The Effects of Jazz and Classical Music on Musicians Essay Essay Example

The Effects of Jazz and Classical Music on Musicians Essay A postulation introduced on the historical backdrop of wind when contrasted with old style music and the consequences for instrumentalists. get bringing down with the introduction of wind. also, covering the twentieth century. Berliner ( 1994 ) presents for the idea that breeze music is a greater amount of import to a musician’s advancement and an individual’s mental wellbeing than old style music. It is this author’s supposition that Jazz is better over old style music since wind music is much of the time delicate. smooth. what's more, agonizing. In add-on. the universe of wind has some phenomenal inventive people who can both play and create wind music so uncommon that it will do music darlings dissolve comparable ice as the accentuation washes off. Jazz permits individuals to close their eyes. unwind. intervene. what's more, long for their cherished 1s. We will compose a custom exposition test on The Effects of Jazz and Classical Music on Musicians Essay explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on The Effects of Jazz and Classical Music on Musicians Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on The Effects of Jazz and Classical Music on Musicians Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer It is the best for intercession expectations since it gives individuals delicate quality. self-control. mind. what's more, phantasy. The opportunity found in wind speaks to the opportunity within all Americans. Jazz itself is a triumph account told through its ain advancement. Genuine breeze instrumentalists play the music that they do as a need to themselves. Their music is their journal. furthermore, their diary is more unadulterated than words can state. Jazz is America’s extraordinary part to the humanistic controls. It is exciting. tickle pinking. also, testing music that mixes feelings of different kinds. Jazz is in the head. chest. what's more, in the mind. Its impact expands around the world. furthermore, contacts every related signifier of music. It is an improving workmanship signifier that merits a specific topographic point in our vivacious progress. III known to man of wind. youthful performing specialists must get the drape a repertory of harmony designed advances. off-beats. furthermore, harmoniousnesss with the goal that they can number on them as developments around which and through which they may weave all the more beguiling changes. Wind members use harmony changes as an office of offering structure to melodic ad lib. Old style members basically read lead sheets or book understandings and use thorough harmony images in a substantially more idle way. â€Å"Classical music is basic for its cadenced structure and oversimplified harmonies while jazz’ harmonies are complex† Cook ( p. 17 ) . Many may reason that traditional music is an increasingly worked in bit of advancement. in any case, a skilled old style author will in truth draw on expressive components of wind to enhance the old style convention of musical music. Traditional arrangers have efficiently been doing utilization of two components of wind over the mature ages which are syncope and concordance described by pale blue notes. â€Å"Indeed. indeed, even apparently realizing old style instrumentalists oftentimes stable perplexed and shy about the bit of wind music. † Carr ( p. 174 ) . Probably the most complete instrumentalists of our clasp have dedicated themselves to a long lasting review of wind music. also, not many old style instrumentalists have had the option to get the hang wind. Jazz music ran corresponding to the improvement of the twentieth century old style way music. Those instrumentalists that learn the two sorts of music are non secured in one kind of subject. also, will hold progressively melodic encounters. â€Å"We are the melodic defrost pot achieving a dream of bringing together human advancements that satisfied the picture that America had of its ain cultural destiny. † Gioia ( P. 395 ) . As an outcome of this build. wind arrangers started to go to musical music shows. what's more, later wind and old style habits started to cover to an evaluation ; which brought about a craftsmanship signifier currently alluded to as wind merger. Some would reason that breeze music is unnecessarily unique in relation to old style due to being unceremonial. abrasive. or on the other hand unreasonably improvisational. Somewhere in the range of 1920 and 1950 breeze and old style music together made the best parts to music. â€Å"One classification fundamenta lly can larn something from the other. furthermore, can make a significantly additionally entrancing sound. † Ratliff ( p. 23 ) Many could challenge over the way that a juvenile to wind may encounter confounded by its multiplication of habits and varying assaults to music-production. â€Å"Indeed. harmoniousnesss are progressively uncertain. states increasingly sporadic. discourse designs fresh. what's more, pacing are increasingly changed. in any case, that is the thing that makes it so lovely. Its insouciant nature is prove by the harmlessness of wrong notes being plated. by vocalists taking breath now and then without connection to wordss. what's more, instrumentalists being presented directly in the focal point of a performance† Ratliff ( p. 72 ) . Old style music on the different manus can once in a while trip an exhaustive geographic endeavor of inner self and head. It might do a person to take a gander at their disappointments throughout everyday life. An abrupt acknowledgment of sense of self can be most extreme or agonizing. Not every person appreciates old style music. In the UK. old style mu sic is utilized to drive gatherings of youthful people off from topographic focuses they assemble in. Jazz music is a wonderful improvisational craftsmanship tidying up as it comes just like the express that gave it birth. also, with each pat of the pes. wind instrumentalists reaffirm their association with the Earth. Jazz waxes and ebbs among strained quality and rest. It challenges the instrumentalist with inclination thus regarding the listener with unsurprising beat. â€Å"Jazz wagess single look yet requests benevolent coaction. † Ward ( p. 1 ) . Tuning in to wind is non simply a fantastic and regarding experience ; surveies show that it is great for a musician’s wellbeing. Tuning in to wind or playing wind tunes can reduce ceaseless harming and megrims. chop down blood power per unit region. accelerate post-stroke recuperation. better memory. climb unsusceptibility and welcome on unwinding. 2 Jazz music occupies individuals. It gives people a feeling of control what's more discharges endorphins into their natural structures that reduce harming. There is an extremely relevant contention that old style music is better due than the reality it can relinquish Dopastat during anticipation and experience of pinnacle feeling to music. It passes on great what the author places into it. what's more, albeit old style music trips pleasance and prize related pieces of the encephalon making a high. playing very pitched invigorating music for extensive stretches is non solid since it prompts cortisol and noradrenalin secernment without the orderly fight or flight activity. Long haul overdose with those endocrines is acceptable reported to make numerous health employments. from melancholy to sexual disfunction. The present market segment of Jazz in America is unimportant 3 for every centum. in any case, wind is still viewed as an extremely amazing music which is in the blood and sentiment of the American individuals more than some other way of music. It very well may be made the balance of genuine musical plants of suffering an incentive in the guardianships of a gifted arranger. â€Å"Jazz music has ever been and everlastingly will be cardinal in the advancement of future musicians† Cook ( p. 65 ) . Glossary Bebop: the way of wind created by juvenile members in the mid 40s. curiously Parker. Gillespie. Kenny Clarke. Charlie Christian and Bud Powell. Little gatherings were supported. furthermore, straightforward model songs or simply their harmony designed advances were utilized as springboards for fast. many-noted extemporizations using long. guerrilla. timed stating. Comedy depended on chordal amicability rather than the song. The ‘higher intervals’ of the harmonies ( ninth. eleventh and thirteenth ) were underscored in comedy and in piano harmony voicings. what's more, changes were utilized more unreservedly than before. especially the increased eleventh. The land round was moved from the bass membranophone to the drive cymbal and the twine bass. what's more, the cadenced feel is more smoothed out and tricky than prior. Instrumental virtuosity was pushed. while tone quality turned out to be increasingly hesitant. less obviously ‘expressive’ . The way thrown a truly long shadow and a large number of today’s members 60 mature ages thusly could be sensibly depicted as bebop. Bluess: ( 1 ) A signifier for the most part abiding of 12 bars. staying in one key and going to IV at cantina 5. ( 2 ) A pleasant way. with run of the mill related harmoniousnesss. using certain ‘blues scales’ . Riffs and elegance notes. ( 3 ) A melodic type. innate to wind and bit of it. ( 4 ) An inclination that is said to educate all regarding breeze. Boogie ( boogie-woogie ) : a way of piano playing extremely well known in the mid-thirtiess. Bluess. with continuous rehashed eighth note shapes in the left manus and energizing however every now and again generalized blues Riffs and figures in the correct manus. Meter: A key-setting up harmony designed development. all around following the hover of fifths. A turnaround is one outline of a meter. Now and then an entire development of a tune can be a drawn-out meter. In understanding the symphonious development of a song. it’s of import to see which harmonies are associated with which others in meters. Free Wind: a way of the early and in the middle of 1960ss. influencing ‘free’ playing and a furious effect. It was initially connected with dark social energy. Now and again two drummers or potentially two bass members were utilized. Some free wind was significant. furthermore, some non great. Some who played it in this manner upbraided it. be that as it may, the way turned into a fixing in future habits and st

Smart Cards Free Essays

string(113) chip association is either by means of direct physical contact or remotely through a contact less electromagnetic interface. 1. Presentation Smart card is probably the best accomplishment in the realm of data innovation. Comparable in size to today’s plastic installment card, the savvy card has a microchip or memory chip implanted in it that, when combined with a peruser, has the preparing capacity to serve a wide range of uses. We will compose a custom exposition test on Keen Cards or then again any comparative theme just for you Request Now As an entrance control gadget, savvy cards can be utilized to get to server remotely over the Internet and they can make individual and business information accessible just to the proper clients. Savvy cards give information transportability, security, accommodation and such. As indicated by Gemplus (ref. 19]), keen cards can be ordered into the accompanying . Memory and microchip Memory cards essentially store information and can be seen as a little floppy circle with discretionary security. A microchip card, then again, can include, erase and control data in its memory on the card. Contact and contactless †Contact brilliant cards are embedded into a keen card peruser, reaching the peruser. In any case, contactless brilliant cards have a radio wire installed inside the card that empowers correspondence with the peruser without physical contact. A combi card consolidates the two highlights with an extremely elevated level of security. Shrewd cards assist organizations with developing and grow their items and administrations in a changing worldwide commercial center. The extent of employments for a keen card has extended every year to remember applications for an assortment of business sectors and orders. Lately, the data age has presented a variety of security and protection gives that have called for cutting edge brilliant card security applications. â€Å"Key to the worldwide village†,â that is the means by which the Smart Card has been portrayed. Brilliant Cards will carry large changes to the manner in which individuals give and get data and the manner in which they go through cash. They will profoundly affect retailing and administration conveyance. A Smart Cardâ is like a â€Å"electronic wallet†. It is a standard charge card estimated plastic wise token inside which a microchip has been inserted inside its body and which makes it ‘smart’. It gives memory limit, yet computational capacity too and in this manner the chip is equipped for preparing information. It has gold contacts that permit different gadgets to speak with it. This chip holds an assortment of data, from put away (financial) esteem utilized for retail and candy machines to secureâ informationâ andâ applicationsâ for better quality tasks, for example, clinical/social insurance records. New data and applications can be included depending the chip abilities. Keen Cards can store a few hundred times a greater number of information than an ordinary Card with aâ magnetic stripeâ and can be customized to uncover just the pertinent data. For Example, it could tell a gadget in a store that there is adequate parity in a record to pay for an exchange without uncovering the equalization sum. The marriage between an advantageous plastic card and a microchip permits data to be put away, got to and prepared either on the web or disconnected. Along these lines, not at all like the read-just plastic card, the handling intensity of Smart Cards gives them the flexibility expected to make installments, to arrange your PDAs, TVs and video players and to interface with your PCs by means of phone, satellite or the Internet whenever, anyplace on the planet. 2. HISORICAL PERSPECTIVE Smart card was concocted toward the finish of the seventies by Michel Ugon (Guillou, 1992). The French gathering of bankcards CB (Carte Bancaire) was made in 1985 and has permitted the dissemination of 24 million gadgets (Fancher, 1997). For the physical attributes the principal draft proposition was enlisted in 1983. A meaningful conversation brought about the normalization of the contact area. Next was the normalization of signs and conventions which brought about measures ISO/IEC 7816/1-4. Intelligent security came straightaway, as it was obvious from the earliest starting point that there was a requirement for cryptographic abilities, however this was somewhat troublesome because of the restricted registering power and the couple of bytes of RAM accessible around then (Quisquater, 1997). These days, keen cards are utilized in a few applications. The innovation has its verifiable cause in the seventies when innovators in Germany, Japan, and France documented the first licenses. While innovators in the U. S. , Japan and Austria, were given licenses, it was the French who put forth large cash to push the innovation. They did this in the 1970’s, during a time of significant national interest in modernizing the nation’s innovation foundation. Because of a few factors most work on Smart Cards was at the innovative work level until the mid-eighties. From that point forward, the industry has been developing at gigantic rate is transporting more than one billion (1,000,000,000) cards every year (since 1998). The present total populace of Smart Cards of nearly 1. 7 billion is set to increment to 4 billion or more cards inside the following 3-4 years. A review finished via Card Technology Magazine (http://www. cardtechnology. com) showed that the business had delivered mutiple. 5 billion brilliant cards worldwide in 1999. Throughout the following five years, the industry will encounter consistent development, especially in cards and gadgets to lead electronic business and to empower secure access to PC systems. An examination by Dataquest in March, 2000, predicts just about 28 million savvy card shipments (microchip and memory) in the U. S. As indicated by this examination, a yearly development pace of 60% is normal for U. S. savvy card shipments somewhere in the range of 1998 and 2003. Shrewd Card Forum Consumer Research, distributed in mid 1999, gives extra bits of knowledge into shopper perspectives towards application and utilization of savvy cards. The market of savvy card is becoming quickly because of its wide scope of uses. The overall shrewd cards showcase conjecture in a huge number of dollars and billions of units as appeared in figure 1: 3. Development OF THE SMART CARD The fundamental stockpiling zone in such cards is normally EEPROM (Electrically Erasable Programmable Read-Only Memory),â which can have its substance refreshed, and which holds flow substance when outer force is evacuated. More up to date Smart Card chips, here and there, likewise haveâ math co-processorsâ integrated into the microchip chip, which can perform very mind boggling encryption schedules moderately rapidly. The chip association is either by means of direct physical contact or remotely by means of a contact less electromagnetic interface. You read Brilliant Cards in classification Exposition models Its chip along these lines describes a Smart Card remarkably; with its capacity to store substantially more dataâ (currently up to around 32,000 bytes)â than is hung on aâ magnetic stripe,â all inside an amazingly secure condition. Information dwelling in the chip can be ensured against outside investigation or change, so viably that the crucial mystery keys of the cryptographic frameworks used to secure the trustworthiness and protection of card-related interchanges can be held securely against everything except the most complex types of assault. The useful design of a GSM (Global arrangement of portable correspondence) framework can be extensively isolated intoâ the Mobile Station, the Base Station Subsystem, and the Network Subsystem. Every subsystem is included utilitarian elements that impart through the different interfaces utilizing indicated conventions. The endorser carriesâ the versatile station;â the base station subsystemâ controls the radio connection with the Mobile Station. The system subsystem,â the fundamental piece of which is the Mobile administrations Switching Center, plays out the exchanging of calls between the portable and other fixed or versatile system clients, just as the board of portable administrations, for example, confirmation. Fig 3. 1. 1: Smart Card Construction. Fig 3. 1. 2: Smart Card Construction. For the most part all chip cards are worked from layers of varying materials, or substrates, that when united appropriately gives the card a particular life and usefulness. The common card today is produced using PVC, Polyester or Poly carbonate. The card layers are printed first and afterward covered in a huge press. The following stage in development is the blanking or pass on cutting. This is trailed by inserting a chip and afterward adding information to the card. Taking all things together, there might be up to 30steps in building a card. The complete segments, including programming and plastics, might be upwards of 12 separate things; this in a brought together bundle that appears to the client as a straightforward gadget. 3. 1 Types of savvy cards: Today, there are essentially three classes of Smart Cards †A microchip chip can include, erase and in any case control data in its memory. It tends to be seen as a smaller than normal PC with an information/yield port, working framework and hard circle. Microchip chips are accessible 8, 16, and 32 piece models. Their information stockpiling limit ranges from 300 bytes to 32,000 bytes with bigger sizes expected with semiconductor innovation progresses. 3. 1. 2 Integrated Circuit (IC) Microprocessor Cards †Fig 3. 1. 1: An Integrated Circuit utilized in Smart Cards. Chip cards (by and large alluded to asâ â€Å"chip cards†) offer more prominent memory stockpiling and security of information than a customary attractive stripe card. Their chips may likewise be called asâ microprocessors with inside memoryâ which, notwithstanding memory, typify a processor constrained by aâ card working system,â with the capacity to process information installed, just as conveying little projects equipped for nearby execution. The microchip card can include, erase, and in any case control data on the card, while a memory-chip card (for instance, prepaid telephone vehicle

If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan

If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan? If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan?If  you want to consolidate your debt but you have a lousy credit score, youre going to run into the same problems as you would trying to apply for any other loan.Bad credit is like the worst kind of slope: a slippery one. Once you miss some payments, your credit score will start dropping and the fees and interest on that debt will keep growing.So now you have more debt and a lower credit score which will make getting a personal loan harder. One way to help manage your debt is to take out a debt consolidation loan, where you get one big loan to pay off all your smaller ones. Then you only have one payment to make every month! And hopefully at a lower interest rate than you were paying previously!But if you already have a poor credit score, is debt consolidation really a possibility for you? Read on and find out!Payment history and amounts owed are the two most important parts of your score.Before we continue, lets make sure were all on the same page. Your history as a borrower is collected into documents called credit reports by the three major credit bureaus: Experian, TransUnion, and Equifax. That information is then fed through an algorithm created by the FICO corporation to create your credit score, a three-digit number that expresses your perceived trustworthiness as a borrower. Potential lenders use these scores to help determine whether they’ll lend to you and at what rates.Your credit score is composed of five categories. The most important category, worth 35 percent of your total score, is your payment history. This is a measure of whether you’ve been paying your bills and paying them on time. When it comes to whether you’re likely to pay off your debts in the future, it’s not surprising that lenders will want to know whether you’ve paid your debts in the past.The next factor, worth only a little less at 30 percent, is your amounts owed. This is, as the name suggests, the a mount you currently owe to your various lenders. If you already have a lot of debt to manage, it stands to reason that you’ll have a tougher time managing new debt. In general, youll want to keep any credit card balances below 30 percent of your total credit limit to help this section of your score.If you think you have a good credit score because youve never been in debt, youre wrong.  The last three factors are each less important on their own, but together they account for a little over a third of your credit score, as the math would suggest.The length of your credit history is worth 15 percent. This is where some people can get hung up because they think having never gotten into debt in the first place will lead to a good credit score. That’s not the case. FICOs algorithm does not look too kindly on people whove never borrowed money before because, well, theyve never borrowed money before! The algorithm isnt sure how they would handle it!That’s why, even if you don’t qua lify for a regular credit card, you should consider getting a secured credit card. This is a card that’s easier to qualify for but which requires you to put down cash as collateral. That way, you can start building up your credit by using the credit card and paying the bill in full each month. But you don’t want to use it too much since the next 10 percent is …Your credit mix! This takes into account how your credit obligations are divided. Lenders want to see as diverse a mix as possible. So if all your debts are on credit cards or in the form of personal loans, youll get dinged for that.Finally, the last 10 percent is recent credit inquiries. Hard credit checks, performed by most standard financial companies when you’re seeking a loan, will cause a temporary negative effect on your credit score. The effect isnt huge and will only last a maximum of two years, but when you have bad credit, every little bit counts.What is a debt consolidation loan, exactly?Speaking of applyin g for a loan, just what is a debt consolidation loan? Basically, it’s a loan you take out for the express purpose of paying off the debts you want to consolidate. You take out the new loan, and then use those funds to pay your old debts off. There are certain loans that are advertised specifically as debt consolidation loans, and you include the other balances that you want to pay off as a part of the loan process.Ideally, this new loan will have lower rates than the original loan or lower monthly payments. Or super duper ideally, both. Oftentimes, though, youll be asked to choose between the lower monthly payments and paying more in interest overallâ€"even with lower rates. A longer term on a loan means lower payments, while a shorter term means less interest will accrue. In choosing between the two, its really about whats right for you.If youre applying for a debt consolidation loan that has a higher interest rate than your current debts or  monthly payments that you cant afford , then you shouldnt take out that loan. While simplifying your debts is a good thingâ€"allowing you to make one payment each month instead of manyâ€"paying more money in order to do that is not.So can you get a debt consolidation loan with bad credit? And should you?Folks with bad credit will run into the same issues with a debt consolidation loan that they will with regular loans.Getting a debt consolidation loan with bad credit is like getting any other loan with bad credit: less than ideal. Traditional lenders likely wont lend to you at all, and the ones that will are going to charge you much higher interest rates. The rates might be so high that the loan isnt even worth it. Loans or credit cards that were taken out before  you had a bad credit score might have better rates than anything youre able to qualify for right now.Youll also want to be very careful with any lender that does  want to lend to you when you have bad credit. While there are many bad credit lenders out there t hat are totally legit, there are many others whose predatory products will trap you in a cycle of debt. Trying to consolidate your debt with one of these lenders could  leave you in a worse situation than you were in before the consolidation.Then again, even the higher rates from one bad credit loan might be far better than what youre paying on your  other bad credit debt. For instance, if you have multiple payday loans outstanding that you are struggling to pay, consolidating all of those loans into a single bad credit installment loan with longer terms and lower payments might just be the ticket to stabilizing your finances.The solution to choosing the right bad credit debt consolidation loan is simple: Do your research. Make sure you compare different loans using their APR, or annual percentage rate, to determine which one is most affordable, and make sure to read all of the fine print before signing anything. Check the monthly payment amounts against your budget and see whether or not youll be able to afford them. Online reviews can also help you determine which lender is the right choice for you.In a best-case scenario, you’ll find a debt consolidation loan with better terms that will report your payments to the credit bureaus. Then, not only will you be handling your debt, you’ll be building your credit score back up as well!Having a bad credit score is always going to be tougher than having a good one. But it might still be worth looking into a debt consolidation loan. As long as you don’t have to agree to any hard credit checks, there isn’t a downside to exploring your options.To learn more about getting out of debt, check out these related posts and articles from OppLoans:Want to Get Out of Debt? Then Let It Snow(ball)!Are Balance Transfers a Good Way to Pay Down Debt?Climb Your Way Out of Debt: 6 Paths You Can Take TodayWhat do you think is the best strategy for getting out of debt?  Let us know  on Facebook  and  Twitter.

Comparison Of King Lear And Gloucester Essay - 543 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Shakespeare uses subplots to dramatize the action of the play and give spark on the contrast for the themes in King Lear. Sub plots usually improve the effect of dramatic irony and suspense. The latter, which is used in King Lear, gives us the understanding of the emotions of the characters in the play. This follows the parallelism between Gloucester and King Lear. nbsp;nbsp;nbsp;nbsp;nbsp;In King Lear, the subplot of Gloucester corresponds to the major plot of King Lear. Both fathers have their own loyal legitimate child and their evil and disloyal child. They are both honourable men, who have children that return to them in their time of need. Gloucester and Lear are both tormented, and their†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;Gloucester’s death in the subplot is a parallel to that of King Lear’s in the main plot. Though Gloucester does not have the tragic catastrophic death of King Lear. King Lear’s anguish led him to insanity while Gloucester is led to despair and attempts suicide. Before Gloucester’s attempt at suicide, he realizes that he has wronged Edgar and condemns his blindness of Edmund’s plans. My father, poorly led? World, world, O world! But that thy strange mutations make us hate thee, Life would not yield to age. (Act 4 Scene 1 Pg. 207 lines 10-12) This parallels Lear’s death as he also condemns his daughter Cordelia. I have seen the day, with my good biting falchion I would have made ‘em skip. I am old now, And these same crosses spoil me. Who are you? Mine eyes are not o’ the best, I’ll tell you straight. (Act 5 Scene 3 pg. 317 lines 276-279) Both deaths run on the same train tracks, as King Lear and Gloucester die as better and wiser men than they showed themselves at first. nbsp;nbsp;nbsp;nbsp;nbsp;Throughout the play, Shakespeare uses the contrast through other characters such as Cordelia and Edgar, who hides in the beginning and then later reveal themselves to conquer and defeat evil forces. Subplots do make the play better all around and make the audience want to know more and enjoy it. Lear and Gloucester even are totally different people but live in a parallel world, they areShow MoreRelatedElements Of Tragedy In King Lear1627 Words   |  7 Pagesemotions within a play. With the aid of the paralleling plots between Gloucester and his two sons and King Lear and his three daughters, Shakespeare effectively uses pathos to introduce elements of tragedy in King Lear. 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However, as it is brought into being a character, Edgar in the end of the story, it implies new beginningRead More Confrontations Between Young and Old in Shakespeares King Lear1751 Words   |  8 PagesConfrontations Between Young and Old in King Lear      Ã‚  Ã‚   One of the underlying themes in Shakespeares play, King Lear is the concept of the generation gap.   This gap is mainly illustrated between the family.   The older generation is Lear himself, and the younger generation consists of his daughters Goneril, Regan and Cordelia.   In the second plot of the play, Gloucester represents the older generation, and his sons, Edmund and Edgar exemplifies the younger generation

Courage Against Social Prejudice - 898 Words

During the 1930’s, there was a significant amount of racial inequality in the South. Black people were considered unequal compared to white people resulting in mistreatment and abuse. Harper Lee, the author of To Kill a Mockingbird, displays her opinion about social inequality through a variety of different characters who exhibit courage through everyday life. In Lee’s novel, one character, Mrs. Maudie who is a friend to Jem and Scout explains the meaning of a mockingbird as the following: â€Å"they don’t do one thing but sing their hearts out for us† (Lee, 1960, p.90). These characters, such as the Finch family, although quite different in their lifestyles, go against the social norm of treating African Americans as second class citizens.†¦show more content†¦Tom Robinson is an honest man black man who works hard to support his family (Lee, 1960, p.197). Tom was accused of raping and beating Mayela Ewell, a white woman (Lee, 1960, p.123). Mayela Ewell was the daughter of Bob Ewell; they were quite poor because her father failed to do the duties that a good father should do. They were considered to be white trash of their society. Although there was little proof of this accusation, most people believed in the raping because of their stereotypical thought of black people in that era. This shows the value of black people because although being the white trash of the society, most people stood up for her. Arthur Radley, commonly known as Boo, exemplifies a mockingbird in how he finally emerges from his reclusiveness and saves Jem and Scout. Boo is an odd recluse who stabbed his father as a young boy due to abuse (Lee,1960, p.11). Scout and Jem, who are the children of Atticus, out of curiosity attempt to befriend him. Because of their childish curiosity, they go on small adventures such as attempting to communicate through a letter tied on the end of a fishing pole (Lee, 1960, p. 48), to even peeking in the Radley’s house to see if he is real (Lee, 1960, p 53). Boo tries to communicate to the children although they go on not knowing who it really was (Lee, 1960, p. 33). The first glimpse of Boo is when Mrs. Maudie’s house catches on fire (Lee, 1960, p 70). Jem and Scout are standing atShow MoreRelated Theme of Courage in Harper Lees To Kill A Mockingbird Essay1673 Words   |  7 Pagesabout courage to what extent do you agree with this? Harper Lees first novel, To Kill a Mockingbird, displays the life of a small southern family struggling through the depression in Maycomb, Alabama. Seen through the innocent eyes of a young child are the events and people of Maycomb. Courage is a major theme in the novel but there are other themes like the Hypocrisy, Protecting the innocent and Prejudice, which are brought out to the same extent. The author explores the idea of courage inRead MoreMahatma Gandhi : The Most Complex Kind Of Bravery1716 Words   |  7 Pagesto stand in the crowd but it takes courage to stand alone,† (â€Å"Mahatma Gandhi Quotes†) The powerful words of Indian independence activist Gandhi ring in the ears of people around the world, even seventy-five years after his assassination. Throughout his life, people revered the Hindu leader for his peaceful, strong protests, as well as, his courage. Proceeding humbly in his life efforts, Gandhi the most complex kind of bravery as he led others to stand against unfair colonial practices in India.Read MoreTo Kill a Mockingbird Essay - Issues Which Are Still Relevent in Todays Society.1256 Words   |  6 PagesMockingbird’ by Harper Lee explores several different issues which are still relevant in today’s society. Harper Lee uses conventions within the novel to convey these ideas. The three main issues Lee explores are; Importanc e of Moral Education, Prejudice and Bravery and Courage. Lee explores the theme of the Importance of Moral Education throughout the novel. This idea is still relevant in today’s society as we all face moral decisions which shape who we are. Harper Lee investigates this idea through theRead MoreEssay about Prejudice Runs Deep in To Kill A Mockingbird1650 Words   |  7 PagesPrejudice Runs Deep in To Kill A Mockingbird    To Kill A Mockingbird takes place in small town Maycomb, Alabama, a depression era town where people move slowly and twenty-four hours seems longer.   The narrator of the story is a six-year-old girl named Jean Louise Finch, a tomboy who hates wearing dresses and goes by the nickname Scout.   Scouts being a tomboy is of no little significance because while we are treated to a sweet and affectionate portrayal of Maycomb at the novels opening,Read MoreStereotyping : Can We Prevent Stereotypes?1557 Words   |  7 PagesStereotyping is basically a belief of a certain group of people, for example, all African-Americans are excellent in sport activities. Stereotype is similar, but not the same, to prejudice, the feeling of a person based off of their social status , and discrimination, the action of treating others different based off of their social status. Stereotyping is believed to be developed into our brains at a very young age from televisions and books. â€Å"During our youth , when our minds are the most malleable, booksRead MoreJim Crow Racism1096 Words   |  5 PagesIt was the social norm to wear black face and yell racial slurs at non-whites. Black face was worn by a white man with the man usually mocking people of color about their race and behavior, by yelling racial slurs. Black face was usually seen on television or theater. The oppression of non-whites was horrid because they faced various consequences when they broke a Jim Crow law, such as lynching or hanging. The use of Jim Crow racism has reduced over the past eighty years with the courage of many differentRead MoreSummary of To Kill a Mockingbird891 Words   |  4 Pagesnovel are portrayed through different issues and events. The major themes are appearance vs. reality courage, maturity and prejudice. Each of these themes has an event in the novel that help the reader understand its message. Courage is shown by different characters in varying ways throughout the novel. These characters are Jem, Boo Radley, Mrs. Dubose and Atticus. Jem shows a small amount of courage when Atticus decides to face a lynch mob. Jem understands who they are and what they want to do, butRead MoreAnalysis Of Kill A Mockingbird By Harper Lee988 Words   |  4 PagesDo you have the courage to stand up for good when evil lingers all around? To Kill a Mockingbird is set in the town of Maycomb, Alabama, during the great depression, while facing social status discrimination, racial discrimination, prejudices, and stereotyping. However, there remained courage by some to see good in all. While Atticus Finch was of a higher social status as an attorney in Maycomb, he always displayed the courage to stand up for what was right, or for good, even when evil lingeredRead MoreEssay on Harper Lees To Kill a Mockingbird1054 Words   |  5 PagesHarper Lees To Kill a Mockingbird Courage is the quality of mind that enables one to face danger with confidence, resolution, and gain a firm control of oneself. Many of the characters in To Kill a Mockingbird showed courage in their own way. Courage can come in many different forms: physical, mental, emotional and moral. Courage is not the only main theme displayed in To Kill a Mockingbird; prejudice and education are also very important themes exhibited throughout the progression of theRead MoreThe Importance Of Courage And Morality Of Scout And Jem Finch By Harper Lee1517 Words   |  7 Pagespeople that make the prejudices in Maycomb so prominent and accepted. We see the growth in understanding and maturity in the children as they come to realise the hidden darkness in their hometown, as a result of the killing of Tom Robinson following the unjust court case. Scout and Jem s altruistic father, Atticus Finch, demonstrates the values of courage and morality in the small but greatly prejudiced town of Maycomb. The themes of context, growing up, prejudice and courage studied in this novel

Dreams in the Great Gatsby Free Essays

string(40) " she will do with the rest of her days\." The Broken American Dream of the 1920s An accurate name for the 1920s is the roaring twenties. This was a decade full of social transformation and industrialization. Through this shift, a degradation in social moral occurred. We will write a custom essay sample on Dreams in the Great Gatsby or any similar topic only for you Order Now A victim of this shift is the character J. Gatsby in F. Scott Fitzgerald’s The Great Gatsby. Gatsby is â€Å"corrupted by values and attitudes that he holds in common with a society that destroys him†(44). Through this mutual and obscured social moral, Gatsby seems to obtain a destructive view of his â€Å"American Dream†. Where the American Dream once â€Å"consisted of the belief that people of talent in this land of opportunity and plenty could reasonably aspire to material success if they adhered to a well-defined set of behaviors†(Trask). These behaviors were actions such as working hard, staying honest, and better educating ones self; much like the list that Gatsby made as a young boy. But with the boom of industrialization, came a trend of bootlegging and get rich quick schemes and unfortunately Gatsby became a victim of the era. As a matter of fact, Gatsby is not the only one who has suffered from this time of moral deterioration. Daisy Buchanan, Gatsby’s object of obsession, also is a victim of a society that allows her to not take responsibility for her actions. Daisy hides behind her public facade and her innocent carefree charm. Her husband Tom Buchanan has also manipulated the greedy, selfish social society that exists on East egg. Tom has no dreams or aspirations and â€Å"seeks excitement first in sport, then in infidelity, seeking identity in a book of racist political philosophy†(Wershoven). In a time of moral peril, each character is corrupted by a societal idea that taints their grasp of the â€Å"American Dream†. During Gatsby’s adolescent years, he has a clear and healthy mindset about what he wanted to accomplish in his life. Gatsby was self-motivated to make something of his life. But once he meets Daisy, Daisy becomes the embodiment of his dreams and the object of his obsession. As a young boy, growing up in North Dakota, Gatsby was motivated to be successful. Gatsby’s father said â€Å" Jimmy was bound to get ahead†. Even as a young adult, Gatsby refused to think of himself as an average person. Gatsby’s parents were â€Å"shiftless and unsuccessful† and Gatsby never â€Å" really accepted them as his parents at all. Instead Gatsby had a schedule of each day that would help him to attain his wealth. As Trask says, â€Å" He early decided that he could contemplate future glory. † Early on Gatsby embodies the ideals of society before the 1920s; he is determined and eager to work hard to independently reach success. This is until he meets Daisy, th e idea of Daisy is what sways Gatsby’s dreams off the right path. Gatsby met Daisy as a young man and hopelessly fell in love with her. However in the end, Daisy broke it off with Gatsby since he was not financially suitable for maintaining her lifestyle. It seems as though Gatsby never recovered from getting his heart broken by Daisy. As Nick says, â€Å" [Gatsby] had a extraordinary gift of hope- a romantic readiness such I have never found in any other person and which is not likely I shall find ever again†(2). Nick also says â€Å"Gatsby turned out alright at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-wind elations of men†(2). Indeed, it was the idea of winning Daisy’s love that drove Gatsby to his success. It corrupted his earlier ideas of working hard and saving his money; now he had to make money fast and resorted to bootlegging. Gatsby becomes frantic at the idea of coming wealthy and instead of slowly climbing up the success latter, he desperately and quickly makes money in any way he can so he can win Daisy back as quickly as possible. Gatsby became consumed with the idea of winning Daisy’s affection and rekindling their past romance. This is apparent when Gatsby describes their first kiss; â€Å"His heart beat faster and faster as Daisy’s white face came up to his own. He knew that when he kissed this girl, and forever wed his unutterable visions of her perishable breathe, his mind would never romp again like the mind of god. So he waited†¦Then he kissed her†¦and the incarnation was complete†(112). Gatsby is brought down by Daisy and the â€Å"refusal to see the nature of his own dreams†(Wershoven). Nick sums up Gatsby’s debacle perfectly when he says that perhaps Gatsby’s â€Å"dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in the vast obscurity. What nick says is true, Gatsby was so blinded by love that he could not see Daisy’s flaws and Gatsby ended up paying the ultimate price . As Trask says, Daisy could never become a â€Å"legitimate actualization of Gatsby’s illegitimate dream†(Trask). Among those who have distorted dreams, Daisy Buchanan might perhaps be the worst. Daisy is a selfish, rich girl w ho has never â€Å"been held responsible for her actions, for she embodies the pure freedom of endless choice without consequences†(Wershoven). Daisy has never had to concern herself with worrying about money or materialistic things. Daisy has always gotten things handed to her and would not want it any other way. Daisy takes advantage of the fact that she lives in a society that has put her on a pedistal, and allows her to â€Å"smash† up things without any consquences. Her attractive nature and charm has helped her support this type of lifestyle. Daisy cannot even fathom the idea of having to work for something and therefore she has a sense of entitlement to everything that is given to her. At first Daisy seems harmless and bored as she mindlessly wonders out loud what she will do with the rest of her days. You read "Dreams in the Great Gatsby" in category "Papers" But as the novel goes on, it becomes quite clear that Daisy is not what she seems. Daisy has become a master of manipulation in order to maintain her lavish lifestyle. She knows exactly how to agree with what society expects of her and knows how to dress and maintain her appearance. But despite her warm and inviting appearance, Daisy is quite cold and superficial. Daisy’s ideals of wealth and money lead her to live a superficial and meaningless life that wreaks havoc in the lives of the other characters. It is this love of money that led here to marry her husband Tom Buchanan. Instead of waiting for Gatsby to return to the war, Daisy just decides to marry Tom because of his wealth and promise of a lavish life. Tom even gives her a three-hundred thousand-dollar pearl necklace. Even this amount of money is not enough to ensure Daisy’s fidelity. As soon as Gatsby comes back into town, she begins to have an affair. Even after years of leading Gatsby on, she still breaks his heart when she says that she â€Å"loves them both. † This is when it comes apparent that Daisy will never leave Tom. For Daisy, even true love is not enough to make her change her lifestyle. Her love of money has made her cold and reckless when it comes to love. Another example of Daisy’s reckless nature is when Tom’s mistress, Myrtle Wilson, is killed. Daisy is perfectly content with letting Gatsby take the fall. Not one time does she even contemplate the idea of coming forward to take responsibility. Instead she hides behind her wealth and her appearance. As Wershoven puts it, â€Å"society helps to cover up the deed. † Daisy is an insatiable girl that has no need for validation by others. Daisy wants things and people but, â€Å"there is no space inside her that can be filled, no unfinished part of her can be completed by another†(Wershoven). Therefore, Daisy views people as at her disposal. This is ultimately the attitude that is responsible for Gatsby’s death. Daisy is so caught up in the materialistic needs of that time that she cannot value anything e else. She views everything she has as an accessory; even her own daughter. Were as most parents feel defined by their children’s lives, the reader almost forgets that Daisy even has a daughter at all. She only interacts with her child when it is convenient for her; and when it looks good in front of company. Daisy’s husband, Tom Buchanan is an ex- football star from the same college that Nick attended. Nick describes Tom as â€Å"one of those men that reach such an acute limited excellence at twenty-one that everything afterwards savors anti-climax†(10). Tom falls victim to greed and cannot satisfy his need for more. As Wereshoven says: â€Å"Daisy and Tom are always looking for something, something new and better, for they are bored with the things they already bought. Daisy wonders what they’ll do each day, and the next day, identifying the dilemma of people who can have whatever they want, as soon as they want it† (Wershoven). Tom is in a perpetuating cycle of greed in which he still cannot find satisfaction. He seeks thrills through sports, literature and even infidelity and all fall short of the glory he had back in college. He shares the same kind of entitlement and ignorance as Daisy. Toms idea of good literature are books like the â€Å"The Rise of the Colored Empire† and even expresses to Nick his distress over the submersion of the white race. But even Tom’s attempts at sounding intelligent fall short and he ends up sounding ignorant and pretentious. Another telling thing about Tom is the way he treats the women in his life. While he appears to be happily married to Daisy, he still is having an affair with Myrtle Wilson. For months, Tom brings Myrtle to his apartment in New York and for months, Tom knowingly leads her on. Tom showers her with gifts and even buys her a dog and an expensive leash. However, Tom has no intention of ever leaving Daisy for Myrtle; someone of lower social status than him. But yet Myrtle is under the delusional impression that Tom will leave his wife for her; and she will at last be part of the social network she dreams of. Myrtle is so in love with this idea that in turn, she despises the life that she lives without Tom; including her husband, George Wilson. Tom is also the ultimate hypocrite. While he the first one to criticize Daisy and Gatsby’s affair, he himself is having an affair. When Tom finds out about Daisy’s affair, he confronts Gatsby and says I suppose the latest thing is to sit back and let Mr. Nobody from Nowhere make love to your wife. Well, if that’s the idea then you can count me out† (137). He even claims that their affair is a â€Å"step toward inter-racial marriage. † Tom condemns his wife for her infidelity but describes his own as once in a while â€Å"going on a spree making a fool out of [himself], but [he] has always come back, and in [his] heart [he] loves her all the time†. Not only is Tom cheating with George Wilson’s wife, but he also acts as a bully toward George. George Wilson is an honest, good-hearted man and Tom just toys with him. Tom promises George that he will sell his car to him but he really never has any intention of doing so. George Wilson is depending on that money so he can start a new life out west and all Tom is doing is giving him empty promises. When George tries to bring up the subject to Tom, Tom gets offended and says â€Å"† Very well then, I won’t sell you the car at all†¦ I’m under no obligations to you at all†¦ And as for your bothering me about it at lunch time I won’t stand for that at all! † (122). Tom tries to find satisfaction by making George look like a fool and is amused by how easily he is able to do so. Just like Daisy, Tom has no remorse for the pain he inflicts in others. Overall the characters in The Great Gatsby, all embodied ideals that were emphasized in that time. Women were viewed as accessories and not yet contributing members of society. Women were still in charge of maintaining the home, especially in wealthy households, and concerned themselves with the small things. Daisy takes full advantage of this attitude and successfully gets away with murder. It is Daisy who corrupts J. Gatsby’s ideal of his American dream and instead of working hard, and â€Å"pulling himself up y his own bootstraps†, he resorts to crime in order to become rich quickly so that he can win Daisy back. Instead of working hard for his own self-success, he chases this idea of Daisy. And finally Tom, was a victim of his own insatiable appetite that he could not fulfill. In every aspect of his life, Tom wanted more. Tom held an ideal that was very common throughout the 1920s; that his money and high social class would be able to buy him anything in life. The idea of the American dream is wanting more for ones own life and becoming successful by hard honest work. All these characters shared the same sense of wanting more. But the had immoral ways of fulfilling their needs. Gatsby resorts to criminal activity in order to become wealthy. And Tom and Daisy resort to affairs in trying to satisfy their need for love. Unfortunately Gatsby is the one that pays the price in the end. Work Cited Trask, David F. â€Å"A Note on Fitzgerald’s The Great Gatsby. † University Review. 3. 3 (Mar. 1967): 197-202. Rpt. in Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, 1998. 197-202. Literature Resource Center. Gale. 12 Oct. 2009 http://go. galegroup. com/ps/start. do? p=LitRC=a04fu Wershoven, Carol. â€Å"Insatiable Girls. † Child Brides and Intruders. Bowling Green: Bowling Green State University Popular Press, 1993. 92-99. Rpt. in Twentieth-Century Literary Criticism. Ed. Linda Pavlovski. Vol. 157. Detroit: Gale, 200 5. 92-99. Literature Resource Center. Gale. 12 Oct. 2009 . How to cite Dreams in the Great Gatsby, Papers

West Nile Virus in the U.S. free essay sample

This paper offers a very brief look at the West Nile Virus in the United States. The following paper discusses how in recent months the West Nile Virus has quickly spread across the United States where authorities on the matter still feel that it does not pose a major threat to humans. This paper examines the obvious precautions that may be taken to protect oneself against this virus. The West Nile Virus, a deadly virus spread by those annoying little bugs that are always buzzing in your ear, has now made it completely across our country. This sudden rapid spread has stirred many concerns as to how to deal with and prevent the disease. For example, how has the disease spread coast to coast so quickly, how do we prevent people and animals from getting it, and once infected, how do we treat it. Some of the answers are not as simple as they may seem. We will write a custom essay sample on West Nile Virus in the U.S. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Interview with Rushang Shah, Founder of Gramlee

Interview with Rushang Shah, Founder of Gramlee Interview with Rushang Shah, Founder of Gramlee Interview with Rushang Shah, Founder of Gramlee By Daniel Scocco If you have not noticed yet, Gramlee is one of the newest sponsors of Daily Writing Tips. When they contacted me a while ago I was glad to accept them aboard, mainly because I think that they provide a useful service for both individuals and companies that want to make sure their text pieces are grammatically sound and clearly written. A while ago I was exchanging some emails with Rushang, the founder of the service, and we thought about running an interview to explain what they do, and to talk about general writing tips. He agreed to, and below you will find it. 1. What is Gramlee, and why should people use it? Gramlee is a web-based editing and grammar check service that everyone can use. It’s like having a personal copy editor who can magically make your writing technically accurate and professional. Anyone with an Internet connection can tap into the expertise offered by professional editors. Our editors revise documents to better match the specific prose, style, and flow that the writer is trying to portray. We check for grammar, spelling, punctuation, structure, brevity, and overall readability and professionalism. 2. Can you give us examples of who uses Gramlee and how they’ve benefited from the service? Bloggers are avid Gramlee users.   Many people have amazing ideas that they want spread through their blogs, but they fear that their writing skills aren’t professional enough to show to the world.   Small business owners also rely on Gramlee. They use it to edit everything from marketing, sales, and business documents to internal emails and memos. Job hunters who want to get an edge over other applicants use Gramlee to guarantee their cover letters and resumes are grammatically sound and professional. Having a professional and accurate resume is critical in today’s economic environment where each job can have an overwhelming number of applicants. We also have many users from non-English-speaking countries. They depend on Gramlee to make their writing professional so their businesses can compete. These are just a few of the people who use Gramlee. Short stories, business plans, manuscripts, presentations – we edit them all. Our motto is: if it’s written, we can edit it. 3. Can you share some of the interesting (or funny) Gramlee pieces you’ve received from customers? What types of things do you typically see? Since people use Gramlee for both personal and business writing, we get pieces that span the entire spectrum from serious to outright hilarious. In fact, we just launched a Twitter feed about some of the more interesting topics we get: twitter.com/gramlee One of the most inspiring Gramlees I’ve read was a letter written by a girl to her boyfriend. She was breaking up their relationship because she felt her boyfriend didn’t understand or value the meaning of love. In her letter, she explained what love meant to her and the value it carries in the scheme of life. The letter was so heartfelt and honest that we asked the customer if we could share it with fellow editors as inspiration. Recently, we received a Gramlee where a student was writing a college application letter for medical school. The student was raised in a rural area in a foreign country. He explained how his family found an abandoned baby in a wooden box floating in the river. His family adopted the baby. The student explained how this experience marked the beginning of his passion of attending to the needs of others. 4. Can you give our readers a Top 5 list of the most common grammatical and writing errors that you’ve seen? 1. Punctuation is one of the most misunderstood elements of writing. You’d be surprised how many people are completely in the dark about when to use commas and where to place them. 2. Apostrophes. (It’s vs. its; they’re vs. their vs. there) 3. i.e. in place of e.g. (The abbreviation â€Å"i.e.† officially means â€Å"that is.† The abbreviation â€Å"e.g.† means â€Å"for example.†) 4. Of in place of have. (â€Å"Could of† should be written as â€Å"could have†) 5. Tense confusion. People inadvertently switch from present tense to past tense throughout their writing. Keeping things consistent seems to be a challenge for many. 5. Why do computers fail miserably at proofreading and copy editing? Computers lack the â€Å"human element.† The human element to the editing process involves understanding who the audience is, what tone or purpose the writing serves, and how to best frame and structure the writing. A software-based editing solution just can’t provide this. For example: 1. He come form the kitchen. 2. He came from the kitchen. Try typing Sentence 1 into Microsoft Word and run the spell / grammar check. It fails to find the mistakes. A real editor, however, will instantly catch this error. Now, let’s say you’re writing a horror story. Let’s take the same example and see how a real editor would edit your writing. Original: He came from the kitchen. Revised: He entered quietly through the kitchen. The revised sentence establishes a more descriptive visual for the audience based on the context of the document – in this case, a fictional horror story. 6. How has the conversational style of writing that takes place in social media environments like Twitter and Facebook impacted the overall quality of writing? People rely more on abbreviations and shorthand instead of professional prose. This isn’t really anyone’s fault; today’s digital medium is built around quick and seamless exchange. My only concern is that people are becoming illiterate in the art of writing. Acronyms and emoticons can never replace the impact a well crafted message leaves. 7. What’s the single most important writing tip that you can give people? Two tips: proofread using drafts, and space out the time between your drafts. Never produce just one draft that you submit as a final version. Even the best writers make mistakes. This is because our minds are not really wired to multi-task. We can only accurately do one thing at a time. The first draft of any piece of writing involves getting thoughts and ideas on paper, not ensuring that grammar rules are followed or the writing is completely professional. Make sure to take a break between each draft you work on. The time away from the document will help your mind â€Å"purge and reset.† Once you have a clear mind, you’ll be able to approach your content with an entirely new perspective. You will also find mistakes that you previously overlooked, or come up with better ways to write something. 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 General category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names15 Types of DocumentsHow Long Should a Synopsis Be?

An Overview of El Nino and La Nina

An Overview of El Nino and La Nina El Nino is a regularly occurring climatic feature of our planet. Every two to five years, El Nino reappears and lasts for several months or even a few years. El Nino takes place when warmer than usual sea water exists off the coast of South America. El Nino causes climate effects around the world. Peruvian fishermen noticed that the arrival of El Nino often coincided with the Christmas season so named the phenomenon after the the baby boy Jesus. The warmer water of El Nino reduced the number of fish available to catch. The warm water that causes El Nino is usually located near Indonesia during non-El Nino years. However, during periods of El Nino the water moves eastward to lie off the coast of South America. El Nino increases the average ocean surface water temperature in the region. This mass of warm water is what causes climatic change around the world. Closer to the Pacific Ocean, El Nino causes torrential rains across the west coast of North America and South America. Very strong El Nino events in 1965-1966, 1982-1983, and 1997-1998 caused significant flooding and damage from California to Mexico to Chile. Effects of El Nino are felt as far away from the Pacific Ocean as Eastern Africa (there is often reduced rainfall and thus Nile River carries less water). An El Nino requires five consecutive months of unusually high sea surface temperatures in the Eastern Pacific Ocean off the coast of South America to be considered an El Nino. La Nina Scientists refer to the event when exceptionally cook water lies off the coast of South America as La Nina or the baby girl. Strong La Nina events have been responsible for the opposite effects on climate as El Nino. For example, a major La Nina event in 1988 caused significant drought across North America. El Ninos Relationship to Climate Change As of this writing, El Nino and La Nina do not appear to be significantly related to climate change. As mentioned above, El Nino is a pattern that had been noticed for hundreds of years by South Americans. Climate change may make the effects of El Nino and La Nina stronger or more widespread, however. A similar pattern to El Nino was identified in the early 1900s and was called the Southern Oscillation. Today, the two patterns are known to be pretty much the same thing and so sometimes El Nino is known as El Nino/Southern Oscillation or ENSO.

Discourse and Representation (Critically assess the relevance of Essay

Discourse and Representation (Critically assess the relevance of Marxist theory to the study of Media Texts) - Essay Example No doubt, they are based on his concept; but the way they have spread their tentacles far and wide today, Marx himself would have found it difficult to recognise them and the relationship between the media and Marxism is one such field. Liberal pluralism and freedom of speech come distractingly closer to Marxist theorists in this field. "Marxist theorists tend to emphasize the role of the mass media in the reproduction of the status quo, in contrast to liberal pluralists who emphasize the role of the media in promoting freedom of speech," http://www.aber.ac.uk/media/Documents/marxism/marxism01.html (Daniel Chandler). To Marxists, capitalistic society is one that is dominated by the dominant class and media is a part of such a society. It also represents a pluralist view and diverse values from various classes in the society. Graham Murdock spoke about 'political economy' and according to such thinkers, economic foundation is much more important than the ideology. These ideologies are mainly dealing with the construction of ownership and control at different stages of media production. "The class which has the means of material production at its disposal has control at the same time over the means of mental production, so that thereby, generally speaking, the ideas of those who lack the means of mental production are subject to it. ... Marxist theory applies the same owner-worker yardstick to every eventuality without fail. Worldviews and ideas are coming from the ruling class and naturally, according to Marxist theorists, most of them are biased, as the ruling class is in charge of presenting those ideas in their own way. It does not allow workers to send the clearer ideas and this makes the Media a region for class struggle. Existing power relations are usually maintained and promoted by media for decades now. Developing alternative theories in the place of what is always taken for granted is a comparatively recent approach opening new ideas for Marxist theorists. 'From each according to his ability and to each according to his needs' is the main rule of Marxism. Information stretched and spread for common consumption shows a comparative consistency. When the unprecedented 9/11 attacks took place, mass media and Marxist theories worked with great bonhomie. Theorists could see Marxism in the attacks on capitalism. Even though Marxism never facilitated plural voices, and the media is awfully restricted in Marxist rules, Marxist theorists applied various theories to the media presentation of the incident on the aftermath of the attacks. Theories and media texts revolutionalised the entire social structures of the world after this event. "A social formation consists of three practices: the economic, the political and the ideological. The relationship between the base and the superstructure is not one of expression, i.e., the superstructure being an expression or passive reflection of the base," Storey, (p.110). Academy Award Winner, Michael Moor's film, Fahrenheit 911 has been one of the most controversial movies in recent years, based on the disastrous

International Finance and Law Assignment Example | Topics and Well Written Essays - 750 words

International Finance and Law - Assignment Example A close analysis of these two descriptions of the same product provides two different products. In the first document, it is evident that the traders are dealing with steel ingots, while in the second document; we cannot deduce which products the traders are dealing with. The only thing we are sure of, as a bank is that they are dealing with ingots. I would not honor the Letter of Credit, and as such, would not make any subsequent payments towards the document. This is because the document speaks of a product that is completely different from the one in the contract of sale. Consequently, the bank would be liable for honoring a Letter of Credit that has such form of discrepancies, and as such, would be liable to pay any amount of liability caused by the damages incurred from this contract. Furthermore, it would be difficult for the bank to trace the money paid out to SS, if at a future date the traders realized the discrepancies in the two contracts and demand to stop the contract, especially if at all he is a fraudulent person. Honoring the contract also gives him legal rights to decline liability to the contract, and he may choose not to send the products at all, or send a different product, ingots instead of 51 steel ingots to the buyer (Bamford, 2011) By refusing to honor this Letter of Credit, I would have to ask both parties to the contract to review the details of their contract. I would demand that they make changes to the contract and rectify the discrepancies before the bank can release any payment upon the order made. For instance, I would send a letter to MM advising him of the difference in description of the goods between the Contract of sale and the Letter of Credit. This means that the goods that the letter of credi demands payment upon are not the same ones discussed in the contract of sale. Therefore, he needs to clarify which goods he is paying for, and what is the acceptable market price of these goods. It might also

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was