There are questions which I need to answer in assignment criteria Essay

There are questions which I need to answer in assignment criteria - Essay Example There have been numerous occasions where the university has been put forward in the brink of various outrages by the students as well as the professors due to political indifference. The political indifference resulted in the mass scale evasion of classes. After the intervention by Margaret Thatcher the political instability was quelled back (Warren, Reeve and Fess, 2005). In order to repel back the political instability large scale changes were made in the management and administrative level. The changes in the administrative and the management level is an indication of the long standing commitment of the university towards the creation of a better administrative system which is free from the political prejudice. Apart from that the other reasons was to transform the university as one of the torch bearers of educational prowess. 9 5.0 Analysis of the current strategic situation 9 5.1 Threat of potential entrants 10 5.2 Threat of suppliers 11 5.3 Threat of substitutes 11 5.4 Bargaini ng power of buyers 12 5.5 Threat of industry rivalry 13 6.0 Evaluation of the internal resources and capabilities within the context of Resource Based View 13 7.0 Synopsis of the strategic situation of London South Bank University 15 8.0 Strategic directions for the future 15 8.1 Exploration of a limited range of strategic options 15 8.2 Evaluation and assessment of the strategic choices 16 8.3 Application of Ansoff’s growth strategies 16 9.0 Recommendations 18 It is recommended that London South bank University follow Porter’s generic strategy. This kind of strategy will help to achieve an all around development in both improvements of the service as well as the improvement of the market. The new educational services will include devising a set of new course wares. These course wares will be developed to facilitate in the learning process of the students. Such course wares are in serious needs for students coming from abroad. The new course wares will include material s that will speed up the learning ability of the students coming from different international countries. The existing educational services and course wares will undergo developments for inclusion of features that were missing in the earlier version and at the same time the prices will be slashed. The development of the educational services and market base of the students is only the tip of the ice berg. The real effort lies in achieving educational excellence and operational excellence. The introduction of new course wares and new students will lead to the opening up of new institutes and more learning centre. This will call for more effort to manage such large swathes of students. So here in lies the need to improve the operational aspect of London South Bank University. The other recommendations are improvisation includes the research and business and enterprise wing of London South bank University. Both of these areas need extensive capital resources. The availability of the incr eased capital resources in these two departments will lead to the swift take off of different types of research projects. 18 Reference List 19 1.0 Introduction Strategic development is all about applying the most appropriate measures in order to adapt to the present situation and at same time controlling the outcome in the future. The company or

Australian Migration Law Assignment Example | Topics and Well Written Essays - 1000 words

Australian Migration Law - Assignment Example There is no application charge. The applicant must in Australia, but not in immigration clearance. Also, one of the conditions for the bridging visa is that the applicant has made a valid application for a substantive visa that has not been finally determined. He is a person who is immigration cleared. You may continue your work as welder under this visa. However, I am concerned that you have told your employer that you hold permanent residence visa when you know you do not. While the position in Australia for those seeking employment is quite generous, you would do well to inform your employer about your actual visa status forthwith, even if it costs you your job. It is better to go through some hardship for a short time rather than complicate matters with information you would be hard put to substantiate at a later stage. The provisions of the Australian Migration Act 1958 and 1994, and other legislation relating to migration procedure make it abundantly clear that information provided in the visa application form are truthful and accurate. (Code of Conduct, p.3) While on the subject, I may inform you that there is clear... Code of Ethics Now I must highlight certain issues I have felt strongly about and I am duty bound to bring to your notice. The provisions of the Australian Migration Act 1958 and 1994, and other legislation relating to migration procedure make it abundantly clear that information provided in the visa application form are truthful and accurate. (Code of Conduct, p.3) You could retain your employment status under any one of the visa subclasses, if need be. The bridging visa is sufficient to allow continuance of your current job status, if your employer permits. While on the subject, I may inform you that there is clear-cut delineation between truths and falsehoods, rights and wrongs, facts and fiction. Most often it depends upon circumstances and situations, and where or how far away you stand from the dividing line. The visa application form you are required to fill gives you enough scope to state your particulars clearly and unambiguously without unduly affecting your job prospects. From the information I could gather from you, your status as law-abiding citizen is unblemished. Other than this, as ETA holder, you are quite well placed to apply for the appropriate visa and formally obtain the position you wish to secure in this country. The only criteria necessary in achieving objectives is presentation of facts as they stand in your individual case and how capable you are on supporting these facts. These facts depend upon the data available with you. It does no good to gloss over one's true position by resorting to misrepresentations and half-truths. By all accounts, integrity is a great personal asset and must be treated as such. Customs, traditions and the

Music Essays English Music Hall

Music Essays English Music Hall A Short History of the English Music Hall. The term ‘Music Hall’ is used to refer to a venue, or to a form of entertainment taking place at that venue, typically featuring a number of miscellaneous acts, possibly including musical turns, comedy and acrobatics, in a relatively formalised programme. It is also often termed ‘variety’. This essay considers the early roots of Music Hall, its growth in the late 19th century, and its subsequent loss of popularity in the face of competition from other media in the 20th century. Taken into account are the socio-economic environment and also the development of musical styles within the Music Hall context. It will be shown that the influence of Music Hall is still widespread in popular culture today. Background Music Hall developed from a range of entertainments, some of which had been part of English culture for centuries. Broadsides first appeared in the 1500s (Gammond 1991: 82): they were an early equivalent of the newspaper. News stories and satire were printed in verse form with the instructions ‘To the tune of†¦Ã¢â‚¬â„¢, with the intention that the text should be sung to a well-known musical theme, typically a folk-ballad. The music itself was rarely printed, and so broadsides relied on the tradition of passing tunes on orally. In later broadsides, tunes were often popular songs from plays, with the intention of promoting shows in return for sponsorship – an early form of advertising revenue. The ballad was engrained in culture, but the demand and resources of the populus were not yet sufficient to support the growth of a performance industry. Also influential were the many fairs which were trading and entertainment events. In his diary, Samuel Pepys mentions attending Bartholomew Fair in 1661 and â€Å"seeing the monkeys dance† (Pepys 1661), and a number of Music Halls in the late 19th century featured animal acts (Gillies 1999: 31). One-man shows, such as those offered by Charles Dibdin (1745-1814), show elements of entertainment that were later developed in Music Halls. Dibdin can be seen as a key link between earlier folk-art traditions and the increasingly commercialised musical world of the 19th century (Gammond 1991: 153-5). He was a prolific song-writer, who had considerable success with light operas and by selling rights to his songs. These were the early days of copyright law, which developed in the late 19th century firstly to grant exclusivity of performance rights to singers and subsequently to effect a royalties system for composers. Two types of venue preceded Music Halls and had a particular influence on them: taverns and song-and-supper rooms. In taverns, a working-class clientele participated in singing along with their drinking. In song-and-supper rooms, the middle-class man-about-town (no women were admitted) could enjoy a meal while singers entertained. Song-and-supper rooms typically opened around midnight, and entertainment could be bawdy. Some of the early stars of Music Hall began their careers in taverns and song-and-supper rooms. Sam Cowell (1820-1864) is an example, and can be considered one of the first professional singer-songwriters. By 1850, he was earning a good living from the song-and-supper rooms, but had begun his career as an actor and had also performed in opera. In ‘Villikins and his Dinah’, regularly performed by Cowell, we see characteristics that were to become widespread in Music Hall songs, in particular the use of ‘commentary’ between sections of the song to increase its drama. Thus prior to verse 8, where the ghosts of Villikins and Dinah appear to Dinah’s father, the performer sets the scene: â€Å"Now this is the superlatively supernatural wisitation [sic] which appeared to the parient [sic] at midnight after the disease of his only progeny.† (Davison 1971: 23) The affectations in the language and pronunciation suggest the creation of the narrator as a character in his own right, and characterisation is another important element of the Music Hall song, as will be seen shortly. The growth of Music Hall was dependent on an audience able to pay for it, and with an interest in what it had to offer. The growth of a potential market is evident by the mid-19th century, when a number of Music Halls were opened (Sadie 1980: XII/832). In the mid-1840s, Evans’, a former song-and-supper room was reopened as a Music Hall. In 1849, Charles Morton, a pioneer of Music Hall, took over the Canterbury Arms in Lambeth and developed it as a venue. He enlarged it in 1856, and in 1861 opened the Oxford Music Hall in Oxford Street (Sadie 1980: XII/832). This idea of having a chain of venues gained ground in the latter part of the century. Early Developments 1850-1870 The 1850s and 60s can be considered as a first phase of Music Hall. Programmes were varied, with classical and popular music appearing on the same bill. Extracts from Gounod’s opera Faust (1859) performed in Music Halls provided the first hearings of the work for English audiences. A number of early Music Hall songs use old musical themes with new texts: for example, ‘Sam Hall’ can be traced back to a ballad about Captain Kidd. Harry Clifton’s ‘Polly Perkins of Paddington Green’ (1863) uses what appears to be a folk-tune (possibly ‘Nightingales Sing’), but its lyrics possess a humour not seen in folk music: Polly doesn’t marry a ‘Wicount’ or a ‘Nearl’, but in the punchline of the song, weds a â€Å"bow-legged Conductor of a twopenny bus† (Gammond 1991: 411). The same tune is used for another well-known Music Hall song, ‘Cushie Butterfield’, which was particularly popular in the Newcastle area. Tyneside had its own strong Music Hall tradition, giving rise to songs such as ‘The Blaydon Races’ and ‘Keep Your Feet Still Geordie Hinney’ and all three songs display a similar humour to ‘Polly Perkins’. The lyrics draw on local diale ct – Cushie is â€Å"a young lass in Gyetsid [Gateshead]† who â€Å"likes hor beor [her beer]† (Davison 1971: 31). With ‘Champagne Charlie’ (1868), the development of the character song is evident. Performed and co-written by George Leybourne, the Champagne Charlie character is described as a ‘swell’: a well-to-do man-about-town with a taste for Moà «t. Unlike ‘Villikins’, the text is in the first person, Leybourne becoming the Champagne Charlie character in performance. The song is perhaps the first advertising jingle, and was used to promote Moà «t, with Leybourne rumoured to partial to the drink (he died prematurely of alcoholism). His salary at this time was around  £30 a week – certainly adequate to indulge in the Champagne Charlie lifestyle. However, the character was an act: Leybourne was not a ‘toff’, but a former mechanic who remained illiterate and spoke with a strong Black Country accent (Gammond 1991: 334) Concern was growing over the activities in Music Halls. Articles in The Tomahawk focus on the quality of the entertainment: it had been suggested that the Music Hall would â€Å"exercise a beneficial influence over the progress of music amongst the lower classes† but â€Å"Music Hall†¦is mischievous to the art which it pretends to uphold† (Anon 1867).   At the time, improvement of the working classes through access to the arts was promoted among some thinkers. Two years later, Music Halls are criticised for being dens of vice: â€Å"I am positively assured†¦that on certain recognised nights loose women are admitted to these places without payment.† (Greenwood 1869). The often poor reputation of the Music Halls contributed to later attempts by the authorities to regulate their activities. Heyday 1870-1900 The development of Music Halls should be seen in context of wider developments in the social and economic environment of Victorian England. Following the Industrial Revolution, workers migrated from rural communities to cities, and this pattern accelerated in the 1870s. By the mid-1880s, around half the population of London had been born elsewhere (Harris 1994: 42-3). Simultaneously, leisure time increased. In the late 1860s, a half-day holiday was introduced on a Saturday, and in the 1870s, the 9-hour working day was introduced (Harris 1994: 139). Leisure time became a larger part of life for the working classes, and Music Hall was one activity that benefited from this. Drinking had always formed an element of the Music Hall entertainment, but the ruling classes had sought to control this. In 1878, London County Council restricted the consumption of liquor to the back of the halls (Sadie 1980: XII/833), also demanding that a proscenium arch and fire curtain be installed at all venues (there had been a number of fires at Music Halls). A number of smaller operators were forced to shut down, while the larger operators built up chains of venues, with Music Halls growing in size and number. In June 1888, a House of Lords debate quoted a figure of 473 Music Halls in London alone (Gillies 1999: 23). Larger halls meant that some of the intimacy of earlier venues was lost. Instead of a Chairman introducing acts and enjoying banter with the audience, venues identified performers by use of an indicator board, with each act having a number. In this environment of larger audiences, the most successful performers were able to command substantial fees, and some became internationally famous. Up to this point, Music Hall stars had been almost exclusively male, but from around 1880, women appeared regularly at Music Halls and were among the most successful Music Hall stars. Marie Lloyd is probably the best known: by 1891, she was appearing at several venues each night and earning  £100 a week. At this time, a 2-up, 2-down house in Oldham cost  £150-180 (Harris 1994: 113). In 1911, twenty years later,   only just over 2% of the population earned over  £160 in a year (Harris 1994: 107). In comparative terms, therefore, Lloyd’s earnings were on a par with a Premiership footballer today. In her early career, she infamously fell foul of performing rights by adopting ‘The Boy I Love Is Up In The Gallery’ as a key song in her repertoire, and she is still strongly associated with it. However, Nelly Power, another singer of the day, had exclusive performance rights for the song, and Lloyd was forced to stop singing it (Gillies 1999: 18 et al). At this time, exclusive association with a particular song enabled a performer to generate bookings, as nobody else was allowed to perform it. Songwriters sold a song with performing rights to a singer, and were thereafter not entitled to any further income. They relied on writing more songs on the same basis, but campaigned for further payments and the royalties system of today developed.   Pantomime was also an outlet for Music Hall stars, who would appear singing the songs for which they were most famous. This had a profound influence on the development of pantomime, with traditional characters such as Harlequin and Columbine dropped in favour of interpretations of fairy tales built around the Music Hall personalities and their repertoires. The music publishing industry had grown alongside the development of Music Halls. By the 1830s, songs such as ‘He was such a nice young man’ and ‘All round my hat’ (a folk tune) were produced for sale at Pleasure Gardens or song-and-supper rooms. The music catalogues of publishers typically included a range of material including songs, operatic arias, hymns and dances. Charles Sheard was publishing Music Hall material from around 1852 as part of its Musical Bouquet series (Gammond 1991: 410). From 1850-1900, the price of a piano dropped and some manufacturers introduced monthly payment schemes, making the instrument more accessible (Gillies 1991: 66). This helped the Music Hall songs become firmly engrained in the popular musical culture of the time. Songs had an air of respectability about them until around 1860, after which many started to display more vulgarity. This was still subtle by modern standards: Dan Leno’s trademark song ‘The Swimming Master’ (by Herbert Darnley) makes much of the need for bodily contact with the ladies being taught to swim – if they feel they’re sinking, then â€Å"To my manly chest they cling† (Davison 1971:69) – but goes no further than suggestion. Some venues decreased the classical element of their music programmes. Dickens (1879) comments that â€Å"the operatic selections which were at one time the distinguishing feature of the Oxford have of late years been discontinued†, and evidence from Music Hall programmes from this time onwards shows a focus on popular idioms. However, other Music Halls continued to offer what might be considered as more ‘highbrow’ entertainment. The Alhambra in Leicester Square specialised in ballet, and Evans’ in Covent Garden offered â€Å"songs, glees, and part songs, executed by a well-trained choir† (Anon 1867). The ballets at the Alhambra continued to at least the turn of the century and it also staged a number of operettas. Decline 1900-1920 In its early days, Music Hall had been seen as a largely lower-class entertainment. In the early 1900s, it gained respectability, with knighthoods for some of its key personalities and the first Royal Command Performance, featuring Music Hall acts, taking place in 1912 (Sadie 1980: XII/833). A number of developments led to the decline of Music Halls. In 1914, eating and drinking in the auditorium was banned (Gammond 1991: 409 et al) and Music Halls in effect became theatres. Many continued to offer seasons of variety performances, and there was still great interest in the entertainment, but it was now required to compete with new media: first the cinema, then radio. New music styles such as jazz were also gaining in popularity. Its influence is evident in some later Music Hall songs: ‘Lily of Laguna’ (1898) uses syncopation and describes an idealised world of African Americans living in the Southern States of the US. Its use of language such as ‘nigger’ and ‘coon’ would be considered offensive today, but reflects the very different attitude to race at the time (Davison 1971: 95). The song was written by the English songwriter Leslie Stuart for Eugene Stratton, an American performer who appeared regularly ‘blacked up’ : this practice was widespread within the Music Hall, and continued for many years with The Black and White Minstrels a popular TV show as late as the 1970s. By the 1940s, Music Hall had largely disappeared. Gramophones provided musical entertainment in the home. The stars of variety diversified: Gracie Fields developed firstly a film career then focused on radio broadcasts in addition to appearances in variety (Gammond 1991: 189), and George Formby appeared in a number of films as well as continuing the work of his father (also George Formby, a popular variety singer at the turn of the century) in Royal Command performances and other revues (Gammond 1991: 203). The Legacy of the Music Hall The influence of the Music Hall is still very much evident in British culture. It played a major part in the development of stand-up comedy, and the Comedy Club, which has seen a revival in recent years with chains such as Jongleurs, owes an obvious debt to the Music Hall tradition. The variety show featured regularly on TV well into the 1970s on shows such as ‘The Good Old Days’, and the annual Royal Command Performance, with a range of acts, is still televised. Pantomimes too feature many characteristics of those in the late 19th century, with TV personalities taking the roles that Music Hall celebrities enjoyed a hundred years ago. The musical styles seen in Music Hall continue to influence artists. ‘Obladi, Oblada’ (Lennon and McCartney, recorded by the Beatles 1968) features a fourline verse with sequence-based melodies and a simple refrain, with a line repeated, reminiscent of the choruses inviting audience participation in Music Hall. More recently, Blur’s ‘Parklife’ (1994) uses the concept of performer taking on a personality, with club- and concert-goers joining in with the ‘Parklife’ motif at the end of each line, much like a Music Hall audience would have joined in with choruses. Music Hall should therefore be seen not just as a cultural phenomenon in its own right, but as a development in a long history of popular song and entertainment. Bibliography Clarke, Donald (Ed) (1989) Penguin Encyclopaedia of Popular Music (Viking, London) Davison, Peter (1971) Songs of the British Music Hall (Oak Publications, New York) Dickens, Charles Jnr (1879) Dickens Dictionary of London ‘Music Halls’, reproduced on www.arthurlloyd.co.uk Frith, Simon and Marshall, Lee (2004) Music and Copyright (2nd Edition, Edinburgh University Press, Edinburgh) Frow, Gerald (1985) Oh Yes It Is! A History of Pantomime (BBC, London) Gillies, Midge (1999) Marie Lloyd: The One and Only (Gollancz, London) Gammond, Peter (1991) The Oxford Companion to Popular Music (Oxford University Press, Oxford) Harding, James (1990) George Robey and the Music Hall (Hodder and Stoughton, London) Harris, Jose (1994) Private Lives, Public Spirit: Britain 1870-1914 (Penguin, London) Kilgariff, Michael (Compiler) (1998) Sing us One of the Old Songs: A Guide to Popular Song 1860-1920 (Oxford University Press, Oxford) Middleton, Richard (1990) Studying Popular M usic (Open University, Milton Keynes) Price, Richard (1999) British Society, 1680-1880 (Cambridge University Press, Cambridge) Sadie, Stanley (1980) New Grove Dictionary of Music and Musicians Vol. 12 pp831-834 (McMillan, London) Thompson, F M L (1988) The Rise of Respectable Society: A Social History of Traubner, Richard (1984) Operetta: A Theatrical History (Gollancz, London) Victorian Britain 1830-1900 (Fontana, London) Waites, Bernard, Bennett, Tony and Martin, Graham (Eds.) (1982) Popular Culture: Past and Present (Croom Helm, London, in Association with the Open University) Weightman, Gavin (2003) What the Industrial Revolution Did for Us (BBC, London) Websites www.arthurlloyd.co.uk Anon (1867) Extracts from ‘The Tomahawk, 14th and 21st September 1867   Dickens, Charles Jnr (1879) ‘Music Halls’ from Dickens’s Dictionary of London Greenwood, James (1869) The Seven Curses of London www.pepysdiary.com Pepys, Samuel (1661) Diary extract from 31st August 1661 Recordings Blur ‘Parklife’ (From the album ‘Parklife’, 1994, Food Records) The Beatles ‘Obladi, Oblada’ (From the White Album, 1968, Parlophone)

Kissed by Poverty :: Personal Narrative, Autobiographical Essay

In 1990 my family and I left Kuwait on our vacation to the United States. This vacation was anything but normal. On August 2, 1990, Saddam Hussein invaded Kuwait and consequently we were not able to return. We soon found out that our home was in ruins, and everything was lost. I was seven years old when my family and I realized that the United States was to be our new home. The start of our new lives began in St. Louis, Missouri. At this time all I could think about was how my once prominently wealthy family was no more. My father and mother were out of work, my sisters and I couldn't go back to our friends and schools, and our lives had taken a complete twist. I thought about how I would never see my friends again, how I couldn't play soccer after school anymore, and realizing just how the childhood I had was lost. When I started school the next in America, I was shocked. My father advised me that this would be a big challenge, and that only the fit would survive in this volatile wo rld. So I understood what was to come, and would most definitely try my hardest to make my father proud. I took the challenge head on, but honestly I was afraid. Thoughts of failure lurked in the back of my mind. Will the kids accept me? Where will I sit at lunch? What will the teachers think of a kid who does not speak English well? These thoughts made me want to turn around and go back to where I came from. Instead I was amazed by the atmosphere in the American schools, as well as the kindness and understanding of my teachers and peers. They encouraged me to go forward and meet the challenge. Fortunately I came from a family which values education. My father told my sisters and me that "success in America is a choice and it will be achieved only through education." In the following years I watched my two sisters graduate with honors as chemical engineers from two prominent colleges. Seeing their success made me eager to follow in their footsteps. For the most part the nine years I spent in Missouri were happy and joyful. I was molded to be a successful student and friend. I gained the friendship of my peers and the admiration of my teachers, many to whom I still keep a close contact with. Kissed by Poverty :: Personal Narrative, Autobiographical Essay In 1990 my family and I left Kuwait on our vacation to the United States. This vacation was anything but normal. On August 2, 1990, Saddam Hussein invaded Kuwait and consequently we were not able to return. We soon found out that our home was in ruins, and everything was lost. I was seven years old when my family and I realized that the United States was to be our new home. The start of our new lives began in St. Louis, Missouri. At this time all I could think about was how my once prominently wealthy family was no more. My father and mother were out of work, my sisters and I couldn't go back to our friends and schools, and our lives had taken a complete twist. I thought about how I would never see my friends again, how I couldn't play soccer after school anymore, and realizing just how the childhood I had was lost. When I started school the next in America, I was shocked. My father advised me that this would be a big challenge, and that only the fit would survive in this volatile wo rld. So I understood what was to come, and would most definitely try my hardest to make my father proud. I took the challenge head on, but honestly I was afraid. Thoughts of failure lurked in the back of my mind. Will the kids accept me? Where will I sit at lunch? What will the teachers think of a kid who does not speak English well? These thoughts made me want to turn around and go back to where I came from. Instead I was amazed by the atmosphere in the American schools, as well as the kindness and understanding of my teachers and peers. They encouraged me to go forward and meet the challenge. Fortunately I came from a family which values education. My father told my sisters and me that "success in America is a choice and it will be achieved only through education." In the following years I watched my two sisters graduate with honors as chemical engineers from two prominent colleges. Seeing their success made me eager to follow in their footsteps. For the most part the nine years I spent in Missouri were happy and joyful. I was molded to be a successful student and friend. I gained the friendship of my peers and the admiration of my teachers, many to whom I still keep a close contact with.

Dante, Plato, Aristotle Essay

The assignment is poetry v. philosophy. Plato speaks of a quarrel b/t poetry and philosophy. He dismisses the arts while Aristotle defends them. DO we see traces of this quarrel in later traditions? If so, where? And how is it played out there? For this essay, in addition to Plato and Aristotle, focus on Dante’s Inferno. (Please look to see if my thesis is clear and strong, my evidence is all relevant, and whether this whole essay persuades you) Throughout his life, Plato strongly believed that the arts and philosophy directly opposed each other. On the other hand, Aristotle defended poetry as an aid to philosophy. Dante, a philosophical poet, successfully synthesizes Plato and Aristotle’s views in the Divine Comedy of the Inferno without compromising either school of thought. He acknowledges the fact that while the arts have its uses within the material world and philosophy its uses in the spiritual, both need the other to be complete. Both Plato and Aristotle agree that poetry brings about great emotion which has a lasting impact on the individual and society. However, they disagree on poetry’s emotional effects. In Meno, Plato believes it results in harm while Aristotle argues that it leads to improvement in Poetics. Upon closer inspection, we see that Dante’s Inferno contains a philosophical significance underlying its poetic style. Poetry and philosophy work towards the same end, but in different ways. There is no doubt that poetry is an imitation. What Aristotle and Plato dispute over is the source of that imitation. Plato strongly states that the arts are mimetic, twice removed from the truth. They are an imitation of the ideal entities in the realm of the forms, in which all things are perfect. For instance, tragedy presents multiple possibilities and situations rather than a single essence. In Meno, Plato’s Socrates discusses the difference between doxa and episteme. Poets, politicians and priests utilize doxa, a type of knowledge that is not mediated through any intellectual reasoning. This further demonstrates the composition of the material realm. Right opinion, or doxa, flees from the mind just as the materialistic body quickly perishes. Socrates says opinion is not worth much until it is â€Å"fastened with reasoning of cause and effect† (Plato 65). He is alluding to episteme, true knowledge that remains in the brain. This is accomplished through intellectual inquiry in the ideal realm. Throughout the dialogue, Menon insults Socrates by saying he looks like a stingray, alluding to a type of numbing-drug. However, Menon proves to have false knowledge as Socrates shows how anamnesis occurs via the Socratic Method. Only when he experiences aporia, the state of confusion and realization of one’s ignorance, can he reach true knowledge. The reference to the drug, pharmakon, symbolizes how Menon became numb to the false, material world in order to transition to the divine realm where all things originate. While Plato asserts that imitation comes from the true essence of things, Aristotle believes it has its roots in human action. In Poetics, he examines how humans have an instinct for imitation, harmony and rhythm. We often learn our earliest lessons from mimesis. Aristotle asserts that the only way to reach the ideal is through action. He views it as a horizontal developmental rather than a vertical one, as Plato did. By the process of energia, we move from potential to actuality. This is also analogous to the concept of the material to the ideal. We come out of the cave and into the sun through our own activities. As the arts best represent action, tragedy contains knowledge because it presents psychological possibilities and universal truths about ourselves. Each possible reality may be the ideal essence. Tragedy, after all, is an imitation of action and of life, not men. The stage externalizes what’s within our souls. The actors play out the meaning of life which the audience can safely inspect without endangering themselves. This perspective is extremely human-centric compared to Plato’s divine ideal. For instance, tragedy contains plot that is action-centric and based on the structure of incidents. Unlike a story, a plot’s events can be resequenced in any fashion. This is like an experiment in which the stage is our lab. A plot can furthermore be split in two ways: complex or simple. A complex plot contains peripeteia and anagnorisis. The latter, similar to Plato’s Meno, shows the progression from ignorance to knowledge. Yet the characters on stage, even after making decisions, are still susceptible to Fortune’s will. Thus peripeteia occurs, alluding to God and the divine realm we ultimately reach with the aid of anagnorisis. There are some things people can’t control. However, what we do imitate and control are our actions within the material world. For Aristotle, action was the most significant aim to focus on. In Dante’s Inferno, the poet Virgil guides Dante into Hell. Poetry begins to act as a gentler remedy compared to philosophy. It is more relatable to the human mind and physical world. Through catharsis, Dante must eliminate all emotional tumult to become enlightened. This process of catharsis is similar to the movement from the material to spiritual realm. Paradiso, the highest realm, is where true intellect exists and where we become one with God. In the second canto, Dante demonstrates the wickedness of emotions and the materialistic realm when Virgil tells him: Your soul has been assailed by cowardice, which often weighs so heavily on a man- distracting him from honorable trails- as phantoms frighten beasts when shadows fall. (lines 45-48) This is an extremely Platonian perspective. Partially right, Plato believed that tragedy produced cowardly leaders as it appealed to passion rather than logic and reason. Through Virgil, Dante demonstrates how the arts, especially poetry, are effective in cleansing the soul of emotion by experiencing or contemplating it. Much like the Socratic Method in Meno, Dante must become â€Å"numb† to false knowledge via catharsis and begin with a clean slate. He accomplishes this by observing the damned in the inferno. When he passes through aporia, only then will he become enlightened and obtain truth. The shadows are a reference to Augustine’s â€Å"visio corporals,† the cave of pure materiality, in which false knowledge resides. Dante says in canto one that man must come out of the â€Å"shadowed forest† (line 2) where he is â€Å"so full of sleep† (line 11). All this is accomplished through human action, represented through tragedy and poetry. Furthermore, Virgil symbolizes the coming emergence of Christian Rome through Dante. He has already taken Aeneas to the Underworld, setting up the entire story. Parallel to this, poetry lays the necessary foundation for the coming age of philosophy. Dante uses typology of the inferno to paradiso. Like the Hebrew Bible, the inferno remains incomplete and foreshadows what’s to come. The New Testament completes the text, in the same way philosophy does to poetry. Each is interdependent on the other. In the Inferno, Dante fails to read the inscription to the Gateway to Hell, demonstrating how the archaic style of backgrounding no longer resounds in the new age of foregrounding. This method brings to light how the mind reads and interprets with reason. Because the material realm is incomplete, Dante cannot move to this abstract, spiritual meaning without first going through the forest. In the third canto, Virgil describes to Dante how those in hell have â€Å"lost the good of the intellect† (line 18). The mind can never be fulfilled as it is a pure sensory experience. This is proven when Virgil is only able to guide Dante so far. He cannot take Dante beyond the material realm because he is not a Christian. He represents the arts, the non-metaphysical. A higher entity, Beatrice, will lead him to paradiso. Virgil declares in canto one: â€Å"If you would then ascend as high as these / a soul more worthy than I am will guide you† (lines 121-122). Likewise, we can think of poetry, represented by Virgil, as a disguise to philosophy, the eventual remedy of Beatrice. While philosophy speaks of a thing itself, poetry uses metaphors as a transition to reach a philosophical conclusion. It is a vehicle for truth in its own peculiar way, addressing our minds through imagination, sensibility and feelings. Dante can synthesize Plato and Aristotle’s views because they are working toward one common goal: the divine, the cave of pure intellect. The mechanisms of philosophy are simply a more sophisticated turn on poetry. Traces of Plato are still seen in Dante, especially when he states in the fifth canto: â€Å"Those who undergo this torment are damned because they sinned†¦ subjecting reason to the rule of lust† (lines 37-39). However, in tragedy, what seems irrational and absurd to the audience becomes permeated with reason as it speaks the universal truth about ourselves. The arts show there is something beyond human thought and action as the audience learn how we cannot control everything. There is something beyond this human, materialistic world that we cannot begin to understand. This is God, which is exactly what philosophy aims at. It speaks the truth, not only of human action, but of the existence of the ultimate good. In this way, poetry consists of rational thought and intellect. Virgil tells Dante in canto eight: â€Å"Forget your fear, no one can hinder our passage; One so great has granted it† (lines 104-105). We are turning inward to our souls to reach the divine. This also speaks of God’s infinite and unexplainable power. God makes the impossible possible. Dante had to go down into the deepest level of hell to see the divine. This irony demonstrates catabasis and anagogy, the one single movement towards God. Furthermore, Cassius and Brutus foreshadow Judas’ betrayal. These three make up the material inversion of the Holy Trinity. We are able to see God in Lucifer. This demonstrates the typology from the inferno to paradiso as well as the process of recollection in Plato’s Meno and Aristotle’s Poetics. Just as Dante had to move through death to experience life, the reader must pass through poetry to obtain philosophy. All thinking about God involves moving from the material to the realm of the forms. The divine uses metaphors, our language, to help us understand. We are able to indirectly talk to God through poetry as He determines our fate. It was his will to send Dante into Hell. Like poetry’s catharsis and philosophy’s pharmakon, Dante engages his mind as he journeys through the inferno. By looking and contemplating the suffering of the damned, he becomes reconciled to aspects of his life which would otherwise be nonsensical. Both the poet and philosopher seek the existence of God and of the metaphysical. Although Dante recognizes that the arts have limited utility, he realizes how poetry helps lay the foundation for philosophy through the Aristotelian and Platonian method. It has a cognitive function by helping to better appreciate and complete philosophy. As Venantius Fortunatus wrote in his hymn Vexilla Regis, â€Å"†¦ by death did life procure. † Likewise, by poetry did philosophy come about.

Monotheistic Religions

After much deep thought and brainstorming about this reflective statement for the monotheistic religions, I realized how much that I have grown intellectually since the beginning of the semester. It is evident that I truly put what Mr. K said at the beginning of the semester into theory: â€Å"don’t believe anything I say. † Prior to taking this course I had very little knowledge about world religions, and the only knowledge I did have were taken from media sources. I was very eager to learn about Zoroastrianism, Judaism, and Sikhism, but not so much about Christianity because I am quite familiar with Christianity. This assignment made me realize that I never took the time to think outside of the box, and I’m happy to say that I started, not only in this class, but in all of my other courses. The video â€Å"History on The Devil† was especially captivating because the word â€Å"devil† is synonymous with numerous religions, and used quite frequently in everyday life. I was raised Catholic, and I always associated the Devil with all of the stereotypical ideas and theories like: the fight between good and evil, and the opposite of God. After watching the movie, the meaning of the Devil changed. Now it means anything that is destructive to one’s self. General examples include not losing 10 lbs. due to lack of exercise, a drug addiction, and abusive significant other, or not pursuing a life-long dream. Personally, the challenge or â€Å"Devil† that I face in my life is not completing my degree in a timely manner. I have allowed too many obstacles to come into my path, and delay my success. It is odd how a movie on the devil would offer me motivation to complete school. Chapter 8 Judaism was very intriguing to me because I wanted to visit B’Nai Israel Synagogue for my Religious Visit report. I did not want to attend the service without a basic knowledge of Judaism because I felt like that would have been somewhat disrespectful and in order to be fully immersed in the culture I needed a foundation. According to the text book Israel refers to â€Å"all those who answer the call of God and who acknowledge and strive to obey the one God, through The Torah, or teachings, given to the patriarchs, Moses, and the prophets. † It is this aforementioned quote that intrigued me to learn more about Judaism. It was a simple statement, but I wanted to learn more. As a child, I attended a Synagogue for a summer camp. I am not a practicing Jew, nor are my parents or any close relatives, so at times I felt left out. I remember taking Challah bread on Fridays, and reading out of what I thought was â€Å"The Bible, which is referred to as Tanakh, but I never learned anything about what Jewish people believed or their heritage. There is more to follow on Judaism in my report. I hate to admit this, but I had several stereotypical views of Islam. The aspects of Islam that offended me were the treatment of women, how the institution of marriage is treated, the fact that it is a patriarchal religion, and its affiliation with U. S terrorism. After reviewing the text and videos, I was pleasantly surprised to learn that Islam means â€Å"peace†, and that treatment of women has improved dramatically. Furthermore, polygamy is allowed, but rarely practiced. The spiritual practices and beliefs of Muslims can be summed up in the Five Pillars: belief and witness, daily prayer, zakat (charity), fasting, and Hajj (pilgrimage to Mecca). The last religion I would like to touch base on is Sikhism. I grew up in Taos, NM and there was a Sihk temple down the street, and I was always fascinated by this culture. After researching Sikhism in NM, it is interesting to know that Espanola, NM houses one of the world’s largest populations of Sikhs in the entire world. Sikhism is a monotheistic religion that originated in India in the 15th century. Their place of worship is called gurdwara. The Five K’s refers to the article of faith worn by the Sikhs which include: Kesh, kangha, kara, kachera, and kirpan.

The Rise in Migration to Singapore essays

The Rise in Migration to Singapore essays Singapore has come a long way since independence thirty-six years ago. Today, she has become the focal point of South-East Asia, a cauldron of different races, cultures and religions. Singapore has been colonized by the British ever since Sir Stamford Raffles stepped foot on her shores and she is not unfamiliar with the number of foreigners working here whether for the British empire or simply stopping over with ships to trade. However, these foreigners of Singapores colonial past never belonged here. After World War II broke out and Japan posed a real threat of invading Singapore, thousands of expatriates rushed for the first flight out of this sunny oasis. Similarly, during the turbulent years of Singapores independence, many of her foreign friends opted to leave for home elsewhere together with the British withdrawal of troops based in Singapore in 1968. The tide has turned through the passage of time. Now, Singapore is a desirable destination for foreigners choosing a new home. I believe that the migration of foreigners to Singapore is of benefit to both the economy and society and more should be done to attract them. Firstly, foreigners migrate to Singapore for economic reasons. Singapore is a fast developing economy that is bursting with opportunities. Foreigners have seen how Singapore emerged from the 1998 Asian Economic Crisis relatively unscathed and they are suitably impressed by this remarkable achievement. Multi-National Companies (MNCs) have targeted Singapore as their regional headquarters for operations in South-East Asia. These companies include IBM, Microsoft, Palm, all reputable international companies. These MNCs send their top talents from overseas branches to work in Singapore and be in charge of the regional headquarters and there is no shortage of foreigners in MNCs. Local companies have responded to the competition of foreign companies and sought to lure the best of talents around the world to ...

Happiness Enough Already Essays

Happiness Enough Already Essays Happiness Enough Already Essay Happiness Enough Already Essay Teddy Murray Brent Jackson English 5 March, 2015 Happiness: Enough Already In respects to being a popular work, I personally find Sharon Burgles article, Happiness: Enough Already, to be rather good. Firstly, this article is easy and interesting to read. Secondly, it contains the points of views of different authors. And thirdly, its information is generic enough to be relative to almost everyones life. Barleys article is structured logically and is worded clearly to the audience. One does not feel bored while reading this piece. The author does a erroneous job capturing the readers attention throughout the article. However, being a popular article, the author does include very specific words that would be difficult for a reader to understand if he or she was not educated in the topic this article covers. But these words are well explained, which do make the article less scientific and more pleasurable to read. In my opinion, good article is based on the inclusion of multiple researchers and sources. This article does this by acquainting the reader to multiple authors and their works (De Dinner of Rethinking Happiness, Eric Willows Against Happiness, and many more). I also thought this article was well done because of the insightful message it conveys. The article explains that people must feel sad or melancholic sometimes in order to experience all aspects of human emotion, which benefits ones quality of life. Being sad teaches people how to survive, makes them stronger and generally hardier. Moreover, the author captures the readers attention by pointing out evidence that suggests people who feel some kind of discontent are more ambitious and tend to be more eager to change their life for the better by pursuing their goals. : The author notes how most artists created their masterpieces in the period of melancholy. Sadness can be named the muse of art. Best poems are written because of unrequited love; the most significant ideas came to those who were on the edge. I believe that everyone will find the information in this article to be useful and relatable. American society is oriented in all the aspects of life. People are used to seeking happiness for themselves and for others, but sometimes people are placed in situations where unhappiness is necessary and natural. And this article does a great job expressing that fact. However, this article does have a downside-?the entire thing is extremely negative. I found the authors criticism of positive psychology and of the salesmen to be rather unfair. In my mind, positive psychology does a lot for understanding the well being of others, and think it deserves more respect than what the article gives. Furthermore, the whole spirit of the article is too dismal. The fault in this article is that there are no positive promises to the audience, which might lead some to choose overall sadness for his or her life. In fact, one might even find themselves rather sad themselves from just reading it.

Advantages Disadvantages of electronic commerce

Advantages & Disadvantages of electronic commerce History In the 1970s, the term electronic commerce, referred to electronic data exchange for sending business documents such as purchase orders and voices electronically. Later, with the development of this industry, the term of electronic commerce is used to the business of goods and services via the web. When the first World Wide Web was introduced in 1994 as comprehensive, many well-known researchers have been predicted this type of business the web-based business will become soon important in the world economy, but it took four years that HTTP based protocols should be widely available to users. The first electronic commerce created in the USA and some European countries in 1998. These types of business are formed with beginner and unprofessional websites and it has been expanded rapidly. Electronic commerce was spread rapidly in most cities in America, Europe, and East Asia in 2005. Some say dates of electronic commerce return to prior of the Internet, but due to the costs of this style of business, only business and financial institutions and corporations could use it. But with the widespread use of the Internet to all of the people and change the structure of electronic commerce, this kind of business from the specific business case for a particular group out and became the industrial form. Frameworks Electronic commerce framework is comprised of three levels that this framework is needed to for successful electronic commerce. 1. Infrastructure The first part of the framework for electronic commerce is including hardware, software, databases, and communications. It is used in term of World Wide Web on the Internet or other message switching methods on the Internet or other telecommunication networks. 2. Services The second part of the framework includes a wide range of services that provide the ability to find and present information and are including the search for trading partners, negotiation, and agreements 3. Products and Structures This section of the electronic commerce frameworks consist forecasts and direct provision of goods, services, and trade-related information to customers and business partners, cooperation and sharing of information within and outside the organization and organizing of environment of electronic marketplace and chain of supply and support. Advantages Disadvantages The invention of new telecommunication networks and modern online devices has resulted in a new business. In fact, electronic commerce has become one of the most popular activities on the web. Electronic commerce created many benefits for companies and users, however, some disadvantages and serious problems stem from this issue. We can also sell any time, night or day, 365 days a year. Even while we are resting, our users can visit our website, search our goods, services, and determine their orders. Decrease Transaction Costs If we buy from the online store, we spend low operational cost, we have a better quality of service, and we can cut the many unnecessary costs. For example, if our goods or services downloadable, we will have transport costs completely cancel. Conduct a Business Easily In electronic commerce, we do not need physical company setups or there are not any crowds to deal with. We can buy from our house comfortable; users can easily choose goods from various procedures without moving around physically. Comparison in Prices Everyone can easily compare fees among the various websites. We can usually earn discounts on fees when compared with normal shop fees. Disadvantages Security Security pursues to be the main problem in electronic commerce. Everyone good or bad can easily open a website, and there are many bad sites, which their aim is users money. Guarantee There is no guarantee for product quality. Our orders might be damaged in the post or things may look different online to what you actually receive, for example, slightly different colors and feel of clothes or the freshness of vegetables and fruits. Social Relationships Electronic commerce allows users that buying and selling goods and services without geographic limitations but in this method, we have not any contacts and relationships with other persons and loss our social contacts. Impact Electronic commerce is a new method business that mixes all of the prior methods and transaction styles. Electronic commerce and electronic business have an impact on many districts of business, for instance, economics, marketing, computer science, finance and accounting, production and operation management, management information system, human source management, business law, and ethics. The following are some of the factors describe: Marketing The rise of information technologies and computer networks has many effects in business especially in the field of marketing. Everyone can make markets work more efficiently and they can improve their career with information management within a group. In this case, they can decrease the cost of opera tions and catch new markets and new opportunities for selling and transactions. Economics In the industry world, managers must encourage and conduct employees to devise plans to take advantages of new economic opportunities. Electronic commerce is creating new opportunities for the global economy, for example in the global travel and tourism industry. Transforming from traditional business method to electronic commerce method is hard and there were many different factors for companies to adopt them with electronic commerce factors. For this work, they must use the Internet and many other online networks, because for grow and use from new economic opportunities in each industry it is necessary to be matched with new technologies. Finance and Accounting Two decades of progress in information technology and development of its applications in the field of economic and social to form a new chapter of relations between people, institutions, companies and governments and new concepts are emerging on the literature of economic and trade. Internet as a global network, as well as prerequisite of electronic commerce, for reason flexibility, attractive, ease of use, low-cost access and ubiquity, is changing the traditional business moreover, electronic commerce had a significant impact on finance and accounting that include saving time, disinflation, increase productivity, reduce the demand for money (reduce the cost of publishing) and etc. Production and operation management The outcomes of a managers work, by on-time product qualify productions and with the least cost is determined. For this purpose, the first requirement is the correct information. Electronic commerce is the best way to have the most accurate and correct information for managers because consumers transmit their demands to managers directly

(company law) What is meant by the statutory contract, and what is its Essay

(company law) What is meant by the statutory contract, and what is its importance for company law - Essay Example The limitation in the rights of the members could be attributed to the rights of the other members and also in the company’s separate personality which could call for the best interests of the company or the will of the majority to take preference. As a result, the multifaceted nature of this â€Å"contract† has created a demand for an additional directive in this area. The Nature of the Statutory Contract Contracts could be commonly found between two parties, consequently rendering third parties to intermittently acquire rights. These parties would in turn possess communal obligations as well as prima facie and any infringement is subject to an action for damages.2 On the other hand, the company contract could also be taken into consideration as unique. It covers several members making it imperative to determine who parties to it are and when it could be imposed. The requirements of Section 14 do not distinguish the company as being party to the contract instead it takes no notice of its separate legal unit, and grants only that it is compulsory as if signed and conserved by each member. Consequently, the shareholders are bound to the company and, even though not statutorily given for, the company is also bonded by the Articles, to the member. Nonetheless, the shareholders could solely implement their rights qua members3, at the same time as the articles structure a contract involving members which is generally solitary enforceable by means of the company, this is with the exception of the of member posses personal right5. On the other hand it should be taken into consideration that an â€Å"outsider† right, for example one not connected to the â€Å"collective constitutional rights† could not be imposed7. The term â€Å"outsiders† could include people such as directors. There are concerns shed over the modification

International Marketing - Brazil Country Notebook Term Project Paper

International Marketing - Brazil Country Notebook Project - Term Paper Example The success of a business depends on culture. Culture varies from country to country depending on the origin, religion or cultural practice of the indigenous population. In fact, the tradition of the indigenous and the effect of religion in behavior is advance. For example, Brazil population is affiliated to Catholicism and the impact of religion may be adverse in some areas. However, Christianity offers the opportunity for success through integration and acceptance. Brastemp is a company dealing with kitchen equipment with the main focus being on cookers and fridges. It targets export to countries such as the US, Argentina and other South American countries. However, in the next decade the company intends to supply its product globally by venturing into Asian and African markets. The origin of the Brazil nation is under dispute by archaeologists. However, the beginning of the nation can be traced back to the native population described by the Portuguese colonizers as Indians. In the early discovery there were over 2000 tribes living in Brazil. The nature of the population owing to the difference in origin is complex with a diverse approach to business and other related activities. The history of Brazil is a complex story with diverse conflicts in academic report or work. In fact, the country’s history is divided into several eras with the main focus being on the colonization era. For business, the population and preference is vital because they help in determination of the market quality. Geographical setting Brazil is locates in the South America continent and is covers almost half of the continent. It is the largest country in the continent but has diverse coverage. The total area coverage is 8,514,215km2 which is both land and water combined. It is border

Cardiopulmonary Resuscitation Essay Example | Topics and Well Written Essays - 1750 words

Cardiopulmonary Resuscitation - Essay Example The decision of â€Å"do not resuscitate† is made by the patient if he is functionally able to convey it. If otherwise, the family members may have to make the decision when it is called surrogate decision (Torke, 2011). The subject has been the topic of discussion along with other end-of-life decisions due to the ethical and legal bearings (Sham et al, 2007). The decisions on the withholding of the treatment for the sustenance of life would be relaying the message that the patient accepts the progression of the disease and that he trusts the healing physician. There will be an underlying desire to reduce the burden on others. The wish to live and die naturally could also be influencing his decision (Sham et al, 2007). Research has elicited various factors influencing the doctors when the DNR (do not resuscitate) orders are made. These are based on the themes of a probability of survival, the desire of the patient, the quality of life prior to present illness and the quality e xpected after it (Sham et al, 2007). Federal and State policies in the US advice advance care planning where the patient may be encouraged to make his decision for other end-of-life decisions but DNR has been excluded (Sham et al, 2007). The BBC News has reported that the British Medical Association and the Royal College of Nursing in the UK have issued guidelines which indicated that the DNR orders could be issued only in consultation with the patients and families (BBC Ethics Guide, 2011). In Australia, the not-for-resuscitation (NFR) orders formed part of the medical practice but policies have still not yet provided a fool-proof method of implementation (Sidhu et al, 2007). Researchers indicate that current policies showroom for improvement: there are no standardised forms or patient information leaflets (Sidhu et al, 2007). A clinical audit had been conducted by Salins and Jansen as a retrospective study to determine the accuracy of documentation of NFR orders in patients who had died at the Lyell McEwin Hospital (2011).   This hospital was part of a teaching hospital in South Australia in 2007.   Eighty-eight files could be accessed for information.  

The age of the crusades Essay Example | Topics and Well Written Essays - 2500 words

The age of the crusades - Essay Example They wore cloth cross (crux) sewn into their clothes - this is he most obvious background of the word "crusader" . The background of the crusades lie in Western developments earlier in the Middle Ages, as well as the deteriorating situation of the Byzantine Empire. The collapse of the Carolingian Empire in the later 9th century, combined with the relative stabilization of local European borders after the spread of Christianity among Vikings, Slavs and Magyars, meant that there was an large class of warriors who by that time had very little to do but fight among themselves and plunder the peasant population. The Church tried to interfere into this violence with the Peace and Truce of God movements, forbidding violence against certain people during certain seasons or times of year. This was somewhat successful, but trained warriors always sought an outlet for their violence. Thus, plea for help from the Byzantine Emperor Alexius I in opposing Muslim attacks fell on ready ears. After the numerous attacks of Seljuks, the Byzantine emperor Alexius I called for support, in 1095 Pope Urban II called upon all Christians to wage a war against the Turks. Crusader armies moved to Jerusalem and destroyed several cities on their way. In 1099, they took Jerusalem and massacred the local population. Eventually, several small Crusader states were created, for instance, the Kingdom of Jerusalem. Also there was another wave of crusaders, which was less successful. 2) Second Crusade (1147-1149) Christians and Muslims co-existed in the Holy Land in peace for a long time, but in 1147 Bernard of Clairvaux called for a new crusade when the town of Edessa was captured and occupied by the Turks. French and German forces made a foolish attack on Damascus, creating the dangerous situation over the whole crusader state. Invasion was failed, so army of loosers had to come back to their countries. 3) Third Crusade (1189-1192) In 1187, Saladin recaptured Jerusalem. Pope Gregory VIII ordered a new crusade, which was led by several of Europe's most important leaders: Philip II of France, Richard I of England and Frederick I, Holy Roman Emperor. This crusade will be examined in detail in the next chapters of this work. 4)Fourth Crusade (1202 -1204)The Fourth Crusade was initiated by Pope Innocent III in 1202, when Muslims intended to capture the Holy Lands through Egypt. The Venetians gained control of this crusade and moved to Constantinople, where they attempted to place their protg on the throne. As a result, the city was sacked in 1204. The high spirit of the crusade was now dead, and this crusade can be explained as the kind of Papacy's struggle.

Roots of British Intelligence Essay Example | Topics and Well Written Essays - 2500 words

Roots of British Intelligence - Essay Example Also important to note was the fact that the formation of this Intelligence Branch did not create a service-wide acceptance of the contributions of intelligence to war or peace. During the Boer War, Britain was forced to realize the importance of intelligence, as it failed to incorporate intelligence operations in its strategy and implementation. This forced Britain to focus in on how intelligence could be used during both war and peacetime. 1 A main obstacle to the place of intelligence in the 20th century British army focused on the delineation of the objectives of intelligence operations as well as being able to recognize what kind of person would be required to place those concepts into effect. It is important to remember that the concept of peacetime preparation for field intelligence had not been distinguished clearly at this time, and gathering military intelligence during times of peace was very overt as well as ad hoc in approach. Furthermore, other issues stood out as well. Wartime interactions between intelligence officers and soldiers were often filled with feelings of mistrust, and there was also no solid approach or agreement about training different intelligence corps at this time. The time of the Boer War through the beginning of the First World War demonstrated the makings of a commitment to intelligence as a need, and a desire to train professional intelligence officer corps developed. This commitment an d appreciation, however, were not adequately translated into policy implementation, and the outbreak of war in 1914 found Britain's military intelligence preparations to be woefully inadequate for the issues that would lay ahead. 2 The military was able to recognize from the start that the type of officer to be involved in intelligence would be that of a different caliber. As far as the proper training of these men was concerned, however, it was open to some argument. It was obvious to see that the purpose of instructions and the lessons learned were not used at the turn-of-the-century War office. A good example of this is the fact that the start of the Boer War actually revealed that British military intelligence was extremely disorganized. It was obvious that the military could not predict of prepare for the start of the war, and the Intelligence Division's efforts here were hurt because they did not have enough training or resources, probably resulting from the fact that the army's leadership was also not interested in making the best use of them. However, as the Boer War came to a close, it became clear that British intelligence was evolving into something that was much more organized and useable, although this certainly did not promise for this concept of intelligence to play a large role in military affairs. Another factor that hurt this development of intelligence was the fact that all of the intelligence work made during the war was de-emphasized after the post-war demobilization. The Royal Commission on the War in South Africa, which reviewed all aspects of the origins and conduct of the war, seemed very happy with the prewar focus of the intelligence department as well as its ability to become more organized. As a result, they suggested that there was no necessity for general departmental reform or a more permanent or consequential peacetime intelligence establishment. The ad hoc

Cardiopulmonary Resuscitation Essay Example | Topics and Well Written Essays - 1750 words

Cardiopulmonary Resuscitation - Essay Example The decision of â€Å"do not resuscitate† is made by the patient if he is functionally able to convey it. If otherwise, the family members may have to make the decision when it is called surrogate decision (Torke, 2011). The subject has been the topic of discussion along with other end-of-life decisions due to the ethical and legal bearings (Sham et al, 2007). The decisions on the withholding of the treatment for the sustenance of life would be relaying the message that the patient accepts the progression of the disease and that he trusts the healing physician. There will be an underlying desire to reduce the burden on others. The wish to live and die naturally could also be influencing his decision (Sham et al, 2007). Research has elicited various factors influencing the doctors when the DNR (do not resuscitate) orders are made. These are based on the themes of a probability of survival, the desire of the patient, the quality of life prior to present illness and the quality e xpected after it (Sham et al, 2007). Federal and State policies in the US advice advance care planning where the patient may be encouraged to make his decision for other end-of-life decisions but DNR has been excluded (Sham et al, 2007). The BBC News has reported that the British Medical Association and the Royal College of Nursing in the UK have issued guidelines which indicated that the DNR orders could be issued only in consultation with the patients and families (BBC Ethics Guide, 2011). In Australia, the not-for-resuscitation (NFR) orders formed part of the medical practice but policies have still not yet provided a fool-proof method of implementation (Sidhu et al, 2007). Researchers indicate that current policies showroom for improvement: there are no standardised forms or patient information leaflets (Sidhu et al, 2007). A clinical audit had been conducted by Salins and Jansen as a retrospective study to determine the accuracy of documentation of NFR orders in patients who had died at the Lyell McEwin Hospital (2011).   This hospital was part of a teaching hospital in South Australia in 2007.   Eighty-eight files could be accessed for information.  

Roots of British Intelligence Essay Example | Topics and Well Written Essays - 2500 words

Roots of British Intelligence - Essay Example Also important to note was the fact that the formation of this Intelligence Branch did not create a service-wide acceptance of the contributions of intelligence to war or peace. During the Boer War, Britain was forced to realize the importance of intelligence, as it failed to incorporate intelligence operations in its strategy and implementation. This forced Britain to focus in on how intelligence could be used during both war and peacetime. 1 A main obstacle to the place of intelligence in the 20th century British army focused on the delineation of the objectives of intelligence operations as well as being able to recognize what kind of person would be required to place those concepts into effect. It is important to remember that the concept of peacetime preparation for field intelligence had not been distinguished clearly at this time, and gathering military intelligence during times of peace was very overt as well as ad hoc in approach. Furthermore, other issues stood out as well. Wartime interactions between intelligence officers and soldiers were often filled with feelings of mistrust, and there was also no solid approach or agreement about training different intelligence corps at this time. The time of the Boer War through the beginning of the First World War demonstrated the makings of a commitment to intelligence as a need, and a desire to train professional intelligence officer corps developed. This commitment an d appreciation, however, were not adequately translated into policy implementation, and the outbreak of war in 1914 found Britain's military intelligence preparations to be woefully inadequate for the issues that would lay ahead. 2 The military was able to recognize from the start that the type of officer to be involved in intelligence would be that of a different caliber. As far as the proper training of these men was concerned, however, it was open to some argument. It was obvious to see that the purpose of instructions and the lessons learned were not used at the turn-of-the-century War office. A good example of this is the fact that the start of the Boer War actually revealed that British military intelligence was extremely disorganized. It was obvious that the military could not predict of prepare for the start of the war, and the Intelligence Division's efforts here were hurt because they did not have enough training or resources, probably resulting from the fact that the army's leadership was also not interested in making the best use of them. However, as the Boer War came to a close, it became clear that British intelligence was evolving into something that was much more organized and useable, although this certainly did not promise for this concept of intelligence to play a large role in military affairs. Another factor that hurt this development of intelligence was the fact that all of the intelligence work made during the war was de-emphasized after the post-war demobilization. The Royal Commission on the War in South Africa, which reviewed all aspects of the origins and conduct of the war, seemed very happy with the prewar focus of the intelligence department as well as its ability to become more organized. As a result, they suggested that there was no necessity for general departmental reform or a more permanent or consequential peacetime intelligence establishment. The ad hoc

Learning Diversity Essay Example for Free

Learning Diversity Essay After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson Eller (1999, p121) posit that the term diversity mean: Whereas Borich Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: Honey and Munford Learning Styles Inventory, Kolb Learning style inventory, Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?