Katrina Barcelo

â€Å"The characteristic of sound by which a shrill sound can be distinguished from a grave sound is known as PITCH.†Pitch of sound depends upon the frequency of sound. The greater the frequency, the higher is the pitch and vice versa. It is the pitch of sounds that enable us to distinguished b/w a sound of man and woman or man and dog. Etc. sound of a woman is shrill due to high pitch. Sound of a dog is grave due to low pitch and low frequency.QUALITY OR TIMBERâ€Å"The property of sound by virtue of which we can distinguish between two sounds of the same pitch and the loudness originating from two different musical instruments.† The sound produced by two different instruments is usually complex. It is a mixture of several tones. The tone of lowest frequency is called Fundamental frequency and other tones are known as OVERTONES OR HARMONICS. The loudness of sound depends upon the amplitude of vibration. And pitch determined by its fundamental frequency. Two or more sou nd may have the same loudness and the same pitch but that they may differ in number and relative intensities of overtones. The quality of sound depends upon the wave from of the resultants. Nature has such a great diversity that it is very rare to have some overtones of two persons exactly. So this difference is overtones makes it possible to recognize each sound. This characteristic of sound is called QUALITY. INTENSITY OF SOUNDâ€Å"The intensity of sound is defined as the amount of energy transmitted per second through unit area held perpendicularly in the direction of sound waves.† Intensity of sound = E/t.A OR I = E/t.A Pitch Pitch = frequency of soundFor example, middle C in equal temperament = 261.6 HzSounds may be generally characterized by pitch, loudness, and quality. The perceived pitch of a sound is just the ear's response to frequency, i.e., for most practical purposes the pitch is just the frequency. The pitch perception of the human ear is understood to operate basically by the place  theory, with some sharpening mechanism necessary to explain the remarkably high resolution of human pitch perception. The place theory and its refinements provide plausible models for the perception of the relative pitch of two tones, but do not explain the phenomenon of perfect pitch. The just noticeable difference in pitch is conveniently expressed in cents, and the standard figure for the human ear is 5 cents.Sound quality is typically an assessment of the accuracy, enjoyability, or intelligibility of audio output from an electronic device. Quality can be measured objectively, such as when tools are used to gauge the accuracy with which the device reproduces an original sound; or it can be measured subjectively, such as when human listeners respond to the sound or gauge its perceived similarity to another sound. The sound quality of a reproduction or recording depends on a number of factors, including the equipment used to make it, processing and master ing done to the recording, the equipment used to reproduce it, as well as the listening environment used to reproduce it.In some cases, processing such as equalization, dynamic range compression or stereo processing may be applied to a recording to create audio that is significantly different from the original but may be perceived as more agreeable to a listener. In other cases, the goal may be to reproduce audio as closely as possible to the original. When applied to specific electronic devices, such as loudspeakers, microphones, amplifiers or headphones sound quality usually refers to accuracy, with higher quality devices providing higher accuracy reproduction. When applied to processing steps such as mastering recordings, absolute accuracy may be secondary to artistic or aesthetic concerns. In still other situations, such as recording a live musical performance, audio quality may refer to proper placement of microphones around a room to optimally use room acoustics.

Human Condition Essay Essay

The human condition is a term which references our complicated existence by highlighting our ongoing ability to adapt and change both our perceptions and values. Through our mental capabilities of both creativity and imagination, humanity is able to achieve a sense of both self-actualisation and liberation, resulting in them acting as the core of our existence where, without them we would become susceptible to the overwhelming flaws of the human condition. Evidencing this are the three texts, ‘Dejection: an Ode’, ‘This Lime Tree Bower my Prison’ and ‘Focus’, which Samuel Coleridge’s â€Å"Dejection: an Ode,† is a poem describing a man’s torment as he attempts to overcome his dispirited state as a result of the loss of a romantic relationship. The poem highlights the importance of creativity within humanity through the persona’s struggle to maintain joyous after the loss of such ability, presenting the fact that without creativity, we would become susceptible to the negative aspects of the world. Beginning the poem using pathetic fallacy, Coleridge relates the persona’s reality to the growing storm, which through describing the â€Å"dull pain† received from his loss, highlights the duality present within our emotions, and hence the idea that we have the ability to experience both love as much as we do despair. The poet again reinforces our vulnerability to reality by using a metaphor to describe how it â€Å"coils around my mind,† presenting the fact that without hope and optimism, reality can hinder our creativity. Describing that he was born with a â€Å"shaping spirit of imagination,† the persona alludes to the idea that humanity maintains the ability to bring about their own happiness, which as a whole, demonstrates to the audience that life can only ever be worth living when we have found our own contentment and joy, as encountered only through our imaginative pursuits. As the poem concludes, the importance of maintaining happiness is reiterated as the persona wishes his lover to rejoice, asking for joy to become the â€Å"eddying of her living soul,† which again expresses the concept of inner contentment, which at times can only be found through creativity, as the core of the human existence. Coleridge’s ‘This Lime Tree Bower My Prison’, is a poem describing a man’s changing views as he contemplates the natural word which he has been prevented from seeing. Coleridge’s poem demonstrates the ability of individuals to modify their morals and values upon receiving a cathartic release from their relationship with nature, as predicated almost entirely on the imagination. Through allowing the persona to visualise the encounters his friends are making with nature along their journey, Coleridge first demonstrates the capabilities of the imagination in allowing us to picture things in certain detail, as shown through â€Å"now my friends emerge,† which in all exemplifies the presence of imagination in our relationship with nature. Furthermore, the description of their journey demonstrates the liberation received from engaging with nature, as shown where they â€Å"wander in gladness,† which relates to the cathartic release obtained from viewing nature that pushes us to reassess our ideas and perceptions. By showing his gradual change in tone, the influence of the persona’s imagination is shown, which when in conjunction with his exclamation of â€Å"yes!† reveals our emotional capabilities if becoming engulfed in our imaginations of nature. Also, by choosing to allow the persona to speak in a melodramatic tone, the poet is able to again explicitly demonstrate his overwhelming feelings from picturing various landscapes, as seen in the alliteration â€Å"silent with swimming sense,† which further reveals nature’s ability to liberate our senses. Similarly, Coleridge’s conclusion to the poem, which involves a reflection of the persona’s realisations as he contemplated the beauty around him, provides a retrospective view of experience and what he â€Å"henceforth shall know,† which ultimately reveals humanity’s capabilities to both adapt and change their morals and values through perceiving new ideas and perceptions. Ari Kruger’s ‘Focus,’ is a 2011 short film depicting the changing perceptions of a young man as he enters and loses a romantic relationship. The film portrays the inevitable presence of flaws within the human existence, while simultaneously recognising the natural beauties that are still present. The concept of being unable to decipher things beyond the obvious is first received by Kruger’s choice to film in black and white, which in conjunction to the man’s struggle to continue to see the positive traits of his partner, highlights humanity’s inability to, at times, see beyond the realm of ‘black and white’ and hence recognise the more ‘colourful’ aspects. The man’s growing blindness over the beauties of his relationship due to an unnamed flaw is successfully conveyed through the use of camera focus to gradually blur the young girl until she is ultimately unrecognisable, which mirrors the consequences of choosing to focus singularly on the imperfections of humanity and overlook the positive attributes. In the shot where the girl looks grumpily along as he uses his computer, the device is seen as a metaphor for the technological advancements or barriers which have hindered his appreciation of all things natural, namely the positive traits of his partner. Parallels with this exist within Coleridge’s ‘This Lime Tree Bower My Prison,’ where the persona is blinded from feeling the beauty of nature by his resentment, describing how it had ‘dimmed mine eyes. ’ The superiority of those who recognise both the beauties and flaws of humanity can be seen through the higher positioning of the girl on the bed as the man sits on the floor, further highlighting the importance for ourselves to similarly do so. Through creating a parallel between the beginning and end of their relationship, Kruger demonstrates that despite the melancholy tones of the last scenes, the man has now achieved liberation by realising his own flaw as the pinnacle of their conflict, which as shown through the repetition of non-diegetic music, allows us to realise the cathartic release we can only achieve from recognising the dichotomised attributes of humanity. Although it is complex, the human condition can be simplified into several key aspects that act as the core of our existence, as outlined in the above texts. It can be seen that through creativity and imagination, humanity is able to reach a sense of self-actualisation which allows them to realise the basic flaws of their existence without overlooking its natural beauty.

Swot Analysis to Six Sigma

In 1981 Motorola launched an initiative calling for a 5-year, 10X improvement in quality. In 1987 Motorola initiated its â€Å"Six Sigma Quality† initiative, with the goal of no more than 3. 4 defective parts per million (ppm) across the company. A 4-year 100X quality improvement goal was set. In 1988, Motorola won the Malcolm Baldrige National Quality Award. Motorola then shared its â€Å"Six Sigma† approach with other companies. In 1989, Motorola Chairman, Bob Galvin asked Mikel Harry to head the Six Sigma Research Institute, an organization that received funding from a number of Fortune 500 companies . In 1993 Mikel Harry left Motorola and went to Asea Brown Boveria Ltd. (ABB). Here, the strategy changed from â€Å"Quality First† to â€Å"Business First. † AlliedSignal implemented Six Sigma in 1994 and claimed savings of $1. 2 billion by 1998. Bossidy, CEO of AlliedSignal, convinced General Electric’s Jack Welch to try Six Sigma. The huge savings due to using Six Sigma were claimed in the GE Annual Report, Letter to Our Shareholders, February 12, 1999. With successes like these and strong business leaders like Jack Welsh and Bossidy, the demand for Six Sigma has exploded. Many Fortune 500 companies have begun Six Sigma initiatives and others have asked if Six Sigma is right for them. Numerous consulting firms have jumped on the bandwagon, including ASQ, and numerous articles and books have appeared on the subject. Many product and service advertisements are now mentioning Six Sigma. The term Six Sigma defines an optimum measurement of quality: 3. 4 defects per million events. The Greek letter SIGMA is a mathematical term that simply represents a measure of variation, the distribution or spread around the mean or average of any process or procedure in manufacturing, engineering, services or transactions. The sigma value, or standard deviation, indicates how well any process is performing. The higher the value, the fewer defects per million opportunities. One of Motorola's most significant contributions was to change the discussion of quality from one where quality levels were measured in percentages (parts per hundred) to a discussion of parts per million or even parts per billion. Motorola correctly pointed out that modern technology was so complex that old ideas about acceptable quality levels were no longer acceptable. One puzzling aspect of the â€Å"official† Six Sigma literature is that it states that a process operating at Six Sigma levels will produce 3. 4 parts-per-million nonconformances. However, if a normal distribution table is consulted (very few go out to six sigma), one finds that the expected nonconformances are 0. 002 parts per million (two parts per billion). The difference occurs because Motorola presumes that the process mean can drift 1. 5 sigma in either direction. The area of a normal distribution beyond 4. 5 sigma from the mean is indeed 3. 4 parts per million. Because control charts will easily detect any process shift of this magnitude in a single sample, the 3. 4 parts per million represents a very conservative upper bound on the nonconformance rate. Notes 1: the quality evolution of motorola 1979 â€Å"our quality sucks† 981 Motorola university, quality goal 10x reduction in 5 years 1985 Initiate corporate quality metrix 1987 Six Sigma program: 10x reduction in 2 years 1989 Received Malcolm Baldridge Award 1992 10x reduction in cycle time: customer satisfaction metrix 1996 order fulfillment quality 1997 Five Nines with an eyes on the customer Notes 2: six sigma history 1987 Motorola adopts six sigma 1991 Allied Signal adopts six sigma (Larry Bossidy) 1995 GE adopts six sigma (Jack Welch) 1997 Six sigma adopted in GE capit al (service industry)

The British Royal Marine Corps' Influence on The United States Marine Research Paper

The British Royal Marine Corps' Influence on The United States Marine Corps - Research Paper Example This paper is dedicated to the study of British Royal Marine Corps’ influences on the United States Marine Corps. The United States attitudes and reactions to the presence of the British corps in their land. When the British gained control of the United States Maritime, they resulted in treating the United States residents as akin to slaves. Stating that the British treated United States Corps cruelly would be an understatement. This was bound to evoke feelings of reprisal in the community of the United States’ Corps. In order to understand the complexities of the reactions of the United States corps towards the British corps, it is imperative to first analyze the manner in which the British authority treated the Indians. The facts that have been publicized concerning the British rule in United States corps give a glimpse of the sad realities that faced the population of the Briton at that time. With respect to the British population in India at the time, the Indians di d not have any rights. An example of the treatment they faced is best exemplified by the fact that they were not allowed to walk on the sidewalks next to the British. Failure to adhere to this and any other baseless law resulted in the incarceration of the Indian outlaw. It is right to refer to wrongdoers as such since they basically received treatment akin to outlaws. While inside the jails and prisons, the Indians were severely beaten and abused by the commanding British police officers. The treatment of the United Corpse at that time is akin to the treatment of the black population by the Americans in the nineteenth century.

HAMAS Essay Example | Topics and Well Written Essays - 1000 words

HAMAS - Essay Example This network sustained the MB during the death of Hassan-al Banna. The succeeding leaders of MB used a proactive approach to overthrow secular governments and revive Islam. Despite the tough suppression, the MB became a classless movement that extended beyond Egypt and found its way to Palestine. The first MB in Palestine was formed in 1946 and participated in the Arab-Israeli war in 1948. In 1952 a faction of the MB was formed-The Palestinian Islamist Party. Its radical rather than reformist approach did not gather mass appeal and after its leadership was exiled the party became insignificant. The foundations of Hamas originated in the Islamic Centre which was established in 1973 in the Gaza Strip. It took over mosques and zakat committees; it established a welfare system and founded medical, religious, and health facilities and gained mass popularity (Knudsen 2004). In December 1987 a road accident between an Israeli truck and the automobiles carrying Palestinian laborers caused an extensive uprising-the first intifada. The Islamic resistance was slow to react because until then the Islamic Centre, particularly its leader Sheikh Yasin, was not ready to declare Jihad. Therefore, the Centre agreed to fashion a second organization, Hamas, which would participate in the armed resistance. If Hamas succeeded, the Islamic Centre would declare the organization as their own. In January 1988 Hamas initiated armed retaliation; in August 1988 the Hamas charter was released which states the affiliations, objectives, social responsibility and universality of the organization. The main leadership then shifted to Amman, so it controlled the finances and the military division. In 1992 Hamas’s intelligence wing integrated into the military wing (Mishal & Sela, 2000) The militant wing of Hamas used violence against Israeli civilians for retribution

Building and Sustaining Strong Talent Pipeline Essay

Building and Sustaining Strong Talent Pipeline - Essay Example Implementation of essential principles is essential to bring a positive change in the organizational structure as well as in the employees' performance. Some of the main objectives for the application of principles include understanding the employees’ nature, understanding the organizational culture, developing effective leaders, developing productive teams, and increasing employee productivity. There are five main types of behaviors included in the organizational behavior literature. The types of behaviors include organizational citizenship, task performance, joining and staying with the organization, counterproductive work behaviors, and maintaining work attendance. All these types of behaviors are of significant importance for the success of an organization. Studying organizational behavior is extremely necessary for managers to increase productivity of their respective companies and organizations. The study not only makes an employee know his/her importance in the organiza tion as an employee but also helps him/her develop some key characteristics and behaviors that an employee requires to progress in the professional life. Managers of the organizations must be able to recognize the unique perspectives of their employees in order to manage a better working relationship with the employees. The knowledge of organizational behavior

How much I like the film and reccommend it to others Movie Review

How much I like the film and reccommend it to others - Movie Review Example Depression and loneliness further segregate them. If this is the state of the normal individuals, the plight of the physically and mentally disabled people is even harder to imagine. Looking into the lives of the characters of the movie "the heart is a lonely hunter" we can understand how hard it is to live with various physical and psychological abnormalities. Disabilities differ for each and every character in the movie. Some are deaf-mute, while some are mentally impaired. I like the movie and recommend it to others as it portrays the struggles and sufferings of the disadvantaged. Comparing the disabilities and the struggles of the characters help us understand the lives of the people who are afflicted with different abnormalities. The movie also criticizes the various forms of inequalities like handicapped man vs. normal man, black vs. white, rich vs. poor and so on. I love this movie for all these reasons. The movie is centered on the admirable character John Singer who is a dea f-mute. Several other characters with other sorts of disabilities pass along his path, each striving to locate their own path of self-discovery. The physically challenged Singer however has invaluable help for each and every one of them. ... John Singer is the first example from the movie who is with a disability. John Singer the main character and the focal point of all other characters is a deaf-mute. He lives with his close friend Antonapoulos who is also a deaf-mute. Singer puts all his efforts in his friendship with Antonapoulos. When Antonapoulos is taken to an asylum Singer becomes depressed and lonely. This makes him change his residence to a rented room. Singer's devotion and love to his deaf-mute friend Antonapoulos reveals the human desire to be expressed and loved by someone. This also reveals the desperate plight of Singer who thirsts to find some love in Antonapoulos. His disability of being deaf-mute helps us understand the world of deaf mute people who live in their own isolated world with the heavy desired to give and take love. Losing the company of Antonopoulos made Singer look for another source of friendship. Singer later creates a circle of friendship where his friends are people who are disabled, l onely and afflicted. We find him surrounded by four other main characters of the movie who are also struggling with weaknesses of their own. Singer cannot speak and cannot express his thoughts or desires. This makes him helpless to disillusion or refute them. Even though Singer pour out his life to widen the world of his disabled friends, they take it for granted for Singer is a deaf-mute who cannot present his thoughts. In spite of offering the best companionship for these characters Singer’s devotion and love is less recognized by other for he is unable to express it being a deaf mute. Though he offers solace to the hearts of his friends there is none to

Information System Essay Example | Topics and Well Written Essays - 3000 words

Information System - Essay Example By making the organization operate out of the internet, the need for a physical office is almost rendered obsolete and would be more for the compliance of a formal governmental requirement than an operational necessity. To illustrate: Company â€Å"A† is in engaged in buying and selling cars, traditionally a used car business would entail a large ground where the cars will be vetted and an office address where customers who are buying or selling can transact. However, this set-up is self-limiting for the business owners since all the transactions will be limited to customers who can be generated by the local community or the adjoining community. The traditional processes for Company A would be buying cars that would entail the following tasks, car check-up to determine its actual value and then assigning the right value for the car that would include a modest profit. Sale can be made only if a customer would visit the showroom, choose a car, inspect it at the lot and then make an offer or bid if the car meets the customer’s criteria. To reach a wider market base that would include not only the surrounding community, the owners of Company A at times conduct a road show where all cars under the dealership will be transported to other cities for display or exhibition. However road-shows are expensive to set-up and normally the amount of revenue generated is not commensurate to the cost of the entire road-show. The looming saturation point of the community where Company A is located was exacerbated by the emergence of other used car company within the same general location. Intending to look for good location for a road-show in another city, the owner went online following several weeks of zero sales. Piqued by the presence of advertisement in every corner of the PC screen, the owner tried to advertise one of the cars in a website frequented by bargain hunters. In a few minutes after posting the pictures and details about the car, the owner was contac ted by an interested buyer looking for cars to be demolished in a movie, three communities away. The sale was consummated and the owner of company A was able to sell the worst looking car in the lot at a higher price which was never even contemplated for the car. Inspired by the first success in internet commerce, the owners of company A decided to go online and consequently changed their business strategy. The company decided to advertise the content of its car lot in the internet by mainly advertising in several popular sites that are most frequented by its age demographics. Not only did the interest in used car peaked, the number of customers interested in several of their cars were outbidding themselves. In their first week of operation in the internet, all of their cars in the lot were sold and paid for and are just awaiting pick-up or transport to their new owners. The owners of Company A hungry for new inventory advertised their demand for more cars to sell. The response and acceptance of the new advertisement is similar to the initial sale through the internet, offers were overflowing at prices considerably lower even though in good running condition and only slightly used. Due to the robust sales, the owners of Company A discovered a new dilemma as they are now lacking the manpower to check and valuate the cars. The owners of Company A were compelled to personally transact with the car owners to check the condition and assess its

Homework Assignment Number Two Essay Example | Topics and Well Written Essays - 250 words

Homework Assignment Number Two - Essay Example hn) is arrested and arraigned after a thorough investigationsculminating to seizing the flash drive from the library, the existence of an elaborate investigation leading to discoveries of evidence points to a legally conducted investigations, arrest, and preference of charges which points to due process. The exclusion rule here therefore, will concern itself with how the evidence was acquired rather than its prove for commission of crime. An illegal action by police to gain incriminating evidence is inadmissible as evidenced by Oaks (6). In the second situation, the police stop the suspect (John) for speeding, then they go ahead to seize the flash drive. Here, the evidence should be suppressed because the search is obviously illegalas it is circumstantial to the speed ticket. The evidence in the flash drive and the charges thereof would be excluded because the acquisition of it is illegal.Evidence collected in violation of the defendant’s constitutional rights is sometimes inadmissible for prosecution in a court of law. This in effect protects citizens from illegal searches and seizures.In conclusion therefore,the exclusionary rule is addressing itself to a mischief where law enforcers would carry unreasonable searches arbitrarily in breach of laid down rules and procedures governing such

Technology as a strategic factor which helps in the development or Essay

Technology as a strategic factor which helps in the development or dismissal of subsequent firms - Essay Example The concept of disruptive innovation as rendered by Clayton M. Christensen is found to be dealt mainly on two aspects. He observed the emergence of disruptive technologies mainly along two ends-disruptions based along low ends and that emerging out from development of new markets. The first set of disruptive technologies is found to produce products which are much cheaper than those produced out of traditional technologies. Further adding to the cheapness of the product the usage of the same is also found to catch a simplistic note which is a little complex than such produced out of existing technologies. Hence products produced out of such disruptive technologies are generally found to gain market in lower economy areas. The second set of disruptive innovations is noted as such as would focus on the creation of new markets for the products which fail to be consumed by the existing market. Further such disruptive innovation helps to create a market for such people who fail to get used to the usage patterns of existing products. Thus this type of innovation helps to create a niche market for the products which were previously regarded as inconsumable. The reason for disruptive innovation practices for producing products at lower ends of the market as bringing in a holocaust for the manufacturing firm can be analysed as follows. It is found firstly that firms tend to invest more on products which are produced through the means of efficient technology and thus are expected to fetch higher returns for the company when being sold out in the market in large scales for their increasing demand. However it must be considered that the pace of emergence of new technology is much faster than that of the growth of market demands for the products. Thus secondly when the products produced out of disruptive innovation practices are rendered in the market in a spontaneous fashion the demand for such also starts rising. To this end it is found that the concern is not in a position to make

Strategic HRM and how it is identified Case Study

Strategic HRM and how it is identified - Case Study Example External drivers have a direct impact on the internal needs of the company. It should be mentioned that the external and internal factors such as structure, people, technology and task are all interdependent. In Lafarge, planned organizational change is triggered by the need to respond to new challenges and opportunities of the external environment, and in anticipation of the need to cope with potential future problems. The external drivers for organizational changes involved international expansion and globalization of the industry. To some extent, external change drivers are caused by innovation rapid technological changes and innovations proposed by competitors within the industry. "The industry is also investing in alternative activities in order to protect itself from the economic impacts of business cycles" (Case Study). For Lafarge, the planned change represents an intentional attempt to improve, in some important way, the operational effectiveness of the company. The basic underlying objectives can be seen in general terms as: modifying the behavioral patterns of members of Lafarge; and improving the ability of Lafarge to cope with continuous changes in its environment. External drivers include new industry and customers demands including "greater safety, comfort, and quality" (Case Study), internalization of business, consolidation of industries, a global supply chain and the Internet solutions. One of the major changes deals with the specification of goods which may be considered in terms of their design features and performance characteristics. Increased competition and market demands create a new business environment and force Lafarge to accommodate to changing economic and business conditions. Internal change drivers are caused by company's mission and strategic objectives, new policies and new vision of the company. The internal forces involve the policy of acquisition and development and need to improve labor skills, attitudes of employees and need to improve organizational performance. Workforce diversity creates a great challenge for Lafarge to accommodate its structure to new business environment. "The work environment was driven by a demand for operational excellence. The organization was restructured and streamlined, and over 100% more employees were added to the group through new acquisitions" (Case study). For Lafarge, it is important to have technically competent staff able to cope with complex tasks and work under pressure. External drivers cause a continual need for the process of staff development, and training. The usual methods of boosting performance - process rationalization and automation - haven't yielded the dramatic improvements for Lafarge need. In pa rticular, heavy investments in information technology have delivered disappointing results - largely because companies tend to use technology to mechanize old ways of doing business. The acquisition strategy forces the company to introduce a shared culture and values based on unique cultural traditions and international HR practices (Reed, 2001). Competitive Strategies The competitive positioning school of thought, based primarily on the work of Michael Porter (1980, 1985), stresses the importance of how the organization is positioned with respect to its competitive environment or

Teaching Theories Essay Example for Free

Teaching Theories Essay The purpose of this report is to research theories, frameworks and the different aspects relating to the effects of inclusive learning and teaching of disabled learners We continually face challenges in supporting the learning of our students in our changing world. The curriculum that frames our learning and teaching practices are developed from research and learning theories. Expectations emphasise knowing how to learn and how to understand, access and use information gained. In the first half of the 20th century two theories dominated the way we learnt, Pavlov and Skinner were influential figures with their extensive research largely based on laboratory studies of animals. Skinners operant conditioning theories (Baldwin and Baldwin 1986) uses a mixture of positive and negative reinforcement to control learner’s behaviours. Operant conditioning is such a fundamental aspect of learning and is also effective in behaviour management. This is achieved entirely through verbal feedback, for both positive and negative reinforcement, on a negative this theory focused on observable behaviour and less on what learners gained in knowledge. In the middle of the 20th century research began to look closely into acquisition of knowledge, although the teacher still played the most active role. In the1970’s research moved away from laboratories and into more natural learning situations, this showed learners playing an active and strategic role in their own learning. Piaget’s theory had a huge impact on teaching methods a this time and remains one of the most important cognitive development theories in education to date, although further evidence suggests Piaget underestimated the ability of infants and children as well as not accounting for individual differences. Constructivist theory works well with disabled learners, due to the fact that the learners do not seem so overwhelmed and frustrated and it aids in mot ivating the students. Teachers should prioritize and teach the most important facts relating to key ideas, the main aim and purpose of implementing this theory is intended to not cause undue stress or reason for the learners to feel overwhelmed with having to take on board and memorize too much information at any given time. The teacher should utilise techniques such as brainstorming in order to access and asses the skills and abilities gained by the students on an on-going basis, Students can track their own progress and errors and gain feelings of confidence and success. Although the behaviourist theories are positive in that they suggest  breaking down tasks into small manageable segments, the best teaching practices tend to integrate ideas from all of the theory principles and integrate them to produce a more successful outcome. Research enables us to understand how learning occurs, thus enabling the teachers to select and design the curriculum and look at the learning environments and the strategies for teaching and assessing those which support disabled learning. Knowing how to support the learning process for our students and implementing and identifying the theories and principles concerned, allows us to create and enjoy rich learning and life experiences for all those involved. Learning is central to economic success †¦ Those who are disadvantaged educationally are also disadvantaged economically and socially; equity and viability dictate that all should have the opportunity to succeed. (Kennedy 1997:15) People with disabilities experience stigma being attached to them which can on occasions be more detrimental and painful than the disability itself. Many children are kept at home or are institutionalised in one form or another; this tends to occur due to the lack of support for families and the feeling of worthlessness. The stigma attached to disabled people such as being frowned upon and seen as being a hindrance and a drain on society can form such opinions as for example †there’s no point in educating disabled people as they are incapable of working or contributing to society† Attitudes are made of individual personal experiences as well as feelings, reactions and beliefs of the past. This consequently forms a cluster of set ideas which are called stereotypes. Bohner and Wanke (2002, p.5) defined it â€Å"attitude is a summary evaluation of an object of thought.† As attitudes influence perception, thinking, other attitudes and behaviour, they contribute significantly to a person’s psychological make-up. The negatives of stereotyping are they can lead people to assume all members of a set group possess similar features and/or act in the same way. As these are handed down from generation to generation stereotyping needs to be challenged in all manners so that we can educate others and aid disabled learners in reaching their full potential and having the confidence to do so. Disabled people developed the social model of disability because the traditional medical model didn’t explain their personal experience of  disability or help develop more inclusive ways of living. The social model dictates that disability is a reflection of the way society is organised, whereas the medical model looks at what is â€Å"wrong† with the person instead of the †needs of the person†. An example of the above would be a learner with visual impairment having to read something for the benefit of their studies, unfortunately under the medical model solutions are far and few between, an example of a social model solution would be giving access to a full- text audio recording. Inclusive education is the practice of teaching disabled students alongside their non-disabled peers within regular classroom settings, instead of segregating them into special classrooms. The principle of inclusion is based on the idea that every person has a right to belong and be included in the education community. This has benefits for both disabled and non-disabled learners as both can learn different skills from each other. Inclusive learning promotes autonomy and personal growth, quality of life depending on their ability to exercise choice and self-determination, self-worth and esteem, the building of meaningful relationships and peer role models for academic, social and behavioural skills. Adaptations facilitate access to the general education curriculum (Fisher Frey, 2001); for inclusion to be successful, its essential to implement adaptations that meet individual student needs (Cross, Traub, Hutter-Pishgahi, Shelton, 2004). For the non-disabled learners it aids in developing other skills such as empathy, acceptance, skill acquisition and problem solving. It also encourages respect and acceptance for individual differences and preparation of a learner’s future in an inclusive society. Communication and Collaboration are at the heart of learning and change, between all those involved. Practitioners have obligations under legislation including Part 4 of the Education Act 1996 and the Disability Discrimination Act 1995. They also have obligations including a requirement to have regard to the SEN Code of Practice. Bernes (1973) Transactional analysis theory is a method of analysing communication using three personality states; the child, the parent and the adult. This helps us to reflect on our communications with others and be  mindful in our approaches when doing so. Communication itself has a huge impact on the learners and inclusive learning; there is a lot to consider when looking at modifications required. Teachers need to be aware of the environment provided, such as seating arrangements and background noise and ensure that the communication is accurate, jargon free, and work is prioritised with sub headings and explanations are brief and clear. Any expectations regarding learners are stated firmly. Visuals aids and trips beyond the setting are required to extend the learners experiences and imaginations coupled with the need for any worksheets to be proofread before handing to the students. The information must be accessible in all different formats and text should cover equality, differentiation and inclusiveness. Above all there must be an importance with respect to the development of inclusive learning as active listening to learner’s voices aids them to gain a feeling of belonging and provides them with the willingness to participate. Inclusive learning comes with a wide range of challenges. National exams fail to always accommodate the student’s diverse backgrounds and needs, and so does the curriculum which tends to be content heavy and lack flexibility. Budgets for education services to supply resources required to support learners is problematic and so is access to some environment/ settings. Lack of involvement and support from our learner’s family can also cause barriers that need to be overcome. Lack of training for staff is a huge issue as lack of communication skills to communicate with learners with a disability can cause underachievement and low expectations, also lesson planning that covers learners diverse needs and cultural backgrounds takes more consideration and time as designing such teaching materials to suit all is a challenge. In conclusion theories are required to continue to develop through further research to enable our learners to further their skills and reach their full potential. Inclusive learning techniques and practices are required to ensure the progression of disabled learners within society and  provide the opportunity to change the misconception of disabilities and their impact. The education process and all those involved needs to implement, review, adjust and strive to overcome and manage barriers faced by the learners on a day to day basis. The question is no longer which approach is best but how we can apply what has been learned from each model in a way that can produce positive outcomes such as attainment and achievement.

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Origin of the Palestine-Israel Conflict

Origin of the Palestine-Israel Conflict Palestine In fact, the roots of the new movement of Zionism go back to the nineteenth century. The reasons for the foundation of such movement are secular nationalism as well as actions of persecution done against Jews in Europe especially in Germany (because of Hitler and the Jewish holocausts). Despite the fact that Zionism was a great step, at the beginning, for Jews to gain their freedom and civil rights, it hid another truth. In fact, there was a desire to create a whole new entity and settlement for the Jewish population in Palestine since it is considered the old chosen land by God. On the other side, a lot of people confuse between Zionism and Jewish religion. However, there is a difference: while Zionism looks forward to getting back to Zion, known as the land of Israel, Jews believed that only God can take a decision in this issue. Because many Jews believed that God punished their ancestors in the past because of their violation of His laws and committing sins, they have faith that their return back to Palestine would be a proof on Gods forgiveness towards their actions. On the contrary, Zionists refused to be part of the European community hence persecution against them continued in spite of issuing laws that prohibited Jewish violence. Thats why persecuted Jewish began to think of a new idea to have their own land where they can live freely and thats why they stated to take actions to achieve such dream. Ottoman Society, Palestine, and the Origins of Zionism (n.d.). . In Jews in Europe (p. 26) The following papers will discuss why Palestine managed to attract the attention of the whole world especially countries like Britain, France and the United States. They will also talk about strategies adopted by these countries to form settlements in Israel and why Jews succeeded in achieving their target of gaining back the lost land. Strategies implemented by countries to create Israel: As for Britain, it started to take Palestine and the Zionism movement into consideration since 1916. After the fall of the government of the British Prime Minister Asquith, David Lloyd George took over the position. In fact, George was really interested in Zionism and sensitive to this issue. In addition, he was very enthusiastic about including his government in any matter related to foreign policy. Moreover, the year of 1917 in Russia witnessed the arousal of a revolution which contributed in causing the fall of the tsarist government. Furthermore, such uprising helped Bolsheviks to take over the country and gain dominion. There were risks about the fact that Russia could abandon the idea of war leading to the obligation of the German policies to focus all their efforts and powers against British and French armies. Actually, these risks managed to spread awareness about the Zionism movement as a way through which Jews, who hold the Russian nationality, could be convinced to have a role in this revolution in order to enhance and foster the efforts implemented by their country in the war. Thats why Zionists who used to stay in London adopted this opinion so that they could be able to support the British tendency towards a declaration that agrees with Zionism. However, those Zionists believed that Jews who lived in Russia wouldnt support any kind of war effort. At the end, the British government was searching for getting aids and supplies from Americans. Therefore, British thought that their positive tendency towards Zionism would lead to forcing the American president Wilson to take part in the war on the British ally. Thus, all these reasons, along with the belief of Jews in their fate, have resulted in the Balfour Declaration announced on the second of November 1917. This declaration, in fact, granted Jews the right to stay and live in Palestine as if it is their home. Despite the fact that Balfour Declaration didnt achieve all the dreams of Zionists all over the world, it was considered as a first step towards forming a stable Jewish state in the chosen land and as recognition of the existence of a Jewish entity by the whole globe. Britain, Palestine, and the Balfour Declaration (n.d.). . In Jews in Europe (pp. 63-64) As for the United States, its interest in Palestine has increased after the Camp David accords between Israel and Egypt in 1978 in which the American president Jimmy Carter announced the outcomes of this agreement. According to this treaty, Egypt was able to oblige Israel to get all of its followers and citizens out of Sinai. However, some issues regarding Gaza and the West Bank werent solved resulting in the occurrence of a lot of conflicts between both countries. Regarding the resolution no. 242 stated by the United Nations, the American government believes that its pledge to foster such resolution wasnt changed. According to this resolution, Americans thought that founding settlements in Palestinian, Syrian and Jordanian lands by Israel is considered as a violation to Camp David treaty and an obstacle in the path of accomplishing peace in the Middle East. Despite the fact that Prime Minister Begin declared that Israel would no more found any settlements in Palestine after signing peace agreements, he announced later his abandon of this opinion after being pushed and driven by Likud. The role of the United States in the Arab-Israeli conflict appears in the fact that it supports the Israeli policy used to create settlements in Palestine although it is illegal and against the stipulated laws in the entire world. The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf As for France, it all started in the campaign led by Napoleon in 1799 towards the Palestinian lands. In fact, he had the urge to attract the attention of Jews all over the world in order to be his allies to win the war. Thats why he began to declare his thoughts about reconstructing the Jewish Temple and encouraging Jews to go back to their original land. All of his thoughts were due to his desire to achieve certain political objectives. Such campaign managed to attract the attention of the British government since it started to feel threatened because of its routes towards Indian lands. Since then, France began to have interest in Palestine. Kayyali, A.-W. (2014). Zionism and Imperialism: The Historical Origins. Retrieved February 13, 2017, from http://www.palestine-studies.org/sites/default/files/jps-articles/Zionism%20and%20Imperialism-%20The%20Historical%20Origins.pdf Reasons for creating Israel: There are many reasons that contributed in the foundation of the Israeli state. One of them is that Arab countries didnt have the right leadership skills. As a matter of fact, Palestine was full of different groups which thought they would be able to prevent the settlement of Israeli citizens in their land by refusing to negotiate with them. However, after the failure of such point of view at the United Nations, they started to resort to another strategy which is force. They believed that cooperation between Arab armies would accomplish their target. Despite the fact that Arab countries had had many weapons and arms, they werent able to win the war. This is due to the lack of experience and sufficient training as well as the inability to test the skills of troops in reality. In addition, the war between Israel and Arab attracted the attention of the globe to an important flaw of Arabs which is their huge self-confidence. On the contrary, they didnt trust each other. For example, ther e were concerns and doubts about the interest of King Abdullah in the Palestinian cause. All of this has contributed in the failure of Palestinians to maintain their land more than the success of Israel to form settlements there. The Birth of the state (n.d.). . In WW2 and the Creation of Israel Reasons for choosing Palestine: According to Zionists, Palestine is the chosen land granted by God to their ancestors. Thats why no place could be better to gain back their glory and form their lost kingdom like Palestine. Furthermore, international organizations which supported Zionism called Lovers of Zion encouraged a lot of persecuted Europeans and Russians to resort to Palestine to find freedom and peace. Since then, the whole world began to form the idea of creating the Jewish kingdom. Despite the fact that Russians refused this solution, these opinions had contributed in increasing the interest towards Palestine and taking it into consideration as an important terrain. The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf To conclude, Zionism movement was created because it managed to gain support and enhancement from different countries all over the world. These countries such as Britain, the United States and France figured out that in order to achieve their political interests and goals, they have to support this movement against the Palestinian cause. Despite the fact that all these countries had a huge role in the Israeli settlement, I believe that Britain is one of the main reasons that contributed in doing so. According to my opinion, Britain succeeded in officially proving that Israelis had the right to stay in Palestine because of Balfour declaration. Without such declaration, Israelis wouldnt have the audacity or the power to enter the Palestinian lands and the whole world, even the United States, wouldnt have been encouraged to support Jewish who wanted to go there. Thats why Arabs must drive the attention of international organizations interested in civil rights to give Palestinians back t heir lost land and freedom. References: Ottoman Society, Palestine, and the Origins of Zionism (n.d.). . In Jews in Europe (p. 26) The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf The Birth of the state (n.d.). . In WW2 and the Creation of Israel Kayyali, A.-W. (2014). Zionism and Imperialism: The Historical Origins. Retrieved February 13, 2017, from http://www.palestine-studies.org/sites/default/files/jps-articles/Zionism%20and%20Imperialism-%20The%20Historical%20Origins.pdf Britain, Palestine, and the Balfour Declaration (n.d.). . In Jews in Europe (pp. 63-64)

A Comparison between Billy Liar and Shirley Valentine Essay -- Drama

A Comparison between Billy Liar and Shirley Valentine I have just been studying Billy Liar and performing it as part of my mock scripted drama GCSE, and have been asked to compare this theatre script to the film script of Shirley Valentine. I have already given the first difference between these two scripts; one is a theatre script and the other is designed specifically for the big screen. Billy Liar was originally a novel written by Keith Waterhouse, who with the help of Willis Hall made it into a theatre script in the 1960's. Billy is an imaginative youth who is fighting to get out of his complacent, clichà ©-ridden background. He was born and brought up in a town in Yorkshire and lives with his father, Geoffrey, mother, Alice, and grandmother, Florence. Billy has three girlfriends, Rita, Barbara and Liz, but he only shows genuine affection and feelings towards Liz. Billy is always fantasising and making up things which earns him the label 'liar'. At the end of the play Billy decides to leave his home and follow Liz to London but as we find out in the last scene he 'chickens' out and returns to the home he so desperately wants to escape. Shirley Valentine on the other hand was written as a film script, by the author Willy Russell in the 1980's, but the story is very similar to that of Billy Liar. Shirley is a housewife and mother to two grown up children. Her husband Joe is very insensitive and unaffectionate. Shirley's best friend Jane invites Shi...

Kiel :: essays research papers

Kiel   Ã‚  Ã‚  Ã‚  Ã‚  Kiel is the capital of Schleswig-Holstein. Schleswig-Holstein is located in West Germany. Kiel is located at the head of Kieler Fà ¶rde which is an inlet of the Baltic Sea. During World War II three-fourths of the city was destroyed by bombs. Kiel was a major naval base during the war. Kiel's major industries now are shipbuilding and also building machines such as the diesel engine. They also manufacture electric and electronic products. Kiel also is known for brewing and the proccessing of food, such as fish. The medievel Church of St. Nicholas overlooks the Old Market which still survives from Old Town. It was built between1233-1244. The Old Market has been rebuilt in modern style and is used as a center for a network of shopping streets. There are no cars allowed in this area. A modern Cultural Center has replaced the castle that used to guard Old Town. The western shore of the Fà ¶rde is where the Kiel's famous Oceanographic Institute and the State Parliamen t are locacted. The Kieler Fà ¶rde is the best natural harbor on the Baltic. That is why it has been the principal base for the German Navy. In 1866 Kiel became part of Prussia. Kiel saw a rapid growth in population between 1866 and 1914. While the Nazi's were in control Hitler built up the Navy in Kiel. Kiel's economy got away from its large concern with the Navy and shipbuilding after the war. Kiel is the place that all German yachtsmen dream of. Kiel also has a nice sized university. The school offers a large array of subjects and was founded in 1665. Many of the students like to sail in there spare time. Kiel is also the home to one of Germany's largest indoor shopping centers. Kiel is also a popular place for Olympic sailing competitions. In 1994 the population of Kiel was 248,930. Kiel is the most economically important city in Schleswig-Holtstein, as well as the largest. Kiel was founded in 1242 and then in 1284 joined the Hanseatic League. Kiel aslo became the home of the d ukes of Holstein. Kiel was passed to Denmark in 1866. The sailors mutiny that started at the end of World War I started the socialist revolution in Germany. Kiel is the home of many museums, such as the oldest art gallery and Botanic Gardens in Germany. The sailing and yachting events of the 1972 summer Olympics were held in Kiel.

The Signalman Analysis

The story begins with the narrator calling â€Å"Halloa! Below there! † into a railway cutting. The signalman standing on the line below does not look up, as the narrator expects, but rather turns about and stares into the railway tunnel it is his responsibility to monitor. The narrator calls down again and asks permission to descend. The signalman seems reluctant, but assents and waits with an air of ‘expectation and watchfulness’. The railway cutting is a damp, gloomy and lonely place. The signalman seems still to be in fear of the narrator, who tries to put him at ease. The signalman appears to have seen the narrator before. The narrator assures him that this is impossible. Reassured, the signalman welcomes the newcomer into his little cabin and the two men speak of the signalman's work. His labour consists of a dull, monotonous routine, but the signalman feels he deserves nothing better, as he misused his youthful academic opportunities. The narrator remarks that the signalman seems a sane and dutiful employee at all times but when he looks to his signal bell at two moments when it is not ringing. The visitor leaves with a promise to return on the following night. Before he makes his exit, the signalman asks him why he used the words â€Å"Halloa! Below! † on his arrival; were they not suggested to him â€Å"†¦in any supernatural way†? The narrator says no. The signalman implores him to by no means call out so again. He says that he is â€Å"troubled†. The following day the narrator returns and does not call. The signalman tells him that he will reveal to him the nature of his trouble, which is that he is haunted by a recurring apparition: he has seen a spectre at the entrance to the tunnel on two separate occasions and that each appearance has foreshadowed a tragedy. In the first instance, the signalman heard the shouted words that the narrator spoke and saw a figure with its arm across its face, waving the other in desperate warning. He questions it but it vanishes. He then runs into the tunnel but finds nobody. Within a few hours there occurs a terrible train crash with many casualties. On its second appearance, the figure is silent, with both hands before the face in an attitude of mourning. Soon afterward, a beautiful young woman dies in a passing train. Finally the signalman admits that he has seen the spectre several times within the past week. It seems to the narrator that the signalman is suffering from hallucinations. During the conversation the signalman sees the spectre, and hears his bell toll out a phantom ring, but the narrator sees and hears nothing of these events. The signalman is convinced these supernatural incidents are portents of a third tragic event yet to happen, and is sick with fear and frustration: he does not understand why he should be burdened with knowledge of an incipient tragedy when he, as a lowly railway functionary, has neither the authority nor the ability to prevent it. The sceptical narrator believes that his new friend's imagination has been overtaxed and suggests taking him to see a doctor. The following day the narrator visits the railway cutting for a third time, and is struck to see a figure at the mouth of the tunnel. This figure is no ghost, however. It is a man, one of a group of officials investigating an incident on the line. The narrator discovers his friend the signalman is dead, having been struck by an oncoming train. He had been standing on the line, looking intently at something, and failed to get out of the way. The driver of the train explains that he did attempt to warn the signalman of his danger: as the train bore down on the signalman the driver called out to him â€Å"Below there! Look out! Look out! For God’s sake, clear the way! † Moreover, the driver waved his arm in warning even as he covered his face to avoid seeing the train strike the hapless signalman. The narrator notes the significance of the similarity between the driver's actions and the actions of the spectre as the signalman had earlier described them, but leaves the nature of that significance to the reader.

Language Investigation Essay

How sexuality affect philology in designs.For this investigation I count to produce a theory on the run-in of sex orientation in programming. I cogitate it will be raise to observe how the function of manful and fe antheral person in our orderliness layabout affect the computer computer programmes that argon broadcasted and the linguistics that bear when a programme adheres to a exceptional sex roles. I will encounter into account the contextual factors to fully prise whether it is sexual activity, or other factors such as age, class or culture, that affects the lyric poem of a programme.The type of programming I am going to study atomic number 18 childrens television programmes because they are comm tho ruminative of societys stereotypical situations of sexual practice. It is e real expire(predicate) important(predicate) to assess the influence of heavily male person or womanish based expression on children, and whether it forms a sex identity ele ha ndst within them and affects how they linguistically interact with those around them.My hypothesis is that language will be heavily male oriented, following from the stereotypical role males drop to assert empowerment in society.I have elect to study the childrens cartoon X-Men because it has an interesting reflection of gender portrayed by means of language.I am going to amaze by analysing the backing of the programme I am going to study X-Men. This denomination introduces the influence of male superiority with the language it uses, instantaneously using the denomination men to portray the themes of the programme. Instead of the programme only containing men as the title suggests, there is actually an equal twist of men as there is women in the X-Men, so we nooky conclude that they tend a dominant role in the programming, and the influence of stereotypical gender look ons have responsibility for this.It should also be considered that the women in this programme are r epresented with male subjectistics, and by conforming to this and seen as part of the X-Men, they are not lacking(p), still instead seen as equal through another gender. The title clearly suggests that the programme is male orientated, and degrades the influence of the female gender in association with the themes of power and battle. flavour into the idea that the female characters in the X-Men are represented with male traits, I am going to study the language of the label used for each character. Without knowing the gender beforehand, it is difficult to blighter any of the name with an influence of the female gender. Nearly each name is associates with male traits. For instance when feeling at the name Wolverine we can clearly determine that the wolf is a origin for power, teamwork and male dominance, which is appropriate to the male character. In comparison to Rogue, a name which has no female influence, and disassociates the gender from the character, giving her a power orientated name, but suggests that the male represents power.This transcript is of a mostly male conversation, and reveals how the programme orientates towards this gender through its language. The use of M1-4 represents the 4 different male characters in this scene, and F1 represents the only female character. M2/3 are rattling aggressive, using phrases such as allows crush him and I think me and my buds are gonna squash this slimeball.This associates the male blueprint as one of violence. This is disconcerting that this view could influence progeny children, because they will associate power and dominance with aggression, which could have all sorts of implications of their behaviour. Other male characteristics in the language of this scene are using last names for refer to each other, and imperatives to occult the conversation and assert their authority. This fits in with George Keith and Jon Shuttleworths theory, found in Living Language, that men are competitive in convers ation, as opposed to women, who are more supportive.The role of the female in this transcript is very brief, but she clearly supports the other character of Scott, rather than tries to compete with him.This transcript file how female characters are represented as weaker than male. It is interesting to consider that F1 is a imposing powerful character, with many male traits, when the programme deals with the super heros and battle scenes. In comparison, in this scene, she is represented as the supporting character, and inferior to the males. This suggests that the programme still has connotations of the weakness of the female gender. For instance when F1 says Oh, you poor minor her language suggests she is being supportive. The use of the word baby has maternal connotations, which is representative of stereotypical internal and mothering views of females.The language associated with this programme portrays how the male gender dominates the linguistics of X-Men which gives an ins ight into the general view of gender orientation of the programme. These two examples are more substantial in that they are repeated with every episode that a young child watches. It is important to discerp how a heavily male orientated programme effects children.We should consider that a childs perception of the realism of a television programme is about unclear, and its influence could change their gender associated behaviour and understandings. When watching X-Men a young child receives language that has strong connotations of male dominance and power, which leads young children to gender roles themselves, which society have been trying to break for somewhat time now.

History of philosophy Essay

The take apart of philosophical system whitethorn deal with every send out of gentleman life and can pilfer questions in whatever field of information or endeavor. ism pursues questions rather than dishs. ism is non bound by any particular truths that set limits to the desire to uphold asking questions. school of ruling changes historicly twain in respect to its content and its char flakeer. Definitions Etymologically, school of thought is derived from the classical word philein or philia importee love or friendship and sophia content lore. Hence, love of wisdom. The Chinese define ism as Zhe-Xue or Che Shueh ( fundally coined by Dr.Nishi Amane).Zhe essence wisdom while Xue heart and soul count. Significantly, the Chinese character Zhe bears the emblem of m turn outh and give which suggests the inseparability of spoken language and serve. This philosophical system is the translation of words into action or the application of opening into praxis. Hen ce, for the Chinese, school of thought individuals out a person to become on what he says. For the Hindus, ism is Darsana. Darsana delegacy eyesight, not altogether done the eyes however by dint of the whole being of the one that sees. In other words, philosophy for the Hindus means seeing the whole clement beings through a total advertence and involvement of the looker. school of thought refers to the field of argona of the process which let ins standards and guidelines for thought and for logic by which people interrupt concepts and principles which describe people, things and as yetts, and techniques for using the concept and principles for the project of observing, analyzing, to a lower placestanding, evaluating, organizing, and dealing with themselves and other people, things, and events who/which comp initiation reality (Kroepel, 2011) doctrine refers to a human let in the search of k same a shotledge and wisdom to facilitate the evolution of man.Philosoph y studies the constitutional genius of existence, of man, and of mans family to existence. CONCEPT OF philosophy In baffle to live, a man must act in regu late(a) to act, he must subscribe choices in order to make choices, he must define a code of determine in order to define a code of values, he must sock what he is and where he is, he must know his aver nature (including his means of knowledge) and the nature of the domain in which he acts. All of this things come out together, is the very concept of PHILOSOPHY. Origin of Philosophy occidental Philosophy began in Miletus ( accdg.to Reginald Ellen).The alkali of the claim lies on Thales the acclaimed rootage philosopher. Historically, Hesperian philosophy began in Greece. The word philosophy is even derived from the Greek language and means a love of wisdom. Ancient westbound philosophy had terzetto main tree weapones ethics, logic, and physics. These three branches thrust now broken into even smaller sub-sec tions, covering everything from epistemology to aesthetics. Socrates was a self-aggrandizing influence on westerly philosophy, and there was a pre-Socratic era that cover philosophical topics. easterly philosophy has its grow in morality, specifically the Abrahamic trusts (Islam, Judaism & Christianism). It is to a greater extent implicated with asking questions close to theology and how the ground relates to God. Abrahamic religions ( in like manner Abrahamism) are the monotheistic faiths of Middle Eastern origin, emphasizing and tracing their common origin to Abraham or recognizing a spiritual tradition identified with him. They are one of the major divisions in comparative religion, along with Indian religions (Dharmic) and East Asian religions (Taoist).Abraham was said to have lived during the Iron jump on well-nightime afterwards 2000 B. C. E. , in the city of Ur in Mesopotamia. The focus eastern philosophers seduced theories on knowledge and religion has led p eople to practice the philosophies of real philosophers without adopting all aspects of that branch. For example, some people may consider themselves believers in the Buddhist philosophy, but they never materially go and reverence Buddha. The eastern philosophers historically believed that religion was a large part of the study of philosophy. modern-day practices of eastern philosophy much reassign the religious part. Islam impacted much of what we now consider eastern philosophy, meaning that close to branches have a religious aspect. The approximately common branches of eastern philosophy include Taoism, Buddhism, Hinduism, Maoism, Shinto, Confucius, and Legalism. Both regions can attribute a large amount of current philosophical thought to some form of religion. The eastern land chose to embrace religion as their main pursuit of knowledge, while the westerly initiation broke philosophy into a bunch of different branches.Branches of Philosophy Epistemology This refers t o the branch of philosophy that is loosely defined as the study of knowledge. It answers the question, how do we know? It encompasses the nature of concepts, the construction of concepts, the effectuality of the senses, logical savvying, as well as thoughts, ideas, memories, emotions and all things mental. It is touch on with how our masterminds are related to reality, and whether these relationships are valid or invalid. Aesthetics refers to the branch of philosophy that is broadly speaking defined as the study of art.It answers the question, what life can be like? In philosophy, aesthetics is important because it delves into the reason why art has always existed to conjecture and express the desire and need of mankind through the ages to see the world in a different and clear way. It encourage evaluates art by using the standards of human life, and if whether it accomplishes the job of satisfying mans intellectual needs, or whether it tends to hurt or make worse of thos e needs. Metaphysics Literally means beyond physics, this refers to the branch of philosophy that is broadly defined as the study of existence.It answers the questions, What is out there? or What is real? As the foundation of philosophy, metaphysics is also regarded as the natural view of the world. It encompasses everything that exists, as well as the nature of existence itself. It determines whether the world is real, or merely an illusion. Ethics This refers to the branch of philosophy that is broadly defined as the study of action. It answers the question, what should I do? Ethics deals with the becoming course of action for man. Specifically, it answers whether or not a human act is soundly or bad.At a more fundamental level, Ethics can also be defined as the method acting by which people categorize values and pursue them. Logic It is the branch of philosophy that is broadly defined as the study of reason. It answers the question, what is correct reasoning? Furthermore, logic attempts to break a fact from fallacy. Politics It refers to the branch of philosophy that is broadly defined as the study of force. It answers the question, what acts are permissible? on a lower floor its philosophical perspective, politics is ethics use to a group of people. Brief report of Philosophy.Pre-Socratic Philosophy Characterized by the rejection of the mythological interpretation on the nature and phenomena in the domain. The thinkers under this time accomplishment were mainly bear on with the search for the true essence of things and make use of systematic and scientific climb in uncovering the realities in the universe. Pre-Socratic Philosophers Thales (c. 624 546 B. C. ) Greek philosopher who was regarded as the first philosopher in occidental tradition. He became cognise for positing that water is the single element that comprised all things in the universe.He also made famous the aphorism, know thy self. Anaximenes (c. 610 546 B. C. ) A student of Thales who postulated that air is the ejaculate of all things in the universe. His major contribution, however, was stating that zero can be created from nothing. Matter, force, and energy are indestructible. These ideas later reappeared in physics in the laws of the conservation of matter and energy. Anaximander He explained the world as originating in conflicts between contraries, such as hot and cold and prankish and dry. The cold partly dried up, go away the Earth and its water.The hot turned some water into mist and air, while the equilibrium ascended to form fiery rings in the heavens. Holes in the rings are the sun, moon, and stars. stainless PHILOSOPHY Classical Philosophy was chiefly characterized by the rise of the Great Greek Triumvirate Socrates, Plato & Aristotle. Classical Philosophers Socrates (c. 469 399 B. C. ) A Greek philosopher who became cognise as one of the intimately conspicuous philosopher in Ethics. Unlike his contemporaries, Socrates was mo re come to with how people should behave rather than how the world works. Plato (c. 428 348 B. C. )A student of Socrates who become know for through his dialogues which contained the presentation of his ideologies and theories in a conversational form. Aristotle (c. 384 322 B. C. ) He was the student of Plato and became cognize as the first thinker to create a comprehensive system of philosophy, embrace Ethics, Aesthetics, Politics, Metaphysics, Logic and Science. MEDIEVAL PHILOSOPHY gothic Philosophy was the period predominantly cool of philosophers who were concerned with proving the existence of God and with conciliate Christianity/Islam with the classical philosophy of Greece oddly that of Aristotle .This period also saw the establishment of the first universities, which became an important factor in the concomitant evolution of philosophy. Medieval Philosophers Avicenna (980 1037) A Persian philosopher, physician and polymath during the Golden get on with of Islam. As a philosopher and a devout Muslim, he tried to reconcile the keen Greek philosophy with Islamic theology. St. doubting Thomas Aquinas (1225 1274) An Italian philosopher and theologian who became a great influence on ensuant Christian philosophies, particularly that of the Roman Catholic Church.EARLY MODERN PHILOSOPHY betimes new-fashioned Philosophy. The rise of Modern Philosophy can be attributed to trusted historical and cultural changes that happened between the date of cerebrate during the 17th century and the Age of promised land during the 18th century. Among the changes during the said period were the rise in science, the growth of religious valuation account and the rise of liberalism (promotion of liberty and equality). Early Modern Philosophers Rene Descartes (1596 1650) A French philosopher, mathematician, scientist and writer of the Age of Reason.He has been called the Father of Modern Philosophy, and much of a subsequent occidental philosophy can be see n as a response for his writings. He is trusty for one of the best-known quotations in philosophy Cogito, ergo sum or I think, therefore I am (Mastin 2008). Baruch de Spinoza (1623 1677) a Dutch philosopher who was a modern-day of Descartes. Spinoza became famous for his belief that abruptly everything including human behaviour occurs through the surgical operation of necessity, leaving absolutely no populate for free will and spontaneity.Gottfried Wilhelm Leibniz (1646 1716) A German philosopher, mathematician, scientist and polymath who postulated the concept of monads which refers to the ultimate element of the universe from which all things, including human beings and God himself are made of. Immanuel Kant (1724 1804) A German philosopher during the Age of Enlightenment. He is regarded as one of the most famous thinkers in modern philosophy. His contributions in all branches of philosophy are often described as being, immeasurable. Kants Copernican Revolution.One of the most normal Kantian theories which states that the representation of an object greatly helps the perceiver to perceive a certain object and not the object per se. To endue it more accurately, tangible materials (such as the actual glass) are less important in perceiving the glass. What is important is how we engender the glassness of the glass through experience. Kant believed that the human mind can be compared to a tabula rasa (blank tablet). Examples It is like a data processor with no operating system. A information processing system with no O. S. should be installed with various programs to affair properly.A new born plunder should be exposed with positive experiences which may affect his lifestyle and manner on how he/she perceive things. MODERN PHILOSOPHY Modern Philosophy. The modern period of philosophy generally refers to the 19th and 20th centuries. The late 20th Century which is sometimes referred to as the contemporary period, became the venue of major developme nt in philosophy characterized by the rise of new philosophical movements. Modern Philosophers Jeremy Bentham (1748 1832) An face philosopher, political radical and legal and friendly reformer of the early modern period.He became the founder of the Utilitarianism which refers to the principle that holds that the right action is that which would cause the superior happiness of the greatest number. John Stuart Mill (1806 1873) An English philosopher and political scientist who was the protege of Bentham and conducted major improvements on the principles of Utilitarianism. Friedrich Wilhelm Nietzsche (pronounced NEE-cha) (1844 1900) A 19th Century German philosopher who was known for challenging the foundations of Christianity and traditional morality, famously uttering, God is Dead.EASTERN & Hesperian PHILOSOPHIES AN OVERVIEW westerly Philosophy Refers to the philosophical idea in the occidental or Occidental world, particularly in Europe. Historically, it refers to the phi losophical thinking of Western civilization, ascendent in ancient Greece. Western thought puts more emphasis on individualism, science, math, and politics hence, quick-scented and materialistic. It can be seen as the triumph of reason and sensationalism over faith/religion a search involving many questions. Eastern Philosophy.Refers broadly to the various philosophies in the Eastern or Oriental world, particularly Asia and some Arab countries. Historically, it is heavily influenced by Hinduism the worlds oldest religion, beginning in India. Eastern thought puts more emphasis on interdependence (of human beings and nature), harmony, unity, and faith hence, meditative and spiritual. It can be seen as the triumph of faith/religion over science and reason an answer following realization. KEY CHARACTERISTICS OF EASTERN & WESTERN PHILOSOPHIES Western Philosophy.Is rational because most western thought focused on better epistemology and logic. It emphasized that it is the individ ual using his/her rational ability to deduce the truth about the things around him/her, and this ramifys the individual as a subjective mind different from objective reality Nature, God, the Universe. Eastern Philosophy In the East, philosophers have been more concerned with ordaining friendship in a harmonious manner, determination humanitys proper place in society and nature, acting and thinking in a way that would agitate unity and order in the universe.It does not have to rely on rationality and often tries to transcend individuality itself to show a persons innate sameness with the universe/nature. Reason is in fact seen as a stumbling barricado to truly understand reality. It focuses on how to live and tends to accept the way things are. Eastern thought is focused more on the mind and the spirit/soul, tending to offer a different level of internal experience (meditative) from which to draw conclusions. Thus, it would be hard to separate philosophy and religion.