A Scanner Darkly

Ashlyn Phillips Mr. Flanigan/ Dystopian Literature Period 2 December 4, 2012 Who Are You? As young children we begin to develop a personality, one that is based off of the people we are surrounded with. When identifying who we are as people, physical appearance is less important in comparison to our spirits and mindsets. The body serves only as a shuttle for our spirits and minds, without these two assets our bodies would simply only be empty shells. In Philip K.Dick’s A Scanner Darkly, the protagonist, Bob Arctor, has fallen victim to a highly addictive drug called Substance D, which has the side effect of splitting the personality in one’s mind. In dealing with the abuse of this drug, Arctor begins to lose himself and forgets what really makes him who he is. Our souls, character and appearance determine who we are as people, without these three attributes it would be very difficult to differentiate between one human from the next.The brain begins to develop in the fir st trimester of pregnancy, even as fetuses we are able to think and begin to develop our personalities inside the womb. As we enter the world and begin living, our surrounding environments control the outcomes of our minds, bodies and spirits. If you are born into a wealthy family, it is more than likely that you will live a wealthy lifestyle; if you are born into a poor family, it is more than likely that you will live a poor lifestyle.In society, we are first identified by how much money we have, then by how we look and at last we begin to learn more about each other to identify who our characters are through how we wish to portray ourselves. Our personalities begin to develop when we are first able to open our eyes, smile and really when we begin to communicate with each other. From there we begin to learn what we like to do in life; whether it be dancing, singing, painting, playing sports, etc.These attributes are major when identifying a person. Our spirits begin to develop at an early age and although they can be slightly altered as life goes on, we never really change entirely. One can be judged by their physical appearance and be separated from one person to the next simply based on that, however, if asked who Bob Marley is as a person, the answer would be far more detailed than if only asked what he looks like. Personality and character traits are really the basis of determining who we are as people.If a set of identical twins were put in the same room together and a group of people were asked to differentiate between Sarah and Mary, they would only be able to based on appearance. The more in depth question would be, how can you tell who Sarah is and who Mary is? In answering this question many key attributes are discussed such as, Sarah may be more energetic, loud, creative, talkative, religious and athletic than Mary, allowing for their friends to automatically know who is who when confronted by either twin.Personality always gives the answer. If th e personality changes or begins to morph into two different sides, determining who someone is becomes a very difficult task. In A Scanner Darkly, Fred goes undercover as a drug addict in order to solve a major case but in doing so, he himself becomes addicted to the drug and his personality begins to split into two different people, Fred and Bob; Fred being the undercover cop and Bob being the addict.As Fred’s life morphs into Bob’s, he begins to lose himself entirely and the world as he knew it before completely changes into something different than he thought. â€Å"He will sink into a needle-and-a-spoon existence, or bounce off the walls in a psychiatric hospital or, worst of all, a federal clinic†¦And all this will occur deliberately, someone figured out what he was doing and then got him this way. The worst way of all: with the stuff they sell that he was after them for selling. (86) His personality can no longer be analyzed because he thinks as two entirely different people as if he has two separate brains in one head. Clearly this is an issue due to the fact that we are recognized by our personalities. If two personalities are competing against one another inside of one mind, there is no way to really know who that person is. Fred loses himself in Bob’s world and the drug becomes more important than anything else, as it usually does inside the mind of a drug addict.Without the soul, the body is like a light bulb without electricity. The soul gives the body meaning and purpose, without it there would only be boys and girls, not unique individuals with their own characteristics. The soul carries along every memory, experience, encounter, and detail of each person in the world. A wise soul will think beyond their years, a young soul will stay a teenager at heart forever and an evil soul will end up in the dark side of life and all of these souls grow through life experiences and will only be influenced by these experiences.The so ul in one person does not change entirely through life experiences it can only change slightly by being influenced by those around us. In determining who we are as people, the soul is the key ingredient and it should be the first thing that is analyzed from one human being to the next. More often than not, looks do not matter, it is what lies within ourselves that determines who we are as individuals.

Native Americans in the United States and African Americans Essay

Introduction Joel Spring’s Deculturalization and the Struggle for Equality examines the educational policies in the United States that have resulted in intentional patterns of oppression by Protestant, European Americans against racial and ethnic groups. The historical context of the European American oppressor is helpful in understanding how the dominant group has manipulated the minority groups. These minority groups include Americans who are Native, African, Latin/Hispanic, and Asian. Techniques for deculturalization were applied in attempts to erase the oppressed groups’ previous identities and to assimilate them into society at a level where they could be of use to the oppressors. Techniques include isolation from family, replacement of language, denial of education, inclusion of dominant group world view, and provision of inferior teachers and poor facilities. Relationships between educational policy and instances of racism and patterns of oppression are explored in the following. A section will also compare my prior education to the one presented in Spring’s book. Formatting Understanding how European Americans have been able to perceive themselves as superior in psychological, spiritual, racial, and cultural terms is integral to seeing how cultural genocide has occurred in the United States. The basic program is taken from the Roman Imperium which delegates the authority to civilize others by erasing their laws and culture and simultaneously or subsequently installing new laws and mores from the dominant group into the minority group. This plan has been applied by U. S. educators and politicians in an attempt to carry out a perceived upgrade from an inferior cultural program to the superior Anglo-Saxon mixed with Protestantism point of view. This civilized versus uncivilized and Christian versus Pagan viewpoints reveal themselves throughout the history of U. S. education. Native Americans In the Indian Citizenship Act of 1924, Native Americans were granted citizenship by the descendants of European immigrants who invaded their territory over 400 years ago. In the years before and after 1924, Native Americans have experienced cultural genocide, deculturalization, and denial of education (Spring, 2010, pp. 8-9). For example, the Naturalization Act of 1790 excluded Native Americans from citizenship, thus preventing them from having a political voice in their rapidly changing world. In 1867, the Indian Peace Commission made 2 requirements for U. S. citizenship: 1) rejection of native religions and 2) acceptance of middle-class American Christianity. The bases of a philosophy that uses superiority and inferiority include racial, linguistic and cultural differences. For European American educators, the â€Å"civilizing† of Native Americans included the installing of a work ethic, the creation of desire to accumulate property; the repression of pleasure, particularly sexual pleasure; the establishment of a nuclear family structure with the father in control; the implementation of authoritarian child-rearing practices; and conversion to Christianity (p. 14). The U. S. government’s program of Native American deculturalization was developed in part because it was less costly than fighting and killing them. Thomas Jefferson’s civilization program called for government agents to establish schools to teach women to spin and sew and men farming and husbandry (p. 18). Educational policies such as this set the stage for purchasing land and avoiding costly wars. In 1830, the Indian Removal Act authorized the President to set aside lands west of the Mississippi for exchange of Indian Land east of the Mississippi (p. 28). Cultural-ecological theory puts Native Americans in the category of involuntary minorities. They were conquered and forced into European American customs and beliefs. Replacing the use of native languages with English, destroying Indian customs and teaching allegiance to the U. S. government became major educational policies of the U. S. government toward Indians in the latter part of the 19th century. An important part of these educational policies was the boarding school designed to remove children from their families at an early age and thereby isolate them from the language and customs of their parents and tribes (p. 32). The Carlisle Indian School in Carlisle, PA became the first boarding school for Native American children in 1879. Here deculturalization methods were employed. From this methodology and perspective, the patronizing term cultural deprivation has come to imply that a group is without culture altogether (Nieto and Bode, 2008, p. 176). One of the perceived deficiencies of Native Americans was their propensity to share which caused the European Americans to label them as socialists which was anathema to the dominant group’s philosophy. Richard Pratt, the founder of the Carlisle School, sought to instill individualism and self responsibility in order to break Indians from a socialist style of sharing. All boarding and reservation schools taught in English with exceptions including some Choctaw and Cherokee schools that utilized bilingual education. In 1928, the Meriam Report reversed the philosophy that isolation of children was required. The new view was that education should occur in one’s family and community. Several decades later, from 1968 to 1990, a number of legislative acts addressed the mistakes of deculturalization. It was not until 1974 that Indian students were granted freedom of religion and culture by the Bureau of Indian Affairs. Later, in 1978, Congress granted all Native Americans religious freedom. The Native American Languages Act of 1990 commits the U. S. government to reverse its historic position which was to erase and replace Native American culture. However, the No Child Left Behind Act of 2001 reverses attempts to preserve usage of minority languages (Spring, 2010, p. 135). The destruction of cultural self determination for Native American Indians is saddening. By breaking their connection to their native culture through reeducation camps, European Americans justified a world view that saw color of skin and dogma as beacons of superiority. African Americans. Historically, Africans have been involuntary immigrants who were brought to the U. S. to be slaves. They have faced numerous forms of educational oppression based upon perceived racial differences. For example, from 1800 to 1835, education of enslaved Africans was banned. Spring notes that plantation owners were in constant fear of slave revolts and consequently denied their workers any form of education (p. 43). Furthermore, because of the need for children as farm laborers, planters resisted most attempts to expand educational opportunities for black children (p. 57). Schools for African Americans were underfunded after the Civil War (Nieto and Bode, 2008, p. 44). Segregation of blacks and whites was the order of the day for most of the nineteenth and twentieth centuries. This resulted in a racial divide, unequal school funding, and inferior facilities. An exception to segregated schooling occurred in 1855 in Massachusetts when it became a requirement to integrate schools. In 1868, the Fourteenth Amendment included a clause that appeared to disallow segregation. However this clause has been used to implement segregation in schools also. African Americans from northern states helped those in the transition from slavery to freedom. However there was a division between the philosophies of Booker T. Washington and W. E. B. Du Bois. Washington negotiated for segregated schools while Du Bois, in 1909, formed the National Association of Colored People (NAACP) which worked for desegregation (Spring, 2010, p. 52). Washington established the Tuskegee Institute in 1881 after attending the Hampton Institute which was founded by General Samuel Armstrong. The Hampton Institute was an educational model designed to keep blacks subordinate. The primary purpose of the Tuskegee Institute was to prepare freed slaves to be teachers who could instill work values in other freed slaves (p. 33). The Tuskegee Institute received support from Industrialist Andrew Carnegie who saw the apartheid model in South Africa as a format for educating black southerners. Conversely, Du Bois and the NAACP fought against the status quo of a permanent African American underclass in education and the economy (p. 62). It was not until 1954 that the Supreme Court ruled that segregated schools were unconstitutional in Brown v. Board of Education. The court ruled that separate but equal has no place in education. The separate but equal legislation was from the Fourteenth Amendment to the Constitution. Title 6 of the Civil Rights Act of 1964, established the precedent for using disbursement of government money as a means of controlling educational policies (p. 117). Additionally, much credit is given to Martin Luther King Jr. for helping move forward civil rights legislation of 1964. The Voting Rights Act and the Civil Rights Act, in the 1950s and 1960s respectively, gave African Americans political equality as well as the right to vote. African Americans have made significant gains in the past 100 years; however, the pace of change has been painfully slow. The election of a part African American President is a strong indication that we as a country have come a long way. Hispanic/Latino Americans After the conquest of Mexican and Puerto Rican lands, the U. S. government instituted deculturalization programs to ensure that these new populations would not rise up against their new government (p. 84). As with other groups, the Naturalization Act of 1790 blocked them from attaining citizenship because they were not white. Despite the Treaty of Guadalupe Hidalgo 1948, Mexican Americans were not given actual citizenship. Citizenship rights were abridged throughout the Southwest through limitations placed on voting rights and segregation in public accommodations and schooling (p. 89). Moreover, in many instances, U. S. farmers did not want the children of Mexicans to go to school, because they wanted them to work longer hours. Mexican students were forced to speak English in schools. In the last half of the nineteenth century, Mexican Americans tried to escape the anti-Mexican attitudes by attending Catholic schools. Here linguistic diversity was respected. Puerto Rico became a colony of the United States in 1898. Again, as with Native American Indians, government policy concluded that it was less costly to instill and replace culture in Puerto Rican schools than it was to employ force with the military. Teachers who only spoke English came from the U. S. to teach students who mainly spoke Spanish. U. S. educational policy in Puerto Rico attempted to replace Spanish with English as the majority language and to introduce children to the dominant U. S. culture (p. 100). Examples of deculturalization methods included U. S. flag ceremonies and studies focusing on the traditions of the dominant white culture of the United States. In 1912, the Puerto Rican Teachers Association resisted the educational policies of the U. S. and defended the use of Spanish in school. One’s native language is the foundation for future learning (Nieto and Bode, 2008, p. 235). In 1951, after 50 years of struggle, Puerto Rico became a commonwealth. Subsequently, Spanish was once again used in the schools without the dogma of English only laws. Additionally, in 1968, the Bilingual Education Act was passed. It was not until 1974 that the Equal Educational Opportunities Act gave protection to the language rights of students for whom English is not their native language (p. 243). Presently, there are many voluntary immigrants from Latin America. These students are often faced with an assimilation policy which is aimed at Americanizing them. Frequently hybridity is the order of the day for these students. Only blind arrogance could make a dominant group believe that they could go to an island of Spanish-speaking people and teach them a new culture in a new language. As with other groups, the denial of schooling or segregation was maintained in order to continue subordinating the minority. Asian Americans Asian Americans, many of whom were voluntary immigrants, include persons from China, Philippines, Japan, Korea, India, Viet Nam, Laos, Thailand and other counties. The combination of racism and economic exploitation resulted in educational policies designed to deny Asians schooling or to provide segregated schools (Spring, 2010, p. 68). In 1872 the California school code provided no public education for Asian Americans while in 1906, the San Francisco School Board created segregated schools for Chinese, Japanese, and Korean students. Finally, in 1974, the Supreme Court ruled in favor of Chinese American parents in Lau v. Nichols. The decision required public schools to provide special assistance to non-English-speaking students to learn English so that they could equally participate in the educational process (p. 124). Each group of minority Americans has pushed for improvements in the educational system. By persevering, they have been able to move toward a more equitable educational system. However, there is still the dominant European American paradigm in place. As the percentage of minority Americans rises in the coming decades, I believe we will see a movement toward a more multicultural paradigm. Personal Comparisons My early education took place in an environment of white teachers and students. The furthest my exposure to different cultures went was going to school and growing up with my Catholic and Jewish neighbors. My elementary school and middle school were 100% white and my high school had 2 Hispanic students. For me, this was normal; I knew little of other cultures. When I reflect on my American History and Social Studies classes, I recall a sanitized story presented with many stories about honorable white men. Although I finished my high school education in 1977, I do not believe that Martin Luther King Jr. or Civil Rights was mentioned once. Moreover, a great deal of social upheaval obviously was occurring; however, the only topic related to the turmoil of the era that made it to my awareness was the war in Viet Nam. After high school, I attended a small private college in Pennsylvania where approximately 30 African Americans and 10 Hispanic students attended. I was acquainted with one of the Hispanic students who had a poster of Che Guevara in his room. All of my professors were apparently European Americans and I continued to study mostly dominant culture stories. Recognizing my own lack of personal direction, I dropped out of school and entered into my own version of home schooling. I purchased a bus ticket for Tucson, Arizona; however, I first stopped in Washington D. C. to visit my Aunt. She took me to a book store where I bought some philosophy books. I explored different philosophies and literature. I travelled, worked, read and explored my values and beliefs. I returned to my home town, Lancaster, PA, and decided to return to formal University life at Millersville State University. From 1984-1987, I again had European American professors. In 1991, I reentered Millersville University to take some graduate courses. I looked into getting a graduate assistantship and found an opening in a program called Upward Bound. I interviewed with the director, whom I knew from earlier years, and with a Filipino and African American student. I got the position and subsequently was working in a multicultural enterprise. I prepared lessons for high school children from multiple ethnic groups. The reason Spring’s history of minority Americans was not part of my education was because I was raised in a racially homogenous region. I think that I could have driven east 20 miles, south 15 miles or north 5 miles and everybody would have been white. Going west 2 miles would take me into the middle of Lancaster city where many African Americans and Puerto Rican Americans live. However, I lived a provincial life and did not interact much with people from other cultures in my youth. Furthermore, it was standard policy at that time to teach from a Eurocentric point of views. The effect on White Americans of an Anglocentric and Eurocentric perspective, which does not include minority Americans, is an incomplete and inaccurate understanding of self and world. The effects on minority Americans also leads to an incomplete and inaccurate understanding of self and world include, as well as increased dropout rates and resistance to education. Additionally, cultural discontinuities may contribute to negative academic outcomes (Nieto and Bode, 2008, pp 181-182). Another effect on minority Americans is clearly a net feeling of not being included in the past and possibly being excluded from present and future events. Exclusion’s result is well described in Ralph Ellison’s Invisible Man. In this book, the narrator is unable to be seen or recognized because he is black. From Spring’s book I learned about the many minority groups that were mistreated and intentionally harmed at personal and cultural levels. Furthermore, I was ignorant about the attempts at deculturalization of Puerto Ricans. Additionally, I knew little about the detailed history of denying education to Asian and Mexican Americans. While I knew about reeducation and denial of education of Native and African Americans, I did not know the extent to which political, economic, and social forces combined to prevent these groups from experiencing their historical culture or from participating in the dominant, European American culture. Conclusion European Americans have quashed cultures in the United States through education. Native American, African, Hispanic, and Asian minorities have witnessed a persistent attack on their beliefs, values, and languages by those who either 1) thought that they were better or 2) wanted to deprive others of their pursuit of happiness in order to support economic and political position. Consistent deculturalization efforts were made toward Native Americans by government agents establishing schools for Native Americans and by boarding schools. By controlling the content and context in which education took place, U. S. educators suffocated Native American Culture and resuscitated it with the European mores. The multiple cultures of Americans from African descent were hollowed through denial of education, physical intimidation, segregation, and inferior facilities. Persistent attempts to correct the status quo by the NAACP, Martin Luther King Jr. , and several other organizations and individuals have moved the U. S. government to redress some inequities in the educational system. Mexican Americans were also placed in English-only schools or no school at all. During the twentieth century, Puerto Rican students faced the same threats of deculturalization as did Asian Americans in nineteenth and twentieth centuries. Legislation in the latter part of the twentieth century has also redressed some inequities in educational opportunities for these groups while, the No Child Left Behind Act has reduced some of the multicultural gains in education which disappoints many in the teaching profession. References Nieto, Sonia and Bode, Patty (2008). Affirming diversity: The sociopolitical context of multicultural education. Boston. Pearson Education Inc. Spring, Joel (2010). Deculturalization and the struggle for equality. New York. McGraw-Hill.

The Effect of News Teasers in Processing News on Television

Past researches on cognitive effects of news teasers[1] (or news previews) were mainly focused on the viewer attention and memory performance (e. g. Scheuder & White, 1989; Cameron, Shleuder, & Thorson, 1991; Schleduder, White & Camerson, 1993), but little research has been conducted to examine the effects of the by-product of newscasts-news teasers. Chang’s paper aimed at filling the gap between previous researches by exploring the role of news teasers in processing television news and examining the effectiveness of different news teasers in improving information retention and comprehension. Chang found that the presence of a news teaser in the preceding TV program enhanced viewer’s recall and comprehension of the news story teased. Additionally, the presence of a program reference in the news teaser demonstrated a significant impact on viewer’s comprehension of the news whilst presentation format of the news teaser did not have any effect. According to the priming effect and schema theory, priming is a natural process of the spreading activating particular connections in memory (Berkowitz & Rogers, 1986) and it is used to explain the effects of news previews on viewer’s attention and memory status (Schleuder, White, & Cameron, 1993). In addition, Schemata are mental structures that people use to organize their knowledge, make sense of an event and provide a framework for future understanding. With the use of a program reference in a news teaser will not only enhance spreading activation process, but serve a cue emphasizing the connection between program and upcoming news story. Therefore, Chang’s study contended and showed that program-referred teasers have stronger priming effects on viewer’s recall and comprehension. Chang’s findings are particular useful in amplifying the agenda setting effect by leveraging on the relationship between preceding program, news teasers and the following news feature. Common examples of such application include but not limited to socio-educational messages such as safe sex, safe driving, and campaigns against drugs, smoking and driving after alcohol consumption. A situational drama can first mention how drug taking ruined the life of a fictional character, following by a news teaser in the commercial break extracting remarkable scenes from the upcoming news program, then the news feature itself. The interaction between the three elements within such a short period of time not only could reinforce the message to be conveyed, but also deepened viewer’s impression on the issue. The most severe weakness of Chang’s study is that it employed a simulated newscast and news teasers instead of naturally occurring ones. Besides, the external validity of Chang’s research is weak given the TV viewing session was conducted in a laboratory setting with all participants being students. Despite the above limitations, Chang’s study does provide new insights for practitioners to adopt in improving audience flow in broadcasting.

Company Essay Example | Topics and Well Written Essays - 500 words

Company - Essay Example Since its inception in the United States, TiVo has penetrated to the Canadian, Australian, Mexican, New Zealand, Puerto Rican, Sweden, Spanish markets among others. Essentially, what TiVo offers is exclusive and unlimited entertainment to its users. TiVo pioneered recording programs concurrent with household viewing habits. In this program as opposed to the others, users can rate programs from three â€Å"thumbs up† to three â€Å"thumbs down† profiling. These ratings are combined to create a recommendation for its viewers. TiVo has also increased its broadband features. This has included and been facilitated by Amazon Video on Demand, Jaman.com and Netflix Watch Instantly. The advantage of this is that it provides users with unlimited access to thousands of movie titles and television shows from their homes. Perhaps the greatest contribution to the viewer’s society and the television industry is by having parental features. This way, the rate of pornography and violent co0ntent is greatly reduced as the parents get to choose what shows their children will watch. In a way therefore, TiVo is actively involved in raising a re sponsible generation. TiVo recently announced its intentions to acquire Digital smiths, a leading cloud-based content discovery service. The service which allows Pay TV operators to deliver an advanced user experience integrating search, discovery and browsing across a variety of devices will only mean more subscription to TiVo (Daft 120). Economically, these will translate to increased returns to scale for this market pacesetter. The devices include Android, Roku, Xbox, Playstation, Kindle and multiple other set-top boxes. TiVo also announced that it has increased its stock repurchase authorization by $100 million and intended to repurchase its $100 million in the first quarter of the 2015 fiscal year. In spite of having gained 234000 subscribers in the last quarter

Theories Of International Relations Assignment Example | Topics and Well Written Essays - 1250 words

Theories Of International Relations - Assignment Example The theory says that all states are equal, and no state can purport to direct the affairs of another country (Slaughter, pp 2-7). Due to this independence from each other, the states are never interested in the happenings of another state. This theory can be seen as a classic case of self-preservation by the individual states. Therefore, one state can never subordinate its needs or interest, or jeopardize its interest be they economic or political in favor of another state's interest. Each state will, therefore, do all it can to put itself in a position where it can protect itself from extinction. The theory further shows that there is little trust between and among states to assist each other in the event of a crisis (Walts, P.27). Constructivism is a theory that is based on interest and objects of states in the world. Unlike neorealism of s. Constructivism to of is by of in of theirs. It is not; therefore, a case of utilitarianism but one for shared goals. The theory explains that there are many reasons why states will cooperate with each other. For instance where the security country in jeopardy the other countries likely assist in that state and evidence that and the supporting states acting self-preservation (Behrahesh, para 5-7). Ministry of defense (2014) show that as the times change, there will be more insecurity will as a result of state attaching a lot of importance to the ideologies on the two issues. The states will tend to be more independent and therefore engage in detrimental activities. The states will tend to be more defensive, and the role of the UN will be peripheral as states attempt to safeguard their position. This would be a manifestation of neorealism where each state formulates its ideologies regardless of the effect it may have on the states (Ministry of defense, 2014 pp, 16).  Ã‚  

The Cold War and the Color Line Assignment Example | Topics and Well Written Essays - 1000 words

The Cold War and the Color Line - Assignment Example International situation in the late 1950s - early 1960s turned domestic discrimination into a literally vital issue that might affect the future of the whole world. World War II triggered the anti-colonial movement in Asia and Africa, and the balance of powers in the world - given approximate parity between the communist and capitalist blocks - depended upon what form of political establishment those new countries would choose. And again, in the 1950s several politicians tried to draw the attention of the federal government to the link between discriminatory domestic policies of racial segregation and failure of the American efforts to extend political influence over new Asian and African states. In 1952, Chester Bowles, U.S. Ambassador to India, pronounced a speech at Yale University in which he clearly specified the causes of repeated failures in those regions: "A year, or even a week in Asia is enough to convince any perceptive American that the colored peoples of Asia and Africa, who total two-thirds of the world's population, seldom think about the United States without considering the limitations under which our 13 million Negroes are living" (Dudziak, 2000: 77). Being put on the verge of losing its international prestige the United States was forced to take serious efforts to improve the situation. The international pressure was accompanied by constantly growing domestic tension: throughout the 1950s black population of the country expressed increasing ability to organize and oppose segregationist laws (Borstelmann, 2002). Thus, in December 1955, Rosa Parks, an African American woman refused to give up her seat in the bus to a White man in Montgomery, Alabama. The incident resulted in a one-day boycott against segregation on Public transportation and led to the emergence of the Montgomery Improvement Association headed by a young minister from Dexter Avenue Baptist Church, Martin King. After a year of struggle and numerous arrests, the Supreme Court outlawed segregationist laws of Alabama: the name of Martin Luther King became known all over the world. Leaders of the emerging African American civil rights movement met at the beginning of 1957 and established the Southern Christian Leadership Conference (SCLC). This organization led by King played a critically important role in the development of the civil rights movement of the 1960s. The black suffrage movement spread across the South where African Americans were in the majority but deprived of major political rights. Despite strong resistance of the white politicians, the Congress responded to the suffrage movement by passing the Civil Rights Act in 1957. The Act made it a federal crime to interfere with a citizen's right to vote or be elected and established the Civil Rights Commission to investigate violations of the law. Another Act passed in 1960 banned interfering with citizen's right to vote (Nowak and Rotunda, 1995). Gradually, black civil rights movement grew more organized and the civil rights struggle made a significant turn: while in the 1950s civil rights actions, such as Montgomery boycott, were spontaneous, the 1960s saw a series of well-organized actions.  

The Business Environment Essay Example | Topics and Well Written Essays - 1000 words - 1

The Business Environment - Essay Example Businesses also aid in settling economic requirement of more than 70% of Kenyan citizens through the provision of employment opportunities. Through these employments, the government is able to involve the large population in the day to day national economic activities. Business organizations are able to produce significant quantities of goods at reduced cost. The economies of the scale are achieved; business organizations incur lower costs per unit of output because they operate on a large scale thus lower price of their products (Wang, 2009). In fact, large-scale account for over 60 per cent of all the private sector’s production. A substantial output in the gross domestic product (GDP) is thus achieved nationally due to this high percentage. Business has also enhanced economic development through encouraging competitive innovation. It is through competitive innovation that the nature of products and services Improves on a daily basis. A good example is the banking industries , initially they had only over the counter transaction, later came the automated teller machines and now mobile banking that are developments that were brought about by innovation. It is also through this that the consumers get to use the up to standard goods and services. Businesses also give chances to entrepreneurship which greatly help in the development of the economy (Haraf & Willett, 1990). Both for-profit and nonprofit profit has their share of contribution to the economy. The for-profit organizations participate actively through payment of revenues, employment creation, service provision, and production of goods and services that to the public. On the other hand, nonprofit organizations might be exempted from tax payment, but still do play a significant role in a country’s economy through involvement in activities like, provision of education, health services, voluntary provision of professional services like counseling, community services and quite a variety of serv ices essential to the sustenance of the economy. Nonprofit organizations always have it rough when it comes to capital acquisition. This is clearly portrayed by their depend on donors, well wisher and in some cases grants from the government. On the other hand, the for-profit organizations always have more option ranging from selling shares to investors, liquidating of assets, and credit from banks and profit from a business transaction. Another difference crop up when we view how the assets are handled. In the nonprofit organizations, the assets are considered nobody’s property, thus in the case of dissolution, the assets might be considered for donation to another organization of the same nature. Unlike the non-profit organizations, the for-profit organizations have their assets owned by the owners of the business (Doole & Lowe, 2008). Monetary policy can be described as the procedure through which a country control the supply of its currency while fiscal policy can be desc ribed as the use of taxes and expenditures by the government to manipulate the economy. There are majorly two forms of monetary policy programs: expansionary (easy) monetary policy and restrictive monetary policy (Wang, 2009). The expansionary monetary policy lowers the domestic currency exchange rate thus weakening the current account and ultimately improving the financial account. Vise versa

Location or existence of Atlantis Research Paper

Location or existence of Atlantis - Research Paper Example Whatever form these stories may take, they often invite debate, discussion, and controversy as scholars, historians, archaeologists, and academicians try to determine their merits. An example is the Epic of Gilgamesh that tells the story of the Great Flood, which is very eerily similar to the biblical stories of a similar deluge and the survival of a few people such as Noah and his Ark. This epic tells of the existence of a real king named Gilgamesh in the kingdom of Uruk in ancient Sumeria at around 2700 B.C.E. as proven by archaeologists. It so happened physical records of his ancient reign were found in ruins in today's modern Iraq. Another interesting epic is that of Saga of the Volsunga Clan which is partly based from the barbarian invasions during the so-called Great Migration Period (circa 400-800 A.D.) back in Central Europe when the Roman Empire was attacked by Goths, Vandals, Saxons, the Lombards, and Franks who were followed later on by the Vikings, Huns, Slavs, and Norman s. The Volsunga clan story may have been the basis of another more famous epic, which is the Epic of the Nibelungenlied of middle-high German period. This paper talks on a controversy that is not yet resolved satisfactorily, the existence and location of the lost world of Atlantis. Discussion (Section 2) The on-going controversy about Atlantis may never die down or eventually resolved because it is shrouded in mystery and obscurity. The absence of any physical evidence about its actual location or even its previous existence in history cannot be ascertained one hundred percent despite the best efforts of archaeologists and historians alike. However, Atlantis has an enduring attraction to some people who insist it had actually existed in human history while a few others also debunk this theory as far-fetched and a mere product of an active imagination. Whatever is the truth about Atlantis, various theories had been put forward by eminent people to advance their own beliefs about it a nd this paper examines five such theories. In particular, this brief essay discusses the merits of each theory while categorizing the theories into either belonging to the group which proves or disproves the very existence of a real Atlantis in the distant past. Before the probable location of Atlantis can be established, it is necessary to first determine whether Atlantis is real or not, which is decidedly a right way to discuss a topic as controversial as Atlantis. But before discussing its most likely location, it is extremely helpful to put things in context and perspective so a preliminary discussion is a necessity whether Atlantis is real or just a figment of imagination, a work of fiction, anything fantastical that was made up, invented, imagined, or fabricated by a brilliant mind. Atlantis comes from the Greek word meaning â€Å"an island of Atlas† as it was thought to be a gift given by the Greek gods to Poseidon. Atlas is one of titans in the Greek pantheon of mytho logy, the one usually seen carrying the Earth (depicted as a globe on his shoulders). Poseidon is one of the twelve gods on Mount Olympus whose domain was the oceans, and he is alternatively called as â€Å"God of the Sea† among ancient Greeks. The history or a story about Atlantis myth can be traced to Greek philosopher Plato who had used it in his stories. This is because Plato

Three reasons why Adolf Hitler is the Epitomy of Evil Research Paper

Three reasons why Adolf Hitler is the Epitomy of Evil - Research Paper Example First, Hitler was evil because he started wars and no one could trust him. Second, because he was an anti-Semite responsible for the Holocaust and deaths of millions of people in concentration camps. And third, because he believed he was right and everyone should listen to him, and as a genius all children should be indoctrinated with his thinking. These three reasons will be further explored in this essay. Hitler was a war leader because he chose to start wars everywhere in Europe. He was deluded if he thought that other people were starting wars against him. His surprise attack on the Soviet Union is a good example of this. Every time he made an agreement with someone he broke it. He was a war leader by choice. He loved war and wanted it to start everywhere. He knew that Russia was never an easy place to invade and that the brutal winters made it very hard to hold ground there. But he decided to invade anyway. The lives of his soldiers meant nothing to him—a very evil positi on for a commander-in-chief. Hitler thought his invasion of the Soviet Union could be complete within a few months, but he overestimated the speed and equipment at the disposal of the Wehrmacht. At Stalingrad, the Soviet army delayed the Germans long enough to effectively freeze them out and encircle the Sixth Army—a devastating blow. ... He became detached from reality and refused to listen to advice about anything. Finally, perhaps Hitler's most evil as a war leader was not seeking to surrender when it was clear that he had lost the war. If he had chosen to surrender unconditionally the allies, he would have saved millions of lives. The last months of the war were very bloody and they required the Allies to fight for every last inch of territory. He might even have been able to come up with a conditional surrender—although it was against the Allies policy dictated at Casablanca—had he been willing to step down. Nothing was gained by fighting to the last man except the total destruction of his own country. This was a terrible, culminating show of his evil being. Hitler's beliefs marked him out as an evil individual. Hitler believed that all Jews were different than Germans (Langer, 54). He wanted Germans to fit into the Aryan ideal and to be blue-eyed and blonde-haired. He desired a people that did not look at all Semitic. To Hitler, Jews could be detected by their appearance. This was another example of his anti-Semitism which led to the Holocaust. He thought that people who were different than him should die. He arranged for death camps to be built to house and kill people he felt were inferior such as gypsies, communists, homosexuals, and Jews. These people were often marginalized in German society, but Hitler wanted to blame all of Germany's troubles on them. He went to extreme lengths to ensure they were killed and their existence wiped off the face of the planet. It is hard to conceive of a more evil act. Another evil example that Hitler personified was indoctrinating young people into his evil way of thinking. Hitler definitely thought that young people should indoctrinated early

The Analysis of Sex in Advertisment Essay Example for Free

The Analysis of Sex in Advertisment Essay â€Å"The Power of Cool†: An Analysis of Sex in Advertisement Nowadays the use of sexuality is a very popular way to advertise a product. The concept of using attractive people to sell any type of merchandise is everywhere, and this is effective because when you look at an ad of this kind you don’t focus on the product; you focus on the sex symbol. I chose an ad from Davidoff’s Cool Water campaign that appeared in Men’s Health magazine on September 2008. â€Å"Flesh sells. People dont want to see pictures of churches. They want to see naked bodies,† said Helen Mirren. If we consider Mirren’s quotation within the context of Men’s Health, we can assume that regardless the reader, they both want to become that model to attract a lover. This ad is appealing to the public because of the guy next to the perfume; not because of the perfume itself. These kinds of ads play a very important role in American culture because they are everywhere and people learn about society through advertisement. Sexual advertisements started in the 1920’ with the pin up girl who was the evolved, more sexual burlesque girl. The pin up girl advertised all kinds of products because they became self-aware of their attributes and sexuality. (Dita Von Teese) Nowadays sex advertisements are not only for women; they use men as well, like in this case. Men’s Health is an American magazine launched in 1987. This magazine focuses in health, but it also talks about fashion, lifestyle, sex, technology, nutrition, travel, and finance. Over the years it has become more popular, and it’s known as the largest and best selling magazine for men in the U.  S. (Go Articles) it is my assumption that the primary target of this magazine is twenty to forty year old men who want to get the best out of life. In this magazine we can see allot of ads and one of the most famous ones is Cold Water. Cold Water is a perfume created by a Swedish tobacco brand called Davidoff, which in 1990 was bought by Coty, one of the world’s biggest fragrance companies. (WWD) This perfume has been around since 2002, but every year Davidoff has realised different editions of it. Famous actor Paul Walker was the face of the perfume in 2011 and Josh Holloway, the famous actor from the 2004 TV drama Lost, (IMBD) was the face from 2007 to 2010. One of the trademarks of the Davidoff perfume ads is that there is always a shirtless male model with a perfect body (marked abs and toned muscles) diving into the ocean, taking a swim, and then coming back to the beach completely wet but â€Å"cool†. This became a trademark because people who buy this perfume think that they will ome out of the worst situation completely â€Å"cool†, like the ad shows. What does a guy’s six-pack have to do with a perfume? The ad’s background is a very calm, light blue ocean on a very hot day. The center of attention is the face of a very attractive Josh Holloway. When we look at his face we see confidence, power, and masculinity. If we take a second look into Holloway’s face we see it’s completely wet; every inch of his face has perfectly formed water drops for the exception of his mouth. We can also assume that the water we see dripping of his face is not only salt water, it is also sweat. This tells us that he has been swimming for a while, and in spite of this he still looks fresh; he looks calm like he just got out of the shower completely relaxed and really attractive because he has â€Å"The power of cool†. At the right bottom of the ad we see the top of the perfume bottle it is blue, reflecting the ocean’s color and Holloway’s eyes, with a black cap. The shape of the bottle is very classy and simple but modern. If we compare the perfume bottle to the ad itself, we can see they are both inspired by the deep blue ocean with refreshing cold water in a very hot day. What makes this a very attractive ad is the fact that Davidoff is comparing the ocean that is strong, deep, and mysterious with the perfume. It also shows that, Holloway represents mystery because if we see his face and the whole setting we see somebody sexy and confident, but if we look into his eyes we see somebody else completely sweet and shy. What I mean with this is that Holloway shows us almost two different people in the same picture, he shows the hot confident guy at the bar and the sweet boyfriend every girl wants. Davidoff’s target audience is supposed to be very masculine, sophisticated, and confident man from twenty to forty years old (Holloway). If we consider the price and were it sells we could say that the target audience is cheaper pretending to be sophisticated. Cool Water is one of the most popular perfumes because it has an affordable price the 1. 5 ounce bottle is $19. 62 at Target and the 4. 2 ounce bottle is $67. 50 at Macy’s. This ad gives you confidence because you see that a movie star uses it, and that implies that if you use it you would be as successful as the person in the picture. Because their target audience is so big this perfume is very neutral and could be used in several occasions for example work or party. This perfume doesn’t represent pretending being cool, it represents being confident about yourself; that’s what makes you cool. The written text and the picture have very close relationship in the Cool Water ad because they have one, very clear message: â€Å"Use this perfume and you will possess masculinity and confidence. † What I like about this ad is that is very simple but attractive at the same time. It doesn’t have too much going on, which makes it easy to analyze and relate with. The phrase â€Å"The power of cool† gives this ad allot of conviction because it fits perfectly with the image they are presenting: an attractive male model covered in water/sweat who looks like he always has everything under control. Although we might think there is some type of advancement in the fact of using people as sexual object, there isn’t. The truth is that sex advertisements are so popular because we make them popular consciously or not we pay more attention to them than to non-sexual advertisements. Some people thik it’s funny or sexy, but what happens when they are tasteless or too explicit? This type of ads captures everyone’s attention including children who aren’t ready for this kind of content, that’s another problem.

Basic Approaches And Contemporary Issues In Leadership Management Essay

Basic Approaches And Contemporary Issues In Leadership Management Essay The first complete contingency model for leadership was presented in 1967 by Fred Fiedlers. His contingency hypothesis was the first to identify how situational factors interrelate with the traits and behaviors of leaders to have an impact on the effectiveness of leadership. The theory proposed that the favorability of the circumstances is what decides how effective the task and the behavior of the person-oriented leader will be. Favorability is established by (1) the amount of trust and respect that devotees or rather followers have for their leaders; (2) the degree to which the responsibilities of individuals who are second to the leader can be organized and the performance measured; and (3) the power that the leader has over the rewards of followers. The circumstances is most encouraging when subordinates have trust and respect for their leaders, respect and trust the leader, the job is greatly structured, and the control over rewards and punishment is held by the leader (Barnett, 2010). The research done by Fiedler showed that leaders who were task-oriented were more valuable and effective when there was either an extremely favorable or extremely unfavorable circumstance, however, leaders who were person-oriented were more valuable if the circumstances were either moderately favorable, or unfavorable. This hypothesis did not really suggest that in various situations, the leader could become accustomed to their leadership styles, but rather that leaders who had various styles would be more valuable when they are put in situations that go with the leadership style that they prefer (Barnett, 2010). Fiedler is of the assumption that the leadership style of an individual is fixed because if the circumstance has a need for someone who is task-oriented but the person who is in that leadership position is relationship-oriented, then either the leader has to be changed or the situation needs to be altered (Robbins, Judge, 2009, pg. 292-293). Following the assessment of the basic leadership style via the lease preferred co-worker (LPC) questionnaire, Feidler recognized three possible dimensions that, according to his argument, describe the main situational factors that establish the effectiveness of leadership (Robbins Judge, 2009). These three factors include the following: Leader-member relations: The extent to which the followers trust and like the leader, and the readiness and eagerness of the followers to be guided by the follower. Task structure: The extent to which the followers job has been portrayed as either organized or disorganized; and Position power: The leaders power by virtue of the position in the organization and the extent to which, as the leader, he or she can implement power on followers so that they obey and receive the leaders guidance and leadership (Feidlers contingency model, 2009). Feidlers position is that leader-member relations are either good or poor, task structure is either high or low and position power is either strong or week. The healthier the relationship between the leader and followers the more organized the job will be and the more resilient the position of power the more command the leader will have (Robbins, Judge, 2009). Fielder has recently reinterpreted his first hypothesis which he called Cognitive Resource Theory. With this theory he places emphasis on the role that stress plays in situational unfavorableness and how the brain power and know how of the leader effect the way that he or she reacts to stress. The real meaning of this hypothesis us that stress is the adversary of reasonableness, and it is hard for leaders, among others, to think rational and be able to analyze situations when they are under stress. Fielder et al noted that the rational ableness of a leader correlate in a positive manner and their performance is better when they are dealing with low stress situations than when they are dealing with high stress; so the whether the intellect and know how of an individual has any bearing on the performance of leadership is determined by the level of stress. Other studies corroborated the fact that when the level of stress is low and the leader instructed followers on what he needed done, intellect was key to the effectiveness of the leader, but if the circumstance was a high stress one then intellect did not help as much because the leaders thought process was strained. In the same manner, if the leader does not tell his followers what he wants done then intellect do not help because of his reluctance (Robbins, Judge, 2009). The recommendation of Feidler is that organizations employ and choose persons with the essential intellect, know how, and understanding, and then allow those individuals to work under those situations that let them use the resources that they have cognitively. Additionally, the feeling that the leader has of being in control of the circumstance and the level of stress that he is experiencing is essential (Carter, III, 2006). What type of leader characteristic (more intelligent vs. more experienced) is most suited for high-stress incidents? What type of leader (more intelligent vs. more experienced) is best suited for low-stress planned incidents? When giving your answers provide a detailed example of a police leadership position that would fit the leadership style of more intelligent and more experienced.  Ã‚   The leader characteristic most suited for high-stress incidents is more experienced. Feilders Cognitive Resource Theory proposes the significance of situational stress and intellect in identifying with the effectiveness of leadership. Stress makes it hard for individuals to think in a logical manner. As a result, if a situation continues to get more and more stressful then subordinates functioning and judgment will worsen and breakdown. This hypothesis predicts that individuals or groups led by leaders who are smart will function better under situations that are low stressed, and individuals or groups that are led by average leaders will function better in situations that are high stress. While this assumption might seem to argue against perceptiveness, there is a rational justification: Infertile, canned, pre -arranged, secure, or labeled resolutions have a tendency to work out better when the situations are stressful, because they do not rely on either the leaders or followers reas oning, brain power, and inventiveness to work correctly. Meanwhile, when there is an availability of time and resources more artistic solutions are likely to produce a more favorable end result. In essence, an experienced leader must be able to think quickly and critically while being able to make snap decisions at a moments notice. Understand that this hypothesis is not proposing that intellectual leadership is not an important factor in the well being of the company! It is only proposing that times that are stressful are not the most excellent times for the artistic solving of problems. The efficiency of groups can be best maintained when there are stressful situations by generating and carrying out schedules which can be followed by employees as much as possible. The key point here is that intellectual decision making have a tendency to worsen under stress (Mills, 1995). The leadership style that I think would suit the leadership style of more experienced is that of a Swat Team Leader. According to Feidler, individuals or groups that are led by average leaders will function better in situations that are high stress. If for instance there is a hostage situation which in its own right is a very stressful situation because it takes hours of trying to talk down the hostage taker, and the swat leader makes a decision to enter the premises where the hostage taker and hostages are housed, it takes a lot of courage to go through a door knowing that the offender is on the other side waiting to kill you. Sometimes if the hostage taker refuses to talk to authorities they will be unaware of the number of hostage takers inside and also if there are any weapons inside it is hard to say how many and what kind. The leader most suited for low stressed planned incidents is more intelligent. Feidlers theory states that if followers are led by and individual who is smart then they will function better under low stressed circumstances because functioning and judgment will be better as individuals will then have the opportunity to think reasonably and rationally while making sense of the situation that may have presented itself. Fiedler noted that experience weakens functioning in situations that are low stressed. However, it plays a role in situations that are high stressed (Mills, 1995). The position that comes to mind when I think about the more intelligent leader is that of a crime scene investigator. Crime scene investigators investigate and solves crimes. They spend time developing a hypothesis about what happened, when it happened, why it happened, and who did it. They seek to analyze information found at the crime scene and other information given to them in terms of witnesses and confidential informants. I think that the most stressful times of this type of job could come with things like when investigators have to work on a case for long hours or when one has to go to court and testify as an expert witness, or when there is a lack of evidence, other than that I would have to say that the standard level of stress for this position is low. According to Feilder, stress makes it difficult for individuals to think in a logical manner, so if investigators are constantly under stress then they will not be able to think clearly while making sense of bits and pieces o f information to solve crimes. Next, in your own words, define, discuss, and provide a scenario in a CJ organization of Transactional Leadership, Transformational Leadership, and Visionary Leadership. Transactional leadership is when individuals do work only because there is something in it for them, like a reward and no other reason, so the main focus of transactional leadership is to plan jobs and reward construction. With this type of leadership it does not really allow leaders and employees to build a relationship neither does it allow for an environment where people are motivated and want to work long term because as soon as there is no more rewards then the motivation to do the work is also gone. Many organizations use transactional leadership every day in order to get work done. When transactional leaders set goals for their teams he or she also promises a reward for completing these goals and it is also up to the leader to boost employees one the work is completed in a successful manner. For example, may people in criminal justice organizations may simply be working for a paycheck, and remain totally hands-off until a lack of production threatens their pay check. Transformational leadership is when the leaders are highly motivated and they are also trusted by the employees and other management personnel alike. A leader who uses this type of leadership style is someone who establishes goals that are clear and precise, supports, inspires, and encourages employees, helps individuals to realize that it is not about them because there is no I in team, but that it is about the group as a whole, has the expectation that his team must do their best, notices when a job is well done and also recognizes the individual that put out good work, and also, if the leader has a vision he clearly relates this to the team members. Transformational leaders are proactive rather than reactive. For example, a charismatic leader in a criminal justice organization may act as a role model and inspire co-investigators and other law implementers to live up to their highest standards and then go beyond those standards not only for the benefit of the organization but also towards social well being and peace keeping. Visionary leadership amplifies competence because it the responsibility of decision making to the forefront. In order to make the responsibility at the frontline effective, the visionary leader has to allow employees to build excellent decision making skills while trusting them in the process. A visionary leader recognizes opportunities of challenges and growth even prior to it happening and places people in positions that will allow them to turn out astonishing outcomes. Visionary leaders places emphasis on tomorrow and comprise greatness.

CRITICALLY EVALUATE THE CONTRIBUTION OF HERITAGE TO THE UK TOURISM

CRITICALLY EVALUATE THE CONTRIBUTION OF HERITAGE TO THE UK TOURISM In the growth of an economy there are those activities that contribute a lot to the growth; they act as the backbone of the economy. According to Boyd Timothy (2003) The UK has diversified such activities and tourism has contributed to huge earnings in the country that has gone ahead of other economic earning activities. Investing in heritage tourism has proved to pay dividends to the UK economy and has not disappointing since its inception. This paper critically evaluates the contribution of heritage to the UK tourism industry outlining the benefits that has come with it. Billions of pounds have been earned as income to the UK economy contributing a lot to the gross domestic products. It tackles the historical context of heritage, the value and role of heritage to tourism, the supply and demand of heritage and gives facts and figures on the issues. As explained by Davies Prentice (1995) numerous visitors have flocked to visitors the heritage sites such as museums to experience a taste of what UK has to offer. Heritage on the other hand consists of various types of tourism; these include events and festivals focused on heritage and traditions; physical attractions for instance museums and heritage centers; destinations that are associated with renowned people; holiday based packages e.g. tours to ancient sites; routes and journeys aligned to heritage place; themes in heritage; historic events; and traditional functions. The benefits that come along with tourism firstly include direct benefits such as businesses issuance of tourism products and services. According to the Deloitte Report (2008) there current contribution to the economy for direct benefits amount to  £52 billion which constitute 3.7% of the GDP. This figure has incorporated value addition to the tourism related products. There were also 1.36 million jobs in 2007 supported directly by tourism. These figures have risen to  £ 85 billion and  £86 billion in 2005 to 2007 (Deloitte Report, 2008). Secondly, is the contribution there is indirect benefits that include support given to tourism businesses. Thirdly there are spill over benefits that include retail, manufacturing and health and life services (Deloitte Report, 2008). In focus to the heritage tourism every tourist has his or her taste; this calls for various activities to tap every tourist to enjoy. The destinations, museums, tour operators have customized the heritage tourism to different levels which makes it possible for every tourist to be attracted in one way or the other. As stated in Light (1996) in Heritage Tourism and Historic Towns the development of tourist holidays where they are related to an aspect of tourism e.g. art history or historic railway development and touring heritage sites where tourists are guided to. Heritage tourism has been segmented in to three where the first are individuals who travel independently; groups who travel on shared heritage interests; and groups who travel together without a common interest in heritage (Department for Culture, Media and Sport, 2009). Developing ways to get attractions for these segments has played a significant role in the development of tourism since there are customized products developed to target each segment. Heritage has brought about various benefits and is very important to the economy of UK. Heritage tourism is a major attraction for tourists from other countries which provide jobs and earnings to locals (Nuryanti, 1996). It is also a major source of foreign currency. In addition it provides revenue that is used for various beneficial purposes such as conservation. It also enhances the image of the country making it a major tourist attraction for levelers. Heritage tourism is concentrated in London, historical sites such as the York, Lincoln, and Edinburgh; the Stratford-upon-Avon Shakespeare and Wordsworth Grasmere and other famous people; and famous sites e.g. Stonehenge (Davies, Prentice, 1995). The Heritage Lottery Fund (HLF) has been involved in the development and investment of tourism in the UK. According to the HLF report released in 2010 heritage tourism had contributed to a massive  £20.6 billion in Gross Domestic Product (GDP) (The Heritage Lottery Fund report, 2009). This was higher than any other product or services industry such as advertising, filming, and car manufacturing in the UK. This highlights the need for increased investment so that there can be huge and better returns. It has also contributed to 195,000 full time equivalent jobs that has originated from historic buildings, the country side, parks, and museums (The Heritage Lottery Fund report, 2009). This means that the potential of heritage can be exploited to ensure the country grows and develops immensely from the earnings. Figure 1: heritage based visitor economy (Source: The Heritage Lottery Fund report, 2009) To critically analyze the earnings and activities in the industry there were more that 10 million trips made by tourists from foreign countries to the UK annually where 4 out of every 10 citing heritage as the key motivation behind the visits; this was more than any other single factor contributing to the trips. In addition, heritage tourism is worth  £12.4billion annually which is spent by the attracted visitors in heritage sites (The Heritage Lottery Fund report, 2009). This includes money spent in entrance fees to the heritage sites; and other purchases that are done connected to heritage products and motivation e.g. buying at curio shops, or restaurants and accommodation expenses for the tourists. Domestic tourism also known as staycation is also another source of income and part of the  £12.4billion earned (The Deloitte Report, 2008). An estimated 60% is obtained from domestic tourism where residents have supported their country grow though daily visits to such sites (The Deloitte Report, 2008). A whooping  £7.3billion has been spent in expenditure in the heritage industry where most of the money has gone to building, renovations and maintenances of heritage attractions, parks and museums. The GDP of the country has continued to benefit a lot from this investment where an estimated at  £7.4 billion annually has been earned as salaries and wages, profits ¸ and income by the tourism business community including hotels, curio shops, restaurants, and also the heritage sites included (The Deloitte Report, 2008). The addition of economic multipliers to the earnings such as proceeds earned by suppliers to the tourism dealings the annual total GDP contributed by heritage tour ism hits highs of  £20.6 billion annually. Figure 2: showing the sector contribution to the UK GDP (Source: The Heritage Lottery Fund report, 2009) It is with no doubt that these earning can be increased to higher figures in future through taping in to the high potential in heritage tourism. This means that the government in collaboration with the tourism departments must come up with more attractive policies that will ensure funding to tourism so that it has the framework that will support it have the best earnings (Nuryanti, 1996). In view of the fact that tourism is a fast growing industry and it can contribute maximally to those who invest in it; the unique part of heritage tourism should be advanced in the UK so that it becomes the leading figure in it. With such measures the countrys tourism sector will remain vibrant and sustainable presently and in future (The British Tourism Review, 2009). Heritage tourism is the 5th largest industry in the UK; this is contributed by the fact that the UK has a rich and vibrant heritage and very important not only to the numerous visitors who flock the country but also for the local, regional and national economies (Nuryanti, 1996). It has been revealed that a huge percentage of the visitors to the UK do so on the grounds of heritage, pageantry, history and culture. In tapping more to the potential of tourism through effective tourism weeks, marketing of the tourist sites and attractive holiday destinations the country stands to reap maximum benefits (The British Tourism Review, 2009). The HLF should enhance adaptability, welcome, place making, choice of goods and services, skills, quality, access, and information provision so as to ensure a successful industry (Nuryanti, 1996). The HLF should be driven by the fact that tourists spend on the basis of relative cost/bilateral exchange rates, destination attractiveness, overall Gross Domestic Product (GDP), consumer expenditure, and investment. There should also be effective management of factors such as security/safety, alternatives (availability/relative cost), taxation, globalization, incomes and inflation so that the visitors can have confidence in the trips to the country (VisitBritain, 2009). sSecurity is a major concern especially with the development of terrorism and many terror threats coming from terror groups that act as militia. Security may come as a threat in view of the London bombings and suicide bombings occurring globally targeted at developed countries. There must be more segmentation of tourist products to enable all people of different income levels are able to visit the sites; while taxation needs to be checked to ensure the participants in the heritage tourism industry are not affected negatively in their business. The HLF cannot do this alone but needs the help of all the stakeholders who must contribute to ensure an efficient tourism industry majoring on heritage as an asset. According to the Heritage Lottery Fund report, (2009) the HLF has the mandate to make this dream a reality because it remains very vicious and is achievable through proper mechanism. The most recent has been the investment of  £4.4 billion since 1994. The funding involved eight of the most attraction in England, twenty one of UKs world heritage sites and 14 national parks (The Heritage Lottery Fund report, 2009). Over the years there have been extensive studies on the progress of the investment where visitor surveys and economic impact studies. In the studies it has been found out that typical increase in the number of visitors by more than 50%; 88% of visitors rate the value for money of HLFs investment as either good or excellent; an estimated 32,000 jobs have been sustained in the tourism sector as a direct result of HLF funding; and every  £1million of HLF funding leads to an increase in tourism revenues for regional economies of  £4.2million over 10 years (The Heritage Lottery Fund report, 2009). The HLF focuses on enhancing heritage tourism through exploiting the potential in the strengths of the country which include natural/historical/cultural assets; the English language; accommodation; food and drink; and international connections (history and transport) (Boyd, Timothy, 2003). With these advantages on their side they are able to build a strong empire that contributes to vibrant growth in the economy and development of other vital sectors. There are weaknesses that make this exploitation a challenge which according to the The British Tourism Review, 2009 in the article Achieving The Full Potential Of The Visitor Economy include transport infrastructure; expense of visit not value for money (e.g. visitors pay the second highest amount of tax in the world); logistics (e.g. Visas) are expensive and complicated to attain compared with other countries; welcome and skills of people in the industry; and short summer seasons. In the Heritage Lottery Fund report (2009) it is estimated that 53% of people who make trips annually do so to experience what historic towns and cities have to offer; 42% make visits to the museums and galleries, translating to 40 million people annually visiting museums and galleries. 10 million trips are made to the historic parks, 1.2 billion visit the country side, 38 million visit historic buildings cathedrals and castles and an estimated 250 million visit the Britains inland natural features such as canals and waterways. Putting into consideration the high potential in the tourism sector can grow explicitly if developed; as cited by the HLF report Investing in success the tourism economy is estimated to grow by 2.6% annually between the years 2009 and 2018; this is a much higher estimate that the 0.8% estimated growth in retailing, manufacturing and construction sectors (The Heritage Lottery Fund report, 2009). In conclusion the potential in the heritage industry is immense and with the numerous gains there is need to ensure they are safeguarded from any destruction. More efforts are needed to make sure the full potential is achieved so that the economy can grow sustainable. Sustainable management should be key issues in the maintenance so that visitors can be encouraged to visit not just one time but numerously so as to increase income. The HLF has the challenge to make better policies that will ensure all the potential is exploited and also sustainable use of the resources. The UK government through HLF should make sure should develop policies that maximize on both volume and value; enhance adaptability, and support long term sustainable economic growth. A more efficient and effective heritage tourism industry should not only be the goal of the HLF and the government but also all stakeholders that benefit either directly or indirectly. There should also be very tactical measures that ensu re improved domestic heritage tourism which will not only make earnings but also teach the locals about their traditions and heritage.

Shakespeares Othello Essay - Honest Iago :: GCSE Coursework Shakespeare Othello

Othello - Honest Iago The most interesting and round character in the tragic play Othello, by William Shakespeare, is "honest" Iago. Through carefully though-out words and actions, Iago manipulates others to do things in which he benefits. Iago is the main driving force in "Othello," pushing several characters towards their tragic end. Iago is not a traditional villain for he plays a unique and complex role. Unlike most villains in tragic plays, evidence of Iago's deception is not clearly visible. Iago is smart and an excellent judge of people and their characters. He uses this keen sense of knowledge to his advantage. For example, Iago knows that Roderigo has feelings for Desdemona and assumes he would do anything to have her as his own. Iago attempts to manipulate Roderigo by saying: It cannot be that Desdemona should long continue her love to the Moor- put money in thy purse- nor he his to her: It is a violent commencement, and thou shalt see and answerable sequestration; put but money in thy purse. [Act I, Scene III]. By playing on Roderigo's hopes, Iago swindles money and jewels from Roderigo, making himself a substantial profit. Iago also says, "Thus do I ever make my fool my purse" [Act I, Scene III] once Roderigo has left. "Honest" Iago cleverly disguises his own goals as Roderigo blindly follows him. Iago continually operates with alterier motives in "Othello." Iago takes advantage of his friendships with Cassio as well as Roderigo. Cassio blindly follows Iago, thinking the entire time that Iago is trying to help him. During this whole time, Iago plans the demise of Cassio, his supposed friend. In order to obtain Cassio's position as lieutenant, Iago convinces Cassio to take another drink, knowing very well that it will make him drunk and disgrace him. Iago obviously tries to tarnish Cassio's   character when he says, "What, man! 'Tis a night of revels: the gallants desire it" [Act II, Scene III]. Iago is able to make Cassio defy his own reasoning and reluctantly take another drink. As a result of his devious scheming, Iago's achieves his goal and Othello terminates Cassio as his lieutenant. Iago successfully manipulates the people around him by building a trust, a trust in which all of Iago's victims believe to be an honest trust. The friendship and honesty Iago falsely imposes upon Othello makes it easy for Othello to never imagine the possibility that Iago has evil motives. Othello holds Iago as his close friend and advisor. He believes Iago to be a person, "of exceeding honesty, [who] knows all qualities,

College Admissions Essay: Seeking Wisdom :: College Admissions Essays

Seeking Wisdom My neighbors aren't too surprised to see me in my front yard at midnight frantically scraping off the back window of my car. A couple of months ago, I began to write messages there, on the smooth glass. This week's is "A candle loses nothing of its light by lighting another candle." Project Wisdom inspired me to transform the back of my car into my billboard to the world. At my high school the "Words of Wisdom" are read every day. Several of the daily readings ask the question "What are you waiting for?" As Student Council President, I am always encouraging students in my school to participate in community service projects and school pride activities, but I didn't think I could have any impact outside of school. With Project Wisdom's reassurance, I have opened my arms to the rest of the community. My favorite "Words of Wisdom" inspired me the most: "We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences." Besides volunteering at the city court and the hospital, I am exploring other avenues to help my fellow man. I started a school tradition that is sure to last: "Bowie Community Service Month." At work, I initiated and coordinated a community activity involving about 40 kids ages 5-10. But greater still, I have inspired. My little sister and her group of friends are now volunteering in the city. Project Wisdom has given me the confidence, by speaking directly to me, to venture into the community. I know the words of wisdom reach other students and teachers at school as well. It is difficult to exactly measure the effectiveness of Project Wisdom, except by careful observation of the students' facial expressions while they listen to the daily "Words of Wisdom," and to attribute the general improvement in

Fiction and Literature Outdoor Literature

â€Å"When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language. â€Å"- James Earl Jones The major types of literature across the world are English, Greek, Latin, Roman, African, Indian, American, French, Irish, Spain, Chinese, Italian, Japanese, Persian, Sanskrit, Nepali, Russian and Canadian literature. Literature is a well-considered form of a language that influences the minds of readers of all age.Italian Renaissance is the age of Michelangelo and Leonardo da Vinci, whereas Greece Literature mostly comprises the literature of Greek Gods and Goddesses. Romanticism of Wordsworth is the literature which is oriented towards nature and can be considered to be reverse of classicism. Today's era of Modernism and Post modernism uses artificial language based on ambiguity, satire and parody. Some authors choose long composition methods to link more than one story. Moreover, literature being a part of scientific language is also used to analyze grammar, usage, lexis and semantics. Kinds of Literature Fictional LiteratureDrama: Drama is the theatrical dialog performed on stage, it consists of 5 acts. Tragedy, comedy and melodrama are the sub types of drama. e. g William Shakespeare, an Elizabethan dramatist composed the plays Hamlet, Romeo and Juliet, King Lear that are famous because of its combination of tragedy and comedy. Problem play, farce, fantasy, monologue and comedy of manners are some kinds of drama. Tragedy: It is a story of the major character who faces bad luck. Tragedy, elements of horrors and struggle usually concludes with the death of a person. The Illiad and The Odyssey by Homer are the two famous Greek tragedies.Comedy: The lead character overcomes the conflicts and overall look of the comedy is full of laughter and the issues are handled very lightly. The elements used in the comedy are romanticism, exaggeration, surprises and a comic view of life. Melodrama: Melodrama is a blend of two nouns – ‘melody' and ‘drama'. It is a musical play most popular by 1840. Uncle Tom's Cabin is one of the most popular plays describing cruelty of labor life. It has happy ending like comedy. Tragicomedy: The play that begins with serious mode but has a happy ending is tragicomedy. Prose LiteratureHistory, journalism, philosophy, fiction and fantasy writings, scientific writings, children's literature authors and writers are included in Prose Literature. Myth Myths are the fairy tales with lots of adventure, magic and it lacks scientific proof. Nursery rhymes, songs and lullabies are forms of myths that strike the interest of children. Creative and nature myth are stories of the stars and moon. Magic tales are wonderful tales of quests and fantasy. Hero myths are ideal heroes of adventure. Short story The small commercial fiction, true or imaginary, smaller than a novel is known as short st ory.Short stories are well-grouped that followed the sequence of easy and no complexity in beginning, concrete theme, some dialogs and ends with resolution. They are oral and short-lived which have gossip, joke, fable, myth, parable, hearsay and legend. Novel Novel can be based on comic, crime, detective, adventurous, romantic or political story divided into many parts. The major kinds of novels are: Allegory: The symbolic story revolves around two meanings. What the writer says directly is totally different from the conveyed meanings at the end. Political and Historical allegory are two forms of Allegory.Comedy: Satire is very common form in comedy novels and tries to focus on the facts of the society and their desires. Epistolary: The collection of letters or mails is the epistolary novels. Samuel Richardson's Pamela and Henry Fielding's Joseph Andrew are the few examples of Epistolary novels. Feminist: These types of novels are written by women writers around the world to describ e the place of women in a male dominated society. E. g Virginia Woolf's â€Å"A Room of one's Own†. Gothic: Gothic fiction is the combination of both horror and romance. Melodrama and parody were grouped in the Gothic literature in its early stages.Ironic: Ironic novels are known for excessive use of narrative technique. It is satire on the contemporary society about cultural, social and political issues. Realism: The realistic novels are based on the truths of ordinary society and their problems. It focuses on the plot, structure and the characters of the novel. Romance: Love and relationship topics are handled optimistically in the romantic novels. It originated in western countries; basically the story revolves around love affairs of main characters. Some popular sub categories of romantic novels are paranormal, erotic, suspense, multicultural and inspirational romance.Narration: In narrative style, writer becomes the third person who narrates whole story around the charac ters. Naturalism: Naturalism is based on the theory of Darwin. Picaresque: It is opposite to romance novels as it involves ideals, themes and principles that refuse the so-called prejudices of the society. Psychological: It's the psychological prospective of mind with a resolution. Satire: Satirical novels criticize the contemporary society. The most famous novels are Jonathan Swift's Gulliver's Travels (1726), Kingsley Amis's Lucky Jim (1954), George Orwell's Animal Farm and Randell Jarrell's Pictures from an Institution (1954).Stream of Consciousness: James Joyce's stream of consciousness is all about the thought coming up in the minds of the readers. A novel also constitutes categories on social and political aspects like proletarian, psychological, protest novel, government, didactic, materialist novel, allegorical novel, novel of engagement, naturalistic novel, Marxist novel, radical novel, revolutionary novel, anti-war novel, utopian novel, futuristic novel, anarchist novel, p roblem novel, social philosophy novel, novel of ideas, problem play and speculative novel. Folk TaleFolk Tales are traditional stories that have been creating interest since ancient times. The children and old persons like religious story, magic and superstition as well. Fable, tall tales, cumulative, trickster and proverbs are the sub categories of folk tales. Mythology or legend is the ancient religious stories of origin and human civilization such as story of Robin Hood. Types of poetry Poetry is the spontaneous overflow of powerful feelings recollected in the tranquility. Greek poetry is found in free verse and we have rhymes in the Persian poem. Are you wondering how to write a poem, here are the followings forms of poem?Sonnet: Sonnet is the short poem of 14 lines grouped into Shakespearean and Italian sonnets. Ballad: The poems that are on the subject matter of love and sung by the poet or group of singers as telling readers a story. Elegy: This type of poem is the lamenting of the death of a person or his near one. Elegy Written in Country Churchyard by Thomas Gray is one of the famous poems marked as sad poems of the ages. Ode: Ode is the formal and long poem serious in nature. Allegory: Allegory is the famous form of poetry and is loved by the readers because of its two symbolic meanings.One is the literal meaning and another is the deep meaning. Epic and Mock epic: Epics are the narrative poems that convey moral and culture of that period. The Odyssey and Iliad are one of the largest philosophical epics written by Samuel Butler. Rape of the Lock is the great mock epic focusing on the minor incident of cutting of a curl. Lyric: It has Greek origin that gives a melody of imagery. It is the direct appeal of a poet to the readers about any incident or historical events. Lyrics are most of the time similar to ode or sonnets in the form. Nonfiction Literature:Nonfiction Literature is opposite to fiction as it is informative and comprises the interesting f acts with analysis and illustrations. Main types of Non- fiction literature Autobiography and Biography An autobiography is the story of the author's own life. ‘Family Life at the White House' by Bill Clinton is focused on his life and achievements. ‘Wings of fire' by Dr. A. P. J. Abdul Kalam, Mein kampf of Adolph Hitler are the autobiography books on real life. Essay Generally the authors' point of view about any particular topic in a detailed way is an essay.Essay has simple way of narrating the main subject; therefore they are descriptive, lengthy, subject oriented and comparative. Different types of essay: Personal essay, expository essay type, response essay, process essay, persuasive essay, argumentative essay, critical essay type, interview essay, reflective essay type, evaluation, observation essay, comparison type of essay, application essay, compare and contrast essay and narrative essay type. Literary criticism It is the critical study of a piece of literature . Here critics apply different theories, evaluation, discussion and explanation to the text or an essay to give total judgments.Plato, Aristotle, T. S. Eliot, Saussure and Frye are some of the famous critics. Travel literature It is the narration of any tour or foreign journey with the description of the events, dates, places, sights and author's views. Francis Bacon's natural philosophies in the middle of Seventeenth century is one famous example of travel literature. Diary Diaries are the incidents recorded by the author without any means of publishing them. It is the rough work of one's daily routine, happenings, memorable days or events in their life. E. g.Anne Frank's ‘Diary of a Young Girl' was published by her father in 1940s; it's a story of a girl trapped during German invade Amsterdam. Diaries consists of business letters, newsletters, weather listing. In today's world of Internet, writers write in blogs, forums, polls and social networking sites to convey their thou ghts. This also is a form of diary writing. Some profound forms of diaries are online diary, travel, sleep, tagebuch, fictional, dream and death diaries. Journal Journal is one of types of diaries that records infinite information. They are of following types:Personal: It is for personal analysis. In this journal one can write his goal, daily thoughts, events and situations. Academic: It is for students who do research or dissertation on particular subjects. Creative journals: Creative journals are the imaginative writing of a story, poem or narrative. Trade: Trade journals are used by industrial purposes where they dictate practical information. Dialectical: This journal is use by students to write on double column notebook. They can write facts, experiments, and observation on the left side and right side can be a series of thoughts and response with an end.Newspaper It is a collection of daily or weekly news of politics, sports, leisure, fashion, movies and business. Magazine Mag azines can be the current affairs or opinions well collected covering various content. Frame Narrative The psychoanalysis of human mind is present in a frame narrative. Here we find another story within the main story. Some of the popular narratives are Pegasus, Wuthering Heights, The Flying Horse, The Three Pigs, A Time to keep and the Tasha Tudor Book of Holidays. Outdoor literature Outdoor literature is the literature of adventure that gives whole exploration of an event.Exciting moments of life such as horse riding, fishing, trekking can be a part of literature. Some outdoor books are ‘The Adventures of Tom Sawyer' by Mark Twain, ‘Treasure Island' by Robert Louis, ‘Voyages' by Richard Hakluyt and ‘A Short Walk in the Hindu Kush' by Eric Newby. Narrative form of Literature Today we find movies, audio and video CD's and Cassettes that present current literature in use. Digital poetry is an upcoming trend too. Comic books, cartoons, eBook and Internet games are the learning methods for children. Literature includes centuries, human nature, cultures and souls. Isn't it?

The Methods And Activities Of Teaching Education Essay

Teaching method is the survey of the methods and activities of instruction ( Cambridge online lexicon ) . This Assignment will look at how we can associate teaching method in learning Applied ICT to a group of Year 11 pupils of assorted ability in a typical interior metropolis Secondary school, to the theories of larning which are the foundations of how we teach and learn. Based on what has been observed during a arrangement in the secondary school, and besides on farther reading it is hard to specify precisely what â€Å" larning † is, but for the intent of this assignment acquisition can be linked to alterations in behavior, apprehension, capableness and the cognition that is acquired by both instructors and students. In a simplistic position it can be said that there are many different theories of acquisition, but the two chief countries that underpin this in instruction are the humanistic attack, looking at what pupils â€Å" want to larn † , and the behavioral attack, concentrating on what â€Å" the instructor is desiring † the student to larn. It was noted that within the schoolroom and whilst on a school visit at that place seemed to be no important behavioral jobs within the group of students. Teaching Applied ICT gives the chance to travel out of the schoolroom environment and visit companies and administrations so that pupils are able to see ICT working in context within the workplace. Giving pupils this chance should assist them derive a broader cognition and apprehension of this topic, but taking pupils out of a schoolroom environment can make alterations in the behavior of pupils, and it is besides of import that the capableness of all the pupils is challenged. The Humanistic position to acquisition is that of ‘natural desire ‘ , where acquisition is student lead and personalized, and the function of the instructor is thought of as more of a facilitator. One of the cardinal premises of this humanistic position harmonizing to Huitt ( 2001 ) is the fact that people act deliberately and with values. Humanists believe that you should look at the person as a whole, and that it is of import to see how an person learns throughout their life as they grow and develop. Smith ( 1999 ) discusses the basic concern for the human potency of growing. It was noted that in some instances in the schoolroom environment pupils are non needfully come ining the schoolroom with the purpose of larning. As pupils have chiefly decided on taking to larn and prosecute in the subject of ICT within the 14-19 course of study, this suggests that at some phase the pupils did hold a natural desire to take up the topic in order to prosecute in the acquisition and hopefully come on onto makings. The possibility is that the existent desire of pupils on a twenty-four hours to twenty-four hours degree may be greatly different to the desire that they have to larn over a longer period of clip. Abraham Maslow ‘s Hierarchy of demands argues that people aim to run into basic demands first, and so they seek to run into in turn higher demands in the signifier of a hierarchy until they reach self-actualization, or self fulfillment. Behavior and acquisition is motivated by an persons desire for personal growing an the demand to go all the things that a individual is capable of going ( Maslow,1970 ) . Although non straight linked to the instruction of ICT within the schoolroom it is really important that pupils are likely to hold other demands other than that of larning in order to accomplish their true potency. I have noted on several occasions that pupils have non been concentrating during the beginning of lessons, even when the starting motor exercising has been accessed by the bulk of pupils. When these pupils were questioned, particularly during forenoon periods, the reply given was that they could non concentrate and they were hungry, which coincides with the lowest degree on the hierarchy. Maslow foremost introduced his construct of hierarchy in 1943 in his paper â€Å" A Theory of Human Motivation † , which was closely followed by his book â€Å" Motivation and Personality † . There are many facets of this theory that can be linked to the person ‘s motive either within the parturiencies of a lesson, or over a period of clip. These hierarchies are closely linked to the construct of ECM which is now high on the authorities ‘s docket for schools. There is nevertheless a few exclusions that often occur within this theoretical account, such as persons when questioned did experience safe and secure in the schoolroom environment even when they have non had breakfast. In the theoretical account it is merely possible to seek the safety of a secure environment when the physiological demands are met, hence another issue with this theoretical account is that there are no clip limits set. An person could perchance drop to the underside of the hierarchy within a lesson if a student has forgotten a jammed tiffin or their dinner money. They may get down to merely believe of where they are traveling to acquire their following repast. Closely linked with the humanistic attack theoretician David A. Kolb suggests â€Å" acquisition is the procedure whereby cognition is created through the transmutation of experience † Kolb, ( 1984, p. 38 ) . The theory consists of a rhythm which is in four phases, where you are able to get down at any one phase, but so each phase must follow in sequence: â€Å" Make † or Concrete experience â€Å" OBSERVE † or Brooding observation â€Å" Think † or Abstract conceptualisation â€Å" Plan † or Active experimentation Along with the larning rhythm Kolb besides offers a manner into understanding the single people ‘s acquisition manners. Within Applied ICT it is really helpful taking pupils out of the schoolroom and into organisations where they can ‘observe ‘ ICT working. Rather than learn pupils how and why the ICT is being used it was found to be more productive to allow the pupils experience the ICT working in the normal environment of an organisation before inquiring the pupils to organize sentiments on what the engineering may be used for. In the instance of detecting a working eating house, pupils were able to see restaurant staff taking orders and so walking back to the order desk to put the orders on a touch screen. Once observed the pupils reflected on why the staff were continually traveling towards the same computing machine terminus after taking orders, organizing an sentiment as to why they must be inputting the information into an ordination system for the kitchens. The pupils besides noted that it would besides be possible to utilize the same ordination system to associate the drinks orders to the saloon staff. All of this information was so confirmed by allowing pupils really taking an order themselves and come ining it into the order database, where they gained a concrete experience. Looking at how the pupils really learned, Kolb ‘s acquisition manners can get down to go understood. Some pupils found it much easier to understand the usage of engineering by come ining the order, and so reflecting on how this would be utile when watching the servers ( diverging ) . Assimilator scholars found that it was easier to gestate how the ordination would take topographic point before watching the order pickings and so reflecting on how this wasaˆÂ ¦aˆÂ ¦ Learners who had conceptualized the order pickings, but had non truly understood how and why the ordination worked through observations started understand more when they started to believe how it would work if they had really witnessed a drinks order being processed ( meeting ) . Finally the scholars who were ‘Accommodating ‘ merely understood truly what was traveling on when they non merely entered the orders themselves, but started to believe about which other types of orders could be placed on the system. The whole work of Kolb underpins the course of study and how it may be delivered in schools today, although readying for the trip was non simple as one of the issues with Kolb ‘s work is that vitamin E does non take into history the different attainment degrees to which the pupils are working at, therefore it was necessary to fix resources for the pupils at different degrees so that all pupils could prosecute with the acquisition and develop their cognition. The theory of multiple intelligences was developed by Howard Gardiner in 1983. He suggests that persons possess a figure of different independent intelligences ( at least seven ) , and that these can be acquired at different degrees. Gardner besides suggests that if persons have an ability to larn in a certain mode, they should be encouraged to develop their acquisition utilizing this endowment. Gardner material During instruction, the thought of pupils being able to develop their abilities to larn focussed planning on the single pupils and how to include and develop all pupils within the category. This attack closely links back to the Every Child Matters docket and how to develop the cognition of all persons within the schoolroom. Although concentrating on certain facets of Gardner ‘s intelligences, such as the verbal-linguistic and logical-mathematical abilities of pupils within the schoolroom it is besides of import to see the overall interpersonal and intrapersonal abilities of pupils more to supply a more rounded and balanced course of study. There is a demand to provide for pupils at different abilities, whether within the schoolroom, the twelvemonth group, or the cardinal phases. Depending on how pupils are grouped should impact the manner in which lessons are planned and delivered. Although some of the thoughts behind the theory of Gardner are used within the schoolroom the overall footing of the theory is non adequate to alter the manner in which persons are grouped, as at that place seems to be stronger influences that bind persons larning together, such as those described by Maslow. It is possible to distinguish within lessons so that an effort is made to assist the pupils to larn to the best of their ability. How far you can continue with this construct whilst taking into history that pupils are on the whole grouped together in age instead than overall ability, and besides sing the ability of the instructors to develop the lessons with the equipment and resources available makes it hard to do a judgement on whether each kid is larning to the best of their ability. No affair what the ability of pupils there is a theory that suggests that by detecting and copying behaviour, this can take pupils to ‘think for themselves ‘ , which is cardinal to a pupil ‘s patterned advance throughout their instruction. The Social Learning Theory developed by Bandura ( 1977 ) stresses closely the nexus between pupils detecting behaviours that may hold been modeled and copying these, taking to larning. Bandura ( 1977 ) provides a elaborate description on acquisition. For him Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make. Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and on ulterior occasions this coded information serves as a usher for action. ( Bandura 1977, p.22 ) Within the schoolroom environment it was noted that it is really utile to pattern undertakings to pupils as they will so hold a higher and better apprehension of the undertaking and what they need in order to finish the activity. Outside the environment of the schoolroom, whilst engaged in larning within an organisation that the pupils were analyzing it was noted that pupils responded in several different ways. The behaviour of pupils, instead than going more riotous became more professional and respected. This may hold been the fact that they were in a professional environment with other members of the populace in attending. One other facet of the pupils ‘ behaviour became noticeable when they met the usher demoing them around the edifice. It was obvious that pupils accidentally copied the idiosyncrasy of the usher, which can be attributed to the positive attitude and attributes that were seen by the students on what they perceived as a function theoretical account. Although whilst pupils are acting right in and out of the schoolroom, there are times that pupils do non prosecute with lessons and get down to misconduct. Piaget ( 1932 ) discussed the moral development of persons and an apprehension of others. It can be noted that morally pupils should truly cognize they are at school to larn, and non interrupt the schoolroom. Further work by Piaget ( 1952 ) , produced by decennaries of detecting immature kids lead to his theory of cognitive development. The footing of the theory of cognitive development is that there is a displacement of kids ‘s thought over certain phases of their ripening, as they are turning up. These phases were split into four, with the concluding phase, when a pupil is in adolescence they should be able to ground hypothetically and infer results, hence actively build their ain cognition and understand results, believing for themselves. In instruction it is clear that persons are grouped in phases, therefore miming theory of Piaget. Year groups are grouped into Key Stages for development, but although pupils still receive lessons in their twelvemonth groups it is obvious that non all students develop at the same rate. Within the schoolroom environment and besides whilst taking visits it is still really of import to distinguish lessons so that all students are able to entree the lesson, and besides supply extension undertakings where students have completed work to a satisfactory degree within the clip and have no other work to finish. The theory behind cognitive development does non associate to â€Å" how † a pupil can be cleverer with relation to their knowledge harmonizing to their age. There is besides small or no grounds of other factors such as societal or emotional facets which may act upon larning. Similarly at that place seems to be no nexus towards unnatural development or development upsets that may be present in a pupil. Unlike Piaget where it is considered that the development of a kid must predate their acquisition, the sociocultural position of Vygotsky ( 1978 ) argued that â€Å" acquisition is a necessary and cosmopolitan facet of the procedure of developing culturally organized, specifically human psychological map † ( Vygotsky 1978, p.90 ) . This position suggests that in existent fact that societal acquisition would predate the development of an person. Therefore whereas Piaget would reason that the development of a student is due to them being actively funny and desiring to be involved in the acquisition taking topographic point, Vygotsky would reason that the societal part and interaction, for illustration with the usher on the visit, helped the procedure of development of the students. Taking the thoughts of Vygotsky into the schoolroom it has been noted that pupils working collaboratively, when they are socially interacting either with their equals or instructors, or whether working in braces or groups, will bring forth a high degree of work if kept on undertaking. This cooperation Vygotsky argues leads to cognitive development. Vygotsky ( 1978 ) besides viewed the Zone of Proximal Development as an country where counsel or instructions can be given, leting students to work on their ain to develop higher mental maps. Within the planning and instruction of a lesson it is clear that aims and success standards have been planned and shown to the students. This clearly develops the ability to finish undertakings to different degrees of accomplishment for the students, and allows them to progress their acquisition in a manner that is clear and concise. In kernel, on an single footing, a pupil needs to understand how they can ‘learn to larn ‘ in order to derive the best instruction they can accomplish. Students have to take duty for their ain acquisition, with the aid of instructors, parents and as many resources as possible that will profit them overall. The pupils single acquisition manners must besides be noted down by instructors in order for them to be after, develop and present lessons in a individualized manner, for as many persons as possible in each lesson. Taking into history that pupils are grouped in cardinal phases and in twelvemonth groups, and even possibly in sets, there will ever be a scope of pupils within the schoolroom that have to be catered for. It is of import for instructors to encompass as many instruction and acquisition manners as possible if they are appropriate to travel any of the single scholars in the schoolroom forward. In Applied ICT although the pupils may understand the theory of the existent ICT, it may be hard for the pupils to set the existent application of the usage of the ICT into context. Timetabling deductions mean that it is impossible to wholly personalise the acquisition of an person at present as the resources are clearly non available for this to go on. As this is the instance personalization has mostly got to take topographic point within lessons associating in with the humanistic attack to distinguishing for the person or groups. This attack will besides assist with the multiple intelligences within the schoolroom and cater for different ability pupils, scaffolding lessons so that all pupils engage within the acquisition environment and are able to come on in a safe environment.A