Enhancement Of Computer Literacy In Primary Students Education Essay

Enhancement Of Computer Literacy In Primary Students Education Essay INTRODUCTION 1. Commencement of use of Information and Communication Technology have been re-engineering almost all the fields of human life from basic needs like communicating with friend living abroad to fundamental needs like education, health and governance. That is not only a technological evolution but also a social revolution that enforces the primary students, to discover new habits, innovative morals and production of new life systems, so that to adapt with global change in human culture and life style. Our education system also to be formulate to meet this concept and to be aligned with this new technology. Hence, the innovative distribution of Information Communication Technology (ICT) for education of primary students is becoming compulsive need since the professionalism is the backbone that could change the culture and the society in time to time towards create outstanding living condition expected by the people. 2. Today, it is extremely important that a primary student should be competent with coherence in the area of computers and technology. It is impossible to be successful in todays job market and high tech lifestyle, if our primary students are failed for timely educate as early as possible to suit the existing requirement to this subject. 3. The computer literacy is now an essential tool that all students must be familiar with in order to complete their routine studies and focusing for future job demand. Whatever our job; Teacher, Planner, Lawyer, Accountant or Salesperson; computer literacy are mandatory them to succeed. Primary students are also need to gain certain level of computer literacy in order to complete basic every day skills to face our future society. In Central Colleges in Sri Lanka most of the primary students are aware with computer studies but they have to use it in a way to achieve mandatory results need for join the future world and join the future community. 4. The use of the internet facility is highly required skill for students and they are to thoroughly master it definitely. Computer literacy and Internet are almost one; in the same thing usually one isnt mentioned without the other tagging along. Without the Internet, there would be no way to instantly find the name of a famous book your favorite writer was in five years ago. Primary students will need to be familiar with the Internet in all types of educational methods whether it is research on any topic or surfing for information. For this purpose primary students need to know what a search engine is and how it works, what a keyword is and how it works, how to open a browser and how to use a link, etc. The Internet is a huge wealth of information that every students should take advantage for gather information skills. There are web sites that will help primary students to find educational tours by posting their resume online. Online skills allow primary students to learn and share social, cultural, environmental facts of other countries, people and religions. Many secondary level students today are now getting their degree online in the comfort of their own homes on their own schedule. Its amazing how today with a couple of clicks, every student can go anywhere in the world in two, three seconds without leaving their computer. 5. Promotion of computer literacy is one of the most essential areas in education. The important role which it plays is intellectual, social, emotional and spiritual development of children. The students normally use sensory perceptions to know his immediate surroundings. It is automatically widens his vision. The computer literacy skills of students are not a one time experience. It is a continuous lifetime experience. It is accepted that a proper skills of Computer Literacy has to be inculcated and nurtured in the early years of age. 6. It must be distinguished as the ability to work with understanding and appreciation. In Sri Lanka computer is mostly a Information Communication Technological skill which is brought about by brute repetition of a given stimulus together with the appropriate response. It is a matter of some doubt whether all children have acquired the ability to learn in the genuine sense, by the time they have reached school leaving age. It needs at least four years to attain the computer skill and is it reasonable to expect these children who drop out after primary level to sustain that skill afterwards? Computer literacy is a not a severe complex process. It is an average simple skill which once learned, can be increased with referral to the Information Technological contented publications. CHAPTER II METHODOLOGY AIM 1. This paper will emphasis and analyze why the children are not skilled in Computer Literacy and for examine the factors which determine computer literacy in children and what steps have to be taken for the enhancement of computer literacy and information technological skills in primary school children in Central Colleges in Sri Lanka. STATEMENT OF THE PROBLEM 2. It is required to study of Primary level students of Central Colleges computer literacy and the present environment to enhance their capabilities in computer literacy. In this research need to focus on their Computer educational system and clarify the difficulties and the to the mechanism that they required to strengthen the computer literacy, information technology aspects, as considering the future job opportunities that can be gained by primary students in Central Colleges Sri Lanka. 3. The question is at present scenario is ,the primary school students in Central Colleges in Sri Lanka have not been able to acquire the required standard of Computer literacy, and information technology to enhance their minimum skills required in Computer field. 4. This paper will identify and analyze why the Computer Literacy in primary students is dwindling, the factors which determine literacy and suggest recommendation for the promotion of mechanism that needs to enhance skills, knowledge in primary level students. RESEARCH HYPOTHESIS 5. Mechanism will be strengthening to face the future job demand. In this aspect is to be achieved in a way of researching experimental computer study of guidance in formulation with Government educational policies on Information Technology for enhancement of Computer Literacy of primary students in Central Colleges SCOPE OF STUDY The scope of this research focused on the primary students in Grade 1 to Grade 5, their teachers and principals are to extract their ideas by questionnaire and interviews. Also the research will analyze educational specialists personal views on what should be the background surrounding the primary school children to promote their Computer literacy. The anonymity of the researcher was maintained by asking questions from certain group heads and teachers under the name of a consented individual. The purpose was to eliminate biased answers which may be given as a result of the fact that the questions are presented by a known IT instructor. This is also to investigate any differences in response for the same questions based on computer literacy. This method is adopted as the topic is of sensitive nature and based entirely on individual attitudes. METHOD OF DATA COLLECTION 7. Data collection methods are as follows. a. Primary source. (1) Primary source of information were collected by interviewing IT educationists and heads of schools. (2) Further data collection done by a questionnaire prepared for the primary school students and their teachers. b. Secondary sources. Books, paper articles and websites used as the secondary sources of information. CHAPTER ORGANIZATION The thesis is structured as follows : a. CHAPTER I Introduction b. CHAPTER II Methodology CHAPTER III Computer Literacy of Primary Students in Central Colleges (1) Computer literacy introduction of primary students (2) Present literacy skills and IT environment of primary students CHAPTER IV Weather educational support and the required guidance and assistance will provide to enhance the computer literacy How teachers adopt educational method to improve computer literacy of students through policies of educational department. How the other aspects on infrastructure facilities given to improve on computer literacy of primary students (3) Enhancement of Computer literacy and IT Skills of Students i Learning interests of students ii Students interests in internet iii College IT Environment iv Teachers opinion about Computer literacy CHAPTER V Impact of Computer Literacy for primary students at Central Colleges and future Job demand at society (1). How the computer literacy help to increase job demand for future society (2). Increase job demands and the computer literacy as main educational aspects of needs in primary students. CHAPTER VI Reasons behind the inefficiency of present practices on computer studies of students. Why the basic computer needs cannot preserve the computer education at Central Colleges Present skills of students and personal interest on computer literacy of primary students. Education level of primary students in line with present technology changes behind computer educational systems. Awareness studies and competency of teachers on newly introduced software systems and theories on computer studies. Other aspects that can be used to increase the computer studies. The malfunction exist in routine and system stability on computer studies of students Advantages and disadvantages of utilizing adequate study hours for increase computer literacy. CHAPTER VI CHAPTER VII j. CHAPTER VIII CHAPTER III LANGUAGE APTITUDE OF PRIMARY SCHOOL CHILDREN 1. Language is a process that helps people to express themselves and to make effective social relationship among people all over the world. It is through language that people could acquire information to improve their basic needs such as health habits, consciousness, scientific changes and different types of skills to earn a living. Piaget, the renowned physiologist believed that the real key to human intellectual development, conceptual development, is language. Language is the most effective mode of communication. The lack of language ability often hinders ones progress.  [1]  The language aptitude and literacy performance of the primary level indicates the standards of childrens reading habits and information skills. LANGUAGE LEARNING OUTCOME IN SRI LANKA 2. Sri Lanka has attained the first generation education objective of providing widespread access to primary education (grades 1-5). However one major challenge that the country has to overcome is the moderate level of learning achievement in language proficiency among primary school children.  [2]   3. According to recent studies carried out by NIE and NEREC, University of Colombo only between 35 to 38 per cent of primary school students have achieved standard level of their mother tongue (Annex B). This is a serious constraint to further learning, as all subsequent studies will draw on the childs mother tongue capability. 4. There is a considerable difference in the achievement of mastery level in their first language between urban and rural schools. According to the above studies more than 40 per cent of urban children achieve mastery level in their mother language contrast to below 34 per cent in rural areas. Also more than 1/3 of pupils have failed to achieve standard level for their mother language. This shows the dwindling of reading habits and information skills among primary school children. 5. The regional disparity in achieving mastery level in first language is clearly shown in Table III.I. 41.24 per cent of Western province Grade 5 students achieve mastery level in contrast to 42.40 percent in Uva province students have failed to achieve the required standard level. This shows how the availability of physical and human resources affects performance. Mastery = 80% 100% Non Mastery = 0 59% Table III.I Achieving mastery levels in literacy in Grade 5 by provincial levels Source Performance of Grade 5 students in literacy and numeracy NIE LITERACY SKILLS OF CHILDREN 5. According to the research project on development of language skills among primary school children carried out by NLDC (Annex C), the overall performance of Grade 2 pupils is satisfactory. There is hardly any disparity between districts or among school types. 6. The Grade 4 assessment revealed disparity in performance among the districts and between school types. AAVG level schools show highest performance while SS level schools show poor performance. These variations in performance pin-point the inequalities in distribution of learning and teaching facilities for the school subjects, particularly in language skills. 7. More than half of the number of pupils in the sample have not been able to attain the expected achievement level for the vocabulary synonyms/ antonyms, spelling and grammatical writing ability and creative wring skills for the Grade, after four years of schooling. This suggests that they are suffering from lack of reading habits.  [3]   CHAPTER IV READING INTERESTS AND INFORMATION SKILLS OF CHILDREN READING INTERESTS OF CHILDREN 1. There is no particular age at which a child should actually begin the process of learning to read. It should appeal to real activity, to spontaneous work based upon personal need and interest.  [4]  Children have an innate desire to know about their surroundings. As the child develops learning through sensory perception, he becomes more and more curious to understand his environment; what has happened and what is happening are his interests. 2. Children may come to understand an important part of their world through the experience of reading. They start to learn about reading in a natural and incidental way.  [5]  If a book satisfies childs needs, he will start reading it for pleasure. A child begins acquaintance with a book by looking at pictures. If the book catches his interest, he returns to the book again. Also he is being exposed to the printed word in the environment such as bus boards, various posters on the highway, road signs, labels of goods in the market, advertisements on television and newspapers. The child sees lots of words in his environment and tries to grasp them meaningfully. Therefore, most children have a form of awareness of the printed word.  [6]   3. According to the study it has clearly shown that children are interested in books, magazines, childrens papers and they have a thirst for information, knowledge and communication. This inbuilt desire and interest found in children has to be harnessed to improve their reading habits and information skills. As such it is the duty and responsibility of the parent, the teacher and the authorities to take the full use of it.  [7]   Table IV.I would like to spend my Table IV.II would like to spend my leisure time à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.- Grade 2 leisure time à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.- Grade 4 CHILDRENS INTERESTS IN MEDIA 4. The child gets motivated to read when he hears stories or when an adult reads aloud a story to him. Today the child could get this type of satisfaction through the mass media. When children watch television or listen to the radio, those programmes which are meant for children create awareness and need for reading and they could be made use of to develop reading habits and information skills. 5. As per the study it is revealed that Both Grade 2 and 4 childrens best television programme is cartoon stories. Most of children like to listen to songs and stories by radio. These interests could be made use of in varied ways to develop reading habits and information skills in the classroom and home. Table IV.V Interest on Television Table IV.VI Interest on Television Grade 2 Grade 4 Table IV.V Interest on Radio Table IV.VI Interest on Radio Grade 2 Grade 4 Table IV.I Grade 2 Table IV.II Grade 4 Childrens interests on childrens paper 6. Above two tables indicate that a very high percentage of children in all three districts read childrens papers. It was found that this is a habit developed by the good teachers of those schools by exchanging papers within the class, when those parents who could afford to buy papers for their children bring them to school. This high percentage suggests that if reading materials are made available to children, and then reading habits and information skills of primary school children could be definitely improved. CHAPTER V READING AND CHILDHOOD ENVIRONMENT 1. As a foundation for the development of reading habits and information skills, the four language skills listening, speaking, writing and reading has to be developed in the classroom and the home. The child should be able to read with ease and facility in order to develop reading as a habit. The first requisite for this is to gain ability to identify letters and words. Then the child has to read words and sentences to infer meaning and gain knowledge, information etc. This is a complex process.  [8]   2. Reading skills could develop only if reading materials are available. Non availability of suitable reading materials create serious limitations in developing reading habits. Hence the laying of foundation on a sound footing is the responsibility of the parent, the teacher and the school. SCHOOL BACKGROUND 3. A teaching-learning situation is significantly affected by the availability of building with sufficient number of classrooms, seating accommodation and furniture. Primary sections of some popular urban schools have more than 50 pupils in one classroom, which could accommodate only 40. This situation has resulted adversely. Neither the teacher nor the pupil could move about freely to give and receive individual attention.  [9]   4. The situation is worse in some schools where the classes are conducted in unpartitioned open halls. In such schools both teaching and learning has become drudgery and some teachers are force to conduct classes under the trees in the garden.  [10]   5. The teacher is the key factor in improving reading skills and habits in pupils when resources are sub standard. In those schools the teacher is the only source of learning. Out of the 25 teachers who supplied information through the questionnaire, 21 are primary education trained and 3 are trained graduates. However the response of head of the schools revealed that there are quite number of teachers who are not trained. The standard of education undoubtedly recedes when teachers are not trained for the profession. 6. Out of 15 schools exclusively primary education is given in only 5 schools. In those schools primary education is entirely managed by a Deputy Head. Of other 8 school primary heads three are trained five are graduates with post diploma. Academic professional status of the head of the school, his attitude toward improving the mother tongue, commitment to his profession, his support in providing reading materials and promoting reading habits is of significance in this context. 7. Out of 15 schools of the sample five schools do not posses libraries catering to the reading needs of primary school children. Out of the 10 school libraries three of them have 100 500 books. Three school libraries have less than 1000 books and two National schools in Colombo district and one National school in each other two districts have a wealth of 3000 or more books. The two schools in the sample which have a few books received as a donation complained that there are no storage facilities available for them even to keep them safely. Out of the 15 schools 7 schools do not buy even a single newspaper. In the mean time out of rest 8 schools only 5 schools buy childrens paper for the primary school children.  [11]   8. Except for the national schools librarians trained for the job are not available in the rest of the schools. In most of these schools a teacher from the staff helps in the library. In three schools a girl is employed for the work in the library paying a nominal fee. 9. This clearly displays the disparity between schools with sub standard resources and schools with above average standard resources. This fact substantiates the view presented earlier that the socio economic level at home and school affect achievement level of children. TEACHERS OPINION ABOUT READING 10. The response presented by the 25 teachers of the schools of the sample revealed that children are really interested in reading and teachers do their best to promote reading by managing classroom libraries under difficult situations. Each child in the classroom brings a story book at the beginning of the year. Sometimes teachers give the names of the list of story books. Also those who can afford to buy childrens paper bring them to the class. These books and papers are exchanged among the pupils. There by teachers help children to develop reading habits. Instead in some schools teachers get a few books, about thirty from the secondary school library and distribute them among children once a month or so. 11. Some teachers are of the opinion that the primary syllabuses contain far too much material for the year that they cannot complete and it is difficult for them to concentrate on developing the reading habits individually. There should be verity in the content of the curriculum to cater individual needs. Also they pointed out that Grade 2 and Grade 4 even Grade 5 text books do not motivate children to read as the stories do not awaken their feeling and curiosity. Stories do not create opportunities for children to think. Therefore the teachers say that children mechanically read by heart, even if they cannot identify letters, words or meaning of what they pretend to read. Therefore the authorities concerned have to be more cautious in the selection and grading curriculum and text book content. 12. Teachers also revealed that in addition to the scarcity of reading material, children of sub standard and average type schools suffer from other deficiencies such as socio economic conditions at home, large families, parents not been educated, their inability to realize the importance of reading. 13. Method of teaching plays an important role in learning situation. What was observed was teachers are more concerned with covering the syllabus, merely using general methods of teaching without thinking of special and innovative techniques and individual differences of learners. There is hardly any system of evaluating reading. Teachers do not seem to undertake feedback programmes and maintain record of it. Lack of teaching aids was observed in most of the schools and teachers depend only on Talk and Chalk. HOME BACKGROUND 14. Research done in western countries has revealed that success in reading had been achieved by children who were provided with plenty of opportunities for reading and access to books. Avid readers had stories read or told to them regularly by parents or grand parents.  [12]   15. Children read anything and everything they get hold of as they are interested in reading. If is therefore the duty of the adults to select suitable books for children, as they cannot discriminate between suitable books and books not suitable for them and evaluate them. 16. It is assumed that when family size is large, children do not get equal need satisfaction enjoyed by children of small families of the same income level. In the questionnaire the family size of pupils was divided in to two categories. a. Category 1 Number of family members four or less b. Category 2 Number of family members five or more Table V.I Indicating family size 17. According to the table V.I in Colombo district smaller sized families percentage is higher than other two districts. This factor seemed to have affected the achievement performance of children, as it is apparent from the highest ML percentage in Colombo district. 18. Parental support in supplying reading materials such as books, papers and magazines undoubtedly helped development of childrens reading habits and information skills. This in turn is conditioned by the socio economic status of parents. Table V.II Table V.III indicate the number of books Grade 2 and Grade 4 children posses is quite eloquent of this factor. Table V.II No. of books children posses for supplementary reading Grade 2 Table V.III No. of books children posses for supplementary reading Grade 4 19. The table V.II shows 10 per cent of Grade 2 pupils in Colombo district have more than 10 books for extra reading while other two districts children have below 10 books. Also the table V.III indicates 54 per cent of Grade 4 pupils in Colombo district have more than 10 books for extra reading while other two districts it is below by 36 per cent. This factor also seemed to have affected the achievement performance of children, as it is apparent from the highest ML percentage in Colombo district. 20. The names of books read by pupils indicate that they read whatever those come in their way, they have no choice. They read anything and everything they get hold of as they are interested in reading. It is therefore, the duty of the adults to select suitable books for children as they cannot discriminate between suitable books and books not suitable for them and evaluate them. Daily % Sundays % Sometimes % Never % Kandy 12.9 40.5 35.3 11.2 Kalutara 19.5 34.5 32.7 13.3 Colombo 22.4 41.3 28.4 7.8 Total % 18.2 38.8 32.2 10.7 Table V.IV Houses that buy newspapers Grade 4 21. 10.7 per cent of the overall sample of childrens parents do not buy a newspaper. However 38.8 per cent of the sample buy Sunday newspapers. This may be due to the fact that other form of mass media like the television and radio are being sought after for enjoyment and getting information. Thereby a good opportunity that the parents could offer in motivating the child to develop his habit of reading is neglected. It is only a very poor percentage of parents buy newspapers daily. Even in Colombo district 22.4 per cent of the sample only buy newspapers daily. It may have been caused by two factors. It may be due to lack of money or of time to read papers. Whatever it is, if the parents could afford to buy newspapers daily it would be a motivation for the child to read and improve their information skills. CHAPTER VI SUMMARY OF FINDINGS 1. More than 1/3 of primary school pupils have failed to achieve standard level for their mother language. 2. Most of Grade 2 pupils have acquired the language skills satisfactorily. 3. a. More than 50 per cent of pupils have not acquired the language skills expected for the grade, at the end of the year. b. Performance of Grade 4 pupils in vocabulary synonyms/ antonyms, spelling and grammatical writing ability and creative wring skills are very poor. 4. There is a marked disparity in achievement of language skills among districts and between school types. 5. There is no equitable provision of physical and human resources available in schools as yet for the promotion of reading habits and information skills. 6. Most of the primary schools of the sample do not posses libraries. Lack of suitable reading materials, librarians, varied kinds of books, a large quantity of books of quality to cater to varied needs and interests of primary children are found to be obstacles which stand in the way of development of reading habits and information skills. 7. The curriculum, text books and methods of teaching do not seem to suit the changed society of the modern day and it will not provide any encouragement to children for the improvement of reading habits. 8. The parental support and encouragement at home is not enough for the children to develop reading habits and information skills. 9. Family size the and the socio economic status of parents affect to the development of reading habits and information skills of children. 10. Children are interested in books, magazines, childrens papers and they have a thirst for information, knowledge and communication. CHAPTER VII CONCLUSION 1. Reading is one of the most important components of language. It is a basic tool subject especially in primary school. Reading helps to learn all the other areas of the school curriculum and provides vital means of learning. Reading is believed as a process of acquiring information, receiving a massage from a print in a meaningful way. 2. Reading is of greatest significance to the educationist because it is their responsibility to guide the child to develop his total personality for the welfare of the individual child and for the welfare of the entire society and also because it is the right of the child to be literate. It is important for children to read good books and develop their reading habits and information skills, in order to grow physically and mentally. Good reading habits are necessary for a healthy intellectual growth. 3. It is a matter of some doubt whether all children have acquired the ability to read in the genuine sense, by the time they have reached school leaving age. Teacher influence, home background and book provision hold the key to an improvement in reading. The main objective of carrying out this study was to find out the reason for deficiency in readi

What are the narrative techniques used by Tennyson in “Mariana”

Alfred Lord Tennyson’s poem, Mariana, follows the story of a jilted woman from Shakespeare’s â€Å"Measure for Measure.† The epigraph of the poem â€Å"Mariana in the moted grange† is taken from a reference of this play, and the narrative techniques within the poem combined with the context of the isolation of the character give us an insight into the melancholy that not only the character of Mariana feels, but perhaps also Tennyson himself. Arguably the most prominent narrative technique used by Tennyson is the imagery within the powm which is an outward manifestation of Mariana’s inward melancholy.The monotonous â€Å"glooming flats† outside of her house reflect her life; she is going nowhere now that she has been jilted and apparently has no wish to! In addition to this, images of isolation prevail throughout the poem, â€Å"The lonely moated grange†. This further adds to the belief that Mariana is cut off from the vibrancy of human life. Tennyson is particularly clever with this narrative technique; giving the description of an inanimate object, such as the â€Å"moated grange† using an human emotion, it allows the reader to reflect this feeling onto the character of Mariana, which further gives insight to the solitude that her character is feeling.The imagery throughout is of vital importance, due to the fact that we learn nothing of the physical appearance of her, yet the bleak desolation of the landscape which she lives in allows the reader to project this image onto her character and gives an insight towards the inner turmoil and isolation that the character is feeling. In addition, the image of decay is one of the most obvious forms of imagery throughout, and further reflects the fact that Mariana’s life is wasting away waiting for a man. . The quotation:â€Å"With blackest moss the flower plots, Were thickly crusted one and all.†suggests the idea that the melancholy Mariana has been feeling has not been a short term thing. The fact that the usually green moss has turned black raises the question that Mariana may be wallowing, and perhaps even enjoying her melancholy, due to the fact that it highlights the amount of time she has been in such a state. This quotation further shows the contrast between what her life could have been, and how she is living now. The mention of â€Å"flower-plots† indicates that her life could have been flourishing and filled with colour, if she allowed it to be so, yet it is simply dark and  bleak. This imagery of colour is entwined throughout the verses, with consistent references to â€Å"blacken’d waters† and â€Å"the rounding gray†.A startling piece of imagery which contrasts this darkness is the â€Å"poplar tree† with â€Å"silver green†¦gnarled bark† This is a dominant image throughout the poem, and has been interpreted to be a phallic image of the man who abandoned Mariana, an d is continuing to haunt her life even after he has left. This interestingly reflects the attitudes of the time. Throughout Tennyson’s poetry there are examples of feminism, and critique of the attitudes towards woman at the time. This reflects the Victorian idea that a woman can only be complete with a man in her life, and the life of a woman without a husband is â€Å"dreary†.The sheer melancholy within the poem could perhaps be a further jibe from Tennyson about society at this time, indicating that he believes that the idea that women should live like Mariana if they don’t have a husband is utter nonsense. A further technique used by Tennyson to tell the story within â€Å"Mariana† is the use of the structure. The verse structure â€Å"abab cddc efef† is almost encircling, with the central quatrain having a rhyming couplet in the middle, such asâ€Å"And wild winds bound within their cell, The shadow of the poplar fell†This emphasises th e psychological constraints of Mariana’s depression and depicts further the stasis of her life. The couplet in the middle is trapped, unable to escape due to the constraining verses, which clearly reflects the attitude that Mariana has to life. In addition to this, the verse form is unique to Tenyson and does not follow the traditional verse forms of other poetry, further adding to the idea that Mariana feels alone in life, and that there is nobody that is able to sympathise with her situation. Tennyson uses other language techniques such as onomatopoeia develop the story of â€Å"Mariana†, and is further used to reflect her character. The most brilliant example of this is;â€Å"The doors upon their hinges creak’d; The blue fly sung in the pane; the mouse Behind the mouldering wainscot shriek’d†The density of the onomatopoeia within this section suggests nightmarish and crazy sounds, and screams of despair, and create, as Ebbatson phrased â€Å"a landscape of inertia and loss†, which correlates with the emotions of the character. Furthermore, this quotation offers a stark contrast to the rest of the poem. Tennyson uses powerful words such as â€Å"shriek’d† and â€Å"creak’d† which are a harsh difference to the rest of the poem, which is mainly compiled of inactive verbs such as â€Å"fell†. The abundance of inactive verbs throughout the poem further reflects Mariana’s idleness, and really emphasises the onomatopoeia within this verse to reflect the dramatic sounds made from outside. Pathetic fallacy is a further narrative technique;â€Å"And wild winds bound within their cell,†This is another example of the way Tennyson uses the surroundings to reflect character; Mariana’s consciousness is really a wild wind, but she chooses to keep it imprisoned and â€Å"trapped within their cell†, adding to the perception that she is actually enjoying her melancholy. Th e alliteration of â€Å"wild winds† consequently accentuates the mayhem of her consciousness, and gives the reader further insight into the character. A final technique used by Tennyson is repetition, which is present throughout the poe,. Perhaps the most obvious form of repetition is the refrain, which is repeated at the end of each verse;â€Å"She only said, ‘My life is dreary He cometh not’ she said: She said, ‘I am aweary, aweary, I would that I were dead!†The fact that this is at the end of it gives an insight into the monotony of Mariana’s life, yet it also has an effect of creating annoyance towards the character of Mariana. Evidently as this is the only thing that she can say, it may appear that she is wallowing in her sadness, and further adds to the impression that Tennyson gives off throughout the poem about the feminist aspect. The use of direct speech within this refrain is the only part in the poem where we get a direct view of M ariana. It is therefore more immediate than the rest of the devices used to describe her character in the poem, and could perhaps evoke sympathy. However, it is not only the refrain which is repeated.The repetition of feminine rhymes such as â€Å"dreary/aweary† reflect  the feminine nature of the character, and the drawn out nature of these words and the unstressed syllable at the end reflect the languorous nature of the poem and create an effect of infinite weariness. Furthermore, the dramatic change of the final two lines of the refrain in the last stanza offers perhaps the only change to the stasis of the poem, which is a further narrative technique, and the final line â€Å"Oh God that I were dead!† shows that Mariana has come to the decision that she is fed up of living a lfe of shadows and nothingness.In summary, Tennyson uses an abundance of narrative techniques to tell the story of Mariana. Whilst it is essentially a poem of stasis, the methods such as image ry and repetition cleverly give the reader a deeper insight into the character featured in the poem, and have an interesting message about Victorian society concealed within them.

Inventory and Nestle

About Nestle Nestle is a multinational packaged foods company founded and headquartered in Vevey Switzerland. it is the world`s foremost Nutrition. Health & Wellness Company committed serving consumers all over the world. Their focus on responsible nutrition and promoting heaLth and wellness is a core value, emphasizing responsibility and sustainability. Nestle products are sold in almost every country in the world. MISSION STATEMENT Nestle is dedicated to providing the best foods to people throughout their day. Throughout their lives, throughout the world.With our unique experience of anticipating consumers’ needs and creating solutions. Nestle contributes to your well-being and enhances your quality of life. † COST ACCOUBTING INFORMATION SYSTEM OF NESTLE INPUT MEASUREMENT BASIS STANDARD COSTING Nestle is using STANDARD COSTING as a base for input measurement Standard costs are usually associated with a company’s costs of direct material, direct labor, and manufa cturing overhead. Rather than assigning the actual costs of direct material, direct labor, and manufacturing overhead to a product, nestle’ like many manufacturers assigns the expected or standard cost.This means that its inventories and cost of goods sold will began with amounts reflecting the standard costs, nor the actual costs, of a product Nestle’, of course still has to pay the actual costs. As a result there almost always differences between the actual costs and the standard costs, and those differences are known as variances, REASON FOR USING STANDARD COSTING Nestle is currently using Standard costing method because the related variances are valuable management tool. If a variance arises, management becomes aware that manufacturing costs have differed from the standard (planned. xpected) costs. †¢ If actual costs are greater than standard costs the variance is unfavorable. An unfavorable variance tells nestle’ management that if everything else stay s constant the company`s actual profit will be less than planned. †¢ If actual costs are less than standard costs the variance is favorable. A favorable variance tells management that if everything else stays constant the actual profit will likely exceed the planned profit. The sooner that the accounting system reports a variance, the sooner that Nestle management can direct its attention to the difference from the planned accounts.DIRECT MATERIALS USAGE VARIANCE Under a standard costing system. Production and inventories are reported at the standard cost—including the standard quantity of direct materials that should have been used to make the products. If the manufacturer actually uses more direct materials than the standard quantity of materials for the products actually manufactured, the company will have an unfavorable direct materials usage variance, If the quantity of direct materials actually used is less than the standard quantity for the products produced, the company will have a favorable usage variance.The amount of a favorable and unfavorable variance is recorded in a General ledger account Direct Materials Usage Variance. (Alternative account titles include Direct Materials Quantity Variance or Direct Materials Efficiency Variance. ) Lets demonstrate this variance with the following information. Direct Labor: Standard Cost. Rate Variance, Efficiency Variance Direct labor refers to the work done by those employees who aciually make the product on the production line. (â€Å"Indirect labor† is work done by employees who work in the production area. but do not work on the production line.Examples include employees who set up & maintain the equipment. ) Unlike direct materials (which are obtained prior o being used) direct Labor is obtained and used at the same time, This means that for any given good output, we can compute the direct labor rate variance. The direct labor efficiency variance, and the standard direct labor cost at t he same time. Variable Mfg Overhead: Standard Cost, Spending Variance, Efficiency Variance Manufacturing overhead costs† refer to any costs within a manufacturing facility other than direct material and direct labor.Manufacturing overhead includes such things as indirect labor, indirect materials (such as manufacturing supplies), utilities, quality control, material handling, and depreciation on the manufacturing equipment and facilities. â€Å"Variable† manufacturing overhead costs will increase in total as output increases. Fixed Mfg Overhead: Standard Cost, Budget Variance, Volume Variance â€Å"Fixed† manufacturing overhead costs remain the same in total even though the volume of production may increase by a modest amount. RELATIONSHIP BETWEEN VARIANCESIf the direct labor is not efficient at producing the good output, there will be an unfavorable labor efficiency variance. That inefficiency will likely cause additional variable manufacturing overhead—r esulting in an unfavorable variable manufacturing overhead efficiency variance. If these inefficiencies are significant, it is possible that the company may not be able to produce enough good output to absorb the planned fixed manufacturing overhead—resulting in an unfavorable fixed manufacturing overhead volume variance. TREATMENT OF VARIANCESThe treatment of variances follows these guidelines: If the variance amount is very small (insignificant relative to the company’s net Income), simply put the entire amount on the income statement. If the variance amount is unfavorable, increase the cost of goods sold—thereby reducing net income. If the variance amount is favorable, decrease the cost of goods sold—thereby increasing net income. If the variance is unfavorable, significant in amount, and results from mistakes or inefficiencies, the variance amount can never be added to any inventory or asset account.These unfavorable variance amounts go directly to th e income statement and reduce the company`s net income. If the variance is unfavorable significant in amount and results from standard costs not being realistic, allocate the variance to the company’s inventory accounts and cost of goods sold. The allocation should follow the standard costs of the inputs from which the variances arose. If the variance amount is favorable and significant in amount, allocate the variance to the company`s inventories and its cost of goods sold. INVENTORY VALUATION METHOD ACTIVITY BASED COSTINGActivity based costing (ABC) assigns manufacturing overhead costs to products in a more logical manner than the traditional approach of simply allocating costs on the basis of machine hours. Activity based costing first assigns costs to the activities that are the real cause of the overhead. It then assigns the cost of those activities only to the products that are actually demanding the activities. IMPLEMENTATION OF ABC IN NESTLE Nestle company is using ac tivity based costing method for inventory valuation. Firstly they identify all activities that use resources.Cost pools are set up for each of the activities identified. They assign overhead costs to the cost pools based on a cost driver. Cost pools are used to assign costs. Costs are assigned to its, batches, or products. REASON FOR USING ACTIVITY BASED COSTING Nestle is currently using ABC techniques because it helps it in determining accurate product cost. Complex companies Like Nestle may see the most benefit from this type of costing because it is most helpful when the costing information is difficult to understand or evaluate.ABC provides information to Nestle regarding processes that should be improved and the products or services that are contributing the most to company’s profitability, ABC system also helps Nestle in knowing what are the factors that contribute most to cost, which in turn assists management in choosing best alternative in reducing overall costs incu rred by the Nestle Company. ABC system can be the best tool to be utilized in implementing environmental accounting at the firm level. COST ACCUMULATION METHODNestle is using process costing method. It is a costing system in which the cost of a product or service is obtained by assigning costs to masses of lake or similar units and then computing unit costs on an average basis. Process costing averages the costs over all units to come to the per unit cost. In Nestle. Direct material and direct labor costs are tracked by department, and are assigned evenly to the products that pass through each department. Overhead costs are applied to each department and are assigned evenly to each product.Multiple WIP accounts are used one for every process. As products are moved from one process to another, the costs of the previous process are transferred to the next process. Five steps are involved in Nestles process costing method firstly it summarizes the flow of physical units of output. Seco ndly, computes output in terms of equivalent units, Thirdly, computes equivalent unit costs. Fourthly, summarizes total costs to account for. And at the end, they assign total costs to units completed and to units in ending work in process inventory.REASON FOR USING PROCESS COSTING Process-costing used in Nestle because it broadens the economics of quality by classifying cost of non-conformance and cost of conformance i. e. â€Å"costs incurred when a process is running without failure. It also allows Nestle tracking and reduction of costs normally associated with efficiency in addition to effectiveness (quality)†. COST FLOW ASSUMPTION FIFO In Cost flows assumption. Nestle is using FIFO method. FWO is an acronym for First In, First Out.A method of valuating the cost of goods sold that uses the cost of the oldest items in inventory first What comes in first is handled first what comes in next waits until the first is finished. Etc. REASON FOR USING FIFO Nestle is using FIFO as cost flow assumption for its products. Because most of its products are perishable and they have short expiry date. Nestle also believe in tax minimization. For taxation purposes, FIFO assumes that the assets that ate renaming in inventory are matched to the assets that are most recently purchased or produced.Because of this assumption, there are number of tax minimization strategies associated with using the FIfo asset-management and valuation method. Due to this reason, Nestle is using FIFO method as a cost flow. FWO gives Nestle a better indication of the value of ending the inventory on the balance sheet. One of the reasons for using FIFO method by Nestle is the increasing rate of inflation. Because of this, Nestle uses FIFO inventory accounting in order to make their balance sheet look better. RECORDING INTERVAL CAPABILITYInventory records can be maintained on a perpetual or a periodic basis In the past manufacturers tended to keep perpetual inventories, while retailers used t he periodic method. However, today a variety of point of sale devices and dedicated microcomputer software are readily available to provide any company with perpetual inventory capability. NESTLE’S METHOD Nestle is Currently using perpetual method for maintaining the inventory records because this method provides the company with real time and true inventory information.To record purchases, the periodic system debits the Purchases account while the perpetual system debits the Merchandise Inventory account. To record sales, the perpetual system requires an extra entry to debit the Cost of goods sold and credit Merchandise Inventory. By recording the cost of goods sold (or each sale, the perpetual inventory system lessens the need for adjusting entries and calculation of the goods sold at the end of a financial period, both of which the periodic inventory system requires.The reasons for which Nestle is using perpetual method rather than periodic inventory method is that †¢ By using perpetual method Nestle can determine their COGS and profit or loss after every sale unlike periodic, in which you get profit or loss at the end of the period. †¢ Nestle has preferred perpetual system because it is a realistic double entry system while periodic is arbitrary. †¢ The company can watch the inventory more closely using this method because whenever there is an increment and decrement inventory, some other account like profit loss must be debited or credited. And in the perpetual system stock loss gain is immediately noticed and not at the end of year when the physical count of the inventory is taken The advantages that Nestle has got due to the use of the perpetual inventory system, is a high degree of control, it aids in the management of proper inventory levels, and physical inventories can be easily compared. Whenever a shortage (Le. a missing or stolen good) is discovered, the Inventory Shortages account should be debited.

Of Mice and Men Quotes

The following Of Mice and Men quotes represent some of the most significant elements of the novel, including the themes of nature, strength, and dreams. Additionally, Steinbecks use of vernacular language and colloquial dialects is evident in many of these passages. A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees—willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. This passage, which serves as the novels opener, establishes from the very beginning the importance of land and nature to the text—specifically, an idealized version of nature. The river runs â€Å"deep and green,† the water is â€Å"warm,† the sands are â€Å"yellow†¦in the sunlight,† the foothills â€Å"golden,† the mountains â€Å"strong,† and the willows â€Å"fresh and green. Each adjective is positive and healthy. Taken together, these descriptions create a romanticized image of the natural world. The passage suggests that the natural world is epic and powerful, the animals and plants living blissfully and peacefully according to their natural rhythms, coming and going as they please, untouched by man’s destructive hand. â€Å"There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.† Untouched, that is, until the beginning of the second paragraph, when into this scene come â€Å"boys,† and â€Å"tramps,† who wreak all manner of havoc on this natural scene. The path through the willows soon becomes a â€Å"path beaten hard as the men walk all over it, ruining it of its proper tenderness. There is an â€Å"ash pile by many fires,† which suggests more harm to the landscape, both in that it implies the area is well-traveled, as well as because fires are damaging to the ground upon which they burn. Moreover, these frequent visits have â€Å"worn smooth† a tree limb that the men have used as a bench, deforming it. This paragraph introduces the uneasy balance, central to the novel, between an idealized version of the natural world and the actual version in which people live—in other words, the world of mice and the world of men. The more the world of men tries to attain or possess the world of mice, the more they harm it, and consequently the more they lose it. â€Å"That mouse ain’t fresh, Lennie; and besides, you’ve broke it pettin’ it. You get another mouse that’s fresh and I’ll let you keep it a little while.† This statement, made by George to Lennie, reveals Lennie’s gentle nature, as well as his inability to prevent his physical power from bringing destruction upon those smaller than him. Throughout the novel, Lennie is often seen petting soft objects, ranging from a mouse to a rabbit to a womans hair. In this particular passage, nothing of consequence comes of Lennies actions—he is simply touching a dead mouse. However, the moment foreshadows another scene: later in the novel, Lennie attempts to stroke Curleys wifes hair and accidentally breaks her neck in the process. Lennies unintended but inevitable acts of destruction serve as a metaphor for humanitys destructive nature. Despite our best laid plans, the novel suggests, humans cannot help but leave behind a ruinous wake. I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads. Hunderds of them. They come, and’ they quit an’ go on; an’ every damn one of ‘em’s got a little piece of land in his head. An’ never a God damn one of ‘em ever gets it. Just like heaven. Ever’body wants a little piece of lan’ I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. It’s just in their head. They’re all the time talkin’ about it, but it’s just’ in their head.† In this speech, a farmhand named Crooks rejects Lennie’s notion that he and George will one day buy a piece of land and live off of it. Crooks claims that he has heard many people make these sort of claims before, but that none of them have ever come to fruition; rather, he says, â€Å"it’s just in their head.† This statement encapsulates Crooks’ (justified) skepticism about George and Lennie’s plan, as well as a deeper doubt about anyones ability to attain whatever idealized sanctuary they have envisioned for themselves. According to Crooks, â€Å"[n]obody never gets to heaven, and nobody gets no land. Whether the dream is eternal spiritual salvation, or just a few acres to call your own, nobody can actually achieve it.  Ã‚   ‘We’ll have a cow,’ said George. ‘An’ we’ll have maybe a pig an’ chickens†¦an’ down the flat we’ll have a†¦little piece alfalfa—‘For the rabbits,’ Lennie shouted.‘For the rabbits,’ George repeated.‘And I get to tend the rabbits.’‘An’ you get to tend the rabbits.’Lennie giggled with happiness. â€Å"An’ live on the fatta the lan’.’ This exchange between George and Lennie takes place at the end of the novel. In it, the two characters describe for each other the farm they hope to live on one day. They plan to have rabbits, pigs, cows, chickens, and alfalfa, none of which they currently have access to on the barley farm. The dream of having their own farm is a refrain to which the pair often returns throughout the book. Lennie seems to believe the dream is realistic, even if currently out of reach, but for most of the book, it is unclear whether George shares that belief or simply considers it an idle fantasy that helps him get through the day. By the time this scene occurs, however, George is preparing to kill Lennie, and he clearly knows the farm dream will never become reality. Interestingly, even though they have had this conversation before, only now does George assent when Lennie asks him if they can have rabbits—a recurring symbol throughout the book—on the farm. Given that he is about to shoot Lennie, this juxtaposition implies that, for the characters of Of Mice and Men, the more they hope to attain in the real world, the further from it they must travel.