Phases of Tragedy in Blood Diamond †the Movie Essay

Complete innocence describes the hero to be dignified, because of their innocence. Their pride and strength is overpowered by something they cannot control. In the movie Blood Diamond, Soloman walks his son to school. Showing a typical, I deal way to show complete innocence. Also showing a perfect father/son relationship before all the rebels came. With this scene showing a father and his son sharing a joke on the way to school it is shown to be innocent fun, which is a perfect example of complete innocence at the beginning of the movie. When young and innocent people first encounter realities of adulthood it is known as inexperience. A central character will live so the action closes with an adjustment to mature experience. In the movie when Danny was young he was brought up believing that the war was just about fighting against communism. As you can see in the movie, Danny has now discovered the conflict diamonds are the reason for the war. When Danny tries to smuggle diamonds, and goes to see his friend at a vineyard it shows that he has learned and has mature experience. Continuing through the stages of tragedy we see a completion of an ideal. Despite a tragic end because of the successful victory, a sense of peace is shown after the hero’s death because of a final accomplishment. Ain the final scene with Danny you see that Soloman reunited with his son. Danny knew he would die, so he made amends by calling Maddie, and giving Soloman the diamond that he worked so hard to get. Even though Danny died some peace was restored and Soloman and Maddie gave him the credit he deserved when Maddie wrote her article. Even though our hero can complete his quests, he/she has their own faults. From innocence to experience throughout stories we see our hero’s fault, but by the time they realize their faults it is too late to change. Danny knew that diamond smuggling was illegal and also wrong, but he did it anyways. In the end Danny gets shot and is in extreme pain. He only then realizes that it was all because of him contributing in the diamond smuggling. Danny did manage to regain some loyalty when he handed Soloman the diamond and told Soloman and his son to leave him there to die, so that they could escape with the diamond together. The natural law, known as fate, also takes a toll on heroes. Overshadowing the heroes/heroines and allowing the audience to look down on the action. When Soloman was at the fence there were so many people that the chance of seeing his family was slim to none. Fate clearly took part when he happened to see his family on the other side of the fence. Fate was showing Soloman that his family was still alive, so he could still try to save them. To make the audience even more sympathetic we enter a world of shock and horror. Our hero receives punishment or torture, possibly humiliation, so deep they cannot achieve a heroic pose. At the start of the movie Soloman’s village was torn to pieces. Others in the village were shot or had their hands cut off. The young boys were taken to the mines. Unnecessary torture was demonstrated to his village which was truly a world of shock and horror.

Pre-American Revolution

Do you know why the American Revolution occurred? Do you think Americans just wanted to be the United States of America just because they desired. King George lll tried to control the lives of the colonists in many ways. There was several causes to why americans seeked for independence. These causes ultimately lead to the start of a revolution. Little by little Colonists found ways to protest against the british army and the king of England. King George III applied unlawful taxes, to control colonists lives. There was many ways king George III tried to control the lives of the colonists. For Example there is this famous slogan which was â€Å"No Taxation Without Representation†, this was because Parliament had control of colonial trade, taxed imports, and exports. By the 1760s, the Americans were getting a right taken away from them. The English Bill of Rights of 1689 had forbidden the imposition of taxes without the consent of Parliament. Since the colonists had nobody representing in Parliament, the taxes violated the guaranteed Rights of Englishmen. He thought it was necessary for most of the taxes he pasted in order for the Country of Britain not to go bankrupt after the win of the â€Å"seven years† war which doubled Britains dept . One of the laws passed was the stamp act. The stamp act was a direct tax by Parliament specifically targeting the colonies of British America, and it required that many printed materials in the colonies be produced on stamped paper produced in London. There was many acts that angered the colonists and eventually made them revoke against Parliament. hese were some of the causes of the American Revolution . The Intolerable acts were a response to the famous boston tea party. there was four acts that got the 13 colonies heated. The Boston Port Act, was the first of the acts passed, which consisted of closing the port of Boston until the East India Company had been repaid for the tea dumped in the water and until the king was satisfied that order had been restored. Colonists argued that the Port Act punished all of Boston rather than just the individuals who had destroyed the tea. The Massachusetts Government Act altered the government of Massachusetts to bring it under control of the British government. Almost all positions in the colonial government were to be given orders by the governor or the king. This act also limited the activities of town meetings in Massachusetts to one meeting a year, unless the Governor arranged one. Colonists outside Massachusetts feared that their governments could now also be changed by Parliament. The Administration of Justice Act allowed the governor to move trials of accused royal officials to another colony or even to Great Britain if he believed the official could not get a fair trial in Massachusetts. George Washington called this the â€Å"Murder Act† because he believed that it allowed British officials to harass Americans and escape justice. The Quartering Act applied to all of the colonies, it was method of housing British troops in America. King George did indeed applied several laws that got the colonists angry. So there were several ways of how the colonist protested. Everyone has heard of â€Å"No taxation without representation. † It was a famous slogan shouted by colonist because they were taxed by almost everything they purchased without their consent. There was no one in Parliament to represent them, so that meant they did not have a word or an opinion. Throughout the years the colonists got tired of the British customs because they were opposing many things that Parliament was doing. So they started doing their own tea and clothes, this was also because almost everything was taxed and colonists thought it was a better way to save money. Another famous event was the â€Å"Boston Tea Party†, in that event officials in Boston refused to return three ships loaded with taxed tea to Britain, a group of colonists dressed as indians boarded the ships and destroyed the tea by throwing it into Boston Harbor, the incident remains an iconic event of American history. In response to the taxes many people let out their anger on the tax collectors. Sometimes it was just a scare but in some cases they were murdered. The continental congressed passed an association act which allowed colonists to boycott British goods, it was effective while it lasted. King George III applied unlawful taxes, to control colonists lives. There are just too many reasons of why the american revolution happened. If Britain did not tax or governed the colonies how they did, we would be living in a much different world. Maybe we wouldn't have even been the United States of America. The Americans had every right to protest against Parliament since they were advocated from some of their rights. You feel me?

Humanities Today Paper Essay

Humanities is the academic discipline that study human culture , incorporating methods that are critical, analytical and hypothetical that also have important historic components, acclaimed from the approaches from natural science. Humanities consist of philosophy, performing arts, modern and ancient languages, literature, religion and visual. Social sciences such as history, anthropology, area studies, communications studies, cultural studies, linguistics and law are also viewed as segments of humanities. In this meaning the key point for identifying humanities from other modes of individual query is the point that humanities depends on traditional and significant presentation rather than concept and reasoning. Humanities consult about the human’s presentation of his or her environment. The queries come from the common inhabitants or an individuals own concept of the reaction to traditional events and the way that it is indicated by way of art, technology, politics, literature music, structure, and religious beliefs. Other modes of individual query are centered off of confirmed information and scientific concepts. Music Music has changed drastically since the 90’s .Walkman’s and tape players were what were used to listen to music and today technology has change and enables you to listen and access music from the internet such as Pandora, ITunes and you tube, and cell phones such as smart phones and IPod’s. Music has an influence on politics and political movements. Songs such as the national Anthem, patriotic songs and political campaign jingles are all apart of music with in politics these songs are called topical songs (Goodman, 2013). A powerful connection between the art and politics, particularly between various types of art and power, occurs across traditional epochs and societies. As they reply to coexisting events and state politics, art takes on governmental as well as public measurements, becoming themselves a target of debate and even a power of governmental as well as social transformations. Art A great number of colleges offer classes such as computer science, engineering, electronic music and digital art. These classes enable an individual to create and design is through technology. In regards to components, architecture has to do with the preparing, developing and building form, room and atmosphere that indicate efficient, specialized, social, ecological, and visual concerns (Thagard, 2013). It requires the artistic adjustment and synchronization of material, engineering, light and darkness. Architecture involves the realistic aspects of recognizing components, such as arranging, cost effectiveness and development management as certification produced by designers, sketches, plans and specialized requirements, framework and actions of a building or any other kind of system that is to be or has been constructed. Philosophy Philosophy and politics are generally linked together. As both talk about the query of what is excellent and how individuals should remain. From olden days, and well beyond them, the origins of justified reason for governmental power were certainly linked with outlooks on individual instinct (Thagard 2008). In The Republic, Plato provided the discussion that the perfect community would be run by authorities of philosopher-kings, since those best at viewpoint are best able to recognize the excellent. John Dewey, Martin Heidegger, Herbert Marcuse, and Gunther Arendt are outstanding philosophers from the 20th century that seen technology as a pathway to the modern life. One of the attributes the people liked about our new president is that he would end wars. Today he is out in a position to where he is going to have to start a war or end one. According to Shapiro his philosophy is â€Å"Those regimes that break the rules must be held accountable,† he said in 2009, while accepting the Nobel Peace Prize in Oslo, Norway (Shapiro, 2013). Conclusion Implied in many of these justifications supporting the humanities are the components of arguments against community assistance of humanities. John Carroll claims that we reside in a changing world, a world in which â€Å"cultural capital† is being changed with â€Å"scientific literacy† and in which the loving idea of an early humanities student is outdated ( Thagard 2013).

The Role of Gender Stereotypes in Choice of Occupation Research Paper

The Role of Gender Stereotypes in Choice of Occupation - Research Paper Example Methodology: The study selected (n=40) individuals, of which (n=30) were female, while (n=10) were male. A questionnaire was administered consisting of two major sections. One section sought to directly elicit the career preferences of the participants. The other section sought to indirectly elicit career preferences by asking participants to choose from a list of twenty eight career aspects that the participants preferred in their future career. These career aspects were then entered into the Making Better Career Decisions computer program to identify careers twenty-eight the aspects identified. Results: As hypothesized, there was a significant relationship between gender stereotypes of suitable careers and the careers chosen by participants of their respective genders in the directly elicited career lists. However, the relationship between gender stereotypes and careers selected from the indirectly elicited lists was less significant. Differences between males and females in the indirectly elicited lists were negligible. Conclusion: The influence of gender stereotypes on career choices can be significantly reduced if the decision is made based on the preferred aspects or characteristics of one’s future occupation, rather than the career itself, which is likely to be biased by gender stereotypes. According to Zafar (2013), the movement of female workers into the labor force in Europe has increased steadily in the last thirty years, although a similar number of women who occupy prestigious and powerful career roles in their respective fields have not matched this. While all careers, theoretically, should be equally available to females and males, various studies have shown that this is not perceived as being realistic by both genders.

My life experiences as a LPN transition into RN Role Essay

My life experiences as a LPN transition into RN Role - Essay Example The outside world presents major opportunity and only demands for academic qualification in order to enjoy the fruit. Motivation from friends and work mates whom at my time as an LPN where registered nurses drove me to acquire knowledge and match their ability. My interpersonal skills and business ability has drove my desire to achieve the desired goal. Positive remarks from other registered nurses prompted me to inquire about institutions that offered the best services and my selection was best on quality and affordability. While seeking the additional academic credentials, I have endured many challenges. When making decisions, not all who surrounds an individual will be supportive. This was my case, in that some friends took time to discourage my ambitions and toyed around with my ideas. Some termed it as a waste of time and resources. My academic budget was single handedly raised by my immediate family. Working as a LPN was challenging, while practicing most of my colleagues took time to discriminate me because they had better academic qualification. A part from job discrimination I was subject to longer working hours as opposed to my RN colleagues. My religion was my reference whenever I faced challenges; my soft heart to appreciate humankind for who they are drove my ambitions beyond the near future. While pursing nursing my community is at heart. Beyond my academic qualifications and working a reputable organization, I plan to form a foundation that will enable young LPN transition to RN without constraining their budget. It is estimated that children world worldwide die due to lack of medical care. After graduating and acquiring the needed capital to start a foundation, my services will go beyond the boarders and welcome more people to pursue nursing. My aim is to spot and motivate those aiming at joining the fraternity to stay focused. While practicing, I learned how to

Nature of Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Nature of Philosophy - Essay Example According to Nash (2010), the nature of philosophy is the way people live and view the world. It points out clearly how people live a life without a god. Nash (2010) argues further that philosophy is a way of comprehending the world around us. This implies that its nature includes the ability to view something and interpret it into realities that make sense to us. Philosophy has a vital purpose to us. It helps us apprehend what world view is. We are able to attain a good understanding of our own world views. It guides us to improve our own ways of viewing the world. Philosophy makes us become familiar with world view of others. We are able to know that world views are different. For instance, our world view as students differs with those of Plato and Socrates (Nash 2010). Philosophy has a great response to the ultimate questions in the world. It provides possible solutions to the ultimate causes in the world. It also explains the purpose of existence of human beings. This implies that the study of philosophy will help us comprehend who we are. Finally, it assists us to adapt to our world. Finally, Philosophy plays a major in recognizing people’s values in the world. It does not take sides. Instead, it provides a space for all manner of thinking. It serves the purpose like that of the chief judge in a government. This means that it listens, comprehends and analyzes all circumstances in a given situation. Discussion of the World Views World view contains people’s answers to key questions in life. It is a systematic roadmap with an individual’s beliefs. It has factual views of life and the globe. Many views of the world lack consistency. Therefore, few of them are complete with a systematic steadiness. It is a vital thing to attain a high awareness of world view. World view helps others to understand their own world views. We can also aid them accomplish a systematic and consistent world view. This implies that a world view is a scheme consisting of our fundamental beliefs. Through it, we are able to judge and interpret our realities. It is fundamen tal to note that world view operates in a similar way the eyeglasses work. For instance, the right eyeglass has the capability to put the planet into a clear focal point. Therefore, the world view can also perform the same duty of eyeglass. This also implies that when people view the world imperfectly, reality does not make sense to them. This means that it is of essence to view the world with the right world view framework. It will impact positive consequences on people’s way of thinking and acting (Nash 2010). Components of World View Beliefs about God Any world view has a vital element. A world view differs greatly over basic questions about God. For instance, is there God? What is His nature? Is God a human being? And who created God? These conflicting views result to inconsistent world views. This is because different world view systems have diversified world views concerning God. For instance, the Hinduism and Buddhism differ from the Judaism and Christianity about the beliefs of God. Therefore, the view of God is an important component of World view. Ultimate Reality World view entails of solutions to questions about the universe. For instance, the world view responds to questions like: Who created the world? What is the main purpose of the world? Will the universe be destroyed finally? Is the universe spiritual, material or something different? These questions do not take place in most people. But anyone reading Ronald’s book of ultimate Questions of life will think about them. They will hold beliefs about some of them (2010). Theory of Knowledge People in the world strongly hold to this belief of epistemology. They have different opinions once they are asked about the possibility of the knowledge about the world. They will always provide no and yes answers. Some of the key questions in relation to epistemology are: Can we really trust our own senses? What are the main

Analysis of the culture of the UAE and its implications on companies Essay

Analysis of the culture of the UAE and its implications on companies wishing to do business in the UAE - Essay Example The UAE culture is very diverse, with elements from the traditional Arab, Islam and contemporary elements. The country is endowed with a rich natural environment that is very attractive to tourists, especially its coast line. Its infrastructure is also up to date, particularly its information and communications technology platform. UAE’s political and legal system makes it among the most politically stable countries in the region and indeed in the whole world. UAE high number of immigrants further attests to the fact that it is very friendly to foreigners. Moreover, UAE’s location puts in almost a central position, hence is easily reachable from many parts of the world including Africa, the rest of the Asian continent and Europe. The various aspects of this culture such as aesthetics, attitudes and beliefs, religion, material Culture, language, societal organization, legal characteristics and political structures all contribute towards a conducive environment for busine ss.

Obstructive Jaundice Essay Example | Topics and Well Written Essays - 3250 words

Obstructive Jaundice - Essay Example Here most of the bilirubin combines with glucuronide to form conjugated or direct bilirubin, then is absorbed in bile, and excreted in the feces. If a disorder prevents this process from completing itself, the yellow-colored bilirubin builds up in the system until it becomes remarkable in the mucous membranes and skin (What is Jaundice 2006). The discoloration usually is detected clinically once the serum bilirubin level rises above 3 mg per dL (51.3 mol per L) (Roche and Kabos, 2004). Jaundice in an adult patient can be due to a wide array of benign or deadly disorders. Organizing the differential diagnosis by prehepatic, intrahepatic, and posthepatic causes may help make the work-up more manageable. Prehepatic causes of jaundice include hemolysis and hematoma resorption, which lead to elevated levels of unconjugated (indirect) bilirubin. Intrahepatic disorders can result to unconjugated or conjugated hyperbilirubinemia. The conjugated (direct) bilirubin level is often elevated by alcohol, infectious hepatitis, drug reactions, and autoimmune disorders. Posthepatic disorders also can cause conjugated hyperbilirubinemia (qtd. from Roche and Kobos, 2004). ... Hepatic jaundice causes range from acute viral hepatitis to liver disease caused alcoholism. Neonatal jaundice, common in newborns, is usually brief lasting only a week or so and is thought to be a result of the still-developing physiology. Though it is usually harmless and in most cases passes on its own, any infant displaying signs of jaundice should be seen by a pediatrician. (In newborns the liver sometimes requires a week or so to adjust and jaundice may be present during this time. Though this is not due to disease, it is still considered hepatic because liver function is at the root of the condition (What is Jaundice 2006). Post-hepatic (obstructive) jaundice, occurs when bile cannot discharge properly to the feces. Gallstones obstructing the bile duct, other ductal obstructions and certain cancers can cause post-hepatic jaundice marked by pale stools lacking the normal pigment contained in bile (What is Jaundice 2006). Obstructive jaundice Obstructive jaundice caused by obstruction of the bile ducts, as with gallstones. The liver normally produces about 1 litre of bile each day, which is secreted (passed) into the bile duct system and stored in the gallbladder. The bile duct empties into the upper intestine (duodenum) to help in digestion. Obstruction anywhere in this drainage system causes the blood levels of bilirubin to increase, resulting in "obstructive jaundice (What is obstructive Jaundice 2005)." Causes of obstructive jaundice Jaundice is not critical by itself however could indicate a more serious underlying conditions that should be diagnosed and treated as early as possible (What is Jaundice 2006). A thoroughly investigated is needed so that the underlying cause can be

Types of Unemployment Essay Example | Topics and Well Written Essays - 250 words

Types of Unemployment - Essay Example For example, advance in machinery and changes in souk conditions frequently turn many abilities outdated; this naturally raises the rates of joblessness. This kind of unemployment happens when employees take sometimes to shift from one job to a different one. It might be the case when some employees discover new occupations before they depart their previous ones. Many workers depart or lose their works previous to containing other jobs waiting. In such a situation, an employee must look about for a profession that is excellent for them, and this procedure takes some occasions (Tucker, 2008). The condition is not considered particularly difficult from an economic point of view. This type of joblessness is credited to economic reductions and business series happening to the economy. It happens during depression when the demand for merchandise and services in the market cascades, some corporations react by reducing output and firing employees leading to joblessness (Tucker, 2008). Unemployed snow remover fits in the structural form of unemployment since, removing the snow might depend on the market needs and its dynamic differences. Unemployed technician and a recent graduate fit in the fractional joblessness since the person might be looking for the profession that best suits

Meditech Surgical Essay Example | Topics and Well Written Essays - 250 words

Meditech Surgical - Essay Example Subsequently, there were problems associated with manufacturing. All the manufacturing sections manufactured products in reference to the calculated or estimated forecasts. However, the calculation of these forecasts was a lengthy process and hence manufacturing could also take long (Kaminsky, 2008). Problems with introduction of new products and manufacturing were driven systematically by the lack of effective communication between Meditech and their associates in business. This ineffective communication translated to Meditechs inability to track stocks in the market hence they could not organize and direct deliveries and production of other products in time. Organizationally, these problems were driven by the lack of a proficient and well organized system of estimating projections, productions, and maintaining their customers happy (Kaminsky, 2008). The customer service manager was the first person to recognize the major issues as he was in charge of the department responsible for receiving calls of dissatisfaction from their distributors and retailers. The customer service manager has a direct contact with these associates (Kaminsky, 2008). In fixing this problem, I would ensure the development of a system that would ensure proper storage of information or data in a bid to make calculation of projections simpler and timely. Additionally, it would be imperative to implement better communication systems that would ensure the tracking of stock in the hands of the distributors and retailers. Tracking how stock is moving would ensure deliveries are made on time and productions made

Business Strategy Essay Example | Topics and Well Written Essays - 1000 words - 5

Business Strategy - Essay Example Offering customers guaranteed settlement of prices , reduction in cost for home buyers and sellers. The operations of First American Title are limited to United States. The main operations of First American title include provision of quality service to the customers, top class products of title insurance and title insurance rates lower than many others. First American Title reached heights of success throughout America. Every third transaction of real estate in America is closed by First American Title. The services are so widespread throughout the country that the usage of First American Title services and products have become necessary so much that out of every ten transactions the ninth one involve First American title. As the guidelines mentioned in cooperate governance effect how the board of directors act and make decision regarding the overseas operation of American First hence it is quite clear that cooperate governance plays a vital role in Strategic decision making. All decisions even strategic shall be made under the guidelines of cooperate governance. Formation of committees, expansions etc. all are governed by a framework of principles and the cooperation is bound to follow it. In any case if these are violated then serious action will be taken which can include firing and in extreme case legal action against the employee aswell. Employee are bound by code of ethics formed by the American First and they are bound to follows the codes mentioned. After spreading operations to over 70 countries across the globe First American has maintained a reputable name in providing Title insurances. Realizing that opinions and attitude towards insurance services differ in every country a unique strategy was adapted by First American cooperation. A customer centric approach was given preference while conducting business activities. Through this approach a partnership with customer is formed and the customer values our company with his

Genetically Modified Organisms in Agriculture Essay Example for Free

Genetically Modified Organisms in Agriculture Essay Genetically modified organisms especially in agriculture has attracted global concern over the last few years. People from all walks of life, politicians, consumers, activists, farmers biotechnologists as well as technology regulators have been involved in the heated debate. Evidence has been brought forward on the massive benefits of genetically modified crops due to the food insecurity in the world as a result of low agricultural productivity and the ever increasing population. However, many consider the adoption of genetic engineering technology in agriculture as a time bomb. These concerns have resulted into changes in the importation and exportation policies, intensive regulation of agricultural technology and practices in many parts of the world. Different environmental organizations around the world have protested against genetically modified organism due to it potential effect on the environment. Despite these arguments, this technology is being adopted by farmers around the world knowingly or unknowingly. But the big issue is the costs and benefit of genetic engineering in agriculture. Whether the benefits of increased agricultural production at reduced cost overrides the environmental and food safety concerns has always been the big issue (Nelson, p 4). What are genetically modified crops? Over the years, research in biotechnology has advanced significantly. Biotechnology is a field of technology that deals with living systems. For many centuries, biotechnology has been employed in agriculture and manufacturing industries, for example fermentation processes for industrial production of wine has been used for many centuries. Principles of genetics and hereditary which were developed in the late 19th century have improved agricultural production by enabling farmers select the beat trains in plants and animals. However, the unearthing of the structure of DNA in the mid 20th century was a turning point for biotechnology. This led to a progressive development of genetic engineering technology. Today, farmers need not to choose animals or plants with the best characteristics such as drought, pests and diseases resistant, high yields, early maturity or high quality products due to advancement in biotechnology. Through genetic modifications, scientists can alter the genetic material in the plant or animal to improve on its characteristics (Whitman, p 1). Genetically modified organisms in agriculture refer to plants and animals that are created by scientists to meet desired characteristics using modern molecular biotechnology techniques. To enhance the traits, the genetic material in the organism is modified to meet the desired qualities. This technique has replaced the traditional methods of propagation used by farmers to enhance the desired characteristics through selective breeding which is inaccurate and time consuming. Biotechnology produces organisms of the intended traits with greater precision. For example, today, scientists can extract the gene responsible for drought resistance in plants that do well in deserts and insert it in various agricultural plants to enhance their drought tolerance. Recent research indicates that these genes can also be transferred from plants to animal or from animals to plants. A good example in this case is the genetic modification, Bt maize. The gene responsible for the production of protein in the maize was isolated from a bacterium that was observed to produce a protein as a defense against insects’ larvae. The Bt main therefore has improved nutrients content as well as pest resistance such as stock borer (Herman, p 36). Legitimate concerns about genetically modified organisms There is no doubt that there are several problems associated with genetically modified organisms in agriculture. This has resulted into criticism from different people around the world including some biotechnologists. This is despite the massive promises of the new technology. The greatest concerns has been the players in the agribusiness field concentration on the financial benefit accrued from adoption of genetic engineered crops without considering its impacts on the consumers as well as the environment. This criticism has become intense with various religious and interest groups being opposed to the idea basically because scientists are not certain about the long term effects of genetically modified products on the consumers and the environment (Rader, Para 26). A legitimate argument is based on the fact that man altering the Mother Nature will always have negative consequences. Some of these consequences may be life threatening. This is evident from the current changing weather crisis as a result of man activity. Genetic engineering is more threatening as it touches on the most fundamental part of life, the hereditary material. Religious groups have been opposed to these biotechnology developments due to its threat on the identity of the target species. However, some critics base their argument on ethics since genetic modification technology is closely related to human cloning and human embryo tissues research (Rader, Para 26). The greatest concern on genetically modified food is food security. There are proposals that genetically modified products may not be safe for human consumption. Adoption of genetically modified organisms in agricultural production is a major change in the global food supply and reliable and extensive studies need to be done on their safety. This concern does not affect genetically engineered organisms only but also changes that are as a result of other biotechnological advancements. There is no doubt that biologists are aware of the impacts of what they are doing. They are well informed on the negative consequences of altering the genetic makeup of organisms. However, there are some unanticipated effects of this technology as a result of long term impacts (Rader, Para 26). A very good example was the genetic enhancement of nutritional contents of soybeans. Soybean has been considered as a good source of plant protein for many years. However, research indicates that it lacks methionine, one of the essential amino acids. To enhance the nutritional value of soybeans, scientists isolated a gene responsible for protein production in Brazil nut and inserted it on soybean. However, scientists were unaware that the same gene was the allergens in the nut. A very large number of people are allergic to Brazil nut because of this allergen. This modification could have resulted into unexpected allergic reaction. This was revealed before the product entered the market through testing which led to abandoning of the project. This is clear evidence that genetically modified organisms products need to be extensively tested before they can be consumed by human beings. Though this indicates that testing is done before the products are released, there is no assurance that the products are safe for consumption (Rader, Para 26). One of the techniques used in genetic engineering is induced random gene mutations. This produces numerous genetics which are tested for desired qualities. There are various techniques that are used to induce random gene mutation. This may include the use of radiations of a certain wavelength, use of chemicals or subjecting the genetic materials to high temperatures. This technique relies more on lack when compared to genetic modification where a gene of the desired trait is inserted. This suggests that more tests need to be done on genetically produced organisms using this technique. However, throughout the world, there are no proper regulations that have been put in place to regulate breeding of organism which puts the consumers at a risk. There are no doubts that breeding technologies are creating harmful products accidentally and whose short term and long term effects are unknown. A very good example given in this case was the production of celery using convectional breeding methods. Although the celery produced was of a better variety, it had negative effects on the farm worker who became hypersensitive to sunlight. Other products produced using the same techniques such as Lenape potato was found to contain toxins levels which was fatal (Herman, p 36). The health concerns raised against genetically modified food have affected the perception of the public on these foods. For example, a very large number of children all over the world today suffer from fatal allergies to some animal and plants products especially peanuts. A large number of people associated this with genetic modifications. Although this may not be true, there is a need to think twice about this issue. Most of genetic modifications are aimed at producing fruits and vegetables with fast maturity rate, improved nutrition value, altered ripening behaviors, resistant to diseases and pest and better yields. Unfortunately, these products are given to very vulnerable members of the society. The likelihood of introducing new types of allergen in the fruits and vegetable through genetic engineering is very high. The allergenicity effects of new allergen may have far reaching effects considering that most of the people around the world are suffering from life threatening hypersensitivity (Nelson, p 103). Some scientists have been opposed to the new technology because it is not possible to determine with certainty the effects of genetically modified products on human health. There are still some unknown effects of introducing new genes to crops. It is more likely that there are some negative effects that scientists may not expect associated with genetically modified organisms that are unknown or unexpected by scientists. For example, a recent study suggests that genetically modified potatoes have some effects on the digestive systems of rats. Substantial differences between the digestive systems of rat feed with genetically modified potatoes and those feed with unmodified potatoes. Although these potatoes were not meant for human consumption, it suggests that genetically modified food may not have short term negative effects on humans but can result into modification of body systems which may be detected when it is too late (Whitman, p 1). The unintended harm to some species as a result of adoption of genetic engineering technology in agriculture has attracted a lot of concern on the future of GM in agriculture. These concerns are based on the effects of Bt maize on the population of monarch butterflies. Although monarch butterfly larvae do not consume corn, pollen from Bt maize was transferred to the milkweeds plants through hair carrying with it the anti larvae proteins. The monarch butterfly larvae perished as a result of consuming this pollen. The main concern here is that the proteins in Bt maize was not intended to eliminate the monarch butterflies but unfortunately, it kills larvae indiscriminately. Since it has proved to be difficult to produce GMO crops with toxins that kill only pests, there is a need for evaluation of effects of the genetically modified products on unintended targets (Whitman, p 1). There is developing fear of what is likely to happen if for example, the world corn production became overdependence on Bt maize, and then insects develop resistant to Bt crops and other GM crops as well as convectional pesticides. This may lead to similar problems experienced after some mosquitoes in tropical regions developed resistant to DDT. It therefore suggests that dependence on GMO in agricultural production may be a time bomb. The possibility of creating some plants that can resist certain herbicides creates the possibility of creating super weed. The possibility of the gene transfer process getting to the non targeted species either by mistake or maliciously is of greater concern to farmers. The transfer of herbicide resistant genes to the weeds may result in cross breeding and consequently creation of super weeds. These super weeds will be able to resist the herbicide the same way the crops can. It is possible that some of the genes can be transferred to non-genetically modified crops in the field as a result of cross breeding. This possibility has been proved by the law suit between farmers and Monsanto Company (Whitman, p 1). There are also economic concerns that have been raised against adoption of genetically modified organisms in agricultural production. Introduction of genetically modified crops may have negative economic consequence as a result of costs involved in establishing their markets. Biotechnology companies have invested a lot of resources in the development of GM crops and would like to make profit out of it. However, infringement of patent rights especially in agricultural technology is a big issue. These factors will affect peasant farmers in the developing countries as multinational biotechnology companies try to maximize return on their investment within a short time leading to increased prices of new propagation materials. It is less likely that despite the promise of GMO in averting the food insecurity in the world, farmers will be able to adopt these new varieties of crops (Whitman, p 1). It is clear that this biotechnology technique may not be available to all societies in the world. The resources required for significant genetic engineering research may not be in the reach of many agricultural technology companies all over the world. This creates the worry of a few multinational biotechnology companies controlling global agriculture. There is a possibility of the small companies being wiped out of the market as a result of intense competition. This competition will affect the small scale farmers negatively (Rewavas and Leaver, p 640). Counter Arguments Despite the intense argument against genetically modified organisms in agriculture, the global farming systems are progressively adopting this technology. Criticism has not deterred biotechnologist and multinational companies from developing more genetically modified crops. The intense research on this field and massive investments is clear evidence that there is a market for genetically modified agricultural products and the world is ready to adopt genetic engineering as a necessary technology. The world population stands at over six billion while it is expected to double within half a century. Convectional methods of farming will in no way sustain the ever growing global population. The risk of food insecurity is made more real by the increased changes in climatic condition. Weather has become increasingly unpredictable and unsupportive to agricultural activities. The solution to the challenges is genetically modified crops (Whitman, p 1). Genetic modification creates crops that are resistant to pests. Some GM crops are also fast growing and mature before pests attack the crop. For many years, pest control has been a major concern for farmers due to losses resulting from crop destruction. Large scale and small scale farmers use large amount of pesticides to avert these losses. On the other hand, there is a growing concern by consumers on the safety of chemicals commonly used by farmers to control pests. There are numerous environmental hazards associated with chemical pesticides. The need to use environmentally destructive pesticides can be averted by use of genetically modified crops. Growing Bt corn and other Bt crops has eliminated the need to use pesticides in agricultural production. Although there are concerns that have been raised such as the monarch butterflies saga, these problems can be addressed by improvement of technology (Rewavas and Leaver, p 640). In many cases, it is practically impossible or uneconomical to use physical means of removing weeds from the fields. This calls for farmers to use large amount and many varieties of herbicides to remove the weeds. This is not only time consuming but also expensive making agriculture less profitable. The farmers are also required to be careful in the use of the herbicides to ensure that they have no negative effect on the crops or the environment. Genetically engineered crops can be effectively used to avert these problems. These plans are designed to resists a specially synthesized herbicide with minimum environmental impacts. This reduces the amount of herbicides required and consequently the production cost. Genetic modification has also led to the development of disease resistant crops increasing yields and lowering production costs. Scientists have conducted extensive research in the development of crops that are resistant to disease causing microorganisms (Nelson, p 84). Unpredictable weather conditions have also threatened profitability of agricultural activities. Unpredictable frost can have destructive effect on seedling leading to losses. This has led to the introduction of antifreeze gene in crops such as tobacco and potatoes which is isolated from animals living in cold water. These plants are able to resist very low temperatures where normal plants cannot survive. It is important to note the reduced global agricultural productivity is as a result of unpredictable weather condition. Arable lands are being converted into unproductive land as a result in increased droughts. Moreover, a large percentage of land in the world cannot support agriculture due to lack of adequate supply. Adoption of genetically modified crops by farmers is the solution to this problem. With this technology, farmers will be able to grow crops in areas that were previously considered unproductive due to drought or salinity. This is by modifying crops to withstand drought or high salt concentration in the soil (Rewavas and Leaver, p 640). If genetically modified organisms were adopted in agriculture especially in the third world countries, malnutrition will be a thing of the past. It is observed that as a result of poverty, many people in the developing world rely on a one crop as their staple food. This crop may not contain all essential nutrients required by the body. Genetic engineering has the ability to introduce genes to these crops which will ensure that it contains the essential nutrients. For example, in the developing countries where rice is the staple food, a large number of people suffer from blindness as a result of beta carotene deficiency. However, the golden rice which has been developed genetically was found to contain high amounts of vitamin A. Although this could have been a solution to the problem, massive anti genetically modified food protests have deterred the introduction of the rice to the farmers (Whitman, p 1). There are also proposed uses of agricultural genetic technology in development of plants that produce edible vaccines which could replace the convectional injection vaccines. Scientists are also working on development of genetically modified plants that clean up the environment by absorbing pollutants such as heavy metals from underground water and the soil (Whitman, p 1). Conclusion There are many proposals that genetically modified foods will solve the food security crisis that faces the world. They have been proposed as possible solution to over reliance on pesticides and herbicide in agricultural activities which degrades the environment. However, there are concerns over the safety of the GM products for human consumption. There are many issues that have been raised claiming that GM foods are unsafe for human consumption due to possible allergic reactions and the wide range of unknown and unexpected negative impacts on human health. The long term effects of GMs on the environment may also be far reaching due to loss of identity or elimination of some animal and plant species. Work Cited Herman E. M. , Helm, R. M. , Jung R, and Kinney A. J. Genetic modification removes an immunodominant allergen from soybean. Plant Physiology. 132 (1) (2003): pp 36–43 Nelson, Gerald. Genetically Modified Organisms in Agriculture, ISBN-13: 978-0-12-515422-2, Academic Press Rader, Charles M. A Report on Genetically Engineered Crops, (2001), retrieved on 17th May 2010 from; http://members. tripod. com/c_rader0/gemod. htm. Rewavas A and Leaver C. J. Conventional crops are the test of GM prejudice. Nature 401 (6754), (1999): PP 640. Whitman, Deborah B. Genetically Modified Foods: Harmful or Helpful? (2000), retrieved on 17th May 2010 from; http://www. csa. com/discoveryguides/gmfood/overview. php.

Full Explanation Of Network Diagram

Full Explanation Of Network Diagram Network architecture is the plan of a connections network. It is a structure for the design of a networks physical mechanism and their functional association and design, its operational values and events, as well as data formats use in its function. In telecommunication, the plan of network architecture may also consist of a detailed report of products and services deliver via a communications network, as well as detail rate and billing structure under which services are compensated. Reference http://www. Wikipedia.com/architecture Network architecture diagram Figure-network architecture Full explanation of network diagram We designed in this company basic network architecture and we followed millstone for network architecture and all necessary information include now I describe in this architecture such as- Workstation Workstation is a design for professionally work in office. The company is an energy company this companys customer uploads reading their payment in this company website but before times their payment report and upload file attack. But in the new network architecture security is very strong so workstation all work confidently is possible and it is saved from attack. Reference Own opinion Router Routers allow connectivity to one or more computers help generate a network. For home user, these are mostly useful for captivating a single broadband internet account and distribution it to at least two or more computers. Standard routers necessitate the internet connection from a standalone modem, but modem-routers are ever-increasing in popularity, which can be plugged into any broadband-enabled phone line, reducing cable clutter, and only taking up one power socket. The rules for handle traffic are an essential component of internet security. A home/office router may have rules preventive how computers outside the network can connect to computers inside the network, as well as prevent private network traffic from spill into the outside world. Many home routers include additional security features they scan and filter all traffic that passes through them, frequently through an integrated firewall in the hardware. Some may carry out other useful roles such as acting as a print server. Reference http//www.misco.com//router Switches A switch is sometimes call an intelligent hub, A switch does the similar as a hub, in that it connect devices to allocate them to take action as a single segment. However, it does not automatically send traffic to each other port. Every time a frame of data comes into the switch, it saves the physical address (MAC address) and the port it came from in its MAC address table. It then checks the purpose MAC address in the table, and if it recognizes it sends the frame to the suitable port. If it is not in the table, or the address is a broadcast address then it does the similar as a hub and sends the frame through every port except the originate port. Reference http//www.misco.com//switches Hubs A hub is a device for connector multiple Ethernet devices typically PCs to form a single segment a portion of a network that is divided from other parts of the network. It has multiple ports throughout which devices are linked, and when it receive data it sends it out again through every port except for the one it came in through. A hub replace the cable, make sure that traffic is seen by each computer on the network, and enables the network to be connect in the form of a star before a bus using the familiar twisted pair Ethernet cable. Reference http//www.misco.com//hubs Firewall A firewall is an element of a computer system or network that is designed to block unauthorized access even as permit authorizes communications. It is a device or set of devices that is configured to permit or deny network transmissions based upon a set of rules and other criterion. Firewalls can be implementing in any hardware or software, or a combination of both. Firewalls are frequently used to prevent unauthorized Internet users from accessing private networks connected to the Internet, in particular intranets. All messages entering or leaving the intranet pass through the firewall, which inspects each message and blocks those that do not meet the specific security criterion Reference http //www. Wikipedia.com//firewall Demilitarized zone (DMZ) In computer security, a DMZ, or else demilitarized zone are a physical or logical subnet work that contain and expose an organization external service to a larger untreated network, typically the Internet. The term is usually referred to as a DMZ by information technology professional. It is now and then referred to as a perimeter network. The function of a DMZ is to add an further layer of security to an organization local area network (LAN); an external foe only has access to equipment in the DMZ, before any other part of the network. Diagram of a typical network employing DMZ using a three-legged firewall Reference http //www. Wikipedia.com//DMZ Honey pot In computer terminology, a honey pot is a lock in set to detect, redirect, or in some manner counter attempt at unauthorized use of information systems. Usually it consists of a computer, data, or a network site that appears to be part of a network, but is actually isolated, (UN) protected, and monitored, and which seem to contain information or a resource of value to attacker. Reference http //www. Wikipedia.com//honey pot Virtual private network (VPN) A virtual private network (VPN) is a computer network that uses a public telecommunication infrastructure such as the Internet to provide remote offices or individual users with secure access to their organization network. It aims to avoid a luxurious system of own or lease lines that can be used by only one organization. It encapsulate data transfer between two or more networked devices which are not on the same private network so as to be the transferred data private from other devices on one or more dominant local or wide area networks. There are many diverse classifications, implementations, and uses for VPNs. Reference http //www. Wikipedia.com/VPN HIDS agent installed Server agent use middle organization and multiple agents which are provide safety public and private among network hosts. It is advantage local installation on every host. HIDS agent server performs all log analysis then the agent connected to it. Active response are initiate from the server, but can be executed on an agent or all agents simultaneously Reference Own opinion Internal NIDS sensor Internal NIDS sensor is inserting into a network section so that the traffic that it is monitor must pass through the sensor. One way to achieve an Internal NIDS sensor is to combine NIDS sensor logic with another network device, such as a firewall or a LAN switch. This approach has the advantage that no additional separate hardware devices are needed; all that is required is NIDS sensor software. An alternative is a stand-alone internal NIDS sensor. The primary motivation for the use of inline sensors is to enable them to block an attack when one is detect. In this case the device is performing both intrusion detection and intrusion prevention functions. Reference http//www.blunet.net.cn.com External NIDS sensor External NIDS sensor monitors a copy of network traffic; the real traffic does not pass through the device. From the point of view of traffic flow. The sensors connect to the network transmission medium, such as a fiber optic cable, by a direct physical tap. The taps provide the sensor with a copy of all network traffic being carried by the medium. The network interface card (NIC) for this tap usually does not have an IP address configured for it. All traffic into this NIC is just collected with no protocol interface with the network. Reference http//www.blunet.net.cn.com Server and database server The network architecture main important part is server in this server use for this company. Company internal or external all important information will save in server and the server client all request respond and work station all employee in this company all details handle in this network architecture by server. Database server is very important for this company because the company provides their customer upload and reading and makes payment. customer details save database server for future. Reference Own opinion IDS manager Integrated delivery systems (IDS) very need for this company manages process text arrangement Manager writes to handle IDS sensors in a distributed situation. This is done by having the capability to receive the text arrangement files and allow you to change them with an easy to use Graphical interface. With the additional capacity to merge new rule sets, manage preprocessors, arrange output module and steadily copy system to sensors, IDS Manager Makes managing Snort easy for most security professionals.

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Willa Sibert Cather And His Works :: essays research papers

Willa Sibert Cather and His Works Willa Sibert Cather was an early twentieth century writer. She wrote about the qualities of courage, sensitivity, and perseverance. Most often, her novels and short stories took place in rural townships. She was born sometime in 1873, in her grandmother's house. She was named after an Aunt Willela who had died; however, she chose to believe that her name was derived from her grandparent's names. She was the first child of Charles Fectigue and Mary Cather. Willa was the oldest of the seven children. In 1877, Willa and her family moved out of Virginia to Nebraska. The Cather family had been living in Virginia for four generations. When she was nine, her father bought a ranch near Red Cloud, Nebraska. Willa was excited with this change, because she was free to roam outdoors. Willa would often listen to old ladies, and hear of their immigration from Bosnia and Sweden. There were no schools near the ranch, so Willa studied at home. A neighbor taught her Latin, and Willa would practice English skills by reading the classics to her grandmother. When Willa was in her teens, the family moved out of the ranch and into the village, where she attended Red Cloud High School. She attended the University of Nebraska, and graduated in 1895. As a student she worked as a journalist, copy editor, critic, and fiction writer. When she graduated, she moved back east to Pennsylvania. It was here where she worked on a Pittsburgh newspaper named The Library. She also taught English in a high school. Willa published "The Dance at Chevalier's," and four other short stories under a pen name of Henry Nicklemann. Another major publication for her was in April 1900, when "Eric Hermannson's Soul," was published in Cosmopolitan magazines. In 1903, The April Twilights, a collection of poems was published. In the Spring of 1905, publisher's Melbourne and Phillips brought out the Troll Garden, a collection of short stories. Willa then took time off from her writing. She took a month off to go home and visit her family in Nebraska. In 1907, Willa Cather sent Sara Jewett a letter that contained a story. This story would later appear in the April issue of Harper's. The story was entitled, "The Treasure of Car Island." It was a story of a man who comes home after an absence of 12 years, and the emotions and feelings he deals with upon returning home. Willa also continued to publish stories in McClure's magazine. In 1908 she became the magazine's managing editor. However, she resigned in 1912, because editing left her little free

Spring Reawakened: The Mind and Matter of Rock and Rebellion Essay

What constitutes a rebellion against conformity? Is the desire for revolution a matter of action or simply a state of mind? In the 1990s, America’s counterculture was founded on the alternative, grunge, and punk rock movements that embodied the spirit of intrapersonal tension and social upheaval. The ideas emphasized through this counterculture have utilized and influenced many art forms, including theatre. Steven Sater’s Spring Awakening exudes the same unruly spirit of the ‘90s, but the musical’s setting, 19th century Germany, does little to connect contemporary audiences to the themes. To accentuate the rebellious spirit inherent in the script, an adaptation of the play will be set in America during the 1990s. Furthermore, the internal conflicts within the three protagonists, Wendla Bergman, Moritz Stiefel, and Melchior Gabor—who each represent a facet of Sigmund Freud’s map of the human subconscious—will be externalized through the characters’ use of live musical instruments onstage. In each of the Poetics’ categories, alterations will be made to the original production in order to liberate its underlying turmoil. The plot will be restructured as a framed narrative, known as the Chinese box device. Essentially, Spring Awakening will become a â€Å"story within a story.† The first scene, in which Wendla asks her mother about human conception, will be truncated and will serve as the external frame of the story. Wendla’s mother will conclude the scene with â€Å"In order for a women to conceive a child†¦Ã¢â‚¬  (Sater 17). Then, plot will jump to the subsequent scene, which begins inside the framed narrative and proceed as normal. After the song â€Å"Those You’ve Known,† the musical will return to the first scene, the framing device, and conclude ... .... Simultaneously, the actors will have to â€Å"rock out† during musical numbers while singing and playing instruments. Every decision made in this production of Spring Awakening focuses on highlighting themes of rebellion, psychological conflict, and the ability of high-energy rock music to influence social movements. These ideas are present in the script, but are buried beneath an ineffectual setting; fortunately, their universal applicability allows the musical to be transplanted into a more relatable time period. When established during the American alternative rock movement of the 1990s, the musical invites contemporary audiences to think of rebellion as a psychological and behavioral matter, a form of personal motivation, and not simply the product of teenage angst. The heart of Spring Awakening ultimately lies in this deep, thematic resonance and restless spirit.

Essay: the Promise of the Sociological Imagination

JaypeeII – AB Sociology 10-10-11 Socio 212MWF / 1:30pm – 2:30pm The Promise of the Sociological Imagination (By: C. Wright Mills) Charles Wright Mills (1916-1962) was an American sociologist, and a social commentator and critic. He was born on August 28, 1916 in Waco, Texas. Mills has been described as a â€Å"volcanic eminence† in the academic world and as â€Å"one of the most controversial figures in American social science†. He is committed to social change and angered by the oppression he saw around him. He was anti-authoritarian, showy and an individualistic. I figured out that, he got married three times by different women (Dorothy Helen Smith, Ruth Harper and Yaroslava Surmach) and had two daughters (Pamela and Kathryn) and one son (Nikolas Charles). Mills died on March 20, 1962 – cause of major heart attack. One of the most influential works of Mills (that he coined) was the Sociological Imagination (1959), in which he set out his views on how social science should be practiced. Sociological Imagination plays an important role in explaining the nature of sociology and its relevance in daily life. He defined it as, â€Å"the vivid awareness of the relationship between experience and the wider society†. In addition, he believed in the power of the Sociological Imagination to connect â€Å"personal troubles† to â€Å"public issues† – is the ability to see things socially, and how they interact and influence each other. Therefrom, to have a Sociological imagination, a person must be able to pull away from the situation and think from an alternative point of view. It requires thinking ourselves away from our daily routines, and then looking at them over. C. Wright Mills pointed out three components that form the Sociological Imagination: (1) History – how a society came to be, how it is changing, and how history is being made in it. (2) Biography – the nature of â€Å"human nature† in a society; what kind of people inhabits a particular society. (3) Social Structure – how the various institutional orders in a society operate, which ones are dominant, how are they held together, how they might be changing, etc. (http://en. wikipedia. org/wiki/C. _Wright_Mills). The Promise of Sociology details how C. Wright Mills’ notion compels us to investigate into an individual’s biography and lifestyles, and place their findings within the surrounding circumstances – in which events occur in order to perceive the whole picture of the society in which the individual survives. According to him, what occurs in any individual’s life is interrelated with society as a whole. Mills mentioned that, presently individuals, men and women often feel that their private lives are series of traps in which they sense that they cannot surpass these traps (troubles) within their everyday lives. Hence, what people are aware of and what they try to do are usually, confined by their private cycle by which they live and because of their visions of powers were limited to different things or group – they move imaginably and remain as an observer to their surroundings. The more they are aware of those things (within their environment), the more they seem to feel being deceived. He stated that facts of contemporary history are also facts about the success and the failure of individual men and women. Since, when a society is industrialized, a peasant becomes a worker; a feudal lord is placed or becomes a businessperson. Moreover, when classes rise or fall, a man is employed or unemployed; when the rate of investment goes up or down, a man takes a new heart or goes broke – these few cases are facts that usually happen in present days. Until now, individuals usually do not determine the troubles they suffer in terms of historical change and institutional conflict. Like Emile Durkheim, as stated to his study regarding the historical transformation from mechanical to organic solidarity – what causes the change or transformation between them was the increase in dynamic density of the society. Because of a sudden transformation in every period, people had the difficulty to know or recognize disastrous changes due to historical facts that are now immediately becoming â€Å"merely history† – a history that now affects every man is world history because of its highly specialized. Mills also emphasized that, everywhere in the underdeveloped world, ancient ways of life are broken up and vague expectations become urgent demands. Everywhere in the overdeveloped world, the means of authority and of violence become total in scope and bureaucratic in form – like what Durkheim discussed about the LAW (the concept of his theory). This can be interrelated to the Restitutive Law, a characteristic of organic solidarity – where individuals in this more modern type of society were asked to comply with the law. Thus, Mills explained that it is not only information and skills of reason that the commonality need, since information frequently controls their attention and devastate their capacities to understand it. Like Georg Simmel’s theory, The Tragedy of Culture. Where in it, he argued that people are doomed to increasingly less understanding of the world they have created and are destined to be increasingly controlled by that world. Then what they need is the quality of mind that will help them to use information and to develop reason in order to achieve understandable summary of what is going on in the world and of what may be happening within them. Thus, Mills believed that knowledge, when properly used, could bring about change and the good society. Furthermore, he added that, if the good society was not yet here, it was primarily the fault of intellectuals – people of knowledge. Mills said, to understand this â€Å"Imagination† would be to see the connection between personal troubles and public issues. Where â€Å"Personal Troubles† are problems that are felt personally, which are caused by occurrences or feelings in an individual’s life; and â€Å"Public Issues† are issues that affect a group or mass of people with their roots associated within an organization or institution and history of a society. A person can become homeless for many reasons: a family member throws them out of their home because they do not contribute financially, or they become incapable of caring for themselves due to mental illness, or they become addicted to drugs and lose their home trying to support their habit. These are a few examples of personal troubles which most would think are brought about by the individual alone and therefore can be solved by them. However, when using Sociological Imagination, one can see that homelessness is also a social problem. Therefore, Charles Wright Mills made a significant contribution in, his integration of American pragmatism and European sociology which lead to innovative work in the sociology of knowledge; he completed a substantial range of studies in what was a short working life; and lastly, he provided a considerable and lasting intellectual stimulus to others. Sociological Imagination then, enables us to grasp history and biography and the relations between the two within society – that is its task and its â€Å"PROMISE† and this is the purpose of classical social analysts. Sociological Imagination is becoming the major common denominator of our cultural life and its signal feature (this quality of mind is found in the social and psychological sciences). It is not merely a fashion, it is a quality of mind that seem most dramatically to â€Å"PROMISE† an understanding of the intimate realities of ourselves in connection with larger social realities. It is not merely one quality of mind among the contemporary range of cultural sensibilities – it is the quality whose wider and more skilled use offers the promise that all such sensibilities and in fact, human reason itself will come to play a greater role in human affairs. In addition, you cannot understand the life of an individual or the history of society without the understanding personal troubles and public issues of the commonality.