Ethic Comments Essay

In the first answer to question #1 the writer makes the following statement about her relationship with God. â€Å"I can try to do things on my own but if it is not in his plan it will not happen† Winkelmann (1). This seems to indicate that the writer believes that only acts that follow God’s plan will have successful results. How does one know if an act that one is about to commit is in God’s plan? If God does have a plan for each of us, are we capable of committing an act that is not in God’s plan? The second writer to answer question #1 describes the process he uses to make important decisions in his life. He declares that, â€Å"I usually try to go in the path of whichever solution has less consequences, and to try to do what is morally right† Tango (1). It is unclear whether the writer is saying that only acts with little or no consequences are moral or, if the act that produces the least number of bad consequences is the most moral. What makes the writer believe the consequences of an act determine its moral correctness? In answer #1 to question # 2 the writer suggest that Psychologist Carol Gilligan believes â€Å"that women and men should learn to consider both views of ethics to get a better understanding so that women could recognize their own human rights and not be considered inferior to men†¦Ã¢â‚¬â„¢ (2). While the equality of men and women may be an ethical goal, is the equality of men and women a goal of ethics? In response to question #2, writer #2 makes the following quote about ethics. â€Å"The task of ethics is to respond to respond to particular individuals with whom we have valuable and close relationships† (2). An employer could be showing compassion and concern for his/her employees yet, the employer could be over charging his customers for inferior products or services. Does showing compassion, concern, love, or kindness in close relationships have anything to do with the moral correctness of the people in those relationships? The first answer to question #3 supposes that people have an innate sense of what is right and wrong. â€Å"Someplace, in our minds we know what is right or wrong† (3). This statement seems incorrect to this writer. All children commit wrong actions. How will a child learn which actions are right and which actions are wrong, if he is not taught? The writer of the second answer to question #3 states â€Å"Conscience itself is usually described as ‘the inner sense of what is right or wrong in ones conduct or motives impelling one toward right action† (3). I agree with this writer that a conscience need not come from religion. If this consciousness of right and wrong does not come from religion, from where does it come?

A Mistake That Taught You an Important Lesson

Chapter 1: Basic concepts and terms This chapter answers the following questions: What is a dictionary? What are the different types of dictionaries? How can we describe a dictionary? What are the elements of a dictionary? What are the different kinds of information dictionaries provide? What is a dictionary? This is the first question one encounters when learning about dictionary skills or reading any book on lexicography (the art of compiling dictionaries). Defining the term â€Å"dictionary† is important to distinguish it from other reference books, which may look similar, like encyclopedias.Etymologically, the word â€Å"dictionary† comes from the Middle Latin word â€Å"dictionarium,† which means â€Å"collection of words and phrases†. This definition relates to the basic function of dictionaries which is listing the words of a language or a particular field of knowledge. This simple fact is the basis of all the definitions proposed for a dictionary. A dictionary is a book used as a reference source which contains lists of words arranged alphabetically or thematically, with explanations of their meanings (semantic information in monolingual dictionaries) or with their equivalents (in bi-, tri-, or multilingual dictionaries).They may also include more information related to orthography (spelling, alternate spellings), morphology (syllabification, word inflections, derivative forms, morphological paradigm), phonology (pronunciation, stress pattern), etymology (word history and origin), syntax (part of speech, verb type, noun type, etc), pragmatics (usage, frequency of use, style, context), and other semantic information (related words such as synonyms, antonyms). A dictionary may variously be referred to as: word book, lexicon, thesaurus, vocabulary, glossary, and concordance.However, each one of these is slightly different in scope. For example, a thesaurus (also from Latin, and which means a treasury or a storehouse) presents sy nonyms and antonyms; a glossary usually gives a list of terms confined to a particular domain of knowledge with definitions. What distinguishes a dictionary from these different types is that none of them provides all the different kinds of linguistic information a dictionary provides. Use thesaurus in a Sentence See images of thesaurus Search thesaurus on the Web Types of dictionaries: Dictionaries vary in coverage, size, and scope.They can be classified on the basis of different criteria. Knowing the types of dictionaries available is very important to decide which ones to buy or use. The following criteria are used to classify dictionaries: 1) Number of languages: Monolingual dictionaries are written in one language only. Each word is followed by its meaning or various meanings and probably other information related to pronunciation, grammar, or word history. Bilingual dictionaries are written in two languages. Each word is followed by its equivalent or possible equivalents in an other language.Bilingual dictionaries could be uni- or mono-directional; that is, they go in one direction only, from English to Arabic or vise versa. They could also be bidirectional; that is, the dictionary is divided into two parts; the first part is from Language 1 to Language 2, and the second one is from Language 2 to Language 1. Trilingual dictionaries are written in three languages. Multilingual language are written in more than two languages. 2) Age of the users: School dictionaries are intended for school students and they are graded according to children's age: elementary, middle, and high school students.They are simplified versions of adult references. They may also be referred to as â€Å"children's dictionaries† if they are intended for very young children. Adult dictionaries, on the other hand, are intended for adults and these are the ones that translators use and they include a variety of dictionary types such as college dictionaries, current language dictio naries, and unabridged dictionaries. 3) Size of the dictionary: This has to do with how fully a dictionary covers the lexicon of a particular language. The number of words is a measure of its relative size compared with other dictionaries in the same language.According to this criteria, dictionaries can be classified into the following. a) Unabridged dictionaries which are believed to include all the words of the English language (400,000 to 600,000 words). They give full coverage to the lexicon in general use and to specialized lexicon, with examples and all other information any dictionary could give. In other words, they provide complete and authoritative linguistic information. They are impractical for desk use because of their size and expense, but they are available in libraries and are important reference sources.Examples: Webster's Third New International Dictionary (NID3), and Oxford English dictionary (OED) which has 20 volumes. Semi-unabridged dictionaries are those which include about 315,000 words such as the Random House Dictionary. b) College dictionaries include from 150,000 to 170,000 words (almost 200,000 words). Examples: The American Heritage Dictionary of the English Language, The Random House College Dictionary, Webster's New World Dictionary of American English. They are called college dictionaries because they are often used by college students. c) Desk dictionaries include from 60,000 to 100,000 words.Examples: The American heritage dictionary, Merriam-Webster's Collegiate Dictionary. They are called desk dictionaries because they are often kept on desks for frequent reference. College and desk dictionaries are often abridged versions of larger dictionaries. Some publishing houses use the term college to refer to both college dictionaries and desk dictionaries. Some other houses use the term concise to refer to desk dictionaries; e. g. Concise Oxford Dictionary, Longman Concise English Dictionary. d) Pocket size dictionaries, which inc lude from 40,000 to 60,000 words; e. g. Pocket Oxford Dictionary. 4) Scope of coverage by subject:Subject-field dictionaries are confined to a special subject, such as law or medicine. Special-purpose dictionaries are limited to one aspect of language: collocations, slang, pronunciation, etymology, synonyms, usage, offensive and taboo words, spelling, dialect, neologisms, etc. A functional classification of dictionaries: For the purpose of the present course, which ultimately aims at training students to use dictionaries as professional translators, we will adopt the following classification that is based on the functions of dictionaries. Dictionaries are divided into two types: traditional and electronic dictionaries.I. Traditional (or regular) dictionaries: Traditional dictionaries are printed dictionaries (paper /print dictionaries). They are divided into four main categories: linguistic, visual, picture, and encyclopedic dictionaries. 1) Linguistic dictionaries are dictionaries that are concerned with words and provide linguistic information and may contain some pictures or illustrations. They are further divided into four types: general, learner, children, and specialized dictionaries. a) General-purpose dictionaries deal with the common words of a language and are compiled by language experts. They may be mono- or bilingual.They may be explanatory and help readers to understand a word meaning, its pronunciation, spelling, usage, etc. They may be translation dictionaries providing word equivalents. Explanatory and translation dictionaries may be unabridged, college, desk, concise, or pocket dictionaries. General-purpose dictionaries could also be production dictionaries (alternatively called activators) which are very useful in writing; they guide you as to which words or expressions to use to express similar or different ideas. They focus on use or meaning in context and on oral usage, rather than explaining their meanings.The first production dictionary is: Longman Language Activator: The World's First Production Dictionary (1993), Longman Essential Activator (intermediate level). The lexical information is organized around approximately 1000 key terms that serve as focal points for crucial sets of concepts. b) Learners' dictionaries are aimed at students learning a language. Examples: Oxford Advanced Learner's Dictionary, Collins Cobuild English Dictionary, Macmillan English Dictionary for Advanced Learners. c) Children dictionaries are very simplified versions specifically written for children. ) Specialized dictionaries are divided into two types: subject field dictionaries and special purpose dictionaries. Subject field dictionaries are limited to the vocabulary of specific scholarly areas or fields of knowledge such as medicine, law, religion, business and commerce, literature, military affairs and politics, etc. The rapid growth and development, and specifications in all the fields of knowledge has resulted in generating of new words or specialized terms for which the general dictionaries do not provide adequate information.Therefore, it became necessary to compile subject dictionaries which are devoted completely to specific subject fields. As a result many subject dictionaries and glossaries in Humanities, Social Sciences and Science ; Technology are coming out day-by-day. They are compiled by the experts in the different subject fields. Special purpose dictionaries deal with different aspects of language such as collocations, slang, idioms, phrasal verbs, neologisms, abbreviations, language varieties and dialects, synonyms and antonyms, pronunciation, etymology, usage, grammar, word frequencies, etc. ) Visual dictionaries tend to be complete dictionaries and rely on illustrations and photos or pictures; e. g. Merriam-Webster's Visual Dictionary Online. 3) Picture dictionaries are often organized by topic instead of being an alphabetic list of words. They include only a small corpus of words because they are often intended for children. They may be mono-, bi-, or multilingual. 4) Encyclopedic dictionaries has encyclopedic features; their concern is not the words of a language but rather with facts about things, objects, or people; e. . The Hutchinson Concise Encyclopedic Dictionary. II. Electronic dictionaries: An electronic dictionary is an electronic reference resource that contains a library of words and their meanings, spellings, and etymologies. They can be 1) portable (or handheld), battery-operated devices; 2) dictionary programs (on CDs) , or software running on PDAs or computers and which allow words or phrases to be input and translated; or 3) web based dictionaries accessible via the internet.Electronic dictionaries are more convenient than paper dictionaries and much faster to search. Examples of some online dictionaries: AskOxford Compact Oxford English Dictionary of Current English, Cambridge Dictionaries Online Cambridge Advanced Learner's Dictionary, Dictionary. com Dictionary. com Unabridged v. 1. 1 and American Heritage Dictionary of the English Language, Fourth Ed, Longman Longman Dictionary of Contemporary English, Merriam-Webster OnLine Merriam-Webster Online Dictionary, Oxford University Press Oxford Advanced Learner's Dictionary DictionariesTraditional Dictionaries Electronic Dictionaries Portable devices CDs Online dictionaries Linguistic Visual Picture Encyclopedic General Learners' Children Specialized Explanatory Production (Activators) Mono, college, desk, concise, pocketExplanatory Production Translation Explanatory Translation (monolingual) (bilingual) unabridged college or pocket college or desk Terminology (religious, literary, political, scientific, medical, etc) (mono and bi) concise Collocation, slang, idioms, phrasal verbs, common errors, neologisms, abbreviations (mono) pocket Synonyms, antonyms, thesaurus, production dic or activators (mono) Pronunciation, etymologies, usage, grammar, word frequencies, (mono) Colleg e, concise, pocket monolingual college or pocket Exercise: Find the following words in your dictionary, if you can't find them think of a reason to explain that: car cumdump goo gonzo coasthenia (psy) to smell to high heaven abarticulation (med) howitzer gun (mil) schlub action agent (mil) What type should you buy or use?Dictionaries are used by native speakers, language learners, or translators. Native speakers use dictionaries to help them in writing or in understanding unfamiliar words or phrases. For this purpose they use adult (unabridged or college) monolingual dictionaries. Language learners need learners' monolingual dictionaries, whether elementary, intermediate, or advanced dictionaries depending on their level of language proficiency. Translators, on the other hand, need both mono- and bilingual dictionaries. They are advised to choose the most recent editions of college or unabridged dictionaries, as the other types of dictionaries are limited in their vocabulary covera ge.They are also advised to have different types of specialized dictionaries of: idioms, collocations, phrasal verbs, usage, specialized terminology (religious, legal, political, medical, literary, military, psychological, scientific, etc). Elements of dictionaries: The elements of any dictionary can be discussed in terms of two levels: the macrostructure and microstructure. The macrostructure is concerned with dictionary features such as the front matter, the end or back matter, entry organization. The microstructure is limited to the structure of entries and the kinds of information they provide. We will discuss these two levels in detail in the following chapter on general monolingual dictionaries.

Analysis of tesco

Analysis of tesco Introduction The company that our group has chosen to analyse is Tesco. Tesco was founded in 1919 by Jack Cohen who began his new venture by selling surplus groceries from a stall in the east end of London; One his first day he made  £1 profit and  £4 of sales (Tescoplc.com [history]). Tesco has come a long way since then and is now one of the largest food retailers in the world, operating around 2,318 stores and employing over 326,000 people. Not only has Tesco managed to monopolise the food sector, they have also diversified into a number of other sectors, some of which being insurance, mobile networks, clothing, and electronics. However, this report shall have a focus of the food sector in the United Kingdom. Albeit that Tesco has 2,200 stores locally, it is categorised as operating in a globalised environment. Currently Tesco has stores in seven European countries; the United Kingdom, Poland, Hungary, Turkey, Slovakia, Czech Republic, and the Republic of Ireland. Furtherm ore also operates in Asia, stores can be found in China, Malaysia, Japan, Korea, Thailand, and Taiwan (Tescoplc.com [community plan]; Tescoplc.com [core UK]). The long term business strategy of Tesco is currently fivefold; to be a successful international retailer; to grow the core UK business; to be as strong in the non-food arena as the food arena; to develop retailing services- such as tesco.com, Telecoms, and Tesco personal finance; and to put community at the heart of what they do (Tescopl.com [long term strategy]). How Tesco chose to implement the corporate strategy is via a steering wheel model; that all of the key elements of the business, customers, operations, people, finance, and community, are dealt with an equal and balanced scorecard (Tescoplc.com [CR strategy]). It has been stated by Tesco that the steering wheel has been implemented to place emphasis on the fact that corporate responsibility is not a specialist function in Tesco, it is a part of everybody’ s job every day (Tescoplc.com [CR strategy]). Tesco works off the business value that their â€Å"core purpose is to create value for customers to earn their lifetime loyalty† (Tescoplc.com [our values]). Great emphasis is placed within â€Å"people†, without their customers and employees Tesco’s success would not have been possible. For the remainder of this report the variables that can affect Tesco’s competitive advantage shall be considered and evaluated. Value chain When considering the value chain of Tesco there are a number of primary variables that can either add value (+), lose value (-), or have the potential to add value (P+). For the primary activities; Inbound logistics These have an integral importance in the creation of the value chain as they provide the earliest opportunity to create value, therefore because of the elements related to the logistics Tesco try to achieve and maintain the level of consumer choice in store (+). The ef ficiency of distribution system of Tesco does need to be improved (+), and the quality control system should be managed by the company efficiently so that the cost of losses are not imposed upon the customers (P+).

Film and Media Studies Research Paper Example | Topics and Well Written Essays - 5500 words - 1

Film and Media Studies - Research Paper Example In philosophical reconfiguration of cinema the researcher has discussed on the terms phenomenology, ontology, semiotics and ethical factors as found in the films. The utilitarian deontological ethics are the other philosophies discussed and they are supported by various references in the films. Cinema has been the major source of the knowledge of human psyche. â€Å"Every theorist, every film maker, every philosopher, every place has a different story to tell.† (Flicity Colman 2009: 5) Cinema started developing at the end of nineteenth century with the advancement in photography, mechanics, optics and chronophotography. Much have been discussed about the essence of cinema, what we call it a theory of cinema. Film theory is a scientific process of organizing through which we learn to be disciplined and as objective as possible in our judgement about films. (Pieter Fourie: 194) Fourie further discusses four subjects of film theory: According to some experts cinema is a movement, and some say it is an interval. Some thought cinema as an image and some thought it as writing. The experts also debate on the question whether cinema is a science or it is an art. The discussion further continued with the ontological, epistemological and anthropological connections of cinema. Cinema was considered as a new medium of communication in early twentieth century. Many Film theories were developed to study the essence of cinema. They include classic film theory, apparatus theory, auteur theory, feminist film theory, formalist film theory, genre studies, Marxist film theory, philosophy of language film theory, psychoanalytical film theory, screen theory, and structuralist film theory. The paper tries to discuss some of these theories through the examples of some films. The topic of discussion is based on particular category of cinema and that is psychological thriller films. The research paper on Media studies basically

Assessment and Accountability Assignment Essay Example | Topics and Well Written Essays - 500 words

Assessment and Accountability Assignment - Essay Example To answer these questions, there is the need for one, as the teacher to assist the students in examining their performance and progress in the whole process of learning. They also need to offer them with descriptive and explicit responses which are certain to the task of learning. According to Coffey (2009), some of the learning activities which would help the students in achieving the goals of formative assessment would include: Students, with the help of the teacher setting short-term goals so as to be able to monitor their progress and create a big picture of the subject. As the teacher, one should identify and communicate the goals of the course for achievement of the supposed results. There is need to communicate these objectives in a language which is learner-friendly for the learners to comprehend and take part in completing their obligations. One needs to introduce self and peer-assessment which are crucial in offering the students with a chance to consider their learning. This would make the students have responsibility of their work and examine their own performance. Opportunities which model the students to take part in the learning process actively for constructive and meaningful response would be included.

Promotions Article Example | Topics and Well Written Essays - 500 words

Promotions - Article Example Under its deal with the Lionsgate, Groupon will sell the tickets for the LINCOLIN LAWYERS at a price of $ 6 during its two day online promotion. Under this deal, consumers purchasing the tickets will be given a special code which will be valid through Fandango for redeeming tickets. Interesting point in the article The digital promotion is the point that attracts me the most. Previously, we had traditional marketing and promotional activities in which direct marketing and promotional activities were carried out. Thanks to the Internet, from the comfort of home, one can easily be reached and made aware of a particular marketing and promotional activities. It is also advantageous from a company’s point of view as well. Take an example of Groupon; currently it has direct access to more than 60 million consumers globally. In the traditional offline marketing and promotional activities, to reach and remain in constant touch with such huge number of consumers would not be an easy fo r a marketing and promotional company. A link between the article and chapter points Basically, there are two points that are simultaneously mentioned and discussed in the book and the article as well.

American literature Essay Example | Topics and Well Written Essays - 1000 words

American literature - Essay Example A similar situation is observed in both the novel â€Å"Incidents in the Life of a Slave Girl† by Harriet Jacobs and â€Å"Personal narrative† by Edward Jonathan. Both the writers present the readers with an autobiographical account in their own unique way and it also forms a major theme of both the works because although they are talking about their experiences yet the context, the experience and the style of narration is completely different but still the same. â€Å"Incidents in the Life of a Slave Girl† is a detailed account of Harriet Jacob’s life as a slave during the 19 century. The novel is narrated in first person and the writer used the pseudonym Linda Brent in order to get her work published. The first person narration style creates a very close and direct relationship between the reader and the text because through this technique the author is able to make the readers his/her confidant. Although such a narrative presents a myopic view of the wh ole yet emotional impact is stronger in this type of narration. Furthermore the fact that the writer used a pseudonym to get her novel published is also of great importance as it highlights the author’s desperation to keep her identity a secret because of her fear of being recognized. Though the writer says that, â€Å"The slave girl is reared in an atmosphere of licentiousness and fear† () yet it did not deter her from enlightening the world about her situation as well as that of her fellow women. As it is stated in the preface of the novel that, â€Å"I do earnestly desire to arouse the women of the North to a realizing sense of the condition of two millions of women at the South, still in bondage, suffering what I suffered, and most of them far worse† (3). Hence these lines very aptly explain the motivation and the desire that forced Jacobs to write an autobiographical account of her life. Hence it is observed that such a genuine and emotionally rich account of the Jacob’s life not only evokes feelings of pity and sympathy but also teaches the readers a great deal about the manner in which women were treated at the time and the manner in which they deserve to be treated. As Jacobs mentions in the novel, â€Å"When he told me that I was made for his use, made to obey his command in everything; that I was nothing but a slave, whose will must and should surrender to his† (). The treatment of women is an issue which has been of grave importance for the past couple of centuries and this novel is a good reminder of the injustices that women suffer. Moreover this autobiographical account also explores the psychology of women and their insecurities as it is apparent from the lines, I was an object of her jealousy, and, consequently, of her hatred; and I knew I could not expect kindness or confidence from her under the circumstances in which I was placed. I could not blame her. Slaveholders' wives feel as other women would under si milar circumstances (). These lines not only explicate the insecurities of a woman who fears for her family but it also throws light on the writer’s wisdom at such a young age to be able to judge the appalling situation in which her fate had put her. Then again other issues like racism, slavery and role of religion are also discussed in this autobiograph

The killing of US citizen Anwar al Awlaki in Yemen Research Paper

The killing of US citizen Anwar al Awlaki in Yemen - Research Paper Example President Obama sought to justify the killing by stating that Anwar and his Al-Qaeda affiliates guided a failed trial or attempt to bomb an airplane in December 2009 during Christmas celebrations. Further, the president stated that Anwar also directed a failed trial to bomb an American cargo aircraft in 2010 (CBSNEWS.Com, 2012). The killing of Anwar al-Alwaki by a missile assault elicited a heated debate on the U.S justification of using lethal force against American citizens. For the first time since the end of American civil war, the U.S government had conducted an intentional and deliberate killing or murder of an American resident or citizen as a wartime foe and in absence of trial. The American government tried to keep the matter a secret but the choice to hunt and murder Anwar became an issue of public debate and scrutiny. Some American wondered the limitation of the powers of the president if he can order the killing of Americans abroad based on secret intelligence. It is significant to note that the killings of Anwar in Yemen brought in new information about the intelligence, military and legal challenges that the U.S government faced. This is because it shows the risks or perils of war, depending on missile strike from drone rarely recognized by the U.S citizens and intricate justifications written for only a selected few officials to read (The New Times, 2013). It is believed that Anwar al-Alwaki and Samir Khan who killed in the drone strike were al-Qaeda operational leader in Yemen. The two were U.S citizens who had never been accused by the American government nor indicted with any crime. The secrecy behind such drone strikes emerged as major issue because of the legal and ethical issues involved in the killings (Wilson Center, 2012). Information from the U.S department of Justice asserted that the drone missile

Report on HR Essay Example | Topics and Well Written Essays - 2000 words

Report on HR - Essay Example Effective human resource management would encourage team playing and would enhance collective performance in the organisation along with accentuating the individual performances. In case of performance management, a sound human resources policy would allow individuals to grow along with the growth of the organisation. This would entail involvement of the people in the work that they are assigned and autonomy in the context of the work done. There are several aspects of human resources which have a positive impact on the employees and help them to perform better in the organisation. The HRM can assign challenging and mentally stimulating jobs to the employees so that the employees find diversity and interest in the work that they do. The human resources managers often take several indicators which show that the organisational performance is increasing. Thus they try to make improvement in these indicators to bring an improvement in the overall organisational performance. In case of Wa l-Mart for example, the performance of each of the retail outlets is estimated by the HR department of Wal-Mart by analysing the length of the queues in the billing counters, the level of stocks that lie on the shelves and the stocks that are remaining at the end of the day. These are the key indicators that provide the HR department an idea about the areas where the performance can be improved to generate greater profits. (Harter, Schmitdt and Hayes, 2002, pp. 268-279). The managers in Wal-Mart act as the immediate superiors of the lowest level and junior level employees. Therefore it is important for the managers to encourage the employees to perform better in the daily activities of the retail store. The employees on the other hand should have respect for the managers and should be motivated by them for the achievement of any target that they need to meet. The human resource policies of Wal-Mart are progressive in nature in the sense that the implementation of the HR policies sho uld be done with efficiency and the goals that the line managers set for the employees have to be in accordance with the organisational policies. Thus it is essential for the managers to have leadership skills which would drive a positive energy in the entire organisation culture. Mutual respect should flow bilaterally for the line managers and the junior employees. The relations of the employees with the organisation and its various elements are some of the major benchmarks of the organisational effectiveness. The Human Resource Departments of the organisations generally engage the employee into participation programmes

Ethical Dilemma Essay Example | Topics and Well Written Essays - 3250 words

Ethical Dilemma - Essay Example It is indisputable that marijuana smoking has many ill effects not only to the smoker but also to the community surrounding a smoker. Consequently, while confronted with such a dilemma, there is the need to engage in ethical decision making to make the choice that best fits a person. The theories of normative ethics are superior tools of decision making when an ethical dilemma arises. The theories of Utilitarianism and the deontological ethics have been highly regarded in the philosophy of decision making, especially when individuals seek to choose between right and wrong actions in the society. While the Utilitarianism theories express that human beings will make a choice depending on the end effects, the deontological theory proposes that human beings have primary â€Å"duties† that they have to fulfill in every decision that they make. The objective of this paper is to critically apply normative theories in solving the ethical dilemmas that come along with smoking marijuana . In this case, smoking marijuana is an ethical issue that is surrounded by both legal and moral issues that can only be solved through critical decision making techniques. ... Currently, the drug has found application in treatment of cancer patients, as an anti-pain drug to reduce headaches, improving appetite among HIV patients and with treatment of the side effects of chemotherapy. However, in the field of medicine this drug is administered in small portions as the medical experts recognize the effects that come along with the use of the drug in large quantities (Jabelle, 2013). From this perspective, it is indisputable that this drug has many positive effects that are beneficial to the human race. On the other hand, the use this drug in the social circles has generated a lot of heat in its use and abuse in the social circles. The government in many states has waged war against marijuana use and laws have been enacted to prohibit its consumption in the society. While many states such as the United States have opposed any move to legalize this substance, other nations such as Jamaica have legalized its use in the public (Jabelle, 2013). Of more concern is the use of this drug as a means to get high in the entertainment circles in the society. The side effects of this drug in its excessive use are the risk of loss of short term memory and development of diseases of the nervous system (Souryal, 2010). Consequently, the proponents of its illegalization have proposed that this drug has long term consequences on the public and only regard its use under the prescription of a medical expert. Smoking marijuana as an ethical issue has both legal and moral consequences that come along with it. In the moral perspective, it is wrong since its abuse in the long term causes the user to suffer from diseases of the heart and the nervous system. In addition, the users of this drug are specific social groups that exist in this

Planned Approach to Change Essay Example for Free

Planned Approach to Change Essay The work of Kurt Lewin dominated the theory and practice of change management for over 40 years. However, in the past 20 years, Lewin’s approach to change, particularly the 3-Step model, has attracted major criticisms. The key ones are that his work: assumed organizations operate in a stable state; was only suitable for small-scale change projects; ignored organizational power and politics; and was top-down and management-driven. This article seeks to re-appraise Lewin’s work and challenge the validity of these views. It begins by describing Lewin’s background and beliefs, especially his commitment to resolving social conï ¬â€šict. The article then moves on to examine the main elements of his Planned approach to change: Field Theory; Group Dynamics; Action Research; and the 3-Step model. This is followed by a brief summary of the major developments in the ï ¬ eld of organizational change since Lewin’s death which, in turn, leads to an examination of the main criticisms levelled at Lewin’s work. The article concludes by arguing that rather than being outdated or redundant, Lewin’s approach is still relevant to the modern world. INTRODUCTION Freud the clinician and Lewin the experimentalist – these are the two men whose names will stand out before all others in the history of our psychological era.  The above quotation is taken from Edward C Tolman’s memorial address for Kurt Lewin delivered at the 1947 Convention of the American Psychological Association (quoted in Marrow, 1969, p. ix). To many people today it will seem strange that Lewin should have been given equal status with Freud. Some 50 years after his death, Lewin is now mainly remembered as the originator of the 3-Step model of change USA. Address for reprints: Bernard Burnes, Manchester School of Management, UMIST, Manchester M60 1QD, UK ([emailprotected]).dismissed as outdated (Burnes, 2000; Dawson, 1994; Dent and Goldberg, 1999; Hatch, 1997; Kanter et al., 1992; Marshak, 1993). Yet, as this article will argue, his contribution to our understanding of individual and group behaviour and the role these play in organizations and society was enormous and is still relevant. In today’s turbulent and changing world, one might expect Lewin’s pioneering work on change to be seized upon with gratitude, especially given the high failure rate of many change programmes (Huczynski and Buchanan, 2001; Kearney, 1989; Kotter, 1996; Stickland, 1998; Waclawski, 2002; Wastell et al., 1994; Watcher, 1993; Whyte and Watcher, 1992; Zairi et al., 1994). Unfortunately, his commitment to extending democratic values in society and his work on Field Theory, Group Dynamics and Action Research which, together with his 3-Step model, formed an inter-linked, elaborate and robust approach to Planned change, have received less and less attention (Ash, 1992; Bargal et al., 1992; Cooke, 1999). Indeed, from the 1980s, even Lewin’s work on change was increasingly criticized as relevant only to small-scale changes in stable conditions, and for ignoring issues such as organizational politics and conï ¬â€šict. In its place, writers sought to promote a view of change as being constant, and as a political process within organizations (Dawson, 1994; Pettigrew et al., 1992; Wilson, 1992). The purpose of this article is to re-appraise Lewin and his work.. The article begins by describing Lewin’s background, especially the origins of his commitment to resolving social conï ¬â€šict. It then moves on to examine the main elements of his Planned approach to change. This is followed by a description of developments in the ï ¬ eld of organizational change since Lewin’s death, and an evaluation of the criticisms levelled against his work. The article concludes by arguing that rather than being outdated, Lewin’s Planned approach is still very relevant to the needs of the modern world. LEWIN’S BACKGROUND Few social scientists can have received the level of praise and admiration  that has been heaped upon Kurt Lewin (Ash, 1992; Bargal et al., 1992; Dent and Goldberg, 1999; Dickens and Watkins, 1999; Tobach, 1994). As Edgar Schein (1988, p. 239) enthusiastically commented: There is little question that the intellectual father of contemporary theories of applied behavioural science, action research and planned change is Kurt Lewin. His seminal work on leadership style and the experiments on planned change which took place in World War II in an effort to change consumer behaviour launched a whole generation of research in group dynamics and the implementation of change programs. 978 B. Burnes  © Blackwell Publishing Ltd 2004For most of his life, Lewin’s main preoccupation was the resolution of social con- ï ¬â€šict and, in particular, the problems of minority or disadvantaged groups. Underpinning this preoccupation was a strong belief that only the permeation of democratic values into all facets of society could prevent the worst extremes of social conï ¬â€šict. As his wife wrote in the Preface to a volume of his collected work published after his death: Kurt Lewin was so constantly and predominantly preoccupied with the task of advancing the conceptual representation of the social-psychological world, and at the same time he was so ï ¬ lled with the urgent desire to use his theoretical insight for the building of a better world, that it is difï ¬ cult to decide which of these two sources of motivation ï ¬â€šowed with greater energy or vigour. (Lewin, 1948b) To a large extent, his interests and beliefs stemmed from his background as a German Jew. Lewin was born in 1890 and, for a Jew growing up in Germany, at this time, ofï ¬ cially-approved anti-Semitism was a fact of life. Few Jews could expect to achieve a responsible post in the civil service or universities. Despite this, Lewin was awarded a doctorate at the University of Berlin in 1916 and went on to teach there. Though he was never awarded tenured status, Lewin achieved a growing international reputation in the 1920s as a leader in his ï ¬ eld (Lewin, 1992). However, with the rise of the Nazi Party, Lewin recognized that the position of Jews in Germany was  increasingly threatened. The election of Hitler as Chancellor in 1933 was the ï ¬ nal straw for him; he resigned from the University and moved to America (Marrow, 1969). In America, Lewin found a job ï ¬ rst as a ‘refugee scholar’ at Cornell University and then, from 1935 to 1945, at the University of Iowa. Here he was to embark on an ambitious programme of research which covered topics such as child-parent relations, conï ¬â€šict in marriage, styles of leadership, worker motivation and performance, conï ¬â€šict in industry, group problem-solving, communication and attitude change, racism, anti-Semitism, anti-racism, discrimination and prejudice, integration-segregation, peace, war and poverty (Bargal et al., 1992; Cartwright, 1952; Lewin, 1948a). As Cooke (1999) notes, given the prevalence of racism and antiSemitism in America at the time, much of this work, especially his increasingly public advocacy in support of disadvantaged groups, put Lewin on the political left. During the years of the Second World War, Lewin did much work for the American war effort. This included studies of the morale of front-line troops and psychological warfare, and his famous study aimed at persuading American housewives to buy cheaper cuts of meat (Lewin, 1943a; Marrow, 1969). He was also much in demand as a speaker on minority and inter-group relations Kurt Lewin 979  © Blackwell Publishing Ltd 2004(Smith, 2001). These activities chimed with one of his central preoccupations, which was how Germany’s authoritarian and racist culture could be replaced with one imbued with democratic values. He saw democracy, and the spread of democratic values throughout society, as the central bastion against authoritarianism and despotism. That he viewed the establishment of democracy as a major task, and avoided simplistic and structural recipes, can be gleaned from the following extracts from his article on ‘The special case of Germany’ (Lewin, 1943b): Nazi culture . . . is deeply rooted, particularly in the youth on whom the . . . future depends. It is a culture which is centred around power as the supreme value and which denounces justice and equality . . . (p. 43) To be  stable, a cultural change has to penetrate all aspects of a nation’s life. The change must, in short, be a change in the ‘cultural atmosphere,’ not merely a change of a single item. (p. 46) Change in culture requires the change of leadership forms in every walk of life. At the start, particularly important is leadership in those social areas which are fundamental from the point of view of power. (p. 55) With the end of the War, Lewin established the Research Center for Group Dynamics at the Massachusetts Institute of Technology. The aim of the Center was to investigate all aspects of group behaviour, especially how it could be changed. At the same time, he was also chief architect of the Commission on Community Interrelations (CCI). Founded and funded by the American Jewish Congress, its aim was the eradication of discrimination against all minority groups. As Lewin wrote at the time, ‘We Jews will have to ï ¬ ght for ourselves and we will do so strongly and with good conscience. We also know that the ï ¬ ght of the Jews is part of the ï ¬ ght of all minorities for democratic equality of rights and opportunities . . .’ (quoted in Marrow, 1969, p. 175). In pursuing this objective, Lewin believed that his work on Group Dynamics and Action Research would provide the key tools for the CCI. Lewin was also inï ¬â€šuential in establishing the Tavistock Institute in the UK and its Journal, Human Relations ( Jaques, 1998; Marrow, 1969). In addition, in 1946, the Connecticut State Inter-Racial Commission asked Lewin to help train leaders and conduct research on the most effective means of combating racial and religious prejudice in communities. This led to the development of sensitivity training and the creation, in 1947, of the now famous National Training Laboratories. However, his huge workload took its toll on his health, and on 11 February 1947 he died of a heart attack (Lewin, 1992). 980 B. Burnes  © Blackwell Publishing Ltd 2004LEWIN’S WORK Lewin was a humanitarian who believed that only by resolving social conï ¬â€šict, whether it be religious, racial, marital or industrial, could the human condition be improved. Lewin believed that the key to resolving social  conï ¬â€šict was to facilitate learning and so enable individuals to understand and restructure their perceptions of the world around them. In this he was much inï ¬â€šuenced by the Gestalt psychologists he had worked with in Berlin (Smith, 2001). A unifying theme of much of his work is the view that ‘. . . the group to which an individual belongs is the ground for his perceptions, his feelings and his actions’ (Allport, 1948, p. vii). Though Field Theory, Group Dynamics, Action Research and the 3-Step model of change are often treated as separate themes of his work, Lewin saw them as a uniï ¬ ed whole with each element supporting and reinforcing the others and all of them necessary to understand and bring about Planned change, whether it be at the level of the individual, group, organization or even society (Bargal and Bar, 1992; Kippenberger, 1998a, 1998b; Smith, 2001). As Allport (1948, p. ix) states: ‘All of his concepts, whatever root-metaphor they employ, comprise a single wellintegrated system’. This can be seen from examining these four aspects of his work in turn. Field Theory This is an approach to understanding group behaviour by trying to map out the totality and complexity of the ï ¬ eld in which the behaviour takes place (Back, 1992). Lewin maintained that to understand any situation it was necessary that: ‘One should view the present situation – the status quo – as being maintained by certain conditions or forces’ (Lewin, 1943a, p. 172). Lewin (1947b) postulated that group behaviour is an intricate set of symbolic interactions and forces that not only affect group structures, but also modify individual behaviour. Therefore, individual behaviour is a function of the group environment or ‘ï ¬ eld’, as he termed it. Consequently, any changes in behaviour stem from changes, be they small or large, in the forces within the ï ¬ eld (Lewin, 1947a). Lewin deï ¬ ned a ï ¬ eld as ‘a totality of coexisting facts which are conceived of as mutually interdependent . . .’ (Lewin, 1946, p. 240). Lewin believed that a ï ¬ eld was in a continuous state of adaptation and that ‘Change and constancy are relative concepts; group life is never without change, merely differences in the amount and type of change exist’ (Lewin, 1947a, p. 199). This is why Lewin used the term ‘quasi-stationary equilibrium’ to indicate that whilst there might be a rhythm and pattern to the behaviour and processes of a group, these tended  to ï ¬â€šuctuate constantly owing to changes in the forces or circumstances that impinge on the group. Lewin’s view was that if one could identify, plot and establish the potency of these forces, then it would be possible not only to understand why individuals, Kurt Lewin 981  Ã‚ © Blackwell Publishing Ltd 2004groups and organizations act as they do, but also what forces would need to be diminished or strengthened in order to bring about change. In the main, Lewin saw behavioural change as a slow process; however, he did recognize that under certain circumstances, such as a personal, organizational or societal crisis, the various forces in the ï ¬ eld can shift quickly and radically. In such situations, established routines and behaviours break down and the status quo is no longer viable; new patterns of activity can rapidly emerge and a new equilibrium (or quasistationary equilibrium) is formed (Kippenberger, 1998a; Lewin, 1947a). Despite its obvious value as a vehicle for understanding and changing group behaviour, with Lewin’s death, the general interest in Field Theory waned (Back, 1992; Gold, 1992; Hendry, 1996). However, in recent years, with the work of Argyris (1990) and Hirschhorn (1988) on understanding and overcoming resistance to change, Lewin’s work on Field Theory has once again begun to attract interest. According to Hendry (1996), even critics of Lewin’s work have drawn on Field Theory to develop their own models of change (see Pettigrew et al., 1989, 1992). Indeed, parallels have even been drawn between Lewin’s work and the work of complexity theorists (Kippenberger, 1998a). Back (1992), for example, argued that the formulation and behaviour of complex systems as described by Chaos and Catastrophe theorists bear striking similarities to Lewin’s conceptualization of Field Theory. Nevertheless, Field Theory is now probably the least understood element of Lewin’s work, yet, because of its potential to map the forces impinging on an individual, group or organization, it underpinned the other elements of his work. Group Dynamics the word ‘dynamics’ . . . comes from a Greek word meaning force . . . ‘group . . . dynamics’ refers to the forces operating in groups . . . it is a  study of these forces: what gives rise to them, what conditions modify them, what consequences they have, etc. (Cartwright, 1951, p. 382) Lewin was the ï ¬ rst psychologist to write about ‘group dynamics’ and the importance of the group in shaping the behaviour of its members (Allport, 1948; Bargal et al., 1992). Indeed, Lewin’s (1939, p. 165) deï ¬ nition of a ‘group’ is still generally accepted: ‘. . . it is not the similarity or dissimilarity of individuals that constitutes a group, but interdependence of fate’. As Kippenberger (1998a) notes, Lewin was addressing two questions: What is it about the nature and characteristics of a particular group which causes it to respond (behave) as it does to the forces which impinge on it, and how can these forces be changed in order to elicit a more desirable form of behaviour? It was to address these questions that Lewin began to develop the concept of Group Dynamics. Group Dynamics stresses that group behaviour, rather than that of individuals, should be the main focus of change (Bernstein, 1968; Dent and Goldberg, 1999). Lewin (1947b) maintained that it is fruitless to concentrate on changing the behaviour of individuals because the individual in isolation is constrained by group pressures to conform. Consequently, the focus of change must be at the group level and should concentrate on factors such as group norms, roles, interactions and socialization processes to create ‘disequilibrium’ and change (Schein, 1988). Lewin’s pioneering work on Group Dynamics not only laid the foundations for our understanding of groups (Cooke, 1999; Dent and Goldberg, 1999; French and Bell, 1984; Marrow, 1969; Schein, 1988) but has also been linked to complexity theories by researchers examining self-organizing theory and non-linear systems (Tschacher and Brunner, 1995). However, understanding the internal dynamics of a group is not sufï ¬ cient by itself to bring about change. Lewin also recognized the need to provide a process whereby the members could be engaged in and committed to changing their behaviour. This led Lewin to develop Action Research and the 3-Step model of change. Action Research This term was coined by Lewin (1946) in an article entitled ‘Action research and minority problems’. Lewin stated in the article: In the last year and a half I have had occasion to have contact with a great variety of organizations, institutions, and individuals who came for help in the ï ¬ eld of group relations. (Lewin, 1946, p. 201) However, though these people exhibited . . .  a great amount of good-will, of readiness to face the problem squarely and . . . really do something about it . . . These eager people feel themselves to be in a fog. They feel in a fog on three counts: 1. What is the present situation? 2. What are the dangers? 3. And most importantly of all, what shall we do? (Lewin, 1946, p. 201) Lewin conceived of Action Research as a two-pronged process which would allow groups to address these three questions. Firstly, it emphasizes that change requires action, and is directed at achieving this. Secondly, it recognizes that successful action is based on analysing the situation correctly, identifying all the possible alternative solutions and choosing the one most appropriate to the situation at hand (Bennett, 1983). To be successful, though, there has also to be a ‘felt-need’. FeltKurt Lewin 983  © Blackwell Publishing Ltd 2004need is an individual’s inner realization that change is necessary. If felt-need is low in the group or organization, introducing change becomes problematic. The theoretical foundations of Action Research lie in Gestalt psychology, which stresses that change can only successfully be achieved by helping individuals to reï ¬â€šect on and gain new insights into the totality of their situation. Lewin (1946, p. 206) stated that Action Research ‘. . . proceeds in a spiral of steps each of which is composed of a circle of planning, action, and fact-ï ¬ nding about the results of the action.’ It is an iterative process whereby research leads to action and action leads to evaluation and further research. As Schein (1996, p. 64) comments, it was Lewin’s view that ‘. . . one cannot understand an organization without trying to change it . . .’ Indeed, Lewin’s view was very much that the understanding and learning which this process produces for the individuals and groups concerned, which then feeds into changed  behaviour, is more important than any resulting change as such (Lewin, 1946). To this end, Action Research draws on Lewin’s work on Field Theory to identify the forces that focus on the group to which the individual belongs. It also draws on Group Dynamics to understand why group members behave in the way they do when subjected to these forces. Lewin stressed that the routines and patterns of behaviour in a group are more than just the outcome of opposing forces in a forceï ¬ eld. They have a value in themselves and have a positive role to play in enforcing group norms (Lewin, 1947a). Action Research stresses that for change to be effective, it must take place at the group level, and must be a participative and collaborative process which involves all of those concerned (Allport, 1948; Bargal et al., 1992; French and Bell, 1984; Lewin, 1947b).

Distance education Essay Example for Free

Distance education Essay Distance education dates back to at least as early as 1728 when an advertisement in the Boston Gazette promoted Caleb Phillips, Teacher of the new method of Short Hand, who sought students who wanted to learn through weekly mailed lessons. Similarly, Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s. Distance education has a long history, but its popularity and use has grown exponentially as more advanced technology has become available. By 2008, online learning programs were available in the United States in 44 states at the K-12 level. Definition Education where teachers and students are separated in both place and time. They communicate at times of their own choosing by exchanging printed or electronic media, or through technology that allows them to communicate in real time or through other online ways. Advantages Distance Education does not require commuting, saving money otherwise spent on travel back and forth to school. Convenience and flexibility. You complete classes at your convenience. Accessibility. Live and study from anywhere while pursuing education of your choice. Online classes address accessibility issues that some people with limited mobility encounter. Self-paced learning. Individualized Instruction. Vast resources readily available through the internet which are relatively inexpensive. Potential. The opportunities for distance education have exploded with the increased use of the internet. Many degrees are available through distance learning including high school, college and post graduate programs. Cost. Distance education is considerably cheaper than attending a traditional college. Key players in Distance Education Students Faculty Facilitators Support staff Administrators Interaction and Technology in Distance Education Interaction is an important component of any learning experience. One of the most important factors relating to distance learning is the element of interaction as its much different of an environment in a traditional classroom than what occurs in distance learning. Learner Content LearnerInstructor LearnerLearner LearnerTechnology Synchronous vs Asynchronous Interaction In distance Education most interaction done Asynchronously; interaction between them is delayed. One good example is a teacher may deliver the video instruction via email and the learner may respond in a later time. Synchronous interaction like in traditional classes where learners and instructors interact real time: you talk I immediately respond. This could be achieved in distance learning as when computer conferences are held at pre-established times via chat technologies. Distance Education Technologies The various technologies used in distance learning can be roughly divided into four categories, However many of these technologies could overlap into more than one category. Print Technology The original form of Distance Education was correspondence courses, in which print material was mailed to students and returned to the teachers through the postal system. The University of London was the first university to offer distance learning degrees through correspondence, establishing its External Programme in 1858. This program is now known as the University of London International Programmes and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths. In the United States William Rainey Harper, first president of the University of Chicago developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community. In 1892 he also encouraged the concept of correspondence school courses to further promote education, an idea that was put into practice by Columbia University Computer Technology Computer based technology includes email, online collaborations and web-based education as a means of delivering distance learning. The widespread use of computers and the internet have made distance learning easier and faster, and today virtual schools and virtual universities deliver full curricula online. In 1996 Jones International University was launched and claims to be the first fully online university accredited by a regional accrediting association in the US. Video Technology Video techniques often used for distance learning include videotapes, satellites, television cables, and computers offer opportunities for behavior modeling, demonstrations and instruction of abstract concept. Audio technology Offer cost effective ways to enhance distance learning courses. It can be as simple as a telephone with voicemail or it can be as complex as an audio conference with microphones and speakers. The very rapid spread of radio in the United States in the 1930s led to proposals to use it for distance education. By 1938, at least 200 city school systems, 25 state boards of education, and many colleges and universities broadcast educational programs for the public schools. One line of thought was to use radio as a master teacher. Experts in given fields broadcast lessons for pupils within the many schoolrooms of the public school system, asking questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom. Research and Distance Education The University of the Philippines Open University (U. P. O. U.) is a public distance learning institution and research university that provides quality higher and continuing education to Filipinos through the distance education system. Melinda dela Pena-Bandalaria (2007) in her article on Impact of ICT’s on open and distance learning in a Developing Country setting: The Philippine Experience, pointed out the distance education in the Philippines has undergone four general stages or generations. It also includes how quality of education is ensured in a technology-driven system of teaching and learning.

Effects Of Classroom Lighting On Filipino College Students

Effects Of Classroom Lighting On Filipino College Students Several studies on the effects of lighting on students academic performance had been done abroad on different social classes and ages of the subjects. These all had the objective of improving the learning process of students during their formative years at school. According to Bukky Akinsanmi, theories on how learning takes place include behaviorism, cognitivism, and constructivism. The behaviorism theory, which was popularized by B.F. Skinner, supports the idea that humans come into this world like a blank slate tabular rasa. Humans learn based on reinforcements. Rewards are given to those whose action reaps positive results. Punishments are given otherwise. The effective transfer of knowledge is the teachers responsibility leaving the student a passive participant. It is teacher-focused, structured, lecture-based, and uses reward and punishment to promote learning. The classrooms provided little room for flexibility. Lapses on behaviorism theory include the eventual possibility of extinction of positive results when rewards are removed and the attitude of just doing things for the sake of rewards. Since the behaviorism theory does not account for all learning, the cognitivism theory came into existence. It says that the mind is a black box that must be opened and understood. It focuses on the study of mental processes. Schools were built in single or two-story buildings connected by walkways housing students according to their grades. Meanwhile, Constructivism theory states that knowledge is constructed and not acquired. The learning process is now the responsibility of the student and not the teacher. It says that humans are like blank slates making meanings from experiences. Unlike the behaviorism design of school environment, this theory supports student-centered, collaborative, cooperative, and experiential learning facilities with teachers serving as facilitators (Akinsanmi, 2008) To enhance students academic performance, the effective coordination of school environment must be studied. The physical characteristics of a school environment directly influences both the teachers way of imparting knowledge on students and a students performance at school. Such characteristics include sounds, temperature levels, and classroom lighting (Tope, 2013). Poor school facilities like inoperative heating system, inadequate ventilation, and poor lighting affect health, learning, and morale of students and staffs. Good overall building condition; including features such as large windows, natural lightings, and well-designed skylights on classroom settings; results to better students academic achievement (Vandiver, 2011). According to Robert Scott McGowen, the illumination of our surrounding environment impacts our reactions, motivations, moods, and sense of well-being. For centuries, this issue of illumination led to evident designs in architecture and natural lighting. Different degrees of illumination can be used to stimulate productive and creativity in offices and schools. Several studies had been done on providing windows or skylights in classrooms resulting to higher standardized tests. However, it does not clearly imply that the improvement in students performance was due to increased light, quality of light, or physiological effect of natural lighting. Windowless spaces contribute to negative attitudes of students as well as their teachers especially when coupled with monotonous tasks. It was shown that natural lighting can improve the quality and quantity of lighting in instructional areas effectively. Daylight has been and is still the standard by which artificial light is measured. Researc h reports indicate a positive correlation between day lighting and academic performance. Good quality of lighting increases comfort and increased comfort contributes to higher scores and academic performance of both teacher and students. The developmental stages of students are also considered when designing lighting systems. It is a physical support on students to help them concentrate on their academic endeavors. Recently, the focus on effective learning environments has shone on healthy physical surroundings (McGowen, 2007). Changing the facilities creates a different learning environment. Creating change has a major impact on students, faculty, and administrators. This change creates the type of learning environment, which is more conducive to learning and performance. (Vandiver, 2011) Two field studies and one experiment were done with Dutch elementary school children to examine the effects of dynamic lighting on concentration done by Sleegers, Moolenar, Galetzka, and Van Der Zanden. In the field studies, the pupils in the experimental conditions were subjected to different lighting settings and conditions during one day for a longer period of time (Study 1) or were constantly exposed to the focus setting for one month (Study 2), while the pupils in the controlled environment were subjected to the same lighting conditions during one morning (Study 3). They focused on pupils concentration performance and evaluated the impact of different lighting conditions and settings on pupils concentration. They also examined the differential effects of classroom lighting conditions on concentration for gender. They evaluated the effects of lighting, conducting analyses of variance, using three samples of data from 181 elementary school children. The results of their field stud ies offer support for the positive influence of classroom lighting conditions on concentration. Although all pupils performed better at the concentration test at the consecutive measurement points, it appeared that the performance of the pupils in the experimental groups improved more than the performance of their peers in the control groups. Furthermore, the findings of the first field study show differences between grades: they found effects of lighting on concentration for pupils from grade 4, but not for pupils from grade 6. These findings suggest that older pupils concentration might be less affected by the lighting conditions used than younger pupils. Hypothesis states that older pupils are more trained to concentrate while performing tests than younger pupils. On the other hand, the findings on the second field show that, on the average, older children perform better on concentration tests than their younger peers, no additional support was found for the role of age in the ef fect of lighting on concentration. Meanwhile, the results of the third study showed no statistically significant effect of lighting on concentration and so not substantiate the findings of the two field studies in a controlled environment. It might be because of the differences in the designs used. It suggests that the statistically significant differences found in the field of studies might be caused by uncontrolled extraneous influences that might limit or bias observation. It might also be that differences in the way children were exposed to the lighting conditions and settings in the different environments caused the differences between the findings. Although they did not evaluate the dynamic nature of the light system used, their findings seem to suggest that an environment in which different lighting settings and conditions are used to support specific activities and tasks at hand during a longer period of time may be more effective for pupils learning than an environment in w hich pupils are exposed to the same lighting condition for a relatively short period of time. The effect of lighting might be situation, task, and time dependent as previous studies also have indicated. The differences between the findings of the field studies and the third study for the relationship between lighting and concentration may also have to do with seasonal effects. Seasonal effects were also found in a more recent study into the effects of dynamic lighting on student alertness in a lecture room environment. The results of that study showed that in spring no change in alertness could be detected, while in the autumn study the decrease of alertness during lectures was significant. These findings shed light on the effects of exposure to lighting conditions during different seasons and the effect of the dynamic nature of light. As such, attention should be paid to the added value of artificial lighting in combination with exposure to daylight for the improvement of the perfo rmance of students in educational settings. Third, the results of their field studies showed no evidence of differential effects of gender in the relationship between lighting and concentration. Although earlier studies did find effects of lighting on performance and mood differ between men and women, their findings do not indicate gender related effects of lighting on pupils in elementary education. This may be related to the difference between children and adults in effects of lighting, for instance in regard to the development of psychological and affective preferences for the environment in general, and lighting specifically. (Sleegers et. al., 2012) According to Warren Hathaway, a search for ways to improve education is sustained by the general view that the learning environment is an important aspect in the educational process and the specific findings of research into the effects of types of lighting on people. Among the most surprising findings from the research in this field were that those elementary students who received trace amounts of ultraviolet light in their classrooms developed fewer dental carries and had better attendance than students in a comparison group. Sunlight is still the most important source of light and energy for living organisms and it may be experienced as direct light or as skylight. Most people do their works each day under the influence of sunlight. However, as society becomes more urbanized, people spend much less time under sunlight and much more time under artificial lamps. We are surrounded by walls, floors and ceilings covered with colors seldom repeated on the same scale in nature and these colors are usually perceived under lighting systems designed more for efficiency than for their possible physiological or psychological effects on people. Indeed, our artificial lighting systems can only simulate twilight levels of illumination-light levels of 200 to 1500 lux in comparison to light in the natural environment at twilight of 2,800 to 8,200 lux and at noon up to 100,000 lux. There is significance of wide differences in light levels between natural settings and built environments. Corth contended that the natural environment of our earliest ancestors was not the open plains but the forest floor. As a consequence, the habitat noon-time light levels would have been much lower than the 8,200 to 100,000 lux found in open areas. Moreover, he further contended that the spectral quality of the light at the forest floor was greenish-yellow and represented the combined result of the solar radiation spectrum and the filtering effect of the forest canopy. He also progressed the vi ew that our ancestors only later they occupied the forest floor near the equator did they move onto the open plains either north or south of the equator. Thus he concluded that heavy skin pigmentation was a matter of camouflage for survival more than it was a filter against UV light. As humans left the forest cover and moved into the more open country to the end of the equator and away from zones of intense UV light, the pigmentation was reduced as a response to the need for increased vitamin D which is formed by the action of ultraviolet light on the skin. Following Corths logic, one might expect two effects. First, in as much as the light spectrum of cool-white fluorescent lamps approximates that of the greenish-yellow light reaching the forest floor, people may find these lights to be very satisfactory. Second, if skin pigmentation decreases as a response to an increased need for ultraviolet light, highly pigmented people living in northern climates may have greater needs for ult raviolet stimulation than do lightly pigmented people. Sunlight contains all colors in relatively uniform amounts and all colors are equally visible when illuminated by sunlight. For this reason, natural light serves as the reference for comparing the color rendition characteristics of artificial lights, with natural light having the maximum or reference Color Rendition Index (CRI) of 100. The color rendition index is a measure of the way colors look under specific light sources. It is important to note that equivalent CRI indices mean the same thing only when the light sources to which they relate have equivalent color temperatures. As a consequence, colored objects may appear different when viewed under lights with different color temperatures but equivalent CRI indices. Not all artificial light sources accurately reproduce the full spectrum of sunlight. Incandescent lights are rich in red and yellow light, but radiate relatively little energy in the blue and green region of the s pectrum. Cool-white fluorescent lights emit most of their radiant energy in the green and yellow bands of the spectrum, the range to which eyes are most sensitive. Thorington asserted that it is at the 555 nm that the lumen or the standard unit of light is defined. Full spectrum lights emit a significant portion of their radiant energy in the blue area of the spectrum. A further small percentage of the radiant energy from fluorescent lamps may fall into the ultraviolet range. Rooms lit with full spectrum fluorescent lights may be seen as being somewhat dimly lit since the eye is less sensitive to blue light than to green and yellow light,. Full spectrum lights do, however, have a relatively high Color Rendition Index and this may be very important to vision processes. In this regard, Aston and Bellchainbers compared high efficiency with lamps that provided a spectrum more closely balanced to natural light. In their report they said, The results clearly show that the Kolorite lamps, lamps simulating natural light in spectral distribution, not only provide better color qualities but give a higher degree of visual clarity than do the high efficacy lamps at an equivalent illuminations. Ozaki and Wurmm drew attention to the fact that light from high pressure sodium vapor lamps produced anomalies in the growth and development of animals. They presented evidence to the effect that the exposure of developing rats to high pressure sodium vapor (HPSV) lights caused characteristic changes in growth and development. Downing concluded: There is no area of our mental and bodily functioning that the sun does not influence. Our bodies were designed to receive and use it in a wide range of ways. We were not designed to hide from it in houses, offices, factories and schools. Sunshine, reaching us through our eyes and our skin, exercises a subtle control over us from birth to death, from head to tail. Zamkova and Krivitskaya augmented regular fluorescent light with ultraviolet s untan lamps in a controlled experiment involving school children and they reported that when compared to the control group, students who received exposure to ultraviolet light showed increased levels of working ability and resistance to fatigue, improved academic performance, improved stability of clear vision, and increased weight and growth. Volkova studied the effects of ultraviolet supplements to general lighting in a factory and found that when compared to a control group, an experimental group of adults demonstrated decreased permeability of skin capillaries, increased white cell activity, and reduced catarrhal infections and colds. Richard Wurtman concluded that light has biological effects that are important to health and that some of these effects may be easily reproduced and measured in the experimental laboratory. These effects were of two kinds: those which modify the individuals endocrine, hormone and metabolic state by means of light reaching the retina and those which result from light on the skin. He also linked light entering the eye with responses of the pineal gland and secretion of the hormone melatonin. This hormone in turn influences the functions of other glands, possibly as a result of direct action on specific areas of the brain. Wurtman and Weisel studied the effects of light from cool white lamps and full-spectrum Vita-Lite lamps on a group of rats. Their findings support the argument that environmental lighting has an effect on at least some neuroendocrine functions. Himmelfarb, Scott, and Thayer reported that light from Vita-Lite (full-spectrum) lamps was significantly more effective in killing bacteria than light from standard cool-white lamps. Downing offered evidence that small amounts of ultraviolet radiation destroy bacteria and moulds. Relatively small amounts of ultraviolet light can stimulate calcium absorption among elderly men who have no exposure to sunlight and who eat a diet containing little vitamin D. Mass, Jayson, a nd Kleiber reported that students studying under full-spectrum lights had the smallest decrease over time in critical flicker fusion and an increase in visual acuity. Students studying under cool-white illumination demonstrated greater lethargy than those studying under full-spectrum lights (Hathaway, 1994). Sleegers suggested that future research should, therefore, focus on the interaction between light conditions and settings, specific activities and tasks and duration. This may increase our understanding of the variability of the effect of lighting among classroom environments, school activities, tasks and student performance and the potential effects of dynamic lighting in school settings. More research is needed to test the effects of different lighting conditions and settings on the school performance of different age groups. Future studies should use reliable and repeated measurements of concentration in order to reduce bias, increase the validity of the design used and evaluate the possible long term effects of lighting on school performance of young children in natural school environments. More systematic research is needed on the relation of daytime and artificial light, concentration, and seasonal effects, using objective measures to analyze performance in real life settings a nd with prolonged exposure. By doing this, the findings of these studies may help to increase our understanding of person/environment interaction and its impact on the performance and learning of elementary school children (Sleegers et al, 2012). At the same time, the literature on the non-visual effects of types of lighting on people is constantly expanding and from this there emerges a need to examine a variety of types of lighting for non-visual effects on people (Hathaway, 1994).

Malcolm X, the Movie Essay -- Spike Lee

Spike Lee's version of Malcolm X's life is similar to the historical Malcolm X. By watching the movie and knowing who he was and his beliefs, one can easily tell how alike they are. When the movie starts Malcolm Little is getting his hair cut. The appearance is that he wants to look more like a white person. Malcolm X's father is a preacher, but the KKK came to the house to burn it down. Later, Malcolm's father is killed by being tied to the rail road tracks when a train comes. His father died when Malcolm was just a child.. After Malcolm's dad died A white woman came to tell Malcolm that they were going to take her kids away because she was an "unsuitable mother". They then sent Malcolm to a detention home which drove his mother insane. While at a club Malcolm met a white girl by the name of Sophia. They later moved in together. When Malcolm was in his early 20's he met a man which got him into the "gangster" life-style. He then began doing drugs. To feel like he was in with everyone else, Malcolm gets new clothes and a a gun. The gang, and Malcolm got into a lot of gambling. Malcolm messed up and almost got himself killed by the gang. Malcolm had to leave town with Sophia and Shorty, because the gang was still after them. Malcolm and Shorty later robbed a man's house and got caught. Shorty and Malcolm are sent to jail for 10 years at Charlestown State Prison for sleeping with a white women and for robbery. In prison, Malcolm got beaten for not knowing his prison number. He met a man named Banes. Banes talked to Malcolm about God. Banes was trying to get Malcolm out of prison. Malcolm finally reads and realizes what he has to do to get out of prison. Malcolm reads the Bible, other books, and he wrote letters to fellow Muslims. Banes teaches Malcolm about Islam religion and Elijah Muhammed. Finally after ten long years Malcolm finally gets out of prison. When Malcolm got out of prison he decided he would go out on the streets and make speeches about the Nation of Islam. After Malcolm became a Muslim, he went to see Archie. The old gang that Malcolm was in is getting in lots of trouble. While involved with the Muslim Nation, Malcolm meets sister Betty. Malcolm falls in love marries Betty and has three children. Brother Banes, a good friend of Malcolm's, gets beaten by police and then the police take him to the prison. Malcolm is tol... ... of Afro-American Unity. On the 21, of February in 1965 Malcolm was murdered. When he was buried he went by the name of Al Hajj Al-Shabazz, the name that he took in 1964 after his pilgrimage to Mecca. Malcolm has much influence on blacks and whites. Malcolm was a man of the people, in his ways of teaching on the street instead of going to college to become a preacher. The movie Malcolm X was very well portrayed by Spike Lee. It is historically accurate in the life of Malcolm X. It showed many of the struggles that he faced in making black history. The movie Malcolm X showed all the emotion of the original events, and it made the audience feel like they were reliving history. Some may not agree with Malcolm's point of view. However, the movie is accurate, as well as thrilling, and it pulls the audience into it. There is superb emotion and feeling. In all, the movie Malcolm X is a historically accurate movie of the true life of Malcolm Little. -------------------------------------------------------------------------------- For more information on Malcolm X, please visit Three Speeches By Malcolm X, a page that contains other links to resources of this intruiging historical figure.

The Critical Period Hypothesis of Language Acquisition Essay -- Neurol

The Critical Period Hypothesis of Language Acquisition "Ahhhhh!" I yell in frustration. "I've been studying Spanish for seven years, and I still can't speak it fluently." "Well, honey, it's not your fault. You didn't start young enough," my mom says, trying to comfort me. Although she doesn't know it, she is basing her statement on the Critical Period Hypothesis. The Critical Period Hypothesis proposes that the human brain is only malleable, in terms of language, for a limited time. This can be compared to the critical period referred to in to the imprinting seen in some species, such as geese. During a short period of time after a gosling hatches, it begins to follow the first moving object that it sees. This is its critical period for imprinting. (1) The theory of a critical period of language acquisition is influenced by this phenomenon. This hypothetical period is thought to last from birth to puberty. During this time, the brain is receptive to language, learning rules of grammar quickly through a relatively small number of examples. After puberty, language learning becomes more difficult. The Critical Period Hypothesis attributes this difficulty to a drastic change in the way that the brain processes language after puberty. This makes reaching fluency during adulthood much more difficult than it is in childhood. The field of language acquisition is very experimental because scientists still do not completely understand how the brain deals with language. Broca's area and Wernicke's area are two parts of the brain that have long been identified as areas important for language. Broca's area is the left frontal cortex, while Wernicke's area is the left posterior temporal lobe. These areas are co... ...ar [Part 1] Forum area of Gene Expression websight. http://www.gnxp.com/ 5) The Biological Foundations of Language, Does Empirical Evidence Support Innateness of Language? by Bora Lee. http://www.duke.edu/~pk10/language/neuro.htm 6) Evolution of Universal Grammar by Martin A. Nowak, Natalia L. Komarova, and Partha Niyogi. http://www.ptb.ias.edu/nowak/pdf/Science01.pdf 7) Universal Grammar by Charles Henry. http://www.ptb.ias.edu/nowak/pdf/Science01.pdf 8) A concept of 'critical period' for language acquisition, Its implication for adult language learning by Katsumi Nagai. http://www.tsuyama-ct.ac.jp/kats/papers/kn7/kn7.htm 9) Brain signatures of artificial language processing: Evidence challenging the critical language hypothesis by Angela Friederici, Karsten Steinhauer, and Erdmut Pfeifer. http://www.giccs.georgetown.edu/~steinhau/pnas2002.pdf

Effect Of Tension On Resonance And Amplitude :: Papers

Effect Of Tension On Resonance And Amplitude PLANNING Aim The aim of the experiment is to investigate the effect of tension on resonance and amplitude of a string. Basis Personal Knowledge This experiment is based on the resonance, frequency and amplitude. From what I have learnt in class and everyday life, I know that when a string of any kind is plucked, it moves to and fro. The movement causes the air molecules around it to vibrate. When it moves fast enough, the vibrations cause a sound to be heard. Research Some research was carried out into the principles on which the experiment is based. The frequency of an oscillation is defined as the number of cycles executed per unit time (Salters Horners Advanced Physics) That is for a spring the time taken for it to move to and fro once is its frequency. Frequency is measured in Hertz (Hz). Each object has its own natural frequency. (Physics For You by Keith Johnson). Resonance occurs when the applied frequency equals the natural frequency of the object. Therefore when the string to be used in the experiment is plucked and the applied frequency equals its natural frequency then resonance occurs. The resonant frequency of a string can be increased by: * Shortening the length * Increasing the tension * Using a lighter string Variables and Constants The experiment is basically concerned with the effect that the tension will have on the frequency and amplitude. Therefore, the basic variable will be the tension of the string. The constant in this case would be the thickness of the string, as it will not be changed. This should ensure that the experiment is fairly accurate as its thickness can affect the resonance. Application of Principles The principles of frequency, resonance and amplitude are largely applied in many engineering projects. The understanding of the above principle is vital to ensure that bridges are safe to travel on.

Team assignment project

The following project proposal defines why Struck made the decision to expand, what the role is of the consultant and Struck management on the project, the project goals, and the tools that will be used o manage the project. Problem and Opportunity By applying analysis techniques, namely SOOT, and STEEPLE, to company performance Struck gains clarity about the company's strengths and weaknesses.Struck' strengths include its reputation for innovation and creativity, frontrunner's position of its industry with 9,000 cafes in 40 countries around the world, and its strong ethical values and mission. Company's primary weakness is a lack of diversification, which created by its limited portfolio and distribution. Struck portfolio depends heavily on one primary' product: coffee. Furthermore, the company hinders distribution potential by conducting 75% of its business within the United States. The company's weakness presents an excellent purport nits: expansion.Expansion of the company's port folio and expansion into other countries enables the company to both increase presence within its current industry sect and establish presence in other sects (Rapid Business Intelligence Success – Streaming, 2013; Marketing Teacher, 201 3; Rapid Business Intelligence Success – Mission, 2013; Struck, 2013). Roles of the Cons Titan and Management There are certain roles the insulate and the Struck management team must perform to make the project successful. Because there is a lack of diversification, the consultant must focus on how to expand the product line for Struck.The consultant must determine how to create a greater global presence, keep the current clientele, and yet attract coffee drinkers around the globe to visit the Struck establishment. The consultant will need to determine whether the same menu items are equally popular in all areas of the country and if introducing new menu items is advantageous to all the restaurants. Finally, he consultant will need to d etermine if the diversified menu will be appropriate in other parts of the world. Consultant's partner with management to get the job done.Management works with the consultants to provide them with as much information as possible. Management will need to communicate fully with the consultants and encourage the current employees to cooperate so the consultants can collect the most information possible. Defining the Project Goals Introduction of new products and rapid expansion of retail stores with new store concepts with all new distribution channels has to be he primary focus of Struck. To expand the market share, in United States as well as all the regions of its operations, Struck will expand its portfolio of products (Hickman & Hickman, 2008).Struck main product is coffee, the company will focus to expand its operations into other beverages such as tea, grocery stores, rest stops, etc. For this purpose, than introducing a newly start marketing the products, it should concentrate to attain product acquisitions (Hickman & Hickman, 2008). Since most of its operations are based out of United States, Struck will focus to increase its revenues by tarring more stores in emerging markets such as China, India, and Turkey. Tools, Processes, and Methodologies The goal is to expand globally.With this in mind, the consultant will use the association method to gain insight on the competition in the industry in the different desired locations. To ensure clients are frequently informed of the progression, and an outlet stays open for the need for further information, the consultant will maintain contact with the appropriate business managers. All activities will be logged to maintain a good record of the projects progression. This allows the consultant to reflect on the project, learn from the experience, and identify ways to improve future performance (Hickman, P; Hickman, L. 008). Another technique that will be used to manage the project is benchmarking. This method wil l be particularly helpful as this is a large project. Conclusion In conclusion, with the Struck expanding globally, the company will not only increase their current state of diversification, but also increase opportunity to own a presence in other business sectors, and ultimately increase revenue. The consultant on this project will work closely with key business leaders and SE the defined methods to manage the project.

Passion in Education Essay

What came first, the poulet, or the nut? A question in which many would say the chicken, because without the chicken, the bullock block wouldnt be there. Others skill say that the egg came first because chickens get into from eggs, so without the egg, the chicken wouldnt even exist. Its not the situation of which came first in this situation, rather than how they go hand in hand. Both the egg and the chicken relieve unrivalledself each opposite to be complete, just like discoverers, and disciples. Teachers subscribe students for educational purposes, and students need indoctrinateers to catch out.The idea of rouse there be education without heating? is a debatable topic particularly since some students might say that its the teachers job to distinguish the household interesting and gain their interest. Teachers on the other(a) hand might imply that its up to the students to c be replete around their education to touch polish off themselves to visualize ou t from the curriculum, no function how tough, or alter the education may be. In the sniff out of coming together for a coarse cause vortexion is required to hire and succeed in school, notwithstanding teachers withal need passion to succeeder amply teach their students.Patrick Sullivan, an face teacher at Manchester lodge College in Connecticut, author of A long Aversion to Writing What If Writing Courses stress Motivation expresses the idea that teachers need to pick up the interest of their students and teach them the criteria in slipway that the students understand it, and feel the need to claim it, but he also believes that the students themselves need to develop Intrinsic penury. pupils who be diligent and egg ond demand almost effortless(prenominal)ly. Those who argon not almost always struggle, resist, and practic in ally fail.Unmotivated students also often create disruptive and troublesome influences in our var.rooms (Sullivan, one hundred twenty ). Students who adorn forth the effort compulsory to succeed in a word formroom tend to do go than those who adoptt. Without that inner passion to learn what a teacher is teaching, the student wont learn. A teacher could come up with the best, most interactive lesson plan, but if the pauperism isnt there for a student, then all the teachers efforts be for no litheg. Not all the blessed can be contrive on the teachers. Some students just are not willing to learn, and continue with their education.College classrooms are filled with students who do not prepare for class. Many content less than 10 hours a week thats less than half the hours they spent studying 40 years ago. Paradoxically, students are spending more than and more money for an education that seems to render less and less content (Stuart Rojstaczer). most students in college dont put forth the effort needed to fully captivate everything a college class is giving, and its not because the education isnt there, but that the students are not motivated to learn because they see that with little effort, they can pass their classes, and dont need to study their brains out.The blame cant however lie with the students either. Without teachers being passionate some teaching, then students wont nail the concept of what is being taught to them. It is essential that face teachers begin to engage this research cautiously and begin developing curriculum knowing specifically to promote and nurture motive (Sullivan, 120). Without intrinsic motivation students wont learn well, but it lies on the teachers as well to motivate students to need to learn, and to want to pursue their education.Students need to see where motivation can get them, for them to want to motivate themselves. Education is not the filling of a bucket, but the lighting of a fire. The charge or absence of this fire, of course, necessitates everything students experience in classrooms (Sullivan, 120). If teachers dont make the c lass interesting and engage the students, then they wont feel the need to motivate themselves to learn what is being taught. How they feel about the class effects how they learn. If they dislike a certain typesetters case, theyll always approach the subject with a bad mentality, and with that mentality, it will affect how they learn.In the attempt to attract students teachers have loosened up. They grade much more mildly than their colleagues in science. In English. they dont give many Ds or Cs for that matter (Edmundson). Students usage learn any better If teachers make the class easier, and in no way is that way of teaching ethical. Students wont try harder, or be more interested in the class. They will simply slack off even more and take the class as a joke. Teachers need to find a oddment between making the class understandable, but understanding.Dumbing it down, and passing students who dont be the grade will make the class pointless and nothing will come from it. I have yet to find a teacher who teaches just to teach. They all want to make an impact on their students lives, and dumbing down courses wont help anyone. Neither the teachers nor the students are to blame for lack of passion in education. They two have to do their job as either a teacher who teaches English, or a student who is in an English class. The teacher has to engage the students to want to learn, and the student has to have motivation to want to learn what the teacher is teaching.If either of the jobs is lacking, then the likelihood of a student or teachers success is lower than if two were giving it their all. They both go hand in hand, and one wouldnt be complete without the other just like the chicken and the egg. A teacher doesnt teach an empty classroom now do they? They teach students for a reason, so that the students learn, but if the students are just sitting in the classroom, not paying attention or do not come prepared, then they might as well teach to thin air, be cause no one is benefiting from what the teacher has to offer.