Fahrenheit 451 Character Analysis - Free Essay Example

Sample details Pages: 3 Words: 910 Downloads: 10 Date added: 2019/04/10 Category Literature Essay Level High school Topics: Fahrenheit 451 Essay Ray Bradbury Essay Did you like this example? In the book Fahrenheit 451, written by Ray Bradbury, Montag never got to experience the knowledge and truths held in books, especially because his job was to burn them. This knowledge from books gave you a type of power that no one else could ever achieve without doing one simple thing; reading. This was normal, though, and no one ever really saw reading as an option. Don’t waste time! Our writers will create an original "Fahrenheit 451: Character Analysis" essay for you Create order People living in this society were taught that books were dangerous, almost poisonous, and everyones freedom of choice was being taken away, without them even noticing, or caring for that matter. Bradbury addresses these struggles through character metamorphosis, wisdom, and character dialogue. Mindless stimulation and titillation do not create lasting satisfaction. This means that living a half-life does not bring happiness. You have to think and process things to be able to live a full life. For example, Montag thought he was happy being a fireman, but realized it was just society telling him he needed to be. This realization came to mind because his friend, Clarisse asked him is he was happy, He felt his smile slide away, melt, fold, over and down on itself like a tallow skin, like the stuff of a fantastic candle burning too long and now collapsing and now blown out. Darkness. He was not happy. He said the words to himself. He recognized this as the true state of affairs. He wore his happiness like a mask and the girl had run off across the lawn with the mask and there was no way of going to knock on her door and ask for it back. Montag admitted to himself that he wasnt happy, and everything changed. Bradbury might be trying to emphasize the wisdom that you cant gain hap piness from a fake type of lifestyle. This moment leads to Montag standing up for himself, fighting for his freedom from societal norms and laws, and his acts of rebellions. Also, Montag, when alone and completely himself, the fake smile we wear and the fake happiness he has completely faded away. He felt his smile slide away, melt, fold, over and down on itself like a tallow skin, like the stuff of a fantastic candle burning too long and now collapsing and now blown out. This shows the transparency of his happiness and how hes almost living a fake life. Some things are worth fighting and even dying for. In time and setting in this book, books are illegal. Although, some people read them anyway, and after discovering ways to find freedom, they would do anything to not have it taken away from them. For example, On the front porch where she had come to weigh them quietly with her eyes, her quietness a condemnation, the woman stood motionless. Beatty flicked his fingers to spark the kerosene. He was too late. Montag gasped. The woman on the porch reached out with contempt to them all and struck the kitchen match against the railing. People ran out of houses all down the street. This part in the book is important to Montag because he started to question everything and wonder things hes never wondered before. He realized that after the woman discovered books, she refused to go back to the world without them. So, after getting caught, she felt she had nothing to live for if her books were to get destroyed. Sooner or later, he would become just like her. Montag, later on, fights for books too by standing up for them. All writhing flame on the lawn as Montag shot one continuous pulse of liquid fire on him. There was a hiss, some great mouthful of spittle banging a red-hot stove, bubbling and frothing as if salt had been poured over a monstrous black snail to cause a terrible liquefaction and a boiling over a yellow foam. Montag was so desperate to fight for books, that he ended up killing Beatty. This affected Montag in many ways and even though he felt guilty, he still felt it was the right thing to do. Montags metamorphosis was drastically changed throughout time. He started off a fireman who burned books and followed societies rule. He never questioned anything and never thought twice about what he was told to do. For example, It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed. With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history. Montag used to enjoy burning books and burning knowledge because he didnt see the significance in reading them. At the end of the book, Montag reads and enjoys books. He starts to rebel, and that lead to Montag doing unusual, and out of the ordinary things. For example, He hobbled around the ruins, seizing at his bad leg when it lagged, talking and whimper ing and shouting directions at it cursing it and pleading with it to work for him now when it was vital. After killing Beatty, Montag fled town. All these events are a result of his reading books. He struggles for freedom because he wants to be able to read books freely without the fear of getting caught, but his society doesnt allow it.

Software Project Management Quiz Questions - 1182 Words

IT 2123 - Pre-Quiz Chapters 3 4 Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. JWD Consulting’s core business goal is first presented in the ____ section of the business case. |a. |Critical Assumption and Constraints | |b. |Current Situation and Problem/Opportunity Statement | |c. |Introduction/Background | |d. |Business Objective†¦show more content†¦|50 |d. |150 | ____ 10. The main desired features of JWD’s new intranet are first listed in the ____ section of the business case. |a. |Analysis of Options and Recommendation | |b. |Current Situation and Problem/Opportunity Statement | |c. |Budget Estimate and Financial Analysis | |d. |Preliminary Project Requirements | ____ 11. JWD’s team contract contains the following point: â€Å"Work together to create the project schedule and enter actuals into our enterprise-wide project management system by 4 p.m. every Friday.† Which section of the team contract does this point appear in? |a. |Meeting Guidelines |c. |Participation | |b. |Communication |d. |Problem Solving | ____ 12. Most systems analysts begin their careers as ____. |a. |database administrators |c. |projectShow MoreRelatedCourse schedule IST7100 1 1 1589 Words   |  7 PagesStudents develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. 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Qantas Bargaining Dispute With ALAEA †MyAssignmenthelp.com

Question: Discuss about the Qantas Bargaining Dispute With The Australian Licenced Aircraft Engineers Association. Answer: Introduction An industrial dispute, as the name suggests is a dispute which takes place between the people who form that industry, and includes the disputes which take place between an employer and an employee, or their groups. Qantas is a leading airline company and employees a hundreds of employees. Such a high number of staff increases the chances of an industrial dispute being raised. Qantas had to bear bargaining dispute with ALAEA (Australian Licenced Aircraft Engineers Association), TWU (Transport Workers Union) and AIPA (Australian and International Pilots Association). The industrial dispute related to the company grabbed the attention of the people from across the globe as the airline decided to ground its fleet before the proposed lockout of a huge portion of its workforce (Creedy, 2011a). This led to a contest being made between the job security and the employment flexibility. The Qantas dispute highlighted different aspects of the Fair Work Act, 2009 (Cth) come to play. The support o f managerial prerogative and the endorsement of the tribunal to the strategy of the airline continues to have implications over the workplace regulations in the nation and would continue to do so over a long period of time. In the following parts, this dispute and its end has been discussed. Factual Background The Qantas industrial dispute took place between the airline and three of its unions, i.e., ALAEA, TWU and AIPA. Negotiations for an enterprise agreement were started between August 2010 and May 2011 by Qantas with its three unions (Motro, 2012). In the middle of 2011, the members of AIPA initiated industrial actions against the airline and this included making announcements to the passengers when the long haul flight concluded and wearing of different coloured ties. The ALAEA and TWU members also took a damaging industrial action against the airline and this included stopping the work (Motro, 2012). On October 29th, 2011 Saturday, a notice was given by Qantas to AIPA regarding it will be looking out for such employees who would come under the ambit of the agreements which were being negotiated with the airline and the three unions, and this was scheduled to be effective from October 31st, 2011. The Commonwealth Minister, before the industrial action could actually take place, made an application under the Fair Work Act to the Fair Work Australia regarding an order for terminating or suspending the protected industrial action which was being undertaken between the airline and the three trade unions based on the action which threatened to result in a major damage to the economy of the nation, or to a major part of it (Motro, 2012). It was held by the Fair Work Australia that this protection industrial action being undertaken between the three unions, when considered together, was not very likely to be a threat to the economy of the nation in a significant manner. Though, it was concluded by the Fair Work Australia that in case Qantas decided to respond industrial action, it would definitely be a major threat to the air transport industry and to the tourism industry of the nation and thus, to the industry in Australia, in general (Coorey and O'Sullivan, 2011). And so, the Fair Work Australia exercised its discretion and terminated the industrial action which was taking place between the three unions and Qantas (Motro, 2012). Key Issues The first key issue in this case was regarding the legality of the job security claims of the unions. This claim leads to a debate over the limits with regards to contracting out. Qantas was trying to attain its vision which would be more efficient and leaner in Australian operations, where the key jobs are sent offshore to be performed at lower rates. And this very thing was what the unions wanted to stop. The other aspect of this issue was related to the evolution of matters pertaining formulation. The main issue of this debate stemmed from an uncertainty which has been brewing since more than a century. From the days of Conciliation and Arbitration Act 1904 to the shifts in 1990s, and to the more recent legislations of 2005, there has been a need to satisfy the matters pertaining requirement, which was also highlighted in Electrolux Home Products Pty Ltd v Australian Workers Union [2004] HCA 40; (2004) 221 CLR 309. Together with the ruling of the quoted case, the unions sought to enter into side agreements/ separate agreements in order to deal with the issues where there was a mutual concern and which could not be a part of any statutory agreement. Amongst the many companies, Qantas was only one company which was ready to go ahead with this strategy. And these unregistered agreements only had validity under thecommon law (Forsyth and Stewart, 2013). The final key issue which was highlighted through the Qantas dispute was the ability of the Fair Work Australia, or as is now known as the Fair Work Commission, to arbitrate upon the results with regards to enterprise bargaining. And also, whether the tests meant for accessing the arbitration were to be taken as too strict. The provisions of this act reflect upon the issues which can be arbitrated by the tribunal, particularly where these are the bargaining disputes and when all of the parties agree to arbitration after the protected industrial action is terminated. When such happens, there is a need to fulfil the good faith bargaining requirements as are set out under section 228 of the Fair Work Act (Riley, 2012). Fair Work Act A key issue in this case was regarding the restrictions on agreement content based on the Fair Work Act (Bernasconi and Firth, 2012). Even though due to continued pressures, the Fair Work Act has seen a number of sections being removed, particularly related to the Work Choices restrictions; though section 172(1) of this act has been retained, but it has been modified a bit. The requirement under this section now relates to the enterprise agreements, which relate to only such issues which pertain to the employment relationships. There still remains a confusion regarding the management by Workplace relations Minister. As per the current provisions, the agreements can be approved by the Fair Work Commission even when they cover non-permitted contents. However, any such clause which deals with such a matter which is authorized by section 172(1) would not be enforceable. In this case, as was found in Electrolux, the attempts by a bargaining representative for proposing the un-allowed term to be included in the agreement would mean that the industrial action undertaken would not be protected. The rationale behind this was that the concerned representative could not be deemed as genuinely attempting to attain an agreement (Forsyth and Stewart, 2013). In the Qantas dispute, there was a recurrent debate regarding the claim of restricting the employer from outsourcing the labour could be deemed as pertain to relationship amidst the employees and the employer, particularly when such employees would have been performing the work otherwise. There was hence a need to draw a distinction between the restricting use of outside labour and on imposing certain conditions on such agreement. The submissions made by Qantas meant that they accepted the claims that were in question and these had been legitimate based on the Fair Work Act. Though, one of the demands of TWU was that the contractors should not make up for more than 20% of the workforce of the airlines (Janda, 2012). And on this basis, the matters pertaining requirement was not fulfilled and this led to the dispute with TWU being resolved with immediate effect. The Full Bench, as it transpired, rejected the claims on the grounds of merits instead of addressing the issue of jurisdictio n. However, it was noteworthy that the airlines did not seek the earlier stage to make this issue as this would have shown that the industrial action undertaken by TWU was unprotected and so, based on section 418 of this act, it was amenable to a stop order by Fair Work Australia. This point could also be made about the demands of ALAEA that Qantas had to build a new maintenance facility in the nation, which more clearly highlights the lack of the requisite connection to the ALAEA members employment relationships (Forsyth and Stewart, 2013). The decision of the Fair Work Australia, to terminate the industrial action present against the airline was completely based on the notion that the lockout which had been proposed by the company threatened the degree of economic harm (Bamber, 2011). This was required to comply with the conditions laid down under section 424 of the Fair Work Act and not about the previous industrial action which was undertaken by its employees. This brought the attention on the lockout fulfilling the employer response action based on section 411 of this act (Tuck, 2011). And if this was not satisfied, did it constitute as a protected industrial action, where the provisions covered under section 424 could be applied (Brown et al, 2014). From the outside, there was a shortfall of proportionality between the industrial action which had been earlier taken by the unions and the complete shutdown of the business of the airline particularly for members of AIPA, the question which the court had to decide was whether this lockout be deemed as organised or engaged in as a response as per the requirement of section 411(a) for the employee action (Sangkuhl, 2011). However, this point was not pressed and the argument was instead over the disproportionate nature of the response of company which warranted the suspension instead of terminating the industrial action against Qantas (Forsyth and Stewart, 2013). This challenge was though, rejected as it was threatening a major economic harm (Petersen, 2011). Also, on the basis of section 413(7), the termination was held valid owing to the undertaken action of Qantas and the lockout was deemed to have satisfied the requirements covered under section 411(a). Every court member took into consideration the evidence which was put forward before the Fair Work Australia supporting the notion that the airline had acted in response to the previous employee action. And it was deemed as ample for this purpose that the lockout had to be causally connected to different industrial actions undertaken by the employee, which included the members of AIPA (Forsyth and Stewart, 2013). There is also a need to contrast the observation regarding Qantass behaviour being opportunistic in nature and that the company did which was the only legal option available to it in the given situation. However, this was far from true. Qantas did had other options which included giving in to the demands related to job security of the unions to be upheld, or to continue enduring the dawn out industrial campaign. Apart from these two options, the company also had the option of relying upon different sections under the Fair Work Act as available options. This included seeking a suspension of the industrial action based on section 425 of this act, which allows the imposition, by the tribunal, to something, which has the effect of a cooling off period, so as to allow the negations to be continued between the disputing parties. There was a need to emphasize upon the legal base for the terminations, which could have resulted from the lockout, along with its threatening effects. They could also have grounded the airline fleet immediately or suspended all commercial operations, which would have resulted in the government intervening in this matter. The only reason, as per the experts, for the airlines to escalate this dispute in such a radical manner was to form a crisis which would result in the dispute being sent by Fair Work Australia to arbitration (Forsyth and Stewart, 2013). This was due to the prospects of bargaining table being a long campaign of damaging slow-bake the industrial action (Creedy, 2011b). Dispute Resolved Each of the unions in this case sought to settle their issues separately. Once the airlines had grounded its entire fleet dramatically on 29th October, 2011, the Fair Work Australia was asked to arbitrate with the parties and if the same was not successful, they had to make their own arrangements in a time period of twenty one days through negotiations (O'Neill, 2011). However, the disputes could not be resolved through negotiations during the twenty one day time period. However, Senior Deputy President of Fair Work Australia, Les Kaufam, led the conciliation between Qantas and ALAEA and an understanding was attained between the two regarding the continuation of the status quo. Even though the job security clause could not be agreed to be changed, the two were successfully able to negotiate on this issue and this meant that Fair Work Australia was not required to arbitrate this dispute any longer (The Conversation, 2011). However, the dispute of Qantas could not be resolved with AIPA and TWU. Fair Work Australia continued to try arbitrating upon this matter. This was to be done in March 2012 for TWU and April 2012 for AIPA (Smith, 2012). With regards to the AIPA and TWU case, the decision was handed down by Full Bench of Fair Work Commission on January 17th, 2013 and the job security and wages claim were rejected, while an agreement was attained to increase the pay from backdate of January 01st, 2012 (Forsyth, 2013). For TWU staff, the Fair Work Commission awarded the ground workers with 3% increase in pay instead of a claim of 5% (The Conversation, 2011). Even though the company got temporary relief from the industrial action, the company has got a momentous task of rebuilding its workforce relations, which have been tarnished due to this long industrial dispute. And even when a this decision had just settled, another action was prepared to be raised against the airline by AIPA in 2014 (CAPA, 2013). Conclusion The industrial dispute which was presented through the Qantas dispute with AIPA, ALAEA and TWU would forever be a part of the industrial dispute history of the nation due to the magnitude and the intricacies of this case. This case saw the negotiations upon a new enterprise bargaining agreement. The lockout which was also at the centre of this dispute was thoroughly evaluated by the Fair Work Commission, along with the different aspects revolving around this dispute. The disputes of this case took a long time to settle and the ones who take interest in matters revolving around industrial relations state that Qantas was the real winner in this dispute, particularly with respect to the AIPA and TWU arbitrations. The legal strategy of the company was to avoid the narrowing of industrial actions of the workers and allowing the actions to take toll for such a precise period of time, which would justify their response to fight back and fight back in an extreme manner, which would result in the government sending the bargaining dispute to arbitration. This was done and the company was able to bank on getting out of the proceedings without the job security claims of union and other than those which they were prepared to offer. Even though the actions of the airline were dispute by certain people, but one cannot deny the victory of Qantas in this case, even when it did cost the company tremendously. References Bamber, G.J. (2011) The Qantas dispute: What next and a recap. [Online] PRI. Available from: https://theconversation.com/the-qantas-dispute-what-next-and-a-recap-4411 [Accessed on: 04/10/17] Bernasconi, R., and Firth, T. (2012) Australia Outcome In The Long-Running Qantas Dispute With The Transport Workers Union. [Online] Conventus Law. Available from: https://www.conventuslaw.com/archive/australia-outcome-in-the-long-running-qantas-dispute-with-the-transport-workers-union/ [Accessed on: 04/10/17] Brown, B.I., Brown, C.J., and Brown, A.M. (2014) Conundrums: The Pernicious Perfidy of Putsch, Pollution and Population. Western Australia: Vivid Publishing. CAPA. (2013) Qantas wins "right to manage the airline" as FWA ends industrial dispute with international pilots. [Online] CAPA. Available from: https://centreforaviation.com/insights/analysis/qantas-wins-right-to-manage-the-airline-as-fwa-ends-industrial-dispute-with-international-pilots-95113 [Accessed on: 04/10/17] Coorey, P., and O'Sullivan, M. (2011) Fair Work ends Qantas industrial dispute. [Online] Traveller. Available from: https://www.traveller.com.au/fair-work-ends-qantas-industrial-dispute-1mqsq [Accessed on: 04/10/17] Creedy, S. (2011a) Qantas grounds all flights over pay disputes with unions. [Online] The Australian. Available from: https://www.theaustralian.com.au/business/aviation/qantas-grounds-all-flights/news-story/2aabe0e51902dca90771d607f2c27d23 [Accessed on: 04/10/17] Creedy, S. (2011b) Qantas, engineers to settle dispute. [Online] The Australian. Available from: https://www.theaustralian.com.au/business/aviation/qantas-engineers-to-settle-dispute/news-story/447e82d70f414bf4f2baa2f14302517c [Accessed on: 04/10/17] Forsyth, A. (2013) 2012 Workplace Relations Review And Looking Ahead At 2013. [Online] Corrs Chambers Westgarrth. Available from: https://www.corrs.com.au/publications/corrs-in-brief/2012-workplace-relations-review-and-looking-ahead-at-2013/ [Accessed on: 04/10/17] Forsyth, A., and Stewart, A. (2013) Of 'Kamikazes' and 'Mad Men': The Fallout from the Qantas Industrial Dispute, Melbourne UniversityLaw Review, 36(3). Janda, M. (2012) Qantas Fair Work win limits union power. [Online] ABC News. Available from: https://www.abc.net.au/news/2012-08-08/qantas-wins-most-in-fair-work-determination/4185488 [Accessed on: 04/10/17] Motro, B. (2012) When can an employer take industrial action?. [Online] Lexology. Available from: https://www.lexology.com/library/detail.aspx?g=17aae2f2-d961-4655-b348-abc042cc8d5c [Accessed on: 04/10/17] O'Neill, S. (2012) The gods must be crazy: chronology of and issues in the Qantas industrial dispute 2011. [Online] Parliament of Australia. Available from: https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/BN/2011-2012/ChronQantas [Accessed on: 04/10/17] Petersen, F. (2011) Qantas dispute threatening Australia's economy, Australian Prime Minister Julia Gillard says. [Online] PRI. Available from: https://www.pri.org/stories/2011-10-30/qantas-dispute-threatening-australias-economy-australian-prime-minister-julia [Accessed on: 04/10/17] Riley, J. (2012) Bargaining Fair Work Style: Fault-Lines in the Australian Model. [Online] New Zealand Journal of Employment Relations. Available from: https://www.questia.com/library/journal/1P3-2753790501/bargaining-fair-work-style-fault-lines-in-the-australian [Accessed on: 04/10/17] Sangkuhl, E. (2011) The Fair Work Australia Decision On Qantas: Entrenching The Imbalance Of Power Between Employees Adn Employers?. University of Western SydneyLaw Review, 15. Smith, G. (2012) The Qantas dispute: employer's lockout, ministerial intervention and Fair Work Australia's decision. [Online] Clayton Utz Knowledge. Available from: https://www.claytonutz.com/knowledge/2012/may/the-qantas-dispute-employer-s-lockout-ministerial-intervention-and-fair-work-australia-s-decision [Accessed on: 04/10/17] The Conversation. (2011) The Qantas disputes: one agreement made, two to go?. [Online] The Conversation. Available from: https://theconversation.com/the-qantas-disputes-one-agreement-made-two-to-go-4863q [Accessed on: 04/10/17] Tuck, J. (2011) Six Key Lessons For Employers From The Qantas Dispute. [Online] Corrs Chambers Westgarrth. Available from: https://www.corrs.com.au/publications/corrs-in-brief/six-key-lessons-employers-qantas-dispute/ [Accessed on: 04/10/17]

The Behavioral Model Essay Example

The Behavioral Model Paper Current discourse into human development and learning seeks to motivate teachers, health and social care workers to develop their own theories of learning, and to evaluate such theories within the classroom using an evidence-based approach (Bigge, Morris, Shermis, 1998). This paper aims to encourage education facilitators across disciplines to draw on learning theories to enhance their understanding of students/participants, and to foster an experimental attitude toward modifying delivery methods to optimize the learning experience of teenagers. It is clear that the discipline of psychology is essential to further the understanding of developmental, learning and teaching processes. Firstly, a critical review of the two major developmental learning theories will be presented, these being the behavioral model and the social construction model. Secondly, a proposed research design for a substance abuse prevention workshop for teenagers will be presented, with reference to the theories critiqued. Finally, a conclusion shall synthesize the main points of this paper and demonstrate the viability of using a social construction model to approach learning interventions for teenagers. Review of Developmental Learning Theories The Behavioral Model Bigge and Shermis (1998) identify the two major learning theories of relevance to current education as being the behaviorist and the cognitivist schools of thought. The behaviorists focus on observable behavior and reduced the learning experience to a process of stimulus and response. This psychology approach to learning was adopted in the USA during the early 1900s, when science and technology were experiencing a time of accelerated growth. We will write a custom essay sample on The Behavioral Model specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Behavioral Model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Behavioral Model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Hence, the concept of studying measurable, objective, human behaviors aligned with current values of a modernized society embracing standardized production methods. For the extreme behaviorist, all human behavior can be understood through the processes of conditioning, these being classical and operant in form. Skinner (1938) pointed out that a positive, negative or neutral consequence following a behavior influenced whether a particular behavior was repeated in the future, or if it was not. So, a person learns new behaviors, or is able to modify existing behaviors, as a function of environmental events that either reward or punish that behavior. In this way, Skinner’s learning theory is a move away from the traditional behaviorist approach of stimulus and response, as he differentiated between types of responses. When a response was elicited by a known stimulus is considered to be associated with the known stimulus. Alternatively, responses that do not require a specific stimulus, which he termed operants, are independent of the stimulus. Skinner emphasized that it was the operant response that could be strengthened or weakened by use of personal, social or environmental rewards or punishments respectively. Skinner’s principles advocated the idea that learning could be ‘programmed,’ which fit with the 1960s initial explorations into computer aided instruction. All that was required was for the student to practice, and to be provided with the ideal reinforcement (i. e. , reward or punishment). Students were perceived to learn through processes of rote memorization and amount of practice. Education has been greatly influenced by Skinner’s principles of reinforcement in terms of being better able to regulate student behaviors and learning achievements (Bigge et al. , 1998). Information is reduced by the teacher into smaller components, and organized by the teacher into a format believed that the student would understand and could systematically build on. The information is presented in a logical and sequential way, as an ‘instruction’ which step-by-step aims to shape the behavior of students to a predetermined outcome. His principles also contributed to the concept behavioral objectives in lesson plans and standardization of exams. Hence, achievement outcomes were evaluated by way of the student providing the correct response (i. e. , answer) to a prompt (i. e. , exam paper question). However, Skinner’s theory ignored the contributions of cognitions, with mental activity being considered a ‘black box’ devoid of meaning in that the activity could not be objectively observed and so reliably measured. Additionally, his behavioral approach did not seek understand why a student learnt in the way that they did, or acted out behaviors that they did. Skinner has been criticized for placing too much emphasis on the prediction and control of behavior (Bigge et al, 1998). Especially given that from his viewpoint that control comes from external sources, and not from within the individual. Skinner’s learning theory also highlights the behaviorist approach to the concept of reality, in that it is considered to be ‘absolute’ and so perceived in the same way by everyone, universally. In this way, Skinner’s theory was paternalistic and so negative in the sense that one person could set themselves up as ‘more knowing’ than another. Social Construction Model Alternatively, the cognitive approaches of challenged the concept of behavioral theory that it was the environment that determined a person’s behavior (Buner, 1983). Cognitive learning theorists advocated that a person actively participates in the acquisition of new knowledge. Additionally, cognitivists highlighted that not all learning is observable, such as with mental representations within the mind of a person, and the processes of memory and thinking, which could be measured by way of interviews or surveys of people, as well as observations of external behaviors. The cognitive approach pointed to the learning development of children, wherein they do not just respond to their environment, but actively engage in making sense of the world and their experiences within it, and using their own guesswork as to how the world is structured and functions (Bigge et al, 1998). Many behaviorists ignored initial cognitive theories because they focused on the subjective and mental processes of individuals, which, at the time, could not be observed or measured by way of controlled experiments. The early cognitive theorists such as Piaget (1952) and Vygotsky (1962) were the forerunners of constructivist theory. Constructivist learning theory maintains that a person actively engages in the learning process. As such, the individual constructs their understanding of the world, and the meanings that they ascribe to their experiences. Further, this construction of reality occurs by way of a person reflecting on their personal experiences within the world. It is assumed that the physical world can never be known directly, rather that each person constructs their own interpretation of it. Hence, there is no absolute reality, and each person’s understanding of the world is relative to their biopsychosocial experiences. It is the social interactions, and environmental engagements, that on a daily basis contribute to how each person constructs their interpretation of reality. Importantly, constructed knowledge need not correspond to an external reality in order for the knowledge to be useful, because knowledge is useful when it ‘fits the needs of the learner (Bigge et al, 1998). Thus, knowledge is subjective, according to the experiences and interpretations of each person. Bruner’s (1983) cognitive-interactionist approach to learning, the student is expected to actively interact with their learning environment, including their social environment. Bruner’s approach here encourages the teacher and learner to be exploratory, experimental, and investigative as well as reflective in their acquirement of knowledge. The learner takes a reflective approach by first identifying the current problem, forms a hypothesis as to the optimal course of action to solve the problem, and then examines the implications of the chosen solution. The learner then tests their hypothesis, and draws conclusions as to whether the solution answers the problem as required. Bruner’s approach endorses the student’s efforts to go beyond the provided information, and to manipulate current knowledge to fit with new tasks and novel situations. The cognitive-interactionist approach encourages the student to develop a critical thinking style that draws on past experiences and stored knowledge to solve problems that may not have been encountered before, or to see old problems in a new and creative way. Integrating Theory Analysis with Substance Abuse Prevention Research Design With reference to the critique of the theories provided a proposed research design for a substance abuse prevention program for young people has been developed. Particularly, drawing on the constructivist approach, it is suggested that participants be viewed as purposeful beings which are capable of making situational choices. This will empower the participants sense of autonomy and independence and foster their self-belief, self-concept and self-confidence to make responsible choices with regards to their well being and quality of life. Using a pre-post survey design with a three-hour preventative workshop as the intervention it is believed that this study would enable participants to have opportunities to actively construct and represent knowledge. In this manner, new knowledge would become more concrete for the participant. This approach would suit teenagers aged 12-16 as interactive activities, such as hands-on practical application of new understandings, as well as incorporation of classroom discussions, encouragement of experiments and open-ended classroom objectives are some of the ways in which they could express their own opinions and growing sense of independence (Kail Cavenaugh, 2004) and would align with their cognitive stage (concrete operational; Piaget, 1952). Unlike younger age groups, teenagers would be better able to conceptualize concepts that would be presented on a survey (e. g. , I understand how peer pressure can influence the decisions I make). Also, they would be able to actively engage with substance abuse prevention material at a higher level due to their cognitive ability to reasons logically, to make inferences, and to create and test hypotheses (Piaget, 1952; Kail Cavneaugh, 2004. Compared to an older age group, young people would be less likely to be motivated by large amounts of text-based materials, peer-reviewed studies, and issues that are not relevant to their lives (e. g. , work stressors and relationships to substance abuse) (Kail Cavenaugh, 2004). A group workshop is highly suited to teens as their identity is constructed by way of the opinions of those they consider to be significant in their lives (Boyd, 2006; Kail Cavenaugh, 2004). In this case it would be their peers, as at this developmental stage young people draw away from their parents as confidents, and turn instead to their cohorts for opinions about some of lifes issues. The distinct advantage of this method of learning is that the participants are not required to just memorizes a set of facts and strategies, as meaning making is seen as understanding the ‘whole picture’, as well as the elements that comprise the picture. Hence, the teen becomes a seeker of meaning. This in turn reflects an important feature of the teenage years, where a search for the meaning of life has usually begun, as they seek to understand themselves, the world, and their place in it (Jessor, Colby, m Shweber, 1996; Kail Cavenaugh, 2004). Further, the student comes to understand that as knowledge is constructed they have the ability to construct their own interpretations of the world, and this parallels the cognitive abilities present at this stage of development. An open-ended learning format encourages the learner to appreciate that there is more than one right answer to a question, and that each possible solution has both strengths and weaknesses that are relative to the problem at hand. The use of a questionnaire pre and post to the workshop will allow for a standardized measurement of learning experiences (Howell, 2000). Within the workshop intervention there will be opportunities for formative feedback of learning in the form of group discussion and reflective practices. Formative feedback will provide a qualitative assessment at more of an individual level, although dominant themes during discussions and reflection will be recorded for thematic analysis to provide evidence-based data (Shank, 2002). However, to draw evidence-based conclusions at the quantitative level it will be necessary to gather numerical data to better understand the effects of the intervention for the group as a whole (Howell, 2000). The systematic method of a pre-post design is suited to teenagers as they are able to accommodate and assimilate cognitive information and to reflect on their past experiences to draw conclusions. It is anticipated that this design can best show conceptual change (if it does occur) among teenagers with regard to a substance abuse prevention program. Conclusion The two dominant developmental learning theories are the behavioral model and the social construction model. Whilst the behavioral model has traditionally been the mainstay of education systems, 21st century understandings of the essential input of socio-cultural factors has been growing in popularity. The social construction model suits teenagers as they are at a developmental stage where they are questioning themselves and the world around them in their search for identity and meaning. They are also able to conceptualize, hypothesize and reason logically, and so are ideally suited to the active engagement, discussion and reflective activities that such a model could provide during intervention. References Bigge, Morris L. and Shermis, Samuel S. Learning Theories for Teachers, 6th ed. (1998) Allyn Bacon. Boyd, D. (2006). Identity production in a networked culture: Why youth Heart MySpace. Presentation for the American Association for the Advancement of Science, 2006, St Loise, USA. Retrieved April 18, 2007, from http://www. danah. org/papers/AAAS2006. html Bruner, J. S. (1983). In Search of Mind. New York: Harper and Row. Jessor, C. , Colby, A. , Shweber, R. A. (1996). Ethnography and Human Development: Context and meaning in social inquiry. Chicago: University Of Chicago Press. Howell, D. C. (2000). Statistical Methods for Psychology, 5th ed. Belmont, CA: Wadsworth Publishing. Kail, R. V. Cavanaugh, J. C. (2004). Life-Span Development. New York: Thomson Wadsworth. Levine, M. (2006). All kinds of minds. Retrieved June 6, 2006, from the All Kinds of Minds website http://www. allkindsofminds. org/index. aspx Piaget, J. P. (1952). The Origins of Intelligence in Children. International Universities Press, New York. Schein, E. (1990). Organizational culture. American Psychologist, 45 (2): 109-119. Skinner, B. F. (1938). The Behavior of Organisms: An experimental analysis. New York: Appleton-Century, 1938. Shank, G. D. (2002). Qualitative Research: A personal skills approach. Columbus: Merrill/Prentice Hall. Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.

Free Essays on The Raven

An Unfolding of Edgar Allan Poe’s â€Å"The Raven† Edgar Allan Poe wrote an essay entitled â€Å"The Philosophy of Composition†. In this dissertation, Poe described the creation and work involved in composing his well-known literary masterpiece, â€Å"The Raven†. In â€Å"The Philosophy of Composition,† Poe stated that his design was to make â€Å"The Raven† â€Å"universally appreciable†, so that the public, as well as the critics would share a strong appreciation of his work (Poe, 1850). While â€Å"The Raven† is quite possibly Poe’s most disturbing tale, not so much because of images of grief or despair, but because of the haunting way the reader starts to feel the inner turmoil of the narrator, it is renowned as one of the greatest symbolic masterpieces of American Poetry. â€Å"The Raven† is about a man who lost his true love and tries to ease the pain or â€Å"sorrow for the lost Lenore† (DiVanni, 721), by reading old books to keep his mind occupied. He is interrupted from his napping, by what he says is a "tapping on my chamber door" (DiVanni, 721). He gets up hoping that his lost love Lenore is outside, but as he opens the door he finds â€Å"darkness there and nothing more† (DiVanni, 722). The narrator returns to his chamber when he again hears a tapping; this time it is a little louder and is coming from the window. As he flings open the shutter, in steps â€Å"a stately Raven†, the bird of ill omen (Poe, 1850). The Raven perches itself on a statue above the chamber door. The narrator tells the reader that the statue the Raven settles on is the bust of Pallas. Pallas is the goddess of wisdom in Greek mythology (Nilsson, 1998). The man asks the Raven for his name, and to his surprise the bird answers back, â₠¬Å"Nevermore.† The narrator continues to ask the Raven other questions like, â€Å"Is there balm in Gilead?† and â€Å"Can Lenore be found in paradise?† The Raven answers all questions the same, responding with the ... Free Essays on The Raven Free Essays on The Raven An Unfolding of Edgar Allan Poe’s â€Å"The Raven† Edgar Allan Poe wrote an essay entitled â€Å"The Philosophy of Composition†. In this dissertation, Poe described the creation and work involved in composing his well-known literary masterpiece, â€Å"The Raven†. In â€Å"The Philosophy of Composition,† Poe stated that his design was to make â€Å"The Raven† â€Å"universally appreciable†, so that the public, as well as the critics would share a strong appreciation of his work (Poe, 1850). While â€Å"The Raven† is quite possibly Poe’s most disturbing tale, not so much because of images of grief or despair, but because of the haunting way the reader starts to feel the inner turmoil of the narrator, it is renowned as one of the greatest symbolic masterpieces of American Poetry. â€Å"The Raven† is about a man who lost his true love and tries to ease the pain or â€Å"sorrow for the lost Lenore† (DiVanni, 721), by reading old books to keep his mind occupied. He is interrupted from his napping, by what he says is a "tapping on my chamber door" (DiVanni, 721). He gets up hoping that his lost love Lenore is outside, but as he opens the door he finds â€Å"darkness there and nothing more† (DiVanni, 722). The narrator returns to his chamber when he again hears a tapping; this time it is a little louder and is coming from the window. As he flings open the shutter, in steps â€Å"a stately Raven†, the bird of ill omen (Poe, 1850). The Raven perches itself on a statue above the chamber door. The narrator tells the reader that the statue the Raven settles on is the bust of Pallas. Pallas is the goddess of wisdom in Greek mythology (Nilsson, 1998). The man asks the Raven for his name, and to his surprise the bird answers back, â₠¬Å"Nevermore.† The narrator continues to ask the Raven other questions like, â€Å"Is there balm in Gilead?† and â€Å"Can Lenore be found in paradise?† The Raven answers all questions the same, responding with the ... Free Essays on The Raven ANALYSIS OF â€Å"THE RAVEN† Published in 1845 in the New York Evening Mirror, â€Å"The Raven† by Edgar Allan Poe is arguably the most well known American poem. A first person narrative describes a meeting with a demonic raven with very elaborate language and imagery. Superficially, â€Å"The Raven† is a poem of suspense and horror, but it is also an allegory for growing madness induced by guilt. The poem starts out with dark and creepy imagery of the narrator falling slowly asleep as he reads â€Å"a quaint and curious volume of forgotten lore† when he hears someone knocking lightly at his door. At first, he dismisses the knocking as simply some visitor. It is obvious that the narrator is not in the mood to deal with visitors at this late hour. He is traumatized by the loss of a love, â€Å"a rare and radiant maiden whom the angels name Lenore.† The book that he is reading is an attempt to drown his sorrow for the loss. This attempt to relieve himself of the pain he feels for Lenore is repeated often through the poem. As the narrator continues to hear the persistent knocking he is finally awake from his napping and opens the door, but he finds â€Å"darkness there, and nothing more.† This is the first that we see the narrator starting to lose his mind as he stands in the doorway â€Å"wondering, fearing, doubting, dreaming dreams no mortals ever dared to dream before.† As he closes the door, he hears the knock again and realizes that it is coming from his window. Upon opening the window a raven flies in and sits on top of the â€Å"bust of Pallas.† At first, the narrator is simply puzzled by this bird. The fact that upon asking its name, the raven replies â€Å"nevermore† does not greatly surprise the narrator, for like a parrot a raven can be taught to speak and the narrator thinks that this raven flew away from some â€Å"unhappy master† who was bored with the bird’s â€Å"melancholy† chant of â€Å"nevermore† and that â€Å"on the morrow he...

Endangered Species Issue in the United States

Endangered Species Issue in the United States In the past, widespread federal and private poisoning almost led to the extinction of the gray wolf in the United States (Goodall Hudson, 2009).Advertising We will write a custom essay sample on Endangered Species Issue in the United States specifically for you for only $16.05 $11/page Learn More After it was listed among the endangered species in northern America, the government and animal conservationist spent millions of dollars in ensuring that this endangered species regained its initial population size. The North America’s gray wolves have played a vital role in the ecosystem (Goodall Hudson, 2009). With the extinction of these carnivores in the North American habitats, trophic cascades in the ecosystem will undergo considerable changes (Cain, 2008). The alteration of trophic cascades affects the diversity and functioning of plants’ population. Due to the increase in ungulates’ population, plants’ biomass will reduce and a ffect soil and water availability. Normally, plants’ roots hold the soil together and prevent soil erosion. With their destruction, soil erosion will be unavoidable. Correspondingly, the alteration of the soil composition through soil erosion results in the modification of biotic and a-biotic resources causing changes in habitats (Cain, 2008). The presence of wolves in an ecosystem controls the distribution, conduct and foraging manner of the existing ungulates. In a research conducted in Yellow Stone National Park, the reintroduction of gray wolves resulted in behavioral change of most ungulates (Reiter, 2003). The research established that most ungulates reduce the time they spend browsing woody vegetation upon the introduction of wolves in the national park. In this regard, the woody vegetation increased. Conversely, with the extinction of the gray wolves in the ecosystem, ungulates will have ample time to browse the woody vegetation. This will lead to a decline in their n umber and may eventually become extinct. Likewise, the presence of wolves in a particular ecosystem can determine the behavior of scavengers. With the wolves’ extinction, the population of scavengers will decline as those unwilling to adapt and hunt on their own will starve and die (Swinburne Brandenburg, 1999).Advertising Looking for essay on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The existence of wolves in an ecosystem helps to eliminate the weak, diseased, injured and less fitting prey. In this regard, wolves ensure the sustenance of future generations of most ungulates through the passage of desired genes from the healthy and environmentally fitting preys (Reiter, 2003). Thus, the extinction of wolves in our ecosystem will results in an increase in the ungulates population comprising of unhealthy and undesired preys. With the presence of unhealthy members of the prey, disease threats will compromise the future population (Reiter, 2003). Wolves’ population determines an ecosystem’s mechanism, process and structures. Commonly, wolves influence the profusion of ungulates in an ecosystem (Mech, 1970). In this regard, plants’ composition and population is indirectly affected. With more wolves in an ecosystem, the number of ungulates will reduce. This will lead to an increase in the plants’ biomass and diversity. Conversely, the extinction of the wolves’ population will result in an increase in the ungulates population resulting in the reduction and maybe extinction of some of the plant biomass and diversity (Mech, 1970). Similarly, the extinction of gray wolves will result in an increase in the number of their competitors. These include the brown and black bears. The brown bears population will increase due to the sufficient presence of prey with the extinction of the grey wolves. In addition, the black bears population will ultimately increase althou gh the two species rarely compete over the same prey. Since gray wolves usually kill black bears’ cubs, their extinction means that the black bears population will increase. References Cain, M. L. (2008). Ecology. Sunderland, Mass.: Sinauer Associates.Advertising We will write a custom essay sample on Endangered Species Issue in the United States specifically for you for only $16.05 $11/page Learn More Goodall, J., Maynard, T., Hudson, G. E. (2009). Hope for animals and their world: how endangered species are being rescued from the brink. New York: Grand Central Pub.. Mech, L. D. (1970). The wolf: the ecology and behavior of an endangered species, ([1st ed.). Garden City, N.Y.: Published for the American Museum of Natural History by the Natural History Press. Reiter, C. (2003). The gray wolf. Berkeley Heights, NJ: MyReportLinks.com Books. Swinburne, S. R., Brandenburg, J. (1999). Once a wolf: how wildlife biologists fought to bring back the gray wo lf. Boston, Mass.: Houghton Mifflin.

No topic Essay Example | Topics and Well Written Essays - 250 words - 30

No topic - Essay Example They employed fire bombs since they knew that the buildings were old and constructed from wood. Churchill still wanted more civilians to be killed, and so he prepared thousands of anthrax bombs to be thrown on German cities in 1945 to kill as many Germans as was possible. The 1942 tests of anthrax on Gruinard Island shocked scientists. They realised that a mass detonation of anthrax over Germany would make the land completely unsuitable for human habitation. Consequently, Churchill changed his plan and decided using poison gas instead. Also, American generals in the field disregarded Roosevelt’s orders to  slow down  (and leave Germany to the Soviet Union), which made it difficult to use anthrax bombs (Milton, 2013). Churchill was an inspiration, and had the ability to channel his determination to the British, and strengthen their resolve through encouragement and praise. Churchill inspired not only British leaders, but British citizens as well.  Churchill’s passion also produced innovation.   He brought about the invention of the first tanks.   To break down the fastening of the â€Å"no-man’s land† of World War I, Churchill proposed that a massive tractor with resilient treads be constructed from which men could fire machine guns and throw grenades from the rear of an an armor plating.   Milton, G. (2013, September 24). Churchills Anthrax Bombshell: A top secret tale. Retrieved from War History Online: