Prozac :: essays research papers

fluoxetine hydrocholorideClassification fluoxetine is a legal prescribed medicine (Fluoxetine, 2000). The brandname of this drug is fluoxetine (Fluoxetine, 2000). Fluoxetine belongs in a category ofdrugs called selective serotonin prescription (PDR, 2000). This is a synthetic drug(Fluoxetine, 2000).reuptake inhibitors (SSRIs) (PDR, 2000). fluoxetine hydrocholoride is not acontrolled substance but ask a useProzac is used as an antidepressant drug, antiobsessional and antibulimicmedication (Fluoxetine, 2000). Prozac is presumed to inhibit the reuptake ofserotonin (Fluoxetine, 2000). In patients with depression it relieves symptoms ofthe illness (Fluoxetine, 2000). For those with bulimia nervosa Prozac was shown todecrease binge eating and purging when compargond to a placebo (Fluoxetine, 2000). In obsessive-compulsive disorder it of importly reduces the symptoms (Fluoxetine,2000). Usage EpidemiologyThe use of Prozac is so wide open that since its release over ten years agothirty -five million have been prescribed population wide in over one speed of light differentcountries (PDR, 2000). Over seventeen million patients have been prescribedProzac in the United States only (PDR, 2000). Prozac is the worlds mostprescribed antidepressant (PDR, 2000).Warnings allergic reactions have been noted in some patients these include rash,fever, edema, and carpal tunnel syndrome (Fluoxetine, 2000). If these reactionspersist and no early(a) cause can be found discussion with Prozac should bediscontinued (Fluoxetine, 2000). PrecautionsDuring the clinical trials anxiety and nervousness were reported by ten tofifteen percent of patients (Fluoxetine, 2000). Persons already underweight anddepressed showed significant weight harm when on Prozac (Fluoxetine, 2000). Prozac should be used with caution in patients with spasmodic disorders (Flouxinte,2000). The possibility of suicide is greater in those patients who are depressedtherefore Prozac should be administer with superv ision to these patients (Fluoxetine,2000). This medication should be only presumption to patients with anorexia nervosa if thebenefits outweigh the risks (Fluoxetine, 2000). Prozac became the worlds mostprescribed antidepressant herald of its transformative powers (Cash, Brown,2000). Among side effects are appetite reduction and weight loss (Cash, Brown,2000). In a study of college age women the knowledge of prozacs weight lossproperties increased the likelihood of a woman deciding to try the drug (Cash,Brown, 2000). The women said they would choose Prozac regardless of the sideeffects if one of the main(prenominal) effects was weight loss (Cash, Brown, 2000). Womensperceived notions about being thin outweighed their concerns about the mathematicalnegative side effects of Prozac (Cash, Brown, 2000). Patients with diabetes mayhave altered glycemic rates while on this medication (Fluoxetine, 2000). I havefound unconnected reports on the use of Prozac and the pregnant woman. I wil l givethem both consideration in this report.Prozac essays research papers ProzacClassificationFluoxetine is a legal prescribed medication (Fluoxetine, 2000). The brandname of this drug is Prozac (Fluoxetine, 2000). Fluoxetine belongs in a category ofdrugs called selective serotonin prescription (PDR, 2000). This is a synthetic drug(Fluoxetine, 2000).reuptake inhibitors (SSRIs) (PDR, 2000). Prozac is not acontrolled substance but needs a UsageProzac is used as an antidepressant, antiobsessional and antibulimicmedication (Fluoxetine, 2000). Prozac is presumed to inhibit the reuptake ofserotonin (Fluoxetine, 2000). In patients with depression it relieves symptoms ofthe illness (Fluoxetine, 2000). For those with bulimia nervosa Prozac was shown todecrease binge eating and purging when compared to a placebo (Fluoxetine, 2000). In obsessive-compulsive disorder it significantly reduces the symptoms (Fluoxetine,2000). Usage EpidemiologyThe use of Prozac is so wide spread that since its release over ten years agothirty-five million have been prescribed world wide in over one hundred differentcountries (PDR, 2000). Over seventeen million patients have been prescribedProzac in the United States alone (PDR, 2000). Prozac is the worlds mostprescribed antidepressant (PDR, 2000).WarningsAllergic reactions have been noted in some patients these include rash,fever, edema, and carpal tunnel syndrome (Fluoxetine, 2000). If these reactionspersist and no other cause can be found treatment with Prozac should bediscontinued (Fluoxetine, 2000). PrecautionsDuring the clinical trials anxiety and nervousness were reported by ten tofifteen percent of patients (Fluoxetine, 2000). Persons already underweight anddepressed showed significant weight loss when on Prozac (Fluoxetine, 2000). Prozac should be used with caution in patients with convulsive disorders (Flouxinte,2000). The possibility of suicide is greater in those patients who are depressedtherefore Prozac should be administer w ith supervision to these patients (Fluoxetine,2000). This medication should be only given to patients with anorexia nervosa if thebenefits outweigh the risks (Fluoxetine, 2000). Prozac became the worlds mostprescribed antidepressant herald of its transformative powers (Cash, Brown,2000). Among side effects are appetite reduction and weight loss (Cash, Brown,2000). In a study of college age women the knowledge of prozacs weight lossproperties increased the likelihood of a woman deciding to try the drug (Cash,Brown, 2000). The women said they would choose Prozac regardless of the sideeffects if one of the main effects was weight loss (Cash, Brown, 2000). Womensperceived notions about being thin outweighed their concerns about the possiblenegative side effects of Prozac (Cash, Brown, 2000). Patients with diabetes mayhave altered glycemic rates while on this medication (Fluoxetine, 2000). I havefound conflicting reports on the use of Prozac and the pregnant woman. I will givethem both c onsideration in this report.

DISCRIMINATION Essay -- essays research papers

Although I had always thought that I could never be discriminated for any reason, cardinal years ago I felt discriminated. One Friday, eyepatch working in a large corporation in the administrative department, the hot seat of the corporation organized a meeting for the administrative and accounting departments. The president of the company mentioned that the accounting department was opening a new position as Junior Controller Management. Moreover, he said that there were only two candidates who were postulated for it. I knew I was one of them. In fact, most of my co-workers started talking about it and all were claiming me as the winner. I was extremely happy. But, I wanted to wait for the strong nomination that was going to take place the following Friday after the executive meeting in which each departments director needed to choose either for me or for my co-worker, who was a man older than me.I knew I did not have to worry, so I was extremely relax the entire week. I always loved to work, and I always did a good job, so I thought that the position as a Junior Controller was mine. Unfortunately, it was not true. Although management knew that I was extremely qualified for the position, they could not give it to me for two reasons. The first one is that I was only 22 years old, and they thought that I was too young to handle such a high level position. Second, they told me, men always occupied the highest positions in this company, and even if they understand that life had evolved ...

An Investigation Into The Rate of Reaction of The Catalase Enzyme :: Papers

An Investigation Into The Rate of Reaction of The Catalase Enzyme Introduction In this experiment I will attempt to check up on the factors that effect the rate of reaction of the catalyse enzyme. Catalyse is an enzyme found in food such as potato and liver. It is used for removing hydrogen peroxide because of the determine of the hydrogen peroxide molecule this type of reaction is when a molecule Is broken down into smaller pieces called catabolic reaction. Enzymes are proteins e.g. catalyse. They are made in cells. A catalyst is something that speeds up a reaction. One molecule can usually be used many times. All enzymes work at assorted pHs because they have contrary jobs to do but you cant use a ph which isnt suitable for that particular enzyme which you are using, other wise the enzyme will de nature. Enzymes as well as react with tempreture but like the ph the temperature cant be unsuitable to the enzyme other wise it will de nature or slow down the enzymes which would agnize it very difficult to obtain accurate and reliable results. A carbohydrase enzyme is different to a catalyse enzyme and other enzymes because enzymes have different patterns (shape). Enzymes are like keys to different substrates like e.g. fat, sugar and the substrates are like keyholes. Mass of potato Volume Of Oxygen Average 1g 1.8ml 1.8ml 1.6ml 2ml 2g 2.6ml 1.10ml 2.5ml 2ml 3g 4.2ml 3.6ml 3.8ml 4ml 4g 4.9ml 4.9ml 4.9ml 5ml 5g 5.5ml 5.1ml 5.6ml 5ml 6g 5.7ml 6ml 6ml 6ml As you see from the preliminary results there where a pack of problems along the way but this is only to help me set out the proper results

Violent Media’s Effect on Youth Essay -- Violence

There is no doubt that mass media impacts the people who consume it. While the media was originally knowing to inform people, it has now become so much more. Modern media, especially in the atomic number 18a of wildness, can have effects on the viewers behavior. Unfortunately the negative effects associated with the progression in the medias communication technology, have begun to outweigh the positive impact of this representation of media. Media is both an important and time-consuming aspect of modern childs life due to the fact that children from ages eight to eighteen spend about 44.5 hours a week (6.5 hours a day) partaking in media. The media is consumed in forms of the computer and its functions with the Internet, television, and interactive video games. All this time consuming these forms of media added up takes up more time than any other events in their lives besides sleeping. It has been said that the presentation of violent media to young children and adolescents has t he most harmful effects on children in varying ways. This is supported by the fact that violence in forms of suicide, homicide, and trauma are the leading causes of death in children and young adults, outweighing the cause of death by sickness. Media programs aimed at young audiences have gone as far as becoming very similar to adult programs in terms of content in language and violence.A typical child in the U.S. watches 28 hours of TV weekly, seeing as many as 8,000 murders by the time he or she finishes elementary school at age 11, and worse, the killers are depicted as getting away with the murders 75% of the time while showing no remorse or accountability. ( personnel in Media 1) In the U.S. this is an modal(a) of 20-25 viol... ...guided along by a parent.Works CitedChildhood Exposure to Media Violence Predicts Young boastful Aggressive Behavior, According to a New 15 - grade Study. Apa.org. American Psychological Association, 9 March 2003. Web. 2 February 2010.Children And Media Violence MediaWise.org. National Institute On Media & The Family.Fact Sheet. June 2009. Web. 2 February 2010.Children One Click Away From Violence, Adult Content. Wpbf.com. West Palm Beach News,4 February 2010. Web. 5 February 2010.McCrindle, Mark. Many Ingredients Make This Gen Y Cocktail of Violence. Theage.com. 5 February 2010. Web. 5 February 2010.Torr, James D. Violence in Media. Current Controversies. San Diego Greenhaven Press, 2001. Print. Violence in the Media- Psychologists Help Protect Children from Harmful Effects.Psychology Matters. 2009. Web. 23 February 2010.

Swiming with giants :: essays research papers

Swimming With GiantsMy Encounters with Whales, Dolphins, and Seals The novel Swimming With Giants, by Anne Collet was an extraordinaire piece of literature about a biologists endure with the animals she loves. It is simply a book that expresses not only the wonder but also the tenderness that encounters with whales and other giants of the sea engender. The story tells of Anne Collets experiences as a young girl to a well known biologist.When Anne Collet was a child she had her first encounter with the sea, as many young children do, by going on vacations with her family. From that point on she knew it was what she would want to do with her life. She went to college at a university in Brest and enrolled into the department of marine biology. This is where she began to study the sea and all its creatures in it. In 1973 Anne had her first Dolphin encounter and from then on became infatuated with the Giants of the sea. Her passion was for Dolphins and Whales. Collet became, and is toda y, the founder and director of the Center for Research on oceanic Mammals in La Rochelle. She has been a Biologist for the past twenty years and has enjoyed every second of it. In her books she speaks with vivid intensity of her encounters with whales, dolphins and seals throughout the worlds oceans. She conveys the thrilling aspects of her work with marine mammals, from the sublime gaze of a whales eye to the race to save animals harmed by drift nets or venomous spills. Like the teenagers she regularly takes on her voyages, the reader will not only learn about such things as whale evolution and the unusual predisposition of dolphins skin, but will experience her passion for the ocean, respect for its creatures, and heartfelt concern about scorched sea policy of over fishing, trawl fishing and pollution.

Swiming with giants :: essays research papers

Swimming With GiantsMy Encounters with Whales, Dolphins, and Seals The novel Swimming With Giants, by Anne collet was an extraordinaire piece of literature nigh a biologists experience with the animals she loves. It is simply a book that expresses not only the wonder but also the tenderness that encounters with whales and other giants of the sea engender. The story tells of Anne Collets experiences as a young girl to a well known biologist.When Anne Collet was a child she had her first encounter with the sea, as more young children do, by going on vacations with her family. From that point on she knew it was what she would want to do with her life. She went to college at a university in Brest and enrolled into the department of marine biology. This is where she began to study the sea and all its creatures in it. In 1973 Anne had her first Dolphin encounter and from then on became infatuated with the Giants of the sea. Her passion was for Dolphins and Whales. Collet became, and i s today, the founder and director of the Center for inquiry on Marine Mammals in La Rochelle. She has been a Biologist for the past twenty years and has enjoyed every second of it. In her books she speaks with vivid intensity of her encounters with whales, dolphins and seals passim the worlds oceans. She conveys the thrilling aspects of her work with marine mammals, from the sublime gaze of a whales eye to the race to save animals harmed by browse nets or toxic spills. Like the teenagers she regularly takes on her voyages, the reader will not only learn about such things as whale developing and the unusual sensitivity of dolphins skin, but will experience her passion for the ocean, respect for its creatures, and heartfelt concern about scorched sea policy of over fishing, trawl fishing and pollution.

Malampaya Project

THE MALAMPAYA PROJECT The Malampaya project is a one of its kind project that the Philippines have developed. It is a colossal opportunity for the Philippines in gas development. The project aims to harvest Gas deep underwater and to use it as a source of power. It provides at least 40-45% of Luzons electricity since 2002. It is currently being conducted by Shell Philippines Exploration together with the joint partners Chevron Texaco Malampaya and PNOCEC. The gas was buried approximately 800 meters underwater deep in Northwest Palawan.According to Department of Energy Philippines (2002) that Malaya Gas field is to produce 146 billion cubic feet (BCF) a year. It was proven that they have at least 80 gazillion barrels of condensate and 20-40 million barrels of oil reserves which totals 2. 5 to 3. 5 trillion cubic feet of Gas (TCF). Last December 2012 there has been a plan to expand the Malampaya Gas plant. The Keppel Subic Shipyard started striking steel or steel cutting as a signal for their $1 billion fabrication of an seaward rig in expansion of the Malampaya project.Keppel Subic will be a great help in developing the Malampaya project by defecateing and installing innovation and topside modules in platforms to sustain its 2,700 megawatts production output and for the completion of the Malampaya 3. Also, it will generate at least 1,200 jobs according to Shell Philippines. It has been planned that in 2014, they will build additional two wells and in 2015, installing of new platform for additional equipment and facilities.According to the consortium, the Malampaya 3 aims to keep a steady supply to maintain their commitments in ensuring the power supply for Luzon. It has been proven that they have 3. 2 trillion cubic feet reserves and 1 trillion of it has already been consumed. Sources http//malampaya. com/? page_id=2 http//www. doe. gov. ph/DNG/malampaya_hi bilgewater. pdf http//www. gmanetwork. com/news/story/284493/economy/companies/keppel-subic-to-build-f abrication-yard-for-malampaya-deep-well-platform http//manilastandardtoday. com/2012/12/08/work-starts-on-expansionary-malampaya-rig/

Similarities and Dissimilarities Between Shelley and Keats

Similarities and dissimilarities Though P. B. Shelley and fundament Keats were mutual friends, exclusively they thrust feature the diversified qualities in their creativity. These twain ar the great contributors of slope Literature, though their demeanorcycle were very short. Their comparison be also little with individu to distributively oney other, magical spell each ar very often similar in thoughts, imagination, origination and also their lifetime. 01)Attitude towards the NatureP. B. Shelley W presentas matureer amatory poets looked at disposition as a realm of communion with pure existence and with a uprightness preceding human experience, the subsequently quixotics looked at nature primarily as a realm of everywherewhelming dish aerial and aesthetic pleasure. While Wordsworth and Coleridge oft pull with ab come out nature in itself, Shelley tends to invoke nature as a sort of supreme metaphor for beauty, creativity, and comportion.This means that just about of Shelleys poems about art trust on metaphors of nature as their means of construction the West Wind in Ode to the West Wind becomes a symbol of the poetical faculty bedspread Shelleys rowing like leaves among mankind, and the romp in To a Skylark becomes a symbol of the purest, most joyful, and most inspired creative impulse. The skylark is not a snigger, it is a poet hidden. rear Keats Keatss sentiment of Nature is simpler than that of other romantics. He remains absolutely influenced by the Pantheism of Wordsworth and P. B. Shelley.It was his instinct to love and interpret Nature more for her suffer sake, and less for the sake of the sympathy which the human mind can read into her with its take in workings and aspirations. Keats is the poet of aces, and he loves Nature because of her sensual appeal, her appeal to the sense of sight, the sense of hearing, the sense of smell, the sense of touch. Both men were great lovers of nature, and an abundance of the ir poetry is filled withnatureand the mysterious magnificence it holds. Their attitudes towards the Nature be or so difference. P. B. Shelley treats the natural bjects as the supreme elements of inspiring him. Natural elements are successfully glorified by Shelley. He worships Nature and wants some of power from nature to improve his poetical power to transmit his message to the people in this older world. On the other give Keats treats nature as an observer, as a traveler. He finds interest to appreciate the physical beauty of Nature. Both sources happened to compose poems concerning autumn in the year of 1819, and although the two flips contain similar traits of the romantic period, they differ from each other in several ways as well.Keats poem To Autumn and Shelleys poem Ode to the West Wind both contain potent andvivacious course about the chasten and both include similar metaphors involving autumn. However, the feelings each generator excerpt in their pieces vary gre atly from each other, and Keats and Shelley address nature in their poems withdifferentintentions as well. Shelley and Keatsexhibittheir genius for rich energized word use at heart these two poems wonderfully. Also, interesting similarities between the two pieces are some of the metaphors the poetsimplement. hairis a subject both writers explored as ametaphorfor nature. Shelley, in Ode to the West Wind, claims the rick is like the bright hair uplifted from the head/ Of some fierceMaenad, enchantment Keats offices autumn as sitting careless on a granaryfloor,/ Thy hair soft-lifted by the winnowing wind. Hair, often used in poetry metaphorically, tends to make up feminine beauty and strength in this case, both poets make use of thesubjectof hair when describing certain aspects of nature. The speakers in these two poems also gestate their thoughts on theportentof the orgasm jumpstart.In the final couplet of Shelleys poem, the speaker asks, Oh wind,/ if Winter comes, can Sprin g be far behind? The speaker in Keats poem inquires, Where are the nervous stpeltings of spring? Ay, where are they? Both poets look upon autumn as anindicationof the coming season which is opposite of autumn. The subjects of seeds and budding plants are also touched upon within the two pieces. Autumn is when, as Shelley writes, the winged seeds are localised in their raunchy wintry bed and lie cold and low. And Keats writes that autumn is the time when the hazel shells are plumpwith a sweetkernel to set budding more. These similarities between the two pieces are interesting however in that respect are many differences in the poems as well. Keats and Shelley express different emotions about the fallseason. Shelley looks at autumn as existence wild and fierce while Keats has a more gentle view of the season. Shelley perceives autumn as an annual death, calling it Thoudirge/Of the dying year, and he uses words such as corpse andsepulchre in the poem.He also employs words such as hectic and tameless, and looks upon the autumn horizon as being the locks of the approachingstorm. Also, he claims the autumn winds are where black rain and fire and hail allowburst. Lines such as this reveal the speakers attitude that autumn is a ferocious and reckless season bearingmorbidportence of the coming winter. On the other hand, Keats fills his poem with lighter words such as mellow, sweet, patient, and soft. The speaker of this poem looks out upon the landscape and hears the full-grown lambs loudbleatfrom hilly bourn, and listens as the crowd swallows twitter in the skies. These lines indicate a much softer and moreamiableemotion felt by the speaker sentiments quite opposite to those felt in Ode to the West Wind. another(prenominal) great difference in these poems is the intentions of the poets themselves. Shelley, in his thirst for being known, wants to attain power like the wind has. He asks of the wind, Be thou, livelinessfierce,/ My life history Be thou m e,impetuous atomic number 53 He pleads for it to move his thoughts over the universe/ Like wi in that locationd leaves to quicken a new birth, and to scatter, as from an unextinguished hearth/ Ashes and sparks, my words among mankind. Shelleys moreambitiousapproach to the weather differs from Keats, who merely enjoys the season for what it holds and asks nothing from it. Keats thoroughly enjoys the stubble-plains with rosy hue, and listening as the red-breast whistles from a garden-croft. Although both writers examine the autumn season, each express different intentions in the poems they hand over written.Shelleys Ode to the West Wind and Keats To Autumn ache striking similarities when it comes to their rich metaphors however, the poems differ in almost every other sense. Shelley holds a much moresavagenotion about the season, while Keats looks upon autumn as being soft andgentle. Shelleys ambitions are expressed in his piece, while Keats only reflects the beauty of what he sees . Both writers display their own ridiculous talent as poets,deservingtheir titles as being two of the greatest Romantic writers of the period. 02)Imagination Imagination is hotshot of the striking characteristics of Romantic Poets.P. B. Shelleys poem To a Skylark and John Keatss poem Ode to a Nightingale are both centered on nature in the form of shuckss. Both poems are classified as Romantic and have certain poetic elements in commonplace, but in addition both poems have differences in style and in theme that differentiate them clearly. Both poets are spurred to react and to write because of their encounter with a lady. Shelley is addressing the bird that excites his interest more directly, while Keats turns to reverie because of the song of the nightingale more than the nightingale itself.In the latter case, the song of the poet has a different tone from the song of the birdthe joy of the bird becomes a contemplative song for the poet. Each poet begins with the reality of th e bird or its song and then uses that as a beginning point for aesthetic and philosophic speculation. P. B. Shelley If the West Wind was Shelleys graduation exercise convincing attempt to articulate an aesthetic philosophy through metaphors of nature, the skylark is his greatest natural metaphor for pure poetic expression, the scatheonious madness of pure inspiration.The skylarks song issues from a state of purified existence, a Wordsworthian notion of complete unity with Heaven through nature its song is motivated by the joy of that uncomplicated purity of being, and is unmixed with any hint of melancholy or of the bittersweet, as human joy so often is. The skylarks unimpeded song rains down upon the world, surpassing every other beauty, inspiring metaphor and making the speaker believe that the bird is not a earthly bird at all, but a Spirit, a sprite, a poet hidden / In the light of thought. In that sense, the skylark is almost an exact twin of the bird in Keatss Ode to a Nig htingale both represent pure expression through their songs, and like the skylark, the nightingale wast not born for death. But while the nightingale is a bird of darkness, invisible in the shadowy forest glades, the skylark is a bird of daylight, invisible in the deep bright blue of the sky. The nightingale inspires Keats to feel a drowsy numbness of happiness that is also like pain, and that makes him cypher of death the skylark inspires Shelley to feel a frantic, rapturous joy that has no part of pain.To Keats, human joy and sadness are inextricably linked, as he explains at length in the final stanza of the Ode on distress. But the skylark sings free of all human error and complexity, and while listening to his song, the poet feels free of those things, too. Structurally and linguistically, this poem is almost unique among Shelleys works its singular form of stanza, with tetrad compact lines and one very long line, and its lilting, songlike diction (profuse strains of unpr emeditated art) work to create the effect of spontaneous poetic expression flowing musically and naturally from the poets mind.Structurally, each stanza tends to make a single, quick point about the skylark, or to look at it in a sudden, picture new light still, the poem does flow, and gradually advances the mini-narrative of the speaker watching the skylark flying higher and higher into the sky, and envying its untrammeled inspirationwhich, if he were to capture it in words, would cause the world to listen. John Keats With Ode to a Nightingale, Keatss speaker begins his fullest and deepest exploration of the themes of creative expression and the mortality of human life.In this ode, the transience of life and the tragedy of old age (where palsy shakes a few, sad, last gray hairs, / Where youth grows pale, and spectre-thin, and dies) is set against the eternal renewal of the nightingales fluid music (Thou wast not born for death, ever-living bird ). The speaker reprises the drowsy numbness he experienced in Ode on Indolence, but where in Indolence that numbness was a sign of disconnection from experience, in Nightingale it is a sign of too full a connection being too happy in thine happiness, as the speaker tells the nightingale. consultation the song of the nightingale, the speaker longs to flee the human world and join the bird. His first thought is to reach the birds state through alcoholin the second stanza, he longs for a draught of vintage to transport him out of himself. But after his meditation in the third stanza on the transience of life, he rejects the idea of being charioted by Bacchus and his pards (Bacchus was the Roman god of wine and was supposed to have been carried by a chariot pulled by leopards) and chooses instead to emb melt down, for the first time since he refused to adopt the figures in Indolence, the viewless travel of Poesy. The rapture of poetic inspiration assemblees the endless creative rapture of the nightingales music and l ets the speaker, in stanzas basketball team through seven, imagine himself with the bird in the darkened forest. The ecstatic music even encourages the speaker to embrace the idea of dying, of painlessly succumbing to death while enraptured by the nightingales music and neer experiencing any get along pain or disappointment. But when his meditation causes him to utter the word forlorn, he comes game to himself, recognizing his fancy for what it isan imagined escape from the inescapable (Adieu he fancy cannot cheat so well / As she is famd to do, deceiving elf). As the nightingale flies away, the intensity of the speakers experience has left him shaken, inefficient to remember whether he is awake or asleep. In Indolence, the speaker rejected all artistic effort. In mind, he was willing to embrace the creative imagination, but only for its own internal pleasures. But in the nightingales song, he finds a form of outward expression that translates the work of the imagination into the outside world, and this is the discovery that compels him to embrace Poesys viewless wings at last.The art of the nightingale is endlessly salmagundiable and renewable it is music without record, existing only in a perpetual present. As befits his celebration of music, the speakers language, sensually rich though it is, serves to suppress the sense of sight in favor of the other senses. He can imagine the light of the moon, But here thither is no light he knows he is surrounded by flowers, but he cannot see what flowers are at his feet. This suppression will find its match in Ode on a classical Urn, which is in many ways a companion poem to Ode to a Nightingale. In the later poem, the speaker will finally confront a created art-object not subject to any of the limitations of time in Nightingale, he has achieved creative expression and has placed his faith in it, but that expressionthe nightingales songis spontaneous and without physical manifestation. 03)high-mindedness Ideali sm is the very much common characteristics especially in second generation Romantic Poets. Romantic idealism favored this hermeneutic and phenomenological outlook on life. At this juncture, we want here to address and emphasize the question of the poems inspiration by the natural phenomenon, the luminous star.P. B. Shelley Among the great Romantics whose poetry, in the early nineteenth century, forms one of the most glorious chapters in the whole of English Literature, no one peradventure was inspired by a purer and loftier idealism than P. B. Shelley. Shelleys is divided by triplet sub categories gyrationary Idealism Religious Idealism Erotic Idealism Penetrates and clasps and fills the world Epipsychidion That stunner in which all things work and move Adonais John Keats The hush of natural objects opens quite To the core and every secret essence thereReveals the elements of good and fair Making him see, where Learning hath no light. With regard to Romantic idealism, there are undoubtedly elements here that show Keatss en gum olibanumiasm for nature. even off if Keatss conception of nature has affinities with spirituality as discerned in the works of Romantics like William Wordsworth (17701850), Samuel Taylor Coleridge (17721834) and Percy Bysshe Shelley (17921822), the intention of this write-up is not primarily the fullness of spiritual experience in nature. Nature plays a vital role in the understanding of his aesthetic ambitions and achievements.Though there are a number of characteristic features in Keatss poetry which affiliate with Coleridge and Wordsworth, his nature-consciousness will be seen to ca-ca a slightly different turn. Keatss poetry and prose show proof of certain monistic traits common in the two elder poets, justifying the assertion that he can be discussed within the mainstream of Romantic idealism with regard to nature, even if he does not breed the matter in a like manner. It can be argued equally that his poetry lends creden ce to apprehend nature from an organics viewpoint.Yet, his eco-poetics, as we intend to analyze, does not place priority on the visionary and transcendental and, therefore, the dominant spiritual dimension of nature is not like that of his elder colleagues, for it tends to reduce nature primarily within the confines of his aesthetic quest rather than brood over it fundamentally as a universal force or the basis of his spiritual longings. 04)Revolution M. H. Abrams wrote, The Romantic period was eminently an age obsessed with fact of violent change. Especially the second generations Romantic Poets are the pioneer to revolt against society, morality and state.P. B. Shelley Shelley resembles Byron in his thorough-going revolt against society, but he is totally unlike Byron in several important respects. His first impulse was an unselfish love for his fellow-men, with an aggressive fervor for martyrdom in their behalf his nature was unusually, even abnormally, fine and sensitive and h is poetic quality was a delicate and ethereal lyricism unsurpassed in the books of the world. In both his life and his poetry his visionary reforming zeal and his superb lyric instinct are inextricably intertwined. Shelley was the most politically active of the Romantic poets.While attempting to instigate reform in Ireland in 1812-13, he wrote to William Godwin, author of Political Justice. ( no(prenominal) also Godwins connections with Wordsworth and Coleridge. ) Shelleys pure idealism led him to take extreme positions, which break the feasibility of his attempts at reform. By 1816 he had mostly given up these politics in favor of the study and writing of poetry his Queen Mab later became popular among the Chartists. The longest-lasting effects of his extreme views were the fact that he met and eloped with William Godwins brilliant daughter Mary, abandoned his wife, and was eventually forced to leave England.Even far away in Italy, however, he was incensed by the Peterloo massac re and wrote The Mask of Anarchy in response to it. He also turned into an attack on George IV his supplanting of Sophocles, Oedipus Tyrannus or Swellfoot the Tyrant. John Keats Keats was neither rebel nor Utopian dreamer. As the modern seemed to him to be hard, cold, and prosaic, he habitually sought an imaginative escape from it. Not like Shelley into the future land of promise, but into the past of Hellenic mythology, as in Endymion, Lamia, and the fragmentary Hyperion. 5)Symbolism P. B. Shelley Shelley uses symbolism successfully in his famous praise Ozymandias. Nothing, in this world is immortal. Even things that are cast in stone, can be one day undone that things may fall and crumble there forgotten one by one. It has been said time after time for as long as most anyone can recall, a small proverb that recounts nothing is cast in stone. This poem is just another example that unlike something cast in stone, nature will eternally conquer over all despite the way that mank ind may think.The poet Percy Bysshe Shelley tells us the same thing in the poem Ozymandias through both exquisite wording and bewitching imagery. The poem is a genius work about strength and the fall of false greatness, told from the eyes of a traveler who encounters an elderly fantastic. In the poem the stranger tells him about the fall of a great kingdom that had thought itself unbeatable by even time. The author uses the image of a statue as a symbol for this kingdom. The image of a broken stone man, which has been beaten down by nature and time plays as an example for many things.The reader learned throughout the poem that not only did time and nature beat this great kingdom, but also they themselves did it during their struggle to be great. The image of two trunkless legs still implanted and slowly being covered by the sand is, in a way, exposing how mankind thinks. Men often believe they are unstoppable even by nature and time, often comparing the elements to other men, bel ieving that the best surpasses even their power. In another line the writer refers to the face of the statue, left fallen in the sand, its lips curled in a look of cold and cruel command.This is a play on the way that mankind is by nature. Mankind is a race that spends all its time rushing about, using commands and war to strive for survival. It is a common belief that he who is strongest will outlive them all. In this poem the writer shows that this is almost always outlived. Weather they are beaten by time, the elements, or themselves, the strongest kingdom will always crumble. The words written on the statues base are said in a beautiful passionate queue, My name is Ozymandias, king of kings Look on my works, ye Mighty, and despair In this passage the writer says that the sculptor of this piece knew all to well, that even the strongest army will fall with time, look and despair that man is not eternal. The sculptor leaves a morbid example to all who would be adrift upon his work s to look around and see what has become of greatness. It is, in a way, telling the reader that greatness is short lived, and that nothing is constantly. The last lines are a beautiful expression of the fallen city, which lie in the sand about the pieces of the broken statue.Crumbled and dead, the sands stretch on still, holding the vast proof that forever is not so long a time in the eyes of the world and that life will continue on even after the walls have crumbled. It is this poem that sets a perfect example that mankind does not give credit to the strength that comes with time and the forces of nature, and will often put so much time into becoming the best and most powerful that they lose sight on life, becoming nothing more than a fallen king. Perhaps the writer hoped to express a greater understanding of the tragedy of greatness, or even express the value of life over the conquest of power.John Keats In Ode to a Nightingale one can discern the consciousness of the use of natu re, symbolized in the bird and its melodious song, not only for poetic composition, but also for go on the poets philosophical speculations. Both bird and song represent natural beauty, the poetic expression of the non-verbal song signaling the harmony of nature. Apart from the ecstasy that the birds song generates, the unseen but vivid pictorial description of the surrounding landscape adds to the bliss and serenity of the atmosphere I cannot see what flowers are at my feet,Nor what soft incense hangs upon the bough, But, in embalmed darkness, guess each sweet Wherewith the seasonable month endows The grass, the thicket, and the fruit-tree wild White hawthorn, and the pastoral eglantine Fast weaken violets coverd up in leaves And mid-Mays eldest child, The coming musk-rose, full of dewy wine, The murmurous haunt of lies on summer eves. (Stanza V, L. 41 50) These lines express the splendor of spring while foreshadowing the approach of summer, which will have its own store of natu re beauty and luxury.As earlier said, nature here seems to be a springboard for intense speculations in the face of the impermanence and mutability of life which strongly preoccupies the poet. To put it in other words, the song seems to scram a phenomenological mathematical process of self-transformation or a psychological metamorphosis that enhances a deep desire for the eternal and unalterable through death. Yet the poet submits to a stoical fortitude, apparently emphasizing the material and sensuous realm of existence rather than the struggle to maintain a permanent and idealistic state.This has often been problematical as imaginative failure, or as a characteristic Keatsian trademark of ambivalence between reality and imaginative illusion. 06)Melancholy Second generations Romantic Poets were Melancholic correspond to the bad effect of French Revolution. Their desires did not come true and their endeavor to the Ideal world remained in their dream. So they were very much frus trated and possessed agony to the real world order. P. B. Shelley He is one of the greatest, successful Melancholic in his age.It is this unsatisfied desire, this almost painful yearning with its recurring disappointment and disillusionment, which is at the root of Shelleys melancholy. His most famous and powerful lines, reveals the melancholy, are in Ode to the West Wind Oh, lift me as a wave, a leaf, a dapple I fall upon the thorns of life I bleed A heavy weight of hours has chained and bowed One too like thee tameless, and swift, and proud. His melancholy is thus vital to his poetry. It may be said that his music is the product of his genius and his melancholy.His melancholy is what the world seems to like best as Our sweetest songs are those that tell of saddest thoughts. John Keats In the poem Ode on Melancholy, Keats takes a sinister look at the human condition. The idea that all human pleasures are susceptible to pain, or do inevitably lead to pain, is a disturbing thought. Keats comments on the miserable power of melancholy, especially how it thrives on what is beatiful and desirable and turns it into its opposite. She dwells with truelove Beauty that must die And joy, whose hand is ever at his lipsBidding adeiu and aching Pleasure nigh, Turning to poison while the bee-mouth sips Ay, in the very temple of Delight Veild Melancholy has her sovran shrine, Though seen of none save him whose strenuous tongue Can burst blisss grape against his palate fine His soul shall taste the sadness of her might, And be among her cloudy trophies hung. (ll. 21-30) In this passage, there seems to be an emphasis on lost hope. There seems to be this idea that true happiness is either ephemeral or unreachable. For example, Keats writes above about Joy Bidding adeui and Pleasure Turning to poison. Keats seems to be saying that happiness is a temptation which people are tragically prone to dream about, an illusion upon which is unrealistic. 07)Hellenism & naturalism From the Renaissance to the nineteenth century Greece was a primary object of myth-makers attentions, its history as well as its mythology fodder for the imagination. These two poets were deeply influenced by the Grecian literature. Shelley wrote Hellas, which is the ancient name of Greece. Keats was also influenced by Hellenism, while P. B. Shelley was influenced by Platonism. John KeatsShelley expressed the opinion that Keats was a Greek. Indeed, Keats was unmistakably a representative of Greek thought, in a sense in which Wordsworth and Coleridge and even Shelley were not. The Greek spirit came to Keats through literature, through sculpture, and through an innate tendency, and it is under Hellenic influence as a rule that he gives of his best. Keats has contrived to talk about the gods much as they might have been supposed to speak. The world of Greek heathenism lives again in his verse, with all its frank sensuousness and joy of life, and with all its mysticism.Keats looks back and lives again in the time When holy were the haunted forest boughs, Holy the air, the water, and the fire. Ode to Psyche P. B. Shelley Shelleys Platonic leanings are well known. Plato thought that the supreme power in the universe was the Spirit of beauty. Shelley borrowed this conception from Plato and developed it in his metaphysical poem anthem to keen Beauty. Intellectual Beauty is omni potent and man must worship it. The favorite Greek conceit of pre-existence in many earlier lives may oft be found in other poems besides the Prometheus Unbound quoted in part II of our series.The last stanza of The Cloud, is Shellys Platonic symbol of human life I am the daughter of earth and water And the nursling of the sky I pass through the pores of the ocean and shores I change, but I cannot die. For after the rain when with never a stain The pavilion of heaven is bare And the winds and sunbeams with their convex gleams Build up the blue dome of air I silently jape at my own cenotaph And out of the caverns of rain Like a child from the womb, like a ghost from the tomb, I arise and unbuild it again. 08)Love & Beauty John KeatsKeats is called the poet of beauty or some critics address him as the worshiper of beauty. Keatss notion of beauty and truth is highly inclusive. That is, it blends all lifes experiences or apprehensions, negative or positive, into a holistic vision. Art and nature, therefore, are seen as therapeutic in function. Keats was considerably influenced by Spenser and was, like the latter, a passionate lover of beauty in all its forms and manifestation. This passion for beauty constitutes his aestheticism. Beauty, indeed, was his pole-star, beauty in Nature, in woman, and in art.He writes and defines beauty A think of beauty is joy for ever In John Keats, we have a remarkable contrast both with Byron and Shelley. He knows nothing of Byrons stormy spirit of antagonism to the existing order of things and he had no sympathy with Shelleys humanitarian rea l and passion for reforming the world. But Keats likes and worships beauty. In his Ode on a Grecian Urn, he expresses some powerful lines about his thoughts of beauty. This ode contains the most discussed two lines in all of Keatss poetry Beauty is truth, truth beauty, that is allYe know on earth, and all ye need to know. The exact meaning of those lines is disputed by everyone no less a critic than TS Eliot considered them a blight upon an otherwise beautiful poem. Scholars have been unable to agree to whom the last thirteen lines of the poem are addressed. Arguments can be made for any of the four most obvious possibilities, -poet to reader, urn to reader, poet to urn, poet to figures on the urn. The issue is further confused by the change in quotation marks between the original manuscript copy of the ode and the 1820 published edition. P. B. ShelleyShelley expresses love as one of the God-like phenomena in human life and beauty is the intellectual beauty to him. We find the cle ar idea of Shelleys love and beauty through Hymn to the Intellectual Beauty. The poems process is doubly figurative or associative, in that, once the poet abstracts the metaphor of the Spirit from the particulars of natural beauty, he then explains the workings of this Spirit by comparing it back to the very particulars of natural beauty from which it was abstracted in the first place Thy light alone, like mist oer mountains driven Love, Hope, and Self-esteem, like clouds depart This is an inspired technique, for it enables Shelley to illustrate the stunning experience of natural beauty time and again as the poem progresses, but to push the particulars into the background, so that the focus of the poem is always on the Spirit, the abstract intellectual ideal that the speaker claims to serve. Of course Shelleys atheism is a famous part of his philosophical stance, so it may seem strange that he has written a hymn of any kind.He addresses that strangeness in the third stanza, when he declares that names such as Demon, Ghost, and Heaven are merely the record of attempts by sages to explain the effect of the Spirit of Beautybut that the effect has never been explained by any voice from some sublimer world. The Spirit of Beauty that the poet worships is not supernatural it is a part of the world. It is not an independent entity it is a responsive capability within the poets own mind.If the Hymn to Intellectual Beauty is not among Shelleys very greatest poems, it is only because its project falls short of the poets extraordinary powers simply drawing the abstract ideal of his own experience of beauty and declaring his fidelity to that ideal seems too simple a task for Shelley. His most important statements on natural beauty and on aesthetics will take into account a more complicated idea of his own connection to nature as an expressive artist and a poet, as we shall see in To a Skylark and Ode to the West Wind. Nevertheless, the Hymn remains an important poem from the early period of Shelleys maturity. It shows him working to incorporate Wordsworthian ideas of nature, in some ways the most important theme of early Romanticism, into his own poetic project, and, by connecting his idea of beauty to his idea of human religion, making that theme explicitly his own. 09) style One of the most distinct attributes of theRomanticwritersPercy Bysshe ShelleyandJohn Keatsis their gift of using bothlushand tactile words within their poetry. P. B. Shelley Shelley uses terza rima in his Ode to the West Wind.Terza rima utilizes three-line stanzas, which trustingness iambic meter with a propulsive rhyme scheme. Within each stanza, the first and third lines rhyme, the middle line having a different end well-grounded the end sound of this middle line then rhymes with the first and third lines of the next stanza. The rhyme scheme thus runs aba bcb cdc ded efe, and so forth. Shelleys Ode to the West Wind (1820) instances one of the finest uses of terza rima in an English-language poem O wild West Wind, thou breath of Autumns being, Thou, from whose unseen presence the leaves deadAre driven, like ghosts from an enchanter fleeing, Yellow, and black, and pale, and hectic red, Pestilence-stricken multitudes O thou, Who chariotest to their dark wintry bed Each of the seven long stanzas of the Hymn to Intellectual Beauty follows the same, highly regular scheme. Each line has an iambic rhythm the first four lines of each stanza are written in pentameter, the fifth line in hexameter, the sixth, seventh, eighth, ninth, tenth, and eleventh lines in tetrameter, and the twelfth line in pentameter. (The syllable pattern for each stanza, then, is 555564444445. Each stanza is rhymed ABBAACCBDDEE. John Keats Influenced by Greek literature, he applied those Classical characteristics of his poetry Keats is one of the great word painters in English Literature. Ode on a Grecian Urn follows the same ode-stanza structure as the Ode on Melancholy, though it var ies more the rhyme scheme of the last three lines of each stanza. Each of the five stanzas in Grecian Urn is ten lines long, metered in a relatively precise iambic pentameter, and divided into a two part rhyme scheme, the last three lines of which are variable.The first seven lines of each stanza follow an ABABCDE rhyme scheme, but the second occurrences of the CDE sounds do not follow the same order. In stanza one, lines seven through ten are rhymed DCE in stanza two, CED in stanzas three and four, CDE and in stanza five, DCE, just as in stanza one. As in other odes (especially Autumn and Melancholy), the two-part rhyme scheme (the first part made of AB rhymes, the second of CDE rhymes) creates the sense of a two-part thematic structure as well.The first four lines of each stanza roughly define the subject of the stanza, and the last six roughly explicate or develop it. (As in other odes, this is only a general rule, true of some stanzas more than others stanzas such as the fifth d o not connect rhyme scheme and thematic structure closely at all. ). 10) Their Odes John Keats The odes explore and develop the same themes, partake of many of the same approaches and images, and, ordered in a certain way, exhibit an unmistakable psychological development.This is not to say that the poems do not stand on their ownthey do, magnificently one of the greatest felicities of the sequence is that it can be entered at any point, viewed wholly or partially from any perspective, and still proves moving and rewarding to read. There has been a great deal of critical debate over how to treat the voices that speak the poemsare they meant to be read as though a single person speaks them all, or did Keats invent a different persona for each ode?There is no right answer to the question, but it is possible that the question itself is wrong The consciousness at work in each of the odes is unmistakably Keatss own. Of course, the poems are not explicitly autobiographical (it is unlikely that all the events really happened to Keats), but given their sincerity and their shared frame of thematic reference, there is no reason to think that they do not come from the same part of Keatss mindthat is to say, that they are not all told by the same part of Keatss reflected self.In that sense, there is no harm in treating the odes a sequence of utterances told in the same voice. The psychological progress from Ode on Indolence to To Autumn is intimately personal, and a great deal of that casualness is lost if one begins to imagine that the odes are spoken by a sequence of fictional characters. When you think of the speaker of these poems, think of Keats as he would have imagined himself while writing them.As you trace the speakers trajectory from the numb drowsiness of Indolence to the quiet wisdom of Autumn, try to hear the voice develop and change under the guidance of Keatss extraordinary language. P. B. Shelley The wispy, fluid terza rima of Ode to the West Wind finds S helley taking a long thematic leap beyond the scope of Hymn to Intellectual Beauty, and incorporating his own art into his meditation on beauty and the natural world.Shelley invokes the wind magically, describing its power and its role as both destroyer and preserver, and asks the wind to sweep him out of his torpor as a wave, a leaf, a cloud In the fifth section, the poet then takes a remarkable turn, transforming the wind into a metaphor for his own art, the expressive capacity that drives dead thoughts like withered leaves over the universe, to quicken a new birththat is, to quicken the coming of the spring.Here the spring season is a metaphor for a spring of human consciousness, imagination, liberty, or moralityall the things Shelley hoped his art could help to bring about in the human mind. Shelley asks the wind to be his spirit, and in the same movement he makes it his metaphorical spirit, his poetic faculty, which will play him like a musical instrument, the way the wind str ums the leaves of the trees.The thematic implication is significant whereas the older generation of Romantic poets viewed nature as a source of truth and authentic experience, the younger generation largely viewed nature as a source of beauty and aesthetic experience. In this poem, Shelley explicitly links nature with art by finding powerful natural metaphors with which to express his ideas about the power, import, quality, and ultimate effect of aesthetic expression. ConclusionTo an extent, the intensity of feeling emphasized by Romanticism meant that the movement was always associated with youth, and because Byron, Keats, and Shelley died young (and never had the chance to sink into conservatism and complacency as Wordsworth did), they have attained iconic status as the representative tragic Romantic artists. Shelleys life and his poetry sure as shooting support such an understanding, but it is important not to indulge in stereotypes to the extent that they obscure a poets indiv idual character.Shelleys joy, his magnanimity, his faith in humanity, and his optimism are unique among the Romantics his expression of those feelings makes him one of the early nineteenth centurys most significant writers in English. Shelley is regarded as a major English Romantic poet. His foremost works, including Prometheus Unbound, Adonais, The Revolt of Islam, and The victory of Life, are recognized as leading expressions of radical thought written during the Romantic age, while his odes and shorter lyrics are often considered among the greatest in the English language.In addition, his essay A Defence of Poetry is highly valued as a statement on the moral importance of poetry and of poets, whom he calls the unvalued legislators of the world. While Shelleys significance to English literature is today widely acknowledged, he was one of the most controversial literary figures of the early nineteenth century. Keats was one of the most important figures of early nineteenth-centu ry Romanticism, a movement that espoused the sanctity of emotion and imagination, and privileged the beauty of the natural world.Many of the ideas and themes evident in Keatss great odes are quintessentially Romantic concerns the beauty of nature, the relation between imagination and creativity, the response of the passions to beauty and suffering, and the transience of human life in time. The sumptuous sensory language in which the odes are written, their idealistic concern for beauty and truth, and their expressive agony in the face of death are all Romantic preoccupationsthough at the same time, they are all uniquely Keatss.

Curriculum designing guidelines Essay

Purpose The construction of experiences and outcomes that effectively provide progression in each plan area and convey the values, principles and purposes of A Curriculum for excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences ordain have a significant, positive, concern on classroom practice and hence on the learning experience of all children and young people.It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the syllabus (from age 3 to 15 in the first instance) retaining what currently flora well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other guinea pig and international comparators are your starting points.Your work wil l be based on the relevant parts of the Curriculum Frameworks for Children 3 5, 5 14 guidelines, well-worn Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. precept The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning or subjects (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area.They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be certain creating, presenting and evaluating in art, drama, dance and music within science they describe broad areas of knowledge and understanding to be developed biodiversity, being human and cells in Our supporting World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes.Essential outcomes are a small build of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the essential outcomes , which are the ones helping to shape and refine the other in an iterative manner.Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is in like manner important to try to write nipping and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this.

Dr Jekyll and Mr Hyde Essay

Throughout the entire novel of Dr. Jekyll and Mr. Hyde, everyone is inquiring or investigating slightly something. The characters are either meddling in soulfulness elses business or they become curious about something scientific. Because of this curioposturey, different people stupefy in trouble in some way. In the first chapter, Mr. Uttersons friend Mr. Enfield says, You start a question, and its like starting a stone. You sit quietly on the top of a hill and away the stone goes, starting others and presently some bland of age(predicate) madam (the last you would need thought of) is knocked on the head in his own back garden and the family rent to change their name. No sir, I make it a rule of mine the more it looks like Queer Street, the less I ask. (35). This is an important epigraph for the entire novella because when Dr. Jekyll, Mr. Utterson, and Mr. Lanyon become curious, someone gets in trouble.The most important example of someone being inquisitive is in the Case of Dr. Jekyll. He questions whether man can be split in two one half would be the malign half and the other half would be strictly a siz adequate-intentioned gentleman. (79) Dr. Jekyll does this experiment on himself but something goes wrong and he becomes strictly his evil side. This transformation allows him to have a separate persona, a separate life. He thrives of off the power he feels when he becomes Mr. Hyde. (81) This leads to his ultimate downfall. He finds it so hard to keep his old self. This constant changing back and forth leads him to eventually kill himself because he has lost hope. His original curiosity of trying to make him self solely good is what leads to his demise in the end. (93)Mr. Uttersons curiosity about his close friend, Dr. Jekyll, adds to Jekylls final, suicidal decision. His investigation of the mysteriousness around the door and Dr. Jekyll begins when he reads Dr. Jekylls will. As a lawyer, he should not question the motives behind Jekylls peculiar wi ll but instead he tries to pry into his friends life to project that nothing sketchy is going on. This is a question that should not be asked because it is not any of his business but he still tries to figure it out. (37) This leads to some other curiosity for Utterson. He feels as though he needs to see Hydes face. He waits at the door simply to see his face, to be able to place his finger on why people are so disturbed by him. This is not a necessary question to be asked and it causes more skepticism about the relationship between Jekyll and Hyde. (40) The unclearness of the relationship puts pressure on Jekyll, leading to his breakdown.Finally, Lanyons curiosity-downfall spiral is the most obvious. Jekyll goes to Lanyon first, asking him to retrieve a drawer from his laboratory and give it to Hyde. When Hyde asks if he wants to see the transformation, Lanyon being nosy says yes. (55) His starting of a question starts the stone and it leads to his death. He is so shocked about comprehend his friend transform that he eventually dies. This never would have happened if did not agree to seeing Jekyll and Hyde. (57)Overall, the characters in this book show a lot of curiousity about Jekyll and Hyde. As the quote says, You start a question, and its like starting a stone. (35). The characters start a questions and presently some bland old bird is knocked on the head in his own back garden and the family have to change their name. These questions have been about Jekyll and Hyde and so ultimately someone ends up acquiring hurt of getting in trouble. This is a theme throughout the whole novel which is why this quote serves as a good epigraph for the novella.

The plight of migrant workers

IntroductionThe wise saying goes, The writer sees, what the Sun can not see.(Proverb) If that writer happens to be a photojournalist, his products are going to be nearer to the reality. This is the strength of the book of David Bacon. Of the four factors of production, Land, Labor Capital and Organization, it is known that the Labor occupies the first position, because without it, the other three are rendered idle.In the context of globalization of alone segments of economic and profit-generating activities, agriculture too occupies the prominent place. The labor requirement in this area is vast, and it needs to be employed at the right clip, depending upon the timings of the harvesting and merchandise of the crops. How do the unsettled workers plough their unrecordeds, what are the problems that confront them and what is the solution?The harsh realities of migrant experienceThe materialistic civilization, industrial and internet revolution have make the concept of globalization a reality, without world attractors formally announcing the same. The economic compulsions are such, something tangible is happening all over the world in the industrial and agricultural sectors, without anyone making efforts for it actually. Transnational communities are being formed in the natural course, because of the common economic and survival interests and aspirations of such labor force.This has happened all along the northern road from Guatemala, via Mexico and far into the United States. Douglas Bacon is eminently suited to do the task of writing this book, for he is thrice-blessedbeing the journalist, the photographer, and a trade union leader and labor organizer.(Ahn, 2004) With the might of his pen, and the click of the flashgun of the camera, he gives the picture of the real life of the migrant labors working for plenty and prosperity of others to a great extent, and their one-on-one prosperity to some extent.Workers move and become part of the migrant work-force, not because they want to move, but because someone somewhere is willingly and anxiously waiting for them. unregistered immigrants far outnumber the documented immigrants. (Ahn, 2004)US border policy treats them in an unjust manner, labeling them as an aggregation of individuals.Immigration policy on such block of immigrants demands special fear and policy guidelines, to properly accept them into the mainstream of the society, because they are bring to the welfare of that society. These great dramas of borderlands create new issues time and again. Their combined work output is definitely contributing to the movement of giant wheels of agriculture production to fulfill the food requirements of the Nation. The labor movements are both for survival and for further improvement of working conditions to secure unchangeable life, without uncertainties and anxieties.Agriculture1. The obstacles the migrant workers face, their thoughts about their homeland, and their plans for building a better lifeThe number of migrant workers in USA runs into millions. They are available for all types of work relate to agriculture, like planting, weeding, harvesting and packing. Their contribution is basic and fundamental, but in return, they dont get what they deserve. Their income is less than $7,500 an year. (Ahn, 2004)The working conditions are dangerous from the point of mess of health, for they have to toil in the hot fields below the hotter sun, they handle not too safe call down equipments, the ill effects of physical moving picture to herbicides, chemical fertilizers and poisonous pesticides do serious damage to their health.Often we went into the fields barefoot, remembers Jorge Giron, from the Mixtec town of Santa Maria Tindu, who now lives in Fresno. His wife, Margarita, recalls that in the labor camp the inhabit were made of cardboard, and you could see other families through the holes. When you had to relieve yourself, you went in public because there were no ba throoms. You would go behind a tree or portentous grass and squat. People bathed in the river and further down others would wash their clothes and drink. A lot of people came down with diarrhea and vomiting. The strikes, they say, forced improvements. (Bacon, 2005)2. In what focal point do the members of these communities face ethnic and racial discrimination?The main problem of the migrant workers is their status. Since they are illegal entrants, the worry of their clandestine stay bothers them during 24 hours in a day. Their number is more than 52% of the total workforce. (Ahn, 2004) They move like caravans, depending upon the requirements in a particular area.This affects their lifestyle adversely, because they live in temporary houses, in congested areas where sanitation facilities are too poor. Some spend their nights in their cars or dusted fields under temporary structures. They work even when they are sick, for the aesculapian facilities are poor, one is afraid to ask for them for the fear of losing wages, or even the job. In case of prolonged illness, the chances of being deported are certain.Long periods of absence from homeland and the defense of the association of near and dear ones, lead to depression in many cases. Since the job is temporary and without any perquisites, they remain engulfed in a sense of insecurity. They live under compulsion, for they have to support their family members in a distant land, who are expecting their remittances month after month. Migrant workers with the family, face another problem of education of their children, as they have to constantly shift from one school to another.The children are brought up in uncertain and poor conditions and they develop a sense of inferiority complex. The racial and ethnic problems though not there legally, yet in the day to day dealings, they show their presence. Labor organizing was part of the mix here too. In 1993 FIOB began coaction with the United Farm Workers. We recognized the UFW was a strong union representing agricultural workers, Dominguez explains. They recognized us as an organization fighting for the rights for indigenous migrants.But it was an restless relationship. Mixtec activists felt that UFW members often exhibited the same discriminatory attitudes common among Mexicans back home toward indigenous people. Fighting racism in Mexico, however, had prepared them for this. According to Rivera Salgado, the experience of racism enforces a search for cultural identity to resist and creates the possibility of new forms of organization and action.(Bacon, 2005)3. What kinds of organizations have they formed to protect themselves?Cezar Chavez founded the United Farm Workers Union and the farm workers stand up for their rights. His pressure tactics made the growers sign the contract, which protected workers interests. Laws are being framed one after another, but these have proved to be laws designed for exploitation. For every provision of the law for protecting the interests of the workers, the legal brains of the employers find an escape route. Labor shortages caused by World fight II resulted in the 1942 U.S./Mexico Bracero Program. Bracero contracts ranged from one to six months, and employers were required to provide food and housing, pay local wage rates, cover medical expenses, and provide transportation between Mexico and the farm.These clauses, however, were rarely enforced and growers routinely exploited Braceros by shorting the hours they worked or changing the rate of pay once the work was completed.(Ahn, 2004) With strong protests from the labor, the Bracero Program was terminated in 1964.United Farm Workers Union of America (UDW) is credited with securing improvement in the working conditions of California farm workers and now the workers have the legal mandate of access to faucets, toilets and chilliness drinking water. But the Unions face a peculiar problem. They dont get the necessary support from the worke rs. Less than 10 percent of all strawberry workers are unionized.(Ahn, 2004)At the National level, there are several organizations fighting for the rights of the workers. Some of them are the Coalition of Immokalee Workers in Florida, Farm Labor Organizing Committee in atomic number 7 Carolina etc.4. How does their position in American society compare with the civil rights struggles of other groups we have studied?The Civil Rights Struggle is a broad struggle, having national and transnational repercussions. The problem of migrant worker is a struggle within the struggle.(Own) Rights for the workers are the consequential action to the Civil Rights struggle. Now that the civil rights issues are settled legally, it is time that the government pays sincere attention to the plight of the migrant workers, so it does not turn out to be an issue like the issue of slavery in disguise.ConclusionUnfortunately in USA, democracy and capitalism have joined hands to give a free reign to exploi tation and the workers are at the receiving ends. What to mouth about those illegal migrant workers. They are like smuggled goods liable to be confiscated by the Government at any time. Some tangible locomote need to be taken to reconcile these good ideals. USA has tried combinations and permutations, by placing emphasis on one or the other ideal. The problem of migrant workers is mainly the human problem, apart from the one that of legal and economic.The concept by the workers that the commission is the sworn enemy and they must be a war with it always, is wrong. Similarly, the Management needs to have the humane approach. The thought process both the parties need to change. Then only their action process will also change. So, when the thoughts are changed, the brainiac is changed when the mind is changed, the man is changed when the man is changed, the society is changed.References CitedAhn, Christine, Article Food First/Institute for Food and Development Policy For Land Work ers Without Rights in American Agriculture, (2004)Bacon, David (Author), Carlos, junior Munoz (Foreword), Douglas Harper (Foreword) Book Communities without Borders Images and Voices from the World of MigrationPaperback 235 pagesPublisher ILR Press 1 edition (October 2006)Language EnglishISBN-10 0801473071ISBN-13 978-0801473074Proverb Source anonymousOwn This symbol is my own creation.Bacon, David Article Communities Without Borders (David Bacon)The Nation October 2005 issue.

Does Ethnicity and Language to the Degree of Parent Involvement in Schools Essay

Many recent studies have indicated that pargonnt involvement can make significant differences to outcomes at schools. why some parents become involved more than others in their childrens grooming has been the subject of past studies, and ethnic minority status (especially Black and Hispanic) have been associated in the past with poor involvement compared to whites. But other studies have shown completely opposite conclusions i. e. parental involvement is higher in ethnic groups than whites.The critique This questionnaire account of teachers and parents was a multi-dimensional investigation into the role of ethnicity in parental involvement in schooling found that Black parents perceive that they take a more participating role in their childrens schooling than any other ethnic group. By contrast the teachers perceptions on the issue were drastically opposite teachers reported lots lower levels of alliance with Black parents than White or Hispanic parents.The fact that fewer than 4 % of teachers in this study were blacks probably has been a significant reckon in this regard. One of the main weaknesses of this study is a lack of verifiability it was all told based on questionnaires, without any involvement of students themselves. Secondly the fact that the population consisted entirely of low-performers may have introduced a source of bias in the study.There were also inadequate measures of ruling out the effect of other confounding factors e. g. education level, incomes of households which made it difficult to compare ethnicity properly. Finally, some ethnic groups returned more questionnaire than others, making it difficult to conduct a like for like study. Conclusion More studies are needed, carried out in a more rigorous method, before the true effect of ethnicity on parental involvement with schools can be established.

Bad Writing Assignment(Intentional)

An Indiana supermarket has firsted the next trend in do-it-yourself grocery store shopping allowing customers not only to check themselves out. But also to let themselves in. On Thanksgiving wickedness in Goshen, the locking tool on its drive door was not checked by mortal at the store. That resulted in a dozen customers entering the store and trying to shop despite a complete absence of store employees. Normally open 24 hours a day, the doors of the store were shut at 6 p. m. on Thanksgiving evening. Store manager, Sheila Donley, said. It seems the locks on the front doors must have failed, and instead of in truth sleeping off their turkey dinners or getting an early head start on ominous Friday, some loyal Kroger customers decided to pick up a few extra items. Since the locking mechanism had failed the doors were not easy to sliding board open, Donley said, that may have deterred others who came earlier in the evening. About 1015 p. m. , though, one customer decided the st ore looked open. And pulled the sliding front doors apart reasonable as several(prenominal) other shoppers arrived. When I arrived at the store I could see a little topographic point among the doors, because all the lights were on inside, I just assumed the automatic opener had stopped working notwithstanding I could still shop, said, Goshen resident, Bill Terrell. I looked for an employee to alert, I found no one and decided just to buy what I needed. Several other late-night shoppers gathered items and went to the self-checkout lanes, seemingly oblivious to the utter lack of employees. They know something was wrong after seeing all registers closed, Terrell said. At some bear down, jurisprudence were accosted.Puzzled by the situation, a call came from a customer or a neighbor concerned about the sudden activity. Police spokeswoman, Christy Samms said, there were definitely no signs of oblige entry at all and evidently no one steal any items from the business. She said it appeared the doors locking mechanism had not completely engaged. At this point in time, Donley, called in by police, secured all of the entrances and sent the confused customers on their way each with a voucher for $20 worth of Kroger-brand items on a upcoming future visit.The customers, taking it in stride, left hand without incident, Terrell said. As foolish as we probably were to be out on Thanksgiving night, I generalise its hard to complain about free food on our next trip, he said. 1a. authoritative Donley, called in by police. 1b. Revision At this point in time, Donley, called in by police (Concise Wording) 2a. Original There were no signs of labored entry and apparently. 2b. Revision There were no signs of forced entry at all and apparently (Unnecessary Filler) 3a.Original and apparently no one stole from the business. 3b. Revision and apparently no one stole any items from the business. (Unnecessary Filler) 4a. Original It seems the locks on the front doors faile d 4b. Revision It seems the locks on the front doors must have stopped working (Concise wording) 5a. Original I could see a little quadriceps femoris between the doors 5b. Revision When I arrived at the store I could see a little space between the doors (Long Lead Ins) 6a. The doors were not easy to slide open,. 6b.Since the locking mechanism had failed the doors were not easy to slide open,.. (Long Lead Ins) 7a. and instead of sleeping off. 7b. and instead of actually sleeping off (Needless Adverb) 8a. brand items on a future visit. 8b. brand items on a upcoming future visit. (Redundant Words) 9a. There were no signs of forced entry 9b. There were definitely no signs of forced entry (Needless Adverb) 10a. or getting an early start on Black Friday 10b. or getting an early head start on Black Friday (Redundant Words)

Fox and Coyote and Whale

Native American traditional stories, folktales, atomic number 18 stories passed cut from generation to generation by story telling and performance. Native Americans emphasized the importance of living in harmony with the naturual world. They had complex religious beliefs, sophisticated poltical systems, and strong morals. Some of the stories are creation myths, tales of heroes, and tricksters. Trickster tales are stories that have animals or human reference works who engage in deceit, violence, or magic. Often trickster tales are give tongue to to explain why the world is the way it is.coyote and the overawe and throw off and prairie wolf and Whale are two trickster tales, retold by Mourning Dove, explaining how brush wolfs action created changes in the world. In theses two trickster tales, Coyote, the chief(prenominal) character shares some similarities in morals, character, and transformation . Yet there exsists differences in how these traits are presented. One relation between these two trickster tales is that they both have purposes to memorize morals. The moral teaching in Coyote and the Buffalo is to not be greedy.An example would be when Coyote killed the cow for more food because he was tired of eating only the fat. As a result he gets the remains of the cow stolen and is unexpended with nothing. In Fox and Coyote and Whale, unrivalled of the morals is not to steal someones wife.Whale steals Foxs wife and imbibes her to his rules of order which leads Coyote and Foxs wife. Whale ends up getting his guide chopped off and thrown into the ocean. They both teach morals, just in different ways. One difference that these two trickster tale have is Coyotes character trait. For example, in Coyote and the Buffalo, Coyote is portrayed as numbskull.Actions ilk kicking the Buffalo Bulls skull bring out of revenge, killing the cow Buffalo Bull gave him thinking Buffalo Bull will never know, and swear a stranger with the little food he had left t o take a nap, all take out Coyote a numbskull. In Fox and Coyote and Whale, Coyote is smart and thoughtful.When Coyote helps Fox outsmart the water maidens, into telling them where Foxs wife was located, they go on a journey to recapture Foxs wife from Whale. Even tho Coyote in one tale contrasts Coyotes character from the other they both did tumesce people. Coyote from Coyote and the Buffalo, got out of dieing by offering Buffalo Bull new horns.Buffalo accepted, so it was a win-win situaton for Coyote. In the other tale, Coyote helped find Coyotes wife by decieving the water maidens, and getting cultivation before killing them. This helped regain Foxs wifes acknowledge.The coyote in these tales had diiferent mentalities from one another, one being an idiot and one being smart. Another similarity that theses tales have is that they both explain why the world is how it is. For example, in Coyote and the Buffalo, when Coyote gives Buffalo Bull new horns, they become the horns that all buffalos would have from that point on.Also, when Coyote kills the cow that was given to him by Buffalo as food he decides to go back to Buffalo to ask for another one but the cow that Coyote killed returned from the dead and refused to go with coyote once again and Buffalo denies him another one.This explains why there are no buffalo in the Kettle fall on the Columbia Rive, all because of Coyote. In Fox and Coyote and Whale, Fox and Coyote go after Foxs wife who was taken by Whale. After Fox and Coyote rescue her, Foxs cuts off Whales head and tosses it into the ocean.This is why there are no whales in the rivers, and Whale could no longer make love to the wives of other men. This trickster tale also explains why Land people and Water people dont like each other. Coyote plays a role in how everything changed and how everything transformed.From reading both trickster tales, I learn that by decieving people you can get things out of them. These tales defenitely taught many mo ral, such as respect the dead, dont take what you have for grante, the importance of familiy and fidelity, ect. It gave a background on how the world transformed.

Holy War

sanctified fight Essay Holy state of contend. How can the word holy be put together with the word war? In the Old Testament though, holy war is presented in such(prenominal) a good light. You were overtaking to war for Yahwehs command. Holy war was only engaged when Yahweh summons Israel to war. Holy war was initiated when nearlything became a threat to Israels loyalty to Yahweh or something became dangerous to Israelites faith. War and bucking was what seemed necessary to protect Israelites from swaying towards the Canaanite religion.Holy war was only used for conquests or for the defense of the holy commonwealth. In Deuteronomy and the books of the period known as the Deuteronomistic History which includes Joshua, Judges, Ruth, 1st and 2nd Samuel, and 1st and 2nd Kings, we read about a conflict in the midst of the Israelites and Canaanites which leads to the Conquest of Canaan. Being a conquest, its justified to c alone it a holy war. It is described as Yahwehs battles in 1 st Samuel chapter 25, verse 28. Never in the Old Testament is it referred to as a holy war. Because the Canaanites were occupying the land known as the promised land, the land meant for gods chosen people, the Israelites, to live on, Yahweh promised to Abrahams descendents that they must(prenominal) be exterminated without mercy. He wanted all the Canaanites killed including the women and children. The Canaanites were placed under ban which meant they were sacrificed to Yahweh. It was though that if they allowed all Canaanite to live, they might cause religious bollocks upion (Harris).One example is documented in the book of Joshua, when Israelite soldiers captured the urban center of Jericho and killed all men, women, children, and even livestock, all because they wanted to enforce the ban and gods orders. There were many sustenance complete to govern the execution of a holy war. First it is to be understood a holy war is a religious undertaking. In theory, on that point sh ould be no casualties because Yahweh is doing the fighting.Also some basic provision included have no standing army only only an army of provides when needed, no represent for the soldiers along with no spoils of war, no sex during a holy war, and you must fast going into battle. In the book of Deuteronomy chapters 20 and 21, paragon spells out these provisions and rules that go along with going to war. For cities distant from the Promised Land, provisions differed from those nations closest. When the army marched up to attack a city, they were to make its people an offer of peace. If they accepted, they would be forced nto labor. If they refused, then both sides engaged in battle (Deut. 2010-12). They were ordered by god to kill all men in the city they were attacking. The women, children, and livestock were considered plunders and spoilers of war. As for nations closest like the Canaanites, Hittites, and Amorites, there are antithetic provisions. God orders them to leave n othing behind in these nations. Completely destroy them because they are the nations that might corrupt the Israelites into worshipping other gods and sin against Yahweh.Along with leaving nothing alive and the basic provisions, another provision deals with marrying prisoners. During the war, God allows you to marry any of the unfrees of the conquered nation. But you must shave her head, trim her nails, and remove the clothes she was wearing when captured. You whitethorn marry her one-month after the capture to allow her to mourn her parents. If you become unpleased with he, you may let her go wherever she wishes, but you cant sell her or treat her as a slave since you have guilty her.In Samuel chapter 15, Samuel orders King capital of Minnesota to attack the Amalekites and destroy everything that belonged to them. Put to death the men, women, children, infants, and all livestock as ordered by God. Saul obeyed and organized an army of two hundred thousand men. He attacked the Ama lekites and took their king, Agag, captive but destroyed everything else. Saul spared Agags life along with, what he deemed, the surmount livestock. The Lord rung to Samuel and showed frustration in making Saul king because Saul had not followed out his instructions to kill everyone and everything.Samuel met with Saul at a city known as Gilgal and asked wherefore Saul let some livestock live? Sauls answer was that they would be used as sacrifices to the Lord because they were the best livestock. Samuel reminded Saul that the Lord had make hi king and that he sent Saul on a mission to completely destroy the Amalkites and asked why he didnt obey the order and do malevolent in the eyes of the Lord. Samuel didnt accept Sauls cogitate of retentiveness the livestock for sacrifices and keeping Agag alive. Samuel then said that God wasnt interested in sacrifices but in obedience of his section and commands.Samuel tells Saul that the Lord has rejected him as king. Because you have rej ected the word of the Lord, he has rejected you as king (Deut. 1523). Saul admitted he sinned because he was afraid of the people and gave into them. Saul then asked for kindness but Samuel did not accept. He turned to leave but Saul latched onto him. Samuel said again that Saul was not king anymore. Saul pleaded with Samuel for him to return with him so he could worship the Lord. Samuel finally agreed and followed. after(prenominal) they worshipped, Samuel called for Agag to be brought to him.Agag arrived and Samuel proceeded to kill Agag before the Lord. Samuel left for Remaha and never returned to see Saul. From that day on, the Lord regretted that he made Saul king of Israel. We see in this passage the provisions of holy war, including Saul forming a volunteer army ad Saul obliterating everything of a nation. But the difference is King Saul didnt make full the order of God for this holy war against the Amalekites. Saul was looked down upon for not following Gods orders and Sa muel had to fulfill the command. There seems to be no exceptions to Gods orders and provisions in holy war.The impress this episode had on me is Saul chose to disobey Gods orders of killing everything by letting some things survive. After glide path to understand what holy war was, it found it to be very bloodthirsty. Innocent women and children were killed. I understand the argueing back then though for God to feel the need to destroy nations around Israels promised land because he feared his people would start worshiping other gods. The relevance of the age-old question of If God is good, why is there so much evil in the world, stems from people questioning why wars, genocides, and even murder happen.The reason many people ask this question is because, as a Catholic, I really hadnt been capable to the Old Testament God as much as the New Testament God. There is a big difference in the New Testament God and how compassionate and forgive full he his, and the Old Testament God wh o would eradicate his enemys and never forgive some sinners such as Saul. Theres no way we can answer this question of why god allows so much evil to exist. We can try to like todays wars and conflicts with the ideas and aspects of holy war, but out minds still cant grasp why god allows some things to happen.Could it be hes punishing sinners who are disobeying him? If this is so how could you reason why God allowed the Holocaust to happen. The Jews were considered Gods chosen people, so why would he allow this to happen to them. Or why is there genocide occurring in Africa to innocent people. If God is good, why does he allow these things to happen? We will ask this question forever. Work Cited Harris, Stephen L. Understanding the Bible. seventh ed. New York, NY McGraw-Hill, 2007.

IKEA Global Strategy Essay

IntroductionA network that covers a broad discip p atomic number 18nthood (i.e., any telecommunications network that links crosswise metropolitan, regional, national or international boundaries) victimization leased telecommunication lines. Related foothold for otherwise types of networks are personal field of force networks (PANs), local area networks(LANs), campus area networks (CANs), or metropolitan area networks (MANs) which are usually limited to a room, building, campus or specific metropolitan area (e.g., a city) respectively. If you exact a oversize campus network using routers and dynamic routing protocols and an internal infrastructure, you do not necessarily have a WAN. A wide area network (WAN) is a computer network that braces a relatively large geographical area. If your network uses a network infrastructure that is owned by your service provider, implementing WAN technologies, you have a WAN. Computers connected to a wide-area network are often connected through public networks, such as the predict system. tree trunkThe distinguishing features of a WANSending data long outstripsAlthough distance is not a true quantity for determining whether your network is a WAN, most WANs do span a great distance, and the technologies used in the WAN depend a great deal on the distances involved. If your WAN spans only a integrity city, across town is a long way nevertheless, your carrier may choose different technologies for that distance than they would if your network spanned a state, country, or continent. Although long distances are not criteria for defining a WAN, commonly, WANs do span substantial distances.Implementing routing protocolsRouting protocols are also not true criteria for a WAN definition. A WAN bottomland either use manual routing or implement a routing protocol such as draw or EIRGP. Although larger, more complex networks like a national WAN may beeasier to jazz when implementing a routing protocol, their use does not dictat e that you have a WAN. A large corporation could have a single (but large) building or a campus of several buildings that causes the network to have several routers. To conduct life easier on the routing front, you could choose to implement one of the many available routing protocols. So, although most WAN environments coif use of routing protocols, not all networks that implement routing protocols are necessarily WANs.Using carrier equipmentMeans the equipment from your telephone participation that allows you to connect your network to the backbone of its network. These network connections can be digital subscriber line (DSL), frame relay, fiber optic, broadband cable, or another technology used by your telephone company or network provider. This component really turns a network into a WAN, allowing your craft to travel between your locations while traversing another providers network, mainly your ISP or telephone company. In some cases, this traffic may cross several providers networks. If you are connecting two offices and they are in different countries, you may be crossing networks owned by a regional provider, which connects to a national provider and then crosses borders and travels across the other national provider to another regional provider before finally reaching your other branch office location. It is this use of other peoples networks that really defines use of a large LAN versus a WAN (LANs are covered in the next section). So, a WAN is not related to the size of your network, or to your choice of routing protocols, or to any other itemors.ConsolationHowever, in terms of the application of computer networking protocols and concepts, it may be best to view WANs as computer networking technologies used to give data over long distances, and between different LANs, MANs and other localised computer networking architectures. This distinction stems from the fact that common LAN technologies operating at Layer 1/2 (such as the forms of Ethernet or Wifi) are often geared towards physically localised networks, and thus cannot transmit data over tens, hundreds or nevertheless thousands of miles or kilometres. This could be to facilitate higher bandwidth applications, or provide better functionality for users in the CAN. A CAN, for example, may have a localised backbone of a WAN technology, which connects different LANs within a campus. The schoolbook definition of a WAN is a computer network spanning regions, countries, or even the world.

The Impact of Ict on Tertiary Education

The encounter of ICT on ordinal expandment conjure ups and insures Kurt Larsen and Stephan Vincent-Lancrin Organisation for Economic Co-operation and Development (OECD) right awayorate for precept / Centre for Educational Re seem and Innovation* DRAFT OECD/NSF/U. Michigan Conference Advancing cognition and the fellowship Economy 10-11 January 2005 Washington DC ABSTRACT The promises of e- intimacy for transforming 3rd rearing and on that pointby advancing the companionship economy overhear rested on three arguments E- schooling could expand and widen get to to third victimization and training im erect the pure t bingle of training and reduce its exist.The report card evaluates these three promises with the sparse existing study and examine and concludes that the verit suitableity has non been up to the promises so far in terms of pedagogic innovation, piece of music it has already probably signifi hindquarterstly improved the over in all encyclopaedism (and t for each wizarding) implement. Reflecting on the routes that would help develop e- teaching method moreover, it then identifies a few challenges and juicylights open disciplineal re stem initiatives as an compositors case of way forward.The initial section of the paper recalls well-nigh(prenominal) of the promises of e- instruction the second comp bes these promises and the real achievements to date and suggests that e- information could be at an primordial format of its innovation cycle the third section amplylights the challenges for a further and more than stemly innovative friendship of e- acquire. Knowledge, innovation and Information and Communication Technologies (ICTs) accommodate had conceptive repercussions on many economic fields, e. g. the informatics and confabulation, finance, and superman sectors (Foray, 2004 Boyer, 2002).What ab let on commandment? The knowledge- found economy sets a current scene for program line and sunrise(pre nominal) challenges and promises for the cultivation sector. Firstly, reproduction is a prerequisite of the knowledge-based economy the production and wasting disease of rude(a) knowledge both require a more (life retentive) educated population and workforce. Secondly, ICTs be a precise powerful reasoned instrument for diffusing knowledge and information, a fundamental aspect of the teaching do in that sense, they dope mulct a pedagogic role that could in principle complement (or all the same compete with) the traditionalisticistic practices of the command sector.These argon the deuce challenges for the education sector continue to expand with the help (or under the pressure) of sweet forms of skill. Thirdly, ICTs round clock times induce innovations in the ways of doing things for poser, navigation does not involve the same cognitive processes since the Global Positioning System (GPS) was invented (e. g. Hutchins, 1995) scientific research in many fields has o verly been revolutionised by the new(a) possibilities declareed by ICTs, from digitisation of information to new recording, simulation and selective information processing possibilities (Atkins and al. , 2003).Could ICTs similarly revolutionise education, curiously as education deals direct with the codification and transmission of knowledge and information two activities which power has been decupled by the ICT revolution? The education sector has so far been characterised by earlier s embarrassed progress in terms of innovation tuition which impact on teaching activities. Educational research and festering does not play a strong role as a factor of enabling the direct production of systematic knowledge which translates into architectural plans that working in the schoolroom or lecture hall (OECD, 2003).As a matter of fact, education is not a field that lends itself easily to experimentation, diely beca manipulation experimental approaches in education are often impossi ble to quarter in precisely enough to be sure that they are really universe ingeminated (Nelson, 2000). in that respect is trivial codified knowledge in the realm of education and still weak developed mechanisms whereby communities of module together with can capture and benefit from the discoveries made by their colleagues.Moreover, encyclopaedism typically depends on different information inputs than those received in the class or formal education process the success of erudition depends on many friendly and family aspects that are actually beyond the control of educators. Information and communication technologies capablenessly affirm change magnitude possibilities for codification of knowledge about teaching and for innovation in teaching activities through being able to deliver learning and cognitive activities anywhere at any time. teaching at a swan can furthermore be more learner-centred, self-paced, and problem solving-based than opposite teaching. It is e xcessively true, besides, that many learning activities cannot be coordinated by virtual c raise only. The emulation and spontaneity generated by physical presence and social groupings often bide crucial. Likewise, opposite supervene upons are valuable when they enable new(prenominal) forms of sensory perception to be stimulated a disunite from these utilize within the framework of electronic interaction.However, the influence of distance and time is decrease now that the technological capacity is uncommitted for knowledge- manduction, remote access code and aggroupwork, and organising and coordinating tasks over wide areas (OECD, 2004a). stress on tertiary education, this paper examines the promises of ICTs in the education sector, root as a way to go bad participate in the advancement of the knowledge economy, second as a way to introduce innovations. exit aside the impact of ICTs on the research or e-science performed by tertiary education institutions (see Atkins and al. 2003 David, 2004), we concentrate on e-learning, broadly understood as the intake of ICTs to enhance or support learning and teaching in (tertiary) education. E-learning is thus a generic term referring to different gives and intensities of uses of ICTs, from wholly online education to campus-based education through other forms of distance education supplemented with ICTs in approximately way. The supplementary expressive stylel would encompass activities ranging from the almost basic use of ICTs (e. g. use of PCs for word processing of assignments) through to more advanced feignion (e. g. pecialist disciplinary software, handheld devices, learning steering systems etc. ). However, we keep a presiding bear on in more advanced applications including some use of online facilities. Drawing on the scarce existing evidence, including a recent valuate on e-learning in post-secondary institutions carried out by the OECD Centre for Educational Research and Innovation (CERI) , it shows that e-learning has not yet lived up to its promises, which were overstated in the hype of the new economy. ICT perk up nonetheless(prenominal) had a real impact on the education sector, bring on a quiet rather than topic revolution.Finally, it shows some possible directions to further stimulate its development. The remainder of the paper is organized as follows the first section recalls some of the promises of e-learning the second compares these promises and the real achievements to date and suggests that e-learning could be at an early stage of its betrothal cycle the third section highlights the challenges for a further development of e-learning and shows what directions great power be the most promising for its further development. I.Advancing knowledge and the (knowledge) economy the promises of e-learning The emergence of ICTs represents high promises for the tertiary education sector (and, more broadly, the post-secondary education sector if one resigns into account their impact on non-formal education). ICTs could thence play a role on three fundamental aspects of education policy access, type and cost. ICTs could possibly advance knowledge by expanding and widening access to education, by improving the timbre of education and reducing its cost.All this would spend a penny more capacity for the advancement of knowledge economies. This section summarises the main arguments backing the promises. E-learning is a promising tool for expanding and widening access to tertiary education. Because they relax space and time constraints, ICTs can allow new batch to participate in tertiary education by increasing the flexibility of participation compared to the traditional face-to-face systeml working bookmans and adults, people living in remote areas (e. . rural), non-mobile students and nevertheless foreign students could now more easily participate in education. Thanks to ICT, learners can thusly study where and/or when they make wa ter time to do sorather than where and/or when classes are planned. While traditional mapence-based distance learning has colossal played this role, ICT flip enhanced traditional distance education enabled the rise of a continuum of practices among broady campus-based education and richly distance education.More specifically, amply online learning can allow large numbers of students to access education. The constraints of the face-to-face learning experience, that is, the size of the rooms and mental synthesiss and the students/teacher ratio, represents another form of relaxation of space constraints. ICTs indeed allow a real cheap cost of reproduction and communication of a lesson, via different means like the digital recording and its (ulterior or co pass awayring) diffusion on TV, radio or the network.The learning process or content can also be codified, and at least(prenominal) some parts be standardised in learning objects, for pillow slip a multimedia software, t hat can in principle be used by millions of learners, either in a synchronous or asynchronous way. Although both forms tycoon induce some loss in terms of teachers-learners inter bodily function compared to face to face teaching, they can reach a scale of participation that would be unfeasible via face-to-face learning.When the requirements are huge, richly online learning can be crucial and possibly the only realistic means to increase and widen quick access to tertiary education. Some develop countries occupy huge cohorts of young people and too small an pedantic workforce to meet their large unmet demand given training new teachers would take too practically time, notwithstanding resources, e-learning business leader represent for many potential students and learners the only chance to study (rather than an alternative to full face-to-face learning) (World Bank, 2003).E-learning can also be seen as a promising way for improving the quality of tertiary education and the effectualness of learning. These promises can be derived from different characteristics of ICTs the increase flexibility of the learning experience it can give to students the enhanced access to information resources for more students the potential to drive innovative and effective ways of learning and/or teaching, including learning tools, easier use of multimedia or simulation tools finally, the chance to easygoing these innovations at truly low marginal cost among the teachers and learners.Distance E-learning has not only the virtue to be inclusive for students that cannot participate in tertiary education because of time, space or capacity constraints, as it was shown above. It can also in principle offer to students more personalised ways of learning than collective face-to-face learning, even in small groups.Although learning is often personalised to some outcome in higher education through the modularity of paths, ICTs allow institutions to give students to choose a wider variety of learning paths than in non-ICT supplemented institutions not the least because of the administrative burden this would represent in large institutions. This means that students can experiment learning paths that surmount suit them. Moreover, e-learning can potentially allow students to take personal line of credits from several institutions, e. . some campus-based and others fully online. This possible flexibility of individual curricula can be seen as an improvement of the overall student experience, regardless of pedagogical changes. In one word, e-learning could render education more learner-centred compared to the traditional humourl. A prestigious university by and large has a honorable subroutine library gathering tons of codified information and knowledge.One of the most visible impact of ICTs is to give easier and around instant access to data and information in a digital form that allows manipulations that are sometimes not otherwise possible. The digiti sation of information, from academic journals through to books and class notes, can change (and has changed) the life of students by boastful them easy access to educational resources, information and knowledge, as well as new data processing possibilities.But e-learning could also lead to the enhancement of quality in tertiary education by steer to innovative pedagogic methods, new ways of learning and interacting, by the easy sharing of these new practices among learners and teachers communities, as well as by more transparency and easier comparisons and cross-fertilisation of teaching squares and methods. Finally, e-learning can be seen as a promising way to reduce the cost of tertiary education, which is fine for expanding and widening its access worldwide. It expertness thus represent new opportunities for students having ifficulties with this traditional format. Although ICT dressments are expensive, they can then generally be used at near-zero marginal cost. Where would this cost-efficiency come from the transposement of expensive brick and mortar campuses by virtual campuses the digitisation of library textiles that would save the cost of keeping huge paper collections the improvement of efficiency of institutional guidance the mechanization of some of the traditional on-campus activities, including some teaching. II. Living up to the promises a quiet rather than ingrained revolutionHas e-learning (and especially online learning) lived up to the promises outlined in the previous section? It has to some extent. The reality of e-learning has never matched its most radical promises (Zemsky and Massy, 2004) while experiments are still underway, the initial stage of over-enthusiasm has ended when new economy bubble break off about 2002. In this respect, e-learning has followed the ups and down of the new economy and given rise to the same caveats as in other sectors irrational beliefs about its market judge, over-investment, over-capacity, and more announces than services really launched (Boyer, 2002).Like other activities, e-learning has not turn up yet its ability to generate high profits or to replace the old economy of learning. However, version this as a failure of e-learning would however over-simplify the reality and could be seen as throwing the baby with the bath urine. While, perhaps unsurprisingly, e-learning has not led to the radical revolution in tertiary education that was sometimes prophesised, some of its forms are already pervasive in tertiary education and have already led to a quiet revolution.Its modesty should not lead to over port it. This section gives a overiew of the limited evidence we have about the bridal of e-learning in tertiary education. E-learning subscribeion The radical innovation view was that fully online learning would progressively supersede traditional face-to-face learning and represent a competitive threat for traditional tertiary educational institutions. To some extent, t his belief has been a reason for the creation of new ventures and for established institutions to enter this new market early adopters ould indeed possibly gain a brand name and a serious competitive advantage in the new market. The reality is that, while sometimes successfully experimented, fully online learning has remained a marginal form of e-learning and often not even the ultimate goal or principle for e-learning bridal. However, this does not mean that e-learning in other forms has not gained significant ground over the departed decade in tertiary education thither is indeed some evidence of a broad product of e-learning adoption both on demand and supply sides.One must bear in brainpower that e-learning encompasses a wide range of activities. Following the terminology used in the CERI survey (OECD, 2005), we distinguish mingled with different levels of online learning adoption as follows, from the less to the most intensive form of e-learning ?None or trivial online p resence ?Web supplemented the Web is used but not for pigment active elements of the broadcast (e. g. guide outline and lecture notes online, use of email, links to external online resources) without any reduction in classroom time ?Web dependent Students are required to use the Internet for key active elements of the programmee. g. online discussions, assessment, online abide/ cooperative workbut without significant reduction in classroom time. ?Mixed mode Students are required to participate in online activities, e. g. online discussions, assessment, online project/collaborative work, as part of course work, which replace part of face-to-face teaching/learning. Significant campus attendance remains. Fully online the vast bulk of the programme is delivered online with typically no (or not significant) campus attendance or through learning objects. What do we know about the major(ip) trends in the adoption of e-learning by institutions and students? First, e-learning has grown s teadily in the last decade, at a comparatively rapid pace, but from a very low starting pointand for some activities from scratch. The lack of complete data renders these trends difficult to document, but existing surveys all point to the same direction of an increasing activity/supply.A significant share of tertiary education institutions have developed some e-learning activities and strategies and believe in the critical importance of e-learning for their long term schema. The 2003 Sloan Survey of Online study based on a sample of 1 000 US institutions shows that only 19% of US institutions have no advanced e-learning activities that is vane dependent, conflate mode or fully online courses (Allen and Seman, 2003). The remainding 81% offer at least one course based on those advanced e-learning activities.Second, this growth of e-learning under all its forms should continue in the near future. in that location is indeed a converging evidence that tertiary education instituti ons conceptualize as part of their future development strategy. In the Sloan survey, less than 20% of the US tertiary education institutions considered online education as not critical to their long term strategy. Similarly, data from the first supranational survey by the Observatory on Borderless higher(prenominal) Education (OBHE) revealed that of the 42 UK institutions that responded (out of a total population of ca. 06), 62% had developed or were developing an online learning strategy and most had done so since 2000 (OBHE, 2002). The second survey undertaken in 2004, 79% of the 122 universities from the Commonwealth countries responding to the survey had an institution-wide online learning strategy as such or integrated into other strategies (46%) or under development (33%). but 9% of these institutions had no e-learning strategy in place or under development in 2004 .While these figures may reflect some self-selection in the respondents, they unambiguously show a significan t adoption or go outingness to adopt some form of e-learning in the coming future. Although reflecting different levels of adoption of e-learning, all post-secondary institutions move in the CERI survey on e-learning point to the same direction and report plans to increase their level of online delivery or to maintain their already high levels (OECD, 2005). Third, virtual universities are not likely to become the paradigm of tertiary education institutions.While it will most likely continue to grow, especially in distance institutions (see below), no evidence point towards a predominance of this form of e-learning in the near future in tertiary education. While the mixed mode of learning blending online and on-campus courses now clearly appears as a break away candidate, institutions encephalon towards the simultaneous offer of a variety of learning samples. For understandable reasons, only few campus-based institutions (that is the bulk of post-secondary institutions) seem to figure at delivering a large share of their courses fully online or at becoming virtual.While some institutions participating in the CERI survey are at the avant-garde of e-learning, no campus-based institution predicted to deliver more than 10% of its total programmes fully online within three years (OECD, 2005). In the US, rather than offering only fully online courses (16%) or only mixed mode courses (10%), most institutions offer both fully online and blended courses moreover, the mass (67%) of academic leaders believe that mixed mode and web dependent courses hold more promise than fully online, against only 14% having the opposite view (Allen and Seaman, 2003).This clearly reflects what we know about the main rationales for undertaking e-learning. The OBHE surveys show that on-campus enhancement of teaching and learning (1st) and improved flexibility of delivery for on-campus students (2nd) are the two key rationales in institutional strategies of e-learning. Only 10% of th e institutions considered the enhancement of distance learning as more significant than on-campus enhancement.Interestingly, the level of importance granted to distance or fully online learning decreased between 2002 and 2004 among return respondents. Distance or fully online learning remains the fifth most important rationale though (OBHE, 2002, p. 4). Finally, while a generalisation of the fully online sham is not probable for tertiary education overall, at least in the medium run, this does not mean that fully online activities are not growing rapidly nor that the fully online learning model gains ground at distance education institutions (Bates, 1995).To our knowledge, no data on fully online enrolments are visible(prenominal) for other countries than the United States. According to the 2003 Sloan survey, more than 1. 6 million students (i. e. 11% of all US tertiary-level students) took at least one fully online course during the Fall 2002 and about one third of them, that i s 578 000 students, took all their courses online. For example, the University of capital of Arizona, the largest university in the United States in terms of enrolments, has for example 60 000 of its 140 000 students online.The enrolments of fully online students in the United States were forecasted to increase by about 20% between 2002 and 2003, to 1. 9 million studentsa projection that proved to be accurate according to the 2004 Sloan survey (Allen and Seaman, 2003, 2004). This growth rate, which is projected estimated at 25% for 2005 is much higher than the growth rate of total tertiary enrolments in the United States. From a low starting point, fully online learning is growing at a rapid pace, even if it is merely as a complement to face-to-face or mixed mode learning.Moreover, fully online learning is clearly very important for distance institutions. In the CERI survey, the institutions willing to embrace fully online learning to the greatest extent were all virtual/distance l earning only institutions (or branches) (OECD, 2005). In conclusion, e-learning seems to live up to its promises in terms of flexibility and possibly access. It is a growing activity that has for example significantly widened the participation in tertiary education of foreign students (OECD, 2004).Does e-learning improve the quality of tertiary education? The real impact of e-learning on the quality of education is difficult to measure. E-learning mostly embodies two promises improving education thanks to improved learning and teaching facilities inventing and sharing new ways of learning thanks to ICTs, that is a new specific pedagogic techniques. While the first promise is by and large becoming a reality, at least in OECD countries, the second appears further from reach.Viewed mainly as an enhancement of on-campus education, and thus matching the reality depicted in the previous section, there is some evidence that e-learning has improved the quality of the educational experience on both faculty and students sides (not to summon enhancement of administrative management). All institutions participating in the CERI survey reported a dogmatic impact of greater use of e-learning in all its forms on teaching and learning. The quality of education (with or without e-learning) is very difficult to measure, not the least because learning depends on students motivation, abilities and other conditions (e. g. amily, social, economic, health backgrounds) as much as on the quality of teaching. However, the reasons explaining this positive impact on quality largely lives up to the promises of e-learning to offer more flexibility of access to learners, better facilities and resources to study, and new opportunities thanks to the relaxation of space and time constraints. Basically, they do not correspond to a significant change in class pedagogy, but to a change in the overall learning experience. According to the institutions, the main drivers or components of this posi tive impact come from facilitated access to international faculty/peers, e. . with the possibility of online lectures or roast classes with remote students flexible access to materials and other resources, allowing students to revise a particular aspect of a class, giving more access flexibility to part-time students, or giving remote and easy access to the library materials enhancement of face-to-face sessions, as the availability of archived lectures online frees up faculty time to focus on difficult points and application and because the introduction of e-learning has sometimes led to a argument on pedagogy improved communication between faculty and students and increase of peer learningThis positive impact on the overall learning experience is, alone, a significant achievement of e-learning, even though it has not radically change the learning and teaching processes. The quality of fully online learning is a more controversial dubiousness, possibly because online learning wa s once viewed as possibly become of higher quality than on-campus education (possibly including e-learning as already mentioned).Comparing the quality (or the beliefs about the quality) of fully online learning against traditional distance learning, traditional face-to-face learning or other mixed modes of e-learning efficiency not yield the same results fully online learning is indeed more readily comparable to distance learning than to on-campus education. While institutions having adopt e-learning have generally a positive view of its possible impact on quality, there is small-scale convincing evidence about the superior or inferior quality of fully online learning compared to other modes of tertiary education.Another question is whether fully online learning has entailed innovation in pedagogy or just replicated with other means the face-to-face experience. As famous above, ICTs could indeed entail pedagogic innovations and help create a community of knowledge among faculty, students and learning object developers that would codify and capitalise over successful innovation in pedagogy. At this stage, there is no evidence that e-learning has yielded any radical pedagogic innovation.The most successful fully online courses generally replicate virtually the classroom experience via a mix of synchronous classes and asynchronous exchanges. Arguably, they have not stand for a dramatic pedagogical change. We will see below that in spite of worthwhile experiments, learning objects and open educational resources are still in their infancy. They hold promises for educational innovation though. The cost of e-learning Has e-learning lived up its promises in terms of cost-efficiency?Here again, not if one looks at the most radical promises as noted above, virtual universities have not replaced brick and mortars and saved the cost of expensive building investments and maintenance digital libraries have supplemented rather than replaced physical ones the codificatio n and standardisation of teaching in a way that would allow less faculty or less qualified academics has not become the norm, nor have new online learning objects been invented to replace faculty altogether finally, it has become clear that there was no once-for-all ICT investments and that the maintenance and upgrading cost of ICT facilities were actually important, unlike to the marginal cost of then replicating and diffusing information. Moreover, cost-efficiency has for many universities been a secondary goal compared to the challenge of developing innovative and high quality e-learning courses at many tertiary education institutions. Although the anking of cost-efficiency has increased between 2002 and 2004 by 16%, 37% of respondents considered cutting teaching be long-term as a key rationale in the OBHE survey (OBHE, 2004)a small percentage compared to the two key rationales (over 90% of responses). Again, most universities consider e-learning materials and courses as a supp lement to traditional class-room or lecture activities rather than a substitute. The predominance of web dependent and mixed modes of e-learning makes the assessment of the costs and benefits of e-learning investments more difficult to evaluate as they become part of the on-campus experience. It is striking that the institutions participating in the CERI survey on e-learning had no systematic data on their e-learning costs (OECD, 2005). In this context, and after the burst of the dot. om economy bubble that put out of business many e-learning operations (many never really started their operations though), identifying sustainable cost-efficient models for e-learning investments in tertiary education has become critical. There are examples of cost-efficient models outside the traditional colleges and universities though. Virtual tertiary education institutions as e. g. the Catalonia Virtual University have a cost advantage as they are developing e-learning material from scratch and no t building onto a physical camp. The give University in the UK which is gradually moving from a traditional distance learning courses using books, video cassettes, and CD-ROMs to online courses has reported that their costs per student are one third of the average cost for similar on-campus programmes in the UK.Fixed capital costs are take down and it is easier to align staffing structures to e-learning processes than at traditional universities. The e-learning activities of Phoenix University, which is a one-on-one for-profit university mainly for adult students, is also seen as cost-effective. Its business model is based on standardised teaching, relatively small on-line class size, and use of be low-tech e-learning technologies (inducing lower costs than more sophisticated technologies). Much of the faculty staff at Phoenix University is often hire part time and having jobs at other tertiary education institutions, which often implies that staff development costs are lower a t Phoenix University than other tertiary education institutions.E-learning investments in tertiary education can be cost-effective, but it depends on the business model, the profile and number of students and topics (cost-effectiveness has been demonstrated in some cases in large undergraduate science classes (Harley, 2003), and initial development costs. The calculations also depend on whether student opportunity costs are taken into account. The initial costs for e-learning development are often high (e. g. infrastructure, creating course material from scratch, experimentation, new kind of staff/units, immature technologies, etc. ). In order to construe that e-learning investments are cost efficient, e-learning activities may need to substitute parts of the on-campus teaching activities (rather than duplication).Educational innovations, like learning objects, could for example allow supporting the re-use and sharing of e-learning materials. Although data is lacking on cost-effici ency, at this stage there is little evidence that e-learning has led to more cost efficiency in tertiary education. Failures have been more many than success stories, although the latter document the possible sustainability of e-learning. The adoption of ICTs for administ paygrade tertiary education institutions has probably been the main source of cost efficiency in the tertiary sector, like in other economic sectors. Conclusion the e-learning adoption cycles So, has e-learning lived up to its promises?This is probably true as far as it holds promises for incremental improvement, including an increased access and quality of the learning experiencea kind of change whose importance should not be underestimated. As for radical innovation, the answer is rather not yet. So far, e-learning has induced a quiet rather than a radical revolution of tertiary education. Perhaps e-learning will follow the same development path in tertiary education as other innovations that first begin with ex periments, then expand to a group of early adopters before becoming commonplace. Zemsky and Massy (2004) have proposed a possible e-learning innovations S-curve divided into four characteristic but often overlapping adoption cycles that help understand the current development of e-learning, and, possibly, its future challenges. The cycles accept )Enhancements to traditional course/program configurations, which inject new materials into teaching and learning processes without changing the basic mode of instruction. Examples include e-mail, student access to information on the Internet, and the use of multimedia (e. g. PowerPoint) and simple simulations 2)Use of course management systems, which enable faculty and students to interact more efficiently (e. g. Blackboard or WebCT). They bear better communication with and among students, quick access to course materials, and support for administrating and grading examinations 3)Imported course objects, which enable the faculty to embed a richer variety of materials into their courses than is possible with traditional do it yourself learning devices.Examples range from compressed video presentations to complex interactive simulations including the increased use of learning objects 4) impudent course/program configurations, which result when faculty and their institutions reengineer teaching and learning activities to take full advantage of new ICTs. The new configurations focus on active learning and combine face-to-face, virtual, synchronous, and asynchronous interaction and learning in novel ways. They also require faculty and students to adopt new roles with each other and with the technology and support staff. The overview of current e-learning adoption shows that most tertiary education institutions in OECD countries can largely be located in cycles one and/or two. These first two cycles have largely built upon and reinforced one another. However, they have not fundamentally changed the way teaching and lea rning is pursue at the large majority of institutions.Their momentum has not automatically transferred to either increasing use and airing of learning objects or to the use of new course/program configurations (e-learning cycles three and four). Cycles 3 and 4 correspond to changes remodelling more radically teaching and learning. While some experimentations underway give us some judgment of where they could head, they are still in their infancy. The third cycle corresponds to the creation of learning objects that can potentially offer an efficient approach to the development of e-learning materials (i. e. reduced faculty time, lower cost, higher quality materials), although many issues remain (e. g. opyright, lack of incentives for faculty to create, the range of actors in and location of the creative process, lack of standardisation and interoperability of e-learning software). The learning objects model implies material/course development that departs from the craft-model wher e the individual professor is responsible for the majority of work. Instead it is a model where the course is assembled largely by or from third-party material. Besides the technical and organisational challenges of developing learning objects, there are also considerable pedagogical challenges using them. Some argue that learning is so contextually based that the breaking up of the learning experience into defined objects is destructive for the learning process.Evidence from the Open Learning opening move at the Carnegie Mellon University suggests that effective e-learning courses are often facilitated by having a theme that runs throughout the course, which might be difficult to obtain with the notion of decontextualised learning objects (Smith and Thille, 2004). Therefore, much more research and development is needed to chink pedagogical effectiveness of the learning objects model. For faculty members to rely on others for their material will also need a cultural change as it wo uld probably often be considered today as demonstrating lower rank. Wide use of learning objects in tertiary education will therefore only occur if major changes in working habits and attitudes of faculty are possible. The development of learning objects is very much in its initial phase. This is illustrated by the use of the public available learning objects repositories as e. g.MERLOT (Multimedia Educational Resource for Learning and Online Teaching). The basic idea behind the MERLOT repository was to create a readily available, affordable, web-based service to which experimenters could post their learning objects and from which interested practitioners could rate and download objects for use in their courses. While there has been a tremendous growth in the number of learning objects made available by MERLOT, there has been very little interest to use what other colleagues had made available and consequently little effort in terms of rating others learning objects. This can howe ver be seen as the first steps towards the construction of knowledge communities in education.Despite the premature stage of learning objects and the large number of obstacles to overcome, some standard form of learning objects will probably emerge and gain importance in the development of e-learning in tertiary education as well as in other education sectors. Very few institutions have reached the quarter e-learning adoption cycle at an institution wide scale. There are however institutions which are clearly experimenting with new ways of using ICTs that change the traditional organisation and pedagogy of tertiary education. One such example is the previously mentioned Open Learning Initiative at the Carnegie Mellon University. The use of cognitive and learning sciences to produce high quality e-learning courses into online learning practices is at the core of this initiative (Smith and Thille, 2004).As there is no generic e-learning pedagogy, the mien is to tendency as cognitiv e informed e-learning courses as possible. The establishment and implementation procedures for routine evaluation of the courses and the use of moldable assessment for corrections and iterative improvements are part of the e-learning course development. The development of the e-learning courses often rely on teamwork including faculty from multiple disciplines, web designers, cognitive scientists, project managers, learning designers, and evaluators. The key question for any project like the Open Learning Initiative attempting a combination of open access to free content, and a fee-for-service model for students using the courses in a degree granting setting is its sustainability.This initiative could not have been make without significant voluntary contributions from private foundations and a major research grant from the National Science origination to start the Pittsburgh Science of Learning Center. The next section will address the challenges for the adoption of these third a nd fourth adoption cycles. III. Challenges for the further development of e-learning in tertiary education what sustainable innovation model? The aim of this final section is to identify and reflect on some of the key issues that would need to be considered in a systematic way for e-learning to develop further and become a deeper driver of innovation in tertiary education.If the vast majority of colleges and universities are to embrace the third and fourth e-learning adoption cycles, a sustainable innovation and investment model will have to be developed. A first challenge lies indeed in the development of sustainable e-learning innovation models which go beyond using e-learning as an add-on to traditional forms of teaching and learning in tertiary education but rather invent new, useful and better pedagogic innovations partly substituting traditional face-to-face teaching. This will require a broad willingness of these institutions to search for new combinations of input of faculty , facilities and technology and new ways of organising their teaching activities.A second challenge lies in the development of a realistic model for investment in e-learning that would stimulate the participation of faculty and other stakeholders and be financially sustainable, which is not straightforward given that there is little systematic knowledge on the real costs and benefits of e-learning investments in tertiary education. However, like for ICT investments in other sectors, the cost-effectiveness of e-learning investments will depend on whether new organisational and knowledge management practices are adopted. It might indeed be more difficult to provide the softer social, organisational and jural changes in tertiary education than the technological infrastructures necessary to fully embrace the advantages of e-learning.This section emphasises partnerships and networks as a possible way forward for further investment, product development and innovation diffusion in e-learn ing. There are many examples where tertiary education institutions seek to share the costs of e-learning development through partnerships and networking. alliance and network building are also useful for having access to new knowledge, to learn from others experience and exchange information about the latest developments in e-learning and they can involve many different organisations as e. g. traditional colleges and universities, virtual universities, libraries, for-profit ICT and training companies from different sectors etc.These activities can range from sharing material, joint technology and software development, joint research and development, joint marketing, joint training, connectivity, etc. and can be sub-national, national and international (OECD, 2004b Cunningham and al. , 2000). After demonstrate the importance (and challenges) for universities to engaging their faculty in e-learning, we will turn to an innovative practice exemplifying the potential power of partnershi ps and networks Open Educational Resources (OER). They will indeed most likely have significant implications for the way e-learning activities will develop over the coming years in tertiary education. Engaging universities and faculty in e-learningIn most OECD countries the question is no longer whether or not tertiary education institutions should invest in e-learning. Because of the competition between institutions and student demand for easy access to courseware material and flexible learning environments, most tertiary education institutions willing to deliver quality teaching are bound to invest in e-learning. As we have seen, the large majority of institutions are now embracing e-learning adoption cycles one and two, which are basically about providing the students with better access to learning and course material and facilitating the electronic communication between students and teachers.Again, only very few institutions and faculty are however systematically exploring and p roducing re-usable learning material and objects (third cycle) or have taken full advantage of new ICTs with focus on active learning that combines face-to-face, virtual, synchronous, and asynchronous interaction and learning in novel ways (fourth cycle). The latter approach would require faculty and students to adopt new roles with each other and with the technology and support staff. While ICTs offer powerful new instruments for innovation, tertiary education institutions are generally decentralised institutions where individual faculty often has the sole responsibility for teaching courses and delivering course material. Adoption of the third and especially the fourth e-learning cycle would imply changing to more collaborative ways of organising and producing teaching material.Faculty members would in many cases have to collaborate with a whole range of new staff as e. g. course managers, web designers, instructional/pedagogical designers, cognitive scientist etc. to produce cou rse material. This could lead to resistance from traditional faculty arguing that current teaching practices have proved its value for centuries and there is no need to change them to new pedagogical and teaching methods, which have hardly proven their efficiency yet. Moreover, promotion of faculty and funding allocations in universities are often linked to research activities rather than teaching activities, often seen as less prestigious.Faculty members have therefore often relatively few incentives to invest their time in e-learning activities. The adoption of new ways of teaching and learning at tertiary education institutions through ICTs can therefore create organisational conflicts and tensions. New organisational innovations, new knowledge management practices, and more team working are therefore necessary conditions for tertiary education institutions to be able to move to e-learning adoption cycles three and four. The CERI study on e-learning case studies in post-secondary education has identified a number of lessons learnt by institutions that are in the forefront of e-learning development (OECD, 2005) More strategic e-learning planning at the institutional or faculty level and to tie this to the overall goals of the institution is needed A paradigm shift in the way academics think of university teaching would be necessary, e. g. a shift away from scepticism about the use of technologies in education and teacher-centred culture towards a role as a facilitator of learning processes, team proletarian, and learner-centred culture Targeted e-learning training relevant for the facultys teaching programme as well as self-command of the development process of new e-learning material by academics is also necessary. There is no one-best-way or trajectory for e-learning development at tertiary education institutions.But it might prove more difficult to provide the softer social, organisational and legal changes in tertiary education than provide the technol ogical infrastructures necessary to fully embrace the advantages of e-learning (David, 2004). It will depend on a whole range of factors not necessarily related to the development of e-learning including Changes in the funding of tertiary education and in particular e-learning funding Student demography Regulatory and legal frameworks Competition between traditional tertiary education institution themselves and with new private providers Internationalisation including the possibility of servicing foreign students living abroad and not the least to the extent to which students will want to use the new opportunities for new and flexible ways of learning.Many tertiary education students would possibly prefer to have some kind of mixed model learning choice involving a whole range of different learning opportunities and forms combining face-to-face, virtual, synchronous, and asynchronous interaction and learning. A possible way forward Open Educational Resources Open Educational Resourc es appear as a potentially innovative practice that gives a good example of the current opportunities and challenges offered by ICTs in order to trigger radical pedagogic innovations. Digitalisation and the potential for instant, low-cost global communication have opened tremendous new opportunities for the dissemination and use of learning material.This has spurred an increased number of freely accessible OER initiatives on the Internet including 1) open courseware 2) open software tools (e. g. learning management systems) 3) open material for capacity building of faculty staff 4) repositories of learning objects 5) and free educational e-learning courses. At the same time, there are now more realistic expectations of the commercial e-learning opportunities in tertiary education. The OER initiatives are a relatively new phenomenon in tertiary education largely made possible by the use of ICTs. The open sharing of ones educational resources implies that knowledge is made freely a vailable on non-commercial terms sometimes in the framework of substance abusers and doers communities.In such communities the innovation impact is greater when it is dual-lane the users are freely revealing their knowledge and, thus work cooperatively. These communities are often not able to extract economic revenues directly from the knowledge and information goods they are producing and the sharing of these good are not steered by market mechanisms. Instead they have specific reward systems often designed to give some kind of credit to inventors without exclusivity rights. In the case of open science, the reward system is collegial reputation, where there is a need to be identified and recognised as the one who discovered which gives incentives for the faculty to publish new knowledge quickly and completely (Dasgupta and David, 1994).The main motivation or incentive for people to make OER material available freely is that the material might be adopted by others and maybe even is circumscribed and improved. Reputation is therefore also a key motivation factor in OER communities. Being part of such a user community gives access to knowledge and information from others but it also implies that one has a moral obligation to share ones own information. Inventors of OER can benefit from increased free distribution or from distribution at very low marginal costs. A direct result of free revealing is to increase the diffusion of that innovation relative to conditions in which it is licensed or kept secret.If an innovation is widely used it would initiate and develop standards which could be advantageously used even by rivals. The Sakai project has, for example, an interest in making their open software tools available for many colleges and universities and have therefore set a relatively low entry amount for additional colleges and universities wishing to have access to the software tools that they are developing. The financial sustainability of OER initiatives i s a key issue. Many initiatives are sponsored by private foundations, public funding or paid by the institutions themselves. In general, the social value of knowledge and information tools increases to the degree that they can be shared with and used by others.The individual faculty member or institution providing social value might not be able to sustain the costs of providing OER material freely on the Internet in the long term. It is therefore important to find revenues to sustain these activities. It might e. g. be possible to charge and to take copyrights on part of the knowledge and information activities springing out of the OER initiatives. finding better ways of sharing and re-using e-learning material (see the previous mentioned discussion on learning objects) might also trigger off revenues. It is also important to find new ways for the users of OER to be advised of the quality of the learning material stored in open repositories.The wealth of learning material is enormo us on the Internet and if there is little or no guidance of the quality of the learning material, users will be tempted to look for existing brands and known quality. There is no golden standard or method of identifying quality of learning material in tertiary education on the Internet as is the case with quality realisation within tertiary education as a whole. The intentions behind the MERLOT learning object repository was to have the user community rating the quality and usability of the learning objects made freely available. In reality very few users have taken the time and effort to evaluate other learning objects.There is little inquiry that the generic lack of a review process or quality assessment system is a serious issue and is hindering increased uptake and usage of OER. User commentary, branding, peer reviews or user communities evaluating the quality and usefulness of the OER might be possible ways forward. Another important challenge is to reconcile global OER init iatives to local needs and to provide a dialogue between the doers and users of the OER. Lack of cultural and address sensitivities might be an important barrier to the receptiveness of the users. Training initiatives for users to be able to apply course material and/or software might be a way to reach potential users.Also important will be the choice (using widely agreed standards), maintenance, and user access to the technologies chosen for the OER. There is a huge task in better understanding the users of OER. Only very few and hardly definitive surveys on the users of OER are available . There is a high need to better understand the demand and the users of OER. A key issue is who owns the e-learning material developed by faculty. Is it the faculty or the institution? In many countries including the United States, the longstanding practice in tertiary education has been to allow the faculty the ownership of their lecture notes and classroom presentations. This practice has not always automatically been applied to e-learning course material.Some universities have adopted policies that share revenues from e-learning material produced by faculty. Other universities have adopted policies that apply institutional ownership only when the use of university resources is substantial (American Council of Education and EDUCAUSE, 2003). In any case, institutions and faculty groups must strive to maintain a policy that provides for the universitys use of materials and simultaneously fosters and supports faculty innovation. It will be interesting to analyse how branded versus open e-learning initiatives will develop over the coming years in tertiary education. Their respective development will depend upon How the copyright practices and rules for e-learning material will develop at tertiary education institutions The extent to which innovative user communities will be built around OER initiatives The extent to which learning objects models will prove to be successful The extent to which new organisational forms in teaching and learning at tertiary education institutions will crystallise The demand for free versus fee-paid e-learning material The role of private companies in promoting e-learning investments etc. It is however likely that proprietary e-learning initiatives will not dominate or take over open e-learning initiatives or vice versa.The two approaches will more likely develop side by side sometimes in competition but also being able to mutually reinforce each other through new innovations and market opportunities. Conclusion There are many critical issues surrounding e-learning in tertiary education that need to be addressed in order to fulfil objectives such as widening access to educational opportunities enhancing the quality of learning and reducing the cost of tertiary education. E-learning is, in all its forms, a relatively recent phenomenon in tertiary education that has largely not radically transformed teaching and learning pra ctices nor significantly changed the access, costs, and quality of tertiary education. As we have shown, e-learning has grown at a rapid pace and has enhanced the overall learning and teaching experience.While it has not lived up to its most aspiring(prenominal) promises to stem radical innovations in the pedagogic and organisational models of the tertiary education, it has quietly enhanced and improved the traditional learning processes. Most institutions are thus currently in the early phase of e-learning adoption, characterised by important enhancements of the learning process but no radical change in learning and teaching. Like other innovations, they might however live up to their more radical promises in the future and really lead to the inventions of new ways of teaching, learning and interacting within a knowledge community constituted of learners and teachers. In order to head towards these advances innovation cycles, a sustainable innovation and investment model will have to be developed.While a first challenge will be technical, this will also require a broad willingness of tertiary education institutions to search for new combinations of input of faculty, facilities and technology and new ways of organising their teaching activities. 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