Business Case Study Essay

A report on investigation into Business Case Date: May 02, 2013 Acquainted with your Business situation. I see a few problems within your business. One of the problems is changes in economic environment, which lead to conflict between stakeholders. The other problem is change of business structure. A success factor for any business is to analyse and understand the external environment in which it operates. Understanding of different types of stakeholders within business is essential too. To analyse business situation various method can be used. To analyse your current business situation I have used SWAT analyse which will give you opportunity better understand external environment and how it can impact your business. And will help you better understand conflict between stakeholders. The most basic SWOT analyse will examine how threats and opportunities can be dealt with while allowing the organisation to utilise its strengths and weaknesses to meet its key success factors [objectives]. A basic SWOT analysis should include an assessment of where the company is at current time and where it wishes to be at some point in the future . The organisation also needs to decide how far away that future is-it will vary from a few month to many years depending on the organisation, the nature of the business and its current situation (B 120, Book 1). SWOT analysis for the The Lodge Bistro Chain Strengths New IT system Initiative management stuff Possibility to adjust to changes Name and business recognition| Weaknesses Informal structure High stuff turnover Inconsistency in standards | | | | | | | | | | | | | | | Opportunities New consumers base Reinstate some formal structure and rules| Threats Complete loss of concept Lose of standards Competition External economic environment| | | | | | | | | | | | | | | | | As you can see from analyse above that the strengths will be recognition of your business and possibility of the business to adjust to new economic environment as you have initiative management team as it is described in Business Case: As an example of these issues, the young manager of one of the cafes in a central urban location began to offer a range of less expensive snacks to cater for diners on low incomes and reduced packaging to respond to the environmentally friendly principles of many customers. Another, in an area close to an office complex, offered a range of healthy eating options. It clearly shows that you have opportunities to attract new consumer’s base. Reinstate some formal structure and rules will give you better opportunity to control business Weaknesses arise from high stuff turnover, as you spend time, recourses for educating stuff. I think it would be beneficial to investigate why they leaving and looking for benefits packages you can purpose to your stuff And main threats arise from losing standards, huge competition and economic environment. For future I would purpose you to use methods like SWAT, STEEP and analyse of stakeholders before making any changes. Would be beneficial to make SWAT analyse on the way business was in 80’s and use it as comparison to current situation. It will give you opportunity to reinforce some formal structure more successfully. References The Open University (2006) B120 An Induction to business studies, Book 1, What is a business? ’, Milton Keynes, The Open University, page 95.

Dickens’ skill Essay

Dickens’ skill is especially shown in his creation of Magwitch. Discuss the convict’s importance both as a key figure in Pip’s life and as a means of criticising society. Dickens uses his skill to make the reader believe that Magwitch is an evil person at the beginning of the novel. Dickens describes Magwitch as seen through a child’s eye, which is Pip. The first image of Magwitch is exaggerated because of a child’s imagination and terror. Dickens uses sounds and smells to remember people. For example Jaggers always smells of scented soap after court and when Magwitch is emotional there is a click in his throat. Although these are minor details we recognise people quicker. At the beginning of the novel we associate Magwitch with animal and beast like manners. This is because the first impression of Magwitch through the young Pip and then the hunt for Magwitch by the soldiers. In chapter 28 while Pip is travelling to Satis House he hears a conversation between two convicts who are being transported by coach under guard. Here the convicts are described as â€Å"a most disagreeable and degraded spectacle. † Dickens uses words like â€Å"growling † to covey the impression that these convicts are animal like. Dickens describes the convicts as, â€Å"Then they both laughed, and began cracking nuts, and spitting the shells about. † Dickens is making the point that if you treat some one like animals then they will act like animals. This shows how convicts were treated in society and Magwitch was also a convict. The ship that Magwitch boarded was ironically called Noah’s Ark. This is where animals boarded in biblical time. Magwitch’s true personality slowly shows through the novel. For example in chapter 5 Magwitch tells Joe that he stole his pie and file. Magwitch even apologises to Joe when he says, â€Å"Then I’m sorry to say, I’ve eat your pie. † Joe replies with a compassion answer saying,† we wouldn’t have let you starved to death for it†¦ would us Pip? † Then Magwitch throat clicks. Here I think that this shows the two real gentlemen of the story. Although their grammar is not the best one shows remorse and guilt and the other shows compassion. I am very surprised when Magwitch says he stole the file and pie. This is because firstly he did not do it he only said this to divert suspicion from Pip, a boy he never really knew. Secondly in Victoria time people could be hanged for stealing and this shows that Magwitch is a very selfless person. In the most influencing chapter of the novel, chapter 39 where Magwitch returns Pip life changes. Magwitch’s arrival has mixed feelings and mixed blessings. Here we find out that Magwitch is Pip benefactor and Pip feels revulsion and disgust, which is also shared by us the readers, that his â€Å"expectations have been paid for by a convict. This is when Pip realises that he never had any â€Å"Great Expectations†, that Estella and Satis House were never intended for him and Miss Havisham was never his benefactress. In the chapter we now see Magwitch through an adult’s eye where he does not seem violence or evil. Pip uses words like â€Å"I shuddered†, â€Å"abhorrence†, â€Å"dread† and â€Å"repugnance† in this chapter but soon later change. Dickens skill is shown through this book very well because although Magwitch is one of the most important characters he disappears for a long time in the book. Magwitch is a key character in the novel to unveiling all of the mysterious in it. There is a gradual uncovering a denouement by him in chapter 42 called â€Å"Compeyson. † We find out a lot about Magwitch’s heritage that he was born poor and that he had no family. Magwitch talks of his first memories as a young child he says, â€Å"I first become aware of myself†¦ A thieving turnips for my living. Someone had run away from me†¦ and he’d took the fire with him and left me very cold. † This shows how society has neglected orphans his first memories is of stealing and being betrayal. Magwitch talks about his trial where Compeyson got 7 years and Magwitch got 14 years. Compeyson got half the sentence because, â€Å"First of all what a gentleman Compeyson looked with his curly hair and black clothes and his white pocket handkerchief and what a common sort of wretch I (Magwitch) looked. † Magwitch said that he had given up all hope when he said, â€Å"I was hiding among the graves there envying them as was in them. † This definitely shows how poor people and convicts were treated that society did not look after them and that these people felt no sense of place or belonging n the world. Dickens uses this chapter to show the inadequacy in the legal system and also that there is a lot wrong with society. Magwitch was not legally married to Molly but only married â€Å"over the broomstick† this shows that there is no legal marriage or protection for the poor. I think that society is using Magwitch, as a scapegoat so that they can charge him for crimes he did not commit so they can feel better about their society thinking it is safer. Whereas the real criminals in the novel are free, for example Compeyson a forger, Orlick a murderer and Drummle a wife beater. Magwitch clearly has an impact in Pip life for good and bad reasons. If Pip had never met Magwitch he would still live at the forge with Joe and probably in the future married Biddy. So basically Magwitch seems to have ruined Pip’s life. Although Magwitch does more harm then good he does not do it intentionally whereas Miss Havisham did. I think Miss Havisham is, in a way, a victim because she was left at the altar on her wedding day and cuts herself off from society. Miss Havisham got her revenge on men, which was Pip through Estella but later regrets what she has done. Although Miss Havisham has ruined his life he can still forgive her. I think Pip forgives her because although Miss Havisham is eccentric he has learnt that there can be another side to a person. I think that Pip found this out when looking after Magwitch first he is repulsed and now he loves and pity him. Magwitch brings out the good qualities in Pip he is his moral educator. For example Pip looks after Magwitch but does not take any more money off him. Here Dickens is idealising Pip through Magwitch. At the beginning of the novel Pip was child but now Magwitch has become the child because he needs looking after. From the part of the novel when Pip is with Magwitch he grows morally. He learns that a gentleman is not just a good education, wealth and stature it is about self-sacrifice, loyalty and compassion. Pip even risks his life for Magwitch when there is a note saying someone has news on Magwitch. Pip goes straight away even with an injured arm and there he finds it to be a trap that it is Orlick who tries to kill him. He learns the great value of friendship and he buys Herbert branch of Clarrikers’ business. I think Pip does this because he feels guilty for getting Herbert into debt in the first place. Not only did Pip feels pity for Magwitch when he is dying so did Jaggers. For example Jaggers tries to push back Magwitch’s trial date back so he can die in peace but it fails. This is shown when it says, â€Å"Mr Jaggers caused an application to be made for the postponement of his trial. † Again Dickens makes a point about the legal system when he says, â€Å"The trial was very short and very clear. † Basically Dickens is criticising how he poor were judged in court; it was guilty until proven innocent for them. At Magwitch’s trial he is condemned to death and he says, â€Å"My Lord, I have received my sentence of Death from the Almighty, but I bow to yours. † Magwitch says this in the most elegance way and shows his courage in accepting his death sentence. By the time of his trial and death he has acquired a dignity which did not seem to be evident when he was the animal which â€Å"glared and growled† and frightened Pip half to death at the beginning of the novel.

Parenting skill Essay

1.How can parents avoid temper tantrums? It having a plan to calm your self down every time you have for example by going to your happy place,relax,and by staying calm at all time 2.What are the A, B, Cs? -A is for the attributes you want your child to have ⠁Æ'B is for the behavior you want to go along with those attributes. ⠁Æ'C is for the consequence that will be given, positive or negative 3. Do you think using consequences and following the ABC process will help shape a child’s behavior? Why or why not? Yes, I think using consequences and following the ABC process will help shape a child’s behavior because it gives the child a set of expectations you want from them and because naturally humans are born to please they are going to try their hardest to live by those expectations you have provided them. 1.What are some of the reasons why people may not talk to babies as much today as they used to? We don’t really know the exact reason why people are not talking to their babies as much some may say it is due to the busy life style we have or that everyone is isolated within the house 2. Why do you think developing language skills is important for a child? Developing language skills as a child is important because when children are younger it is easier for them to learn and develop and they should learn to be good communicators 3.What are some of the ways that parents can encourage the development of language skills? One way parents can help encourage development of language skills is by giving them their undivided attention and contently talking to them because most of their learning is through imitation.

Sexual images in advertising Essay Example | Topics and Well Written Essays - 1250 words

Sexual images in advertising - Essay Example This "Sexual images in advertising" essay describes how sexual images in advertisement affect consumer's behavior and reactions. Sexual images were used by the ancient copywriters as long as epistolary genre existed. Ancient Greek comedies were often filled with sexual images, such as Aristophanes' â€Å"Lysistrata†, an antiwar comedy about women who tried to use sex with their husbands to make them stop fighting wars. Medieval classics like Chaucer's â€Å"Canterbury Tales† and Shakespeare â€Å"The Taming of the Shrew† are overwhelmed with sexual double meanings and overtly sexual images, some of which are omitted today because of the archaic language and the "strict" aura around such masterpieces. Since the appearance of electronic media and electronic advertising, sexual images started to appear on television and radio. Though standards for television commercials and radio spots are usually stricter in regard to sexual images use comparing to print advertisin g, because it is easier to keep sexually oriented print media from children than it is radio or TV. In spite of the variety of sexual images on TV, strong theoretical assumptions, and evidence of the power of physical attractiveness on communication outcomes, the influence of physically attractive persons on consumer desire to buy remains unclear. Erotic images were found to increase consumer awareness to an ad, but not necessarily increase recall or positive attitudes to a brand. As the levels of nudity or erotism getting higher, the intended communication trends either turn negative or lose their strength at all. It turns that the effects of sexual images on cognitive behaviour cannot be estimated without considering certain outer consumer attributes such as gender, age, level of product involvement and emotional arousal. The sexual motivation is usually identified as one of eight common tools of emotional communication in television. The inconsistency between cognitive and affective results toward sexual images in advertising can be partially explained by differences in personal traits of every consumer.

Food and plitics Essay Example | Topics and Well Written Essays - 1250 words

Food and plitics - Essay Example However, despite its successes, the food system is seen to still leave a lot to be desired as it is estimated that about eight hundred million people most of whom are situated in poor countries actually lack the necessary access to the food that they happen to require. The deficiencies that are witnessed in the global food system have caused malnutrition and undernourishment to now be classified as being the leading causes of both death and illness on the planet (Nestle, 2003) In the United States, an estimated about 325,000 people are hospitalized, and as many as 5,000 die because of ingesting viral and bacterial pathogens. The inadequacies noted to be inherent in the food system and concerns over the food that are consumed in the country have resulted in the society and the political system calling for the reversal of the consumption of unhealthy food options that are very much become a part of the our culture. The following paper discusses how politics influences the kind of food grown or consumed in not only in Australia but also in the entire globe. Individuals have a legal right to grow and eat almost any food that they may want, and people are now discovering that food has a lot to do with politics. According to Burros (2006), in today’s world where people are increasingly feeling more distant from the global forces that they perceive to be controlling their lives, most people are now taking action and doing the little they can by essentially voting with their trolleys and selecting healthier food options. Governments around the world are now increasingly becoming more active in calling for the adoption of healthier food options into the modern day culture. One of the biggest food challenges facing Australia today is the problem of obesity, and the country ranks highly among countries that have been affected by the condition (Moreno et al., 2011). The

Equality Essay Example | Topics and Well Written Essays - 1250 words

Equality - Essay Example Moreover, at a larger dimension, wealth equality also addresses the inequalities between different countries around the globe. The predominance of wealth inequality affects different socioeconomic and cultural development among various societies globally. The paper will also look at the genesis of the quest for economic equality, the state of the whole matter and the effects of the same in the attainment of equitable economic growth. This is done in line with an in-depth analysis of the Virginia Declaration, the UN universal human rights and the Bill of rights among other related sources. Need for wealth equity The need to pursue economic equality among individuals and between different countries of the world arose upon the realization of the exploitative nature of humans by their fellow likes. This has been because of the ever-escalating gap between the bourgeoisies and lower class people in the society (Wilkinson and Pickett). In a bid to minimize this gap, there arose a quest for wealth harmonization between individuals and countries hence the origin of the appeal for equitable distribution of wealth for attaining a uniform economic growth across the globe. Much effort has been invested in this quest although always met with a lot of resistance from the high class property owners. In some instances, the appeal has minimally succeeded, for instance, in Russia and Switzerland. Global trends in wealth inequality The recent state of equality with regard to wealth distribution and ownership between different parties in the world has raised eyebrows as the gap between the poor and the rich continue to widen across the board. The rich still continue to earn more as the poor continue receiving diminishing wages in the world economic market. This is the state of the matter in most European countries with the exception of France, Japan and Spain with Israel, Turkey and United States mostly trapped within the vicious circle of an increasing gap between the poor and the rich. On a broader dimension, economic inequality has been majorly experienced in the less developed regions of the world such as the Indian subcontinent as well as in the sub-Saharan Africa. Factors promoting wealth inequality Taxation policies According to UniversityWorldNet, one of the most contributing factors to economic inequality and unequal wealth distribution around the globe is the trend and the nature of taxation in many countries that has not favored development in these regions. A progressive tax system has been adopted by most countries whereby the tax rates progressively increase as the tax base increases in amount i.e. as more money circulates in a country. A sharp economic growth often leads into an equal spread of resources within the entire population. Economists have reasoned that the tax trends in the world after the Second World War has been the major contributing factor for the increasing inequality gap between the rich and the poor countries around the globe as well as between the individual members of a state. Labor market systems Another factor that has hindered the

Summary for an article of political economy subject Essay

Summary for an article of political economy subject - Essay Example Although disregarded by many, neo-liberalisation jumped the barriers into active politics establishing themselves as the best politics nationally and internationally. By 1971, United States, Australia, Britain, and New Zealand adopted these ideas to their domestic programmes. By 1980, Neo-liberalism had grown to higher levels in Britain and United states such that it sidelined Keynesianism and social alternatives. It formed the pattern that shaped all the other policies even if its rationality would still be contested. Non-English speaking countries like Japan, Germany, and Sweden thought Neo-liberal ideas as defensive to shore up the model of capitalism, which was under pressure from other successful models. Additionally, Neo liberalism model was thought as an-outdated capitalist model that lacked analytical tools to direct policies and remedies to problems. However, Neo-liberalism remained prominent on state economies of Britons and Americans. In 1990s, neo-liberalisation triumphed after the failure of public capitalists of Germans, Swedes, and Japanese. Neo-liberalism became the dominant ideology of analysing capitalism as a global network of accumulation. One paramount influence of Neo-liberalism is that it gives priority to capital as resources rather than capital as production. This way it would give the means to disengage from commitments taken up from the Keynesian era. Many politicians are adamant to keep neo-liberalisation, which makes it difficult to win electoral support by itself. Neo-liberalism has some limitations, but some of its ideologies establish a solid basis for political and economic

Body Language Essay Example | Topics and Well Written Essays - 500 words

Body Language - Essay Example Depending on the type of body language incorporated a certain image of you is placed on those around you especially people you have been used to like co-workers, for example, wearing a smiling face in front of co-workers communicates that something good has happened to you and you are about to share a joyous story, while a cruel face will send an opposite signal. However your personality or character as known to the co workers will add a lot to your sign language ,a person who is always a joker might be mistaken since some times seriousness in his face accompanied by a serious comment can be outdone by the previous jokes to the audience. Moreover, the occupation is a very critical consideration in determining the effect of a sign language. For instance, a nurse might say that a patient is recovering verbally but post a sign to his colleague that patient is worsening (Kennedy, 2009). To a patient, body language sends the most effective message and thus one has to be very careful when handling them. While encouraging a patient its important to avoid putting on a worried face since this might make him think that he is worse off. Due to the fact that misinterpretation of body language might affect a patient psychologically, a speaker should avoid any ambiguous sign. While answering questions it’s important to always take time and avoid any emotional reaction that could send a different signal. Understanding their body language helps also effect your communication. In any situation where the patient provides a message verbally that strongly contradicts the body movements mostly the facial expression, its advisable that one should base his response mostly on the body sign. This helps the patient feel cared for and apart from comforting him it would help him open up for better treatment. More than fifty percent of messages in any conversation are sending verbally and thus several signs have

The relationship between executive remuneration and corporate Literature review

The relationship between executive remuneration and corporate performance - Literature review Example At a normative level, the managers are expected to align their personal goals with that of the shareholders and aim toward maximising their values (Chaubey and Kulkarni, 1988). Many of the studies have identified that managerial compensation is linked with the firm’s performance, which is a critical factor in the maximization of shareholders value. The managerial compensation includes base salary, deferred compensation, perquisites and cash bonus. This paper deals with the literature review related to the relationship between compensation of the executives and the performance of the firm. Executive Compensation and Firm performance The advent of the â€Å"new economy† industries is a recent phenomenon and not much literature is available which concerns the relationship between performance and pay. Anderson, Banker and Ravindran (2000) have used simultaneous equation model for estimating the performance of the firm and compensation of the executives in the information te chnology industry and has found evidences that suggest that the share of both pay and bonus increases with the performance. Along with this, the study also suggested that the extent of incentive pay and the level of pay are responsible for positively affecting the performance of the firm. ... The performance of the firm and its size serves as determinants of the pay, which has been suggested by a standard empirical model based on CEO compensation. The firm size is the component that measures the managerial discretion. The compatibility of managerial incentive is indicated by the performance of the firm. The literature related to the compensation of the CEO lacks consensus with respect to the appropriate functional specification. The research scholars like, Coughlan and Schmidt (1985), Hall and Liebman (1998), and Gibbons and Murphy (1992), prefer elasticity specification where the change in or level of the log of executive compensation is linked to the change in or level of log of the firm performance. A different approach has been taken by Jensen and Murphy (1990). They had used sensitivity approach that had linked the change in the compensation level with the change in the performance of the firm. These specifications imply that the relationship between the firm’ s performance and the compensation of the employees is contemporaneous only. This signifies that one-time increase in the performance leads to an increase in the compensation of the executives within that period of time. These specifications help to remove the fixed effects related to the firm. In other words, it omits the consistent effect of the time invariant factors such as, the diverse personal characteristics of the CEO, which otherwise might have diverted the estimation of the pay related to performance relationship. A wide spread interest and media attention had thrown light on the pay packages of CEOs in United Kingdom (UK). Eruption of public indignation was seen for the first time in 1995

Paradise Lost Essay Example for Free

Paradise Lost Essay Paradise Lost, an epic in twelve books, is in several ways one of the most wonderful of the works of men. It is one of those rare works of human genius whose power and beauty are inexhaustible. It was composed by the poet after restoration, in blindness, poverty and obscurity. Yet he produced a poem which alone is enough to give him a place among the poets who are not of one age, but of all ages, not of one country, but of the whole world giving it the genre of an immortal classic. Writing of the influences which shaped Milton’s epic, Verity says, â€Å"We must indeed recognize in Paradise Lost, the meeting point of Renaissance and Reformation, the impress of four great influences; the Bible, the classics, the Italian poets and English literature. †(Verity, 103). In allusion lies one of the chief delights of literature, and we get this delight from Paradise Lost. But the greatness of Milton’s epic lies not in allusions, not in the story, nobly though that illustrates the eternal antagonism of righteousness and wrong, and the overthrow of evil; nor in the construction, though this is sufficiently architectonic; nor in the learning, though that is vast; nor in the characterization, for which there is little scope; not in these things, though all are factors in the greatness of the poem, and in all Milton rises to the height of his argument- but in the incomparable elevation of the style, ‘the shaping spirit of Imagination’ and ‘the sheer majesty of music’. This is well explicated in the description of the flora and fauna of Eden: â€Å"†¦Ã¢â‚¬ ¦. gentle gales Fanning their odoriferous wings dispense Native perfumes and whisper whence they stole Those balmie spoiles. † (IV, 156-159) It is undoubtedly Renaissance that fired his ambition of writing an epic and his choice of its subject fell on the Biblical subject of the fall of man. He preferred the Biblical subject because, says John Bailey, â€Å"it was his belief that every statement in the Bible was literally true† (Bailey, 67). As this was also the belief of his contemporaries, his epic got recognition at once. But the use of Biblical theme hampered his freedom of invention. That is why Books I-IV, where the poet enjoyed comparatively greater freedom of invention, are better written than the other books where his imagination was hampered by his Biblical theme. Paradise Lost is a classical epic, having all the common features of the epics of Homer and Virgil. It is a long narrative poem in XII books, its subject is solemn and grand, and it finds equally grand and solemn treatment. Indeed grandeur and majesty are the key-notes of Milton’s epic. Like the classical epics, it has unity of theme and treatment. There is nothing in it that is superfluous, every episode and incident leads to the central theme – the fall of man and the loss of paradise. Wars and heroic exploits are also not lacking. There is supernatural intervention in plenty. Its characters are mostly superhuman – God and His angels, and Satan and his followers. There are only two human characters, Adam and eve. Indeed, this paucity of human actors, and consequent lack of human interest, is the basic weakness of Milton’s epic. In keeping with the epic tradition, its style and versification is lofty and sublime. Frequent and effective use has been made of Homeric or epic similes. Though Paradise Lost is a classical epic, it also has a number of unique features of its own. A classical epic deals with a subject of national importance, with the war-like exploits of some hero of national stature. The theme of Milton’s epic is vaster and of a more universal human interest than any handled by the poet’s predecessors. It concerns itself with the fortunes, not of a city or an empire, but of the whole human race, and with that particular event in the history of the race which has moulded all its destinies. Around this event, the plucking of an apple, are ranged, according to the strictest rules of the ancient epic, the histories of Heaven, Earth and Hell. The scene of action is Universal Space. The time represented is Eternity. The characters are God and all his creatures. And all these are exhibited in the clearest and most inevitable relation with the main event, so that there is not an incident, hardly a line of the poem, but lead backwards or forwards to that central theme. Like other epic poets, Milton too plunges at once into the middle of his story instead of beginning from the beginning. Thus Book I opens with an account of the Fallen Angels-Satan and his followers- in Hell, and the account of the war in heaven which resulted in that fall is given later on, in the Books V-VIII, along with the account of the Creation of the world. Satan, though defeated and fallen, does not despair. He encourages his followers, a vast hall, Pandemonium, is built, where they hold a conference to decide upon their future course of action. After much discussion it is decided that they would have their revenge upon God by corrupting the newly created man. Accordingly, Satan undertakes a journey to the new world through Chaos, reaches the Earth and the Garden of Eden. In the form of a serpent, he tempts eve to taste the fruit of the forbidden tree. He succeeds in seducing eve, and Adam, despite the warning of God’s angel Raphael, tastes the fruit of the tree of knowledge. He thus commits the Sin of Disobedience. The result is divine punishment. Consequently, there is the loss of paradise and the fall of man. Suffering becomes the lot of man as a result of this original sin. Satan, too, is punished, as he and his followers are transformed into hissing serpents. The central theme of the epic is stated in the very opening lines itself: â€Å"Of man’s first disobedience Of that Forbidden Tree, whose mortal tast Brought Death into the World, and all our woe, With loss of Eden, till one greater Man Restore us, and regain the blissful Seat, Sing Heavnly Muse,† (I, 1-6) This fall of man would be used by him to ‘assert Eternal Providence’ and ‘justify the ways of god to man’. Thus Dr.  Johnson said that Milton’s purpose is â€Å"to show the reasonableness of religion and the necessity of obedience to the Divine Law† (Brown, 82). The theme of freedom and independence is also inherent in the epic. Satan is the very embodiment of heroic energy, energy which is constantly expressed in action in his opposition to the will of god despite heavy odds. His words like: â€Å"Better to reign in hell than to serve in heaven† (I, 263) and â€Å"What though the field be lost? / All is not lost! † (I, 105-106) drives home the point very clearly. Characters in Paradise Lost may be divided into four different groups. First of all there are God, His son and His angels; secondly there are the fallen angels, Satan and his followers; thirdly there are allegorical personages, Sin and Death; and lastly humans, Adam and eve. Mark Pattison has rightly said that an enjoyment of Milton’s poetry is the ultimate reward of consummate scholarship. Milton was a very learned poet, and his learning is strewn wide over Paradise Lost. Allusions to classical literature and mythology, to Biblical mythology, and to contemporary literatures of Europe, especially Italian, are abundant and plentiful stumbling blocks in the ways of the readers. The first lines of the first book of the epic has references to â€Å"Oreb† (7), â€Å"That Shepherd (8), â€Å"Siloa’s Brook†, â€Å"Aonian Mount†, etc. proves the fact. Latin constructions, use of words in their original Latin sense, and epigrammatic terseness are other sources of difficulty. That is why the beauty and grandeur of the epic can be enjoyed only after a number of readings. But such readings are fruitful and rewarding. At times the Latin usages give an elusive meaning as in the following passage: â€Å"Soft oppression seis’d My droused sense, untroubl’d though I thought I then was passing to my former state Insensible and forthwith to dissolve. † (VIII, 291-296) More specially the epic similes, more frequent in this epic than in Homer or Virgil, uplift and dilate the imagination, thrill the senses with their range and variety and are a source of great aesthetic pleasure. One of the most noteworthy epic similes from Milton in Paradise Lost is that which deals with the will-o-the-wisp in book IX, Lines 633-42: â€Å"Hope elevates, and joy Brightns his Crest, as when a wandring Fire Compact of unctuous vapor, which the Night  Condenses, and the cold environs round, Kindld through agitation to a Flame, Which oft, they say, some evil Spirit attends Hovering and blazing with delusive Light, Misleads th amazd Night-wanderer from his way To Boggs and Mires, and oft through Pond or Poole, There swallowd up and lost, from succour farr. † (IX, 633-42) Coupled with the sublimity and grandeur of diction, there is sonorous verbal music of Milton. P aradise Lost is written in blank verse, and its handling is superb throughout. Each line consists of five feet and ten syllables, the accent being on the second syllable. Here Milton introduced endless variations in metre, to give music, flexibility and variety to the verse. The use of trochees and spondees and clever manipulation of pauses add to the effect. But the chief peculiarity of Milton’s blank verse is his use of the verse paragraph where the meaning of the line does not end with it but overflows to the next lines. We might have lost faith in Milton’s theology and the story of the fall of man may have been exploded by science, but Paradise Lost will never decay and die. It is an immortal work of art and it will live on by virtue of its manifold poetic beauties.

Can People Choose their Identity?

Can People Choose their Identity? Can People Choose their Identity? Discuss in Relation to the Media This question raises two issues that are currently at the forefront of political and social debate – namely those of publicly displaying a belonging to a particular culture or society, and the ideological notion of choice. In addressing the question of choosing our cultural identity we have to establish what we understand by the term ‘cultural identity’ and, secondly, if we (as individuals) are able to freely choose an identity. For the purpose of this discussion I will attempt to unpack what is meant by the catch-all term ‘cultural identity; and also if it is something that can be ascribed to a person or if, indeed, a cultural identity is indelibly inscribed. Of course the idea that an individual is born to a certain set of social and cultural values has not been taken seriously since the advent of cognitive and behavioural theories of human socialisation. In fact use to the term national identity had been appropriated to cover these reductive descriptions. The debate surrounding cultural identity is often conflated with that of the construction of national identity, and in some cases a cultural identity comes from an association with a specific national identity, for example Irishness with a rigid set of conventions that determine the individual as different from being English, or even British. The words culture and nation can have wide ranging definitions depending on the context in which they are used. They are complex terms in their own right, and Raymond Williams has written a definition of what culture is, he states ‘the complexity, †¦, is not finally in the word but in the problems which its variations of use significantly indicate’ (Williams 1976:92). In order to set the terms of reference for this discussion a cultural identity is more fluid than a national identity. Anderson has stated in his definition of a nation, ‘it [a nation] is an imagined political community – and imagined as both inherently limited and sovereign’ (Anderson 1991:6). The nation state is imagined by its population as it is not possible for individuals to know all the members of that state, it therefore only exists as an imaginary construct within the individual. The human individual is a complex mixture of social and behavioural experiences and these factors are often obtained through socialisation within the family; social influences gained through friends and school; gender; and influence from various forms of mass media. First and foremost it is familial and social influences that determine our sense of identity. It is through the primary socialisation from our parents that a person develops a sense of the self and with it a consciousness of who and what they are. An individual begins to position her/himself in relation to other people who they know and have contact with. This environment is similar to that observed by Bourdieu who used the term ‘habitus’. He wrote ‘the habitus is both the generative principle of objectively classifiable judgements and the,system of classification†¦of these practices’ (Bourdieu 1984:170). This definition returns to the relationship between class and capital in the construction of a sense of the self, and the spaces occupied by that individual. The habitus can describe a place or space that a person feels comfortable inhabiting on a regular basis. For instance as a student I feel that my habitus is the university. This is a place where I feel that I belong to a wider community (of students) who have common interests and goals in their lives. The habitus may also be a location in which social conformity is necessary in order to be a part of that community. I am thinking here of dressing and talking in a certain way, acting or behaving. The habitus applies equally to gang culture. These are sub-cultures that have their own hierarchies and rules that must be followed in order for a member to remain a part of it. The fact that many of these rules are dysfunctional, for example initiation into that gang through violent or anti-social behaviour, is irrelevant. Bike gangs such as Hells Angels display these rigid rules whereby the identity of a member is determined by the wearing of group’s name along with the Hells Angels logo. Such has been the spread of this culture it is globally recognised as indicative of a particular cultural identity enjoyed by its members. This type of culture is typified by an association with certain objects, and in the case of Hells Angels motorcycles are the outward unifying signifiers. Members of this sub-culture have chosen this as their cultural identity – their machines, clothes, tattoos define who they are. And as with many sub-cultures membership is an act of public opposi tion to the dominant culture from which they emerged. Gang culture provides us with some easy to spot visual indicators of belonging to a particular culture. Other forms of cultural identity can be harder to unravel without providing a reductive account of that culture, for instance one based on race or religion. The most important factor that affects cultural identity is the mass media (film and television). The visual media have become an intrinsic part of the way we live our lives – mainly through the consumption of goods and services. Tomlinson (1989) has referred to a diachronic and synchronic way in which culture has developed over time. The former refers to a linear, historical form of evolution whereby one thing follows another. However in the contemporary image saturated world synchronic cultural development has taken place. Images are used in order to make meaning. One image relates to another but not necessarily in a linear and consequential manner. Styles can then be forged that are based on samples from other styles, resulting in meaning being derived from pure simulacra (Baudrillard 1982). This notion of the image breaks the linkage between sign and signifier and consequently changes the way in which we make meaning from images. The argument states that in a world dominated by signifiers (images) the concept of truth becomes meaningless as there is no such thing as a single truth or reality, a person can take what they want from images and that becomes a truth personal to the individual. In this way rap culture has taken this direction. It has taken other forms of representation in popular culture (such as soul music, rapping, reggae/dance hall) and produced something that has been socially radical for African Americans but has now become a global cultural identity for many people; an identity disseminated through television and film. In some ways the music has been appropriated by social groups to provide a cement for their identity. This has been evidenced by the use of jewellery, clothing, and speech. However although this is more of a general presence in social settings it is not true to say that rap is a cultural identity – it forms a part in the construction of a cultural identity, an identity that is also in opposition to mainstream white, male dominated culture. But can a white, Anglo-Saxon person be a part of this identity? Performers have tried, for example Vanilla Ice and Eminem, but they are active in the production and consumption of a good to be bought and sold. It is not the culture of rap, but the image (or rather the sound) that is being sold. The distinction between a cultural identity and a marketable product becomes strained at this point. The role of television and film in promoting products (music, clothes, cosmetics) and something that has a cultural resonance to an audience reduces an identity to a mere commodity. Gender roles are also affected by the adoption of certain forms of cultural identity. The rap/hip-hop culture has been criticised for the way in which women are portrayed. In quite vulgar ways women are portrayed as chattels and appendages to be worn like jewellery. This can be seen in music videos, lyrics in songs, and the language used by people who adopt this kind of life-style. But this is not only about representation, this kind of behaviour from women, as sex objects, is expected and it is a role that some women are expected to play out. So if females are to be a part of this identity they have to conform to a set of conventions that are regressive in their treatment as individuals and further compounds their status as secondary to men. In areas where particular cultural activities are dominant, then there is not necessarily the option of choice. If one lives in that community then one must behave in the way expected or be shunned by your contemporaries. The mass media are implicit in a process of ‘cultural imperialism’ (Tomlinson 1989) and promoting forms of street culture is a further extension of this process. Tomlinson put forward the argument that the global proliferation of television through satellite broadcasting and the selling of programme output at below cost has resulted in a homogenisation of culture throughout the world. Television can be accessed anywhere in the world and the social and moral values contained within this programming are spread to areas of the world where it previously did not have any influence. Not only does cultural imperialism pose a threat to indigenous cultures but selling programming cheaply makes it difficult for national broadcasters to make their own material, produced and performed by local people. The idea, then, of choosing your cultural identity is obscured by the influence of international mass media through the promotion of music, clothes, video games, and popular cultural f orms like film. Sport is one example of how cultural identity can be promoted and displayed in public, but it too raises some anomalies. During the recent cricket matches between England and Pakistan a reporter from BBC Radio 4 interviewed a group of British Asians and asked them who they were supporting. All of them supported Pakistan in the cricket, but then qualified it by saying they would support the England football team. Maybe this kind of poll shows more of people wishing to support favourites than any kind of partisan interest. However it does reveal that children of people from other countries who were born and educated in their adopted country show some ambivalence towards so called cultural identity. This identity can then be forged through the influence of mass media. In the time since Tomlinson wrote about cultural imperialism the volume and choice of television output has risen. There are many more niche channels catering for specific interests; international channels can be received such as those on the Asian Star satellite network. Access to this variety of material gives opportunity to sample images from different parts of the world, and children who have never left their adopted country experience sights and language vicariously and not just from their parents. In a sense there is some element of choice in selecting a cultural identity, but that is also contingent upon one’s own social and ethnic origins. However the definitions of the terms culture and nation dictate the complexity of the subsequent debate. The sociological study performed by Bourdieu (1984) comes closest within the limitations of this discussion. Cultural identity can also be seen as a particular life-style, one that is fuelled by the influences of the mass media, but also one that is influenced by social class, ethnicity, and the interests of capital. Indeed there are elements of choice to be made within particular life-styles but cultural identity cannot be selected and commodified as if it exists in a catalogue. Bibliography Adorno, Theodor.W (1972), The Culture Industry: Enlightenment As Mass Deception, in The Dialectic of Enlightenment (U.K: Herder and Herder). Anderson, Benedict (1991) Imagined Communities (London: Verso) Baudrillard, Jean (1983), Simulations, translated by Paul Foss, Paul Patton and Philip Beitchman (New York: Semiotext (e)). Bourdieu, Pierre (1984) Distinction – social critique of the judgement of taste (London: Routledge) Tomlinson, John (1991) Cultural Imperialism (London: Pinter) Williams, Raymond (1976) Keywords (London: Fontana Press) American Civil War: Effects Of Industrialization American Civil War: Effects Of Industrialization The American Civil War is widely regarded as the first great war of the industrial age. The impact of industrialization is most obviously seen in the introduction of new types of weapons, particularly at sea: the first battle between ironclads; the first ship sunk by a submarine; the use of mines (then called torpedoes). Except for the ironclads, however, these maritime innovations were too primitive or experimental to have much impact on the outcome. The impact of industrialization upon the Civil War, it has been argued, was far more crucial on the logistic and strategic levels than in weapons deployed on the field of battle. Put in brief, the Civil War has been widely understood as a war between an industrial powerthe Northand a largely pre-industrial society, that of the South. The contrast in their industrial capabilities showed most directly in the scale and conditions of their respective railroad networks. We are interested in two aspects of this familiar analysis. First, was it true? Second, and more subtly, to what degree were contemporaries aware of it? To the first point we must return at the end of this essay; we will only pause here to note that the Unions industrial superiority has become, along with the Confederacys structural internal weaknesses, the standard explanation for the outcome of the war. The second question is an interesting and important one in its own right; moreover, it bears upon the first. We have become accustomed to what may broadly be called an economic interpretation of war, and it is a modern commonplace that an industrial power has an overwhelming military advantage over a nonindustrial society. The more industrialized power can call upon both superior technology (e.g., advanced jet fighters) and upon a much greater and more reliable supply of materiel of all sorts. However, in the mid-nineteenth century, industrialization and modern technology were too new to have yet made a deep psychological impact. The British army, for example, issued until 1840 a little-modified version of the Brown Bess musket that had first been introduced before 1700. Until about the same time, Britannia ruled the waves with ships that were essentially only refined versions of those that defeated the Spanish Armada in 1588. Long before the industrial revolution, Western armies were routinely defeating non-Western opponents; the did so not through superior weapons or resources, but by an exceptionally formidible military tradition, ultimately perhaps the heritage of Rome. The Civil War, however, pitted two sides that shared the Western military heritage, but differed greatly in their industrial capacity. Robert E. Lee was most certainly not outclassed by any Union general in his understanding of the principles of modern (by 1860 standards) warfare. The generals of the two sides had learned their trade side by side, at West Point, in Indian wars, and in the Mexican War. In their understanding of the battle field arts there was no significant difference between the two sidessave, perhaps, that Southern generals were on the whole better at it. In Lee, the Confederacy had from the outset a field commander and strategist of the first class; Lincolns struggle to find an adequate field commander is famous. The South was, moreover, the most martial part of the United States (itself a cause of its advantage in generals). In fighting qualities, Confederate soldiers of every rank were certainly the equal of their Union counterparts, yet in the end the South lost. We argue that it lost largely because of the Unions industrial superiority, but to what degree was anyone, on either side, aware of this fact? Moreover, if the leaders (and people) of one or the other, or both, of the warring sides were not fully aware of these factors, to what degree could they make use of them? Let us begin the industrial comparison with the industry and technology that had the most direct impact, not on the battlefield but behind it. The North had a very much more extensive rail network, with not quite two and a half times as much rail mileage as the South. The Union could employ this network to move troops and materials to where they were needed; moreover, it had the basic industrial capacity to sustain and enlarge its rail network under the stress of war. In contrast, the railroad network of the South, limited to begin with, could not sustain itself in the face of either destruction at the hands of Union raiders, ormore important in the long runthe daily wear and tear of wartime operation. By the later years of the war, the Souths railroads were essentially useless, while the North was able to extend its railheads at need to meet the requirements of its forces. Even before the Souths railroads were worn down, this difference of degree was sufficient to be also a difference of kind; the Norths rail system was a true network, offering multiple routes between any given destinations. This both increased effective capacity, since troops and supplies could be sent along two or more routes, but also allowed the system to function even if a particular link were cut, by accident, a Confederate raid, or even a major Confederate advance. In contrast, the Souths railroads were more isolated; if a line was lost, there often was no other that could be used. Now, the Civil War was not the only major war of its era in which industrial powers were ranged on one or both sides. The decade and a half bracketing the Civil War saw a series of European wars, from the Crimean War to the Franco-Prussian War of 1870. Although the first of these saw the introduction of ironclads for shore bombardment, it was essentially a pre-industrial war. By contrast, the War of 1870 was thoroughly industrial: both sides deployed new types of long-range battlefield weapons, while the Prussians won their decisive victory largely through their use of their railroads for mobilization and troop deployment. This use of railroads was an innovation by the Prussian General Staff, and was far more systematic than any use of railroads during the Civil War. Moreover, there is no reason to think that the Prussian planners were inspired by the Civil War railroad experience, or even that they were particularly aware of it. European military thinkers, indeed, tended in general to ignore the Civil War. It has been suggested that they did so to their great cost; the Civil War foreshadowed the First World War in that it showed what might happen in the industrial age if neither side in a war succeeded in delivering a swift knockout blow Therein lay the difference between the experience of railroads in warfare during the Civil War and during the War of 1870. No one on either side in the Civil War had neatly drawn-up timetables of the Prussian sort; in the nature of the case they could not. The use of railroads in the Civil War was discovered by improvization and experience. As we will see, the readiness to improvise and learn from experience was perhaps the subtlest, but mist profound, advantage that the Unions commanders had over their Confederate counterparts. The duration of the Civil War also expanded the strategic scope of railroads. In the War of 1870, the Prussian railroads had essentially done their work by the time the major military encounters began. In the Civil War, generals on both side found occasion to employ railroads in strategic movement. Here the advantage lay with the Confederacy, simply because it operated along interior lines; as early as the Shiloh campaign of 1862, they were able to move forces over hundreds of miles in order to concentrate them against Grant. Returning for now to the purely material aspect of industrialization, behind railroads lay a difference in overall industrial capacity. This industrial capacity not only underlay the sustenance of the rail network itself, but determined the degree to which supplies of all sorts, from artillery pieces to provisions to boots, could be provided. Items that sound trivial to the modern civilian were crucial to the soldier in the field; in one letter, a Confederate army nurse begs desperately for shoes, and her brothers in the ranks must have felt the lack even more urgently. At the most fundamental level of all, industrial capacity determined the degree to which manpower could be released for military service. At the beginning of the Civil War, the North was already a relatively urban society, in which a minority of the population (primarily the farmers of the West) were able to provide the necessities of life to the rest. A great deal of manpower could therefore be mobilized, year-round, without cutting critically into the Norths ability to survive. In contrast, the South was an agrarian society. It is true that much of the Souths prewar agriculture was cash-cropping, not subsistance, but this did not alter the fundamental issue. Once the Souths cash-crop market was denied it, it was thrown back upon its own resources to feed itself, and a substantial fraction of the healthy male population was required, at least at some times of the year, to be available to work the land. Desertions, particularly around harvest and planting times, were a perennial problem for the South. Above all, the industrial capacity of the North allowed the Union to put a much larger army in the field, ultimately tw ice the size of the Confederate army, approximately 600,000 as against 300,000. Finally, in speaking of the Souths wartime economic crisis, we are brought around in a sense to our starting pointthe maritime dimension of the war. The wars naval innovations were, in and of themselves, inconsequential. Had neither side had ironclads, or had there been no experiments with mines, torpedoes, or submarines, the outcome would not have been significantly different. The one exception is only partial, because it applies to a technology that was no longer innovative by 1861: steam propulsion. On the open sea, even steam changed nothing fundamentally; the Union could have blockade the South as well with sailing frigates as it did with steamers; the British had done so quite effectively during the War of 1812. On the Mississippi and other rivers, however, the situation was different. Sailing ships cannot operate effectively in the confined and shallow waters of a river, while oared galley gunboats are limited in size, and therefore the number and power of guns they can carry. They are in any case very costly in manpower, and cannot row upstream save on a very slow-flowing river. The Unions river operations, which eventually succeeded in cutting the Confederacy in two, were therefore distinctly a feature of the steam age. Moreover, on the rivers, as everywhere else, the Norths industrial might showed to effect. The South might have lacked a significant oceangoing merchant marine or blue-water shipbuilding capacity, but river steamers had long been a major feature of Southern life. Here, if anywhere, the South might have been able to compete on equal terms. But the North had the capacity to build and man large numbers of armed river steamers, including ironclads and tinclads. In the event, the South lost control of the Mississippi well before its armies on either bank were defeated, but once it lost the river, those armies were cut off and could no longer support one another. But we must now return to seapower, as opposed to river power, and thus to perhaps the most fundamental of all the consequences of the Norths industrial superiority. The industrial North had the shipbuilding capacity (and, perhaps equally important, the maritime community) to establish and maintain dominance at sea. The Union blockade could be run, but it could not be broken, so the South was never able to re-open the vital trade link by which it might have been able to export its cotton and thereby purchase and import munitions and other sinews of war. For the ordinary Southernereven for a Confederate generalthe economic strangulation of the South did not appear in a strategic light, but simply as a difficult fact of life. Inflation and shortages eventually rendered Confederate money more or less worthless, but in the memory of Confederate General Basil Duke, the money itself became almost irrelevant, having only a symbolic meaning. The South was thrown back effectively on a subsist ance economy, and there is a heroic quality in the ability of the Confederacy to supply its armies at all, even if badly. The fact of the blockade, and the Souths inability to break it by a decisive victory at sea, had a more more immediate military impact, however, than that of the eventual threat of starvation. It forced upon the South a fundamental inequality of objectives on the battlefield. Other things being equal, the Confederacy was doomed to be sooner or later strangled by the blockade. The only way it could escape this fate was by winning decisively on the field of battle. It had either to smash the Union armies so thoroughly that the North lay open to invasion, or at the least deal so crushing a blow that the Norths population lost the will to fight. In fact, thanks to its excellent generals, the Confederacy came close to doing so, but never quite close enough. In contrast, the Union had only to hold on, and avoid the defeat or demoralization that the Confederate generals sought so desperately to inflict. Its ultimate strategic victory was in effect certain, if only it could avoid defeat in the meantime. On occasions it barely did so, but the point remains that the fundamental objectives of the two sides were not equivalent, but rather complementary, and in a way that favored the North. The Confederacy had to win its battles. The Union had only to avoid losing them. Lee could not afford to go on winning and retreating, whereas Grant could afford to go on losing and advancing. We may now turn back to the matter of perception. Confederate generals, as noted earlier, were on the whole superior to their Union counterparts; this is one of the most familiar facts of the war, and has entered deeply into what may be called the legend of the war, particularly on the Southern side. Had Lincoln and Jefferson Davis begun the war with one anothers generals, we may suspect that it would have been ended very much earlier. But there is some evidence that many Southern commanders had a persistant blind spot in understanding that one aspect of industrializationrailroadsthat impinged directly upon their military tasks. Confederate general Joseph E. Johnston, for example, was distrustful if not scornful of the new technology of mechanized rail transport. He eventually gained some awareness of how railroads could be used in the movement of troops and material, but he was slow to do so. This blind spot was not universal, as the Shiloh concentration showed, but it may have been characteristic. The martial culture of the South was broadly backward-looking. To many Southerners, the railroad may have appeared not exactly as a Yankee innovation, but as part of that alien, urban, smokestack culture, foreign to their experience and values. Railroads hardly appeared in the Union soldiers vision either, however; Harvey Reid, who had the advantage of being a headquarters staffer with Shermans army, mentions railroads only in the context of the destruction of railroad facilities at Atlanta. This might well be a consequence simply of the of the fact that the Union forces were on the offensive; in the railroad age, unless enemy railroads were captured intactand the enemy was seldom so carelessthe railheads were left behind as soon as an army began to advance. In general, the industrial inequality of the two sides in the Civil War seems to have been little-recognized by contemporaries, at least in the general and conceptual sense. The importance of railroads was acknowledged, at least in a negative sense; destruction of enemy railroads was always a prime goal of raiders on both sides. But of the broader industrial disparity we find little acknowledgement. From the perspective of both sides, this is perhaps inevitable. Considering the Northern view first, the advantages of their superior capacity was something they probably took for granted. Soldiers do not write home to their wives to delight in the fact that ammunition, food, and shoes are available. So long as they remain available, they are largely taken for granted. More generally, if at the outset of the war many Northerners had the perception that their industrial superiority would assure victory, they were quickly disabused of it by the early and continued successes of Confederate armies. In the case of the South, something of a mirror image applies. If Southerners at the start of the war had held the perception that the Unions superior industrial base ensured its ultimate victory, they would scarcely have succeeded from the Union and marched to war with the confidence that they did. And, again, their victories long gave them reason to think they might prevail. As the effects of the disparity gradually made themselves felt, they appeared in the form of perennial shortages; a generals remark on high prices and the worthlessness of money, a nurses plea for shoes. On the ground, the fact was that Confederate armies fought well, and with determination, almost to the very end. We must come around again, then, to the first of the questions posed early in this discussion. Did the industrial superiority of the North lead to its victory. The consensus of historians is that it did. But as Gabor Boritt trenchantly points out, in much of the recent scholarly study of the Civil War and its outcome, the fact of the war itself seems almost to drop out of the equation. In response, he argues that the outcome was, in fact, ultimately contingent. In spite of all the material advantage accruing to the North, the Confederate armies won many of their battles; had they won a few moreGettysburg comes to mindthe Union war effort might have begun to disintegrate, and the war would then have had to be settled upon terms. A comparison may be made to the First World War; Germany was economically overwhelmed in much the way that the South was, but German offensives still came close to breaking the Allied armies as late as the summer of 1918. Had they done so, then (regardless of the specific terms of settlement), the war would have gone down as a German victory. Where the disparity of industrial power made itself felt, as was suggested earlier, was in the unequal victory conditions forced upon the two warring sides. To bring the war to a satisfactory close, the Confederacy had to win a strategically decisive victory, while the Union had only to avoid a strategically decisive defeat. Particularly in the earlier part of the warbefore the consequences of the industrial factors made themselves directly feltthe difference was critical. Had Jefferson Davis had as much difficulty finding a good general as Abraham Lincoln did, the outcome of the war might have been very different. The South had to win in the field, and it very nearly did. The North had to avoid defeat in the field, and it just managed to do so. That is the ultimate measure of the disparate industrial capacities of the two sides.

Symbolism and Devices in Stephen Cranes The Open Boat Essay examples -

An Examination of Symbolism and Devices in The Open Boat   Ã‚  Ã‚   The struggle for survival by mankind can be found in many different settings.   It can be seen on a battlefield, a hospital room or at sea as related in â€Å"The Open Boat†, written in 1897 by Stephen Crane.   The story is based on his actual experiences when he survived the sinking of the SS Commodore off the coast of Florida in early 1897.   â€Å"The Open Boat† is Stephen Crane’s account of life and death at sea told through the use of themes and devices to emphasize the indifference of nature to man’s struggles and the development of mankind’s compassion.      Ã‚  Ã‚  Ã‚   The story’s theme is related to the reader by the use of color imagery, cynicism, human brotherhood, and the terrible beauty and savagery of nature.   The symbols used to impart this theme to the reader and range from the obvious to the subtle.   The obvious symbols include the time from the sinking to arrival on shore as a voyage of self-discovery, the four survivors in the dinghy as a microcosm of society, the shark as nature’s random destroyer of life, the sky personified as mysterious and unfathomable and the sea as mundane and easily comprehended by humans.   The more subtle symbols include the cigars as representative of the crew and survivors, the oiler as the required sacrifice to nature’s indifference, and the dying legionnaire as an example of how to face death for the correspondent.   Ã‚  Ã‚  Ã‚   The opening paragraph of the story emphasizes the limitations of the individual’s vision of nature.   From the beginning, the four characters in the dingy do not know â€Å"the colors of the sky,† but all of them know â€Å"the colors of the sea.†Ã‚   This opening strongly suggests the symbolic situations in which average peo... ...and an equally indifferent relationship between humans.   These styles are blended in the story by Crane’s varied role of Nature and humans throughout the story and the use of symbols and different imagery.      Ã‚  Ã‚  Ã‚   The theme of this story is actually stated in the story if it is read carefully and Crane reinforces it innumerable times.   The theme of the story is man’s role in nature and is related to the reader through the use of color imagery, cynicism, human brotherhood, and the terrible beauty and savagery of nature.   The story presents the idea that every human faces a voyage throughout life and must transition from ignorance to comprehension of mankind’s place in the universe and among other humans. Works Cited    Crane, Stephen. â€Å"The Open Boat.† Norton Anthology of American Literature. Ed. Nina Baym. 6th ed. Vol. C. New York: Norton, 2003.   

My Antonia :: essays research papers

1. Discuss the significant of each of the following citations. Provide several examples that support each quote. A. "The country girls were considered a menace to the social order. Their beauty shone out too boldly against a conventional background. But anxious mothers need have felt no harm. They mistook the mettle of their sons. The respect for respectability was stronger than any desire in Black Hawk Youth." The above quotation is telling about how the elderly people of Black Hawk did not trust the younger girls. This brought about when the young girls: Antonia, Tiny, Lena, etc. and Jim would constantly go to the parties held in Black Hawk. Jim's grandmother especially did not approve of Jim going to parties. Although, Jim continued to go, but eventually felt that he should obey his grandmother. Antonia, whom was working for the Harlings, was forced to choose between going to parties or continue working for them. She chose to continue going to parties, but then started to work for the Cutters. B. "This was the road over which Antonia and I came on that night when we got off the train at Black Hawk...For Antonia and for me, this had been the road of Destiny; had taken us to those early accidents of fortune which predetermined for us all that we can ever be. Now I understood that the same road was to bring us together again. Whatever we had missed, we possessed together the precious, and incommunicable past." The above quotation is showing the importance of Jimmy and Antonia's friendship. The road brought them together since they shared a significant amount of memories at the road. Jimmy remembers those special times he had with Antonia when he approaches the road. It is also a symbol for friendship, and the possibility of it being rekindled and/or never forgotten. 2. How is the following and accurate depiction of Antonia? How are the enumerated traits revealed throughout the story? "More than any other person remembered, this girl seemed to mean to us the country, the conditions, the whole adventure of our childhood." (Jimmy) This is an accurate description of Antonia because she lived in many conditions where she had to quickly adapt. When she moved to Nebraska, she was not used to living in her poor surroundings. Most of the time she had a fairly good attitude about this, following her father's footsteps, although her mother did not have a very good attitude.

Video Games Are More Useful Than You Think Essay -- Argumentative Vide

In today’s world of video games, there are wonderful pictures, surround sound effects, and realistic graphics which encourage players to keep playing. It means when they play an action game or war game, it will have shooting shots, bloody splashes, decapitated scenes, or fighting movements. Unfortunately some people call these games causes negative effects in players. They say that violent video games cause players to become killers or terrorists. A research study on video game violence concluded, â€Å"There is no evidence to show proof of the relationship between computer game violence and violence in children above the age of 8.† (Stuart, 2014) Moreover, millions of people play violent video games and never commit crimes. Actually video games have been established for long time ago – more than 20 years before the violent video games became a mainstream industry around the world. Vidoe games provide player with numerous benefits. More than hundred reasons that make video games violent are good for people who really love to play an action video game. Video games create benefits for players both directly and indirectly ways. First of all, the clear advantage of video games is a video game introduces children to computers and the internet technology because nowadays most games are involved with the internet. (Farrales) Then the video games avoid drugs and uninvolved with gangsters. Because when children or teenagers begin to play games inside the home rather than being on the streets and join the gangsters, or use any drugs. Moreover, the players are training for cooperation skills between making their brain move fast to moving their hands, and having sharp eyes for catch up. Consequently, the players increase their potential of co... ...ResearchPaper.htm#effects ) Nadeau, Brandon. â€Å"Video Games Make Society Less Violent.† American Now. The Daily Campus., The University of Connecticut. October 21, 2012 Stuart, Keith. "Video games are not making us more violent, study shows" Guardian News and Media Limited, Monday 10 November 2014. http://www.theguardian.com/technology/2014/nov/10/video-games-violent-study-finds Kalning, Kristin. â€Å"Does game violence make teens aggressive?† Dec. 8, 2012 (http://www.msnbc.msn.com/id/16099971/) Pratt, Bill. â€Å"The Advantages of Video Games.† April 25, 2013 (http://www.articlesbase.com/web-hosting-articles/the-advantages-of-video-games-395921.html) Taylor, Laurie N. â€Å"Positive Features of Video Games.† Handbook of Children, Culture, and Violence. Eds. Nancy E. Dowd, Dorothy G. Singer, and Robin Fretwell Wilson. Thousand Oaks, CA: Sage Publications, 2006.

Essay Paper

Canadian Identity: A Rhetorical Analysis Essay In this essay, the articles ‘Listen to the north’ by John Ralston Saul and ‘Which ‘Native’ History? By Whom? For Whom? ’ by J. R. Miller will be analyzed, specifically looking at each authors argument and his appeal to ethos, logos and pathos. In the first article, ‘Listen to the North’, author John Ralston Saul argues that current Canadian policy when it comes to our north, and the people that reside there, is out of date and based on southern ideals that hold little bearing on the realities that face northern populations.He suggests instead that the policies and regulations should be shaped by people who know the territory and it’s needs, namely people who live there. In the second article, ‘Which ‘Native’ History? By Whom? For Whom? , Author Jim Miller discuses conventions in recording native history, focusing on an area he refers to as native-newcomer histo ry. He discusses topics such as who should be recording said history, and for whom it should be intended, as evidence in the title.Both of these articles provide arguments that appeal to ethos, logos and pathos, but it is my opinion that John Ralston Saul makes a more convincing argument to his audience in ‘Listen to the north’ than Jim Miller makes in ‘Which ‘Native’ History? By Whom? For Whom? ’. The First appeal that John Ralston Saul makes is to ethos, and while credentials such as being the president of PEN International, various awards and being a well respected professional in his field all give credit to his name, he also shows that he has first hand knowledge in the specific topic he is covering.He does this through the use of a personal anecdote about his experience in the north, as well as mentioning the several times he has travelled to the north in his later career. Considering Saul’s audience, namely readers interested in r eform of policies and practices in the north, I believe that this makes a stronger argument than Jim Miller does in his article.This would be due to the fact that Miller does not provide any indication as to his experience in the field on which he is writing, and though he dose have impressive credentials himself, including a doctorate, being a professor at the University of Saskatchewan, and having a Canadian research chair position, the lack of said mention would provide a weaker argument to his audience, consisting of people interested in or researching about methods of recording native history.The next convincing argument that John Ralston Saul makes is his appeal to logos, it makes logical sense that a person who lives and works in the north would know best what is needed for northern people. This means his argument that northern people should be instrumental in creating northern policy makes a strong logical point, and a strong argument to his audience, who will most likely be able to see the logic in this. One example he uses is the current state of military presence in the north, the rangers.He talks about the uniform given to these men and women, which consists of a hooded sweatshirt and a baseball cap. John Ralston Saul states that â€Å"You can't wear this outfit outside ten months of the year† (4), and it would make logical sense that a person who lives in the north would not choose such an outfit, as it would be too ineffective in day to day use. Miller also uses logos in his argument when he discuses the fact that native-newcomer history should be reported by both native and non-native historians.Again, this appeals to the logical side of his readers, who would be able to follow the train of thought stating that if a history involves two separate groups of people, then both sides of said history should be examined, and doing such will give you a much more complete picture of events. Where is argument falls short in contrast to ‘Liste n to the North’ is the fact that though Miller makes the logical point of the recording of said history should be shared, he does not go on to provide as strong examples to his point, where Saul does.The last appeal that was made in ‘Listen to the north’ was the appeal to pathos. The author shares a sense of how ridiculous it is that northern peoples have less of an influential role in planning policy and regulation in the north. Using the example of the snowmobiles that rangers have to urinate on to get started in the cold north, Saul portrays a sense of the almost comical nature of having persons who live far away from the real life issues and hardships form policies. The reader then feels the same way the author does, which defiantly advances his argument.Miller also makes his appeal to pathos in ‘Which ‘Native’ History? By Whom? For Whom? ’, but again, I believe that it is a less effective argument, and appeals less to the emotions o f his audience. Millers argument is more based off a feeling of ownership he tries to create in his audience, the native-newcomer history belongs to both parties, not one exclusively, this creates a feeling of entitlement, as well as a feeling of being included. At the end of the article, Miller states â€Å"Which ‘Native' history? Native-newcomer history. By whom?Any and all students who are qualified and willing to carry out its methods. For whom? All Canadians† (35). I think that this is less effective then the feeling portrayed by Saul, one of ridiculousness of the current state of affairs, since persons would more likely agree with him if they also believe the current policy is foolish, as to not look foolish themselves. While both articles make strong points using the argumentative techniques of ethos, logos and pathos, it is still my opinion that John Ralston Saul makes a stronger argument in ‘listen to the north’ than Jim Miller does in ‘Which ‘Native’ History?By Whom? For Whom? ’. Saul’s use of personal connection to the topic, a stronger logical standpoint, and a more effective use of his readers emotions means that he by far has a stronger argument than his counterpart J. R. Miller. Works Cited: Miller, Jim. â€Å"Which ‘Native' History? By Whom? For Whom. †Ã‚  Canadian Issues. Fall 2008 33-35. Saul, John Ralston. â€Å"Listen to the North. †Ã‚  Literary Review of Canada. 17. 8 (2009): 3-5. Essay Paper Canadian Identity: A Rhetorical Analysis Essay In this essay, the articles ‘Listen to the north’ by John Ralston Saul and ‘Which ‘Native’ History? By Whom? For Whom? ’ by J. R. Miller will be analyzed, specifically looking at each authors argument and his appeal to ethos, logos and pathos. In the first article, ‘Listen to the North’, author John Ralston Saul argues that current Canadian policy when it comes to our north, and the people that reside there, is out of date and based on southern ideals that hold little bearing on the realities that face northern populations.He suggests instead that the policies and regulations should be shaped by people who know the territory and it’s needs, namely people who live there. In the second article, ‘Which ‘Native’ History? By Whom? For Whom? , Author Jim Miller discuses conventions in recording native history, focusing on an area he refers to as native-newcomer histo ry. He discusses topics such as who should be recording said history, and for whom it should be intended, as evidence in the title.Both of these articles provide arguments that appeal to ethos, logos and pathos, but it is my opinion that John Ralston Saul makes a more convincing argument to his audience in ‘Listen to the north’ than Jim Miller makes in ‘Which ‘Native’ History? By Whom? For Whom? ’. The First appeal that John Ralston Saul makes is to ethos, and while credentials such as being the president of PEN International, various awards and being a well respected professional in his field all give credit to his name, he also shows that he has first hand knowledge in the specific topic he is covering.He does this through the use of a personal anecdote about his experience in the north, as well as mentioning the several times he has travelled to the north in his later career. Considering Saul’s audience, namely readers interested in r eform of policies and practices in the north, I believe that this makes a stronger argument than Jim Miller does in his article.This would be due to the fact that Miller does not provide any indication as to his experience in the field on which he is writing, and though he dose have impressive credentials himself, including a doctorate, being a professor at the University of Saskatchewan, and having a Canadian research chair position, the lack of said mention would provide a weaker argument to his audience, consisting of people interested in or researching about methods of recording native history.The next convincing argument that John Ralston Saul makes is his appeal to logos, it makes logical sense that a person who lives and works in the north would know best what is needed for northern people. This means his argument that northern people should be instrumental in creating northern policy makes a strong logical point, and a strong argument to his audience, who will most likely be able to see the logic in this. One example he uses is the current state of military presence in the north, the rangers.He talks about the uniform given to these men and women, which consists of a hooded sweatshirt and a baseball cap. John Ralston Saul states that â€Å"You can't wear this outfit outside ten months of the year† (4), and it would make logical sense that a person who lives in the north would not choose such an outfit, as it would be too ineffective in day to day use. Miller also uses logos in his argument when he discuses the fact that native-newcomer history should be reported by both native and non-native historians.Again, this appeals to the logical side of his readers, who would be able to follow the train of thought stating that if a history involves two separate groups of people, then both sides of said history should be examined, and doing such will give you a much more complete picture of events. Where is argument falls short in contrast to ‘Liste n to the North’ is the fact that though Miller makes the logical point of the recording of said history should be shared, he does not go on to provide as strong examples to his point, where Saul does.The last appeal that was made in ‘Listen to the north’ was the appeal to pathos. The author shares a sense of how ridiculous it is that northern peoples have less of an influential role in planning policy and regulation in the north. Using the example of the snowmobiles that rangers have to urinate on to get started in the cold north, Saul portrays a sense of the almost comical nature of having persons who live far away from the real life issues and hardships form policies. The reader then feels the same way the author does, which defiantly advances his argument.Miller also makes his appeal to pathos in ‘Which ‘Native’ History? By Whom? For Whom? ’, but again, I believe that it is a less effective argument, and appeals less to the emotions o f his audience. Millers argument is more based off a feeling of ownership he tries to create in his audience, the native-newcomer history belongs to both parties, not one exclusively, this creates a feeling of entitlement, as well as a feeling of being included. At the end of the article, Miller states â€Å"Which ‘Native' history? Native-newcomer history. By whom?Any and all students who are qualified and willing to carry out its methods. For whom? All Canadians† (35). I think that this is less effective then the feeling portrayed by Saul, one of ridiculousness of the current state of affairs, since persons would more likely agree with him if they also believe the current policy is foolish, as to not look foolish themselves. While both articles make strong points using the argumentative techniques of ethos, logos and pathos, it is still my opinion that John Ralston Saul makes a stronger argument in ‘listen to the north’ than Jim Miller does in ‘Which ‘Native’ History?By Whom? For Whom? ’. Saul’s use of personal connection to the topic, a stronger logical standpoint, and a more effective use of his readers emotions means that he by far has a stronger argument than his counterpart J. R. Miller. Works Cited: Miller, Jim. â€Å"Which ‘Native' History? By Whom? For Whom. †Ã‚  Canadian Issues. Fall 2008 33-35. Saul, John Ralston. â€Å"Listen to the North. †Ã‚  Literary Review of Canada. 17. 8 (2009): 3-5.

Aligning Action and Values Article Critique Essay

In the article ‘Aligning Action and Values’ article by Jim Collins, a very pertinent point is made that is applicable in today’s business environment. Organizations spend very little time aligning daily work with the overall vision and core values set by the organization. Collins’ article was written 10 years ago, but the content currently still has merit. Organizations are constantly changing and adapting to industry and environmental trends. With the explosion of the Internet and rapid global expansion, company’s need to have efficient change management programs and vision to keep the organization on track. Too often, companies are sidelined by managers that are self-promoting and not working for the overall vision of the company. Yet, this is not necessarily a middle manager problem, but a problem of the company not identifying and pursuing the grand vision the company was founded to achieve. Mr. Collins points out the often company’s are either to busy trying to repeatedly craft the perfect vision statement or the organization has not spent any time aligning the organization with the values that have been determined. Truly visionary organizations are able to use core values become efficient in management and operations to keep the company moving forward. Organizations that do not align goals with values spend more time evaluating past problems and too little time focusing on the future. Jim Collins is correct in that one must first identify the internal dialogue to identify organizational misalignments. There is typically mistrust between senior leaders and employees in terms of who is doing the right things. Senior leaders need to listen to lower level managers and employees and take into consideration the perspective of those that directly link to the customer. Senior leaders also need to determine what is said in the organization’s undercurrent internal dialogue. What often drives employees to perform is what is felt unconsciously, not what is stated in official forums. Company’s that have alignment of goals with vision are able to determine the internal dialogue and keep the dialogue positive. Identifying the difference between core values and strategies is essential for organizational alignment. Mr. Collins points out that core values should be timeless and never change. What should change are operational practices and strategies. Many companies too often are constantly identifying new core values, and this makes focus difficult. By identifying permanent core value, employees are able to always rely on what the greater purpose of the company should represent in all daily operations. Without this concrete focus, employees become disgruntled and unable to focus on any one thing, increasing inefficiencies. Mr. Collins also posits that organizations cannot â€Å". . . nstall new core values into people. . . † but that people are predisposed to holding them. Therefore, the key is to find people that are already predisposed to holding the company’s particular values. This concept is especially hard for organizations that are attempting to align actions to values. People are inherently resistant to change and any change in an organization’s core values will be difficult for all employees to embrace. Therefore, it is crucial that organizations identify core values at inception so that all employees will identify with the goals and vision when hired. Otherwise it is exceptionally difficult to implement change management strategies to get employees to ‘buy in’ to new values. In all, Jim Collins is accurate on his assessment of aligning action and values in organizations. Although this article was written 10 years ago, companies still struggle with these concepts today. Mr. Collins is correct that organizations need to have permanent core values, identify internal dialogues and act on inconsistencies, and hire people that are predisposed to a particular organizations core values, instead of attempting to gain ‘buy in’ from current employees.

How should I study to improve my academic performance in school Essay

Studying is not reading. It requires a more intense and organised effort. To study effectively, you must have good planning, memory, reading, note taking and time management skills. To study effectively you must master certain skills: planning, memorising, time management, note taking, and sometimes managing stress. Everyone has a different â€Å"learning style†. Consequently, everyone has a different â€Å"studying style†. But the way that you are studying right now might not be the best for you. How would you know? Easy: If your grades aren’t what you’d like them to be, then you probably need to change how you study! A). A Good Study Place Although studying in a sitting room or dormitory room (for students in boarding schools), is convenient, it is often a poor place to learn. The dorm/sitting room has a plethora of distractions including sweet voices of your singing friends. If you want to improve your concentration and efficiency as a student, learn to study from the class, library or any other quiet place. You need a good study place to be prepared to study. You should be able to answer YES to all of the following questions: 1. Is my study place free from interruptions? It is important to have uninterrupted study time. You must maintain silence in class. Research shows that most students study best in a quiet environment. Study at the same time and at the same place, devoted to study only. This helps you to associate the time and place with studying and concentrating. You will find that you get into a habit of studying as soon as you sit down. However, change of environment may help in managing stress. 2. Does my study place contain all the study materials I need? Be sure your study place includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. 3. Does my Study Space contain a clean desk or table? While working on an assignment or studying for a test, use a desk that is free from other distractive materials. Allow enough room for writing and try to avoid clutter. You need enough room to store your study materials. Be sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way. B) Manage Your Time Schooling is a full-time job. And managing your time is important. If you have an activity after class that you do just for fun or if you participate in co-curricular activities (whether school-related or not), keep your priorities in mind: Your academic work should come first! Set yourself a grade goal. If you don’t meet it, cut down on some of the activities you are involved in. C) Take Notes in Class & always Rewrite during prep time Good studying begins with good notes taken in class. Just as everyone has a different learning style, different teachers have different teaching styles: Some teachers lecture, some lead discussions, some â€Å"facilitate† individual work (as in a lab), etc. Consequently, different classroom settings will require different note-taking techniques. The following are some of the suggestions: i. Take Complete Notes The key idea of taking good notes in class is to write down as much as possible. There are several reasons to take notes that are as complete as possible: 1. It will force you to pay attention to what’s going on in class. 2. It will keep you awake (!) 3. There will be less that you’ll have to memorize that time since you have a reference. 4. It enhances understanding when you review your notes. But if you have incomplete notes, it will be hard for you to learn what you didn’t take notes on. ii. D) Ask questions and make comments If you have a question or something comes to mind as you’re taking notes, you have two choices: You can contribute to the class discussion by asking your question or making your comment. Or you can jot your question or comment down in your notes. I suggest always doing the latter, but also doing the former as often as possible. One reason that you should always put your question or comment in your notes is so that you won’t forget it; you can then always bring it up later, either in class or one-on-one with the teacher or a fellow student. By the way, if you have a question, especially if you need clarification of something that the teacher said or wrote (possibly because it was inaudible or illegible), ask it! Do not be embarrassed about asking it! I can guarantee you that there will be at least  one other student in the class (and often many more) who will be extremely grateful to you for having asked the very same question that they were too embarrassed to ask, and they will come to view you as wise and brave for having asked it. (So will the teacher!)

Case study Professionalism in Teaching

IntroductionTo get down this study I would wish to explicate the importance of professional criterions. Harmonizing to the LLUK ( no day of the month ) the professional criterions have a intent. These criterions are for all pedagogues who work within the womb-to-tomb acquisition sector which describe the accomplishments, cognition and properties required for those who are in learning and developing functions.Professionalism in a instructor functionHarmonizing to the University of Illinois at Urbana-Champaign ( no day of the month ) instructor professionalism has relevant significance in instruction and that it affects the function of the instructor, which in return affects the pupil ‘s ability to larn efficaciously. Gipps et Al ( 2005 ) stated that It can be defined as the ability to make pupils in a meaningful manner, developing advanced attacks to mandated content while actuating, prosecuting, and animating immature grownup heads to fix for ever-advancing engineering. This definition nevertheless does non depict how a professional should move within their occupation or workplace. Harmonizing to learning expertness ( 2006 ) the post-compulsory instruction and preparation ( PCET ) sector is wide and diverse. Teachers, trainers and coachs who work within the FE sector have all had different experiences. Educators have frequently gained specialist cognition within a peculiar industry e.g. cordial reception and catering. An alternate path is through university and specializing this manner.Critically examines societies and your ain, values in relation to instruction or preparation. ( K1 )Valuess of professional pattern, harmonizing to Wallace ( 2009 ) †¦ , †Our values represent something internal to us – a portion at our ain moral and ethical counsel system. † I believe that learning and acquisition has a intent to educate scholars in the agencies to continue and come on a scholars future and career chances. I believe that a value is a value created on person ‘s ain behalf. The intent of instruction, I believe, is to educate and furthermore we need instruction in our day-to-day lives to last. The pedagogue has a function which is to back up and supply a service whilst at the same clip actuating scholars. Furthermore, it is of import to emphasize that there should be a connexion between the pedagogue and scholar and that there is a positive relationship between them. It is of import, as an pedagogue, to pass on efficaciously. In add-on, a profession and a professional work together in harmoniousness. It should be made clear that a professional individual needs values of professionalism. There may be some convergence in footings of how a professional should move or transport out a professional occupation. The remarks above tie in closely with what makes a ‘good instructor ‘ . From personal contemplations and ideas, three distinguishable facets came to my attending, which are: 1/ an effectual hearer towards the scholars and staff 2/ Bing respectful to co-workers and scholars 3/ to be understanding towards scholars and staffPoor instruction or hapless professionalism in instruction is as follows:1/ non allowing pupils finish undertakings – No reassurance of larning 2/ Impolite to staff and pupils 3/ Favoritism with pupils In drumhead, the values which are distinguishable and should be considered as acceptable values for learning professionals are being supportive, being a hearer and besides to esteem all staff and pupils within the establishment. Professional pattern can be determined with a set of values. These values are what pedagogues should be following with ongoing observation and brooding pattern. Harmonizing to LLUK ( no day of the month ) there is a set of criterions called the ‘New overarching professional criterions for instructors, coachs and trainers in the womb-to-tomb acquisition sector ‘ . Furthermore, the criterions categorised into sub-sections which have specific professional aims and act as guidelines. It is these aims which pedagogues must stay to throughout instructor pattern. Harmonizing to LLUK ( no day of the month ) there is a set of 7 professional values. An illustration would be, AS 1 all scholars, their advancement and development, their learning ends and aspirations and the experience they bring to their acquisition AS 2 Learning, it ‘s possible to profit people emotionally, intellectually, socially and economically, and its part to community sustainability As mentioned, each point has a value and aim. From merely detecting the set of values, intentionally constructed for pedagogues within the LLUK sector, they are powerful and strong. I believe there is a job with the values that pedagogues may non be able to stay to all of these due to several grounds. First, support, and that some institutes may endure to present consistent values. Second, some of the values will hold more demand than others. It can be argued that these values will change harmonizing to the institute. It can be suggested that some establishments would make up one's mind to maintain their dominant values. Additionally, the values set by the LLUK are and should be approached with underpinning cognition and apprehension and a professional pattern. For illustration, mentioning to LLUK ( No name ) , The cognition and apprehension: AK 1.1 What motivates scholars to larn and the importance of scholars ‘ experience and aspirations. Professional pattern: AP 1.1 Encourage the development and patterned advance of all scholars through recognising, valuing and reacting to single motive, experience and aspirations Darling-Hammond ( 1988 ) commented that the value of professionalism, in respects to pedagogues, is cardinal and way of excellence. The writer states that pedagogues need competency and that professionalism relates to three focal points which are readying, cognition of capable country, and defined teaching method. First, readying, prepares the professional for the schoolroom which examines the linguistic communication and cultural barriers. All pedagogues face hindrances in the schoolroom that must be broken down by individualized techniques. Darling-Hammond ( 1988 pg. 59 ) related this to province†¦ , â€Å" Decision devising by well-trained professionals allows single clients ‘ demands to be met more exactly andaˆÂ ¦promotes continual polish and betterment in overall pattern † It is to propose that values of professionalism are to be approached right. This will promote the pedagogue to be prepared for the schoolroom. Furthermore, the values of professionalism exist for a ground. They will profit the professional instructor in footings of motivation and promote pupil engagement. Alongside readying, a professional pedagogue with a strong cognition of his/her capable country will make chances to be originative around the topic taught. As a consequence, Lesson planning and resource readying clip will be less because the pedagogue will already understand the topic. This will cut down the clip researching stuff. It is deserving noticing that it would be an advantage to cognize a capable interior out and would reflect and portray assurance in his/her instruction. In add-on, the pedagogue should hold a wealth of experience which would profit his/her pattern and heighten their instruction. Harmonizing to Lunenburg and Ornstein ( 2000 ) , developing such expertness and cognition can take old ages to develop such cognition. As a consequence of this, I believe that changeless reading and information seeking is of import to learning a specializer topic. It would be good that an pedagogue has worked and gained adequate experience within the industry in order for them to learn or go specializers in their profession. I besides believe that this would better and develop chances when it comes to being originative. It is helpful to sketch the wider context within which FE pattern and values of the professional pedagogue. Notwithstanding, the coach groups in FE who were non antecedently included in the FE ( e.g. colleges 14-19 sheepskin ) , colleges have become ‘livelier topographic points ‘ . Lectors ‘ activities have now geared more to guaranting that pupils remain on classs and that pupils pass makings ‘ ( Hyland and Merrill 2003 P.g. 86 ) . To summarize, I would wish to notice that professional values assist the pedagogue and that they should be utilised at all times during his or her pattern. Guile and Lucas ( 1999 P.g. 204 ) suggested that elucidation in footings of depicting the FE pedagogue is needed. It is deserving proposing that society decides and determines professionalism and the values of professionalism within ground to how the pedagogue should be.Show a critical consciousness of the construct of professionalism as this relates to the current function of a instructor working in the PCET sector. ( K1, K2 )With respect to the construct of professionalism, Humphreys and Hyland ( 2002 P.g. 06 ) argued that, â€Å" †¦ the concentration on public presentation in learning and professional development is to be welcomed, provided that ‘performance ‘ is non defined in strictly technicist or instrumental footings†¦ † In other words, there is a intent for public presentation in learning which should non be confused or misinterpreted. The standards, the function and duties of a instructor rich person and are going more and more centralized. The questionable scenario/point to foreground here is that of the pedagogue and how they are to get the better of this challenge. Harmonizing to IFL, a Qualified Teacher Learning and Skills ( QTLS ) position is acknowledgment for freshly qualified instructors within PCET. This highlights the individuality of instructors in post-compulsory instruction and preparation. All new instructors need to accomplish a Level 3 learning making. Following this, new instructors have five old ages to accomplish a Level 5 learning making which leads to the QTLS position. The QTLS position is acknowledgment of the learning making in order to learn within the PCET sector. In working towards a new profession, the IFL raises the importance for go oning professional development ( CPD ) which ensures that pedagogues remain specializers in their chosen subject/s. Harmonizing to Millerson ( 1964 ) , there is struggle and treatment to how the instructor should transport out their professional function. This relates to the nature of professionalism. Millerson ( 1964 ) mentioned that professionalism concerned a batch of attending to sociologists in the fiftiess. The chief attack at the clip focused on set uping the characteristics that an business should hold in order to be termed a profession. Within context, this questioned how professions such as medical specialty and jurisprudence should be perceived. In contrast, Hanlon ( 1998 ) highlighted that there is research on professionalism. The writer stated that people see professionalism in a profession. The writer has highlighted the point that instruction is a profession and that the function of the instructor is professional.Critically evaluates a chosen facet of quality confidence in PCET and relates this to the construct of professionalism. ( K3 )To review quality confidence within PCET it would be appropriate to specify quality confidence. To summarize, quality confidence is a system which prevents a deficiency of professionalism and through regular control criterions and values can be maintained. This makes certain that the demands of the user/s are satisfied. The chief intent is to command appraisal and besides seeks to better public presentation. In add-on, quality confidence controls and helps to benchmark against bing qualitative and quantitative results/feedback. Professionalism and quality confidence are two complex countries which overlap and must work together. The two countries concerned are of high importance to the instructor, the class squad and the college/Institution. The quality confidence procedure is closely linked with being a professional instructor and that the professional values should take to help and ease a way. Bing a professional instructor requires uninterrupted professional development which is carried out by finishing research within the specializer topic, module and establishment. Harmonizing to the LLUK ( no day of the month ) , student feedback is valuable. There are two types of feedback, formal and informal attacks. It is critical that the PCET instructor considers regular equal observations which will assist to better learning accomplishments. Observations can assist to review learning styles/approaches within instruction. Through regular equal appraisal and observation, the PCET teacher/tutor must show effectual and appropriate organisational accomplishments which should be evidenced through lesson planning. Harmonizing to LLUK ( No Date ) , The section and staff should be measured utilizing a assortment of ways which should include and affect statistical informations such as attending records, classs, per centums, pupil profiles, pupil studies and lesson observations and more. This information can construe and assist to benchmark against information. This should help the control and appraisal of quality confidence as mentioned above. The establishment has a repute to continue and a quality position to accomplish through ends and action programs. It is portion of the PCET instructor to guarantee that changeless parts and attempts are made which are so measured through internal audits, college records, conference tabular arraies and every kid affairs policies. Last, external organic structures, as they help to model the quality together. It could be stated that they are the ‘back bone ‘ . External organic structures such as, LLUK or Ofsted Inspectors mean what must be done. It is an indispensable portion for counsel and that these external organic structures are to assist and better the PCET instructor, college/institution and section. Harmonizing to The University of Bath ( 2005 ) there would be a board and or a quality confidence commission who would be responsible for the staff learning. Internal and external testers are besides utilized to bring forth studies which help to measure and reexamine the instructor, section and institute. All parts of the quality confidence system within PCET are critical to the mix of an overall quality public presentation. The chosen facet for critical rating is observation. Reasoning for my determination is that there is plentifulness of research and information about the subject. Observations assist pedagogues and establishments in footings of acquisition and instruction. It should be made clear for what purpose the observation has and will this profit the instructor or the establishment or both. Bains ( 2006 ) highlighted two chief classs, formal and informal observations. These must be an agreed upon before it takes topographic point. Bains ( 2006 ) stated that Formal observations are those for Performance Management e.g. Ofsted. Informal observations are those used for professional development. These take portion of internal monitoring systems. Peer observations, for illustration, for informal feedback. The University of Sussex ( no day of the month ) highlighted the importance of equal observation of instruction and that this enhances the position of learning and acquisition and besides strengthens quality confidence processes. The University of Exeter ( 2005 ) explained peer observations to be an appraisal of instructors by instructors. Furthermore, couplings may be experienced by mentor/novice or experienced teacher. It could be argued that equal appraisal can instead measure on assorted degrees in footings of learning experience. It is besides questionable whether the observation standard assesses suitably against the ascertained instructor. The equal observation should assist the instructor to develop learning accomplishments by transporting out observations with co-workers. It should be highlighted that the chief aim is to supply chances for instructors to reflect on his or her instruction. The QAA ( 2000 ) stated that peer observation provides pedagogues with chances to larn from each other in a ‘non-threatening environment ‘ . This could propose that instructors would portion thoughts constructively to his or her professional benefit and within relation to professional values. In drumhead, it can be argued that equal appraisal is for the pedagogues benefit. It is problematic how establishments guarantee that pupils learn efficaciously and systematically at all times throughout their instruction. Peer observations are to better instruction pattern which can be seen as good to freshly qualified instructors. It can be commented that equal appraisal assists less experient instructors to better their instruction accomplishments. Pagani ( 2002 ) commented that pedagogues should hold the freedom to take equal assessor/observers. This attack could be argued as vague due to assorted concluding behind equity, equality and besides being critical. In understanding, Pagani ( 2002 ) stated that establishments should place an country of focal point for equal observation. In drumhead, peer observations are utile and appropriate. There is some convergence and a deficiency of decision to a concrete definition of observation. Furthermore, equal observations need to be carefully planned on the evidences of professionalism. I believe that peer observation should non be considered as an informal pattern. It would be just to notice that it is a formal in-house process which adopts formal guidelines. In understanding, Partington and Brown ( 1997 ) identified that equal reappraisal is an indispensable procedure for reexamining thoughts and identifies where errors could happen if action is non followed through carefully. It can be commented that this improves the quality of a product/service. The writers argued that it is an chance to knock and that it is an facet of constructing one ‘s assurance and instruction.Using relevant theoretical accounts of brooding pattern to critically analyze larning on the CourseThe class, for me, has been good and an gratifying experience. It is clip to reflect on my instruction pattern. There have been some hard phases which I have highlighted and times where betterment and action have been considered. Harmonizing to Brookfield ( 1988 ) critical thought is a procedure o n recent experience with a past experience and should make an country or subject for treatment. Brookfield ( 1988 ) mentioned that critical contemplation should include differences and or any relationships which can be highlighted. The purpose of critical contemplation is to develop critical thought accomplishments which will find specific and realistic results. On many occasions throughout the class I have reflected and it would be hard to reflect on the whole class due to such varied subjects and huge complexness of treatment. Hatton and Smith ( 1995 ) designed a critical contemplation theoretical account which identified a model for authorship and placing different sorts of contemplation. The theoretical account will be used to assist help with my critical brooding pattern. The model will besides find phases within my instruction pattern where I believe it is deserving discoursing. The first point of the theoretical account is descriptive and aims to make a starting point. To the attending of past contemplations and pattern it is a wise and an appropriate determination to reflect upon the micro-teach ( pttls ) . The micro-teach was carried out within the early phases of my instruction pattern. This was my starting point for learning and reflecting. The 2nd point will foreground descriptive contemplations which attempts to supply grounds based upon personal judgement. I realised that an active attack to my cordial reception pupils was required and that the VAKs schemes improved my lesson planning and clip direction. Gradually, as the class continued, lesson planning developed to go more structured and defined in footings of my purposes and aims. Throughout my brooding pattern, to my attending, a figure of pupils did non react to how my lessons were planned. Thinking about this, this was down to the degree of functional accomplishments applied to the degree delivered. To my attending, I needed to better my accomplishments on bringing. I needed to understand how I should use them suitably and efficaciously in lessons. The forth action point within the theoretical account must associate to a broader historical, societal and/or political context and what better than my experience and cognition gained throughout the independent survey of the course of study faculty. The survey helped to bring forth some valuable points on societal, political, economical and technological factors within context to my instruction pattern. Brookfield ( 2001 ) described critical contemplation to be a systematic attempt which identified and discovered stuff. Brookfield ( 2001 ) developed the four lenses theoretical account which helped to analyze and help instruction patterns. The four lenses are our ain experiences as scholars, pupils, co-workers, and reading the professional literature. These aid to uncover the premises behind those patterns and name them into inquiry. The theoretical account of contemplation will assist to analyze my instruction pattern within the points identified above. My micro-teach was an experience and made me experience nervous and discerning as I have ne'er taught before in my life. Due to my nervousnesss, I wanted to do certain that I was presenting correct and appropriate information. I researched around my chosen subject which reassured my instruction bringing. I besides found that this became utile when I was utilizing the inquiry and reply technique. I found that I was using learning techniques and schemes that I had learnt in the first few hebdomads of the class. Having applied these learning schemes they helped hike my assurance. The inquiry and reply technique was adopted to help my bringing. I believe that this engaged my scholars. I applied the VAKs schemes to assist all scholars. The pupils engaged good to my micro-teach and I now believe that I need to see an active acquisition attack as I teach hospitality pupils. I personally found that the micro-teach went smooth sing it was my first clip. Having now reflected, I think that more literature could hold been used to back up other scholars. To summarize, the micro-teach was surely ‘a stepping rock ‘ towards going a successful instructor within the PCET sector. I found this a leap forwards and was highly good earlier traveling to my arrangement. After Christmas I personally felt under a batch of force per unit area as I was roll uping my instruction hours every bit good as working towards my assignments. Most of my lesson contemplations identified that my instruction technique and manner was excessively relaxed. Some of my pupils started to misconduct and utilize this to their advantage in category. I realised, after many lessons and observations that I needed to present my lessons with an active attack which would so command and pull off my category. As a instructor trainee, I found that I was passing a batch of clip on my lesson programs. They were non seeking the best out of pupils. I revisited my attack and consulted my wise man who kindly assisted my lesson planning. I found that this helped enormously in authorship and structuring my lessons. I found myself researching around activities and being originative when it comes to learning. I researched and functional accomplishments which closely linked with my VAKs and as consequence, I finally found that pupils were larning efficaciously through their preferable methods of acquisition and my schoolroom direction accomplishments improved. About half manner through the class there were several issues sing my lesson planning. My wise man assisted me to better my purposes and aims. I needed to do certain that my purposes and aims were mensurable and considered way towards my schoolroom attack and pupil benefit. As a instructor trainee, I feel that lesson planning is something that can merely come in clip. In fact, I realised that I needed to do certain I can be after a lesson now to guarantee that I can present a lesson. My wise man and other co-workers supported me by allowing me look at their lesson programs. My wise man and I agreed that I would subject my lesson programs before bringing. This helped me to understand and or rethink my purposes and aims. My lessons improved by being realistic about the purposes and aims and, as a consequence, improved pupil acquisition and instruction accomplishments. The class has surely been a learning curve. One of the most ambitious studies was the curriculum assignment. I personally found that the study involved a batch of reading about political, economical, sociological and technological subjects. The course of study theoretical accounts were hard to understand so I tried to mention to them in a realistic context at my arrangement. My wise man was supportive and guided me through some of the course of study theoretical accounts. From past contemplations, I think that course of study theoretical accounts and understanding them are critical towards presenting specific classs such as the BTEC national sheepskin class. This is a class I was assisting to present. This helped me to understand how I should near my bringing.Make a critical remark on the value of brooding pattern in the development of professional instructors. ( K4, A2, A3 )It would be appropriate to explicate and specify contemplation before doing premises and critical remarks. Reflection is an mundane sense which assists and looks back on past experiences. Osterman and Kottkamp ( 1993 ) stated that critical contemplation is known as a vehicle. This is used by pedagogues to measure and analyze experiences within a schoolroom environment. Brookfield ( 1995 ) mentioned that critical reflective pattern is a procedure which is used to analyze experiences. For illustration, course of study development or theories. It can be stated that contemplation is a procedure which analyses a point or action. In add-on, critical analysis could be used to understand why a point or action is how it is. Within ground, critical contemplation will be used. As a metaphor, the brooding pattern could be the foundations of a house. The intent of contemplation is clear. Consequently, contemplation does non bespeak who, what, where, how and or why practicians should transport out contemplations and that it is left to the pedagogue. This leads on to the work of Brookfield ( 1995 ) and stated that critical contemplation can be broken into a figure of dimensions which address or at least suggest a path for reflecting. 1. Descriptive 2. Descriptive with some contemplation 3. Dialogic contemplation 4. Critical contemplation Brooding pattern, harmonizing to Brookfield ( 1995 ) , stated that practicians can develop self-awareness if they evaluate their performance/s on an ongoing footing. The writer stated that learning pattern can be improved by concentrating on the experiences and activities used. Within understanding, brooding pattern is meaningful and it improves accomplishments and cognition. It can be argued that clip and forbearance is an issue and non to bury how experient the practitioner/educator is. I mean that brooding pattern could turn out more meaningful for a trainee instructor than an experient instructor of over 10-20 old ages. There are many angles which could be argued and that brooding pattern improves over clip and non over dark. Hatton and Smith ( 1995 ) agreed that self-awareness is meaningful when we want to better instruction pattern. Assorted learning methods and accomplishments allow the professional to see alternate avenues. This would hold a positive impact on their instruction by increasing their degree of self-awareness. It can be argued that learning pattern and professionalism can merely be developed in clip. In add-on, personal experiences and the experiences of co-workers should make an environment that enhances pupil larning. This suggests that the experient practician is valuable and they should assist trainee instructors to better their instruction. As a consequence, the pupil, section and establishment benefits. Bruner ( 1990 ) highlighted that critical reflective pattern is an on-going procedure which enriches course of study. I would hold that pedagogues strive to be effectual and pupils want to be originative. This suggests that course of study should reflect both parties concerned. There seems to be contrast and convergence to writers ‘ sentiments on contemplation and being critical. It is to propose that all practicians have purposes and aims which determine enhance instruction patterns and pupils public presentations. Curriculum consciousness is highlighted and brooding pattern should take to accomplish and better the pedagogue in footings of the instruction pattern, pupil ‘s classs, the college conference boards and attending and repute. Bruner ( 1990 ) would urge that instructors engage in critical conversations with co-workers which would heighten and find educational doctrines, instructions, and duties to pupils ‘ growing. To summarize, it can be commented that a practician should reflect on their experiences. Brooding pattern would finally re-shape his or her teaching pattern. It should be expressed that contemplation is wise and is mandatory towards going and or accomplishing higher criterions of learning pattern for the practician, the pupils and the institute. In add-on, I believe that the professional teacher/educator should see and value pupils ‘ remarks. This would prosecute the pupils more and would help the practician to understand the pupils better. Brooding pattern develops professionals and enables us to larn from our ain experiences. Although, I would reason that more experience does non vouch improved acquisition. In add-on, I do n't believe that twenty old ages of instruction is 20 old ages of larning about learning. It may besides be the instance that one twelvemonth repeats over 20 times with no contemplations made. I would see this as hapless instruction. It is deserving noticing that contemplations are honorable and effectual which should, in clip, better learning accomplishments. From reading, it has drawn to my attending that extra research is required about critical reflective pattern.A reappraisal for appropriate chances within my personal professional development and to discourse my acquisition of accomplishments in relation to professional development. ( A1, A3 )ATL ( Association of Teachers and Lecturers ) ( 2009 ) mentioned that since September 2007, all pedagogues within the farther instruction and accomplishme nts sector in England came under new ordinances which revised learning makings. Continuous professional development ( CPD ) for all instructors are now required and is requested by the Institute for Learning ( IfL ) . To derive and make chances within PPD and CPD action will be considered. First of wholly, up to this day of the month, a reappraisal of my accomplishments will be summarised which will assist and help the development chances. As portion of the PPD and CPD, IFL rank is required in order to finish the CPD. Depending on a occupation after the class, full-time instructors should set about at least 30 hours of CPD per twelvemonth for professional development. CPD is a status of retaining the IFL rank and aims to better learning accomplishments. IFL made CPD compulsory for freshly qualified instructors and permits them to learn within FE colleges. Examples of informal CPD might be to work tailing, equal observation, attending at subject-specific conferences, reading diary articles, or garnering up-to-date information on new course of study and or assisting on makings such as 14-19 sheepskin. A accomplishments audit was completed for WBE 1 file which identified assorted failings which could potentially be made into positive results. In add-on, WBE 1 and WBE 2 files were compared utilizing the brooding pattern gained throughout the class. The accomplishments audit identified some failings and besides strengths. One of the chief highlighted failings was maths/numeric accomplishments and that consideration would be focussed to implant these into lessons. This was a smart mark nonsubjective to carry through before completing the class. Second, composing and literacy accomplishments and was more closely related to proof reading paperss before entry. On the other manus, the audit highlighted that IT and communicating accomplishments were high and that assurance developed. Action was considered utilizing smart aims which were defined to accomplish in a measure by measure procedure nevertheless I still experience uncomfortableness with my literacy and utilizing maths in the schoolroom. Brooding pattern was collected towards the terminal of WBE 2 which announced that my assurance and learning ability has developed in footings of lesson planning, clip direction and besides capable cognition through regular reading. Brooding pattern was progressive and rather like a rollercoaster, particularly in WBE 1. To summarize, my contemplations found that the VAKs schemes were good embedded into lessons and they helped my cordial reception pupils. I carefully reviewed my activities to do certain that my pupils were being active in theory lessons. In add-on, an betterment was highlighted that my instruction manner was going more decisive and direct towards my pupils. This aided my schoolroom direction attack. Improvements still needed to be made. Towards the terminal of my instruction pattern, it was reflected that I became excessively patronizing and enthusiastic about learning. I am a passionate individual and I enjoy learning and being about immature people. I try to be healthy which has benefited my instruction manner. I have good organisational accomplishments which have helped me to prioritize my resources and lessons. My personal accomplishments and cognition have encouraged my pupils to near me with easiness. In footings of PPD and CPD, an action program will be considered to develop my instruction pattern farther. The following stairss within my function as a professional forepart of house cordial reception tutor/lecturer will see many equal observations. I believe this will assist me concentrate on how to present maths/numeric efficaciously. I believe that squad instruction and helping in numeral geared lessons would better my pattern. Writing/Proof reading is something which has been a long term job for me. As an academic it was believed that I have dyslexia. It was non proved that I have dyslexia. From now on I will seek to derive some farther aid within the literacy section who may back up my authorship and reading accomplishments. Proof reading has proved good and I still seek for a 2nd sentiment. Throughout my instruction pattern, IT and communicating accomplishments worked to my advantage. I would wish to work with some specialised on-line equipment which will assist to implant IT skills within future lessons. The new course of study 14-19 sheepskin is new to FE colleges and I would wish to be portion of tutoring a class for illustration, nutrient and drink service for 14-19. I would wish to hold my ain personal coach group as this would supply my with the chance to intercede with other co-workers, the course of study director and be able to concentrate on my CPD for the hereafter. I will be able to implant my administration accomplishments in lessons and be able to pass on efficaciously. Working with the 14-19 sheepskin will besides promote me to implant functional accomplishments as the sheepskin classs have more accent on them. This would be an chance to better my ain functional accomplishments at the same clip. Decision To reason, professionalism is an of import and should be approached in a professional manor. I believe that the professional values serve a intent for focal point and that we, as practicians, should respond and work jointly to supplying a worthwhile instruction. The study highlighted that there are some struggles to what professionalism is due to its complex nature. It was discussed that quality confidence is an of import characteristic towards the overall part of the practician. In add-on, quality confidence benefited the pedagogue, the section, pupils and the establishment. I personally found that brooding pattern is considered to be good instruction pattern and that this assists with the overall quality of one ‘s instruction and of the establishment for this affair. Overall, the study was utile to understand the construct of being a professional and being a brooding practician. The study has besides highlighted that there is a demand to constantly reappraisal and reflect. I will now go on my journey of being a professional and I will seek to finish my CPD. Gipps et Al ( 2005 ) Wallace ( 2009 ) †¦ ,