Examine the ways in which attempts are being made to address the Essay

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.

The story of the lizard who had the habit of dining on his wives by Essay

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