Analysis of a Business Narrative Essay Example | Topics and Well Written Essays - 1500 words

Analysis of a Business Narrative - Essay Example There is renewed realization of the fact that organizations are continuously seeking a means of communication that synthesizes and not that which analyzes information (Sole & Wilson, 2004). Story telling offers an ideal answer to this quest, which explains the increasing use of narratives by many organizations today. Knowledge by itself serves no purpose to organizations. However it is by application that such knowledge becomes useful to an organization. Therefore, all stories in organizations have the basic intent to share knowledge, which helps in promoting effective actions in the behaviors of all the involved stakeholders or in achieving a specific task within the organization. One importance of narratives in organizations is in informing the clientele â€Å"who we really are† (Dunning, 2005). In this attempt, for the narrative to be effective, executives have to do something that may at first appear uncomfortable, which mostly involves talking about the failures involved and the down times that the company has experienced in coming to being (Dunning, 2005). Self-disclosure in narratives is one of the best ways to accomplish trust and to inspire others. For instance, in the narrative about Baidu invention, though the company does not narrate about their down times and failures, the narrative clearly indicates that the brand was formed with the Chinese people in mind and had specific tools that accommodated the diverse needs of the Chinese users. The company draws its identity from its intention to serve the Chinese clientele and thus was designed with this customer segment in mind. This is portrayed by the fact that the search engine recognizes 38 ways in which a Chinese can say I. Recognizing such user specific features defines a clear identity of the company in relation to its clientele. On the other hand, Google in its invention offers a captivating narrative of the failures and the downtimes that haunted the young company. For instance, BackRub w as discontinued for taking a high bandwidth than necessary, and that the young Google Company had to start from a garage and not an office. Stories that disclose failure and hardships within a company in its years of operations have a paradoxical effect of instilling trust and encourage openness among its audience (Dunning, 2005). Google offers a simple story about its startup, which elicits both humor and confidence in all their operations. Such a story enhances confidence, courage and inspires others within the company and outside to be confident in their operations. Narratives in organizations do share values and norms. The norms and values are passed through different generations within the organization, and are derived from the organization’s past to describe its intended future (Sole & Wilson, 2004). Leadership theories empathize on the need to offer a robust context and vision of a firm. This objective is better accomplished using stories that have more emphasis on the strong qualities of the organization in the past; narratives place organizational qualities in future’s context, while at the same time helping in identifying possible future opportunities in an organization (Sole & Wilson, 2004). For instance, during Baidu’s design and launch, the detailed knowledge of Chinese language and culture was instrumental in

Clash of cultures Essay Example for Free

Clash of cultures Essay In September of 1620 some 100 people ,mostly seeking religious freedom from the church of England set sail seeking the colony of Virginia. They traveled over on a ship known as the Mayflower where they were blown off their course. After a long voyage of 65 days, the refugees landed in cape- cod, present day Massachusetts. The settlers mostly lived on the Mayflower, while they built their new living quarters. A scouting party was later sent out and the new settlers landed in Plymouth Harbor that December. These settlers began to establish the first pure Christian colony of New England. The start of the Plymouth colony began. These settlers are known as Pilgrims. The Pilgrims would now face a dreadful first winter where nearly half of them died due to poor nutrition and housing that faltered in the harsh weather. Many of the pilgrims returned home and the pilgrims that stayed began establishing farms and a fur trade. To establish ground rules for governing they signed an agreement known as the Mayflower Compact. The Mayflower Compact was an agreement that bounded each member of the Separatist group in Plymouth to obey majority rule to promise to defend one another from potential eviction; set a precedent for democratic rule in Massachusetts (The Pilgrims, 1996-3013). The Wampanoag people were the native inhabitants that lived around the area of the Plymouth Colony for some 10,000 years before the Europeans arrived. The Wampanoag people needed help fending off their rivals in the interior. If the Pilgrims would agree to ally with the Wampanoag’s then they could stay. This was the choice given to them by the Wampanoag leader. Soon after the settlement, the Pilgrims came into contact with Squanto a English speaking native from the Pawtuxet tribe. Squanto was later seized by the men of John Smith for the purpose of enslavement. Squanto later managed to escape to find that his tribe had come to parish due to plague. He latter befriended the pilgrims and taught them to plant corn which had become their main crop. He also taught them where to fish and hunt beaver. In the fall of 1621, the pilgrims shared a harvest feast with the Pokanokets tribe, which is the basis for today’s Thanksgiving Holiday (The Pilgrims, 1996-3013). The settlers were on the right course for permanent residency. In 1623, the pilgrims divided the land and only rewarded those who were willing to work hard enough. Due to all the hard work they were able to pay their debt back to the Virginia Company who helped finance the Mayflower and their travels to the new world. They also had the help of William Bradford who was one of the new settlers who set up a stable governmental self-rule. William Bradford ruled with a strong level hand and consulted numerous colonists before making decisions. After attempting to turn the pilgrims against the Pokanoket tribe and trying to increase his power Squanto died. Other tribes were not quite disposed of the pilgrims and their relationship with Massasoit and the Pokanoket tribe. In 1629, English Puritans sought to formalize Massachusetts as a royal colony do to the progression of the Plymouth colony. As the Pilgrims began occupying more land, relations with the Native American tribes began deteriorating. The natives were very unhappy that the settlers were beginning to occupy more and more due to them growing. Thus the King Phillip war began, which would tear apart New England. Phillip was the son of Massasoit and the chief of the Pokanoket tribe. Over 5,000 in habitants of New England were left dead and a third of them were natives. Many woman and men decided to follow the Pilgrims voyage to the new world due to the policies of religious belief by the King. Kind James1 and his successor eventually forced more and more people to follow behind the pilgrims in hopes of finding their religious haven. Another 1,000 puritan refugees under the guidance of John Winthrop came to establish todays Boston in Massachusetts. Between the time period of 1630 and 1640 another 25,000 refugees would follow to come to their religious safe haven. Eventually the pilgrims of Plymouth failed to achieve lasting economic success. Fighting the king Phillips war was rather costly and damaged the already struggling economy of Plymouth. In 1692, King James II appointed a governor to rule over New England and Plymouth was merged into a larger entity of Massachusetts (The Pilgrims, 1996-3013).

Speech: Take Risks and Live Life to its Fullest -- essays research pap

Speech: Take Risks and Live Life to its Fullest Good morning ladies and gentlemen, today I am here to talk to you about a quote that Punch Imlach once said, he said that â€Å"a ship in harbour is safe, but that is not what ships are built for.† I think he is trying to say that one should not live their life in fear and that humans in general need to take more risks. Fear comes in many forms, there is fear of embarrassment, failure, and injury. These are the three main fears that keep people from achieving their dreams. I say go for it, if you want to do something don’t let fear get in your way. Follow your dreams, make them come true. If you spend your life living in fear, you won’t accomplish anything, because to achieve your highest goals you must take risks. For example there are some ... Speech: Take Risks and Live Life to its Fullest -- essays research pap Speech: Take Risks and Live Life to its Fullest Good morning ladies and gentlemen, today I am here to talk to you about a quote that Punch Imlach once said, he said that â€Å"a ship in harbour is safe, but that is not what ships are built for.† I think he is trying to say that one should not live their life in fear and that humans in general need to take more risks. Fear comes in many forms, there is fear of embarrassment, failure, and injury. These are the three main fears that keep people from achieving their dreams. I say go for it, if you want to do something don’t let fear get in your way. Follow your dreams, make them come true. If you spend your life living in fear, you won’t accomplish anything, because to achieve your highest goals you must take risks. For example there are some ...

Emergence of Critical and Cultural Theories Essay

Culture : the learned behavior of members of a given social group. Cultural studies: Focus use of media to create forms of culture that structure everyday life. Political economy theories: Focus on social elites’ use of economic power to exploit media institutions. 2 There are microscopic interpretive theories that focus on how individuals and social groups use media to create and foster forms of culture that structure everyday life. These theories are referred to as cultural studies theories. There are macroscopic structural theories that focus on how social elites use their economic power to gain ontrol over and 3 Cultural Theory: Theories openly espousing certain values and using these values to evaluate and criticize the status quo providing alternate ways of interpreting the social role of mass media. Those who develop critical theories seek to initiate social change that will implement their values. Political economy theories are inherently critical but some cultural studies 4 Critical theories often provides complex explanations for this tendency of media to consistently do so. E. g: some critical theorists identify constraints on media practitioners that limit their ability to challenge established authority. They charge that few incentives exist to encourage media professionals to overcome these constraints and that media 5 Critical theory often analyzes specific social institutions, probing the extent to which valued objects are sought and achieved. Mass Media and the mass culture have been linked to a variety of social problems, they are criticized for aggravating or preventing problems from being identified or addressed. A common theme in critical theories of media is that content production is so constrained 6 Consider for example, the last time you read news about members of a social ovement that strongly challenged the status quo? Why were the college students who protested against the Communist Chinese government in Tiananmen Square â€Å"heroes of democracy’ and those in American anti-war â€Å"hippies† and â€Å"radicals? † Stories about movements imply problems with 7 – controntation. Movement leaders demand coverage ot their complaints and they stage demonstrations designed to draw public attention to their concerns. Elites seek to minimize coverage or to exercise â€Å"spin control† so that the coverage favors their position. How do Journalists handle this? How should they handle it? Existing research indicates that this coverage almost always degenerates movements and supports elites. 8 Critical theory: Strengths: 1. Is politically based, actionoriented. 2. Uses theory and research to plan change in the real world. 3. Asks big, important questions about media control and ownership. 9 Weaknesses: 3. When subjected to scientific verification, often employs innovative but controversial research methods. 0 Rise of Cultural Theories in Europe: Despite its long life in American Social Science, the Limited Effects Paradigm never enjoyed great popularity in europe. European social research has instead been characterized by what U. S. Observers regard as grand social theories. Grand Social Theory: Highly ambitious, 1 1 In Europe, the development of grand social theory remained a central concern i n the social sciences and humanities. Mass society theory gave way to a succession of alternate ideas. Some were limited to specific nations and others spread across many countries. Some of the most widely accepted have been based on the writings of Karl Marx. Marxist theory influenced even the theories that were created in reaction against it. Marxist ideas formed a foundation or touch stone for most postworld War II european social theory and research. 12 Cold War politics colored much of the U. S. Response to it. Ironically, in the 1970s and 1980s, at the very time that Marxist failed as a practical guide for politics and economics in Eastern Europe, grand social theories based on Marxist thought were gaining increasing acceptance in Western Europe. 3 MARXIST THEORY: Marxist Theory: Theory arguing that the hierarchical class system is at the root of all social problems and must be ended by a revolution of the proletariat. Karl Marx developed this theory in the latter part of the nineteenth century during one of the most volatile periods of social change in Europe. In some respects, his theory is yet another version ot mass society theory- – but witn se veral very important alterations and additions. 14 He identified industrialization and urbanization as problems but argued that these changes were not inherently bad. Instead, he blamed ruthless robber baron capitalists for exacerbating social problems because they maximized personal profits by exploiting workers. Marx argued that the hierarchical class system was the root of ll social problems and must be ended by a revolution of the workers or proletariat. He believed that elites dominated society primarily through their direct control over the means of production (i. e. , labor, factories, land) which he referred to as the base of society. 15 But elites also maintained themselves in power through their control over culture, or the superstructure of society. He saw culture as something that elites freely manipulated to mislead average people and encourage them to act against their own interest. He used the term ideology to refer to these forms of culture. To him, ideology operated much like a drug. Those who were under its influence fail to see how they are being exploited. In worst cases, they are so deceived, that they actually 16 – undermine their own interests and do things that increase the power of elites while making their own lives even worse. Marx concluded that the only hope for social change was a revolution in which the masses seized control of the base the means of production. Control over the superstructure -over ideology would naturally follow. He saw little possibility that reforms in the super structure could ead to social evolution, or if it could, that -that transformation would be very slow in coming. Elites would never willingly surrender POWER. Power must be taken from them. Little purpose would be served by making minor changes in ideology 17 – without first dominating the means of production. Neomarxist Theory: Contemporary incarnation of Marxist theory focusing attention on the super structure. The importance that Neomarxists attach to the super structure has created a fundamental division within Marxism. Many neomaxists assume that useful change can begin with peaceful, ideological reform rather than violent revolution in which he working class seizes control of the means of production. 18 Some neomarxists have developed critiques that call for radically transforming the superstructure while others call for modest reforms. Tensions have arisen among scholars who base their work on Marx’s ideas over the value of the work being done by 19 the various neomarxist schools. Textual Analysis and Literary Criticism: Modern european cultural studies theories have a second, very different source a tradition of humanist criticism of religious and literary texts that is referred to hermeneutics. Hermeneutics: the interpretation f texts to identify their actual or real meaning. 20 -humanists who worked to identify and preserve what came to be known as the â€Å"literary canon† a body of the great literature. The literary canon was part of what was referred to as high culture, a set of cultural artifacts including music, art, literature, and poetry that humanists Judged to have the highest value. 1 – the level of culture to enable even more people to become humane and civilized. Over the years, many different methods for analyzing written texts have emerged from hermeneutics. They share a common purpose: to criticize old and new cultural ractices so that those most deserving of attention can be identified and explained and the less deserving can b e dismissed. This task can be compared with that of movie critics who tell us which films are good or bad and assist us in appreciating or avoiding them. The primary difference is that movie critics are typically not committed to promoting higher 22 – cultural values; they only want to explain which movies we are likely to find entertaining. THE FRANKFURT SCHOOL One early prominent school of neo-marxist theory developed during the 1930s at the University of Frankfurt and became known as the Frankfurt School. 3 Two of the most prominent individuals associated with the school were Max Horkheimer, its long time head, and Theodor Adorno, a prolific and cogent theorist. Horheimer and Adorno were openly skeptical that high culture could or should be communicated through mass media. Adorno argued that radio broadcasts or records couldn’t begin to adequately reproduce the sound of a live symphony orchestra. He ridiculed the reproduction of great art in 24 – magazines or the reprinting of great novels in condensed, serialized form. He claimed that mass media reproductions of high culture were inferior and diverted eople from seeking out (and paying for) the â€Å"real thing† if bad substitutes for high culture were readily available, he believed too many people would settle for them and fail to support better forms of culture. The Frankfurt School has been criticized along with other forms of traditional humanism for being too elitist and paternalistic. By rejecting the possibility of using media to disseminate 25 – high culture, most ot the population was ettectively denied access to it Many ot the school’s criticisms of media paralleled those of mass society theory and had the same limitations. The Frankfurt School eventually had a direct impact on American social research because the rise of the Nazis forced its Jewish members into exile. 26 During the period of exile, however, Frankfurt School Theorists remained prodductive. They devoted considerable effort, for example, to the critical analysis of Nazi culture and the way it undermined and perverted high culture. In their view, Nazism grounded on a phony, artificially constructed folk culture that had been cynically created and manipulated by Hitler and his propagandists. 27 Nazism helped them envision the Germany they longed to see – a unified, proud ation with a long history of achievement and a glorious future. As they rose to power, the Nazis replaced high culture with their pseudofolk culture and discredited important forms of high culture, especially those created by Jews. 8 DEVELOPMENT OF NEOMARXIST THEORY IN BRITAIN: Dunng the 1960s and 1970s , two important schools of neomarxist theory emerged in Great Britain. British Cultural studies and political economy theory. British cultural studies combines neomarxist theory with ideas and research methods derived from diverse sources including literary criticism, linguistics, anthropology, and h istory. This theory has attempted to trace historic elite domination over culture, to criticize the 29 – social consequence of this domination and to demonstrate how it continues to be exercised over specific minority groups or subcultures. British cultural studies criticizes and contrasts elite notions of culture, including high culture, with popular, every day forms practiced by minorities. The superiority of all forms of elite culture including high culture is challenged and compared with useful, valuable forms of popular culture. Hermeneutic attention is shifted from the study of elite cultural rtifacts to the study of minority grouped â€Å"Lived culture. † 30 Graham Murdock(1989) traced the rise of British cultural studies during the 1950s and 1960s. Most important theorists came from the lower social classes that were the focus of the movies. The British cultural studies critique of high culture and ideology was an explicit rejection of what its proponents saw as alien forms of culture imposed on minorities. They defended indigenous forms of popular culture as legitimate expressions of minority groups/ A dominant early theorist was Raymond Williams, a literary scholar who achieved 31 Notoriety with his reappraisals of cultural development in England. William’s ideas were viewd with suspicion and skepticism by many of his colleagues at Cambridge University. Toward the end of 1960s and into the 1970s, Williams turned his attention to mass media. He was more broadly concerned with issues of cultural change and development as well as elite domination ot culture. 3 – repackaged as popular, mass media content. If there were to be genuine progress, he felt, it would have to come through significant reform of social institutions. The first important school of cultural studies theorists was formed at the University of Birmingham, during the 1960s and was led by Stuart Hall. Hall (1982) was especially influential in directing several analyses of mass media that directly challenge limited effects notions and in introducing innovative alternatives. Building on ideas developed by Jurgen Habermas(1971 , 1989) and Williams, Hall argued that mass media liberal -democracies can be best understood as a pluralistic public forum in which various forces struggle to shape popular notions about social reality. Pluralistic Public Forum: In critical theory, the idea that media provide a place where the power of dominant lite can be challenged. British Cultural Studies: Strengths: 1 . Asserts value of popular culture 2. Empowers â€Å"Common Man† 34 3. Empowers minorities and values their culture. 4. Stresses cultural pluralism and egalitarianism. Weaknesses: 1. Is too political; call to action is to subjective 2. Typically lacks scientific verification; is based on subjective observation. 3. When subjected to scientific verification, often employs innovative but controversial research methods. 35 Unlike traditional Marxists, Hall did not argue that elites can maintain complete control over this forum. In his view, elites don’t need that power to advance their interests. The culture expressed in this forum is not a mere superficial reflection of the superstructure but is instead a dynamic creation of opposing groups.

Policeman of the World Essay

Since gaining independence from the British in 1776, the United States foreign policy over the years has gone from expansionist to isolationism to defending democracy. With the responsibility of defending democratic rights for those who cannot defend themselves, the United States in my opinion has taken on the role of â€Å"policeman of the world.† This role became more evident with the use of U.S. military force in international incidents like U.S. intervention in the 2011 Libyan Civil War to oust Libyan leader Muammar Gaddafi, and U.S. involvement in the 2011 Yemeni Civil War protesting the leadership of Yemeni President Ali Abdullah Saleh. Despite the United States being hailed as a defender of democracy by some, their actions are usually not selfless. In both situations protecting United States interests was a major factor. Both Libya and Yemen are hot beds for terrorist activity by radical groups like al-Qaeda. The United States keeps tabs on the activities of these groups in an effort to intercept information to thwart acts of terrorism, particularly against Americans. Leadership in these vulnerable countries is of great interest to the United States because some regimes are sympathetic to these militant groups. A lack of clear leadership in these countries also poses a threat to U.S. interests because a lapse in leadership can lead to militant groups seizing control. Three aspects of U.S. history since 1865 that led to the US’s rise as a world super power policeman are religious and moral views, geopolitical reasons, and financial reasons. First, American missionaries believed that it was their duty to spread Christianity to the uncivilized areas of the world. Second, European nations were effectively dividing the resource rich areas of the world between them and were profiting greatly from th ese regions. The U.S. felt that it too could profit from these acquisitions both financially and strategically. Third, the advent of the industrial age led to the accumulation of wealth for many business leaders in America. These businessmen saw the potential of further economic expansion by having access  to overseas markets and materials. Three international incidents from the past five years that can be traced back to a foreign policy created after the Civil War are Vietnam, Somalia, and Iraq. The Vietnam War began in 1955 and was fought between communist North Vietnam and South Vietnam. The regime of North Vietnam and its allies known as the Viet Cong were supported by the Russian government while South Vietnam’s primary ally was the United States. In 1991 the President of Somalia Mohamed Siad Barre was overthrown and this led to the beginning of a civil war. During this time various militias vied for control of the country. This marked a period of intense violence and fighting which eventually required both United Nations Peacekeeping forces and U.S. military involvement. The Iraqi war of 2003 started after Iraq claimed to possess weapons of mass destruction. Under the dictatorship of Saddam Hussein, some segments of the Iraqi population prospered while others were threatened with violence, tortured, and killed. Under Saddam Hussein’s regime, Iraq developed chemical weapons that were used against its enemies and even its own people. Three driving forces that fueled international policy decisions involving the international incidents with Vietnam, Somalia, and Iraq were containing communism, providing United Nations aid, and protecting the United States from threats abroad. In Vietnam, the United States was afraid communism would spread around the world, undermining capitalism. Stopping North Vietnam from spreading its communist regime to South Vietnam was seen as necessary particularly during the Cold War battle with the Soviet Union. During the Somali Civil War the suffering of the people was broadcast worldwide and there was public outcry for aid to the country. In Somalia, the United States mission was first and foremost to support the United Nations relief effort to provide aid to millions of starving Somali people. The United States entered Iraq to remove Weapons of Mass Destruction which were believed to have been developed under Iraq’s dictator Saddam Hussein who all but proclaimed he possessed these weapons. These weapons posed a threat to the United States and its allies and after 9/11 the United States had implemented a policy of protecting itself from any current or perceivable future threats. In the two hundred plus years since establishing its independence, the United States has adopted various attitudes towards foreign policy. Immediately after obtaining independence from Great  Britain, this fairly new nation focused on issues on the home front. After the devastation of the Civil War, the country welcomed the Industrial Revolution with open arms. The advances in technology and transportation during the Industrial Revolution led to great improvements in American society and established the United States as a world power. Most Americans believed it was their duty to civilize the world. Although the United States had moral reasons for expansion, their foreign policy was mostly fueled by self-interest. This self-interest dictated foreign policy from 1867 all the way to the present day. References Dilanian, K., & Cloud, D. (2012, May 16). U.S. escalates clandestine war in Yemen. In Los Angeles Times. Retrieved February 23, 2014, from http://latimesblogs.latimes.com/world_now/2012/05/washington-escalation-american- clandestine-war-yemen-us-troops-.html Dwyer, D. (2011, August 22). US military intervention in Libya cost at least $896 million. In abc News. Retrieved February 23, 2014, from http://abcnews.go.com/blogs/politics/2011/08/us-military-intervention-in-libya-cost-at-least-896-million/ Schultz, K. M. (2014). HIST: Volume 2: U.S. history since 1865 (3rd ed.). Mason, OH: Cengage Learning. Vietnam war. (n.d.). In History. Retrieved February 23, 2014, from http://www.history.com/topics/vietnam-war

Definitions and Examples of Rhetors

Definitions and Examples of Rhetors Definition In the broadest sense of the term, a rhetor is a  public speaker or writer. According to Jeffrey Arthurs, in the  classical rhetoric  of ancient Athens,  the term rhetor had the technical denotation of a professional orator/politician/advocate, one who actively participated in the affairs of state and court (Rhetoric Society Quarterly, 1994). In some contexts, a  rhetor was roughly equivalent to what we would call an attorney or a lawyer.   In addition, the term rhetor is sometimes used interchangeably with rhetorician to refer to a teacher of rhetoric  or a person skilled in the art of rhetoric.  Rhetor  has fallen out of popular usage and is generally used in more formal or academic language in the modern world. However, the rhetors art is still taught as part of many educational and professional courses of study, particularly for persuasive professions such as politics, law, and social activism. See Examples and Observations below. Also see: Classical RhetoricComposition StudiesEloquenceEthosOratorRhetorical SituationRhetoric and RhetoricianSophistVoice (Rhetoric)What Is Rhetoric? Etymology From the Greek, orator The word  rhetor  has the same roots as the related term  rhetoric,  which refers to the art of using language to have an effect (usually persuasive) on audiences. Although it is used more often in the context of spoken language, rhetoric can also be written.  Rhetor  derives from  rhesis, the ancient Greek word for speech, and  rhema, which specifically defined that which is spoken. Examples and Observations Since [Martin Luther] King was the ideal rhetor at a critical moment to pen the Letter [from Birmingham Jail], it transcends the Birmingham of 1963 to speak to the nation as a whole and to continue speaking to us, 40 years later.(Martha Watson, The Issue Is Justice. Rhetoric and Public Affairs, Spring 2004)The Sophist as Rhetor-  How next can we define the rhetor? Essentially, he is a man skilled in the art of rhetoric: and as such he may impart this skill to others, or exercise it in the Assembly or the law courts. It is of course the first of these alternatives that interests us here; for . . . the sophist qualifies for the title of rhetor in this sense should one choose to describe him in purely functional terms.(E.L. Harrison, Was Gorgias a Sophist? Phoenix, Autumn 1964)The Aristotelian Rhetor vs. the Neo-Aristotelian RhetorEdward Cope recognized the cooperative nature of rhetorical argument in his classic commentary on Aristotle, noting that the rhetor is dependent upon the au dience, for in ordinary cases he can only assume such principles and sentiments in conducting his argument as he knows will be acceptable to them, or which they are prepared to admit. . . .Unfortunately, under the influence of the nominalistic individualism of the Enlightenment, the neo-Aristotelian left behind the community framework inherent in the Greek tradition to focus on the rhetors ability to work his will. This rhetor-centered approach led to such oxymorons as considering a community destroyer like Hitler to be a good rhetor. Whatever accomplished the rhetors purpose was taken to be good rhetoric, regardless of its consequences for the ecosystem as a whole. . . . [T]his rhetor-centered approach blinded itself to the value implications of reducing the criteria of rhetorical practice to mere effectiveness in achieving the rhetors purpose. If pedagogy follows this idea of competence, then the neo-Aristotelian teaches that whatever works is good rhetoric.(James A. Mackin, Jr., Community Over Chaos: An Ecological Perspective on Communication Ethics. University  of Alabama Press, 1997) The Role of the Rhetor in the Humanist Paradigm of RhetoricThe humanist paradigm is based on a reading of classical texts, especially those of Aristotle and Cicero, and its governing feature is the positioning of the rhetor as the generating center of discourse and its constitutive power. The rhetor is seen (ideally) as the conscious and deliberating agent who chooses and in choosing discloses the capacity for prudence and who invents discourse that displays an ingenium and who all along observes the norms of timeliness (kairos), appropriateness (to prepon), and decorum that testify to a mastery of sensus communis. Within such a paradigm, while one does recognize the situational constraints, they are, in the last instance, so many items in the rhetors design. The agency of rhetoric is always reducible to the conscious and strategic thinking of the rhetor.(Dilip Parameshwar Gaonkar, The Idea of Rhetoric in the Rhetoric of Science. Rhetorical Hermeneutics: Invention and Interpretation in the Age of Science, ed. by Alan G. Gross and William M. Keith. State University of New York Press, 1997) Emerson on the Power of EloquenceHim only we call an artist, who should play on an assembly of men as a master on the keys of a piano; who, seeing the people furious, shall soften and compose them; should draw them, when he would, to laughter and to tears. Bring him to his audience, and, be they who they may- coarse or refined, pleased or displeased, sulky or savage, with their opinions in the keeping of a confessor or with their opinions in their bank safes- he will have them pleased and humoured as he chooses; and they shall carry and execute that which he bids them.(Ralph Waldo Emerson, The Conduct of Life: Fate, December  22, 1851) Pronunciation: RE-tor

Dangerous Situations and Fear Essay Example

Dangerous Situations and Fear Essay Example Dangerous Situations and Fear Essay Dangerous Situations and Fear Essay Essay Topic: Fear Of Flying Fear is an emotion aroused by danger. It is an important protective instinct. At any hint of danger, a substance called noradrenalin is released into the blood. This prepares the body for action. When we are scared, our skin is pale, as blood is diverted to the muscles. Our body is sweating more, to cool the muscles; our breathing is faster, and provides so more oxygen for the muscles; our heart beats faster to push more blood to the muscles. Also the gut and bladder relax, as blood is diverted from them to the muscles.As a result, we can feel quite sick and breathless. In many creatures, including man, fear can also cause paralysis, or freezing with terror. It is very common to experience fears in childhood. Many of these childhood fears, such as a fear of animals, darkness, storms, doctors and strangers, disappear as the child gets older. However, as people get older, a few may suffer badly from phobias. These are unreasonable fears, which send one’s body and mind into panic . Some of the common phobias are a fear of heights, spiders, and closed places, flying in planes, speaking in public, injections or blood.There are also endless uncommon phobias, including fear of running water, swallowing solid food and even going to the hairdresser’s. Everyone is mildly phobic about something, it is natural. But when your phobia spoils your life it’s time to do something. When I was a child, I didn’t have any typical childhood phobias, except of one, which lasted until now – my fear of insects. My childhood was also probably the most dangerous part of my life. Most children don’t have the self-preservation instinct and neither did I. Bruises were quite common and I never remembered how and when I injured myself.Also bloody knees and elbows were part of my everyday life. As I grew older, wounds started to appear more and more seldom and I am happy to say, that I have never had any more serious injuries as a dislocated ankle. I hav e also never been in an extremely dangerous situation, only some common ones. Probably the most common dangerous situations are falls falls of bicycles, roller skates, horses†¦ I have been learning riding a few times in our holiday and once I also fell down. Of course, it was not pleasant, but also not very dangerous, as I am not a good rider so the horse was just trotting.I hurt my head, although I was wearing a helmet, and my hands and my buttock, but it was my self-confidence, that was hurt most. Once, it was in summer, I was going to a lake with my friends to chill, because the days were really hot. We decided to swim across it. When we were right in the middle, I got a cramp into my calf. It was painful and I couldn’t move the leg. After a few minutes, when I felt a bit better and tried to return to the bank, my latter leg received a cramp. That time I luckily had a friend nearby, who helped me to get to dry land so it had a fortunate end.In none of these situation s I felt fear, because I didn’t felt like my life could be in danger. As I said, I have no experiences with really dangerous situations, but I think that almost every situation can turn to a dangerous one. Of course, various kinds sport, mainly extreme sports and speed sports, adjust the amount of danger of the situation. But even when you step out of the door you can bring yourself into danger. I think that it is important to find a balance between setting our lives consciously and unceasingly in danger and sitting at home timidly don’t enjoying our life.

Stress and Emphasize

Stress and Emphasize Stress and Emphasize Stress and Emphasize By Maeve Maddox A reader says, Your thoughts re â€Å"stress† and â€Å"emphasize† would be appreciated. As transitive verbs, stress and emphasize are used interchangeably with the meaning â€Å"to accentuate or draw attention to.† For example: Employers  stress the need  for communication, collaboration, critical thinking and creativity. Speakers Stress Need to Consult More Closely with Contributors of Peacekeeping Personnel Avian Influenza Findings  Emphasize  the  Need  for Good Biosecurity. Council members  emphasize the need  to take action to develop the Former Bennett Freeze Area. The substitution of emphasize for stress in the context of language study would not be incorrect, but stress is the more common choice: The word present is a two-syllable word. If we stress the first syllable, it is a noun or an adjective. But if we  stress the second syllable, it becomes a verb. [In poetry scansion] a foot is an iamb if it consists of one unstressed syllable followed by a stressed syllable, so the word remark is an iamb. The verb stress has a third meaning unrelated to emphasize: â€Å"to subject [sub-JEKT] to hardship, affliction, or oppression.† Here are examples of this use: Teachers stressed by escalating demands Everyday Problems  Stress Teachers  the Most If youre a mom  of a child with autism, what most  stresses  you? Although the verb stress is sufficient, many speakers add the particle out: What Stresses Americans Out the Most? Tell us whats stressing  you  out, and  you  could win a $100 Taichi Wellness gift certificate. Stress and emphasize are interchangeable when the meaning is â€Å"to draw attention to† or â€Å"to accentuate,† but not when the meaning is â€Å"to make tense and anxious.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†20 Rules About Subject-Verb AgreementA "Diploma" is not a "Degree"

Societal Benchmark in Advanced Practice Nursing Essay

Societal Benchmark in Advanced Practice Nursing - Essay Example remains a general consensus that the real credit for the evolution and practical implementation of APN History of Advanced Practice Nurse goes to the American Civil War 1861. That was when the APN implementation began processing and started developing (Keeling & Biglee, 2009). However, CRNA did not get introduced easily and the process did not go smooth because certain barriers regarding legislation cropped up during the early 1900’s. The nursing staff everywhere was not easily granted rights to administer anesthesia because such rights were questioned by the medical profession. People in the medical profession objected on grounds that the concept of nurses administering anesthesia would imply that they are practicing out of their scope which would not present a very nice image (Keeling & Biglee, 2009). Therefore, legislation in Kentucky (Frank VS South) nurses needed to be licensed to administer anesthesia. With time, things started developing and in 1931 foundation for the A merican Association of Nurse Anesthetist (AANA) was laid and 1945 the mandatory certification for CNRA’s got established which changed circumstances phenomenally (Ray, 2005). Other factors also assisted in the development like there were no professional nurses at that time and catholic sisters served as nurses. Also during the 20th century, the increase in immigration and trends toward industrialization and urbanization contributed significantly in refining the image of APN role in the healthcare system with the result that other nursing specialties emerged. The approach of the Nurse Practitioner was such that primary care was provided to the poverty stricken immigrants during World War II so that more worthwhile opportunities got revealed to benefit NP (Keeling & Biglee, 2009). This approach proved to be effective as when physicians had too much on their plates and were too busy to care for all the wounded, the NPs were granted the right to go beyond the realm of caring and handle other

Lady Gaga's public image Thesis Example | Topics and Well Written Essays - 1000 words

Lady Gaga's public image - Thesis Example In most cases, a positive public image dominates in the society. A public image is very significant in business and international relations. People with good public image are highly trusted as compared to those with a bad public image. A good public image is thus an incentive in any industry. However, in the entertainment industry, a public image does not have to be good to attract sales. Whether this will demean their public image or not, does not matter to them. Indeed, many celebrities have made huge earnings by jeopardizing their public image. However, a bad public image will always cost somebody, even in the celebrities’ world. Actually previous literatures can confirm how bad public images have led to imprisonments, low sales and even loss of entertainment careers. This paper will compare and contrast the pros and cons position on Lady Gaga’s public image. In doing so, the paper will consider five articles on Lady Gaga’s public image. Lady Gaga is a secular music artist and music director who in the recent past has generated a lot of controversy. A group of designers known as Haus of Gaga designs her public image.  This ranges from her flashy mode of transport, her unique hairstyles, makeup  and weird dressing, and her huge support for gay rights. This controversy has fostered public debate on her public image from the mainstream media, paparazzi, and the public. Many have argued that her public is dwindling because of her controversial way of life. She has seven tattoos with different meanings (Hombach 14). Additionally, there are many questions about Lady Gaga’s sexuality. Some want to know if she is subverting sexual norms and if she is a hermaphrodite (Mr P Web). Lady Gaga has actually lost a lot in the public image as perceived by her music enemies, religious groups, fellow musicians like Christina Aguilera, and even political leaders. In fact, when Lady Gaga met Obama in a human rights campaign f undraiser,

Private Healthcare vs Reform Healthcare Research Paper

Private Healthcare vs Reform Healthcare - Research Paper Example ortunately, about most Americans do not have to worry about this too much as they have purchased healthcare plans that have them covered for any eventuality concerning their health. Yes, something as basic as our health is inevitably tied up with money matters. Healthcare is a major industry that operates on profits in order to be able to provide excellent healthcare plans that allow Americans to be able to receive proper healthcare. â€Å"Health insurance facilitates access to health care services and helps protect against the high costs of catastrophic illness† (Wilper, et al. 1). As in most countries, the government also provides health insurance, with public hospitals being subsidized all over the country, especially for those who cannot afford to buy plans offered by private companies. There is a general distinction between private and public healthcare, with the former having a reputation for being able to provide higher quality of services and better treatment than the latter (Yamamoto, Neuman and Strollo 8). As with most federally funded institutions, Medicare, â€Å"a critical source of coverage for 44 million beneficiaries,† operates on a tight budget that does not allow room for added benefits given by private health insurance companies (Yamamoto, Neuman and Strollo 7). Because of this and the fact that the healthcare system does not cover many Americans, the US government has continually been under criticism and public healthcare reform has become the stage for which political battles have been and are still currently being fought (Bureau of Labor Education 1). With the introduction of President Obama’s healthcare reform bill, the battle is on. As always, it is the Democrats (Obama’s side) vs. the Republicans. As the American nation waits for the verdict and protests continue, the question that needs to be asked now is that what really are the differences that the proposed reform healthcare intend to have and what are its effects on healthcare in

THE ROLE OF IMF IN THE INTERNATIONAL POLITICAL ECONOMY AND HOW IT Research Paper

THE ROLE OF IMF IN THE INTERNATIONAL POLITICAL ECONOMY AND HOW IT PLAYS A ROLE ON THE POLITICS AND ECONOMICS IN NIGERIA AND CAME - Research Paper Example That is whether the nations would have performed better without IMF or whether they had influence in preventing the prosperity of the changes suggested by IMF. The economic and political state of the nations due to IMF influence at present and the opinions why or why not did the nations recover are in addition discussed. What IMF is International Monetary Fund (IMF) is a global institution that offers monetary assistance and advice to member nations. IMF came into existence at the conclusion of World War II, because of the Bretton Woods Meeting in 1945. It was formed out of demand to curb economic crises such as the Great Depression. The institution has turned to an enduring organization integral to the formation of monetary markets globally and to the development of the growing nations (Tenney & Norman, 2011, 149). What IMF does The job of IMF is of three major kinds: Surveillance includes the supervising of economic and monetary growths, and the offering of rule advice, targeted ma inly at crisis-avoidance. IMF as well lends to nations with balance of payments hardships, to offer temporary funding and to promote rules targeted at rectifying the underlying challenges. Loans to low revenue nations are in addition targeted mainly at poverty lowering. ... IMF as well plays a significant role in the battle against funds laundering and violence (Fritz-Krockow & Parmeshwar, 2007, 2). Origins and original aims of IMF IMF is a global institution that was started in 1944 at the Bretton Woods Meeting and officially formed during 1945 by twenty-nine member nations. IMF’s expressed objective was to aid in the rebuilding of the sphere’s global payment system after World War II. Nations contribute funds to a pool by a quota scheme from which nations with payment disparities may scrounge money temporarily. By this task and others like observation of its members’ economies and the requirement for personal-rectifying rules, IMF does job to enhance the economies of its member nations. IMF defines itself like an institution of one hundred and eighty eight nations, doing job to foster international financial cooperation, protect monetary steadiness, enable global trade, support great employment and maintainable economic developmen t, and lower poverty across the sphere. Its headquarters are in Washington, D.C., United States. The original aims of IMF included: Offering a forum for cooperation on global financial challenges Enable the development of global trade, therefore supporting job formation, economic development, and poverty lowering Support exchange rate steadiness and an open scheme of global payments; and Loaning nation’s foreign exchange when required, on a temporary basis and under sufficient securities to aid them handle balance of payments challenges (Jacobsen & Ramesh, 2008, 268). Success and failures of IMF vision Global trade grew rapidly from the 1950’s. There was

TAXATION Essay Example | Topics and Well Written Essays - 2000 words - 1

TAXATION - Essay Example Furthermore, the nature in which we tax savings can be used to explain the difference between individual taxation and corporate taxation and this is because the behavior differences between these forms of entities can clearly be stated. Still, savings realized due to taxation has an influence overall amounts of savings in the economy; in addition, how these savings are spread helps in explaining wealth distribution. This is because the amount of investments depends on the amounts of savings and by extent it is through investments that we are able to create wealth. Lastly, the manner in which taxation is done will determine an individual’s decisions on the amounts to save and the extent to which they are able to take risks while spreading their savings on assets (Angelopoulos & Malley 2010). Looking at taxation on savings in UK currently, we will take the approach of reviewing the taxation of; income tax, the NICs, and the capital gains tax. There is a complexity and unfairness on taxation of these forms of incomes; for instance, owner occupied housing, cash and shares held in ISAs savings are out of the taxation bracket. Therefore such forms of incomes are not taxed on returns as well as withdrawal. This form of treatment is not applicable in case of ISAs making the TEE treatment only available for investments in equity as opposed to savings in cash. The current system also provides a very in the taxation of pensions, here, savings is within the incomes that is subject to taxation. In addition, fund income is as well not subjected to taxation though withdrawals are taxed (Ainslie 2005). This is called the EET regime and it favors pensions since the taxation of pensions under it would consistently yield a zero as a normal return to savings. The pension saving is also su bsidized since 25% of the fund can be withdrawn without being taxed if the withdrawal is in lump sum. The pension contributions by the employers are also subsidized and tax favored, as they are

Produce a written analysis of learning theory related to planning, Essay

Produce a written analysis of learning theory related to planning, preparation, delivery and asessment of your teaching and learning programmes - Essay Example Our lives could be very complicated if we were unable to learn because it would mean that we would not be adequately available to our society. We would sit as vegetables or empty shells alone in some dark room because we would not know that there was anything else. We would simply sit because there was nothing to show us that there was more to life than what we were doing at that time. Because learning seems to be a complicated situation we as humans have identified that we need to understand what learning is all about and how it affects us and the world around us. We also want to know how it affects people on a global level. Since learning is so important to everything we do it is important to analyze learning theory to see why it relates to how we as teachers cerate learning programs. Early learning theorist had their basis in both education and psychology. Many psychologists studied learning and influenced the field. The first learning theorist that comes to mind is Jean Piaget. Piaget spent his time with very young children and decided that children did not think like adults but that they had their own thought processes that had their own order and logic (Papert, 1999, p. 1). Although he later created his four stages of development his real interest was in epistemology. The theory of knowledge was interesting to him so he studied extensively it from a scientific standpoint (Papert, p. 3). According to Papert, a former student of Piagets: The core of Piaget is his belief that looking carefully at how knowledge develops in children will elucidate the nature of knowledge in general. Whether this has in fact led to deeper understanding remains, like everything about Piaget, controversial. In the past decade Piaget has been vigorously challenged by the current fashion of viewing knowledge as an intrinsic property of the brain. (Papert, p. 3). The Behaviourists and in particular B.F. Skinner

TAXATION Essay Example | Topics and Well Written Essays - 2000 words - 1

TAXATION - Essay Example Furthermore, the nature in which we tax savings can be used to explain the difference between individual taxation and corporate taxation and this is because the behavior differences between these forms of entities can clearly be stated. Still, savings realized due to taxation has an influence overall amounts of savings in the economy; in addition, how these savings are spread helps in explaining wealth distribution. This is because the amount of investments depends on the amounts of savings and by extent it is through investments that we are able to create wealth. Lastly, the manner in which taxation is done will determine an individual’s decisions on the amounts to save and the extent to which they are able to take risks while spreading their savings on assets (Angelopoulos & Malley 2010). Looking at taxation on savings in UK currently, we will take the approach of reviewing the taxation of; income tax, the NICs, and the capital gains tax. There is a complexity and unfairness on taxation of these forms of incomes; for instance, owner occupied housing, cash and shares held in ISAs savings are out of the taxation bracket. Therefore such forms of incomes are not taxed on returns as well as withdrawal. This form of treatment is not applicable in case of ISAs making the TEE treatment only available for investments in equity as opposed to savings in cash. The current system also provides a very in the taxation of pensions, here, savings is within the incomes that is subject to taxation. In addition, fund income is as well not subjected to taxation though withdrawals are taxed (Ainslie 2005). This is called the EET regime and it favors pensions since the taxation of pensions under it would consistently yield a zero as a normal return to savings. The pension saving is also su bsidized since 25% of the fund can be withdrawn without being taxed if the withdrawal is in lump sum. The pension contributions by the employers are also subsidized and tax favored, as they are

Case study report Essay Example | Topics and Well Written Essays - 1250 words

Case study report - Essay Example Marie Forsythe is the Operations Director of FCCC. Her function in the company is to ensure smooth running of tasks to achieve set objectives. Forsythe refurbished the call center by purchasing new office facilities and building extra offices. These changes were implemented to increase employees’ performance in work, but the progress has remained stagnated. Forsythe decided to carry out a survey on how to improve the performance of each employees thus contributing to overall output and improving the living standards of all parties. The key issues in the company include organizational change, workforce diversity, motivation, leadership, communications systems and social structures. Organizational change is an important issue in FCCC because of the rearrangement of workforce from the previous setting. The construction of new offices in different floors and new office facilities change employees work stationsby creating an open work station with desks that have wide computer screens. Teamwork is another key issue in FCCC because different teams work in different floors. This arrangement exists because of the new offices that divide different departments into different offices. Communication with other teams in different departments occurs through the telephones thus limiting personal contact or direct communication. Motivation in the call center is through recreational facilities, rewards, bonuses, healthcare benefits and a shopping center. Employees have a recreational facility where they relax during office breaks by listening to music and chatting. The company has a local gym that is designed to meet the needs of employees through exercise. Exercise is essential for the mental health of call center workers that perform under pressure. Workforce diversity is an importance issue in Finance Co Call Center because it improves socialization between male and female employees. The

Evolving Toward Ecstasy Essay Example for Free

Evolving Toward Ecstasy Essay This art review by Robert Smith is on a Matisse Exhibition that was at the Metropolitan Museum of Art last November, â€Å"Matisse: In Search of True Painting. † The name of this article comes from a quote from Matisse himself, where he claims to work â€Å"towards what I feel; toward a kind of ecstasy. † From the beginning of the article, Smith raves about this exhibit. He calls it â€Å"one of the most thrillingly instructive exhibitions about this painter, or painting in general, that you may ever see. † His excitement for it is unmistakable, but this may be a biased opinion, as he seems to be a huge fan of Matisse himself. He seems genuinely impressed with Rebecca Rabinow, a curator of modern and contemporary art, and how she put the exhibit together, but his love for the artist most likely influenced his view. He praises the decision to show Matisse’s penchant for copying pieces and working in series. Two still life arrangements with fruit and compote are included along with four views of Notre Dame as seen from Matisse’s window and many other series and copies. He describes the exhibit as spacious as it is spread out through eight different galleries. In each pair or group of works, a mini seminar is created according to Smith. He goes into detail about how you could spend your entire visit in the second and third galleries with their sailors, nudes with white scarves and â€Å"contrasting psychological chords and spatial treatments of the Laurettes. † He comments on the textbook simplicity of how the exhibit is set up, letting your eyes wander through the different styles, textures, colors and overall effect of Matisse’s works. There is no doubt that Smith has a very positive view of this Exhibition. He applauds the 49 exceptional works chosen, for how they skim across Matisse’s long and productive career. In this review, he discusses a large amount of Matisse’s works, which sways from the point of the article, which was to critique the exhibition. His support for it is blatant, but he may have gone off on too much of a tangent on his love for Matisse and his works of art. This review could be beneficial to readers, but it could also be misleading if you aren’t already a fan of Matisse’s art. He aggrandizes the exhibit as a whole, so its not really clear if the quality is really there, or if he’s just smitten with the artist displayed.

Electronic Control Unit And Engine Management System Engineering Essay

Electronic Control Unit And Engine Management System Engineering Essay Ever since we have established RHR Engineering workshop, we have carried out several ECU (Electronic Control Unit) mapping. Keeping this in mind, I have decided to make a report on ECU, and its operation for our technicians. This report will instruct our technicians on ECU operation, function, features, and its principles. P1 The ECU (Electronic Control Unit) or otherwise known as Engine Management System is a computer which controls every action and reaction of the Engine. The ECU consists of an 8-32bit microprocessor, Random Access Memory (RAM), Read Only Memory (ROM), and an Input/Output interface, Analogue Digital converters and in some cases Electronic Erasable Programmable Read Only Memory (EEPROM). Random Access Memory (RAM) is a flash memory, which is erased once the car is switched off. It provides the ECU with the data which is needed at the moment of operation. Whereas, Read Only Memory (ROM) is permanent memory, therefore it is non-erasable. It stores all the functions, and module of the operating systems e.g. Ignition Timing, Injection Timing. EEPROM is a sophisticated type of memory, which could be found in Aftermarket, and High Valued vehicles. The Function remains the same as ROM, but the function module could be edited or erased by the driver according to his/her desire, via sending comm ands through on dash buttons or by connecting a Computer to the ECU (only in case of Aftermarket ECU). EEPROM provides the driver with choice of driving style, performance output, and handling characteristics. Analogue digital converters are used to converts digital signals into analogue signals and vice versa. For example, speed sensors convert digital signal into analogue signal i.e. Speed gauge. gsensorinstall The ECU controls almost all the running gear of the vehicle. The main operating system, which ECU has to control in order to run the engine, is the Fuel Injection System, Ignition Timing, and the Idle Speed Control system. Based on information from the input sensors (engine coolant temperature sensor, Manifold Absolute Pressure sensor, Air Flow sensor etc.), the ECU determines optimum settings for the output actuators (Injectors, Idle Speed Control Valve etc.). Modern day Vehicles are equipped with sophisticated ECUs. They have several other features such as, Traction Control, Cruise Control, Active Suspension, Electronic Ignition System, Variable Valve Timing activator, and ABS (Anti-Lock Brake System). They also work as diagnostic software, as it houses several Sensors and Actuators around the vehicle. The ECU operates on information sent by the sensors. If any correction is to be made, or if any function needs to be carried out, it does it using actuators. Input signal are received by the sensors and output signals are given to the actuators. All the information is processed in digital format. Motronic_english The main function of the ECU is to carry out checks to ensure correct running of the engine. The most common checks are as follows: Fuel injection: Ignition timing Idle Emission control These checks are necessary so that the vehicle will meet the emission standards, maintain fuel economy, and be reliable. P2 The input signals received by the ECU are sent by the Sensors. The sensors act as a stimulus of the ECU. The 3 most commonly found Sensors are described as follows: 1) Air mass meter: There are 2 types of air mass meter, hot wire type, and vane type. They both serve the same function, although the material used is different. An air mass meter is located after the air filter and before the intake plenum. The air mass meter provides the ECU with an analogue signal that indicates the amount of air being drawn into the engine. The ECU then takes this value to add the correct amount of fuel to maintain the 14.7:1, air: fuel ratio. ford_probe_air_mass_meter The most common type of air mass meter is the HOT Wire type air mass meter. It is mainly used in multi-point injector system. It uses an electrified wire, which acts as a resistor. During operation the wire is heated, but when the air passes over the heated wire, it cools, thus changing the resistance. The ECU monitors the resistance value and can work out how much air is entering the engine. AirMassMeterWire 2) Oxygen/ Lambda Sensor: The main function of the oxygen sensor is to measure the amount of oxygen content exiting the exhaust. It also serves the purpose to ensure that the air/fuel mixture is chemically correct. An oxygen sensor is fitted between the exhaust manifold and the catalyst converter. oxygen_sensor_1 sensor4 Oxygen sensor has to heat up to approx 350 degrees Celsius to work properly. They send a signal to the ECU via voltage to enable the ECU to maintain, or to correct the air/ fuel ratio. The ceramic tip on the end of the oxygen sensor that protrudes into the exhaust manifold becomes porous and allows the oxygen ions to flow through the tip. This creates the signal voltage, which changes with change in oxygen level inside the exhaust. This signal is therefore transmitted to the fuel injection or to the ECU, which alters the fuel quantity as necessary, until the oxygen content of the exhaust gas is correct for efficient catalytic converter operation, and to maintain fuel economy. 3) Throttle position sensor: It detects the position of the throttle plate. The ECU maintains the engine idle speed at a given value e.g. 800 revs per minute. The ECU identifies when the engine is at idle from the information supplied by the throttle position sensor. T-BodySm The throttle position sensor incorporates a potentiometer. The wiper of the potentiometer is connected to the throttle plate, so that as the throttle is moved from the closed, to wide-open, the voltage signal from the sensor changes. The voltage signal is passed to the ECU, and used to determine the exact position of the throttle, and the rate at which the throttle is being opened and closed. It helps the ECU to access driverà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s intensions, such as the intention to rapidly accelerate, by detecting the speed or the rate at which the throttle is being opened. P3 The output signal from the ECU is received by the Actuators. An actuator is a mechanical device which transforms electrical signal into kinetic / mechanical energy. E.g. Injectors, Fuel Pump, idle speed control valve. There are 3 types of actuators, Solenoid type e.g. Injector, EGR (Exhaust Gas Recirculation Valve) Valve, Stepper Motor type e.g. Idle Speed Control Valve, and a DC (Direct Current) Motor type e.g. Fuel Pump. solenoid The Solenoid type actuator uses a coil of wire around a soft metal, through which when the current passes it produces a magnetic field. This magnetic field is used to convert electrical energy into mechanical energy (linear motion) e.g. Injector Injector: fuelinjector The function of the injector is to deliver a finely atomized spray of fuel to the inlet manifold or the cylinder head. It is located on the inlet manifold after the throttle body. injector solenoid off The injector solenoid is connected directly to the battery via a relay; the earth circuit for the injector is connected to the ECU. When the ECU completes the earth circuit the injector circuit is completed. Once the injector circuit is completed, the current is passed to the solenoid (electromagnetic Coil); this in turn produces magnetic energy, and attracts the plunger (needle valve), thus opening the diffuser nozzle, and delivering fuel to the inlet manifold or the combustion chamber. injector solenoid on A DC (Direct Current) Motor coverts electrical energy into mechanical energy (rotary motion). The most common example of DC motor type actuator is Fuel Pump. motor The DC motor works by electromagnetism. The magnetic force acts perpendicular to both wire and magnetic field. When electric current passes through a coil in a magnetic field, the magnetic force produces torque which turns the DC motor. Fuel Pump: The fuel pump supplies the injector with adequate fuel at a sufficient pressure to allow the injectors to give good atomization. In modern day vehicles it is located inside the fuel tank, in order to keep the pump cool, and reduce the noise of operation. Electric_Fuel_Pump Unlike the Stepper Motor, the fuel pump runs on a DC (Direct Current) Motor, therefore it has a continuous operation, and earth connection. Modern day vehicle are fitted with High Pressure Roller- Cell type fuel pumps. The Roller cell Pump is an example of DC motor, as it converts electrical energy into mechanical energy (rotary motion). When the fuel enters the pump it is compressed by rotating cells which force it through the pump at a high pressure. efi_1-0 The pump can produce a pressure of 8 bar (120 psi. Within the pump is a pressure limiting valve, which maintain the pressure through the fuel pump. The other end of the pump (output) is home to a non-return valve which, when the voltage to the pump is removed, it closes the return to the tank, and maintains pressure within the system. The normal operating pressure within this system is approximately 2 bar (30 psi), at which the current draw on the pump is 3 to 5 amps. Stepper Motor is an analogue actuator. They are used to convert electrical energy into mechanical energy (rotational movement). Unlike a conventional motor, a stepper motor will rotate but in stages and not full rotations, therefore it can open and close airways partially. step-rot The most common type of stepper motor actuator is an Idle Speed Control Valve. Idle Speed Control Valve (ISCV): The Idle Speed Control Valve is used to either regulate the bypass of air around the throttle butterfly or as a throttle motor controlling the position of the throttle butterfly. The ECU constantly alters the control signal to the motor or valve to maintain a constant idle speed. T-BodySm In an idle speed control valve, a stepper motor is built into the ISCV where it rotates a valve shaft either in or out. This in turn increases or decreases the clearance between the valve and the valve seat, therefore regulating the amount of air allowed to pass through thus controlling the idle. The idle increases when the Air Condition is switched on, this is because of the load on engine received by Air Condition. M2 Performance of the sensors depends on their location. A hot wire air mass meter will not perform well if it was placed above the exhaust manifold, as it will heat the wire, and give false reading of air drawn in. This error will result in incorrect air/fuel mixture, high engine temperature, and producing far more emissions. An oxygen sensor will perform best at approximately 350 °C. the operating temperature of the sensor is affected by the location in the exhaust: too close to the exhaust manifold can lead to overheating, this will result in burning the heating element or the filaments inside thus emitting harmful gases (CO, HC) in the atmosphere, too far from the exhaust manifold and the sensor may not reach its correct operating temperature, this will result in emitting harmful gases (CO, HC) in the atmosphere. gsensorboard The location of the ECU also matters. Keeping the ECU in the engine bay can overheat the processor inside the ECU causing delays in input and output signals. The best location for the ECU is under the Passenger compartment, this will keep the temperature low, and it is beneficial for the micro processor to perform its task well. M1 Earlier example of ECU were not as sophisticated as modern ECU. Older ECUs were used on Single Point Injector system. They were simpler than the modern day ECU, as it used fewer components, and had less function to carry out. 10 Single Point injection ECU had to only carry out fuel injection; it still used the conventional ignition system, and had very few sensors, and actuators. Against the modern day ECU it has few advantages and disadvantages. Advantages Disadvantages Fewer components therefore cutting cost Less control over the engine Less components to go wrong Manual diagnostic Fuel is well atomized Inappropriate fuel distribution Having less components means it had less control over correct running of the engine, and meeting the emission standards. This major disadvantage lead to the development of a much sophisticated ECU which could be found in modern day vehicle e.g. Multi-Point Injection System. multipoint Multi-Point injection system houses more sensors and actuators than the Single Point injection system. The components used in addition to Single Point injection are mentioned below. Climate control Cruise Control Traction control Pre and Post Lambda sensor. Variable Valve Timing actuator. Knock Sensor Oil Sensor Hall Effect Sensor One major addition to the whole operation of the multi-point injection system is the ignition system. Multi Point injection system uses individual coil per each cylinder, whereas Single Point injection system uses the conventional ignition system. The basic principle of operation for each coil remains the same as the conventional. By having single coil per cylinder, the time available to build up coil energy is greater than having a single coil providing spark to all cylinders. For example on an eight cylinder engine with eight individual ignition coils, each coil will have 8 x longer time to complete one whole ignition cycle compared to the conventional engine using single coil for all cylinders. The available à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¹Ã…“dwellà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ time is therefore also up to eight times longer. And there will no wasted spark. Therefore, the car will need no tuning for speed advance, or load advance, and spark will me more efficient. Multi-Point injection system has more components, therefore having more control over the engine, and meeting the emission standard. It helps the engine to run more cleaner, and perform better, with respect to any weather conditions. It also improves the fuel economy, as distribution of fuel is appropriate to each cylinder.

Class Distinction Shown in The Prince and the Pauper Essay example --

In his book, The Prince and the Pauper, Mark Twain highlights class distinction very often. It plays an immensely important role in his novel, because Twain places his two main characters in the total extremes of the social class. Through these characters, Edward and Tom, Twain illustrates the vast difference between the high and low ends of the social class in England, shows how ignorant they were of each other, proves that a person's social status was determined by his appearance, and demonstrates that social status does not show the true worth of a person. Throughout the whole book, Twain shows that there is a huge difference between the English Royalty and the slums. He does this by describing Tom's and Edward's homes, the people surrounding them, their way of life, and the way they dressed. The first chapter of Twain's book starts out like this: In the ancient city of London, on a certain autumn day in the second quarter of the sixteenth century, a boy was born to a poor family of the name of Canty, who did not want him. On the same day another English child was born to a rich family of the name of Tudor, who did want him. (15) Already in the first two sentences, he shows a drastic difference between the two main characters. Tom was an unwanted child, but the whole nation had been longing for the birth of Edward. Later on in the chapter he makes a comment about their clothes, saying that Tom was â€Å"lapped in his poor rags,† and Edward â€Å"lay lapped in silks and satin† (15). Twain uses Tom's and Edward's homes as another way to portray class distinction. He describes the places where they live so vividly that the reader can almost visualize it in his head. Tom lived on Offal Court, and the name fit his situation pre... ...ction can be found on almost every page. Twain uses it to portray his own views on England's social classes. Works Cited Paul, Kathleen. "The Prince and the Pauper." Masterplots II: Juvenile and Young Adult Fiction Series (1991). Literary Reference Center. EBSCO. North Haledon Free Public Library, North Haledon, NJ. 3 Jan. 2009 . "The Prince and the Pauper." Masterplots, Revised Second Edition (1996). Literary Reference Center. EBSCO. North Haledon Free Public Library, North Haledon, NJ. 3 Jan. 2009 . Twain, Mark. The Prince and the Pauper. New York: Harper and Row, Publishers, Inc., 1964.

Mindful Wonders of Temple Grandin Essay

The mind is an endless space of possibilities that people usually take for granted. But this was definitely not the case for Temple Grandin. Despite her learning disability, Temple discovered her own exceptional way of thinking. The movie shows us all the different examples in which Temple uses her unique mind for the better. By describing Temple’s appearance and persona, we can try to better understand how looks and character of a person won’t change their intellect. Through discussion of her distinctive ways of learning, I will be able to relate them to my own learning styles which are similar to Temple’s. The movie â€Å"Temple Grandin,† begins with Temple on her way to visit her aunt for the summer where she will be working with the horses and cows in their ranch. Since the beginning, the film had been showing Temple’s interest in animals. While observing the ranch, she notices a machine that hugs the cows and calms their nerves. Then, one day Temple had a panic attack; Temple thinks of the â€Å"hugging device† and places herself in the machine. To her surprise, it instantly calms her. Since she was young, she always felt uncomfortable with any human contact, including her own mother’s touch and affection. From there on out, the device substitutes as a human â€Å"hug† for Temple. After that summer, It was time for Temple to go to college, in which she hesitantly and nervously agreed to her mother’s request. When Temple arrived at her dorm, she had another panic attack. Her mother immediately knew that she had to give her some space and so she went outside. A recollection appeared, revealing Temple’s diagnosis of autism when she was younger. During the diagnosis at the doctor’s office, the mother was in disbelief when the doctor explained that it was her cold and distant actions towards Temple which caused her to be this way. The doctor also suggested placing Temple in a mental institution, which enraged the mother even more and decided to take care of Temple herself which led to where they were now. Temple decided to stay in college despite her anxiety. She remembers the device that calmed her back at the ranch and decided to build one for herself. With the machine at hand, Temple was able to cope with the stresses of college life. Even with all the benefits it gave Temple, the school forced her to get rid of it. For some reason, the school board thought it was used for a sexual purpose. After a short break from school, her aunt decided to help her persuade the school to let her keep the machine. To prove the real usage of her machine, Temple surveyed several students. She asked them to try out the machine and tell her how they felt using it. Temple did eventually prove that the machine was and is only used for personal calming purposes; the school then allowed her to keep it in her dorm. With that, Temple is now able to function well in school. Afterward, the film shows Temple’s old high school where she didn’t really seem to fit in. Just when most of the teachers felt hopeless for Temple, a teacher named Dr. Carlock saw something in Temple and decided to help her. Little by little, Dr. Carlock discovers Temple’s unique abilities and notices her strong interest in science. With encouragement from Dr. Carlock and her family, Temple finally graduated from college and started working at a ranch. She notices all the pros and cons of the ranch’s current routine working with the cattle. With Temple’s unique mind, she tries to change the slaughterhouse so that it would be more efficient and humane. During her efforts in doing so, she receives several gender discriminations from her fellow ranchers. Such as banning her from the ranch, spoiling her vehicle with cattle meat, and even just ignoring her altogether. But, with her strong will, she chose to ignore these nuisances and kept trying until someone notices. Some men finally studied her plans and considered her intentions. All her efforts paid off when they built one of her blueprints and tried it with the cattle. The success of the experiment opened up more opportunities to her, like being in a well-known local magazine and soon, being known in the whole ranch/cattle world as well. By the end of the movie, Temple and her mother attends a gathering of all the people who are affected by autism. Temple tells people how she overcame her own difficulties with school and with life in general. Everyone was so amazed by her situation that they coached her into talking in front of the whole audience. Temple Grandin is definitely not just your average cowgirl. She certainly shows a higher way of thinking than most of us could even imagine. Striking people with her average appearance, nobody would even have a clue of what her mind is really capable of. Temple has thick, curly, reddish-brown hair which goes fine with her well-structured and all American facial structure. She is also average in height, which might be between the lines of 5’3 to 5’6. As far as clothing goes, Temple has her own interesting sense of style. She definitely carries the cowboy shirt, tie, and a pair of the typical blue jeans very well. This regular outfit of hers definitely goes with her relaxed and cowboy persona; this ended up being her signature look as well. Temple is a very sweet and well-mannered girl. Although, she did not like being touched, even by her own mother, she shows how she cares for others by talking in her relaxed and reassuring tone. Another admiring trait that she has is her strong sense of will. She trained herself to be good at something and worked really hard at it. Her goal is to sell her work, rather than selling herself. Temple’s imaginative and detail-oriented mind allowed her to think of things other people would not. Being a visual thinker that she is, she sorts things into different specific categories, so this allows her to see each and every detail that would and would not work logically for a specific system. An example of this would be the times in the movie where she tries to feel and experience what cattle are going through. One amazing power that Temple’s mind possesses is the ability to remember every single detail of every single thing she encounters every single day. Basically, Temple doesn’t think how most of us usually do; we mostly overgeneralize, which is thinking top to bottom. Temple, on the other hand, thinks from the bottom to the top. Temple Grandin’s appearance never hindered her descriptive ability when it comes to learning and working with animals. A descriptive portrayal of a person, in this case, of Temple Grandin, can never outweigh a person’s capabilities and outlook of his/her life. The themes of the movie are very distinct. Since the beginning of the film, we notice Temple’s anxieties from one thing to another. Starting with her fear of new places and situations, such as the time when she first got to her aunt’s ranch, the first time she got to her college dorm, and opening doors to new and unfamiliar places. Fear is a big part of Temple’s story because it shows the different ways she overcame them. At first, she thought of change negatively. She assumed that new things would inflict more stress and anxiety in her. Due to this, she created the â€Å"hugging machine† that she once observed being used in her aunt’s ranch. Meeting Dr. Carlock dramatically changed Temple’s view of new things. He taught her that every door opens to new opportunities and that she just had to go through them. Ever since then, Temple built up all the courage she could gain and did as she was told. As a result, she went through a number of doors which led her to amazing opportunities such as meeting people who had connections to slaughterhouse owners and the beginning of her long-awaited future. Another factor that led Temple to endure and overcome her fears is the amount of perseverance she had within her. Her determination to get things done is unbelievable. It almost seemed like giving up was never the choice for Temple. Even at times, where she didn’t have a choice she made ways. For instance, Temple was cruelly discriminated for being a female working in a â€Å"male environment† by spoiling her truck with bull testicles and eventually banning her from entering the ranch. However, with Temple’s brilliant mind she came up with the best ideas to make the ranch allow her back in. She observed all the people that were allowed in that particular ranch and noticed that they only permitted the stereotypical â€Å"ranch men† and â€Å"special personnel† to come inside. With that in mind, she traded her car with a pickup truck, in which she purposely ruined, changed her wardrobe into a more male-friendly style and convinced the local newspaper to give her a badge. To her surprise, the ranch let her in without the slightest suspicion that she was actually a female. Another example would be the time where she needed a blueprint made, but the draftsman was very busy and she didn’t have time to wait. As determined as she was, Temple knew what her mind can do so she observed the draftsman working on other blueprints. She watched closely as he carefully drew them with great precision. Soon after that, she found herself making her own blueprints accurately enough that later on, a meeting of slaughterhouse officials gathered around her self-made blueprints and were practically stunned with what she had in store for them. Temple’s ways of overcoming her fears and willpower despite her autism only broadened my admiration for her. With her unique way of thinking, Temple discovered a new way of learning despite her condition. She discovered that visual thinking is what works best for her. Thinking of my own learning experiences, I realized that Temple and I have a number of similarities when it comes to learning. For me, I always knew that visual learning is the most effective way, as well. Since I was young, colors and movement catches my attention every time; while reading and listening always seemed to bore me after a certain amount of time. This is probably why English isn’t really my forte. Among my family, I am known to be the crafty and creative one. I noticed that I think well when it involves something visual. When participating in presentations, projects, and experiments, I always go over a little more than what is really needed because for some reason it helps me learn the material in more depth. The proof is all in my report card; my grades soared when it came to art and sciences. The diagrams and examples that were given are the ones that always get stuck in my head. I am also a very keen observer. I am one of those students who stand to the side and just watch. So it when comes to me trying it for myself, I get it done. Connecting my experience to Temple’s, I remember the time when I was younger and very curious about computers. My parents didn’t want to teach me how to use them because they thought I was too young. But as I watched my dad use the computer, I noticed all the buttons he pressed and the functions they served. Until one day, I decided that it was time for me to get my hands on the machine. My dad told me that I knew exactly what button to press to turn it on and where to move the mouse to get to the games. Temple’s abilities will never be close to what I am able to do with my mind. But our similarities of being visual learners made me realize that being unique with your own learning style would be best. Also, the weaknesses that you possess shouldn’t hold you back from achieving your plans and goals. The mind is the most powerful weapon a human possesses. Despite Temple Grandin’s learning disability, she learned a different way to make her mind work wonders by thinking in more visual terms rather than thinking logically. Seeing how Temple uses this technique for the better during the film, I realize that my own learning technique is very similar to hers. Temple’s rather average, yet unique persona allowed her to be known as an individual full of hope and perseverance for a lot of people today, including myself. Temple established the idea of self-perseverance and almost suggests the small power of generalized gender roles in society. As of today, she continues her influence in our world in terms of animal treatments and in the world of autism.

The Way In Which Numeracy Is Taught Education Essay

The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy.Numeracyâ€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employmenta. Need identifiedB. AppraisalScreening Initial and diagnostic appraisals Interviewf. AchievementSummational assessment/qualifications Information, advice and counselc. ILPNegotiated, realistic, relevant marks Curriculum referencedd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbackd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbacke. ReviewFormative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers & A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 )PositionFeatures of instructorsTransmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne'er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) .Staff and Staff TrainingDingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education Nation al Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) .So what is â€Å" Good Practice † in Numeracy?â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n't any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton & A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one's mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) .Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online )existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire.