Chemistry Is Everywhere Essay

Everything you hear, see, smell, taste, and touch involves chemistry and chemicals (matter). And hearing, seeing, tasting, and touching all involve intricate series of chemical reactions and interactions in you body. With such an enormous range of topics, it is essential to know about chemistry at some level in order to understand the world around us. In more formal terms chemistry is the study of matter and the changes it can undergo. Chemists sometimes refer to matter as ‘stuff’, and indeed so it is. Matter is anything that has mass and occupies space. Which is to say, anything you can touch or hold. Common usage might have us believe that ‘chemicals’ are just those substances in laboratories or something that is not a natural substance. Far from it, chemists believe that everything is made of chemicals. Although there are countless types of matter all around us, this complexity is composed of various combinations of some 100 chemical elements. The names of some of these elements will be familiar to almost everyone. Elements such as hydrogen, chlorine, silver, and copper are part of our everyday knowledge. Far fewer people have heard of selenium or rubidium or hassium. Nevertheless, all matter is composed of various combinations of these basic elements. The wonder of chemistry is that when these basic particles are combined, they make something new and unique. Consider the element sodium. It is a soft, silvery metal. It reacts violently with water, giving off hydrogen gas and enough heat to make the hydrogen explode. Nasty ‘stuff’. Also consider chlorine, a green gas when at room temperature. It is very caustic and choking, and is nasty enough that it was used as a horrible chemical gas weapon in the last century. So what kind of horrible mess is produced when sodium and chlorine are combined? Nothing more than sodium chloride, common table salt. Table salt does not explode in water or choke us; rather, it is a common additive for foods we eat everyday. And so it is with chemistry, understanding the basic properties of matter and learning how to predict and explain how they change when they react to form new substances is what chemistry and chemists are all about. Chemistry is not limited to beakers and laboratories. It is all around us, and the better we know chemistry, the better we know our world.

Jet Blue Melt Down Essay

The technology department at Jet Blue airlines let down the company during the melt down. There were many areas where if the technology department had been on top of its game this melt down would not have been nearly as bad as it was. These range from simple communications problems to issues with lost bags. The first area where technology let down those at Jet Blue was that of not being able to rebook flights on the internet. This was a major problem as because the website did not allow for passengers whose flights had been cancelled to reschedule they had to call agents. The problem here is many of these agents work from home and the system was only capable of handling 650 calls at a time. If the website had been able to allow customers to rebook it would have taken a lot of the load off of these agents. The second issue we have here is the system only allowed for 650 agents to be on the phones at a time. When you consider they have the normal everyday business along with many flights being cancelled causing angry passengers to call in to rebook this problem became magnified. Customer grew angry with the amount of time that they had to remain on hold to rebook flights. The next issue that lingered was that of being able to identify who owned the lost luggage. This system was a simple one as it only took the technology department 24 hours to design a system to locate these passengers and reunite them with their luggage. However, when you are already upset and angry 24 hours is quite a long time. This was an issue that never should have been as it should have been in place prior to this event. Finally we come to the issue of being able to communicate with off duty crews and know their location when rebooking flights. This issue was one that could have been fixed in a simple manner with a system similar to that  which Nextel offers to customer’s walkie talkie options with a gps locator on the phone. To conclude my findings if the technology department had been doing its job prior to these events the problem would not have been nearly as magnified. Through some simple fixes and forward thinking there could have been several areas that would have helped to make managing this event easier from enhanced phone systems to a website with more capabilities for customers to simple gps enable cell phones this problem would not have cost the company upwards of 30 million dollars.

Airline Customer Relationship Management Tool

* Airline Customer Relationship Management Tool INDEX 1. Introduction 2. System Analysis a. Existing System b. proposed System 3. Feasibility Report a. Technical Feasibility b. Operational Feasibility c. Economical Feasibility 4. System Requirement Specification Document a. Overview b. Modules Description c. Process Flow d. SDLC Methodology e. Software Requirements f. Hardware Requirements 5. System Design a. DFD b. E-R diagram c. UML d. Data Dictionary 6. Technology Description 7. Coding 8. Testing & Debugging Techniques 9. Output Screens 10. Reports 11. Future Enhancements 2. Conclusion 13. Bibliography * INTRODUCTION The Main Objective of this System is to design a system to accommodate the needs of customers. This application helps a customer to know about the flight’s information and can reserve seats throughout the globe irrespective of the location. This is a computerized system to make seats reservations, keep ticket bookings and availability details up-to-date. This w eb based system provides all flight’s information, availability of flights, availability of seats. It contains information about pilots, air hostess and airport information.It also provides time schedules for different flights and source, destination details. It provides cost of tickets and enquiry details. Features of the project Reduces the complexity present in the manual system and saves time. 1. Users can access the required data easily. 2. It maintains accurate information. 3. Provides instantaneous updated information to all users. 4. Communication is fast and clear and avoids misunderstandings. It is a computerized system to make room reservations and keep room bookings and availability of details up-to-dateSystem Analysis Purpose of the System This web based system provides all flight’s information, availability of flights, availability of seats. It contains information about pilots, air hostess and airport information. It also provides time schedules for diff erent flights and source, destination details. It provides cost of tickets and enquiry details. Existing System * This system doesn’t provide register the multiple Flights * This system doesn’t provide online help to the public Proposed SystemThe development of this new system contains the following activities, which try to develop on-line application by keeping the entire process in the view of database integration approach. * This system provide online help to the public * This system provide agents registration and book the bulk tickets * This system provide late running flights information before 3 hours * Online status of the tickets must be provided in real time Feasibility Study TECHNICAL FEASIBILITY Evaluating the technical feasibility is the trickiest part of a feasibility study.This is because, at this point in time, not too many detailed design of the system, making it difficult to access issues like performance, costs on (on account of the kind of technolog y to be deployed) etc. A number of issues have to be considered while doing a technical analysis. i) Understand the different technologies involved in the proposed system Before commencing the project, we have to be very clear about what are the technologies that are to be required for the development of the new system. i) Find out whether the organization currently possesses the required technologies * Is the required technology available with the organization? * If so is the capacity sufficient? For instance – â€Å"Will the current printer be able to handle the new reports and forms required for the new system? † OPERATIONAL FEASIBILITY Proposed projects are beneficial only if they can be turned into information systems that will meet the organizations operating requirements. Simply stated, this test of feasibility asks if the system will work when it is developed and installed.Are there major barriers to Implementation? Here are questions that will help test the op erational feasibility of a project: * Is there sufficient support for the project from management from users? If the current system is well liked and used to the extent that persons will not be able to see reasons for change, there may be resistance. * Are the current business methods acceptable to the user? If they are not, Users may welcome a change that will bring about a more operational and useful systems. * Have the user been involved in the planning and development of the project? Early involvement reduces the chances of resistance to the system and in * General and increases the likelihood of successful project. Since the proposed system was to help reduce the hardships encountered. In the existing manual system, the new system was considered to be operational feasible. ECONOMICAL FEASIBILITY Economic feasibility attempts 2 weigh the costs of developing and implementing a new system, against the benefits that would accrue from having the new system in place. This feasibility study gives the top management the economic justification for the new system.A simple economic analysis which gives the actual comparison of costs and benefits are much more meaningful in this case. In addition, this proves to be a useful point of reference to compare actual costs as the project progresses. There could be various types of intangible benefits on account of automation. These could include increased customer satisfaction, improvement in product quality better decision making timeliness of information, expediting activities, improved accuracy of operations, better documentation and record keeping, faster retrieval of information, better employee morale.System Requirement Specification Modules Description No of Modules The system after careful analysis has been identified to be presented with the following modules: The Modules involved are 1. Admin 2. Flight 3. Reservation SDLC METHDOLOGIES This document play a vital role in the development of life cycle (SDLC) as it de scribes the complete requirement of the system. It means for use by developers and will be the basic during testing phase. Any changes made to the requirements in the future will have to go through formal change approval process.SPIRAL MODEL was defined by Barry Boehm in his 1988 article, â€Å"A spiral Model of Software Development and Enhancement. This model was not the first model to discuss iterative development, but it was the first model to explain why the iteration models. As originally envisioned, the iterations were typically 6 months to 2 years long. Each phase starts with a design goal and ends with a client reviewing the progress thus far. Analysis and engineering efforts are applied at each phase of the project, with an eye toward the end goal of the project.The steps for Spiral Model can be generalized as follows: * The new system requirements are defined in as much details as possible. This usually involves interviewing a number of users representing all the external or internal users and other aspects of the existing system. * A preliminary design is created for the new system. * A first prototype of the new system is constructed from the preliminary design. This is usually a scaled-down system, and represents an approximation of the characteristics of the final product. A second prototype is evolved by a fourfold procedure: 1. Evaluating the first prototype in terms of its strengths, weakness, and risks. 2. Defining the requirements of the second prototype. 3. Planning an designing the second prototype. 4. Constructing and testing the second prototype. * At the customer option, the entire project can be aborted if the risk is deemed too great. Risk factors might involved development cost overruns, operating-cost miscalculation, or any other factor that could, in the customer’s judgment, result in a less-than-satisfactory final product. *The existing prototype is evaluated in the same manner as was the previous prototype, and if necessa ry, another prototype is developed from it according to the fourfold procedure outlined above. * The preceding steps are iterated until the customer is satisfied that the refined prototype represents the final product desired. * The final system is constructed, based on the refined prototype. * The final system is thoroughly evaluated and tested. Routine maintenance is carried on a continuing basis to prevent large scale failures and to minimize down time. The following diagram shows how a spiral model acts like:Fig 1. 0-Spiral Model ADVANTAGES * Estimates(i. e. budget, schedule etc . ) become more relistic as work progresses, because important issues discoved earlier. * It is more able to cope with the changes that are software development generally entails. * Software engineers can get their hands in and start woring on the core of a project earlier. SOFTWARE REQUIREMENT AND HARDWARE REQUIREMENT Software Requirements Operating System:Windows XP Professional or Above. Languages:C#. NET, ASP. NET Data Base:SQL Server. Web Server: IIS 5. 0 OR Above. Hardware Requirements Processor:Pentium IV Hard Disk:40GB RAM:512MB or more

Case study Example | Topics and Well Written Essays - 1750 words - 1

Case Study Example ters, telecommunication products and a large variety of medical tools and equipment, and lastly, small â€Å"components† ranging from chips to batteries. If the Philips NV is considered with respect to its performance in these four potential domains, it can be stated that the enterprise has done good enough to be ranked among the big names such as the General Electric, Sony, Matsushita and Siemens which are well-known as the global competitors. This is partly evident from the fact that according to results of a survey conducted in the second half of the 1980s, which was about 100 years since the birth of Philips NV, the enterprise had spread so much that its subsidiaries were noticed to be functional in 60 countries worldwide which had offered job opportunities to nearly 300,000 employees from all over the world. (Hill, n.d. cited in Jones and Mathew, 2009, p. 523). However, in spite of the fact that the enterprise had multiplied its business and revenues manifolds since its s tart up to 1990, Philips NV found itself in big trouble in terms of financial losses that amounted to about $ 2.2 billion on a profit of $ 28 billion and declining revenues because of some hardships encountered in the 1980s. It might have happened so because of the dynamic and increasingly competitive nature of the global electronics industry that almost experienced a technological revolution in the period between 1970s and 1980s. World War II spanning from 1939 to 1945 had created many challenges and issues for Philips NV in a number of ways. Philips’ head office was located in Eindhoven in Netherlands. Because of the war, the enterprise had to organize its foreign activities outside its head office in Eindhoven since Netherlands was occupied by Germany during the war. Under such circumstances, the national organizations owned by Philips had no choice but to function on their own. This paved way for these organizations to develop themselves as independent companies each of them having its

Interpersonal attraction Essay Example | Topics and Well Written Essays - 500 words

Interpersonal attraction - Essay Example People whom we are close with and love yet not passionately are meant to be our friends while we became lovers when we come to show and the feeling for passion with the opposite sex, since both of the two people are similar they do have the same feeling and they can commit to love each other but then we cannot be a lover of others when we are committed with this said our love one. Because of Similarity and physical attraction we've coming into socializing with others. Similarity is much happening between friends, like for example they are similar on what they do, like they have the same taste when it comes to dressings and interiors, you both like basketball rather than volleyball, and more. Similarity between others you is widely spread out to all friendships, that's the reason why your friends because you both can understand each other. When it comes to a deeper feeling of affection to the opposite sex will mean of a passionate love. Companionate love is what we felt for our friends as our company ion. We don't give special feelings for them like what we give to a person which we like most, not just a friend but more than a friend. Companionate love is different to passionate love.

Structure and meaning in literary discourse Essay

Structure and meaning in literary discourse - Essay Example (Taboada, 159) Linguistic and Literary Issue 2: Anachrony, in the form of 'flashback' or analepsis and 'flash-forward' or prolepsis, is a modern narrative technique making use of the discrepancy between the chronological order of events and the order of their presentation and "the way the revelatory analepsis is used ensures not only the structural but also the thematic unity of the narrative" in A Tale of Two Cities by Charles Dickens. (Maglavera, 131) Linguistic and Literary Issue 3: The grammatical system presents the grammatical cohesion which is divided into "the reference [incorporating anaphora and cataphora], substitution, ellipsis and conjunction types," whereas lexical cohesion is broken down into "relations of repetition, synonymity, collocation, and other semantic relationships." (Taboada, 160) Linguistic and Literary Issue 4: A Tale of Two Cities by Charles Dickens presents a compelling illustration of the use of repeated coordinating structure through the narrative techniques such as anachrony, collocation, cataphora, repetition and substitution which ultimately bring about coherence and cohesion in the literary discourse. As stated above, the novel A Tale of Two Cities by Charles Dickens presents one of the most effective illu... f all, the temporal relationships between narrative and story or the relations of temporal ordering, through the use of revelatory analepsis, ensure structural as well as thematic unity of the narrative. It is most revealing to realise that "in A Tale of Two Cities most analepses refer to the thick mystery surrounding Dr. Manette's past life, the years of his imprisonment in France and the reasons for this." (Maglavera, 121) To comprehend the expert use of the other linguistic techniques of narration such as collocation, cataphora, repetition and substitution in the novel A Tale of Two Cities, it is important to consider the use of repeated coordinating structure of the novel. The introductory passage of the novel, at its best, reveals this repeated coordinating structure. Significantly, the various categories of coordinating structure in the introductory sentences of the novel "restate previously stated ideas in a new way." (Donnelly and Donnelly, 82) Here, the subordinating sentenc es expand or analyse the various ideas which were already stated at a lower level. Thus, the introductory sentences of the novel are meaningfully connected and the concepts in the subordinating sentences are reanalysed in more detailed, more specific and less abstract language. "Such sentences," Donnelly and Donnelly observe, "explain, define, or give examples of the ideas already mentioned at a higher level and treated in a more general manner."(Donnelly and Donnelly, 82) In short, the stylistic techniques such as anachrony, collocation, cataphora, repetition and substitution offer great coherence and cohesion in the narrative strategy of the novel A Tale of Two Cities by Charles Dickens. Works Cited Donnelly, Colleen and Colleen Elaine Donnelly. Linguistics for Writers. SUNY Press.

Is leadership and management the same of different Analyse different Essay

Is leadership and management the same of different Analyse different perspectives and present your argument - Essay Example The question is worth-discussing, so this work will try to define who leaders and managers are and what are their tasks through the history of leadership and management beginning from 80th till the formation of modern approach. Leaders and managers: who are they? One of the simplest approaches to differentiation of management and leadership was presented by Prof. John Kotter in his book â€Å"A Force for Change†. â€Å"The purpose of leadership is seen in bringing about movement and useful change and the purpose of management is to guarantee stability, consistency, order and efficiency† (Kotterman, 2006). Both, leadership and management are important for success of any organization. From definition suggested by Kotter it is clearly seen that it is not only possible to interchange these concepts, but it should be mentioned that these concepts define quite different things: management is for stability, leadership is for change. Moreover, it is quite relevant to note that managers and leaders can be people from the same class. A very interesting explanation of management and leadership is given in the book â€Å"Leaders: The Strategies for Taking Charge† (1985): â€Å"Managers are people who do things right and leaders are people who do the right thing† (Fairholm 1998, p. 17). ... This interest was caused by the growing development of Japanese business world. Japanese organizations had their secret: they substituted mechanical function of managers by a facilitative and developmental function (Fairholm, 1998). In America this tendency was ‘wrongly copied’ and managers were mixed up with leaders by a mistake. This process is perfectly described in the following citation: â€Å"To punish managers for letting us down, we blessed leaders with the good-guy styles and damned management with the bad-guy ones. The next step was to portray leaders as transformational and managers as transactional† (Kotterman, 2006). It is clearly seen, that in 80s it was rather hard to differ between managers and leaders. Moreover, a function of managers was even neglected and very often at that time managers were described as ‘control freaks’ (Kotterman, 2006). Kotter’s claim was one of the most understandable at that complicated period: he claim ed that managers have to deal with difficulties and leaders are focused on change and innovation. Generally, in 80s the main interest of scientists and researchers was focused on leaders, while the function of managers was not interesting for them anymore. Managers’ function to motivate employees for successful performance was taken away from them by leaders. In the book â€Å"Leadership and Performance Beyond Expectations† (1985) Bernard Bass claims that leaders have to be responsible for human resources motivation. The main drawback of researches and studies of that time was a lack of attention to the performance of leader’s functions. In other words, these studies were not practically implemented (Fairholm, 1998; (Martin, 1999). It

CIPS Legal Aspects - Assignment Two Essay Example | Topics and Well Written Essays - 3000 words

CIPS Legal Aspects - Assignment Two - Essay Example The letter of intent sent out by QSC may not initially be binding upon the parties in their entirety. However, it could be interpreted as binding on the parties if it closely resembles a contract. The letter of intent in this case has clearly specified that the binding terms of the contract would be QSC’s and the formal contract prepared by the procurement team is also in accordance with QSC’s terms. Letters of intent have traditionally been held to be non binding. For example, in the case of Turiff Construction Ltd v Regalia Knitting Mills Ltd2 it was held that a letter of intent will have two characteristics (a) it will express the intent to enter into a contract in the future and (b) it will itself create no liability in reference to the future contract. This would at the outset, suggest that QSC’s letter of intent specifying that its own contractual terms will prevail, may not have binding force. But in the Turniff Construction case, the Court nevertheless up held the contractual obligations associated with the letter of intent, on the basis of the facts in the case. In the case of British Steel Corporation v Cleveland Bridge and Engineering Co Ltd3, while it was held that while no contract was created based on the letter of intent itself, liability was nevertheless imposed. The Court in this instance pointed out that both the parties had expected a formal contract to eventuate, therefore work commenced after the issue of the letter of intent - if followed by a contract - â€Å"will be treated as having been performed under that contract.†4 This was also affirmed by Neill LJ in Monk Construction Ltd v Norwich Union Life Assurance Society5, in making a general statement that a contract may come into existence following a letter of intent, depending upon the individual circumstances of the case. According to HH Judge Thornton in A.C. Controls v British Broadcasting Corporation, â€Å"in construing and giving effect to a letter of intent,

Abortion Should Be Illegal Except in Cases Where Rape, Incest, or the Essay

Abortion Should Be Illegal Except in Cases Where Rape, Incest, or the Health of the Mother Is Involved - Essay Example My response to this question is in the negative. A woman’s conscience does not respond to the call of abortion normally and her heart is like the oases of love. But hard and unexpected developments relating to her health drive her to that option. During the course of a medical examination, the doctor informs the pregnant mother that the growing fetus will develop physical deformities and the child will also suffer from mental disorders. By the current standards of medical billing, even to bring up a normal child is a difficult proposition (notwithstanding the insurance reimbursements) and to take care about a physically challenged child for a middle-class family is a tough option. Psychological issues will also torment the parents of such a child. Who will look after about its welfare, when the parents are no more? Many types of deformities are incurable and the modern medical system is grappling with such issues. The child’s suffering added to the suffering of the pare nts can be prevented when the mother avails the option of abortion. Abortion, just because the parents or the mother do not want the child, should be illegal. A part of the society and some of the women activists strongly plead that abortion needs to be legalized and it must be the choice of the mother to have the child or not and her decision should be final for termination of the pregnancy. But pro-life activists are not willing to accept this stand. The unwanted child can be given for adoption after completing the legal formalities. This is a good alternative from sociological considerations. Why terminate the life before it had the chance to begin its innings? God knows what the future holds for that child. That child may be credited with sterling achievements in life. But when a woman is raped, a peculiar situation develops. Such pregnancies will not be to the liking of the woman. The legal procedures may take care of the individual who commits such a heinous crime, severe punishment may be awarded, but what can compensate the woman who goes through the process of intense suffering?     

Trolley problem and Utilitarianism Essay Example | Topics and Well Written Essays - 2750 words

Trolley problem and Utilitarianism - Essay Example If consequences are all that matter then the Trolley Problem won’t matter much to a utilitarian, but, few would argue that it raises some serious difficulties with the said moral philosophy. 2) The Trolley Problem presents a utilitarian with a predicament. A train is coming; its current course is going to kill four hapless workers. You, the utilitarian, have the power to flick a switch that will save the four men, but you will as a result kill some other worker as the train will be diverted to his track. Most utilitarian thinkers would not have a problem with doing this. One life is worth sacrificing for four; the end justifies the means-consequences are all that matter, after all. But, if there wasn’t a switch, and instead a very large man, large enough to stop the train, was standing over a bridge in front of the workers, would you be prepared to push him in front of the train to save the four of them? If consequences are all that matter, then this is exactly what the utilitarian would have to do: commit murder. 3) John Stuart Mill’s utilitarianism posits that the right action is that action which generates or leads to the most utility or happiness (utilitarianism.com). He begins though by stating that whatever action that is proved to be good, must be proved to be good by its ability to achieve something that is good in itself (utilitarianism.com). ... He argues that human rights are protected through a judicial system only as a means of securing happiness (utilitarianism.com). Happiness is the primary pursuit of man, and the principle of utility is, by definition, the most direct path to it. To Mills the utility principle is a natural social sentiment between humans and that human society would bond and benefit greatly from embedding utilitarianism into it foundations (utilitarianism.com). The responsibility of an individual in this kind of society is to make as much utility for as many people as possible even if that means sacrificing or endangering themselves for the good of others (utilitarianism.com). Any one person is not allowed to value his happiness over the happiness of others. 4) There are several difficulties with utilitarianism. Most importantly, it places too much emphasis on the consequences of actions. If we were to make all of our decisions based on our expected outcomes of events, how are we to feel about those de cisions if we are so often wrong in our predictions? This point is intended to raise doubt; simple doubt in the primary means of divining decision-making for the utilitarian. Furthermore, the Trolley Problem would make even the most hard-nosed kind of utilitarian reconsider their position, because it takes their principle of utility to a point where it condones murder. Most people would have serious trouble pushing a large man to his death to stop a train from killing four other people. What this says is that humans have some other moral codes or ideas about common decency that is disagreeable to strict utilitarianism. So thinking only in consequences might not be the answer for every occasion; we have to temper the principle with other ethics. There is another weakness

Nonverbal Communication Cod Essay Example for Free

Nonverbal Communication Cod Essay 1. What nonverbal messages are being sent in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers are seen in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What nonverbal messages are being sent in this image? 2. What type of nonverbal communication codes are being used to deliver the messages? 3. What effect does each message have on the other people in the image? 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers can be seen in this image? 2. What nonverbal messages are being sent in this image? 3. What type of nonverbal communication codes are being used to deliver the messages? 4. What effect does each message have on the other people in the image? 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers can be seen in this image? 2. What nonverbal messages are being sent in this image? 3. What type of nonverbal communication codes are being used to deliver the messages? 4. What effect does each message have on the other people in the image? 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?

Discipline and Improve Students Behaviour in Classroom Education Essay Example for Free

Discipline and Improve Students Behaviour in Classroom Education Essay The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments,  etc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. â€Å"Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.

Difference between Structured and Unstructured Observation

Difference between Structured and Unstructured Observation At the first step of this assessment I need to outline what is involved in structured observation. The two main strategies that researchers can usually use to record their observations of events are the structured and unstructured observation. The former involves the recording of events of predefined types occurring at particular points in time, or within particular intervals. Structured observation typically produces quantitative data (information about the frequency of different sorts of events or of the proportion of time spent on different types of activity). This form of observation typically involves different threats to validity. Among the dangers with structured observation is that the predefined categories used, will turn out not to be clearly defined, so that there is uncertainty in particular instances about which category is appropriate. There may also be relevant events that do not seem to fit into any of the categories. This, however, is only gained at the cost of the i nformation being collected on different cases or at different times often not being comparable (Research Methods in Education, Handbook, p. 44). Furthermore, structured observation is easy to be described but difficult to be appreciated without actually engaging in the process. Very simply, it involves placing an observer in a social setting to observe all activities defined as of interest to the research. In essence, the method is derived from participant observation in social anthropology and the distinction which is sometimes made between participant and non-participant observation does not fully hold in practice: some degree of participation is inevitable. As William Howard Russell, the Victorian war correspondent for the Times said I stand and look around, and say thus does it appear to me and thus I seem to see so does the structured observation. The structure of structured observation is imposed by the aims of the research in the same way as such aims impose structure upon any method of data-collection. Just as is the case when open questions are used in interviews or self-completed questionnaires the researcher using structured observation recognizes that not all of the structure can be determined in advance and that some structure must be imposed on the data after they have been collected (Roberts, 1975, p. 309). Researchers undertaking structured observational research usually look to use low-inference categories in other words, categories that can be applied to instances with a minimum of contestable judgement on the part of the observer in the hope of incurring only small elements of error and uncertainty. For example, low-inference categories for observing a meeting might include such things as Asks a question, Expresses agreement and Makes a proposal (E891 Educational Enquiry, Study Guide, p. 145). Furthermore, it is almost sure that some data obtained from structured observation contain errors, especially if observation is carried out under considerable pressure of time, leading the candidate to make wrong judgement in wrong boxes. However structured observation as a quantitative research has also been guided by at least some of the assumptions of positivism from laboratory experiments, through structured observational studies of classroom teaching, to large-scale social surveys of t he attitudes of teachers, students, parents, education managers and others. Indeed, over the course of the twentieth century, a great deal of educational research was influenced by a positivist approach concerned, for example, with identifying the relative effectiveness of different teaching strategies and techniques (Dunkin, 1974, p. 6). Coming to the second part of the assignment, I will try to introduce according to the best of my knowledge, the methodological philosophy of positivism. In concern to the tenets of logical empiricism, scientific progress in any discipline begins with the untainted observation of reality. This fact is expected to provide the researcher with an image of the real world from which cognitively generates an a priori model of the process to be investigated. The word positivism is nowadays used in such a wide range of ways that it has become almost meaningless, except that it is usually employed desperately to dismiss views or forms of research of which the speaker disapproves. The original meaning of the term contained some important elements. Widely, positivism can be characterised historically as a way of thinking about knowledge and enquiry that takes natural science, as it developed after the seventeenth century, as the model, and which seeks to apply the scientific method to new fields . Even though the term positivism was not invented until the nineteenth century, this idea was a central strand of eighteenth-century Enlightenment thinking, although it was by no means the only one and was certainly not accepted by all Enlightenment thinkers (E891 Educational Enquiry, Study Guide, p. 78). One of the main elements of positivism is the idea that it is the task of research to identify standard repeatable patterns between cause and effect, identifying particular pedagogical strategies that reliably bring about a desirable educational outcome. However, there are questions about whether such patterns exist, what character they have if they do, and how we can know them. Another feature of positivism is the idea that research must follow an explicit procedure, so that the idiosyncratic effects of who is doing the research can be eliminated and the replicability of the findings checked. Trying to build on this, the concept of evidence-based policy-making and practice is often promoted on the grounds that it is transparent, since it is guided by explicitly specified knowledge whose validity is open to inspection even though this idea is subjected to dispute. In contrast, the positivist philosophy, suffers from several limitations, especially when applied to social sciences. First, this approach, generalizes a universal statement of truth from observations of a certain number of positive instances. The strict inductionist approach is often inappropriate because speculation and creation of an a priori hypothesis are essential for a systematic procedure of theory building. Furthermore, the empiricist approach is based on the notion of pure observation, which is impossible in research, especially in social sciences, since observations are always subject to measurement errors. Finally, this approach assumes that knowledge is derived from an objective interpretation of assumptions, without any of the subjective biases or a priori knowledge of the scientist coming into play. Furthermore, positivists have tended to believe that the success of natural science in modern times has stemmed from scientists refusal to go beyond what can be supported by empirical evidence. It is easy to forget how radical an orientation this was in earlier centuries, and perhaps still is in some quarters. It challenges religious claims to knowledge about the world, various kinds of speculative philosophy that do not pay close attention to what is warranted by empirical evidence, and even any appeal to what is obvious to common sense. (E891 Educational Enquiry, Study Guide, p. 79). The third component of my essay is the strengths and weaknesses of structured observation in concern of positivism. Although positivism has been a recurrent theme in the history of western thought from the Ancient Greeks to the present day, it is historically associated with the nineteenth-century French philosopher, Auguste Comte, who was the first thinker to use the word for a philosophical position. In his study of the history of the philosophy and methodology of science, Oldroyd (1986) says: It was Comte who consciously invented the new science of society and gave it the name to which we are accustomed. He thought that it would be possible to establish it on a positive basis, just like the other sciences, which served as necessary preliminaries to it. For social phenomena were to be viewed in the light of physiological (or biological) laws and theories and investigated empirically, just like physical phenomena. Likewise, biological phenomena were to be viewed in the light of chem ical laws and theories; and so on down the line (Silverman et al, (2000), p.18). Furthermore, Comtes position was to lead to a general doctrine of positivism which held that all genuine knowledge is based on sense experience and can only be advanced by means of observation and experiment. Firstly, Positivism here implies a particular stance concerning the social scientist as an observer of social reality and second the end-product of investigations by social scientists can be formulated in terms parallel to those of natural science. This means that their analyses must be expressed in laws or law-like generalizations of the same kind that have been established in relation to natural. Positivists often had high hopes that science, and especially a science of human social life, would pave the way for substantial social and political progress, by undermining beliefs and practices that were based solely on superstition or tradition, and replacing them wherever possible with ones founded on scientific evidence. To a large extent, positivists have, adopted experimental physics as their model. As a result to this, it has been a strong tendency for them to insist that it is essential to use the experimental method, and the forms of statistical analysis modelled on it, to engage in the careful measurement of phenomena, and to look for causal or statistical relationships among variables. These commitments strongly imply the use of quantitative data (E891 Educational Enquiry, Study Guide, p. 89). Another characteristic of positivist philosophy is the view that, to develop knowledge, it is essential to follow special or transparent procedures or methods. The logic behind thi s is that it helps to eliminate the biases that can arise through the influence of the personal and social characteristics of the researcher. In addition, can achieve what is sometimes referred to as procedural objectivity. It also allows others to replicate the research, which in some regard is necessary in order to test whether the knowledge produced is sound, or whether it has been distorted by error or bias by the researcher. Furthermore, positivism is the idea that research should follow a set of explicit procedures, so that the idiosyncratic effects of who is doing the research can be eliminated and the replicability of the findings checked. Building on this, the concept of structured observation policy-making and practice is often promoted on the grounds that it is transparent, since it is guided by explicitly specified knowledge whose validity is open to inspection. The link between positivism and the notion of structured observation does not necessarily mean that the idea that educational research can and should be designed to make a significant contribution to educational policy-making and/or practice. Indeed, one sign that the positivists impose on this commitment is that positivism has influenced various forms of action research. This often requires enquiry to be integrated into educational practice, rather than being detached from it in the way that much ordinary research is (E891 Educational Enq uiry, Study Guide, p. 219). However, as in all methods so in this one strengths and weakness can be distinguished. Structured observation can provide good insights into how the different participants are behaving and interacting. In addition, may enable you to see things that are taken for granted by participants in the learning and teaching context. Their perceived lack of importance by participants may mean that they would not be picked up by other methods that explore participant perceptions. In addition to the above, the task of the educational investigator often explains the means by which an orderly social world is established and maintained in terms of its shared meanings and how do participant observation techniques assist the researcher in this task. As Bailey mention some inherent advantages in the participant observation approach: Observation studies are superior to experiments and surveys when data are being collected on non-verbal behaviour. In observation studies, investigators are able to discern ongoing behaviour as it occurs and are able to make appropriate notes about its salient features. Because case study observations take place over an extended period of time, researchers can develop more intimate and informal relationships with those they are observing, generally in more natural environments than those in which experiments and surveys are conducted. Case study observations are less reactive than other types of data-gathering methods. For example, in laboratory-based experiments and in surveys that depend upon verbal responses to structured questions, bias can be introduced in the very data that researchers are attempting to study. (Silverman et al, (2000), p.18). In contrast to the above, firstly, structured observation neglects the significance of contexts-temporal and spatial-thereby overlooking the fact those behaviours may be context specific. In their concern for the overt and the observable, researchers may overlook unintended outcomes which may have significance; they may be unable to show how significant are the behaviours of the participants being observed in their own terms. Furthermore, structured observations as a quantitative method in concern with positivism can be time consuming. Getting a representative picture of the implementation over the duration of a pilot or embedding phase of a change in learning and teaching will involve attending more than one learning and teaching activity or event. Continuing, its activities may affect the behaviour of those involved in it and hence what you observe. Participants may be concerned about what you are actually evaluating. Academic staff may be concerned the quality of their teaching is being evaluated and students may be concerned their academic performance is being assessed. The thinking that underlies participants observed actions cannot be observed. Finally, structured observations are therefore used with other methods that seek insight into this thinking. Being able to make sense of the context of evaluation in a limited amount of time with limited resources may require some knowledge of the academic discipline and its culture. At this part of my assignment, I will introduce the methodological philosophy of interpretivism. Interpretivism was introduced from German philosopher Max Weber. According to Max Weber from whom the interpretivist tradition is derived, the enterprise of social science could not be treated as similar to that of the natural science. He stressed on social action which means the study of meaning which the individual attaches to his/her actions. Interpretivisms starting point is its insistence on differentiating between the nature of the phenomena investigated by the natural sciences and the nature of those studied by historians, social scientists and educational researchers. Mainly, it argues that people in contrast atoms, chemicals or most non-human forms of life interpret their environment and themselves in ways that are shaped by the particular cultures in which they live. These distinctive cultural orientations shape what they do, and when and how they do it (E891 Educational Enquiry , Study Guide, p. 81). Interpretivist does not reject the idea of scientific or objective knowledge, but they question the notion that the methods employed by natural science used also in the study of society or social sciences. He stressed on social action which means the study of meaning which the individual attaches to his or her actions. Furthermore Interpretivist criticize Positivists for neglecting the fact that they are studying people who need to be explored in the ways they really think and act in different kinds of situations. Social institutions cannot be treated as separate entities or divorced from the subjective understanding or meaning that people have of them and society cannot be studied on the principle of causality as positivists stress, may make a great deal of sense in the natural world but according to the interpretivist, cannot be rigidly applied in the social world. People do not just react to external stimuli like biologically programmed living organisms. They actively interpret an d control the situation and control their behavior, acting on the basis of their interpretations of what is going on, what is the best course of action. Many different responses are possible. There are three different interpretations of a single event, e.g.; there is no consistent cause and effect relationship. Whatever the response, an observer cannot make sense of your response without interpreting the meaning you attributed to your teachers behavior, for it is this meaning that explains your response, not the observable event on its own. Interpretivists argue that all research methods involve complex forms of communication: therefore, coming to understand other people necessarily relies both on researchers background, cultural knowledge and skills, and on their willingness to suspend prior assumptions and allow understanding of other peoples orientations to emerge over the course of enquiry. Thus quite different ways of life and associated beliefs about the world can be located at different points in history and also coexist (peacefully or in conflict) at any time. Furthermore, this is not just a matter of differences between societies; there is also significant cultural variation within the large, complex societies in which most of us now live. Interpretivists argue that we cannot understand why people do what they do, why particular institutions exist and operate in characteristic ways, without grasping how people interpret and make sense of their world in other words, the distinctive nature of their beliefs, atti tudes and thoughts. Coming to this part of my assignment I need to mention the strengths and weaknesses of structured observation within the context of interpretivism. As we know, structured observation involves a researcher watching and listening to actions and events within a particular context over a period of time, and then making a record of what he or she has witnessed. A distinction is sometimes drawn between participant and non-participant structured observation, indicating that the role of an observer may vary a good deal. He or she may play a participant role in the setting or the events being observed, or may play no such role other than observer. The primary concern behind this distinction is reactivity in other words, the extent to which, and the ways in which, the behaviour of the people studied is shaped both by the fact that they are being studied in a given way and by the particular characteristics and participant role of the researcher (E891 Educational Enquiry, Study Guide, p. 121). Generally speaking, qualitative researchers use relatively structured observation as a supplement to other sources of data. Furthermore, researchers undertaking structured observational research generally seek to use low-inference categories in other words, categories that can be applied to instances with a minimum of contestable judgement on the part of the observer in the hope of incurring only small elements of error and uncertainty. For example, low-inference categories for observing a meeting might include such things as Asks a question, Expresses agreement and Makes a proposal. As a result, this is one of the reasons why interpretivism has encouraged a shift towards qualitative method. Qualitative methods are usually taken to mean unstructured or structured observation, ethnography, focus groups, and etc. that involve researchers in actively listening to what the researched say. The popularity of the term paradigm is traceable to Kuhns work on The Structure of Scientific Revolutions; 7 it can be defined as a total matrix of beliefs about theories, research questions and research data (Oakley, 1999, p.155). These observations and experiences are one way of representing the conflict between different ways of achieving knowledge about the world that amongst social researchers are known as qualitative and quantitative methods. A commonly accepted alliance has developed between research method and research subject, according to which qualitative methods are often used to privilege the experiences of oppressed social groups. What I argue is that this division of methodological labour is, firstly, socially and historically constructed and secondly is problematic in terms of the potential of qualitative methods to produce an emancipator social science with trustworthy knowledge claims. However, this qualitative method as all the other research methods has strengths and weaknesses points. Taking the advantages strengths at the beginning, I can definitely mention that usually the data is based on the participants own categories of meaning and the research is only useful for studying a limited number of cases in depth. Not only that, another major advantage of the method is that the researcher can describe complex phenomena something that you can rarely find in any other method. Structured observation is one of the most straightforward ways to gather information via the school or classroom having a strong connection with the researcher of interpretivism and get a picture of what happens. It is often a good way to begin to explore a situation you want to know more about. It can also be useful to add information to other sources of data you may be collecting for your action enquiry. However, it is important to be aware that as an observer you can often affect the situation you are trying to observe. Generally the role of the observer can be pure (unnoticed, part of the wallpaper) or participatory (e.g. participate in what is going on in the situation observed). The latter use qualitative, structured approaches of observation; the former might use a mixture of both quantitative and qualitative approaches. Whilst the pure observer uses an instrument (e.g. proforma) for the observation, the participant-observer is the instrument. One very common example could be the finding of the class teacher in finding out how children solve a multiplication problem. As a pure observer she or he will use an observation checklist, ticking boxes as she or he observes the pupil on a pre-determined problem-solving activity. Then, as the instrument himself or herself, she or he may ask the pupil what he or she did, why he did it, and may even set him another, but similar, task, to see if he uses the same strategy. By doing so, the teacher will influence the outcome, but in the context of teaching and learning this may be a valid method of structured observation. Taking the above simple example into consideration someone can definitely determine not only the strengths but also the weaknesses of the method used. From the point of strength, the researcher Can conduct cross-case comparisons and analysis and provides understanding and description of peoples personal experiences of the phenomena. Furthermore, the researcher can study dynamic processes, and determine how participants interpret constructs. In addition, qualitative researchers are especially responsive to changes that occur during the conduct of a study and may shift the focus of their studies. In contrast, biases can be developed. Data analysis is often time consuming and the results are more easily influenced by the researchers personal biases and idiosyncrasies. Meaning that all perceptual processes involving the taking in of information by observation and its subsequent internal processing are subject to bias. Our own interests, experiences, and expectations are likely to influen ce what we pay attention to and do make a conscious effort to distribute your attention widely and evenly. Finally, It is more difficult to test hypotheses and theories with large participant pools but knowledge produced might not generalize to other people or other settings (i.e., findings might be unique to the relatively few people included in the research study. Part six, is the last part of my assignment. The searching question in this part has to do with all of the discussion done on the previous sections. Up to now, structured observation was the core of our assignment and the way researchers develop their task. As a result, I have discussed the structured observation from the point of positivism and the quantity method on the one hand and the structured observation from the point of interpretivism and the qualitative method on the other hand. However since Gage wrote his fictional history, what has actually happened is in fact quite complex and varies across countries. The trend against positivism continued, and what we have called constructionism emerged as an important influence alongside interpretivism and critical research. However, in the early years of the twenty-first century, there have been signs of a second phase, the re-emergence of positivist ideas, partly as a result of calls for practice to become evidence-based. Neverthele ss, at present, much educational research continues to take a qualitative approach. Alongside, the revival in support for quantitative methods in some quarters, there have also been increasing calls for mixed methods or triangulation research that is, research that combines quantitative and qualitative approaches and more methods. The justification for this is often the kind of pragmatism to which Gage appealed. It is suggested that, by combining quantitative and qualitative methods, it is possible to gain the benefits of both and avoid the weaknesses of each when used on its own (E891 Educational Enquiry, Study Guide, p. 89). Coming to the point, the difference between positivism and interpretivism is rather subtle than a difference in focus, but it is still important. Examine the situation historically, the conflict between positivism and interpretivism dates from at least the middle of the nineteenth century, although it only arose clearly within the field of educational research during the second half of the twentieth century. Usually, positivists researchers have generally assumed that it is possible to document recurrent and standard patterns of relationship. At first between peoples background experiences and their attitudes, and then between their attitudes and their behaviour. On the other side of the coin, interpretivists researchers have suggested that these relationships are much more contingent and diverse, as the historians have emphasised the uncertain course of history and this is not simply the playing out of a set of universal laws. This is what Gage means when he says that interpretivist s reject the assumption of the uniformity of nature and linear causal models (E891 Educational Enquiry, Study Guide, p. 81). It is worth to mention an example at this point to raise the difference among them. Positivists assume that it is possible to document attitudes by getting people to respond to a standard structured questionnaire. Interpretivists, however, argue that all research methods involve complex forms of communication: therefore, coming to understand other people necessarily relies both on researchers background cultural knowledge and skills, and on their willingness to suspend prior assumptions and allow understanding of other peoples orientations to emerge over the course of enquiry. Further to the point I have raised concerning the two other methods, i.e., the mixed method or triangulation, I have the feeling I need to elaborate on at least at one of them. The triangulation, in social science, is defined as the mixing of data or methods so that diverse viewpoints or standpoints cast light upon a topic. The mixing of data types, known as data triangulation, is often thought to help in validating the claims that might arise from an initial pilot study. The mixing of methodologies, e.g. mixing the use of survey data with interviews, is a more profound form of triangulation. Denzin wrote a justification for triangulation in 1970 and is credited by some with initiating the move toward integrated research that mixes methods. However other authors in other contexts have used mixed methods research both before and after Denzins summary was written. For instance, Lenin used a mixture of quantitative data tables along with a political-economy analysis of charged words use d in his classic research monograph, The Development of Capitalism in Russia (1898). We would today say that his work used methodological triangulation of discourse analysis (a qualitative methodology), and survey data (a quantitative methodology), to study the end of the Russian peasantry and the early beginnings of working class conflict with employers in Russia (Wendy O., 2004, p.3). Continuing the above and according to researchers from case studies to econometric analysis, educational research has a long tradition of employing both qualitative and quantitative methods, but the usual juxtaposition of qualitative research against quantitative research makes it easy to miss the fact that qualitative research itself encompasses a multitude of different approaches. Qualitative work can be positivist: It can attempt to document practices that lead consistently to one set of outcomes rather than another, to identify characteristics that commonly are related to some policy problem, or to find strategic patterns that hold across different venues and with different actors. Qualitative work also can be interpretivist: It attempts to understand what general concepts like poverty or race mean in their specific operation, to uncover the conscious and unconscious explanations people have for what they do or believe, or to capture and reproduce a particular time, culture, or p lace so that actions people take become intelligible. In conclusion, observation methods are powerful tools for gaining insight into situations. As with other data collection techniques, they are beset by issues of validity and reliability. Even low inference observation, perhaps the safest form of observation, is itself highly selective, just as perception is selective. Higher forms of inference, whilst moving towards establishing causality, rely on greater levels of interpretation by the observer, wherein the observer makes judgements about intentionality and motivation. In this respect it has been suggested that additional methods of gathering data might be employed, to provide corroboration and triangulation, in short, to ensure that reliable inferences are derived from reliable data. References Dunkin, M.J. and Biddle, B.J. (1974) The Study of Teaching, New York, Holt, Rinehart and Winston. E891 Educational Enquiry, Study Guide, (2007), The Open University. Oakley, A., Peoples way of knowing: gender and methodology. In: Critical issues in social research, Hood, S, Mayall, B. Oliver, S., pp.154-170. Open University Press, 1999. Research Methods in Education, Handbook, (2003), The Open University. Silverman, David (2000). Doing Qualitative Research: A Practical Handbook. Sage Wendy, O. (2004) Triangulation in Social Research: Qualitative and Quantitative Methods Can Really Be Mixed, Causeway Press.

european post :: essays research papers

THE EUROPEAN POST   Ã‚  Ã‚  Ã‚  Ã‚  Islam In Europe Pg188   Ã‚  Ã‚  Ã‚  Ã‚  Islam the religion that the Franks and the other Germanic people brought to Europe. It started in the west of Europe. The powerful force began spreading through the middle east and the Mediterranean world.Islam came from Arabiain 632. People that believe in Islam are called muslims. The Christians in Europe began to worry because the muslim army began to win victories in the mediterranean world. They overran Christian kingdoms in North Africa and Spain.Franish warriors led by Charles Martel defeated a Muslim army.This defeat and others made the muslims go back to Spain. How do you become a Knight?Pg192   Ã‚  Ã‚  Ã‚  Ã‚  To become a knight at the age of seven, you are sent to the castle of your father's lord. Here you learn to ride and fight from a horse and from the ground.You learn how to keep their armor and weapons in respectable condition.The training to become a kinght was very difficult and strict discipline was given if lazy.   Ã‚  Ã‚  Ã‚  Ã‚  You would finishing training around the age of 21.There would be a ceremony to induct you in as a kinght. Now you would be ready to become a knight.As a knight you would go off to fight battles if there was any going on.If there was no fighting you would partcipate in tournments. Lords may invited you to these tournments with other knight from your area to see your fighting skill. The Benedict Rule pg 197   Ã‚  Ã‚  Ã‚  Ã‚  Benedict was monk who founded the monastery of Monte Cassino in Italy about 530 A.D.. He set up rules to regulate life at the monasteries. These rules became, the Benedict Rule and has spread to monasteries and converts across Europe.   Ã‚  Ã‚  Ã‚  Ã‚  Under the rule of Benedict monks and nuns took an oath of poverty.They also took vows of chasity or purity of obedience to the abbot. Thier chief duties were prayer and worship of God. The Agricultural Revolution Pg 201 The Agricultural Revolution of Europe began by the 1000's.

Personal Narrative- Converting to Judaism :: Personal Narrative Writing

Personal Narrative- Converting to Judaism One day in grade five, I decided to find myself. Most people are not "lost" when they are eleven years old, but in my own naà ¯ve, inexperienced world, I needed a change. My teacher was the indirect cause of this awakening. She was Jewish and opened our closed WASP-y minds to a whole new world of Judaism. We explored the Jewish holidays, learned about the Holocaust, and watched Fiddler on the Roof. This brief yet fascinating view into the world of another religion captured my attention and compelled me to investigate further. I hungrily searched for books on Judaism and bombarded my teacher and my two classmates who were half-Jewish with questions. I decided, after careful (or so I thought) deliberations, that I wanted to convert to Judaism. I did not (and still do not) know why Judaism intrigued me so. Perhaps their high degree of suffering as a people seemed romantic to me. On the other hand, maybe it had to do with the fact that my religion (as my more Roman friends are quick to point out) does not seem to have any clear and decisive beliefs. It could have been the fact that Jews do not believe that Jesus is the Son of God and are still waiting for the Messiah to appear, which seemed to be a good reason as to why there was so much wrong with the world. Whatever it was, it drew me in and launched me into a world of discovery and discouragement. One Day, after my teacher had taken us to Mount Allison to see Fiddler On The Roof, I sat at the supper table and calmly announced my intention to covert to Judaism. I caught the glance that passed between my parents and was perceptive enough to understand what it meant. "Yeah, right." But my parents are supportive and told me that it was my decision and that they had never forced any particular beliefs onto us and they were not going to start now. So I marched to my room and got out the dictionary. Kosher (ko’shc r), adj. 1. Judaism 2. Fit or allowed to be eaten or used, according to the dietary or ceremonial laws. The next night I went grocery shopping with my father and was excited to see the jar of kosher pickles sitting on the shelf. I do not like pickles and I did not even know why they were kosher, but how could I not take advantage of a wonderful opportunity to prove to my parents that I was serious about converting.

Nature v. Nurture in Mark Twains Puddnhead Wilson and Those Extraordi

Nature v. Nurture in Mark Twain's Pudd'nhead Wilson and Those Extraordinary Twins What makes a person who they are is a difficult dilemma. Mark Twain's novel, "Pudd'nhead Wilson and Those Extraordinary Twins" is a critical analysis of how nature and nurture can cultivate emotions and free will, which in turn affects the life of individuals. "Twain's faltering sense of direction began about slavery, moral decay, and deceptive realities (Kaplan 314). The debate of `nature versus nurture' has been one of the most intriguing scientific and cultural issues for most of the twentieth century, in determining the behavioral aspects of human beings. The changes in environment, society, education, political influences, family values and morals and other external influences, combined with physical genes determines how mankind will evolve into adulthood. Both nature and nurture, in combination with emotions and free will, control the behavior of human beings and determines who we are. Anthropologists, who study humans and their origins, generally accept that the human species can be categorized into races based on physical and genetic makeup. For example, many slaves had physical differences from their counterpart white race, such as dark skin and wiry hair. Throughout history, the study of Sociology has had a significant impacted the `nature versus nurture' debate. Social Darwinism based its theory on genetic determinism and natural selection, advocating a capitalist economy, promoting racism and the inherent inequality of such as society. Karl Marx, also an advocate for capitalism and slavery, applied the Marxist philosophy to the practice of science, emphasizing environmental influences determined behavior. Max Weber is known his ... ...lard Stern, Nahra, Nancy. American Lives. New York, NY: Addison Wesley Longman, Inc. 1997 Sandler, Martin W., Rozwenc, Edwin C., Martin, Edward C. The People Make A Nation. Boston, MA: Allyn and Bacon, Inc. 1975. Skinner, B.F. A Brief Survey of Operant Behavior. Cambridge, MA: B. F. Skinner Foundation. 1938 Skinner, Ellen A. Perceived Control, Motivation, & Coping. Thousands Oaks, CA: Sage Publications, Inc. 1995. Twain, Mark. Pudd'nhead Wilson and Those Extraordinary Twins. New York, NY: W. W. Norton and Company, 2005. Wachs, Theodore D. The Nature of Nurture. Thousands Oaks, CA: Sage Publications, Inc. 1992. Wilson, Jim. Criminal Genes. Popular Science. Pars International Corp. New York, NY. November 12, 2002. http://www.popularmechanics.com/science/research/1282176.html

Case Study: Improving Health by Getting Lean Essay

1. What perspective(s) of organizational effectiveness best describe the application of lean management practices? Describe how specific elements of that perspective related to the interventions described in this case study. This case study utilized several perspectives of organizational effectiveness to help adapt their goal of lean management. Within the open system perspective the most common strategy is to change the company’s products and services, as well as how outputs are produced (McShane & Von Glinow, 2015, page 9). Sunderland reached out to their external environment for information with borrowing ideas from a nearby Nissan factory and incorporated information learned. Sunderland integrated this information by mapping out their work processes, evaluated their activities, and developed ways to reduce lengthy patient wait times. In order to reach their goals, organizational learning perspective played a big part. Emphasis is placed on human capital with the knowledge and skills employees brought to the table. â€Å"Lean works because it is based on doctors, nurses, and other staff leading the process and telling us what adds value and what doesn’t. They are the ones who know† (McShane & Von Glinow, 2015, page 28). The input from employees helped reduce patient wait time, streamlines the patient pathway from 29 to 11 discrete stages, cut 34 miles of walking per day, reduced 60 percent of supplies used for hip and knee surgery, and improved congestion in the emergency department through varies of hospitals. With all the improvements high performance work practices perspective now takes shape. Involving employees in decision making and giving them more autonomy over their work activities tend to strengthen employee motivation and improve decision making, organizational responsiveness, and commitment to change (McShane & Von Glinow, 2015, page 13). Employee involvement was the key to strengthened motivation, decision-making and commitment to change. 2. Does lean management ignore some perspectives of organizational effectiveness? If so, what are the unintended consequences of these practices that might undermine rather than improve the organization’s effectiveness? In this case study, lean management may have ignored the stakeholder’s perspective if we look at this through the patients view and even the employee’s view. Although the lean management is quicker and more efficient customer care, at what cost comes from this? Wait time has always been a concern for patients but the quality of care over-rules the priority of the needs for the community (stakeholders). The case study in question only gives the point of view from the hospital, not the patient. So with that said, does the patient feel pushed through the system or do they feel they received a high quality of care? This is where corporate social responsibility (CSR) may be corrupted. CSR intentions are to benefit society with no regards to the financial or legal obligations. Looking at the reduction of time and supplies used, there is a push from the employees to rush patients through their medical services to meet their efficiency process. If this is the case, then both the patients and employees are conflicted. 3. In what situations, if any, would it be difficult or risky to apply lean management practices? What conditions make these practices challenging in these situations? In order for lean management to work, you must have management that understands the concept of lean management and how employees play a role in the success of the outcome. Leadership co-working with employees is essential for lean management to be successful. If you have managers or supervisors in place that does not allow employees to have a say in what works and what does not work, the implementation of lean management may result in failure. The conditions that make this challenging are when management decides what solution to use without understanding the real problem. References: McShane, S., & Glinow, M. (2015). Organizational behavior (Seventh ed.). New York, NY: McGraw-Hill Education.

Evaluation of Cardiovascular and related Health Interventions in the Uk

Abstract This research proposal focuses on the healthcare initiatives in the UK pertaining to cardiovascular and related diseases. Using journal articles and government reports as secondary sources and comprehensive questionnaire based interviews and direct telephonic surveys as the primary input, the study aims to evaluate the preventive health programs to ascertain their effectiveness. These results would serve to help in adapting polices suitably so that the ideology of preventive care could be translated into a pragmatically feasible approach. Introduction The National Health Service has transformed phenomenally over the last two decades and the UK government has been at the forefront of health policies driven with a preventive focus. Cardiovascular diseases are still the number one killers in the UK. (BHF, 2010) The rapidly aging national population is set to cause a severe burden in terms of allocation of funds and quality of treatment delivery in the coming years. Let alone the burden of caring for an aged population, the general health level of the working age population is also on a decline. Around 2.6 million people are already on the government incapacity benefits while every year almost 600000 people are claiming these benefits. The costs of health related absence from work in the UK is estimated at a staggering ?100 billion which is equal to the entire annual costs of the NHS. [DH, 2008] There is a pressing need and a sense of urgency to plan for the management of this growing burden. This study aims to examine some of these health care initiatives and policies aimed at preventing cardiovascular and related diseases and evaluate their effectiveness. The government has created lot of independent bodies that check the progress of these health initiatives and assess their health impacts. This study will include a literature review of both local and nationwide preventive interventions. Academics and research workers would be consulted to get their perspectives of these programs and their evaluation. The objective of the study is to assess the effectiveness of these interventions and the evaluation procedures in order to provide a strategic focus for the future. Literature ReviewWhy the need for a Preventive Focus on Health programs?There is an overwhelming burden on the NHS to deliver quality healthcare when there are severe financial constrains. There is an urgent need to shift from ideology to pragmatism. New health perspectives are called for. Prevention is better than cure and the financial benefits of a preventive approach are dearly welcome for the cash constrained NHS. One of the significant achievements from a nationwide strategic preventive health program is the National Service Framework initiated program for cardiovascular disease prevention and treatment in 2002. Within 2 years of the implementation of this nationwide initiative a significant decline in cardiovascular mortality rates (40%) among the population aged below 75 years was reported. It is estimated that the Preventive drive from NSF saved around 22,000 lives in 2007. (DH, 2007) Life style disorders and physical inactivity have contributed to a significant rise in Obesity, diabetes and other health risk factors for cardiac diseases. (Allender et.al, 2007) In a recent health survey of England, acceptable physical activity levels were reported at 39% and 29% for men and women respectively. Accelerometry data however, revealed a very low percentage of men and women (6% and 4%) met the recommended activity levels. (BHF, 2010)There is an urgent focus on increasing physical activity (Walk to Work Program) as an effective method to counter the obesity epidemic and its cardiac complications. The anti smoking campaigns and the ‘NHS Diabetes’ programs are aimed at mitigating the risk factors for cardiac diseases. The most recent initiative is the Destination 2020 project, which is aimed at improving the awareness of the public in recognizing the commonalities between cardiovascular diseases and related disorders. This project calls for a cardiovascular c oalition (CVC) to put a practically effective and comprehensive preventive approach against heart diseases. (BHF, 2009)Evaluation of Preventive Health ProgramsAs mentioned before evaluation of the effectiveness of health interventions is vital. The growth so far achieved by the NHS has to be sustained and made more effective by adapting them to local communities in order to improve prevention, diagnosis and treatment delivery. There are quite a few government organizations that are entrusted with overseeing the implementation and auditing of the preventive health intervention programs. This study will focus on some of these evaluations. The National Institute for Health and Clinical excellence (NICE) offers evidence based practical guidelines to the implementation and assessment of such programs. The recently initiated NIHR Public Health Research program is designed to evaluate current programs and offer evidence based approach for future. In particular, the NIHR research program focuses on the practicalities and to address issues such as social inequalities in the implementation of a health initiative. (NHS, 2011) Similarly the NHS Health Scotland evaluates preventive interventions in the country and provides extensive reports pertaining to the programs locally. Furthermore, five independent research bodies namely Fuse, DECIPHer, ‘Northern Ireland Centre of Excellence for Public Health’, CEDAR and UK Centre for Tobacco Control Studies provide research based evidence for implementation and evaluation of public health programs. (NOO, 2011) While some programs have been touted as vastly successful others are found to be lacking in terms of practical results. This study aims to have a closer look into these disparities and arrive at some improvements.Research QuestionHow effective are health organizations in designing and implementing preventive health initiatives to control Heart diseases Is the strategic drive by the UK government health depart ment to control cardiac diseases by preventive programs such as anti smoking campaigns, Physical activity programs, and Obesity and diabetes control programs effective and bearing resultsThere are certainly differences of opinion regarding the answers to these questions. This research seeks to more closely examine the relevant issues and answer these questions. MethodologyResearch StrategyThis research is based on an objective, scientific methodology. This research proposes to use both primary and secondary sources. Articles from databases of published research materials and government publications constitute the secondary sources (Wrenn et. al 2006). These would be obtained by using appropriate keyword based search. The combination of keywords would constitute effective exclusion criteria so that unrelated material could be avoided. For the primary sources of information many government agencies and people responsible for overseeing and evaluating health intervention programs would be contacted over phone and email. The questionnaires for these respondents would be designed based on research findings obtained from the secondary research. In this way it is possible to ascertain if the primary sources of information agree with the conclusions of the previous research findings. Rating scales would be used to assess the effectiveness of he alth interventions and semi structured questionnaires would be employed to gather information directly from the persons who supervised these programs. (Babbie 2010) The advantage of using semi structured questions is that it would help extract more information about the success or failure of these programs.Access/Ethical IssuesTelephonic interviews and email based questionnaires are the main access methods in this study. Since the people currently representing an organization would be contacted and their opinions about current and past health interventions programs will be gathered, it would cause an ethical predicament. The opinions of people in charge of these programs might affect or jeopardize their career with the organization if their views about these programs are unintentionally leaked out. A confidentiality agreement would therefore be necessary to encourage people to talk openly and disclose information related to the health projects.Limitations of the ResearchIt takes a lot of time for large-scale projects to take effect and hence evaluating health projects could have to be undertaken over an extended period. Especially, since some of the new cardio vascular health programs such as ‘Destination 2020’ have just commenced it would not be possible to assess the effects of these and other such new initiatives in this study. Conclusion This proposal outlines the research question concerned with the evaluation of health projects aimed at preventing cardiovascular and other related diseases in the UK. The literature review uses reports from government organizations and clearly highlights the immediate need for intervention and a strategic focus for controlling cardiac health problems across the country. The research methodology is useful to evaluate these programs and to analyze their impact. These results would serve to help us in adapting polices suitably so that the ideology of preventive care could be translated into a pragmatically feasible approach. Time Chart ActivityTime Scale Research Design Planning Review of Literature Research Objectives Preparation of Questionnaires Contact Primary sources Survey Analysis of Data Draft of Dissertation Final Dissertation References Babbie, E R (2010), The Practice of Social Research (12th Edition.), Cengage Learning, Belmont, CA British Heart Foundation (2009), Destination 2020: A Plan for Cardiac and Vascular Health, British Heart Foundation, London. British Heart Foundation, (2010) Coronary Heart Disease Statistics: Behavioral Risk Factors, University of Oxford. Department of Health (2007a), The Coronary Heart Disease National Service Framework: Building for the future – progress report for 2007. DH, (Nov 2008), Improving Health and Work: Changing Lives, Crown Publications. UK National Obesity Observatory (2011) ‘Evaluation Websites’ Viewed Jan 16th 2012, NHS (2011) ‘Research to improve the health of the public and reduce inequalities in health’, Viewed, Jan 16th 2011, http://www.phr.ac.uk/ Steven Allender, Charlie Foster, Peter Scarborough, Mike Rayner (2007), The Burden of Physical Activity related ill Health in the UK, J Epidemiol Community Health ;61:344-348 Wrenn, B, Stevens, R E and Loudon, L (2006) Marketing research: text and cases (2nd Edition), Routledge, UK

Germany, 1918-1945 – Treaty of Versailles

The Treaty of Versailles was the first peace keeping treaty after the First World War. Its aims were to demilitarise, claim compensation and to keep peace with Germany. The signing of the treaty was humiliating and a great embarrassment for Germany and therefore Germany wasn't represented. It was only the victors who attended. In the end, Germany resulted in a great loss of land. Germany also had to pay for the damage it had caused. These were called Respiration Payments, which were instalments of à ¯Ã‚ ¿Ã‚ ½6600 million. They couldn't pay it because their land had been taken away and had loses to amend, too. Because of this, Germany had to print more money to pay the instalments. Money then lost its value, which led to hyperinflation. Germany's armed forces were cut to 100,000 people; the navy was allowed 6 battleships and no U-boats. They weren't allowed to have an airforce at all. Of course, this upset Germany's armed forces as the majority of them were laid off. This all Helped Hitler's rise to power because the armed forces were out of jobs and Hitler promised reforms of change to put it straight which encouraged the armed forces to vote for him. Not only was it the armed forces who were angry and frustrated but so too was the general public who felt humiliated and vulnerable for reduction of armed f orces and all the other terms of the Treaty of Versailles. Therefore, Hitler was able to build on that. When writing ‘Mein Kampf' (My Struggle) Hitler used the depression and economic difficulties on communists and Jews as a scapegoat. This fed into that the Treaty of Versailles gave something for him to use his oratory skills towards. Question 2. Long-term is something that has been going on over a long period of time. Short term is a trigger effect. It's something that sparks it of. A short-term effect that contributed to Hitler's rise to power is that the Enabling Law was passed in 1933. This allowed Hitler to do basically anything including the more important element of outlawing opposition. Therefore the Nazi would be the only political party in Germany. This had a dramatic effect in a short period of time as Hitler then came to power in 1934-one year after being promoted to Chancellor. This proved himself to be a dominant and powerful character for the job-just what Germany needed. This is good as Germany felt humiliated after the First World War and then the Treaty of Versailles and needed someone, like Hitler, to regain Germany's strength and self-control. This obviously would tie in with the long-term effects. The Reichstag Fire was also a short-term effect. After studying previous work on the Reichstag Fire, I have come to the conclusion that Hitler started the fire on purpose in order to gain the public vote. This benefited Hitler and contributed to his rise to power as he denied lighting the fire and instead, insisted it was a communist plot as a scapegoat. It got the public thinking that if communists are the cause of the Reichstag Fire then they could quite possibly be the blame of Germany's other problems, like Hitler was saying. This begun to get the German public to agree with Hitler's views and therefore voted for him. On 8th November 1923, Hitler, with the SA, broke into a meeting held by three leaders of the Bavarian government. He forced the leaders to tell their audience that they would give the Nazis their full support by putting a gun to one of their heads. Hitler gained recognition not only for the Putsch but also for the trial that took place later. His 24-day trial reached the front page on a daily basis. He twisted the trial so even though he still went to prison, he drummed up much support. He made the November Criminals the traitors and made himself look like the â€Å"saviour† of the German people. He was such an orator that the way he spoke influenced the judges on their decisions. That is why Hitler was only given 5 years with the chance of parole after just six months. Perhaps the sentence he was given can be seen as a major benefactor in him taking power. Another short-term effect that helped Hitler's rise to power was on the 30th June 1934 when Hitler radioed a signal to Berlin for the SS (bodyguard) to smash the SA (Storm troopers) in the events known as the ‘Night of the Long Knives'. Members of the SA were rounded up by the SS and taken to prison and were later butchered. Although this seems like an unusual way to go about getting the public approval, it was taken with gratitude by the public. This is because the SA was too violent. Their actions were scaring some of Hitler's supporters such as big businesses, the ruling elites, and the general public. They were a large, intimidating group of up to three million. So Hitler was seen as a saviour and the public began to agree with his policies even more. Long-term effects such as the Treaty of Versailles contributed to his rise to power. The public felt humiliated and vulnerable to the defeat of World War One and then the Treaty of Versailles. The public of Germany obviously was very angry and wanted something done about it. So, with the aid of Hitler's oratory skills, his personality and leadership, Hitler detested the terms of the Treaty of Versailles in his speeches and like the public, wanted something done about it. Therefore, he promised to make changes in order to regain Germany's humiliating losses. This helped as the public shared the same views as Hitler and so supported him. Then there was the economic depression of 1923 and then 1929. The facts that Germany couldn't afford the Respiration Payments, there was masses of unemployment, higher taxes and hyperinflation meant that Germany was loosing hope. They already were receiving loans from USA to help pay of Respiration Payments. Then when Hitler uses his oratory skills and protests he will lower the taxes, lower the unemployment status, set a new currency to stop inflation, Germany believed they had nothing to loose. So, this too, helps Hitler's rise to power. One other element of Hitler's rise to power is his oratory skills. Since he began his rise to power, he had always been a powerful and meaningful speaker. Hitler, although being a quiet man, was an excellent public speaker. Often, he was able work a crowded room into frenzy, yelling and cheering in support. He used his speaking ability persuade people to support his ideas and party. He dressed in uniform to put emphasis on his overwhelming sense of control and power, he used his hands to also express himself and he raised his voice in order to give a great impact for his audience. All in all, I believe the short term and long term combine together. It is possible to say that the long-term effects wouldn't have been much use without the short-term effects and visa-versa. Therefore, short-term effects are just as important and play a vital role in Hitler's rise to power, just as much as long-term. Question 3 I believe the Treaty of Versailles was a major element in Hitler's rise to power. If it weren't for the Treaty of Versailles then Hitler's rise to power would be very much different in relation to what it was. The fact that he was able to use his oral skills to put across the shared views of public about the Treaty of Versailles and then build on that links the two together. I feel that the Treaty of Versailles sparked much unwanted controversy within the German Republic. Germany was so unhappy and humiliated both with the defeat of World War One and the terms of the Treaty of Versailles. So to have a powerful speaker in uniform, standing up and protesting that the Treaty of Versailles was wrong and in conjunction, agreeing with the German public, was a great relief for Germany. Coinciding with this, the Munich Putsch happened at a time of hyperinflation, economic depression just after the Treaty of Versailles. Which obviously reinforces my argument that it was very much the Treaty o f Versailles, which brought all the other financial and economic difficulties in Germany. I also think that the Economic Depression has influential reasons why Hitler rose to power, too. It was the long period of time when Germany, economically, socially and politically collapsed and money became worthless from hyperinflation etc. this was the Economic Depression. It was a time of deep despair; Germany was in the grip of this great depression with a population suddenly finding themselves in a state of poverty, misery and uncertainty, whilst in the middle of a rapidly growing political instability. However, there were other significant elements that combined with Hitler's rise to power. So much so that if you were to rule out one then it would affect another (they're linked). All of the other reasons include; The Munich Putsch, the Night of the Long Knives, Hitler's oratory, personality and leadership, the decision by Von Papen and Hildenburg to appoint him as Chancellor in 1933, and the Enabling Law. The Enabling Law was a short-term effect but a vital one as it allowed him to outlaw opposition, which meant, what he said, was law. Without this and Hildenburg's decision linked, Hitler would most certainly not have made it to be leader. Hildenburg thought that appointing Hitler as Chancellor, they could keep control of him-how wrong they were! And indeed there are other factors that aren't mentioned. One being is the Reichstag Fire of which Hitler blamed on the Communists as a scapegoat. Without this, the Nazi's would probably had been virtually unknown and still holding meetings in the Reichstag hall-not ideal for a political party. The employment status was so negative that for Hitler, his long awaited opportunity to reach out to the German people had arrived. At this point in the German nation the citizens, downtrodden and tired of their economic situation, were more than willing too listen to someone with ideas or visions of a brighter and certainly more stable Germany. The main reason why the Treaty of Versailles overthrows the Economic Depression, narrowly, and is the most influential above all of the others is because it was the beginning of an ongoing unhappiness, which ties in with the Economic Depression. I am probably liable to say that without the Treaty of Versailles, Germany wouldn't have had the Economic Depression because money would of still had its value, currency, taxes wouldn't have gone up and there wouldn't have been any Respiration Payments. It was the symbolic element of which the Nazis were able to build their political views upon. The reason why Hitler became so popular over the Treaty of Versailles was because the terms of the Treaty were tough to compromise with that it led to most other effects. These propelled the Nazi party to new heights of daring, which was highly linked with the speeches Hitler gave and the promotional stunts that the Nazi party held. The party's tactics were very good and effective in their rise to power. However the success was really thanks to Hitler and the character that in the beginning I believe he was portraying but later became. I believe that if the Treaty was not brought forward, the country wouldn't have stumbled into a state of depression and Hitler would never have successfully raised the amount of strong morale that he did, mainly due to pure human conscience. Not many people believe in the majority of the Nazi party's actions and politics. However, there were usually one or two points mostly of unemployment or the stabilising of money, of which the Treaty of Versailles was the cause of; that no one else had offered the German sufferers until then. Their time was that moment; to be the biggest and the best organised and supported party that Germany had had since the war. The people did not know that Hitler's rise to power could cause another.