way that has been suggested is arming pilots with tasers, electric shock probes. These are considered problematic by many experts and do not guarantee bringing down a hijacker. As Criminal Justice expert Michael Swedemen said, â€Å"Had the pilots on the ill-fated planes on September 11th had stun guns, they might have dropped one of the hijackers, but the remaining three or four still would have overpowered the plane† (Dougherty, 2002, January 22). Arming pilots would also aid airlines in recovering from the economic downfall that has plagued the industry since the attacks. With armed pilots, passengers would know they are safe from any possibility of a hijacking and the only thing that might cause catastrophic damage would be an unforeseen mechanical problem. Should hijackers be among the passengers they could easily be brought down with guns similar to that of a defiant criminal. Opponents have argued that a stray bullet might penetrate the fuselage or inadvertently hit an innocent passenger. The Air Line Pilot’s Association has called for arming pilots using special ammunition that can kill an attacker but not pierce the fuselage (Dougherty, 2002, January 22). Hitting an innocent passenger is a risk that must be taken. One innocent life lost is far better than the possible countless losses on the hijacked aircraft and immanent destruction resulting on the ground. If passengers know that hijackers cannot take control of the plane, millions of Americans would once again begin flying which would improve economic conditions in a hurting industry. Other questions lie in the ability and mental state of a pilot to carry weapons. Senator Bob Smith (R-N. H. said, â€Å"Commercial pilots are trusted with the lives of thousands of Americans every day, and with proper training they could †¦ protect our skies from future acts of terrorism† (Dougherty, 2002, March 19). Pilots are some of the most mentally, physically, and psychologically tested people with hand/eye coordination that is among the best in any profession. Issuing firearms to pilots would, in effect, be like issuing a gun to a police officer. A pilot should be able to defend his aircraft instead of being left defenseless. The second amendment to the Constitution guarantees the right to bear arms. As this is true for a homeowner to protect his family and himself, this should be true for pilots and their aircraft should they come under attack. Although the idea of using air marshals still exists, they are seen as being less effective. Along with ineffectiveness, the cost of placing an air marshal on every flight is unrealistic. A pilot who has undergone the proper training can perform the same task while being paid by the airlines, rather than spending taxpayer’s dollars (Shaw, 2001, September 19). As support for handguns in the cockpit grows, we must ask ourselves if four guns had been in the cockpit on September 11th would 3,000 people be dead, two 110 story buildings have been brought down, the Pentagon attacked, and a nation left in shock? Americans must realize that committed terrorists will be able to get past security, leaving pilots as the last line of defense. Along with pilots, many Americans feel these measures have to be taken in order to make the friendly skies, friendly again. Arming Pilots. (2016, Sep 18).

Exporters Having Problems in the United Kingdom Case Study

Exporters Having Problems in the United Kingdom - Case Study Example Analysis: This was one proof of how environmental groups apply pressure on exporters through large UK companies. They cite that if another supermarket chain, Sainsbury's, can do it (that is, sell apples sourced from Britain), then Tesco should be able to do it. Tesco denied the claim and promised in 2003 that it would not import apples from August through February from any Southern Hemisphere country, notably New Zealand, Chile, and South Africa. An article in the Wall Street Journal mentions the case of Haagen-Dazs chocolate-covered ice-cream bar. The label does not mention any genetically modified ingredients listed there, but consumers who question the company about it are sent a letter stating that the bar's chocolate coatings, in fact, contain soy oil that "may have been derived from genetically modified soya, but it is identical to any other soya oil and therefore does not contain any genetically modified material." The letter adds, "We are, however, investigating whether there are suitable alternative oils." In another case, AstraZeneca was forced to take off the market a bioengineered tomato puree. Despite outselling other popular and more expensive brands, the genetically modified food controversy affected its sales negatively until the company, AstraZeneca, had to pull out the product from the supermarket chain J. Sainsbury PLC. Analysis: This case illustrates the paranoia in the UK about genetically-modified foods, even though there's no proof that bioengineered foods pose any health risks. As Haagen-Dazs did, the best way to address the problem is to be forthright in admitting the scientific fact that genetically modified soy is identical to any other soya. It can be funny, but it's true, that there is not much difference, scientifically, between soya that is modified through naturally occurring genetics and one that is genetically modified in the laboratory. In the case of the tomato puree, a successful product, despite being labeled genetically engineered and proven to be a good one, suffered. This could have been avoided if the company came up with a more forthright communication plan to show that genetically modified tomato puree was, as Haagen-Dazs did with soya, better than any other tomato puree. Â  

Homework Essay Example | Topics and Well Written Essays - 1000 words

Homework - Essay Example The second video explains the bot attacks; the first potential attack is Distributed Denial of Services (DDOS) can be activated by sending a huge amount of traffic b from many bots herders on the victim’s computer so that the customers cannot access the online server. The video explains the second attack named Command Line Control through an Rlogin server in easy to understand method. Further, the video talks about the third bot attack known as Spying on Zombies. The video makes you understand regarding spying the victim’s computer through a key-logger, packet sniff, capturing screenshots etc. The third part of the video emphasis on defenses your system from the potential threat of botnet by keeping bots out, mute bots and detecting the bots activities. The video explains to install firebox, upgrading patch promptly, using antivirus with auto-update, using firebox proxies and GAV, and training of the professionals and users for keeping bots out of your computer system. Organizations can mute and detect activities of bots as well by configuring the firebox appropriately as explained in the video. The article titled â€Å"Microsoft disrupts Nitol botnet spreading on counterfeit Windows PCs† written by Lee Mathews and published on 13th September, 2012. The article explains that the digital crime unit of the Microsoft identified enormous botnet and they have taken control of the domains as per instructions of the court order. The report from the Microsoft’s digital crime unit notifies a malicious attack of Nitol, the botnet. It classifies that the domain Nitol, 3322.org along with over 70,000 subdomains have been found to be affected by 500 different malware. Following the court orders, Peng Yong, a Chinese businessman surrendered, giving not only the DNS control of Nitol but also the effecting domains to Microsoft, allowing them to filter the incoming and outgoing traffic for the security of users from the suspected attack by Nitol, and other malware from 3322.org and other sub-domains. At this time, the action taken by Microsoft was not as vigorous as against Waledac, Kalihos or Rustock. Because the investigation teams vigilant the Microsoft while investigating the problems of illegal Windows Installation in China, that more than 20% of the systems have pre-installed unnecessary software including, but not limited to HP or Toshiba-style software bloat. It was the thing as Microsoft suspected from Nitol botnet, developed catastrophic malware that could not only able producing spam and redirect DNS requests but also proliferate through flash drives. http://www.geek.com/articles/news/microsoft-disrupts-nitol-botnet-spreading-on-counterfeit-windows-pcs-20120913/ The student has summarized the article titled â€Å"Botnet Masters Hide Command and Control Server inside the Tor Network†, by Lucian Constantin. The student has spectacularly discussed the article regarding research of Germans as they found a botnet t hat is hidden in the Tor secrecy network. The botnet can operate on an Internet Relay chat server and it has advantages as well as disadvantages. According to them, it is hard to find its specific location so that is very difficult to locate and shut down. A signal is sent to another computer from the user’s computer, when one uses Tor for internet access.

Australian Contract Law Essay Example | Topics and Well Written Essays - 1500 words

Australian Contract Law - Essay Example However, after informing James, Bert advertised the sale at $ 60,000 or near. Also, the advertisement was made on the notice board of the Historic Speed Boat Club. As a response, there was one more buyer; Alphonse. Bert duly informed the new buyer about the existing right of first refusal and claimed that he would be selling only at $ 60,000 or near. Alphonse inspected the boat and offered $ 60,000 as he came to know that someone has the right of first refusal if the amount is $50,000. Bert rang James and communicated this information and James agreed to buy the boat at the agreed price of $ 50,000. However, Alphonse claims that the speed boat was originally sold before the discussion. In the case AstraZenaca UK Limited v. Albemarle International Corporation and Albemarle Corporation (2011) EWHC 1574 (Comm), (as cited in Howell 2011), the English High Court made certain findings which reduced the ambiguity surrounding the right to first refusal. According to the terms of the rights of first refusal, if one party grants a right of first refusal to another party, the former still has the right to find a third party buyer, and before signing an agreement with the third party, the same terms should be offered to the right holder; and if the right holder accepts the terms, it should be given preference (ibid). In other words, in the given case, the seller has the right to accept any third party offer, but it has the obligation to disclose the full details of the offer to the first refusal right holder and give the chance to match the offer. If the right holder fails to match the new offer from the third party, the seller has the right to sell it to the third party Silverthorne (2006). Here, one can see that Bert had properly informed James about the advertisement for a higher price. Also, he had duly communicated with James about the new offer when Alphonse

A Personal Assessment Using Self-Assessment Inventories Essay

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Policy Suggestions for Reopening Dual Language Essay Example for Free

Policy Suggestions for Reopening Dual Language Essay This empirical research will be presented to the Ministry of Education in Taiwan for the purpose of studying the possibility of reopening Chinese and English dual language kindergarten schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 2004, the Ministry of Education in Taiwan had forbidden the operation and establishment of bilingual and English kindergarten schools. English could only be integrated in songs, plays, and activities but it could not be taught in the Chinese and English bilingual format and use as a medium of instruction. Kindergarten schools are not also allowed to hire any foreign teachers. All kindergarten teachers must be a natural born Taiwanese citizen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the same year, the spokesman of the Ministry of Education cited three reasons for implementing this educational policy. First, they feel that at the preschool stage children should master their primary language. Second, they are so concern with the quality of teaching as they found out that most foreign teachers who worked as English teachers in kindergarten schools do not have sufficient knowledge on early childhood education. These teachers are only hired because they are native English speakers. Third, although Taiwanese students officially begin learning English on the third grade, they do not lag behind their counterpart in other Asian countries. However, there is not enough research to prove the positive effect of banning the dual language kindergarten. The research cited by the Ministry of Education to support their policy is discussed in the review of literature. Review of Related Literature Research Supporting the Policy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The research used by the Ministry of Education of Taiwan as a basis in supporting its policy was conducted in 2001 by Dr. Chuang Shiang Chuan and  Ã‚  Ã‚  Ã‚   Dr. Chaing Jen Ru. These professionals were invited to conduct a study on the possibility of integrating English in the kindergarten curriculum and hiring foreign teachers to teach in the kindergarten level. In this research, Dr. Chuang Shiang Chuan pointed out that language learning for children requires the use of both the expressive and thinking abilities. If the medium of instruction is strictly in English alone, the content of communication between the teacher and the students would be very limited. She also indicated that preschool children fail to accurately pronounce and comprehend a foreign language in comparison to the adult learners. Furthermore, she also stated that learning a foreign language could interfere in the learning of the mother tongue. In terms of hiring foreign teachers, Cheung (2001) felt that foreigners who are working as kindergarten English teachers do not have the required skills and knowledge on early childhood education. Their knowledge is only limited to the teaching of the English language. In addition, hiring of foreign teachers would result in the decrease of job opportunities for students who have completed their education degrees from the teacher preparation institutions. However, the findings of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dr. Cheung may not be objective and conflict of interest is evident as a result of her employment in one of the early childhood teacher preparation institutions. Besides, in the policy statement published by the Ministry of Education to the public on October 10, 2004, it was stated that the research was based on the neuroscience, linguistics and English education findings which indicated that learning English at an early age does not guarantee that children will learn better. The Ministry of Education also argued that teenagers learn a foreign language more efficiently than preschool children due to their more mature cognitive development. It is also stated that imposing the â€Å"No Chinese† kindergarten education would result in communication difficulty, emotional disturbance, conflict of values and problems in culture identity which could affect the development of Chinese language learning. Furthermore, the language barrier would limit the breath and dept of children’s learning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lu Chen (2003) who are researchers in Taiwan also supported the previous findings and argued that it is inappropriate for preschool children to learn a foreign language and culture at an early age. They believed that China would be the strongest country in terms of economic stability and the Chinese language would be the next universal language. Hence, parents should not be anxious to have their children learn English at a young age. They further stated that there is no critical period in learning a second language so it is not necessary to start learning at preschool age. The researchers also believed that having a good command of the native language is the foundation for learning a second language. The absence of an American or British accent is not an important matter to consider in learning the English language. Therefore, it is unnecessary to study English at an early age to avoid speaking with a foreign accent.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Besides the two researchers and one government statement above, the book â€Å"My Child Can’t Speak Chinese† (Cheung, 2004) is also frequently cited by people who are against using English as the only medium of instruction in the kindergarten education. In this book, Cheung depicted her daughter who tends to combine the English and Chinese syntaxes when speaking Chinese after attending an English only kindergarten school. In the book, the arguments to ban the English only teaching in kindergarten school is understandable considering that children in Taiwan speak Chinese at home and kindergarten is the first education that they have experienced outside their homes. The use of English as the only medium of instruction in their first school may give the children the wrong impression that English is the formal school language. They may also think that their Chinese language is less important. These thoughts could possibly lead to the confusion of culture identity and negatively affect the learning of the Chinese language.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As an international student who had studied in various classes with native English instructors and have worked as the sole foreign teacher in an American school, I understand the anxiety that a child may feel in an English only environment based on my personal experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Armed with a first hand experience in obtaining an education in an English only school under instructors who are native speakers of the English language and with an experience of being a foreign teacher in an international school, I can strongly understand and clearly see the point in the policy made in not allowing the operation of the English only kindergarten schools. However, in as much as I could empathized with the policy makers, I also felt the inadequacy of the study that was conducted before arriving at a recommendation to close and prohibit the existence of dual language kindergarten schools. There are many dual language kindergartens in the United States and I have taught in an English-Chinese dual lingual public school in New York, P.S. 184M, Shuang Wen School. This is the first dual lingual and bicultural public elementary school in the east coast. Children at Shuang Wen have regular English classes as other public school students and start learning Chinese from the kindergarten level and continue studying until the sixth grade.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Shuang Wen’s website, there is a report cited that almost 100% of their students exceeded the required grade level standards of the New York State examination for Math and English. With Shuang Wen’s success, one could only ponder as to why American students are allowed to enroll in an English and Chinese bilingual program since kindergarten while the Taiwanese students in Taiwan have to be deprived of this opportunity. I went through literature reviews by searching and reviewing dual language related literatures on databases of ERIC, ProQuest, Education Full Text, Digital Dissertations taken from the Teachers College as well as the TC Catalog (EDUCAT). The summary of my findings are written below. Research on Dual Lingual Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dual lingual education literature reviewed is presented here in the following sections: bilingual education has no harm, the benefits of bilingual education, the best bilingual education-dual language program, and the current situation of dual language programs. Bilingual Education Has No Harm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Contrary to the findings of the researchers in Taiwan, Norbert (2005), Schambach (2006), Garcia (2006), and Pearson (2007) claimed that bilingual education has no harm to children at all. All the misconceptions were bias. For instance, Cheung’s (2003) worry concerning her daughter’s combined usage of English and Chinese is actually unnecessary. The combined usage of language was part of a learning process that children want to experiment in order to determine which of these two languages the listener’s â€Å"strongest language† is. This method would also enable the children to communicate effectively with their listener (Garcia, 2007). Moreover, the capability of switching between two languages could increase children’s cognitive flexibility (Steward, 2004). In terms of the concerns about the lost of identity and delay in the development of the children’s first language, it was discovered that bilingual children do not have any identity issues because in the bilingual education, children’s culture are respected and recognized (Farmer, 1998 Schambach, 2006). Some children may develop two identities since they are educated in using two languages and two cultures but this helps children to be more adaptable to the global world and prepare them better to be global citizens. Moreover, Schambach pointed out an example of an identity issue whereby an immigrant child, who emigrated from one country to another, felt totally lost when not being accepted in the new country and treated as a foreigner upon return to the country of origin for a short visit. This situation can happen to Taiwanese children if the government is not open to the education that the parents expect for their children in Taiwan. About 77% of parents in Taiwan hope that the government would allow the integration of English in the kindergarten curriculum (Wu Cheng, 2002). The main reason for the immigration to the United States of Taiwanese families is to provide better education for their children. If Taiwanese government fails to meet parents’ expectations, there is a strong possibility that Taiwanese family immigration would lead to a problem on the identity issue for the next generation. The Benefits of Bilingual Education   Ã‚  Ã‚  Ã‚   After clarifying that bilingual education creates no harm to children, many researchers pointed out that bilingual education can enhance the development of children’s cognitive and social skills (Chan, 2003; Garcia, 2007; Norbert, 2005; Steward, 2004; Thomas, 2003). Chan (2003) compared 31 bilingual preschoolers and 29 monolingual preschoolers’ performance on 3 cognitive tasks and 4 theory-of-mind tasks. The results showed that the advantage of the bilingual learners in the theory-of-mind development hinges mostly in their cognitive development e.g., inhibitory control, reasoning and metalinguistic awareness. Garcia (2007) quoted the research of Peal and Lambert’s work with French and English bilinguals and English monolinguals and suggested that the intellectual experience of acquiring two languages contributed advantageously to mental flexibility, superior concept formation and a generally diversified set of mental abilities. She also cited Padilla’s reasoning that bilinguals are cognitively advanced because they are able to process information provided in one language and produce allied information in another language. Padilla used Keats and Keats’ report of a study as an example which German-English bilinguals, who did not demonstrate the ability to conserve weight in a Piagetian task, were trained to conserve in one of the two languages. Results from English and German post tests indicated that the concept was acquired in both languages. This suggests the possible increased in the flexibility of bilinguals during conceptual acquisition. Steward (2004) cited the finding of Willig who pointed out that students in the bilingual programs scored either the same or higher on the achievement tests in both languages in comparison with children in monolingual education. Steward also agreed with Cummings, Hakuta and Gold’s opinion that the bilingual program has increased children’s cognitive flexibility. Thomas (2003) further stated that the cognitive stimulus from the bilingual program led to enhanced creativity and analytical thinking. He also presented the result taken from Houston in 2002 that native English speakers, who had been in the two way dual-language programs for four years, scored between 63rd and 70th percentiles in total reading scores in the Stanford 9 whereas the scores of students in the monolingual English program hovered around the 50th percentile. This is a remarkable finding that could be used to infer that if Taiwanese children, who are native Chinese speakers, are educated in a bilingual program since preschool their intellectual capability might surpass students in a Chinese only program after four years. After reading all the benefits that bilingual education can bring to students, I continued to research for the definition of bilingual education and its best practice. The Best Bilingual Education Dual Language Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Barrera (2004) defines bilingual education as using two languages to learn. Schambach (2006) said a bilingual person means he can use two languages freely in any given situation. In terms of the best practice for bilingual education, Garcia (2007) pointed out that in teaching two languages, it would be best to separate them instead of combining them together. For example, at home each parent should speak a different language to the child and at school, different teachers should speak different languages. Children tend to learn the language in order to communicate. Norbert (2005) further strengthened the importance of separating two languages when teaching. Scofield (2007) specifically talked about the importance of a relaxed environment that is enriched with comprehensible language as well as the usage of gestures, mime, and real objects to illustrate speech and to provide input. He also suggested singing songs and rhymes and having group activities to create a conducive environment for the learners. In terms of time allocation for teaching each language, Steward (2004) cited Willig’s research result which showed that students in the alternate immersion program, wherein the day is divided into two halves each entirely in one language, have the best performance in the tests of both languages. This kind of program is also called dual language program. Current Situation of Dual Language Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Barrera (2004), there are more than 270 dual language programs in the U.S. and the interest in these programs keeps growing as fast as the waiting lists. In Barrera’s research, she concluded that the most successful dual language program resulted when students learn one language in the morning and another one in the afternoon. There must also be a continuing non-repetitive lesson in the morning. In the succeeding morning, students must proceed to the next lesson in the other language. The important characteristics of a good dual language program as suggested by Barrera includes: a minimum of six years instruction; a focus on the core academic curriculum; high quality language arts instruction in both languages; integration of the languages into the instructional thematic units; separations of the two languages for instruction with no translation and no repeated lessons in the other language; use of each language in 50 percent of the instructional time; an addictive e.g. adding a new language at no cost to students’ first language; bilingual environment that has the full support of school administrators, teachers and parents; and an active parent-school partnerships.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, regardless of all the benefits of dual lingual education as shown in the research, some politicians in California still think that English should be the one and only dominated language in United States. Hence, they brought up Proposition 227 to replace the bilingual and dual lingual education to total immersion method to help immigrant children learn English as fast as possible. Nevertheless, many researchers discovered that bilingual education has helped children learn English faster than the total immersion method (Krashen, 2005; Manyak, 2006; Monzo, 2005; Olson, 2007). Bilingual education has likewise helped students build more positive self identity by providing a sheltered learning environment (Monzo). Recommendation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After learning from the studies conducted by some researchers, the Taiwanese government must reexamine their educational policy that resulted in the total ban of bilingual kindergarten education in Taiwan. I recommend that the Taiwanese government conduct an empirical study on the possible effects of dual language kindergarten education in Taiwan and recruit volunteer participants to determine if the Chinese and English bilingual kindergarten education should be reopened as an educational option for Taiwanese children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I would also like to suggest a research design which includes the preparation of the curriculum, teachers’ preparation, students’ selections and students’ evaluation. Curriculum   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prior to conducting a research, the Education Ministry of Taiwan must initially design a Chinese and English dual lingual curriculum for kindergarten pupils. The easiest and most efficient way is to translate the current kindergarten curriculum into English. In this method, the traditional Taiwanese values are neither changed nor altered and the English language was only used as a medium of instruction. This consistent and continuing curriculum, which is part of the current dual language program, has been proven to be the most beneficial way for students’ learning. Teacher Preparation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, the government must prepare all the teachers who will be involved in teaching the dual language program. The selection of teachers who would teach the Chinese curriculum is not as difficult as selecting teachers who could teach the English curriculum. For the Chinese curriculum, experienced teachers can be selected among a roster of kindergarten teachers. Since the current law forbids the hiring of non-Taiwanese citizens, it would not be easy to immediately hire English instructors. There may be few Taiwanese people who could teach using the English fluently, have a solid background in early childhood education and fully understand the Taiwanese culture. Since learning the language while keeping the Taiwanese cultural background are two major purposes of the dual language program, I would suggest to the Ministry of Education in Taiwan to hire Taiwanese Americans or Taiwanese people who have studied abroad for a long enough period of time and have attained a good level of English fluency. The qualification to become a kindergarten teacher in Taiwan should not be based on the nationality but on the teacher’s English capability and understanding of Taiwanese culture. With regards to having a solid knowledge on the background of kindergarten education, I believe that teachers can be prepared within few months of extensive workshops as I became a primary teacher at an award winning independent primary school in Connecticut after a week of intensive training and continuing professional development throughout the school year. In my job, I performed well as a foreign teacher. Through experience, I personally felt that it is possible to prepare any teacher for the background knowledge. Further research on this issue could be conducted to be assured that only the most qualified teachers are selected for the program. Students’ Selection and Follow-Up Plan   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Participating pupils should be voluntary and the opportunity to be a participant should be well broadcasted to all the parents who have children who are about to be enrolled in kindergarten schools. Students should be chosen from families of a mixed social economic status to represent the common student population in public kindergarten schools. Plans must be undertaken for students who are currently attending kindergarten so a continuing dual lingual elementary education can be achieved until the fifth grade as suggested by Garcia. Garcia discovered that the positive effects of dual language education will be manifested after 6 years of continuous education. The greatest challenge here is that all dual lingual elementary schools in Taiwan are private schools and therefore the tuition fees are not affordable by every family. For this problem, the government could either give vouchers or subsidize the tuition fees of the children who have attended the dual lingual kindergarten so they could study in private dual lingual elementary schools. In addition, the government can also put an effort to open a public dual language elementary school in each grade level to accommodate the education needs of these students. Data Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students’ cognitive development and academic performance will be assessed through standardized testing and observation from teachers and parents. Data analysis will focus on the findings to determine if advance cognitive development and better academic performance were achieved by students who were given the dual language program in comparison with the dual language students’ performance in the United States and Canada as studied by Barrera (2004) and Chan (2004). To avoid overstressing students, the test will be carefully designed and will be taken semi-annually. Likewise, students’ progress will be recorded for six years. Conclusions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education is the best investment for the future of a country. With the influx of globalization and stiff economic and business competition, it is time for people of Taiwan to be armed with an education that could be comparable not only to their neighboring Asian countries but also to the western countries as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The progress of the country highly depends on its young citizens and the best way for the young citizens to be competitive is by providing them with an educational tool that will enable them to communicate with other people across the globe. English has been considered as the universal language in many parts of the world. There are no negative effects in learning a foreign language as shown in many research studies. Hence, it is time for the government of Taiwan, specifically the Ministry of Education, to study their policies and reconsider the option of reopening bilingual kindergarten schools in Taiwan. If the government intends to be the educational leader in Asia, it is time to open their doors to accept the teaching of English in preschool level. References Barrera, R., et. al. (2004). Profiles in culture. Scholastic Early Childhood Today, 19(3), 46-48. Chan, K. T. (2004). Chinese English bilingual’s theory-of-mind development. University of Toronto, Toronto. Cheung, S. C. C., Jen Ru (2002). The possibility of having english education and hiring foreign teachers in kindergartens in Taiwan. Ministry of Education, Taiwan. (T. Ministry of Education o. Document Number) Chuan, C. S. (2003). My child can’t speak Chinese. Taipei: New Parents. Farmer, M. (1998). Creating Montessori bilingual programs. Montessori Life, 10(2), 22-25. Garcia, E. E. (2007). Bilingual development and the education of bilingual children during early childhood. American Journal of Education, 95(1), 96-121. Krashen, S. (2005). Skyrocketing scores: An urban legend. Educational Leadership, 62(4), 37-39. Lu, H.-J. C., Tai-an. (2003). An evaluation on early childhood english education in taiwan-from the perspective of language policy. Transworld Institute of Technology, Taiwan. Manyak, P. C. (2006). Fostering biliteracy in a monolingual milieu: Reflections on two counter-hegemonic English immersion classes. Journal of Early Childhood Literacy, 6(3), 241-266. Ministry of Education, Taiwan (2004). Educational policy of preschool English education. Monzo, L. D. (2005). Latino parents `choice` for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal, 29(2), 365-386. Norbert, F. (2005). Research findings on early first language attrition: implication for the discussion on critical periods in language acquisition. Language Learning, 55(3), 491-531. Pajares, F. (2007). Elements of a proposal. Available from the author. Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3). Schambach, J. (2006). Childhood bilingualism: problems and possibilities. Kansas. Schofield, A. (2007). An investigation into the practices of a class of field-based student educators working in linguistically diverse early childhood centres. Australian Journal of Early Childhood, 32(2), 23-27. Stewart, M. R. (2004). Phonological awareness and bilingual preschoolers: should we teach it and, if so, how? Early Childhood Education Journal 32(1), 31-37. Thomas, W. P. C., V. P. (2003). The multiple benefits of dual language: dual-language programs educate both English learners and native English speakers without incurring extra costs. Educational Leadership, 61(2), 61-64. Torrez, N. M. (2001). Incoherent English immersion and California proposition 227. The Urban Review, 33(3), 207-20. Wu, S. F. C., Jen Ru. (2002). Examine preschool English education from the perspective of critical study period. Human Education Journal, 158.

Derivatives in Financial Market: Portfolio Management

Derivatives in Financial Market: Portfolio Management Derivative Structures in the Market and Their Place in Corporate Portfolio Management Abstract Derivatives are financial instruments that do not hold independent value, but where instead the value of the instrument is based on the underlying value of a given asset, which can range from financial assets such as stocks, bonds and market indexes to commodity assets such as oil, gold or wheat, to more obscure or exotic assets such as weather or other exotic assets. The four main categories of derivative include forwards, futures, options and swaps, each of which is used for a different risk control technique and each of which has its own unique structure, risk, and potential for return. Derivatives are commonly used in financial firms to balance portfolios and reduce risk by spreading it across the market, or in order to mitigate potential risk by limiting it (for example, placing a ceiling or floor on currency exchanges or purchases). This paper explores the use of derivatives in the financial market, including their use in portfolio management. Following a thorough definition of the derivative, the paper explores the use of derivatives in portfolio management and other banking activities, and offers a substantive risk assessment that addresses the potential difficulties that the use of these instruments may pose as well as a description of the benefits of using derivatives. The paper also explores ways in which actual financial institutions use derivatives through examination of public reports and other available information, in order to determine what current practice is in the use of these reports. The report concludes with recommendations for portfolio managers within financial institutions regarding the use of these instruments for risk management as well as the potential dangers of their use. The study is intended to provide an overview guide to this material and an analysis of existing research that can be used for further research and understanding of the subject material. Chapter 1 Introduction to the Research Project The use of derivatives in corporate risk management has come under scrutiny recently in the news, following reports of credit risk derivatives being used improperly by some firms and banks during the mortgage lending collapse of 2007-2008. However, while these instruments may be misused, they also hold an important role in both financial and non-financial firms in hedging risk and balancing corporate portfolios and investments. Derivatives can be used in a number of different applications. These applications include balancing risk across a number of different investors, gaining access to foreign currency or reducing currency exchange risk exposure, and reallocating loan risk across lending portfolios within or among banks. While these instruments clearly have benefits in terms of balancing, spreading and reducing risk to the individual investor, corporation or bank, there are still considerable risks that must be considered. For example, credit risk derivatives were at fault for revenue losses because they were improperly calculated to be less risky than they actually were. Conversely, a currency option, one type of derivative that reduces the potential for risk in currency exchange rates, could end up being a poor rate if the market does not change in the expected manner. These are just a few of the risks that can be encountered within the use of derivatives in financial and non-financial firms. This paper presents an overview of the types of derivatives available, the risk involved in using the derivative, and other important factors that must be considered in its use. Research Aims The main aim of this research is to explore and identify the derivative structures in the financial market and examine different corporate responses to the changes in the market and uses of these derivatives. The research also examines the impact posed by changes in the market on the corporate portfolio strategy. By first providing an overview of the different types of derivative structures available, and then analyzing corporations in order to identify how they use these structures, the research paper analyzes corporate portfolio diversification as a strategy and explores the potential for derivatives in financial markets. Research Objectives The main research objectives of this project include: Definition of the structure and application of derivatives Definition of the risk posed by application of derivatives in a competitive market Description of the common usage and potential impact of derivatives on the financial institution Examination of the impact of market changes in the corporate portfolio within the financial institution Identification of the limitations and risks of derivatives as used in the corporate portfolio Identification of appropriate risk management and portfolio management strategies Importance of the paper Sustained changes in the financial and competitive environment of industries, increasing globalization and increasing complexity of financial markets has led to an unprecedented period of currency and interest rate volatility worldwide. In order to counter this increase in risk, innovative foreign exchange risk and interest rate risk hedging techniques have developed at a rapid pace. Although these derivatives are intended to assist in risk management and risk minimization, particularly in terms of uncertain cash flows and currency exchange rates, their use has been uncertain, as instruments grow increasingly exotic. This paper will provide a guide to derivatives and their use in the financial market, as well as provide a clear understanding of the risks involved in the use of derivatives and their appropriate application to risk management, as well as discussion of how the risk of the derivatives themselves may be handled. This information can be used by investment risk managers and others in order to guide policies regarding the use of these instruments and allow for an increased understanding of the underlying issues involving these instruments. Methodology overview The methodology that will be used is that of desk research and meta analysis. This method will assemble information from a large number of sources, including primarily secondary research, and organize and analyze it in such a way as to create an understanding of the research material in the general case. This information will be able to be used for description of the operation and formulation of derivatives in a number of markets. Data collection The main data collection technique used in this discussion will be secondary research or desk research. This method was chosen both because of the limited time available to perform the survey and because of the amount of information already available on the subject matter. Secondary information will include primarily a literature review, which will provide background and theoretical information that can be used in order to form an overall picture of the theory and practice of using derivatives and derivative structures. Other secondary data will be used to examine the issues at hand for analysis, including materials such as company reports, journal articles and time series, and previously conducted surveys that address the subject matter. However, it should be noted that derivatives are not ordinarily considered reportable assets, and so may leave little trace on company reports and discussions. As such, generalized information from sources such as the Bank for International Settlements will be used as much as possible rather than specific firm information. Data analysis Following the collection of data using the method described above, the data will be analyzed using a number of techniques. Analysis methods are intended to be both quantitative and qualitative, in accordance with the data available for analysis. Quantitative analysis will be exploratory and descriptive, using data summaries in such methods as charts, tables, and descriptive statistics. Qualitative analysis techniques that will be used will include categorization, development and analysis of relationships, and descriptive techniques. This data analysis will be used in order to create an overall view of the data that can be used in order to explore the research questions. Organization of the paper The table below presents the organization of the remainder of the paper in terms of chapter numbers and contents. Chapter Contents Chapter 2 Literature review and context review Chapter 3 Methodology overview Chapter 4 Presentation of results of analysis, discussion of results and examination of risk and risk mitigation strategies for firms using derivatives Chapter 5 Conclusions and recommendations for further study Table 1 Organization of the paper Summary This chapter has presented an overview of the aims and objectives of the paper as well as the methods that will be used to explore the research objectives. It will provide a guide to the remainder of the paper. The next chapter, the Literature Review, provides insight into the structure and definition of derivatives as well as providing insight into their use in financial markets. Chapter 2 Review of the Literature In order to provide background and theoretical information for the discussion in the following chapters, this chapter presents an overview of the current state of affairs concerning derivatives and their use in the financial firm. This includes a description of the definition of derivative, the varying types of derivatives and what their uses and significance are, and a description of their current use in the banking context in order to examine the overall importance of derivatives in portfolio management. This chapter will also provide an overview of the concepts of portfolio management in order to examine issues involved in the use of derivatives. Definition of derivatives Although there are a number of different definitions of derivatives, the basic principle of the derivative is that it is not, in and of itself, an asset or investment; instead, it is a financial instrument that is based on the value of an underlying asset or instrument (Hunt Kennedy, 2004, p. 1). As such, it should be clear that as a derivative has no independent financial value, it should not be considered to be an investment per se; if the firm wishes to make an investment in the underlying asset, it is more appropriate to do so directly. Instead, derivatives are used to gain potential access to cash flows, risk, currency exchanges or other valuable items or to distribute risks across a number of different users, markets, or geographic areas rather than assigning all risk to a single portfolio or individual (Hunt Kennedy, 2004, p. 3). Derivatives may be based on the value of a wide range of underlying instruments, including stocks, bonds, indexes, exchange rates, interest rates or the prices of commodity such as wheat, oil or livestock (Hunt Kennedy, 2004). More exotic underlying instruments include credit risks of packaged assets and even long-range weather forecasts; however, these exotic underlying instruments fall outside the scope of this discussion and will not be examined in-depth. Underlying concepts There are a number of underlying concepts that must be understood if the idea of the derivative is to be fully described. The first such idea is that of replication. In brief, replication is the portfolio of assets (trading strategy that will pay out an identical amount to the payout of the derivative in any potential trading circumstance (Hunt Kennedy, 2004, p. 3). In other words, the balance of the portfolio, on which option pricing theory is based, is dependent on its ability to mirror the price of the option that it is compared against. The second important underlying idea is that of arbitrage. Hunt and Kennedy (2004, p. 3) defined arbitrage as a trading strategy that generates profit from nothing with no risk involved. Arbitrage opportunities are assumed not to exist in the trading of derivatives; although it is clear that some random arbitrage opportunities might exist, they cannot be counted upon in a trading strategy and should not be considered for the purposes of this analysis. The underlying security is defined as the security involved in an option or other derivative transaction (Chorafas, 2008, p. 36). In other words, the underlying security (or underlying asset) is the security or asset from which the derivative derives its value, like a commodity such as oil, gold or wheat. These underlying securities rarely actually change hands (although it may occasionally occur). As Chorafas noted, while the underlying security may be based in an asset or liability, it cannot be considered to be an asset or liability itself, but is instead intended only to hedge risks from other market areas. Chorafas demonstrated that the relationship between the underlying security and the derivative is likely to be nonlinear; that is, the price of the derivative will not depend immediately on the price of the underlying security, but will instead be offset by other factors. The figure below demonstrates this nonlinear relationship. Figure 1 Nonlinear relationship between the value of derivatives and underlying instruments (Chorafas, 2008) The idea of notional principle amount, or face amount, is the amount of money on which the trade is based; however, this money is never actually intended to change hands, it only provides a basis for such characteristics of the derivative as interest rate calculation or other bases for engaging in the trade (Chorafas, 2008, p. 36). This may be specified not only in currency, but also in any other relevant measurement, such as shares, kilos, gallons, bushels, or whatever the natural means of measuring the underlying asset might be. Types of derivatives There are a wide range of types of derivatives, and custom derivatives are often assembled in order to meet the requirements of the parties involved in the trade that do not easily coincide with the definition of any standard type. However, the four major categories of derivatives include options, forwards, futures and swaps. Each of these types has a different structure and different uses within the market, and each is traded differently within the market. The description, structure and main uses of each of these types of derivatives are described in detail below. Options An option is an instrument that gives the buyer the opportunity (but not the requirement) to purchase a given instrument at a specific time for a specific price (Chorafas, 2008, p. 39). An option may be a call option (guaranteeing the buyer the right to buy the underlying good at the set price) or a put option (guaranteeing the owner the right to sell the underlying good at the strike price) (Kolb, 2003, p. 4). The buyer of an option may decide to exercise it (in which case they take delivery of the underlying) or to not exercise it (in which case it expires); if the buyer does exercise the option (decide to take delivery) the seller must give it to them for the agreed-upon price. The price at which the buyer may exercise the option is the strike price, while the price paid to the seller for the option is known as the premium (Chorafas, 2008, p. 40). The expiration date is the date by which the option must be exercised is the expiration date. The type of option will determine whether the option can be exercised only on that date, at any time prior to that date, or at certain specific times prior to the expiration date. American options can be exercised at any point up to the expiration date, while European options allow exercise only on the expiration date (Kolb, 2003, p. 507). A Bermuda option has set intermediate dates between the purchase and the expiration date at which it may be exercised (Kolb, 2003). There are also a number of exotic options that provide more customized payment, delivery and exercise agreements that may rely on the price of the underlying asset; for example, a barrier options exercise depends on the value of the underlying asset reaching a price specified in the contract, while an Asian option depends on the average price of the underlying security (Kolb, 2003). A so-called plain vanilla option, however, depends only on the current price of the underlying and other characteristics of the option such as exercise price and time until expiration (Kolb, 2003, p. 577). Caps, floors and collars are particular characteristics of a given option, which are intended to limit exposure to upside and downside risk (Smith Walter, 2003, p. 84). A cap, commonly used in an interest rate swap as well as other options, fixes the upper rate of exchange, while a floor similarly fixes the lower rate of exchange; as can be envisioned, a collar fixes both the upper and lower rates of exchange in order to reduce the potential for risk. Options are extremely popular derivatives that are used in both financial and nonfinancial firms for portfolio balance. Forwards A forward, or more properly a forward contract or option, is structured in much the same way as an option; however, rather than the exercise of the instrument being optional at the expiration date, exercise is mandatory at that time (Kolb, 2003). A basic definition of a forward was given by Kolb, who remarked, A forward contract always involves a contract initiated at one time; performance in accordance with the terms of the contract occurs at a subsequent time. Furthermore, the type of forward contracting to be considered here always involves an exchange of one asset for another. The price at which the exchange is set at the time of the initial contracting. Actual payment and delivery of the good occurs later (Kolb, 2003, p. 2). Forward contracts are commonly used in currency exchange operations and other transactions in which the individuals involved wish to reduce uncertainty; for example, in a currency exchange forward, the seller ensures the present value of the trade, as does the buyer. Although the currency exchange rates may fluctuate over the time between the contract and the expiration date, the risk for each party will be reduced because they will be able to protect themselves from changes in the currency exchange (Kolb, 2003). As such, forwards are commonly used for securing access to foreign currency or other underlying assets that an individual will need in the future at a risk-controlled price. In effect, the use of forwards removes uncertainty from the future business climate, therefore reducing risk. Forwards may also be used in order to create a position in the weaker currency when performing interest rate hedging (Smith Walter, 2003, p. 43). In effect, the investor attempts to determine when a weak currency is going to undergo a currency collapse (such as the 1997-1998 Asian market collapse, which began with a weakened currency in Thailand), and then purchases interest rate forwards in this currency, then waits for the interest rate in the country to drop as monetary policy shifts to propping up the currency rather than attempting to slow growth. However, this strategy is not without risk because there is always the potential that the currency may not depreciate or, if it does, that the requisite interest rate drop will not occur, or will not be sufficient to make the investment worthwhile. Futures Futures are an even more specialized form of the option. Futures contracts, which always trade on organized exchanges rather than in over the counter transactions, are a type of forward contract with highly standardized and specified contract terms futures contracts are highly standardized with a specified quantity of a good, and with a specified delivery date and delivery mechanism (Kolb, 2003, p. 3). According to Kolb, performance on a futures contract is also guaranteed with by a clearing house, or a financial institution that guarantees the integrity of the market, and are protected by margin, or security payments posted by traders as a good-faith indication of willingness to trade (Kolb, 2003, p. 3). Futures, unlike other forms of derivatives, trade in a regulated market and as such may not be as complex to handle as other forms of derivatives such as forwards. Futures are most commonly used for trade in commodities, and are often used by nonfinancial institutions rather than financial institutions. Swaps Unlike the other forms of derivatives, a swap is not just a specialized form of option, but is instead a different type of instrument. A swap is an over-the-counter instrument involving the exchange of one stream of payment liability for another (Smith Walter, 2003, p. 75). According to Smith and Walter, this derivative has only developed since the 1980s, with an increasing use of derivatives by non-financial corporations in order to reduce risk and reduce cost of listing on stock and bond markets. Swaps, as contingent values, are also not listed on financial reports, which allow firms to manoeuvre their full investment in a given position if desired (Smith Walter, 2003, p. 76). Common swaps include interest rate swaps and currency exchange swaps. Currency swaps allow firms to exchange their exposure to currency risk (for example, by limiting the amount paid in interest from one position to another) by exchanging currency rates from one to the other. Historical currency swap rates demonstrate the overall growth in currency swaps. The table below demonstrates the growth in currency rate swaps over the top ten traded currencies in 2000. As can be seen, the Euro almost immediately became prominent, with rapidly increasing amounts of currency swaps overtaking the currency as it was instituted. The use of currency swaps is extremely common in financial and non-financial firms that require protection from currency risk. For example, those with operations in multiple countries (Smith Walter, 2003). Currency Notional Amount Traded Per Year (Historical Figures) 1998 1999 2000 Australian dollar 206 365 387 Canadian dollar 594 647 623 Danish Kroner 28 37 40 Euro 4,667 5,981 Hong Kong dollar 89 321 450 Japanese yen 5,319 4,236 4,254 New Zealand dollar 10 6 3 Norwegian Kroner 48 127 103 Pound Sterling 2,512 2,242 2,391 Swiss franc 419 459 456 Table 2 Historical trades in currency swaps, 1998-1999 (Smith Walter, 2003) Interest rate swaps allow for firms to exchange interest rates on funds, often in exchange for future value of a payment stream. As noted by Smith and Walter, these instruments are advantageous because they allow for the transfer of potential immediate interest risk, as well as offering individuals access to funds at lower interest rates. In addition to an immediate swap, a pair of traders may engage in what is called a forward swap, in which payments at some time in the future are fixed rather than immediately exchanging hands (Smith Walter, 2003, p. 83). These derivatives are not commonly used in the financial world, but may take place for example in order to fix interest rates through the duration of a long-term building project or perform similar interest rate fixation. Credit derivatives Of particular current concern is the credit derivative, which protect the lender against loan default in much the same way as a loan guarantee. According to Smith and Walter (85), the major types of credit derivatives include total return swaps (in which the potential returns from a risky underlying loan instrument are exchanged for a lower, but less risky, guaranteed return); credit default swaps (in which an upfront fee is exchanged for coverage in the case of a default on the underlying loan instrument); and the credit linked note (in which the buyer makes a series of payments to the seller, which are returned if there are no credit difficulties during the lifetime of the loan) (Smith Walter, 2003, p. 86). Banks have commonly used these derivatives in the recent past in order to limit their exposure to consumer debt; however, as the recent subprime mortgage crisis in the United States has shown, reckless use of credit derivatives may not be appropriate. Many hedge funds (estimated by Douglas to be a tenth of the total market) specialize in credit derivatives, following a number of different strategies for engaging in credit derivatives trading and arbitrage. The authors noted that of the participants in the credit derivative markets, the majority of funds that specialized in credit derivatives worked in emerging debt markets and convertible arbitrage opportunities, rather than in less risk, but less rewarding, areas such as distressed debt and high yield debt (Douglas, 2007). The risks of credit derivative instruments will be explored more fully in Chapter 3, Data and Analysis. Derivative trading Derivatives are traded in one of two ways. Over the counter derivatives (OTC derivatives) are derivatives that are traded directly between private parties, rather than being traded through an exchange (Smith Walter, 2003). Some of the most commonly traded derivative structures that are traded over the counter include swaps (which are usually custom-packaged in order to meet the needs of both parties involved in the trade) and exotic options and other custom-packaged derivative products (Smith Walter, 2003). These instruments are best traded over the counter because of their custom nature; the OTC sale format allows for customization of the package in order to meet the needs of the purchaser in terms of portfolio balance and risk adjustment (Chorafas, 2008, p. 58). However, this flexibility comes with a cost in risk undertaking, as there is no open market value of the instrument in order to ensure that the buyer does not overpay (Chorafas, 2008, p. 59). Although precise figures on the trade of OTC derivative instruments are difficult to obtain due to the private and non-reported nature of the trades, evidence points to a very large market for these instruments. According to the Bank for International Settlements, the estimated international trade in OTC derivatives as of December 2007 was approximately 596,004 billion US dollars (Bank for International Settlements, 2007). The second form of derivative trading is exchange-traded derivative trading, in which derivatives are listed on exchange for buyers and sellers in much the same fashion as stock or bond markets (Chorafas, 2008). The potential for overpricing that exists in OTC derivatives is not present in exchange-traded derivatives, because the existence of the open market results in the establishment of a fair market value for the derivative (Chorafas, 2008, p. 60). However, many types of derivatives are traded in derivative exchanges; most commonly, interest rate swaps and commodity forwards and futures are available on derivative exchanges (Chorafas, 2008, p. 75). While customization of derivative packages is not possible, for some purposes the use of a traded derivative is entirely sufficient to meet the needs of the portfolio management problem, and should be considered as lower cost than creating a customized over the counter derivative sale. According to the Bank for International Settlements, the exchange trading activity in derivatives during the 2nd quarter of 2008 (March to June) totalled 600,465 billion US dollars, which represented a total trade volume of 2,397 million contracts in total (Bank for International Settlements, 2008). Portfolio management The main use of derivativ Louis Isadore Kahn | Architect Biography Louis Isadore Kahn | Architect Biography Louis Kahn was one of the most renowned personalities of the 20th century Architecture. The impact that he made with some of his works was so remarkable that he was rightly compared with Corbusier and Mies Van Der Rohe. Louis Kahns work made huge impact specifically on the younger generation who were more willing to try out the non-traditional way of designing buildings. Louis Kahn truly believed that all architects should thrive for unparalleled excellence which would help them make an ever-lasting impact on the society, as seen by the works of Greeks and Eygpt. Keeping this goal in mind, Louis Kahn devoted his entire career in seeking perfection and pursing excellence. Louis Kahns best works are located in India, US and Bangladesh and incidentally they were produced in last two decades of his career. His works represent precise integration and assembly of structure, a silent admiration for materials and lights, a dedication to classical geometry, and a great deal of concern for human values. Louis Kahn was considered a enigmatic thinker or more like a philosopher who wanted to bring out change in the field of Architecture. BACKGROUND Born in 1901 in Estonia, Russia, Louis Isadore Kahn is considered to be one of the most influential architects of the second half of the twentieth century throughout the world. Louis Kahn migrated to the U.S. along with his family in his early years (in 1905). After completing his graduation from the University of Pennsylvania in 1924, Louis Kahn started his career as a draughtsman and later worked as head designer in several other firms in Philadelphia. He also worked in the offices of Philadelphias leading architects, Paul Cret (1929-1930) and Zantzinger, Borie and Medary (1930-1932). In the latter half of 1930s Louis Kahn served as a private consultant to the Philadelphia and The United States Housing Authority. His knowledge in modern architecture expanded when Kahn worked with European emigres Alfred Kastner and Oskar Stonorov. In the early 1940s Louis Isadore Kahn associated with Stonorov and George Howe, with whom Louis Isadore Kahn designed several wartime housing projects. K ahn was not only an American architect, but was also an educator and philosopher. Until 1947, Kahn had worked with a series of partners, after which, Kahn set up his independent/private practice. It was during this year, that Kahn also began with his influential teaching career atÂÂ  Yale University as Chief Critic in Architectural Design and Professor of Architecture (1947-1957) and then at the University of Pennsylvania as Cret Professor of Architecture (1957-1974). SIGNIFICANT ELEMENTS OF DESIGN Kahn wanted to redefine the bases of architecture through a re-examination of structure, form, space, and light; since his earlier work abstained from the international style modernism. Earlier works of Kahn had a traditional international style of architecture. However somewhere in the middle of his career, Kahn turned his back on this traditional approach and pursued innovation by redefining the use of structure, light, form and space. Louis Kahn described his quest for meaningful form as a search for beginnings, a spiritual resource from which modern man could draw inspiration. It is widely believed that Louis Kahn, who was then a Resident Architect at the American Academy in Rome, was extremely impressed by the astonishing architectural feats of Greeks, Egyptians and the Romans and this triggered the change in his approach of designing the buildings. Other experts believe Kahn was also influenced by the part of Philadelphia where he grew up. There were many factory buildings with large windows. These brick structures were very solid. This industrial design is apparent in several of Kahns early works. The impact of this European experience can been seen in Louis Kahns latter works. The work undertaken by him in last two decades of his life demonstrated a sincere desire to create a sense of place, showcased the true side of structure, and demonstrated the successful application of Platonic geometry principles. Louis Kahn must be credited for re-introducing various concepts which most of the modern architects had deserted like centralized spaces, using extensive geometric principles and demonstrating solid mural strength. Kahns buildings are admired for outstanding use of geometric shapes and implementing platonic geometry principles which creates magnificent experience for the users. Louis Kahn is credited in re-defining modern architecture in more than one ways. For e.g. Kahn was known to appreciate the appearance and feel of different materials that he used in his work. Kahn is also known to have used brick and concrete extensively and his innovative usage of these materials demonstrated his talent to the world. Kahn realised the importance of sunlight and was highly impressed by its usage in Egyptians and Greek works. Hence Kahns works demonstrates wide-scale implementation of sunlight through different kinds of interesting windows and openings. Egyptian works also inspired Kahn to use extensive geometric shapes and hence we find many of his buildings taking shape of squares, circles or triangles. Louis Kahns vision on how an architect can make difference to his design can be seen from the masters own words. A building is like a human, an architect has the opportunity of creating life. The way the knuckles and joints come together make each hand interesting and beautiful. In a building these details should not be put in a mitten and hidden. Space is architectural when the evidence of how it is made is seen and comprehended. EXAMPLES OF PROJECTS WHERE ELEMENTS OF LOUIS KAHN DESIGN WERE IMPLEMENTED All these elements of design philosophy can be seen in all the works of Louis Kahn starting from his first mature work the addition to the Yale University Art Gallery (New Haven, Connecticut, 1951-1953). This is considered to be Kahns first architectural masterpiece where one can see that much prominence has been give to the structural innovations demonstrated by hollow tetrahedral concrete ceiling and floor slab system, which was a mater-piece, a fantastic design of placing the mechanical and electrical systems. Kahns magnificent artistic sense can be seen from the design of the triangle-shaped staircase which sits in a rounded concrete shell, defining the servant space to be distinguished from the served spaces of the building. Richards Medical Research Building at the University of Pennsylvania (1957-1965) and the Salk Institute for Biological Studies (LaJolla, California, 1959-1965) demonstrated magnificent use of spaces and is the primarily responsible for the origin of the phr ase served and servant spaces. Kahn applied his principles to create masterpieces, which made a great deal of sense to the usage of space and light. His buildings, like the Yale Art Gallery extension (1951-53) or the Trenton Boathouse in New Jersey (1954-59) or even the Richards Medical Towers in Philadelphia (1957-62), create astonishing effects with the change in light, all possible due to the intelligent use of space and light. As a result, the user gets an entirely different experience of working in the building during different times of a day. By constructing Salk Institute in La Jolla, California (1959-67), Kahn created another masterpiece which had extraordinarily inspiring sequence of buildings. Richards Medical Towers This building demonstrates many key elements of Louis Kahns architecture. All these elements have been used before by other architects but not all at the same time. Through this structure, Kahn demonstrates the application of servant and served spaces, overcomes the problem of in sufficient lighting and more importantly integrates form, material, and process. As stated by Romaldo Giurgola and Jaimini Mehta, Richards Medical Towers represents a significant turning point in contemporary architecture. Salk Institute in La Jolla This particular building emphasizes the principle, Keep it simple and strong. Through this building, Kahn has achieved astonishing use of space, may it be the space available for Laboratories where research is conducted, or may it be the office space where ideas arise. This institute shows a wonderful collaboration of mind and action. The buildings beautiful concrete surfaces ensure precise detailing and magnificent experience. The structure is created in such a way that it takes care of the need to enclose specific spaces and does not rely on a general envelope to cover such specific space. Paul Heyer, described the central court of the building in a very artistic way. The central court, as a typical Kahn-like space of shimmering blue water, a band pointing toward the ocean epitomizing what human endeavour can accomplish at one scale with geometric clarity and authoritative but modest deliberation, to give to the scale less sweep of the ocean, here the Pa cific, a poignant gesture. Louis Kahn was known for his ability to create epic architectural structures that showcased human scale. He predominantly used brick and bare concrete as his building materials and he used highly refined surfaces like travertine marble for reinforcing the textures. (http://www.answers.com/topic/louis-kahn) Beyond its functional role, Louis Isadore Kahn believed architecture must also evoke the feeling and symbolism of timeless human values. Louis I. Kahn attempted to explain the relationship between the rational and romantic dichotomy in his form-design thesis, a theory of composition articulated in 1959. In his personal philosophy, form is conceived as formless and unmeasurable, a spiritual power common to all mankind. It transcends individual thoughts, feelings, and conventions. (http://architect.architecture.sk/louis-isadore-kahn-architect/louis-isadore-kahn-architect.php) Integral to Kahns notion of timeless form in the making of significant architectural spaces is the role of natural light. Louis Isadore Kahn described structure as the giver of light. For several projects located in hot sunny climates, such as the U.S. Consulate in Luanda, Angola (1959-1962). the meeting houses of the Salk institute, the Indian Institute of Management (Ahmadabad, India, 1962-1974), and the National Capital at Dhaka, Louis Isadore Kahn developed visually dynamic sunscreens. Great walls with variously shaped openings shield inner rooms from the harsh light. The evocation of a wall in ruins suggests an ancient part Louis Isadore Kahn s handling of light is a central theme in two unrealized synagogue projects, Mikveh Israel (Philadelphia Pennsylvania, 1961-1972) and Hurva (Jerusalem Israel, 1967-1974) as well as in one of his greatest works the Kimbell Art Museum (Fort Worth, Texas. 1966-1972). In the art museum, light enters through narrow slits in the concrete cycloid vaults and is diffused through the gallery interiors, which are rich with travertine and oak. Kimbell Art Museum This Louis Kahns masterpiece in Fort Worth is a beautiful demonstration of outmost perfection which can be compared only to the works done by the Greeks. Kahn used all the tools and available resources with such flawlessness, that it produced a building which had all the components working in a sychronized way and the system as a whole worked perfectly. It is difficult to find any building that does not utilize the materials properly and this one is no exception. INSPIRATION FOR OTHER ARCHITECTS Louis Kahns philosophy and extraordinary work has had influence on quite a number of contemporary architects. Tadao Ando, in his early twenties, took intiative and travelled throughout Japan, Europe, Africa and the United States for his architectural studies. He never took any formal training in the field of architecture. He would study architecture by observing the actual buildings and reading books of renowned architects such as Le Corbusier, Mies Van der Roher, Louis Kahn, etc. After he had gathered enough knowledge through his journey across different countries, he started his own practice. When asked about defining his style of architecture, Tadao had once said that, To me, walls are the most basic elements of architecture, and in all my works, light is an important factor. The Benetton Communications Research Center (Italy) and the Naoshima contemporary art museum, (Japan) showed that Tadoa Ando was truly inspired and has learned a lot from the works of Louis Kahn. Renzo Piano (born in 1937) completed his graduation in architecture in 1964 after which he worked in his family business. From 1965-1970, Renzo Piano worked in the offices of Louis Kahn (Philadelphia) and ZS. Makowski (London). Along with Renzo Piano, another famous architect who was greatly influenced by Louis Kahn was Richard Rogers. Renzo Piano met Richard Rogers at the Expo70 in Osaka and both immediately realized that they had common interests. One of the most famous projects of Renzo Piano Richard Roger is that of Georges Pompidou Centre in Paris. The building was designed in such a way, as if it were turned inside-out, with the services visible on the exteriors of the building making the inside of the building light and airy. Thus, this building can be said to be made on the similar basic concept which Kahn had applied years earlier in the Arts Centre where because of his theory of served and servant spaces, huge services ducts rose up through the building. Hence, it can be s afely concluded that Renzo Piano and Richard Roger were both influenced by Louis Kahn. Architect Norman Foster is another famous personality influenced by Louis Kahn. Foster happened to study masters in architecture in America at a time when Louis Kahn was designing the extension at the Yale University. Getting influenced by Kahns designs and philosophy, the two architects have also ended up designing the worlds most exciting buildings. For example, Norman Fosters Hongkong and Shanghai Bank project demonstrates Louis Kahns influence on Norman Foster. Another architect inspired by Kahn is James Stirling. Stirling was known for his experimental approach, which meant that he was not committed to one particular style. Also, this approach meant that Stirling was ready to try out new ideas and that definitely reflected Louis Kahns quality of designing. Stirlings earlier projects for Oxbridge stressed more importance to the concept than to the artistic and utilitarian needs. Due to this experimental approach and rigid adherence to concept, Stirling was often criticized for not following architectural principles.