Mental Problems

This article written by Shelton and Papakostas deals with the health problem of treatment-resistant depression (2008). This refers to a situation where at least one trial of an antidepressant has failed. More specifically, the study investigates the effectiveness of atypical antipsychotics in treatment-resistant depression. This subject was chosen due to the report by the recent â€Å"National Institute of Mental Health Sequenced Treatment Alternatives to Relieve Depression (STAR*D) study,† which shows a very small percentage of people who actually recovered as a result of their first antidepressant treatment (Shelton & Papakostas, 2008).The subject of this study is very important for Health People 2010, as it deals with the issue of effectiveness of antidepressants. The authors noted that there are several new antidepressants available in the market, and yet, the data showing responses of patients as a result of these antidepressants are dismal. For example, there are signifi cant functional impairments found among patients who already had at least 50% improvement on the depression scale. Moreover, despite the relatively high mean dose of antidepressants, the fact remains that only few people actually recover from depression (Shelton & Papakostas, 2008).This condition deserves adequate attention because it comprises about ten to twenty percent of people who have major depressive disorders. Thus, about 10-20% of depressed people fail to respond to traditional antidepressant treatments (Greenberg, et al., 2004). Existing data, however, do not segregate the affected population based on demographical indicators such as age and gender. The factors affecting this condition are not addressed by extant literature, but some research suggests ways of addressing the condition. Thus, in this article, it is suggested that atypical antipsychotics be used instead of traditional antidepressants.Atypical antipsychotics include drugs such as aripiprazole, risperidone, ola nzapine, and ziprasidone. In order to determine how these drugs are relevant to treatment-resistant depression, the authors conducted a study consisting mainly of a study and review of clinical literature dealing with the use of such drugs to depressed patients (Shelton & Papakostas, 2008).From their review of clinical literature, the authors found two atypical antipsychotics that seemed promising based on controlled clinical trials. These drugs are quetiapine and olanzapine. The effectiveness of other atypical antipsychotics were either not supported by data or contradicted by a later study. Thus, the authors were not able to conclude that all atypical antipsychotics are effective for treatment-resistant depression, because existing clinical literature on the matter is decidedly mixed and unclear (Shelton & Papakostas, 2008).Nurses would play a significant role in the treatment of treatment-resistant depression, especially since the study showed how a lot of antidepressant medicati ons do not work on the patients. It is noted that nursing is a profession that plays a very important role in the provision of health care. Since nurses spend a significant amount of time with patients, especially when they conduct rounds and take direct care of the patients, nurses often become more familiar to the patients than the doctors.The nurses’ role in the recuperation or treatment of a patient is not limited to routine procedures and mechanical acts. More importantly, nurses could play a very important role in helping a patient recover psychologically from an illness. Nurses could help depressed patients by establishing a good, healthy, and strong relationship with the patient. More specifically, nurses should attempt to make patients comfortable so that they would be allowed by patients to treat them effectively.Depression and stress are natural consequences of an illness. These emotional facets of the healthcare profession require nurses to know how to attend to t hese emotional needs. Emotional sensitivity and proper communication with patients would allow nurses to inspire patients with treatment-resistant depression to recover, despite the difficulty and the lack of effectiveness of various antidepressants in the market today.Nurses interested in getting better on giving emotional support to patients could join nurses' associations, such as the NSW Nurses' Association. Details could be found at their website, http://www.nswnma.asn.au/nswnmamembers/benefits/. Organizations such as these provide support and assistance to nurses and give valuable information relating to the profession.ReferencesChambers, M. (1998). Interpersonal mental health nursing: research issues and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   challenges. Journal of Psychiatric and Mental Health Nursing 5, 203-211.Shelton, R. C. & Papakostas, G. I. (2008). Augmentation of antidepressants with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   atypical antipsychotics for treatment-resistant major depr essive disorder. Acta   Ã‚  Ã‚  Ã‚  Ã‚   Psychiatrica Scandinavica 117, 253-259.

Modern Latin America

The 480 pages work by Editors Thomas E Skidmore, & Peter H Smith named Modern Latin America; 5th Edition published in September 1, 2000 by Oxford University Press, USA is a truly intriguing book on the subject of modern Latin America and the influence and impact of globalization and neo liberalism on its population. Though this book starts with the opening line that indicates the birth of ancient civilization by mentioning â€Å"When Europeans reached present-day Latin America they found three important civilizations: Mayan, Aztec, and Incan† (Skidmore, 2000), it soon came to the focal point of the book that is the influence and impact of globalization and neo liberalism on Latin American population by even mentioning areas like the Brazilian soccer, Latino popular music and Cuban Santeria and their influence all over the world by the dint of globalization. However the book always tends to focus on the socio cultural transitions from fundamental cultural stability to the intricacy and complexities of modernization. It is true that no socio cultural evaluation can be complete without the mention of political and economical significance on the population thus information regarding these are well updated with the mention of neo democratic movements that is fast becoming the basic milieu of the Latin American culture. Examples like Brazil and Argentina are well received in his context. The examples of the new world economy with the advent of globalization are another aspect that has influenced the various walks of life in the Latin world. This has incorporated differential positioning of art, literature and movies in the area along with the impact of US interventions in many occasions.   Thus with further future development prospects in this region the dynamism of the socio-cultural and economical drifts are well incorporated in this work by Editors Thomas E Skidmore, & Peter H Smith. Reference: Editors: Skidmore, Thomas E & Smith, Peter H; 2000; Modern Latin America; 5th Edition; Oxford University Press, USA

A COUNTRY BOY CAN SURVIVE

When asked What is constituting a redneck? Various answers are wonderful. The people of the country are regarded as drunk, racist, useless people, even Monticello. I lived in Monticello for 16 years, most of them are in rural areas, but not all. As it is certainly the atmosphere we are looking for, we chose Monticello to do research. To become a country man here, you must have some qualities like a big track like a rebellious flag, and you have to wear the right way. I grew up in a world I rarely experience. This is the unpaved road and track pickup world. When I sang a route from Northern California to South Alabama during the country boy where Hank Williams Jr. could survive, he was really singing my northern California. 4 hours, FFA, Bath Splash Party, High School Soccer. It is free. The period before the phone. Curfew is the only true limit. As long as we get home somewhere at midnight, we can solve any troubles we want. We are Cinderella, a rural man who went home from the backi ng ball. One day, a young couple named Maltese and John found a boy sleeping in the old chair of the front porch. His arrival is as marvelous as possible. I have never heard that everyone goes to a small farm walking on an unpaved road. There is only one clue. There was a handwritten note in my pocket. But as the days and weeks expanded, Marta and John have not said a word yet, but I liked Jelly Beans and found out that I liked it on any surface. I'm very happy to play with drums, my dogs, Beagle dogs, family cows. Most importantly, he is a very enthusiastic and proficient artist who creates not only capricious and fantasy scenes, but also landscapes full of blue trees, red roads and purple animals. Is this probably a clue to his hometown? You can ask this question nationwide, but I ask this boy everyday. Who is the villain in the country where killers in neighboring countries can walk freely? Who survives the corn meal that was excluded after the family villain and the boys were ap proved by his parents? Who is the villain when your escaped citizen causes conflict in neighboring countries? Maybe we are asking the wrong question. In order to enjoy this benefit, you have to look at past negative factors. These are the issues covered in William Golding's novel The Lord of the Flies. The story is a story of a group of young boys who were forced to learn how to survive on an island surviving in an airplane accident. Through the story, the boys change each other, open each other, and eventually they will fight between them. The Lord's Lord casts doubts about the effects of innocence, civilization, and power. Ralf immediately began leading the boys. These boys can light a fire, but Jack encourages them to concentrate on hunting rather than fire. Fire is out of control. The little boy disappeared and was presumed to have died.

Tradition and innovation in the Handscroll, in Beijing, 2008 Essay

Tradition and innovation in the Handscroll, in Beijing, 2008 - Essay Example To be specific, Zhang Yimou did not try to discard traditionalism, but linked the same with new technology by allowing modern technology to enter the realm of traditional art. Similarly, the electronic Handscroll is symbolic of the transformation of general views on art and its connection with time element because the artist tries to link the unknown past with present. Besides, the artist provides ample importance to the entertainment value of the electronic Handscroll because he needs to satisfy the domestic and internationals viewers in general. Thesis statement: The research on the amalgamation of tradition and innovation in the Handscroll, in Beijing, 2008 proves that traditional Chinese art accepts modern technology the same sheds light into the rich traditional Handscroll art in China, new technologies change people’s way of creating art by motivating domestic companies to develop core technologies, and it transforms the general view on art by connecting unknown past and present in general (special references to the electronic Handscroll created by Zhang Yimou and its relationship with traditional Chinese art). This section is broadly divides into: Traditional Handscroll art in China and modern technology, New technologies and change people’s way of creating art, and The transformation of general views on art and its connection with unknown past and the present. One can see that the handscroll art in China is interconnected with the Chinese way of presenting traditional paintings. For instance, a handscroll will be in the form of a lengthy scroll consisting of paintings and the Chinese calligraphy. Besides, this sort of scrolls is not for formal display, but to spread on a flat surface and to enjoy the landscape painted on the same. Maxwell K. Hearn stated that, â€Å"To â€Å"read† a Chinese painting is to enter into a dialogue with the past; the

Capital Budgeting Individual Project Assignment

Capital Budgeting Individual Project - Assignment Example Strategic planning is important to the future success of a business enterprise. Capital budgeting is one of the ways that can help a company achieve its long term success through proper planning. Lack of good road map that a strategic plan provides, may lead to misallocation of company resources through addressing short-term issues. This would in turn compromise the long term needs of the company. Necessary Information Sparklin Automotive Company (SAC) has been a successful company within the automotive manufacturing industry, operating since the last eight decades. The company has come up with an innovative idea to launch a new spark plug which offers an enhanced mileage to vehicles i.e. up to 100,000 miles. In order to initiate the new spark plug production, the company needs to set up a new manufacturing plant which would need to be analyzed financially in order to consider it viable for SAC. The entire setup would require information pertaining to the cash inflows and the cash ou tflows that would occur as a result of carrying out the production of the new spark plugs. The financial information that would be needed should only include the relevant costs that would only be attributed as a result of carrying out the new spark plug production. ... owing data would be used to evaluate the capital project: The new spark plug plant would need an initial investment of $1 billion in 2013, which would further be followed by another $500 million investment in 2014. The cash inflows that are expected as a result of this investment are: $300 million (2015), $350 million (2016), $385 million (2017), $400 million (2018), $450 million (2019), and $500 million (2020). All of these expected inflows are considered to be after-tax inflows. It is also expected that the new plant would not attract any Capital Gains; hence no tax savings would be gained. SAC’s current cost of capital is 10%. Capital budgeting The firm’s senior financial officers are faced with two important tasks in a firm. One of the tasks is to make decisions for improving the company’s return on equity. The other task is to find adequate funds for investment opportunities that may arise (Dayananda, 2002). Capital budgeting is the process in which a busine ss management determines whether projects such as long-term investment or building a new plant are worth undertaking. Basically, business should pursue all opportunities and projects that will increase shareholder’s value. However, because of limited nature of capital available for new projects, management needs to implement capital budgeting techniques to determine which will result to high return on a given period of time. Weighted Average Cost of Capital (WACC) Weighted Average Cost of Capital is the calculation of a firm’s cost of capital that involves proportionate weighting of each and every category of capital. When calculating the firm’s weighted average cost of capital, all capital stock such as preferred stock, common stock, bonds, and any other long-term debt are all included. The formula

Cause and effect essay Example | Topics and Well Written Essays - 750 words

Cause and effect - Essay Example As a result, ocean waves travels out from the epicenter of the earthquake which rushes landward to the shorelines where the water was recently lowered. The huge ocean wave that strikes the shorelines causes flooding, destruction and disease. Tsunamis cannot be prevented despite its destructive nature. The first effect of the huge ocean waves caused by the tsunami is excessive flooding. The flooding caused by tsunami will literally submerge everything on its path. Tsunamis cause flooding due to the sheer volume of water carried by its massive ocean waves. The ocean waves that go to the lowered shorelines are so huge that it could tower as tall as 1720 feet just like when it struck at Lituya Bay in Alaska in 1958. This huge amount of water brought by the tsunami immediately floods the nearby inlands where the waters were temporarily lowered and subsequently submerges everything on its path. The flooding could submerge an entire community depending on the size of the ocean waves that st ruck the shoreline. The stronger the ocean floor movement and the nearer the shoreline to the epicenter, the larger the ocean waves are causing excessive flooding. The second effect of a tsunami is the deadly push of the ocean wave that will destroy everything on its path. ... The massive waves that characterize tsunamis can be a â€Å"wave train† or a series of powerful waves that would race toward shorelines making its destructive nature exponential by the multiples of its waves (www. Geology.com). Its strength can literally wipe out a community on the shoreline that will strike. This includes human beings, animals, trees and even structures. A strong tsunami is so destructive that it can even damage structures that are designed to withstand strong waves. The third effect of tsunami is disease. After the water of the tsunami has ebbed, it will leave rotting bodies of living things it drowned and plenty of contaminated water that could potentially precipitate an epidemic in the affected area. The diseases that the tsunami aftermath will range from skin diseases to more lethal diseases such as malaria that could potentially make the entire community sick if the disease is not attended. Tsunamis are indeed very powerful forces of nature that is very destructive and frightening. Its aftermath can leave diseases to the community it affected that could potentially make everyone sick. Also, the amount of energy accumulated in the bottom of the ocean that drive the waves of tsunamis are so powerful it can destroy anything that stands on its path. The power of its waves is terrifying because it can kill people and other living things in multitudes. Not even strong structures can withstand the power of a tsunami because it can destroy such structures like as the case of Fukushima plant that was supposed to be protected by a tsunami wall. The huge waves and massive amount of water wrought by a tsunami could flood the communities near the shoreline of its epicenter that could

The gaze in art and popular culture Essay Example | Topics and Well Written Essays - 1250 words

The gaze in art and popular culture - Essay Example One of the pioneers in the study of gaze within the context of films is Laura Mulvey. She theorized that gaze was traditionally viewed in relation to gender oppression. In her work "Visual Pleasure and Narrative Cinema† Laura Mulvey introduced the concept of gaze and its dynamics to be a manifestation of imbalance of power between the male and the female where the male dominates the female and thus the term – male gaze. Mulvey’s theory is Freudian in origin where she â€Å"breaks scopophilia down into an active part, which is always  male, and a passive part, which is always female. Women are the objects that are looked† (Finzsch, n. p.). In Mulvey’s male gaze, the male’s patriarchal role is extended to the film where the male imposes a hegemonic gaze to the women as mere objects of desire. Thus, it produces an imbalance relationship as women are reduced to an object of two distinct modes of male gaze where they became Madonna’s in ma le perspective (voyeuristic) or whores (fetishistic). In her work, viewers tend to identify with the protagonist of the film who is typically a male and thus, the perspective conveyed by the film is that of a man and it follows that women will be looked upon as an object of desire. Bell Hooks took a different perspective in defining the dynamics of gaze in film in relation to the viewer. ... e male gaze is punished by white oriented society and therefore, this suppressed desire to gaze in real life is unleashed in film gazing to the effect that it is more intense and radically different than the regular male gaze. In this type of male gaze, Hooks shared the perspective of Mulvey in reducing women to mere sex objects (albeit Hooks did not venture into voyeuristic type or viewing women as Madonna) where white women was always the archetype of beauty . In this regard, this relationship between the black viewers and their idolatry towards white women in films as the idealized beauty produces the oppression among black women as she is pushed further down in the totem pole of power. First, her race is already a subject of oppression that she share among the black men but her lot is more difficult because it is aggravated by the fact that she is a woman which by default is already a subject of imbalance of power between genders. Third, being a black woman subjected her to †Å"triple oppression because of the previous factors that already subjected her to oppression that she has to deny her own sense of beauty to give way to idea that the idea of beautiful and desirable will always be white. Bell Hooks argument may have been valid if this was pointed out decades ago where racial discrimination was still rampant and that the concept of beauty was limited to the female blond or Caucasian girl. The â€Å"triple oppression† that was vehemently argued by Hooks is already outdated today because black women are now also portrayed as desirable objects and no longer does the idea that a black woman has to deny herself of beauty because of the color of her skin. To cite several objects, we can cite several female group and artists who had been packaged as sexually desirable

Non-Profit Organization and Management Essay Example | Topics and Well Written Essays - 3000 words

Non-Profit Organization and Management - Essay Example At-risk youth have lost the sense of opportunity and possibility awaiting them in adulthood due to destructive attitudes and habits, as well as repeated academic failure and, to accomplish their objectives, the youth should be nurtured and mentored in an inclusive, caring environment, which promotes personal respect. Future Hope is a programme borne as a direct response to increased numbers of youth involved in the youth justice system and school disturbances. Thus, the programme’s goal is to identify young people turbulently transitioning into being adults. The goal, despite having several focus areas, is the same and this is to empower youth to positively alter their livelihoods. Primarily focused on secondary and primary school students, Future Hope projects that 50% of the students in the system are set to join secondary school within 3 years. Because of the especially problematic nature of this age-group, mentoring at this time would be perfect timing and most effective. This paper will seek to make a business case for starting a youth mentoring program called Future Hope, aimed at youth in primary and secondary school. Taking part in youth organizations benefits the youth, as well as the community they live in. Apart from providing young people with a forum to effectively and fully deal with important issues, including education and violence, such youth organizations also benefits the youth by allowing them to be part of a group that helps them develop interpersonal and personal skills (Milton, 2011: p39). In addition, it also helps young people to gain self-esteem and self-confidence, reduce the risk that they will take part in unsafe activities like drug abuse, develop job skills, attain opportunities for leadership, avoid negative per pressure, and to develop a strong support network.

Changes in technology anticipated to change the pattern of pollutant Research Paper - 1

Changes in technology anticipated to change the pattern of pollutant emissions - Research Paper Example Man cannot altogether stop using fossil fuels but moves to decrease energy consumption by developing new technologies designed for energy efficiency is the best way to alleviate the state of the environment. New Technologies refer to both innovations in production or generation of energy and its actual use. Generation of energy from solar, wind, geothermal, tides and hydroelectric are, currently, being implemented and studied. The graph below shows that new technologies in the generation of energy from renewable resources delivers needed energy but emits less CO2 emissions. US-NASA predicts further decrease in CO2 emissions in the future. New technologies developed for actual use or consumption of energy seeks to maximize these renewable sources of energy in the three major areas of transportation; industrial energy usage; and, in commercial and residential buildings. This is clearly exemplified in the Modern Refrigerators and the introduction of Electronic Vehicles. The diagram below shows that the energy use per refrigerator decreased by two-thirds since the introduction of new energy efficient refrigerators. The continued study and development of refrigerator efficiency improvements has proven to be a success. The introduction of Electronic Vehicles according to the research by Micheal Wang, Mark DeLuchi and Daniel Sperling has the effects of lowering the emissions of HC, CO, NO, SO, and particulates. With continued use, they predict a significant reduction in California that will help major air basins in California meet national ambient air quality standards. It cannot be denied that new technologies decrease pollutant emissions. To be fully effective, according to study conducted by Amit Garg, P.R. Shukla, Debyani Ghosh, Manmohan Kapshe and Nair Rajesh, laws and governments must give full support to the endeavor. Garg A., Shukla P., Ghosh D., Kapshe M., & Rajesh N. Future Greenhouse Gas and Local Pollutant Emissions for India: Policy

H.W 8 GSC125-01 Essay Example | Topics and Well Written Essays - 250 words - 1

H.W 8 GSC125-01 - Essay Example Answer: Coriolis Effect reverses direction between the hemispheres so that the large scale winds in the Southern Hemisphere swerve to the left rather than to the left. This reversal is related to the difference in an observer’s sense of earth’s rotation in the two hemispheres. To an observer looking down from high above the North Pole, the planet rotates counterclockwise, whereas to an observer high above the South Pole, the planet rotates clockwise. For the observer measuring motion relative to a coordinate system anchored to the rotating Earth, this reversal in the apparent direction of rotation between the two hemispheres translates into a reversal in the direction of the Coriolis Effect. Answer: The counterclockwise and inward spiral of cyclone in Northern hemisphere converge surface winds towards the center of the low. Air ascends in response to converging surface winds and diverging winds aloft. The adiabatic expansion of ascending air within a cyclone lowers the temperature and saturation vapor pressure, thereby increasing the relative humidity of unsaturated air. Clouds and precipitation may eventually develop, so that cyclones are typically stormy weather

My Summer Vacation Essay Example for Free

My Summer Vacation Essay Relaxing out in the sun in the middle of a lake that stretches for miles and miles, is probably one of the most amazing things you could ever see in life. The best part about that, I get to enjoy that every summer. Every summer my family goes to a small cabin on Lake Rainy in Canada. The most memorable time I have ever had with my family was at our family cabin in Canada. It was the summer of 2007 and also one of the hottest trips weve had at our cabin. One of my favorite things about the cabin is that it has no electricity unless we have the generator on. My brothers whined about that for the first couple days! Bubba even tried to convince Aunt Linda to turn on the generator just so he could watch a movie. With no success with my aunt he asked Uncle Tom and got his way. After the kids got the idea that there would be no more turning the generator on for little things like charging their Game Boys, things actually started to get better. With almost all technology set aside we did things unheard of in this day in age. One night we decided we were tired of being bored and I thought my little brother to play Kings Corner, they didn’t like that game very much. I decided it was time for a little easier game; it would have to be easy to catch Bubbas attention. Uno was the game we played most nights. Playing Uno at the cabin was great, the entire family was ordered to play by my Aunt Linda and since she is the boss, no one would have even thought otherwise. Don’t get me wrong we didn’t spend all of our time indoors. We went swimming very frequently, most of the time just to stay cool. It was usually too hot to go fishing, unless you had a death wish. One day when it was cool enough to fish, Kelsey caught the most beautiful Walleye I have ever seen. My little cousin Kimmy wasnt to excited about eating fish so the made her chicken every night we had fish. (This was most nights. ) The only thing I hated about Canada honestly was leaving. On the last day were at the cabin everyone is usually pretty sad to be leaving. It was always nice to get home, but as soon as we would get home we would instantly start to miss watching the sunset on a lake that stretched for miles and miles.

The Lady or the Tiger Essay Example for Free

The Lady or the Tiger Essay Long ago, in the very olden time, there lived a powerful king. Some of his ideas were progressive. But others caused people to suffer. One of the kings ideas was a public arena as an agent of poetic justice. Crime was punished, or innocence was decided, by the result of chance. When a person was accused of a crime, his future would be judged in the public arena. All the people would gather in this building. During ceremony the king sat high up on his ceremonial chair. He gave a sign. A door under him opened. The accused person stepped out into the arena. Directly opposite the king were two doors. They were side by side, exactly alike. The person on trial had to walk directly to these doors and open one of them. He could open whichever door he pleased. If the accused man opened one door, out came a hungry tiger, the fiercest in the land. The tiger immediately jumped on him and tore him to pieces as punishment for his guilt. The case of the suspect was thus decided. But, if the accused opened the other door, there came forth from it a woman, chosen especially for the person. To this lady he was immediately married, in honor of his innocence. It was not a problem that he might already have a wife and family, or that he might have chosen to marry another woman in the future. The king permitted nothing to interfere with his great method of punishment and reward. The king had a beautiful daughter who was like him in many ways. He loved her above all humanity. The princess secretly loved a young man who was the best-looking and bravest in the land. But he was a commoner, not part of an important family. One day, the king discovered the relationship between his daughter and the young man. The man was immediately put in prison. A day was set for his trial in the kings public arena. This, of course, was an especially important event. Never before had a common subject been brave enough to love the daughter of the king. The king knew that the young man would be punished, even if he opened the right door. And the king would take pleasure in watching the series of events, which would judge whether or not the man had done wrong in loving the princess. The day of the trial arrived. From far and near the people gathered in the arena and outside its walls. The king and his advisers were in their places, opposite the two oors. All was ready. The sign was given. The door under the king opened and the lover of the princess entered the arena. Tall, beautiful and fair, his appearance was met with a sound of approval and tension. Half the people had not known so perfect a young man lived among them. No wonder the princess loved him! What a terrible thing for him to be there! As the young man entered the public arena, he turned to bend to the king. But he did not at all think of the great ruler. The young mans eyes instead were fixed on the princess, who sat to the right of her father. From the day it was decided that the sentence of her lover should be decided in the arena, she had thought of nothing but this event. The princess had more power, influence and force of character than anyone who had ever before been interested in such a case. She had done what no other person had done. She had possessed herself of the secret of the doors. She knew behind which door stood the tiger, and behind which waited the lady. Gold, and the power of a womans will, had brought the secret to the princess. She also knew who the lady was. The lady was one of the loveliest in the kingdom. Now and then the princess had seen her looking at and talking to the young man. The princess hated the woman behind that silent door. She hated her with all the intensity of the blood passed to her through long lines of cruel ancestors. Her lover turned to look at the princess. His eye met hers as she sat there, paler and whiter than anyone in the large ocean of tense faces around her. He saw that she knew behind which door waited the tiger, and behind which stood the lady. He had expected her to know it. The only hope for the young man was based on the success of the princess in discovering this mystery. When he looked at her, he saw that she had been successful, as he knew she would succeed. Then his quick and tense look asked the question: Which? It was as clear to her as if he shouted it from where he stood. There was not time to be lost. The princess raised her hand, and made a short, quick movement toward the right. No one but her lover saw it. Every eye but his was fixed on the man in the arena. He turned, and with a firm and quick step he walked across the empty space. Every heart stopped beating. Every breath was held. Every eye was fixed upon that man. He went to the door on the right and opened it. Now, the point of the story is this: Did the tiger come out of that door, or did the lady? The more we think about this question, the harder it is to answer. It involves a study of the human heart. Think of it not as if the decision of the question depended upon yourself. But as if it depended upon that hot-blooded princess, her soul at a white heat under the fires of sadness and jealousy. She had lost him, but who should have him? How often, in her waking hours and in her dreams, had she started in wild terror, and covered her face with her hands? She thought of her lover opening the door on the other side of which waited the sharp teeth of the tiger! But how much oftener had she seen him open the other door? How had she ground her teeth, and torn her hair, when she had seen his happy face as he opened the door of the lady! How her soul had burned in pain when she had seen him run to meet that woman, with her look of victory. When she had seen the two of them get married. And when she had seen them walk away together upon their path of flowers, followed by the happy shouts of the crowd, in which her one sad cry was lost! Would it not be better for him to die quickly, and go to wait for her in that blessed place of the future? And yet, that tiger, those cries, that blood! Her decision had been shown quickly. But it had been made after days and nights of thought. She had known she would be asked. And she had decided what she would answer. And she had moved her hand to the right. Long ago, in the very olden time, there lived a powerful king. Some of his ideas were progressive. But others caused people to suffer. One of the kings ideas was a public arena as an agent of poetic justice. Crime was punished, or innocence was decided, by the result of chance. When a person was accused of a crime, his future would be judged in the public arena. All the people would gather in this building. During ceremony the king sat high up on his ceremonial chair. He gave a sign. A door under him opened. The accused person stepped out into the arena. Directly opposite the king were two doors. They were side by side, exactly alike. The person on trial had to walk directly to these doors and open one of them. He could open whichever door he pleased. If the accused man opened one door, out came a hungry tiger, the fiercest in the land. The tiger immediately jumped on him and tore him to pieces as punishment for his guilt. The case of the suspect was thus decided. But, if the accused opened the other door, there came forth from it a woman, chosen especially for the person. To this lady he was immediately married, in honor of his innocence. It was not a problem that he might already have a wife and family, or that he might have chosen to marry another woman in the future. The king permitted nothing to interfere with his great method of punishment and reward. The king had a beautiful daughter who was like him in many ways. He loved her above all humanity. The princess secretly loved a young man who was the best-looking and bravest in the land. But he was a commoner, not part of an important family. One day, the king discovered the relationship between his daughter and the young man. The man was immediately put in prison. A day was set for his trial in the kings public arena. This, of course, was an especially important event. Never before had a common subject been brave enough to love the daughter of the king. The king knew that the young man would be punished, even if he opened the right door. And the king would take pleasure in watching the series of events, which would judge whether or not the man had done wrong in loving the princess. The day of the trial arrived. From far and near the people gathered in the arena and outside its walls. The king and his advisers were in their places, opposite the two doors. All was ready. The sign was given. The door under the king opened and the lover of the princess entered the arena. Tall, beautiful and fair, his appearance was met with a sound of approval and tension. Half the people had not known so perfect a young man lived among them. No wonder the princess loved him! What a terrible thing for him to be there! As the young man entered the public arena, he turned to bend to the king. But he did not at all think of the great ruler. The young mans eyes instead were fixed on the princess, who sat to the right of her father. From the day it was decided that the sentence of her lover should be decided in the arena, she had thought of nothing but this event. The princess had more power, influence and force of character than anyone who had ever before been interested in such a case. She had done what no other person had done. She had possessed herself of the secret of the doors. She knew behind which door stood the tiger, and behind which waited the lady. Gold, and the power of a womans will, had brought the secret to the princess. She also knew who the lady was. The lady was one of the loveliest in the kingdom. Now and then the princess had seen her looking at and talking to the young man. The princess hated the woman behind that silent door. She hated her with all the intensity of the blood passed to her through long lines of cruel ancestors. Her lover turned to look at the princess. His eye met hers as she sat there, paler and whiter than anyone in the large ocean of tense faces around her. He saw that she knew behind which door waited the tiger, and behind which stood the lady. He had expected her to know it. The only hope for the young man was based on the success of the princess in discovering this mystery. When he looked at her, he saw that she had been successful, as he knew she would succeed. Then his quick and tense look asked the question: Which? It was as clear to her as if he shouted it from where he stood. There was not time to be lost. The princess raised her hand, and made a short, quick movement toward the right. No one but her lover saw it. Every eye but his was fixed on the man in the arena. He turned, and with a firm and quick step he walked across the empty space. Every heart stopped beating. Every breath was held. Every eye was fixed upon that man. He went to the door on the right and opened it. Now, the point of the story is this: Did the tiger come out of that door, or did the lady? The more we think about this question, the harder it is to answer. It involves a study of the human heart. Think of it not as if the decision of the question depended upon yourself. But as if it depended upon that hot-blooded princess, her soul at a white heat under the fires of sadness and jealousy. She had lost him, but who should have him? How often, in her waking hours and in her dreams, had she started in wild terror, and covered her face with her hands? She thought of her lover opening the door on the other side of which waited the sharp teeth of the tiger! But how much oftener had she seen him open the other door? How had she ground her teeth, and torn her hair, when she had seen his happy face as he opened the door of the lady! How her soul had burned in pain when she had seen him run to meet that woman, with her look of victory. When she had seen the two of them get married. And when she had seen them walk away together upon their path of flowers, followed by the happy shouts of the crowd, in which her one sad cry was lost! Would it not be better for him to die quickly, and go to wait for her in that blessed place of the future? And yet, that tiger, those cries, that blood! Her decision had been shown quickly. But it had been made after days and nights of thought. She had known she would be asked. And she had decided what she would answer. And she had moved her hand to the right.

The Role Of Missionaries In Colonial African Education History Essay

The Role Of Missionaries In Colonial African Education History Essay The home page of Compassion Canada is that of a stereotypical Northern charity: showing pictures of suffering children alternating with those of post-intervention, happy children. Included on the website is information about the charitys programs, such as their Leadership Development Program in which participants earn a degree in their chosen field of study, and participate in Christian leadership training, enabling them to become a fully developed agent of change in their nation (Compassion Canada 2011). It is interesting to note that this project is not a new concept. As a member of the Church of England, it interests me to see echoes of Christian educational efforts by organizations such as Compassion Canada in the educational efforts of the missionary branch of the Anglican Church, the Church Missionary Society, or CMS. A member of the CMS, Henry Venn, boasted that the mission schools of Nigeria would produce an educated African elite that could form an intelligent and influentia l class of society and become the founders of a Kingdom which shall render incalculable benefits to Africa (Venn cited in Bassey 1991:37). That there are parallels between contemporary Christian organizations efforts and the missionary efforts of the mid-nineteenth to mid- twentieth centuries is a reason for concern, considering the similar impact of missionaries of all Christian denominations on the education of Africans in the British and Italian colonies in Africa. Although it can be said that Christian missionaries benefitted Africans by bringing in the more advanced Western education to the European colonies in Africa, it is believed that the mission schools in fact had a negative impact on the native peoples. Not only did mission education strengthen colonial rule, but it also weakened traditional societies and implemented poor standards of Western education. The missionary impact on education would have far-reaching consequences, as their creation of a weak basis of education would slow down the political and educational development of many former colonies in Africa. While missionaries could sometimes clash with colonial governments, for the most part missions were important tools for colonial governments. As Sir Henry Johnston, a key figure in the Scramble for Africa says, they [the mission stations] strengthen our hold over the country, they spread the use of the English language, they induct natives into the best kind of civilization, and in fact, each mission station is an essay in colonization (Johnston cited in Sheffield 1973:10). One of the missions most important contributions to the colonial regimes was their role in educating the native Africans. Mission schools provided a steady stream of educated Africans capable of filling the lower levels of the colonial administration and operated vocational and agricultural schools (Ayandele 1966: 295; Foster 1965: 90-91; Sheffield 1973: 10-11). The academic education purposely did not train Africans for the higher level positions of colonial administrations, which were mostly reserved for Europea ns (Ayandele 1966:295; Sheffield 1973:42), a practise which created dependency on the colonizers, as without them the colony did not have qualified administrators. In addition, while missionaries did run many academic primary schools, they provided little secondary education, a practice which prevented natives from becoming too educated (Ayandele 1966:286) and potentially subversive. Even if secondary education was provided, it was often reserved for the sons of local chiefs (Oliver 1952:212; Beck 1966: 120), an elite the colonial government could then call upon to help rule the colony, a common practice in colonial Africa. The latter, non-academic form of education provided by the missions has stimulated much interest among scholars, who are particularly interested in the failure of many of these schools and the hypocritical government support for the schools, seeing as the import of cheap goods from the mother countries caused many vocational school graduates, such as seamstresses, to be unemployed (Ayandele 1966:296; Foster 1965:134). However hypocritical, government support for the schools should not be surprising, considering the benefits the colonial governments stood to gain. Even when governments discouraged domestic industries, graduates of vocational schools contributed to the economy of the colonies -and therefore indirectly the mother countrys as well. Instead of needing to import skilled workers such as carpenters, the mission schools provided colonial governments with workers capable of building and maintaining the colonys infrastructure and basic technology, a contribution that kept the c olonies running smoothly. The agricultural schools the missions ran would have been even more advantageous to the colonial governments considering the discouragement of local industries that might have competed with the motherland. Agricultural school graduates did not compete with European industries or European farmers, as they mainly grew crops that could not be grown in European climates. Furthermore, they were skilled farmers that could grow cash crops to be consumed back in the mother country, such as cocoa from Ghana (Foster 1965: 153). Moreover, it was not in the colonial powers interest for the natives to become too educated, as they might become self-reliant and could conceivably demand independence from the colonial power, so encouraging the less intellectual agricultural schools was in the governments interest. The missions agricultural schools were especially beneficial for colonial governments considering that governments believed that manual labour was a means to prevent discontent and unrest i n the tribes (Hansen 1984:232). Thus by training Africans to fill only the lower levels of the colonial administration and providing skilled workers from the vocational and agricultural schools who contributed to the economy and were less likely to question colonial rule than more educated Africans, mission schools helped to strengthen colonial rule. Another negative impact of mission education was that it weakened traditional societies, which in many ways further served the colonial cause. The weakening of traditional societies was not simply a consequence of the efforts of missionaries but one of their main objectives, stemming from their belief in the civilizing mission. Supporters of the civilizing mission believed that European colonial enterprises were justified as the Europeans were imparting their superior Western culture and ideas to the ignorant heathens of Africa, Asia, the Americas and Australasia. For this reason, missionaries believed they were doing their students a favour by discouraging traditional practices and promoting Western ones. One method of discouraging traditional practices was to give students a fully Western education. As a mission school graduate noted, local history was almost totally ignored. We were expected to accept the European language as the superior one, and this was reinforced throughout my school career (Abu cited in Berman 1974:536). Being ignorant of ones history causes one to lose part of ones identity and pride in that identity, and one is therefore more vulnerable to attacks denouncing ones culture as inferior, especially if at the same time one is being taught the noble history of another culture. Furthermore, mission schools discouraged traditional ways of life outside of the classroom. One Liberian student recalls that we were taught to dress properly, to eat properly, to speak properly. Properly meant by Anglo-Saxon standards. In short, it was a very successful mission in making us little black Anglo-Saxon Protestants. Cultural deprivation is what many of us suffer from []. After a time the idea becomes ingrained -it is heathen and unchristian to be an African culturally (Awori cited in Berman 1974:536). Through academic lessons and lessons on Western etiquette and hygiene, mission students were isolated from their traditional cultures, a traumatic experienc e that would continue to trouble many students for the rest of their lives. It is interesting to note that while in many ways missionaries sought to isolate students from their cultures, missionaries often insisted in teaching in the native languages. Some earlier scholarship on mission education has taken this as a positive impact of the missionaries. For instance the scholar E.A. Ayandele (1966:283), writing in the 1960s, says, By their [the missions] efforts the main languages of Nigeria have been preserved as a lasting legacy to the Ibo, Yoruba, Efik, Nupe and Hausa. However, this practice was in fact probably more due to stereotypes of African ignorance than an interest in being culturally respectful: missionaries may have believed that it would take too long to teach a superior European language to the unintelligent natives when the natives souls were in such desperate need of saving. Indeed, once the souls had been saved and since the students must have been considered clever enough, European languages were almost universally the languages of instruct ion in the later primary years and in secondary schools (Beck 1966: 120; Foster 1965: 159; Miran 2002:127). Teaching in the vernacular had an additional use as it further strengthened colonial rule, of which missionaries were often agents, for as the Kikuyu people of Kenya were aware, [the] inability to communicate in English would be a crucial factor in the perpetuation of their subordinate status in the colony (Berman 1974:531). It is much easier to interact on an equal basis or even challenge the authority of another group when one is able to communicate in that groups language, instead of having to rely on an interpreter or non-verbal gestures, which undermine ones ability to show authority or express ones beliefs. In short, the impact of teaching in the vernacular was more negative than positive, as it reinforced colonial rule and no doubt did very little to preserve native cultural identities, seeing as missionaries promoted European languages as superior and only used the ver nacular because conversion and religious instruction were such high priorities. That missionaries used the vernacular illustrates the fact that missionaries were principally evangelists, and that they considered their other roles, including their role as educators, as less important. Given their priorities, it should thus come as little surprise that missions often provided poor education to the African pupils. There were several reasons for this poor education, some intentional and some not. First, missions saw education foremost as a means of conversion (Ayandele 1966: 286; Bassey 1991: 36; Berman 1974:527; Foster 1965:85; Sheffield 1973:11). The missionaries believed that in order to stabilize the faith of converts and to assist in character development, it was necessary that they should be able to read the scriptures or other books of religious instruction, translated by the missions. This involved learning to read in the vernacular (Hadfield cited in Bone 1969:7). Missionaries were no doubt also aware that Africans came to associate European technological a chievement with Western education (Bassey 1991:45) and therefore offered Western education as a means to attract Africans of this belief and then convert them. However, the motivation behind teaching Africans basic literacy and mathematics might not have been a cause for concern if not for the fact that the religious motivation curtailed education. As Ayandele points out (1966:285), the ideal of many of the missions was to make their converts live literally as the unlearned and ignorant apostles of old. This ideal, combined with the fact that many missionaries discovered that Africans with only basic education were best at spreading the Gospel, meant that missionaries were reluctant to provide higher primary or secondary education (Ayandele 1966:286). Seeing as missions in the British and Italian colonies had monopolies on education for the nineteenth to mid-twentieth centuries, this reluctance meant that there were few secondary schools at all (Ayandele 1966:287; Beck 1966: 120). A s long as the Africans could read the Bible, the missionaries were satisfied that they had had enough academic education. A second reason for the poor education of the mission schools was that in many cases the teachers in mission schools were unqualified as teachers, but were instead preachers by training. For instance, in the Salisbury region of Rhodesia, it was reported in 1924 that no male teachers had educational qualifications (Bone 1969:28). Third, rivalry between the various Christian denominations also contributed to the poor standards of education. Edward Berman notes that contemporary critics of the missionaries felt that missionaries were more interested in increasing enrolments in their respective churches than in pooling their resources for the benefit of African education (Berman 1974:533). Because of rivalry, instead of building one common, multi-denominational school in a village that really only needed the one school, missionaries each built a school for their particular denomination and competed for students (Berman 1974:533). Furthermore, each denomination had differing policies on education, so standards in education fluctuated across each colony, depending on what denomination had schools in each area. For instance, in southern Nigeria, the CMS policy was to teach in the vernacular at the primary level, while the Roman Catholic Missions policy was to teach in English (Bassey 1991:42). In addition to contri buting to fluctuating educational standards across the colony, inter-denominational rivalry caused a disparity in access to education. In regions where a denomination felt threatened by another denomination, the denominations were more likely to establish more schools in an attempt to gain more converts than their rival, while in regions such as northern Nigeria, where colonial policy prevented too much rivalry, schools were scarce (Bassey 1991:45). Thus, because of the motive of proselytization, unqualified teachers, and inter-denominational rivalry, missions frequently provided poor education. Indeed, the quality of the education could be so poor that the colonial governments complained, as in the case of the Nigerian government, which complained that the secondary school graduates provided by the missions were illiterate and ignorant and therefore poorly suited to fill the lower levels of the administration (Ayandele 1966:294-5). However, as Jonathan Miran (2002) argues in his work on the roles of missionaries and the Italian state in Eritrean education, missionaries should not be held solely accountable for the poor standards of education. As much as the governments liked to assign blame to the missions, they were also accountable for the poor education through their educational policies. As one Eritrean student remarks, Our sisters [the Italian Sisters] would have undoubtedly taught better and more, but the Italian government in the colony did not permit Eritreans to get good instruction (T.T. cited in Miran 2002:128). The colonial Eritrean government ensured that nativ e Eritreans received poor education by permitting them to only attend school up to the fourth grade (Miran 2002:127). Governments are also not free from blame even if they had a laissez-faire educational policy, as in Ghana, where until 1944 the registration of schools was not required and no attempt was made to exert detailed control even over the activities of grant-aided [by the government] institutions except for a series of minimal registrations (Foster 1965:114). If a government fails to regulate schools at all, they have no right to complain that the education in their colony is poor. Therefore, whether through their rigid educational polices or lack thereof, colonial governments contributed to the poor education, though there is no denying that missionaries also contributed to the quality of education to a great extent. In conclusion, the educational enterprise of the Christian missionaries in the British and Italian colonies of Africa during the mid-nineteenth to mid-twentieth centuries was primarily negative for the African pupils. Both the academic and vocational forms of education the missions provided served to strengthen the rule of the colonial powers, so that the native inhabitants were second-class citizens in their own land. Furthermore, missionaries, believing in the civilizing mission, attempted to disintegrate traditional society through education by choosing academic subjects, such as the histories of the Western colonial powers, that illustrated the superiority of the Western culture, as well as by teaching about the superiority of the West in non-academic matters such as hygiene. These attempts were traumatic for the students and threatened the survival of unique cultures. Last, missionaries provided a very poor education, causing their students to be ill-equipped for social or mater ial success, as they believed education to simply be a means for proselytization, were unqualified teachers, and allowed inter-denominational rivalries to interfere. As negative as all these impacts of the missionaries undoubtedly were for the African pupils, the long-term consequences are arguably as serious. The reservation of high-level positions in the colonial administrations for Europeans and the corresponding mission education that provided education fit only for lower positions meant that the withdrawal of European rule could cause serious political instability in the newly independent colonies. While colonial administration in colonies such as Kenya attempted to some degree to provide training for Kenyans to fill the high-level positions (Sheffield 1973:86), the attempts in many cases fell short, and when the European administration left, Kenya, for instance, had few sufficiently educated replacements (Sheffield 1973:88). Thus missionaries, by imparting education that promo ted dependence on colonial rule, arguably contributed to the political instability that continues in the present day in many former African colonies, such as Kenya and Eritrea. Moreover, mission education formed a poor foundation for future educational conditions in the former colonies. Given the fluctuating standards between schools and regions and the lack of qualified teachers in the mission schools which had monopolies in well into the mid-twentieth century, it should come as little surprise that the quality of education continues to be a concern in many former colonies. For instance, in Nigeria in 2006, approximately only 51.2% of primary school teachers of either gender were trained as teachers, and the enrolment rate in primary education for both genders in 2000 stood at about 62.7%, compared to 99.5% in Canada (UN Data 2010). Therefore, considering that the impact of mission education continues to have serious repercussions today, one must question whether the First World sh ould continue to interfere in African education. Volunteers and donors to organizations such as Compassion Canada believe that they are being humanitarian when they build schools in Africa, volunteer as teachers or help in other ways to improve the quality of education in African nations, yet missionaries and colonial governments were similarly lauded as performing a great work of humanity (Beck 1966:117) and likewise believed that they were helping their African pupils. However the superficial motivations and ideologies have changed, at the most basic level both contemporary Northern charities and nineteenth century missionaries share the belief that the North must come and save the suffering natives, which in the case of the missionaries, has been proven to have inflicted more harm than provided relief. Thus, despite what the images of suffering African children on websites such as that of Compassion Canada might lead one to believe, it is time for Africans to educate their own, w ithout any interference.

Bury My Heart At Wounded Knee :: essays research papers

Bury My Heart at Wounded Knee   Ã‚  Ã‚  Ã‚  Ã‚  The Indians were being confined to crowed reservations that were poorly run, had scarce game, alcohol was plentiful, the soil was poor, and the ancient religious practices were prohibited. The Indians were not happy that they had been kicked off there land and were now forced to live on a reservation. The Indians then began to Ghost Dance a form of religion it is said that if the Indians were to do this trance like dance the country would be cleansed of white intruders. Also dead ancestors and slaughtered buffalo would return and the old ways would be reborn in a fruitful land. Once the Bureau of Indian affairs noticed what was going on they began to fear this new religion would lead to warfare. The white peoplewere scared that this new dance was a war dance. They called for army protection. Army was called in to try to curbed this new religion before it could start a war.   Ã‚  Ã‚  Ã‚  Ã‚   The Sioux band tougher led by Little Big Foot. They were heading to Pine RidgeReservation in South Dakota, when the army stopped them and held them at gun pointovernight. Big Foot’s group contained about 300 people two-thirds of them were women and children. While the soldiers numbered around 500 and were armed with automatic weapons. The next morning when the army began to disarm the Indians a shot rang out then the gun fire began leaving about 200 Indians dead in the snow. Thirty soldiers were also killed in the massacre. The soldiers that lost there lives were most likely killed by their own men in friendly fire. Wounded Knee is said to have been the last battle of the war but it was not so much a battle as it was a massacre. It was in fact the last exchange of fire between the army and the Sioux.

Imagery In Macbeth Essay -- essays research papers

Response to â€Å"Macbeth† 2. How does Shakespeare’s use of imagery and recurring symbols add depth and meaning to the plot and characters in the play? In all of Shakespeare's plays he uses many forms of imagery. Imagery is the art of making images, the products of imagination. In the play 'Macbeth' Shakespeare applies the imagery of clothing, darkness and blood. Each detail is his imagery, seems to contain an important symbol of the play, symbols that the audience must understand if they are to interpret either a passage or the play as a whole. Within the play 'Macbeth' the imagery of clothing portrays that Macbeth is seeking to hide his "disgraceful self" from his eyes and others. Shakespeare wants to keep alive the ironical contrast between the wretched creature that Macbeth really is and the disguises he assumes to conceal the fact. The audience thinks of the play honours as garments to be worn; likewise, Macbeth is constantly represented symbolically as the wearer of robes not belonging to him. In the following passage, the idea constantly recurs that Macbeth's new honours sit ill upon him, like loose and badly fitting garments, which are upon him but he is still surprised that he has gained this new position: "New honours come upon him, Like our strange garments, cleave not to their mould, But with the aid of use." (Act I, iii: 144) The second form of imagery used to add to the atmosphere, the imagery of darkness. In a Shakespearean tragedy, the audience have known him to create a special tone, or atmosphere to show the darkness in a tragedy. In 'Macbeth', Shakespeare draws upon the design of the witches, the guilt in Macbeth's soul, and the darkness of the night to establish the atmosphere. All of the remarkable scenes take place at night or in some dark spot; for instance, the vision of the dagger, the murder of Duncan, the murder of Banquo, and Lady Macbeth's sleep walking. Darkness is the time when the traveller hastens to reach safety in his inn, when Banquo rides homeward to meet his assassins; furthermore, it is the time when the wolf howls, the owl screams, and when murder takes forth to his work. In 'Macbeth' darkness symbolizes many things. First, and most importantly, it stands for the evil and death in the play. The darkness could partially blind out all of the horrible things that occur in the night, for only in da... ...s honoured achievement that they congratulate Macduff for. In Macbeth, imagery plays a crucial role in developing the character of MacBeth. The audience sees this through the images of clothing, light and darkness, and blood. Clothing in Macbeth is often compared to Scottish titles, or ranks. Darkness is used to represent evil, and through different types of evil the audience sees Macbeth’s true nature. The murders that Macbeth commits are at night, due to their evil nature. Light, on the contrary, represents good, and shows us the truly brutal nature of Macbeth’s crimes. Blood, the most dominant symbol in the play, shows us the changes in Macbeth’s character, from the start of the play to the end. The viewer sees how the blood drawn by Macbeth changed from noble blood, to corrupt blood. This ultimately, led to his own blood being drawn. Shakespeare makes obvious his marvellous use of imagery, and gives way to feelings that could not have been felt otherwise. Without imagery, this masterpiece may not have been considered so, for we have seen, what a momentous effect it has on the play, as a whole. Remember, a picture tells a thousand words, however, an image might just tell more.

Gender Equality and the Law Essay -- Feminism Equality Social Issues E

Gender Equality and the Law One of Ruth Bader Ginsburg’s primary goals of the Women’s Rights Project’s litigation was to prove that stereotypical treatment of gender under the law was unconstitutional. It was Ginsburg’s goal to make the Court realize that â€Å"the law’s differential treatment of men and women, rationalized as reflecting â€Å"natural† differences between the sexes, historically had tended to contribute to women’s subordination† (Ginsburg 11). Ginsburg carefully selected cases which she felt would produce the greatest results. To do this, she â€Å"pursue(d) a series of cases that illuminate(d) the most common instances of gender distinctions in the law (Ginsburg 14). In three cases, Reed v. Reed, Frontiero v. Richardson, and Craig v. Boren, Ginsburg was successful in arguing that legal distinctions on the basis of sex qualified as suspect classifications. Therefore the state must show a compelling interest in its legislation, and â€Å" must demonstrate that the means are necessarily related to the ends sought to be achieved by the statue and are the least restrictive† (Mezey 16). Today, it is debatable whether women are equal to men in the eyes of the law. However, without the Women’s Rights Project’s litigation of the nineteen seventies, women would be remain subjected to stereotypical legal treatment and thus would still be regulated to an inferior status of citizenship. The first case in which the Supreme Court invalidated a law which discriminated on the basis of sex became extremely important because it set the president to which many future opinions would refer. Reed v. Reed, 1971, Ginsburg argued that Sally Reed was denied equal protection which should have been protected by the Fourteenth Amendment, when her husband wa... ...udes by stating in it’s opinion for Goesart v. Cleary 1948, that â€Å"Michigan could, beyond question, forbid all women from working behind a bar† (Goldstein 102 ). However, in 1976 the Supreme Court â€Å"refused to approve laws which were based on archaic and overbroad generalizations or on old notions of role typing† (Mezey 19). Clearly, great strides have been taken towards anti stereotypical legislation, in roughly a quarter of a century. Legal equality for women is in large part due to the Women’s Rights Project’s litigation of the nineteen seventies and the legal genius of Ruth Bader Ginsburg who made the Court scrutinize sex Discrimination cases much more closely. The result is that the Supreme Court must â€Å"test policies and practices by asking whether they integrally contribute to the maintenance of an underclass or a deprived position because of gender† (Ginsburg 20).

Looking for Mr. Right

Most single people in every society around the world have one thing in common. We are all looking for a partner that we can marry. Every society has its method on how we choose a spouse. The Indians have arranged marriages, the Chinese have online dating websites, and the Americans have social gatherings. All of the methods are different but do we find the the perfect partner? While on a field trip, Serena Nanda, met many young singles that was in the process of being arranged for marriage.She couldn’t understand, why these young men and women weren’t reluctant and against the idea of them being married off to a complete stranger that their parents picked. In America we are not used to the term arranged marriage. In an American society, we marry someone we choose, are attracted, and love. Whereas in china they have online dating where they choose from many profiles online and chat through emails which then leads to meeting in person and finally getting married. In India n culture arranged marriages have been the norm for many centuries and almost all marriages are arranged.Serena Nanda, met this young intelligent college graduate name Sita. She had been waiting close to over a year for her parents to pick someone whom she would marry. Sita believed, marriage is so important that it should not be left to them, inexperienced people, to choose. It's so important that she left it in the hands of her parents. While, Americans would say, â€Å"we who are getting married would know best. † Since we are going to be spending the rest of our life we should know whom we would get along with or whom we love.In contrast, Gong Haiyan is a college educated chinese women, who does not have the luxury of having a option between arranged marriage or of choosing for herself. If it was up to her parent to pick a partner for her they would be able to find someone whom she would be interested . And if it was up to her to find someone. She didn’t have time and like she said, â€Å"I didn’t know a soul in the city. † The only option she had was online dating. This method is a relatively a new form of finding a love. In a Chinese society of 1. billion people separated from love by â€Å"three towering mountains,†with no social scenes, no time, and no connections. China’s online dating solves all these problems. With a couple minutes they can create a profile in a online dating website with little or no money and be connected to other singles. Online dating is designed to help provide an efficient way for people to meet potential partners and to get to know them through emails. Eventually you narrow down your options and if you connect then you get married. This method has worked and many Chinese have found a spouse and are happy.Gong Haiyan and many other found their spouse through online dating are married. For Americans dating takes place in social gatherings. Social gatherings can be co-ed softball teams, bars, parties, churches or libraries where people with similar interests can meet and socialize. The process of dating in America is called traditional dating in a social scene. It starts by asking a man or woman of interest out on a traditional date. Usually Americans ask out on several dates to dinners, dances or movies and get’s to further explore the relationship and person he or she is.You get to know that person’s character and personality through dating and if a friendship is developed then it can lead to a romantic relationship and hopefully lead to marriage. Whereas in India they rely on the parents guidance, they decide if the match is suitable and only then will the bride and groom have a say. They won’t compel their child to marry a person whom they dislike. If the match is refused by one only then will another be sought. The process of looking for a partner for their child is not easy. It may take years to find the right match.Arranged marriage, onl ine dating and traditional dating have many similarities but yet at the same time have many differences. Arranged marriages in India have made me realize just how picky marriage are. In India marriage is not just important between the individuals but also important between the family. They need to know the bride’s characteristics to see if she will get along with the family of the groom. Once married the bride will move in with the groom’s family and she needs to get along or she can find it very difficult. In the end all they want is someone that has a good personality that the family could get along.Whereas in China and America they don't pay attention to the bride or groom getting along with the family because they are not expecting to move in with the In-laws. For this reason family relationship is overlooked and is not a priority. Another major difference is how divorce is looked at. In India family reputation is so important that a divorce is still a scandal. And in China and America, divorce is just looked as normal. It happens when two individuals lose interest in each other or when they no longer are happy. In America when one is in love with someone, we don't care if someone in the household was divorced.It has no weight. In India if someone in the household was divorced it puts the whole family in a negative light and it makes hard to get re-married. In every society single people are looking for someone to marry. In India the parents of the bride and groom are focused in finding the right partner. In China online dating tend to focus on finding a husband or wife and in America oneself looks for a prospective partner. In the end the methods are different but the end result is the same, they all find a husband or wife but did they make right decision? Only time will tell.

Input Output Devices in Aviation Essay

Abstract Computer technologies recognized in the video presented were as follows. LCD screens for flights, operations program used for air traffic controllers, in flight routing and revision of flight plans thru the restructure of airspaces in European airports. By using these technologies, the benefits derived from these programs are, smoother flight plans, safer takeoffs and landings, less runway collisions, less communication with pilots from ATC. The challenges and risks of using CPDLC are, taking pilots attention away from the air to use system, texting while flying, not a good idea. The challenges to take away from flight time to look down to make sure you are making the correct response to ATC seems risky, especially since the safety of the souls is first priority. Not just with safety but today’s world, even the skies are not safe to travel with the conflicts that we have globally. Input Output Devices in Aviation Taking a journey around the globe today. The challenges we face, the revisions the FAA are making. How safe are the skies and what is considered the best form of piloting these days? We will take a walk thru the history of the ATC and commercial pilots. How we use to travel and communicate back then to now. What makes the friendly skies friendly? Technology constantly changes and for the friendly skies; The way we fly, how we communicate and work while travelling. The CPDLC, the major concern of passengers a pilot. The response time to the amount of space we have before leaving the ground and before touch the ground. As my flight instructor always said, a pilot should always be ahead of the plane. Staying ahead of the game is important but also keeping your eyes on all instruments while flying. For communication to ATC, it lowers the stress level for air traffic controllers. By taking this extra stress off of ATC, this will open up the  development of new technology in the near fut ure. The calculation of technology error over human error for airplanes taking off and landing. CPDLC is a wonderful tool but just as we have gone from live operators to technology via phone comes concerns. Conclusion In conclusion, our skies today are much safer than they were in the past. We have made large leaps and jumps into a safer and a better world for flying. Hungary started their upgrades of the CPDLC September 15th of this year and many countries are making their changes. Canada their monthly tally for communication before CPDLC was 7,000 monthly, by May the totals with CPDLS were 76,000. This change may be movement in the right direction but for a person that has been so use to communication, this will take some time to get use to. I am sure for the older pilots, it will eventually grow on them. The changes are being made globally and maybe the concerns will diminish into nothing. Changes in the aviation industry, verbal communication or not, that is the question. References Mark, R.P. (2014, July 21). General format. Retrieved from http://www.ainonline.com/aviation-news/ainsafety/2014-07-21/nav-canada-says-cpdlc-message-numbers-are-rising Croft, J. (2012, January 24). General format. Retrieved from http://www.flightglobal.com/news/articles/in-focus-round-two-for-controller-pilot-datalink-as-faa-contract-award-366940/

The Applied Management Project Education Essay

This faculty should be completed at the terminal of the taught portion of your programme. It is assumed that you have successfully completed the first two semesters of survey and hence have a thorough appreciation of the taught elements of the programme. You will be expected to pull on the acquisition that you have achieved in the taught faculties. The Applied Management Project is the concluding assessed piece of work of the Masterss ‘ programme. It is designed to imitate a realistic direction state of affairs, giving you the chance to show your ability to utilize the cognition and accomplishments acquired through the taught component of the class. The intent is to convey together the taught elements of the programme, re-enforcing their relationships enabling you to travel from the apprehension of a distinct cognition base to synthesizing and researching new countries in more item. It simulates the working environment where persons are invariably required to unite cognition in different ways and increase their understanding in different countries. The AMP gives you the chance to show your cognition and apprehension of concern. The purposes of this faculty are to enable you to take the cognition apprehension and accomplishments you have been developing in single faculties and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which you as a Masterss pupils can demo that you are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition ‘ .2. How it worksYou must organize groups of 8 to get down the work. You may take your ain groups to work with, but the duty is yours. Each group should incorporate pupils from the same award programme although pupils of â€Å" Business and Management † may take to work with any other group, or may organize a group within their ain programme. You will be given a concern scenario, together with a little figure of chosen articles to read. This battalion of information will consist a job, issue or country of probe. The undertaking of your squad is to make up one's mind on the issues, formulate the job and place information demands to cover with the issues identified. We call this â€Å" Enquiry Based Learning † as you will be set uping yourselves exactly what to look into. Your group will so put out to roll up the information that you have identified as necessary. You should portion the information between the group members, as it is intended that the research procedure will be extended. Following aggregation of the informations by the group, you will compose a 12,000 words ( A ± 5 % ) study. This MAIN REPORT is INDIVIDUAL. Students are expected to utilize the information gathered by the group to supply an single analysis of the job and appropriate actions to cover with it. It may be that you provide a solution to the job or that you merely analyze the dimensions of the job. Alongside the completion of the chief study, you must bring forth an single brooding study of 3000 words ( A ± 5 % ) . This brooding analysis will look at the procedure of the undertaking. You should be self analytical every bit good as critical of your group.3. Module TimetableFor Health and Safety grounds the category will be divided into four cohorts by class.Cohort ACohort BCohort CCohort DInternational BusinessBusiness & A ; Management ( general )SellingFinanceLogisticssE-BusinessInformation SystemsSports & A ; LeisureEntrepreneurshipMonday [ 15th of June ]TimeRoomActivityCoachCohort9.30 – 10.45 A004, Park Square Introduction to the Module Vincent Ong and Peter Patrick ALL cohorts 10.45 – 11.00 Interruption 11.00 – 13.00 A004 What is contemplation and why is it relevant? Rob Carman ALL cohorts 13.00 – 14.00 Lunch ( You are on your ain! Please return quickly! ) 14.00 – 15.00 A004 Sourcing relevant information and citing it. Alan Bullimore & A ; Peter Godwin, Academic Liaison Librarian ALL cohorts 15.00 – 16.30 A004 Formation of groups and allotment of subjects Vincent Ong and Peter Patrick ALL cohortsTuesday [ 16th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipWednesday [ 17th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipThursday [ 18th of June ]9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipFriday [ 19th of June ]9.30 – 11.00 A004, Park Square Writing a study Steve Briggs, Learning Support Tutor ALL cohorts 11.00 – 11.30 Interruption 11.30 – 12.30 A004 Plagiarism and TurnitinUK ( Submiting your assignment electronically ) Prof. Brian Mathews ALL cohorts 12.30 – 13.00 A004 Concluding inquiries Vincent Ong and Peter Patrick ALL cohortsNote: After June 19th, you will non run into with your coachs. You should work with your squad in informations aggregation and entirely in composing up.4. Passing in the AssignmentDate for Submission – Monday 14th September 2009Concluding entry of both constituents ( Main Report & A ; Reflective Report ) of the AMP and completion of programme. The assignment must be submitted: To the Modular Office at the Student Centre by 4pm with TWO difficult copies* of your work and an electronic disc ( attached to one of the difficult transcripts ) . To TurnitinUK electronically via the BREO system ** ( Please submit harmonizing to your MSc Programme, see Appendix 5 on how to subject to TurnitinUK )Note:* Please adhere the Main Report and Reflective Report together with a clear rubric page for each subdivision. ** You have ONLY ONE opportunity to subject your concluding Main Report and Reflective Report in TurnitinUK. Please submit individually. Include everything except appendices.5. Report FormatThe AMP simulates the type of undertaking that you will be asked to make when you are employed. The Main Report has a recognised format, which you should utilize. Title Page – Faculty Code, Topic, Your Name, Your Student Number Acknowledgement – Merely set these in if you have received aid from an outside organic structure. There is no demand to thank your coachs. Table of Contents – Use a consistent attack to totaling the subdivisions of your study. Executive Summary – One side of A4 summarizing the cardinal points of your study Purposes and Objectives – This should sketch the manner in which you are undertaking the inquiry set. Literature reappraisal, Analysis and Discussion – This is the chief organic structure of the study in which you demonstrate your ability to happen, measure, analyse and synthesise information to bring forth an original piece of work Decisions – This is the subdivision where you summarise the old subdivision in such a manner as to clearly supply a response to the inquiry posed in the subject you were given. Recommendations – If appropriate recommendations for action should be provided in this subdivision. Mentions – All beginnings from which you have quoted MUST be listed here in alphabetical order harmonizing to the Harvard referencing system. Bibliography ( optional ) – Beginnings which you have read but to which you have non made specific reference in your work should be listed here in alphabetical order harmonizing to the Harvard referencing system. Appendix/appendices – are non a necessary portion of the study. It/they contains back uping stuff you wish to show but which is non indispensable to the apprehension of the chief study. Your study should be printed in Arial 12pt, 1.5 line spacing and edge. Note: The above format does non use to Reflective Report ( refer Page 8 for the recommended headers for Reflective Report ) .6. ReferencingMentions should be made to beginnings of stuff throughout the study. There are assorted conventions that can be used for citing and finally it does non count which is used, every bit long as it is used systematically. Possibly the easiest and neatest convention is the following one, since it does non take up undue infinite in the text and thereby does non deflect from the flow of statements. Efficaciously, this convention gives adequate information in the text to let full designation of the beginning from the mention. An writer can be referred to in a figure of ways. In the instance where the writer is referred as stating something in an unquoted manner: Maslow ( 1970 ) argues that†¦ . On the other manus, when citing verbatim ( direct citation ) and necessitating to impute the beginning: â€Å" †¦ is no longer a beginning of motive. † ( Maslow, 1970, p 43 ) Since the quotation mark is direct, it requires a precise page mention. The mentions list at the dorsum should detail all books, articles, etc, that have been referred to in the text, foremost by writer ( alphabetically ) and following by day of the month of publication. If the beginning is a book, these inside informations will be followed by the full rubric ( underscored ) , the topographic point of publication, and the publishing house, e.g. Maslow A H ( 1970 ) Motivation and Personality New York, Harper and Row Another illustration might be: Lloyd P Jones A and Brown S ( 1984 ) Introduction to Psychology: An Integrated Approach London Fontana In this case there are a figure of writers, and in the text with three or more writers you should utilize the manner Lloyd et Al. ( 1984 ) . The â€Å" et Al † is a shortening of et alia, a Latin term significance and others. Mentioning to journal documents in the text is the same process, but they are elaborate instead otherwise. In this instance it is the beginning diary or book that is underscored, the rubric of the paper looking in upside-down commas, e.g. Maslow A H ( 1943 ) â€Å" A Theory of Human Motivation † Psychological Review Vol. 50 No. 2 pp 370-396 If an writer quoted has published two or more points in one twelvemonth, these should be distinguished between as follows: Agee ( 1986a ) and Agee ( 1986b ) Sometimes writers are non identified, but the book is published under the protections of an establishment, e.g. Institute of Personnel Management or The Royal Commission for†¦ †¦ †¦ . These should be listed under the names of the establishments. Proper referencing is a important facet of the thesis and, in some instances, it can do the difference between a base on balls and a fail. You are hence strongly advised to take peculiar attention over this..7. Brooding Analysis Reportâ€Å" The brooding analysis study is designed to consolidate the pupil larning from the thesis experience. It is designed to let pupils to analyze single and group experiences through critical contemplation. Students are advised to take some awareness of current theory and application of brooding pattern. The followers should be taken into history in roll uping this study. First, the analysis is non about demonstrating: How perfect you are How you ‘ve done everything absolutely good That others have let you down Second, the analysis is about what you have learnt from the experience, both personally and as a group. Contemplation under the undermentioned headers might be considered.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified. In roll uping this component, pupils are advised to maintain regular and elaborate journals or logs.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the procedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionGeneral decisions from the procedure. You might besides see the followers: Do n't trust on your memory: compile habitue detailed advancement logs Be prepared to discourse issues and feelings with other members of the group Prepare for some uncomfortableness and ‘hostile information ‘ Through foresight and hindsight you can derive insight. † ( Hunt, N ( 2005 ) Dissertation Handbook ) More elaborate information is given in Appendix 28. Plagiarism and LumpingWork presented by a pupil in an appraisal is expected to be the pupil ‘s ain, and while citations from published beginnings are normally acceptable, such instances must be clearly identified and the beginning to the full acknowledged.As a guideline, verbatim ( direct ) citations should non transcend 5 % of your 12000 words in the chief study and 3000 words in the brooding study.Plagiarism is Copying balls of unascribed text from elsewhere, including downloading stuff from the cyberspace Incomplete or inaccurate referencing Copying other pupil ‘s work Leting others to hold entree to your work which they may copy Plagiarism is a serious offense that will be punished. The University has set of ordinances to regulate how plagiarism is treated and you should do yourself familiar with these ( They are available on the web site ) . As a lower limit punishment, pupil who commits plagiarism will usually have a fail class, and this means that the undertaking must be taken once more and the pupil has to pay to make so. The offense is besides recorded and may be mentioned is mentions are requested. The ground we penalise plagiarism because it is frequently a signifier of larceny and the purpose in all instances is to lead on. It constitutes unethical behavior. Unitization is the usage of significant sums of other people ‘s work which is right referenced. Students whose work consists of a series of citations from other people ‘s work, which is right referenced, are non guilty of misrepresentation. Nevertheless they are likely to neglect the faculty because they have non demonstrated that they are capable of the Master ‘s degree accomplishments of analysis, rating and synthesis of thoughts. Recognizing the relevancy of other people ‘s thoughts is merely a first twelvemonth undergraduate accomplishment. As you will detect in the session on plagiarism we have entree to package which compares work submitted by pupils with a database which is added to by every piece of work that is checked. As more universities join the strategy the database becomes more comprehensive.. We now have a policy to look into every undertaking so you are asked to manus in a disc with your work. 9. Marker of The Assignment You will have a individual class for the Applied Management Project. The balance of the class between the undertaking and the brooding study will be reflected in the word count allowed for each subdivision. The Main Report carries 80 % of the grade and the Reflective Report 20 % . The tabular array in Appendix 1 shows the standards used to tag your work Your work will be dual marked, which is why we ask you to manus in two transcripts of your study. It will besides be checked for lumping and plagiarism, which is why we ask for a transcript on disc. If you do non supply what we ask, there will be a hold in taging your work which may take to a hold in obtaining your award. You should manus in TWO difficult transcripts of your work and an electronic disc. And you should besides subject your both chief study and brooding study electronically via BREO ‘s TurnitinUK ( under the Assignments nexus ) .10. Coach Support ( merely available during the AMP hebdomad )You will NOT hold a personal coach in the manner of the old fashioned undertaking. A squad of coachs with a scope of capable specialism will back up your work during the AMP ‘s group-work Sessionss. After June 19th, 2009, you will have no more tutorial aid. You will so be entirely with your group to finish the work. The coachs will work as a squad during the group-work Se ssionss and will rede and steer you as you request ( i.e. counsel on literature reappraisal, secondary research, research analysis etc. ) . During the AMP hebdomad, Academic Liaison Librarian will besides be about to supply support in academic sourcing and referencing. 11. Administration Support over the Summer If you have any general question, delight direct your electronic mail to amp @ beds.ac.uk alternatively of the direct electronic mail of faculty leaders. This electronic mail will make all faculty leaders and one of the faculty leaders will answer you.Appendix 1 – Applied Management Project Marking SchemePurposes and AimsThe AMP is designed to give pupils the chance to show their cognition and apprehension of concern every bit good as the accomplishments indispensable to effectual operation in a concern environment. In peculiar the purposes of this faculty are to enable the pupils to take the cognition, understanding and accomplishments they have been developing in single faculties See below ) and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which Masterss pupils can demo that they are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition. ‘ The work to be assessed is in two parts – the first a 12,000 word study and the 2nd a contemplation on the procedure of making the assignment. Two taging strategies are presented one for each assignment.You should supply a separate grade for each constituent.Assessment standards.There are two sets of sets of results which are identified in the M degree forms. The first are cognitive results and the 2nd are generic accomplishments Broadly talking the cognitive results can be evaluated through the study, whereas the brooding essay should give an penetration into the generic accomplishments. It is nevertheless, the instance that the generic accomplishments can besides be measured by the pupil ‘s success or deficiency of it in bring forthing an equal piece of work. Cognitive results Knowledge and Understanding Should be able to autonomously analyze new and/or abstract informations and state of affairss utilizing a broad scope of techniques appropriate to the subject ( s ) and to his/her ain research or advanced scholarship Should be able to show a deepness of cognition and a systematic apprehension of his/her subject ( s ) , across specializer and applied countries, and be critically cognizant of and cover with complexness, spreads and contradictions in the current cognition base with assurance Although the undertaking is based on secondary informations, there are legion beginnings – academic diaries, newspapers, trade imperativeness, authorities studies, and books – which the pupil can utilize every bit good as www.google.com! The information may and likely will be contradictory. Students may cover with this by disregarding conflicting findings or by prosecuting in a argument to analyze the grounds for the disparity A -The pupil provides a comprehensive reply that shows a clear apprehension of the comprehensiveness of the issues involved. The reply demonstrates the pupil ‘s ability to supply a balanced response taking history of disparity and differences in the secondary informations. The answer clearly supports a position that the pupil has mastery over the capable affair. B -The pupil demonstrates a good apprehension of the issues involved and the relation of these issues to their concern specialism. They are able to pull strings thoughts good to bring forth a sound reply to the inquiry C- The reply demonstrates an ability to utilize thoughts which are easy accessible. No grounds of a pupil ‘s effort to travel beyond the obvious. Discussion accurate but shoal. Correct citing for the most portion D- Heavy trust on really limited set of ideas. Small grounds of any effort to roll up a broader scope of information. Discussion narrow and perchance non good argued or supported. . E – Discussion lacks comprehensiveness. The pupil fails to show a existent apprehension of all the issues involved F -Very little or no grounds of the pupil ‘s ability to appreciate a scope of different thoughts – Alternatively heavy trust on big balls of other ‘s work. Referencing may non be full and accurate but is present and the purpose is NOT to base on balls work away as the pupil ‘s ain Synthesis/creativity Should be able to autonomously synthesize information and thoughts and suggest new hypotheses, create original responses to jobs that expand or redefine bing cognition or develop new attacks to altering state of affairss A – a good constructed piece of work which clearly demonstrates the pupil ‘s ability to synthesize complex statements and to utilize the informations to come up with fresh solutions. It has a logical flow and The work will be good argued and the decisions will follow of course from the grounds presented. No uncertainty will be left in the reader ‘s head as to their cogency. B – a good constructed piece of work. Literature critically evaluated non simply a precis. Good usage of secondary informations beginnings to back up the statements. Literature supports the treatment which has been developed from the information collected. The work will be soundly argued and the decisions will be mostly converting C – A scope of appropriate points made but more as a list so as a incorporate piece of work. ‘Reader presented with bricks instead than constructing ‘ . The work will be moderately argued but the decisions will non be wholly convincing Secondary beginnings will normally provided to back up the points made D – A limited figure of points made with small effort to interrelate them to organize a consistent treatment. Poorly argued with instead flimsy decisions. The reader may good doubt that the decisions are valid.Poor usage of any external informations to back up the points. E – Some grounds of an effort to supply an reply to the inquiry but deficient item to go through. No existent effort to travel on from a few pieces of information. Poorly argued and with decisions that merely do non follow from the grounds presented ‘Chunking ‘ calls into inquiry the pupil ‘s in depth apprehension of the issues presented.. F – A random aggregation of statements based on the pupils ain point of position with no effort to utilize grounds to back up the statements. Alternatively, serious ‘chunking ‘ . Evaluation Should be able to independently measure current research, advanced scholarship and associated methodological analysiss and suitably warrant the work of egos and others A little group of pupils complained that they needed more clip because of the mass of information available so under this heading the ability to recognize worthwhile and less valuable information should be included. A – The reply demonstrates the ability to cover with informations from a broad assortment of beginnings with a clear apprehension of its comparative value. There is clear grounds of the pupil ‘s ability to critically measure thoughts and beginnings. Referencing is full and accurate B- A good scope of literature used from a wide scope of beginnings. The reply demonstrates grasp of its rightness. Full and accurate referencing C- Some grounds of critical rating of secondary informations. Correct citing for the most portion D- Indiscriminate usage of ( likely ) really limited information. Poor citing E – Some effort to utilize secondary informations. No effort at measuring its dependability. Poor citing F -Very little or no usage of published work. Ill referenced if at allGeneric accomplishments resultsAlthough the generic accomplishments will to some extent be obvious in the end product of the concern study they should besides emerge from the brooding essay. Needs analysis Should be able to research the demands of a undertaking and formulate feasible proposals for run intoing these demands A – an first-class reply will show a comprehensive consideration of the issues and configure the response to enable different statements to be presented in a logical order. B – a good reply will construction the job in a logical manner showing a comprehensiveness of apprehension of the issues C- an mean reply will demo consideration of some of the issues in a moderately consistent manner D – a hapless response will take a really narrow position and see a limited scope of issues E- a referral reply will non see the issues posed in the inquiry in a coherent or elaborate manner, F – a neglecting reply will non show an apprehension of the issues posed in the inquiry Performance planning and direction Should be able to be after the undertaking, and run into their ain skill-development demands, and derive the necessary committedness from others Should be able to pull off the undertaking, accommodating their scheme as necessary to accomplish the quality of results required Presentation and Evaluation Should be able to show the results of the undertaking in a mode appropriate to the intended audience ( s ) and measure their overall public presentationThe Reflective ReportBased on the predating theoretical account, the undermentioned guidelines should be used for measuring the pupil ‘s contemplations: Is the work complete? Is the work thorough Is the work genuinely brooding or simply a diarised history of the procedure? Does the work place both personal and group kineticss and development? Is there any grounds of associating the contemplation to theory? Is there grounds of existent acquisition from the thesis experience? Is there any grounds of feedback that might assist coachs better the experience for future pupils? Coachs are advised to take a holistic position of the pupils ‘ contemplations as the work is likely to be presented in a assortment of rather different signifiers. ( Hunt.N, 2005 ) The undermentioned contemplation under the undermentioned headers might be considered by pupils.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the pr ocedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionAppendix 2 – Introduction to Reflection Used with the permission of the writer Dr Chris Johns, Faculty of Health and Social Science, University of Luton Edited by Ann Mathews, Luton Business School Aim of the brochure To increase apprehension and use of the brooding procedure Aims By the terminal of this brochure you should be able to: Define brooding pattern. Describe the process/stages of turning contemplation into larning and Identify the accomplishments required to prosecute in brooding pattern. Recognise schemes, which may advance contemplation as a learning tool. Contemplation Can be defined as: a technique for turning experience into acquisition or a manner for persons to go autonomous and job resolution.Other definitions:Kolb ( 1975 ) said contemplation is cardinal to the procedure of turning experience into acquisition. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference, whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or affectively changed. ‘ Rogers ( 1986 ) said it was utilizing one ‘s ain experience to supply acquisition, he said that self-initiated acquisition concerns the whole individual, both feelings and mind, and in this manner the acquisition becomes permanent and permeant. Reid ( 1993 ) said ‘a procedure of reexamining an experience of pattern in order to depict, analyse and evaluate and so inform acquisition from pattern ‘ ( p 305 ) What is Reflection? The complex and calculated procedure of believing about and construing experience in order to larn from it – a witting procedure. Brooding acquisition is the procedure of internally analyzing and researching an issue of concern, triggered by an experience, which creates and clarifies intending in footings of ego, and which consequences in a changed conceptual position ( Boyd and Fales 1983 ) . Contemplation Introduced So frequently in our every twenty-four hours lives we acquire caught up with the force per unit areas and demands, we react to state of affairss automatically and happen small clip to reflect on what we are making and why. In day-to-day life or on a demanding class pupils and staff may happen similar jobs. The force per unit area to finish assignments, larning new accomplishments, run intoing the demands of households and friends may look to go forth small clip to chew over one ‘s personal and professional development as one progresses through life or a class. One manner of taking clip to believe throughout experiences and to larn from them is to maintain a diary, or notes, on specific occurrences. Tthis allows contemplation during the authorship or at a ulterior clip. Many people have been introduced into the brooding procedure by this mechanism. Holly and McLoughlin ( 1989.page 281 ) suggest that maintaining a personal/ professional diary is: ‘both a manner to enter the journey of instruction and growth, and to see the procedures purposefully and sensitively. It is a method for researching our inner universes and histories ; of examining the educational and cultural surroundings within which we teach ; and of asking into the significance of learning. Professional development provides the context within which appraisal and assessment reside and do sense ‘ . Brooding notes tend to be written at times of critical incidents. Holly and McLoughlin ( 1989 ) indicate several benefits of maintaining a diary, or notes, on a critical incident. Provides a lasting record, which we can return to from a assortment of positions. Writing to reflect provides a cyclical procedure ; reflecting as you write and returning at a ulterior day of the month to reflect on what has been written which may supply new thoughts for farther contemplation. Writing necessitates ‘time out ‘ for contemplation. They argue that clip to reflect is non a luxury but a professional necessity. Forms and the subjects of life become evident over clip. We act on our situational perceptual experiences yet our perceptual experiences are dependent on what we see and experience. We tend to work on automatic pilot and therefore we may non be cognizant of the forms and subjects in our lives. Writing over clip makes seeing these subjects and forms possible. Learning from pattern can increase consciousness, self-knowledge and assurance. We need non maintain reiterating our errors and lickings. As we write about our professional pattern and note forms and subjects in the ways that we influence and are influenced by our fortunes we can larn more about ourselves. We can get down to understand why we do what we do and do unconscious behaviors witting so that we may alter it as appropriate. We can go more cognizant of our environment and the contexts in which we teach and can get down to expect and specify events instead than merely responding to them. Writing brings to conscious degree much that was tacit. As we write and play with thoughts and images other thoughts emerge, begin to blend together and we come to consciously cognize what we already knew tacitly. Writing provides a comprehensive and on-going database for professional development. Using words to depict our experiences in pattern additions our scope of linguistic communication available to depict our pattern to others. Through our authorship we may go more comfy and clear about our thoughts and can come in into treatment with others and so enrich our pattern. Used in this manner the diary mimics the research worker ‘s diary as it accumulates a database for the survey of pattern. However single events can be written in a similar manner. Learning from Reflection Contemplation is cardinal to the procedure of turning experience into larning. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or efficaciously changed ‘ . Since this type of authorship is an basically procedure of larning from experience the ability to reflect on your experiences will be cardinal to larning. The Procedure of Contemplation Recall an experience to mind as shortly after the event as possible and compose a brief description of what happened. The purpose with callback is to acquire in touch with what you experienced, it is of import non to measure or judge the experience, ( Cell,1984 ) . Following, take some clip to compose your ideas and feelings about the experience. This can be rather light hearted and relaxed. Let your ideas to flux spontaneously as you write. When you have explored the experience you can get down to concentrate your ideas more specifically. The following are suggestions, which might turn out utile. What did you make good? How would you back up this belief? In retrospect is at that place anything that you would now wish to alter and if so why? What were you believing about during the experience? How did you act? How did other people behave? What did you anticipate to go on in the state of affairs? Make it turn out as you expected? What emotional or feeling responses did you hold and what caused you to experience this manner, did these impact your behavior? Were you aware of any interpersonal kineticss and how did these influence you? For illustration were you experiencing cross, hurried or happy? Did you do what you said you would make? If non what happened to alter your head? This can supply valuable cognition of state of affairss or be utile in future state of affairss. Did you learn anything new as a consequence of this experience which you could utilize in a similar state of affairs in the hereafter? Are there countries you feel you need to better or develop. If so what EXACTLY are they and how can you travel about this? Did this cognition aid you in developing new schemes in the hereafter? Did this experience aid you to derive greater conceptual apprehension? Did any of the theoretical positions help to broaden your consciousness or help your apprehension of what was go oning in this state of affairs? Is there an country of theory you need to brush up on or look up?Once you have finished authorship, read through what you have writtenThis can be undertaken at a ulterior day of the month if necessary. Are at that place any facets that you have taken for granted, premises made opinions or inexplicit values being expressed that you were non cognizant of at the clip? You can utilize this reading to analyze these in order possibly to clear up, polish or modify any countries. Over clip you may get down to see familiar forms emerging as you read through what you have written. It is of import to see the brooding procedure as a critical duologue with your experience and with your observations on the experience. This gives you the chance to reflect on the utility of the premises you habitually make. You can see alternate ways of sing state of affairss. It is frequently valuable to discourse these thoughts with equals or those involved in the same experience. When you are composing in your diary or reflecting on an experience avoid utilizing over generalizations such as â€Å" everyone knows † , â€Å" cipher does that † or â€Å" it is ever done that manner † . When you are tempted to utilize these footings try replacing â€Å" I † , for illustration â€Å" I do n't make that † . These entries will enable you to see the opinions that you make about others and forms in the manner that you construe your experiences. These are more likely to be noted when you re-read entries after a period of clip has elapsed. By reflecting on several entries you can get down to place the concepts and standards implicit in your thought forms. Be cognizant of the ideas and feelings, which may be evoked when reading through the diary! Through this procedure you begin to clear up, modify and develop the values, beliefs, standards and concepts which you use to construe your experiences. Clearly non all of these inquiries would be relevant in every state of affairs but is utile to acquire into the wont of inquiring these sorts of inquiries of your personal experience. It can be defined as a staged procedure First Phase Awareness of a hard issue. Clear apprehension that an issue needs to be addressed, as the cognition the person was using in the state of affairs clearly was non effectual. Recognition of an accomplishment. Second Phase A critical analysis of the state of affairs, affecting an analysis of feelings and cognition. Examination of how the person affected the state of affairs, and frailty versa. Third Stage Development of a new position. Outcome of contemplation is hence learning: Clarification of an issue. Development of a new attitude or manner of thought Resolution of a job. Change in behavior. What qualities are needed to go a Brooding Practitioner/Learner? Skills Needed Open mindedness Motivation Committedness to alter Recognition of personal prejudices Receptive to new thoughts Keen to develop personal penetration Time and energy Barriers to the development of brooding pattern Lack of clip Low morale Lack of the theoretical base Unwillingness to develop self consciousness and penetration Lack of accomplishment development A wish to transport on as everNB. If you ever do what you have done earlier, you will ever hold merely what you have already got! !To summarize the standards for Contemplation on Practice it is portion of ego assessment and ego consciousness it is an geographic expedition of feelings as a consequence of experiences it is depicting one ‘s actions and depicting the results of actions its placing what was worthwhile, what one would make otherwise and why it is the analysis of this to explicate why things work good or non – it identifies what acquisition has occurred, and evaluates knowledge degree it identifies what farther acquisition is required, = self growing and personal and professional development The Potential of Reflective Practice allows critical analysis and synthesis Examines the constituents of a state of affairs Identifies and size up bing cognition, and how relevant this is to the state of affairs. Explores the feelings you have or had about the state of affairs. Challenges any premises you may hold had. Allows geographic expedition of alternate cognition and actions Advantages to the Practitioner/Learner Helps you to do opinions Develops competency through critical contemplation on experience Generates new cognition Gives authorization Develops a wider cognition of societal and political alteration Examples of theoretical accounts of Contemplation Schon ( 1983 ) provinces: ‘In the varied topography of professional pattern, there is high difficult land overlooking a swamp. On the high land, manageable jobs lend themselves to solutions through application of research-based theory and technique. In the swampy lowland, mussy confounding jobs defy proficient solution. The sarcasm of the state of affairs is that the jobs of the high land tend to be comparatively unimportant to persons or society at big while in the swamp lie the jobs of greatest human concern. To me, an educated individual, foremost and first, understands that one ‘s ways of cognizing thought and making flow from whom one is. Such a individual knows that an reliable individual is no mere person, an island unto oneself, but is a being in relation to others, and hence is, at nucleus, an ethical being. Furthermore, a genuinely educated individual speaks and Acts of the Apostless from a deep sense of humbleness, witting of the bounds set by human finiteness and morality, admiting the grace by which pedagogue and educated are allowed to brood in the present that embraces past experiences but is unfastened to possibilities yet to be ‘ . A Simple Model of Reflection 1 The Significant Experience The salient events – 1 ‘s behavior thoughts / cognition feelings good / bad 2 The Reflective Procedure 1. Describe the events. Avoid doing opinions 2. Attend to experience – good 1s or negative 1s. Casual fortunes or act uponing factors 3. Re-evaluate the experience How it felt, self, others, clients Connect bing cognition and attitudes with thoughts and feelings from experience 4. See alteration of cognition, attitudes, behavior for future usage Explore and dispute any premises you made 3 Result Evaluation of the brooding procedure 4 Critical analysis A new manner of making something, or an alternate manner of covering with the state of affairs elucidation of an issue development of a skill declaration of a job, greater assurance in one ‘s abilities changed set of precedences 5 Consequences Action Plan/ ends Consequences into pattern Learning demands Changing pattern ( Koch 1989 ) Future Experiences Links theory to pattern Stop and take stock so advancement ( Kemmis 1895 ) Enhanced degree of assurance To Summarize Behaviour 1. Describing the events New Perspective Ideas 2. Addressing 1s feelings Changes in behavior Feelingss 3. Re-evaluating the experience Commitment to action The experience 4. The brooding procedure Results Decision Learning through contemplation topographic points control with the person Helps the person with the challenges of pattern. â€Å" Experience is ne'er limited, and is ne'er complete. It is an huge esthesia, a sort of immense spider ‘s web of the finest satiny togss suspended in the chamber of consciousness, and catching every air borne atom in its tissue. † Henry James 1843