The Mill s Greatest Happiness Principle - 1543 Words

According to Aristotle, the most choice worthy goal of human action is to be happy. Virtue is choosing the mean between two extremes of deficiency and excess. Furthermore, virtue is doing the right thing, in the right way, in the right amount, at the right time, to the right people. Aristotle felt that there was no reason to be too specific with this explanation, because if you are virtuous you know what to do. There is really no guidelines to follow with this, because it is based on your character. Happiness and virtue are related, because to be happy, you have to be virtuous. Mill’s Greatest Happiness Principle is the foundation for the Utilitarianism views. Mill’s Greatest Happiness Principle is described as the actions that†¦show more content†¦They traded their freedom for their security. According to Locke, the ‘State of Nature’ is the condition that humans are in before there is any government. Locke believes that everyone was equal, becau se they were all creations of God and that they all live in peace. He believed that no one should harm another s life, liberty or possessions. People must submit themselves over to the sovereign and consent to the laws enforced by them to enter into the ‘Political Society’. The people did this to insure the protection of their properties; their life, liberty, and estate. However, the people can overthrow the sovereign if the laws become unjust. From Hobbes perspective, the ‘Social Contract’ was when people came together to give up some of their rights so others would give up theirs. He believed that men will be willing to give up their rights as long as others did the same. The ‘Social Contract’ was set up to enforce moral rules to help everyone flourish. Property rights would increase crops and farming, punishments for stealing would increase consumerism and investing. Militaries and police would enforce laws; therefore, the actions and attitu des from the state of nature would disappear. Basically the ‘State of Nature’ was the giving up of power to give to another, and in this case it was the sovereign. This would be an absolute sovereign where no one could question them andShow MoreRelatedJohn Stuart Mill s The Greatest Happiness Principle1615 Words   |  7 Pagessomeone’s life is unacceptable, but there are times when it has been vital. Utilitarianism is based upon the â€Å"Greatest Happiness Principle† which states that actions are considered moral when they promote utility, meaning happiness, and immoral when they promote the contrary. The British philosopher John Stuart Mill proposes that morality should be driven by the â€Å"Greatest Happiness Principle.† Nonetheless, he also believes that just because an action promotes utility does not make it so that it isRead MoreJohn Stuart Mill ´s The Greatest Happiness Principle Essay906 Words   |  4 Pagesincludes explaining the à ¢â‚¬Å"Greatest Happiness Principle†, happiness, unhappiness, quality of pleasure, lying, and the relevance of time with his view. I will then explain how I agree with the principle of Rule Utilitarianism. I will also consider the objection of conflicting rules in Rule Utilitarianism as well as that of negative responsibility, giving my response to each. Mill claims that morals find their root in Utility, otherwise called the Greatest Happiness Principle.(513) The essence of thisRead MoreSimilarity Between Religion And Utilitarianism813 Words   |  4 Pagesconsequence of every action is happiness. There is a similarity between religion and utilitarianism. For example, love includes wanting happiness and religious principles such as loving others the way you love yourself and doing to others what you expect them to you are founded on utilitarian principles. The ultimate goal for a utilitarian is happiness, which is also the main objective of religion. Utilitarian ethics replicates the main religious rules. A principle like not lying is wrong in theRead MoreWhat Has Posterity Ever Done For Me By Robert Heilbroner1626 Words   |  7 Pagesresponsibilities towards future generations in regards to preserving the planet. In this paper, I will present Heilbroner s arguments for posterity, in relation to how we treat our environment. In addition, I will compare two ethical theories, Kant s Categorical Imperative to Mill s theory of Utilitarianism. I will then argue as to why Utilitarianism is more plausible in respect to Heilbroner s environmental view on posterity. Furthermore, I will point out why Kantian theory does not at all support the ideaRead MoreUtilitarianism : The Utilitarian Moral Theory Essay968 Words   |  4 Pagesgeneral form, what is the utilitarian moral theory? In its general form, the utilitarian moral theory advocates that an action is morally right if it serves the greatest good for the greatest amount of people. 2. What is hedonism, and what is hedonistic utilitarianism? And, what was Epicurus s view about pleasure? Hedonsim is the principle that suggests that pleasure is the motivator of one’s life and hedonistic utilitarianism is when ethics is determined by how much pleasure or pain is producedRead MoreEthical Theories Of Utilitarianism By Jeremy Bentham And John Stuart Mill State1564 Words   |  7 PagesWhen it comes to normative ethics, a custom originating from the late eighteenth and nineteenth century English economists and philosophers Jeremy Bentham and John Stuart Mill state that an activity is morally right on the off chance that it has a tendency to increase pleasure and morally wrong in the event that it tends to deliver the opposite of pleasure, pain – not only the pleasure of the person performing the activity but additionally that of everybody influenced by it. A theory of such isRead MoreKant And John Stuart Mill s Utility Based, Utilitarian Moral Theory1551 Words   |  7 Pagesideologies can arise to similar conclusions based on vastly different rationales. Immanuel Kant s duty-based, deontological moral theory and John Stuart Mill s utility-based, utilitarian moral theory are prime examples of antithetical viewpoints that share similar outlooks to ethical subjects such as lying and helping those in need through vastly different lines of reasoning. The fundamental basis of Kant s moral theory is that the only universal good is the good will and, more specifically, it isRead MoreAn Introduction to the Principles of Morals and Legislation by Jeremey Bentham.1026 Words   |  5 PagesWhat is Utilitarianism? I believe that utilitarianism is the theory in which actions are right if they produce happiness and wrong if they don’t produce happiness. Happiness is what every human being look forward to. When making a decision, all possible outcomes must be ensured that it will lead to happiness. Utilitarianism is based on the principle of utility .Utility is the ability to be useful while satisfying needs. Utilitarianism is generally considered a moral theory that was found by JeremeyRead MoreUtilitarianism : The Greatest Happiness Principle1176 Words   |  5 PagesUtilitarianism John S. Mill describes utilitarianism, also known as â€Å"The greatest happiness principle†, as a philosophical theory of morality. This theory is focused on the end result (a consequential theory) rather than the motive behind it. It argues that the morality of the action is solely dependent on the action’s results. The action is morally ethical as long as it produces the greatest happiness for the majority of people involved. Mill mentions, â€Å"†¦ the greatest happiness principle holds thatRead MoreUtilitarianism, And Principle Of Utility1319 Words   |  6 Pageselevated than the animal appetites and, when once made conscious of them, do not regard anything as happiness which does not include their gratification.† (Mill, 332) There have been many philosophers who have taking up the topic of utilitarianism, but one that defines the quality of pleasures along with defining that there are actions behind picking those pleasures would be John Stuart Mill. Mill in his years of talking and discussing utilitarianism disagreed and agreed with philosophers and had

The Impact Of Social Media On Society - 1290 Words

Often there are inventions that change society. They become part of our everyday life. Social media is an invention that has changed the foundation of the way we communicate and in all probability, it will be around for the remainder of the homo sapiens lifespan. With life-changing inventions like social media, debates spark whether it is a good thing for our society or not. Dave Eggers â€Å"The Circle† shows the way social media can be a positive change for society with the Circle’s countless inventions that integrate social media. â€Å"SeeChange† is one of the inventions from the Circle that allows people to see HD quality live streams from a small device anywhere. Their claim is that with such devices we can make criminals and tyrants†¦show more content†¦SeeChange has the capabilities to witness any event as it happens and live to stream them in full HD quality from anywhere in the world. Eamon Bailey one of the founders of the company the Circle, introduced SeeChange as a surveillance for the world so that people no longer have to be afraid of oppressive leaders, militaries, police, and governments. As Bailey expressed â€Å"Tyrants can no longer hide. There needs to be and will be, documentation and accountability, and we need to bear witness. And to that end, I insist that all that happens should be known.† (pg 67-68) It is because of social media that things like this are possible. While we do not have the actual technology SeeChange, sites like Facebook make it possible for people to live stream events as they happen. I agree with Bailey to an extent. Tyrants should be held accountable for their actions but on the flip side, a technology like SeeChange can be very intrusive as well with the wrong person using it. Human beings inherently have always been bullies, no matter the age you look back on in history. Bullies, however, have always faced the consequences of bullying for the most part. In our modern society b ullying has become a mainstream thing because of the social media phenomena. Cyberbullying is an occurrence that has no boundaries. There are people constantly cyberbullying every minute of the day in social media sites. It isShow MoreRelatedImpact Of Social Media On Society Essay917 Words   |  4 PagesHave you thought about the impact that social media has on society? Today I would like to address the impact of social media on society for those of you that are social media users and this includes the advantages or disadvantages that as associated with it. In this speech, I want to relate to you how social media is being used by social media users. Social media has forever changed the way society works, whether it’s the sharing of an idea, the communication of news, or the availability of productsRead MoreSocial Media And Its Impact On Society Essay1742 Words   |  7 PagesSocial media has gained immense popularity, following increased access to the internet and technology devices including smart phones. Social media is used to denote platforms in which people build and share social connections; thus enhancing information sharing and interaction. Major examples include Twitter, Facebook, YouTube, LinkedIn, Google+, Pinterest and Instagram. Through social media, people can connect, interact and exchange information such as pictures, videos and other digital media byRead MoreSocial Media And Its Impact On Society1420 Words   |  6 PagesSocial media as we know has changed. Now instead of messaging we are able to video chat, and instead of not knowing where someone is now we are able to see there locations and where they live. This is all because of social media. Social media has taken the world by storm including social media sites like Facebook, Twitter, and Instagram all sites where we communicate through text, videos, pictures, and much more. Rhetoric is used in social media and sometimes it can be overlooked. Sometimes we mightRead MoreSocial Media And Its Impact On Society1563 Words   |  7 PagesSocial media has consumed our society. 47% of American adults used social networking sites in 2011 like Facebook, Myspace, and Twitter; up from 26% in 2008(quoted from procon.org) the aspects of social media both have a positive and negative impact on life. Social networking sites promote interaction with distant fami ly and friends. Social networking sites can demonstrate opportunities to strengthen existing relationships and to develop new friendships as well. The downfall of social media sitesRead MoreSocial Media And Its Impact On Society970 Words   |  4 Pagespiece titled Friends Indeed for the Washington Post. Garreau brings up possible dangers, minor inconveniences, and what truly defines a friend in the new media world we live in. I felt Garreau came across as jaded by most of the interviews he conducted. He did not seem to speak with a wide array of people that gave positive impacts social media can have, but rather focused on the negatives of the subject. Garreau did bring up valid points, however, from personal safety to the aspect of differentRead MoreSocial Media And Its Impact On Society Essay1560 Words   |  7 Pageswaiting for their next high, society has become more and more dependent on social media. One must realize, while the use of social media in today’s society is a necessity due to the fast-paced environment that has been created, it can never fully replace the value received from personal interaction with others. The short film titled, The Library Book, perfectly illustrates this as the characters within the film learn to assimilate in a society dominated by social media. The actions of each characterRead MoreThe Impact Of Social Media On Society987 Words   |  4 Pages The Negative Impact of Social Media on Society Marylin Vos Savant once said, â€Å"Email, instant messaging, and cell phones give us fabulous ability, but because we live and work in our own little worlds, that communication is totally disorganized†. The society we live in today requires modern technology. Texting, tweeting, and other forms of abbreviated communications are now changing how we speak. Of course technology and social media to be precise, is not necessarily evil; they have boosted the world’sRead MoreThe Impact Of Social Media On Society1652 Words   |  7 PagesIn 1968, popular artist Andy Warhol had brought to attention his opinion on the over-populated celebrity society of the time with his quote â€Å"In the future, everyone will be famous for fifteen minutes†. Times change, and the future approached, but Andy may have underestimated just how true that is. Nowadays, the quote has been translated to fit the modern times, â€Å"everyone will be famous for 15mb†. The quote being changed to that says a lot about the times that we are going through right now, whichRead MoreSocial Media And Its Impact On Society1224 Words   |  5 Pages Social media is a variety of platforms provided to the public as a medium for expression and communication. Seemingly, social media could be viewed as a positive contribution to society, but one must consider the underlying effects of society. Many of us don’t take into account the role that social media plays in the way we perceive things, think, and live our lives. Social media plays a critical part in societal norms. â€Å"Social norms are rules of conduct that governs interactions among individualsRead MoreSocial Media And Its Impact On Society Essay1622 Words   |  7 Pages What it Means to be Black In 2016, society is at a place where people are able to discover tons of information at the touch of a finger; this indeed can impact on how we view common things in society, such as identity. This statement holds true for â€Å"blacks† or African Americans as well. The stigma that comes with being black has been around for centuries; however, many blacks are using social media to combat negativity. In an era predicated on the use of the internet, black people have proven to

Summay Reinventing Your Business Model Free Essays

Reinventing Your Business Model By Mark Johnson, Clayton Christensen Henning Kagermann Summary Submitted by Tiffany The article â€Å"Reinventing Your Business Model† is focused on the importance of innovating business models as a means of providing new growth and opportunities for an organization. The three authors, Johnson, Christensen and Kagermann, provide a layout to demonstrate possibilities for an organization. The first step is to understand the definition of a business model. We will write a custom essay sample on Summay: Reinventing Your Business Model or any similar topic only for you Order Now The article explains that a business model consists of four elements that each work together to provide value. These elements include customer value proposition (CVP), which is â€Å"a way to help customers get an important job done. † Next is the profit formula which is the plan for how the company will money while provide a value to the customer. The third element, key resources, is the assets that are required in order to fulfill the customer value proposition. Lastly, key processes are the primary operational and managerial tasks that also assist in delivering to the customer and company. Also you can read  Business Ethics Comprises The authors use two business examples to illustrate the process: Tata Group’s CPV for providing safer, inexpensive transportation and Hilti’s CVP for converting from commoditization of power tools to service provider through the leasing of power tools. After explaining the business model, the authors move forward to discuss understanding when a business model is needed. Although there are opportunities when a company can disrupt competitors by producing a product that is within their current model, a business must know when it is advantageous to create a new business model. The authors state that there are five strategic circumstances that require a change: 1) An opportunity to provide value for a group that is completely shut out of a market; 2) Capitalizing on a new technology by creating a business model around it; 3) Providing a â€Å"job-to-be-done† when it doesn’t exist yet; 4) Fending off low-end disrupters; and 5) Responding to a shift in the basis of competition. Additionally, the authors stress that venturing into a new business model should not be taken lightly and should be pursued only when the opportunity is large enough and â€Å"game-changing† enough to warrant it. At the conclusion of the article, the authors discuss Dow Corning as an example of a company creating a completely new business model independent of their existing model. Dow Corning discovered a need for a low cost product model and ultimately established Xiameter, which is starkly different from its original model. The authors also assert the need for trial and error and a willingness to revise as keys to creating a new business model. How to cite Summay: Reinventing Your Business Model, Papers

Essential Needs of Young Children Samples †MyAssignmenthelp.com

Question: Discuss about the Essential Needs of Young Children. Answer: Essential needs Essential needs of young children Young children need nourishment, care and attention for attaining a proper development. Here, the parents are responsible for fulfilling these needs of their children. This reflects the parent children attachment, which forms a crucial component in the developmental process (Ranson Urichuk, 2008). From the birth, the struggle of the parents starts in terms of looking after the needs of their children. From the time, the children take birth; the parents are filled with the thoughts regarding how to look after the needs of the children. As a matter of specification, for the newborn, timely feeding, changing nappies, ensuring that the baby gets enough sleep are the major responsibilities of the parents. What happens if the essential needs are not fulfilled? Now-a-days most of the parents are working. The past paced life has filled the mothers and fathers with stress and tiredness. After a hard days work, the parents do not even get time to say hello and cuddle the baby. This inability can be considered as the negation of the biological bondage between mother and child, which the destiny has written. This is depriving the child from the basic love, care and attention, which is one of the major obstacles in its development (Ranson Urichuk, 2008). Although the caretakers and babysitters are performing this duty as the substitute of the parents, the babies are not getting the love, care, nourishment and attention, which the parents can give. Herein lays the appropriateness of the aspect, emotional attachment. Attachment and social behavior Connection and attachment in children development During the infant stage, the infant is emotionally, physically and socially attached to its parents. Societal interaction is minimal, only laughing and crying at the things happening in its surrounding. Evaluation of these surrounding events is also according to the self conception (Hamlin, Wynn Bloom, 2008). This is also applicable for the toddlers, the only difference is that for the toddlers, maturity and understanding of the right and wrong actions starts to develop, although it is in raw stage. Delving deep into the act of evaluation, it acts as a detachment from the attachment. Viewing the aspect of development, dependence is natural at the stage of infancy. However, for the attainment of proper development, the parents need to experiment whether the child can do the basic things independently. Constant supervision is crucial in terms of averting the unwanted accidents, which would delay the proper development at the right stage. Along with the parents, the teachers at the pla y schools need to test the toddlers for assessing their capability to learn the basic methods of doing the fundamental activities (Berger, 2003). Caregiver is the substitute of the parents, who attempt to provide the much needed care, attention and love to the child. This process results in the development of emotional attachment, which if not controlled can strain the biological bond between parents and children. This fissure is one of the major obstacles in the childs development. However, owing to the busy life of the parents, caretakers are important in the childs life. The needful in this case is supervision by the parents in terms of assessing how perfectly the caretaker is performing the allocated duties (Berger, 2003). Evaluation of the behavior exposed by the child helps in understanding the influences, which forms cornerstone in behavioral development. As a matter of specification, infants evaluate others behavior in terms of their own wish fulfillment. Instead of evaluation, perceiving is the right word for the actions performed by the children for developing their social behavior (Gillespie Hunter, 2008). Taking the example of 6 month old child, it expresses surprise and a blank look if someone gives a toffee. After the confirmation from the mother to take the toffee, it takes the toffee and the first expression is dropping the toffee on the ground and laughing. At this stage, help, support and guidance from the parents are needed for safeguarding the baby from the accidents. As he baby attains maturity and penetrates into the age group of 2 years, they need to be given practical examinations for assessing their grasping power in terms of attaining development in an efficient and effective man ner (Smidt, 2013). Development domains For the first two months, biosocial domain plays an important role in a childs development. This is because in these two months, parents are the people, with which the child becomes familiar. Peers, relatives and neighbors attain second position. Caretakers and babysitters are also included in this parameter, as they play the role of the mothers and fathers in their absence. This merges the biological and social parameters, as the caretakers and babysitters are outsiders in terms of the biological relationship with the child. The type of care, love and attention, which the child gets from the parents and caretakers, laid is the foundation for the childs development (Greenfield, 2014). As a matter of specification, teachers in the preschool are also important in terms of levying the basic and fundamental education to the children. Using the play way method for this generates an interest among the children to learn. Maintaining consistency in this pedagogy provides the children with an easy grasp over the fundamentals, regular practice of which is a slow yet gradual progress towards development. Apart from this, it also merges the other parameters into the biosocial. Grasping the fundamentals makes the children aware of the right and wrong actions. This awareness gradually brings control over their emotional expressions. Language acquisition theories In case of the infants, babbling is the only form of communication, which is their self-expression for the needs, demands and requirements. Therefore, this babbling can be considered as self teaching the worldly language. Theoretical approach in this direction enhances the clarity in terms of linguistic development of the children. Cognitive learning theory can be considered as the starting point of social interactionist theory (Kail, 2015). Hearing different kinds of sounds helps the child to learn and produce them. Regular hearing of a particular sound enables the child to associate the sound with the thing from which the sound is coming. Herein lays the linguistic communication and connection of the child and the society. Motivation is a medium for the child to produce the sound among the familiar people. Praises generates curiosity within the child to explore many other things related to the sound. These praises is assistance in terms of learning new things, which leads to the me ntal development of the child (Smidt, 2013). Here, societal influences might be of help, however, most of the times, influences and suggestions deviate the focus of the child. Therefore, the parents need to expose cautious approach for gifting proper development to their children. References Berger, K. S. (2003). The developing person through childhood and adolescence (6th ed.). New York, NY: Worth Publishers. Gillespie, L. G., Hunter, A. (2008). Emotional flooding: Using empathy to help babies manage strong emotions. Young Children, 63(5), 4647. Greenfield, P. M. (2014).Cross-cultural roots of minority child development. Psychology Press. Hamlin, J. K., Wynn, K., Bloom, P. (2008). Social evaluation by preverbal infants.Pediatric Research,63(3), 219-219. Kail, R. V. (2015).Children and their development. Pearson Higher Ed. National Scientific Council on the Developing Child (2005). Excessive stress disrupts the architecture of the developing brain(Working Paper No. 3). Retrieved from: https://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp3/ Ranson, K. E., Urichuk, L. J. (2008). The effect of parentchild attachment relationships on child biopsychosocial outcomes: a review.Early Child Development and Care,178(2), 129-152. Smidt, S. (2013). The developing child in the 21st century: A global perspective on child development (2nd ed.). New York, NY: Routledge.

In Comparing The Argument For The Existence Of God There Are Two Views

In comparing the argument for the existence of God there are two views, Decartes and Locke. Decartes believes there is innate knowledge that everybody already has a perfect being acquired knowledge. Locke believes that all ideas come from experience. I believe truth lies between both of these theories. It only remains for me to examine how I received this idea from God. For I did not acquire it from the senses; it has never come to me unexpectedly, as usually happens with the ideas of things that are perceivable by the senses, when these things present themselves to the external sense organs-or seem to do so. And it was not invented by me either; for I am plainly unable either to take away anything from it or to add anything to it. The only remaining alternative is that it is innate in me, just as the idea of myself is innate in me.(pg255 W.p.) Decartes is telling us we know everything when we are born, the idea was already there. Decartes is saying God established a relationship with the humans to help them. Decartes theory shows God as eternal, infinite, immutable, omniscient, omnipotent, and a creator. Every man being conscious to himself that he thinks, and that which his mind is employed about while thinking, being the ideas that there are, it is past doubt that men have in their minds several ideas, such as those expressed by the words whiteness, hardness, sweetness, thinking, motion, man elephant, army, drunkenness and others, it is in the first place to be inquired: How he comes by them? Let us suppose the mind to be, as we say, white paper, void of all characters, without any ideas. How comes it to be furnished? When has it all the materials of reason and knowledge? To this I answer, in one word, from experience. In that all our knowledge is founded, and external sensible objects, or about the internal operations of our minds perceived the materials of thinking.(pg31W.P.) Locke is telling us all ideas come from experience. Locke believes God could come from thinking. Locke explains you are born with white paper empty with content but have operations that go on in the mind. By filling a gap in the curiosities in people, we believe God created everything. Lockes theory shows the minds power to interpertate God as perception, thinking, acting, believing, reasoning, willing, and knowing. I feel that both Decartes and Locke theories contribute equally. In Decartes claim of innate knowledge it is possible for a theory of reincarnation. It is evident that if knowledge exists at the start of your life, it could exist before, during, and in after life. This proves an innate knowledge. I also believe in Lockes theory because we learn about God throughout our lives adding to the knowledge. This is true since science contributes adding more ideas through technology to discover new advanced knowledge. Through this ability we learn about the starting of the world and facts further back in history. In conclusion I feel both Decartes and Locke have both contributed to the theory of God equally.

WaughS Vile Bodies And GreeneS Brighton Rock Essays - Film

WaughS Vile Bodies And GreeneS Brighton Rock Essays - Film WaughS Vile Bodies And GreeneS Brighton Rock Sandra Weathers 17 April 2000 The comments about Monets painting, Impression: Sunrise, gives an insight to the artistic vision in Waughs Vile Bodies and Greenes Brighton Rock. Monets Impression: Sunrise is a famous and prime example of Impressionism. The impressionist style of painting is characterized by concentration on the general impression produced by a scene as an object and the use of unmixed primary colors and small strokes to simulate actual reflected light. (WebMuseum) Impressionist paintings use light and color to imitate a certain setting or reality. In both novels, Vile Bodies and Brighton Rock, there is an impressionistic feel to them. There is a sense of darkness and unclearness as one reads along, but have an element of light that is present throughout. The light in these novels are represented through characters. In Vile Bodies, the story is one of nothingness, meaninglessness. None of the characters have an objective reality, its all subjective. The reality is different to each character. There are concessions to nothing outside the self. Their lives are portrayed as wasted, as if there is no other purpose to them than to be part of a society that emphasizes the importance of money and social gatherings, in other words, a social satire. One source of light in this novel is Mrs. Ape and her angels. They serve as a religious element in a world that is existentialism at its best. Brighton Rock is a detective story, a who done it. Naturally, being that it is a detective story, there is a dark quality to it. Detective films fall into the film noire genre, because of the dark element. Rose is the light, it is present with her. Throughout the novel, along with the murders and crime solving, Rose is the balance, the light. Her good balances with her husbands , Pinkies, evil. Pinkie seems to be incomplete without Rose. Monets painting seems to be incomplete, or unfinished. And like the painting, Rose is the stroke of color, that reflects light in the novel. Being that they are married, which is a holy institution, makes her different from the unmarried characters, i.e. Ida, Charles, etc. Rose is the bonding element in her marriage to Pinkie. The comment made by Castagnary, in the test booklet, They are impressionists in that they do not render a landscape, but the sensation produced by the landscapeThere they take leave of reality and enter the realms of idealism, has a connection to the life portrayed in Vile Bodies. The landscape sensation, which is the world and lives of the characters, is produced by the meaningless conversation, relationships, and subjective mentality of the characters. In the essay by Paul Tillich, The Meaning of Meaninglessness, it states that, He(man) has sacrificed himself to his own productions He who is in the grip of doubt and meaninglessness cannot liberate himself from this grip, but he asks for an answer which is valid and not outside the situation of his despair. This is the case for Adam. He is searching for something that is not outside of the satirical world that he is trapped in, created by Waugh, constructed as an example of what the world has become or what the world is soon to become. The authors, as like Monet and other Impressionist painters, have an artistic vision that is expressed through strokes and color and a reality, or lack thereof. In the novels, the strokes are the characters, and the color is the role that the character plays in the world created by the author. All the elements come together to form a world, created by the artist, either with paint or words.

APN Professional Development Plan Essay Example | Topics and Well Written Essays - 1500 words - 1

APN Professional Development Plan - Essay Example The discussion that follows will outline an APN professional development plan as well as give the role of the advanced practice nurse. The APN professional development plan would involve six aspects. First is the attendance of continuing education forums like conferences, workshops, clinical updates and rounds that target clinical treatment. Second, the APN can critically review relevant literature like academic journal articles that are targeting clinical treatment. The APN should after that consider how this study impacts their professional development. Thirdly, the APN can enroll for an academic credit course whose focus touches on their practice. Fourthly, the APN can teach other health professionals by offering educational seminars, lectures as well as presentations. Fifthly, the APN can write publications whose aim is to facilitate the integration of evidence-based knowledge into their practice. Lastly, the APN can conduct research that is relevant to their professional field. The scope of practice of the APN includes nurse practitioners, certified nurse-midwives, certified registered nurse anesthetists and clinical nurse specialists. As a nurse practitioner, the APN can work as a licensed and self-regulating practitioner. He or she can conduct an examination on patients and establish the relevant medical diagnosis through the use of the medical history of the client as well as physical analysis. This nurse can command, conduct and deduce screening studies, checks, and diagnostic processes to evaluate and diagnose problems (Fagerstrom & Wangensteen, 2014). This will enable them to institute management and treatment plans. The nurse is in a position to induct consultation, cooperation and applications for a referral to other health professionals and specialists. The nurse can offer pieces of advice, counsel as well as educate communities, families and patients about the

Impact of a water Jet laboratory Lab Report Example | Topics and Well Written Essays - 1500 words

Impact of a water Jet laboratory - Lab Report Example The term molar mass of a given substance is often used to refer to the mass of one mol of a substance (Computer-Based Laboratory, 2007). In mathematical terms, it is often expressed as an average molecular mass of molecules in the given substance when multiplied by Avogadro’s constant often approximated as 6.022Ãâ€"1023. It can be shown molar mass = (1/6.022) Ãâ€"10-23g/u) Ãâ€" (6.022Ãâ€"1023/mol) Ãâ€" average molecular mass (Lide, 2005).This experiment was set up to use the freezing point depression to determine the molecular mass of benzoic acid. This was possible by first determining the freezing point of pure lauric acid and lauric- benzoic mixture, then calculating the molality of solution and the moles of benzoic acid as shown below. In this lab Experiment the apparatus and materials used included Lab Quest , Lab Quest App Temperature Probe, two 18 Ãâ€" 150 mm test tubes 400 mL beaker, ring stand, paper towel or tissue 4 – 1, Lab Quest 4, lauric acid, CH3(CH2)10COOH lauric acid-benzoic acid mixture hot water bath and the utility clamp. In this experiment the procedure was as follow. The initial step involved obtaining and wearing goggles. This was followed by connecting the Temperature Probe to Lab Quest and choosing New from the File menu. For the case where one had an older sensor that does not auto-ID, manually, he/she had to set up the sensor. The next step involved tapping the rate on the Meter screen, then changing the data-collection rate to 1 sample/second and the data-collection length to 600 seconds. This was part one of the experiment in which one had to determine the Freezing Temperature of Pure Lauric Acid. After this part, the next procedure was to add about 300 mL of tap water with a temperature of 20–25 °C to a 400 mL beaker and then placing the beaker on the base of the ring stand. The utility clamp was then used to obtain a test tube containing hot, melted lauric acid from the instructor while making sure

Collaboration and conflict management within groups and teams Essay

Collaboration and conflict management within groups and teams - Essay Example In line with this, the purpose of this study is to discuss the importance of collaboration and conflict management within groups and teams and explore how a business organization can promote effective work collaboration among a diverse group of employees. Companies that enter into a cross-border alliance and merger and acquisition often face organizational conflict because of their differences in organizational culture and the way business is managed. Through effective collaboration, diverse group of employees coming from two different companies can share their tacit and explicit knowledge with regard to running the business and share their knowledge and expertise with regard to the use of technology (Mintzberg et al., 2003, p. 268). It takes an effective leader to promote work collaboration and implement conflict management strategies within a business organization successfully (Yukl, 2010, p. 365). To promote effective collaboration at work, Mintzberg et al. (2003, p. 268) suggests that managers should consider the idea of personnel rotation between the parent company and its alliance. By doing so, the act of sharing of tacit and explicit knowledge from two different groups of An effective communication is necessary not only in preventing internal conflicts but also in developing a significant interpersonal relationship among each of the team member (Katz & Lawyer, 1992, p. 11). According to Robbins and Judge (2011, p. 455), internal conflict may arise because of lack of openness, trust, and two-way communication among a diverse group of employees. Therefore, implementing a strong organizational culture that practices voluntary team participation and collaboration among the employees could help avoid organizational conflict. Likewise, it is equally important for managers to develop a two-way communication line between the top management and the entire workforce because

Deviance Behavior Criminal

Deviance Behavior Criminal Deviance: Is It In the Eye of the Beholder? Abstract Deviant behavior is described as actions or behaviors that violate cultural norms including formally enacted rules as well as informal violations of social norms. This paper will examine what the various types of deviance and will present the important theories of deviance. There is often the argument that deviance is in the eye of the beholder but after research I found out that it is not quite true. Deviance is an established abnormality in individuals and society and sociologist have been seeking to find solutions for it for decades by applying various theories upon this abnormality. There are seven major theories of deviance that are further followed by sublistings of variations on themes. These theories are differential association, anomie, Marxian conflict, social control theory, labeling, utilitarian/deterrence and routine activities. Deviance is also broadly categorized into three basic forms of rule breaking behavior; good, odd and bad behavior. It is now realized that though many acts maybe deviant they may still not constitute bad or criminal behavior. But they are still socially reprimanded because of their nature such as highly inappropriate modes of dress. There is the absolutist stand in viewing deviance and the relativist stand. The absolutist stand places all blame of the deviant act upon the individual while the relativist stand is more lenient in taking into account the larger picture that considers societal factors and other influences in causing deviant behavior. The modern day sociologist is considered to be a relativist who believes in taking the middle road when analyzing deviant behavior. According to Shur (1965), ‘The societal reaction to the deviant, then, is vital to an understanding of the deviance itself and a major element in—if not a cause of—the deviant behavior. Deviance: Is It In the Eye of the Beholder? When it come to an attempt to ascertain whether or not deviance is in the eye of the beholder, the fact is that all the research that is related to deviance only proves that it is a phenomena that is not in the eye of the beholder but a valid and recognized form of socially abnormal behavior. In any given society of the world, deviance is an established of behavior that breaks out of the recognized norms and requires to be corrected in order for the normal flow of social life to progress. Deviance describes actions or behaviors that clearly violate cultural norms including formally and informally enacted rules as well as informal and formal violations of these rules, regulations and norms. This paper will try to depict how deviance is seen, created, challenged and enforced. Deviance is an act defined as the deliberate violation of the cultural norms of a given society. The most prevalent form of deviance is crime of any sort or the violation of societal norms enacted by a society that have been formally enacted into criminal law (What is Deviance?) Deviance has been recognized as an integral part of every society and hence is studied as a sociological science. In being studies as a science of society, there is little doubt that deviance should be considered to be in the eye of the beholder. The sociology of deviance is based on the study of deviant behavior as the recognized violation of cultural norms. It also deals with the creation and enforcement of those norms. It is important to understand that certain deviant behaviors may not be recognized as such by all societal standards. In other words, not all societies have rules that would disallow all forms of behavior. But still every society does have its own set of social rules that when broken, consti tute deviance for the members of that particular society. Rather on the contrary, deviance is defined in relative terms with different societies having different ways to view the same behavior (Sociology of Deviance). Many of the theories that are related to deviance and criminal behavior are simple and uncomplicated stating one or two explanatory principles that apply to all instances of the particular form of deviance that is being explained. These are also called simple theories that are conventionally classified into six or seven major categories and have sublistings of variations on themes. The categorical schemes that are most popular are related to strain, learning, labeling, control, opportunity, psychodynamic and biological. According to Pearson and Weiner (1985) the simple theories that are most important are differential association (Sutherland and Cressey 1978), anomie (Merton,1975), Marxian Conflict (Bonger 1916; Quinney 1970), social control (Hirschi 1969), labeling (Becker 1963; Gove 1975, 1980; Schur 1971), utilitarian/deterrence (Andenaes 1974; Becker 1968; Cornish and Clarke 1986; Gibbs 1975; Tunnell 1992; Zimring and Hawkins 1973) and routine activities (Cohen and Felson 1979) ( Tittle, 1995). Sutherland and Cresseys theory of differential association is considered to be one of the most prominent social learning theories. Sutherlands research was focused on white collar crime, professional theft and intelligence and disputed the notion that crime was a function of peoples inadequacy in the lower classes. He did not consider crime to stem from individual traits or from socioeconomic positions but to be a function of a learning process that could affect any individual regardless of culture. The acquisition of behavior is a social learning process rather than a political or legal process. Consequently the skills and motives that are conducive to crime are learned as a result of contact with pro-crime attitudes, values, definitions and other related pattern of criminal behavior. The basic principles of differential theory are that criminal behavior is learned, learning is a byproduct of interaction, learning occurs within intimate groups, criminal techniques are learned, perce ptions of legal code influences motives and drives, differential associations may vary in frequency, duration, priority and intensity, the process of learning criminal behavior by association with criminal with anticriminal and criminal influences involve all of the mechanisms that would be involved in any other learning process and that criminal behavior is an expression of the general needs and values but it is not excused by those general needs and values because non-criminal behavior is also an expression of the same needs and values (Seigel, 2005). The theory of anomie was presented by Robert Merton and it explains the occurrence of crime as well as wider disorder and deviance. This theory is considered to be a wide ranging and essential sociological explanation for deviance. Merton borrows the term anomie from Durkheim and rejects individualistic explanations of crime and criminal behavior stating them to be socially learned. He also says that there are social structural limitations imposed on access to the means to achieve these goals. The focus of his work is on the position of the individual within the social system rather than on personality characteristics. He says, â€Å"Our primary aim lies in discovering some social structures exert a definite pressure upon certain persons in the society to engage in non-conformist conduct† (Burke, 2005). This theory is based on the work of Karl Marx and views a dominant class as being in control of the resources of society, using its power to not only create institutional rules but entire belief systems that support this power. The theory looks at the structure of society as a whole in trying to develop explanations for deviant behavior. According to this theory the economic organization of capitalist societies is responsible for producing deviance and crime. Since this scenario causes certain groups in society to have access to less resources in capitalist society they are hence forced into deviance and crime to sustain themselves. The high rate of economic crimes such as theft, robbery, prostitution and drug selling is explained by conflict theorists to be the result of the economic status of these groups. Contrary to emphasizing values and conformity as a source of deviance, as done by functional analyses, the conflict theories view deviance as the direct result of power relations hips and economic inequality (Andersen, Taylor, 2006). The theory of social control was offered by Hirschi and it evolved from many previous contributions. The primary concept of the theory is the ability to deviate from normative behavior. Many people do not engage in deviant behavior because of their bond to society. Social bond was also conceptualized by Hirschi on the basis of the attachment of the individual to others, commitment to conventional lines of action, involvement and belief in legitimate order. These four components were regarded by Hircshi as being independent and having a generally negative association with the chances of engaging in deviant behavior. It was his opinion that when the elements of social bond were weakened, the probability of delinquency and deviancy increased (Weis, Crutchfield, Bridges, 2001). Labeling theory is considered important in the study of deviance since it focuses not only on crime but also the situation surrounding the crime. It goes beyond viewing the criminal as a robot like person whose actions are predetermined by also recognizing that crime is often the result of complex interactions and processes. Decisions to commit crimes and other acts of deviance involve the action of a variety of people that include peers, victims, police and other key characters. Additionally, labeling also fosters crime by guiding the actions of all parties involved in these criminal interactions. Actions that are considered insignificant and innocent when committed by one person are considered provocative and deviant when committed by another who has been labeled a miscreant. On the same note, labeled individuals may also be quick to judge, take offense and misinterpret the behaviors of others due to their past experiences (Siegel, 2004). Sociologist clam that when a person becomes known as a deviant, and is ascribed deviant behavior patterns, it is as much, if not more, to do with the way they have been stigmatized, then the deviant act they are said to have committed. As a matter of fact, labeling theory has subsequently become significantly dominant in the explanation of deviance. This theory is also often referred to as rationale choice or â€Å"economic† theory. The main idea of the theory is that all human acts are decisional and that any behavior is more easily understood in terms of relative costs and benefits. When the cost of any behavior exceeds the benefit or utility for any individual he or she will in all likelihood forgo it. But when the benefits exceed the cost, the behavior will follow. Hence if one could learn the costs and benefits of different courses of actions it would make it easy to explain and predict what will happen (Tittle, 1995). The theory of routine activities asserts the fact that high crime rates in the US have always been a part of normal life. The main concept of the theory are taken from the insights of a number of other perspectives on crime and victimization such a the free-will basis of human action or rational choice and empirical studies that reflect that patterns of crimes and victimization differ in time, in location and in the social distance between the victim and the offender. The key claim of the theory if that the patterns of victimization and crime are the result of the everyday interaction of the potential offenders, suitable targets, and guardians. It is the interaction of these three variables within geographical space and in time that eventually determines the rates of crime and delinquency in modern society (Beirne, Beirne, Messerschmidt, 1999). Deviance is broadly categorized into three basic forms of rule breaking behavior; good, odd or bad behavior. Deviance that could be considered good or even admirable but which still breaks out of social norms is something akin to heroism such as putting ones own life in danger in an attempt to save the life of another person. There are many behaviors that may be considered odd even though they may not be criminal. They are considered odd because they are different than behavior that is shown by other people. Examples of this deviance range from outlandish or inappropriate modes of dress, mildly eccentric behavior such as a person who sees nothing wrong in sharing their house with 50 cats to outright madness. Bad behavior is what the name implies it to be; law breaking or criminal behavior that in some way is seen as being something more than simply outlandish or eccentric. The different kinds of behavior in this category constitute crime, violence, crimes against property and the lik e dependant on the time and place at which they take place (Types of Deviance). Though the definition of deviance and the different ways of interpreting it have undergone much research over the years, the fact that there is indeed such behavior in every society that clearly deviates from the norms of that society and hence constitutes deviant behavior hasnt changed. According to Rock (1973), â€Å"The common sense definition has not changed: the absolutist orientation still prevails. Not so for social science. Sociologists in particular now realize that, contrary to common sense, the identification of and reaction to deviance in everybodys life is no different from other areas of life: these processes hinge on one persons interpretation of another persons deeds. The chief difference between interpretations in other areas of life and those in deviance lies in the use of a moral yardstick when deviance is interpreted. To be sure, what is seen a deviant is part of everyday knowledge of common-sense reality. But it is a socially constructed reality† (Rosenber g, 1983). Because most of the world does have a socially constructed view of deviance, it makes people view the act and not the actor. Societies, heritages, morals passed down from generations, and religious preferences have all blinded individuals from using their own personal judgments and common sense. My interest in this particular topic had a lot to do with my free will of judgment in reference to how I myself viewed deviance and although I guide my kids into what is believed to be right and wrong, I also teach them to make their own decision on what they consider to be deviant in their eyes. As times change, so does the world and although some things are more acceptable, values remain the same. However, if one really wants to understand the way deviance is viewed, created, challenged and enforced, one has to take a much deeper view. It is not enough to focus on the individual deviant and the means of society trying to transform a behavior into some acceptable normal thing; one also needs to examine those who insist on this transformation and who have defined it as deviant in the first place. In some cases, it may be the actual values or the way people judge and label deviant behaviors that is more deviant than the acts or behaviors itself. In conclusion, after examining the types of deviance and the different theories of deviance it can be surmised that it wont be logical to say that â€Å"deviance is simply in the eyes of the beholder†. Deviance is a recognized social ill. It also needs be mentioned here that there are two ways in which sociologists view deviance; the absolutist way and the relativist way. The absolutist are not willing to cut any slack at all in the discussing of deviance being an effect of environment, society and other factors related to it laying all blame of the deviant behavior entirely on the individual. To the contrary, the relativists are the ones who present their case in a manner akin to â€Å"so deviance, like beauty, is in the eye of the beholder†¦almost every conceivable human characteristic or activity is pariah in somebodys eyes† (Simmons, 1969). In modern times most of the sociologists are relativists where they claim that human action is neither inherently deviant nor inherently nondeviant but dependant of the effects of the environment and society as well. However, in determining the validity of deviance it is best to adopt a middle position which is neither strictly absolutist nor strictly relativist. Given the growing diversities of societies all over the world, it is only by adopting this middle path can one truly judge deviant behavior and seek plausible solution to it by applying the theories of deviance upon them. According to Schur (1965), ‘The societal reaction to the deviant, then, is vital to the understanding of the deviance itself and a major element in—if not a cause of—the deviant behavior. In my opinion, deviance is in the eyes of the beholder nonetheless, it is still a societal ill that first needs to be treated as such before solutions can be sought to remedy it. References Andersen, M. L., Taylor, H. F. (2006) Sociology: Understanding a Diverse Society. Pp. 170 (Thomson Wadsworth 2006) Beirne, Beirne, P., Messerschmidt, J. W. (1999) Criminology: Third Edition. Pp. 215 (Westview Press, 1999) Burke, R. H. (2005) An Introduction to Criminological Theory. Pp. 100 (Willan Publishing 2005) Rosenberg, M. (1983) Introduction to Sociology. Pp. 404 (Routledge 1983) Siegel, L. J. (2004) Criminology: The Core. Pp. 173 (Thomson Wadsworth 2004) Siegel, L. J. (2005) Criminology. Pp. 226 (Thomson Wadsworth 2005) Sociology of Deviance. Wikipedia. Retrieved on July 12, 2008 from http://en.wikipedia.org/wiki/Sociology_of_deviance Tittle, C. R. (1995) Control Balance: Toward a General Theory of Deviance. Pp. 1 (Westview Press 1995) Types of Deviance. Retrieved on July 15, 2008 from http://www.sociology.org.uk/wsdo2.htm Weis, J. G., Crutchfield, R. D., Bridges, G. S. (2001) Juvenile Delinquency: Readings. Pp. 364 (Pine Forge Press 2001) What is Deviance? Retrieved on July 15, 2008 from http://www.geocities.com/tdeddins/deviance.htm

Auschwitz Concentration Camp :: essays research papers

Auschwitz EVEN IN THE SILENCE OF THE POLISH countryside, Auschwitz can not rest in peace. The name alone prompts instant recognition--a shorthand for the criminal barbarity of the 20th century. If ever there were a place in which myth was unseemly and unnecessary, where fact could be left unadorned, it would be Auschwitz. For 50 years, that has not been the case. The list of myths and misconceptions about the largest Nazi concentration camp is a long one. Soviet investigators declared in May 1945 that 4 million people had died in Auschwitz, and the Polish Communist authorities stuck to this inflated figure until they lost power in 1989. Since then the number has heen revised to between 1.1 million and 1.5 million, which most historians now believe is accurate. Until the Soviet bloc fell, the exhibits at Auschwitz downplayed the number of Jewish victims, suggesting that their part of the total was smaller than the 90 percent figure generally accepted today. In the West, many erroneously believed that the camp was created to murder Jews, and that Auschwitz was the primary killing ground for Polish Jews. The facts are more complex. A former army barracks located near the town of Oswiecim, or Auschwitz in German, the main camp received its first transport of 728 Poles in June 1940. These were political prisoners, usually affiliated with resistance movements. In most cases, they were Catholics, since the deportations of Jews had not yet begun. But as soon as those first prisoners arrived, they were treated to a speech that signaled the future evolution of the camp. "You have come not to a sanatorium but to a German concentration camp where the only way out is through the chimney," Karl Fritsch, the SS chief in charge of the prisoners, declared. "If someone doesn't like it, he can throw himself on the barbed wire. If there are Jews in the transport, they don't have the right to live more than two weeks; priests, one month, and the others, three months." "The camp was created to destroy the most valuable part of Polish society, and the Germans partly succeeded in this," says Zygmunt Gaudasinski, an early political prisoner there. Some prisoners, like Guadasinski's father, were shot; torture was commonplace, and the early mortality rate was very high. That changed once prisoners latched onto jobs--in the kitchens, warehouses and other sheltered places--which increased their odds for survival. Auschwitz Concentration Camp :: essays research papers Auschwitz EVEN IN THE SILENCE OF THE POLISH countryside, Auschwitz can not rest in peace. The name alone prompts instant recognition--a shorthand for the criminal barbarity of the 20th century. If ever there were a place in which myth was unseemly and unnecessary, where fact could be left unadorned, it would be Auschwitz. For 50 years, that has not been the case. The list of myths and misconceptions about the largest Nazi concentration camp is a long one. Soviet investigators declared in May 1945 that 4 million people had died in Auschwitz, and the Polish Communist authorities stuck to this inflated figure until they lost power in 1989. Since then the number has heen revised to between 1.1 million and 1.5 million, which most historians now believe is accurate. Until the Soviet bloc fell, the exhibits at Auschwitz downplayed the number of Jewish victims, suggesting that their part of the total was smaller than the 90 percent figure generally accepted today. In the West, many erroneously believed that the camp was created to murder Jews, and that Auschwitz was the primary killing ground for Polish Jews. The facts are more complex. A former army barracks located near the town of Oswiecim, or Auschwitz in German, the main camp received its first transport of 728 Poles in June 1940. These were political prisoners, usually affiliated with resistance movements. In most cases, they were Catholics, since the deportations of Jews had not yet begun. But as soon as those first prisoners arrived, they were treated to a speech that signaled the future evolution of the camp. "You have come not to a sanatorium but to a German concentration camp where the only way out is through the chimney," Karl Fritsch, the SS chief in charge of the prisoners, declared. "If someone doesn't like it, he can throw himself on the barbed wire. If there are Jews in the transport, they don't have the right to live more than two weeks; priests, one month, and the others, three months." "The camp was created to destroy the most valuable part of Polish society, and the Germans partly succeeded in this," says Zygmunt Gaudasinski, an early political prisoner there. Some prisoners, like Guadasinski's father, were shot; torture was commonplace, and the early mortality rate was very high. That changed once prisoners latched onto jobs--in the kitchens, warehouses and other sheltered places--which increased their odds for survival.

Literacy in India Essay

In today’s perspective, literacy does not mean about the writing and reading capabilities only. It has gained a broader meaning. It claims to guide people towards awareness and the change which is needed in order to achieve a better way of living. The National Literacy Mission was set up by Govt. of India on May 5th, 1988 with the aim to eradicate illiteracy from the country. The targeted group for the same was people belonging to the age group of 15 to 35 years. The literacy rate of India has been recorded 64. 84% (2001 census) against 52. 21% in 1991. It has been increased by more than 12% in a decade. Also, the literacy rate is supposed to be around 70-72% by the end of 2010 (As estimated by National Sample Survey). But the goal is yet to be achieved completely (i. e. to obtain 100% literacy). Right to education is one of the fundamental rights for the people. Education for all is the mission of UNESCO that has to be achieved by 2015. Currently, India falls below the threshold level of literacy rate i. e. 75%. The National Literacy Mission Authority has been working to achieve its goal since its establishment. NLMA (National Literacy Mission Authority) works under the ministry of Human Resource & Development. The Govt. of India has launched several schemes to achieve the goals of NLM. The initial target for NLM was to focus on the people belonging to the age group of 15 to 25 years. There were 80 million people falling under this age group. It was a big challenge to address such a huge lot of people about literacy and its benefits. In a way, it was quite different from all technology based or economic missions. It was conceived as a social mission by all and that helped NLM to achieve the success. The other significant factor was the political will of leaders at different levels at that time. The politicians and bureaucrats understood the importance of this mission and it has gained a whole hearted success in several states viz. Kerala, Tamilnadu, Rajasthan, Manipur etc. The idea was to convince people about their active participation, mobilization of social forces. Soon it became a national consensus. Thanks to the advertisements, sensitization of local leaders and people’s participation. Given below are some of the pioneers of success for National Literacy Mission: Literacy campaigns have been launched in almost 600 districts of India. The sanctioned products are supposed to cover 150 millions of neo-literates. 125 million people have already been made literate under this mission. Female participation (60%) is better than the male participation (40%). No. of volunteers have been increased significantly to promote the programme and help the community. One of the biggest characteristic of literacy mission was to stimulate the entire community for putting the faith that learning & literacy should become the integral part of their lives. The method of operation has been to build and develop on environment which is helpful to learn by the communities through their traditions & culture.

How to Get Book Reviews on Amazon in 5 Simple Steps [2019 Guide]

How to Get Book Reviews on Amazon in 5 Simple Steps How to Get Book Reviews on Amazon in 5 Simple Steps Imagine the day of your book launch. You’re sitting in front of your computer, picturing all the five-star book reviews that will soon be yours†¦ but then the days pass, and no reviews come.Not to be overdramatic, but getting enough book reviews could just make or break your sales. Reviews don't directly sell books nor affect Amazon algorithms - but they are one of the three main factors (along with the cover and the blurb) that make a reader click that â€Å"Purchase† button. Having lots of reviews can also enable you to get the promotions that your book needs to succeed. For instance, you’ll need at least 20 reviews before you can even dream of getting a Featured Deal on Bookbub.That said, you might have already noticed the Catch-22: to get your first few sales, you’ll already need to be displaying reviews. How do you get the chicken before you’ve got the egg (or vice versa)?Enter book bloggers, who are going to be your new best friends. In this post, we ask our top Reedsy publicists for their best tips when it comes to securing reviews from book blogs - and we break the whole procedure down into five simple steps below.Step 1: Identify your audienceStart early. If you can, plan your book review campaign 4-6 months in advance of your publication date. If you want your reviews to be in place by publication, you’ll need to give all reviewers sufficient time to write the review in the first place. How have you fared getting book reviews? Do you have any questions on the process? Leave your thoughts in the comments below!Many thanks to book publicists  Jessica Glenn, Hannah Hargrave, Hannah Cooper, and Beverly Bambury for their input and suggestions.

How to Write an Informal Essay

How to Write an Informal Essay How to Write an Informal Essay Purpose of an Informal Essay The purpose of an informal essay is mainly for entertainment and enjoyment. An information essay is written in a relaxed style, but still has a definite structure to it. When writing an information essay, you are free to express your opinion more openly than with a formal essay. Informal essays are used to write about personal experiences, controversies, news issues, etc. Unlike a formal essay, an informal essay has a conversational or amusing tone, to appeal to the reader’s sense of fascination. Informal essays are not necessarily politically correct because they are of a laid back nature. Segments of an Informal Essay Even though an essay is informal, it still needs to be written with an organized structure to it with the following segments: The Purpose The Title The Body The Conclusion Purpose Even though this type of essay is informal, you still need a valid thesis statement that gives the reader an idea of the purpose of the essay. This would be the main idea of your topic. Title Just like with a formal essay, your title is an important element of your essay. The title often lets a person know whether or not your essay is worth their time. Many people will read an essay just because of its title. The title should persuade the reader and let them know the main idea of the essay. Body With an informal essay, you can use a few effective techniques for the body. For example, you can use the ‘compression’ technique. This stresses the important points of the essay to the reader. Another technique is ‘time inversion’. With this, you begin the essay by detailing the middle part of the story first and then go from there. Yet, another informal essay writing technique is called ‘withholding’, where you provoke questions from the readers but you do not give them the information. ‘Foreshadowing’ is another informal technique that uses a thriller connotation and remains unpredictable to the reader. No matter what technique you use, the body of your essay gives the reader a full view of your essay topic. The body of the essay describes the main content of your story. The body should also contain all of the key points about the topic, and it is good for the essay to contain a paragraph on each key point. Conclusion As with any essay, the conclusion sums up all of the key points, the purpose, and the topic. In addition, all of this should tie back into your introduction and summarize the purpose of the essay. Also, with an informal essay, be sure that it still has structure even though it is written for pleasure purposes. At you will get quality informal essay help from certified academic writers. All custom informal essays are of the finest quality and written from scratch. Fill in the order form now!

Case Study, Cultural Turnaround at Club Med Essay

Case Study, Cultural Turnaround at Club Med - Essay Example Sooner, it was able to achieve a considerable growth in the competitive tourism business industry. During the year 2000, the company was highly focused on developing its brand image due to the fierce competition prevailing in the global hospitality industry (John Wiley & Sons, Inc., n.d.). Before the year 2000, the business performance of the organisation has been recognised to achieve substantial growth due to its wide range of tourist villages along with targeting potential clients through its exceptional business strategies. The strategy of maintaining festive atmosphere during all the seasons and maintaining adequate culture within the organisation has been widely accepted, which enabled Club med to attain a competitive advantage in the rapidly flourishing tourism industry (Sheth & et. al., 2010). The strategic reposition along with emphasising on building relationship has significantly facilitated the company to accomplish its desired business goals. In this context, Gracious Or ganisers (GO) responsible for maintaining effective relationship with clients has been identified to play a crucial role by maintaining festive culture throughout all the seasons within the tourist villages. Moreover, the integration of different events for targeting the youths such as cultural shows, sports along with village dances have significantly helped the organisation to obtain a wide attention of the global clients. In addition, the continuance of cooperative relationship between the employees along with their families has also been proven to play a major role for Club Med to maintain its organisational culture (Verdure, 1993). Major Factors for Club Med’s Success between the Year 1950s to 1990s With reference to the case scenario, a set of key success factors can be identified that led Club Med to play a dominant role in all-inclusive resort industry during the years 1950s to 1990s. In this regard, few of the key success factors during those years have been briefly highlighted in the following discussion. Value Creation Strategy The strategy of increasing value of different tourism activities performed by Club Med can be considered as one of the major successive factors that led to provide adequate support to the organisation between the years 1950s to 1990s. With regard to the major functional attributes in the value proposition of Club Med, it has been widely accepted that transportation, food, accommodation along with sports and entertainment events are the four major pillar of the company’s value creation strategy. Innovation The continuous innovation across the major key factors for the global tourists can also be considered to play as essential role in increasing value of its range of tourism services. Moreover, the innovative strategy of integrating exceptional tourism products and/services have act as a shield for the organisation against various potential threats from the global tour operators along with hotel chains within the period of 1950s to 1990s. Few of the remarkable innovative business operations analogous to Club Med during these periods have been demonstrated in the following table. Source: (Marom & et. al., 2003). Organisational Culture With regard to the

Stratgy Essay Example | Topics and Well Written Essays - 1500 words

Stratgy - Essay Example The available work force and resources is the most essential asset to attain the set objectives (Trapczynski & Thomas, 91). Therefore, the company focus on preserving the health and safety of employees remains a crucial part in every phase of the business operations. The aim of the memo is to provide a strategy plan for the company to the CEO for one and ten years’ time. The company has been operational for a few years and has managed to attain tremendous progress. Establishing a memo to the CEO,that highlight the company’s strategic plan for one and ten years’ time will provide an essential blue print forplanning future global operations. Colorado Company’s international goal: To reach a diverse market segment and become a dominant leader in the fast growing Applied Control Equipment industry Strategy 1:Colorado Company to attain the set global plan of gaining a diverse market segment will require more resource allocation within china and other targeted a reas abroad. In one year, the company will require to open up new branches locally in China to attain its set goals. The business environment in China is appealing to investors due to existing and emerging opportunities. The company opening up new branches will provide a platform for increasing returns. The company to attain maximum possible returns would need to employ business strategies that align to the prevailing competitive forces. This will ensure Colorado Company optimizes on the existing opportunities to attain its potential. The company strengthening its position locally in the Chinese market would be an added advantage of expanding globally. The Chinese business environment is diverse thus capturing the wide market segment will guarantee maximum exploitation of the existing opportunities. Different business environments have varying traditions and culture. The company carrying out studies regarding the safety practices, as well as, priorities in the different markets will be pivotal in designing effective business practices. China offers a diverse market hence easier to emulateothermarkets abroad. In one year, the company needs to have penetrated the local market through business practices that align to the prevailing conditions. The company capturing a significant market share would guarantee more revenue for expansion purpose. The company has a culture of creating products that relate to the various business environments. This is an advantage for a company operating on a global level, as it can attract customers from different heritages that still recognize their roots (Trapczynski & Thomas, 99). In ten years’ time, the company will have established itself in both local and global market for it would have understood the diverse cultures. Objective 1: To attain a significant market share both locally and globally. Understanding the different business cultures in the emerging market will be crucial in employing relevant business practices tha t would enhance the potential of the company. In one year, the company needs to strengthen its position locally to enhance its potential. This will provide an appropriate platform for expanding globally over the next ten years period to increase its market share. Strategy 2: Colorado Company creating competitive advantage features through employing an innovative strategy to enhance product quality and customer satisfaction. The success of the company is based on a production

Global Strategy FrogPubs Essay Example | Topics and Well Written Essays - 1500 words

Global Strategy FrogPubs - Essay Example The examination and the evaluation of the strategic choices and actions of Paul and Thor have led to the conclusion that their business would not actually have many chances to survive within the French market; it could be further noted that signs existed even regarding the inability of the firm to be successfully established in the specific market; but it seems that these signs were ignored – or at least, they were wrongly interpreted. The position of FrogPubs within the French market can be characterized as quite satisfactory; based on the fact that in Paris there is no similar pub – in accordance with the market research developed by Paul and Thor – it could be stated that FrogPubs would have many prospects to achieve a high growth. On the other hand, the market in Paris would be appropriate for the enterprise of such kind – having in mind that because of its geographical position, Paris has many tourists and visitors from England who would be expected to visit FrogPubs – since there is no similar enterprise across Paris. However, the strategic position of FrogPubs would be evaluated using additional criteria: the type of activities of an enterprise is not decisive in regard to its potentials for growth; rather, various elements in the internal and external organizational environment should be examined in order to evaluate whether the specific enterprise would have chances to survive t owards its rivals in the industry under examination. In this context, the strategic choices of Paul and Thor need to be examined and criticized; recommendations would be then produced based on the feasibility and the viability of the particular project – even in the short term.Thor can be characterized as successful – under common market conditions. No problems regarding their cooperation or communication appeared during the development of their project; their failure to understand the market practices has been irrelevant with their potentials to establish a successful partnership – which is not evaluated only in terms of the profits achieved but also in terms of the quality of communication and cooperation between the partners.

Silas Marner Essay Example for Free

Silas Marner Essay We expect that the relationship between a parent and a child is affectionate and caring; however, George Elliot explores and shows the reader that this is not always the case and relationships between different families are all very different. In the book there are many examples of relationships between parents and children. These include the relationship between Silas and Eppie, Squire Cass, Godfry and Dunstan also Godfry and Eppie. The Case of Godfry and Nancy’s sadness over not being able to have children also arises in the novel. One of the relationships between mother and child is Molly and Eppie. Molly was married to Godfrey and the only person who knew about his ‘secret’ life was his brother Dunstan. Molly was addicted to drugs and she lived in poverty, her relationship with Eppie was destroyed by her addiction, the only love Molly had in her life was the love to drugs. Instead of devoting herself to bringing up Eppie she devoted herself to being drugs. Perhaps this addiction was because Godfrey let her down and was ashamed of her so she had to rely on something and for her it was drugs. When Godfrey realises that his wife passed away, the expression ‘a weight was lifted of his shoulders’ is very relevant. Godfreys’ secret was kept and he was not prepared to claim Eppie even though she was motherless. As he was ‘free,’ he could now propose to Nancy without worrying about his wife. Godfrey entered this secret marriage as he was young and foolish, however he realised his mistakes when he realises he loves Nancy. He couldn’t get out of his marriage with Molly as Molly threatened to tell his father, so Godfrey would rather have a secret marriage than shame upon his name. However, Dunstan knew about Godfrey’s ‘secret’ life and having a family of his own, he constantly manipulated Godfrey over this, Godfrey did most of what his brother said as he was afraid that his brother was going to tell his father. Godfreys’ upbringing could be reflected on how he treated his wife and daughter. Godfrey was basically abandoned by his father, and was mostly brought up by his brother Dunstan. The Squire spent most of his hours in the local pub â€Å"the Rainbow† as he liked to drink and Dunstan became a lot like his father, he liked to drink and gamble; the villagers described him as â€Å"a spiteful jeering felloe†. If Godfrey and Dunstan had a mother raising  them and a father setting a better example, Dunstan and Godfrey would have more interests and be able to talk to each other instead of being afraid of their own father; keeping secrets from him and being afraid of him finding out the truth. The Squire’s household has no women to influence the upbringing of the two children, yet nor does Silas’, the upbringing of the children is very different because the Squire is harsh and Silas is very different in which he is very sympathetic towards others. Squire Cass is a man with authority and money who has to bring two children up. In Victorian England, child rearing and the development of good families were considered as a female role. The relationship between Silas and Eppie is one of the key parent-child relationships in the novel. A lonely man, feared by many villagers, is changed into a man who was admired by all of the villagers; he was changed by his adopted daughter Eppie. Throughout his life with Eppie, Silas regained his sense of faith and community. She changed his perspective of life, and taught him how to value human affection rather than gold. Eppie came into his life through an open door (which which could symbolise new place and a new beginning) and lay asleep by the hearth- in Celtic traditions the hearth was the heart of the home. Silas mistakes her golden curls for his lost money, he is stunned by her appearance just as he was when his money disappeared â€Å"Gold!brought back to him as mysteriously as it had been taken away! He felt his heart begin to beat violently, and for a few moments he was unable to stretch out his hand and grasp the treasure.† The child has the same affect on Silas as the gold does; the most important thing in Silas’ life was his gold. A metaphor; she becomes his new treasure. On first sight of Eppie, Silas associates her with gold and treasure. After calling upon a doctor to examine Molly, who is pronounced dead, Godfrey asks Silas â€Å"You’ll take the child to the parish to-morrow?† Godfrey recognises his child but he does not want anyone to know he is the father and he is willing to give her away. Silas wants to keep the child because he sees them both as lone creatures â€Å"it’s a lone thing and I’m a lone thing†. There is affinity between them and he is determined to bring her up himself as the child fills a gap that Silas has been missing- Love. From the start, there was a strong bond between Silas and Eppie. It is very  ironic how Silas, a stranger towards Eppie wants to be a father towards her, but her real father wants to offer her to a parish. Feeling sorry for his actions Godfrey gives money to Silas to buy clothes for Eppie so he feels he has given something towards her upbringing. In a short while, Silas becomes extremely attached and very possessive over Eppie, this is because he wants to bring her up himself; he wants to act like a father towards her. â€Å"I want to do things for myself, else it may get fond o’ some-body else, and not fond o’ me.† Love is jealous, with Silas only wanting Eppie to love him and no one else. Silas has a big desire to be loved, with this true and pure bond between them , Eppie transforms Silas’ life in many ways, she forms a ‘bridge’ between him and the villagers, with this link with the other villagers, he receives advice on how to bring Eppie up and they think of him as a good person. In Victorian England, to have a well brought up child, discipline and several beatings were the key. There was a strong belief that that children had to be ‘trained’ to be good, however Silas’ approach to disciplining Eppie was very different from how the other villagers punished their children. Silas tried to punish Eppie, after persuasion by Dolly, by putting Eppie in the coal hole but after â€Å"a little cry† he let her out again â€Å"she’s got no tricks but what she’ll grow out of.† In Victorian England the reader would be very surprised about his decision not to punish the child however a modern reader would think of his decision as being a typical loving parent. Silas’s decision on bringing up Eppie discipline free worked, she grew up to be a polite young woman. In the end after sixteen years, Godfrey confesses to Eppie about being her biological father, though she declines the offer to live with him and his newly wedded wife, the reader feels the true and loving relationship between Silas and Eppie as she chooses to stay with him â€Å"I can’t feel as I’ve got any father but one† referring to Silas. At the end of the novel Silas and Eppie stay together, the reader sees that she chooses the poor man over the rich, as there is love and care between them. The message seems to be that family affection can be found not in the well known richest families but in the poor families. The wealthiest family looses everything, for example, Dunstan dies and Nancy cannot produce a healthy child and it passes away (this could be a consequence as Godfrey  rejects his own child instead of taking responsibility of it). He gains a wife, but not the family he wanted.

Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283