Pipeline Systems Essay

Drawbacks of the Pipeline for Alberta Oil mining is the pillar industry in Alberta and building pipeline system is the most efficient way to transport oil into other areas. However, whether pipeline systems are appropriate technology has been debated for many years. Appropriate technology means the ‘technology that is designed with consideration to the environmental, ethical, cultural, social,political, and economical aspects of the community it is intended for. ’ [1] Many people believe that the Conduit System pipeline is not appropriate technology. The reason is that though it is profitable , it decreases the motivation of developing new environmental-friendly power systems. Also some of the First Nations think it is so ridiculous to sell the precious resources which is given by our ancestors and nature. Moreover it is not a environmentally beneficial system. This paper will support the point of view that the conduit system is actually an inappropriate technology by illustrating examples in such three perspectives. In the first place,the project is certainly â€Å"a tremendous display of the short sighted thinking†[2] because it only thinks about the short-time economic gain without considering the environmental problems. Also the construction of Pipeline system decreases the motivation of developing new environmental-friendly power systems. Once the conduit system pipeline is built up,more and more companies would follow and build more of the pipelines, since it is a profitable and a most easy way to transporting oil. However, once the pipelines are set up, the companies has to run it rapidly, otherwise the construction cost would never be recovered. Under this situation, it limits the sustainable economy development . Thus the construction of pipeline system are strongly discommended. Furthermore, the conduit system pipeline leads to disagreements and conflicts with the Canadian society, especially between the First Nation and the government. Every individual and social group has their own belief and way of life. We do not support this pipeline project. We believed that the project has the potential to harm our environment ,as well as our way of life. We hope that our voice is heard and taken into consideration. †[3] said by the First Nations leaders. It contradicts the economy growth valued by the Conduit company, as well as the government, therefore confits appears. Therefore, it is obvious that the Conduit company pipeline would trigger dispute between First Nations and other social grou ps. Lastly, it is not environmentally beneficial for the human race to build the pipeline system in the long term. Oil spilling is a serious challenge for oil transporting industry, especially for long distance pipeline system. The Enbridge oil spill [4] is a strong example, over 190000 liters oil seeped out. The impact of oil spill is catastrophic. Carbon dioxide will be released to atmosphere increasingly, the green-house-effect will be more serious. At the same time the eco-system will be ruined, the fields can not be grown in 10 years or more. It is a disaster for both human and nature. â€Å"An oil spill from this pipeline will have major media coverage, which would effectively destroy Canada’s reputation. †[5] said the politician. Furthermore the oil of Alberta is non-renewable energy resource, it can not be produced in thousands years. Though the pipeline system is the most efficient way to transport the resources, what we can leave to our next generations if the oil is exhausted. Overall, it is obvious that the conduit system is actually not an appropriate technology for Alberta. According to the examples and analyses above, the pipeline system is a immature technology which creates social conflict,damages the planet and leaves even more environmental issues to the younger generations. [6] Consequently, the applying of the conduit system still needs more consideration. (1)Engineers Without Borders -Case Study Conduit Systems https://eclass. srv. ualberta. ca/mod/resource/view. php? id=551299 (2)http://www. cbc. ca/news/canada/story/2012/07/28/enbridge-wisconsin-spill-pipeline-closed. html (3)Engineers Without Borders -Case Study Conduit Systems https://eclass. srv. ualberta. ca/mod/resource/view. php? id=551299

Learing Style Aspects In E Learning Education Essay

3.1 IntroductionLearning is any addition in cognition, memorising information, geting cognition for practical usage, abstracting intending from what we do, and a procedure that allows us to understand ( Marcia, 2005 ) . There are a big figure of factors that can act upon that extent of acquisition and some of these can be viewed in Figure 3.1. Learning manner is besides defined as attitude and behaviour which determine an person ‘s preferable manner of acquisition ( Honey et al, 1992 ) . A pupil for illustration who prefers practical experience, when larning a new scheduling linguistic communication may prefer to get down composing codification instantly whereas another may favor reading up and analyze the new linguistic communication prior to composing any codification. Most scholars unaware of their ain acquisition manner penchants but are mistily cognizant of what they feel comfy with, and larn more from certain activities than others. Figure 3.1 Factors that influence acquisition 3.2 Learning Style Models Assorted larning manners theoretical accounts have been forwarded by many research workers working in instruction. Descriptions of these theoretical accounts are presented in the undermentioned subdivisions. 3.2.1 Kolb ‘s Learning Style Model Kolb ( 1984 ) used combinations of comprehending and treating to find four acquisition manners. The learning rhythm involves four procedures that must be present for larning to happen. Kolb ‘s has developed a trial ( Learning Style Inventory ) which describes the manner in which people learn and how they deal with thoughts and daily state of affairss in their life ( Ronald & A ; Virginia 2001 ) . Figure 3.2 illustrates the theory by superposing a perpendicular line stand foring ways of comprehending information and a horizontal line for treating information. In comprehending information, scholars fall someplace on a continuum between the two extremes of concrete experience ( experiencing ) and abstract conceptualisation ( believing ) . In treating information, scholars fall someplace on a continuum between the two extremes of active experimentation ( making ) and brooding observation ( watching ) . Concrete Experience ( Feeling ) Brooding Observation ( Watching ) Abstract Conceptualization ( Thinking ) Active Experiment ( Making ) Diverges Obligers Learners Convergers Figure 3.2: Kolb larning manners. Learning manner stock list ( LSI ) is a trial designed to depict pupils ‘ acquisition manner. Kolb exemplary consist of four elements stand foring different acquisition manners. These elements ( Figure 3.2 ) are: divergers, learners, convergers, and obligers as shown in ( Curtis 1997 ) . Kolb ‘s theoretical account works on two degrees – a four-stage rhythm: Concrete Experience – ( CE ) Brooding Observation – ( RO ) Abstract Conceptualization – ( AC ) Active Experimentation – ( AE ) and a four-type definition of larning manners, each stand foring the combination of two preferable manners, instead like a two-by-two matrix of the four-stage rhythm manners, as illustrated below, for which Kolb used the footings: Diverging ( CE/RO ) Assimilating ( AC/RO ) Converging ( AC/AE ) Accommodating ( CE/AE ) Here are brief descriptions of the four Kolb larning manners: Diverging ( experiencing and watching – CE/RO ) – These people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss from several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to garner information. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. Assimilating ( watching and believing – AC/RO ) – The Assimilating acquisition penchant is for a concise, logical attack. These people require good clear account instead than practical chance. They excel at understanding wide-ranging information and forming it in a clear logical format. Peoples with an Absorbing acquisition manner prefer abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. In formal acquisition state of affairss, people with this manner prefer reading, talks, researching analytical theoretical accounts, and holding clip to believe things through. Converging ( making and believing – AC/AE ) – Peoples with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to practical issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. They are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. They like to experiment with new thoughts, to imitate, and to work with practical applications. They are more attracted to proficient undertakings and jobs than societal or interpersonal issues. Accommodating ( making and experiencing – CE/AE ) – Those in this class are ‘hands-on ‘ , and relies on intuition instead than logic. They use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, carry out their ain programs. They normally act on their backbones instinct instead than logical analysis. They tend to trust on others for information than carry out their ain analysis. This learning manner is prevailing and utile in functions necessitating action and enterprise. They prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim ( Ronald & A ; Virginia, 2001 ; Curtis 1997 ) . To sum up, Kolb theoretical account describes larning as cyclical procedure involve four distinguishable larning phases that learner follow in sequence. Each measure in the learning rhythm represents a different acquisition scheme. Preferences for certain schemes become accustomed by reiterating successful schemes, and as a consequence acquisition manners develop. Kolb ‘s theory acquisition includes intents, ends, purposes, pick and determination devising. Is non clear where these elements fit into the learning rhythm. Kolb ‘s LSI creates a narrow scope of pertinence for larning manners by restricting larning penchants to one or two dimensions. Further, Kolb ‘s LSI, which has been widely used, is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms ( Curtis, 1997 ) . 3.2.2 Honey and Mumford Learning Style Model This theoretical account derived from Kolb ‘s theory as shown in Figure 3.3. This theoretical account categorized people by their preferable acquisition manners into ( Nafisah & A ; Nurhaiza et. Al, 2004 ) : Figure 3.3: Honey and Mumford Learning Style Model Reflector They like to roll up and analyse informations and are really careful at doing determinations. They do non like to go leaders. The instruction and acquisition activities that are effectual for this group is stimulate to watch like watching picture or giving them clip to believe before react, giving decision without force per unit area. The instruction and acquisition activities that are non effectual for this group are giving them the function as leader or making something in forepart of people. They get nerve-racking if required to make something instantly after a brief direction. Activist- They are open-minded and they like to happen new experiences. However, they get bored if something is repeated. They like to acquire involved in a treatment such as brainstorming, etc. The instruction and acquisition activities those are effectual for this group is giving new experiences, problem-based acquisition, games, and group research. They will go forth things if they find them hard such as they feel the beginning is non good plenty or the state of affairss are contradicted. The instruction and acquisition activities that are non effectual for this group is one-way talk, inactive acquisition, larning that involves many assorted and unarranged informations, reiterating the same activity, etc. Theorist Since they are really aims, they do non like something that is subjective. They like to do decision based on grounds, informations analysis and logic. They have clear heads. The instruction and acquisition activities which are effectual for this group is giving them clip to form their feelings, giving them clip to inquire inquiries and procedure in item, the methodological analysis, premise or logic. The instruction and acquisition activities that are non effectual for this group are larning that involves emotion, feelings, and affecting in an activity that is unstructured. Pragmatist They like to seek a new thought, expand the thought, and work out jobs particularly in which are existent life state of affairss. The instruction and acquisition activities which are effectual for this group are by demoing the technique how to make something practically, giving the chance to show what they learn and focus on the practical issues. The instruction and acquisition activities that are non effectual for this group if the acquisition is non related to immediate demand and making something with no clear pattern or lineation. To sum up, Honey and Mumford theoretical account is similar to Kolb theoretical account. They made a little alteration to Kolb ‘s nomenclature whereby the cardinal stages/styles are reciprocally corresponding and overlapping, whereas for Kolb model the acquisition manners are the consequences of uniting the learning rhythm phases.3.2.3 McCarthy ‘s 4MAT ModelIn 1979, Bernice McCarthy developed the 4MAT system based on her survey of a figure of other theoretical accounts of learning and David Kolb ‘s learning manner theory. She referred to the four acquisition manner every bit types as shown in Figure 3.4: Figure 3.4: McCarthy ‘s 4MAT Style Model Type1 – Divergers ( favourite inquiry: Why ) . They perceive information in a concrete mode and reflectively procedure it. It is indispensable that instructors provide grounds for phenomena. They are inventive scholars with the undermentioned features: Understanding others. Are oriented toward feeling and people Judge people by intervention of others Seek personal significance and integrate experience with personal values. See many positions and imagine deductions of equivocal state of affairss Creativity and working in groups. Learn by shearing thoughts and feelings Prefer the instructor/leader to give personal attending and to be a incentive and informant of their acquisition. May go indecisive and hampered by excessively many options. Excel at insight thought, creativeness, and working in groups. Type2 – Learners ( favourite inquiry: What ) . They perceive information abstractly and treat it reflectively. They are interested in elaborate and facts that lead to greater conceptual apprehension. Their features are: Value logic and order. Require facts, accurate information, and adept sentiment. The chief concerns are the construct and the thoughts. Prefer working entirely. Learn by reading, detecting, roll uping informations, and analysing. Form theories and processs. Prefer the instructor/leader to be an authorization and bask traditional talks. May sometime be impractical and tool theoretical. Excel at incorporating cognition, planning, and making theories. Type3 – Convergers ( favourite inquiry: How ) . Learner process information actively after they perceive it in an abstract manner. They are interested in processs. A strong penchant is demonstrated to â€Å" seek things out † which leads to conceptual apprehension. They are common sense scholars with these features: Value to cognize how things work. Learn by using and proving information and following theoretical account. Require action and custodies on experience. Excel at practical application, strategic thought, and speedy determinations. Work good with clip lines and hatred to waste clip. Like to acquire consecutive to the point and to the bottom line. Normally prefer work entirely and sometimes see group work, particularly group determination devising and treatment, as wasting clip. Prefer the instructor/leader to move as manager and usher. Type4 – Obligers ( favourite inquiry: What If ) . Learner is considered hazard takers, as they perceive information concretely and actively procedure it. They are interested in self-discovery and have a desire to larn by test and mistake. The feature of these type of scholar are: Value assortment, find, and new experience. Thrive on hazard pickings and alteration. Rely on intuitions instead than logic to work out jobs. Learn by test and mistake and by learning others. Excel at originative job resolution, seeking new possibilities, and act uponing others. Like to be challenged and execute good in crisis state of affairss. Dislike strict processs and agendas. Like assortment and unstructured scenes and open ended jobs. Rely on others for information in work outing jobs and non on their ain proficient analysis. Work will in group and enjoy treatment. Prefer instructor/leader to move as a resource and judge ( Ronald, et Al. 2001 ; Felder 1996 ) . To sum up, McCarthy ‘s theoretical account is developed based on Kolb ‘s theoretical account. The 4MAT theoretical account is constructed along two classs: perceiving and processing. Together, comprehending and treating depict the whole scope of the learning experience. While scholars engage in all types of acquisition, most seem to prefer one peculiar type. In acquisition and instruction, usually both information about features of a scholar and how this scholar learns is needed. For illustration the facets concrete experience and active experimentation are multi dimensional because other mental acquisition activities take topographic point while making and seeking in order to accomplish acquisition consequences. Therefore, how learner execute these sequences of activities is really of import particularly in e-learning environment, which is non identified in this theoretical account.3.2.4 Grasha Rechman Student Learning Styles Scales ( GRSLSS )Grasha Rechman Student Learn ing Styles Scales ( GRSLSS ) promotes understanding of larning manners in a wide context, six classs. Grasha ‘s attack has besides developed a corresponding typology of learning manners, based on existent schoolroom behaviour. As a consequence acquisition and learning manner can be mapped together to to the full depict the societal kineticss of the schoolroom scene ( Susan & A ; Linda, 1998 ) . A brief treatment of each of larning manner is given below: Independent pupils prefer independent survey ego paced direction, and would prefer to work entirely on class undertakings than with other pupils. Dependent scholars look to the instructor and to equals as a beginning of construction and counsel and prefer an authorization figure to state them what to make. Competitive pupils learn in order to execute better than their equals and to have acknowledgment for their academic achievements. Collaborative scholars get information by sharing and by collaborating with instructor and equals. They prefer talks with little group treatments and group undertakings. Avoidant scholars are non enthused about go toing category or geting category content. They are typically uninterested and are sometimes overwhelmed by category activities. Participant scholars are interested in category activities and treatment, and are eager to make every bit much category work as possible. They are keenly cognizant of, and have a desire to run into, teacher outlooks. To sum up, what separate this theoretical account from others it concerns about both acquisition and learning manner instead than larning manner merely. However, avoidant scholars is non clear identified in learning and larning activity for this theoretical account.3.2.5 Felder- Silverman ModelThis theoretical account developed by Richard Felder and Linda Silverman, incorporates five dimensions, two of which replicate facets of the Myers-Briggs and Kolb theoretical accounts as shown in Figure 3.5. A This theoretical account classifies pupils as: Figure 3.5: The Honey and Mumford Learning Styles linked with Kolb theoretical account Sensing/intuitive: Feeling scholar prefers concrete information such as descriptions of physical phenomena, practical, oriented toward facts and processs. Intuitive is conceptual, advanced, oriented toward theories and significances.Visual/verbal:Ocular scholar prefers ocular representations, images, diagrams, and flowchart. verbal scholars prefer written and spoken accounts.Inductive/deductive:Inductive scholar prefers presentations that proceed from the particular to the general. Deductive scholars prefer presentations that go from the general to the particular.Active/reflective:Active scholar learns by seeking things out, working with others. Brooding scholar learns by believing things through, working entirely. Active and brooding scholars have trouble taking notes hard for both larning type. Active scholar will retain information better if s/he find ways to make something with it. Writing short sum-ups for brooding scholar will be really helpful to counterbalance the deficit of category clip belie ving about new information. Sequential/global: Consecutive scholars tend to derive understanding in additive stairss. Global scholars tend to larn in big leaps, absorbing stuff about indiscriminately without seeing connexions. ( Felder, 1969 ; Sabine et.al 2007 ) . To sum up, five dimensions represent this theoretical account to place several acquisition and instruction manner. Analogous ( sensing/intuitive ) is the Percept of both Myers-Briggs and Kolb ; the Processing dimension ( active/reflective ) is besides found in Kolb ‘s theoretical account. In add-on, Felder-Silverman postulate three extra dimensions: Input ( visual/verbal ) , Organization ( inductive/deductive ) , and Understanding ( sequential/global ) . 3.2.6 Dunn and Dunn Model This theoretical account is complex and encompasses 5 strands of 21 elements that affect each person ‘s acquisition. Some of these elements are biological while others are developmental. A sum-up of these elements is provided below ( Dunn 2003 ; Thyagharajan & A ; Nayak 2007 ) . 1 ) Environment: immediate environment ( sound, light, temperature, and furniture/seating design ) . Sound refers to play down sound while larning preferred by pupils. Light refers to the degree of light preferred while analyzing. Temperature refers to the degree of temperature the scholar prefers during the survey clip. Design relates to the room design and furniture. 2 ) Emotional: ain emotionalism ( motive, continuity, duty, and construction ) Motivation related to the degree of motive the pupil has for academic acquisition. Continuity relates to the scholar ‘s attending span and ability to remain on undertaking. Duty relates to the penchant on working independent on assignments with small supervising, counsel or feedback. Structure relates to the penchant to being told precisely what the acquisition undertaking is, how should continue, and what is expected. Or being given an aim and so left entirely to make up one's mind which processs or options are used to make the aim? 3 ) Sociological: sociological penchants ( larning entirely, in a brace, in a little group, as portion of a squad, or with either an important or collegial grownup ; and desiring a assortment as opposed to forms and modus operandis ) Self depends on the individual ‘s character. Whether working entirely or with group when making assignment. Pair relates to preference to work with individual as opposed to work as member of a group. Some scholar may prefer working with others but non in a little group or entirely. Peers and squad this component helps find a pupil ‘s penchant for working with a little group with interaction, treatment and completion of the undertaking as a squad member instead than independently. Adult this component relates to preference for interaction and counsel from an grownup. Variety versus concentrating in modus operandis or forms this refers to a penchant for engagement in a truth of undertakings while larning. 4 ) Physiological: physiological features ( perceptual strengths, time-of-day energy degrees, and need for consumption and/or mobility while larning ) . Perceptual this component focuses on larning by listening, sing, sing or touching. Intake it is related to the demand to eat, imbibe or masticate while engaged in larning activities. Time this relates to the energy degrees at different times during the twenty-four hours. Mobility this is focus on the extent to be traveling, while involved in concentration. 5 ) Psychological: processing dispositions ( global/analytic, right/left, and impulsive/reflective ) . Global Analytic this determines whether a pupil learns better when sing the entire subject of survey or when nearing the undertaking consecutive one facet at a clip. Hemisphericity this sing the type of scholar whether is left or right encephalon. Left-brain pupil tend to be more analytic, whereas right encephalon pupil tend to be associated with coincident or planetary scholars. Impulsive-Reflective related to whether doing a determination rapidly or believe about options before doing determination. To sum up, it has been noticed from the features of this theoretical account that it concerns larning penchants but non learning activities. The variables of this theoretical account affect the environment of the acquisition procedure, instead than the learning manners themselves. For illustration, it is non possible to interpret, room temperature, duty, or mobility, to existent acquisition activities.3.2.7 Myers-Briggs Type Indicator ( MBTI )This theoretical account is derived from psychologist Carl Jung ‘s theory, which classifies pupils harmonizing to their penchants on graduated tables derived by Felder ( 1996 ) as shown in Figure 3.6. Figure 3.6: The Myers-Briggs Model Extroverts ( E ) /Introverts ( I ) : extroverts try things out and the introverts think things over. Detectors ( S ) /Intuitors ( N ) : detectors focus on facts and processs and intuitors focus on significances and possibilities. Thinkers ( T ) /Feelers ( F ) : minds make determination based on logic and antennas make determination based on personal and humanistic considerations. Judgers ( J ) /Perceivers ( P ) : judgers set and follow docket, seek closing even with uncomplete informations, whereas percipients adapt to altering fortunes, resist closing to obtain more informations. To sum up, this theoretical account identified four graduated tables to mensurate personality. There are 16 different combinations of letters – giving us the 16 different psychological types. However, practically it is difficult to happen person that is extravert or believing to the absolute extreme. The individual could be 80 % thought and 20 % feeling type and normally one of the penchants is the chief.3.2.8 Gardner ‘s Multiple IntelligencesMultiple Intelligence ( MI ) theory provinces that there are at least seven different ways of acquisition, and there are seven intelligences: body/kinesthetic, interpersonal, intra-personal, logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial as shown in Figure 3.7. Most people have the ability to develop accomplishments in each of the intelligences, and learn through them. Figure 3.7: The Multiple Intelligence Model Visual/Spatial Intelligence: These scholars tend to believe in images and need to make bright mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. Their accomplishments include puzzle edifice, reading, composing, understanding charts and graphs, a good sense of way, chalk outing, picture, making ocular metaphors and analogies ( possibly through the ocular humanistic disciplines ) , pull stringsing images, building, repairing, planing practical objects, construing ocular images. Verbal/Linguistic Intelligence: These scholars think in words instead than images. They prefer listening, speech production, composing, storytelling, explicating, instruction, utilizing wit, understanding the sentence structure and significance of words, retrieving information, converting person of their point of position, analysing linguistic communication use. Logical/Mathematical Intelligence: These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these scholars ask tonss of inquiries and like to make experiments. They prefer job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, managing long ironss of ground to do local patterned advances, A making controlled experiments, oppugning and inquiring about natural events, executing complex mathematical computations, and working with geometric forms Body/Kinesthetic Intelligence: These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. Through interacting with the infinite around them, they are able to retrieve and treat information. Musical/Rhythmic Intelligence: This intelligence is based on the acknowledgment of tonic forms such as: sounds and beat. They instantly respond to music either appreciating or knocking what they hear. Interpersonal Intelligence: These scholars try to see things from other people ‘s point of position in order to understand how they think and feel. They are great organisers, although they sometimes resort to use. They use both verbal ( e.g. talking ) and non-verbal linguistic communication ( e.g. oculus contact, organic structure linguistic communication ) A to open communicating channels with others. Intrapersonal Intelligence: These scholars try to understand their interior self-reflection and consciousness of religious worlds. Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, A understanding their function in relationship to others ( David, 1991 ) . To sum up, this theoretical account expresses the acquisition manner within seven intelligences. This theoretical account is a combination of many different facets. However, non all the theoretical account elements can be translated as a larning activity such as Kinesthetic or intrapersonal intelligence. In add-on, the theory of multiple intelligences suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, and interior contemplation. These elements are non ever possible to implement in traditional schoolrooms whereas some of these elements can be implemented in e-learning system.3.2.9 The Herrmann Brain Dominance Instrument ( HBDI )This theoretical account classifies pupils based on the undertaking specialized operation of the physical encephalon as in the followers ( Felder, 1969 ) as shown in Figure 3.8: Figure 3.8: The Herrmann Brain Dominance Instrument Quadrant A relates to go forth encephalon ( intellectual ) , they are logical, analytical, factual, and critical. Quadrant B relates to go forth encephalon ( limbic ) , they are consecutive, organized, planned, and structured. Quadrant C relates to compensate encephalon ( limbic ) , they are emotional, interpersonal, and symbolic. Quadrant D relates to compensate encephalon ( intellectual ) , they are ocular, holistic, and advanced. To sum up, this theoretical account is multi-dimensional since many different dimensions are put together as one. Further, the chief features of the different parts of the encephalon, indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities ( Marjolein et al. 2008 ) .3.3 Learning Approaches For E-learningThe acquisition attacks are larning manner methods and introduced in this subdivision to foreground the methods can be implemented in e-learning environment to show information and can move as a instruction manner. The following are available methods that can be implemented in e-learning system: Holistic present information as a whole image prior to the detailed. Consecutive method concerns logical presentation of information. The scholar follows a really rigorous sequence of instructions to accomplish an result and normally capable of rapid processing of information. Mind Map offers a method to stand for information visually. In the late sixties Mind maps were developed as a manner of assisting pupils make notes that used merely cardinal words and images. It is allow the scholar to do faster determination, and because of their ocular quality much easier to retrieve and reexamine. Flowchart is a graphical representation demoing the flow of control among the stairss in a plan, people in an organisation, or pages of a presentation.A The elements themselves are represented by simple icons ( circles, rectangles, diamonds ) to let the spectator to concentrate on the manner the user move through the stairss in a process.A A A flow chart indicates sequences and determination points every bit good as get downing and halting points.A It is easier to hold on relationships visually in a flow chart than in a verbal description, so such diagrams help avoiding go forthing out stairss in a procedure. Multimedia: The usage of multimedia objects in educational systems can heighten their efficaciousness to a great extent in easing cognitive accomplishments. Well designed multimedia applications have the undermentioned advantages: Additions motive, through immediate feedback, multi centripetal engagement and greater enjoyment of acquisition. Additions engagement as more activity is required. Ensures instructional consistence. Reduces larning clip. Additions keeping of content over clip ( Dave, 1999 ) . 3.3.1 Problem Based Learning ( PBL ) PBL is any learning environment in which the job drives the acquisition. The pupils are given a job before given any new cognition. Then the pupils discover that they need to happen some information before they can work out the job as shown in Figure 3.9. Figure 3.9: Problem Based Learning Process The chief advantages of this technique are: Emphasis on intending non facts. Increased self way. Higher comprehension and better accomplishment development. Interpersonal accomplishments and teamwork. Self motivated. Degree of acquisition. Facilitator pupil relationship. The scholars are being guided to make both the aims involved in work outing the job and the aims related to the procedure. Therefore, the lector while utilizing this technique should see the undermentioned characteristics: Introduction Content Learning aims Resources Expected result Steering inquiries Appraisal exercisings Time frame3.3.2 Inquiry Based LearningInquiry is an attack to larning that involves a procedure of researching the stuff that leads to inquiring inquiries and doing finds in the hunt for new apprehensions as shown in Figure 3.10. Figure 3.10: Inquiry Based Learning Process The chief advantages for this attack are: Can be adaptable for a assortment of undertakings. Using this method helps people build self-esteem by leting them to be more active in their ain acquisition procedure, instead than inactive via traditional talk based methods. It can construct several accomplishments of pupils in the countries of physical, emotional, and cognitive. It can work with any age group. It gives all pupils the ability to lend to a undertaking non count what their background. The disadvantages of Inquiry-Based Learning are as the followers: Requires more planning, readying, and reactivity from the pedagogues. Educators must be skilled in assisting pupils learn the art of inquiring a good inquiry. To assist pupils inquire good inquiries, pedagogues must besides be able to inquire good inquiries.3.3.3 GammingGames and simulation can be a fabulous manner to larn, but to maintain most scholars ‘ battle the game ‘s component should be considered such as: merriment, drama, regulations, a end, winning, and competition. Computer game used for larning and identified a demand for research refering acquisition manners and educational games. Abrahamian, et Al. ( 2004 ) stated that computing machine based learning Game is an attack to recognize extremely motivated larning including playing activity. There are different features for gamming such as interactivity, regulations, end, challenge, and hazard.3.4 Teaching MannersMerely as the scholars, the instructor or teacher besides have their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. The teachers need to place the acquisition manners of the pupils every bit good as their instruction manners and so vary their instruction methods to run into the scope of scholars ‘ penchants ( Filder & A ; Silverman 1988 ) . To guarantee effectual larning procedure instructors should play their function to guarantee that their instruction attacks and techniques match with the scholar ‘s penchant and manner of larning. Therefore, the right pick and execution of instruction and acquisition activities in the schoolroom will ensue positively on the pupils ‘ academic accomplishment. This is influence both traditional category room and e-learning environment. Because both environments are wholly different and all the above theoretical accounts and techniques implemented in general acquisition facet ; the instruction every bit good as acquisition must be considered to better e-learning system toward accommodating persons in their acquisition penchants. Felder & A ; Silverman ( 1988 ) presented a theoretical account to match the above acquisition manner component with learning manner as in Table 3.1. This theoretical account defined the instruction manner in footings of the replies to five inquiries below: What type of information is emphasized by the teacher: concrete factual, or abstract conceptual, theoretical? What manner of presentation is stressed: ocular images, diagrams, movies, presentations, or verbal talks, readings, treatments? How is the presentation organized: inductively phenomena taking to rules, or deductively rules taking to phenomena? What manner of pupil engagement is facilitated by the presentation: active pupils talk, move, reflect, or inactive pupils ticker and listen? What type of position is provided on the information presented: consecutive bit-by-bit patterned advance ( the trees ) , or planetary context and relevancy ( the wood ) ? Table 3.1: Dimensions of Learning and Teaching StylesPreferable Learning StyleMatching Teaching Stylesensory perceptual experience intuitive concrete content abstract ocular input auditory ocular presentation verbal inductive organisation deductive inductive organisation deductive active processing reflective active pupil engagement passive consecutive understanding planetary consecutive position planetary3.4.1 Teaching Techniques to Address All Learning StylesFelder & A ; Linda ( 1988 ) presented techniques for learning to all acquisition manners model the undermentioned subdivision a brief description: Motivate acquisition. Equally much as possible, associate the stuff being presented to what has come before and what is still to come in the same class, to stuff in other classs, and peculiarly to the pupils ‘ personal experience ( inductive/global ) . Supply a balance of concrete information ( facts, informations, existent or conjectural experiments and their consequences ) ( feeling ) and abstract constructs ( rules, theories, mathematical theoretical accounts ) ( intuitive ) . Balance stuff that emphasizes practical problem-solving methods ( sensing/active ) with stuff that emphasizes cardinal apprehension ( intuitive/reflective ) . Provide expressed illustrations of intuitive forms ( logical illation, pattern acknowledgment, generalisation ) and feeling forms ( observation of milieus, empirical experimentation, attending to item ) , and promote all pupils to exert both forms ( sensing/intuitive ) . Do non anticipate either group to be able to exert the other group ‘s procedures instantly. Follow the scientific method in showing theoretical stuff. Provide concrete illustrations of the phenomena the theory describes or predicts ( sensing/ inductive ) ; so develop the theory or explicate the mod ( intuitive/inductive/ sequential ) ; demo how the theory be validated and infer its effects ( deductive/sequential ) ; and present applications ( sensing/deductive/sequential ) . Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff ( sensing/visual ) . Show movies ( sensing/visual. ) Provide presentations ( sensing/visual ) , hands-on, if possible ( active ) . Use computer-assisted direction detectors respond really good to it ( sensing/active ) . Do non make full every minute of category clip talking and composing on the board. Provide intervals nevertheless brief-for pupils to believe about what they have been told ( brooding ) . Provide chances for pupils to make something active besides transcribing notes. Small-group brainstorming activities that take no more than five proceedingss are highly effectual for this intent ( active ) . Assign some drill exercises to supply pattern in the basic methods being taught ( sensing/active/sequential ) but do non exaggerate them ( intuitive/reflective/ planetary ) . Besides provide some open-ended jobs and exercises that call for analysis and synthesis ( intuitive/reflective/global ) . Give pupils the option of collaborating on prep assignments to the greatest possible extent ( active ) . Active scholars by and large learn best when they interact with others ; if they are denied the chance to make so they are being deprived of their most effectual acquisition tool. Applaud originative solutions, even wrong 1s ( intuitive/global ) . Talk to pupils about larning manners, both in reding and in categories. Students are reassured to happen their academic troubles may non all be due to personal insufficiencies. Explaining to fighting detectors or active or planetary scholars how they learn most expeditiously may be an of import measure in assisting them reshape their acquisition experiences so that they can be successful ( all types ) . These techniques are developed and implemented in traditional schoolroom. In e-learning some of these elements are implemented utilizing ITS and AHS and successfully resulted effectual acquisition procedure. However, e-learning system is unequal to cover all the learning techniques due to inability to get by with single acquisition differences ( Deborah 2009 ) .3.5 Comparison of Learning Style Models and their Suitability in e-Learning.Most of the available and the presented acquisition manner theoretical accounts are in the country of acquisition and learning facet for long clip and some of them are successfully implemented. However, most of these theoretical accounts are related to the scholars over 16 old ages of age ( Marjolein et al. 2008 ) . In add-on, some of these theoretical accounts or elements of different theoretical accounts have been used in several e-learning undertakings ( Mullier, et Al. 1999 ; Mullier 2000 ; Christian 2003 ) . However, e-learning has different eleme nts and different environment from the traditional category room. Therefore, it is of import to recognize these differences and look into the suitableness to e-learning. Table 3.2 nowadayss types of larning manner theoretical accounts and high spots the suitableness to be implemented in e-learning. Two standards must be considered toward making this survey represented as followers: Learning activities indicate what larning activities scholars really perform. In e-learning the scholars are more independent and have more chances to take their ain acquisition activities whereas in educational contexts it is largely the instructor who makes the picks ( even if the acquisition takes topographic point outside of the schoolroom ) . In this criteria the focal point will be on larning activities instead than larning penchants ( which indicate the fortunes the scholars prefer for larning ) or larning orientations ( which refer to how people think about larning ) is more relevant in this context. Teaching activities indicate what learning activities suited to be implemented in e-learning system. Merely as the pupils, the instructor is besides holding their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. Therefore, the instructor is the 1 who is responsible in guaranting and finding the success of their instruction and in guaranting that the pupils understand their lesson good. As a consequence mismatch between single acquisition manner and learning manner create mismatch between larning and learning methods. As a consequence instruction activities is critical for traditional category room and e-learning every bit good. Table 3.2: Type of Learning Style Models and e-learning suitablenessLearning Style ModelsSuitability for e-learning contextKolb Kolb is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms. Kolb elements can be translated into larning activities. Teaching activities are non represented. Myers-Briggs Relevant for general motivational and personality features but can non be translated straight to larning activities. Honey & A ; Mumford It describes a rhythm of larning procedure. By and large, the theoretical account is non equal to cover all the learning manner facet such as personality, emotional issues, graduated table differences, and penchants. Mccarthy The acquisition manner elements can be used in e-learning system but the whole theoretical account is non equal. Because how the scholar execute the sequences of activities in this theoretical account is non clearly identified. GRSLSS The theoretical account concerns on both acquisition and learning facet. However, avoidant scholars can non be transited into larning activity and non clear how to cover with them in term of learning facet. Some component of this theoretical account can be modified and so implemented in e-learning. Felder- Silverman All the five acquisition manner elements are suited to be implemented in e-learning system. Dunn & A ; Dunn This theoretical account does non concern learning activities but larning penchants. The penchants described in this theoretical account can non be translated to larning activities such as room temperature and others which are non suited for e-learning environment. HBDI The chief features of this theoretical account are different parts of the encephalon, which indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities for e-learning. Milliliter Some component can non be implemented as acquisition or instruction activity in e-learning such as interpersonal or Kinesthetic. To sum up, there are many researches attempted to measure how the human head operates, how it perceives and processes information. As a consequence, many larning theoretical accounts have been developed by which an person ‘s manner of acquisition can be assessed. Among these theoretical accounts, there is no cogent evidence that one manner is better than the other is or likewise ( Syed & A ; Ahmed, 2005 ; Harris et. al 2006 ) . It depends on whether the acquisition manner is suited and comfy to the pupils. This is the acquisition in general signifier but e-learning environment and elements are different. Table 3.2 shows the suitableness of these theoretical accounts in e-learning environment. The following are consequences concluded from this survey: There is no acquisition and learning manner theoretical account is for e-learning. Most of the acquisition activities presented in the available learning manner theoretical accounts are adequately covered and suited for e-learning. Combination of some learning manner theoretical account to be implemented in e-learning can better the acquisition and learning procedure. The sequence in how the acquisition activities can be implemented in acquisition is non identified in most of the acquisition manner theoretical accounts. 3.6 Drumhead Learning manner refers to how a scholar perceives, interacts with, and responds to the acquisition environment. Different larning manner instruments are used to find pupils ‘ acquisition manners. These theoretical accounts are developed to depict and place single acquisition manner in face to confront environment. However, e-learning has different features and technically is different environment. Table 3.3 summarizes all learning manner elements and their suitableness in e-learning contexts. Comparison between the available acquisition manners theoretical accounts is presented in Table 3.4. Table 3.3: Overview of all learning manner elementsLearning StyleDescription and FeaturesSuitability to be a learning manner for e-learning pupilOcular Ocular scholars remember best what they have seen. Ocular stuff such as artworks, diagrams, images and lifes. Auditory They are listening scholars ; they will larn efficaciously when they can listen to what they are larning. Stress on text-based stuff. Sensory Feeling scholars prefer to larn concrete stuff such as informations, facts, and illustrations. Feeling scholars besides like practical job resolution. Increase the figure of illustrations, exercisings and multimedia. Problem based method is suited. Intuitive Intuitive scholars like challenges and prefer to larn abstract stuff and do non like repeats. Number of illustrations and exercisings should diminish. Kinesthetic Other esthesiss which includes touch and temperature every bit good as motion. Gamming and simulation may be affectional for those scholars. Inductive Prefer facts, observation and underline rules. Problem based and Inquiry based acquisition can be effectual for this type. Deductive Prefer presentation that goes from the general to the particular. Course content presentation. Active Prefer to larn by seeking things out and making something actively, active scholars tend to be less interested in illustrations, since with illustrations they can see how others have done something instead than making it themselves. Learners prefer larning by speaking, explicating, and discoursing the stuff with others and besides like to work in groups. Less illustrations are recommended for active scholars. Communication characteristics such as forum and confab, undertakings that incorporate such characteristics, every bit good as group work are good. Brooding Brooding scholars prefer to larn by reflecting on the tilting stuff and thought things through. The figure of larning objects inquiring for active behaviour should diminish. it is recommended to first present the learning stuff, so that scholars can reflect on it and afterwards present illustrations or inquire them to make some undertakings based on the learned stuff. Consecutive Consecutive scholars prefer to larn by additive Stairss. Showing the larning stuff utilizing consecutive acquisition based attack. By utilizing predefined learning way and supported by concealing links within the learning stuff and foregrounding the dorsum and following buttons. Global Global scholars, it is really of import to acquire the large image of the subject and they tend to be hapless in utilizing partial cognition. Global scholars are interested in related subjects and besides prefer to travel through the stuff in a non-sequential manner by leaping to more complex. Geting an overview of the subject can be supported by supplying lineations and a high figure of illustrations, exercisings and trials. stuff, links should be displayed and Mugwump Prefer to be independent in survey and undertakings. The scholar in e-learning is independent but can non be translated as acquisition activity. Dependant Looking to the instructor as beginning of construction and counsel. Can be implemented by utilizing adaptative interaction support. Collaborative Acquired information by sharing and by collaborating with instructor or others. By utilizing communicating techniques, such as forum, chat, or picture conference. Avoidant They are non interested to category activities and go toing. Supplying this type of scholar the preferable acquisition method. Participant Keen to participant. Problem based, Inquiry based can be supported. Competitive Compete with other pupils. Gamming attack may actuate this type of scholar. Musical They respond to music. Synergistic support system with multimedia. Emotional/ sociological / physiological / psychological/ environment Emotional, environing and substructure facets. Not suited for e-learning environment. Table 3.4: Comparison of Learning Style ModelsMannerScopeKolbMyers-BriggsHoney& A ;MumfordMccarthyGRSLSSFelder-SilvermanDunn& A ;DunnHBDIMilliliterOrientation to life Processing Extrovert-Introvert Ten Active-Reflective Ten Ten Ten Ten Percept Decision devising Concrete-Abstract Ten Ten Ten Feeling-Thinking Ten Percept Attitude to outside universe Sensing-Intuitive Ten Ten Judging-Perceiving Ten Input signal Visual-verbal Ten Ten Organization Inductive-Deductive Ten Ten Understanding Sequential-Global Ten Mugwump Ten Dependant Ten Collaborative Ten Avoidant Ten Participant Ten Competitive Ten Environment Ten Emotional Ten Sociological Ten Physiological Ten Psychological Ten Kinesthetic Ten Musical Ten Interpersonal Ten Ten Intrapersonal Ten Logical Ten Imaginative Ten In e-learning when the acquisition manner of the pupil is non compatible with the learning manner of the instructor ; troubles in acquisition can ensue. Table 3.5 nowadayss learning techniques to turn to all learning manner and their suitableness in e-learning contexts. Table 3.5: Teaching Techniques to Address Learning Styles Teaching Techniques Learning Manners Matching e-learning Technologies or Methods Motivate acquisition and associate the stuff being presented to what has come before. inductive/global ITS ( course of study sequencing ) Provide concrete information such as facts, informations, existent or conjectural experiments and their consequences. Feeling Problem Based/ Inquiry Based larning Abstract constructs such as rules, theories, mathematical theoretical accounts. Intuitive Inquiry Based Learning Material that emphasizes practical problem-solving methods. sensing/active Problem Based Learning Material that emphasizes cardinal apprehension. intuitive/reflective Problem Based/ Inquiry Based larning Observation of milieus, empirical experimentation, and attending to item. Feeling Problem Based/ Inquiry Based larning Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff. sensing/visual Adaptive presentation and the usage of Mind Map/Flowchart methods Use computer-assisted direction. sensing/active Synergistic support system Do non make full every minute of category clip talking and composing on the board. Supply intervals-however brief-for pupils to believe about what they have been told. Brooding Problem Based Learning Provide chances for pupils to make something active besides transcribing notes. Active Gamming Based Learning Applaud originative solutions, even wrong 1s. intuitive/global Synergistic support and Gamming Based larning can heighten this technique. There are many learning manner theoretical accounts, theories, and methodological analysis that has been used for a long clip in instruction, none of them have adequately covered all larning facets such as personality, emotional issues, graduated table differences, and penchants.

Retail food protection

Protection of food is essential to ensure food safety. In the US, Food and Drug Administration is the major federal body monitoring the quality of eating products in the US. There are also more than 3,000 state, local, and municipal agencies to regulate food products and services on the local level. Grocery stores, restaurants, cafeterias, vending machines and more places need a close attention of food control specialists. The main purpose of the national food safety program proposed by FDA is to reduce the cases of foodborne diseases. These are the diseases caused by pathogenic bacteria that occur in the food when it is stored improperly or when the expiry date is past. Though rarely dangerous, food poisoning weakens our body and can provoke other conditions as dysbacteriosis. FDA protects us from the pathogens that may be found in food but it does not ban GMO or any synthetic substances in food. Thus, food quality officers may check that all snacks in a vending machine do not pass expiry date but they do not question any additives in the content of the snacks.

Dorthy Orem Self Decfict Nursing Theory Essay Example | Topics and Well Written Essays - 2000 words

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The Sustainability of Seafood Farms - Essay Example Moreover, it serves as a measure against which societies and institutions are evaluated, as well as a goal toward which communities and societies should aim. In respect to governance, sustainability implies interrogating existing ways of societal institutions in an attempt to determine to what extent they hearten vicious behaviors. In addition to this, sustainability results to a conscious endeavor to convert the status quo and encourage the advancement of increasingly maintainable models of activity (Dunphy, 2000). Sustainability is an essential factor in today’s global economy. This is because it results to an economically sustainable development. There are several advantages that economically yield as a result of sustainability. For instance, it recounts to the harvest of a self-renewing and specific natural resource, such as fish. Such a yield can be maintained for an indefinite period since it can be supported by the capacities of the fundamental normal system. A sustaina ble society can, therefore, be defined as the one which has adapted to comfortably live within the boundaries that have been established by nature’s limits (Dunphy, 2000). It can be upheld as an ongoing and collective entity since the behaviors and practices that heavily burden the environment have been abolished or reformed. A sustainable development indicates a process of advancements in the social nature of the society, which can accommodate the changing needs of the society, while at the same time integrating social, economic, and environmental contemplations in making any decisions. For any project to be sustainable, it should encompass some features. These features include social, economic, and environmental features. These have better being referred to as the Triple Bottom Line approach (Weber and Savits, 2006). The Triple Bottom Line also known as TBL or 3BL has, in fishing, has captured and expanded criteria and values for measuring the success of any organization ec onomically, environmentally, and socially. The goal of sustainability and the triple bottom line are usually described by People, Planet, and Profit. Economic and social factors have greatly been boosted by fish farming. Social factors have been boosted in that the society has significantly benefited from fish farming (Weber and Savits, 2006). Economic factors have, on the other hand been boosted in that maximum benefits have been reaped from the project. It is, therefore, arguable that sustainability has significantly influenced the Triple Bottom Line of fish farming. Production is the initial step in the process of trade. It can be defined as the conversion of raw materials into varieties that can be useful for human consumption (Marien, 1990). Production of fish can also be known as fish farming. It is the chief form of aquatic culture. It involves commercial rising of fish into enclosures or tanks for food. The current increase in demand for fish has, in turn, led to increased f ish farming. Distribution is a term used to refer to the process of conveying already produced goods to the consumers in the market. There are different methods of distribution existing in the market. This depends on the technological means and levels of progress within the region. An example of a way in which goods are distributed is by Efficient Consumer Response scheme. Fish distribution, therefore, refers to the process by which the

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Assignment 5 - Essay Example From the studies some teachers in the district schools felt the need to reconsider some of the stages and thus this was looked at by the curriculum committee (Wiles & Bondi, 2004). With regards to the studies the goals of designing a curriculum for a school are many. School experience is expected to be able to foster socially and healthy responsible behaviours among all students as they gear up to become adults. A school system is required to prepare the students for future work, how to be good citizens and also how to cope up with their daily lives. This clearly shows that designing and developing a curriculum in school is a significance aspect in a students learning experience. Therefore, there is a lot that is expected from a curriculum. From the study, schools are supposed to have some considerations like medical, safety, economic, custodial that should be related to a curriculum (Wiles & Bondi, 2004). Based on the study one of the major constraint that leads to lack of attainment of the curriculum goals is the factor of having less time in designing a curriculum. Lack of sufficient time for designing and instructing of a curriculum is very crucial for district schools and any other learning institution. Based on the present situation regarding education, curriculum has been known to serve more goals with only a few having to be eliminated. Acknowledgement of this issue leads to a lot of conflict based on some of the goals. It is clearly seen that some goals in a curriculum ought to be given up if others need to be met. A danger always arises when the members of a committee have to come up with delineation of some of the goals. With regards to the study a conflict came up among the teachers when the curriculum committee had to delineate some of the goals(Wiles & Bondi, 2004). The main structural feature that should be maintained in designing a

The Legendary Abolitionist And Fictional Lady Essay

The Legendary Abolitionist And Fictional Lady - Essay Example More than eighty years later, Francie Coffin is the protagonist of Daddy was a number runner by Louise Meriwether. Set in the Depression-era ghettos of Harlem in the 1930’s, Francie is a young (12 years old) girl who helps her father in his business, numbers running. Prior to the state lotteries, the gangsters had one going and the runners picked up the bets from the customers. Meanwhile, the novel explores every facet of gritty New York street life. She is trying her best in school and gets brilliant marks but outside of its comfortable environments, she has to deal with such horrible realities as the perverted old men who try to molest her and bullies and street gangs who abuse her. All around Francie is abject poverty and brave and proud but beaten people. Finally, her family is forced to go on relief. In the novel, one sentence is almost a mirror of modern times when Francie’s mother tells her â€Å"Elizabeth's coming back home today with her kids and Robert. Their furniture got put out on the street." Elizabeth was her sister. Yet she and Douglass share one thing in common, their fierce determination that no matter what their circumstances, their lives would eventually be much better. For example, Douglass made a New Year’s Resolution in 1836 that he would be a free man that year. It actually took another two years but the point is his vow came true for him due to his willpower. As he said, â€Å"I could see no reason why I should, at the end of each week, pour the reward of my toil into the purse of my master†.... Prior to the state lotteries, the gangsters had one going and the runners picked up the bets from the customers. Meanwhile the novel explores every facet of gritty New York street life. She is trying her best in school and gets brilliant marks but outside of its comfortable environments, she has to deal with such horrible realities as the perverted old men who try to molest her and bullies and street gangs who abuse her. All around Francie is abject poverty and brave and proud but beaten people. Finally, her family is forced to go on relief (welfare). In the novel one sentence is almost a mirror of modern times when Francie’s mother tells her â€Å"Elizabeth's coming back home today with her kids and Robert. Their furniture got put out in the street." Elizabeth was her sister (Meriwether). Yet she and Douglass share one thing in common, their fierce determination that no matter what their circumstances, their lives would eventually be much better. For example, Douglass made a New Year’s Resolution in 1836 that he would be a free man that year. It actually took another two years but the point is his vow came true for him due to his willpower. As he said, â€Å"I could see no reason why I should, at the end of each week, pour the reward of my toil into the purse of my master† (Douglass II). Likewise, Francie Coffin makes a vow to never pickled herring again, for evidently that was one of the staples of relief handouts. Whether she made good on her promise was never revealed, for the novel ended only a year later with her father departing. WORKS CITED Douglass, Frederick, Narrative of the Life of Frederick Douglas, An American Slave†, Web, November 27, 2012.

Importance of Examinations Essay Example for Free

Importance of Examinations Essay The world Examination is noun of the word examine. It means to test in order to verify, to judge and to certify, certain facts. Examination is a very wide word, which is used in all spheres of life. The learned examiner does not want that sense of examination to be discussed. He has in his mind the University Examination and he wants to know whether the institution of Examination should continue or should be abolished. Some persons are of opinion that examination is not the sure test of the ability of a candidate. The present examina ­tion system is based on cramming and to pass the examina ­tion has become more a matter of chance than that of abil ­ity. Again, the present system of examination promotes other evils such as copying and even corruption. The violent acci ­dents in the examination halls strengthen this claim. Even today we are told that a third-year student in one of the centers in Delhi gave a sound beating to an invigilator who objected that the candidate should not copy. The pity of the incident is that a police constable was in league with that candidate and he brought the material for him to be copied. Again, how can, the ability of a student be checked by a few questions? The answer to it is certainly in the negative. Thus, there is a strong case that it should be abolished. There are others who think that examination is a must. How can we do without an examination? Life in itself is a big examination. At every footstep we have to face certain tests. The success is always marked with dignity and honor in all the examinations of life. Examinations add to our abil ­ity, power of toleration, perseverance and other good quali ­ties. They think that examination is not only necessary but it is also a blessing. Everybody has been afraid of examinations. Even Lord Christ once uttered, May God not put anybody to test. Teachers, students, examiners and examinees, all think that examination is a curse, a horror and a terror. Most of the mental diseases among the students are the outcome of the examination and cramming. Inspite of all this, there must be something to mark the standards and to judge the ability of the candidates. The students are being led astray. They only study because they fear examinations. If this institution is abolished, it is certain they will not study even a word. Thus, we must assume that the system of examination should not be abolished, but it should be reformed so that it should be of a great advantage both to the student community and the society. The examination is an evil but it is necessary, therefore, it cannot be abolished. We cannot do without examinations, but the system needs a total reform. We should not follow the old orthodox methods, but the scientific change should be brought in the system of examinations.

Translation and Half-caste Essay Example for Free

Translation and Half-caste Essay Half-Caste is a poem written by John Agard. It presents another culture through dialect and uses complicated terminology. The poem is quite emotional and John Agard uses many techniques to present his ideas and views on Half-Caste. The poem is all about the different definitions of Half-Caste, it is undefined. Agard compares the word half-caste to Tchaikovsky’s piano, Picasso’s canvas and English weather. Firstly, John Agard uses rhetorical questions throughout the poem; ‘what yu mean?’ this shows that nobody knows what Half-Caste means it is down to the reader’s own opinion. This is repeated a lot throughout the poem. Rhetorical questions were very effective in this poem as it made the reader think imagine what the phrase half-caste means. Another technique that Agard uses is repetition; ‘what yu mean when yu say half-caste’. This demonstrates that John wants to emphasise this phrase. Repetition helps the reader to think about what half-caste actually means because it shows that there is no real definition and that it is the reader’s own interpretation of the word. The poet tells the poem in a confronting way because he uses the word ‘Half-Caste’. The poem is confrontational because the poem is coming across in an argumentative way especially against those who are half-caste. This could offend some people so the reader may think that, Half-Caste could be quite offensive. Half-Caste has many emotional thoughts. For example; is there anything wrong with the term ‘Half-Caste’, is it insulting, is he proud. A mixture of emotions are used here, including tension and anxiety, anger and also happiness. John Agard presents his ideas in a confusing way. The reader would think this because he does not actually know what half-caste means but yet writes a poem about different views of the term half-caste. He also writes the poem as a past experience as if he was a victim of racism. Agard uses things associated with half-caste so maybe he has been affected; ‘one leg’, ‘half of mih ear’, ‘half of mih eye’, ‘half-a-hand’. This shows that Agard must understand what half-caste is all about but he signals that half-caste is undefined without saying it in the poem. John Agard is very open-minded during the poem; ‘an I will tell yu de other half of my story’. This could show that there is another half to his story and that there may be a more cheerful side of his story. These words show that you should not judge people if you do not know them and don’t be judgemental. It does not matter what race or culture you are, be mindful. Agard uses insults to present his views on the term Half-Caste; ‘ah rass’. This could be offensive and cause anger towards the reader. The poem suggests that the reader only knows the definition of half-caste if you are half-caste. It is outsmarting all of the racist people because racist people may find the poem an insult. In the poem, the reader thinks it suggests that everything is a bit mixed up but it does not matter because everyone is unique and different. In conclusion, John Agard uses a variety of effective techniques to present the ideas and views to the reader. The reader thinks that the poem is quite confusing in the way it is written because it compares lots of things that the reader is not entirely sure define the term Half-Caste. The reader likes the way that Agard writes the poem as a past experience. Agard uses many techniques such as rhetorical questions and repetition which makes the reader think but also makes the poem flow well. Overall, the reader thinks that Half-Caste is a good poem that explains the different meanings of Half-Caste.

To Follow Or Not To Follow Jesus Christ Religion Essay

To Follow Or Not To Follow Jesus Christ Religion Essay To look beyond what we are today is to look past the shadows of what we have been, past the doubts of what we shall become and into the very truth of the One who was meant to show us the right way. For it is His work that guards our consciousness and it is His preaching that endeavors us to see the brighter side of the world. In order to understand the meaning of our existence, we need to open our souls back to the teachings and sayings of Jesus Christ, the Son of God. Jesus saved the humankind, as He was the one to revive God in our hearts. We are alive because He has been crucified for our sins. We have learned that He was praised by his followers, but constantly accused by the people of law-the Pharisees, who were blinded by the austerity of rules and did not believe that He is the Son of God. The 21st century has become the era of changing and development, but along with the changes, a lot of people seemed to forget the role of Jesus on the earth. Personally, if I am asked whether to follow Jesus nowadays, my answer would be definitely yes and I do not tend to be cynical or sarcastic about it. The Pharisees did not follow Jesus a long time ago because they were acting like hypocrites, pretending to preach the law and always use it against Jesus. I believe that following Jesus does not mean to chase after the rules. It means that I am being grateful for the life I get to share, for the people who care about me and all the wonderful moments, impo rtant events that will never fade away from my memory. Jesus said: Rejoice and be glad, because great is your reward in heaven, for in the same way they persecuted the prophets who were before you (Matthew 5:12). The words of Jesus enhance my worldview and I want to have confidence in my values, my integrity and the decisions I get to make. Before coming to Lithuania and being part of the Lcc Community, I lived in a world filled up pink butterflies and colorful flowers. At the moment when I decided to leave home and study at Lcc University, I knew my life would change and I was afraid to face that challenge. Being far away from home, living in a completely different environment from your own, I started to perceive things differently. There were times when I craved to stand up and scream, I felt weak and completely not myself, thinking that coming to Lithuania was a huge mistake and it wasnt the right place for me. I did not get along with people and I was convinced that it happened because they couldnt accept me the way I am. Later on though, I understood that my negative attitude was the reason of their behavior. I never paid attention on what people were saying, I was stubborn and didnt look for a compromise, thinking that letting go is the easiest way. Jesus teachings however are the complete opposite of my past judg ment. He says: He who seeks finds; and to him who knocks, the door will be opened (Matthew 7:8). In a way, without realizing it consciously, I was following Jesus because I decided to change that selfish and childish side of me and seek for the better one. His words made me comprehend that everything happens for a reason and even during the times when life seems useless there is always a chance for a new beginning. Jesus had the mission to bring peace, faith and joy in our life, Come to me, all you who are weary and burdened and I will give you rest. (Matthew 11:28) We are always worried that things might go wrong; troubled by fear and anguish that constantly hardens our souls. Usually when something dreadful happens, one would most probably say There is no way back. Its hopeless to go on and I keep asking myself why we become so weak? Though living in the era of determinism and self control, we cannot always find out what is right and what is wrong. The most important thing is to have faith and understand that some things are simply meant or not meant to be. I can make a lot of mistakes, but I dont want failure to lead me towards desperation or anger. I want to keep following Jesus in my heart and learn from his teachings. Life is a non-ending circle and sometimes is moving way too fast, but if we try to open ourselves to Jesus and listen to His sayings we will find out that there is peace and love around us. Jesus was tortured and humiliated, he died on the cross as a consequence of our sins. Although Jesus knew He would die, it didnt stop Him to show care, love and understanding to people, even to those who were responsible for his suffering. Until His last breath, as it is written in the Bible, Jesus was praying to God saying: Father, forgive them, for they do not now what they are doing (Luke 23:34). Jesus shows compassion and forgiveness to those who wished for His death and this is another thing that we learn from Him- the aptitude to forgive, as he says: Love your enemies and pray for those who persecute you (Matthew 5:44). Jesus teaches us not to live with the weight of hate or torment, for it will cause us to suffer more. Life is a gift and each second spent on the Earth is blessing .I believe that Jesus can be our salvation when we are lost. He can rescue us, but we should find Him in our heart and unlock the door in which our fear is hidden. Life is beautiful and unique, but it comes with no guarantees and second chances. Thats why we should escape from that circle of frivolity and obscurity that keeps hunting us and do our best to change the world in a better way.

Who Is A True Christian? :: essays research papers

It appears that Jane has had a strong belief in God, but she seems to have a more wholesome and wholehearted belief than some other characters in the novel. In the beginning of the novel young Jane is painfully rejected by her aunt, as well as her son and daughter.She is unable to alter the daily pattern of abuse and neglect. This makes it obvious that she did not live as a member of a truly Christian family, but she was mature enough to develop her own beliefs through daily prayers and biblical readings. Further in the story, she meets Mr. Brocklehurst for the first time and interviews Jane about sin, hell and the Bible. At one point in the conversation he asks her if she knows any psalms, she replies that "Psalms are not interesting (Bronte,490). This proves to Mr. Brocklehurst that she has a wicked heart, and must pray to God to change it and give her a new and clean one. Why must Mr. Brocklehurst be so harsh with such a young child? Would a truely Christian man ever be so quick to condemn someone he doesn’t know anything about? Eventually Jane moves to Lowood Institution, an old, drafty, dreary place. It is there that Jane comes to realize that although Mr. Brocklehurst was able to put on a good show at Gateshead Hall about his religious beliefs, he is lacking in basic human necessities. The meals that were served were meager portions; during some occasions it was burned. Her knowledge of the shortcomings at Lowood were supported when she over heard the teachers whisper "Abominable stuff! How Shameful!"(Bronte,499). This situation along with the dreadfully cold sleeping quarters show that Mr. Brocklehurst although knowledgeable in biblical psalms and parables had no concern with the conditions these children lived in. Also, when Jane accidentally breaks her slate he punishes her by making her stand on a high stool as punishment. From this point onward in the novel, it is clear that Mr. Brocklehurst symbolizes hypocrisy and insensitivity. In particular, Mr. Brocklehurst was complaining about holes in stockings and expounding the virtues of a good Christian, he is interrupted by his fashionably dressed wife and two daughters. Their ostrich plumes, beaver hats and false French curls contrast with the cold, underdressed children huddling over a fire to keep warm. Obviously most of the donated money is used to spoil his family, and not being used for what it was given for. Is this the behavior of a true Christian? Jane doesn’t not think so, but she is smart enough to disregard things she can not change and is able to find a few role models that influence her development.

News and Current Affairs :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Since the television was invented in 1924, news and current affairs programs have surly become one of our main media sources. With this in mind, reporters and stations alike are able to manipulate their audiences through a variety of techniques, to make them believe a representation of reality as opposed to the true fact. This is evident in the current affairs story â€Å"Video Game Violence† and the standard news story â€Å"Music Video Ban†. These similar stories both originated from Channel Nine and represent violence in society’s youth today, stating children are at risk if exposed to such material. Through a selection of techniques, the audience is lured into supporting the told story and agreeing with the general attitudes promoted.   Ã‚  Ã‚  Ã‚  Ã‚  Parents are the desired target audience of these stories which is evident through the mentioning of â€Å"children† and â€Å"youth†. Both news reports state that the media available to children today has proven to be devastating on the way they portray everyday life events. â€Å"Music Video Ban† is about a graphically violent music video produced by Perth band Beaverloop, creating outrage in society. â€Å"Video Game Violence† is a story about the effect of both suitable and non-suitable video games on children, supported by interviews and a psychiatric case study. In â€Å"Music Video Ban† to heighten the seriousness of this situation, the Columbine massacre is randomly mentioned and images of victims’ families are shown. This is to ‘help’ the viewer in understanding the attitude given, and reveals the possibilities of what can happen when access to violent media is too broad. In the â€Å"Video Game Viole nce† story, images of a devastated family from an incident involving a copy-cat murder are displayed. The ideas were taken from an R-rated Australian film known as â€Å"Bad Boy Bubby† and were used on Perth girl Natasha in her sleep by her 17 year old boyfriend. This is evidence enough that even the most unexpected can be influenced by meaningless entertainment media. The stories are shown to be warnings for parents around Australia to keep careful watch over what their children are exposed to and through graphic examples, express that failure is not an option.   Ã‚  Ã‚  Ã‚  Ã‚  The lead in on a report is very important for its ability to give first (and often last) impressions. This consists of the first few sentences (often containing connative terms) spoken to introduce the story, giving a general overview of what the report will be about. News and Current Affairs :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Since the television was invented in 1924, news and current affairs programs have surly become one of our main media sources. With this in mind, reporters and stations alike are able to manipulate their audiences through a variety of techniques, to make them believe a representation of reality as opposed to the true fact. This is evident in the current affairs story â€Å"Video Game Violence† and the standard news story â€Å"Music Video Ban†. These similar stories both originated from Channel Nine and represent violence in society’s youth today, stating children are at risk if exposed to such material. Through a selection of techniques, the audience is lured into supporting the told story and agreeing with the general attitudes promoted.   Ã‚  Ã‚  Ã‚  Ã‚  Parents are the desired target audience of these stories which is evident through the mentioning of â€Å"children† and â€Å"youth†. Both news reports state that the media available to children today has proven to be devastating on the way they portray everyday life events. â€Å"Music Video Ban† is about a graphically violent music video produced by Perth band Beaverloop, creating outrage in society. â€Å"Video Game Violence† is a story about the effect of both suitable and non-suitable video games on children, supported by interviews and a psychiatric case study. In â€Å"Music Video Ban† to heighten the seriousness of this situation, the Columbine massacre is randomly mentioned and images of victims’ families are shown. This is to ‘help’ the viewer in understanding the attitude given, and reveals the possibilities of what can happen when access to violent media is too broad. In the â€Å"Video Game Viole nce† story, images of a devastated family from an incident involving a copy-cat murder are displayed. The ideas were taken from an R-rated Australian film known as â€Å"Bad Boy Bubby† and were used on Perth girl Natasha in her sleep by her 17 year old boyfriend. This is evidence enough that even the most unexpected can be influenced by meaningless entertainment media. The stories are shown to be warnings for parents around Australia to keep careful watch over what their children are exposed to and through graphic examples, express that failure is not an option.   Ã‚  Ã‚  Ã‚  Ã‚  The lead in on a report is very important for its ability to give first (and often last) impressions. This consists of the first few sentences (often containing connative terms) spoken to introduce the story, giving a general overview of what the report will be about.

Legalization of Marijuana Should Not Happen Essay -- cannabis should no

The legalization of marijuana is a very controversial issue that is being debated across the United States. In the article "Going to Pot?," by Damon Linker, Linker attempts to persuade readers that legalizing of marijuana can cause more harm than help. This publication was released in November of 2001. Although two other writers, Richard Lowry and Andrew Sullivan, try to change readers beliefs Linker maintains his stance against marijuana. Without discrediting their facts he explains and defends why he feels they are wrong. The article is formal and although religion is not talked about, morals and society standards are questioned. Throughout the argument, Linker proves that effects of marijuana are detrimental to our society and will hinder social relations if legalized by our government. Linker is trying to sway the 34% of Americans who believe marijuana should be legalize to realize that more future problems will come from legalization. The audience Linker is reaching is primarily readers of the Religion and Public Life Monthly Journal. He is also trying to reach the 34% of Americans that approve the legalization of marijuana and the conservatives that seem to be shifting from prohibition to legalization. Linker focuses on today’s generation of parents and young adults because the choice will be in their hands soon. Society, as a whole, does not want marijuana to be legalized but as Linker states the attitudes appear to be shifting. The act of smoking marijuana is still perceived as bad and something that is looked down upon in society. The beliefs of people today are not the same as it was thirty years ago, and will continue to shift for times to come. Linker’s claims are logical and have basis. He p... ... article. This argument is good for the average American who knows little of the effects of marijuana. According to Linkers facts 66% of America still believe marijuana should not be legalized. This article is good for them because even if they were thinking of shifting opinions he proves that it would be wrong to legalize marijuana. Those Americans are the people that would agree with this argument because they want to believe that marijuana is harmful and should not be legalized. Obviously the other two authors and the 34% of America that believe marijuana should be legalized would disagree with this article. They could disagree with this continuously but the fact is that marijuana, however pleasurable it may be and seemingly less harmful than cigarettes, is still harmful in the long-term. The consequences of using and legalizing marijuana far outweigh the benefits.