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Wednesday, October 30, 2019
Strategic entrepreneurship Essay Example | Topics and Well Written Essays - 1750 words
Strategic entrepreneurship - Essay Example This form of entrepreneurship encompasses advantage seeking and opportunity seeking behaviour which benefits an organization for long run. Collaborative innovation is a foundation for strategic entrepreneurship. In today’s competitive world it becomes important for firms to seek continuous innovation and generate new ideas. Sustainability in intense competitive industry makes it necessary for firms to give more importance to teamwork and promote collaborative innovation approach. However strategic management comprises of certain issues which are faced by managers in due course of adopting such concept. Corporate entrepreneurship and strategic entrepreneurship can be defined as an approach that helps to create wealth and value in organization. A typical example of such entrepreneurship can be observed in research and development department of an organization that creates value and supports functional department of a firm and even provides value to the end users. The major intention of such form of entrepreneurship is to create competitive advantages and then exploit them so as to stay competitive in the market place. Strategic entrepreneurship and corporate entrepreneurship as described by Hitt, Ireland, Sirmon, and Trahms (2011) enables a firm to utilize its capabilities and knowledge in the present environmental condition as well as exploring future opportunities through enhancing capabilities as well as application of new knowledge. Novelty and flexibility are considered to be the two most important elements that describe such form of entrepreneurship. This approach even states that there needs to be a balance between exploiting and exploring by a firm. It is partially dependent on the type of competitive environment of an organization. The input-output-process model of SE describes the resources required for strategic entrepreneurship along with its probable outcomes. As per
Communications Technology Essay Example | Topics and Well Written Essays - 2250 words
Communications Technology - Essay Example No way was I going to pedal over some of those hills though: o Lucky for me the bus drivers were happy to put my bike on a carrier on the front of the bus and drive me to a destination where I could pedal around exploring. Beautiful country...too bad about the tourism dollars going out of the country - but that's another blogg in itself. In 2004 I spent three weeks in Palau for the 9th Pacific Arts Festival - that was awesome! So many cultures, so little time. I plan on traveling the Eastern Coastline of Australia in 2007 - the web pics are breathtaking, and I want to learn to scuba dive. I am also interested in robotics, and have built myself a little bot I've named Nox (yes I'm a Gater [Stargate fan]). I enjoy building things and I enjoy watching Nox learn things - like how to find his way through a maze (I made one out of cardboard) and how to find his way through my apartment (lots of trial and error and the occasional broken glass). At the moment I am building a little sister for Nox, her name is Major Carter (yep, Stargate again!). But trying to build around my studies can be difficult, as all I seem to do is study (_*) I became interested in communications technology at high school. I firmly believe it is necessary for humans to have effective communications: interpersonally, nationally and globally. I think it important also that each person be able to critically analyze and reflect on information that is communicated to us and that each person have access to information, so that we can make informed decisions, and so that institutions, corporations and individuals can be accountable for their actions. It helps that the CT industry is growing rapidly, as that means I more likely to obtain gainful employment - in a job I enjoy! Also, the dynamic nature of the internet will allow me to be innovative and expressive in a variety of ways that suit my character - color, FUN, interaction, connections with like minded individuals and businesses etc. At this point, web programming is a definite interest. I will be able to design sites for others, as well as develop my own about topics which are important to me. Due to current time constraints ; ) I can begin a soapbox from my blogg, for dissemination on an important CT topic: ethics!!! Ethics brings to mind for many people, including students, including myself - the word boringit conjures up images of dry, drab and complicated documents bound in dusty covers, sectioned away in the far corners of libraries. It is unfortunate that we, and I emphasize the collective "we", do not take more of an interest in our rights as citizens of this globe. For that is what ethics is - guidelines for maintaining our freedoms as a human being, our dignity, our privacy, and our accountability to the global community we are a part of. With a medium such as the internet ethics becomes further complicated and even more important - at least I think so. The internet is an unmediated communication environment. This very blogg that you read now has been created by a person whom you do not know, are likely never to meet, and who is going to say a great (and they will be great : ) many things about people, and government, and business - and maybe even you. How do you feel about that I know that for myself I have several netiquette concerns (etiquette for the www). As I write this blogg I feel a pressing need to abscond to the loo (sorry
The Inclusion of Traveller Pupils - Raising Achievements Essay
The Inclusion of Traveller Pupils - Raising Achievements - Essay Example Increasing mainstream access is an important goal†(cited in Rayner 2007: 35). While there are a lot of various definitions of educational inclusion, this concept is always understood in the context of an ideology of social justice, namely in the context of the principle of equity in education. Inclusive education may be viewed as equal education for all pupils who come to school, regardless of a range of student characteristics, including â€Å"class, race, ethnicity, sexuality, perceived level of ability or disability, or age†(Rayner 2007: 36). OFSTED (2000) adds that it is for the most part about the provision made for and the achievement of different groups of pupils within a school, including â€Å"minority ethnic and faith groups, Travellers, asylum seekers and refugees†(p.4). However, equity in education should not be understood as â€Å"treating all pupils in the same way†, rather it involves â€Å"taking account of pupils’ varied life exp eriences and needs†(OFSTED 2000: 7). ... The recent evolution of inclusion within the British educational system started in 1997, when the New Labour came to power. In 2000 a revised National Curriculum was designed to â€Å"secure for all pupils †¦an entitlement to a number of areas of learning and to develop knowledge, understanding, skills and attitudes necessary for their self-fulfilment as active and responsible citizens†(Hodkinson and Vickerman 2009: 74). This Curriculum 2000 is intended to be a curriculum for all as of right (Clough 1988: 11), and it is based upon three core principles: (1) setting suitable learning challenges; (2) responding to pupils’ diverse learning needs; (3) overcoming potential barriers to learning and assessment for individuals and groups of pupils (QCDA online). During the recent decade, significant changes in policies and practices aimed at the development of inclusive education have occurred. It is widely recognised that there are many benefits of children when they rec eive an inclusive education. The most important of these benefits have been documented by Moore (2009: 22-23) on the basis of analysis of recent research. They are: Increasing of growth in social skills of children as a result of their socialising with similar age peers. Forming a better sense of belonging, this is considered to have a great impact on achievement a sense of self-worth and performance in society. Exercising a basic right to be educated with peers and to participate in all facets of childhood and school setting on equal terms with other pupils. Minimising an effect of labelling that is very important in terms of maturation and development of a child’s performance. Learning and forming a positive feeling about others who have differences in lifestyle, race, customs and traditions.
Monday, October 28, 2019
Skype vs AT&T Essay Example for Free
Skype vs ATT Essay 1) What are the dominant economic characteristics of the VoIP Industry? Public switch telephone networks (PSTN) charge based on minutes whereas Voice-over Internet Protocol (VoIP) charges based on data usage. VoIP services charge a flat fee and Skype actually offers free talk between Skype users. VoIP is likely to grow significantly, taking away from PTSN’s market. VoIP is also cheap to operate as the infrastructure is already there. VoIP is also considered part of the information service industry and not the telecommunication service industry giving it an advantage politically against PTSN. 2) What does the Five Forces Model reveal about the profitability of the VoIP industry? Threat of New Entrants: The threat of new entrants is high in this market. Companies like Google, Microsoft and AOL are planning to compete in the VoIP market. Threat of Substitutes: Substitute for VoIP is low. Bargaining power of Buyers: The bargaining power is moderate because of the simplicity of switching to other companies. Bargaining Power of Suppliers: The bargaining power is weak/limited because VoIP providers are widespread. Rivalry Between Existing Firms: Rivalry between firms is very high because switching costs are low and there is a lack of differentiation. 3) What are the Driving Forces in the industry? The Driving Forces in the industry are consumers’ eagerness for easy access to communication via the internet as well as the low cost of doing so, powerful substitute for telecommunications, and Skype’s costs are low and the consumer’s cost is low. 4) What are the Key Success Factors in the industry? The Key Success Factors are the ease of use which is the low cost for the users. Lower costs because both voice and data communications can run on a single network. Lastly, the continued development of PC2PC calls, videos, and file sharing. 5) Which type of strategy is Skype pursuing? The strategy that Skype is pursuing is differentiation with low-cost. Skype has easy and effective marketing and less expensive retailing and distribution. Skype to Skype calls lets you communicate between anyone at no cost. With SkypeOut you can call any landline or mobile phone in the world at comparatively cheap local rates. Also, â€Å"SkypeIn†allows users to be reached by a traditional phone through a regular phone number. 6) What are Skype’s short-term and long-term prospects? Managing their competitors and increasing their revenue. They need to gain larger market share and standout against their competitors. They should also focus sales on a business to business side. They should be making sure that most companies, large and small, are using their application for conference calls.
The Insanity Defense Essay Example for Free
The Insanity Defense Essay The Insanity Defense is perhaps one of the most controversial issues in the legal world. It has become a favorite topic of critics for so long since issues regarding insanity defenses hold to be very sensitive. This paper will specifically discuss how the insanity defense works, what its effects are and how and why it has become controversial to many people.            Before we delve deeper into the topic, let us first clearly define what an insanity defense is. Insanity defense typically â€Å"refers to a plea that defendants are not guilty because they lacked the mental capacity to realize that they committed a wrong or appreciate why it was wrong†(Martin, 1998). Today, most states define insanity as a â€Å"mental impairment that impedes a person’s ability to understand the wrongfulness of his or her act (the cognitive prong). A number of states also permit a defense when the disability impairs the person’s ability to control the act (the volitional prong)†(Slobagin, 1998). However one defines the insanity defense, it has always remained controversial because it allows those who committed a heinous crime get away from criminal punishments.            The defense of insanity is â€Å"based on the premise that those who are unable to control their actions or appreciate the criminality of their actions due to mental defect or illness should not be punished under criminal law†(Dreisbach, 2006). The insanity defense is a legal test of criminal responsibility and it does not follow that it conforms to the medical definition of mental illness. Though controversies have been thrown regarding the insanity defense, it is rarely used and rarely successful as well.            Since the insanity defense is not intended to be a medical definition of a mental incapacity, loads of controversies and criticisms have arisen over the legal criteria that courts should apply in determining whether a person should be acquitted on the basis of insanity. In terms of legalities, it is believed that courts have a lot to work on to assure the credibility of an insanity defense.            But how did the insanity defense started? The guidelines for evaluating the criminal responsibility for defendants claiming to be insane were codified in the British courts in the case of Daniel M’Naughten in 1843. A 1995 Frontline Article goes back to how the M’Naughten rule started: â€Å"M’Naughten was a Scottish woodcutter who murdered the secretary to the prime minister, Sir Robert Peel, in a botched attempt to assassinate the prime minister himself. M’Naughten apparently believed that the prime minister was the architect of the myriad of personal and financial misfortunes that had befallen him. During his trial, nine witnesses testified to the fact that he was insane, and the jury acquitted him, finding him ‘not guilty by reason of insanity’†.            The queen was never pleased with the outcome, thus she asked the House of Lords to review the verdict with a panel of judges. The judges eventually reversed the verdict of the jury, and the formulation that emerged from their review states that: â€Å"a defendant should not be held responsible for his actions if he could not tell that his actions were wrong at the time he committed them†. This became the basis of the law governing legal responsibility in cases of insanity in England. The American courts and legislatures embraced this rule for more than a hundred years with almost no modification, until the 20th century when much criticism was already thrown at the courts.            During the 1950’s, a growing dissatisfaction of the M’Naughten test emerged. It was not just criticized in the legal circle but in the psychiatric circle as well. According to one 1995 Frontline article issue, one of the major criticisms of the M’Naughten rule is that â€Å"in its focus on the cognitive ability to know right from wrong, it fails to take into consideration the issue of control†. Psychiatrists agreed that it is indeed possible to understand that one’s behavior is wrong, but still be unable to stop oneself. To address this, the M’Naughter test was modified by some states with an ‘irresistible impulse’ provision, which â€Å"absolves a defendant who can distinguish right and wrong but is nonetheless unable to stop himself from committing an act he knows to be wrong†.            The Supreme Court has taken extra precautions in the proceedings in this area, with its few relevant decisions only indirectly addressing the proper formulation of the test for insanity. â€Å"Further evidence that the Court may not find the insanity defense to be an essential aspect of criminal liability comes from its treatment of the burden of proof relating to the defense†(Slobogin, 1998). The state may require the defendant to prove insanity beyond a reasonable doubt. According to Slobogin, â€Å"the prosecution must prove beyond a reasonable doubt every fact necessary to constitute proof of the crime with which the defendant is charged.†           In as far as law is concerned, does insanity defense really have a legitimate role? Hooper and McLearen (2002) state that: â€Å"Outside of assisting in sentencing, there are two places for mental disease in the legal system. The first is a defendant’s ability to understand the trial process. People who do not understand the nature of the charges or the functioning of the legal system are considered unfit for trial. More germane to this article, if mental illness had a direct effect on a given criminal act, an individual can be found legally insane.†           The concept of insanity has change over time but the basic notion of this is that there are individuals by virtue of mental conditions have no understanding or control with their unlawful behaviors. However, the presence of a mental illness will not necessarily predict a successful insanity finding.            Later on, the American Law Institute (ALI) promulgated a Model Penal Code that included a two-pronged provision for insanity. The ALI states that â€Å"an individual is not responsible for criminal conduct if, at the time of such conduct as a result of a mental disease of defect he lacks substantial capacity either to appreciate the criminality (wrongfulness) of his conduct or to conform his conduct to the requirements of the law†(Hooper and McLearen, 2002).            The American Law Institute was a significant softening of the M’Naughten standard. Frontline explains that â€Å"instead of requiring a defendant to have no understanding whatsoever of the nature of his acts or the difference between right and wrong, the ALI standard requires merely the person lacks a ‘substantial capacity’ to understand the right from wrong†. The ALI generally expands the M’Naughten rule to include an ‘irresistible impulse’ component. The ALI standard also excludes defendants whose mental illness, defect or incapacity only manifest itself in criminal or antisocial conduct, thus addressing the conundrum of the serial killer whose only symptom of a mental illness is the killing of his victims.            A popular example of a case in insanity defense is when John Hinckley Jr. shot the then US President Ronald Reagan and other Presidential officers in 1981. Hinckley claimed that he was trying to impress the actress Jodie Foster, with whom he felt he was infatuated. He later described the incident in a letter to The New York Times as â€Å"the greatest love offering in the history of the world†¦ At one time Miss Foster was a star and I was the insignificant fan. Now everything is changed. I am Napoleon and she is Josephine. I am Romeo and she is Juliet.†           A jury acquitted Hinckley of 13 assault, murder and weapon counts, finding him not guilty by reason of insanity. This triggered a public outcry against what many perceived to be a loophole in the justice system that allowed an obviously guilty man to escape punishment. Because of the acquittal, widespread calls for the abolishment, or at least the substantial revision of the insanity-plea laws ensued.            Due to the incessant public outrage, the members of the Congress then responded to this by introducing 26 separate pieces of legislation designed to abolish or modify the insanity defense. All the new proposals were aimed at creating a stricter federal standard that would avoid acquittals like that of Hinckley. The Hinckley verdict introduced ways to make it more difficult to sustain an insanity plea.            The insanity defense has always been a complex topic and a lot of academic and scholarly works have been devoted entirely to explain its nuances. Learnmore lays down some major points of interest: Despite popular perceptions to the contrary, defendants rarely enter pleas of â€Å"not guilty by reason of insanity†. On the few occasions that the defendant does raise it, judges and jurors rarely support it. Neither the legal system nor psychiatrists can agree on a single meaning of insanity in the criminal law context. Various definitions have been employed, making the insanity defense more controversial to people. Defendants found not guilty by reason of insanity are not automatically set free. They are usually confined to a mental institution, and not released until their sanity is established. These defendants can spend more time in a mental institution than they would have spent in prison had they been convicted. An insanity defense normally rests on the testimony of a psychiatrist, who testifies for the defendant after examining him and his past history, and the facts of the case. Courts appoint psychiatrists at government expense to assist poor defendants who cannot afford to hire their own psychiatrists. There is no wonder that the insanity defense has held a lot of controversies. With its very perplex nature, there are always rooms for loopholes. For instance, how can one actually measure the authenticity of the â€Å"guilty by reason of insanity†plea? If one pleads that he is insane at the time of trial, how can one be sure that his testimonies are plausible enough to free him from guilt or give a lighter verdict? Could an insanity defense be the perfect step to take to get away from a serious crime that has been committed? Why cannot we have a unified definition of insanity? Why do requirements vary in a number of states? These and a lot more questions with regard to insanity defense are still left unanswered. Currently, the requirements for insanity vary by state. The typical standards require that â€Å"a person be unable to differentiate between right and wrong at the time of the crime. The inability to appreciate the wrongfulness of conduct must be the direct result of a mental disease or defect†(Hooper and McLearen, 2002). This requirement actually leaves me to ponder on a certain things. If the person is legally insane at the time of the crime, how can the legal system be assured of a legally insane person’s testimonies if the person has a mental disease or defect? Can the legal system assure the people that the insanity defense was not widely misused? Due to the controversies being linked to insanity defense, there have been wide attempts to eliminate the loopholes of the system and thereby force mentally ill individuals into prison. â€Å"Some state decisions have noted that criminal intent is an absolute necessary part of any crime†(Hooper and McLearen, 2002). So it is just right that the laws should be more focused on the guilty mind. Under these laws, a person must, as a result of a mental illness, lack the ability to willingly or knowingly commit and act. This looks more at criminal intent rather than psychiatric diagnoses, therefore claiming an end to criminals getting off free. There have been states who have omitted the insanity defense entirely, instead allowing mental state to be raised only as a mitigating factor. But insanity defenses are not always successful. Only a handful of insanity defense cases have won acquittal. Though the percentage of winning an insanity defense is low, it is still likely to hold controversies. Critics have argued that â€Å"some defendants misuse it, effectively faking insanity to acquittals or less severe convictions†(Martin, 1998). Oftentimes, trials involving insanity defense get the most attention because the crimes involved in such cases are extremely bizarre. The standard for insanity defense gets periodic reviews especially after a verdict that the public finds shocking. Laws have been passed to have stricter standards for insanity defenses. â€Å"Instead of requiring prosecutors to prove a defendant’s sanity, defense attorneys now carry the burden of persuading a judge or a jury of the client’s insanity†(Martin, 1998). Martin further explains that some states have also adopted a tougher and stricter release system. Such changes in Connecticut doubled the average term acquitted defendants spend committed in institutions. This system unsurprisingly caused the number of insanity pleas to drop. With stricter standards and stricter release systems, insanity pleas have seriously dropped. Can this be considered a coincidence or a mere manifestation that previous insanity pleas were actually just faked? If because of stricter standards and tougher release systems a number of insanity pleas dropped, cannot all states impose similar standards and systems? If this will answer the endless controversies that are being associated with insanity defenses, then probably it is already high time that states take a look at their insanity defenses standards and make abrupt revisions. A person who has made criminal acts should not just easily escape by means of an insanity defense. The person just leaves room for the people to doubt the system and make outrageous cries to give enough justice to the victim of the so-called â€Å"insane†person. The insanity defense for me is just an available excuse for an accused person to be absolved from his or her criminal responsibility for his or her conduct. The rules for insanity defense had been made flexible depending on the weight of the situation and the reaction f the public. For an insanity defense to be made an excuse in having been committed a serious crime is a total ridicule for me. For if one lacks the capacity to know what is right from wrong, then how can a person actually know if he is actually insane? How can he be so sure that he was insane at the time that the crime was committed? Had there been any development in insanity defense law? The introduction of the â€Å"guilty but mentally ill†verdict in many states is considered the biggest development in the insanity defense law. Frontline explains that a defendant who receives a â€Å"guilty but mentally ill†verdict is still considered legally guilty of the crime in question, but since the defendant is mentally ill, the defendant is entitled to receive mental health treatment while institutionalized. If symptoms remit, however, the defendant is required to serve out the remainder of his sentence in a regular correctional facility, unlike a defendant who was acquitted by reason of insanity, who must be released if it is determined he is no longer dangerous to himself or others. In cases of an insanity defense, it is just right and proper that both the rights of the victim and the defendant who pleads to be insane must be protected. However one puts it, a crime has still been done regardless of one’s mental state. If indeed proven that the defendant is mentally defective or ill at the time of the crime, then proper steps must be taken into account. The verdict may be less severe that what a sane person might get, but proper medications for the defendant must be seriously followed before he gets more destructive to others and to himself. At this point, I am asking myself, why are there insanity pleas? Perhaps, it is the real situation. Perhaps the defendant is really not in a normal mental state at the time the crime happened. But how could the defendant actually defend himself given his mental incapacity to know what is right or wrong? And perhaps, just maybe, if there are no other good defenses to get a person out of a seriously committed crime, then insanity pleads might just be the solution. Perhaps it is making some sense. Insanity pleads have lowered down in number after stricter standards and systems. With both parties that should be considered for this law, emotions and judgmental instincts of people should not really get in the way. This is one serious problem that needs to be addressed and a procedural and logical system must take place to protect the rights of all parties involved. Progresses have been done and I certainly hope that there will come a time that the insanity defense would no longer hold controversies because justice has been served – both for the victim and the defendant. REFERENCES Dreisbach, Daniel L. Criminal Law. Microsoft ® Encarta ® 2006 [DVD]. Redmond, WA:       Microsoft Corporation, 2005. Insanity as a criminal defense. Retrieved December 9, 2007, from      http://www.theblanchlawfirm.com/NewsDetails-36/Insanity+as+a+Criminal+      Defense.html?newsid=38 A crime of insanity. Retrieved December 9, 2007, from http://www.pbs.org/wgbh/       Pages/frontline/shows/crime/trial/history.html#mn Slobogin, C. (1998). Insanity defense. Thomson Gale. Retrieved December 9, 2007, from       http://www.answers.com./topic/insanity-defense?cat=biz-fin Hooper, J., and McLearen, A. (2002, April). Does the insanity defense have a legitimate       role? [electronic version]. The Psychiatric times, 19 (4). Retrieved December 9, 2007,       from http://www.psychiatrictimes.cm/p020452.html Martin, J. (1998, February 2007). The insanity defense: a closer look [electronic version].       Washingto Post. Retrieved December 9, 2007 from http://www.washingtonpost.com/       wp-srv/local/longerm/aron/qa227.htm
President Theodore Roosevelt Essay Example for Free
President Theodore Roosevelt Essay Theodore Roosevelt was an asthmatic, nearsighted, shy and physically weak child who later on became one of the most powerful Presidents of the United States. His leadership style was tough, yet his charisma kept him in the circles of smart people. His communication skills were popular among the masses but his tough leadership style was disliked by his fellow republicans. His leadership was considered too domineering by them. Although, much before succeeding as the President, he was the president of the board of New York Police commissioners. During his two years as its presidents, he radically transformed the organization. With his iron-will and honesty, he brought major reforms to the organization and saved its tainted image. His style of working with others was tough and usually liked to take unilateral decisions, yet his major decisions proved correct Theodore Roosevelt had a very ambitious personality. He took up sports as diverse as boxing, hiking, horseback riding, and tennis. In his childhood, he was hyperactive and rather mischievous and was an excellent conversationalist (Thayer, 1919). He was an avid reader. He chose to lead a strenuous life despite the fact that his doctors advised him to find a desk job. All these aspects of his personality later reflected in his life as a leader. His ambitious personality helped him overcome his physical abilities to become a powerful masculine figure and later became one of the most robust and ambitious U.S presidents. His hyperactive personality was later instrumental in his success as he became an activist and a reformer. His excellent communication skills helped him in his election campaign as it captivated the masses. Above all, his personality aspect of being tough and leading a strenuous life was one of the prime reasons that he rose from being a timid boy to becoming among the most powerful U.S presidents (Morris, 2001). Issues that engaged my emotions Theodore Roosevelt had a poor state of health. From his physical condition, one could only infer that he would later end up finding a desk job and leading a normal life. But since his childhood, he had great ambitions. He worked out in gymnasium to improve his physical health and took up boxing to deal with bullies (Thayer, 1919). His memorable fight at Harvard is a testament of how hard work helped him achieve something others won’t expect of him (Thayer, 1919). I feel emotionally engaged with these issues because it would have taken him great pains to overcome his physical state, which was probably the reason for him being shy in childhood, to become a great man in history. The death of his mother and wife on the same day, both very dear to him, was also one of the issues I felt emotionally engaged with. His recovery from this great loss was an evidence of the strength of his personality and his emotional stability. Though, Theodore Roosevelt was awarded a Noble Peace prize for his efforts to end Russo-Japanese wars, he was equally eager to wage war with any country to test the naval supremacy of the U.S. I disagree with his hawkish stance when he disclosed his desire to fight war with any country. I also disagree with his position on racism. He was also a racist and seriously doubted the loyalties of Irish-American and German-American and termed them unpatriotic. No doubt, Theodore Roosevelt was an important historical figure. But there have been instances when his motives seemed to me more inclined towards personal gains rather than being towards national interest. He sought to give the President wide ranging authority and thus extended the president’s powers. He considered the president the sole authority to make decisions and in the process undermined the judiciary to some extent. He split his party and even split with his friend William Howard Taft, who was Roosevelt’s candidate for presidency (Morris, 2001). I am also critical of some of his actions. He was responsible for splitting his party and did not succeed in getting the loyalties of his fellow republicans, which was mainly due to their reservations about his domination of the party politics.  He was also responsible for establishing a temporary colonial rule over the Dominican Republic in 1905 and Cuba in 1906 (Morris, 2001). Instead of supporting President Wilson’s pledge of neutrality during World War 1, he became one of its biggest critics. If I were in place of President Theodore Roosevelt, I would have adopted a dovish approach to the problems of that time. I would have tried to ensure that fellow republicans have been taken into confidence on all major decisions, a step that could have proved useful for the President in his future campaigns. Instead of a hawkish approach towards enemies in World War 1 after the presidency, I would have supported the strategy of President Wilson. References Morris, Edmund (2001). The Rise of Theodore Roosevelt. Modern Library. Roosevelt, Theodore (1913). An Autobiography. Thayer, Charles Roscoe (1919). Theodore Roosevelt.
Saturday, October 26, 2019
Turbo Or Nitrous :: essays research papers
Turbo or Nitrous      As you are driving, you see many cars going over the speed limit. Many of the drivers are into racing and modifying their cars. In most cars there are two major modifications that can be done, they are; turbo kit, or a nitrous kit. Both increase horsepower dramatically, but one is instant and the other goes into effect after a certain rpm.      Turbo, is a turbine that is connected to your engines air intake that spins to create explosive power at high rpm's. This is something that with minor modifications can be done to almost any car in the market. Turbo comes in many different sizes depending on the type of engine you have and how much power you want. When a turbo is installed in a car it is considered a difficult upgrade but an upgrade that will make you car run better and faster. It also doesn't shorten the life of your engine if done properly. The only problem with a turbo is the price. Turbo's range anywhere from 2,000 dollars to 5,000 dollars and many other minor modifications must be made which also increase cost.      Nitrous, is something totally different from turbo. Nitrous is a gaseous mixture that is either directly injected into your engine's pistons or into you intake manifold. Nitrous is cheap and gives you a lot of power. It costs about 500 dollars and depending on how much you want to spray is how much horsepower your engine will receive. A 50 shot of nitrous gives you about 45 more horsepower. What is impressive about nitrous, is that you only use it when you want because all you have to do is flip a switch and then it works. The down side of nitrous is that it burns your engine, and if used frequently it will damage your engine beyond repair.      While turbo gives you horsepower at high rpm's, nitrous is instant at anytime. Turbo is very costly, while nitrous is extremely cost efficient. Nitrous can be temporary and turbo is permanent. Turbo requires many minor modifications and nitrous doesn't require any.
Drama coursework: response portfolio Scaramouche Jones :: essays research papers
Drama coursework: response portfolio Scaramouche Jones This year in year 10 G.C.S.E. drama we have been studying Justin Butchers play â€Å"Scaramouche Jones†. We read, discussed, developed and preformed certain parts of the play and using some of the explorative strategies of drama we gained a deeper understanding and appreciation of the play text that was explored. Before we began to read the play text we were put into groups of 2 and we were made to perform a one minute piece of a clown show. This sketch was based completely on our own interpretations of a clown act. This helped us to get into the character of a clown for what might have been our first time. For this piece I was put into a group with Stephanie Gorsach. We preformed a classic slap stick comedy clown act e.g. throwing imaginary pies and hitting each other. After we did this piece we began to read the play text for the first time. My first impression of the play was that it was very odd and was going to be incredibly boring. I was wrong! The first section of the play we explored was he opening scene. In the first section of the play we first meet Scaramouche Jones. We find out that he is a clown as he comes in from one of his many performances. Our first piece of performance was a 2 man show. It was the first scene of the play. For this piece I was put into a pair with Tashan Baptist. This piece was surprisingly hard for a first major piece as we had what I thought was a short time of 2 weeks to perform the piece. This was made even harder by the expectations of our teachers and the amount of pressure. This was our first introduction to the character of Scaramouche Jones. This piece helped me to experience the character for myself and after doing the slap stick clown act with Stephanie I could just about imagine how tired he would be at 100 years old. The next piece of development that we did was the thought tracking process. For this piece we were put into small groups and asked to act out what we thought Scaramouche would be feeling at that moment in time. Unfortunately I missed this lesson but I asked one of my class mates to help me by going over this with me.
The Underlying Message of The Tyger by William Blake Essay -- The Tyge
The Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger†is deceivingly straightforward. Though Blake uses â€Å"vividly simple language†(Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger†(specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek†and â€Å"mild†lamb, the tiger is hard to accept. It is a symbol for that which people fear. For some, their fears are not reality, and are much easier to ignore than accept. But no matter how hard to accept, the lamb and tiger are equally important, and together create a balance that is ideally healthy for the world. The Tyger can be interpreted through many different theologies, as a form of the sublime, and as an essential part of human life. Because Blake is ambiguous about the tiger’s nature it is hard to understand. Blake uses paradox to his advantage in the first stanza, which creates an ambiguous effect: The expressions â€Å"forests of the night†and â€Å"fearful†have a menacing quality that is negative in nature. On the other hand â€Å"bright†and â€Å"symmetry†(a sign of perfection) have positive overtones, and are more commonly associated with goodness. Blake has given many clues; and the effect is such that the reader is led to believe that the tiger has both good and evil qualities. The one underlying question that Blake asks of the reader: what God could â€Å"dare†(l.24) to create such a creature? According to the Christian doctrine, there is one God who is the maker of everything. Though there is much argument over how much He partakes in the creation of evil. Nonetheless, this passage is found in the Bible: â€Å"I form the light, and create darkness: I make peace, and create evil: I the Lord do all these things.†(Isaiah 45:7). The tiger could very well be the expression of this God. There are many other beliefs in the world besides Christianity within which the tiger can be proven to reside. Monotheism, for example, is the â€Å"belief in a single, universal, all-encompassing deity†(Wikipedia). This deity could also be the â€Å"immortal hand†that formed the Tyger. Manicheanism, one of the major ancient religions, uses the theology of dualism as its main principle. The Dualism doctrine can be said to â€Å"consist of two basic opposing... ...he tiger and the lamb.†(250) Ultimatley, the reader must make the decision whether the tyger is a positive or negative part of life. Works Cited 1. E.D. Hirsch, JR. Innocence and Experience: And Introduction to Blake USA: Yale University, 1964. 2. The Holy Bible containing The Old and New Testaments, King James Version Toronto: Canadian Bible Society. 3. â€Å"Dualism†, â€Å"Monotheism†, â€Å"Christianity†, Manicheanism†, â€Å"Taoism†Wikipedia. http://en.wikipedia.org/wiki/Main_Page. 4. Roy P. Basler. â€Å"The Tyger: A Psychological Interpretation†Sex, Symbolism, and Psychology in Literature. New Brunswick: Rutgers University Press, 1948. 20-24. 5. Morton D. Paley, â€Å"Tyger of Wrath†. Twentieth Century Interpretations of Songs of Innocence and of Experience. Ed. Morton D. Paley. USA: Prentice-Hall, Inc. 68-92 6. â€Å"Manicheanism†Encyclopedia of the Orient http://i-cias.com/e.o/manichae.htm 7. William Blake. â€Å"The Tyger†, Literature: An Introduction to Reading and Writing. E.V. Roberts and H. E. Jacobs 7th Ed. USA: Pearson Prentice Hall 2004. 8. William Shakespeare, â€Å"Henry V†Shakespeare-literature.com http://www.shakespeare-literature.com/Henry_V/10.html
Thursday, October 24, 2019
Raymond Carver Essay
Raymond Carver was a short story writer who was born in the Pacific Northwest. He was a textbook editor, lecturer and teacher while writing. His stories featured some of his trademarks of, alcohol, poverty, and people in real life situations. Carver was influenced to write about these trademarks through experiences he had lived and influences that were brought upon him, like alcoholism and divorce. Raymond Carver and his father were alcoholics and had both been divorced and remarried through out their lives which is why alcohol, divorce, and fading love are some of the biggest themes he incorporates in his stories. Raymond Carver also expresses puzzlement about the odd and battered condition of love in his profound themes. Specifically in his two short stories, â€Å"What We Talk About When We Talk About Love†and â€Å"Popular Mechanics.†As a writer Carver always tried to add some aspect of intensity or menace in his work. He was known as a literary minimalist because he likes to shorten sentences by removing words or phrases. This writing technique he uses creates a sense of uncertainty in the sentences and leaves the reader guessing. Minimalist writers like Carver, won’t tell you exactly what to think through their diction, instead, they leave their work open ended so the reader can participate in the interpretation of the story and fill in the blank themselves. Carver even says in one of his books called â€Å"Fires†: â€Å"I like it when there is some sense of menace in short stories†¦. there has to be a tension, a sense that something is imminent†¦.†( Fires 17). Carver creates that state of uncertainty in â€Å"What We Talk About When We Talk About Love†when the four characters are conversing amongst each other about love. Terri and Mel tell stories about their past marriages. Mel had a very demanding wife while Terri was involved with a guy that abused her. The conversation in the room gradually becomes quieter and quieter as they continue to talk about love and drink gin. Mel says to Terri: â€Å"Just shut up for once in your life, Mel said very quietly. Will you do me a favor and do that for a minute?†(What We Talk About 146) Sentences like these seem out of place in a conversation about love, and because of those lines Mel and Terri’s relationship seems unclear and uncertain. The entire story revolves around a certain speech or passage by Mel. As Mel drinks more and more the title of the story, â€Å"What We Talk About When We Talk About Love†, has more meaning and makes the reader and the characters think, just what do we talk about when we talk about love. Even though Mel is drunk when he says his speech, there is truth in his words: â€Å"What do any of us really know about love? Mel Said. ‘It seems to me we’re just beginners at love†¦Ã¢â‚¬ ¦..Am I wrong? Am I way off base? Because I want you to set me straight if you think I’m wrong. I want to know. I mean, I don’t know anything, and I’m the first one to admit it.†(What We Talk About 144-145) Fred Moramarco, a professor at San Diego State University, wrote an article called â€Å"Carver’s Couples Talk About Love†and said: â€Å"When I read this passage in my class, my Southern California students, nearly all of them from families that have experienced divorce, both understand it and are bewildered by it simultaneously. Which is to say they recognize it as the contemporary world they live in, a world of serial relationships where one year’s love is the next year’s courtroom adversary.†(Carver’s Couples Talk About Love-Moramarco) This article is beneficial in explaining and showing how relationships can be deceiving and not always straight forward. This is an other example of how Carver’s condition of love puzzled Moramarco’s students even when they understood it. Raymond Carver underlines the confusion about love with two motifs. He uses his structural element or symbolic structure in his story through things like alcohol and light. Carver uses a symbolic structure in his work that he excepts the reader to make sense of. He uses symbolic images like metaphors to help add to the interpreting the story. In the first paragraph of â€Å"What We Talk About When We Talk About Love†Carver says: â€Å"Sunlight filled the kitchen from the big window behind the sink.†(What We Talk About 137) Which is a symbolic comment because as the characters talk about their experiences with love the light that once filled the room is gone and the story ends with: â€Å"Not one of us moving, not even when the room went dark. (What We Talk About154) These lines show that as the characters keep drinking they start to think, and realize the complexity of love until they figure out that love is not as straight forward as they think. Carver again links alcohol and light when Nick says: â€Å"Maybe we were a little drunk by then. I know it was hard keeping things in focus. The light was draining out of the room, going back through the window where it had come from. Yet nobody made a move to get up from the table to turn on the overhead light.†(What We Talk About 152) The transient love that the characters experience is short and it makes them feel that they have arrived somewhere, but really they have not accomplished much. As the story progresses and the characters keep drinking, they talk more and more about love. Also as they talk about their experiences with love it becomes clear to them that they do not know as much about love as they thought they did. The stories conclusion hits the characters with a sense of reality. All the gin is finished and Nick and the readers hear the sound of four human hearts beating in the darkness: â€Å"I could hear my heart beating. I could hear everyone’s heart. I could hear the human noise we sat there making, not one of us moving, not even when the room went dark.†(What We Talk About 154) Raymond Carver uses the same symbolic structure in his short story, â€Å"Popular Mechanics.†In â€Å"Popular Mechanics†Carver uses great detail and many symbols to carry his theme that not all relationships end happily. He uses these things to bring out the theme of this depressing, but truthful story that many couples these days experience. Carver starts off the story with: â€Å"Early that day the weather turned and cars slushed by on the street outside, where it was getting dark. But it was getting dark on the inside too.†(Popular Mechanics 288) This line represents the relationship between the man and the woman. The line: â€Å"it was getting dark on the inside too†(Popular Mechanics 288), is representative of the feelings of the couple, which are changing from happiness to hatred and anger. He uses the same symbolic structure again when the weather outside is dark and he says: â€Å"But it was getting dark on the inside too.†Sentences like these make the reader believe that there is something wrong in the relationship. The details Carver uses helps the reader interpret so many images and help the reader piece together the big picture. Also it is very obvious to see that the man and women are unhappy just by their attitudes towards each other. The couple argues about who will take the baby to the point where they are both pulling on it. By showing the couple arguing immaturely, Carver tries to show that they are far from happy. He lets us know this through his extreme detail in his symbolic structure. It is essential to look for these symbolic elements to understand the meanings of Raymond Carver’s work. Carver is known for his minimal writing style, simplified language, and irregular plots. His writing style helps capture the experiences and emotions his characters face, which often include guilt, grief, hopelessness, and the effects of fading love. Also his common themes are a response to his history involving the influence of alcoholism and divorce with himself and his parents. In â€Å"What We Talk About When We Talk About Love†Carver hints puzzlement and confusion about love through his symbolic lines about alcohol and light, along with expressing the confusion more clearly through certain passages his characters say like Mel’s speech. However in â€Å"Popular Mechanics†Carver shows it by using great detail, symbols, and through the actions of his characters.
Volcanic Environment of Western Victoria
Stretching all the way from Melbourne to Portland, the plain is mostly flat and used widely for agriculture. Dairy farms, livestock, and vineyards are all examples of agriculture types found in the region. Major population centers in the region include Cameroon, Hamilton, Portland and Cola.The explorer Major Mitchell described this place as â€Å"a region more extensive than Great Britain, equally rich in point of soil, and which now lies ready for the plow in many regions, as if specially prepared by the creator for the industrious hands of Englishmen. †Western Victoria volcanic plain is one of the three largest volcanic plains in the world in scale, covering the region between Melbourne and Portland, which is over 15000 km. The signs of volcanic characteristics become apparent while driving west of Gelling, where some farms are littered with basalt.Scattered bluebonnets can be found around the area. Driving further west, walls built with volcanic rocks become more and more common. More than 400 vents of scoria volcanoes, marry volcanoes, imposed volcanoes, shield volcanoes and fissure volcanoes are unevenly distributed in the area, with a few youngest ones in the state such as Met. Napier. Other volcanic features such as stony rises, lava tubes/caves, tumults, lava canals and natural bridges can all be found in this area.The volcanoes are very significant to residents in the local region, as it bring fertile soil for agriculture and opportunities for other industries such as stone cutting or tourism. We can say that the local residents are dependent on the volcanoes. It is also an important volcano plain in Australia, as it is the largest volcanic plain in the entry. Lots of studies are being done in this region every year and some paleontologists come from overseas as well. Therefore even on an international basis the importance of this region cannot be ignored.It is recognized by the United Nation as a Global Cooperage and is the only one in Austral ia. Map Source: Textbook Scoria Volcanoes Scoria volcanoes are also called cinder volcanoes, and they are widely distributed in the western plains of Victoria and also the most common type of volcano in the world. Examples of this volcano in the region are Met. Elephant, Met. Narrator, Mr. Rouses and partly Red Rock. These volcanoes have steep sides, and are often formed by one period of volcanic activity. In the scoria cones, we can already tell from the name that we can find lots of scoria rocks. (Figure 1. ) They are small and red pieces of lava containing lots of vesicles in it. Met Narrator is one of the scoria cones we have visited in the trip. It is located near the small town of Narrator. Being the deepest scoria enclosed crater in the state, its crater is very large in scale, with more than 400 meters wide and 190 meters deep. (Figure 1 . ) Currently this volcano is extinct, and the area around is used for mostly dairy and cattle farming, and a little bit of tourism as well . Before the European settlers came to this region, this mountain is used as a trading place for the Karee Wrong people.Although it is located on private land, the volcano is still considered a part of the Swanking Global Cooperage and is still accessible through the Alan Marshall walking trail developed by the government, taking tourists to the top of the crater. Electric fences are set by the land owner to prevent tourists from entering private egging of the mountain. (Figure 1. 2)The highest point on the crater is about 310 meters above sea level, and the land around the mountain is extremely flat compared to the mountain itself. (Figure 1. 3) Figure 1. 2 Alan Marshall Trail.Photo by David Www Met rouse is another scoria volcano located about 1 km southeast of Pinehurst. It stands about 100 meters tall, and the dominant rock present is scoria and basalt. (Figure 1. 4) It is a extinct volcano as its last eruption occurred about 30000 years ago. A quarry is present at the foot of t he mountain and its main product is scoria. The scoria rocks was used to build roads and some buildings. It was closed in the late ass, simply because they ran out of what they're digging for. It has also been reverberated in the ass and the sign of it being a quarry is disappearing.Figure 1. 4. Some low-grade basalt and scoria in the quarry. Photo by David Www Shield Volcanoes Shield or Lava volcanoes account for about half on the Western Plains of Victoria. Its characteristics include gently sloping sides and a broad summit. (Figure 2. 0) Its formed by lava of low viscosity erupting repeatedly, forming layers of solid lava that lopes gently around the crater. Met. Napier and Met. Cottrell are all examples of this type of volcano. Lots basalt can be found in shield volcanoes. Figure 2. 0 Met Napier. Photo by David Www Met. Napier (Figure 2. ) is one of the shield volcanoes that we have visited. It is the youngest volcano in the state, which erupted about 7000 years ago, and therefo re considered dormant. It stands 440 meters above sea level and its located in the region about 25 kilometers south of Hamilton. Unlike Met. Narrator, Met Napier is located in public land, thus easily accessible. A scoria cone is present in Met. Napier, therefore scoria rock can be found as well. This is also one of the best-preserved volcanic landscapes in Victoria, as lava flows and caves can be seen clearly. (Figure 2. ) A scenic lookout is now developed at Harmony's Valley, and tourists can now observe the magnificent lava flow. Figure 2. 1, Baud Caves. Photo by David Www Dale Jerkin, a writer, included Met Napier in his book Aboriginal Dreaming Paths and Trading Routes, which reflects the significance of the mountain in the aboriginal community. It is now managed by the state government. Minor roads and tracks are built to take visitors to the summit. The land surrounding the volcano still stays quite rural, and is used for farming. Fissure Volcanoes Fissure volcanoes are forme d when there are long cracks in the surface of the crust.They usually have no central crater at all. Large quantity of lava will erupt through a linear array of volcanic vent distributed along the crack in the crust. Basalt seems to be the most common type of rock present in this type of volcano. Met. Cycles is an example of fissure volcano in the western plains of Victoria. Met. Cycles is located 42 kilometers south of Hamilton, 56 kilometers north west of Port Fairy and about 330 kilometers west of Melbourne. It elevates 178 meters above the sea level. Although its name is not a scoria volcano, the mount itself is a rounded scoria cone.Scoria rocks can be found in the volcano as well. Its previous eruption happened about 8000 years ago; therefore it's also considered a dormant volcano instead of an extinct one. The whole mountain is situated inside a national park, and is very well managed with facilities such as toilets, information boards, picnic tables and etc. (Figure 3. 0) Fi gure 3. 0. Information Center Photo by David Www Walking tracks are built to guide tourists through the park. There are 7 vents in total along the fissure, with a few under Lake Surprise, a popular swimming pool in the summer. (Figure 3. ) Currently this park is used mostly for tourism as a result of it having such magnificent and well-preserved volcanic features, such as vents, lakes, lava canals, natural bridges and etc. (Explained in later section of the report) Victorian aboriginals used to use this environment as their food source as they plant food on the land and trawl fish from the lake. A part of the park used to be a quarry or 50 years, providing scoria rocks for roads. Currently, natural growth of trees has been covering the evidence of a quarry and reconstructing the land into its previous appearance.Figure 3. 2. Lake Surprise. Photo by David Www Mars and Nested Mars Marry volcanoes are the second most common volcano type after scoria volcanoes. They are created when gro und water meets hot magma and produces steam. The pressure will increase in the ground when this process goes on and will last in an explosion. The explosion is usually vigorous and leaves a large hole in the ground. The bottom of the crater is usually lower than the original ground surface; therefore it may turn into a body of water. (Figure 4. ) During an eruption, large quantity of gas, water, ash, rocks and enigmatic material will be blown out of the crater. When the depart falls down back to the surface of Earth, it will solidify and become a volcanic rock called tuff. Examples of this kind of volcano in the Western Victoria Volcanic Plain include Tower Hill, Lake Knots, Lake Bullet Merrier and etc. They are mostly distributed in the southern region of Victoria, as they are spatially associated with the eater table present. Tower Hill is one of the many marry volcanoes in western Victoria and 13 km northwest of Workaholic.It presents itself like a shallow bucket embedded in the ground from an aerial view, as its crater is 4 km wide and 80 meters tall. Both scoria and tuff can be found in the crater. (Figure 4. 1) It is described as â€Å"a stroll among the gigantic ferns of the valley†¦ A ramble among the cones and craters†¦ The winding path at the foot of the basaltic rises close to the lake†¦ Almost tropical reeds rustle in the breeze†¦ Leafy shrubs and trees form delightful bowers and alcoves†¦ Tender motion in suitable company' by George Fenwick in 1858. Figure 4. 1 .Layers of tuff on the edge of the crater. Photo by David Www Indigenous Victorians and early settlers used the land as a source for firewood. It is then declared a national park during the year of 1892 to preserve its unique landforms. It is also the first national park in Australia. The park covers 612 hectares in scale. In the past century, Tower Hill experienced sever whether conditions such as the drought in 1930, and also experienced major changes such as th e vegetation in 1961. It is now very well managed and only used for tourism. Roads are built to take tourists down the crater.Picnic tables with electric BBC, viewing platforms and toilets are all examples of facilities offered in Tower Hill. Information centers are set up and guided tours are available to explain some of the characteristics of the volcano. Parking lots are available for cars. (Figure 4. 2) Figure 4. 2. Toilets, walking tracks and parking lots in Tower Hill. Photo by David Www Animal control is also a major issue in Tower hill. Koalas are brought to Tower Hill by humans, but apparently they have started to over generate and become a threat to he plants present. Figure 4. 3) They then had to be controlled by injecting a device in their body to stop them from breeding. Foxes, cats and rabbits are currently also considered invasive now as they manifested threat to other animals and plants in Tower hill Figure 4. 3. A koala in Tower Hill. Source: http://www. Irresponsib leness. Com/holidays/Victoria/travel-guide/great-ocean- road-wildlife-and-aboriginal-culture Lake Bullet Merrier is another example of a marry volcano located 4 km west of Cameroon. The crater has turned into a large lake about 2 km in diameter. (Figure 4. This volcano did not show significant elevation, however the northeast side of the crater is relatively higher than the rest of the crater rim as a result of prevailing wind. The lake used to be and is still used for fishing, and now it has also developed into a place for water activities such as water skiing. Other Volcanic Features Stony rises Stony rises are uneven surfaces on the ground. They are usually formed when old lava flow cracks on the top, causing the skin on the surface to sag and collapse. They are usually made of basalt and some scoria rocks. Those stones are used by European settlers for building fences and houses.There are not much management done for these stony rises, as they usually don't attract tourists, apa rt from year 1 1 geography students and other researchers. They are Just cleared out of farms for ease in farming. Stony rises are widely distributed in the western region of Victoria. Figure 5. 0 is stony rises around the town of Pinehurst, created by lava flow from Met. Rouse. Figure 5. 0. Story rises near Pinehurst. Photo by David Www Tumulus The word tumulus (Plural form: tumuli) means â€Å"Small hill†in Latin, and they are commonly known as lava blisters. They are a dome shaped half-spheres on the ground.Sometimes their roof will collapse. (Figure 5. 1) It's formed when gases in lava flow gather in a small area near the surface of the ground and they might also explode. We can think of them as â€Å"pimples in the ground†. They can be found in the region 40 km southwest of Hamilton. Figure 5. 1 . A tumulus located west of Met. Napier. Source: Textbook. Lava Tubes and Caves Lava caves and tubes are formed when a lava flow solidifies on the top but the lava below continues to flow. When the lava stops flowing under the solidified top, it empties out the space below the ground and creates the caves and tubes.Baud cave is a bunch of caves and tubes located in the region 20 km south of Hamilton. This landscape has developed into a park and became a part of Met Napier State Park and is managed by the state government. There are handrails built prevent tourist from falling into the caves, and walking tracks to guide tourists to the various caves. Some of the basalt rocks have been taken out of the caves to build infrastructures such as fences by indigenous people and early settlers, but now as it has developed onto a tourist attraction, those activities have stopped.
Drama Comparison Essay
I am going to compare the scenes in which we have studied for She Stoops to Conquer and Guys and Dolls, I am going to discuss the similarities and differences between the two chosen sections. The sections that I am going to discuss are Act 1 scene 2 in Guys and Dolls, and In She Stoops to Conquer the section between Marlow and Miss Hardcastle as a maid. The time period that Guys and Dolls by Damon Runyon is set is in the 1950’s, New York, this is shown through the accents of the characters on stage and also through costumes. In this scene Sky would be wearing a full suit and Sarah would be wearing an old Salvation Army suit. This is vastly different then She Stoops to conquer by Oliver Goldsmith, which is set in the 18th century, in the English countryside. The period is conveyed through costume, Marlow would be wearing breeches, and a cravat, a short jacket with a tail underneath wearing a colourful waistcoat the men would have long hair tied back with a ribbon. Miss Hardcastle would be wearing a maid’s outfit in this section; this would be a long brown dress with long sleeves and a square neck front and would also be wearing a white apron. They also convey this through language, which is Shakespearian. Another difference between them is that Guys and Dolls is a Musical and She Stoops to conquer is a restoration comed y. There are some major similarities between these two sections one of these is that its between a guy and a girl, and in both the guys are going for the girls. Even though this is a major similarity the woman react in different ways. In She Stoops to conquer Miss Hardcastle is playing ‘hard to get’ so actually does like Marlow but does not want him to take her to bed, whereas Sarah just does not like Sky and does not want to talk to him. Both of the girl’s reactions are similar in the way that they are both rude and talk back to the men, both woman are supposed to come through as being innocent. Another similarity is that it is both dramatic irony this is because in She Stoops everyone knows that the maid is actually Miss Hardcastle, and in Guys and Dolls everyone in the audience knows that Sarah and Sky are going to fall in love. The guys in both performances are bold, Sky asks Sarah to go to Havana with him and Marlow implies to Miss Hardcastle that he wants to go to bed with her. Both plays are also deceiving this is because Miss Hardcastle is pretending to be a maid to Marlow, and in Guys and Dolls Sky is only talking to Sarah because he has bet that he can take her to Havana. A difference between them is movement, in She Stoops to conquer the movements are very over exaggerated this is because at the time it was the fashion in theatre to do this, the audience would find these movements amusing and made the story easier to follow. In Guys and Dolls the movements are much more naturalistic in this scene and this also helps to convey the period. An example of over exaggerating in She Stoops is that when she meets Marlow for the first time she would do a big curtsy, but over the top this would be amusing for the audience because they would be able to see that she was trying too hard to act like a maid. A similarity between them too is that they both use the whole stage this is because in She Stoops the large movements make the actors use more space and in Guys and Dolls the actors use a lot of space because Sarah is almost trying to get away from Sky. The status of the characters is different, in She Stoops Marlow thinks that he has the higher status but Miss Hardcastle actually does I would show this by Marlow sitting down for quite a lot of it, showing he has a lower level. In Guys and Dolls the status changes at the start Sarah has the highest status but when she says ‘Isaiah’ the status changes and Sky then has the higher status. The set is different in both sections because of the different periods and the contexts. In She Stoops I would set it out as in a small area I would use a similar idea as what I saw in the production ‘Othello’ were the walls fluctuated according to the mood of the play. I think that this should be a very small space this would show intimacy towards the two characters. The furniture should be set out as rich 18th century home e.g. a chez lounge chair in deep red and oak tables. In Guys and Dolls I would have this in a big space this would show the emptiness of the room and also reflect how far Sky and Sarah were away from each other in class. The design of the room would be that with 10 rows of chairs and 5 seats horizontally across the front. The use of Lighting would be very different this is because in She Stoops it is older so the light would be in sepia, or the light dimmed like it was candlelight, this would convey the period and show that it was old. In Guys and Dolls the lights would be bright at colourful to show that it was exciting and have a happy mood. The Music in Guys and Dolls is similar in the way that it tells a part of the story, in She Stoops when we acted out when the music came on we would do movement to what would be happening next. The emotional impact of She Stoops is that the audience find it very amusing and there is tension because the audience do not know weather Miss Hardcastle will pull it off. In Guys and Dolls the audience find it funny because Sky is so persistent and will not take no for an answer this is similar because for both the audiences reaction should be to find it funny. In Conclusion I think that they are very similar and different in lots of ways they both have similar ideas about a boy trying to get a girl, but the way in which the girls react is different. The way in which I would set out each of the sections would be completely different because of the time period and the intensity of the characters. Overall they both use different techniques to show that they are different e.g. making gestures big.
Wednesday, October 23, 2019
Attrition Rate in It Industry Essay
According to human resource experts, the average attrition rate is projected to grow at 31 per cent in Indian firms in the April-June quarter, a rise of 9-10 per cent from the preceding quarter (January-March). SPECIAL: Best companies to work for India In the April-June quarter of 2011-12, the average attrition rate was 27 per cent. Generally, employees would have received their annual appraisals during the April-June period and those not happy with their performance review or salary hikes seek better opportunities. Consequently, attrition rates are seen going up in these three months, experts opined. â€Å"In the current quarter, we are expecting an average attrition rate of 30 per cent. In Q4 employees were not keen to switch jobs due to appraisal season. Now in April they reached on higher salary compared to previous one and have a chance to negotiate for better salary with new employer along with new appraised designation,†MyHiringClub.com CEO Rajesh Kumar said. â€Å"Salary and designation are the major factors for higher attrition outlook in Q1, FY13. One more concern is having in employees mind if they’ll change their job in this quarter they are entitled to enter into appraisal cycle with their new employer also. So they are not going to loose anything with job change,†he added. Another HR consultant Ripples Consultancy Services CEO and MD Rishi Raman said. â€Å"We would see a high attrition rate of 30-31 per cent in the first quarter of the current fiscal. The reason behind such attrition is many employees are not satisfied with their appraisals. â€Å"A good performer did not expect 10-15 per cent of hike, their expectation is not less then 20 per cent,†he added. Experts said that attrition would be in double digits in all the sectors. It would be highest in the IT/ITeS sector at 31 per cent, followed by telecom (26 per cent), banking and financial services (23 per cent), aviation and hospitality (22 per cent ), real estate (15 per cent), FMCG (21 per cent), automobile and manufacturing (19 per cent). HR consultants are of the view that employers needs to take various steps in order to retain talent like providing career opportunities and suitable work environment as high attrition impact the company’s resource negatively. â€Å"One of the most effective way to ensure good working conditions for your employees is to provide them with advancement opportunities,†Raman said. HeadHunter Solution Director Priyanka Pawar said,†the high attrition costs increases the costs to the organisation considerably. â€Å"The more the people leave an organisation, the more it is a drain on the company’s resources like recruitment expenses, training and orientation resources and the time. The high attrition rate also affects the productivity of the organisation,†she added. High attrition rate hits IT companies’ bottomlines TNN | Aug 26, 2010, 12.44AM IST CHENNAI: Bad things happen in good times too. Indian IT companies are finding it hard to recruit and retain employees as the recovery takes a definite shape. And their bottomlines are getting hit due to rising wages and high attrition. Earnings before interest, tax, depreciation and amortisation (EBITDA) margins or operating margins have been dipping for most of the IT biggies in the recent quarters largely because of the spurt in wage inflation. Operating margins of Infosys Technologies declined by 2.36% in June quarter compared with the March quarter. Tata Consultancy Services (TCS) and HCL Technologies saw their operating margins falling by 0.7% and 1.1%, respectively. This slide is not an aberration. The companies’ EBITDA has been on a decline for the past four quarters. On the attrition front, a report by Motilal Oswal, a financial services firm, said that Wipro leads the pack with 23% attrition, followed by Infosys (15.8%), HCL Tech (15.7%), and TCS (13.1%) in the June quarter. The figures have been increasing for all these companies for the past few quarters.
Reasons for Studying English Translation Essay
Translation studies, in recent years, have become more prominent among different fields of study. Each year with more journals and essays being published concerning this major, more attention is focused on it and more students are attracted towards it. There are different reasons for people to focus on this field of study. Reasons such as field of interest, communication aims, job opportunities, etc are some of them which are explained in what follows. The firs reason for most translation students is that this major is included in their field of interest. This is an innate ability in some people to learn different languages easier and faster and therefore to make use of them to convey their messages and ideas to other people with different languages from theirs. In other words they enjoy communicating with people in two or more languages, so they might follow their interests and choose this major. The next is that the need for communication among people and governments increases day by day. People of different nations need to know about sciences and technologies newly discovered. To keep them informed about these new events, governments need translators to convey their scientists’ findings to the languages of other nations. This is also true about different cultures of different countries. All in all translation studies has made the communication between cultures and nation easier and more purposeful. Moreover, since this is a major involved in different majors and people need translators to translate contents of other sciences to other languages, there often seems to be many job opportunities for those interested in this subject matter. In short, it should be taken into consideration that different people have different reasons for choosing this major. But whatever the reasons might be translation studies has found its way among different majors and will progress to make communication even better and easier.
Group work
How Does Group Work Contribute to Teaching and Learning in Primary Schools?Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å"situation in which, two or more people learn or attempt to larn something together†[ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å"he developed an interview procedure offering a figure of scenarios, each with a moral dilemma†for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å"the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the next†[ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å"all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational properties†( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å"atmosphere of achievement†( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å"When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å"Motivational and Cognitive†( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å"cooperative acquisition additions pupils ‘ motive to make academic work†( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any.Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries:* Stipulating instructional aims * Determining group size and assign pupils to groups * Determining Group Size and Assign Students to Group * Classroom agreement * Planning instructional stuffs to advance Interdependence * Assigning group functions * Assigning undertakings * Structuring positive mutuality and answerability * Explaining the standards for success * Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking.An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition:* Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å"when struggles are non verbalized they do non foretell positive outcomes†( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å"slight misi nterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P†and the 2nd being that â€Å"verbal interactions generated to work out struggle are related to larning outcomes†( Dillenbourg and Schneider, 1995 ) . * Alternative Proposal besides referred to as the â€Å"confirmation biases†by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. * ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. * Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å"Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others†( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å"One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing strategy†( Dillenbourg and Schneider, 1995 ) * Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. * Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. * Mutual Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. * Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å"the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at hand†( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: * â€Å"They develop a state of affairs for the pupils to explain†( Gagnon and Collay, 2004 ) * â€Å"They select a procedure for groupings of stuffs and students†( Gagnon and Collay, 2004 ) * â€Å"They build a span between what pupils already cognize and what the instructors want them to learn†( Gagnon and Collay,2004 ) * â€Å"They anticipate inquiries to inquire and reply without giving away an explanation†( Gagnon and Collay, 2004 ) * â€Å"They encourage pupils to exhibit a record of their thought by sharing it with others†( Gagnon and Collay, 2004 ) , and * â€Å"They solicit pupils ‘ contemplations about their learning†( Gagnon and Collay, 2004 ) .A comparing of there collaborative techniques, is illustrated in Appendix 1.Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å"Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect reality†( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å"difficult plenty to dispute but non so hard as to stonewall a conversation.†Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behavior by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and dis advantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å"By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups†[ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å"one-on-one†interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å"In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its appropriateness†[ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å"One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability student†¦Ã¢â‚¬ ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besides co ncluded that â€Å"the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ peers†( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ] 1. The Learning Cycle 2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider.Appendix 2Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUP WHAT IS THIS? WORKS BEST FOR Benefits Drawback Pair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard †pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions.Notes:These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.htmlThis tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_LearningMentions* B. , Mahler, C. A. & A ; Noddings, N. ( 1990 ) . Constructivist positions on the instruction and acquisition of mathematics. Journal for Research in Mathematics Education by National Council of Teachers of Mathematics. [ Online ] hypertext transfer protocol: //home.capecod.net/~tpanitz/tedsarticles/coopbenefits.htm. [ Accessed: March 20, 2010. ] * Concepts to Classroom. Three Constructivist Design Models. Disney Learning Partnership. Thirteened Online. 2004. hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html. [ Accessed: March 21, 2010 ] * Davis, R. Palmer, G. , Peters, R. , & A ; Streetman, R. ( 2003 ) . Concerted acquisition. In M. Orey ( Ed. ) , Emerging positions on acquisition, instruction, and engineering. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ . [ Accessed: March 21, 2010 ] * Harel, I. & A ; Papert, S. ( 1991 ) . Constructionism. Norwood, NY: Ablex Publishing Corporation. * Johnson, D. W. , Johnson, R. T. , & A ; Holubec, E. J. ( 1986 ) . Circles of acquisition: Cooperation in the schoolroom. Edina, MN: Interaction Book Company. * Kafai, Y & A ; Resnick, M. ( Eds. ) ( 1996 ) . Constructionism in pattern. Mahwah, NJ: Lawrence Erlbaum Associates. * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/PiagetsCognitiveDevelopmentTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/VygotskySocioCulturalTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/KohlbergsMoralReasoningStages. [ Accessed: March 20, 2010 ]  · Nigel Hastings & A ; Karen Chantrey Wood. ( 2002 ) . Group Seating in Primary Schools: an untenable strategy1? Nottingham Trent University. Education-Line. Online. hypertext transfer protocol: //www.leeds.ac.uk/educol/documents/00002181.htm [ Accessed: March 21, 2010 ] * Orey, M. ( Ed. ) . ( 2001 ) . Emerging positions on acquisition, instruction, and engineering. Online. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ [ Accessed: March 21, 2010 ] * Retrieved from â€Å" hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Main_Page †* Panitz, T. ( 1996 ) . A definition of collaborative vs. concerted acquisition * Papert, S. ( 1993 ) . The Children ‘s machine: rethinking school in the age of the computing machine. New York: Basic Books. * Perkins, D. N. ( 1986 ) . Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum Associates. * Pierre Dillenbourg and Daniel Schneider. Collaborative Learning & A ; the Internet. ICCAI 95 article. TECFA ( unit of Educational Technology ) , School of Psychology and Education Sciences. Feb 8, 1995. hypertext transfer protocol: //tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_5.html # HEADING9. [ Accessed: March 20, 2010. ] * Robyn M. Gillies and Adrian F. Ashman ( 1999 ) . Teaching collaborative accomplishments to primary school kids in classroom-based work groups. Graduate School of Education, The University of Queensland, Brisbane, Australia. Online. hypertext transfer protocol: //www.sciencedirect.com/science? _ob=ArticleURL & A ; _udi=B6VFW-3VV41V4-1 & A ; _user=10 & A ; _coverDate=09 % 2F30 % 2F1996 & A ; _rdoc=1 & A ; _fmt=high & A ; _orig=search & A ; _sort=d & A ; _docanchor= & A ; view=c & A ; _searchStrId=1261791467 & A ; _rerunOrigin=google & A ; _acct=C000050221 & A ; _version=1 & A ; _urlVersion=0 & A ; _userid=10 & A ; md5=000d51b3bb0b63ad82d4d7cbe3fcd552 [ Accessed: March 21, 2010.  · Swortzel, K. ( 1997 ) . The effects of concerted larning methods on accomplishment, keeping, and attitudes of place economic sciences pupils in North Carolina. Journal of Vocational and Technical Education, [ online ] . hypertext transfer protocol: //scholar.lib.vt.edu/ejournals/JVTE/v13n2/Abu.html [ Accessed: March 20, 2010. ] * Thomas, H. W. , Mergendoller, J. R. and Michaleson, A. ( 1999 ) . Project-based acquisition: a enchiridion for center and high school instructors. Novato, CA: The Buck Institute for Education * hypertext transfer protocol: //www.nrs.dest.gov.au/glossary.htm. Online. [ Accessed: March 21, 2010. ] * The Vygotsky Internet Archive. Online. hypertext transfer protocol: //www.marxists.org/archive/vygotsky/ [ Accessed: March 21, 2010. ] * Vygotsky Resources: Review & A ; Analysis of Vygotsky ‘s Thought & A ; Language. Online. hypertext transfer protocol: //www.kolar.org/vygotsky/ [ Accessed: March 21, 2010. ] Retrieved from â€Å" hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning â€
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