Idea of Betrayal in Williams Shakespeares Play Julius Caesar - Free Essay Example

Sample details Pages: 3 Words: 860 Downloads: 6 Date added: 2019/03/26 Category History Essay Level High school Tags: Julius Caesar Essay Did you like this example? As Brutus draws his blade preparing to stab Caesar, Caesar watches him with sunken eyes as his best friend betrays him. Caesar gasps in horror as the blade begins to slash into his torso. A big idea in Williams Shakespeares play Julius Caesar is the idea of betrayal. Don’t waste time! Our writers will create an original "Idea of Betrayal in Williams Shakespeares Play Julius Caesar" essay for you Create order Manipulation, reputation, and power are all very popular themes within the two works. In both the play Julius Caesar and the movie The Ides of March, the writers address these topics and incorporate them in into the plot in their own ways. The Movie The Ides of March begins to briefly portray these big ideas and themes. The play Julius Caesar portrays these themes in a more in depth way while adding detailed dialogue to better display the big ideas. The big idea of manipulation is displayed the strongest in both the play and the movie. The movie does the best with this subject matter. The Ides of March includes many examples of this theme. For example, Tom Duffy tries to persuade and manipulate Steven to drop out of Mike Morriss campaign as he offers him a spot on Pullmans campaign. Also, Stevens friend and news reporter Ida manipulated Steven to get him to give her some campaign gossip for her news journal. Finally, Steven manipulated the governor, Mike Morris to hire him as the head campaign director and fire the current director as he had outed him for his meeting with Tom Duffy. The idea is not as detectable in the play as there is only one main example. That is when the conspirators that are plotting to kill Caesar and they persuade Brutus to join them in taking him down. They use Brutus because they know he is close to Caesar and he would be the easiest way to get to him. The Second biggest idea is reputation. The movie also handles this topic better than the play. In the movie, Steven meets Tom Duffy at a disclosed location in efforts to hide the meeting from the press. If the press were to see him, he would be kicked off the campaign and people would think he was a traitor. Also, Molly the intern goes to Steven for help when she finds out she is pregnant. This is due to her familys background as Catholics and they would disown her if they knew she was pregnant and or getting an abortion. Finally, when Steven blackmails the governor, the governor knows he has to kick Paul off the campaign. This is to prevent Steven from outing him for sleeping and impregnating the intern, Molly. If people found out about this incident, he would not get the majority vote nor would he become president. Like the movie, reputation is big in the play also. In the play, the idea of killing both Antony and Caesar is presented. The conspirators decide not to kill Antony due to the impression this will make on the common people. If they were to only kill Caesar for the good of Rome, they would understand. If they were to kill both Antony and Caesar, there would be too much bloodshed and the people would turn against the conspirators. The last big idea presented in both works is power. There are great examples in both the story and the play, but as usual, the movie handles this theme the best. In both Julius Caesar and The Ides of March, the characters are all fighting for power and doing everything to get it. In the movie when Steven meets with Duffy, Paul finds out and tells Ida. Ida then uses her press power to exploit Steven and get him fired off the campaign. Next, Steven uses his position in the campaign to access the funds to pay for Mollys abortion. He knew her situation could not gain attention nor would the governor want to clean up his own mess. Finally, Steven uses the suicide note Molly wrote as leverage to blackmail the governor. The note gave Steven the power he needed to gain a top spot in the campaign. The play uses Caesar as the main example of power. The conspirators take him down because the fear him gaining power. If he gained absolute power, Rome would turn into a dictatorship and the commo n people would be slaves under Caesar. The conspirators turn towards Brutus to get to Caesar knowing he had enough power and personal connection with him. Finally, the conspirators rise up against Caesar with their combined power and they assassinate him. This just shows the extent that they would go to prevent and gain power. The movie and the book both portray these themes in their own ways. The movie has a more brief and implied way of explaining these points. Like every other movie, there was a lot of drama and scandalous events taking place. The play, since it is written, had a more in depth way of including the themes but there were only a few examples. The movie was more enjoyable and had more examples of the three big ideas. Overall, the movie did a better job at including manipulation, reputation, and power.

Mary Shelly’s Frankenstein Essay - 1266 Words

Mary Shelly’s Frankenstein Mary Shelly’s Frankenstein is designed as a gothic horror novel but deals with serious moral issues. Written in 1818, a time when breakthroughs and discoveries in the scientific world were common and often of great importance, the book shows how desire for knowledge entwined with humanity’s ability to quickly reject what seems ugly or that which they don’t understand, can unfold into a tragic tale with several fatal altercations. Whilst playing the role of a negligent God, Victor Frankenstein brings into existence a hideous being, which he rejects at birth, his creation lacking teachings of moral values commits murder. But can either Frankenstein or his creation be named†¦show more content†¦I believe that Shelley is trying to make a comment about family and how a bad upbringing is a major factor in creating someone or something that could be classed as a monster. At the very beginning of it’s life the creation’s only â€Å"family membe r† is his creator and almost father, victor Frankenstein. The very first thing the creation receives from it’s family is rejection. Is Shelley trying to justify the creature’s actions by showing it’s lack of a loving mother and a disciplinary father could have sculpted him into the person that is willing to commit murder? If we are to read this book and analyse the characters at the basic level of appearance alone then the creation is truly a monster, standing eight foot tall and described â€Å"A mummy again endued with animation could not be so hideous as that wretch!† Ignoring his physical attributes and looking into the mind of the creature we can see some very human emotions and complex ways of thinking, often staying more level headed and reasonable than he whom gave him life and calls him wretch. For example the crimes he has committed considering his â€Å"up bringing† and the current circumstances are hardly one of a monster, murder is never justifiable, but being rejected by the rest ofShow MoreRelatedMary Shellys Frankenstein Essay1200 Words   |  5 Pages Mary Shelly’s Frankenstein shows the life of an early scientist and the effects of uncovering a truth that has not been known or experimented by other scientist’s. The story of Frankenstein portrays mainly the characters Victor Frankenstein, Henry Clerval, Frankenstein’s creation, Captain Walton and Elizabeth Victor’s future wife and relative. When Victor animates a lifeless object he is horrified by the concept of what he had just done and how it looks. After running away Victor’s loved onesRead MoreThe Power Of Passion In Mary Shellys Frankenstein1253 Words   |  6 Pagesrepresentation of the self-destruction that can be brought about by one’s passion. This is the theme in many books. 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In Mary Shelleys Frankenstein, some blatant parallels are made between Dr. Frankensteins adopted sister, Elizabeth, and the monster he created. Both of these innocent creatures, together represent all of mankind in their similarities and differences, Elizabeth being the picture of womanhood and goodness, the monster representing manhood and evil. Both Elizabeth and the monster belong to and structure their lives in terms of Dr. Frankenstein, leading to overall destruction

Tone Realization And Tone Improvisation Of Young Children Education Essay Free Essays

The principle of the scrutinize was to look into the consequence of marimbas harmonic concomitant on the tone realisation and tone improvisation of immature kids [ aged eight ] .It provide the kids cognitive development, multiple intelligence accent on music and bodily kinaesthetic intelligence which will affect auditory, ocular and kinaesthetic stimulations. It entails rhythmic development, music amptitude which test the consequence of harmonic concomitant on music development and music amptitude kids vocal development and eventually the consequence of harmonic concomitant on singing achievement. We will write a custom essay sample on Tone Realization And Tone Improvisation Of Young Children Education Essay or any similar topic only for you Order Now Even though consequence based on research on singing accomplishment between the kids which had song direction with a root tune concomitant had no important on tone attainment harmonizing to Gordon ‘s ( 1982 ) IMMA, there was significance consequence on singing accomplishment between kids who received song direction with root tune accompaniment.Xylophones which comes from a Grecian word ‘xylon’meaning wooden sound.It is from percussion household of musical instrument which is believed to hold originated from Africa and Asia but now found around the continents. Cognitive development is the doing up of thoughts procedures, these include doing determination of your ain, work outing a job and retrieving through different phases of human being.Piaget ‘s theory ( 1896-1980 ) of cognitive development analyze how childen respond to their natural environment.As Atherton ( 2010 ) continues to construct on Jean Piaget theory, he describes a kid ‘s cognition as composed of scheme which are modified by complementary procedures that assimilation and accommodation.In this phase which autumn under the concrete operations phase harmonizing to Jean Piaget, kids have the ability to believe and associate by usage of logical and consistent action.This makes kids aged eight to be in apposition to place and associate the sounds from marimbas to better their music this gives the tonic variation.He agues that it is an a test for one to equilibrate between assimilation and adjustment ( equilibration ) .He came up with the phases of cognitive development based on Peaget`s theory ; Sensory motor phase ( babyhood ) ; in this phase there is no usage of symbols but intelligent is showed by motor activity.Permanency of objects they get at seven months.Interllectuals and few linguistic communication is developed. Pre-operational phase ( early childhood ) ; intelligent is showed through symbols, mature languages.Thinking is egoistic, none logical, non irreversible. Concrete operational phase ( simple and adolescence ) ; there is preservation of weight, volme, mass, figure, country, liquid and lengh.Intelligent relation is of objects in logical and use Formal operational phase ( adolescence and maturity ) ; Intelligence is through abstract in usage of symbols.They are egoistic. Harmonizing to Howard Gardner in 1983, in his theory he says that intelligence as one time described in IQ trial bash non explicate cognitive abilities in all facet from kids.It tells that as kids takes more clip in larning a simple construct may understand deeper the whole construct than kids who learn faster particularly in mathematics ( generation ) .This has brought different reaction because most psychologist expression at it that distinction about the construct of intelligence is non backed up by the practical significance of the attacks from the theory.From the recent cognitive and papers which states that the far to which kids posses assorted types of head makes them execute, understand, retrieve and larn in assorted ways.According to Howard, logical mathematics analysis, musical thought, linguistic communication, spacial representation and an apprehension of other persons. If one can non make the understanding in the strength of these intelligence the intelligent are invoked and used in combination to execute other tasks.He says that from these differences affects the acquisition system that takes all to be taught with the same resources in one manner so that tantamount testing is done to the learner.Our system of instruction is greatly biased to logical quantitative manners, appraisal and linguistically.The learnig ways ( types of intelligence ) ; Musical ; achild conveying out sensitiveness to sounds and beat, due to love to music they learn best with background music.They learn good in lesson which is changed to lyrics.Tools are used like wireless, multimedia, musical instrument. Interpersonal ; kids who enjoys and portion with others, they have sympathy.They learn best in seminars and group activites, composing, E-mail, picture. Ocular Spatial ; the kid know a batch about the environment, pulling physical imagery.Resources charts, exposure Linguistic ; the words are used by childrenfor effectivity, they make narratives or poesy, reading.resourses computing machine, books, games. Visual ; helps kids to acquire concrete construct spatial relationship Sounds ; difference on verbal sound and non-verbal such as music Bodily kinesthetic ; these kids use organic structure esthesis to get constructs, they include terpsichoreans, jocks Logical mathematics ; these kids are interested in forms, perform good in arithmetic, experments From the content affecting bodily kinaesthetic, the cardinal component of the bodily kinaesthetic, intelligence is the ability to utilize one`s bodily motion skilfully and capacity to accomplishments in objects touching.This affect how to utilize marimbas to bring forth music with the right tonic variation.It besides contains a sense of timing, ability to develop responses to be as physiological reactions, a turn outing sense of intent of physical doing.This makes these kids to larn more efficaciously when they use marimbas by affecting their muscular motion ( playing it ) doing them to bask music by singing doing them larn best because they remember through verbal memory. From the continent of musical, it goes with the ability to feel beat, sounds, tones and the musical itself.For kids to hold first-class pitch they ever have high musical intelligence, sometimes absolute pitch and this makes them in a place to assist them accomplish their vocalizing and music aptitude Harmonizing to Gordon Institute for Music Learning ( GIML ) music aptitude like endowment which 1 might hold should be given to achild at early phases of their life.Music aptitude which is dispersed among different population, everyone has the ability to win in music.People have different aptitude, few have low and high aptitude while bulk have neither high nor low but are mean in aptitude.Since typical method of instruction is used achild discoveries it hard to win in music.These kids of mean aptitude receives a batch of tonic content plus rhythmic content more than kids of low aptitude and 1s of high aptitude receives a batch of content than mean ones.This makes instructors to avoid deadening kids and non to emphasize others. Music aptitude can besides be measured but with merely valid music aptitude test.Ones endowment can non be determine by ability to accomplish but on important music achievement.This is because kids gets different rich musical and devoted efforts.However kids can non be judged through aptitude proving to be excluded or included in music activities, all kids have a right to education to music though it helps to provide for the demand of every kid by the teacher.It is indispensable to see the degree of the scholar to place the right music aptitude trial. Researchwhich has been done about the development and stabilised music aptitude shows that music aptitude is developed at immature phases of life.Though at birth aptitude of the kid tend to be inmate, it can change upto age of nine depending of the effectivity and diverseness of the music experience the kid have.Past nine old ages a kid is non able to accomplish in music more than one ‘s old music aptitude.It it of import that kids gets tonss of best quality of formal direction and informal aid in music for them to place their ability to music achievement in the phases of their life.It is of import to hold informal music experience before making five old ages old. There are two types of music aptitude ; stabilized and development.Music aptitude is besides multidimensional, and the papers has addendums which are ; improvisation, types of phases of auditory, music acquisition theory and orientation intentionality as constituent of creative.As a kid is taught utilizing the marimbas they tend to develop musical aptitude at this degree ( eight old ages ) .This makes achild to associate the sounds produced by marimbas with the music so that a comprehensive tone realisation and tone improvisation is achieved. There are many different types of music aptitude trials that can be done by the instructors to place the type scholar are being taken attention of.According to Gordon ( 1997 ) theory we have two major one ‘s ; The complete IQ Test ; look intoing how smart one is from the head The complete aptitude Test ; it involves intelligence whether in words or Numberss Others involves ; Test of analytical accomplishment, it test pulling accomplishments The Acuity skill trial ; it involve simple repetation activity The Technical Skill Test ; how one can technically and automatically experience things Verbal Reasoning Test ; it involves word logical thinking The subject of the research on consequence of harmonic concomitant or direction on music developmental music aptitude kids vocal development was to happen the consequence of harmonic concomitant to the kids on tonic improvisation.Some chief purpose of the research were ; to happen if age affect tonic improvisation public presentation of kids at different classs ; happen if increasing root tune concomitant to direction of the vocal affect the usage of harmonic beat and alterations tonic improvisation.For comprehensive music course of study there must be improvisation.through that kids can show their feeling and ideas on music.The kid should be in apposition to show themselves by words.Due to direction kids are able to: better form of tones ( Balasko 1987 ) ; used harmonic intents and retain key and key while improvizing ( Giulbault2004 ) ; coming up with music that have musical construction ; retain metre and steady round ( Kalmer 1987 ) Guilbault ‘s research was to happen if root tune concomitant is added to direction of the vocal which may interfear with tonic improvisation children.It farther pointed that kids who finds song direction with tune of the root concomitant ; used implied harmonic intents and retain tonic and cardinal when improvising. Journal of research in music instruction says that a kid applies ability and map of harmonic to retain cardinal and key while bettering xylophones.Kalmer and Balasko ( 1987 ) analysed pre-school kids when doing marimbas with local available stuffs and playing it to place the figure of responses and thoughts. Harmonizing to Partchey ‘s ( 1987 ) research was of integrity, identifiable beat form, steady pulsation and assortment which are kids ability.Form, pitch, continuance and intestify was done by Wig ( 1981 ) .The result of the research by Guilbault ( 2004 ) found the extra root tune concomitant to song direction affects child tonic improvisation described that achild who got song direction and root tune accompaniment stabilise the key and tonic along with implied harmonic maps on improvizing significantly more than those who had non received instruction.It was merely used for specific immature ages population. To place whether there was pre bing music aptitude kids of first class, 2nd class and 3rd class before intervention were used on the beat subtest and tonal of the Primary Measures of Music Audition ( PMMA ) .This was done by ( Gordon 1979 ) .This was because of different on control group and intervention since kids with lower aptitude may non hold performed as the 1s in high music aptitude ( Gordon2007 ) This made the sub trial for tonic and beat of Intermediate Measures of Music Audiation ( IMMA ) which were done earlier intervention to 4th class, 5th class and 6th grade.For one had non been asingle pupil which had experience with improvising earlier, as it grow through sequenced acquisition The first acquisition of direction is based on primary on music acquisition theory which involves orff activities.These are made up of direction of tonic form, ,identifying of tonic and rhythm form map, tonic and rhythm form direction, vocalizing, playing pitch and unpitched instrument, intoning amongst others. Improvisation activities affecting control and intervention was made up of events incorporating quinine water and dominant map form in major and harmonic child keies which were either same or different ; development events ; colloquial improvisation ; utilizing major and harmonic minor keies when singing new stoping or altering portion of known song.On the intervention group, the 6th class category assigned one randomly but the remainder of the class foremost, 2nd, 3rd, 4th and 5th were assigned two per grade.They involved them in a root tune concomitant which was presented by research worker when pupil sang pitch instrument ; by pupil as research worker present s vocal ; utilizing voice recordings ; by pupil when another one is showing a song.The control group had one random assigned to foremost, 3rd, 4th, 5th and 6th class category where two random assigned to 2nd class class.Everything about vocalizing was done in cappella. The lone different direction which was being given to the pupils at the classs was usage of root tune concomitant other instructions was same When the trial was done of the station instructional public presentation was that the consequences were there there was no significance differences from PMMAandIMMMA composite aptitude tonss between the intervention group and control in every degree of gradesThe consequence of harmonic concomitant on singing achievement involves vocal development where the consequence of diverse harmonic concomitant has been based on the six class pupils where the sub trial was administered.This is harmonizing to Petzold ( 1966 ) .This is to look into the possible to sing melodious fragment accurately.The research involved three accompaniment types: primary chords within simple chord patterned advance, sustained individual chords and secondary chords on inversion within complex chord progression.From non specific method of choosing,540 kids were taken randomly.Three sorts of harmony trial were created. The first one, stimulation which was presented with a melodious line with harmonic concomitant which the kid was to hear and to respond by singing the melodious piece soon heard.Without holding the melodious line of the harmonic concomitant, the kid was to respond.The 2nd one though like the first one, the kid was to answer while non utilizing harmonic accompaniment.The 3rd one had neither response nor stimulation from harmonic intervention. The research found easy chords of tonic, sub-dominant and dominant used had greater singing for children.According to Petzold ( 1996 ) kids are able to sing absolutely when an concomitant by easy ( I ) , ( four ) and ( V ) in his five twelvemonth longitudinal study.The analysis was that harmonic concomitant offer the key and can be reinforce being cognizant of the vocalist of the tonic centre of a song.This analysis is backed up by Gordon ( 1997 ) and Azzara ( 1999 ) in their research.This was different from Gordon ( 1982 ) research which involved music aptitude trial and of the latest.From the latest research acquisition, playing and singing utilizing marimbas ( bamboo ) is given a opportunity to the children.The research was taken to hold 12weeks music lesson program from foreword for mention for it had no lesson program giving uncertainty whether all music direction was given to the kids. From the research done by Sterling ( 1984 ) singing position, vocal external respiration preparation and vocal warm up had no direction unlike present survey had three proceedingss at the beginning of each lesson of vocal techniques as studied by Guilbout ( 2003 ) .He considered extra root tune concomitant as harmonic concomitant consequence on vocal direction on the development of tonic aptitude, tonic accomplishment and tonic improvisation of first class and kindergarten kids The result showed that song direction with a root tune concomitant to developmental tonic aptitude and tonic accomplishment of immature kids had no importance.Because vocal direction got by kids with root concomitant from root tune made public presentation of these kids higher than the 1s which had no root tune accompaniment.Most of the research was based on the music aptitude development of a child.Though at that place was different in the footing of the research like present survey ne’er used pre-test and post-test as indicated by Gordon ( 1982 ) they believed that they had given a sense which is adequate to reason the consequence of bamboo ( marimbas ) as harmonic concomitant. Decision The ability for one to recognize and improvize the tonic as affected by harmonic accompaniment depend on how different phases of life received direction on vocal with a root tune accompaniment.Activities at different phases contribute a batch to the ability of kids and the accomplishments which kids can perform.Instrument lend a batch to the important growing and development of organic structure kinaesthetic intelligent skillfully.It is of import that the cognition and the accomplishments that a kid needs for them to hold accomplishment in vocalizing and improvisation activities is done at the early phases of life ( immature ) which is recommended non to transcend the age of nine.Instrument makes the learning easier for immature ages for the instructor, this is because even though they find it difficult to improvisation activities theorically, they under base best when affecting them in larning practically and giving them a opportunity to interact more with the instrument. Marimbas contribute a batch to placing different tonic variation.As they enjoy music, they develop senses of timing, ability to develop response to be as automatic doing marimbas as effectual when used in learning.Different researches ‘ done by research workers arrives at a common thought about the effects of marimbas harmonic concomitant on the tone accomplishment and tone improvisation of immature kids ; this qualify xylophones harmonic concomitant to hold positive consequence on music accomplishment of immature kids. How to cite Tone Realization And Tone Improvisation Of Young Children Education Essay, Essay examples

space pope and the glass machine by lionze free essay sample

Lionze is a wicked ska band hailing from Silver Spring, MD . They mix amazing guitar riffs with sick rhymes creating irresistible flow. They layer it on heavy on their tracks but for the complete deal you have to see them live. The last show I saw them play was super villains, hr from (bad brains),dirty heads and burning tree. They run with the cool cats from HR (bad brains) to clutch, from hoobastank to flogging molly the shows are killer and most of the time lionize outshines the main attraction. Lionize has crushed the local talents and with the help of their producer Scott Spelbring(who’s produced linkon park, oar, Jason mraz, etc) they have put out many successful records like Danger My Dear (2005).and EP Mummies Wrapped in Money (2006) . The band is on tour now with whole what bread and authority zero to show case their new cd â€Å"space pope and the glass machine†. We will write a custom essay sample on space pope and the glass machine by lionze or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Crucible Essays (477 words) - Salem Witch Trials, The Crucible

Crucible By Arthur Miller Points Of the characters in Arthur Miller's "The Crucible," Mary Warren, a minor character, is actually one of the most important, dynamic characters. She goes from being a lonely, shy, frightened teenager to being a brave witness with a backbone, in court. But her change is short-lived, however, and she retreats to being a scared, wimpy girl. Mary Warren, the scared, wimpy girl that she is, is lonely at the beginning of the play and has been spending time with Abigail Williams. When there is talk in the town about witchcraft after the girls are found dancing in the forest, she starts worrying about what will happen to them if they are called witches. Mary says, "Abby, we've got to tell. Witchery's a hangin' error, a hangin' like they done in Boston two year ago! We must tell the truth, Abby! You'll only be whipped for dancin', and the other things!" (Act I, p.18) She is showing her worrisome self and doesn't want to get herself and the other girls into trouble. Mary gets Elizabeth Proctor into trouble when she becomes an official of the court. She makes Elizabeth a poppet and this gets her into trouble when Cheever comes to arrest her for witchcraft; there is a needle found in the poppet and is supposed to be the cause of Abigail's pain. When Mary is questioned about it, she replies, frightened and unsure how to act, "Why, I--I think it is mine. It--is, sir." (Act II, p.71) She tries to be cool about it but sounds like she is trying to hide something. John Proctor tells Mary she is going to go to court with him and tell them the truth so that his wife and the other innocent people will be freed. Mary resists and tries to avoid it by telling Proctor that, "She'll kill me for sayin' that! Abby'll charge lechery on you, Mr. Proctor!" (Act II, p.76) But John doesn't care and finally persuades her to go. Mary is her strongest when she is at the court. She tells Deputy Danforth that "it were pretense" and she "never saw no spirits." (Act III, p.98,99) She is strong and answers all the questions she is asked, and does not falter until Abigail and the other girls make her crazy by mimicking her and claim that she is sending out evil spirits on them. Mary can't handle it and yells at Proctor, "You're the Devil's man! I'll not hang with you! I love God, I love God." (Act III, p.110) Proctor is taken aback and is condemned and arrested. Mary returns to where she started. Mary Warren is a dynamic character for only a few pages, never- theless she is still important to the purpose of the play. She shows that even a weak, insecure person can have their moment of honor and importance. It is the persistence of others that bring them down and cause them to fall.

Between vs. In Between

Between vs. In Between Between vs. In Between Between vs. In Between By Maeve Maddox A reader wants to know how between and in between differ in usage: Please explain the usage of the term â€Å"in between.† It’s been many years since I heard anyone say this. I always thought it was unnecessary to combine the words â€Å"in† and â€Å"between†. What’s the difference if you say that one thing is between another thing as opposed to saying that it’s â€Å"in between†? When between functions as a preposition, placing in before it is nonstandard usage. The following headlines, for example, are incorrect: Incorrect: Woman dies walking in between subway cars Correct : Woman dies walking between subway cars Incorrect: You dont need to enter spaces in-between the numbers/letters. Correct : You dont need to enter spaces between the numbers/letters. Incorrect: How Many Hurdles are In Between a Thief and Your Phone Data? Correct : How Many Hurdles are Between a Thief and Your Phone Data? The addition of in is acceptable when the phrase â€Å"in between† functions as a noun or an adjective. 1. In-between as noun Josie feels like an in-between, trapped between her family’s Italian culture and the Australian culture of her peers. (noun meaning, â€Å"a person who doesn’t belong in either of two groups†) Many times, parents feel like the only choice is to have [the baby] fall asleep in your arms or cry it out, but there really is an in-between. (noun meaning, â€Å"an alternative that lies between two extremes†) 2. In-between as adjective An â€Å"in-between  hop† is a baseball term that indicates a bounced baseball that reaches an infielder at the midpoint of its upward bounce. (adjective describing hop) College students on holiday face  an in-between world.  (adjective describing world) Bottom line: When using between as a preposition, don’t preface it with in. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingStory Writing 101Inspiring vs. Inspirational

The Customer Behaviour Towards Hybrid Cars in the UK Dissertation

The Customer Behaviour Towards Hybrid Cars in the UK - Dissertation Example References 82 Appendix A: Questionnaire 88 Acknowledgement Without the continued emotional and financial support provided by my parents, I may have not reached the end of this journey. During my studies there were times when work commitments and intermittent financial stress made me believe that I would not be able to see this journey through. It was during these times, and many others, that my parents' words of encouragement and their confidence in my ability gave me the motivation to persist. No words of thanks can adequately express the depth of my appreciation and love. I would also like to seize this opportunity to personally thank my supervisor -----. I cannot express the extent to which his support and understanding allowed me to reach the end of this journey. His encouragement, support, understanding and, above all, his prompt, constructive and greatly appreciated criticism and feedback, were invaluable to the research, writing and completion of this study. Thank you. Abstract The area of brand equity has received significant research attention in recent years. An emerging debate addressed whether brand equity should be considered from a consumer-oriented perspective or a market performance-oriented perspective. While current literature has focused on building and conceptualizing brand equity, there is no consensus on how it should be measured and what constructs should be included in the measurement process. Therefore, there is an urgent need to identify and operationalize brand equity constructs in a way that allows researchers to empirically measure them, and effectively analyze the key factors associated with brand market performance. This study attempts to bridge this gap in the literature by defining and operationalizing specific brand... The area of brand equity has received significant research attention in recent years. As a result, current marketing research attempts to conceptualize, measure, and manage brand equity in a way that drives brand market performance, and helps firms in strategic decision making. Aaker (1991) proposed nine main issues to consider while analysing brand equity: 1) identifying the basis of brand equity; 2) creating brand equity; 3) managing brand equity; 4) forecasting the erosion of equity; 5) the extension decision; 6) creating new names; 7) complex families of names and sub-names; 8) brand equity measurement; and 9) evaluating brand equity and its component assets. Keller (1993) posited that companies are motivated to study brand equity for two reasons: one is financially-based to estimate the value of a brand more precisely for financial reporting purposes, and the other is strategy-based to improve marketing productivity. He argued that evaluating the brand in the minds of consumers is a prerequisite for brand market performance. Such a link is a core component of this study's proposed models. Also, an emerging debate has started to address whether brand equity should be considered from a consumer-oriented perspective or a market performance-oriented perspective. Motameni and Shahrokhi (1998) recognized the confusion and disagreement in conceptualizing and defining brand equity, and they also identified two perspectives or schools of thought: the marketing perspective and the financial accounting perspective.

Financial Decision Making Essay Example | Topics and Well Written Essays - 3250 words

Financial Decision Making - Essay Example The company can also increase or improve on its sales so that however much the payments are, the receipts will still be more in order to for the company to meet its current liabilities. In case of surplus, the company can plough back the surplus into investment and in order to increase future sales hence better future receipts. Net Present Value is the difference between the present value of the cash inflows and the present value of the net outflows. Project cash flows are discounted using an appropriate rate which is the minimum rate of return required by the investor. In the case of these two projects; Alpha and Beta projects, the discounting rate is 10% which is used to calculate the discounting factors with the formula 1/(1 + r)n where r is the discounting rate and n is the number of years. The appropriate cash flows are the after tax cash flows, therefore the net cash flows should be estimated on the after tax basis. However, in these projects, there was no tax involved and no p roject had a residual value after the completion period of 5 years. Computation of cash flows requires a special treatment of non-cash expenses such as depreciation though in these projects, there is no depreciation considered. However, in case of depreciation, it has an indirect effect on the cash flow since it is a tax deduction expense. The general criteria for Net Present Value is that the project with a negative net present value should be undertaken since it increases the wealth of the shareholders and a project.

Leadership Development and Self Awareness Research Paper

Leadership Development and Self Awareness - Research Paper Example This paper highlights  the Army’s existing Army curriculum pushes the most multifaceted subjects to the final stages of a soldier’s learning career. As a result, only some soldiers get an opportunity of expanding their intellectual limits through creative and critical thinking before their field grade experience. Doing business, in such a manner, denies junior level soldiers the opportunity to develop the necessary skills required to excel in the leadership area. The Army has to promote superior learning opportunities to a young soldier’s career in order to develop the essential leadership skills needed to manage the 21st century warfare scenery.From the discussion it is clear that  the education and evaluation methodologies should be modified to replicate the complexities of the current operating environment to encourage a change in the career progression of leaders equipped for the 21st century warfare. In order to achieve this, the Army should adjust its l eader development systems to identify and promote strategic thinking before it is too late.  The Army education system plays a vital role in creating strategic leaders for the logical challenges they might encounter against an equally resolute enemy. However, it does not stress much on the essential factors of creating able leaders who will lead the Army for many generations to come.  Strategic leadership education should offer soldiers options regarding how they might proceed decisively to overcome adversaries that know no limitations or regulations of war.

The Classical Realism In International Politics Essay

The Classical Realism In International Politics Essay Classical Realism is an important theory that defines the international politics relations. Realists see and study the world as it is, and not as how ought to be, as the idealist theory does. From a rational point of view the realists believe that the world is imperfect, as the base, is human nature, as Morgenthau stress is the result of forces inherent in human nature. (1985a:3) This negative human vision is expressed by Robert Gilpin  [1]  in The Richness of the Tradition of Political Realism: realism is founded on a pessimism regarding moral progress and human possibilities. (1986:304) The Realist theory has presented a fundamental unity of though across a span of nearly 2,500 years. Thucydides, Niccolà ² Machiavelli, Carl von Clausewitz, Gilpin and Hans Morgenthau present among others the main thoughts on Classical Realism. (Ned, 2007:53) For realists, states are the principal entities in the study of international political relations. Nation-states are defined according to Hans Morgenthau as an abstraction from a number of individuals who have certain characteristics in common. (1985f:117) This theory understands states are egoists and they only act under their own interests; an interest that is defined by Hans in terms of power. (198a5:5) In addition, this theory emphasizes all states coexist in a system so-called international where the main characteristic is the eternal fight for power due to states only seek their own goals. States reflect this struggle for power in their external policies where diplomacy  [2]  becomes an important manner to resolve conflicts as well as signatures of alliances. For this reason, order, justice and change are the central studies of their writings. (Ned, 2007:53) In the study of politics, Classical Realism accentuates the similarities between domestic and international relations, as the importance role of ethics and community in both fields. Also realists study the international system as principles of order where they help to actors to get their own interests through discourses and identities. According to Thucydides and Morgenthau when those discourses and identities changes, the system changes too, towards modernization and the consequence of this is hegemonic war. As we have seen states are the central subject for realist theory and the internal governments gathered by individuals convert states in rational actors. The authority of any state is leaded therefore, by human ration that will always follow self-interest. Thus national security becomes the biggest preoccupation states have rather it is on the top list of issues, as in the international sphere there is no authority to control other ´s interests. Power and military issues then shape world politics and become a decisive point on Realist theory. The national interest of peace-loving nation can be defined only in terms of national security, and national security must be defined as integrity of the national territory and of its institutions. National security, then, is the irreducible minimum that diplomacy must defend with adequate power without compromise. (Recchia, 2007:541) Furthermore, realists explain that states will act maximizing their own self interests, even if they have to use force. States seek power and they calculate their interests in terms of power, whether as end or as necessary means to a variety of other end. (Viotti and Kauppi, 1998:158) Hence, the struggle for power among states remains central in the international relations too, as Morgenthau stress international politics, like all politics, is a struggle for power (à ¢Ã¢â€š ¬Ã‚ ¦) power is always the immediate aim. (Viotti and Kauppi, 1998:56-57) Definition of Realpolitik, thus acquire relevant importance for this theory as it refers to power and power politics among states. (Viotti and Kauppi, 1998:59) In fact in the sixteenth century, Machiavelli wrote about state security (that could be seen in terms of power as a way to keep the national power) in his important work, The Prince. However, some authors have criticized his thoughts as immoral, as he understands all acts of the Prince are justified by its ends which seek is to assure the national security: because it is often (for the prince) to operate against his own faith, as well as against charity and humanity, in order to preserve the state. (Recchia, 2007:533) This is the well known raison d ´Ãƒ ©tat where individuals answer to one moral and the sovereignty to another one. Therefore, ethics and politics go separately. By contrast, Morgenthau political theory is opposite to Machiavelli ´s raison d ´Ãƒ ©tat as, he believes in the existence of a universal moral code that ought to guide responsible statecraft. (Recchia, 2007:537) On the other hand, diplomacy is an essential instrument in the maintenance of security, as well as military capacities and power which become indispensable too. Therefore, those capacities are seen as high politics, while others as finance or economics will rest in lower politics. However not for that is less important, as economics moves power and foreign policies were determined by them. FOREIGN POLICY IN THE REALIST THEORY: Hans Morgenthau Hans Morgenthau, the father of the modern realism, in his work Politics among Nations analyzes the same subjects as realism theory does although he will center the attention on national interest and power. This essential book even if it was written during the Cold War  [3]  , is as present as any other work nowadays. Indeed he has been considered one of the most important thinkers in the twentieth century, and has had a big influence on the contemporary thoughts. We will use this work, Politics among Nations in this dissertation as is the principal key to understand the Spanish foreign policy during World War II. Morgenthau as realists do, sees the world as imperfect, where there are constant opponent interests between individuals, and because of this, the international system is in permanent conflict. States as main actors in this international system must be prepared to go to war. The author also, conceives politics as the way to obtain and to maintain power and the way to pursue it. Hence, power becomes the reason for existence, and the international system remains dangerous as states are in persistent conflict. Power is not understood in terms of military force, rather is focused on the psychological influence. There is a clear difference between power as political influence and power as material that could be military force or economics. We consider that his theory can be summarized on the first point of his six main principles: First, politics as society in general is governed by rational laws and they have their roots in human nature, therefore it is possible to develop a theory that could reflect those laws. Realism basically, explains facts and gives meaning to them inside the international sphere. The main indicator of Realism is the concept of interest which is defined in terms of power which is recognized universally and necessary in the study of international politics. (Morgenthau, 1985a:5) Behind states, statesmen will act under their own interests thinking with rationality therefore realism stresses rationality and objectivity. But the other face of interest is that it can control men: interests (material and ideal), not ideas, dominate directly the actions of men. (Morgenthau, 1985a:11) For international relations, the study of acts taken by statesmen is crucial. Therefore, international politics could be seen as the actions between states, understood as foreign policies. Morgenthau in the second principle understands as good foreign policy those that are made in the correct moment and with rationality. Foreign policy ought to be rational in view of its own moral and practical purposes. (Morgenthau, 1985a:10) It will be successful when the risks will be minimizes and maximizes the benefits. On the other hand, the concept of power is indispensable for international politics. Power is understood as, anything that establishes and maintains the control of man over man. (Morgenthau: 1985a:11) As we have seen before, nation-states will act in terms of power, in terms of domination. Therefore, balance of power is present in the international society, as states will act to change power or maintaining it. Another principle regards morality aware the international politics. It means that it can not be applied to states the same moral principles as it is done on humans. The individual may say for himself, fiat justitia, pereat mundus (let justice be done, even if the world perish), but the state has no right to say so in the name of those whose are in its care. (Morgenthau: 1985a:12) Hence, realism refuses to identify moral aspirations of one nation with moral universal principles. This German thinker understands as foreign policy the external actions states pursue in the international system where the core is the national self-interest and power. Below we will study the three main principles that Morgenthau wrote on his work considered essentials for this case-study. 2.1 National-Interest National interest is the key concept for Realism in the understanding of foreign policy. In the study of the national interest, Hans Morgenthau becomes one of the most important thinkers being the maxim authority in this subject, not only because he presents the main study with his work (cited before) also because he creates almost a scientific theory. According to him national interest refers to the essence of politics. The idea of interest is indeed of the essence of politics and is unaffected by the circumstances of time and place. Interest is the perennial standard by which political action must be judged. Yet the kind of interest determining political action in a particular period of history depends upon the political and cultural context within foreign policy is formulated. (1985a:8-9) Other authors as Osgood, defines national interest as a state of affairs valued solely for its benefits to the nation. (Gonzalez, 8) Contrary to realism, he defines this concept as an egoist behavior states normally take. For Frankel, national interest is defined as the general and permanent ends why a nation acts. (Rubio, 64) Also, Marshall says national interest refers to the political objectives upper internal and political controversies. It means the maintenance of peace, the preservation of security and the national protection in the international sphere. (Rubio, 64-65) Therefore, states will take foreign policies acting and thinking on their own objectives and on their own interests without having in consideration other states necessities. However nations will be limited in their actions by the behavior of the rest of states, the freedom of choice of any one state is limited by the actions of all the others. (Viotti and Kauppi, 1998:73). On the other hand, Thomas W. Robinson  [4]  does a classification about the different national interests exist through the analyses of Hans ´s Morgenthau work. (Gonzà ¡lez, 23) He says first, states will defend primary necessities: the physical, political and cultural identity of the nation, as well as, the survival of the state fronts any external aggression. The second interest refers to individuals and diplomats based on their protection and security. It is important to explain according to Hans, that the kind of interest will be determined by the political and cultural context. (Morgenthau, 1985a) 2.2 The importance of power Contrary to other thinkers, Morgenthau stresses states interest is in terms of power: The main signpost that helps political realism to find its way through the landscape of international politics is the concept of interest defined in terms of power.(Morgenthau, 1985a:5). Hence, power becomes the second essential key for Realism theory in the international field. States will act according their own interests as statesmen think and act in terms of interest defined as power. (Morgenthau, 1985a:5) Therefore, states leaded by statesmen pursue power. Hans will show in his work three ways for the struggle of power, but we will study only two: the maintenance of power and the increment of this. This importance of power will be essential to explain later the Spanish foreign policy during World War II.

Fyodor Dostoyevskys The House Of The Dead :: essays research papers

Fyodor Dostoyevsky's The House of the Dead   Ã‚  Ã‚  Ã‚  Ã‚  Fyodor Mikhaylovich Dostoyevsky was born in Moscow on Nov. 11, 1825. As his father was a former military surgeon, Dostoyevsky grew up in the noble class. He entered the military engineering school at St. Petersburg at age 16. Shortly after graduating, he resigned his commission and devoted all his time to writing. However, he soon became caught up in the movement for political and social reform during the reign of Tsar Nicholas I. He began to participate in weekly discussions about the ideas of French utopian Socialists. This Petrashevsky Circle was arrested in April 1849. After a long investigation, Dostoyevsky, along with 20 other members of the Circle, were condemned to be shot. Literally moments before his execution was to occur, his sentence was commuted to four years hard labor in Omsk, Siberia. He accepted his punishment and began to regard many of the simple convicts as extraordinary people. During his sentence, he became devoted to Orthodox Christianity.   Ã‚  Ã‚  Ã‚  Ã‚  The House of the Dead was initially published in Russia, 1860. Upon initial examination of the work, it appears to be a stream of consciousness account of Dostoyevsky's four years in a Siberian prison camp. But, upon further review, it seems to be more an account of Dostoyevsky's personality and attitudes through these years. In his first year in prison, Dostoyevsky â€Å"found myself hating these fellow-sufferers of mine.† (305) His first day in prison, several convicts approached him, a member of the noble class and no doubt very wealthy in the convicts' eyes, and asked him for money four times each; and each refusal seemed to bring more convicts. He quickly grew to spite these people, for they thought him to be an idiot, unable to remember that the very same convict had approached him for money not fifteen minutes earlier. (67-8) But, Dostoyevsky makes a startling realization at the end of this first year, a discovery which allows him to drastically alter his personality: â€Å"...the convicts lived here not as if this were their home, but as some wayside inn, en route somewhere.† (303) this concept is followed by Dostoyevsky's realization that he wanted, unlike many other convicts in the camp, to live as he did before his imprisonment. He believed that â€Å"Physical, no less moral strength is required for penal servitude if one is to survive all the materiel deprivations of that accursed existence. And I wanted to go on living after I had left prison....† (277). The remaining twenty pages are anti-climatic; they simply deal with the change of a Major stationed at the prison and Dostoyevsky's

Indian Curries Essay

Indian curries are, with no doubt, a famous part of cuisine to be found almost everywhere around the world. They are popular for their great taste and wide variety. It is no wonder then to find restaurant and other forms of eateries specializing in Indian cuisine. An Indian cuisine is not complete without the curry. In fact, the word curry is synonymous with Indian cuisine. Apart from the variety and great taste of Indian curries, they also have tantalizing colors that are appealing to the eye. There is a misconception about the Indian curries that is held by the public, especially American public. Many people think that they are always spicy. This is not the case. Some curries have sour flavors, and even sweet in some cases. It is not true that curry powder is the only ingredient of curry food in India. There are other ingredients like pepper, chillies and others. However, it is true that spices are a central part of Indian curry dishes, but not the sole component. This paper is going briefly look at the historical background of Indian curry. The different types of Indian curries will also be analyzed. The writer will also analyze the incorporation of Indian curry in American cuisine, and the popularity of this curry amongst the American public. Indian Curries: A Brief Background When the word curry is used in the Indian context, it refers to sauce (Panjabi, 2006). As such, any kind of Indian food that is accompanied by a sauce is referred to as a curry. Curries in India are used as a side dish, meaning that they accompany other meals like rice, chicken or lamb (Sanmugam, 2003). On the other hand, curry powder is a combination of various spices. These will include turmeric, coriander and other powders like chillies and ginger. The term curry is derived from a word that is found in the southern Indian community of Tamil (Panjabi, 2006). This community used the word â€Å"kari† to describe the same kind of dish that Indians refer to as curry (Panjabi, 2006). Curries have a very long history in the Indian culture. By the year 3000 B. C. , most of the ingredients of curry powder were to be found in Indian farms (Raghavan, 2006). These include turmeric and pepper. Also, mustard and cardamom were to be found in these farms. It is important to note that these were the basic ingredients of curry powder, meaning that this powder existed that early in this civilization. But the earliest evidence of a recipe that can be described as curry dish appeared much later. This is the period around 1700 B. C (Raghavan, 2006). It was in form of a meat dish that was accompanied with a spicy sauce, the hall mark of Indian curry (Raghavan, 2006). This was found in Mesopotamia, and it was a recipe written on tablets. Archeologists and other analyst of the early civilizations contend that this dish was an offer to the Marduk God (Raghavan, 2006). Curry became a component of British cuisine in the late 18th century (Peterson, 2007). It was brought to this land by merchant ships sailing from India. The first recipe for what we refer to as â€Å"curry† today appeared in 1747 in Britain (Peterson, 2007). It was composed by Hannah Glasse. This was in her book â€Å"Glasse’s Art of Cookery† (Peterson, 2007). Before 1780, curry could be found in some restaurants in the city of London. Curry powder, the chief ingredient of curry dish in India, is made by combining at least a dozen spices. This combination is referred to by the Indians as garam masala (Hayden, 2009). This combination is used in the Indian curry dish to bring out the distinct flavor and taste that is associated with Indian cuisine, as well as to add to the tantalizing flavor. Early Indian curry dishes did not contain peppers. This is because peppers were not grown in India at that time. They only came to be incorporated into the dish after the Indians started trading with merchants who had access to red and chili peppers (Panjabi, 2006). Curry dish can be varied to cater for the need of vegetarians as well as the meat lovers. Types of Indian Curries  These are the type of curry dishes that can be found in restaurants of nowadays that specialize in Indian cuisine. The dishes, together with the accompanying recipe, originated from India and her environs, but are sometimes adapted to fit to the local environment. For example, beef is not used by Indians in their cuisines, as it is against the Hindu religion. However, one tends to find Indian curry accompanying beef in most contemporary restaurants in our society. Rogan Josh The chief ingredient of this curry dish is lamb (Panjabi, 2006). The spices in this dish are moderate. The dish has its roots in the cuisine that is practiced in the Kashmir. This is especially the northern region of this country (Panjabi, 2006). To spice it up, the chef uses conspicuous amounts of dried red chillies. This gives it its characteristic deep crimson color. Fresh tomatoes are also used. The tomatoes are accompanied by a dash of coriander. Jalfrezi This is another Indian curry dish that is moderately spiced, lacking the distinctive hot taste that many people like to associate with Indian cuisine (Hayden, 2009). The curry sauce is composed mainly of tomatoes. They are stir fried, then garnished with sweet pepper (Hayden, 2009). The individual can add more peppers to make the curry sauce hotter, instead of its original flavor of slightly sweet. This sauce can then accompany other dishes like fish with rice and bread. Vindaloo This dish will perhaps give the consumer the envisioned image of Indian curries. It is a very fiery curry that has conspicuous amounts of red peppers and vinegar (Hayden, 2009). This dish is not native to India. It came with the Portuguese who colonized this country. This was in the late 1400’s (Hayden, 2009). Originally, this dish was a combination of wine and garlic. Today, cardamom and mustard seeds can be used to add to the distinct hot taste of the sauce. Dopiaza These curry dish is based on onions. First, onions are browned. Then the chef will add ginger and garlic. These are the three main components of the sauce (Hayden, 2009). After this sauce is prepared, it is then combined with the beef, fish, chicken, lamb or any other kind of meat that the person desires. It is moderately dry. The above are just some of the common curry dishes that are to be found in our society. It is an indication of how Indian curries have influenced contemporary food preparation and habits in America. This can be gauged by the number of Indian restaurants that are to be found around the cities. Each city has at least three Indian restaurants (Raghavan, 2006). Though the dishes are of Indian origin, it is important to note that the restaurants serve both Indian and non-Indian clientele. Importance of Indian Curries Food serves a number of functions in the human society. It is not only used to satisfy the hunger pangs of the individual, but can also be out into a myriad of other many uses. For example, food can be used as a means of socialization, whereby people meet and socialize over a plate of food or a cup of tea. Food can also be used for cultural practices, for example when it is used by Indians as offerings to their gods. Indian curries serve these purposes and many others. However, the notable benefit of Indian curries is to be found in their use as medicinal agents. Indian curries have been known to fight common illnesses like Alzheimer and cancer. This is perhaps the reason why there are less cases of Alzheimer in India and her neighboring societies. For the curries to have the desired medicinal value, the chef is advised to use fresh ingredients, as opposed to the processed ingredients like curry powder found in many supermarket shelves today. Caraway seed is one of the oldest ingredients of Indian spices (Sanmugam, 2003). These seeds contain limonene oil (Sanmugam, 2003). This is very useful in boosting the individual’s immunity system. It also helps in soothing dry and itchy skin. This oil has been known to relieve many conditions, especially after been combined with olive oil. These include bronchitis and eye infections (Sanmugam, 2003). When used in food, this spice helps lactating mothers to produce more milk for the child. It can also be used to contain oral infections like halitosis. Cardamom pod is another very useful ingredient of Indian curry. It contains cineole (Peterson, 2007). This is a potent antioxidant. It boosts the immune system. It also detoxifies one’s liver. People who consume curry containing this spice regularly have been known to have reduced risks of getting cancer, especially stomach cancer (Peterson, 2007). It is also known to fight asthma and can be used to fight bad breath. Clove contains elements that are also of medicinal value. It has eugenol, another form of an antioxidant agent (Peterson, 2007). It relieves toothache and sore throat. Fennel seeds are also very helpful. They have antioxidant which helps in fighting infections like cancer. Anethole is one antioxidant contained in these seeds. Kaempferol and rutin are other antioxidants of the same seeds. Turmeric root contains curcuma. This is what gives it the signature orange taint. It is an antioxidant and a pain killer. Conclusion Indian curries have a very long history in the Indian civilization. The ingredients of curry powder were cultivated in this society three millennia before the birth of Christ. This is an indication that they were probably used in these times. Indian curries have greatly influenced the cuisine of contemporary western societies. This can be gauged by the profusion of Indian restaurants in the country. Indian curry can accompany a number of dishes, and the preparations and ingredients of this curry vary from one place to the other. Like any other form of food, Indian curry can be put into several uses apart from the conventional one of satisfying hunger. The writer noted the medicinal use of this curry, an indication of its popularity.

Inot the Wild essays

Inot the Wild essays Into The Wild by Jon Krakauer is a compelling story of a young man, Chris McCandless, who had an unforgiving respect of nature and an immeasurable level of unintended recklessness. McCandless harshly reposed a radical change in his life by living in the wild of Alaska. After McCandless graduated from Emory University, with a degree in History and Political Science, his burning desire to compete with nature under extreme circumstances forced him to give up everything that was important to him. He left his family, gave up his dream of going to law school, abandoned his car, and gave twenty five thousand dollars to charity. McCandless changed his way of thinking and living for a soul-testing challenge that resulted in his captivating death. Shortly after Outside magazine published Krakauers article entitled Death of An Innocent in 1993, his immense personal aspirations lead him to the scrutiny of McCandlesss adventure. Krakauers deep interest about the circumstances surrounding McCandless's death and a personal bond he felt with this young man initialized Krakauers journey to discover some answers. Jon Krakauer displayed a strong skill of investigation in his novel, Into The Wild. Krakauer displays thorough details about McCandlesss life, piecing together letters and interviews with the people McCandless stumbled upon, along with the sporadic journal entry by McCandless himself. Krakauer did a tremendous job researching the history of the Stampede Trail, a trail undertaken by McCandless. He stated, The trail was blazed in the 1930s by a legendary Alaska miner named Earl Pilgrim; it led to antimony claims he'd staked on Stampede Creek, above the Clearwater Fork of the Toklat River. In 1961, a Fairbanks company, Yutan Construction, won a contract from the new State of Alaska (statehood having been granted just two years earlier) to upgrade the trail, buil ...

Ottoman Empire Society and Structure

Ottoman Empire Society and Structure The Ottoman Empire was organized into a very complicated social structure  because it was a large, multi-ethnic and multi-religious empire. Ottoman society was divided between Muslims and non-Muslims, with Muslims theoretically having a higher standing than Christians or Jews. During the early years of Ottoman rule, a Sunni Turkish minority ruled over a Christian majority, as well as a sizable Jewish minority. Key Christian ethnic groups included the Greeks, Armenians, and Assyrians, as well as Coptic Egyptians. As people of the Book, other monotheists were treated with respect. Under the millet system, the people of each faith were ruled and judged under their own laws: for Muslims, canon law for Christians, and halakha for Jewish citizens. Although non-Muslims sometimes paid higher taxes, and Christians were subject to the  blood tax, a tax paid in male children, there was not a lot of day-to-day differentiation between people of different faiths. In theory, non-Muslims were barred from holding high office, but enforcement of that regulation was lax during much of the Ottoman period. During the later years, non-Muslims became the minority due to secession and out-migration, but they were still treated quite equitably. By the time the Ottoman Empire collapsed after World War I, its population was 81% Muslim. Government Versus Non-Government Workers Another important social distinction was that between people who worked for the government versus people who did not. Again, theoretically, only Muslims could be part of the sultans government, although they could be converts from Christianity or Judaism. It did not matter if a person was born free or was a slave; either could rise to a position of power. People associated with the Ottoman court or divan were considered higher status than those who were not. They included members of the sultans household, army and navy officers and enlisted men, central and regional bureaucrats, scribes, teachers, judges, and lawyers, as well as members of the other professions. This entire bureaucratic machinery made up only about 10% of the population, and was overwhelmingly Turkish, although some minority groups were represented in the bureaucracy and the military through the devshirme system. Members of the governing class ranged from the sultan and his grand vizier, through regional governors and officers of the Janissary corps, down to nisanci or court calligrapher.  The government became known collectively as the Sublime Porte, after the gate to the administrative building complex. The remaining 90% of the population were the tax-payers who supported the elaborate Ottoman bureaucracy. They included skilled and unskilled laborers, such as farmers, tailors, merchants, carpet-makers, mechanics, etc. The vast majority of the sultans Christian and Jewish subjects fell into this category. According to Muslim tradition, the government should welcome the conversion of any subject who was willing to become Muslim. However, since Muslims paid lower taxes than members of other religions, ironically it was in the Ottoman divans interests to have the largest possible number of non-Muslim subjects. A mass conversion would have spelled economic disaster for the Ottoman Empire. In Summary Essentially, then, the Ottoman Empire had a small but elaborate government bureaucracy, made up almost entirely of Muslims, most of them of Turkish origin. This divan was supported by a large cohort of mixed religion and ethnicity, mostly farmers, who paid taxes to the central government. Source Sugar, Peter. Ottoman Social and State Structure. Southeastern Europe Under Ottoman Rule, 1354 - 1804. University of Washington Press, 1977.

Change the U.S. into a utopia what changes would you make and why Essay

Change the U.S. into a utopia what changes would you make and why - Essay Example Since USA plays central role in world politics and is the center of international trade and economy, utopian USA should be free from racial or religious discriminations. Educating youth is the best step that can be taken to make USA a utopian state. The awareness and standard of education will have to be raised as violence and drug abuse have been increasing among the students at an alarming rate. The post 9/11 USA has become a far fetched reality than what its founding father's wanted it to be. The event was a turning point in the American foreign policy. The enforcement of the ‘Patriot Act’ held deep impacts on the civil liberties of common Americans, especially the ones belonging to ethnic and religious minorities. Racial targeting became common and people had to change or 'blend in' in order to be not picked upon. It is critical enough for US to come close to being a perfect nation as it consists of almost whole of North America. The State department though, has made significant measures to bridge the gap, by promoting cultural exchange programs across the US, by encouraging American families to host foreign students mainly from the Middle East so as to remove the stereotypes from both sides and paint a different picture altogether.

Respiratory assessment of patients presenting with COPD(chronic Essay

Respiratory assessment of patients presenting with COPD(chronic obstructive pulmonary disease) including subjective and objective data gathering- history takin - Essay Example It is a long term condition that leads to damaged airways, causing them to become narrow, making it harder for air to get in and out of the lungs† (COPD National Service Framework, 2008). There are â€Å"currently 300 million people have asthma; 210 million people have chronic obstructive pulmonary disease (COPD) while millions have allergic rhinitis and other often under-diagnosed chronic respiratory diseases† (World Health Organization, 2008). Therefore, a sound knowledge of respiratory disease and skills to effectively manage these patients are essential in the delivery of care. In line with this, I have chosen two pieces of evidence regarding COPD. For the first piece of evidence, we will be looking into the subjective and objective respiratory assessment of patients with common respiratory disorders such as asthma and COPD. Furthermore, on the second piece of evidence, I have chosen to deal with acute breathlessness due to exacerbation to COPD as well as its possible medical interventions. I will also take into consideration the psychosocial impact/s of this disease to the patient and also about patient education for self-management initiative. â€Å"Respiratory diseases kill one in five people in the UK and has a mortality rate higher then coronary heart disease† (British Thoracic Society, 2006a). Respiratory diseases accounts for a large part of the total medical admission to the hospital, wherein the most common is asthma and Chronic Obstructive Pulmonary Disease (COPD) (Roussos & Koutsoukou, 2003). It is estimated that there are about 600,000 patients in the UK with diagnosed COPD and there may be as many again who remain undiagnosed. Nearly one in three (29%) episodes of finished consultant episodes for patients over 60 years and one- fifth (21%) of bed days used for respiratory disease treatment are for chronic obstructive lung disease (British Thoracic Society, 2006b). These figures give us a clear picture as to how

Gun Control Essay Example | Topics and Well Written Essays - 750 words - 1

Gun Control - Essay Example The opponents of gun control argue that guns are necessary for self-protection. Furthermore, they would ensure self defense when police fail to provide protection to general public. The proponents of this view believe that a burglar will always be armed and it gives him a higher advantage than the common man. If the general public also is given guns it may counter balance the situation. However, evidently gun is not devised to threaten or injure someone but to kill; hence the free use of guns must be banned on the following grounds. In the first place, nobody takes serious care of guns that it has become a common utensil like knife or pen. Guns are very often misused by everyone especially school children. When they get emotionally upset, instead of seeking some counseling measures, they pick parent’s gun and shoot at their peers and teachers. As reported in the New York Times, in the 90s, the number of children carrying guns to the school was more than one lakh in the US. It is also reported that â€Å"both gun carrying and gun violence are phenomena almost entirely confined to world outside schools† (Cleck, cited in Texas Plan for guns in school may not comply with state law, Aug 19, 2008). The statistics clearly shows the incidents like shooting in a college of Alabama killing one woman wounding three on April 7th 2011. The killing of 12 elementary school students by a gun man in Rio De Jeniro, Brazil on April 8th stands on the top of all such incidents (School shootings, May 2, 2011). The practice of allowing children to get access to and use guns is not digestible for common sense. The argument that guns are necessary for self protection in the US can be severed by pointing that guns can’t be carried to all the places. The exponents of such an argument must answer how they would secure their lives in such a place. But no law prevents a person from carrying his body to anywhere. So, those who are worried about their lives may master som e martial arts so that they can well protect themselves from a person coming to assault them. Some others argue that since criminals have guns, the public also must be given them to counter balance the situation. There are people who have the license to use guns. But still there are incidents like bank robbery and house breaking. If the license to use guns would well tackle the situation there would have been much decline in bank robbery, house breaking and so on. But unfortunately that does not happen. Recently, in Florida the auto dealership Nation’s Truck offered an imprudent promise of giving an AK-47 rifle for those who buy a truck. The idiotic offer of the company must be condemned on the ground that it is easy such a mass destructive weapons to reach the hands of the terrorists. This would add an extra asset to the stock piling of the evil doers as increase in the number of weapons also increase violence and the killing of innocent people. This shows the narrow concept of the companies to increase their profit without giving any consideration to social responsibility. Only licensed companies and government must be given the privilege to deal in arms and ammunition. Further, licenses given in case of inevitable circumstances must be limited to handguns and not to mass destructive weapons. In brief, I affirm that guns or any weapons are the means of destruction and killing, not of construction and creation. They are even

US-Australia Flights and Their Economic Implications Essay Example for Free

US-Australia Flights and Their Economic Implications Essay Airlines and flights availability have very strong implications upon tourism. And tourism, on the other hand affects the economy. Simply stated, it is not very convenient to reach a certain destination without a speedy transportation medium. Imagine how can you reach Washington from Melbourne if there is no flight connecting these two countries? However, connecting two destinations is not an easy task to do. There are a lot of considerations to be done to make the route successful and advantageous to both the air line company and the passengers. In the case of Australia, which has â€Å"eleven per cent (11%) air space of the earth’s surface† (Efficient Planning 2006, 41) flight region, it is quite easy to setup flights. Taking the flight to Washington from Melbourne, or Australia to the United States of America (USA) nowadays are more convenient. In fact recent talks between the officials of these two countries is to have â€Å"open skies† (â€Å"US-Australia†Ã‚   2008) to promote competition and thereby encouraging tourism. Currently, it is the Australian Qantas that takes the lead when flights between the two mentioned countries are concerned. â€Å"At the moment Australian airline Qantas has by far the most non-stop services to the US, and reportedly generates up to 20% of its profits from the route†, according to the BBC report. The weekly non-stop flights between these two countries carried out by Qantas consist of forty-eight (48) trips in all. Can you imagine the exchange of tourism earnings between the US a and Australia only be these flights by a single airline company? Aside from Qantas, other airlines planning to compete in bringing in passengers to Australia from the USA and vice versa are Virgin Blues V Australia and Singapore Airlines. Currently however, there are fourteen (14) weekly flights aside from that of Qantas which is offered by the United Airlines. These flights, totaling to sixty-two are only for the non-stop classification. How about if those with connecting flights are added here? More exchange of tourists can be done if more flights would be counted. Recently, the flights departing the USA going Australia has given   49,000 visitors from the  United States of America only for the 28-day month of February 2008 bringing the total for the two months of 2008, January and   February, to 86,100, â€Å"an  increase of 7 per cent  relative to the same period of the previous year.† (â€Å"February 2008 Highlights†) In fact there is a steady increase of arrivals from the USA to Australia as the year moves away from 2001, the time when security issues on air travels were so critical. The concerns on airline and airport security according to Beirman (2003, 53) became one of the most important challenges facing the world of tourism industry. Airlines and airport authorities worldwide had actively addressed this issue since air piracy first emerged as a terrorist tactic as far back as 1960s.   Beirman (54) further noted that   â€Å"the drop in both domestic and international airline patronage coupled with the reduction of scheduled air services was expected to flow through to patronage of hotels, resort and attractions. Indeed, as stated, the number of passengers is also reflective of the tourism industry because without a means of transportation, tourists cannot just reach where they want to go! And reciprocally, without passengers, flights/airline routes cannot simply survive. On the other hand, things causing people to travel include publicities such as in 1999 when   Qantas airline gained so much profit despite the economic challenges. It was attributed to exposure and publicity related to games would also result in a longer-term growth period  (Qantas Flies High as, 3). Furthermore, there were 44,900 visitors from the  United States of America  during December 2007 bringing the total for 2007 to 459,700, (â€Å"December 2007 Highlights† 2008) an  increase of one (1%) per cent  relative to 2006 while there were a total of 456,000 (â€Å"December 2006 Highlights† 2008) US American arrivals in 2006, a two (2%) per cent rise relative  to 2005, while in 2005, 446,200 (â€Å"December 2005†, 2008)   American visitors arrived,   making an increase of three (3%) per cent  relative to 2004 records. Table 1 American Flyers to Australia (2004-2007) Year Head Count Yearly Increase in % 2007 459.700 0,81 2006   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   456.000 2,20 2005 446.200 3,00 2004 433.200 Base   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What are the economic implications of the above result? Pairing with recent data above, the period covering 2006 and 2007, the tourism industry in Australia contributes 3.7% to the Gross Domestic Product (GDP) and 3.4% to the country’s Gross value added amount. Moreover the industry employed 482, 800 individuals comprising 4.7% of the total Australian employment (â€Å"Market Insights† 2008). It surely is a very positive output caused by tourism and one of the contributing factors are the flights and inflows of tourists and visitors mentioned in the preceding discussions. On the other hand, Australian visitor arrivals to the U.S.in 2003 summed up to approximately 582,000 giving a 12% rise from the previous year (â€Å"International Arrivals†, 2005). The following year, a 4% increase followed to 603,000 arrivals (â€Å"International Arrivals†, 2006). In fact the two countries exhibit similar trends, increasing flights as the years move away from 2001 and the number of arrivals are almost reciprocally comparable. In the US, more flights mean more commissions to or incentives to the travel and tourism industry and economy. According to Ioannides and Debbage (1998, 120), through travel agencies commissions, the airline industry can manipulate the type of advice given by the agents. This means more monetary circulation in the market and naturally, as previously mentioned, the ensuing effects to the hotel and accommodation industry, beaches and attractions business, museums, and any other tourist spots in the U.S. And not to be missed, the corresponding taxation paid by those earning entities. In fact, as Hall, and Page (2002, 2) stated, tourism, as with other forms of economic activity, therefore reflects the increasing interconnectedness of the international economy. Indeed, by its very nature in terms of connections between generating areas, destinations and travel routes or paths, tourism is perhaps a phenomenon which depends more than most not only on transport, service and trading networks but also on social, political and environmental relationships between the consumers and producers of the tourist experience. Furthermore tourism can be viewed as a primary industry which, through visitor spending, increases job opportunities and tax revenues, and enhances the communitys overall economic base  (Hall, and Page 2002, 5) Thus, these are what those flights and arrivals are all about: profits and taxes, money circulation and improved economy. Works Cited Beirman, David. 2003.  Restoring Tourism Destinations in Crisis : A Strategic Marketing Approach /. Crows Nest, N.S.W.: Allen Unwin. http December 2004 Highlights://www.questia.com/PM.qst?a=od=102031251. December 2005 Highlights, Latest Visitors Arrival data. Tourism Australia.http://www.tourism.australia.com/Research.asp?sub=0318al=1173. December 2006 Highlights, Latest Visitors Arrival data. Tourism Australia. http://www.tourism.australia.com/Research.asp?sub=0318al=2100. December 2007 Highlights, Latest Visitors Arrival data. Tourism Australia. http://www.tourism.australia.com/Research.asp?sub=0318al=2808. Efficient Planning of Long Distance Flights Path. 2006. Airline Fleet and Network Management, January.   http://www.aviationindustrygroup.com/index.cfm?format=1184 . February 2008 Highlights, Latest Visitors Arrival Data. 2008. Tourism Australia. ttp://www.tourism.australia.com/Research.asp?sub=0318al=2878. International Arrivals to the United States for December, Fourth Quarter, and Annual 2005. ITA, Office of Travel and Tourism Industries. http://tinet.ita.doc.gov/pdf/2005ArrivalsAnalysis_DecFourthQtr.pdf. International Arrivals to the United States for Fourth Quarter and Annual 2006. ITA, Office of Travel and Tourism Industries. http://tinet.ita.doc.gov/view/a-2006-400/index.html. Ioannides, Dimitri and Keith G. Debbage, eds. 1998.  The Economic Geography of the Tourist Industry: A Supply-Side Analysis. London: Routledge. http://www.questia.com/PM.qst?a=od=108239141. Hall, C. Michael, and Stephen J. Page. 2002.  The Geography of Tourism and Recreation: Environment, Place, and Space. London: Routledge. http://www.questia.com/PM.qst?a=od=108405174. Market Insights, Tourism Facts. 2008. Torism Australia. http://www.tourism.australia.com/content/Research/Factsheets/Key_Tourism_Facts_07.pdf Qantas Flies High as Net Profits Rise. 1999.  Business Asia, August 30, 3. http://www.questia.com/PM.qst?a=od=5001296632. US-Australia flight talks begin could lead to cheaper flights across the Pacific.  2008. BBC News, February, 8. http://news.bbc.co.uk/1/hi/business/7240588.stm.

Professional Learning Communities What They Mean To Teachers Education Essay

Professional Learning Communities What They Mean To Teachers Education Essay Professional learning communities (PLCs) have been described as structures within which professionals-particularly teachers-can refine their skills, renew their spirits, and expand the scope of their knowledge (Fogarty Pete, 2006, p. 49). Even though the benefits are clear, there are numerous challenges involved in creating and managing PLCs. Such challenges have typically been broken down into concerns about: (1) finding time and otherwise overcoming logistical challenges to coaching; (2) designing appropriate coaching interventions; and (3) maximizing coaching effectiveness. This literature review will address each of these concepts by examining specific research directions taken by current theorists in the field of professional development, with the purpose of illustrating the spectrum of activity along which coaching can succeed or fail. After doing so, the literature review will also discuss broader theoretical and methodological approaches to the study of coaching, including a nalyses of the roles of: (1) race and other socioeconomic factors; (2) theories of motivation and (3) theories of organizational development. Defining and Contextualizing PLCs Rigorous definitions of the PLC, and evidence-based guidelines for its functioning, began to appear in the late nineteenth century. In the U.S., the entire project of teacher development took a huge step forward with the appearance of a number of periodicals dedicated to the subject, including The National Teacher, which debuted in 1870. It is highly likely that the professionalization of teaching in the U.S. had a great deal to do with the emergence of a standard method of teacher development, including the creation of formal PLCs. In the third volume of The National Teacher, published in 1873, the following passage appeared: First, then, the prospective teacher should be trained in the handling of illustrative material, apparatus, charts, maps, diagrams, objects, etcà ¢Ã¢â€š ¬Ã‚ ¦.his practice in them should be such as will enable him to bring before the eye what can be very imperfectly addressed to the ear. This should be done, in the first instance, privately, or in the presence of the members of a teaching class, subject to their kind but searching criticismà ¢Ã¢â€š ¬Ã‚ ¦(Mitchell, 1873, p. 367) This passage is one of the first allusions, at least in American sources, to the notion of a professional learning community. It is worth situating the emergence of the PLC into the broader stream of professionalization and scientific reordering of vocations in post-Civil War America. Ellis and Hartley (2004) argued that the Civil War, which had mobilized the nations resources in service of total warfare, had exposed glaring weaknesses in the organization and practice of many professions, starting with the army and extending to nursing, teaching, and manufacturing. According to Ellis and Hartley, nursing was one of the first professions to be thoroughly professionalized in the aftermath of the Civil War, but other professions soon followed (p. 133). It is natural to draw the likely connection between the professionalization of nursing and the professionalization of teaching, both of which were historically feminine practices that, in the wake of the Civil War, were re-aligned with male perceptions of the scientific method and the professionalization of work. The emergence of the learning community can certainly be placed into this context of masculinization. Mitchell (1873) himself made a comparison between (largely female) teaching and (largely male) medicine, to the detriment of teaching (p. 362). In Mitchells opinion, one of the variables that made medicine more scientific than teaching was the fact that medical practitioners constantly mentored, critiqued, assisted, and otherwise engaged with one another, whereas American teaching had not benefited from this kind of inter-vocational interchange. At first, American pedagogical theorists did not suggest that a PLC ought to exist separately from a teaching college. Rather, these theorists thought of the professional learning community as a kind of epiphenomenon of the teaching college. For example, an anonymous writer identified only by a city of origin (New Haven, CT) to the U.S. Bureau of Education in 1885 had the following to say about a professional learning community: A few points, enforced each week and perhaps illustrated with a class, will bring up the teaching powers of those who have not had a professional training, and they will not be wearied out by trying to apply a crude mass of theories.à ¢Ã¢â€š ¬Ã‚ ¦The attendance at such meetings should be voluntary. There should be such a tone of interest and enthusiasm in a community as will inspire teachers with an honest and eager desire to know how to workà ¢Ã¢â€š ¬Ã‚ ¦(p. 274) At this point in American pedagogy, instruction was still meted out by superintendents (or pedagogues) to teachers, but there was a recognition that the input of the peer community of teachers was just as important to teacher development as any model of top-down instruction or professionalization. The PLC was at this point defined not as a separate set of development activities, but as a kind of grassroots camaraderie between teachers in formal development settings. Soon, however, the modern definition of the PLC would emerge. It is impossible to state with certainty when the shift from the early, voluntary PLC led by the superintendent began to give way to the more formal, school-managed PLC. It appears that the shift took place over the 1930s and began to cement itself by the 1940s. Otto (1944) offered an explanation of the changing role of the principal, and how it lent itself to closer, school-level management of the PLC. According to Otto (1944), American secondary schools continued to grow in size and complexity until the superintendent was no longer able to manage or own all of the processes for which the role had previously been responsible; thus, for example, The growing need for more and better supervision of classroom instruction suggested the desirability of planning the administrative organization so that this need could be met (p. 197). There were two stages in the hand-off of PLCs from the superintendent to principals; firstly, in the 1930s and early 1940s, office staff associated with the s uperintendent appear to have taken over responsibility for all aspects of vocational teacher development (Otto, 1944, p. 197); however, when Otto (1944) was writing, there was already another hand-off underway from central bureaucrats to the principal. After the Second World War, the principal emerged as the figure most responsible for defining, managing, and otherwise supporting the professional learning community in American schools. Just as the Civil War had introduced ideas of industrial organization to various vocations, the Second World War created manpower and resource shortages that prompted a faster transition from centralized control over teacher development to a more communal, school-level management of the process (Troyer, Allen, and Young, 1946, p. 241). These forces remain very much in effect today. Instructional Coaching and The Four Types of Coaching According to Wilson and Gislason (2009), there are four types of coaching: internal coaching, peer coaching, manager-performed coaching, and external coaching (p. 56). As their names suggest, peer coaching is about coaching that is delivered by colleagues to each other; manager-based coaching is delivered by managers (or, in the educational context, principals, superintendents, and/or other administrators) to teachers; external coaching is typically performed by consultants; and internal coaching, by contrast, includes all the kinds of coaching that are provided in-house. All four kinds of coaching have been employed in the instructional coaching context. Knight (2005) documented a wave of hiring of outside instructional coaches by U.S. public schools in the 1990s and first half of the 2005, driven by the urgency of achieving basic reading and mathematics competency skills tied to federal funding and the perception that schools themselves did not contain the proper instructional resources to achieve this task. According to Clarkson and Taylor (2005, p. 4), one of the problems created by the No Child Left Behind (NCLB) initiative was a push to define instructional coaching as the rote memorization of standards rather than an internalization of the pedagogical principles needed to teach up to those standards. Thus, it can be argued that external coaching becomes more popular in times of external stress on teachers to perform to a particular standard, whereas, in ordinary times, genuinely pedagogical (rather than instrumentalist) internal coaching is the more common form of instructional coaching (Matsumara, Sartoris, Bickel, Garnier 2009). In modern theory, peer coaching is praised for its egalitarian values, but theorists are also concerned that teachers lack the specific pedagogical background and expertise to make other teachers better. For example, Buly, Coskie, Robinson, and Egawa (2006) have argued that the external coach is focused on getting teachers to ask why in a structured fashion, whereas teachers are themselves often concerned with teaching other practical and specific strategies. Barriers in PLCs and Instructional Coaching: Logistics One of the major challenges in creating coaching interventions for PLCs is simply finding the time and opportunity to bring together busy professionals for dedicated learning and training. This challenge is a particularly pressing one in the current economic environment, in which so many working professionals are being called upon to do less with more. Thus, as Fogarty and Pete (p. 49) pointed out, an excellent place to begin a discussion of professional learning communities is in the realm of logistics, i.e. how to create the time and space for such communities, which is as much of a problem today as it was when Troyer, Allen, and Young (1946) wrote about the logistical challenges of organizing and managing the PLC in wartime. Abdal-Haqq (1996) argued that, within school settings particularly, PLCs scheduling ought to be built directly into both the workday and the job descriptions of teachers (although this advice applies equally well to other communities of practice). Abdal-Haqq (1996) concludes that the greatest challenge to implementing effective professional development is lack of time (p. 1), so great responsibility falls on the shoulders of leaders and managers who must accommodate PLCs in terms of schedules and job design. Fernandez (2002) made the point that making time and space for PLCs to thrive is itself partly dependent on cultural approaches. She discussed the case of the Japanese educational system, in which a great deal of emphasis is placed on lesson study, in which teachers are given the time and opportunity to reflect on both their practice and that of others (p. 393). There is more pressure on individual professionals to take advantage of existing resources, and to take the lead in overcoming logistical barriers to embed themselves within PLCs. While there is extensive lip service paid to the value of PLCs, professional development is often subject to self-regulation rather than proper top-down guidance, argued Butler, Lauscher, Jarvis-Selinger, and Beckingham (2004). Having surveyed the history of PLC development, it becomes clear that the absence of top-down guidance is itself part of the steady downward transfer of administrative power tracked by Otto (1944). While Japan appears to have retained a centralized and top-down structure for managing and supporting PLCs and other forms of teacher development, in the U.S. such responsibility has devolved down to the principal. For many theorists, the logistics of PLCs are inseparable from school system support for teachers. For example, Lappan (1997) offered the following insight: The local capacity to support change is central to implementing reforms. Teachers, and those who support teachers, need time-time to learnà ¢Ã¢â€š ¬Ã‚ ¦ (p. 207). Of course, in this context, it should be pointed out time is a valuable commodity. There is a powerful tension between the time and resources needed for supporting the local logistics needed for nurturing professional learning communities and the time and resources needed by principals, administrators, and other supporters of development for other tasks. Unfortunately, as Abdal-Haqq (1996, p. 1) also suggests, schools are faced with a zero sum environment, in which to support the PLC is to remove support from some other organizational goal. It is in this context that the logistical difficulties of PLC support should be understood. Moreover, until schools enjoy increase d funding, it is not clear that the logistical problems noted as early as Troyer, Allen, and Young (1946) will simply evaporate. Of course, one way in which the problem could be solved is by employing PLCs themselves to ease the logistical problems faced by schools. To the extent that teachers could train and develop other teachers without extensive time and resource commitments, PLCs could be of great economic benefit; as in the Second World War, the teacher-training-teacher paradigm could yield economic benefits rather than sucking up resources. For PLCs to actually operate in this fashion requires close attention to the variable of coaching design. Barriers in PLCs and Instructional Coaching: Change Management From at least the 1870s onwards, there has been a rich debate on how to best deploy teachers to train and develop other teachers. In the first stage of this debate, from Mitchell (1873) to Arnold (1898), it was assumed that merely talking about pedagogy and other teaching-related issues in a voluntary, informal meeting would assist junior teachers in their development. Over the decades, voluntary meetings gave way to more formal in-school development programs, particularly when the Second World War forced schools to consider more resource-efficient ways to engage in teacher training. In this context, the promise of coaching design is that, if there is a sound system under which to transfer teacher knowledge from senior to junior colleagues, the PLC can save school systems time, money, and administrative commitment. On the other hand, if coaching design is itself weak or unmotivated, then teachers will resist it and the PLC will fail to fulfill its promise. These issues are at the heart of the modern debate on coaching design. In contemporary times, there is much more urgency around the subject of coaching design thanks to the No Child Left Behind (NCLB) Act of 2002, which has directly tied student performance to federal funding and accreditation. Killion (2005) is one of many theorists who has pointed out that one response to NCLB is the implementation of instructional coaching to improve instruction and student achievement. Instructional coaching is a relatively new phenomenon, at the core of which is a conviction that professional learning improves teaching practices and teaching practices improve student achievement (Knight, 2007; Killion Harrison, 2006; Knowal Steiner, 2007). Instructional design is not easy to implement because, as Knight (2007) has pointed out, teachers are not innately resistant to change will tend to resist poorly-designed agendas of change. As such, it is of the utmost importance to arrive at an understanding of the best practices of coaching design. In an organizational context, instructional coaching provides motivation to mentees, which in turn is intended to improve the productivity and morale of mentees. When instructional coaches work with students, their sole purpose is to demonstrate and model best teaching practices to teachers in order to improve student teaching (Knight, 2007). Motivation is the key to understanding the role that good coaching should play within a professional learning community (Bransford, 2000). Coaching design principles vary widely depending on the specific kind of professional development that is being pursued. Fortunately, however, there appears to be some consensus on best practices for coaching design. Bransfords (2000) seminal book, How People Learn, argued that coaching design should have four centrisms; i.e., it should be learner-centered, knowledge-centered, assessment-centered, and community-centered (p. 188). There are many different interpretations of how these four foci can be best captured in a PLC. For example, Beyerbach, Weber, Swift, and Gooding (1996) emphasized that the knowledge focus of PLC design ought to have a practical component, so that members of the community understand the practical applications of what they are being taught (pp. 101-102). For teachers, this practical component can be satisfied by understanding why, in the context of real-world problem solving, it is necessary for them to develop a new skill or refine an existing one. Another recent emphasis in coaching design for community-centered learning is the utilization of collaborative software, particularly blogs and wikis, which have the potential to span each of Bransfords focus areas for coaching design. Higdon and Topaz (2009) stated that blogs and wikis had an important role in creating a more centered learning environment, There is wide consensus in the academic literature about the usefulness of instructional coaching within professional learning communities. Within a professional learning community, the qualities of good teaching for students should also be evident in professional learning for teachers (DuFour Eaker,1998; Bransford, 2000). However, there are also a number of obstacles to the implementation or the success of instructional coaching, including logistical factors (such as potential coaches lack of time), institutional factors (such as a lack of managerial support for coaching), and professional factors (such as coaches lack of relevant skills). Leaving aside these barriers, good coaching design may not be so much a matter of pedagogical design as it is a matter of change management. Bransford (2000) and other researchers have already explained the evidence for best practices in specific aspects of coaching design; the issue is not so much the content of coaching design as it is the necessity of convincing teachers to go along with coaching. In this regard, there are some helpful theoretical contributions from business literature, which has long struggled with the question of optimal change management in organizations. Jensen and Kerr (1994, p. 408), based on a case study of change at Pepsi, argued that the following five questions had to be satisfactorily answered before constituents bought into a change agenda: Why must we change, and why is this change important? What do you want me to do? What are the measures/consequences of change/no change? What tools and support and available to me? Whats in it for me? These questions of change management emerge at the point of implementation: i.e., as soon as it becomes necessary to transition from a theory of the professional learning community to an actual implementation, requiring intellectual and emotional buy-in from teachers. But change management is an issue that is better tackled not by coaching designers, whose responsibility is to transfer principles such as those of Bransford (2000) to local pedagogical contexts, but at the level of what can be called effectiveness maximization of the PLC. Effectiveness Maximization and Theoretical Approaches There is wide-ranging agreement on the importance of PLCs, and even on the operational and conceptual details that PLC must satisfy in terms of coaching design. The crux of the problem lies not necessarily in those details but more in the question of how to maximize the effectiveness of PLCs. First, there is the logistical question. If there is little institutional time, resources, and guidance put into PLC program creation and management, then coaching programs are unlikely to be effective. However, even organizations that have hurdled over the logistical challenge and implemented some form of PLC must still solve the question of how to maximize their coaching programs effectiveness, including the considerations of change management as highlighted by Jensen and Kerr (1994). There are some convincing arguments that PLCs resist straightforward methods of evaluation and improvement, which creates a fundamental challenge at the level of effectiveness maximization. Revans (1979), the pioneer of the action research concept, saw the creation and functioning of a PLC as a holistic process, one that cannot be dissected and improved on a part-by-part level. To Revans (1979), a functional PLC is something that both managers and participants can recognize only by taking part in it. This dynamic has something of a chicken-and-egg quality to it, as an effective PLC requires planning, but the proper inputs of planning may only become apparent after a PLC has been launched. Even with this limitation in mind, it is still possible to both measure and improve the effectiveness of a coaching component of a PLC by surveying participants about how they are benefiting from the specific coaching program, and employing these insights to structure the back-end processes that feed into the PLC. Borko (2004) argued that it is certainly possible to measure factors such as teacher (or, for that matter, any other form of professional) learning and satisfaction; moreover, teacher performance in classrooms can also be measured by such standards as student evaluations and standardized test scores. The point is that, when a PLC is working properly, its results will show themselves in a number of domains. It is incumbent on managers or others who oversee these programs to collect baseline data in order to measure the programs achievements, and also to identify the areas that need renewed attention and resources. Maximizing the effectiveness of PLCs thus comes down to both measurement and targeted action (Dufour, Dufour, Eaker Karhanek, 2004; Saphier West, 2010; and Knight 2009), whose basis can be the experience of mentees. It is necessary, at this point, to consult some theories of motivation and organizational development in order to consider how to best maximize the effectiveness of PLCs. Much of the literature on PLCs takes it for granted that teachers are motivated to buy into the program; however, it need not be the case that teachers are motivated, or that PLCs are constituted so as to maximize the strengths of the organization. Fortunately, theoretical literature has made it easier to understand the overlap between PLCs, motivation, and organizational development. Herzberg (1966) argued that: someone who is motivated is truly a sight to behold, as they put all of their heart and soul into an activity. Love of work is certainly the strongest motivator of people (p. 141). Coaches exist partly to instill mentees with love of work, via a number of mechanisms, including that of instrumentality, or making sure that people have the tools that they need to accomplish a work task. Note that instrumentality was also part of Jensen and Kerrs (1994) framework for appropriate change management. If people lack the tools to achieve what is asked for them, they will not only resist change but also lose motivation. As such, administrators should bear in mind that every tool (including time) put in the hands of PLC members effects the motivation of individual members, and therefore the overall success of the PLC. According to the theoretical foundation provided by organizational psychologists such as Herzberg, Vroom (1964), and Maslow (1993), instructional coaching should have a salutary effect on mentees in so far as coaching instills mentees with instrumentality and motivation. One part of this dissertations purpose is to measure the impact of good coaching, as reported by mentees, and also to assess the impact of bad or nonexistent coaching. Doing so is an exercise in the measurement of organizational motivation and morale as conceptualized by a number of influential theorists in the field. For example, Banduras (1997) social learning theory is sometimes cited in the coaching literature and explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. The central aspect of Banduras (1977) theory is the claim that humans learn by watching others model behavior. Thus, psychological theory now provides firm support for the i dea of coaching as a transfer of desirable behavior from senior to junior members of a community. Clearly, then, theory has a great deal to tell us about the scientific basis for PLCs, and also about how best to maximize their effectiveness. Some of the theories surveyed in this section, for example, have emphasized the importance of motivation and instrumentality in the PLC. One final theory that ought to be considered is that of so-called toxic mentorship. It will be recalled that, as early as Arnold (1898), there is an assumption that, when teachers come together for purposes of development, mutual reinforcement and learning will inevitably take place. It is taken for granted, both by Arnold (1898) and by Mitchell (1873), that senior teachers have the best interests of the profession, and of their junior colleagues, in mind. This assumption, however, might be naÃÆ' ¯ve. There is now a great deal of research on dimensions of coaching and mentorship that fail due to the attitudes of senior teachers. Webb and Shakespeare (2008), Atkin and Wilmington (2007), and Grossman (2007) have all discussed so-called toxic mentorship as one of the ways in which coaching goes wrong, for example when coaches are burned out, unhelpful, scornful of their own profession, unethical, or not involved enough or knowledge to provide adequate feedback. The aforementioned res earchers have called attention to toxic mentorship in the nursing field, in which there has been more of an attempt of late to critique bad coaching. However, educational literature in general has not yet grappled as extensively with the concept of the toxic mentor, which is another reason why it is timely and relevant to ask mentees about this concept, as part of a more general data-gathering project on the measurable impact of mentorship on productivity and morale. Conclusion This literature review has covered a great deal of ground in attempting to illuminate the concept of the professional learning community, all the way from the seventeenth century to the present day. The conclusion is reserved for discussing an important lacuna in the research, and employing this lacuna to lend context to the research carried out by this dissertation. It will be noted that, for all of its history, teacher development in general and the PLC in particular have been defined by people other than the constituents. At first, superintendents had the greatest input into the process; later, principals took on this mantle. Throughout the process, senior teachers exercised a great deal of influence, as they had the prized knowledge that was to be passed on and passed down to junior colleagues. In the century of literature surveyed here, it is interesting to note that very few, if any, researchers have focused on the ability of mentees to provide important feedback about the nature of coaching within the PLC. It is almost invariably assumed that some outside authority, whether the superintendent or principal, is the owner of the process, while senior teachers are the drivers of the process. This attitude may be about to change because, in PLCs as in business communities, there is a move to recognize the centrality of the so-called customer. In this case, the customer of coaching is the mentee, the recipient of coaching. In both private business and public policy contexts, the customer has increasingly become both the owner and the driver of certain processes. Businesses conduct surveys of customers in order to determine what to produce. Public sector organizations, similarly, turn to the citizen-stakeholder as the ultimate owner of a process, and try to orient processes accordingly. It may be that, in coaching, the focus is about to shift from the top of the pyramid to the base: That is, from the traditional owners of coaching to its customers, namely teachers. It is possible that teachers will, in future, play an enhanced role in guiding the direction of coaching, specifically by providing input as to what kind of coaching works and what kind does not. Of course, this kind of input does not constitute the sum total of what is needed to create an effective PLC, but it is also unthinkable that learning communities can long thrive or survive without being driven by the interests and predilections of their own customers. It should also be noted collegiality has been a foundational value of the PLC. Indeed, the functioning of PLCs from the nineteenth century onwards has required a spirit of collegiality in that members of such communities must be open to critique, generous with help of others, and committed to coexistence and mutual advancement.