Benefits of a Liberal Arts Degree Essay Example for Free

Benefits of a Liberal Arts Degree Essay The student who decides to pursue a liberal arts education in University often faces a discouraging reaction from family and friends. Everyone seems to know a B. A. in Philosophy who is flipping burgers at Wendy’s, or an M. A. in English who is clerking at Wal-Mart. Students who choose liberal arts hear the same remarks over and over: â€Å"What good is a degree in Medieval History, or Chinese literature, or Classics? Study something practical and get a real job! † In fact, however, no degree provides an automatic job ticket, since the market for employment is constantly in flux. The liberal arts offer education, not training, and thus prepare students for a wide range of possibilities in both work and life. By developing their minds through a liberal arts education, students benefit themselves, their eventual careers, and the culture at large . For anyone interested in personal and intellectual growth, the liberal arts offer immeasurable benefits. Studies in such fields as English and Philosophy introduce a student to the great writers and thinkers whose ideas have shaped our culture. By working through the dialogues of Plato, students see logic in action; by studying the plays of Shakespeare, the poetry of Wordsworth, or the novels of Dickens, they realize the power of language. Without knowledge of the great writers and thinkers of the past, people operate in a vacuum, unable to see beyond their immediate world. How can they gauge the validity of ideas if they know nothing except the present moment? In a media-driven culture of instant celebrity, students need to experience truths that have endured over hundreds and even thousands of years. These truths expand their thinking beyond their immediate limitations, and they discover new insights into their own minds. The benefits of a liberal arts education, however, go beyond personal growth into longer-term career skills. Every liberal arts course from Art History to Women’s Studies requires proficiency in reading and writing. Graduates with Arts degrees find their communication skills in demand by employers seeking people who can read, write, and speak well. As Francis Bacon observed nearly 400 years ago, â€Å"Reading maketh a full man; conference a ready man, and writing an exact man†(106). No courses develop these skills more fully than do those in the liberal arts. In addition, the liberal arts foster analytical thought: the ability to break an argument into its parts and assess its validity. Clear analysis is fundamental to the practical worlds of trade  and commerce. Finally, the liberal arts encourage originality, as students learn to think in creative ways. The student who gives an inventive presentation or develops a fresh perception will enhance the workplace with that creativity. It’s no surprise that law schools actively seek liberal arts graduates for its programs, or that jobs in the civil service, human resources, and upper management are typically staffed by people with Arts degrees. The only surprise is that anyone still scoffs at the notion that a general B. A. is a useful degree. As significant as its impact may be on personal and career growth, the real value of a liberal arts education is found in its benefits to the culture as a whole. The liberal arts retain and transmit the history of civilization itself. Without a commitment to preserving that history, our culture runs the risk of forgetting or distorting its past. Liberal arts students serve as guardians of intellectual thought for the next generation. Writers, journalists, film-makers, and politicians – the people shaping the thoughts and actions of the future – are drawn from the ranks of liberal arts majors. For example, the creator of the Harry Potter series, J. K. Rowling, has an undergraduate degree in Classics, and Liberal leader Michael Ignatieff earned degrees in History. Moreover, the liberal arts tend to be interdisciplinary in nature. Knowledge in one area illuminates another, so that instead of creating a society of narrow specialists, liberal arts studies actually encourage a culture of educated, open-minded people. Such individuals have both the capacity and the training to address practical problems in society. Leading reformers of the 20th century, including Nelson Mandela (â€Å"Nelson†) and Martin Luther King, Jr. (â€Å"Martin†), profited from their liberal arts studies. A degree in the liberal arts is not a dead-end route that culminates in a lifetime of serving fries or stocking shelves. Rather, it is a doorway that opens to paths heading in every direction. Students who expand their minds through liberal arts benefit themselves, their future career choices, and the wider culture.

Human and Aquinas Theories on God

Human and Aquinas Theories on God Can anything of God be known from our knowledge of the world? Answer with reference to Aquinas and/or Hume. Hume concludes in his writings that Gods existence cannot be proved, however he does not explicitly say that God does not exist he merely draws into question the reasons as to why people believe it so. He shows that we can know only discrete facts but not universal necessities. He linked causation to assurance based on the discovery of that relationship between cause and effect but adding that even if two events show a relatively contiguity and succession (Hume, 1739) that is not in itself enough for a causal connection. Therefore by denying that a fundamental feature of reality can be described by the causality principle he rejects a key element purported for the existence of God. Due to the lack of empirical evidence Hume shows his disdain for the cosmological argument. With regard to the creation of the universe he states that there is no direct evidence although in the Bible it states for the invisible things of him from the creation of the world are clearly seen, being understood by the things that are made (Rom 1:20, KJV). Hume felt that it was impossible to prove the existence of something that was unknowable. We can look at the vastness of the universe with its billions of stars and galaxies or peer through a microscope into the minute world of atoms and cells and in both cases we see order, yet the fact that order is seen within the universe is also not enough for Hume to prove Gods existence. There are of course many who claim that such order must have a source in line with the order that we ourselves set in place, and therefore conclude that God must possess similar yet far superior properties. Hume counters that order must come directly from design if this argument is true; and even if there is such design, how can we know the designer?  Ãƒâ€šÃ‚   In addition Hume feels that design alone does not explain an omniscient, omnipotent and benevolent God due to the evil we see around us in the world. Though theologians would explain that evil is only temporary due to mans fall and the influence of the Devil whose time is limited. The Bible states; for every house is builded by some man; but he that built all things is God (Hebrews 3:4, KJV) leading many to understandable feel that if a house needs a designer and a builder then surely something as small but vastly more complex such as a human cell also needs a designer and a builder for the alternative would be that a cell came about due to the blind operation of forces bequeathed from some unintelligent, inanimate matter. Yet no scientist has been able to make something from nothing. The laws of physics state that existing materials can only be transformed giving rise to the conclusion of the Bible writer Isaiah; when using an analogy of a potter and his clay he said, for shall the work say of him that made it, He made me not? (Isaiah 29:16, KJV). We see a beautiful painting hanging in an art gallery and inwardly marvel at the artists skill; we read a book and recognise that it had an author. When we stop at a red traffic light we understand that a law has be en set forth. We may not understand why certain laws are there, we may not understand what the artist or author was trying to portray in their works yet we do not use that lack of understanding to doubt that they exist. Hume considers that same Bible text in Hebrews 3:4 when he has Philo tell Cleanthes, If we see a house, Cleanthes, we conclude, with the greatest certainty, that it had an architect or builder (D 2.8), yet for Hume the analogy fails arguing that we would need experience in the creation of a material world to justify an a posteriori claim as to the cause of any particular material world. Lacking such experience we therefore lack the needed justification for claiming that the material universe must have an intelligent cause. His argument fails however as we do not need to see a house being built to know that it was constructed by builders following a blueprint given to them by the architect. He further argues that even if the inference is justified between the similarities of the universe and say, a house, it would not therefore follow that there is a perfect God that created it. It may well have been a number of gods for likewise a house takes a number of people to build (D 5.8), nor would the inference justify the conclusion that this God would need to be perfectly intelligent or good. Hume held that the existence of God and other such metaphysical issues should stand up to the same examination as any investigation involving physical sciences. That one cannot assume the existence of God based only the existence of the universe. In his dialogues Hume uses the character of Cleanthes to posit an illustration of a machine that is divided into lesser and lesser machines to prove the existence of a deity yet Demea believes that rather than attesting to a creator the analogy in fact gives rein to the atheists by departing in the least, from the similarity of the cases is so doing he said you diminish proportionably the evidence (D 2.7). Hume feels that the cases of the universe and a house are too dissimilar to support such an inference citing the example of steps on a staircase and human legs that can climb as a certain and infallible inference. Then why not make the house and universe or to a greater extent the Earth itself more comparable as the similarities go way bey ond the fact that both needed a designer and builder. When puzzling over the purpose of the Earth one need look no further than the purpose of a house; somewhere to live that provides light, heat, protection with a source of food and water. Our houses have a plumbing system the earth has the water cycle. Or look no further than a birds nest; these intricate complex structures we see high in trees do not get there by the random collection of twigs that are blown about by the wind. Yet if the nest didnt come about by chance then what of the bird that built it. Can anything of God be known from our knowledge of the world? If were left with any doubt at all then one need look no further than life itself. The principle of uniformity is in effect the same as the analogy criterion. Therefore the past theories that have been postulated invoke similar causes to those we now have, in line with what Hume called uniform experience. Looking at the origins of life what is our uniform experience? It is that information in all its forms is generated by an intelligent agent. Where in the body is a plethora of information stored? In ones DNA. Therefore it is reasonable to conclude that there must have been an intelligent cause for the first, the original DNA code. Whether we are looking at written language as in the example of the book earlier, or at a DNA strand, both exhibit the property and quality of specified complexity. We know of course that there is an intelligent cause for written language subsequently engendering a legitimate reason to posit an intelligent cause as the source of DNA and by extension life itself. David Hume, A Treatise of Human Nature (1896 ed.) [1739]

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Comparing A Midsummer Nights Dream and Romeo and Juliet :: comparison compare contrast essays

A Midsummer Night's Dream is, in a way, Romeo and Juliet turned inside out--a tragedy turned farcical. The tragedy both are based on is the story of "Pyramus and Thisbe." In one, Ovid's story is treated as a melodrama (in Romeo and Juliet) and in another, it is fodder for comedy (in A Midsummer Night's Dream). The tale of "Pyramus and Thisbe" is simply told in Book IV of Metamorphoses. The title characters are in love with one another, but they cannot be together because they are separated by a wall. More importantly though, they are separated by their parents who forbid the relationship to progress. The two lovers will not be denied and so plan to meet in secret one night. However, each arrives at the arranged rendezvous point at different times, and this complicates things. Pyramus arrives after Thisbe, but she is hidden from sight at that moment, and he believes she has been eaten by a lion because he finds a bloody scarf of hers, so he kills himself. When Thisbe comes out of hiding, she finds her beloved dead and, too, commits suicide. All this is certainly very sad and pathetic. So what better story to base a melodramatic play on? Shakespeare does just that in Romeo and Juliet. He uses Pyramus and Thisbe, borrowing their plight of being separated by parents, their clandestine relationship, and their suicides. Through this, he satisfies the qualities of melodrama. Romeo and Juliet wrings a good cry out of audience members probably every time it is performed. That is because it is easy to identify with the "star-crossed lovers" and the fact they are kept from what they want most. Empathy plays a major role, as much as any of the characters. It almost makes the audience part of the play. The spectator is part of the action in essence, rooting for the good guys, for "us," and not "them," the bad guys. However, the protagonists do not win in the end. This is yet another melodramatic quality found in both "Pyramus and Thisbe" and in Romeo and Juliet. It seems that they should, and will, be together in the end and be allowed to love each other freely, but that is not the way it turns out. Instead, the young lovers are dead by play's end because of pride and hate. The entire audience watching this spectacle is left feeling the same way and asks, "But why couldn't they just be together?

Hummingbirds :: Biology Animals Birds

Hummingbirds are stunning creatures, but their future can be bright only if they have plenty of flowers for food and trees for shelter. Unfortunately, human population grows too fast for the hummingbirds' habitats. Once a person knows more about these charming animals, they will find the forests a richer place to protect. Hummingbirds are the smallest and most brilliantly colored birds. Their aerial maneuvers fascinate all. Hummingbirds are promiscuous animals, and families generally consist of a single mother and two baby chicks. It all starts during mating season, when a male tries to attract a female. He may hover in front of her showing off his gorgeous wings, tail, beak and plumage. If she isn?t interested she just flies away. If he wins her affection, they will sleep together one night. In the morning they?ll fly away in separate directions and probably never meet again. Males obviously take no part in raising the young. Two white pea-sized eggs are generally laid, several days apart. The hummingbird mother works very hard to care for her young. The two chicks are born naked, blind, and smaller than bumblebees, but they grow quickly. By the time they are three to four days old, their eyes open, and the mother continues feeding them. The duration of nesting period is fourteen to thirty-one days depending on the food available and the strengths of the chicks and the mother. When they are ready for fledging, the chicks may be 4.5 grams while their exhausted mother is down to 2.5 grams after the feat of raising her young. After a month or so, the hummingbirds leave their nest and master flying quickly and easily. They are continued to be fed because they end up wasting a lot of time mistaking hats, signs, and other bright objects for flowers. The average life span of a hummer is probably three to five years. The record has been twelve years. There are about three-hundred and twenty different species, and the Bee Hummingbird is the smallest. 8 cm is not only half of the length of my pen, but also the length of the largest hummingbird, the Giant Hummingbird. The beak and tail tend to make up half of their small length. Most hummingbirds have ten tail feathers. These tails come in 2 a variety of shapes, and depending on the way the sunlight hits it, these tail feathers may flash red, gold, purple, or black.

An Annotated Bibliography Essay

Chin, Jean Lau. (2004). The Psychology of Prejudice and Discrimination. Westport, CT: Greenwood Publishing Group This book discusses the effects of prejudice and discrimination on the psyche and one’s participation in society as a whole. The relevant section in this book discusses the unique plight of gay or bisexual black men that have to contend with homophobia as well as racism. Of special note is the section in which sexual orientation often has a negative effect on the career development of many gay black men. This is an interesting resource since most of the material on the subject does not address the secondary sub-category of sexual orientation (Chin, 2004). Daniels, C. (2004). Black Power Inc. : The New Voice of Success. Hoboken: John Wiley & Sons C. Daniel’s Black Power Inc. is a book of medium length that explores the phenomenon of black people placing a growing emphasis on economic rather than political power. The book is geared toward young to middle-aged black professional men and women, who are Working While Black (WWB). C. Daniels writes for Fortune magazine with an extensive history in writing about the social dynamics inherent in big business—especially as it relates to the unique issues black men and women face in the corporate world (Daniels, 2004). Davis, G. & Watson, G. (1982). Black Life in Corporate America: Swimming in the Mainstream. Ann Arbor: University of Michigan Press Although written twenty-seven years ago, this account by Davis & Watson (1982) is still relevant in chronicling the early stages of Black integration into corporate American life. The book describes the upstream struggles of educated black professionals as they attempt to make a living commensurate with their skills. While also observing the lesser tolerance of open bigotry in the workplace, certain â€Å"jokes† and comments are often alienating to black men (Davis & Watson, 1982). Gates, Henry Louis. America behind the Color Line. New York: Warner Books, 2004 This book contains interviews from several powerful African-American men including Russell Simmons, Quincy Jones, Vernon Jordan, Colin Powell and Morgan Freeman. Written by Henry Louis Gates, Jr. , one of the premier scholars of African-American studies today. This book shows the diversity of successful Black men from the corporate and political arenas to the performing arts and community activism, and discusses triumphs and challenges. A very good read for anyone studying black achievement (Gates, 2004). Livers, A. & Caver, K. A. (2002). Leading in Black and White: Working across the Racial Divide in Corporate America. Hoboken: John Wiley & Sons This book by Livers & Caver (2002) describes the challenges faced by Blacks who occupy a higher level on the corporate ladder (i. e. managerial positions). They challenge the popular assumption that black leaders have the same issues as white leaders, and underscore the problems of trust many black men have with their white colleagues because of lack of common experiences. This book was intended for black managers that need help in continuing to navigate the system (Livers & Carver, 2002). Merida, K. (2007). Being a Black Man: At the Corner of Progress and Peril. Washington: Public Affairs This is a collection of essays about the personal and professional struggles of black men in America. Many points of view deal with identity intersections of different roles—husband, father, employee, and businessman—as well as dreams and ambitions. This book generated a great deal of interest in the reading public as it offers a personal glimpse of the realities of black life. K. Merida is a reporter for the Washington Post, and was thus able to use his credentials to find many contributors to this volume (Merida, 2007). Van Horne, W. A. (2007). The Concept of Black Power: Its Continued Relevance. Journal of Black Studies, 37(3), 365-389 This is a study of the growth of Black Power in America as the middle-class grows slowly and quietly. Even though over time, black people have gained more civil rights in America, there is still a significant lag between them and the white majority. However, W. A. Van Horne notes that the black underclass often overshadows the slow, but inexorable growth of the black middle class. He also raises questions of whether the black power movement is still relevant (Van Horne, 2007).

Breach of Contract & Remedies Essay

A breach of contract occurs where a party to a contract fails to perform, precisely and exactly, his obligations under the contract. This can take various forms for example, the failure to supply goods or perform a service as agreed. Breach of contract may be either actual or anticipatory. Actual breach occurs where one party refuses to form his side of the bargain on the due date or performs incompletely. For example: Poussard v Spiers and Bettini v Gye. Anticipatory breach occurs where one party announces, in advance of the due date for performance, that he intends not to perform his side of the bargain. The innocent party may sue for damages immediately the breach is announced. Hochster v De La Tour is an example. Effects of breach A breach of contract, no matter what form it may take, always entitles the innocent party to maintain an action for damages, but the rule established by a long line of authorities is that the right of a party to treat a contract as discharged arises only in three situations. The breaches which give the innocent party the option of terminating the contract are: (a) Renunciation Renunciation occurs where a party refuses to perform his obligations under the contract. It may be either express or implied. Hochster v De La Tour is a case law example of express renunciation.  Renunciation is implied where the reasonable inference from the defendant’s conduct is that he no longer intends to perform his side of the contract. For example: Omnium D’Enterprises v Sutherland. (b) Breach of condition The second repudiatory breach occurs where the party in default has committed a breach of condition. Thus, for example, in Poussard v Spiers the employer had a right to terminate the soprano’s employment when she failed to arrive for performances. (c) Fundamental breach The third repudiatory breach is where the party in breach has committed a serious (or fundamental) breach of an innominate term or totally fails to perform the contract. A repudiatory breach does not automatically bring the contract to an end. The innocent party has two options: He may treat the contract as discharged and bring an action for damages for breach of contract immediately. This is what occurred in, for example, Hochster v De La Tour. He may elect to treat the contract as still valid, complete his side of the bargain and then sue for payment by the other side. For example, White and Carter Ltd v McGregor. Introduction to remedies Damages is the basic remedy available for a breach of contract. It is a common law remedy that can be claimed as of right by the innocent party. The object of damages is usually to put the injured party into the same financial position he would have been in had the contract been properly performed. Sometimes damages are not an adequate remedy and this is where the equitable remedies (such as specific performance and injunction) may be awarded. Damages 3.1 Nature: The major remedy available at common law for breach of contract is an award of damages. This is a monetary sum fixed by the court to compensate the injured party.  In order to recover substantial damages the innocent party must show that he has suffered actual loss; if there is no actual loss he will only be entitled to nominal damages in recognition of the fact that he has a valid cause of action. In making an award of damages, the court has two major considerations: Remoteness – for what consequences of the breach is the defendant legally responsible? The measure of damages – the principles upon which the loss or damage is evaluated or quantified in monetary terms. The second consideration is quite distinct from the first, and can be decided by the court only after the first has been determined. 3.2 Remoteness of loss The rule governing remoteness of loss in contract was established in Hadley v Baxendale. The court established the principle that where one party is in breach of contract, the other should receive damages which can fairly and reasonably be considered to arise naturally from the breach of contract itself (‘in the normal course of things’), or which may reasonably be assumed to have been within the contemplation of the parties at the time they made the contract as being the probable result of a breach. Thus, there are two types of loss for which damages may be recovered: 1. what arises naturally; and  2. what the parties could foresee when the contract was made as the likely result of breach. As a consequence of the first limb of the rule in Hadley v Baxendale, the party in breach is deemed to expect the normal consequences of the breach, whether he actually expected them or not. Under the second limb of the rule, the party in breach can only be held liable for abnormal consequences where he has actual knowledge that the abnormal consequences might follow or where he reasonably ought to know that the abnormal consequences might follow – Victoria Laundry v Newman Industries. 3.3 The measure (or quantum) of damages In assessing the amount of damages payable, the courts use the following principles: The amount of damages is to compensate the claimant for his loss not to punish the defendant. Damages are compensatory – not restitutionary. The most usual basis of compensatory damages is to put the innocent party into the same financial position he would have been in had the contract been properly performed. This is sometimes called the ‘expectation loss’ basis. In Victoria Laundry v Newman Industries, for example, Victoria Laundry were claiming for the profits they would have made had the boiler been installed on the contractually agreed date. Sometimes a claimant may prefer to frame his claim in the alternative on the ‘reliance loss’ basis and thereby recover expenses incurred in anticipation of performance and wasted as a result of the breach – Anglia Television v Reed. In a contract for the sale of goods, the statutory (Sale of Goods Act 1979) measure of damages is the difference between the market price at the date of the breach and the contract price, so that only nominal damages will be awarded to a claimant buyer or claimant seller if the price at the date of breach was respectively less or more than the contract price. In fixing the amount of damages, the courts will usually deduct the tax (if any) which would have been payable by the claimant if the contract had not been broken. Thus if damages are awarded for loss of earnings, they will normally be by reference to net, not gross, pay. Difficulty in assessing the amount of damages does not prevent the injured party from receiving them: Chaplin v Hicks. In general, damages are not awarded for non-pecuniary loss such as mental distress and loss of enjoyment. Exceptionally, however, damages are awarded for such losses where the contract’s purpose is to promote happiness or enjoyment, as is the situation with contracts for holidays – Jarvis v Swan Tours. The innocent party must take reasonable steps to mitigate (minimise) his loss, for example, by trying to find an alternative method of performance of the contract: Brace v Calder. 3.4 Liquidated damages clauses and penalty clauses If a contract includes a provision that, on a breach of contract, damages of a certain amount or calculable at a certain rate will be payable, the courts will normally accept the relevant figure as a measure of damages. Such clauses are called liquidated damages clauses. The courts will uphold a liquidated damages clause even if that means that the injured party receives less (or more as the case may be) than his actual loss arising on the breach. This is because the clause setting out the damages constitutes one of the agreed contractual terms – Cellulose Acetate Silk Co Ltd v Widnes Foundry Ltd. However, a court will ignore a figure for damages put in a contract if it is classed as a penalty clause – that is, a sum which is not a genuine pre-estimate of the expected loss on breach. This could be the case where: 1. The prescribed sum is extravagant in comparison with the maximum loss that could follow from a breach. 2. The contract provides for payment of a certain sum but a larger sum is stipulated to be payable on a breach. 3. The same sum is fixed as being payable for several breaches which would be likely to cause varying amounts of damage. All of the above cases would be regarded as penalties, even though the clause might be described in the contract as a liquidated damages clause. The court will not enforce payment of a penalty, and if the contract is broken only the actual loss suffered may be recovered (Ford Motor Co (England) Ltd v Armstrong). Equitable remedies 4.1 Specific performance This is an order of the court requiring performance of a positive contractual obligation. Specific performance is not available in the following circumstances: Damages provide an adequate remedy. Where the order could cause undue hardship. Where the contract is of such a nature that constant supervision by the court would be required, eg, Ryan v Mutual Tontine Association. Where an order of specific performance would be possible against one party to the contract, but not the other. Where the party seeking the order has acted unfairly or unconscionably. He is barred by the maxim ‘He who comes to Equity must come with clean hands’. Where the order is not sought promptly the claimant will be barred by the maxims ‘Delay defeats the Equities’ and ‘Equity assists the vigilant but not the indolent’. In general the court will only grant specific performance where it would be just and equitable to do so. 4.2 Injunction An injunction is an order of the court requiring a person to perform a negative obligation. Injunctions fall into two broad categories: Prohibitory injunction, which is an order that something must not be done. Mandatory injunction, which is an order that something must be done, for example to pull down a wall which has been erected in breach of contract. Like specific performance it is an equitable remedy and the court exercises its discretion according to the same principles as with specific performance, eg, Page One Records Ltd v Britton and Warner Brothers v Nelson.