How Does Elizabeth Gaskell Create an Effective Ghost Story?

Elizabeth Gaskell wrote this short story in 1852. It is based on revenge within a wealthy family. It is a ghost story where death plays a significant part. The choice of story teller really makes this 19th century story work. The nurse who tells this story in first person perspective tells us how her early life comes to a halt when picked out to look after Miss Rosamond the cousin of a lord. The tone of this story is very natural, honest, genuine and believable and adds certain freshness. At the start it is a very slow build up. She relates to the reader by expressing her fears truly, she's an outsider the same as the reader and we know this because she has no relation to this family. She also makes it very realistic and with no resistance. The impact of the setting is effective as the house is in the middle of no where, isolated and lonely. There are some safe areas in the house e. g. the kitchen, drawing room, nursery where there's a sense of warmth but all together over whelming because of the size of the house. The writer describes the sounds and sights of this place and compares to where she used to live. There were oak trees â€Å"white and peeled with age† from this extract you can tell this place is very old and adds effectiveness to this description. â€Å"Branches dragged the wall† from this we realise this house isn't looked after appropriately and in windy weather the characters would hear scraping against the wall which adds a sensation of mystery in the story. The east wing adds creepiness as no-one is allowed in there. It's like a taboo and no-one knows what the room even looks like. â€Å"Except the east wing which was never opened† which suggests that some one keeps it locked to try to hide or forget about something. The way tension is built up through out the story adds to the feeling of unease. The organ begins this disturbing atmosphere when the weather isn't good â€Å"someone â€Å"plays on the old organ but when Hester goes to look it's broken. This adds apprehension. Rosamond's mother dying very early in the story adds tension and suspense from the start. You are anxious to know is going to happen to Rosamond as she is so young. The writer adds thought to our minds while questioned with this. Tense and edgy is what we fell when the characters in the story only tell us a small part of the whole story and keeps the reader in need of more. When Dorothy reveals â€Å"If I show you, you must never let on† to Hester she firstly learns about Miss Graces' sister having her portrait turned to face the wall. Automatically the reader is wondering why this family has done such a thing. The use made of the ghosts in the story makes you have all different kinds of perspectives towards them. The ghost of the old Lord Furnivall very sinfully pounds of the organ on nights with severe weather conditions. â€Å"He played more and more stormily and sadly on the great organ† This suggests that the playing of the organ grew stronger and louder as the weather got more unpleasant as they grew quickly into winter. When Hester confronted the staff about these incidents they all alleged that they hadn't heard it or held the wind responsible. The danger the phantom child brought was far worse than the old Lords. â€Å"I could not choose but to go† Rosamond explained to Hester which says that the Phantom child has a power of Rosamond to make her pursue her to her mother up at the fells, where she would meet her death, but not only do they have a power over Rosamond they also have a power over Miss Furnivall. â€Å"Miss Furnivall shivered and shook so much† this makes the reader think why she is doing this and why she is so worried and scared. The ghosts are trying to achieve revenge on the family by killing Rosamond as the old Lord and Miss Furnivall killed them. Also before the ghosts come the atmosphere would change dramatically. â€Å"It grew dusk indoors† from this we can tell that the ghosts have immense power to turn the inside of the house dark while outside it is light and this is another fact of when the ghosts come the environment changes The use made of the family history is explaining the background this family has came from. The family history captures the mystery as the still don't give you the story intact just little tasters to keep the reader interested and always wanting more. You find out why the ghosts are there after everything is told to Hester and are there because when alive were thrown out of the manor when Lord Furnivall found out that Miss Maude the elder sister of the two had a child and was married to a musician that Lord Furnivall invited to his house every year but for musical purposes only, also he thought no man was good enough for his daughters which made him more angry. The building up throughout the story gives this story great potential and promise to have a superior impact at the end. For example the violence in this story in one way is especially exciting and open. Its exciting by making us the reader anxious of the intensity Elizabeth Gaskell goes to to put the message across. She is very open because she initially doesn't make it known to Hester that there is a chilling secret to this household and all of a sudden it comes out as if she cant keep it back any longer but all the way through she gives clues about it. Dorothy's coloured changed once or twice† This tells us that Dorothy knew everything that had happened but either couldn't say or didn't want to bring back such bad memories. The images in this story are very obvious and the writer has described them unmistakably throughout the story which gives the reader a clear picture in their minds. One example from the book is â€Å"the vast heath-place which gave out no heat† This description makes the reader realise that this was not real but just a re-enactment of something which took place a long time ago. Ending on a moral gives the reader an opportunity to think about things they have done in the past and involves them so then they relate to the book, and that gives the book an exceptionally good end. The moral â€Å"What is done in youth can never been undone in age† concludes this 19th century story splendidly. Miss Furnivall mutters these words on her death bed which intensifies the whole story even though the climatic part is over and all together adds great effect. Ghost stories aren't my favourite genre but I still appreciate them greatly!

Christian liberty Essay

According to the page, Martin Luther’s argument revolves around two basic proposition of liberty. Which states that: â€Å"A Christian is a perfectly free lord of all, subject to none† (Luther). By this statement he meant that once a person is freed by Jesus Christ, there shouldn’t be any other thing that would have a true dominion on the person on earth. So if Jesus sets you free, indeed you are freed. He explained that man has two folds nature: the inner soul, the spiritual and the carnal, outward flesh. A Christian does not become righteous by doing anything that has to do with flesh but only by the faith in Jesus. Nothing on earth should have any influence on Christian liberty. The second principle was that a Christian â€Å"man is the most dutiful servant of all, and subject to everyone† (Luther). The two propositions appeared to be contradictory but Luther was able to explain further on both making it clear. He asserts that only one thing alone is necessary for a Christian liberty and that is the Gospel of Christ. He defines Christian liberty as the freedom from the law putting it that the law is not meant for a righteous man. It is the belief in Christ that brings peace and liberty. While Freedom of the soul and its justification comes by faith alone and not by work, he said â€Å"it is evident that by no outward work or labor can the inward man be at all justified, made free, and saved† (Luther). In conclusion, Freedom comes when one belief in the word of God, that is one’s soul get freed and one become saved. Whereas, one get liberty after one has believed wholeheartedly in the Gospel of Christ, it is the word of God that teaches liberty. The freedoms mentioned by Martin Luther all have an element in common: they are all divine freedoms from things of the world. In contrast, Christians should be voluntary servants to God and other men, motivated by love for God and the changes made by salvation. Reference Luther M, Concerning Christian Liberty. Retrieved May 09, 2010 From http://homepage. mac. com/shanerosenthal/reformationink/mlchrlib. htm

Comparison Between two pieces of art. Single Gun Theory by Polly Personal Statement - 1

Comparison Between two pieces of art. Single Gun Theory by Polly Apfelbaum and Parents and Children by Matthew Ritchie - Personal Statement Example She is known for her â€Å"fallen paintings,† i.e. artwork that â€Å"exists in a contentious space between painting, sculpture and installation† (Polly). What that means is that Apfelbaum incorporates a lot of intricate fabrics and undermine shapes, and arranges them into distinctive patterns on the floor. She enjoys tackling cultural topics such as feminism, postwar and other popular culture (Polly). Apfelbaum does not stray from this description in her famous painting entitled, â€Å"Single Gun Theory.† The painting depicts various shapes and colors splayed out across a wooden floor. It is evident that the art is on the floor due to the bordering white walls and wall liners. The colors appear to have a â€Å"spilled† effect, creating the illusion or idea that multiple colored-pencils or pint has been dropped vicariously across the floor. The painting also has a 3-D effect where the top of the painting gives off the impression that is further away. It gradually gets larger from there until the bottom half overwhelms the viewer into making it seem like it is closer, like it is coming off the page. The walls themselves help issue the illustration where it is narrower at the top and wider at the bottom. The elements of design come in an array of options that can be applied to artwork. This includes, but is not limited to: line, shape, direction, size, texture, color, and value (Art). Each of these designs, or structures can be attribute to Apfelbaum’s â€Å"A Single Gun Theory† painting due to the fact that it is so expressive and dynamic. The liner marks are more distinctive on the surrounding edges where the colors are elongated. There is minimal sharing of the lines to each other because they are all marked individually by specific colors. The colors are one of the most vibrant aspects of Apfelbaum’s painting. It is what embodies the

Compare and contrast between liberalism and conservatism Essay

Compare and contrast between liberalism and conservatism - Essay Example High level of individual freedom is the core of classical liberalism whereas liberal conservatism advocates small governmental intervention on individual matters. In other words both are similar as far as individual freedom is concerned. Classical liberalism advocates private property and liberal conservatism also do not deny earning of private property. Liberty and prosperity were the major slogans of classical liberalism. Liberal conservatives also emphasize human's freedom, capitalism and a free economy/market. Progressive liberals are not much keen in doing what they advocate in their manifesto. Most of their principles and policies were lie on paper alone. On the other hand, traditional conservatives believe in natural laws and moral principles. Tradition, custom, hierarchy, patriotism, localism regionalism etc are different dimensions of traditional conservatism whereas progressive liberals will never advocate all those things publicly, but they engage in similar activities pri vately.

Classification Essay Example | Topics and Well Written Essays - 500 words

Classification - Essay Example Offline marketing on the other hand, involves use of media such as television, radio and newspapers for advertising. These are the conventional forms of marketing which companies have been successfully using over the years. Volkswagen has effectively made used of newspaper audio advertisements in emerging economies in its marketing campaigns. Another way of classifying marketing is through who finds whom. When the companies make efforts to reach their potential customers, it is called as outbound marketing. In this type, organizations make efforts to market their products even if customers are not searching for them or just don’t need them. Marketers use tools such as billboards, newsletters, banners and telephone calls to approach the customers. The opposite of outbound marketing is inbound marketing. In this type of marketing, the customers start with a need of a product or service and then look out for companies who can fulfill their requirement. When customers look out for a product or service on a search engine such as Yahoo or Google, the search engine optimization helps in inbound marketing. Similarly, when a person looks to buy a home, he is using this type of marketing. Another way to classify marketing is through the use of marketing methods. When marketers need to send message directly to customers without use of middlemen or third parties, they make use of direct marketing. In this marketing, they make use of tools such as mail marketing, telemarketing and direct selling. In this marketing, the marketer directly faces the customer and hence can easily interpret the success or failure of his product or service and can work on its improvement with other organizational members. Indirect marketing comprises of all other methods which are not direct. Thus, when a company uses Television, Newspapers, advertising agencies and Internet, it is making use of indirect

American fast food in China Essay Example | Topics and Well Written Essays - 3000 words

American fast food in China - Essay Example However, McDonald's is the easily recognizable Fast-food brand in China. KFC has got the largest chains of fast-food restaurants in China with approximately 4000 fast-food restaurants. These restaurants are both domestic and foreign brands. The founder of this fried chicken chain of restaurant, Colonel Sanders, is one of the most recognized American faces among the Chinese. There have been emerging scandals that have been aired in relation to the excessive levels of antibiotics that have been used by American fast-food restaurants in China. Brands like KFC and McDonalds have been held responsible for claims that they have led to an epidemic of obesity in China. This weight gain can also be linked to the Chinese breakneck development. Other developing nations are rapidly undergoing an economic transition but China seems to be dragging behind as a result of a large majority of people gaining weight thus cannot manage to work properly to build the nation.The number of obese people in Ch ina grew from 18 million to 100 million in 2005 and 2009, whereas its national GDP doubled at that same period. However, it is quite surprising that even though China is known to have a population that eats a lot, the situation tends to be worse because China is considered to have another problem of having a malnourished nation. Other nations that experience the same are Vietnam and India. Diseases that are caused by consumption of excess sugar and fat have become popular in China. These diseases include high blood pressure, heart diseases, and Type 2 diabetes. An estimate of 9.7 per cent of Chinese country have diabetes especially, Type 2. This data is close to the findings of America which are 11 per cent of the total population. These findings were from a study conducted by New England Journal of Medicine. There are various reasons which have made the contribution towards the realization of massive profits by American fast food restaurants in China. This paper concentrates on the reasons as to why these changes have occurred and why they happen as they do. A lot of research has been done in an effort to investigate this phenomenon and Smith (2006) notes that localization of meals is what has contributed to the attraction of native customers in the foreign country. Localization of mea

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1500 words - 3

Rhetorical Analysis - Essay Example In her article backed up by frequent rhetoric, Laura Tyson points out how the assumptions made by pro-profit advocates fail to account for the environmental context and their stakeholders, including customers, society, and shareholders. As such greater social responsibility and concern is beneficial for organizations, if anything, because social well-being correlates to empowered consumers, ethical employees, effective governments, and sound social infrastructure. The article highlights many organizations such as Apple that have made efforts in order to enhance workplace conditions for their global employees in an effort to put their image in a positive light and thus increase sales by maintaining goodwill (Tyson, 2013). Therefore, the article mainly aims to point out that social responsibility is not reducing the competitiveness of organizations but is actually doing the opposite by providing them with a competitive advantage. The article by Laura Tyson (2013) is an argument against profit maximization as opposed to social responsibility. Laura Tyson has therefore adopted rhetorical strategies in order to communicate her point persuasively. These specifically include the usage of ethos and logos frequently as compared to emotional rhetoric characterized by pathos. The argument is geared towards proving the point that profit maximization is not the sole purpose of capitalistic organizations but organizations also have obligations towards their stakeholders, including customers, shareholders, and society. Laura Tyson first highlighted the stance held by Milton Friedman and Robert Simons before proceeding to present an argument against their case. Laura Tyson has regularly backed up her claims by citing empirical studies that support her claims. Hence the usage of rhetorical strategies is evident in Tyson’s argument as she has tried to make a case against profit maximization by organizations. Laura Tyson

How to Protect the United States Essay Example | Topics and Well Written Essays - 750 words

How to Protect the United States - Essay Example This research will begin with the statement that considering the ever-evolving nature of terrorism and the risks posed by the terrorists to the American future, it becomes imperative that the nation should prepare itself for potential future attacks. The overall nature and modus operandi of the attacks can be uncertain however, it is important that a comprehensive and holistic strategy is developed to counter any potential threats and terrorist attacks. It is suggested that in future, the overall barriers to large and catastrophic events will be low and the individuals, as well as small groups, will have larger and better capacity to strike their targets. Such enemy can pose a greater level of threat to the security of the nation as compared to those enemies whose strength is almost known. The overall threats are not just limited to the man-made threats but the natural disasters can have an impact on the economy, people as well as the society at large of the United States. It is crit ical to note that the ideology and the Jihadist philosophy is still intact despite the fact that senior Al-Qaeda leadership has been killed. This continuity in the Jihadist ideology, therefore, offers a greater vitality to the overall Islamic Jihad and thus pose the greater level of threat in future. In order to dilute this ideological surge, it is critical that Homeland Security must evolve and develop a new strategy to deal with the ever-increasing level of terrorist threats.

Form and Structure Essay Example for Free

Form and Structure Essay `A Taste of Honey is in two acts, both containing two scenes, and set in two flats. The play could be described as episodic, due to the fact that within the same situation by using a blackout, the play has moved on months from the previous scene (i.e. Jos pregnancy in Act II). Delaney has used a Brechtian device with using episodes to show different aspects of the characters lives, and how they fit together in the plot. The structure of the play is fairly basic as it follows the Brechtian influence of a Linear plot(beginning, middle, end) i. e. the play is easy to follow which symbolises the characters lives monotonous and basically the same situations arising from one day to the next. However, a element of Stanislavski is used as the technique of naturalistic/realistic drama (soap opera effect) is apparent. `A Taste of Honey follows the life of a young girl call Jo over the period of approximately 12 18 months. It is realistic in the sense that it portrays how working class people live and the struggles they have to endure, which would therefore allow the audience to relate to this and affect them emotionally. This relates to Stanislavskis aim of wanting to depict the working class and show the rich and privileged how they live (realities of society). This idea is also indicated throughout the outcome of the play the initial characters in the play Helen and Jo end up as they begun, rejected and the relationships they developed throughout the play have failed( Peter has gone off with another woman, Jimmie left Jo pregnant and does not come back to see her, and Geof leaves Jo). There is only Jo and Helen left, and Helen portrays selfishness and illustrates dislike towards her daughter, as shown on the final page( 86), which was the case in the opening of the play. This situation of the characters not progressing in their lives symbolises the genre of the play as they have no hope for the future because of the lives they lead. Due to their lack of education, morals and the general way they conduct their lives, (e.g. Jo dating a coloured man) they are outcasts of society. However, due to their working class status in the 1950s, they wouldnt be given the chance. Therefore, I feel the that Brechtian idea of current political factors playing a part in this play when written, is illustrated by the characters lives due to their working class status, the feminist issue of two of the male characters(Jimmie and Peter) only after Helen and Jo for sex, and the racism and discrimination towards coloured people. Stanislavski uses methods of traditional, realistic drama such as method acting, where the actor becomes emotionally involved with their character to gain a deeper understanding. Delaney intended on using this idea, as in the early rehearsals for the play, improvisation lessons were used. Avis Bunnage, who played Helen in a `Taste of Honey described this experience as an actor: When we came to bits that didnt seem to work, we ad-libbed around the ideas, made it up as we went along. We used things that were around like an aspidistra that someone had left on the stage which became incorporated in the production. I said some of my lines to it. Jean gave us hell during the rehearsals. She had us running from the stage to the paint bay and back over and even again, to give us feeling of real tiredness Example of method acting used in rehearsals for the play I would describe the genre of this play as kitchen sink as it has certain characteristics such as being set in a working class environment (Salford, Manchester in a flat). It deals with domestic issues such as conflicts between people who live in these poor conditions (e.g. Jo and Helen). The language even insinuates this genre of theatre, as it is simplistic and could be described as ordinary, everyday language, which is sometimes crude. An example of this is in Act II, scene I, where Helen and Peter have come to see Jo: Helen: Take your bloody money and get out Peter: Thank you Helen: You dirty bastard (Act II, scene 1, page 66 ) Another example of the language reflecting the genre of the play is Helens description of the flat: Theres a lovely view of the gas works. We share a bathroom with the community (Act 1, scene 1, page 7) Another element of this drama is the conflicts which arise due to the conditions in which the characters live (Jo and Helen). Helen kicks Geof out/makes him leave without Jo knowing about this, and she knows Jo wants him there. Another example is Helen arguing with Peter for touching her. Peter ( touching her) Now you know I like this mother and son relationship Helen: Stop it Peter: Arent you wearing your girdle? (Act 1, scene1, page 18) Helen argues with Peter about this because really she likes him touching her. This relates to Jo s situation as she doesnt want `boy (Jimmie) to touch her, due to the fact that she enjoys it too. This dismissal of affection is due to both the female characters not being really used to affection, as their relationship as mother and daughter certainly doesnt entail this behavior. Therefore, the characters dont know how to conduct themselves in a loving relationship, and are unaware of how to respond to affection, care and attention. The hostile relationship between Jo and Helen is established due to the many arguments they have, for example, when Jo tells Helen shes getting married, Helen is angry. Jo: My boyfriend, he asked me to marry him Helen: Well, you silly bitch. I could choke you (Act 1, scene II) The domestic relationship is between Helen and Peter (mother and boyfriend). For example, when Peter finds out that Helen has a daughter he states: That puts another 10 years on her (Act 1, scene 1) This portrays Peters attitude towards Helen, as he talks about her here in a rather disparaging tone as he knows Helen always tries to act and look younger than she actually is. This idea of making fun of characters is displayed again in Act II, scene 1, when Peter finds out Jo is pregnant: Peter (singing): Whos got a bun in the oven? Whos got a cake in the stove? Within the play the Brechtian device of including music is used, as there is many musical interludes which represent the beginning or mark the ending of a scene. For example, in Act 1, scene II the boy (Jimmie) exits whilst singing to the audience. This music within the play seems to be a contrast to the harshness and reality of it i.e. the characters are portraying happiness or humour when singing. However, even at times with the singing there is comic sarcasm intended. For example; when Peter finds out Jo is pregnant, he sings: Whos got a bun in the oven? Whos got a cake in the stove? This idea of music being an important factor in the play is indicated in Act 1, scene 1, when Helen is reminiscing about her experience of working in a pub, and she starts to sing a song she use to apparently perform, at which she asks the orchestra to join in and play the piece. The fact that the script indicates that there is an orchestra in the play gives us the impression that Delaney intended to make music a definite aspect of the play. Singing is also a element frequently used in the play, as Helen performs a old song she used to sing in the pub, Peter portrays his sarcasm by singing many statements, i.e. Walter, Walter, take me to the alter!. We also see boy (Jimmie) in Act 1, scene 2 (page 26) singing to the audience as he exits. This Brechtian device portrays the characters mood and temperament at the time, which also adds to the overall atmosphere. Another example of this is when Jo is reminicing about Jimmie in Act two, scene one(page 53) which indicates to the audience th at she still thinks about him and how she regards him as a liar. Another Stanislavski device used is sub-text. For example; is Act 1, scene 1, when Jo has gone to make coffee, Helen talks about her daughter to the audience: I suppose Id better clear some of this stuff away. She wouldnt think. Well they dont at their age, do they. Oh! it gets me right here when I try and do anything when I bend you know. Have you ever had it? This device allows us (the audience) to witness Helens personality and how self-obsessed she is, moaning about her cold and generally ordering Jo around. There is no real silences in the play, due to the fact that this portrays the monotony of their lives, always doing something, moving from one place to another, arguing, fighting, different relationships etc. The relationships throughout the play are fuelled by anger, where every couple seem to have disputes which lead to rash decision making, with no real thought of the consequences, i.e, boy asking Jo to marry him, Geof kissing Jo due to confusion etc. Therefore, the suspense is built up by the language, how the tempo of the dialogue speeds up as arguments take place, and the questions raised by the characters. For example, Jo inquires about her father and Helen divulges to her that he wasnt exactly normal. This leads the audience into thinking what actually was wrong with him and how will it effect Jo in later life? This device links to Stanislavskis idea of realism and how, for example, Helen is ashamed to admit firstly being adulterous and how this changed her life,(turned into a whore) and that she slept with the apparent village idiot, which in the 1950s would have been the gossip of everybody (fits in with the era). An element within the play which has had the influence of Brecht is the idea of Forum theatre. Brecht liked the audience to be involved in the play and in A Taste of Honey, Delaney has tried to incorporate an aspect of this by having the some of the characters speaking and interacting with the audience. For example, Helen addressed the audience frequently in Act one, scene One: She cant do anything for herself, that girl. (page 10) Another example is Jo on page 7: You packed em. Shed lose her head if it was loose. This device allows the audience to actually get feel a of what the atmosphere is actually like for the characters, and therefore this incorporates Stanislavinskis idea of wanting the audience to be able to react emotionally to the play.

Learning Theories Essay Example for Free

Learning Theories Essay This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison detre or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning, the experience is what psychologists Mihaly Czikszentmihalyi and Ellen Langer label in their respective theories, as moments of optimum flow or mindfulness. According to psychologist Mihaly Czikszentmihalyi, optimum flow occurs when: Alientation gives way to involvement, enjoyment replaces boredom, helplessness turns into a feeling of control, and psychic energy works to reinforce the sense of self, instead of being lost in the service of external goals. (Czikszentmihalyi, 1990, p. 9) Replicating such moments of optimum flow is the job of educators regardless of the domain, whether it be school, the workplace in job training, or the military, etc. Moreover, certain learning theorists are advocating the greater use of technology, namely computers, in learning situations because they see enormous potential of computer technology to replicate these optimum moments of flow. Learning is a personal act. We each plac e our own personal stamp on how we learn, what we learn and when we learn. We in effect have our own learning style. Howard Gardners theory of multiple intelligences which acknowledges learning as an holistic experience is, at present, one of the most well known descriptors of human cognitive profiles. The act of learning is paradoxical in nature. It can at times appear to be a very simple act. So simple, that we do not question its presence in how we go about our daily activities, for it is natural to our existence as learning organisms. Yet, when we encounter difficulties in learning something, we no longer take the learning process for granted. It is only then that our metacognition or awareness of how we learn is heightened. Learning is taken for granted as a natural process. As simple a process it may seem, the root of understanding how we learn is not as straight forward. The existence of numerous definitions and theories of learning attest to the complexity of this process. A random sampling of any educational psychology text will illustrate the variance in views to what exactly is learning and how we do learn. In Educational Psychology: An Introduction, for example, the authors write, Learning implies a change in the individual as a result of some intervention. It may be viewed as an outcome or as a process. (Belkin and Gray, 1977, p. 211) While this definition reflects a behaviorist view of learning, for it equates learning as an outcome, it is a starting point for the authors to expand their description of learning into many other realms, namely the different theories of learning. They in effect, devote a whole chapter of their text just to describe the many ways of defining learning. While it may seem somewhat premature to evaluate the aforementioned definition of learning and to equate it with a specific theory, it is important to recognize that intervention in the learning process can imply many different things. The degree of intervention, by who or what and how, are the defining factors of a learning theory. These factors help distinguish the many different theories. As you will see these theories are not stagnant. They are evolving and changing as we discover new ways of viewing human cognition. The mechanistic model of the mind of the behavior era has given way to the logical-computational model favored by artificial intelligence and cognitive science theorists (McLellan, 1996, p. 6). Don Tapscott, in his book Growing Up Digital: The Rise of the Net Generation, argues that we are now in a digital era of learning. According to Tapscott, a transformation in learning is taking place from what he labels broadcast learning to interactive learning. No longer are todays generation of learners satisfied in being the passive recipients of the traditional teaching process, rather, they want to discover it for themselves by becoming interactive with the learning. The net generation children using GlobaLearn [a web site], are beginning to process information and learn differently than the boomers before them. New media tools offer great promise for a new model of learning one based on discovery and participation. (Tapscott, 1998, p. 127) Tapscotts thesis that the technological revolution is permeating every aspect of our lives forces us to examine the use of computer technology as learning devices. Such rapid social, economic and general lifestyle change, due in essence to the technological revolution, begs the question based on learning theory, why does the use of computers as a learning tool make sense? This chapter will answer this question by profiling the many learning theories. [pic] The Spectrum of Learning Theories As a review of the literature of learning theories will illustrate there are many labels being used to describe the many theories. Moreover, there are many theorists associated with each approach. A categorization of these labels and theorists will help in understanding these fundamental theories. The spectrum of learning theories consists of many approaches or ways of explaining how humans learn. A description of each of these theories will suffice in providing you with enough knowledge to critically examine the use of computer technology as a learning device. The resume of each theory will consist of: †¢ the associated names of the theory †¢ a description of the theory †¢ theorists associated with the theory †¢ hyperlinks on the World Wide Web Diagram #1: The two extremes Behaviorism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivism The extremes of this learning theory spectrum are represented by respectively, the Behaviorist and Constructivist theories of learning. As theories trying to explain the same thing, they are bipolar based on their respective views of how knowledge is acquired and the intervention of tools of learning (teachers or instructors). As a context to better understand all of the theories of learning presented in this chapter, examine these two extremes first and then place the remaining theories onto the spectrum. [pic] Behaviorism The Associated Names of this Theory: Behaviorism labelled as a teaching approach is often referred to as directed instruction. As you compare this theory with the Constructivist view of learning, this label will become self-evident. Also in contrast to Constructivism, it has been labelled an objectivist theory of learning. Theorists associated with Behaviorism: J. B Watson E. L Thorndike B. F Skinner A Description of Behaviorism: The concern or emphasis of Behaviorism is observable indicators that learning is taking place. Contrasting this view of learning is the emphasis of cognitive psychologists who equate learning with the mental processes of the mind. Behaviorists do not deny the existence of these mental processes. In fact, they acknowledge their existence as an unobservable indication of learning. The focus of Behaviorism is on the conditioning of observable human behavior. J. B Watson, the father of Behaviorism, defined learning as a sequence of stimulus and response actions in observable cause and effect relationships. The behaviorists example of classical conditioning demonstrates the process whereby a human learns to respond to a neutral stimulus in such a manner that would normally be associated with an unconditioned stimulus. The supporting example often cited with classical conditioning is the case of Pavlovs dog. The focus of Pavlovs experiment was the digestive process in animals. In conducting the experiment, Pavlov noticed that the dog would salivate (response), upon hearing the ringing of a bell. This occurred because the dog had learned to associate its unconditional stimuli (normally feeding), with the neutral stimuli of the bell ringing simultaneously with the feeding process. Watson, believed that the stimuli that humans receive may be generated internally (for example hunger), or externally (for example, a loud noise). B. F. Skinner expanded on the foundation of Behaviorism, established by Watson, and on the work of Edward Thorndike, by focussing on operant conditioning. According to Skinner, voluntary or automatic behavior is either strengthened or weakened by the immediate presence of a reward or a punishment. The learning principle behind operant conditioning is that new learning occurs as a result of positive reinforcement, and old patterns are abandoned as a result of negative reinforcement. (Belkin and Gray, 1977, p. 9) In his book entitled, The Technology of Teaching, Skinner wrote: The application of operant conditioning to education is simple and direct. Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearance of behavior which otherwise never occur. (Skinner, 1968, p. 4) Skinner believed that more complex learning could be achieved by this process of contingencies and reinforcement through successive stages in the shaping process, the contingencies of reinforcement being changed progressively in the direction of the required behavior. (Skinner, 1968, p. 10) Applying the theoretical principles of Behaviorism to learning environments, it is easy to recognize that we have many behaviorist artifacts in our learning world. A dissection of the traditional teaching approaches used for years would reveal the powerful influence that Behaviorists have had on learning. The concept of directed instruction, whereby a teacher is providing the knowledge to the students either directly or through the set up of contingencies, is an excellent example of the Behaviorist model of learning. The use of exams to measure observable behavior of learning, the use of rewards and punishments in our school systems, and the breaking down of the instruction process into conditions of learning (as developed by Robert Gagne), are all further examples of the Behaviorist influence. With the advent of the computer in school, C. A. I. , or computer-assisted instruction has become a prominent tool for teaching, because from a Behaviorist perspective, it is an effective way of learning. CAI uses the drill and practice approach to learning new concepts or skills. The question acting as the stimulus, elicits a response from the user. Based on the response a reward may be provided. The contingencies of learning are translated into different levels of the program. Rewarding the user to a different level for correct responses follows exactly the approach of operant conditioning. Educators have espoused CAI as an effective teaching approach because it allows for self-paced instruction and it liberates them from the direct instruction of all their students so as to focus on those students with particular needs. Hyperlinks to Behaviorist Web Pages: http://www. coe. uh. edu/~srmehall/theory/theory. html http://tecfa. unige. ch/edu-comp/edu-s94/contrib/schneider/learn. fm. html#REF13085 http://www. sil. org/lingualinks/library/literacy/fre371/vao443/TKS2569/tks347/tks734/ http://mse. byu. edu/ipt301/jordan/learnterm_b. html [pic] Constructivism: The Associated Names of this Theory: Constructivsm is recognized as a unique learning theory in itself. It however, may be associated with cognitive psychology because as a theory of learning it focuses on a learners ability to mentally construct meaning of their own environment and to create their own learning. As a teaching practice it is associated with different degrees of non-directed learning. The term constructivsm is linked to Cognitive and Social Constructivsm. Theorists associated with Constuctivism: John Dewey Lev Vygotsky Jean Piaget Jerome Bruner Seymour Papert Mitchell Resnick A Description of Constructivism: The merits of Behaviorist learning theory and of their teaching practices are well documented. They have served well in teaching a growing North American population over the past six decades. Behavioral learning theory manifested itself in creating a systematic approach to teaching. Robert Gagne and Leslie Briggs, in their book, Principles of Instructional Design, combined Behaviorist principles of learning with a cognitive theory of learning named Information-Processing. The focus of the latter theory in this combination was of the internal processing that occurred during a learning moment. The design of instruction must be undertaken with suitable attention to the conditions under which learning occurs. With reference to the learner, learning conditions are both external and internal. These conditions are in turn dependent upon what is being learned. How can these basic ideas be used to design instruction ? How can they be applied to the design of single lessons, of courses, and of entire systems of instructions ? (Gagne and Briggs, 1974, p. 14) Gagne and Briggs principles of instructional design broke down the teaching process into a systematic process of nine steps. It is in effect, this type of systematic approach to teaching that acted as the catalyst for the creation of another view of the way humans learn. Behaviorist learning theory had served its purpose and its approach and goals were becoming outdated according to Constructivists like Seymour Papert. Constructivist learning theory sought to improve on what Behaviorist learning theory had already established by focussing on the motivation and ability for humans to construct learning for themselves. It viewed Behaviorism as being too teacher centered and directed. Constructivists regarded the educational system as a process of matching skill objectives with test items. It was void of meaningful learning. They also saw the teaching process focus too much on individual work rather than on group work. The final critique of Behaviorist learning theory from the Constructivist perspective helped define the core of Constructivism. To imply that knowledge is separate to the human mind and that it must be transferred to the learner in a teacher centered approach fundamentally was counter to the Constructivist theory of learning. Constructivists believe that all humans have the ability to construct knowledge in their own minds through a process of discovery and problem-solving. The extent to which this process can take place naturally, without structure and teaching is the defining factor amongst those who advocate this learning theory. Jean Piaget, a Swiss psychologist, observed human development as progressive stages of cognitive development. His four stages, which commence at infancy and progress into adulthood, characterize the cognitive abilities necessary at each stage to construct meaning of ones environment. Seymour Papert, psychologist and contemporary critique of Behaviorist teaching methods, writes in his book, The Childrens Machine: Thus, constructionism, my personal reconstruction of constructivism has as its main feature the fact that it looks more closely than other educational -isms at the idea of mental construction. It attaches special importance to the role of constructions in the world as a support for those in the head, thereby becoming less of a purely mentalist doctrine. (Papert, 1993, p. 42) As the inventor of LOGO, the programming tool for children, Papert too believed that children as learners have a natural curiosity to construct meaning of their world. The educational system as Papert saw it was too structured and it stifled this natural curiosity. The means by which children were being taught relegated them to a role of passive recipients of the teaching hence, they were not motivated to construct any learning for themselves. Learning according to Constructivists is a question of motivating an individual to attach new meaning to past cognitive experiences. According to Papert: It [constuctivsm] does not call in question the value of instruction as such. That would be silly: Even the statement (endorsed if not originated by Piaget) that every act of teaching deprives the child of an opportunity for discovery is not a categorical imperative against teaching, but a paradoxically expressed reminder to keep it in check. The constructionist attitude to teaching is not at all dismissive because it is minimalist the goal is to teach in such a way as to produce the most learning for the least teaching. Of course, this cannot be achieved simply by reducing the quantity of teaching while leaving everything unchanged. The principle other necessary change parallels an African proverb: If a man is hungry you can give him a fish, but it is better to give him a line and teach him to catch fish himself. (Papert, 1993, p. 139) Paperts desire to have children become motivated learners, critical thinkers, problem-solvers and metacognitionists is to be achieved through educational reform that provides the learner with the necessary tools to participate and to take ownership of the learning process. According to Papert, the computer is the appropriate tool to achieve such desired educational reform. These desired objectives of Papert and others who share the Constructivist view of learning are coming closer to reality as more people discover the power of computer technology. From Donald Tapscotts perspective, Paperts desired reality is happening now, as a paradigm shift to more interactive learning due to the exploitation of the digital media is taking place in our learning institutions. Tapscott cites eight shifts in learning today: †¢ From linear to hypermedia. †¢ From instruction to construction and discovery. †¢ From teacher-centered to learner-centered education. †¢ From absorbing material to learning how to navigate and how to learn. †¢ From school to lifelong learning. †¢ From one-size-fits-all to customized learning. †¢ From learning as torture as learning as fun. †¢ From the teacher as transmitter to the teacher as facilitator. Hyperlinks to Constructivist Web Pages: http://www. tcimet. net/mmclass/summer/CHPTales. tm http://www. coe. uh. edu/~srmehall/theory/construct. html http://www. gwu. edu/~tip/bruner. html http://www. mamamedia. com/areas/grownups/people/seymour. html http://www. mamamedia. com/areas/grownups/home_alt. html http://lynx. dac. neu. edu/home/httpd/t/tjohnson/papert%20history. htm [pic] Fitting the other Theories onto the Spectrum The two extremes of the spectrum have been outlined (refer to diagram #2). Inherent within each of these two extremes are related theories. Diagram #2: (Spectrum Summary) Behaviorism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivism   Directed Instruction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Non-directed Instruction Objectivist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivist Teacher-centered   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Learner-centered Behavioral observations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cognitive operations Focus on the individual   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Group work is emphasized More focussed on one approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   More holistic in approach Fundamentally, Constructivism is a cognitive learning theory because of its focus on the mental processes that construct meaning. Other learning theories equated with cognitive psychology are: Information-Processing theory, Scaffolding theory (associated with the Russian philosopher Lev Vygotsky) and Brain-based learning theory (associated with neuroscientists such as Marian Diamond and Robert Sylwester and educator Susan Kovalik). Information-Processing theory regards human learning as being analogous to a computer and its ability to store memory. As humans we process information initially with our senses. This information is either processed into our short term memory or it is lost. If this information is used and practised it is only then put into long term memory. Lev Vygotsky thought that our cognitive development was directly related to our social development. The culture we live in influences our social and cognitive development according to Vygotsky. He further recognized the differences of how the world is seen by children and by adults. Vygotsky labelled this difference in cognitive ability as the zone of proximal development. The job of educators was to identify this zone and to find out where the child was situated in this zone and build upon their specific level through a scaffolding process. Building from what the learner knows is in essence, anchoring the learning on past experience. Such anchoring is fundamental to Constructivist theory of learning. Computer technology is viewed by Seymour Papert as an excellent means to anchoring learning to meaningful experiences. The complexity of understanding how humans learn is reflective of our complexity as biological, social and cognitive animals. Many theories exist, all focussing on different aspects of our make-up as humans. Each theory is an attempt to explain how we learn, act and behave: Sigmund Freud focussed on our sub-conscious, Skinner on our observable behavior, cognitive psychologists on our mental processes, humanistic psychology on our social and interpersonal development. Howard Gardner took a more holistic approach in describing our cognitive profiles. His classification of human intellectual ability into seven intelligences incorporates many aspects of psychology to define the cognitive behavior of humans. Before moving on to Multiple Intelligences , refer to the following hyperlinks for information on other learning theories. http://mse. byu. edu/ipt301/jordan/learning. html [pic] Theory of Multiple Intelligences: Human intelligence should not be equated solely with linguistic or logical-mathematical intelligence alone, according to Howard Gardner. As the author of a new way of looking at human intelligences, Gardner, a Harvard professor, identified a total of seven different intelligences that humans may possess. His list includes: †¢ Linguistic intelligence †¢ Logical-mathematical intelligence †¢ Spatial intelligence †¢ Musical intelligence †¢ Bodily-kinesthetic †¢ Interpersonal intelligence †¢ Intrapersonal intelligence Gardner is working on more intelligences that qualify as cognitive processes: Multiple intelligences theory, on the other hand, pluralizes the traditional concept(Gardner, 1993, p. 15) Gardners fascination with human intelligence and how the brain works was started with an investigation of people who had experienced brain damage of some sort. He recognized that not all abilities, whether cognitive or motor-sensory, were eliminated from the individuals repertoire despite having endured some form of brain damage. Gardner hypothesized that we possess more than one form of intelligence. The theory of multiple intelligences provides a more holistic view of the intelligence of humans. Gardner advocates that we may all attempt to develop each of these intelligences to our optimum level. However, we may be more adept in only certain of these intelligences. We may however, aspire through practice and development to improve in the remaining intelligences. The use of technology appeals to this view of intelligence in that Gardners theory acknowledges that cognition is not a linear process. The computer as a learning tool has enormous potential in developing the different forms of intelligences of Gardners theory. Hyperlinks to Multiple Intelligences Web Pages: http://www. athena. ivv. nasa. gov/curric/weather/adptcty/multint. html [pic] Learning Theories and the Brain What is Learning? Learning is the process by which we receive and process sensory data, encode such data as memories within the neural structures of our brain, and retrieve those memories for subsequent use. The variety of information stored within such memories is enormous, including such items as: how to control your sphincter muscle until a socially appropriate occasion, how to identify mommy in a crowd, how to ride a bicycle, what is the shortest path to grandmother’s house without going near the lair of the wolf, what is the tune for Beethoven’s Ode to Joy, and what a philosopher means when she says The cat is on the mat. All learning takes place within the brain, and as our understanding of the underlying structures and processes of the brain increases we can begin to apply that knowledge to improve our construction of learning environments. Our ability to describe and understand the basic processes by which our brain learns has bee n enhanced by recent technological developments and by the accumulation of long-term studies in human and animal populations. Of particular benefit has been the development of brain-imaging techniques that allow us to observe the operation of normal human brains during the performance of a variety of tasks. Magnetic Resonance Imaging (MRI) and similar technologies have allowed researchers to map neural activity during sensory data processing and monitor the transfer of information into long-term memory. Researchers have also made great strides in determining the basic mechanisms that underlie the transmission of information within the brain. Such research on brain structure, neural transmitters, and the process by which memories are stored and retrieved have allowed the development of neuro-physiological models of learning. Although neuroscience has provided us with an increasingly rich and accurate descriptive theory of learning within the brain, we still need prescriptive theories of how to maximize the efficiency and capacity of human learning. To some extent all learning theories are prescriptive and seek to minimize the time required to transfer information into memory and maximize the efficiency of retrieving that information. Our current knowledge of the brain, and our speculations regarding the evolutionary function of learning, should assist such prescriptive theories in designing learning environments that provide for maximum learning efficiency. In particular, prescriptive theories informed by our current knowledge of neuroscience should allow us to evaluate the role of multimedia in learning environments. We should also be able to maximize the impact of multimedia in such environments through application of learning theories and our knowledge of the human brain. Learning environments should not be construed simply as the traditional formal classroom within the context of institutionalized public education. Such environments occur within the workplace, the home, and other social institutions as communication and information technology continues to penetrate Western society. We should also be aware that the use of multimedia will have an impact upon the development of the human brain, particularly when such techniques are used with children and adolescents whose brains are still developing and maturing. [pic] The Brain The three-pound universe that is our brain consists of more than 100 billion neurons and the associated structures that organize, nourish, and protect their functioning. Each neuron may have between 5,000 and 50,000 connections to other neurons, forming a dense connective mat that allows the storage of enormous amounts of information. It is important to remember that structures within the brain continue to develop until late adolescence and that neurons will continue to grow connections to other neurons throughout adult life. [pic] Brain Structures The diagram above shows four basic structures in the brain that are important for bodily functions and for learning and memory. The brain stem is primarily concerned with basic survival functions and the regulation of body systems. The cerebellum is involved in the performance of automatic movement patterns (walking, running, touch-typing, and other physical skills that can become part of automatic procedural memory). The limbic system is responsible for the processing of short-term memory into long-term memory as well as the generation and regulation of emotions. The cerebral cortex is the area of the brain in which sensory data is received and analyzed, decisions are made, and behavioral responses are activated. Information is received from the major sensory organs of the body: eyes, ears, nose, tongue, and skin; and is held briefly in sensory memory. The further processing of that information appears to be dependent upon the state of emotional arousal of the brain and the utility of such information for potential survival. Long-term memories are generated through the growth and spread of neural connections between those modular structures that contain the memory (Sylwester, 1995, pp. 89-90). The more often such structures are activated and the stronger the connections become to associated structures, the more easily such memories are retrieved and used by the brain in decision making and conscious thought. To some extent the driving forces behind the way our brain processes sensory input and makes decisions are the survival imperatives that accompanied human physical and cultural evolution. Our brains reflect the importance that survival places upon evaluating potential threat situations, making a quick response, and focusing all body resources on support of those functions that may lead to continued survival. In high-threat situations the focus of the brain will be almost exclusively upon what is identified as the potential threat while the body shuts down relatively unimportant systems to concentrate on those involved in the fight-or-flight response. Low-threat situations allow the brain to sample and evaluate a broader spectrum of sensory input and to analyze such input for future use. Thus a large looming shadow in the cave mouth tends to generate fear, prompting the body to shut down digestion, pump more adrenaline, and prepare the cerebellum to handle the process of running while the cerebral cortex looks for places to hide or make a stand. Strong negative emotion tends to evoke the fight-or-flight physiological and mental responses that shut down high-level cognition. A premium should therefor be placed upon the reduction of those factors within a learning environment that give rise to negative emotions. At the same time, sensory input that does not receive attention is not available for processing through short-term into long-term memory. Clearly a balance must be struck between too much and too little stimulation in learning situations. Some stimulation and motivation is necessary for the learner to pay attention to the data that they are required to learn; on the other hand too much stimulation (particularly in a negative context) is liable to create anger or fear as an emotional response, either of which can serve to reduce the amount of learning carried out within the environment. It appears that the limbic system plays an important part in the process of storing information as long-term memories. Those activities that provide an emotionally supportive environment may well have a positive effect upon the processing of information into long-term storage and subsequent retrieval of those memories. Group activities, co-operative learning, role-playing, and simulations tend to provide emotional support and emotional context for learning. Retrieval of long-term memories is enhanced when a large number of connections have been established between the neural modules that store such memories. To some extent our growing knowledge about the organization of the brain tends to support those theories of learning that can generally be labeled as constructivist. That is, situated knowledge that is connected to a large number of other memories is more apt to be recalled than is unconnected knowledge that has been learned by rote. Because the process of creating connections between ideas and memories is essentially carried out through a process of rehearsal and review, learners should be encouraged to review knowledge that is being learned and attempt to build connections to that knowledge that is already easily retrieved from long-term memory. Such cognitive tools as narration, story-telling, constructing metaphors, and making comparisons are strategies that help to build and maintain connections. The construction of knowledge is essentially the growing of connections between the neural modules that contain individual memories. [pic] Implications for Learning Theory If the apparent symmetry between contemporary brain-based learning theories and constructivism is accurate, then basic guiding principles of constructivism should be used in designing learning environments. These principles include: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. Parts must be understood in the context of wholes. Therefore the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to understand the world, and the assumptions that support those models. 4. The purpose of learning is to construct ones own meaning, not to have the right answers by repeating someone elses meaning. Learning is inherently inter-disciplinary, and the only valuable assessment of learning is assessment that is part of the learning process and that provides students with information on the quality of their learning. (On Purpose Associates, 1998b) Such learning environments should also be designed around the ideas that come forward from brain-based learning. That is, they should employ the three instructional techniques associated with brain-based learning: orchestrated immersion, where learning environments are created that fully immerse students in a learning experience; relaxed alertness, where an effort is made to eliminate fear while maintaining a highly challenging environment; and active processing, where the learner consolidates and internalizes information by actively processing it (On Purpose Associates, 1998a). Learning environments constructed with these principles in mind will tend to be organized around thematic units featuring knowledge in depth and the exploration of projects that have real meaning for the participating learners. [pic] Implications for Multimedia How should we then use multimedia presentations of information to effectively learn in the context of current brain-based learning theory? The communications and information technology that constitutes contemporary multimedia platforms has some significant advantages in creating a learning environment, but there are some pitfalls that must be accounted for as part of the learning process. Multimedia, at its best, allows us to bring the real world to the learner through the use of sound and video. Such connection to the real world should serve as a factor in motivating students, and as a factor in providing them with additional connections to other knowledge structures. At the same time, multimedia allows students to experience information through multiple modes of presentation. Such multi-modal learning should help to build connections within the learner’s brain if only because multiple modes of reception will engage different areas of the learner’s brain. Contemporary multimedia platforms allow a greater degree of learner control and more freedom for the learner to undertake self-directed exploration of the material. Such self-directed learning is likely to be more meaningful and more connected to existing knowledge structures within the learner’s brain. Therefore, we should see advantages for learning programs that include multimedia presentations. Learners should also gain from the possibility of self-paced instruction based upon contemporary multimedia learning technology. Whenever possible, immediate feedback should be built into a multimedia program to assist students in forming correct connections prior to reinforcing connections between new and old information incorporated within existing knowledge structures. Designers of multimedia instructional packages should take comfort in the strengths of multimedia, but they should also be aware of potential problems in using multimedia with learners. Although current multimedia technology allows excellent presentation in both video and audio modes, and provides some tactile feedback through the use of keyboards, there is little to offer students who need tactile experience ? multimedia is essentially a bimodal presentation strategy unless additional work is done to prepare material for students. Even the best multimedia programs cannot provide the total stimulation that natural environments provide? we have yet to incorporate smell or taste into such presentations, and tactile sensations are still limited. More importantly, there is a clear danger that multimedia programs may be used to substitute for interaction with other learners. We should not be seduced by technical virtuosity or cutting-edge visual and aural effects, there is still a need for human interaction and emotional support. Above all else, we should beware of the tendency to substitute passive learning for active learning. Multimedia provides significant advantages in presenting information to learners, particularly if sufficient resources have been invested to create presentations that make full use of current technology. Presentation of information, no matter how technically sophisticated, is not enough; learners must interact with content to construct their own meanings and integrate new knowledge into the dense web of neural connections that is mind and memory. [pic]

Impact of Macroeconomic Policies

Impact of Macroeconomic Policies Table of Contents (Jump to) The expansionary monetary policy decisions of the Reserve Bank of Australia (RBA) during the six months after the global financial crisis (GFC) escalated in September 2008. 1. Executive Summary 2. Monetary Policy of Australia after GFC 2.1 Arguments in Support of policy Decision 2.2 Arguments against the policy decision 3. Conclusion References The expansionary monetary policy decisions of the Reserve Bank of Australia (RBA) during the six months after the global financial crisis (GFC) escalated in September 2008. 1. Executive Summary The assignment is based on the Global Financial Crisis 2008 and its impact on the Australian economy. The assignment covers the main reason behind the GFC and the response of Australia’s reserve bank regarding the expansionary monetary policy to fight the Global financial Crisis. Later assignment also has the arguments in support and against the policy decision. Later it is concluded by following the evaluation outcomes. 2. Monetary Policy of Australia after GFC The global Financial Crisis of 2008 was considered as the worst financial crisis since year 1930 by several economists. It leads to the total collapse of many large financial institutions, the rescue of many banks by the government and major downfall of the world’s stock market (Williams, 2012). Due to the crash of the global share market, the Australian Dollar also collapsed. The net wealth of Australia was declined and the unemployment was increased considerably. There was a wave of uncertainty that swept the entire economy of Australia. . As per the data, the average of the household debt was increased from increased from $A190 billion in 1990 to $A1.1 trillion in year 2008 (ABS, 2009). The direct impact of the Global crisis 2008, in Australia was: The decline of Australian Dollar from 0.98 to 0.60 The decline in the summative value of the households between 13 to 14 % The significant decline in the household consumption The increase in saving of household from 1.2 % to 8.5 % Increase in rate of unemployment from 4.1% to 5.8 % The Australian government was very prompt to take the action against the situation in order to reduce the impact of the Global Financial crisis 2008. The reserve bank of Australia decided to loosen the monetary policy for one year with the aim of rectifying the loss of big business and consumers that occurred due to Global Financial Crisis. Under this policy the RBI made the considerable reduction in the interest rates and increased the money supply in market. This led to overall consumption in the market of Australia (Green et al., 2009). The cash rate as also reduced by the reserve Bank and it lead to overall 4 % drop within the months of policy formulation. The monetary policy had the following effects on the Australian economy: It showed the positive result in dealing with Global Financial Crisis and prevented the Australian economy from recession lead to an apparent recovery The investment and consumption levels were increased and the unemployment rate was decreased that showed the favorable national output and aggregate demand (Gregory, 2008) The impact of the expansionary monetary policy and the fiscal led to a positive impact in relation to the level of Gross Domestic Product growth rate of 0.9% in December 2009 quarter from -0.8% in December 2008 (Rotheli, 2010) As per the treasury reports of Australia, without implementation of the expansion monetary policy the gross domestic product of the economy would have been accounted to 0.7 percent (ABS, 2013). 2.1 Arguments in Support of policy Decision The monetary policy regulated by reserve bank of Australia played a significant role in fighting with global financial crisis. The monetary policy helped the Australian economy to fight the severe inflation conditions. In the beginning of the global financial crisis, the conservative monetary policy was formulated and implemented in response to the substantial decrease in the aggregate demand and the declining of the global financial market circumstances. The Australian government took the conventional monetary action with determination and speed. The target national funds rate was slash rapidly from five hundred and twenty-five points in September 2007 to zero till twenty five points in December 2008 (ATO, 2009). The other countries also followed this path by decreasing the interest rates on an average by 330 points in the developed countries and 300 points in developing economies. In the current situation Australia is one of the major four developed economies with official interest rates above 1 % (ABS, 2010). According to the world standards, Australia responded reasonably to the Global Financial Crises through a good combination of government stimulus, responsive policies of reserve bank, resources boom and prudential standards that were pre-existing. 2.2 Arguments against the policy decision There are many weak points in the monetary policy by the Reserve bank of Australia. There were many discrepancies that were exposed later. The arguments against the policy decision include the following points: There was no uniformity in the prices of Australian stock market and this anchored the inflation expectations. The implementation timing of the monetary strategies will be dependent on recovery pace and the return of normal conditions of the financial markets (Lunn, 2008). The policy raised the concerns about the fiscal stability in international market The policy was not able to deal with the major problem of unemployment in Australia. The unemployment figures of Australia during the Global Financial crisis were at 6.5 percent as compared with the United Sates was over 10 percent. In the current situation, the current unemployment rate in Australia is 5.3%. Consequently they have improved and recovered from the crisis but did not move in the required rate (Eslake, 2009). 3. Conclusion For determining the Australia’s economic condition there are many factors that must be considered. This report focused on the major factors of the policies implemented by the Australian government to reduce the impact of Global Financial Crisis. The Australian government was very prompt in taking the action against the losses of Global financial crisis. It is noted that the policies and procedures of the Australian government helped them to recover fast and they are much ahead of other developed nations. Australia responded reasonably to the Global Financial Crises through a good combination of government stimulus, responsive reserve bank, resources boom and prudential standards that were pre-existing. Even though the current situation of Australia has not reached the level of pre GFC situation, but still it regained mush better than the other developed nations like United States of America. References ABS (Australian Bureau of Statistics) (2009)Australian Social Trends4102.0. Available at: www.abs.gov.auaccessed 18/4/10. ABS (Australian Bureau of Statistics) (2010)Labour Force, Australia6202.0 Available at: www.abs.gov.auaccessed 18/4/10. ATO (Australian Tax Office) (2009)Commissioner of Taxation Annual Report 2008-09 Available atwww.ato.gov.auaccessed on 11/02/09 ABS (Australian Bureau of Statistics) (2013)Labour Force, Australia6202.0 Bloxham, P. and Kent, C. (2009) ‘Household Indebtedness’The Australian Economic Review, Vol 42(3): 327-39. Debelle, G (2008) ‘A comparison of the US and Australian housing markets’BulletinJune 2008 RBA Available at:www.rba.gov.au/publicationsAccessed 18/4/10 Eslake, S. (2009) ‘The global financial crisis of 2007-2009: An Australian perspective’ Economic PapersVol. 28(3): 226-238 Green, H. Harper, I and Smirl, L. (2009) ‘Financial Deregulation and household debt: the Australian experience’The Australian Economic ReviewVol. 42(3) Gregory, R. G. and P. Sheehan (2008), ‘Poverty and the collapse of full employment’, in R. Fincher and J. Niewenhuysen, (eds.), Australian Poverty: Then and Now, Melbourne University Press, Melbourne, 103-26 Lunn, Stephen (2008).Life gap figures not black and white.The Australian(News Limited). Retrieved 7 December 2010. Paletta, Damian; Lucchetti, Aaron (2010). Senate Passes Sweeping Finance Overhaul. Wall Street Journal. Retrieved July 22, 2010. Rotheli, T. (2010) ‘Causes of the financial crisis: Risk misperception, policy mistakes, and banks’ bounded rationality’The Journal of Socio-Economic39(2010): 119-126 Valentine, T. (2009) ‘Alternative Policy responses to the global financial crisis’EconomicPapersVol. 28(3): 264-269. Williams, Carol J. (2012).Euro crisis imperils recovering global economy, OECD warns. Los Angeles Times. Retrieved May 23, 2012. Williams, R. (2009) ‘Household debt: Is it a liability?’The Australian Economic ReviewVol.42(3): 321-32

Madness and Insanity in Shakespeares Hamlet - Hamlet is Truly Sane :: The Tragedy of Hamlet Essays

Hamlet is Truly Sane In William Shakespeare's play, Hamlet, we meet an interesting character named Hamlet. His father is killed and he finds out it was his uncle who murdered him. This, among other events, is believed to drive Hamlet insane. But he is not insane, he merely puts on an act because he craves attention, and is really quite sane. There are little incidents that tell the truth of his state of mind. He plans ahead, before doing something important. He acts in a calm and rational manner (most of the time) when planning, and when carrying out this plan, acts irrational. Everything he does is done for a viable reason; there is a purpose to what he does and why he does it. Also, Hamlet is aware of what is going on around him, something someone insane would not see. Hamlet plans ahead before doing certain tasks. When the acting company comes along, Hamlet talks to himself discussing that the play will bring about the conscience of the killer. He thinks of a play where a man is killed by someone close, something that resembles Hamlet's father's murder. This was not done in a state of insanity, and it was not spurr-of-the-moment idea. Hamlet thought this through and planned it out ahead. People insane do not think to plan ahead and do not act in rational manner. When Hamlet does act irrationally, it is in front of people; it is as if Hamlet wants the world to think he is insane. But maybe his reason for acting insane is legitamite.   Ã‚  Ã‚   Many of Hamlet's actions are done for a viable reason. He does not go off and do random acts of violence or anything of the sort. When Hamlet was going to kill Claudius the first time, he stopped himself, because Claudius was in confession. If Hamlet had killed him there, all of Cladius' sins would have been wiped away, and Hamlet feared sending him to heaven, so he would wait for a better time to kill Claudius. When Hamlet was arguing with his mother and Polonius approaches, Hamlet assumes it was the King. They scuffle, and Hamlet stabs Polonius. Hamlet thought it was the King, a viable reason, just not true. The most important reason to prove Hamlet's sanity is that he is aware of what is going on around him.

Marketing Ethics Essay example -- Business Morals Ethics Essays

Marketing Ethics The question of whether or not marketing is completely unethical is the question most critics of marketing seem to be focusing their attention on. Ethics provide the basis for deciding whether a particular action is morally good or morally bad (Britt 553). But, each individual develops different opinions, moral standards, and values. So, marketers will deal with similar issues differently because there is no "correct" way to handle any given issue. Marketers face various types of ethical issues in their everyday marketing activities. Such marketing activities that require marketing managers to utilize their moral values ethically are advertising, packaging and labeling, and global marketing.   Ã‚  Ã‚  Ã‚  Ã‚  "Advertising is the most criticized of all micro-marketing activities (McCarthy 643)." What is considered as unfair or deceptive advertising is very difficult to pinpoint, because times have changed and continue to change on a day to day basis. What one person may consider unfair or deceptive may not be unfair or deceptive to another person. There are no clear cut guidelines for marketing manager's to go by, so they must utilize their own judgement based on their own moral standards. But, in the United States their is an administrative agency that has the power to control unfair or deceptive business practices. The Federal Trade Commission (FTC) was created in 1914 to prevent "unfair methods of competition in commerce (commercial trade) and...

Research Paper Essay

Chapter 9 Problem 9 The Gall family became ill after drinking contaminated water provided by McKeesport Municipal Water Authority and filed suit against the Authority. The Authority filed to dismiss the complaint. Should the Galls’ complaint be dismissed? No, the Galls complaint should not be dismissed. Even though the code rule does not apply, the code concepts of good faith dealing and unconscionability exist and can be utilized. Chapter 9 Problem 10 Schumacher took over his parents business at their request, built a new home on their land, installed a well, and bought equipment for the business all with his own funds. There was a verbal agreement that Schumacher would be allowed to manage the business for life and a large parcel of land would be given to him when his first parent died. When the parents decided to sell the Inn and adjoining property, Schumacher sued. He lost, because in Minnesota, the agreement had to be in writing and his was an oral agreement. The question is does Schumacher have a valid claim for unjust enrichment? Yes, the parents benefitted from the new home and all the improvements to the parents land, such as, the new home, the well, and all the business equipment. Chapter 10 Problem 6Â  An offer for sale of a parcel of land adjacent to ST. Nicholas Greek Orthodox Church was sent by letter from Pernal to the church and also to White Chapel Memorial Association Park Perpetual Care Trust. The church sent back an acceptance offer that made changes to the original offer. Pernal acknowledged receipt of the offer and sent a letter to both parties that the original offer still stood. The church sued Pernal for breach of contract saying their offer was an enforceable contract. The question is will the church win? No, because the church did not accept the original offer. It changed the original offer and that change was not accepted by Pernal so there was no breach of contract by Pernal. Chapter 11 Problem 7Â  Cantu had a contract as a Special Education teacher for the 1990-91 school years. Cantu hand-delivered her resignation to the school superintendent and a letter of acceptance was mailed to Cantu by the superintendent on the same day. Cantu changed her mind, but the superintendent hand-delivered a letter telling Cantu the resignation had been accepted and could not be withdrawn. Cantu sued because her resignation was hand-delivered and the superintendent mailed his acceptance. The question, is this a good argument? No, it is not a good argument, because there was no stipulation in Cantu’s letter of resignation regarding the manner in which the superintendent must accept her offer of resignation. Therefore the superintendent had every right to use the mail to accept the resignation. Chapter 12 Problem 10Â  Tinker Construction was promised a bonus by Scroge if they completed a factory addition by a certain date and on time. Scroge also promised to pay the supplier a higher price for the materials needed to complete the addition by the date required. Scroge then refused to pay the bonus or pay the higher price for the materials. The question is, were these promises enforceable? Scroge is obligated to pay because there was an offer, new consideration, and an agreement to the new terms to modify the contract. The factory addition was completed on time by Tinker, so the bonus should be paid, and Scroge agreed to the new higher price of the supplies.

Criminals are made or born Essay

An understanding of criminal behaviour has been attempted by psychologists through many different theories. The three theories I will discuss are: the biological theory, the psychological theory and the social theory of crime. Each theory provides a thorough explanation of why people carry out criminal behaviour, however, which theory offers the better explanation? Are criminals born or made? The biological theory of crime suggests that it is very likely that biological factors play a significant role in criminality due to the fact that criminal behaviour tends to run in families. Adoption studies provide psychologists with the information required in order for them to discover whether criminal behaviour patterns are the result of the child’s genes or their surrounding environment. For example, if a child’s behaviour resembles that of their adoptive parents then this could suggest that criminality is a product of the environment. Mednick et al. (1987) studied the criminal convictions of over 14,000 people who had been adopted and found greater evidence to suggest that biology had more influence over their behaviour. To further support this theory, Bohman (1996) replicated Mednick at al’s study by comparing the percentages of sons with a biological parent with a criminal record to boys with an adoptive parent with a criminal record. Bohman also found that genetic factors were more significant compared to environmental influences. The psychological theory of crime suggests that negative expectations cause certain individuals to behave towards others in a criminal way because their stereotypes alter their social interactions (self-fulfilling prophecy). This theory was supported by Jahoda’s (1954) study of names. Jahoda studied Ashanti people who give boys ‘soul names’ when they are born which supposedly alters their characters. For example, boys born on a Wednesday are called ‘Kwaku’ and are expected to behave in an aggressive, violent way. Jahoda discovered that 13. 5% of boys referred to court had ‘Wednesday’ names, yet they were responsible for 22% of violent crime. This implies that expectations of the boy’s behaviours due to stereotypes caused differential  treatment and therefore they fulfilled the expectations caused by their names. The social theory of crime suggests that learning occurs when an individual (the learner) observes and copies another person (the model). Motivation to reproduce what the learner has observed from the model must be internal or external. Internal motivation may come from identification with the model, or external motivation can be obtained fro m direct or vicarious reinforcement. Children with criminal parents or who have other surrounding role models are very likely to be internally or externally motivated to copy behaviour, i. e. carry out criminal acts. Evidence to support this theory can be found using correlational data about exposure to media models and criminal acts. Eron et al. (1972) discovered a positive correlation between the violence level in television programmes watched by 7-8 years olds and their level of aggression. This violence was shown to progress (especially within males) as they became older. In my opinion, all three theories provide a valid approach and each are supported through evidence. I do not believe that one theory provides a significantly better argument than others, therefore, a combination (if possible) of each of the three theories would perhaps provide a more thorough answer to why people participate in criminal behaviour.

How does Priestley express ideas about Eric Birling in ‘An Inspector Calls’ Essay

Eric’s Drinking One explanation for Eric’s drinking perhaps is the hypocrisy of his family, and Eric feels he has to join in with the male dominated culture in society. For example when Gerald suggests he is going to be careful Eric expresses his amusement; â€Å"Eric suddenly guffaws. His parents look at him† this is the strongest suggestion yet that Eric is aware of Gerald’s affair, if not the exact specifics. When asked by Sheila what was causing his amusement Eric replies; â€Å"I don’t know – really. Suddenly I felt I just had to laugh† this shows how Eric defends the male and shows how Eric has to defend the male power not the female power. This could suggest that the hypocrisy of Gerald who is highly esteemed by his family had led to Eric’s frustration and led him on a path to alcoholism. Eva’s Sacking + Capitalism Eric clearly shows much more sympathy to Priestley’s views than that of his father. Discussing Eva Smith’s death, Eric suggests; â€Å"Why shouldn’t they try for higher wages? We try for the highest possible prices? †¦ you said yourself she was a good worker† this shows how Eric is questioning not only the decision making of his father but also Mr. Birling’s view on society. Mr. Birling is a keen advocate of everybody â€Å"looking after himself† but when a lower class workers attempts to improve their life changes Mr. Birling is contradictory and fires Eva. Showing how Eric’s rhetorical question of â€Å"Why shouldn’t they try for higher wages?† shows how Eric is almost representing Priestley’s views of the selfish, aggressive form of capitalism, which Mr. Birling represents. Affair When Eric’s affair comes to light, his choice of language leaves ambiguity to the reader about the nature of Eric’s affair. Did Eric force himself upon Eva? Or was Eric showing sympathy and attention to an innocent girl? Eric states to the inspector; â€Å"She wasn’t the usual sort. But – well, I suppose she didn’t know what to do† by suggesting she wasn’t â€Å"the usual sort† suggests that it is Eva innocence and desperation that causes Eric to be attracted to Eva, this could lead us to have sympathy for Eric. As if here were to see Eva not purely as a prostitute but also as somebody who can change and reform shows a more sympathetic side to Eric; that everyone can change. However the ambiguity comes from the statement â€Å"well, I suppose she didn’t know what to do† this sounds strongly like rape from Eric. That he has clearly forced himself upon her with Eva not knowing how to react. Again highlighted in the following remark â€Å"Yes, I insisted – it seems† again suggesting how Eric was the one dominating the situation. Although Eric’s guilt is evident when he tries to express doubt on his wrongdoing with the quote â€Å"it seems† showing how Eric is not comfortable with the sin he has committed. If this were to be the case it paints a much darker picture of Eric; suggesting he had no genuine car for Eva, but was only interested in the need to fulfill his sexual desire. Sexism/Prostitution Eric’s relationship with Eva continues to lack any real substance and highlights Priestley’s thoughts that woman have little choice about their choices in order to survive. As Eric continues to describe his relationship with Eva he describes â€Å"And this time we talked a bit† for a couple to only â€Å"talked a bit† is hardly a romantic statement, and suggests that Eric pretty much had sex with Eva straight away. The fact that Eric also couldn’t â€Å"remember her name or where she lived† shows how from Eva’s point of view Eric was someone who was abusive with her, and didn’t seem to look after her. The only reason for Eva to continue to associate with Eric would be because of the extreme poverty she faces; and showing how despite the abysmal way she is treated she has no choice but to accept the dominance of men. Learning His Lesson After the Inspector has left, Priestley does give the reader an opportunity to take a more optimistic view about what Eric’s future may hold. After his mother has condemned Eric outraging; â€Å"I’m absolutely ashamed of you† Eric’s reply shows a sign of maturity and of a genuine capacity to change responding, â€Å"Well, I don’t blame you. But don’t forget I am ashamed of you as well – yes both of you† the fact that Eric is now admitting shame on himself could suggest he is now in the frame of mindset to change his ideals and values. The way Eric also condones his parents also sounds remarkably mature saying â€Å"But don’t forget I am ashamed of you as well† this shows how Eric is condemning his parents in a very authoritative way, and turning the tables on his parents using mature demeanour. Eric continues to ridicule his parents, particularly expressing doubts over his father’s viewpoints. In one of his final lines Eric remarks; â€Å"You told us a man had to make his own way†¦and then one of those cranks walked in – The Inspector (laughs bitterly.) I didn’t notice you told him it’s every man for himself† the way that Eric uses repetition of his fathers notion about â€Å"every man for himself† shows how Eric ridicules Mr Birling’s views on Priestley’s behalf to show how many of the beneficiaries of capitalism believe in that principal; except those who need to be looked after the most. The message from Priestley that no matter how flawed or wealthy the character everybody has the ability to change.

The American Red Cross

The American Red Cross is a non-profit volunteer organization that provides various humanitarian services for free. The three most important concepts that the organization should consider are the mission statement, the recruitment of other volunteers, and the capability to maintain fiscal control. These concepts will enable the American Red Cross to remain consistent with its goals on a long term basis and to further enhance its capabilities in the face of pressing situations.It is said that â€Å"strategic plans can never be well developed until the organization is clear on its fundamental mission† (13). Since the American Red Cross mainly deals with complex disasters affecting local communities, among others, the organization should strive to lay down its core missions and to remain guided by them in every activity. Doing so will help the organization avoid running into situations it should not have involved itself in the first place. This correlates with the need to maintai n fiscal control.That is, sticking to the fundamental missions of the organization will prevent it from using resources on activities it does not have anything to do with in the first place. It is also said that â€Å"monitoring the financial condition of the organization is a responsibility that neither can nor should be delegated† (50). Thus, the executive officers should strive to keep track of the financial condition of the American Red Cross. Since the organization is essentially a volunteer group, its resources are limited.Consequently, it is only prudent for the organization executives to take full charge of the financial planning and to allocate resources properly and efficiently. Doing so can save the organization from financial troubles and help it continue its existence. It is also essential for the American Red Cross to recruit other volunteer leaders. However, the organization should not compromise quality with quantity. In other words, the organization should st ill see to it that newly recruited volunteers are committed to the fundamental mission of the group.There is more reason to expect new prospective board members to be attuned to the goals of the American Red Cross. This is because â€Å"the future of the organization depends on the quality of new board members† (36). These three concepts, when combined and applied correctly, can help the American Red Cross survive any trials to the group. The organization shall be able to provide humanitarian services to more needy people without misallocating or misusing its limited resources. In the end, the future of the organization will have to largely depend on the people behind it.

The Secret of Ella and Micha Chapter 15

8 months earlier†¦ Ella â€Å"You're not seriously going to climb up that tree, are you?† Micha frowns at me through the dark. He's dressed in a pair of sexy jeans that make his butt look good and his black t-shirt fits him perfectly. â€Å"You're gonna break your neck.† I rub my hands together and give him a devious look. â€Å"You know how much I love a challenge.† From behind him, the moon shines from the sky and his blonde hair nearly glows. â€Å"Yeah, but you're a little out of it right now and I don't think you should be climbing up any trees.† â€Å"I'll be fine.† I wave him off, pushing the sleeves of my leather jacket up. He always worries about me. I like that he does, but it doesn't mean I always listen to him. â€Å"Besides, if my dad catches me coming in, and he happens to be sober, I'm going to get chewed out for sneaking out and being drunk, especially because I was supposed to be on mom duty tonight.† Gripping a branch, I attempt to wedge my foot up in the tree. But it falls to the ground and I grunt with frustration. Micha laughs, shaking his head as he walks around behind me. â€Å"If you break your neck, pretty girl,† he says. â€Å"It's not my fault.† â€Å"You know your nickname for me is not fitting.† I grab the branch again. â€Å"You need to think of a new one.† He sweeps my hair to the side and puts his lips beside my ear. â€Å"It's completely fitting. You're the most beautiful girl I know, Ella May.† Through my foggy brain, I try to process what he's saying. â€Å"Are you trying to be funny?† He shakes his head. â€Å"I'm being completely serious. But there's no need to panic. I'm sure you'll forget all about it by the time morning rolls around.† I bob my head up and down. â€Å"You're probably right.† He laughs again and his warm breath tickles my ear, sending a shiver through my body. I almost turn around, rip open his shirt, and thrust my tongue into his mouth, but I don't want to ruin our friendship. He's all I have at the moment and I need him more than air. So I bottle my feelings up the best I can. He spreads his fingers across my waist where my shirt rides up, making the situation a little awkward. â€Å"Okay, on the count of three I'm going to boost you into the tree. Be Careful. One†¦ Two†¦ Three†¦Ã¢â‚¬  He lifts me up into the tree and I swing my legs up. The bark scratches at the back of my legs a little and the palms of Micha's hands cup my ass as he pushes me up the rest of the way. It makes me giggle. Once I'm up, he climbs up himself. His hands reunite with my waist and he assists me up the tree and into my window. I tumble through it and onto the floor with his quiet laughter surrounding me. â€Å"You're going to regret this in the morning,† he says with laughter in his voice. â€Å"You're going to have a headache from hell.† I kneel beside the window as he steps back out onto the branch. â€Å"Hey, Micha.† I crook my finger at him and he rolls his eyes, but tolerates me and returns to the windowsill. I throw my arms around his neck. â€Å"You're my hero. You know that?† I kiss his cheek. His skin is so soft. I start to move away when his head turns toward me and our lips connect briefly. When he pulls back, I can't read him at all. â€Å"Sweet dreams, pretty girl.† He grins and climbs back down the tree. My head becomes even foggier as I shut the window. Did he kiss me on purpose? I shake the thought away and wrestle my arms out of my jacket. The house is silent, except for the sound of flowing water coming from the bathroom. I head out into the hall, figuring my mom's left the bath running again. She does that sometimes when she's distracted. The door is locked, so I knock on it. â€Å"Mom, are you in there?† I call out. Water swishes from inside and I realize the carpet beneath my feet is sloshy. I sober up real quick, and rush to my closet to grab a hanger. Stretching it out, I shove the end into the lock of the bathroom. It clicks and I push the door open. The scream that leaves my mouth could shatter the world's happiness into a thousand pieces. But the silence that follows it is enough to dissolve it completely. Micha â€Å"What are you so happy about tonight?† my mom questions when I walk into the house. â€Å"I'm as happy as I always am.† I join her at the kitchen table and steal a cookie from a plate. She takes off her glasses and rubs the sides of her nose. There's a calculator, a checkbook, and a whole lot of bills stacked in front of her. â€Å"No, I haven't seen you smile like this in a while.† â€Å"I just had a really good night.† I take out my wallet and hand my mom a couple of twenties and a hundred dollar bill. â€Å"Here, this is what I got for working a weekend at the shop.† My mom shakes her head and tosses the money in my direction. â€Å"Micha Scott, I'm not going to take my son's money.† I throw it on top of the bills and push away from the table. â€Å"Yes, you are. I want to help out.† â€Å"Micha I – â€Å" â€Å"Stop arguing and take it young lady,† I warn with humor in my tone. She sighs, defeated, and collects the money. â€Å"You're a good son. Do you know that?† â€Å"Only because I was taught to be.† I head for my room, but hear a scream from outside. I backtrack into the kitchen. â€Å"Did you just hear that?† My mom's eyes are wide as she stares at the back door. â€Å"I think it came from the Daniel's house.† A billion different scenarios rush through my head as I run outside, hop the fence, and burst into her house. â€Å"Ella!† It's quiet, except for water running upstairs. I dash up the staircase, skipping steps. â€Å"Ella†¦Ã¢â‚¬  My body chills like ice. Ella is standing in the doorway and her mom is in the bathtub filled with red water that's spilling out all over the floor. â€Å"Ella, what happened?† She flinches and then turns to me. Her pupils have taken over her eyes and the look on her face will haunt me for the rest of my life. â€Å"I think she killed herself,† she says numbly and holds out her hands, which are smudged with blood. â€Å"I checked her pulse and she doesn't have one.† I take out my cell phone and call 911. When I hang up, Ella collapses into my arms and stays there, unmoving until the ambulance shows up. She doesn't cry – she barely breathes and it nearly kills me because I can't do anything to help her.