Curfew Law Enforcement Case Study Example | Topics and Well Written Essays - 750 words

Curfew Law Enforcement - Case Study Example They are mostly enforced to help reduce the youth participation in activities that may be considered criminal and affect their lives, or endanger their and other people’s lives. The restrictions also enable parents to have better and clear supervision of their children’s activities on the afterhours. It has been proved through studies that cities with enforced curfew laws have had significant drops in youth participation in criminal activities. A 2011 study analyzed data from the Federal Bureau of Investigation’s Unified Criminal Reporting files from 1980 to 2004 for the 54 larger U.S. cities (180,000-plus residents) and enacted youth curfews between 1985 and 2002, focusing on arrests for both minor offenses (loitering and curfew violations) and more serious infractions (such as violent crimes and property crimes). The report showed that arrests of youths directly impacted by curfew restrictions dropped by almost 15% in the first year and approximately 10% in fol lowing years (Weigel, 2011). This paper will therefore weigh the facts of the plaintiff against the constitutional mandate and responsibility of the defendant of enforcing state laws and give a verdict. DISCUSSIONS Freedom of assembly is a fundamental part and a right that is provided and protected in the first amendment and should therefore be enjoyed by every citizen. If not properly enforced, curfew laws can greatly infringe on human rights and freedom of assembly and even freedom of expression. SUSIE MARKS CASE AGAINST RUTHLESS Susie after boarding Jerry and Kate’s truck against her will was seriously injured when the truck in which she was riding failed to negotiate a left turn. Notwithstanding that the state allowed persons to board the back of trucks without seat belts, Susie felt that given a choice she would have walked home or waited for Orson. Ruthless neither accorded her the freedom to express her wish and plan nor considered the implications of his actions havin g in mind that Jerry was a minor who had just been licensed to drive and therefore had insufficient experience. Ruthless told Jerry: "Get everybody out of here," and that "if you guys don't get out of here, curfew will be enforced." These words were also scaring especially for minors who feared that their actions if any against Ruthless would have â€Å"curfew enforced†. An example would be Hodgkins v. Peterson, SD Indiana 2004 when the judge ruled in favour of the defendants (Hodgkins) (Sandy, 2008). The arguments can be compared to Susie’s case given the fact that the law enforcer scared the minors through inappropriate words. In the Hodgkins case the argument was that For a person to file a claim that violates their First Amendments rights, they must prove that their speech was actually chilled. Just like in Hodgkins case, they deemed the ordnance unconstitutional because fear of criminal prosecution would have prevented, or did prevent them from going to late night protests, political rallies, or church events, which are protected First Amendment rights. (Sandy, 2008). RUTHLESS’ FACTS AND ARGUMENT Ruthless being a law enforcer was within his constitutional mandate of performing his duties and was right to order the kids to leave for home. As studies have shown young people under 16 were responsible for 62 percent of violent juvenile offenses, statistics also showed that teenagers were the most frequent targets of juvenile violence (Constitutional Rights Foundation, 2013).He also argued that Jerry had no problem dropping off Susie although he did not hear her out. Ruthless therefore having given the youngsters an

Aegis Case Analysis Essay Example for Free

Aegis Case Analysis Essay The main question posed in this case is whether Aegis management should continue the relationships with their partners ProPack and POMS, and if they decided to continue with the relationships, how to structure them more effectively. Operating in a slumping economy, Aegis was worried about their level of sales resulting from the partnerships they had entered into. The main goal for Aegis when entering into both partnerships was to bolster sales, and neither company had accomplished that. With the possibility of terminating either relationship, Aegis would have to find another strategy for improved sales. With the absence of this strategy, it will be more productive for the company to restructure their existing relationships. Looking at this case through the concept of strategic alliances will help to find a strategy that will pull Aegis out of its downhill slide. For both relationships, Aegis has entered into licensing and distribution agreements. POMS and ProPack have combined their name with Aegis for separate products, as well as working together to distribute each other’s products. Unfortunately, in this situation economies of scale will not work to lower costs because of the nature of the product and the industry Aegis is competing in. Aegis and its partners have developed a product that is the technological standard for its category, but can continue to add value to the product, making it desirable and useful in the future. In my opinion, the best way to increase the benefits of these relationships is to foster an environment of trust and communication to operate in. This may mean revisiting the contracts that are in place to redefine what each entity wants out of the agreement, and the best way to go about creating sales. If they can do this effectively I believe the companies will work better together, creating more value for potential customers. This will result in an increase in sales for their products.

An Analysis of Effectiveness Essay -- Martin Luther King Toni Morrison

An Analysis of Effectiveness   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther King Jr. and Toni Morrison are two of the many great writers of the late twentieth century. Their styles follow rhetorical guidelines to create persuasive arguments and clear writing. To show how they accomplish this I will be comparing the rhetorical style used by King in 'Letter from a Birmingham Jail,'; with that of Morrison in 'Friday on the Potomac.'; Each of these works result from strong opinions surrounding the issue of racial equality in the United States, and each appeals to the desire of achieving that equality. In order to address a sensitive topic such as racism and achieve the desired results, the authors had to implement various methods of persuasion. While each author chooses different manners with which to accomplish this, each forms clear writing with convincing arguments. They achieve this clarity due to their understanding and use of ethos, pathos, and logos as the foundations for creating these arguments.   Ã‚  Ã‚  Ã‚  Ã‚  Before we can examine the writing on the basis of these three elements, we must first understand the meanings of each. They were conceptualized by Aristotle as the keys to persuading an audience. Ethos, directly translated, means 'worthy of belief,'; and deals with establishing credibility. Pathos involves 'putting hearers†¦into the right frame of mind with regard to certain issues and the speakers persuasive intent'; (Smith 83). Logos includes the arguments that are used to make a point, and involves the basis upon which the arguments were made. The use of these three elements in harmony with each other will produce a persuasive argument according to Aristotle. Being that he did 'write the book on rhetoric,'; I will be using the ideas of Aristotle as the blueprint for effective writing to which I will compare the works of King and Morrison.   Ã‚  Ã‚  Ã‚  Ã‚  First I will examine Martin Luther King Jr.'s letter which embodies all of the characteristics outlined by Aristotle. The most clearly presented element in King's article is the use of ethos. King establishes himself as a credible and learned man early in the letter so that the reader has an immediate connection with him, and then he carries the thought throughout the letter's entirety. Within the first paragraph he uses this tactic when he writes, 'If I sought to answer all the criticisms that cross my desk, my secretaries would h... ...How could the notion of union, nation, or state surface when race, gender, and class†¦dominated every moment and word of the confirmation process?'; (Morrison xii). The answer to the question lies within itself and forms the basis of her argument to follow throughout the essay. She then begins to demonstrate how race, gender, and class played into the hearings, in order to substantiate the argument. The reader then has no choice but to agree with her ideas.   Ã‚  Ã‚  Ã‚  Ã‚  Thus, we see that both Morrison and King were both admirable in their abilities to persuade their audiences, though each did so using different tactics. King focused mainly on establishing his own credibility so that his statements would bear the appropriate weight necessary for effectiveness. Morrison, however focused her strategy on the manipulation of the audience by using their emotions and empowering them to confirm her arguments. Regardless of the individual focus of each author's style, they both contained the necessary elements of successful writing as defined by Aristotle: ethos, pathos, and logos. These elements form the backbone upon which all good writing should form, and these two passages verify that.

American History: 1912 Election

The Presidential Election of 1912 was called one of the most important and memorable elections as well as one of the most dramatic events in American history. The election was remarkable because there were four candidates the representatives of four different parties that sought the presidency that year. It was William Howard Taft from Republican Party, Theodore Roosevelt representing the newly organized Bull Moose Progressives Party after the split in his own Republican Party, then Democrat Woodrow Wilson and Eugene Debs from Socialist Party.One of the main issues of that time reflected in the Party Platforms was tariffs and anti-trust legislation. Republican Party tariff policy was aimed to protect American industries and economy. It was said in the platform â€Å"the import duties should be high enough, while yielding a sufficient revenue, to protect adequately American industries and wages† (â€Å"Political Party Platforms in 1912†), and only â€Å"Some of the exis ting import duties are too high, and should be reduced† (â€Å"Political Party Platforms in 1912†).Republicans were expecting to get enough revenue to the budget and still stuck to the protectionism policy. As for the anti-trust legislation Republicans insisted on â€Å"the enactment of legislation supplementary to the existing anti-trust act which will define as criminal offences those specific acts that uniformly mark attempts to restrain and to monopolize trade†¦Ã¢â‚¬ (â€Å"Political Party Platforms in 1912†).Progressive Party declared in the platform that it was necessary to reduce tariff as unjust to the citizens of the country and that the party â€Å" is committed to the destruction of the protective system through a tariff for revenue only—a policy which would inevitably produce widespread industrial and commercial disaster† (â€Å"Political Party Platforms in 1912†). While discussing the anti-trust legislation during the conv ention the conflict aroused.Roosevelt suggested federal regulation of the trusts but he had no support eventually this issue was deleted from the platform. Democrats considered â€Å"the high Republican tariff is the principal cause of the unequal distribution of wealth; it is a system of taxation which makes the rich richer and the poor poorer† (â€Å"Political Party Platforms in 1912†) thus they insisted on the reduction of the tariff and limiting the Federal Government to â€Å"collect tariff duties, except for the purpose of revenue† (â€Å"Political Party Platforms in 1912†).Concerning the Anti-Trust Law democrats strived to cancel the amendments to the Sherman anti-trust law in order to re-establish it in its original version to make it more efficient. Socialists were close to the reformists and they believed in the significance of tariff revision and in the importance of anti-trust legislation. Also the goal of the platform was to struggle for equa l political and democratic rights for the laboring class (Socialist Party. National Campaign Book).The point is that it was crisis of the Republican government that had been supporting the conservative course. The country was in bad need for reforms so the government had had to change the policy. Conservative Republicans had not realized the necessity of the reformation and despite the great support William Taft had lost a chance to be re-elected for the second term. Socialists gained the extreme popularity but it was not enough to win. But still Eugene Debs got more than 6% of the total votes and it was incredible success of the Socialist Party.The main struggle was between Roosevelt and Wilson. Their platforms were similar so it was even a suggestion from the progressives to give up in favour of Wilson but Roosevelt refused to quit without struggle. Woodrow Wilson won by getting about 42% of the total votes. Together Taft and Roosevelt get more than 50% of the total votes it means that Roosevelt had a real possibility to be elected had he been the Republican party nominee for the presidency. Personally I would have voted for Roosevelt because he was charismatic personality and the great leader.He was more flexible than Wilson in the policy and was smart enough to comprehend the importance of the changes. The history would have changed if Theodore Roosevelt had been elected for his third term. BIBLIOGRAPHY Political Party Platforms in 1912. 12 October 2004 http://www. presidency. ucsb. edu/showplatforms. php? platindex=D1912 Presidential elections: 1872-1912. 12 October 2004 http://www. apstudents. com/ushistory/outline. php Republican Party History. 12 October 2004 http://www. gop. org/history. html Socialist Party. National Campaign Book. Chicago, p. 3.

My house

I live in a small town which called Wborg. Here I live with my family : father, mother, brother and cat. We have been living in block of flats house since 1994. Our flat placed on the sixth floor, we have a nice view on the nature from our balcony. On the first floor we have fence with hedge and lawn of ours home ornamented with animals. I live in a standard two room flat without facilities like a gym or sauna in flat. Big wardrobe with mirror staying in the passage where we keep our clothes and shoes. The floor is parquet in the passage, living room and kitchen.In the living room a big Persian rug with near standing sofa-bed with cushions, curtain on the window, huge bookcase with fitted place for tv, folding table from wood standing in the center of room. Hole room in bright and brown colors and curtain in brown color too. In the bedroom I live with my older brother who is living here now. Colors of our room are white, brown and red. We have two sofa-bed with pillows where we are s leeping, wardrobe for me and brother, little chest of drawers, large table where standing two computers with acoustic near 80 kilowatt.The main part of our room is horizontal bar with punching bag. It allows doing sport in a room without gym. The bathroom isn't separated with toilet but it's both tiled in bright colors. Ordinary bath with shower standing in the bathroom, washing machine standing there too, washbasin with drawer where we keep thing like shampoo, razor, shaving foam and something for bath. The main difference from kitchen of other people it's bar. It's really comfortable to eat for it or sitting in internet. There are a lot of electronic device such as : fridge, ooker, toaster, microwave, food processor, electronic kettle and laptop.We haven't fitted kitchen and so we have a lot of cupboard and drawers. Big table standing in the center of kitchen where I with my family can have dinner together and share all news with them. Colors of kitchen are silver and blue. Unfort unately it's better to live in the suburbs but I love to live here. It isn't far from city center and it close to all my friend. My home is where I feel safe and happy, where I am always welcome and where I can come in any difficult minute and find help and comfort.

Mexican American War - An Overview

Mexican American War - An Overview Mexican-American War Summary: A conflict that occurred as the result of Mexican resentment over the US annexation of Texas and a border dispute, the Mexican-American War represents the only major military dispute between the two nations. The war was fought primarily in northeastern and central Mexico and resulted in a decisive American victory. As a result of the war, Mexico was forced to cede its northern and western provinces, which today comprise a significant portion of the western United States. When was the Mexican-American War?: Though Mexican-American War was occurred between 1846 and 1848, the majority of the fighting took place between April 1846 and September 1847. Causes: The causes of the Mexican-American War can be traced back to Texas winning its independence from Mexico in 1836. At the end of the Texas Revolution following the Battle of San Jacinto, Mexico refused to acknowledge the new Republic of Texas, but was prevented from taking military action due to the United States, Great Britain, and France conferring diplomatic recognition. For the next nine years, many in Texas favored joining the United States, however Washington did not take action due to fears of increasing sectional conflict and angering the Mexicans. Following the election of the pro-annexation candidate, James K. Polk in 1845, Texas was admitted to the Union. Shortly thereafter, a dispute began with Mexico over the southern border of Texas. This centered around whether the border was located along the Rio Grande or further north along the Nueces River. Both sides sent troops to the area and in an effort to lower tensions, Polk dispatched John Slidell to Mexico to begin talks regarding the United States buying territory from the Mexicans. Commencing negotiations, he offered up to $30 million in exchange for accepting the border at the Rio Grande as well as the territories of Santa Fe de Nuevo Mexico and Alta California. These attempts failed as the Mexican government was unwilling to sell.   In March 1846, Polk directed Brigadier General Zachary Taylor to advance his army into the disputed territory and establish a position along the Rio Grande. This decision was a response to new Mexican President Mariano Paredes declaring in his inaugural address that he sought to uphold Mexican territorial integrity as far north as the Sabine River, including all of Texas. Reaching the river, Taylor established Fort Texas and withdrew towards his supply base at Point Isabel. On April 25, 1846, a US cavalry patrol, led by Captain Seth Thornton, was attacked by Mexican troops. Following the â€Å"Thornton Affair,† Polk asked Congress for a declaration of war, which was issued on May 13. Causes of the Mexican-American War Taylors Campaign in Northeastern Mexico: Following the Thornton Affair, General Mariano Arista ordered Mexican forces to open fire on Fort Texas and lay siege. Responding, Taylor began moving his 2,400-man army from Point Isabel to relieve Fort Texas. On On May 8, 1846, he was intercepted at Palo Alto by 3,400 Mexicans commanded by Arista. In the battle that ensued Taylor made effective use of his light artillery and forced the Mexicans to retreat from the field. Pressing on, the Americans encountered Aristas army again the next day. In the resulting fight at Resaca de la Palma, with Taylor’s men routed the Mexicans and drove them back across the Rio Grande. Having cleared the road to Fort Texas, the Americans were able to lift the siege. As reinforcements arrived through the summer, Taylor planned for a campaign in northeastern Mexico. Advancing up the Rio Grande to Camargo, Taylor then turned south with the goal of capturing Monterrey. Battling hot, dry conditions, the American army pushed south and arrived outside of city in September. Though the garrison, led by  Lieutenant General Pedro de Ampudia, mounted a tenacious defense, Taylor captured the city after heavy fighting. When the battle ended, Taylor offered the Mexicans a two month truce in exchange for the city. This move angered Polk who began to strip Taylor’s army of men for use in invading central Mexico. Taylor’s campaign ended in February 1847, when his 4,000 men won a stunning victory over 20,000 Mexicans at the Battle of Buena Vista. Taylors Campaign in Northeastern Mexico War in the West: In mid-1846, Brigadier General Stephen Kearny was dispatched west with 1,700 men to capture Santa Fe and California. Meanwhile, US naval forces, commanded by Commodore Robert Stockton, descended on the coast of California. With the aid of American settlers and Captain John C. Frà ©mont and 60 men of the US Army who had been en route to Oregon, they swiftly captured the towns along the coast. In late 1846, they aided Kearny’s exhausted troops as they emerged from the desert and together forced the final surrender of Mexican forces in California. Fighting was ended in the region by the  Treaty of Cahuenga in January 1847. Scotts March to Mexico City: On March 9, 1847, Major General Winfield Scott landed 12,000 men outside of Veracruz. After a brief siege, he captured the city on March 29. Moving inland, he began a brilliantly conducted campaign that saw his army advance deep into enemy territory and routinely defeat larger forces. The campaign opened when Scotts army defeated a larger Mexican army at Cerro Gordo on April 18. As Scott’s army neared Mexico City, they fought successful engagements at Contreras, Churubusco, and Molino del Rey. On September 13, 1847, Scott launched an attack on Mexico City itself, assaulting Chapultepec Castle and capturing the gates of the city. Following the occupation of Mexico City, the fighting effectively ended. Scotts March on Mexico City Aftermath Casualties: The war ended on February 2, 1848, with the signing of the Treaty of Guadalupe Hidalgo. This treaty ceded to the United States the land that now comprises the states of California, Utah, and Nevada, as well as parts of Arizona, New Mexico, Wyoming, and Colorado. Mexico also renounced all rights to Texas. During the war 1,773 Americans were killed in action and 4,152 were wounded. Mexican casualty reports are incomplete, but it estimated that approximately 25,000 were killed or wounded between 1846-1848. Aftermath of the Mexican-American War Notable Figures: General Zachary Taylor– Commander of US trops in northeastern Mexico. Later became President of the United States.General President Jose Lopez de Santa Anna – Mexican general and president during the war.General Winfield Scott – Commander of the US army that captured Mexico City.General Stephen W. Kearny – Commander of US troops that captured Santa Fe and secured California.

Information Media Essays - Digital Media, Communication, News

Information Media Essays - Digital Media, Communication, News Information Media 6/13/2015 It all started with the newspaper. Every morning the paperboy or girl tossed the daily news on their usual paper route while the neighborhood patiently waited to see what was happening in the world around them. Now the news can be received right after it happens via television, internet, or the closest smartphone. Information media has evolved right along with technology and can now be accessed quickly and easily. Although the news can now be easily accessed and has evolved with the technology today, there are still flaws and room to grow. Information media has social responsibility because it provides news to everyone in the world. The importance of the accuracy of the news that is delivered to the public is serious. There is plenty of fake news that floats around on the internet that some people actually believe. There is a news station that makes fun of real news but actually is more entertaining and makes the news easier to watch. We recently launched in 2007 Onion News Network. And its doing extremely well. Its reached audiences that the newspaper and the online newspaper has never been able to reach through this whole viral thing (Randazzo). There are certain news outlets that the public turns to such as; CNN, Fox news, NBC news, and ABC news. Reporting false news or partial news will ruin a news outlets credibility. Reporting news that happens around the world that is not necessarily easy to obtain is information medias responsibility. By reporting the news, the public is informed of the things going on around. Therefore the news has taken on the responsibility of doing its public duty and reporting news that benefits everyone. People depend on the news for everything including what is going on with the government and the country. The only role the information and news media should play when it comes to politics is reporting information on what is going on. It does help that the media outlets sometimes show coverage of debates between political parties so that the public has an easier way to get information on the political parties they are choosing and maybe see what the other party has to offer. Information media should stay a neutral party when reporting information on politics. That way the public can decide for themselves. Information media is a lot easier to access on the go since technology has evolved. People can now view any story that was covered by a news outlet on their mobile devices anywhere they go. Because the news is more accessible, newspapers like The New York Times, can post online or on their mobile apps as soon as they receive the story. The newspaper companies used to have to wait until the story was finished then printed just to break the story to the public. For years, weve operated under the assumption that we just have to know whats going on by midnight when the press roles. And we have all day to work on that story. So we work and work and work on it. At midnight, you hit the button (Little). With the new technology, there is no more waiting and people can see what the news stations have reported on their mobile devices. People watch the news a lot more when it is more accessible and easier to access the exact story they want to know about instead of waiting. This makes news easi er for a new generation. A younger crowd is now more involved with what is going on in their community. With the new day and age, electronic media has become a part of everyday life. It has made accessing news coverage easier and is a way to get stories out to the public extremely easy. Newspapers may not eventually survive in the form theyre in (Campbell). Technology is slowly diminishing the newspaper and now the newspaper companies can still report news with a new found twist and the news stations can keep the public informed quickly, but just like anything that has to do with technology, the news is not perfect and the people that report it are not either. References Campbell, R. Little, David. Newspaper and the Internet: Convergence. http://link.brightcove.com/services/player/bcpid1665856774001?bckey=AQ~~,AAABXVHBMdE~,bnY9CM55Z1MNHgPnTUdB-Gx-Vg4fpZHa&bctid=2607695059001&noCacheIE=1424363343654 Randazzo,

Dont Be These 5 People at Your Holiday Office Party

Dont Be These 5 People at Your Holiday Office Party The annual office holiday party. Yearly bacchanal of the professionals. Wild, lavish Christmas parties may not be as common in the workplace as they were yesteryear, especially as many companies cut costs. However, odds are good that your employer will do something to acknowledge the season of Christmas/Hanukkah/Kwanzaa/solstice/New Year before everyone leaves for their respective plans. It may seem like an easy event (paaaartay, woo!), but the office party can be a minefield. Here are five cautionary people to keep in mind as you put on that reindeer sweater, sip on some eggnog and get ready to spread some holiday cheer with your colleagues.1. The Drinkervia [giphy.com]Not every holiday party has booze, but if yours does, this is the top area where things can go wrong- especially if there’s an open bar. Never, never forget that you’re at a work event with your colleagues, whether the party is happening in your office or at that cool bar down the street. Try to limit yo urself to one or two drinks. If you end up drinking too much and saying or doing something regrettable, you could find yourself branded for the next year in the office. You should definitely be having fun, but don’t let down your guard so much that you’re reliving your old-school partying days at the office gathering.2. The Food Snobvia [giphy.com]If you have caviar tastes but find yourself at a chips-and-dip party, don’t be the one complaining about the spread- especially if someone else is footing the bill. For many companies, economic realities make a holiday party entirely optional. There just might not be a budget for champagne and fois gras appetizers, so it’s better to embrace that you’re being fed on the company’s dime. This advice goes double if your office shindig is a potluck. Debbie’s festive Jell-O monstrosity might not be to your liking, but making fun of it on Facebook is not going to win you many fans.3. The Dancervia [giphy.com]The office party dance floor is not the time to debut the lambada you taught yourself by watching YouTube videos. It’s also another chance to be wary of how much you’re, uh, enjoying yourself (see #1), keeping in mind that everyone can see you. Also, they likely have smartphones and the wifi connection to put your killer dance moves on the internet. So keep it G-rated, and don’t treat it like an audition for So You Think You Can Dance.  4. The Inappropriate Fashionistavia [giphy.com]Sorry, but office dress code still applies at the office holiday party. I once had a colleague who would disappear into the ladies’ room for an hour before the holiday party, and emerge looking like she was ready for a night at the city’s best clubs- complete with invisibly short skirt and a very low-cut top. Everyone else was wearing the same business-casual outfits they normally wore, so it was definitely†¦ awkward. When choosing an outfit for the ho liday party, stick to clothes you would feel comfortable wearing any other day at work.5. The Monopolizervia [giphy.com]The holiday party is a great chance to talk to colleagues you don’t see often or strike up conversations with people who could be good additions to your network for next year. Try not to spend all your time with the same person. Even if you’re an introvert, the holiday party is a great excuse to be a little extra social- with food and drink to get you relaxed and chatting. So circulate! There’s no need to lock down one person for two hours’ worth of conversation.So yes, there are rules, but the most important one is still this one: have fun! You’ve had a long and productive year, and this is a chance to blow off steam with your coworkers. By paying a little extra attention to how you approach this social-professional hybrid event, you can celebrate with good cheer and go home knowing your name will be gossip-free when you all retu rn after the holidays.

The Main Development of e Marketing and its Effect on Tourism Essay

The Main Development of e Marketing and its Effect on Tourism - Essay Example This essay will seek to address some of the major developments of e marketing and their effects on tourism. Additionally, it will also look at the major issues related to technology and innovation as well as their impacts on global tourism. Understanding and managing technological change and innovation To begin with, the recent advances and developments in connectivity and power processing facilitated by Information Communication Technology are undeniable. It is also agreeable and true that the expansion of broadband is part of the greatest challenges of the 21st century, which, once the world overcomes it, will witness the end of the ‘plague of distance’ that exists globally. Simultaneously, the ‘smart world’ in which are living in whose landscape albeit experiencing a permanent process of evolution is offering clearer, becoming friendlier, and presenting solutions that serve in reducing money and time and opening new paths towards the personalization of pr oducts and services. At this point, it is understandable that, in this world, in spite of its tones of inequalities offers an immense space to increase travel, because many barriers that once prevented or slowed global travel are gradually declining (Alipour, 2011:1). As of today, combination of technology and price comparison is increasingly shaping the activities of tourism. Experts are developing new applications for mobiles that offer a wide range of opportunities, social networks are consolidating themselves within a more transparent market where citizens are in a position to develop and provide services together, and changes in the concept of the value chain are producing new business models. In other words, change is becoming more constant and obvious, just as the opportunities that it is creating and presenting. However, technological advancements are presenting a challenge for the tourism industry. It is therefore vital understand the main trends that are influencing supply and demand, to know what is managing the change in the external environment while evolving at the same rate (McMaster, Kato, and Khan, 2005:12). Moreover, it is congruent to converse with the improved capacity for tourism organizations to respond via policies that can better integrate diverse interests, taking into account the whole range of potential of a destination. Business analysts recognize the internet as a widely and extremely valuable tool of marketing. This is because; the internet gives substantial merits over traditional methods of communication. The offers increased customer involvement in controlling transactions, increases the speed of transferring and retrieving information, and reduces the costs involved in communication. The internet is offering the tourism industry a greater flexibility of using the marketing mix (Kim, 2004:5). As such, it increases internal and external communications as well as facilitates market research. Tourism industry depends highly on int ernet in intensifying and improving customer services, product development, market penetration, cost saving via reengineering, product delivering, and in direct marketing. The use of internet transformed the tourism indus

I scanned the topic Essay Example | Topics and Well Written Essays - 750 words - 1

I scanned the topic - Essay Example Few however could argue that Saddam Husseins Iraq was a place where anyone would want to live or was in any way a state that worked. It was a dysfunctional polity. It was a totalitarian hell where the dictator exercised complete control and enjoyed his sadistic whims. He used political power in an arbitrary manner in order to keep his citizens guessing. The two works under discussion Ijaam and The Tiger show Iraq under Saddam to be a capricious hell. This paper will argue that the kind of totalitarianism practised by Saddam eliminates the opportunity to have freedom. Some people believe the only way for order to prevail is for a dictator to rule. These people are totalitarians or authoritarians. It is a particular political philosophy. They believe that only a figure of immense power could guarantee the sorts of contracts people required with one another to live in peace. In order to increase the order and prosperity of society as a whole, an absolute sovereign would have to make some minimum guarantees: namely, peace and the upholding of contracts. In this view of the world ethics most be imposed on human beings who are just animals red in tooth and claw and who live lives that are dim and empty. None of these ideas take into account the brainwashing and control of Saddams Iraq. As the story â€Å"Tigers on the Tenth Day† shows the process of taking control can happen slowly. Often this processes are put in place without even people noticing. Year by year, the strictures tighten and the violence becomes more abusive. In this way, it is h ard for people to rebel, hard for them to speak out since things are happening so slowly. The tiger in this story is able to rationalize its behaviour. It says for example that it is mewing like a cat for its own amusement. When someone lives in fear they will do anything in order to survive the innumerable indignities of life. They will rationalize away their humiliations. This too

Technology Research Paper Example | Topics and Well Written Essays - 750 words - 1

Technology - Research Paper Example New technology comes in a standard language of interaction and communication as a result calling for the persons interacting with the technology to learn new languages. The case in point is using mobile handsets, which come in few main languages hence even old users have to learn one main language to fit in (Rashed 2). Massive investments in technology could have far-reaching economic changes in the society. These economic adjustments comes in the form of change in lifestyle, expenditure, access to cheap and high-quality products that shall transform lives of local people positively. An example is if a community that grows avocados and ripens them for food gets an investor who shall put up an avocado processing factory that produces cooking oil, body and skin oils, the community shall derive many benefits from this technological investment. First, the expected price of both cooking and body oils is expected to fall once production starts. In addition, the factory shall trigger sprouting of businesses around to cater for the needs of its working class as a means of access to essential commodities (Rashed 4). New technology comes along with an improvement in the means of communication more especially infrastructure development. This results from the expected increase in activities arising from the investment in new technology. Improved infrastructure will aid transport of a vast number of processed items to the markets and movement of technical engineers and employees to the processing centers (Ibrahim 3). Most investments in new technology have led to improved processing capacity as a result leading to the creation of more job opportunities both in technical departments and at the processing centers. This has been the case in many manufacturing companies, which invest in technology to increase processing capacity and consequently lead to creation of more jobs in the factory and indirect jobs for salespeople and

Closing the Youth justice Gap Essay Example | Topics and Well Written Essays - 3500 words - 1

Closing the Youth justice Gap - Essay Example It is for the above reasons and more that we must work together to ensure that the BMER young peoples voices are listened to and heard. There should be an initiative to start a process involving the young people as change agents and their views on crime and community safety to be heard and include them in policy and practice if plausible. The strategies to be followed must make cities safe for one and all. Reasons for a young offender who was repeating his offences and being taken into custody number of times should be explored. It might happen due to the Youth Justice Board agents’ discrimination towards them. The depression and frustration when there is no outlet may turn out in the form of a crime. When these are introduced to Entry to Employment Young people who are on mainstream E2E programmes. Children and young people who offend face particular problems accessing or sustaining engagement with education, training and employment. The pilot, which ran from August 2003 to July 2005 with Hindley Young Offender Institution and local youth offending teams was able to identify these barriers to engagement and highlighted along with poor educational attainment, including basic literacy and numeracy problems. ï€  Some providers being disinclined to provide training to young offenders who may have challenging behavior, poor life skills, such as time and budget management, behavioral issues, a lack of awareness, locally, among providers of how to improve the situation. The pilot was extended for one year to build on initial success. Using three voluntary sector agencies: – Nacro, Rathbone and YMCA Training, working together as the Learning Alliance – the programme provided support for a mentoring component as part of education and training provision. The programme had the support of the Learning and Skills Council. A key proposal to be was the need to listen more to young people. A

Employee Engagement Research Paper Example | Topics and Well Written Essays - 3500 words

Employee Engagement - Research Paper Example The employees should have other things in mind than salary only so that their performance can be the best. For this purpose the relationships between people within an organization should work in a good environment. Employee engagement is the bondage an employee had with the organization which makes him put in efforts to work for the benefit of the company. Employee engagement involves the efforts of both the organization and the employees themselves. True commitment towards work is necessary by the employees. This can be attained by the organizations by encouraging the individuals to put in efforts for the benefit of the organization. Every person working in a team should be encouraged and added in the conversation. Feedback should also be taken by all the employees in an organization. When an employee feels that he is valued, motivated and encouraged then he works more hard, hence benefiting the organization. Employee engagement is hence an important factor for the businesses to run efficiently nowadays. Employee engagement can be improved by frequent communication, meetings and friendly conversations. For example, Stamm (2009) discussed that in a hospital there was a meeting arranged for improving employee engagement. The nurses felt that the doctor was not friendly towards them and never even smiled at them. On the other hand, the doctor was a concerned to do his surgeries with perfection. He found it shocking that the staff was not at ease with his attitude. According to him he was busy taking wise decisions for doing the best surgery for his patients and never paid attention to this fact. With the help of this discussion the nursing staff also got to know that the doctor was never intentionally rude with them. This made them work better with one another, helping each other more efficiently and focusing on their duties more than on the personal attitudes hence employee engagement was improved. World is getting more and more connected nowadays. People have b etter job opportunities and everyone wants to improve his income because he wants to get luxuries and comforts in his life. Employee should not work only for getting salary, he should own the company. Efforts are being made by companies to improve employee engagement as well. The personal goals of the employees are also important for improving employee engagement. In this assignment, the differences between individualism and collectivism are explored in detail. 2. Employee Engagement 2.1 What does Employee engagement mean? Employee engagement is the hot cake issue for organizations for the past several years. It is the amount of attachment or emotional bondage a person has with his organization and work. This bond makes the employee work at his best for benefitting the organization. It is all about to â€Å"own† an organization and work for it and to share the good and bad moments. According to Investopedia (2011), employee engagement is a management concept which is of great importance. It is the level of interest and devotion an employee has towards his job. For example, a person who works in a company and puts in efforts for the organization’s growth and profits and does not only works for money or salary and has devotion towards his job and company is an engaged employee. Organizational culture and its management contribute a lot in the employee engagement. According to Cook (2008), employee engagement is the amount of commitment an employee has towards his organization. It is the passion and energy the employee has towards putting in efforts for the betterment of his organization. For example the employee working in an

Closing the Youth justice Gap Essay Example | Topics and Well Written Essays - 3500 words - 1

Closing the Youth justice Gap - Essay Example It is for the above reasons and more that we must work together to ensure that the BMER young peoples voices are listened to and heard. There should be an initiative to start a process involving the young people as change agents and their views on crime and community safety to be heard and include them in policy and practice if plausible. The strategies to be followed must make cities safe for one and all. Reasons for a young offender who was repeating his offences and being taken into custody number of times should be explored. It might happen due to the Youth Justice Board agents’ discrimination towards them. The depression and frustration when there is no outlet may turn out in the form of a crime. When these are introduced to Entry to Employment Young people who are on mainstream E2E programmes. Children and young people who offend face particular problems accessing or sustaining engagement with education, training and employment. The pilot, which ran from August 2003 to July 2005 with Hindley Young Offender Institution and local youth offending teams was able to identify these barriers to engagement and highlighted along with poor educational attainment, including basic literacy and numeracy problems. ï€  Some providers being disinclined to provide training to young offenders who may have challenging behavior, poor life skills, such as time and budget management, behavioral issues, a lack of awareness, locally, among providers of how to improve the situation. The pilot was extended for one year to build on initial success. Using three voluntary sector agencies: – Nacro, Rathbone and YMCA Training, working together as the Learning Alliance – the programme provided support for a mentoring component as part of education and training provision. The programme had the support of the Learning and Skills Council. A key proposal to be was the need to listen more to young people. A

Italian Renaissance Art Essay Example | Topics and Well Written Essays - 1000 words

Italian Renaissance Art - Essay Example Neo-Platonism seeks the existence or relation of the ideal or The One in the human life. This is what renaissance artists such as Botticelli, Leonardo, Raphael and Michelangelo are trying to depict through allegories in their art. Botticelli, to start with, was one of the early artists to reflect neo-Platonism in his works. He used symbols and figures from pre-Christian beliefs to convey neo-Platonist ideas. Take one of his paintings for example, the Primavera which translates as spring. This painting includes nine figures from Classical mythology. On the center is Venus coupled with Cupid. On their right are Zephyr, Chloris and Flora and on the left are Mercury and the three graces. The figures on the right represent the coming of spring, nature and its beauty. In contrast to that are the figures on the left which represent reason and the pleasures of human life. These are two different points which harmonizes on the center figure. Being a prime mover of neo-Platonism in art, Botticelli’s techniques are yet to be developed. The symbols he portrayed are literal and, for the educated and elite, too obvious. But even at this point he has already defined the essentials for neo-Platonism, the fusion nature and grace. Then came Leonardo da Vinci and Raphael. They both relate ideas in their own way. Leonardo focused on structure and Raphael on evoking emotions. Leonardo is known on our time as an inventor and a scientist, and these qualities can be seen through his art. He was a master of proportions, shading, depth and ways of making his work look â€Å"real†. Even outside of the standard of beauty as long as his work looks alive, for him, achieves the harmony of neo-Platonism. Raphael took it further by involving and evoking emotions through his paintings. He was also interested with philosophy which shows that he is an artist as a scholar. This is seen on School of Athens which shows Plato and Aristotle along with other philosophers. On this painting, Plato is seen pointing heavenward explaining the facts of the universe while Aristotle points downward stating the society and the views of the world. Both of them are supervised by the statues of Apollo and Minerva, ensuring truth and wisdom respectively. Towards the end of the renaissance there came the meeting point of pagan beliefs and the Christian cultures. This was when Michelangelo lived and experienced neo-Platonism as a whole. Not as visual parts nor as philosophical representations but as its entirety. But this also meant the end for neo-Platonism for Michelangelo accepted spirituality towards the end. His representations and the transition can be seen on the paintings on the Sistine chapel. On the earlier paintings like The Creation of Adam, his interest on the beauty and elegance is apparent. His poetry also reflects his belief in the divine origin of beauty. But through time and the influence of the Roman Catholic Church, Michelangelo lost his interest in physical beauty and no longer believed in its representation of spiritual excellence. Later painting shows more Christian representation loosing detail and grace. He eventually fully lost his interest and decided to no longer paint becoming guilty of his love for physical beauty. In a way this was the end of neo-Platonism for Italian renaissance art. 2. The common denominator among Della Francesca, Alberti and Mantegna are their contribution to the perspective aspect of renaissance paintings. Each has professions other than being artist and this variety of expertise made the development possible. Della Francesca, aside from being an artist, was a mathematician. He studied and wrote books which involved arithmetic, algebra and geometry. One of his books is the On Perspective for Painting. He also made innovations on solid or three-dimensional

Jackson Pollock’s Essay Example for Free

Jackson Pollock’s Essay â€Å"Lavender Mist† is a masterpiece by Jackson Pollock, dated in 1950. This particular painting is considered art because of the subsequent factors. But before we distinguish the art behind his work, let us first come across the life of this magnificent artist. Background information about the artist Paul Jackson Pollock (January 28, 1912 – August 11, 1956) was a prominent American artist and a main vigor in the intangible expressionist association. The youngest of five children, he was born in 1912 in Cody, Wyoming, and grew up in Arizona and California, and his schoolwork was done at Los Angeles Manual Arts High School (Pioch). He then later learned under Thomas Hart Benton at the Art Students League in New York City. In 1945 Jackson wedded Lee Krasner and they resided to what is recently renowned as the â€Å"Pollock-Krasner House and Studio in Springs on Long Island†, where he refined the skill of controlling of own volition with fluid paint. After moving to Springs in New York according to Pioch, he embarked on painting and formed what was shortly termed his â€Å"drip technique†, even though spilling out is a more precise depiction of his technique. The artist’s method of decanting and dribbling paint is considered to be one of the derivations of the label â€Å"action painting†. Nevertheless at the acme of his eminence, he unexpectedly discarded the drip method. Then, Pollocks creations after 1951 were gloomier in shade, frequently just black, and prompted to bring about metaphorical fundamentals, shifting to a more marketable colonnade and there was vast requests from collectors for contemporary canvasses. However, due to this stress, his alcoholism intensified. After besieged with alcoholism his entire existence, Pollocks profession was stopped in mid-sentence when he passed away in an alcohol-linked, particular automobile accident less than a mile from his home on August 11, 1956, at the early age of 44. In the twenty years between his influx in New York City to make an incredible legacy concerning art and his hasty decease, Jackson Pollock had became apparent as the most ground-breaking visual artist in America, who is celebrated for his exceptional corporeal commitment with the achievement of painting (National Gallery of Art). Background information about this particular piece What prompted Jackson Pollock to make such a remarkable artwork are a lot of great people, marvelous places, and things. Strolling over the pastures and coppices near the place called Accabonac Creek which is located at the rear of their land, Pollock brought into being a connection with the environment which inspired him to do his illustrious timeless piece. Lavender Mist aggregates up his most distinctive and full of character painting and presents Pollocks authenticity as an artist. He used the outlines triggered by the severance and marbling of one enamel dampness in an alternative, the minute â€Å"black striations† in the filthy pink, to fabricate a perpetuity of ambiance. (Karmel) As a painting of altercations and catharsis with the inner mayhem that compelled him to paint, it evidently illustrates the effect of Picassos craft, which guided ancient forces into completely fresh creative appearance. The scrawled details and calligraphic features in â€Å"Stenographic Figure† have a flow of awareness superiority that appears to join together the techniques of Picasso and the â€Å"Spanish surrealist Joan Miro†, whom Pollock above all well-liked as stated by Karmel. Pollock momentously appreciated a Miro display at the â€Å"Museum of Modern Art in 1941† and was greatly inspired by the artist. Furthermore, wonderfully coordinated mesh of â€Å"Gothic†, entrenched in strapping dark cambers, demonstrates Bentons lifelong impact on the manner Pollock structured his works of art. It resonates with development and the manipulated incident that Pollock had experienced in practicum classes with Siqueiros, and at this instant used to his specific extremities. He even acquired his special inventive style expanded from Mexican muralists. The muralists’ idea of the original range between archaic and modern backgrounds stimulated Pollocks fervor in creating his craft. Iridescent substance shines with the luminous beam of noontime sun on a deep field in Pollock’s work is similar to what he sees everyday on their meadow. Vibrant with curves and spheres of warm-drenched tints, the painting is an indication to the value of the Long Island scenery as a stirring drive of Pollocks piece in the late 1940s. The composition is demarcated by all-encompassing strokes of trickled and spattered paint; a fine mesh that brushes across and stuffs the whole picture. Pollocks traceries affix the painting with their meandering, assuaged streaks and hurdling black and white components sets up rhythmic harmony. Conceivably the most undeniable substantiation of Pollocks primeval and vibrant attachment in the handiwork of his Lavender Mist is the smudge of his hands in the piece. These handprints not only provide a primal mark of possession and ingenuity, but they also highlights the smoothness of the image, hence pointing out the non-illusionist character of Pollocks painting. Formal elements within the piece The fundamentals of recognized elements are basic units that are shared in the design of Pollock’s Lavender Mist. The formal essentials within his piece are the following. First are lines which are the most vital building block of his work. Pollock used lines to form more intricate shapes and to direct the viewers from a part in the artwork to another. The first look at the picture will mislead an onlooker to see nothing more than a bewildering display of muddled lines and blots. But as one starts to set his eyes deeply in the masterpiece, one will perceive that there is more on the painting than mere lines and specks. Secondly, shapes are formed when these lines are combined to form different kinds of entities. The artist used shapes that are natural, uneven asymmetrical shapes observable in the natural world, and geometric shapes with tough lines and inclinations. The existence of â€Å"tic-tac-toe† grids, suspended figures, and ostensibly arbitrary sketches can be seen in the artwork, which stem from Pollocks declared appeal in being unfastened to the psyche as a spring of originality. Third are forms which are three-dimensional figures with thickness and extent. He included ancient and makeshift forms like orbs, rolls, boxes and pyramids in his piece. Even sections of a imaginary yet indistinct interpretation of the human outline associate Pollocks work with Miros images. Forth are spaces which are regions between and around things, and it can also be seen in Pollock’s Lavender Mist. Diminishing the quantity of gap around the items in Pollock’s artwork affects the way addressees perceive it. Then fifth are colors which distinguish and classify lines, shapes, forms, and space. The black and white streaks in his work have numerous dissimilar tinges of gray. The canvas has also texture in it which is the facade attribute that can be seen and felt. As displayed in the painting, rough, smooth, soft and hard textures blend into one. These textures are often ambiguous with its atmospheric appearance. Though there is no lavender on the painting, encrusted traces of paint engender exquisiteness and sort out of deceptively casual signs. Aside from the abovementioned elements, the following principles of formal analysis are also presented which build on one another. Balance is fashioned in the work of art when textures, colors, forms, or shapes are united pleasantly (Glatstein). In this image, it can be seen how the artist accomplish an impression of balance by spread out the entire streaks in the canvas. Contrast is also used as the quite a few elements of design hold the interest of the audience and steer the watcher’s eyes through the masterpiece. Movement, on another view, is shown as the movement of the work is directed by lines, contrasting shapes and colors. Furthermore, pattern is also brought about by the recurrence of shapes, forms, and textures across the canvas. Together with this, proportion is formed when the dimensions of elements in the painting are pooled cordially. In this work of art, all of the proportions come out unerringly as one would anticipate. And lastly is the assimilation of unity which is created when the principles of analysis are present in an artwork and in synchronization. Some imagery has a absolute sense of unanimity, while some visual painters intentionally keep away from reserved unity to generate a manner of tension and fretfulness. In this painting, the outsized regions of complementary textures, arrangements and tints craft a sense of unity. In any composition, all of these elements and principles are at hand, though some are more palpable than others. When slotting in formal study of art, artists decides on the fundamentals they sense are most stalwartly corresponding to the work they are making. Pollocks audacious intangible Lavender Mist legitimized the union and mastery of opportunity, perception, and control. Role or roles which the artist used when creating this piece Jackson Pollock perceives himself as one with nature. He claims that he belongs to the natural world that is why he has this extensive love of creating his masterpiece. In our day, one has to stride only into the countryside behind Pollocks home to comprehend the irresistible existence of nature in the impenetrable and intertwined surfaces of his painting. Pollock once protected the basis of his craft pronouncing, I am nature. The role of the artist is to produce something that, when looked over by a viewer, calls to mind instinctive way of thinking and emotions. Conclusion Jackson Pollock’s Lavender Mist is considered as an art because of the following reasons. First, the actual artwork is large, nearly 10 feet long and it seems to grab and get hold of a person viewing it, and pull him towards it. Second, what you see in the imagery is nothing like the genuine object. One and all discern that looking at an actual artwork is a lot different from staring at pictures of paintings with no sense. However, there is another rationale why people were so enthused by Lavender Mist, and it has to do with the very idea of art. There are a number of upfront explanations why people construct art. It may possibly be to craft an adornment, to convey a story, to portray or uphold a picture, or to exemplify a thought. Then again, there is another, more insinuating, but far more notable grounds why art is essential to people. The necessity to get into an individual’s self and influence the oblivious feelings is universal. People all complete it to some scale, even if more often than not people are blind to what artists do. That is where art draws closer in. As it is said previously, one of the points of art is to let people to have implicit approach to the inner consciousness. Immense art allows a way to get in touch with the unaware fraction of people’s subsistence, even if people do not grasp what we they are doing. In this meaning, the role of the artist is to produce something that, when looked over by a viewer, calls to mind instinctive way of thinking and emotions. Despite the fact that an Italian playwright disapproves of Pollocks painting as a bedlam, with total need of concord, absolute deficiency of structural orderliness, overall lack of skill, and undeveloped, afresh, paintings such as Lavender Mist collapsed the limitations of art as people are acquainted with it at mid-century. Pollock, in his most excellent work, has indeed the formal elements of art. He had an practically preternatural power over the whole outcome of those retreating pits of paint. In them, the brightness of colors is always right. Nor are they utterly natural; he would time and again touch up the dribble with his brush. The term â€Å"action painting† was made up to depict the system used by Pollock. He often used normal house paint, for the reason that he favored the manner it flowed. When one views the Lavender Mist, one is not agitated by consequential similes, so in effect all of one’s intellectual control is dedicated to feeling. One can open one’s self and absorb in the power and liveliness of the artwork. Needless to say, this merely works if one collaborates with the painter. His occupation is to construct a canvas that is delivered so dexterously that when one views it, what one sees in fact modifies what one feels at an oblivious situation. One’s work is to empty the aware intellect of thoughts and fixed ideas in order to let one’s self to be inclined by what one is viewing. This denotes that, if one is to really recognize the value of a work of art, one must be eager to let one’s self go, to put one’s self in the hands of the painter, so to verbalize, and let him take a person anywhere he desires. Most of the time, this relationship do not succeed, occasionally because the painter is basically not dexterous enough and frequently because the person viewing the artwork does not recognize how to really value it. Now it can be seen why the arrival of Abstract Expressionism was so significant. For the first time in account, painters were crafting intangible art so competently that it was able to go through swiftly and strongly into peoples unconscious. As a result, it is probable to view the record of painting as a lengthy evolutionary procedure, beginning with the sluggish, arduous progress of means and methods. Finally, after centuries of representationalism, the impressionists started to shake off the lengthy boundaries, which led to the advancement of a variety of schools of theoretical art in the 1940s, with Abstract Expressionism, the commencement of a new age of conception and human accomplishment (Hahn), and this must be somehow attributed to the remarkable artist, Paul Jackson Pollock. Works Cited: Glatstein, Jeremy. Formal Visual Analysis: The Elements Principles of Composition. May 31 2007. http://artsedge. kennedy-center. org/content/3902/. Hahn, Harley. Understanding Abstract Art . 2007. May 31 2007. http://www. harley. com/art/abstract-art/. Karmel, Pepe. Jackson Pollock: Interviews, Articles, and Reviews. (1999). National Gallery of Art. 2007. Washington DC. May 31 2007. http://www. nga. gov/feature/pollock/process1. shtm. Pioch, Nicolas. Pollock, Jackson. 2002. May 31 2007. http://www.ibiblio.org/wm/paint/auth/pollock/

Further Study Local Or Abroad Education Essay

Further Study Local Or Abroad Education Essay According to our topic, further study local or abroad, journal by Mazzarol. T. and Soutar G. N. explain in detail, why we are choosing this topic, demand for education particularly higher educational, has traditional been driven expectation of its ability to raise the economic and social status of the graduate. For people in less development country limited access to education in their own country lead to a significant rise in the number of international student studying oversea. Between 1960 and 1970, the average growth in the inernational students flows was around 9 percent, and continued about 6 percent from 1970 to 1980 (Hughes, 1988). While there is some evidence of a slowing in the overall flow of international students during the 1980s and 1990s (Kemp, 1995), a global industry has been created. The global pattern of international flows may be experience by a combination of push and pull factors that encourage to study eversea. Push factors operate within the source country and initiate a students decision to undertake international study. Pull factors operate within a host country to make that country relatively attract to international students. Some of these factors are inherent in the source country, some in the host contry and other in the students themselves. In the other hand, Bakalis S. and Joiner T. A. (2004) said, encouraging students to undertake part of their study abroad is likely to not only enhance a students employability but also assist in developing important life skills. Plus, also identify some of the factors that may be associated with students participation in tertiary study abroad programmes, by investigating some of the reasons that may be explain the absence of a strong culture that values international study experiences. Againts this background, note that previous studies attempting to explain the participation of students in study abroad programmes have not considered the difference in personality dimensions of students participate, and those who do not. They argue that students who have personalities characterized by perceptivity to diversify and change are more likely to participate in an exchange programme compared who do not participate. Conclusion, this two authors give us brief description about why we are choosing this topic, study local or abroad and what might be the factors and the reasons for the students to continue study abroad or stay in their home country. As our own, we discovered that culture, cost and employer perception will be another factors that attibute to the decision to further study local or abroad. Problem Statement Recent trends have seen an upward surge in the number of students further study outside of their country. This research is to determine the specific factors that influence study abroad decisions by students. Beside, this research is done to discover which one is better,pursuing inside or outside of the country. Statistical analysis will indicate the decision to participate is influenced by several factors. The research will also discover the effects of a study abroad programme on students in term of personal growth and career development. Not even that, it also touch on the cost involve as the students decide to further study outside of their own country. By this study, the student will be able to experience on how to interact with the foreignersand it will directly affect their future career in what ever directions. The research will find out, does personal growth in term of emotional maturity, empathy, flexibility is one of the factor that student will consider and do this factor r eally benefits them. In addition, this research is to discover whether students will get intelectual development in term of critical thinking, problem solving, when they are in the foreign country. The research will find out whether the study abroad programme improve their cultural understanding or they want to improve their career prospects, or they are pursuing study outside their regional country because of joining their friends which also participate in such programmes. Furthermore, this study will also discovered that if the students participate in study abroad programme,whether it shows any significant difference in global perspective and cross cultural cosmopolitanism. Based on the  Open Doors 2009, the international student annual mobility report issued by the US Embassy in year 2008, there was a 9.5% increase in the number of Malaysian students who enrolled in the United States, up from 5,428 students in the 2007/08 academic year. In year 2009 worldwide  Open Doors  report shows that the total number of international students at colleges and universities in the United States increased by 8% to an all time high of 671,616 for the 2008/09 academic year. Moreover, Malaysia is ranked as 21st among other countries sending students to the United States with 5,942 having enrolled for the 2008/09 academic. This show United States remained a top destination for Malaysian students who wanted to study abroad due to the quality and prestige associated with an American degree. Research Objective 1.2.1 To determine the most important factor that effects their decision to study abroad or locally. 1.2.2 To determine the least important factor that effect their decision. 1.2.3 To examine the relationship between the factor and the decision to further study abroad or local. 1.3 Scope of The Research The title of the research is further studylocally or abroad, which one is better. Therefore, our respondent of this research is among UiTM students. The dependent variable for our research is culture, cost and employer perception. Besides, the independant variable is further study local or abroad. 1.4 Significant of The Research The important of the research to the study is, it helps the student to see the pros and contras of furthering study abroad or local. In addition, the students are able to make a right decision whether to go for abroad or local. The importance of the research to the university is, the university can identify the best factor that influenced the students decisions on furthering studyabroad or local. It will also allow a university to know whether they provide with a good service to studentscompare on what international students expects from them. The important of the research to the country is, it helps the country to know whether most of the students chose to go for abroad or locally. It also helps the country to know what is the most important reason that influences the students decision. Moreover, it also helps the country to know whether the level is on the same league with other country. 1.5 Key Term/ Concepts 1.5.1 Further:Contribute to the progress or growth of 1.5.2 Study:To apply ones mind purposefully to the acquisition of knowlegde or understanding of (a subject). 1.5.3 Abroad:A foreign country or country in which to live or travel(John le Carrà ©) 1.5.4 Local:Relating to a city, town, or district rather than a larger area which is not broad or general. CHAPTER 2 LITERATURE REVIEW 2.0 Introduction This chapter provides a review of the literature on the topic Further Study Abroad or Locally. Section 2.1 explain on the and benefits and advantages of studying abroad. Section 2.2 is on Factor Influence Study Abroad. Section 2.3 is about barriers study abroad. On the other hand section 2.4 explain on advantages and benefit studying locally. Section 2.5 about barriers studying locally and lastly section 2.6 explain factor influence study locally. Section 2.7 provide the conceptual framework. Finally 2.8 is identifies the Hypotesis of the study. 2.1 Literature Riview 2.1.1 Benefits and Advantages of Studying Abroad According to Chesterton G. K. (1986), the journal is about the benefit a student can expect from joining a study abroad programme. The teaching style in the classroom will be different, so the student will be forced to develop their own ability to learn. The lifestyle and social rhythm within the walls of the university or educational center will be different, forcing the student to expand their social skills in order to get assistance from tutors, teachers assistants, school staff, classmates, as well as to make friends among their peers. While the students personal development will pay dividends immediately after their return in the form of higher social standing, and increased scholastic productivity from their improved cognition, the student will also derive much benefit from the expansion of their communication abilities later. They will develop their character and achieve a new degree of self-reliance. It is important to note that while cultural exploration goes far beyond loca ting foreign counterparts, and extends deeper into matters of language usage, the arts, social relationships, alien religious observance and geopolitics will produce an impossible to remove impression on ones character and a lasting sense of self-confidence. In conclusion, the student can get lot of benefit by furthering abroad. According to Hammer M. R. (1997), the journal is about culture and benefit that student get when they choose to further abroad. Choosing to go for abroad give they access to intercultural competence, knowledge of other cultures an awareness of the dignity and worth of every human being plus respect for cultural differences. Furthermore, it increases their intercultural friendships as the time spent with people from other cultures upon their return to their own country are more. Significantly it lowers their level of anxiety or discomfort around other cultures, and leads to a significant increase in intercultural competence, especially for students who began the program with a polarized view of other cultures. Next, the benefit is foreign-language speaking ability anxiety around other cultures and the social networks. In addition, they gain the ability to act as a responsible global citizen increase in students knowledge of the host culture, moves students forward dramatically in thei r spoken fluency in the host countrys language. In conclusion, the student will learn lot about culture and gain some benefit from it. According to Dwyer M. M. (1999), the journal is about benefit of study abroad. Furthering abroad good in term of personal growth, 97 percent said studying abroad served as a catalyst for increased maturity, 96 percent reported increased self-confidence, 89 percent said that it enabled them to tolerate ambiguity, and 95 percent stated that it has had a lasting impact on their world view. Findings also show that study abroad leads to long-lasting friendships with other. In addition it give intercultural development, 98 percent of respondents said that study abroad helped them to better understand their own cultural values and biases, and 82 percent replied that study abroad contributed to their developing a more sophisticated way of looking at the world. The experience of living and studying in another country was so eye-opening. Lastly study abroad ignited interest in a career direction pursued after the experience, compared to 60 percent of non-intern respondents. In addition, 83 per cent said that it allowed them to acquire skill sets that influenced their career path, compared to 75 percent who did not intern. In conclusion, students choose to further abroad for better understanding their own culture value. According to Peters C. K. (2000), the journal is about competitive advantages.Competitive advantages over students who never venture abroad to study, including improved foreign language skills and a more cosmopolitan. Furthermore, they gain international perspective plus greater tolerance for other opinions and ability to think more originally. In addition, they see more than one perspective on an issue, greater self-reliance and self-confidence plus more comfort with complex situations. In conclusion, there are advantages and disadvantages of furthering abroad. According to Yu A. H. et. al (2004), modelling the effects of the study abroad programs om college students. Studya abroad programs facilitate improvement in five education outcomes, learning, culture immersions, personal growth, foreign interaction and career development. Plus, they also believe foreign environment helps students learn how to cope with phsychological and physical changes . In conclusion , the implications is languange learning effects, the focus of much research on study abroad outcomes are not the only significant results from such programs yet cultural immersion and carrer advancement should be more focusing on. According to Dwyer M. M. (2002), the journal is about conventional wisdom in the study abroad field has held that more is better; that is, the longer students study abroad the more significant the academic, cultural development and personal growth benefits that accrue. The study was designed to measure the longitudinal correlations between specific program features language study, housing choice, duration of study, enrollment in foreign university courses, participation in an internship or field study, among others and a variety of student outcomes. Long-held beliefs that studying abroad for a full year has more significant and enduring impact on students were supported by the data of this study. While it has been long believed that study abroad changes peoples lives, little evidence exists to explain what kinds of tangible changes occur and for how long. This study shows that study abroad has a significant impact on students in the areas of continued language use, academic attainmen t measures, intercultural and personal development, and career choices. In conclusion, the age-old premise that more is better holds true when it comes to the duration of a study abroad experien. According to Farrell P. and Suvedi M. (2002), studying abroad in Nepal, understanding impact on students lives. The valued outcome of study abroad is to help the individual acquire a deep understanding of another culture, and to begin appreciate and develop empathy for people who are different, plus there will be an impact on the intellectual, international perspectives, cross-cultural interest and personal development students.They also revealed three areas of significance, language proficiency appeared to increase substantially, a greater interest in international affairs and a large increase in their level of knowledge about the host country. Finally , students study abroad will experience higher level of self-confidence and sociability , also they will learning about cultural sensitivity, social and professional polish , wider personal horizons and improved career opportunities for students. They believe students who adapted quickly to new people , places and situations, were abl e to communicate and think critically. According to Wang B.C.Y and Bu.N. (2003) attitudes toward international careers among male and female Canadian business students after 9-11. The advantages of study abroad are personal growth , exciting new life experiences and travel opportunities , plus , family factor appears to weigh more in education decisions. In conclusion , students who have at least one of their parents travelling internationally for work are more likely want to study outside from their country , next, the more languages they can speak, the more likely they thinking about study abroad because they confidence in their ability to interact effectively in foreign environments . Lastly, students who have foreign friends are also interested in study abroad than who do not, this might be because socializing with them can be a various learning experience which increases curiosity toward foreign culture and decrease anxiety about them. According to Sheila J. Curran (2007), why must need to student further study abroad and it is a way to gain critical career advantage for each individual itself. There are multiple benefits accrue to those who spend significant time in another country and also a significant proportion of students see the experience as an important part of their college. Everybody knows student likely to have fun, but when we think about study abroad as a way to gain critical advantage we will find that all foreign experiences are not created equal in the minds of employer. Therefore, employer were looking for graduate who can communication as well as writing, know the important of cross cultural understanding and an appreciation for different point of view and also it make student gravitated in demonstrate maturity, initiative, and creativity. According to S. Chan (2009). Further study abroad is not learning alone but the total experience that lures our student to foreign shores. In 2009, statistics review that there are already 23000 Malaysian students currently studying in Australian institutions of higher learning, over 13000 in the United Kingdom (UK) and another 6000 students in the US. There are biggest reasons for going overseas to complete their tertiary education is to enhance their employability prospect. In the other hand, going overseas may help a student built his self-confidence. The multinational companies also may prefer candidates from foreign universities who had perception that student exposed to different nationalities and cultures and also there better communication, interpersonal skill and enabling them to cope better in a matrix organization. According to Ingraham. P. (2004) the journal is about the idea that study abroad is deeply beneficial and important for undergraduate students. However there is a relative scarcity of systematically gathered qualitative and quantitative information that assesses the impact of study abroad. In their study, they have outlined six goals for studying abroad including to facilitate students intellectual growth, contribute to students professional development, accelerate students personal growth, develop students skills for relating to culturally different others, enhance students self-awareness and understanding of their own culture and also contribute to the internationalization of the students home department, college, or university. Other than that, they also discussed that studying abroad to have an impact on students intellectual growth (including both academic performance and language learning), personal growth, intercultural awareness, and professional development. In conclusion, t he research should help to understand the type and amount of learning that takes place in study abroad. According to Tammy O. (2004), the journal is about advantages of study abroad in term of career goal. Some choose to go abroad to increased interpersonal skills and a broadened understanding of international business practices. It also because employers view study abroad favorably and believe study abroad experiences develops highly-desirable skills for career advancement. People believe having a study abroad experience is beneficial in increasing ones career opportunities. In addition, employers consider interpersonal skills the most important qualification for a potential job candidate this study assumes that a positive study abroad experience will lead towards a favorable international dimension in a given career. These dimensions would include a positive outlook on working in an international capacity plus the development of skills useful to international business, and entry into a career with international involvement. In conclusion, students believe that study abroad experience is beneficial to them in term of career opportunity. According to Ozturgut O. (2007), the journal is about benefits of studying abroad for students in higher education. The benefits were discussed in three different categories. First one is Knowledge Transfer where knowledge in normal disciplines is more frequently and rapidly transferred from one country. Second, International Education and Research provides an understanding of different cultures regarding their socio-cultural, political, economic, and educational systems. Third benefit is Border-crossing communication and discourse where learning and research in an international setting is one way of experiencing different views, which will then broaden ones horizon and promote global perspectives as a leap forward in students developing critical and reflective thinking skills. In the article, he also cited from Carlson et al. (1991) that the students participate in study abroad programs to improve their cultural understanding and to improve their career prospects. Other than that, v arious academic, financial, and other personal reasons affecting the number of students participating in study abroad programs and their choice of target country were also discussed in the article. All in all, it is explained through this study that study abroad programs have benefits to both institutions and individuals. According to the Bott J.P. (2008), the journal is about benefit of furtheringabroad to humanity. Students studying abroad put a positive face on the nation. The student will recognize that they are in fact an representative representing their home country and should act accordingly, Even if the student does not have any understanding of the foreign policy or pop culture and cannot answer questions well, it is only natural that they very presence abroad will have a humanizing effect and lead to a more favorable impression of their country provided they are respectful of, and interested in the host country, its people and customs. The student has the opportunity to create lasting good will by showing similar respect in return, because such accord is rarely exchanged between members of differing castes or status within those societies. The cumulative effect of such good will, leads to further exchanges of ideas, trade and peace. Students studying abroad tend to carry with them youthful idealism and will tend to speak out against injustices and violations of their mores. In conclusion, furthering abroad give big impact to the student original country. According to Gonyea R.M. (2008) the impact of study abroad on senior year engagement . Students who study abroad expect to expand their perspectives on world affairs, understand diverse cultures, acquire languages and gain maturity and self-awareness. The effects of study abroad will be increased interest in global issues, better skills in other languages and personal growth such as independence, social confidence, sensitivity toward people from other countries and more interested and self-assurance in continuing global travel . They also believed that study abroad program are often constructed and assessed . Plus , students with higher grades, better educated parents and strong engagement in the first year of college are more likely to participate in study abroad . In conclusion, those who participated in study abroad program significantly higher levels of engagement in two forms of deep learning(integrative and reflective) and in diversity experiences . Study abroad participants al so reported more gains in personal and social development than their peers . Based on The Star dated on 23rd October 2010 by Eugene Mahalingam, the news is about studying abroad versus locally. Choosing study abroad has its own benefits and disadvantage. Studying abroad requires a huge financial support because most of the country in the oversee cost of living is higher compare in Malaysia. Foreign graduates are more expert in English and have better thinking skills. They are more mature and independentthan local graduates. On the good side student with foreign qualification are more preferable among the employer compare student with the local qualification. Moreover the education standard offered in overseas is far better because education concept in Malaysia more towards academically-driven. According to Lisa C. (2004), the journal is about global awareness . It was defined by four categories which intercultural awareness is about students in the abroad group were generally more aware than their peers at home of varying national and cultural perspectives. For personal growth and development, students abroad reported developing a greater appreciation for the arts than those on campus. In addition, the awareness of global interdependence was about those who travel may develop greater sensitivity towards other world-views. Lastly is functional knowledge of world geography and language is about daily challenge of trying to communicate in an environment where they were at a distinct verbal disadvantage. In conclusion, the students who spent the month abroad were more confident in their levels intercultural awareness and functional knowledge than their peers who remained on campus. News from Bernama dated Dec. 21, 2012, stated that Malaysians Government will handle the programme to Malaysian student who study abroad to expert in their mother language. The programe would be held on during semester break in cities referring to region and continent, said by Dr. AwangSariyan. The collaboration with KPM establish syllabus where bring benefit as well as advantages gained from the programme. This would ensure Malaysian student did not outdate to learn basic and advanced knowledge and information which regards to the mother tongue. Besides that, the planning already approved and currently update by Deputy Prime Minister, Tan Sri MuhyiddinYassin. Therefore, Malaysian students are able to enhance their knowledge which regards to national language. 2.1.2 Factor Influence Study Abroad According to Aminuddin Mohsin (2011) Private Company was allocated RM 8.13 mil for its scholarship programme for this year. This can be conclude as factor that influence individual itself to continue studies, whether locally or abroad which is scholarship given. The private company which is Maxis recognized that, it is importance to them further studies where education is the most important to develop human capital and factor of culture, technology and innovation we will easy to adapt then.Morever, while the company focusing in given scholarship there directly support our government in helping eligible individual gain access to their tertiary education. According to Mazzarol T. and Soutar G. N. (2001), push-pull factors influencing international student destination choice . For people in less develop countries, limited access to education in their own countries led to significant rise in the number of international students studying overseas. Other factors influencing the selection of a country study destination have been a commonality of language, the availability of science and technology-based programs and the geographic proximity of the home and host countries. In conclusion, other factors that motivating the student of their decision to study abroad are personal recommendations, cost issues, the environment , social links and overseas course was better than local plus the local environment also influences the attractiveness of a host country. News from Bernama dated Dec 11, 2012 which attracts Malaysian students to study abroad is Indias Government provide financial scheme in academic year 2013-2014(Study offer in India under self-financing scheme, 2012 ). This be very attractive news where Malaysian student able to study abroad with help from Indias Government. The news will give opportunities to candidates who interested to further study in medicine, dentist, pharmacy and engineering. Application form can be obtains directly to Level 28, Menara 1, MontKiara. For further information and enquires can be through official website Indias Government. The information include course related, duration of each courses, expenses incurred, flight schedule, and etc. the application form need to be the hands of Indias Government before 31 March. This is because the form will take another 6 month before the result will out. There are many stages to process the application form. Therefore, end result only will be out on September 2013. In conclusion, Indias Government provide financial assistant to those who interested further studies there. News dated Oct 10, 2012 from Bernama which related to mechanism that can be reason why wants study abroad. This is because Pahang Chair will provide financial scheme to those interested in programme stated in University of Yarmouk in master and doctorate programme. Recently, Pahang MenteriBesarDatuk Seri Adnan Yaakob made agreement in memorandum of understanding (MoU) with President Prof DrSutan Abu Orabi in Amman. IKIP International College who owned by Pahang Foundation make another one step ahead compared to other colleges, where made agreement with universities from oversea. With this, IKIP International College will be known to other countries and make the colleges level same as other oversea universities. Besides that, this be place where can interchange information and knowledge with others. Also can generate new ideas and bring improvement to Malaysia when the respected student coming back their hometown. The student not only knows culture there as well as lifestyle that adop ted here. Cross culture can happened with or without notice about it. The relationship can increase the level of understanding each other. In conclusion, financial scheme provided by Pahang Chair give benefits to students in many ways. Accorrding to Nattavud P.(2003), the choices of international education were investigate in order to improve marketing strategies. Interpersonal influence and recommendation from family members are among the important sources of information and encouragement for complicated services like international education. The flows of students internationally result from a combination of push and pull factors. There are four basic choices prior to studying abroad which is the choice of country, city, academic course and of university. The studies indicated the chronological order of choice of country, city, academic course and then university. Otherwise, there are five factor familial influencing factors which is finance, information, expectation, competition and persuasion on choices of international education. All of five choices of international education, familial influencing factors have stronger impact on the decision to study abroad, choice of country and city than choice of academic pr ogram and university. The study conclude that the different level of education perceived the influence of the family in the different way and the need for international education and the decision-making process of each group of student are dissimilar. According to Gray B. J. (2003), the journal is about five main brand positioning dimensions which are environment, reputation, graduate career prospect, destination image and cultural integration. This positioning dimension can be summarized as a universitys learning environment which talk about excellent staff, facilities and research resources while the reputation is about the brand name, achievements and high standard of education that student can get. Next, graduate career prospects will talk about graduates employment prospects and expected income that the student might get as a student that graduate from that university and employers views of that university graduates. In addition destination image also is one of the reasons of making a decision, which it covers, political stability, safety and hospitality. Lastly, student will consider cultural integration where it related to religious freedom and cultural diversity. This is to ensure that they can adapt with that place. In co nclusion, these five main brand positioning dimensions give big impact on student decision. According to Bakalis S. and Joiner T. A. (2004), the participation in tertiary study abroad programs, the role of personality. The main obstacle apart from cost which been menti

The House on Mango Street :: House Mango Street

The House on Mango Street At the novel's end, Esperanza declares that she is too strong for Mango Street to keep her forever. What is the nature of her strength? How does Cisneros establish this characteristic elsewhere in the book? Esperanza feels she is too strong to live on Mango Street. She feels her life would be better if she lived somewhere else. She wants to leave Mango Street so that she can find herself. Esperanza knows that she is not like the others on Mango Street, and she wants to move to a place "with trees around it, a big yard and grass growing without a fence" (page 4). To leave, she must have strength. Where will she get it? I believe her strength comes from within. Esperanza builds her strength off the mishaps that occur while living on Mango Street. In the vignettes, Esperanza describes some very interesting things that take place on Mango Street. She recalls a time when Sally befriended her and told Esperanza to leave her alone with the boys. Esperanza felt out of place and was very uncomfortable and very ashamed to be in that situation. She wanted more from life than that, so she left the scene. There was another time when Esperanza wanted to eat lunch in the canteen at school. She was not allowed to eat at school, because she lived close enough to walk home for lunch. But, Esperanza wanted to feel special like the other kids, so she convinced her mother to write a note to the nun in charge giving her permission to eat in the school canteen. The mother wrote the note, but the nun was not convinced. So, she made Esperanza go to the window and point to her house. She was too ashamed to point to the old-run-down home where she lived. This was one of her most embarrassing moments. Not to be outdone, Esperanza said, "I knew then I had to have a house. A real house. One I could point to" (page5). In "Four Skinny Trees," Esperanza compares herself to the four skinny trees outside her house. Like the trees, she too, has not found her place in the world.

Best Practices & Most effective strategies for Curriculum Design in K-12 education in America Essay

Curriculum is a plan for learning that includes targeting a student population, conducting a needs assessment, and writing a mission statement. It includes developing goals, objectives, content, teaching strategies, and assessment tools. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Working through a process of asking and answering who, what, where, why, when, how questions is essential in designing and developing curriculum. A curriculum serves several purposes that include: †¢ Explicit statements of ideology underlying the instruction (why are you teaching it, and why is the teaching the way it is? †¢ General long-term aims (what are students intended to gain from following the course? †¢ Specific, testable, short-term objectives (what will they be able to do as a result of following the course? ) †¢ Resources to be used (what is needed to deliver the course? ) †¢ The delivery methods to be employed (how is it to be taught? ) †¢ Timing of the units and their sequencing (when is it to be taught and in what order? ) †¢ Assessment procedures and the balance of assessments to be made (how, when and why will it be examined? ) †¢ A methodology for evaluating how well the course has been received (how will instructor acquire feedback from the students about the course? ). K-12 education is defined as educational technology in United States, Canada and other countries for publicly supported grades prior to college. The K stands for kindergarten and 12 denotes 1st to 12th grade before the 13th that is the first year of college. Curricular Theory and Theorists The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: †¢ Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. †¢ The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: †¢ Curriculum as a body of knowledge to be transmitted. †¢ Curriculum as an attempt to achieve certain ends in students – product. †¢ Curriculum as process. †¢ Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an ‘order of contents’, or a pattern prescribed by a ‘logical’ approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or ‘delivered’ to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. ‘It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner’. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of ‘scientific management’ is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of ‘armchair speculation’ but the product of systematic study. Bobbitt’s work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasn’t criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of ‘progressive’, child-centred approaches shifted the ground to more romantic notions of education. Bobbitt’s long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitt’s emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences There are a number of issues with this approach to curriculum theory and practice. The first is that the plan or programme assumes great importance. For example, we might look at a more recent definition of curriculum as: ‘A program of activities by teachers designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives [4]. The problem here is that such programmes inevitably exist prior to and outside the learning experiences. This takes much away from learners. They can end up with little or no voice. They are told what they must learn and how they will do it. The success or failure of both the program and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner. If the plan is tightly adhered to, there can only be limited opportunity for educators to make use of the interactions that occur. It also can deskill educators in another way. For example, a number of curriculum programs, particularly in the USA, have attempted to make the student experience ‘teacher proof’. The logic of this approach is for the curriculum to be designed outside of the classroom or school. Educators then apply programs and are judged by the products of their actions. It turns educators into technicians. Second, there are questions around the nature of objectives. This model is hot on measurability. It implies that behaviour can be objectively, mechanistically measured. There are obvious dangers here: there always has to be some uncertainty about what is being measured. We only have to reflect on questions of success in our work. It is often very difficult to judge what the impact of particular experiences has been. Sometimes it is years after the event that we come to appreciate something of what has happened. For example, most informal educators who have been around a few years will have had the experience of an ex-participant telling them in great detail about how some forgotten event brought about some fundamental change. Yet there is something more. In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined. Third, there is a real problem when we come to examine what educators actually do in the classroom, for example. Much of the research concerning teacher thinking and classroom interaction, and curriculum innovation has pointed to the lack of impact on actual pedagogic practice of objectives. One way of viewing this is that teachers simply get it wrong as they do not work with objectives. The difficulties that educators experience with objectives in the classroom may point to something inherently wrong with the approach, that it is not grounded in the study of educational exchanges. It is a model of curriculum theory and practice largely imported from technological and industrial settings. Fourth, there is the problem of unanticipated results. The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective. The apparent simplicity and rationality of this approach to curriculum theory and practice, and the way in which it mimics industrial management have been powerful factors in its success. A further appeal has been the ability of academics to use the model to attack teachers. There is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. ‘What are your objectives? ‘ is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends. It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. [5] Curriculum as process We have seen that the curriculum as product model is heavily dependent on the setting of behavioural objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle, which is as follows: Teachers enter particular schooling and situations with an ability to think critically in action and with an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become thinking and action. They continually evaluate the process and what they can see of outcomes. Curriculum as praxis Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis. Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic. It allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships. When students confront the real problems of their existence they will soon also be faced with their own oppression. The process model is modified to fit the praxis model, which is as follows: Teachers enter particular schooling and situations with a personal, but shared idea of the good and a commitment to human emancipation, an ability to think critically in action, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become informed and committed action. They continually evaluate the process and what they can see of outcomes. Proposed Curriculum Design: A curriculum prepared for the targeted students of K-12 education must be tailored to meet their needs for a fast and productive mental growth. Therefore a curriculum for k-12 education must be prepared so that it supports all children and young people from 3 – 18 to develop as successful learners, confident individuals, responsible citizens and effective contributors, ready to play a full part in society now and in the future. As part of the review process we need to develop clear guidance which sets out expectations of what children and young people should learn and also promotes flexibility and space so that teachers can use their professional judgment creatively to meet children’s needs. Therefore, before beginning to design a curriculum for k-12 education, one must capture the essence of what young people will learn over the course of their schooling and express this through the experience and outcome statements. Curriculum Designing Guidelines Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this. Curriculum for Excellence Achievement framework In the first stage of work the aim is to produce experience and outcome statements up to Third level with provisional work done to Fourth level. Both Third and Fourth level have particular significance. Third level is important because it defines the point at which a young person has experienced a broad general education and has satisfied the essential outcomes in all curriculum areas. At this point there may be opportunities to choose what she or he wishes to study, typically with a greater degree of speciality and in greater depth to Fourth level and possibly beyond. For some pupils, their choices will result in continued, lateral progression, in curriculum areas at Third level. Fourth level is important because it will enable transition into the formal qualifications system. Experiences and outcomes at this level will tend to be more specific than those for earlier levels. The outcomes and experiences written during this stage will be subject to refinement through the engagement process. Writing an excellent outcome Always remember that the experiences and outcomes should have an impact on classroom practice and learning. The outcomes should not be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the following criteria: 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the application of formative assessment strategies. 2. It should indicate the purpose of the outcome and/or direct the selection of learning activities for all children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence might be observed to demonstrate progress by the child or young person. Also bear in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and support opportunities for enrichment and development for those young people with additional support needs who may not progress beyond the first levels. As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes are robust and justifiable. As a general rule outcomes should begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. The following additional general parameters will help you get started. †¢ Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. †¢ Assume your outcomes can be taught within the time allocations typically applied in schools at present.