A Study On What Reflection Is Education Essay

A Study On What Reflection Is Education Essay Reflection is the ability for someone to be able to reflect on their actions thus allowing them to continuously learn. It can also be seen as a critical reflection and/or a way of improving or changing the way that something is done or how we behave. Boud et al stated:- Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is working with experience that is important in learning. Within the learning environment reflective practice is a crucial part. It assists in both personal and professional development. The main benefits of reflective practice include the ability for a teacher to have a better understanding of their own teaching style and effective they are as a teacher. In todays society with diversity a big topic reflection will also help to ensure that the lesson and teaching styles employed are diverse. However there are a few issues with the way that some reflections are done. These were researched by Boud and Walker (1988). They found that some people just pay lip service to reflection. Reflections also include a persons thoughts and feelings as well as the experience that they have gone through. It is also common for reflection not to be taken seriously. It was found that a teacher was able to obtain better reflections from students if the students felt that they were in a trusting environment rather than an untrusting one. Donald Schon introduced the process of reflecting in 1983. He wrote a book called the reflective practitioner,. however the concept of reflective practice is much older and John Dewey (1933) was one of the first to write about it. He had an interested in problem solving and wrote about exploration of experience, interaction and reflection. It is based around an experience and the user of the reflective practice analysing their experience and learning from them. Schon was inspired by the work that Dewey produced and as such began to explore the boundaries of reflection and different models were introduced. He firstly wrote about reflection on action and then reflection in action. Reflection on action is where there has been an experience and the practitioner reflects on their reaction to the experience and then thinks about why they reacted that way and the resulting consequences of their actions. This is usually done by way of a documented approach. (see appendix 1) Reflection in action is the ability to think on their feet. This is based around the practitioner being able to deal with a situation that arises and is able to draw upon their experience, feelings and emotions to deal with the situation there and then. There are various models that can be used to reflect on a situation. These include:- Kolbs 1984, 4 step model of reflection (Reece and Walker, 2006, p.92, fig. 2.18) Concrete Experience Active Reflection Experimentation Observation Abstract Conceptualisation There is some debate about where this cycle starts. Kolb states that it runs in a clockwise direction and may begin at any given stage. It is a continuous wheel that can keep spinning. This is in contradiction to what Dewey (Dewey, 1993; Moon, 2003) state. He says that the cycle should begin with Concrete Experience which is a specific occurrence. Personally I feel that it should begin with a concrete experience as this is what is being reflected upon. Research by Roffey-Barentson Malthouse, (2009,P.7) suggests that this model is beneficial for teachers. Graham Gibbs 1988 based his models around Kolbs but created more categories within it to aid the process. Description What happened? Description What happened? Action Plan If it arose again what would you do? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Conclusion What else could you have done? Analysis What sense can you make of the situation? (Taken and adapted from Roffey-Barentson and Malthouse, 2009, p.7) This cycle is a lot more prescriptive that Kolbs and it may inhibit free though as it is more specific. Like Kolbs cycle this is a continuous cycle, it has no specific end point. I dont feel that Kolbs or Gibbss cycle would suit everyone as some people need conclusion. This is also a useful debriefing tool. It helps to keep debriefs structured. Both of these models are used frequently within the department where I work. Kolbs cycle is used to enhance the level of student activity and involvement. Honey and Mumford (1982) linked different learning styles to each stage of the Kolbs Cycle and then different teaching strategies. (see appendix 2). These all help to make the lesson inclusive to all and ensure that everyone learns from the lesson. It is a lengthy approach to the debrief process but as we say the learning comes from the debrief. A scenario can last a few minutes but the debrief 10-15 minutes or more depending. When developing my lessons I know the students circumstances and needs. Our training is set out by the Curriculum, this outlines the standards and training required. We run on a 2 year cycle so that all aspects of the curriculum are covered. The organisation I work for requires me to provide equal opportunities, value diversity, promote equality and inclusivity as well as not to be discriminatory towards any student providing them with a comfortable working environment. Using the cycle set out in Appendix 2 allows me to do that. Gibbs Model is used during most debriefs that take place. As we are a firearms training centre nearly all aspects of training have a practical element to them that requires a structured debrief. This cycle is used to aid the process for both shooting and role play exercises. For each of these models it is essential that the teacher or in this case Firearms instructor is occupationally competent in their role. This is the ability for someone to do their job effectively. There are a number of skills that are used to improve performance they include knowledge, skills and behaviour. All instructors at the TTC (Tactical Training Centre) are well qualified and are competent to perform the role. Each instructor is qualified to carry weapons and can be used operationally whenever required. Due to this it is essential that instructors maintain a good knowledge of operational procedures, time is allocated within the year planner for instructor training days. On these days instructors take part in refresher training to maintain these skills. The Curriculum governs everything we do and as a team we have team meetings to discuss changes and reflect on the practices ensuring that everyone is clear about the changes. As an instructor or student you should always be striving to learn more so that you can share his knowledge and move forward with the changing times. This in turn will make you more operationally competent. Shoot for the moon. Even if you miss it you will land amongst the stars (Les Brown, Educational Quotes for the 21st century page 3) We use the evaluation sheets along with the instructors personal reflection to improve training sessions and modify them accordingly. Instructors are encouraged to reflect using the EDAR cycle. This stands for Experience, Describe, Analyse and Revise. Students, especially adults, can provide invaluable information about your performance that cannot be collected from any other source (Reece, I Walker, S (2007:48) Instructors are required to have a minimum of 120hrs contact time with the students in a 24 month period. A minimum of 60hrs should be instructing tactics and 60hrs range work. This is to maintain a good skill level. As an instructor you are assessed on a regular basis to make sure that you are competent in these areas. This is done by the head of centre, CFI and the evaluation officer to confirm that they meet the required NPFTC criteria. A detailed portfolio is also kept by each instructor to document lesson and activities that they undertake. This is cross referenced with the National Firearms Instructor Accreditation needs. It is checked and signed by the CFI and Head of centre to ensure that each instructor is competent. On a personal level I use SWOT analysis (Brookfield, 1988) to evaluate and reflect on my current skills. This also helps me to identify areas where I can improve and develop. It also identifies areas where opportunities were not taken and the implications of this. Leading on from the SWOT analysis is the SMART action plan that assists in my personal development. Both of these are uncomplicated to use. Another reflective practice available to us was devised by Ojanen (1993). He stated that group discussions about personal experiences relevant to the topic being taught will help the students and teacher to improve their practices. At the TTC we always try to ask for, and get, the students own experiences to help with the lesson. This becomes increasing relevant when doing more specialist training like, VIP, Medics training Rifle etc. It was found that by doing this both teacher and student learn. By three methods we may learn: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius (551 BC 479 BC) Chinese Philosopher) Critical reflection is also used when debriefing aspects of firearms. It first came about by Dewey in 1916. It is important that this type of reflection is conducted in a professional manner and that it uses the knowledge and experience of the instructor to discuss the scenario and guide them towards the necessary changes that maybe needed. This is quite a complex task that requires good orchestration by the instructor. Thompson and Thompson (2008) discuss critical depth and breadth. Critical depth is the need to look beneath the surface and emphasise that things shouldnt be taken at face value. Critical breadth looks beyond narrow, individual factors and takes into account the sociological aspects of the situation. They go on to state that without depth the reflective practice may come across as insignificant and not get the points across and could be misleading. Without Critical breadth there is a possibility of not seeing the bigger picture. This type of reflection is used frequently however some students take it personally and get very defensive and stroppy during this type of feedback. It has to be issued with tact and as the instructor I have found that you have to prevent yourself from getting involved in a heated discussion. The teachers role in discussion is to keep it going along fruitful lines be moderating, guiding, correcting and arguing like one more student (Mortimer Adler, The Paideia Proposal, Educational Quotes for the 21st century page 18 ) Self-evaluation is very important as it allows you to reflect on what you have delivered and the quality of it. From both your own reflection and the information gathered from your students feedback you are able to make changes to areas within the lesson that may need adjustments for the next time that it is delivered to make them drop dead proof and flow better. I keep a Reflective Practical Journal for my own personal action plans and Continual Professional Development; I am currently mid-way through a mentoring process that began when I first came to the Tactical Training Centre. Evaluation also helps with this process. To complete the evaluating process I use EDAR:- Experience:- Deliver the lesson or Experience. Describe:- who was involved, what happened, when it happened and where. Analyse:- Consider what happened Revise:- Think how you would do it differently. I feel that it is important to make the time to complete a reflective practical journal and find it useful to refer back to. When this document is reviewed by myself I pick out areas for development. The Tactical Training Centre has a high standard of teaching and the head of centre strives to ensure that each instructor continues to develop. He does this by ensuring that the instructors go on courses to maintain skill levels and also ensure that there are enough instructors to be subject matter experts in specialist areas. Teaching standards are regularly checked by the head of centre who sits in on lessons and evaluates the training and how it is delivered. He encourages the instructional staff to make the lessons interesting and that all the students are involved in the training. The continuing professional development (CPD) of teachers is governed by the 2007 regulations regarding to CPD. This complements the aims set out by the Institute for Learning (IfL) to encourage teacher-centred development activities. CPD in relation to a teacher means continuing professional development, which is any activity undertaken for the purposes of updating knowledge of the subject taught and developing teaching skills. (www.ifl,ac.uk) Task 2 I had a lengthy discussion with the Head of the Tactical Training centre who is an experienced teacher and Master Practitioner in NPL. We discussed the pros and cons of reflection and both came to the same conclusion that it is good to reflect however it is important to try not to make it to complicated. He believes that everyone should reflect however, it is not the be all and end all. It is a useful aid to help teachesr to progress. If we dont reflect we dont learn. Reflection is all part of the experiential Learning practice. It can also have a tendency to stop some people from moving on. They get stuck in the past rather than trying to move on. He feels that it is a useful tool and he tend to reflect quickly to try and prevent it becoming too negative. It is his belief that we should spend about  ¼ of our time reflecting and  ¾ of our time improving. However he does not have a preferred style of reflection but it is generally based around Kolbs (1984) 4 step model of reflection. In the NLP world reflection is described as either moving away from something or moving towards something. It is all based around what you actually want to get from delivering something. This needs to be established prior to the lesson commencing. Reflection tends to be cognitive; people drop into it and revisit it at a late date. We discussed and both agreed that reflection tends to be quite negative and we dont tend to focus on positive reflection. It is just as important to know why something has gone well and why it has gone well as it is to know why something hasnt gone as well. In our organisation positive reflection tends to be done in the form of Evaluation. Within our area of teaching reflection is conducted using Reflective Practical Journals, personal Portfolios, Personal Development Reviews, Peer observation and group discussion. Everyone helps each other out. For example the 2or 3 instructors selected to run a core session produce a package on the given topics. Once completed and signed of they deliver the session to the other Instructors in the office. This is so that any issues can be ironed out and addressed prior to it being delivered to the students. This also helps with keeping it uniformed and making sure that everyone is singing off the same hymn sheet. If you are very close to something it is quite difficult to always see any issues. If you reflect on it as part of a team it came help open it up and make sure that the product to be delivered is of a high standard. There are many purposes of a RPJ, these include:- To record an experience To learn from an experience To develop critical thinking or the development of a questioning attitude To increase the ability of reflection and thinking To enhance problem-solving skills To enhance reflective practice For personal development and self-empowerment For means of supporting behaviour change Enhancing creativity Improves skills like numeracy, writing, reading, ICT skills etc The list is endless. The act of writing is a great stimulus to creativity. When we are grappling with a problem, it is a common occurrence that in writing down our conscious thoughts on the question, useful associations and new ideas begin to emerge. Writing immediate thoughts makes more room for new avenues of thinking, new possibilities. (Miller, 1979) Task 3 A Reflective Practical Journal (RPJ) is a reflective journal and can be used to help the author through a transitional phase of education or through a lengthy course such as an initial firearms course or during core training. If used correctly than can help you become a better teacher and help with professional awareness, personal development and self-awareness. They help to document strengths, weaknesses, opportunities and challenges. The personal journal has been for hundreds of years to articulate the human drama of living and to explore new knowledge (Wolfe, 1989) A RPJ should reflect the leaning experience that the author has had, what they have seen, what it felt like, how it was seen by others and how it could be done differently if at all. It is important that these entries can be understood and that they are dated to help recall when an event has occurred. They can be used to instigate either small or large changes to procedures or lesson using reflective practice. I tend to be more of a critical reflector. I have chosen to use Gibbs reflective cycle for my reflection as I believe that it gives greater flexibility with fewer constraints than some of the other models. I have chosen a critical incident that occurred during core training for my reflection. This session was being attended by AFOs and was a core 2 training session. The session was designed to allow the students to research a given topic and deliver their findings to the rest of the group by using some new technologies that are available to us. I am aware that AFOs dont tend to like to present things to others and I was expecting the session to be met with little enthusiasm. The session went really well with some good enthusiasm shown. However I felt a little reticent about the whole thing. I wasnt sure why I felt like this so I decided to do a SWOT analysis chart (appendix 3). The headings are quite simplistic however too actually write below each heading can be quite complex from a critical perspective. There is a potential to make the comments quite negative, the headings almost encourage this. As I reflected on the Core session and examined the content, the delivery methods etc I knew that it had been delivered well and the learning outcomes had been covered. I still felt a little unhappy. So I began to look deeper into it and then it struck me. One of the students had been very quiet and just sat chewing gum looking uninterested. He actually performed well during the task but the more I thought about it the more it frustrated me. Why was he so uninterested? It was almost like he didnt want to be there. By writing a SWOT analysis I was able to simplify my views, feelings and concerns and develop an action plan using the SMART model. (Appendix 4). Using these analysiss it helped me come to the conclusion that the reason for my uneasy feeling was that I was taking one students attitude personally. It is in the solitude of blank pages that adults can reflect on their life experiences, contemplate future directions, and come to trust more deeply in their own answers (Christensen, 1981) When, after some deliberation, i found that actually it was the students issue. . I spoke to him the following day on a firearms detail and asked him what the problem was as he looked unhappy. He informed me that he didnt want to be there doing the training or even in the job. My worry had been for nothing, I had just taken it personally. Task 4 It is quite strange but without realising it I reflect on everything, not just things about work but also things in my personal life. Since becoming an Instructor I have been able to put these reflections into context. My reflections always appeared to be quite negative, with me doing something wrong or me having to change. Since keeping a Reflective Practical Journal (RPJ) my reflections have become more reasoned and I am learning not just to reflect on the negative but also the positive things that occur. As my confidence is growing so is my ability to not be so critical of myself in my reflections. The personal journal has been used for hundreds of years to articulate the human drama of living and to explore new knowledge (Wolf, 1989) I dont only keep a RPJ but also a personal portfolio documenting teaching and training sessions that I take part in. These all form part of my Continual Personal and Professional Development. This is taken very seriously where I work and the inspector at the Tactical Training Centre takes each instructor personal development very seriously. He actively encourages us to do courses that will benefit us and the organisation. We have our lessons evaluated on a regular basis and any training issues or areas for improvement in a trainers style and/or delivery can be addressed. The Head of Centre and the Quality assurance and evaluation officer carry out level 1 2 evaluations by observing lessons being delivered for content, relevance and the delivery style. These are done on a regular basis. Following lessons the evaluation officer speaks with some students, questioning them on their thoughts on the training that they have received. The information is then collated and is fed back into the CFI and Head of Centre by means of a report during team meetings. Level 3 4 assessments are carried out by independent assessors from external organisations. The feedback that they give is also collated and acted upon to inform and improve training. There is a Firearms practitioner meeting held monthly that is attended by the Inspectors and Sergeants from the Operations and Training departments. The Quality assurance and evaluation officer also attends. Any training issues and needs or issues that have been flagged up by the OPS department are addressed at these meetings before being ratified and put into practice. This ensures standardisation between the two forces. The Head of centre has just had the role of the firearms instructor for Durham and Cleveland updated. He has now included that all instructors should also be IOSH and CTTLS qualified as a minimum to be able to perform the role. He is also in the process of ensuring that staff maintain and improve within their occupational role by promoting up to date qualifications such as the TAQA assessors course that is currently being rolled out. This confirms professional accreditation within curriculum compliant courses Ultimately NPIA attend the centre and assess the work carried out at there. They have recently attended and assessed the centre. They checked lesson plans, Instructors portfolios, practitioner meeting minutes and managerial minutes. They can stipulate if they deem it necessary that more assessment criteria be put in place and can advise that instructor do more academic qualifications in line with educational standards. All these procedures ensure that all the instructors and training is delivered to a very high standard. This was apparent in the latest inspection where NPIA rated the centre as one of the top 3 in the country. On top of that each instructor completes a Personal Development Review (PDR) that is looked at annually by the sergeant, inspector and other members of the senior management team. These also outline good and bad practice as well as any other training needs or requirements. In the future I would like to develop my own confidence. There are opportunities now for some of the instructors to go on NLP courses. I feel that this would be beneficial for me and aid me in my future career as a teacher. I have highlighted this on my PDR and discussed it with the Head of Centre who is very supportive of this. See Appendix 4 for my SWAT analysis. Appendix 1 Reflective learning Journal Name Date Experience Significant event or incident Describe Who, what, When, Where Analyse Why, how (impact on teaching and learning) Revise Changes and/or improvements required Appendix 2 Stages in Kolbs Model Honey Mumford Learning Styles Teaching Strategies for each stage Concrete Experience- Direct practical experience Activist Prefers doing Hands on approach, lab or practical session, simulation, taking notes, observation, visits field trips, project, role play, debate Reflective Observation Reflect, describe, communicate and learn from the experience. Reflector Observes and thinks about situation. Discussion, personal development diary or log, tutorials, case study, one to one. Abstract Conceptualisation Use models and theories to draw conclusions. Theorist Needs to understand reasons, concepts, and relationships. Lecture, seminar, discussion, reading. Active Experimentation Testing those rules, apply to new learning experiences. Pragmatist Have a go, try out to see if they work. Experiment, simulation, buzz group. (taken from table linking Kolbs 4 stage model with Homey Mumford Learning Styles and Identification of Teaching Methods for each stage. Fig 2.21 Appendix 3 Swot Strengths I am very creative and planned the lesson well which was borne out by the results that were achieved by the session. Due to this creativity I was able to talk to the various groups of students and encourage them to embrace the session and help them to decide what technology that they were going to use to impart the information on the other students. Weaknesses I tend to wear my heart on my sleeve and I take things to personal. If someone is negative in a lesson I tend to take it personal rather than look at the bigger picture. Opportunities I deal with students on a daily basis and will be involved in many situations where my ability to deal with negativity will be tested. Threats I will constantly worry that I have done something wrong. This will then have an impact on my confidence and will in turn have a negative effect on my ability to teach effectively. The students will eventually pick up on my concerns. Appendix 4 SMART Specific I would like to improve my ability to not take negative attitudes or responses personally. This is very relevant for my role as a teacher and it will also help me greatly in every aspect of my life both in and outside of work Measurable I will be able to measure this by keeping an up to date reflective diary on each day of teaching that I do. I will include my personal feelings about how I feel the day went and any concerns that I have. I will monitor these along with my tutor and discuss possible reasons as to why I feel that way. Achievable This is achievable as I have time at the end of each day that I use to complete my portfolio and can incorporate filling in a diary as part of it. Relevant This is relevant to my role as a firearms instructor. It will help me to improve and come across more professional to the students by not wearing my heart on my sleeve.

Marxist View Of The Colonialism History Essay

Marxist View Of The Colonialism History Essay European colonial period was the period 1500-1900 in most of the European powers to colonize Africa, America and Asia. Designed to boost the bottom of the first region of the national economy at the expense of rivals, the colonies are usually allowed to deal only with the mother nation. By mid-19th century, the great British Empire as trade restrictions mercantilism and established the principle of free trade, the conditions of the restrictions or charges. The Stanford Encyclopedia of Philosophy 2006 used the word colonialism to describe the process in Europe in other regions of the world, including the Americas, Australia, Africa and parts of Asia settlement and political control. Countries of imperialism and colonialism, constantly discussed because it is difficult to distinguish between these two words distinction, and use this project as a broad concept of colonialism is the dominant 16th-century European political project to the end of the twentieth century, the national liberation movement in the 1960s. The relationship between the colonial force of the majority (or import) and foreign invaders of indigenous minorities. What is the decision, affecting the life of colonial peoples and the implementation of the colonial rulers in pursuit of interests, is usually defined in a distant city. Refused to compromise cultural colonial population, are convinced the settlers and their ordained task, in order to rule out the advantage. [7] Activities that can be called colonialism has a long history. Africa, Egyptians, Phoenicians, Greeks and Romans built in the ancient colony from the colonial empires. Metropolis from the Greek metropolis the mother city, colonial word comes from the Latin Cologne grew up. Between 11th and 18th centuries, Vietnamese established military colonies south of their original terrain and immersed the territory, in a procedure known as nam tià ¡Ã‚ °Ã‚ ¿n. Recent colonialism started with the Age of Discovery. Spain and portugal discovered new land built or opened large tracts of land between the ocean and shopping centers. For some people, it is the expansion of other types of construction colonialism colonial characteristics of the other side of the ocean. In this new land was divided between the Portuguese Empire and the Spanish Empire, and so between the papal bulls and the Treaty of Tordesillas and Zaragoza (1529) of the Treaty. With this commercial revolution. See the late Middle Ages in Italy and the eastern Mediterranean, accounting and banking sector reform. These ideas were adopted, and adapt to the high risk in Western Europe, and return to the colonial enterprise. In the 17th century, the establishment of Dutch colonial empire and the French Empire and the French colonial empire, and later became the British Empire. He also believes that the establishment of colonial empires, colonies abroad in Denmark and Sweden. Reduce the spread of colonial empires in the late 19th century, the United States as early as in 18 of the Revolutionary War and the War of Independence in Latin America. However, the introduction of a new colony, after this period, including the Belgian colonial empire and German colonial empire. And participated in several European powers in the late 19th century, the scramble for Africa. I found, at the same time above the Empire, the Russian Empire, the Ottoman Empire and the Austro-Hungarian Empire, but does not extend over the ocean. In contrast, the traditional route of the invasion of neighboring lands imperial expansion. , However, some of Russias Bering Strait colonial rule in the United States. Empire of Japan itself along the European colonial empires. Overseas Territories in the United States after the Spanish-American War, the American Empire. After World War I, the victors divided the German colonial empire. Many of the Ottoman Empire and between them these tasks Alliance land is divided into three different speed, and believes he will be ready for independence. [11] However, outside the United States until after World War II decolonization delay. In 1962, the United Nations Special Decolonization Committee, and is often referred to as the Committee of 24, in order to facilitate this process. In addition, tens of thousands of the independence movement and the political unity of the global project, the former colonies of the Movement of Non-Aligned key role in the decolonization efforts. Marxist view of colonialism Marxism sights colonialism as a form of capitalism, imposing exploitation and social variation. Marx believed that working within the capitalist world system, the uneven development of colonialism is closely related. A file corruption and large-scale development and system-dependent economic distortions, psychological and social chaos, poverty and the great dependence of neo-colonialism. [16] according to Marxist historians, whether it is in the Western European countries colony, stealing more than half of a normal life, the lack of nutrition citizens. [17] in the colonies and production means. Raw materials and looking for new investment opportunities is the result of the accumulation of capital, competition between capitalism. Lenin, imperialism, colonialism, imperialist monopoly capitalism through colonialism and night Sonja S. He explains: Vladimir Lenin called a firm principle of self-determination of the people in his socialist revolution thesis on the right to self-determinati on of the socialist Internationals plan OLL a key factor, he quoted Lenin that the right of peoples to self-determination, special rights, in the political sense of independence, freedom political separation of the rights of the oppressed countries. more specifically, the demand for political reasons. democracy suggests complete freedom to stir for secession and for a survey on secession by the seceding nation-state. In recent years, scientists have invested less attention to the discussion of colonialism in the Marxist tradition. This decline reflects the influence of Marxism in academic practice and policy. However, Marxism, moved the independence movement of all post-colonial theory and anti-colonial rule over the world. Drew attention to the expansion, helps to explain the concept of European politics after the end of the sustained economic development of direct political rule, and pointed out that the material basis of Marxism. From the point of view of Marxism, a form of imperialism is inevitable. Large population exported to overseas resource-rich land, the countrys industrial products and a reliable source of natural resources to create a market. Or, you can be the weakest countries face the choice between voluntary acceptance of foreign products, is not conducive to work under the influence of the local industry or political, in order to achieve the same goal. Marxs analysis of the progr essive forces of colonialism brought update feudal society like a transparent rationalization of foreign domination. However, his British hegemony account reflects the contradictions of capitalism in Europe. In both cases, the Marx recognized during the transition from feudal society to bourgeois society caused great pain at the same time stressed that the change is necessary and progressive end. He said, the penetration of the trade, lead to a social revolution in India. For Marx, the positive and negative consequences of the disease. Traditional farmers are losing their livelihoods, is a lot of human suffering, but also shows that the traditional rural communities far from ideal, but the site of class oppression and slavery, suffering and cruelty. The first phase of the modernization process is completely negative, because of the poor pay heavy taxes to support the British rule, withstand economic crisis the English cotton production cheaper. Ultimately, however, British merchants began to realize that the Indians can not afford to buy clothes or imports of British administration, if they do not effectively trade in goods, providing incentives for production and investment in infrastructure in the UK. Marx believed that the British ruled greedy and cruel exercise, he feels he is still an agent of progress. Therefore, Marx discussed the British rule in India three aspects: the account of the advanced nature of foreign domination, the critique of the human suffering involved, and the last parameter of the British rule should be temporary, if the evolutionary potential to achieve . Lenins perspective, imperialism clear key. He stressed that imperialism is a way to make the European countries to postpone the inevitable revolutionary crisis exports by countries with weak local economic burden. Lenin said, the economic logic of the reasons advanced capitalist imperialism in the late nineteenth century. Declining margins caused by the economic crisis can not be resolved through regional expansion. Group of capitalism forced to expand in seeking to transcend national boundaries, conquer new markets and resources. In a certain sense, Marxs analysis, see the expansion and the ongoing process of European colonialism in the country and throughout Europe within, which is fully compatible. The thought of Marx and Lenin, imperialism and colonialism led to the same logic, leading to economic development and modernization in the surrounding areas of Europe. But there is an element of the unique analysis, Lenin. Around the state monopoly capitalism since the end of the compet ition in the market take the form of military competition between the countries on Earth can be masters of their own exclusive economic zone.

The Management of Stress Essay -- Game Plan, Unhealthy Diet

Everybody has at least one thing in common. Can you guess what it is? If you guessed, heartbreak, you’re right, but that’s not the answer I’m looking for. The correct answer is stress. Everyone has stress in his or her life at one point or another. It’s one of many inevitable parts of life. Whether it’s busting out a research paper for Psychology at the last minute, expecting your first child to be born, to making sure you’re up in time to catch the Saturday morning cartoons, it’s clearly evident that everyone goes through stress. The real question is, how is stress handled in our society? A person is defined by how they handle the stressors in their lives and how they overcome stressful moments. This paper will explore the aspects of stress management; hoping to help others in their times of stress. To fully understand stress management, one must understand the natural stress response. When a person encounters a perceived threat, the hypothalamus, a tiny region located at the base of the brain, sets off an alarm in their body. Through a combination of both nerve and hormonal signals, the system prompts their adrenal glands, located at the top of the kidneys, to release a surge of hormones which include adrenaline and cortisol. The adrenaline causes an increase in the heart rate, thus causing an increase in the blood pressure and energy supplies of the individual. Cortisol, which is the primary stress hormone, creates an increase in sugars which are known as glucose in the bloodstream. This enhances the brain’s use of glucose and decreases the availability of substances that help repair tissues. This alarm system also communicates with regions of the brain that control moods, motivation, and fear. Once the perceived threat has p... ...uestion? Works Cited America’s #1 Health Problem. (n.d.). Retrieved from The American Institute of Stress website: http://www.stress.org/americas-1-health-problem/ Borchard, T. (2010). 18 Ways to Manage Stress. Psych Central. Retrieved on December 1, 2013, from http://psychcentral.com/blog/archives/2010/06/23/18-ways-to-manage-stress/ Chronic stress puts your health at risk. (n.d.). Retrieved from Mayo Clinic website: http://www.mayoclinic.com/health/stress/SR00001 Heissman, K. (2012). Stress Management Practices: What Works and What Doesn’t. Psych Central. Retrieved on December 1, 2013, from http://psychcentral.com/lib/stress-management-practices-what-works-and-what-doesnt/00011942 Stress Management: How to Reduce, Prevent, and Cope with Stress. (n.d.). Retrieved from Helpguide.org website:http://www.helpguide.org/mental/stress_management_relief_coping.htm

Cinematic Techniques Essay -- essays papers

Cinematic Techniques The extraordinary film The 400 Blows (Francois Truffaut, 1959) skillfully uses cinematic devices appropriately within the context of the theme. Part of the underlying theme of this movie as explained by Truffaut himself is, â€Å"... to portray a child as honestly as possible...†(Writing About Film, 1982). It is the scenes in this movie that are most helpful in disclosing the overall theme of the film. Within the scenes, the camera angles in this film play an important role in accentuating the emotions behind the scene. The camera angles used in this film will be the primary focus of this paper. The high angle shots utilized in The 400 Blows are effective in helping to develop the overall feel of a scene. This movie uses the high angle shot in three different scenes to evoke three different emotions and it still works extremely well. The opening sequence uses a series of high angle shots to assist in establishing a feeling of childhood innocence and indeed, the child in this film, Antoine Dionel (Jeanne-Pierre Leaud), starts out innocent. The camera focuses of the city buildings and the sky above. As shown from a ground point of view, the buildings are larger than life and intimidating. This is how most children view the world, as being large and intimidating. Take, for example, the scenario of dropping a child off for his/her first day of school. Most of them are devastated because they have to deal with a world that is larger than the one they know, an...

Plastic Production Essay -- Environment, Fossil Fuels

1.0 Research Background The term of plastic has attracted more attention in the literature for the past 100 years since the introduction of the first industrial plastic at the latter part of the 19th century. John Wesley Hyatt, an American, finally came upon the solution in year 1869 with celluloid which makes its debut in plastic industry (McCord, 1964). Ever since after, there have been several milestones in the history of material science as the invention of plastic has, arguably, touched more lives than any other technological breakthrough. Plastics play a significant role across the environmental, societal and economic dimensions of sustainable development. Our modern lifestyle would not be possible without plastics. Plastics have proliferated so readily throughout the modern world because of their inherent properties such as lightweight, versatility and durability (Fortelnà ½ et. al., 2004). By possessing these advantageous characteristics, plastics has become a good candidate for replacement of other materials that range from simple plastic parts such as household storage containers, to sophisticated devices such as heart replacement valves. It is this range of properties together with their low cost that has driven the annual worldwide demand for plastics to reach at least 308 million tonnes by 2010 (Andrady and Neal, 2009). 1.1 Impacts of Plastic Production Although plastics have had a remarkable impact on our culture and lifestyle, the production and use of plastics pose increasing threat to environment. Most plastics are made from fossil fuels and thus plastics production has an impact on oil consumption, both as a raw material and to deliver energy for the manufacturing process (van der Voet et al, 2003). The proce... ...is chapter. The literature review of the related subjects has been outlined in Chapter 2. The main objectives of this chapter are to present the latest knowledge and studies from other researchers relating to the feasibility of performing reprocessing operations in the plastic industry particularly in recycling of plastic and the implementation of Taguchi method in optimizing the injection moulding processing parameters to enhance the mechanical properties of the recycled plastic products. The following Chapter 3 delineates the methodology used in this research wherein every procedure of the experiments is explained in details. Chapter 4 analyzes and discusses the results obtained from the experiments based on the Taguchi method and analysis of variance (ANOVA). Chapter 5 highlights the conclusion on this research work and ends with the future work continuation.

“Icarus” by Edward Field Essay

â€Å"Icarus† by Edward Field is about a young man named Icarus Hicks who experiences anguish while living in the human world, but attempts to fly again. The original Greek myth of Icarus states that Daedalus, father of Icarus, made wings out of feathers and wax to escape from the Labyrinth (a complex maze he built). After constructing the wings, Daedalus warned Icarus not to fly too close to the sun; however, Icarus disregarded his warning and flew close to the sun, melting the wax. Icarus plummeted into the water where he drowned to death. The poem, â€Å"Icarus† exhibits how Icarus did not actually drown but swam to a city where he began to live a human life. References to the myth include, â€Å"compelled by the sun† (line 14) and â€Å"thought himself a hero† (26). Icarus is depicted as remorseful of his actions and wishes he had drowned instead. â€Å"Icarus† includes a number of literary devices, such as alliteration. In line 1, Field writes â€Å"feathers floating† and in line 3, â€Å"police preferred.† In the third stanza, there is â€Å"curtains carefully† (line 22) and â€Å"hates himself† (line 25). Field also describes the setting, the human world, as dull and mundane for example in line 11 Icarus is wearing a â€Å"gray, respectable suit.† The tone in the poem is gloomy and dejected as represented in line 13 with â€Å"sad, defeated eyes.† Imagery is perceived in line 1 â€Å"feathers floating around the hat† and line 24-25, â€Å"tries to fly to the lighting fixture on the ceiling.† In the poem â€Å"Icarus† by Edward Field, the main protagonist, Icarus, is struggling to adjust to the human world and cannot let go of his past. The purpose of the poem was to allude to the Greek myth of Icarus and demonstrate how greed may lead to a lifetime of regret and sorrow. Field portrays Icarus’ grief through his daily life in the modern world.

Bilingual education issue Essay

While the position of education officials is one of inclusion for all learners, irrespective of ethnic, national, religious, sexual, social, linguistic or other varying backgrounds, there seems to be little collaboration between policy and practice. Though the state government sets the official standard for the way particularly governmental educational facilities are operated, several problems that different ethnic and language groups face in the educational setting go counter to laid-down guidelines. It is my position that, though non-native speakers of the English language should be assimilated into the culture and language of the country as far as possible, it is still essential that attempts be made to retain the students’ native language. Assimilation into the culture will necessarily involve immersion into the local language but that has to go along with plans and procedures that sample the students’ varying cultures and providing meaningful experiences via the classroom setting for all learners as far as possible. Therefore the position to retain the students’ native tongue within the classroom setting, rather than overshadowing it with the English language, must be adopted by educational officials if the educational goals of the institutions are to be realized for all students in the system. Furthermore, Good & Brophy (1995) agree far too often educators are too quick to disregard the individual differences and characteristics of students and attempt to deliver curriculum as if their students were a purely homogenous group. They suggest that â€Å"teachers need to engage all students in social and academic tasks that are meaningful to students†(p. 555). Therefore, it is the duty of the teacher to ensure that the learning environment is one of inclusion and not exclusion for the multiplicity of individual differences that may exist in any given classroom. It is agreed that correlation, communication and cooperation between the home and the school, between parents and teachers is an essential recipe for a student’s success in the classroom. Often for bilingual students, particularly recent immigrants, there is no continuity between the stress on English and the American culture between the home and the school. Language specialists have long noted that parents are often less likely to learn the new language than their children. Therefore when there is a decided stress on the removal of the native language from the classroom, this is counteracted by its use in the home and communities from which these students come. This conflict between the goals of the school and the goals of the home cannot continue. I believe that if more schools attempt to be linguistically inclusive, encourage expression in the native language then parents may be more inclined to work along with the school in helping to assimilate their children into the American culture. The government’s position on the issue is quite clear. In Title VII of the Elementary and Secondary School Education Act of 1968, official laid out the policy of the government to support, even financially, program that aimed to develop and implement creative methodology that would meet the needs of these special set of students (Cited in Rodriguez, 1999). Though this position does not explicitly support the use of the native language in the classroom, it implies inclusive rather than exclusive and hostile methodology. I am in no way suggesting that the learning of the English language is not important. In fact it is absolutely necessary for these students to be accommodated into special programs that aim at facilitating their immediate induction into the use of the English language. What I am advocating however, is that the ties to the native country, which is often maintained primarily through language, should not be so readily attacked by the educator seeking to homogenize the classroom. The curriculum must, in all respects, seek to meet the needs of all learners including those who are not very proficient in the use of the English language. As Good and Brophy (1995, P. 555), mention â€Å"although learning English is a part of the program, it is only a part. † REFERENCES Good, T. L. & Brophy, J. E. (1995). Contemporary Educational Psychology. (5th ed. ). New York: Longman Publishers. Rodriguez, Luis. (1999). Discretion and Destruction: the Debate over Language in California’s Schools. Texas Forum on Civil Liberties and Civil Rights, 4(189), 189-233.