Stalins And His Cult Of Personality History Essay

Stalin was an expert at reading and taking advantage of the given fortunes. After Lenin ‘s decease he rapidly formed a cult of personality around him. After Lenin ‘s worship had reached pathetic highs, Stalin began the procedure of making a cult of personality around himself while parallely feeding off Lenin ‘s cult and showing himself as Lenins natural Born replacement. During the 1930s began the procedure of Stalinisation. Stalin began societal reforms harmonizing to how he saw tantrum. The Cultural Revolution was an illustration of what he deemed to be against socialist values. By assailing bourgeois civilization he removed all facets of non-socialist elements of society and led the manner to a socialist Utopia. Furthermore he projected an absolute image of himself by propaganda through the humanistic disciplines, music, movie and literature. Propaganda manifested in several different ways. Stalin projected himself as the visible radiation of the people through: postings, pictures, sculptures, literature, music, movie. Other signifiers of propaganda included absolute control of the mass media, by which he censored any failures under the Soviet brotherhood every bit good as foregrounding his successes as a human and a leader. Stalin ‘s cult of personality extended to the young person sector of society as good. He understood the importance of brainwashing the young person from an early age so as to transfuse the absolute impression of socialism in them. By rewriting text editions and history itself, he asserted himself as a epic figure, one of the likes of Peter the Great. Despite his ruthless attempts to make this cult of personality, to be viewed as God by everyone, he was non wholly successful maintaining in head that until his decease, there were resistance groups bearing a lasting hatred for the government and Stalin himself.IntroductionStalin was one of many dictators to hold created a cult of personality in his several government, in this instance the Soviet Union. The â€Å" cult of personality † is a term used when a state ‘s leader ( such as the one in inquiry ) efficaciously uses propaganda, through which pull stringsing mass media to advance an absolute and supreme image of himself. As General Secretary and leader of Russia ‘s communist party, he was able to lift up in the Black Marias and heads of his people and be looked at in the same visible radiation as God. A cult of personality may besides be described as general hero worship. There were four indispensable factors that gave birth to Stalin ‘s personality cult. First, holding full control of the media, such as any broadcast medium webs and newspapers, he censored any ill-natured sentiments aimed at him. Stalin was really efficient in utilizing propaganda. There was an copiousness of postings and statues lauding him with uninterrupted congratulations. The principal of â€Å" word of oral cavity † , female parents taught their kids that Stalin was ‘the wisest adult male of the age ‘ . Finally, Stalin showed the range of his power by redacting exposure and rewriting history books so as to picture him as the hero of the Revolution. He besides obliterated purged names such as Trotsky. Stalin ‘s cult of personality was created mostly through the usage of propaganda. Propaganda aimed at supplying a better clasp on power. Furthermore, it was implemented to set up his personal absolutism. To bolster and spread out the range of Soviet power. To take enemies. To command the people, create a feeling of brotherhood every bit good as commanding any information sing the events of the war and the forepart. Propaganda was spread through art, literature, movies, intelligence, instruction and young person groups. Through this cult of personality Stalin was able to govern his personal absolutism unopposed and undisputed. If this â€Å" cult † was non plenty in acquiring people to follow him, the fright ( otherwise known as â€Å" the Terror † ) he struck in them was. Throughout his regulation any evident resistance was dealt with through a series of purgings, and anyone who opposed Stalin straight was killed. Although in many eyes he was seen as a God, there were certain people who were brave adequate to show their malcontent, including several authors, poets, painters and certain belowground organisations. One would believe that even after his decease Stalin would still be thought of as a hero. However in 1956 at the 20th Party Congress, Khrushchev made a study in which he denounced Stalin ‘s government and knock his cult of personality. This unfavorable judgment in itself was portion of the procedure of destalinization.1. Propaganda and the CultStalin was the political donee and one who emerged as a political christ out of the 19th century. His power-seeking attitude was depicted and interpreted as the Jesus of the people and one who understood and redeemed their sorrow and agony. Without this fertile a agricultural dirt of post-revolutionary Russia, the cult environing him would ne'er hold grown so huge[ 1 ]. All cults of personality are for the larger portion fiction. An overdone image of Stalin had to be created and was brought away. This is n't to state that without his cult he would be a nonexistence. As shown during the period of his rise to power, Stalin possessed personal and political properties separate from the cult. As Richard Overy argues, the job Stalin faced was that he was non a sovereign, or a talented military commanding officer. Stalin was cognizant that whatever will and power he projected by himself would non do, and that his claim to supreme and entire power would be achieved by unnaturally imitating a sense of authorization.[ 2 ] Furthermore, Overy speculates that the glorious being that Stalin presented, was nil like the adult male himself. He states that Stalin consulted members of the Moscow State Theater for lessons refering his dictatorial image. Rede given to him included, speaking easy, be a larger image than him and life itself, and utilizing his pipe as an image foil.[ 3 ] 1.1 Purpose of Propaganda The Soviet Government utilized all available resources and a broad scope of agencies in the effort to pull strings public sentiment in its favor. Propaganda was carefully designed to act upon positions and public judgement. Through several schemes, the Soviet Government was able to beef up the coveted belief of the accomplishments of socialism and the illustriousness of itself. The gradual development of a cult of personality was cogent evidence in itself that propaganda was used to function the demands of the Soviet leading and non those of socialism. As western historiographers argue, any support for Stalin was the consequence of extreme usage of propaganda. The usage of propaganda was exceptionally favourable in dissembling the failures of the Five-Year Plans and advancing the successes of the authorities. Lenin ‘s and Stalin ‘s Cult During the period of the 1920s through the 1930s the Soviet Government created two cults of personality. One around Lenin and subsequently on around Stalin. Lenin was strongly against the thought of epic worship every bit good as the embalming of the dead[ 4 ]. Be this as it may, Stalin was gifted in taking advantage of the given fortunes. Equally shortly as Lenin died, Stalin saw to it that he was worshiped as the hero of communism. Lenin appeared in newspapers and statues were built in his award. His image and ideals were used to drive the population towards copying his commitment to communism. The most revealing illustration of Lenin ‘s usage for political intents, was his embalming for show in the mausoleum in Red Square. Furthermore, Petrograd was renamed Leningrad in 1924. At the clip of his decease there was a moving ridge of support from which the Soviet authorities was able to construct on, as seen by the waiting lines constructing up to see his embalmed organic structure. This cult was really fruitful for Stalin who continuously projected himself as Lenin ‘s natural replacement.[ 5 ] The 2nd cult of personality that emerged was that of Stalin ‘s. In 1923, a town once known as Tsaritsyn was renamed Stalingrad. Following Lenin ‘s decease, slogan phrases such as, â€Å" Stalin is the Lenin of today † , put in circulation by Barbusse, became widely popular within the rank and file members of the party[ 6 ]. Stalin ne'er let travel of the bond he had created to bind himself and Lenin ‘s bequest, which he used to shelter himself from unfavorable judgment[ 7 ]. Stalin fed on the cult of personality he developed around Lenin which he finally devoured by the terminal of the 1930s. The cult go arounding around Stalin had become more apparent and after the Second World War this cult had risen to pathetic highs.The Cultural RevolutionAfter 1924, the authorities had realised the the significance of popular civilization and in the period of 1928-32 the authorities made a more co-ordinated effort in utilizing civilization for its ain benefit known as th e Cultural Revolution. Stalin used popular civilization non merely to help the publicity of his image but besides to transfuse socialist values and his policies within people. Stalin used civilization to convey forth his cult of personality, it was apparent that popular civilization was used as tool of the party instead functioning the demands of socialism. The purposes of the Cultural Revolution were to take any kind of art signifiers directed to an sole, higher category audience, normally know as the â€Å" Bourgeois civilization † . To show a positive image of the success of the Soviet Union and besides to back up authorities policy. By the terminal of the 1930s it was used to unite the Russian people at the face of menace of war.[ 8 ] The Cultural Revolution aimed to purge all facets of bourgeois civilization. The authorities made usage of immature Communists who were encouraged to assail bourgeois civilization. Performances were disrupted by whistling and shouting. In literature, an administration known as the Russian Association of Proletarian Writers ( RAPP ) was formed whose intent was to oversee all publications of books and do certain that they were written the â€Å" right manner † . This is to state that they promoted the values of socialism through their authorship. The RAPP favored the Hagiographas that stressed and highlighted the accomplishments of workers and husbandmans. This attitude was subsequently labeled as the â€Å" the cult of the small adult male † .[ 9 ]Stalin recognised the importance of authors naming them â€Å" the applied scientists of human psyches † , and this organic structure was to organize all authors in the effort to convey forth socialist pragmatism.[ 10 ]T he Cultural Revolution besides aimed at advancing a perceptual experience of what socialist policy should be like. This led to the manifestation of a construct known as â€Å" airy Utopianism † , which was instead separate from realistic political relations. These visionaries enforced thoughts of future socialism in their plants. Music suffered every bit good from turning force per unit area. In 1935 after watching a public presentation of Shostakovich ‘s opera Lady Macbeth of Mtensk, Stalin was in a province of daze. His offense ballad in the sleeping room scene where trombones were used to underscore what was go oning. It was common cognition after that if one wished to maintain working in the country of the humanistic disciplines, it was in their best involvements to lodge with well-worn subjects than experiment. A similar oraganisation to that of the RAPP was formed refering the music industry. Stalin had formed this administration instill Soviet values within music, to advance his image ( which was done by including Stalin ‘s name in the national anthem ) and to filtrate out any hints of businessperson every bit good as western elements. The Proletarian Musicians called western popular music â€Å" the vocal and dance of the period of the calamity of capitalist economy † , the fox-trot â€Å" the dance of slaves and the tango â€Å" the music of impotents † . The typical political orientation and attitude of proletarian composers was, differentiation of vocal over instrumental music, simple data format, clear harmoniousness and a basic hate of Western political orientation and importance of communism. Stalin condemned all signifiers of music, be it gypsy wind or classical. For Stalin â€Å" foreign † or broad signifiers of music was the tuneful equivalent of sabotage. In 1929, Stalin banned any private sheet music publication, every bit good as censoring itinerant music on the wireless. To foster the purgings on music, in 1928 the author Maxim Gorky related wind to subjects of homosexualism, drugs and businessperson erotism. On the other manus nevertheless, proletarian instrumentalists were non able to make desirable replacements. They were hapless composers of lowly endowment. Their music was stale with a march-like beat. In 1932, the Russian Asso ciation of Proletarian Musicians was abolished and Stalin suggested an emotional turbulence. As a consequence, all signifiers of music were re-introduced.[ 11 ] Art was manipulated merely every bit good in the effort to project the ideal vision of life under the Five-year Plans. The thought behind Socialistic Realism concluded in the abolition of abstract art as postings. Stalin issued pictures and sculptures of provincials and industrial workers collaborating for the benefit of socialism and being rewarded for their attempts and work. Stalin continued to absorb Lenin ‘s cult by constructing huge statues next to those of Lenin. During the 1930s due to Stalin ‘s signifier of subject through legion purgings, people had fallen out of favor. In order to re-assert himself as the visible radiation in their eyes, pictures and exposures were re-edited so as to portray Stalin as Lenin ‘s closest comrade. Stalin besides used this method of re-editing art to extinguish resistance and personal challengers. Trotsky for illustration was cut out from images sitting beside Lenin and replaced with Stalin. This column behavior was evident ev en in group exposures, as one of 15 people could hold been reduced to seven.[ 12 ]By the terminal of the 1930s the humanistic disciplines were used to reenforce socialist values and Stalin ‘s cult. All signifiers of art were used to foreground his qualities and praise his really being. Stalin was portrayed as the hero of the civil war and the Jesus of the revolution. Protecting the party from Leftist and Rightist onslaughts. Artists painted Stalin as the â€Å" large hero † or Vozhd ( the foreman ) .[ 13 ]3. Different Forms of PropagandaOther signifiers of propaganda included pull stringsing mass media coverage, set uping young person administrations and brainwashing kids from an early age through instruction so as to raise them with socialist values instilled within them. 3.1 Media The authorities ‘s influence ranged every bit far as the mass media including newspapers and the wireless. Pravda and Izvestiya were newspapers with a infinitesimal measure of existent information every bit good as a limited aggregation of expressed positions and sentiments. Pravda was the chief day-to-day newspaper of the USSR and the Communist Party ‘s official newspaper. Izvestiya was a national owned and popular day-to-day newspaper. These documents were most likely to describe on economic accomplishments, citing statistics to underscore the spheres of success every bit good as publication demands for harder labor. The imperativeness had fallen into the custodies of the authorities merely to be used for censoring and for propaganda intents.[ 14 ] The use of mass media for propaganda became more dominant in 1941 when war was unleashed between the Soviet Union and Nazi Germany. At the clip, this war was known as the â€Å" Patriotic † War. A batch of accent prevarications in the word â€Å" loyal † . This was intentionally published by newspapers under Stalin ‘s orders so as to make a feeling of integrity, comrades contending against the enemy. During this period of war old ages, Stalin used these resources to distribute the thought and to remind the people that, â€Å" Stalin will take Russia to triumph † and that by following his orders they could get the better of all adversities as good vouching a comfortable hereafter.[ 15 ]In the spirit of supporting the fatherland and back uping fellow companions at the forepart, Pravda stated in an column, â€Å" ‘Art in the Service of the Red Army ‘ : Let dramatists, composers, poets, novelists and creative persons glorify the epic consequence of the Red Army and the full Soviet people, because, in these yearss of the Patriotic War, their work for the Red Army will assist convey close our triumph over the enemy. Let them animate the people and out Red Army to go on the grim battle against the enemy, so that our warriors should travel into conflict with a menacing and cheerful vocal, boy that from every image, from every frame in a movie, from every page in a newspaper the creative person, the poet, the author should fire a well-aimed shooting at the enemy. † Furthermore, Stalin used the mass media to command information being sent in and out. This is to state that he performed day-to-day reviews of newspaper articles so as to wipe out any ill-natured sentiments directed towards him. During war-time old ages, he ordered everyone to manus in their ain wirelesss in exchange for authorities issue. This was a safeguard taken by Stalin, to vouch their ignorance and his wellbeing. He could non afford the population having information from foreign beginnings like the BBC or any German broadcast medium webs. As stated antecedently, he masked the failures of the Five-Year Plans, and holding full control of the media, he merely reported of the successes, if any. As a consequence, general perceptual experience of socialism was reinforced every bit good as his position as a strategically smart commanding officer and a valorous leader.[ 16 ] Alternatively of following the profit-maximizing attitude of supplying what the spectator wants, in the Soviet Union the media existed in conformity to the dominant political orientation of the Communist Party. The impression of Social Realism extended into the mass media supplying firm support for the current political line. Suppressing contrasting political sentiments, every bit good as portraying the worst possible life style under capitalist economy. Varied sentiments refering the USSR, every bit good as societal insufficiencies in the Soviet brotherhood were purely out subjects. Through the mass media, Stalin created a black-and-white universe. Anything communist or Soviet related was favourable, a positive facet of life, and anything capitalistic imperialistic or American related was bad.[ 17 ] 3.2 Youth Organisations and Education. Stalin recognised the importance of determining the heads of the immature from an early age. The agencies used to this terminal were certain youth administrations established and controlled under the Communist Party and the instruction system. The two chief young person administrations were the Pioneers, for persons under the age of 14 and Komsomol for the age scope from 14 to 28. Komsomol played a important function during the period of the Cultural Revolution. Komsomol members were ordered to assail all elements of bourgeois civilization and category enemies. Komsomol ‘s success is demonstrated by its figures. In 1929 there were 2.3 million members making the tallness of 10.2 million members in 1940.[ 18 ] Komsomol provided immature Communists a intent. The Cultural Revolution was seen as a more effectual measure towards the creative activity of the socialist Utopia that many of these immature Communists lived up to. One facet of society that was influenced by the invasion of Komsomol was that of instruction. As a consequence of the onslaughts on bourgeois civilization, many instructors were removed from their instruction places every bit good as the prostration of educational establishments. Komsomol ‘s actions were acquiring out of manus, so the authorities was forced to reconstruct order. Discipline and a stricter course of study were established under The Educational Law of 1935. Stalin noticed that the Cultural Revolution had led to the break and debasement of the educational system. From 1935, a series of steps were set away designed to enforce stableness. Lone authorities approved text editions were allowed and formal scrutinies were reintroduced. In order to fire his excellence into their heads, Stalin introduced the instruction of communist political orientation. Stalin rewrote chapters in some text editions himself, rewriting history to portray himself as the hero of the Revolution, and associating himself with historical icons like Peter the Great.[ 19 ]DecisionStalin ‘s hunt for power was absolute. His methods to accomplish it were ruthless. There is a distinct connexion between method and consequence in his policies and behavior. Stalin was both merciless in his chase for power and efficient in his usage of it. Stalin was successful in making a cult of personality, determining what the people thought of him and finally achieving a god-like posi tion. He created a totalitarian province, more effectual than that of his contemporaries- Hitler and Mussolini. Stalin promoted his personal qualities through entire control of internal developments and working all available chances, such as the naivete of the population every bit good as sharing Lenin ‘s popularity. He reached the top by immediately extinguishing any evident challengers and resistances through purgings. He changed the people ‘s cultural, societal and political political orientations with those of his ain. By presenting the Cultural Revolution and the Great Terror, Stalin granted himself an absolute degree of control as the exclusive supplier of cognition, and as the supreme illustration of what people should draw a bead on to be. Nevertheless non all sectors of the population were willing to accept Stalin taking them blindly down the way of his choosing. Certain sectors of the rural population expressed their ill will to the government. They harbored a lasting hatred for the authorities after holding endured the horrors of the collectivization procedure, whose failure was neatly masked by Stalin ‘s propaganda. Although Stalin ‘s god-like power was thought to be unflawed and far-reaching, that did non halt sub-cultures and revolutionary groups from shooting. The bead of government-controlled music limitations issued at the terminal of the 1930s was cogent evidence of the fact that Stalin ‘s power was non absolute and could non command all facets of society. Although f or the most portion of the population he was seen as the brightest visible radiation, certain members of the population were non drawn in by his sweet-talk and illusory actions. Underground street packs and the gulag showed their opposition by developing their ain gags and vocals.

Beowulf vs. Spiderman

Back in the seventeenth century, they had epic heroes like Beowulf, who killed Grendel with his bare hands. Now, they have heroes such as Spiderman who can shoot web from his wrist and crawl up walls. Beowulf and Spiderman have characteristics that distinguish them as heroes, some of which are found in both of them while one has characteristics the other doesn’t. During the Anglo Saxon days, the original hero was Beowulf, the supreme warrior. He had marvelous strength, not like the average being.His true bravery and his powerful will to fight to death is what people genuinely knew him for. However, in today’s society, the modern superheroes are taken as being a regular limited hero. Spiderman for instance, was not born with super powers but was bitten by a spider that gave him the power. Unlike Beowulf, who would kill his enemy, Spiderman has limitations and would not dare kill his enemy because he believes death is never the answer. They’re alike because they bo th put other people’s needs in front of their own; they would risk their lives for someone else’s.They’re also alike because during the times of Spiderman and Beowulf, there are always critics that only criticize the hero; to make them seem like something they’re not. For example, Peter Parker (Spiderman) is always taking pictures for the Daily Bugle to let people know that Spiderman is a â€Å"good guy†, but his imperial figure only wants to make him seem like he is committing a crime. With Beowulf, because he is so vital and was born with this power, average people that do not know him do not think highly of him, want to bring him down.Resolution: Today’s modern superheroes are given super powers like super strength, reflexes and agility, and to possibly have spider webs come from your wrist and have the ability to crawl up walls! But just like any other epic hero, all of them have some challenging obstacles that has altered their life in one way or another that makes them become strong and prepared to be the icon that most people look up too, while others waiting to watch you fall and fail with the city you protect. These superheroes are all somewhat similar because they fight for their people rather than for themselves and they fight only for justice!

Analysis on the Growth of Bureaucracy in the United States Essay

There are two main limitations on the growth of bureaucracy. The first is management attitudes and philosophy and the second the pressure of rapid change. These help to explain why even large organizations differ in the extent of their bureaucracy. Numerous debates has commenced in the light of defining the adept political situation of the country. There had been multifarious deliberations as to whether the system of government of the U. S. is formidably working or on what extent has it developed for that instance. Demands for equality of treatment have been one of the reasons for the growth of bureaucracy (Miroff, Seidelman and Swanstrom). The strength of the demand is influenced by the ideology prevailing at that time and place. It is less strong in United States than it was before tackling on the political stability and in the economic landscape as well. Citizens want equality of treatment from the civil service, and questions in the House try to ensure that they get it, thereby putting pressure on civil servants to administer strictly in accordance with the rules, so that no questions will be asked. Employees, through their union, strive for the acceptance of rules to ensure that management cannot discriminate between individuals at its own discretion (Carter). Further, when fairness is identified with equality of treatment, variations in the conditions of work within one large organization are likely to be challenged as unfair. If rules and procedures that are demonstrably fair by this standard are to be devised, little or no allowance can be made for local difficulties and preferences. The increasing realization of the limitations imposed by equality of treatment has led to the idea of a menu of the contents of a reward package from which employees can make choices to suit their own needs and interests. The system of government develops in accordance to the â€Å"situation† of the country, hence, the United States, has strictly followed a structure which adheres to the customs, the internal and external rationales, the cultures which in point of fact reside in the country, and the extent of need. Consequently, bureaucracy in the U. S. has developed because it is more efficient than other forms of organization. It makes for rational and continuing administration. The increasing size and complexity of organizations encourage the growth of bureaucracy. So does the demand for equality of treatment. Rapid change limits the growth of bureaucracy because a more flexible organization is needed to adapt to it, hence some argue that bureaucracy is out of date.

The relationship between polar bears, antarctic ice sheet, sea level Essay

The relationship between polar bears, antarctic ice sheet, sea level rise and humans - Essay Example The research found variation in the extent of loss of ice in various regions of the continent of Antarctica. It was found that nearly all of the loss of ice happened in the Western Antarctic Ice Sheet. In another research, the volume of ice in Antarctica and Greenland was examined from 1992 to 2002 with the help of satellite radar altimetry. This study verified the findings of the previous study discussed above. Many species of animals are totally dependent upon the pack ice conditions. For polar bears, pack ice of the sea is the source of food and the place to live in. If the existing rate of melting of ice sustains for few more years, loss of ice in the sea will be sufficient to cause an altogether extinction of the polar bears. There has been some consideration about relocating them to Antarctica, but this would have its own repercussions. The drastic shifting might endanger the life of other Antarctic species along with that of the polar bears. Life of polar bears is endangered b y the rapidly melting ice in the sea which is fundamentally happening because of an overall rise in the temperature of Earth caused by the global warming.

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Critical Appraisal of a Piece of Research - Essay Example Yes. The research questions focused on the reasons for long-term older smokers with arterial disease to continue to smoke; and what the implications were to current smoking behaviour and future smoking intent. Do they perceive a relationship between smoking and the events and circumstances of their lives? What, according to them, is the part played by dependency in their smoking behaviour? Are their beliefs about the reasons for their smoking, reflected in their patterns and levels of smoking? Will these beliefs have an impact on their intentions regarding smoking? semi-structured, face-to-face interviews using â€Å"life grids†. Changes in levels and patterns of smoking against events and circumstances of respondents’ lives were charted by â€Å"life grids†, which were incorporated in the study. An experimental group of current smokers were studied alongside a control group of ex-smokers. The total number of 70 respondents were recruited from the Edinburgh Artery Study, a longitudinal study supported by the British Heart Foundation (Fowkes, 1995). This paper is based on a two-year qualitative study on â€Å"Life course influences on patterns of persistent smoking among older smokers and exsmokers with arterial disease.† The research sample consisted of 22 current smokers and 48 ex-smokers, aged between 65 and 84 years, with a minimum of 10 years smoking history, who smoked an average of at least 10 cigarettes a week throughout their smoking histories, and suffered from arterial disease (Parry et al 2001). The method of selecting the two groups was at random. No particular method of allocation such as stratification was described. The groups were not well balanced, since the number of current smokers were less than half that of the ex-smokers. For the purpose of eliminating â€Å"observer bias† it is essential to

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Examine the ways in which attempts are being made to address the problem of cyber bullying in the criminal justice system of England and Wales - Essay Example There are various criminological theories that have been proposed to help in understanding the mind of the criminal. Some of these theories suggest that the society is to blame for creating criminals while other theories base their arguments on the view that criminals are born and not made. With Face book and Twitter being the most popular social networking sites in the UK, cybercrime is on the increase. In England and Wales, cyber bulling is considered an offence under law. The choice theory helps in explaining the way a criminal’s mind operates in leading him to commit a crime. The bully’s reasoning is thereafter transferred on to the victim who believes whatever the bully says. The insufficient regulation of social networking sites has led to more cases of cybercrime in the UK. Children have committed suicide following the cyber bully’s opinion about the child. This essay seeks to examine how the rational choice theory can help the justice system in England an d Wales against cybercrime. Every victim of crime wonders why people commit crime. Studying criminology helps an individual understand why people commit crime. This helps in understanding how the criminal thinks and come up with ways in how to assimilate the criminal while controlling crime. There are several theories of why people commit crime. Others propose that the individual decides to commit crime consciously while some believe that the community is responsible for crimes committed. With all the varied theories of crime available, an agreement are made that, fairness should be available in any society. In this essay, the rational choice theory will guide in understanding a criminal’s mind and ways of combating crime in England and Wales using this theory. The rational choice theory proposes that an individual chooses to commit crime once the pain and punishment

Franklin Roosevelt Against the Great Depression and World War II Research Paper

Franklin Roosevelt Against the Great Depression and World War II Difficulties - Research Paper Example Franklin D. Roosevelt was an effective leader in office and a powerful leader in the history of America presidents. He was self-confident, could interact with all people easily and determined public servant who provided America with a clear vision and used his political skills to get all people focused towards achieving the vision (Franklin, 2013). His life was spent in public service. He began his public service career as a New York State Senator. Then he became the assistant secretary of the navy and was once a vice presidential candidate. Later he served as the New York governor before running for the presidency and serving as the 32nd president of the United States of America (Berlin, 1955). A policy is made after wide consultation and evaluation of its effectiveness, advantages, and disadvantages. Then the collected views are subjected to the discussion by lawmakers and finally, the president assents to the policy making it legal. A policy is made from concrete facts. The presid ent is not solely responsible for decision-making. There are many other decision-making organs involved in decision making such as the Judiciary, Attorney General, and lawmaking institutions. President Franklin Roosevelt could speak at length on any matter with his charisma to link with people. He could project his voice loud enough with charismatic, intimate and yet commanding speech that was hugely appreciated by Americans. He restored hope to Americans through his speech. In March 1933, he delivered the first speech that made Americans write thousands of appreciation letters to him for giving them hope during the great economic depression.

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The story of the lizard who had the habit of dining on his wives by Eduardo Galeano - Essay Example The story written by Eduardo Galeano remains both an allegory and a fable, one which paints women as preys and men as predators. Dulcidio in the book becomes referred to as the lizard, which often refers to mostly harmless lizards with the exception of the Komodo dragon, which feeds on chunks of meat from its quarry. Hence the word lizard remains used in the story because of its reference to Dulcidio. The main character too becomes depicted as gluttonous as he eats endlessly from his wives. In addition, since Dulcidio came from a powerful family, he used that to lure women with his richness but failed on the woman wearing glasses. In comparison, the story of Helix written by Banana depicts how a normal relationship looks like. A normal relationship often possesses ups and down. The two, boy and girl were discussing on how to go to a healing clinic to have unpleasant memories of their relationships wiped out. First of all, both stories speak of gender relationships. In Helix, the boys often think of getting rid of the unpleasant things that had happened in their relationship, but after discussing with his girlfriend, both resolve the issue. The story hence depicts the power of man and woman to solve their problems in a relationship. In as much as a relationship exist, problems will always be there, and escape will not be a solution. The man in the story of helix thinks of going to the clinic where unpleasant memories were removed. When compared to the story by Eduardo Galeano, drifts in relationships become shown. In a relationship, love should be the ensuing component, but for Dulcidio, it was a different thing, food. Dulcidio got consumed by eating a lot of food, and never loved the women he married. In addition, the women also agreed to enter into such a marriage since Dulcidio possessed a lot of family wealth. Eduardo Galeano remains to be a practical individual when it comes to relationships. In his stories, he majorly emphasizes on common day issues that p eople often take for granted. On the other hand, Banana becomes depicted as creative individuals that always try to keep her audience knowledgeable when it came to the new stuff. Banana introduces the concept of memory wiping in the story, a new thing that the young generation often associate. In contrast, Eduardo Galeano speaks for the old generation. In both stories, the issue of multiple partners in a relationship becomes brought up. In Helix, for instance, the man seated in the bed remembers about how his past girlfriends knew everything about him. In the story by Eduardo Galeano, Dulcidio marries many wives.

Coming to America Coursework Example | Topics and Well Written Essays - 250 words

Coming to America - Coursework Example Assimilation though is not so much of a problem with the second or third generations of immigrants as compared to the first generation immigrants because they seem to be all too willing to adapt with gusto the American culture, sometimes to the dismay of their immigrant grandparents. 2. What does it mean to be Americanized? The AudioEnglish.net website describes being Americanized as "an assimilation into American culture† (Americanization, n.d.). 3. Is this something that immigrants should strive for or avoid? I think that immigrants should try to be Americanized but not to the extent of totally abandoning their own cultures. 4. Why? Immigrants should not â€Å"give up† their cultures in exchange of the â€Å"American way† because their â€Å"culture represents their economic and political power in the United States, and, hence, culture becomes a weapon in helping them struggle to attain self-esteem and empowerment† (Park, 1999). However, it is important t o note that in deciding to become an immigrant, one should have already been prepared to yield to the American culture because at some point, it becomes a necessity if one wants to succeed and prosper in the United States. Discussion II 1. How does being an immigrant complicate or enhances the life experience of being an American woman? Being a woman immigrant in America has its advantages and disadvantages.

Biologically Important Molecules Introduction Essay Example for Free

Biologically Important Molecules Introduction Essay Organic compounds found in organisms include: carbohydrates, proteins, lipids, and nucleic acids. Each play an integral part in biological systems, for instance, carbohydrates are the main source of fuel for organisms. Proteins contribute to the structure of organisms, lipids make up membranes of cells, and nucleic acids make up DNA and RNA for carrying the genetic code. Scientists have established different ways to indicate presence of these compounds, one way is to test for these various compounds via solution tests. Scientists have established terms for evaluation. The terms include positive and negative control. Positive control contains the variable for which the test will react positively. A negative control on the other hand does not contain the variable and thus will result in a negative result. Solutions which contain the variable or compounds which react with the tests will produce a positive control; otherwise a negative control will result. Materials and Methods An experiment was carried out to test the presence of certain organic compounds found in various solutions. The Benedict’s test is to test for reducing sugars, Iodine test tests for starch, Biuret test tests for proteins, specifically peptide bonds between amino acids, lastly Sudan IV tests for lipids. Ten drops of various solutions including: onion juice, potato juice, sucrose solution, glucose solution, distilled water, reducing-sugar solution, and starch solution where each tested by Benedicts and Iodine tests respectively. For the Benedicts test, each test tube containing the solution and 2mL of Benedict’s solution were each placed in a hot water-bath for three minutes then examined for color change. The Iodine test was not however placed in the water-bath. For the Biuret test, solutions that were tested for include 2mL of each: egg albumin, honey, amino acid solution, distilled water, and protein solution. The Sudan IV test was carried out for the following 1mL solutions: oil with water, oil, honey, distilled water, and a known lipid solution. Lastly an experiment for polarity was also conducted which consisted of oil mixed with distilled water and acetone respectively. As the reaction proceeded for each experiment color was recorded and that indicated either a positive or negative control for each solution.

The Communication Style In Middle East Cultural Studies Essay

The Communication Style In Middle East Cultural Studies Essay In this chapter, an analysis of the communication style of Middle Eastern countries will be provided, with particular focus on the United Arab Emirates (UAE) and the Kingdom of Saudi Arabia. Before analysing our focus countries, it is interesting to provide an overview of the communication style in the Middle East compared to that in the West. Only after understanding the main differences between these two regions, can inner differences be explained. Western ventures as well as expat foreign workers that start working in the Middle East face many challenges due to the differences in their communication style. The nature of business communication style is the result of the combination of different factors, such as cultural, political, socio-economical and historical characteristics of a country. Some of the main cultural factors will be therefore analysed in the section. First of all, Middle East countries are very high context, meaning that people from this region take into consideration all the different aspects of a certain event in order to get the true understanding of it. Hidden meanings can be found by analysing the situation as a whole. This term was coined by Edward Hall (1976) and positioned in contrast to low-context countries, such as USA, in which the meaning of words can be taken directly from the message, without the necessity to analyse the whole context. As can be seen later in the Kingdom of Saudi Arabia section, the high context characteristic can also be associated to the characteristic of the Arabic language as an associative language. This statement by Hall (1976, p. 98) effectively gives an effective understand of the meaning of high context When talking about something that they have on their minds, a high context individual will expect his interlocutor to know whats bothering him, so that he doesnt have to be specific. The re sult is that he will talk around and around the point, in effect putting all the pieces in place except the crucial one. Placing it properly this keystone is the role of his interlocutor. Secondly, Middle Eastern people tend to invest a huge amount of their time establishing personal relationships and getting to better know their negotiating parties before actually initiating the work (Badawy, 1980). Because of this, doing business in the Middle East usually takes longer than in other countries. Personal contacts are considered more important than procedures and standard processes for businesses. For example, creative sales techniques and media advertising are not as effective in these countries as in Western ones. Instead, business in the Middle East relies more on the cultivation of individual customers and on government officials (Badawy, 1980). Another characteristic that distinguishes Middle Eastern management communication style from that of the West is related to the perception of time and space. Middle Eastern countries have a primarily polychronic work style, they usually engage in multiple activities and goals at the same time. In the Middle East, time is an open-ended concept. It is a mixture of past, present and future. The word bukra (literally tomorrow) that is often used in this region refers to the fact that what cannot be done today will be done tomorrow and the word inshallah (literally God willing) underlines that God is in control of time (Martin and Chaney, 2006). Therefore, time is considered to be a flexible concept, being late at meetings and not respecting strictly deadlines is usually not seen as offensive behaviour. Moreover, being late could also be a tactic used by Middle Eastern managers to demonstrate their superiority and power over their subordinates (Martin and Chaney, 2006). As far as space is concerned, business conversations in Middle Eastern countries usually occur simultaneously among different people and in the same office, similar to a round table discussion (Badawy, 1980). Having described some of the main features that characterise the communication style of the Middle East, this paper will now focus on the two considered countries, UAE and Saudi Arabia. The aim of the two subsections is to provide an analysis of the two countries in respect to some factors that either distinguish the Emirati or Saudi communication style from the general concept of business communication style in the Middle East or that underline differences between the two regions. United Arab Emirates The UAE is a very particular Middle Eastern country as we have seen in the previous sections. As far as the communication style is involved, studies have shown sound insights. On one hand, the high percentage of expatriate workers and western organisations have been influencing the communication behaviour of Emiratis. Many UAE companies have adapted their norms and communication style to match the Western ones (Willemyns et al., 2011). This has been a progressive process, driven by the fact that today more and more expatriates work in the UAE and that Emiratis employed in large companies can usually speak fluent English. On the other hand, specific patterns of communication style can be found within UAE companies. Our main reference will be the study performed by Willemyns et al. (2011) and described in their research paper Communication and Social Identity Dynamics in UAE Organizations. The study was conducted among 192 Emiratis (34 women) who worked in different companies in Dubai and were asked to complete a survey about their interaction with Western expatriate colleagues . However, before proceeding with the analysis of the findings, a short overview of the theoretical underpinnings behind them will be provided. More specifically, the social identity theory has been considered. This theory proposes that ones self-concept is compromised of a personal identity (based on idiosyncratic characteristics such as bodily attributes, abilities and psychological traits) and of social identities, based on groups memberships (Willemyns et al., 2011). A certain person would thus see themselves as part of a group (ingroup) and would compare their ingroup to an outsider group (outgroup), composed of people that are not part of the ingroup (Williams and Giles, 1996). This theory can therefore be used to understand and explain how the Emiratis interact with their foreign colleagues, whether they relate to them as part of the ingroup or the outgroup. The study has shown three main communication patterns. The first category relates to Interpersonal Control, which refers to the interpersonal control adopted in the interaction of Emirati nationals with their foreign colleagues. This study has stressed the importance of the ingroup dimension to many Emirati employees. In fact, a high percentage of them feel that they are perceived by their co-workers as belonging to the same group, on an equitable level. Furthermore, Emiratis try to understand the single individual when they interact with their co-workers rather than classifying them as part of a stereotypical cultural outgroup. Examples of this perception are related to non-work and friendship role relationship, similar values and interpersonal similarities. In a broader sense of the individualization process just described, Condon and Yousef (1975) have highlighted the difference between individualism, which indicates independence from the group, and individuality, which relates to the freedom of an individual to act, individuality ref ers to the persons freedom to act differently within the limits set by the social structure (Condon and Yousef,1975). Thus, in this specific case, the study refers more to individuality than to individualism of Emiratis. This sense of individuality can also be traced in the Quran where an individual (a prophet) would go against his group in order to proclaim his faith and belief in God. Therefore, for Arab people and in this specific case, for Emiratis, individual dignity and honour are extremely important. (Ayish, 2003). Therefore, if on one hand the belonging to ingroup is an essential part for Emiratis, on the other hand, the individual as a unique person is highly respected. This fact shows that it is probably too simplistic considering Emiratis as a collectivistic culture (Zaharna, 2009). The second category analysed is discourse management, which refers to the ability of a person in creating written and oral texts. In the specific case, we consider discourse management in relation to conversations held at work between Emiratis and their Western counterparts. As far as discourse management is concerned, the ingroup and outgroup sides seem to be balanced. More specifically, if on one hand, some Emiratis perceive high cultural difference with their colleagues, for example they feel their ideas are not listened to nor understood, on the other hand, some other Emiratis express an open, transparent and efficient communication process. Significant examples of this aspect are related to the willingness or unwillingness of colleagues to listen and communicate or to participate in small talk and self-disclosure. Small talks are defined by DeVito (2001) as short conversations typically used to break the ice between people. They are also defined pathic communication, term that w as coined by the anthropologist Malinowsky (1923) and refers to short discussions of low information content that are used to build and maintain relationships, to saving face issues. Finally, a balance can also be found in the last category, face issues. Emiratis value face-to-face communication as an important feature. Face-to-face communication could lead to both positive effects, for example a foreign colleague expressing explicit praise, congratulations and encouragement and negative consequences, for instance by embarrassing in public an Emirati, through criticism and negative feedback and by asking inappropriate questions such as questions related to wives and or sisters. Kingdom of Saudi Arabia In this section, an analysis of some interesting factors that shape the business communication style in Saudi Arabia will be provided. First of all, the environment highly influences the communication style of Arab countries. In particular, Ali (1990) underlines how Arab people are subjected to behave in different ways depending on the characteristics of the environment in which they are and have relationship with. More specifically, in an authoritarian environment, an Arab tends to be conservative, dependent on authorities and on higher status people and refrains from debate and discussions (Ali and Hayward, 1993). In Saudi Arabia, the communication style is more indirect and conservative compared to the communication style of other Mideastern such as the Emiratis due to their stricter environment. Moreover, Saudis show a higher avoidance of public conflict and criticism, preferring personal to impersonal procedures to resolve conflict and one-to-one business communication (Ali, 1995). Saudi Arabia is the place of birth both of Islam and Arabic. As Arabic is the language of the Quran, the spread of Islam to non-Arabic countries, such as part of South Asia, Europe and North Africa, has also implied the diffusion of Arabic language in them (Hitti, 1970; Hourani, 1992; Chejne, 1965). However, even though all countries in the Middle East have a common heritage in the Arabic language, not all of them have employed Arabic as official first language. Arabic is therefore one of the most important factors that influence the communication style in Saudi Arabia. According to Kabasakal and Bodur (2002), the Arabic language has a very strong influence on the identity of an Arabic person as well as on their communication style. Arabic manages to develop a feeling of identity among Arab people that also has crucial consequences on the communication style. In particular, the Arabic language is very associative, different examples of association can be found within the Arabic language and in the Quran (Zaharna, 2009). Therefore, in order to get the true understanding of a text written in Arabic, the ability to read Arabic is not sufficient; it is instead necessary to understand the different associations among words within a certain context. Likewise, Saudis use an indirect business communication style, where single words will not probably be of significant meaning. According to Katz (2006), a simple word like yes might mean possibly and i t will be very rare that a Saudi would answer with a direct no. Instead, Saudis value beautiful, elegant rhetoric over concise and accurate communication. Eloquent people are considered to be more worthy of trust and respect and so they will often use extremely descriptive, emotive and even poetic language to communicate their point indirectly. This can often make it difficult for Westerners to decipher the intended message. Furthermore, body language and eye contact is very important in the Middle East, however in Saudi Arabia it is more restricted and controlled. The final aspect that will be analysed in this section refers to the interaction of Saudis with the foreign corporations and colleagues. Unlike UAE, as seen in section 1.2 where Emiratis have shown a more open, transparent and positive behaviour, Saudi Arabia is a much more conservative and closed society that also regulates the way Saudis work with expatriates (Mackey, 1987). Having a local intermediary can therefore be extremely important for a foreigner to initiate a business relationship with local people. The intermediary will help providing the contacts and leveraging on existing relationships. (Katz, 2006). In fact, as described previously, personal relationships are crucial in Middle East and in this particular case, in Saudi Arabia.

History of Business Studies

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

The Internet :: essays research papers

The Internet The Internet is a wide-open arena for public discussion and interaction that needs to be regulated; protective rules, including censorship if necessary, must be instituted to ensure that this environment is kept hospitable to all. Recently a month ago, I got hooked up to America Online (AOL). I agree that the Internet is a wide-open arena for public discussion and interaction but, I disagree that it needs to be regulated. The Internet is a place where anything can occur. It is just like talking to someone on the phone; instead you are typing to them. You can have a conversation about anything you want to talk about. It doesn't need protective rules or censorship. If it gets censorship then it will be taking away our freedom of speech. Everybody has the right to say whatever they want. That's what they are doing on the Internet. When I am logged onto AOL, I sometimes go into a chat room. In the chat room you meet people form all over the world. In there sometimes there is some profanity used. People also say stuff that might offend you right away. This has happened to me. One night, when I was in a chat room, the room went into a conversation about relationships. We were all talking about previous boyfriends and girlfriends: how many, names and ages. Some girl that I didn't even know told them, "Garrett32† (my screen name) had 100 girlfriends by the time I was 18. â€Å"Love’em and leave’em.† â€Å"He is a jerk." My immediate reaction was to curse the girl out but, I didn't. I just left the chat room. That was the best thing I could have done. If I had cursed her out he probably would have notified AOL. Nobody told me that I had to sit there and listen to what she was saying. If I had stayed and listened to her then that would have been my fault. I would have been the one staying there to get the abuse. America Online gives you the option to notify them if someone said something inappropriately or not to your liking. They check on the problem to see what really happened. If it is true that person's account is canceled. That is a good way of keeping the Internet hospitable. I think that someone should go on line only if they are able to put up with all the things that occur on it. If someone isn't then they shouldn't be online. I am not saying that everything that occurs on line it all right, but you can't get offended about everything.

Hamlet :: essays research papers

William Shakespeare (1564-1616) was born in Stratford-upon-Avon, England. He was the son of John and Mary Shakespeare. William attended his town's local grammar school at age six and graduated ten years later. When he was eighteen, he married a woman named Anne Hathaway who gave birth to twins, Hamnet and Judith. Hamnet drowned a few years later. It is said that William named his famous play Hamlet after his son and included a drowning scene in his honor. After the loss of his son, William left his family behind and headed for London to write plays. He was a poet and playwright. He wrote many famous plays, including Macbeth, Hamlet, and Romeo and Juliet. His stories were very popular with the English people because some of them were about English kings, like Henry IV. One of the characters from Henry IV was Falstaff, a drunk and crude knight. People liked him so much that William wrote another play using Falstaff, entitled The Merry Wives of Windsor. Shakespeare lived during the Ren aissance period, and was one of the most influential playwrights of his time.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is set in medieval times and relates the story of Hamlet, who is the son of the dead King of Denmark, which appears as a ghost. The ghost appears at midnight and hints to Hamlet and his two friends Horatio and Marcellus about his murder. Hamlet’s mother, Gertrude, quickly marries Hamlet’s Uncle Claudius barely before the King’s body is even cold. Hamlet finds out that Claudius poisoned his father while he was sleeping to gain control of the throne. Hamlet confronts his mother about knowing about the murder of his father, and her affair with Claudius. Claudius attempts to kill Hamlet on a â€Å"vacation† voyage to England, by getting Rosncrantz and Guildenstern, Hamlet’s boyhood friends to carry a letter to the King of England to chop off Hamlet’s head. Hamlet intercepts the letter, and sends a letter to the King of England, telling him to immediately cut off the heads of the messengers. Hamlet then plots to kill Cla udius because â€Å"He†¦ killed my king and whored my mother.† Laertes is allowed a duel against Hamlet to revenge his father, Polonius’, murder. Halfway into the duel, Claudius toasts the duelers, and drops a poison-coated pearl into the wine as an inducement for Hamlet to finish the drink. However, Gertrude decides to drink it herself.

Inflation and Investment Essay

â€Å"Inflation Poses Serious Threats to Government† is an article by Leigh Thomas published by Agence France Presse. It deals with section three in the couse companion, Macroecnomics. The article details the negative effects of inflation and what has caused it. â€Å"Foreign Buyers Snap Up Us Real Estate† is an article by Stephanie Armour published by USA Today. It deals with section 4, International Trade. It deals with why U.S real estates are urging Foreigners to buy property in the U.S. The article â€Å"Inflation Poses Serious Threats to Government† focuses on the causes of inflation and the factors that lead to it. Good prices have lifted the inflation rates in Europe. European Unioin’s Eurostat agency said that inflation hit 3.6 percent. Economist Sonil Kapadia s tated that food and oil Prices are the main driers of inflation. Food prices rose 21 percent in China. The oil prices have caused a major dilemma by cutting extra consumer cash and affecting the poor countries negatively. Economists say tat inflation relief might be on the way in the coming months. In addition, inflation threatens economies in Af rica by encouraging governments to take â€Å"knee-jerk† reactions to cope with stress. Real estate agents urge foreign consumers to by land in the United States. The agents are even willing to pay for the air tickets and hotel bills. Because the dollar hit a new low against other currencies, the price of home will be cheaper for foreigners; a discount of 30 percent. This activity is mainly happening in tourists area with warm weathers such as New York and San Diego. Jacky Teplitzky, a real estate agent, said that sales for foreigners rose from 10 percent to 25 percent in the past year. Also, to help attrack foreign buyers, such firms hire foreign speakers in order to translate. Wohlfarth, owner of Wohlfarth & Associates, believes sthat people are diversifiying their investments by buying more land. Inflation due to the rise in food and oil prices has caused disastrous results in the world, especially in poor countries. Oil is often demanded but there is little supply. So this is a type of demand-pull inflation. To reduce aggregate demand, a government could use deflationary fiscal policy, increasing taxes and lowering government spennding and/or deflationary monetary policy, which is rasising interest rates and reducing the money supply. iF all oil producing cuntries increase the output without using more costs, then prices for oil wouldnt necessarily rise. This is Elasticity of supply. Also Elaasticity of demand may help prevent inflation. If the goods were elastic then buyers will resist the price rises. If there are a lot of substitutes for a certain product, then buyers will simply switch spending away from the more expensive products. So if food prices are increasing, it is advised that consumers switch to another brand, if one exists. It is an advantage for both the U.S and the foreign buyers that buy land now in the U.S. But this is occuring because the dollars value is sinking. To improve the economy more efficiently, it is best if the dollar rose its value. THe dollars low value may help real estate agents to buy more land but in the mean time, inflation could arise because of the low value of the dollar. IT wiould help if money market investors shift to the dollar for low interest rates.

Reaction Paper to Comprehension-Based Approach in English Language Teaching

A. Summary of Comprehension Based Approach The Comprehension Approach refers to several methodologies of language learning that emphasize understanding of language rather than speaking. It is a pedagogical/instructive principle, which can be found in a number of methods and in practical listening comprehension; a. comprehension should be taught by teaching learners to understand meaning in the target language; b. the learners' level of comprehension should always exceed their ability to produce language; c. roductive language skills will emerge more naturally when learners have well developed comprehension skills; d. such an approach reflects how children learn their first language.The Comprehension Approach scholars share the belief that a) comprehension abilities precede productive skills in learning a language b) the learning of speech should be delayed until comprehension skills are established; c) skills acquired through listening transfer to other skills; and d) teaching should emphasize learner stress-free environment etc Its other Principles: Listening comprehension is very important and is viewed as the basic skill that will allow speaking, reading and writing to develop spontaneously over time given the right conditions.†¢ Learners should begin by listening to meaningful speech and by responding nonverbally in meaningful ways before they produce any language themselves †¢ Learners should not speak until they feel ready to do so; this results in better pronunciation than if the learner is forced to speak immediately †¢ Learners progress by being exposed to meaningful input that is just ne step beyond their level of competence †¢ acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Rule learning may help learners monitor (or become aware of) what they do, but it will not aid their acquisition or spontaneous use of targ et language.†¢ Error correction is seen as unnecessary and perhaps even counterproductive; the important thing is that the learners can understand and make themselves understood. If the teacher is not native (or near native) speaker, appropriate materials such as audiotapes and videotapes must be available to provide the appropriate input for the learners. B. Reaction to the Comprehension Based Approach The Comprehension- Based Approach refers to several methodologies of language learning that emphasize understanding of language rather than speaking I chose Comprehension Based Approach among other approaches because based on experience I applied many of its principles in teaching English and Science to Grade Six students.I believe that teaching English using Comprehension Approach to the learners is the very core and heart of letting your pupils learn the English language. Comprehension Approach is the true essence of teaching the English language. Learners cannot write and spe ak English effectively if they cannot understand/comprehend their lessons at hand. This supported by Comprehension Based Principle that comprehension abilities precede productive skills in learning a language. Teaching comprehension skills in English is a vital tool of the pupils in studying their other subjects like Math and Science.Math teachers complained to me all the time that the reason their students failed in solving math problems is because they cannot understand what is being asked in the problem. They said that their pupils do not know how to comprehend the problem which presupposes that their problem is their English comprehension skills rather than their computing abilities in Math. The same goes with my Science class, scientific concepts cannot be understood all at once by the students in Science so I have to teach them how to understand science facts and concepts.I let them listen first to my explanation and description of a science fact and concept. I also translate some of the English terms to the native language for them to digest the subject matter. I concur to the principle of Comprehension Based Approach that listening comprehension is very important and is viewed as the basic skill that will allow speaking, reading and writing to develop spontaneously over time given the right conditions.I also agree to its principle that learners should begin by listening to meaningful speech and by responding nonverbally in meaningful ways before they produce any language themselves and to the principle learners progress by being exposed to meaningful input that is just one step beyond their level of competence . A lot of my lesson plans was geared in developing comprehension skills of my students in English. I taught the learners how to understand the meaning of the target language through many ways.For instance before letting the students read a passage or a story, we unlock difficulties of some vocabulary words that are new to the pupils. After readi ng the story and the passage, pupils were made to answer questions in relation to the story to check whether they understand the story or the passage. Another instance where I teach them comprehension skills is when I teach them the skill of getting the context clue. Context clues are words and phrases in a sentence which help students define the meaning of an unfamiliar word.I teach them how to understand the unfamiliar word by how it is used in the sentence and through the help of its neighboring words which are clues to lead them to define the unknown word. This kind of skill is buttressed upon the principle of Comprehension Based Approach wherein productive language skills will emerge more naturally when learners have well developed comprehension skills and comprehension should be taught by teaching learners to understand meaning in the target language. Learners need not produce the unknown word in the target language unless they harness their comprehension faculties.