Essay about Nikola Tesla - 877 Words

Tesla was born in Smiljan, Austria-Hungary (now Croatia) on July 9, 1856. He studied engineering at two institutions in Austria-Hungary--Graz Technical University (now in Austria) and the University of Prague (now in the Czech Republic). Tesla left the University of Prague in 1880, without a degree, after his father died. He then worked for a short time for Austria-Hungarys telephone system in Budapest (now in Hungary). In 1882, Tesla moved to Paris, where he worked for the Continental Edison Company. While at Graz Technical University, Tesla had seen a demonstration of a generator run as a direct-current (DC) motor. Direct current is electric current that flows in only one direction. During the demonstration, the brushes and the†¦show more content†¦There, he produced three complete systems of AC machinery. For each system, Tesla designed generators to supply the current, motors that use the current, transformers to raise and lower voltages, and a variety of devices to automatically control the machinery. Tesla received patents for his polyphase system of AC generators, transformers, and motors in 1888. That same year, he sold his patents to U.S. industrialist George Westinghouse. Tesla then worked at the Westinghouse Electric Company in Pittsburgh for a year to help develop commercial uses of the AC system. Tesla became a U.S. citizen in 1889. In 1893, Westinghouse used Teslas AC system to light the Worlds Columbian Exposition in Chicago. In 1895, Westinghouses Niagara Falls Power Project used Teslas generators and motors to harness the power of the waterfall. In 1891, Tesla invented the Tesla coil, a type of high-frequency transformer that is still used in radio and television transmission. He experimented with wireless control, and, in 1898, he demonstrated a radio-controlled boat he had invented. In 1899, Tesla created artificial lightning in one of his laboratories. Teslas other achievements include early experiments with X-rays and radar, aircraft design, and the invention of neon and fluorescent lighting. Tesla was also a great mechanical engineer, and created dozens of devices ranging from speedometers to extremely efficient electrical generators. OneShow MoreRelatedNikola Tesla Essay1550 Words   |  7 PagesNikola Tesla was born midnight on July 10, 1856, in Smiljan, Lika, which at that time was part of the Austrian-Hungarian Empire, which is now known as Croatia. His father was named Milutin Tesla and he was a Serbian Orthodox Priest. Djuka Mandic was his mother and she invented household appliances. Tesla was the fourth child of five, having one older brother and three younger sisters. In 1873, Tesla studied at the the Polytechnic Institute in Graz, Austria and the University of Prague. At firstRead More Nikola Tesla Essay1590 Words   |  7 Pagesthings, but I bet it wont give any mention of a man by the name of Nikola Tesla. In fact, I bet they wont give much mention of Tesla for any of the many things he invented. We can thank Thomas Edison for this. Nikola Tesla was born in Smiljian, Croatia at precisely midnight on July 9/10, 1856. Not a lot is known about his early childhood. His father was an orthodox priest, and his mother, though unschooled, was highly intelligent. Tesla had an extraordinary memory, and he spoke six languages. He SpentRead MoreEssay On Nikola Tesla1458 Words   |  6 PagesNikola Tesla (1856-1943) was an inventor and is responsible for the world as we know it. He developed alternating current, the Tesla coil, and wireless connectivity. Today he is regarded as one of the most important geniuses in history, but while he was alive, his ideas were largely unsupported. Tesla was born in Smiljan, Yugoslavia (modern-day Croatia) on July 10, 1856. He went to primary school, where he learned subjects such as arithmetic, religion, and German. From a very early age, Tesla wasRead MoreNikola Tesla Essay845 Words   |  4 PagesNikola Tesla was born midnight on July 10, 1856 in Smiljan, Lika, which was then part of the Austo-Hungarian Empire, region of Croatia. His father was named Milutin Tesla and was a Serbian Orthodox Priest. Djuka Mandic was his mother and was an inventor in her own right of household appliances. Tesla was the fourth child of five, having one older brother and 3 younger sisters. Tesla studied at the Realschule, Karlstadt in 1873, the Polytechnic Institute in Graz, Austria and the University of PragueRead MoreEssay Nikola Tesla1035 Words   |  5 PagesNikola Tesla is regarded as one of the most brilliant inventors in history. His work provided the basis for the modern alternating current power system, as well as having developed bo th radio and the fluorescent light bulb. He worked with Thomas Edison and George Westinghouse, among others. He was also widely misunderstood by his peers and the public at large. Biography Nikola Tesla was born in a small town called Smiljan, in what is now Croatia, during a lightning storm. Some would say thatRead MoreBiography of Nikola Tesla 1054 Words   |  4 PagesNikola Tesla is undoubtedly one of the most influential scientists of all time. He was born on July 10th, 1856 in Smiljan, Lika; at this time, Smiljan was located in the Austro-Hungarian Empire region of Croatia. Tesla was thought to be one of the very few people who possessed an eidetic, or photographic, memory. He had numerous ideas for possible inventions, which he almost never felt the need to write down. In his lifetime he registered more than seven hundred patents around the world.2 Some ofRead More Nikola Tesla Essay1059 Words   |  5 Pages Nikola Tesla Few people recognize his name today, and even among those who do, the words Nikola Tesla are likly to summon up the image of a crackpot rather than an authentic scientist. Nikola Tesla was possibly the greatest inventor the world has ever known. He was, without doubt, a genius who is not only credited with many devices we use today, but is also credited with astonishing, sometimes world-transforming, devices that are even simply amazing by todays scientific standards. Tesla was bornRead More Nikola Tesla Essay1355 Words   |  6 PagesBorn in 1856 the son of an Orthodox priest in Smiljan, Croatia, Nikola Tesla had an early exposure to inventing. His mother, although unschooled, was a very intelligent woman who often created appliances that helped with home and farm responsibilities, such as a mechanical eggbeater. Young Nikola was schooled at home during his early years and later attended a school in Carlstadt, Croatia. He soon developed advanced skills such as doing calculus integrals in his head. He very deeply wantedRead MoreEssay On Nikola Tesla1801 Words   |  8 PagesNikola Tesla was an inventor, electrical engineer, futurist, mechanical engineer and physicist. He is the original inventor of the alternative currents which revolutionize the way we use electricity. He made countless more inventions like remote controls, wireless telegraph, neon lamps, three-phase electric power. Many people think that Thomas Edison made electricity available to us which he did for a while but it was very dangerous, however Nokia Tesla was the true inventor that provided us withRead MoreNikola Tesla Essay1096 Words   |  5 PagesNikola Tesla I do not think there is any thrill that can go through the human heart like that felt by the inventor as he sees some creation of the brain unfolding to success... such emotions make a man forget food, sleep, friends, love, everything. Nikola Tesla Few people know his name today, and even those who do the words Nikola Tesla are likely to come up with the image of a crackpot rather than an authentic scientist. Nikola Tesla was possibly the greatest inventor the world

Title of Paper Free Essays

â€Å"Although his name is hardly a household word, the ghost of Jay M. Near still stalks most U.S. We will write a custom essay sample on Title of Paper or any similar topic only for you Order Now courtrooms.   There exists no plaque that bears his name†¦.Near is truy the unknown soldier in the continuing struggle between the powers of government and the power of the press to publish the news.†Ã‚   (Friendly, 172) Fred Friendly, journalist, wrote of the struggle men, such as Jay M. Near, fought in their determination to live the American dream.   Their dream may not be acknowledged by the general public, but Near and his peers were trying to live the rights bestowed upon them as Americans.   Among those rights were the right to free speech, and freedom of the press. The reason Near is not a household name is because his cause may not have been seen by many to be noble.   If fought today, his cause or his dream would be likened to that of The Enquirer or The Star.   In fact, Friendly, in Minnesota Rag:   Corruption, Yellow Journalism, and the Case That Saved Freedom of The Press,   described Near vs. Minnesota, as a cast that placed freedom of the press in the least favorable light. Minnesota Rag, by Fred Friendly, traces the roots of this case all the way back to Duluth, Minnesota, beginning with a man by the name of James Morrison, who edited the Rip-Saw.   Morrison is described as a self-righteous man, willing to do anything to prove his point.   He saw a need in Duluth to expose the lawmakers for what they were.   It was a time of prohibition and Morrison saw failure in politicians and corruption in the police.   The Rip-Saw, as described by Friendly, was relentless.   â€Å"Once it had a victim in its sights, it didn’t stop until its prey was wounded.†Ã‚   (Friendly, 8) The Rip-Saw became a popular success.   The prohibition had been a failure and opened the door for Morrison to attack.   He ran storied of gambling dens increasing, prostitution and politicians, but did so under the guise of moral decency, which led the general public to believe him and the Rip-Saw.   The business sector did not have as much faith in Morrison or the Rip-Saw.   They accused him or trying to force businesses to buy advertising in order to eliminate the risk of gossip. Morrison was a single man trying to affect an entire community into believing and acting on his morals.   He had identified what he thought was just and decent and insisted that the rest of the community live by his law, or be punished.   His punishment was to be published as a headline in his paper in a non-flattering and often libelous manner.   He took it upon himself to judge the morals of others.   Morrison had an impact on local elections with the stories he printed, whether true or untrue. When finally brought to court on charges of libel, Morrison was found guilty.   Morrison immediately appealed the decision and six months later was ordered to make a public apology.   By that time, Morrison had already won, as the Mayor Power he had so maliciously written about had lost his election.   Morrison issued an apology, but certainly in jest as he had already accomplished what he had set out to do. Having accomplished such a feat, two other politicians, Boylan and Lommen, who had been lambasted in the Rip-Saw, determined that this type of press was unacceptable and formed legislation prohibiting publications that were producing â€Å"malicious, scandalous, and defamatory material.†Ã‚   (Friendly, 20)   This legislation is what would become known as the Public Nuisance Bill of 1925, often referred to as the â€Å"gag law.† â€Å"Any person who†¦.shall be engaged in the business of regularly or customarily producing, publishing or circulating, having in possession, selling or giving away, (a)  Ã‚  Ã‚   an obscene, lewd and lascivious newspaper, magazine or other periodical, or (b)  Ã‚   a malicious, scandalous and defamatory newspaper is guilty of nuisance.† This law enabled a single judge to prevent the publication of anything they believed or considered to be obscene, lewd, lascivious, or malicious, scandalous and defamatory.   Press coverage of this bill was almost non-existent and yet it had the largest impact on their business.   America, founded on freedom and liberty, was now going to allow the fate of individuals to rest in the hands of one judge, and his beliefs.   This judgment went against everything that our laws our founded on.   This wouldn’t go down without a fight. Minneapolis, Minnesota was vastly affected by the prohibition as well.   Friendly described it as a crossroads in the Canadian whiskey trade.   From Minneapolis it could be shipped to Chicago and St. Louis.   Some journalists in the Minneapolis/St. Paul area described both the politicians and law enforcement as being on the take.   Minneapolis was known as a town of gambling, illegal booze and prostitution, plagued by gang killings.   Friendly describes many of the journalists of respectable newspapers as looking the other way.   They chose not to get involved.   Enter Morrison’s successor, Jay M. Near. Near is not described as a man of conscience or character, but a man who was looking to profit, in any way he saw fit.   Again, this is likely why his name is not a household term.   Near and his partner Guilford, began a crusade against local authorities, including the chief of police.   Their publication The Saturday Press took aim at the local authorities.   Their implications tied the police to the local gambling syndicates and further accused the police of extorting money from local businesses. Brunskill, the chief of police had ordered an official ban of the paper from all newsstands in Minneapolis, on the basis that it would corrupt the morals of children.   Brunskill threatened arrest of anyone who would be selling the paper, which made Near fight harder.   Near and his cohorts promised legal aid and bail to anyone who would willingly sell the paper.   It was a political and racial fight from beginning to end.   Near, who was anti-Catholic, anti-Semitic, anti-black, anti-labor, would find support in the Jewish community to further his cause.   Never the less, The Saturday Press was eventually closed and padlocked. The United States, a country founded on freedom, had caused the creation of a number of civic unions that would fight for a cause, whether they believed in it or not.   They were fighting for freedom, yours, mine and theirs.   Near had found a way to reach out to the American Civil Liberties Union, and although they did not agree with his publication, they agreed with his right to publish it.   Near was also joined by Robert Rutherford McCormick, publisher of the Chicago Tribune.   McCormick joined the battle because of his belief in the First Amendment. They joined forces in order to fight the Public Nuisance Law and to support Freedom of the Press.   They did not all agree on the purpose of that freedom or how it should be used, but that it should be present for everyone.   They had determined that no one man should have the right to quiet the voice of another, despite their difference in opinion, and they took their case to the Supreme Court. Weymouth Kirkland, appellant’s counsel, in his address to the court, asserted that the Minnesota law violated the United States Constitution by restricting freedom of the press.   Kirkland admitted that the articles were defamatory, but added, â€Å"So long as men do evil, so long will newspapers publish defamation.†Ã‚   (Friendly, 126)   Kirkland concluded that every man has the right to publish malicious, scandalous and defamatory matter, even if untrue and with bad motives. (127) They may be dealt with after the publication of such matter, but no one has the right to prevent such publication.   Kirkland’s point was that the Minnesota gag law was a method of permanent censorship, however criminal proceedings on a specific complaint were always available to the state.   (128)   The Supreme Court ruled in Near’s favor. According to Friendly, Near vs. Minnesota, placed freedom of the press in the least favorable light.   (172)   Near’s cause did not appear to be significant or even just, except by those that choose to fight this battle.   To those who fought the battle it created a â€Å"sturdy† law.   â€Å"If great cases like hard cases make bad law, as the Holmes proverb warns, it may follow that since few knew or cared about Near’s cause, freedom of the press was transformed successfully into a twentieth-century constitutional bulwark.†Ã‚   (Friendly, 173) Had this case never been heard, we may be left with the inability to question our government or local authorities today.   We live in a democratic society, where we have been granted certain unalienable rights, among them the right to freedom of speech and freedom of the press.   Without those options, the press would be unable to publish stories of certain unflattering truths about our elected officials.   We would be unable to make informed decisions. â€Å"Both the history and language of the First Amendment support the view that the press must be left to publish news, whatever the source, without censorship, injunctions, or prior restraint.   Only a free and unrestrained press can effectively expose deception in government.† (Friendly, 176) Near vs. Minnesota and the case of Morrison and the Rip-Saw, either story seems hard pressed to point to a great law that would emerge from the scandals.   But to leave the Public Nuisance Law in place, to limit the freedom of the press, would ultimately result in a restraint upon the freedom of the general public.   If the press cannot print what they learn, then our democracy is dissolved. â€Å"But, history, fate, or whatever fore it is that provides the unlikely champion, or the subtle, improbably turn of events that leaves its indelible stamp upon the course of human events, intervened.   It was one such incident that ultimately empowered five Supreme Court Justices to infuse with life and spirit and amendment which for 150 years had existed only as a bare skeleton.†Ã‚   (Friendly, 179)                                  How to cite Title of Paper, Essay examples

The Analysis of the Novel The Death of Ivan Ilych Essay Sample free essay sample

Introduction Thesis Statement: The novel ofLeo Tolstoy1981 entitledThe Death of Ivan Ilychhas provided several statements that sprung up throughout several reviews and analysis that occurred together with the literary piece. The primarysubjectof the fresh involves the chief status of decease as it comes near a individual and the procedure of accepting. interacting. and populating in a status wherein decease apparently knocks near. Thesecret planbad lucks that were experienced by the supporter of the narrative. Ivan Ilych. implicates a ramifying political orientations from assorted facets of elements. such as faith. literary reviews. societal scientific disciplines. doctrine of decease. etc. As for the analysis of the novel. the primary focusedelementsinvolves the facet of decease in its nucleus credence and the premier symbolic attributes specifically pain and decease itself. Furthermore. the analysis of the paper farther extends to the scenario of the characters. Gerasim. and the household. which someway provided the primary conflicting parties throughout the literary piece. Obviously. the class of the narrative is in line with the facets of mourning and heartache ; nevertheless. the primary sarcasm involved is how did the facet of deceasing became the way towards the visible radiation and enjoyment Body The novel starts in the character of Ivan Ilych Golovin who significantly plays portion in the justness system of St. Petersburg as a high tribunal justice. During the life of Ivan Ilych. prosperity and celebrity had been portion of the ever-existing kin inclined in political personal businesss. such as the paternal line of descent of Ivan. granted that they have served St. Petersburg in a chiseled mode. The household of Ivan Ilych comprises of political forces from Ilya Epimovich Golovin. who was a councilor. Ilych’s household of beginning did branched out in a well-famed and recognized persons ( her sister married a baron. and his senior brother sought the stairss of his male parent ) . Ilych averagely lived a normal yet important life as a Member of Court of Justice even though he was expected by his male parent as thele phenix de la familleor pride of the household. The powers enveloped in the appreciation of this attorney were negated at the clip of great anomalousness th at had occurred. The focal point of Ilych’s life remained in the sense of good workss for the community. for the spiritual religious orders. and for his household ( Schwehn and Bass 2006 492 ) . One clip. the ordinary life of Ilych was disrupted by immense hurting happening in his side. Apparently. the good workss did non saved him from the diagnosing of the physicians. which states that the status nowadays in him is terminal. and decease was approaching towards him. Ilych was devastated and resort to inquiries of meriting such faith sing the unsloped life that he ordained to himself ; hence. he began interrupting the usual impulse of the atmosphere. being ill-mannered even to his household. and much worst. to himself. However. the conditions of Ilych’s positions shifted as he met one of the symbolic figure established in Gerasim. who somehow taught Ilych the sarcasm of unreal life and reliable life. Upon the decease of the justice. the plot line branches out into assorted sentiments expressed by different characters. Fedor Vasilievich. Peter Ivanovich. and other members of the tribunal justness were keenly reasoning and anticipating the publicities brought by the decease of Ilych ( Danaher. 2007 ) . The construct of heartache and mourning greatly entangled the position of Ivanovich and the left behind household of Ilych. which someway institutes another symbolic figure implying the negative facet of decease. At the terminal of the narrative. Ilych recognized the benefit of deceasing in a different position of being cognizant. prepared and able to see the value of life every bit good as deceasing ( Dickenson and Katz 2000 220 ) . Therefore. at the terminal of the. Ilych eventually accepted his decease. negated the facet of unreal life. and welcomed the genuineness of his new given life ( Schwehn and Bass 2006 492 ) . The primary characters involved in the novel chiefly branch out to different character. viz. the supporter. new wave Ilych Golovin and his household. Fedor Vasilievich. Peter Ivanovich. Gerasim. and Praskovya Fedorovna. Get downing with the chief supporters. Ilych Golovin. who died in February 4. 1882. became the primary point of circulation in the novel ( see www. ccel. org ) . The treatment chiefly involved the decease of Ivan as he conjured a terminal unwellness diagnosed by the physician. which greatly affected every parts of his life ( Dickenson and Katz 2000 220 ) . The kernel of being ordinary nowadays in his life has shifted into a life full of enquiries and justifications of good plants over life’s unfortunate effects. Peter Ivanovich became one of Ivan’s closest familiarities. and the two of them went to jurisprudence school together with Vasilievich. Ivanovich presents uneven attack towards the casket of Ilych sing that his chief symbol in the narrative relays in an unenlightened person. Ivanovich and Fedor Vasilievich joins the character of position-greed in the novel. as the two exclaim the desire of obtaining the vacancy left by the places of Ilych ; hence. implicating the characters of discreet adversaries. Meanwhile. the married woman of Ilych. Praskovya Fedorovna. besides play important function in the class narrative as the chief support of Ivan in footings of his unwellness ( Malpas and Solomon. 1998 6 ) . As Ivan suppress the world of being terminally ill. Fedorovna continuously instills to Ivan’s mind the world of confronting decease. â€Å"Fedorovna’s position ; nevertheless. remains centered to his hubby and non for greedy motivations. although. the act farther d epresses Ilych’s perceptual experiences over his status ( Schwehn and Bass 2006 492 ) † . Last. the character of Gerasim. whom someway. provided the features of enlightenment-bringer on the facet of Ilych’s depressive estates had greatly modified the position of Ilych over life. decease. life and deceasing ( De Sousa. 2003 ) . By demoing and standing bravely over the face of deceasing and purdah. Ilych became impressed on his position. which someway motivated Ilych to alter towards the improvement. credence. realisation of life after decease. and the belief of God and confession ( Malpas and Solomon. 1998 6 ; Schwehn and Bass 2006 492 ) . The symbolisms nowadays in the narrative explicitly interact all throughout the narrative lines. peculiarly decease. hurting and the act of confession. â€Å"Most notably apparent. Ilych’s response over the hurting had provided him the lay waste toing intelligence that disrupted the environment of mundaneness and the well-classified life that he had as a member of justness commission ( Malpas and Solomon. 1998 6 ) † . The hurting experienced by Ilych acted as the primary trigger to switch the full dimension ofordinaryto the impression of anxiousness. The agonies brought by hurting triggered the alteration and exposure of failing in Ilych’s belief of uprightness and moral bases. sing that the profession whom the character signifies was really in the field of concluding and principle ( Klement 1994 ) . Pain acted as the premier trigger to switch the atmosphere and exceed the plot line to another facet. which is confronting the facts of terminal position peculiarly. decease ( Danaher. 2007 ) . The construct of decease is deemed non merely as the primary subject of the narrative but besides play portion of the symbolical three wherein fright of decease exposes the discreet uncertainties. trial of religion. degree of enlightenment and realisation of life far more than the cognition obtained from calling or instruction ( Malpas and Solomon. 1998 6 ) . Last. the construct of confession that was or dained by Ilych with a priest after accomplishing the realisations of reliable life over the deceasing one had significantly provided the symbolical function of declaration ( Klement 1994 ) . Sing the Christian dispositions of Tolstoy. ( hurting ) triggers are deemed necessary in order for us to recognize the current terminal ( decease ) of our action while believing that the current way ( unsloped life or an ordinary life ) can salvage us from the terminal. yet merely by understanding the extreme end ( reliable life ) can assist us seek the key ( confession ) ( De Sousa. 2003 ) . The novel’s sarcasm was dispatched chiefly on the latter portion of the narrative wherein the facet of joy and credence became the point of position of Ilych as he approach the close clip of his decease. Sing that the whole clip after cognizing the terminal status of his life. the facet of life became deformed and self-pity reigned over Ilych discreetly. and yet. the result of the novel illustrated a sense of satisfaction. which is a satisfied impression from deceasing. â€Å"And the hurting? † he asked himself. â€Å"What has become of it? Where are you. trouble? †He turned his attending to it. â€Å"Yes. here it is. Well. what of it? Let the hurting be. † †¦ â€Å"And death†¦where is it? † †¦Ã¢â‚¬ So that’s what it is! † he all of a sudden exclaimed aloud. â€Å"What joy! † ( Tolstoy 1981 ) The statement provided by Ilych greatly connotes the kernel of deceasing with satisfaction. credence and exhilaration ; nevertheless. the early looks involved utmost torment and hurting over his conditions that are yet to be resolved. In some point of analysis. the sarcasm revolves in the construct of reliable life and unreal life that possess beliing perspective yet manifest the existent accounts over the sarcasm ( De Sousa. 2003 ) . Bridged by enlightenment and realisation. Ilych eventually took his spring from the ideation of unreal life and eventually give up himself towards life’s genuineness by deceasing. which is the really most dry statement of the novel. Decision In the decision of the paper. the primary subject stated involves the facet of decease and the statement of the thesis states the brotherhood of credence of decease from the fright of deceasing. Three elements have been utilized in the full class of literary analysis. chiefly the word pictures. symbolism and sarcasm. The characters in the novel. which notably revealed the captivations and chief engagements of the most of import characters of the novel. provided the model of the full events of the narrative. The symbolism instills the threes of hurting. decease and confession. which somehow suggests the spiritual deductions of the narrative as referred to both the novel and the Christian inceptions of the writer. Last. the sarcasm involved tackles the important turning over from torment of decease towards credence to the point of seeking for decease. Plants Cited Internet Resources: â€Å"Death of Ivan Ilych. † 1 Christian Classics Ethereal Library. 7 Feb. 2008 lt ; hypertext transfer protocol: //www. ccel. org/ccel/tolstoy/ivan. hypertext markup language gt ; . Danaher. David S. â€Å"IVAN ILYCH. † 1 2007. Encyclopedia of Death and Dying. 7 Feb. 2008 lt ; hypertext transfer protocol: //www. deathreference. com/Ho-Ka/Ivan-Ilych. hypertext markup language gt ; . Database Resources: Klement. Vera. â€Å"An Artist’s Notes on Aging and Death. †Art Journal. 53. 1 ( 1994 ) : 73-76.Online LIbrary. Questia Database. 7 Feb. 2008 lt ; hypertext transfer protocol: //www. questia. com/read/5000206040 gt ; . De Sousa. Ronald. â€Å"Perversion and Death. †The Monist. 86. 1 ( 2003 ) : 90-97.Online LIbrary. Questia Database. 7 Feb. 2008 lt ; hypertext transfer protocol: //www. questia. com/read/5002526428 gt ; . Print Resources: Dickenson. Donna. and Joanne Katz.Death. Dying and Bereavement. Sage. 2000. Gergen. Kenneth J. . and Mary M. Gergen.Social Construction: A Reader. Sage. 2003. Schwehn. Mark R. . and Dorothy C. Bass.Leading Lifes That Matter: What We Should Make and Who We Should Be. Eerdmans Books for Young Readers. 2006. Primary/ Book Resources: Tolstoy. Leo.The Death of Ivan Ilyich. Bantam. 1981. Malpas. J E. . and Robert C. Solomon.Death and Philosophy. Routledge. 1998.

Origin Of Heiroglyphics Essays - Egyptian Languages,

Origin of Heiroglyphics Origin of Heiroglyphics Ancient Egypt conjures up thoughts of a great civilization, one very advanced for its time. The Ancient Egyptians invented all different forms of literature, including poetry and short stories, and they were extremely advanced as far as art, medicine, science, and religion went. One of the more mysterious aspects to Ancient Egyptian civilization was their use of hieroglyphics. Very few people to this day can understand the complex language. The origin of these hieroglyphics seems to also to be misunderstood by many people. Some think that since the Egyptians were such a close, rigid society that they invented the form of writing called hieroglyphics, but that is simply not true. The origin of using pictures to represent things can be traced all the way back to caveman times, but the main influence for the Egyptians came from the land of Sumer. In fact, the beginning of Egyptian civilization was very similar to that of the Sumerians. By 500 b.c., farming settlements were established all along the Nile River (Warburton, 69). Civilization in Egypt brought problems similar to those that arose in Sumer, but it was the growing government bureaucracy, not business, that created the need for writing, and the eventual development of hieroglyphics. Because the Nile flooded every year, the Egyptian farmers had begun to build dikes to keep the floodwaters out of towns, basins to capture and hold the water after the floods receded, and irrigation canals to distribute the water throughout the fields (Warburton, 70). Those projects required a very organized effort among every one of the farmers, and a strong central government and bureaucracy developed to manage and control this effort. Eventually, this bureaucracy, including the king, the upper-class, and the ever powerful priests in charge, became a huge, rigid network that managed everyone's life. By 3100 b.c., when the Sumerians had invented their picture writing, it had become impossible to run that network without an accurate record-keeping system (Warburton, 74). For a long time before then, the Egyptians had been trading gold and linen with many other countries from throughout the middle east. In exchange, they got timber, gems, copper, and perfume (World Book Encyclopedia, 224). While trading in the land of Sumer, the Ancient Egyptian traders must have noticed how helpful a written language was and how it could help their governments bureaucracy function much more smoothly. Then, they brought back the idea back to Egypt, where it was quickly and openly accepted. The Egyptians, however, did not acknowledge the borrowing from Sumerian culture. Instead, they believed that writing had been invented by their god of learning, Thoth, so they called it "words of the gods" (Warburton, 70). And since written words came from the gods, they had magical powers. By carving a person's name on a tomb or monument, the Egyptians believed that they were helping to keep that person alive if they had passed on. Similarly, by erasing a person's name from the inscriptions would make the person disappear. Words were so powerful that putting a written list of objects in a tomb was the same as putting the objects in themselves. Since the Egyptians believed that a person's life was bound up in his name, the Egyptian Kings often had five names, the most important being the throne and birth names (Harris, 18). Egyptians developed this gift from the gods into their own unique writing system, using the pictograms they borrowed from the Sumerians but drawing them in a very different style. When the Egyptians first started writing, they used simple pictures to represent objects, just as the Sumerians had. In combination, these pictures could also narrate an event. Egyptians, like Sumerians, must have quickly realized the limitations of writing with only pictograms. Their population and business was growing rapidly, requiring an even more accurate record-keeping system. Also, the power of the kings was growing and so was their desire to glorify themselves, especially on the massive tombs they had built. They could not use pictograms to write "The King triumphed over his enemies in a mighty victory" (Helfman, 42). The priests, who at the time, were the only ones who could read and write, responded by developing ideograms and then phonograms, as the Sumerians had. Ideograms were pictorial symbols that were used to convery abstract ideas (Encyclopedia Americana, 179). For example, the symbol of the sun could also indicate the idea of ?day' or ?light.' The symbol for the thorn could also mean ?sharp.' At a later stage, the picture symbols came to be used to write other words that merely sounded like the name of the object drawn. A

The Top 5 Jobs in Every Major Industry in the West

The Top 5 Jobs in Every Major Industry in the West if you’re looking for a career change (or a change of scenery!), here are some of the fastest-growing jobs for 2016 in the far-western part of the u.s., per the u.s. bureau of labor statistics. this region includes alaska, arizona, california, hawaii, idaho, nevada, oregon, and washington. this region is unique because it includes some of the most disparate states in the union- states don’t come much different than alaska and arizona. but what they have in common is that they’re  all seeing strong growth in core industries.1. tech industry: web developerâ€Å"if you build it, they will come.† okay, so that was technically a ghost in a cornfield telling kevin costner to build a baseball field. but it’s just as relevant for the american west, where the beating heart of the tech world lives in seattle and san francisco’s silicon valley. one of the hottest positions in the pacific region, according to the robert half tech blog, web developers w ill continue to be in demand. web developers design, create, and maintain websites for companies or personal clients. in addition to designing, they also manage the day-to-day tech aspects of the site and work in different programming languages to update the sites.web developers typically have an associate’s degree or higher to start. the median salary is $63,490, and the projected growth is strong at 27%.2. service industry: meeting, convention, and event plannertourism is a key industry in the west, particularly in hubs like las vegas. meeting, convention, and event planners are responsible for organizing large-scale events like conferences and company meetings. they manage staffs and coordinate details like food and lodging, locations, and transportation. event planners typically have a bachelor’s degree, and experience in hospitality is a valuable skill to have, as well.the median salary is $46,490, and the field is expected to grow by at least 10% in the coming ye ars.3. logistics industry: emergency management specialistin a region of the country unfortunately prone to earthquakes, fires, and other natural disasters, complete emergency preparedness is essential. emergency management specialists manage logistics related to emergency planning and training teams for future events.the median salary for this position is $52,590, and california and oregon are among the highest-paying states for emergency management specialists. the field is expected to grow between 6-10%.4. healthcare industry: occupational therapistoccupational therapists are an essential part of recovery after injury, and also work with patients who have chronic illnesses or disabilities. they create treatment plans that include everyday living skills to help patients recover or develop the ability to function. the standard level of education for occupational therapists is a master’s degree, with additional certification licensing generally required by states.the median s alary is $78,810, and the field is expected to grow by 27%.5. restaurant industry: chefwe live in a foodie nation these days, and chefs and cooks are often at the front of the innovation line, with eclectic dishes inspired by local and ethnic cuisines. chefs may work in the traditional restaurant setting, but you’ll increasingly find them in other places as well: private homes, pop-up kitchens, and various hospitality venues. on-the-job training is key for chefs. no specific degree is required, but many chefs and cooks opt for formal culinary school training, and all must meet local food handling guidelines.the median salary is $41,610, and the field is expected to grow by at least 10%.no longer the wild west of old, the western region of the u.s. is a major source of innovation in all areas- and the job scene is just as fast-paced.

Analyzing A Selection Of Childrens Literature English Literature Essay

Analyzing A Selection Of Childrens Literature English Literature Essay With the birth of the field of children’s literature over two centuries old, Carnegie Medal winners represent only a small part of the history and tradition of children’s literature. The Graveyard Book (2009), the most recent addition recipient of the award, follows some of the traditions of the field, and differs in others. In my attempt to discuss how The Graveyard Book fits into the history and tradition of children’s literature, I will be comparing it with other notable works in the field, specifically, Robert Louis Stevenson’s Treasure Island (1883), J. K. Rowling’s Harry Potter and the Philosopher’s Stone (1997), and Philippa Pearce’s Tom’s Midnight Garden (1958). As a fellow Carnegie winner, Tom’s Midnight Garden, offers a comparison of fantasy fiction, and when considered with Harry Potter and the Philosopher’s Stone provides an interesting view of the changes that have occurred in the genre over the years . Treasure Island is structured similarly to The Graveyard Book, and both novels are good examples of the bildungsroman genre. In the course of this essay I will be referring to a range of critical material relevant to my discussion. The effect of children’s literature on children, and the reverse, is circular; as children’s attitudes to the world around them change, so too does the literature written for them, and as that literature changes, it again affects children’s attitudes. Furthermore, the evolution of adults’ understanding of childhood has affected which books are deemed suitable for publication. Children’s literature commonly exemplifies the beliefs and context of the culture in which it is written, however, since the majority of children’s literature is written by adults, it often reflects issues that concern adults, and not the intended audience. Adult-authors must make assumptions about the reaction of a child-reader or the beha viour of a child-protagonist, and in doing so, can sometimes offer a poor representation of a child’s perspective. This difference between the adult’s and child’s attitude to children’s literature can often be seen in the contrast between best-selling books, and those books that win literary prizes. Contrary to this, The Graveyard Book has won the Newbery Medal, Hugo Award for Best Novel, and the Locus Award for Best Young Adult novel in 2009, and the 2010 Carnegie Medal (Wikipedia contributors, 2011), spent fifteen weeks on the New York Times best-seller list for children’s chapter books (Rich, 2009), and has a film adaptation currently in production (Wikipedia contributors, 2011). Gaiman himself recognized the unusual nature of a book being both popular and prestigious, saying that typically ‘there are books that are best sellers and books that are winners’ (Gaiman quoted in Rich, 2009). The popularity and prestige of a children†™s book is dependent on a number of different elements; instruction and/or delight, and social, cultural and historical contexts (Maybin, 2009, p. 116). Maybin states that ‘prizes signify a book’s prestige in the eyes of the critics, but they are not necessarily an indication of its appeal to children’ (Maybin, 2009, p. 118). The division between the children’s books awarded literary prizes, and those that are popular with children is significant. An example of such division can be seen when comparing Philip Pullman’s Northern Lights (1995) and Rowling’s Harry Potter and the Philosopher’s Stone; Northern Lights was the 1995 Carnegie Medal winner, while Harry Potter and the Philosopher’s Stone only reached the shortlist for the 1997 Medal, but went on to win the Nestlà © Smarties Book Prize, The British Book Award for Children’s Book of the Year and the Children’s Book Award, all of which, suggestively, have invo lved children in the judging process. Like The Graveyard Book, both books are fantasy-adventure novels featuring a young protagonist. All three novels are read an enjoyed by adults and children, but while Northern Lights is considered by adults to be ‘quality’ literature, Harry Potter is criticised being not literature but a ‘phenomenon’ (Zipes, 2009, p. 289). Nicholas Tucker (2009) argues that the criteria for judging the quality of children’s books varied according to conceptions of childhood; for those with a romantic conception, the emphasis is on an exciting, imaginative storyline, whilst those who view childhood primarily as preparation for adulthood favour books that are ‘truly representative’ (Tucker, 2009, p. 153). If compared to earlier children’s books, it appears that modern children’s literature reflects the development of a clearer concept of childhood.

Economic Development Research Paper Example | Topics and Well Written Essays - 250 words - 1

Economic Development - Research Paper Example Economic development is important in regard to urban planning. Vibrant economic development is deeply rooted in optimal resource allocation and coordination of productive activities in an economy. Economic development transfers these attributes to urban planning, thereby enhancing its efficacy and contribution to national goals of economic welfare. Economic development also fosters the interrelationship of different sectors of the economy. Urban planning is undertaken by metropolitan authorities under planning bodies of the larger governance. It therefore outlines an indication of the position of urban planning prior to the desired land use patterns. Policy makers have considerations to make in regard to infrastructure requirements. Diversity and dynamism of both local and international infrastructure requirements require that policy makers assess both local and international infrastructure demands in order to come up with viable plans and projects that account for these requirements in the short run and the long run (Levy 257). Social, economic and political factors should characterize policy makers’ considerations in the context of infrastructure

Social Media at Work Essay Example | Topics and Well Written Essays - 250 words

Social Media at Work - Essay Example These are valid reasons that should be put in consideration about the issue of social media at work. However, there are other ways that such organization can effectively use social media. Employees will get an opportunity to research on important issues about the organizations such as connecting with customers or researching on projects to complete (Kovary 46). Many organizations require social media use for roles like sales, research, marketing, customer service and recruitment. It’s therefore major for the employees to understand the effective use of social media (Kovary 46). In order to manage so, the organization should provide training on the issue of appropriate use of media, establish a social media policy that will provide the conduct expectations, include an open dialogue on the consequences of negative behavior on social media, and also communicate the standards and policy frequently with employees and managers (Kovary

Political Theory Essay Example for Free

Political Theory Essay Envy Test—The theory that the division of resources is actually equal if and only if one person does not prefer someone else’s portion of the wealth to his own. That means that if everyone in society is ahppy with what they have as compared to what everyone else has then the society passes the envy test. This has never happened and seems contrary to human nature. The further fallacy is that it could ever be achieved in that some people are born with innate talents that cannot be changed to give them fewer resources. Unremunerated rights—Proponents of this political theory argue that the Bill of Rights was not intended as a list of all the rights a person should be guaranteed under the Constitution. They argue that rights not listed, for instance the right to privacy, still exist. This theory was first put forth by the Warren Court in arguing that people had a right to privacy. It is also frequently used in the abortion rights debate as a justification for a woman’s right to control her own body. Politics of recognition—this is the political theory that argues we can only achieve enlightenment and equality when we recognize that people are not homogenous and acknowledge the inherent differences among people. This is almost the exact opposite of politics of equality which claim that all people have the same basic needs, wants and desires and should be treated all the same. Civic engagement—is the term used to define a person’s involvement in the social and political causes of the world around them. In psychology, it used primarily to describe how involved a person is in social causes—volunteering at a soup kitchen, etc. In political science terms, it is used to define how involved a person is in the participatory aspects of government—do they just vote, take an active role in campaigns, support certain candidates, etc. Black consciousnessprimarily used in relation to South African politics, this is the theory than being black is more than a skin color and represents the way the minority chooses to act toward itself and toward others. The movement argues that blacks in South Africa exploit each other more than whites exploit each other and that part of the problem is a culturally defined set of values and attributes that they have accepted about themselves. The movement calls for blacks to band together to change the way they treat themselves and to change the way they are treated by the remainder of society. Veil of ignorance—this is the theory that citizens are deliberately kept in the dark about the actual effects of certain legislation. In 1971, philosopher John Rawls argued that social justice requires that people be blind to the way something will impact them in particular and look instead to how it affects society as whole. In recent years, the argument has been made the special interest groups have lifted the veil of ignorance making everyone consider how legislation affects them personally. Universal citizenship—the goal of universal citizenship is to eliminate all barriers to participation in the political process. Thus, under a proposal for it in the European Union, even children would have the right to vote, though this would be carried out by their parents until they reached a certain age either 16 or 18. It assumes that everyone should have an equal right to participate in the political process. Anthropocentrism—is the process of viewing things from a solely human perspective and the word is usually used in a derogatory sense implying that by being so self-absorbed in the wants, needs and desires of humanity we may be ignoring the needs of another equally important species. This is completely in opposition to the concepts of survival of the fittest and to the victor goes the spoils. According to Dworkin, Adrian (the gardener) owes nothing to Bruce (the tennis player), as a matter of justice. Although they will have unequal goods, this is not unjust. However, Adrian might owe something to Claude (the unsuccessful gardener), and Adrian’s descendents may owe something to Bruce’s descendents. Why? In your answer, be sure to identify and apply Dworkin’s theory of distributive justice. In Dworkin’s theory of distributive justice, the beginnings are the all important state as is their impact on the end.   In this scenario, the statement that Adrian owes nothing to Bruce implies that they began life with equal resources or that Bruce began life with greater resources. It does not discuss whether Bruce might owe something to Adrian. Likewise, by saying that Adrian might owe something to Claude, who is unemployed, it implies that Claude and Adrian have equal resources and equal talents, but that Adrian has been successful where Claude has not. Furthermore, by saying that Adrian’s descendants might owe something to Bruce’s descendents the question implies that those descendants might have unequal beginning resources and ending statuses. The key to Dworkin’s distribution of wealth theory is that equal resource means equality. Therefore, if both Adrian and Bruce have the same basic resources—family, education, etc.—then they have met the initial requirement for equality. However, when a situation develops so that Adrian envies the things that Bruce has, the equality is gone. The problem with Dworkin’s theory is that it fails to address the impact of talents in the equation and also fails to address non-financial aspects of the envy test. For example, if Adrian and Bruce are able to achieve equal financial success with their respective professions, they should be equal under the envy test, but if Adrian believes (accurately or not) that Bruce has a more glamorous life with less work, more access to fame, etc., then the situation may still fail the envy test. This example perfectly demonstrates the flaws in the envy test and in Dworkin’s theory. Regardless of the flaws, Dworkin’s theory has been largely employed and thus the other caveats of the question.   The way that Dworkin’s theory has been employed, it is accepted as a given that Claude, who is unemployed, will be envious of Adrian and therefore they will be unequal. To even out this inequality, the government application of the theory has been to take resources (in the form of taxes) from Adrian and give them to Claude. The problem with this solution is that it can create envy in the opposite direction. To make them equal, you would have to remove half of what Adrian has and give it to Claude so that he would not be envious of Adrian. Then, the two would have equal resources.   Then, however, Adrian is likely to be jealous of Claude who has all the same things that Adrain does but who has not had to work for them; he will envy Claude’s lifestyle. Ultimately, much of the bashing done about the distribution of wealth system comes down to just that—another form of envy. The liberal view of universal citizenship has been challenged by feminists and advocates for race-based identity politics. What is this view, what about it has been challenged, and what is it alleged to be missing? In your answer, discuss the theories of Young/MacKinnon and Fanon/Biko. The problem with the liberal view of universal citizenship is that it requires as basis equality. If all people were equal, had always been equal, and would always been equal, then the concept of universal citizenship would be not only valid, but the appropriate thing to promote. However, the reason that it is widely-challenged by feminists and advocated for race-based identity politics is that at no point in human history have individuals ever been treated as true equals. MacKinnon and other feminists argue that it is more likely that without identifiable and motivate sub-groups of voters, the system will default o maintaining the status quo and will as a consequence promote dominance by white male society. Fanon’s argument is similar though not exactly the same. He argues that to appreciate the value of citizenship, one must have been involved in a violent struggle to attain it. This is sort of revolutionary politics at heart. It assumes that people do not value rights that they are given so much as those that they fight for. The basic premised is that in fighting, through violent struggle to attain citizenship and later the rights conveyed with citizenship, the African-American (and to a lesser extent other racial groups) has gained a self-identity that would be lost if they had been granted universal citizenship. It is possible that the opposition to universal citizenship comes from our ingrained belief in traditional political theory as developed by dead white men who placed huge limitations on citizenship including social class, race, gender, age, land ownership and literacy as well as other requirements through the ages. It should also be considered whether, despite their high-minded motivations, feminists and others who have been granted citizenship and the rights therein are not opposing universal citizenship in their own out-moded version of us versus the other. As they are no longer a distinctive portion of the other, it is possible that they desire to continue to bestow that status on different individuals including recent immigrants and children. Conservative opponents to universal citizenship say that the concept eliminates concepts of national allegiance and even racial allegiance, leading to a homogony of people that destroys diversification and eliminates cultural differences. While some proponents would say that is exactly the point, opponents point out that assimilation of all different ideas into one mainstream is counterproductive and eliminates the desire for and will to change. Kymlicka claims that all approaches to contemporary political theory endorse the proposition that all persons should be treated as equals, and that their disagreement comes down to the practical question of what that entails. What must be done to treat all persons as equals, according to libertarianism, liberal equality, utilitarianism, feminism, and Marxism? According to libertarian philosophy, equality happens when people do not use force against one another and people are given all rights which do not impose on the rights of others. This is the ultimate culmination of the Wiccan creed of â€Å"It harm none, do what though wilt.†   Libertarians believe in the defensive use of force to protect what is yours, but are staunchly opposed to the use of aggressive force. Aggressive force can never be used to promote equality. Those who argue for liberal equality believe that it is the opportunity matters. If people are given an equal chance at success, then the system has been successful according to those who support liberal equality. Utilitarians believe that people are equal when the common good is enacted for the rights of all people and that the common good applies equally to all members of society. Proponents of this theory argue that good is the important motivator and if all the actions are taken in a strict moral and ethical stance for the good of all people then the actions are inherently equal. Feminism comes in two distinctive branches: one simply promoted that after years of oppression a woman is equal to a man and can therefore do anything he can do. In an extreme form of feminism, some believe that the woman’s capability of imbuing life and her propensity for compassion make her superior to the male of the species.   The problem in extreme forms of feminism is that they also believe women should be given more than equal opportunities in an effort to make up for the centuries of oppression by men and that men should be denigrated to the class of secondary citizens.  Ã‚   Marxist theory claims that men are unequal in their talents and abilities, but that one talent or ability should not be more highly valued than another—thus a person whose talent is in digging ditches should be as valued as a person whose talent is neurosurgery. Are equal rights sufficient for realizing justice? Why or why not? In your answer, consider and discuss those theories of justice that find equal rights sufficient as well as those that do not. Equal rights are not sufficient for justice. There must also be an equal application of those rights. For instance, if a black man and a white man are accused of a crime, both have an equal right under the law to a jury of their peers, but depending on the racial makeup of the jury selection pool, they may not have an equal opportunity for the enforcement of those rights. A black man may find himself facing a just or only white Americans and vice versa.   Likewise, technically a rich man and a poor man have the same right counsel if accused of a crime, but the reality of access tells us that the rich man will likely hire an independent lawyer and will be less likely to serve time for his crime.

Cemetery Prototype Database :: Database

This prototype database was designed to meet the general needs of users from a range of different backgrounds in relation to cemeteries and graveyards. The scenario is described as follows: A consortium of international archaeological and historical societies has collaborated in funding a multidisciplinary database of international historical graveyards whose history goes back at least 100 years. As the database will be used for research as well as town-planning by a wide variety of people, including historians, local councils, genealogists, sociologists and epidemiologists, it is anticipated that it will include not only information about the graveyards themselves, but also the buildings, individual gravestones and the records of people buried there. [Emphasis added] Key words and phrases (highlighted) were used to determine the appropriate entities and their attributes, and to help determine the kinds of queries that might be useful for key stakeholders. This database will serve a diverse range users, each with different needs. Prior to constructing this database, I created a list of questions that I suspected may have been of interest to a given stakeholder, and then ensured that my database could answer them. I have listed a sample of these questions in Appendix I and have provided relevant queries to demonstrate the usefulness of the database. Entities From the scenario described above, I have determined that the following main entities are the most appropriate for a relational database: cemeteries, burial plots, burial records, monuments, buildings, and inscriptions. Each main entity and its significant attributes will be described below; however, a full list of attributes can be found in the appendix. Cemeteries and graveyards Each cemetery or graveyard will exist in the database as a distinct entity, and all other entities can be traced back to their relevant cemetery. Curl (1999) defines a cemetery as: 'a burial ground, especially a large landscaped park or ground laid out expressly for the deposition or interment of the dead, not being a churchyard attached to a place of worship.' Accordingly, a cemetery is not simply a place containing a dead body or bodies, but a defined location specifically intended to be used for burying the dead. While Curl attempts to distinguish a cemetery from a churchyard, my database takes a broader approach and includes all formal burial places (graveyards in general), including those associated with churchyards, burial mounds, and war memorials. As noted by Rugg (2000), cemeteries also 'provide the ability of users to locate a specific grave .

New Historicism

CO-TEXT: A historical document which is contemporary with and studied alongside a literary document. COMEDY: A play or literary composition written chiefly to amuse its audience by appealing to a sense of superiority over the characters depicted with a (usually) happy ending for the leading characters. CULTURAL MATERIALISM: – A critical practice that concentrates on the interventions whereby men and women make heir own history and situate the literary text in the political situation of our own (and not of its own day as New Historicists do). It reads the literary text in a way as to enable us to â€Å"recover histories†. – It uses the technique of close textual analysis but often employ structuralist and post-structuralist techniques. – It works mainly within traditional notions of the canon. EMPLOTMENT: The process by which a text is organized into a plot. EMPLOTTED: Organized into a plot. EPIC: A long narrative poem celebrating the great deeds of one or more legendary heros in a grand ceremonious style. EQUAL WEIGHTING: A combined interest in â€Å"the textuality of history, the historicity of texts† (L. Montrose) FICTION-MAKING: The historian bestows a particular significance upon certain historical events and then matches them up with a precise type of plot. MAINSTREAM LITERARY HISTORY: : Old historicism, dominant historical scholarship, monological, earlier historicism, single political vision, internally coherent and consistent, the status of historical fact, a stable point of reference. NARRATIVE: – A set of events (The story) recounted in a process of narration (or discourse). – A telling of some true or fictitious event o connected sequence of events, recounted by a narrator. NEW HISTORICISM: – A critical practice that gives equal weighting to literary and non-literary texts. – It insists on the textualization of reality (from Derrida) and the premise that society is governed by the collusion between discourse and power (from Foucault). – It places literary and non-literary texts in conjunction and interprets the former through the latter – It looks for manifestations in text and co-text of State power, patriarchy and colonization. PLOT: – A particular selection and reordering of the full sequence of events (story). The pattern of events and situations in a narrative or dramatic work. ROMANCE: – A fictional story in verse or prose that relates improbable adventures of idealized characters in some remote or enchanted setting. – A tendency in fiction opposite to that of realism. SATIRE: A mode of writing that exposes the failings of individuals, institutions, or societies to ridicule and scorn. STORY:  œ The full sequence of events as we assume them to have occurred in their likely order,, duration and frequency. In modern narratology, the sequence of imagined events that we reconstruct from the actual arrangement of a narrative. – In the everyday sense, any narrative or tale recounting a series of events. TAILORING: Adapting the facts to a particular story form. TRAGEDY: A serious play or novel representing the disastrous downfall of a central character, the protagonist. VALUE-NEUTRAL: Historical events acquire narrative value only after the historian organizes them into a specific plot type. VERBAL FICTIONS: A construct which is made of words and based on invention rather than reality.

Bilingual Education Essay

The presence of bilingual students in U. S. schools is significant and the result of internal and external historical factors. Educators and policymakers must consider their needs and potential contribution to our education system. The multiplicity of languages and the complex nature of bilinguals renders a complicated but exciting educational field for research, practice, and educational innovation. Unfortunately, languages become entangled in political battles, dragging the education and the future of innocent children into such conflicts. Indigenous inhabitants, colonizers, and immigrants to the United States have and continue to represent a variety of language backgrounds. Like it or not, the United States is highly multilingual. Fashions in using language in education and attitudes toward bilingualism have undergone many changes since the United States became independent. During the initial colonization of the United States, European settlers used the languages of their countries of origin. The Continental Congress considered French and German important for political purposes. It recognized the need to disseminate information among disparate populations to broaden the cause of independence (Heath, 1976). The settlers established schools that educated their children in their own languages, especially French, German, Spanish, and Swedish, while teaching English as a second language. Schools that used English as the medium of instruction taught one of the other European languages as a second language ( Keller & Van Hooft, 1982). The presence of many languages in U. S. schools was an accepted reality until the 1870s. â€Å"Newspapers, schools, and societies provided instructional support for diverse languages† (Heath, 1981, p. 7). There was, however, concern for seeking a common language, especially to conduct government affairs (Heath, 1981). The original colonies and territories incorporated later into the Union comprised local governments that used different languages, such as German in Pennsylvania, French in Louisiana, and Spanish in New Mexico and California. English, nevertheless, always played an important role in the public life of the colonies because from the beginning England colonized the United States. The form of government embraced after the American Revolution reflected English values (Conklin & Lourie, 1983). Economic and historic factors helped solidify the position of English as the language of government. During the first half of the 20th century, English was imposed as the language of instruction in most states. As many as 34 states enacted laws mandating English as the language of instruction. Other languages were forbidden and teachers could be fined or jailed if found using them: â€Å"No polyglot empire of the old world has dared be as ruthless in imposing a single language upon its whole population as was the liberal republic ‘dedicated to the proposition that all men are created equal'† ( Johnson, 1949, pp. 118-119). Political, social, and economic rationales for denigrating all languages other than English advanced linguistic and cognitive theories that attacked bilingualism. Public schools quickly adopted a â€Å"sink or swim† attitude during the first half of the 20th century. Special programs such as English as a Second Language (ESL) served only adults. The assumption was that children learn languages easily and nothing special needed to be done. Nevertheless, despite the lack of public support for bilingual education, there were bilingual programs–mostly dual language programs–in private and parochial schools. These schools extended the required curriculum to include instruction in the cultural, linguistic, and religious heritages of the particular ethnic group. A great number of them were bilingual (Fishman & Markman, 1979). National interest in bilingual education spread when Title VII, the Bilingual Education Act (an amendment to the Elementary and Secondary Education Act) was enacted in 1968. This federal legislation provided funds to create bilingual programs in poor school districts (Lyons, 1990). The impact of the federal law, both good and bad, was widely felt. A number of states reversed the laws that permitted English as the only language of instruction by passing bilingual education legislation. Massachusetts was the first state to enact such a law with its Transitional Bilingual Education Act (1971). More than 20 other states followed Massachusetts’ example by creating transitional bilingual education programs (August & Garcia, 1988). Evidently, during the past two centuries, use of languages in education has been increasingly politicized. History has repeated itself but in modified ways. The acceptance of languages in education observed in the early part of the 19th century was apparent again in the 1970s but languages other than English appeared in schools with a much lower status with respect to English than they had a century earlier. The imposition of English only at the turn of the century reappeared in the 1980s, although this time some minority students were served by special English language programs rather than leaving all to sink or swim. Efforts to make English speakers fluent in other languages have also seen ups and downs. Suspicion toward foreigners in the early part of the century discouraged second language learning. Interest in foreign language learning following World War II wavered in the 1970s. The pendulum is swinging again in favor of bilingualism for English speakers. Foreign language programs are starting earlier in elementary schools and bilingual education programs that promote bilingualism are becoming increasingly popular (Met & Galloway, 1992). However, most successful bilingual programs have been created not by legislative mandates but by concerned educators and communities working together. Good education for bilingual students should not be the outcome of compliance with legislation. Schools must be willing to create good programs suitable for all students, including bilinguals. To overcome resistance to implementing bilingual education, many communities resort to politics or lawsuits to force school districts to provide bilingual education. However, political solutions create their own problems, paradoxically compromise and rigidity. For example, laws and regulations that impose a 3-year maximum for students attending bilingual education programs arose as a compromise between the forces for and against bilingual education. Research shows time and again that students profit from long-term bilingual instruction, even though some students who stay shorter periods eventually succeed in mainstream education (Kleinfeld, 1979). Consequently, it is clear that historically Americans have not showed great tolerance to linguistic diversity. There have been repeated efforts to make English an official language in the country by restricting bilingualism, as well as attempts to enhance more ESL programs on the other side. There is an ongoing disagreement regarding whether or not ESL program meets its initial objective, the ways it affects American society, and its necessity. The opponents of bilingual teaching argue it is expensive for the country, keeps immigrants socially isolated, slows down the assimilation process, creates a retreat of an official language and dissolves the unity of America. Generally, a lot of people form negative assumptions about bilingual programs based on their ideological beliefs, political views, personal observations, negative experience or simply generalizations and stereotyping based on limited knowledge about ESL classes (Rojas, 2003). These judgments usually lack evidence and logical reasoning, and thus cannot objectively analyze the program’s weaknesses or disadvantages. As Maria Brisk observes, â€Å"Much of the debate on bilingual education is politically motivated, more suitable for talk shows than for improving schools† (Rojas, 2003). And indeed, ESL programs are viewed more as a tool to solve multiple social problems (which, certainly, are also important)–minority groups’ rights, language diversity, melting pot, the unity of the country, a threat to the existence of dominant culture, and so on–instead of focusing on the quality of education our school-age population is receiving and the environment they are placed in. Policymakers should definitely pay more attention to the program’s educational effectiveness and dramatic improvement in students’ academic progress when deciding whether public schools need ESL classes. Because public schools have quite a significant influence on children’s learning and personal development, we are responsible of making it a positive schooling experience for all students despite their ethnic background or native language. Bilingual education helps students to learn English faster, provides a friendly learning environment, improves academic progress, encourages kids to become proficient in two languages, teaches cultural awareness, and preserves minorities’ linguistic human rights. It has been proven that students who are enrolled in bilingual classes have better scores on standardized tests, such as the ACT’s and SAT’s, than those who are not enrolled in bilingual classes. Bilingual education is beneficial for our country and enables students to learn English as well as keeping their native tongue for future success in our global economy. Bilingual education works in our society and should stay intact within the schools and should be funded to enable students who wish to take these classes should be able to. However, it is not the question of whether bilingual programs work (obviously they do), but more the question of how our society addresses cultural and linguistic diversity. Recent studies have proven that bilingual teaching dramatically increases students’ educational progress both in English communicational skills and other content in curriculum. Students who attend a regular English class right away usually fall behind in subjects taught in English and experience negative consequences in psychological development. ESL system doesn’t disregard the need for acquisition of English; indeed, it one of the most important outcomes of effective bilingual education programs (Zehr, 2004). Looking at the money spent on bilingual education program (when funds are being cut off from other public services across the country) may lead to consideration of abolishing bilingual system and focusing on the projects that affect all students in education system instead. The United States spends approximately $12 billion on bilingual education each year (Wood, 1997) and over $100 million was spent to study the effectiveness of ESL programs (Mujica, 2003). Because American taxpayers don’t benefit from bilingual instruction directly, many communities and states are unwilling to pay that expense and are quick to cut back regardless its potential positive results. Nevertheless, even though we give up other things that could be otherwise purchased, bilingual programs in public schools is a critical factor in foreign students’ learning process. Besides the fact that bilingual teaching dramatically increases academic performance, it also encourages more parents to send their children to school and that, in turn, motivates more students to become educated. In other words, the money spent on ESL programs should not be associated with an opportunity cost of ignoring other important problems. Instead, it is a valuable investment in students’ success at school as well as assimilation into American society. The issue of bilingual education in relationship to our global economy enables students enrolled in these classes to have a better future than those students who only speak English. Jeff MacSwan, supporter of bilingual education and assistant professor of curriculum and instruction at Arizona State University, is quoted about bilingual education in our global economy when he says, â€Å"Multilingualism is an asset, and Arizona must embrace it† (MacSwan, 1998). Arizona Senator John McCain also believes that bilingual education is an asset to children. He states that, â€Å"Arizona should strengthen them (bilingual classes) and make similar resources available to all children† (MacSwan). In fact, McCain has introduced a program that enables students to be in programs like these. McCain’s program is called â€Å"English-Plus† (MaSwan) which acknowledges the great importance of bilingualism in our modern global economy. McCain is quoted concerning bilingual education when he says, â€Å"People should not have to abandon the language of their birth to learn the language of their future†¦The ability to speak languages in addition to English is a tremendous resource to our community† (MacSwan). In addition, the benefits of bilingual education in our global economy can be seen when US Secretary Richard Riley said, â€Å"When they enter the work force in several years we will regret the inability of our children to speak two languages. Our global economy demands it; our children deserve it† (Pratt, 2000). Undoubtedly, in addition to educational advantage, adult bilinguals with a complete grasp of two or more languages, can be more successful economically and benefit more to their communities than their single-language peers. Our public services employ staff as translators in order to keep abreast of the constantly growing immigrant population. Increased marketable skills are an advantage of bilingual fluency. Because of the aforementioned educational advantages, bilinguals can offer a flexibility and level of problem-solving ability that surpasses the average monolingual. According to Graciela Kenig, author of The Best Careers for Bilingual Latinos: Market Your Fluency in Spanish to get Ahead on the Job, employers are looking for people â€Å"with a broader scope of experience and strong problem-solving ability. † (1998, p. 5). The marketplace is also focusing on the global economy. Bilinguals are uniquely qualified to give the U. S. a competitive edge. The utilization of well-educated American bilinguals can give our country a significant advantage in the global marketplace. In aspect of Rudolph Giuliani’s view that bilingual education doesn’t work and that it is too expensive should be better thought out and he should look at the benefits that come from it. Giuliani was quoted regarding bilingual education by saying, â€Å"It’s cruel to them and gives them less of a chance to succeed† (Willen, 1998). Giuliani has some reason to argue that it is too expensive considering that â€Å"New York City alone spends $300 million annually on its program serving 126,000 students† (Chavez, 1995). In addition, Giuliani has a reason to argue that bilingual education it too time consuming considering the outrageous number of students who are eligible for bilingual classes. Although these are good reasons Giuliani should realize that, â€Å"half the Hispanic children in bilingual classes (New York City) are American-born. And many- if not most- speak English better than they do Spanish† (Chavez, 1995). The number one reason why these students are enrolled in these particular classes is because that New York automatically places these students in these classes by whether or not they score above the 40th percentile on a standard eyes test. These tests should not be done because it is evident that the students are learning English just maybe not as fast at other students. Giuliani’s claims are somewhat relevant but he should consider all of the benefits that come from bilingual education. Although Giuliani believes it is too expensive this should not be an issue considering that our country can benefit as a whole with multilingualism. During the Restrictive Period (1880s-1960s) the need of being able to effectively communicate in English was motivating immigrants to learn the language and assimilate into society (Ovando, 2003). Single language was meant to unify the members of a society (Schaefer, 2003, p. 66). However, today conformity to a single language would probably be regarded as â€Å"racist† (Mujica, 2003). Currently, most people would rather agree with Eliana D. Rojas, an assistant professor of bilingual education, that the right to maintain one’s native language and culture is a part of a person’s human rights (Mujica). The main reason so many people protest attempts to implement bilingual programs in public schools is a belief that such step will lead to dissolving the unity of the country. The government provides funds for translators in most government organizations which allow immigrants to function in their own language, doesn’t encourage foreigners to learn English and thus isolates them from the rest of the community. In response, they are more likely to form a small group or even a subculture within the dominant society with different norms, values and language. â€Å"We cannot assimilate and we won’t! † one day proclaimed the executive director of the League of United Latin American Citizens, an organization originally supporting pro assimilation (Mujica, 2003, p. 2). According to the Census statistics in 2000, 18 percent of American population over the age of 5 speaks a language other than English as their primary language (Schaefer, 2003, p. 65), while 8 percent of them are classified as â€Å"limited English proficient† (Mujica, 2003, p. 2). Hispanic population is the fastest growing minority in the U. S. and large parts of the country are becoming increasingly â€Å"Latinized†. Americans â€Å"feel strangers in their own neighborhoods and aliens in their own country† (Schaefer, 2003, p. 66). It may look like sooner or later we will have to say â€Å"Hasta la Vista to the ‘United’ States and Adelante to Canadian-style discord over the issues of language and ethnicity† (Mujica, 2003, p. 4). Therefore, blaming such programs as bilingual instructing in schools is based primarily on nationalistic concerns. The recent studies have proven, though, that only a small percent of children attending bilingual classrooms will still be able to communicate in their native language in a few years (Worthy, 2003). In some ESL classes students are actually encouraged to maintain their first language and are introduced to elements from both American and their native cultures. It seems apparent that a child will more likely associate himself or herself with other immigrants rather than Americans and it may seem hard for that student to assimilate into American society. It may be difficult for him or her to learn English later because any language cannot be taught successfully in isolation – proficient communicational skills can only develop through everyday practice and a practical need to apply new knowledge. In reality it takes about the same time for a person to learn English in the all-English class than gradually switching from the native language to the regular English instructing. Despite the fact they differ in the length of the transition to English and how long they allow students to remain in bilingual classrooms, all ESL students receive enough practice and even become monolingual English speakers pretty soon, as a yearlong study of fifth-grade children attending bilingual class has proven (Worthy, 2003). As the teacher encouraged students to read, write and speak Spanish, most of them were losing their ability to communicate in Spanish and had English as their dominant language both in school and informal situations. The study concludes that at a certain time social and peer pressure are more important for children than family influence, the reason why many of them started feeling uncomfortable speaking their native language with their friends (Worthy, 2003). Evidently, bilingual education is an asset to our country and the benefits can be seen throughout our global economy. People such as Giuliani should embrace the idea of this type of education and should help fund programs as it will undoubtedly further enrich our economy. In addition, why should students loose their native language simply for the reason that the majority of people speak English? The ability to speak multiple languages enables them for future aspirations, success, and priority over those who can only speak only English fluently. Our society extremely benefits from bilingual education and there no significant reason for eliminating it. All in all, bilingual education in public schools is definitely not a threat to an official language or unity of the country. Nor it is a waste of funds since it is so essential in children’s first years of education. ESL classes do not slow down assimilation, and even if in some cases American culture is so diverse that even abolishing all programs helping immigrants to maintain their language will not have a great impact on American melting pot. Instead, English-only initiatives have only negative consequences for limited-English proficient groups and their interaction with the dominant society (Barker, 2001). Abolishing bilingual education in schools will not create an intense for immigrants to learn English, but most likely will result in protests, racial conflicts, even prejudice against minority groups, and that is a certain way to dissolve a country. References August, D. , & Garcia E. E. (1988). Language minority education in the United States. Springfield, IL: Thomas. Barker, Valerie, Howard Giles, Kimberly Noels, Julie Duck, Michael Hecht, and Richarde Clement. (Mar 2001). The English-only movement: A Communication analysis of changing perceptions of language vitality. Journal of Communication,51 (1), 3. Proquest. DeVry University, Federal Way, WA. Retrieved February 3, 2006 from http:\www. il. proquest. compdauto>. Chavez, Linda. (1995, April 2). Bilingual education was to teach English, not trap students. Minneapolis Star Tribune, 23. Conklin, N. F. , & Lourie, M. A. (1983). A host of tongues: Language communities in the United States. New York: The Free Press. Fishman, J. A. , & Markman, B. R. (1979). The ethnic mother-tongue school in America: Assumptions, findings, directory. New York: Ferkauf Graduate School, Yeshiva University. Heath, S. B. (1976). A national language academy: Debate in the new nation. International Journal of the Sociology of Language, 47(11), 9-43. Heath, S. B. (1981). English in our language heritage. In C. A. Ferguson & S. B. Heath (Eds. ), Language in the U. S. A. (pp. 6-20). Cambridge, UK: Cambridge University Press. Johnson, G. W. (1949). Our English heritage. Philadelphia: Lippincott. Keller, G. D. , & Van K. S. Hooft. (1982). A chronology of bilingualism and bilingual education in the United States. In J. A. Fishman & G. D. Keller (Eds. ), Bilingual education for Hispanic students in the United States (pp. 3-19). New York: Teachers College, Columbia University. Kenig, Graciela. (1998). The best careers for bilingual latinos: Market your fluency in Spanish to get ahead on the job. McGraw-Hill. Kleinfeld, J. S. (1979). Eskimo school on the Andreafsky: A study of effective bicultural education. New York: Praeger. Lyons, J. J. (1990). The past and future directions of federal bilingual education policy. In C. B. Cazden & C. E. Snow (Eds. ), English plus: Issues in bilingual education (pp. 66-80). Newbury Park, CA: Sage. Macswan, Jeff. (1998, August 6). Bilingual education an asset that can offer global rewards. Arizona Republic. Retrieved February 4, 2006 from www. onenation. org/0898/080698. html Met, M. , & Galloway, V. (1992). Research in foreign language curriculum. In P. Jackson (Ed. ) Handbook of research on curriculum (pp. 852-890). New York: Macmillan. Mujica, Maero E. (2003, Dec). Why the US needs an official language. The World and I, 18(12), 36. Proquest. Devry University, Federal Way, WA. Retrieved February 4, 2006 from http://www. il. proquest. com/pdauto Ovando, Carlos J. (Spring 2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal 27(1), 1, 25. Proquest. DeVry University, Federal Way, WA. Retrieved February 4, 2006 from http:\www. il. proquest. compdauto>. Pratt, Chasity. (2000, April 4). One class, two languages: Both English, foreign benefit bilingual schools. Newsday, 6. Rojas, E. D. & Reagan, T. (Winter 2003). Linguistic human rights: A new perspective on bilingual education. Educational Foundations 17(1), 5. Proquest. DeVry University, Federal Way, WA. Retrieved February 4, 2006 from http:\www. il. proquest. compdauto Schaefer, Richard T. (2003). Sociology: A Brief introduction. McGraw Hill: New York Willen, Liz. (1998, January, 16). Bilingual debate: Rudy’s push to limit education programs draws flak. Newsday, 8. Wood, Daniel B. (1997, July 30). Next big push from California: No bilingual education. The Christian Science Monitor United States. Retrieved February 4, 2006 from http://csmweb2. emcweb. com/durable/1997/07/03/us/us. 1. html Worthy, J. , Alejandra Rodriguez-Galindo, Lori Czop Assaf, Leticia Martinez and Kimberly Cuero. (Summer 2003). Fifth-grade bilingual students and precursors to ‘subtractive

Building organisational culture that encourages innovation in Higher Institutions in the UK The WritePass Journal

Building organisational culture that encourages innovation in Higher Institutions in the UK Introduction Building organisational culture that encourages innovation in Higher Institutions in the UK IntroductionLITERATURE REVIEWLITERATURE REVIEW: ON MAIN THEORETICAL FRAMEWORKLITERATURE ON THE CHOSEN SECTORRESEARCH METHODOLOGYMETHODS OF ANALYSISNG PRIMARY DATAETHICAL CONSIDERATIONSREFERENCESRelated Introduction The motive for researching this topic is to examine how the way of doing things in an organisation influences innovation from the perception of education. Organisational culture is a very essential determinant of the employees’ behaviour in an organisation and encompasses what the core strengths of an organisation are and what has worked well in the past. It influences how innovative individuals or groups of people are in an organisation. Every organisation that exists has their own culture of doing things. Organisational culture in the higher institutions influences the quality of students produced by a school and the level of knowledge sharing determines how innovative the students are in their learning. The reason why I am looking into the education sector is that the kind of student produced by a school will determine the kind of employees in the working environment. Graduates are the products being produced by higher institutions. These students are the determinants of the culture existing in an organisation whether strong or weak, and quality of employees we could find in organisations in the future. The stakeholders in the academics have a great impact of change to make on their economy through whichever organisation they find themselves. The culture in every organisation influences the products or services they offer. Innovation is not only restricted to manufacturing firms, service industries and so many other industries but also education sector is there with lot of ideas to consider innovatively. Any organisation where learning and knowledge sharing occurs, there is tendency for them to be innovative. The school should ensure maintaining a strong organisational culture to keep the students and tutors informed and build them to be innovative , creative based on the learning given to them and knowledge sharing   they have gained during their experience as a student. They are able to represent a good image of the school wherever they go and employers can see those quality students who are qualified, being able to perform and deliver value to any organisation they find themselves. Is it all about a strong organisational culture or quality organisational culture? It appears organisational culture has a great influence on the quality of graduates produces by University of Wales, Newport. It is imperative that the culture of an organisation should not only be strong but also be of a good quality that has great values to add to individuals in the organisation. There should be connection between the culture of the organisation and its values. Blanchard, K et al (2008) argued that, Ã¢â‚¬Ë œanytime there is cessation between specified values and the way an organisation function, the ethics displayed are ignored. He also said the genuine culture and values always speak louder than the specified ones.’ In the process of ensuring effective culture in an organisation to achieve success, there is tendency for an organisation to make changes at some point in time, which needs to be managed effectively to make sure it does not affect the individuals in the organisation. It is in the process of these changes that learning and knowledge sharing still continues. It is therefore based on this learning and knowledge that innovative and creative ideas comes up and every organisation try to work towards building good corporate values in order to accelerate innovation, learning, knowledge, and creativity in their organisation. Creativity and innovation is not only for organisation but can also be related to individual people. The tutors and the school top management must try to be innovative and creative in the way they function in University of Wales, Newport in order to materialise the mission of the university. Students are the major stakeholders in the university, therefore, they should be able to deliver good work innovatively, and creatively more than what the tutor has taught them. This can also be linked to the way organisational culture may be stimulated in an organisation through learning, knowledge, creativity, and innovation. Various authors have talked on these and I will build on it by making sure I add to the existing knowledge which is from the perspective of educations and   I will be giving some authors’ works and thought from articles and textbooks to defend my explanation. LITERATURE REVIEW LITERATURE REVIEW: ON MAIN THEORETICAL FRAMEWORK The organisational culture of an organisation is a picture of what and how things are done in the organisation. I have found some major frameworks developed by other authors in the process of my research. The literature review will consider different definitions about organisational culture and its role in the organisation. However, the popular definition of organisational culture is, ‘the way we do things around here.’ Terblanche, F et al (2003) defined organisational culture as, ‘mutual beliefs, and values genuinely placed in an organisation.’ Campeanu-Sonea, E et al (2010) cites the work of Armstrong (2006) that, ‘organisational culture is the form of beliefs, customs, and attitudes that are unlikely to be expressed but structures the mode of people’s behaviour and getting things.’ These standards and assumptions are preserved as people continue to relate with one another in the organisation. Terblanche, F et al (2003) discussed some roles of organisational culture by citing the work of Furnham and Gunter (1993) that, ‘it helps in internal integration such as socialising and commitment of employees’ to the organisation. It also helps create a competitive advantage, understanding the environment and enhance communication and mutual understanding.’ Johnson, G et al (2010 p.168) conferred that, ‘organisational culture contributes to how groups of people respond and behave in relation to what they face.it has an influence on the development and change of organisational strategy.’ I will consider more of these definitions and roles of organisational culture by analysing in details in my literature review. More so, the concept of innovation is very crucial for the success of an organisation. Huczynski and Buchannan(2010) inferred that, ‘innovation is unrestricted to new products and most organisations wants to construct an inventive style to organise, develop new and better working practices, and deliver customers and clients with novel service.’ This definition is limited by not considering why they develop ideas and commit to creative process.   Brychan, T   et al (2011) strongly argues by citing the work of Baregheh et al (2009 p. 10) that innovation is, ‘the multi-stage process whereby organisations transform ideas into new/improved products, services or process in order to advance, compete and differentiate themselves magnificently in their marketplace.’ It appears most organisations makes attempt to be innovative and creative in their activities. When an organisation comes up with ideas, there is need to implement it because without implementation, there cannot be innovation and the innovation will bring about changes to the organisation. Rogers (2003) argued that, ‘innovations is perceived by individuals as one with numerous fundamental benefit, consistent, apparent and less intricate can be easily acknowledged than others.’(Haggman, K.S 2009)   To manage innovation effectively, knowledge is very essential. Henry, J (2001 p.64) conferred that, ‘the moment organisations becomes innovative, they construct fresh knowledge and information, from the inside out, in order to express again both the problems and solutions and reform their environment in the process.’ Furthermore, organisational culture and innovation tends to relate in some ways. Martins and Terblanche (2003) described some key determinants of organisational culture, ‘which are strategy, structure, communication, supporting mechanism, and behaviours that encourage creativity. These determinants rely on and interact with one another.’   There is a strong link between organisation culture and employee’s attitude. Gregory, B et al (2009) argued that, ‘individuals in an organisation use the culture as a determinants for their expected behaviour to decide the kind of behaviour that fits a particular situation.’   Valencia, N et al (2010) argued that, ‘organisational culture is one of the aspects that encourage innovative behaviour among individuals in the organisation.’ Terblanche et al (2003) concluded that, ‘organisational culture affects the degree to which inventive clarifications are stimulated, sustained and realised throug h socialisation process of organisations, individuals learn what behaviour is acceptable and how activities should function.’ It shows it is very vital for an organisation to ensure innovative ideas in whatever type of business they are in and maintain a quality and strong culture. Valencia, N et al(2010) conferred that, ‘to ensure a competitive edge that is sustainable and succeed in the market, innovation is very crucial because firms that are innovative can sustain themselves when the environment is unstable, respond quickly to changes , create novel opportunities and take advantage of existing market to a greater extent than the competition.’ Organisational culture is a facilitating factor for learning to take place in an organisation and every organisation needs to imbibe a learning culture as a basis for openness for innovative ideas. Rebelo and Gomez (2009) concluded that, ‘learning culture concerned with elevation and facilitating of employees learning, sharing, and spreading in order to contribute to the growth and performance of the organisation.’(Rebelo and Gomez, 2011) Different definitions were even given for a learning organisation. King, W (2001)argued that, ‘ a learning organisation is one that focuses on developing and using its information and knowledge capabilities in creating highly valued information and knowledge, to change behaviours and improve final outcome.’   Senge, P (1990) defines a learning organisation to be, ‘an organisation that is escalating its capabilities unceasingly to build its future.’(Graham and Nafukho, 2007) This literature review will be critically assessed comprehensively by the start of my dissertation. LITERATURE ON THE CHOSEN SECTOR The education sector is one of the important sectors in the entire sector in the UK. It is very challenging and has a very significant influence in the career of individuals because people continue to learn and add to their knowledge every day. My sector will be narrowed down to University of Wales, Newport and the Newport Business school and School of art will be coming together in the next session, the reason for this will be researched later. Recently, there has been increase in school fees of home students, which has caused protests from students. Jamila, M et al(2008) argued that, ‘it is imperative for higher institutions to have customer focus in pursuing excellence in education and top management must ensure quality of undergraduates and graduates students by developing professional abilities of individuals involved in the delivery of teaching and learning. More so, cultivate fresh and flexible ways of learning, teaching and assessing, and exploiting new technologies whe never necessary.’   The school fees remains the same in Wales except for Aberystwyth University that has given it   consideration and concluded that only students from other places are going to be paying the  £9000 by September 2012. According to Eddie, B et al in their paper research, there is a vision 2035 with the aim of reducing foreign students and globalise as they realise the students do not get adequate work experience to complement their learning. The students need to study in their home country to be able to benefit their economy and society as a whole. The Higher Education Funding Council in England is also planning for a 10 years vision to increase merged Further Education (FE) and Higher Education (HE) institution as Joint Corporation. RESEARCH METHODOLOGY 5.1. Research Paradigms: In order to achieve my aims and objectives, the research paradigms that will be used is positivism because it will test hypothesis and it will help me to show I have achieved validity and reliability. More so, this research will focus on facts from the respondents. It would give me the chance to consult different students from different departments and backgrounds. This will also help me to develop ideas through induction from data collected. 5.2. Research Approach: The approach taken to this research is a quantitative research, as it will help analyses of measurement within data. The research approach will be carried out by conducting a primary research that involves collecting original data from management that makes decision and plan for the running of the university. The secondary data will be gathered from information that will be useful for critical arguments in the literature review and help to explore different authors’ opinion and arguments. Secondary data would be collected from proper journals, refereed articles, textbooks, and official reports from departments/international organisation. 5.3. Research method: The Research Methods to be used in carrying out this research is a questionnaire and observation. With my experience in the University, I have observed a lot but more will still need to be done to carry out a successful work. Bryman and Bell (2011) concluded that, ‘it is possible to record incidents, observe, and record for a short period of time at some intervals or for a long period of time.’ However, the questionnaires will be administered to students in order to test hypothesis because it allows anonymity and can be much clarified but it takes long to analyse.   The questionnaire will be self-administered after considering necessary ethical issues. 5.4. The sampling criteria are targeted towards students from different background, age group, course, and discipline. The reason for choosing student is to gather their opinions about how the culture of the university influences their performance and if in any way makes them to be innovative in their learning or keep to the same mode of doing things. It will also enable me to know whether the culture of this university influences them positively or someway negatively.   The sample size will be 50 students to ensure my research will be realistic, as it will give me better opportunity to know the extent to which students will agree with some issues in the university, as they are the key determinants for the existence of this university.   This would help draw on the existing data to get information from respondents to justify the literature review. METHODS OF ANALYSISNG PRIMARY DATA Since a quantitative method would be used to carry out my research, the data collected will be analysed using a SPSS. The relationship in my questions will determine whether to use univariate, bivariate or multivariate analysis. I intend to undertake more readings to ensure a well-presented analysis is carried out.   I will research more to know the better options to do a quality and effective analysis. ETHICAL CONSIDERATIONS The identity of my respondents will be kept confidential as they would want to be sincere about their opinions and might not want their names to be disclosed. I will ensure I protect their privacy as I know the research will give people the chance to give their honest opinions about the school whether the university is really building organisational culture that stimulates innovation through their students or not. I will ensure I get the consent of people before giving the questionnaire out to them and ensure I do not disclose the name of the respondents. I will ensure I use people’s data to support my dissertation with their consent. I will also ensure good behaviour even when some people failed to accept to fill the questionnaire or fail to turn up for the appointed time. The location to be chosen for filling questionnaires will be a suitable and comfortable place with adequate safety because without them, there cannot be a successful dissertation. 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