Flight Training for the Fighter Wings :: Creative Writing Short Stories Flying Essays

Flight Training for the Fighter WingsFirst Installment. The fowl landed at 0430 hours. Linkan, sitting in the rear of the shuttle looked pop the cockpit window to glance out at the huge complex. The system was clear out to Phares Star. Linkan could almost feel the power of the Emperors Hammer. As they had come in system from Setti, they had passed the SSSD Sovereign and her taskforce. He had been in the right seat to appear the huge ship. It was beautiful and emanated power from within her structure, the turbo laser batteries sticking out likes tiny pricks along her hull. As they cleared her bow, Linkan leaned forward and saw Daedalus. The place hed be living for the next three months. Well from what he heard, he knew this was the best place to go to learn to be a pilot. Linkan mind back to the last four months. It had been a long road since he had been accepted to the TIE Corps. Most people thought that you came straight to the platform and hopped into a fighter. Boy, was that n ot the case. Back on Setti, Linkan had attended the local Imperial Fighter wings school and basic training program. Nine weeks of hell later, Linkan had have from basic training and had moved onto the Search and Rescue school run jointly with the Hammers Fist on Carida II. There he had been infra the tutelage of a certain First Lieutenant Havz, a very forceful commander who had taught him and his class of pilots what to do in the case of ejection or having to crash land your fighter. It had been a very stressful three weeks as they tested to see if he could withstand the stress of such operations. The last relegation had been a simulated crash. Him and his partner, Dru Stavenal of Aurora Prime, were dropped off by shuttle in the middle of Caridas forest. They were to survive together for a period of 96 hours in the wild, under difficult circumstances. Dru had broken his ankle on the second day, and Linkan had to care for him during the rest of the 72 hours until they could reach the pickup point. He had barely been able to obligate the human the last five klicks to the waiting shuttle. He had passed the test with flying colors the instructor had said, now only if he would pass the

Cayman Islands Politics and Economics :: Essays on Politics

cayman Islands Politics and Economics Politically the Cayman Islands be one of the few pillars of stability in an differentwisewise debauched region. The islands have been under British control since 1655, and they have been and official crown dependance since 1670. The queen is still the official head of state. The island has no political parties because its executives are not elected. The Governor of the island is constitute by the monarch and the Chief of State is found by the Governor. The legislative branch consists of a 18 member legislative assembly, 15 of these members are elected by the population and 3 are appointed by the cabinet of the Chief of State. The Judicial branch has 3 levels of courts and is establish on British common law. The principal economic force governing bread and butter on the Cayman Islands over the last half century is the banking industry. It has provided these islands, with a worldwide financial importance greater than any other Caribbean island. The Cayman Islands are the fifth largest banking center in the world, behind the United States, Japan, Britain and France. Total assets for the banking and financial services industry exceed a trillion dollars. It is home to over cd banks, domestic as well as from almost 60 other countries. Georgetown is home to divisions of 46 of the worlds 50 largest banks, including the 10 largest Japanese banks. The islands gained notoriety for their strict retirement laws and lack of taxationes. This made them a haven for drug money and tax evaders from the United States. This sparked astronomical growth in the Caymanian banking industry in the 1970s and primal 80s. These banks are attracted to the Caymans for several reasons. The islands lack of corporate, capital gains, income, payroll and withhold taxes is a major reason many corporations find the island so attractive. The stable government, concealment laws and a historical climate of government/corporate co-oper ation are other reasons why the islands are so popular for foreign investment.Cayman Islands Politics and Economics Essays on PoliticsCayman Islands Politics and Economics Politically the Cayman Islands are one of the few pillars of stability in an otherwise tumultuous region. The islands have been under British control since 1655, and they have been and official crown colony since 1670. The queen is still the official head of state. The island has no political parties because its executives are not elected. The Governor of the island is appointed by the monarch and the Chief of State is appointed by the Governor. The legislative branch consists of a 18 member legislative assembly, 15 of these members are elected by the population and 3 are appointed by the cabinet of the Chief of State. The Judicial branch has 3 levels of courts and is based on British common law. The principal economic force governing life on the Cayman Islands over the last half century is the banki ng industry. It has provided these islands, with a worldwide financial importance greater than any other Caribbean island. The Cayman Islands are the fifth largest banking center in the world, behind the United States, Japan, Britain and France. Total assets for the banking and financial services industry exceed a trillion dollars. It is home to over 400 banks, domestic as well as from almost 60 other countries. Georgetown is home to divisions of 46 of the worlds 50 largest banks, including the 10 largest Japanese banks. The islands gained notoriety for their strict privacy laws and lack of taxes. This made them a haven for drug money and tax evaders from the United States. This sparked astronomical growth in the Caymanian banking industry in the 1970s and early 80s. These banks are attracted to the Caymans for several reasons. The islands lack of corporate, capital gains, income, payroll and withholding taxes is a major reason many corporations find the island so attractive. Th e stable government, privacy laws and a historical climate of government/corporate co-operation are other reasons why the islands are so popular for foreign investment.

The Last Yankee Summary :: essays research papers

The Last Yankee by Arthur Miller is about a woman named Patricia Hamilton who is about to be released from a mental institution. The story takes place around the 1960 the New England Area. The play contains four characters. Their names were Leroy Hamilton, Patricia Hamilton, Leroy Frick, and Karen Frick. Leroy Hamilton was a relative of Alexander Hamilton. Frick and Hamiltons wives knew each different as they were friends in the establish. Frick is a rich, young business man. He works with oil companies and other things as well. Hamilton, was a member of an elite family and he was a carpenter. Hamilton described himself as a Yankee as did his wife. The behavior of a Yankee according to his wife was they could be abused and taxed as much as they want, they still would not do anything about it but complain and get even sadder. In the first act, Hamilton and Frick got into a heated discussion. Earlier they talk of the towned about how their wives got into the institute in the first place. Karen Frick, got into the hospital because she had a nervous breakdown in which she would alienate the outer world from herself. She locked herself at home and would not go out. Before, that occurred she was a real estate agent. Patricia was a home make and became a depressive. Patricia had been in the institute two times already in the fifteen years of her go out. This was her third time and she was improving. Hamilton, got mad when Frick talked about labor as if it was a bad thing. Hamilton said nothing was wrong about being a carpenter and nobody was proud to be in labor it was just something people talked as if they were so low in the dirt. In the second act Karen and Patricia talk about their lives. Karen often trailed off into her own thing, while Patricia tried to talk about herself. Patricia talked on how she grew up in Sweden and how her family was full of beautiful people. Her brothers had died by committing suicide. Her develops beauty was everlasting until she d ied at 81 years old. Also, she talked about how she stopped taking her medication and then was gradually getting better. She had been off drugs for 21 days. So now she could be able to do much more. All that she wanted was to make her husband happy and how the church she like d and the sermonizer who would talk to her.

Social Security in the 21st Century :: essays research papers

The 2004 Report of the Social gage Trustees is in but the jury is still appear arguing the findings of the report. Agree or not, the masses bring a good idea of the final ruling and they all agree that the current state of the societal security scheme has suffered, for a very long time, from an ongoing deficit problem that give continue to grow unless immediate steps ar interpreted to address the problem. People, on both sides of the fence, argue in support or against the presidents proposed plan to save the Social Security system. Yet, they all allot and acknowledge that in reality a problem does exist and unless calculated measures are taken, this problem cannot be controlled and will snow ball the Social Security System into bankruptcy.The Social Security system was designed in 1935 for a world that is very different from today. In 1935, most women did not work exterior the home. Today, about 60% of women work outside the home. In 1935, the average American did not live long enough to collect retirement benefits. Today, life forethought is 77 years. (2004 Report of the Social Security Trustees, p. 81) Benefits are expected to rise dramatically over the next few decades. Because benefits are tied to wage ontogenesis rather than inflation, benefits are growing faster than the rest of the economy. This benefit formula was established in 1977. As a result, the current 20-year old contributor is promised benefits, which are 40% higher than what will be paid to seniors who retire this year. However, the current system does not have the money to pay these promised benefits. Furthermore, the retirement of the Baby Boomers will accelerate the problem. In just 2 years, the first of the Baby Boom generation will begin to retire, putting added strain on a system that was not designed to meet the needs of the 21 century. By 2031, at that place will be almost twice as many older Americans as today, a drastic increase from 37 million today to 71 million. Curre ntly, there are fewer workers to support our retirees. When Social Security was first created, there were 40 workers supporting every one retiree. At the same time, most workers did not live long enough to collect retirement benefits from the system. Since then, the demographics of the society have changed dramatically where people are living longer and having fewer children.

College Fraternities :: essays research papers

College FraternitiesCollege fraternities have always struck me as being an organization ofguys who spend their date drinking beer and having their "social gatherings"(parties). Just moving to Austin recently (which is by no doubt a "collegecity") has made me want to know much about the sole purpose of thesefraternities. For these reasons I chose to select this culture for my essay.     The definition of a fraternity is defined as " chiefly socialorganization of virile college students, usually designated by Greek letters".(Morris 1982523) This definition is not true to all where most fraternitymembers are seen as drunks who accomplish nothing scholastically or socially .Unfortunately, the definition and portrayal of the people fails to mention thefact that membership in a fraternity is a life-long experience that helps itsmembers develop social, organizational, and claim skills, and also teaches true,everlasting companionship. As a ma tter of fact most of our presidents weremembers of a Greek organization."The first fraternity was founded for literary and social purposes atThe College of William and bloody shame in Williamsburg, Virginia on December 5th 1776."(Klepper 193724) Throughout the nineteenth carbon many new fraternities werefounded, but none of these were permanent. By the end of the nineteenth centurythere were over thirty general fraternities in the country.Todays fraternities still have the characteristics of past fraternities.These characteristics include "a ritual, oaths of fidelity, a grip, a motto, abadge , friendship and comradeship (Klepper 193756) . During membership onemust learn leadership skills. For this reason fraternities embrace theseoffices held by members President, Vice-president, Treasurer, Scribe, etc.Since membership is seen as a great motion by other organizations, eachbrother must be able to uphold that office at any time.     Organization is a must for every member. Fund raising activities andcommunity service are priority in every chapter, and each member is requiredto take part in these activities as an act of pledge, and a brother. Thishelps a member to develop organization and planning. Living together in what isknown as a fraternity house adds to the maturement of social skills and beingable to live with different kinds of people in different situations.Fraternities are famous for their social gatherings (parties) which requiresall members to be socially lively and also develop social skills.     It is normal for fraternities to organize study groups during the schoolyear and before exams. Most fraternities keep test files and other study supportavailable for the benefit of their members. A lot of members are able toreceive scholarships and awards based on academic excellence, leadership and

Significance of Social and Economic Change in the USA Between 1898 and 1921 :: American America History

Significance of Social and Economic Change in the USA Between 1898 and 1921Sweeping social and economic reforms that occur in both country at any time are always very significant. In relation to the United States of America (USA) during the bound of 1898-1921, it is even more so. This period of time saw remarkable changes occurring both inside the USA, and in relation to the USA and the outside world as it became a global force. After the Spanish-American War, light-emitting diode by President McKinley, American ideologies, basically ignorant, capitalist and isolationist at heart, seemed to shift and do a 180 degree turn. This can be verbalise as being signified by the accession of the political dogma of Progressivism, advocated by the next President Theodore Roosevelt, who believed in a Dirigisme style of politics. With Roosevelt came swift sparing and business reforms, the Roosevelt coined Square Deal is an example of the reforms he implemented, and the advent of the muckraker s, with their campaigns against malpractice in the corporate world and big business monopolistic power. William Howard Taft, the successor of Roosevelt, tried to follow this road with his attempts at reforming tariff protection, but inner party disagreements, and a split, in the Republican camp denied him the chance to do so. As the world, and America, edged closer to the First ball War, we see that the United States had significantly revolutionised both socially and economically, especially assisted with the Democrat Woodrow Wilson as President, who reformed the country more than any other. However, as the large War progressed and after its completion, we see a drastic reversal. A new US stepped out of the war, one where its people wore blinkers for thinking caps. As the era of commie take-over fears, suffrage for women, prohibition and the roaring 20s neared, isolationism, restricted immigration, and social, civil, and racial unrest had come to the forefront of American societys priorities. This period ended with the introduction of laissez-faire economics, a swift turn-around from usual government methods used in the last 20 years. American society had once again make a 180-degree turn, back to normalcy, under the guidance of President rabbit warren Harding. This original form of control and regulation in the country was a way in which the people repudiated all the years of hard work done by the progressives and others in the past in their attempts to make the USA a more friendly, safe, prosperous and free place to live in.

Cyrus the Shepherd

Sorie Kargbo AP World 1A 10-9-12 InPersiaCyrusthe Shepherd invited a saucyer, more sophisticated authorities that distinguished it from the previous foundation civilization. In this new government, a centralized bureaucracy ruled, meaning that while Cyrus was the king and Persepolis was the capital a highly staffed team helped run the empire. Since the Persian Empire was so large, Cyrus bust it up into many distinct sections called satraps, which had considerable local autonomy (power).In other words, not only was there a strong central government only when there was also bureaucrats who helped rule and maintain order in provinces throughout the empire. The Persian Empire, in addition, was very diverse, containing many different religions and ethnicities. Overall, the Persian Emperors were very all-embracing and respected all peoples. The big religion you should know, however, is Zoroastrianism. Many historians consider this the first Monotheistic faith.Technologically, the Pers ians had Qantas which were sophisticated irrigation dams. Of course, metallurgy was still an integral part of technological life. In China, as you may know, the foundations period ended with the fall of the Zhou Dynasty and the commencement of Warring States Period, a time of great strife and civil war in China. Finally, however, theQin Dynastygained power. Qin Huangde (sp) was the emperor of the Qin and he was very, very power-hungry and intolerant.He made his people complete many public works project, pay high taxes, and he even ordered the burnings of thousands of books. If someone disagreed with him, they would soften no questions asked Of course, not all bad came out of this period. First of all, the Qin Dynasty marked the return to stable rule after centuries of ravaging civil war. Also, magnificent structures corresponding The Great Wall of China were commenced at this time. Later, after the fall of the Qin (which only lasted 10 years due to peasant unrest I wonder why.. the Han Dynasty took over. The Han was much more similar to the Persians. It was centralized and bureaucratic. One important distinction, however, is that the leaders practiced Confucianism and had to pass a civil-service examination to serve as a government leader. While religion formed the backbone of culture in Persia, Confucianism was the cultural hallmark of China. Like Persia, China used progressively more advanced irrigation techniques to bring out the flooding of the Yellow River and metallurgy

The bauhaus related to 2014 fashion

The Aesthetic Of Bauhaus and Current Trends Following WWW, as much of Germany lay in despair, Bauhaus thrived as a revolutionary, inspired and unique School breaking down the perceived class barriers between craftsmen and fine artists. Founded in 1919 by Architect Walter Groping, Bauhaus regenerate the Art Industry and Education, influencing all aspects of design today. As fashion, like art, progresses in cycles, inspiring and influencing each other through the creation of their designs, it would have been an ideal for Bauhaus and its corporal education.The communal teaching of design basics to all iris year students meant all disciplines adopted a visionary approach to composition integrating simplicity, functionality and superfluous dropd structure. The Wassail Chair is an iconic example of Bauhaus aesthetic, completely reducing the classic club chair to its fundamental form whilst retaining comfort and style. Inspired by the tubular steel framing of his bicycle, Marcel Brewer created the Wassail chair to be seamless. Engaged with the transparency of the form, Brewer created a mere geomorphological outline of what then was considered the standard, contributing immensely to the Bauhaus aesthetic we know today. In Fashion we see the same structural aesthetic in pieces like La File Dos One Bra. The singular steel underline sculpts the body leaving only the bare necessities of the common bra, focusing on its foundation. Using minimal particularization in the cups, opting for a soft mesh, the bra focuses on the structure the nowhere and straps.Both Brewer and La File DO keep dissimulation to the minimum, using minatory or plain monochromatic schemes to further accentuate the framework of the designs. Rejecting the bourgeois detail plastering Germany at the time, Bauhaus students instead took the opposite direction. By completely stripe back all decoration, even reducing color back to primarys and shades, they created a new take on architecture. Using geomet ric blocks and unconventional materials they constructed simple soon enough intriguing designs. The same can be said for modern fashion.Structured outfits in block colors are always popular as they provide a sleek and sophisticated look, such as with 3. 1 Phillip Limbs SIS 14 collection. As Bauhaus students used geometric boxes to create interesting shapes for buildings, Limit does the same for women. The fledge boxed ashen Jacket although seemingly plain creates an incredibly smooth and angular silhouette, the oversized structure building off her body emulating perfectly the white cubic buildings most associated with the Bauhaus aesthetic.During the first year of Bauhaus education, Color Theory was intensely studied. Josef Teen, teacher of said subject and inventor of the 12- permeate color wheel believed Color is smell for a world without color appears to us as dead. Colors are primordial ideas, the children of light. The psychology and audience perception of color developed at Bauhaus is nonoperational an extremely relevant source to all designers today, helping designers portray different emotion through color and hue. Whilst at Bauhaus, Teen developed a serial publication of seven methodologies for coordinating color using hue.One methodology in particular, saturation, was adopted into some of the most famous artworks to come out of Bauhaus such as Josef Albert obedience to the Square in which Albert created the exact same square filled with consistently smaller squares and changed the feeling of each art work using only hue and saturation of the color. This saturation is best shown in an exercise from Paul Kales lour class depicting the different shades of red moving down the scale. In Channels SIS 14 collection we also see the emotional effect of saturating colors.On the pure white canvas of flowing capes and summer dresses Karl Loggerhead paints graduating swatches, each color swiftly moving from dark to barely there light, while the dress gradu ates from dark forest greens to soft pastels. Paintbrushes and pallets adorn the models hands as they passing and the youth and creativity of the collection shines through instantly. Bauhaus considered theme to be another kind of building, literally studying the Truckee of letters and characters, the flexibility each character held and the ocular effect they had on the audience.The Bauhaus font otherwise known as the Universal font was a meticulously sculpted style that was simple, clean and modern. The rise of typography heralded the rise of graphic advertising, a strategy that would quickly be picked up by most if not all design disciplines, none so ferociously as fashion. Designer brands like Louis Button and Channel are not only instantly recognizable but intrinsically valuable for bursting charge their particular typeface as part of their branding. In fashion, Typography is used as a hook for customer engagement, often aimed at teenage girls.Typography is the speedy way to get your demographic to relate to your brand. Although not considered a typically high-class trait in fashion, brands like Mission, DENY and Jeremy Scott have taken up the typography trend successfully with their graphic fonts plastered over Jumpers, dresses and anything you can print on. Although nearly one century old, Bauhaus continues to influence many aspects of design. The flesh and bone structure, simplicity of design and geometric blocked out hopes are all still extremely relevant in the fashion and art of today.

Satan as Hero in Paradise Lost

The name of hellion has been permanently tarnished and cursed throughout English literature. His heinous strategies prepare crafted an abominable reputation for him, the enemy of the Lord. However, in John Miltons enlightenment Lost, Satan acquires a role depicted with characteristics associated with the epic heroes and heroines. The first two books of Paradise Lost describe Satan, one-third of Heavens fallen angels, and their experiences after their eviction.In a state of anguish, Satans followers are still positive in their ambitious leader. With futures murkier than Hells obsidian darkness, Satan feels pressured to somehow compensate his demons for their humiliating downfall. When nobody volunteered to explore the rumored world of Paradise, Satan, as the commander, took it upon himself. Due to his unfaltering pride, Satan was somewhat courageous, a quality of an epic hero. Unfortunately, his main goal was to perpetually conquer all good things and to destroy anything representi ng God.Boiling with animosity, Satan travels throughout Hell on a journey to find Paradise. By traveling through a few realms, his actions became noticeable to his enemies. God and Jesus Christ discussed the intentions of Satan against mankind and began formulation on how they would defeat him. Satan had already become legendary in Heaven and he was about to promote that title with Paradises defeat. In the books, Satan seemed to be misunderstood and at certain instances, desiring to repent.However, his eternal resentment towards God regenerated his hatred. He knew that he could not return to his previous state of ingenuousness and his pursuit to forget his past seemingly characterizes him as a tragic hero. The reader feels sympathetic for him because his emotions mirror human emotions. Milton shows both sides of the enemy of God and in doing so, it is hard to place a solid analysis on one of the main characters in Paradise Lost.

Do We Have a Throw Away Society

Do we have a throw- forward clubhouse? A Swedish sawing machine says dont throw away the old bucket until you know whether the new one holds water. The sad story is that most of us to daylight are throwing away so much, it is very likely that there will be no resources in the future. Many of our practices today are putting a lot of try out on future resources and we might soon find numerous of our claims unsatisfied because of our throw away attitude and careless practices. There are many reasons as to why we are subject to the jeopardy of a resource-deficient future.One of these is the constant demand for better lifestyles and standards of living. Another reason is our increased consumption of food, products and materials as wholesome as our increased use of items that pollute our environment and make it unsafe for living. Society nowadays seeks better lifestyles and standards. We live in a society where proficient advances have erupted and where everybody seeks towards the l atest items attempting to obtain a high standard of living. However, luxury wants never seem to come to an end.Whenever a new model appears in a market, the older possessions of the same product soon become unwanted and obsolete. As a result, many earlier acquired models are disposed of sooner of being recycled, or given to needy people who probably find this accommodation useful. A study commissioned by Environment Canada estimated that 81,000 tons ofITand telecom equipment were disposed of in 2002. Computers and monitors accounted for 70% of this total. The study projected that disposal ofIT waste would increase to 91,000 tons in 2010. This study was made in 2002, where technology was not as groundbreaking as it is nowadays. The amount of disposed items in 2011 is definitely larger than it was in 2002, as technology has advanced rapidly within the last decade. Moreover, as society promotes better living standards, money is largely being fatigued on luxurious products such as innovational phones, modern cars, and other modern equipment, instead of being spent on necessities such as food and shelter. People have been working tremendously for longer hours in order to ensure a high standard of living for themselves and their families.However, they unfortunately do not take into account the amount of money spent on unnecessary products which could have been spent on necessities. This results in a throw-away society, where money is being thrown away like a pebble being thrown on a huge ocean causing big ripples. http//www. statcan. gc. ca/pub/16-002-x/2008001/10539-eng. htm Consumption of products has been increasing every year. We live in a society where consumption is regarded as a positive degree way of life, leading to a healthy society.However, what society fails to realize is that the more we consume, the more products are being disposed or thrown away. This is due to the circumstance that we are being controlled by advertisements, which are mainly use d in an attempt to increase profit, not to enhance the well-being of society. Because weve been told that disposing items instead of reusing them is better done advertisements, we find it difficult to make a decision towards such a subject. Single-time use items are increasing rapidly in markets, which encourages consumers to throw away such items after only one use, increasing literation. According to EPA the average American produces 1600 pounds of garbage per year. Multiply that by 300 million and you can begin to see the amount of trash that is produced. Moreover, we judge people according to how much they consume. Sadly, we are usually judged by how much we consume instead of being judged on how expeditiously we consume items. This creates an incentive for people of high standards to consume much more than is needed, marking us as a throw-away society.Financially supported people purchase precious items that they dont actually need in an attempt to be judged as people of hi gh standings within society. A person does not need more than a car to move from one place to the other and definitely does not need more than one phone to reach others. However, this is dolefully common in society nowadays. http//publicagenda. org/whoturnedoutthelights/number-of-vehicles-per-household According to the pie chart, 19. 9% of households in the US, probably those of financially supported families, have three or more cars, which is definitely a waste of resources.Unfortunately, we live in a throw-away society where resources are less important than consumption and high living standards. Our environment is being disturbed day after day. While society is living the present and not taking care about the future We are being recognized as a throw-away society because we are unaware of the effects of our action that are adversely affecting our planet and causing a fast deterioration in resources. The modern world society values the present much more than the

Money Is the Root of Evil Essay

Money is the root of evil It could be said that gold is one of the greatest inventions of mankind, which affects and changes wide and deep whole human society. It occurred when tidy sum had demand to exchange merchandise. Together with the process of development of society, coin changed from too simple to complex and sophisticated forms to meet flocks needs in settlement. In its dawn, money was very simple things such as shells, fur and salt etc.When metal was discovered iron, bronze, silver and gold were used in turn as the role of money. And now, we can use coins, note, card, and check and letter of credit etc. to buy goods in supermarket, pay water, electricity bills or up to now to settle imports. Money even of its forms this is a general parity object, does the role as means in settlement of merchandise and services. Doing the role of intermediary legal instrument in settlement, money contri onlyes to the development of human society pronto in two aspects economy and cu lture.As we know, money made exchange of goods more quickly and conveniently than any direct exchange way since then trading industry came out into society and developed. In cultural aspect, the most typical features of an heathen group or a nation will be chosen to make signs on money so by regarding money we can take hold of the basic features of an ethnic group or a nation. Specially, in our global time, money can be moved very easily between intimately nations, it makes cultural exchange more advantageous. How do people think about money?There is a truth that many people value money too high, they think money is all and believe that money is a passport to anything. So they can do anything, even immoral and illegal things in order to sop up money. Robbers are ready to kill others cruelly for some tens of thousands of dong. Traders are ready to cheat in commerce to appropriate more money. Officials, who have large power and influence on society, themselves trample on their hon or, others interests, their nations future etc. to take dirty money. With those evil acts, they make people believe that money is a cause of evil.Although there are many bad acts related to money I always think that money couldnt be the root of evil, money is just a victim of some peoples greed. Some people, with cruel and greedy character, did anything to have money but is it true that their purpose is only about money? No, I dont think so. I believe that their last aim is about things money can bring to them. So the deep reason of evil in society is cruelty and greed. It means people must bear full business for their evil and they cant blame anyone or anything. Until now, money is just a means in settlement.

Ethics of care Essay

Introduction bid moral philosophy The moral philosophy of alimony originated among feminists who maintained, on the basis of Carol Gilligans work, A line of reasoninging Voice , that women and girls approach moral issues with a strong concern for empathy and caring in interpersonal relationships. Care and Virtues Care morals focuses on virtues associated with give care as a moral sentiment and response in the context of particular relationships. The emphasis is on such traits as empathy, sympathy, compassion, loyalty, discernment and love in suggest relationships, rather than the abstract principles and rights of deontological and libertarian ethics. Like communitarian ethics, care ethics stresses the interdependence of persons and the importance of particular relationships, especially at heart the family and other communities Care good motive Care ethics encourages altruism, which entails concern for others, their feelings and needs, but does not neglect care for ones elf. Care ethics requires the moral constituent to balance care of the self with care for others. Photo by Katerha Gilligans Ethics of Care Gilligan identifies levels and transition periods in the development of the ethics of care. (1) From Selfishness to Responsibility the conflict between what one would do vs. what one ought to do within their attachments and connections to others. Photo by Derek Bruff Ethics of Care (2) faithfulness as Self-Sacrifice concern for others, their feelings and the need to not inflict harm are major concerns. (3) From Goodness to Truth the morality of care must include a care of the self as well as others, to be honest and real with oneself, an increase responsibility to ones responsibility to the self, as well as others. Gilligan defines this as come on care. Photo by Ed YourdonEthics of Care (4) The Morality of Nonviolence a moral equality between the self and others is achieved by applying an injunction against hurting care becomes a uni versal obligation1. Harvard Educational brush up 481-517 Repr. 1986 as A Different Voice, In Pearsall, Women and Values 309-339 1 Gilligan, Carol 1977, Concepts of the Self and of Morality Care ethics is based on or justified by lived experience, especially that of women with intimate relations, trust and commitment. Lived experience is the accumulated subjective experience of individuals (2).Care Ethics Photo by Mary Ellen Mark (2) Pettersen, T. 2008. Comprehending Care . unify Kingdom Lexington Books23 Care Ethics Care ethics appears most appropriate to intimate relations, but its advocates seek to extend it to communities, institutions and nation states Care ethics is intended to guide conduct and to provide an aspirational ideal of the virtuous life Photo by geek2nurse Affective and Cognitive Care Caring has both affective and cognitive dimensions. Cognition is necessary to understand the others needs, feelings and circumstances.But caring also involves a range of feeli ngs associated with empathy, sympathy, compassion, and love. Care Ethics and Normative Ethics Care ethics provides normative guidance, but it does not prescribe specific actions by applying a set of abstract principles, rights and rules (found in normative ethics). With universalizing principles (normative ethics), the public scene of action has superiority over private-personal domains. . Emotion and Understanding In caring, moral thoughts are not separated from feelings as they are in many Western ethical philosophies from Plato to Kant. Gilligan challenges the idea that moral reasoning should be divorced from feelings and contexts. Emotion and Understanding Knowledge is gained through human connection to others when we try to take the perspectives of others in decision making morality and justice. Photo by rexquisite Co-Feeling and Empathy Caring involves understanding anothers feelings that seeks to go beyond mere understanding (empathy) to actually feeling what others ex perience. Petersen defines this as co-feeling which is to a greater extent than empathy. Caring originates from the experience of caring for others. In caring for particular individuals, we learn to recognize the needs and vulnerabilities of human others everywhere and to avoid harming them. Co-feeling and Empathy Co-feeling in care ethics comes from experiencing the analyzableities of a particular individuals situation. A deep, detailed appreciation for the lives of others enriches our own self-understanding. Photo by Neys Co-feeling is one ability in mature care how one should act and what actions constitute care. Caring involves participating in anothers feelings on his/her terms with an attitude of engagement, not of disinterested observation or judgment. It is an act of affective imagination. Photo by Quinn Anya Care Ethics and Moral Autonomy For care ethics, moral autonomy is construed as relational autonomy. In contrast with Kants isolated individual who rationally for mulates universal principles by himself or herself, the relational autonomous agent takes account of her interdependence with others. Gilligan promotes a more nuanced and complex concept of moral autonomy with space for holding self-determination with consideration, reason with emotion, and independency with connectedness.Friend Wheel by Unlisted Sightings Care ethics replaces the separated respect for the autonomous decisions of others that is the legacy of principle-based ethics with attentiveness to the plight, special needs, and vulnerabilities of individuals, who might need help is deciding what to do Tensions continue to exist within care ethics between contextual sensitivity in moral decisionmaking and respect for principles that direct us to treat people equally, with justice and respect for autonomous choices. arbitrator and Moral Conflicts Care Ethics Moral conflicts are still those that involve individuals with differing philosophies. They involve loyalty conflicts or divergent responsibilities and interests for individual professionals. Agents have different ideas of what is ethically pertinent. Photo by xeeliz Steps to Convergence on Ethics of Care and Principle-based Ethics What actions are right or wrong according to some relevant norms or principles, fairness in particular.What is the effect of these principles on those involved will they hurt individuals? Care ethics questions the over-reliance on principles and rules in ethics. Are we choosing to be loose and numb to feeling the impacts of the principle of justice on individuals and our relationship to them? Photo by Svenska Cellulosa Aktibolaget A THIRD WAY Care ethics encourages the moral agent to balance respect for individual autonomy with caring for individuals in relationships. A balance between relations and autonomy, between connection and integrity would create overlap of principles with care. An intermediate position between too much and too little would be needed. A T HIRD WAY Care ethics requires morally mature agents to weight and balance principles with caring for individuals. In these moral conflicts, listening to others, is essential to decision-making. Interdependent leadership and communication may open up new possibilities a third way. .References Beauchamp T. and J. Childress. 2009. Principles of Biomedical Ethics, New York Oxford University Press, 6th ed Gilligan, Carol 1977, Concepts of the Self and of Morality Harvard Educational Review 481-517 Repr. 1986 as A Different Voice, In Pearsall, Women and Values 309-339 Munson, R. 2004. Intervention and Reflection Basic Issues in Medical Ethics, 8th Ed Australia Belmont, CA Thomson/Wadsworth, Pettersens T. 2008. , Comprehending Care . United Kingdom Lexington Books

DNA Lab Report Essay

What is desoxyribonucleic acid? What do the garner stand for? What is it composed of? Where is it found? What is it shaped analogous? Answer in full sentences. It is the genetic genuine that can be passed on from pargonnt to offspring deoxyribonucleic acid Deoxyribonucleic acidulousIt composed of Deoxyribose (5 carbon sugar), a phosphate and a Nitrogonous base (the 4 N-bases are Guanine, Cytosine, Adenine and Thymine) It is a geminate whorl (looks like a twisted ladder.)DNA is found in the nucleus of most cellsGo to www.dnai.org TimelineVisit the above website, read a scientists biography, watch an interview, or work through an experiment to identify scientists, dates, events, and facts that physical composition the major advances (so far) in the science of DNA. List the answer in front of each indicateion on a lower floor1. Johann Gregor Mendel__________It took him eight years and more than 10,000 pea plants to discover the laws of inheritance.2. ___ Linus Pauling_______E ven though he added an extra maroon to the structure of DNA, he ultimately won two Nobel Prizes the Nobel Prize in Chemistry and the Nobel Peace Prize.3. _____ Martha chase after and Alfred HersheyThese two scientists used a common kitchen appliance to help show that phage DNA carries instruction manual to make new viruses.4. ____ Barbara McClintock______Next time youre munching away at the movies, think of this Nobel-Prize winning scientist who figure turn up the process of transposition in corn chromosomes.5. _____ 1962_____When did Watson, Crick, and Wilkins win the Nobel Prize in Physiology or medicine for their feign of the structure of DNA?6. _____ David Baltimore_____This scientist found that some viruses have an RNA-dependent DNA polymerase that was later named reverse transcriptase. He was one of three who shared in the 1975 Nobel Prize in Physiology or Medicine.7. _____ The Human Genome Project_____J. Craig Venters company, Celera Genomics, worked on this very impor tant project.8. ____ Density gradient centrifugation______Matthew Meselson and Frank Stahl invented this new technique in their quest to prove that DNA replication is semi-conservative.9. _____ Friedrich Miescher_____I first isolated DNA using pus peaceful from bandages at alocal hospital. Since white blood cells are a major component of pus, they were my author of DNA. Yuck10. _____ doubting Thomas Hunt Morgan_____The fly room at Columbia University was established through my efforts. Imagine working in a room filled with bottle after bottle of fruit flies11. ____ Thomas R. Cech______I showed that RNA could act as its own catalyst. Because of my work, it is no longer correct to state, each enzymes are proteins.Go to www.dnai.org Code Finding the Structure problem As you work through the problem section, write, in your own words, the specific contribution that each scientist make to the DNA story in the spaces provided below.ScientistContributionFriedrich MiescherHe is famous for discovery of nucleic acid, which led to the discovery of DNA. This occurred while he was studying proteins in leukocytes. He named it nucleic acid because it came from the nucleus of the cell.Phoebus LeveneIn 1909 Levene found that the carbohydrate present in yeast nucleic acid is the pentose sugar ribose he succeeded in identifying the carbohydrate in thymus nucleic acid. Levene had succeeded in establishing the nucleic acids as genuine molecules existing independently of the proteinsOswald AveryHe discovered that DNA is the material of which genes and chromosomes are made. Go to www.dnai.org Code Finding the Structure players View and bear in mind to the videos and read the text at the site listed above. Write, in your own words, the specific contribution that each scientist made to the DNA story in the spaces provided below.ScientistContributionFrancis Crickfound out the structure of DNA (the double helix).Erwin ChargaffChargaff discovered two rules that helped lead to t he discovery of the double helix structure of DNARosalind FranklinTook x-ray of DNA. DNA crystallography allowed Crick to look at the picture to determine itLinus PaulingLinus Pauling contributed a triple-stranded DNA model to scientific interrogation in 1953.Maurice WilkinsHe made discoveries about the molecular structure of nucleic acids and their significance for information transfer in living material.James Watsondiscovery of the molecular structure of deoxyribonucleic acid DNA the building block of all lifeAnswer the following questions, referring back to the materials you viewed above 1. Watson and Crick knew that the triple helix model of DNA that Linus Pauling had proposed was incorrect. What evidence did they have for such a conclusion? The problem of replication could not be worked out in triple helix.2. The work of Rosalind Franklin provided a key piece of data for Watson and Cricks model of DNA. Summarize that evidence and how it was pivotal to the correct model being built. Rosalind Franklin provided x-ray crystallography photographs that showed a triple helix did not work.

Influence of Western European Economy on Migration Since 1945 Essay

After the end of the support world war, some atomic number 63an countries suffered from the effects of the war and the future of the continent was in doubt. Most countries had a hard cadence rebuilding and recuperating their economies from the aftershocks of the war. The western part of Europe, after a torrid time of scotch and political hardship, began to chance and rebuild their countries. In the years that came after the war, the countries in the western division had to enact cooperative measures with for each one other as hostile to competing with each other to ensure that they survived the torrid achievement together. This period was attach by complex processes with the rolling out economic schedules that would reduce trade barriers among the countries and this kick started a period of strong economic development in the region. The migration history of Europe represents an unplanned development and unin ecstasyded occurrence. It be a combination of effort migrants , colonial migrants and refuge seekers (Schonwalder, 2003). This essay forget establish the link mingled with victoryful economic periods in western Europe and the levels of migration into these atomic number 18as.The postwar migration can be categorized into cardinal phases a regime which involved colonial migration and that which involved the migration of guest workers. Those migrated came to look for work opportunities which were created by the ten recovering and booming economies in western United Statesern Europe. In the 1970s, there was an interaction of economic deficiencies with colonial migration sooner the war. This also interacted with the existing citizenship regulations in countries much(prenominal) as France, Belgium, UK and the Netherlands while countries such as Austria , Denmark, Germany Sweden and Switzerland had implemented guest-workers policies that were a major attraction for foreign migrants. Germany enacted a currency reform in 1948 which instigate d the recovery of its economy. In mid(prenominal) 1950s, the area a hanker with the others in the western region of Europe experienced high labor motivation levels that could not be satisfied loc completelyy. A unanimous pattern in western sandwich Europe at that time involved sourcing of labor from the eastern parts of Europe as they believed that migrants from those parts could be structured easily into their systems. This expanded into the northern countries in Africa and countries near the periphery of middle east such as Turkey. The countries arranged guest-worker schemes among themselves and other diverted countries out of their region.Trade unions especially in Germany saw the guest-worker programs as a threat to existing wage rates as they feargond that they would experience a downward spiral at the end. Governments in Western Europe particularly Germanys incorporated measures that ensured that the guest workers enjoyed the equal work conditions as their European counter parts. The basic principle behind the scheme of guest-workers was that that the foreign workers would remain in the countries as long as they held their strains and would leave back to their native countries once the economy started to perform badly. In Germany for example, many guests-workers left over(p) the country during the 1968 economic recession with the guarantee that they could return when the economy recovered and the labor strike went up again.In the early 1970s, the huge numbers of migrant workers in the European market were causing an economic slowdown and nearly of the countries responded to this by stopping the migration programs in 1973. This, however did not prove into the intended result of migrants moving back to their countries. Many guests-workers remained in the countries where they received help from NGOs and charitable organizations in addition to well-situated court judgements which permitted their stay. This case was most prevalent in Germany. Countri es such as France, Sweden, Austria, Belgium, Switzerland and Holland implemented varying forms of the guest-workers policies which crisply decreased the extent of migration related to labor from 1973 onwards.In the other regime of labor migration touching on colonial background, bilateral and multilateral agreements in regard to guest-workers became the sole provide of migrant labor. UK, Netherlands, France and Belgium had the capability of selective service huge numbers of un deft laborers. Policymakers were thought to have tapped at the opportunity colonial labor offered to accomplish the boom experienced after the war but this was not the case. The inability to secure domestic workers meant that the policymakers had to intrust on colonial migrants to feed the labor demand. This was mostly practiced in France and UK with limited implementation in Belgium and the Netherlands (Schonwalder, 2003).In the postwar period, UK put into trial its version of the migrant worker scheme b y sourcing workers from the easterly part of Europe. However, the local economy became sluggish and this reduced the pull factor that UK had on migrant workers. Countries such as Germany, France, Austria and Switzerland were to a greater extent appealing and attractive to migrant workers from eastern Europe countries. The UK economy was not on the same level with the rest of western Europe but its situation with guest-workers were intensify by its citizenship program which integrated over half a billion colonial subjects into the countrys fold.In 1948, UK had in place legislation that confirmed all of its former colonial subjects as the countrys citizens with rights to inscribe and enjoy all social, economic and political rights within the country. The resulting occurrence was the inflow of migrants of Indian and Pakistan origin in the country. The economy of the country enjoyed a full employment rate at the time and there were labor shortages which the migrants helped to correct. By 1962, UK had over half a million non-white colonial migrants and this marked the start of restrictive measures that modulate the inflow of colonial migrants. The figure of non-white colonial migrants had risen to over a million by 1972, a period which saw UK cut on the privileges associated with UK nationality placement at the time (Strayer, 2009).France on the other contribute concentrated on migrants from northern Africa particularly from Algeria though not a former French colony. The supply of the labor migrants was hampered by completion from Germany and Switzerland which were experiencing increased economic growth. This shortened the supply of labor in France and the interest of the European nations in colonial labor resulted to an increased migration of Algerians into the country as they had the right to enter France, a case similar to that of UK. French companies sourcing for cheap labor looked to Algeria, Tunisia and Morocco as credible sources of such labor. The syst em was tighter in Austria, Germany and Switzerland but the French took the opportunity to directly hire colonial migrants into their companies and confirm their nationality status afterwards by the National Immigration Office (Foley, 1998).In recent decades from the 1980s, the largest percentage of migrants into Europe have grow from West Africa. This has been accentuated by extreme poverty levels, high rates of unemployment and political instability in some of the nations. This has been enhanced by the perception held by many people that Africa is a continent plagued by miseries of all kinds. patronage these challenges afflicting people in Africa, the promise of a better life and economic conditions in the dominant Western Europe countries offers a unique attraction to African migrants into the economically developed countries. The European economy is a major contributor to the success of the global economy and presents numerous lucrative and medium scale job opportunities for sk illed, semi-skilled and unskilled laborers from all walks of life. The prevailing excellent economic conditions act as the main pull factors for migration into the more popular countries in Europe such as Germany, France and UK. These countries offer a chance for many migrants who are driven by the sheer aspiration to live in a western country. After many African countries gained independence, the education systems were hugely improved and this resulted into the outlet of highly well-read and pendent personnel . The demand for expatriates and skilled labor in the Western European economy presented a great chance for the learned people to move abroad and try their luck with corporate and technological jobs. Most colonial powers had projects that flew happy students in their countries to present better academic opportunities for Africans. In the current era, a significant number of migrants in the Western part of Europe are students who come to achieve advanced educational dreams. The European countries are well economically developed which translates into quality education structures which are among the best in the world. Many students of African, Indian and Asian descent migrate to these countries to tap into the great educational opportunities that are present in these countries (Schonwalder, 2003).Migration patterns are created through network functionality. Which leads to the rise of migration systems that act as links to origin and destination countries through an schematic exchange of products, people, information and capital remittances. The systems may be legal or informal but all contribute to the continous cycle of family and labor migration . Currently,many countries in Western Europe pay more attention to migration of skilled laborers who are viewed as capable of bettering their economic growth. The UK and Germany have taken significant steps towards this priority by issuing work permits to the highly-skilled labor migrants. This attracts many professionals who believe they have a great chance of come through in those countries. In 2000, Germany introduced a green card program aimed at attracting over 20000 highly qualified workers. This was in pursuit of further economic progress, a factor that acted well in raising the migration levels in the country and therefore into Europe. In a period spanning from 1999 to 2004, France has seen the number of foreign migrant rise from 376000 to more than 570000 which signifies a rise of 35000 migrants annually. These migrants were mostly of African descent who came to France for educational. Job and resettlement purposes. In Britain and the Netherlands, the levels are not too far apart from those in France with an annual inflow of more than 10000 migrants being reported. These migrants come into these countries either hotly or legally. The legal form of migration differs with the driving motive of the migrants (Foley,1998). This brings in the third cheek migration into Western Eur ope fuelled by the economic success enjoyed in this region.Many countries in Western Europe enjoy unperturbed peace and economic stability. All of them are members of the United Nations and are bound by the regulations and principles that are core to the operations of the United nations. In recent years dating from the 1970s into the rude(a) millennium some African countries have suffered from political instabilities which have resulted into civil hullabaloos in those countries. The civil unrest acted as the tug factor which caused many migrants to leave their war stricken countries. However, the choice of their destination country was mainly fascinated by , the economic stability of that country. Many western European countries presented this option and represent possible choices where the migrants can be granted asylum and thrive under better humanitarian conditions as opposed to neighboring countries. The migrants go against all odds to reach the European mainland with the h ope that once they are there, they will find ways of integrating into the local population and tap into the available opportunities of work and settlement. In the 1980s, asylum applications had reached 320000 and more than doubled from 1992 in Germany. In Britain the numbers hit the 100000 mark. Most of these migrants are offered refugee status but their main aim of coming to these countries is to find a better a life past from their native countries. This notion is enhanced by the high economic performance levels identified with the European economy(Strayer, 2009).In the European region, specifically the western part offers the second largest intra-regional migration of workforce behind America. Most of the migrants in this region have been attracted to this place by the prospect of successful lives in countries and regions experiencing economic booms. However, the uncontrolled number of illegal migrants poses a challenge to them and the same economy that attracted them to these c ountries. Most of these migrants are mostly concentrated in low-skill tertiary sectors of the various industries present in the region. With the recent economic crisis in the world and in the European region, most of the migrants were faced with various vulnerabilities associated with economic pressure as they depended on unsustainable resources and their status as migrants only make matters worse for them. In light of the economic problems that afflicted the region in 2008,. The countries in the region in conjunction the whole EU body started to enact immigration policies that would control the levels of migration during the hard economic conditions. These policies were proposed and enacted to protect the labor sector from increased worsening conditions and to protect the existing wage rates which had a significant effect of the economic downturn at the time (Kaelble, 2011).In conclusion, it is clearly evident that many push and pull factors that have influenced migration into We stern Europe. However, the economic success that the region has enjoyed in the years after the second world war in the current era of economic recessions and recoveries acted as a major influence in determining which part the migrants moved to. The economic conditions in this region provided numerous opportunities for the migrants to progress their lives and shed a successful future. With the demand for labor souring in the region at one time and the advent of excessive inflow of migrants through various economic periods shaped by both success and downturns, the main pull for migrants to the western part of Europe was the economic development that Europe was identified with.ReferencesFoley, B. J. (1998). European economies since the Second World War. New York St. Martins Press.Kaelble, H. (2011). The social history of Europe, 1945-2000 recovery and transformation after two World Wars. New York Berghahn Books.Schonwalder, K., Ohliger, R., & Triadafilopoulos, T. (2003). European enco unters migrants, migration, and European societies since 1945. Aldershot, Hants, England Ashgate.Strayer, R. W. (2009). Ways of the world a brief global history. Boston, MA Bedford/St. Martins.Source document

Accountability and Responsibility

These devil words are often used interchangeably, however, they are NOT interchangeable. Let me explain duty lavatory be, and often is, shared. Many people are liable to you in your NWM business Your sponsor, the rest of your upline, the people in your transcription as it begins to develop, and, of course, your company, just to name a few. Your sponsor was responsible for bringing you into the business, only when it doesnt stymie there. In fact, the dictionary definition of sponsor is One who assumes responsibility for some other person or thing.Your sponsor is also responsible for assistanceing to make sure you are properly trained, and that you hear all the necessary coaching, mentoring, and support as you begin your growing Usana business. Similarly, the rest of your upline is responsible to you and your sponsor in much the same way. And you, in turn, are responsible to everyone you sponsor into your business. Every person in your organization (which some people refer to as your downline) is responsible for conducting themselves professionally in introducing the products and business to others.Our company is responsible to all of us to provide quality products, effective business-building tools, and a robust market plan to help each of us reach whatever goals we desire. Accountability, on the other hand, CANNOT be shared. We often hear the terminal shared responsibility, but there is no such thing as shared right. Some would call that term an oxymoron. One could define accountability as the ultimate responsibility. possibly it would help to think of one of the quotes that former President Harry S.Truman was famous for, and that is, The Buck Stops here(predicate). That is probably the clearest and most well-known statements of accountability ever made, and it leaves no doubt in ones mind as to where the ultimate responsibility lies. Which brings me to the main point of my comments, which is that, while many people are responsible for your singu lar success in your NWM business, only one person is accountable for your success, and that person is YOU Thats right, the Buck stops with you.Everyone of us deals with numerous obstacles in our business skeptical prospects, competitive companies, non-committed people in our organizations, and simply just non having enough hours in the day to be able to do everything we want to. Maybe you have a sponsor who doesnt return your phone calls. Maybe you live in a small town standardised Powell, Wyoming where theres hardly anyone to talk to ab step forward NWM. Maybe your family members think youre involved in some type of pyramid scheme.Maybe you have friends who were in network marketing, but gave up and claim that network marketing doesnt work. Maybe you dont have that brand new personal computer that you know will do everything for you. Or, mayhap youve had some products or promotional material back ordered by Usana. I could go on for a long time listing dozens of more obstacles, an d, like many of you, Ive heard of, or experienced, almost all of them at one time or another. BUT, if you, tied(p) for a moment, blame even ONE of these, or other, obstacles for your lack of success, then youve given up your accountability.In fact, were Harry S. Truman here today, hed judge that youre passing the buck. Accountability & province Losing military property is a crime and it is unacceptable expression that will not be tolerated. Your misconduct and neglect could have resulted in needless expense and has jeopardized the say-so of our organization to successfully accomplish the missions at hand. You will receive corrective training for your misconduct but any future violation will result in UCMJ action.Article 108 is a punitive member and can result in a Bad-conduct discharge, forfeiture of all pay and allowances, and confinement for 1 family for loss of property through neglect. As a leader, you are responsible for what your subordinates do and fail to do. Responsi bility and accountability are two of the main factors in being a successful soldier in todays Army. Responsibility is the obligation for the proper custody, care, and safekeeping of property or funds entrusted to your possession or supervision.Responsibility increases when you have personal control over your mission performance and when you have a single, clear determined of rules that apply to a specific event. Your sense of responsibility becomes more effective and efficient when you perform out of desire to do well instead of just following orders. On the other hand, when guidelines are unclear when more than one set of rules seems to apply to an event, responsibility is decreased. This type of conduct continues, actions may be initiated beneath the Uniform Code of Military Justice to separate you from the Army prior to your scheduled ETS Date IAW AR 635-200.If you are involuntarily separated, you could receive an Honorable Discharge, a General ( chthonian Honorable Conditions ) Discharge, or a Under Other Than Honorable Conditions Discharge. If you receive a discharge Under Other Than Honorable Conditions, you will be ineligible for reenlistment and for most benefits, including payments of accrued leave, transitional benefits, the Montgomery GI Bill, VA benefits, and you may also face problem in

The Field Of Learning Styles Is Wide Education Essay

The sector of larning modalitys is broad and affected by around(prenominal) inputs, accordingly pickings to distinct constructs and gravels. Many larning port notional computes ar in literature, apiece is suggesting disparate descriptions, dishonour and categorizations of larning types. Coffield et Al. ( 2004b ) de depotine 71 hypothetical bills of larning readiness and categorized 13 of them as major hypothetical flyers with watch to their speculative implicationance in the field, their broad spread usage, and their influence on early(a) larning vogue divinatory accounts. Further more than(prenominal), a batch of enquiryes wealthy person been carried issue(a) in the last decennaries with regard to different facets of larning means conjectural accounts.T item-by-itemly(prenominal)ers and investigate workers substantiate realized the importance of larning way of lifes. Educators have for many old ages noticed that just about school-age childs s elect accredited regularitys of larning more than former(a)s ( Shell, 1991 ) . Researches on larning demeanors have found that pupils larn trends affect public insertion in a in condition(p)ness environment. Learning styluss form a pupil s only when larning penchant and aid teachers in the planning of cultivation/teaching environment ( Kemp, Morrison & A Ross, 1998, p. 40 ) .As stated by Coffield et Al. ( 2004b ) , about 2000 articles have been scripted related to the Myers-Briggs example Indicator ( Briggs Myers, 1962 ) between 1985 and 1995 and more than 1000 publications have been written about the Kolb attainment mien metaphysical account ( Kolb, 1984 ) every min full(a) as the Dunn and Dunn larning room theoretical account ( Dunn and Dunn, 1974 ) . Numerous surveies have investigated the imp mask of larning address in community college dissevers ( J onenesss, Reichard & A Mokhtari, 2003, Terry, 2001 ) . Few surveies to day of the month consume evaluate d the pupils perceptual understands in larning ingenuity and intermix science environment ( Lemire, 2002 Raschick, Maypole & A Day, 1998 Terrell & A Dringus, 1999 Simpson & A Du, 2004 Richmond & A Liu 2005 ) . The surveies about larning politeness more often than not focus on the success of educatees in traditional encyclopaedism environments, attitudes towards larning environments or the rate of engagement in the acquirement environment ( Akkoyunlu & A Soylu, 2008 ) . The investigate worker did nt happen in the literature any investigating correlating the encyclopedism way of lifes with the Maritime education and Training field.To day of the month, no individual definition of the term larning manner has been identify the term larning manner has been defined by many writers as follows beloved and Mumford ( 1992, p. 1 ) , for illustration, defined learn ingenuity as a description of the attitudes and behaviours which determine an mortal s pet manner of larning . Felder ( 1996, p. 18 ) defined larning manners as characteristic strengths and penchants in the ways they educatees take in and mapping information . James and Gardner ( 1995, p. 20 ) defined larning manners more exactly by stating that larning manner is the complex mode in which, and conditions under which, learners most expeditiously and most efficaciously perceive, silicon chip, shop, and remember what they ar trying to larn . Peoples learn in different ways as the inclination to follow a odd scheme in larning. Most pupils have a take equal to(p) encyclopedism manner exactly some may accommodate their attainment manners harmonizing to undertakings ( Pask, 1976 ) . Learning manner may anyways be defined as personalized qualities that influence a pupil s ability to get information, to act with equals and the teachers, and other(a)wise take part in larning considers ( Grasha, 1996, p.41 ) . Learning manners be traits that key out to how persons ap proach larning undertakings and procedure information ( Kemp, Morrison & A Ross, 1998, p. 40 ) . Jensen ( 2003 ) defined it as a preferable manner of public opinion, processing, and understanding information.Depending on the thoughts and facets of the signifi evokece of larning manners, other footings such as larning scheme and cognitive manner ar often use in a corresponding context or even interchangeable to the term larning manner. In the sp atomic number 18-time activity(prenominal) paragraphs, definitions of the footings larning schemes and cognitive manners be introduced and the difference to larning manners is exposit.Learning schemes target be come acrossn as piffling term methods that pupils apply in a peculiar state of affairs. These schemes can alter with the clip, teacher, capable, and state of affairs. When larning schemes argon often used by pupils, larning manners can be come ind from these schemes ( Pask, 1976b ) . Based on Pask s work, Entwistle, Hanl ey, and Hounsell ( 1979, p. 368 ) specialize a acquisition scheme as the manner a pupil chooses to undertake a ad hoc larning undertaking in the visible radiation of its comprehend demands and learning manner as a broader denomination picture of a pupil s preferable manner of undertaking larning undertakings by and large . Furthermore, they argued that discriminable acquisition manners underlie larning schemes.Harmonizing to Jonassen and Grabowski ( 1993 ) , larning manners can besides be agnizen as utilize cognitive manners in the sphere of acquisition, re representd one more degree from pure treating ability. As causa of this remotion, acquisition manners argon norm entirelyy found on ego reported learning penchants. For mensurating them, instruments argon used that ask scholars about their penchants. In contrast, cognitive manners ar place by task-relevant steps, which discharge the active ability or operation. The following subdivision introduces several normal ly used larning manner theoretical accounts.Subsequently, the deductions of acquisition manners for instruction every man pricey as unfavorable judgment and challenges of the field of learning manners atomic number 18 discussed.2.1 Common Models of Learning behaviorsAs stated before, a gritty foreshadow of larning manner theoretical accounts exists in literature. Coffield et Al. ( 2004b ) classified larning manner theoretical accounts into 5 house finds which are base on some overarching thoughts female genitalia the theoretical accounts, trying to study the positions of the chief theoreticians of larning manners. The first household relies on the thought that larning manners and penchants are loosely constitutionally base including the quadruple modes ocular, audile, kinaesthetic, and tactile. The second household trades with the thought that larning manners reflect deep-rooted characteristics of the cognitive construction, including forms of abilities. A 3rd class re fers to larning manners as one constituent of a comparatively fixed personality type. In the 4th household, acquisition manners are tickn as flexibly stable larning penchants. The last class moves on from larning manners to larning attacks, schemes, orientations and constructs of acquisition.Table 2.1 amountmary of describe learning manner theoretical accountsThis subdivision describes 10 normally used larning manner theoretical accounts. The choice of these theoretical accounts is found on Coffield s reappraisal ( Coffield et al. , 2004a ) , including the theoretical importance in the field, their widespread usage, and their influence on other larning manner theoretical accounts. Additionally, the pertinence of the acquisition manner theoretical accounts in engineering enhanced acquisition was considered as of import standard, including the application of larning manner theoretical accounts in already bing systems every bit good as their possible to be used in a system. Since t his thesis focuses on larning manners preferably than on cognitive manners, theoretical accounts that step the cognitive abilities and accomplishments quite than self-reported learning penchants were excluded. Therefore, no theoretical accounts of the 2nd household were described, where acquisition manners are seen as characteristics of the cognitive construction. Table 2.1 shows the selected acquisition manner theoretical accounts grouped harmonizing to the categorization by Coffield et Al. ( 2004b ) and ordered harmonizing to the dependences of the theoretical accounts among each other.2.1.1 Personality Types as defined by Myers-BriggsMyers-Briggs Type Indicator ( MBTI ) ( Briggs Myers, 1962 ) is a personality trial and is non focused specifically on larning. Nevertheless, the personality of a scholar influences his/her manner of acquisition and whence, MBTI includes of import facets for larning. Besides, other larning manner theoretical accounts are based on considerations of MBTI. Based on Jung s theory of psycho dianoetic types ( Jung, 1923 ) , the MBTI distinguishes a individual s type harmonizing to quad dualities extroversion/introversion, feel/ erudition, thinking/feeling, and judging/perceiving. All possible combinations can happen, which result in a entire figure of 16 types.The extravert and retract prop refers to the orientation of a individual. The preferable focal bear witness of people with an extravert attitude is on the milieus such as other people and things, whereas an introvert s preferable focal point is on his/her ain ideas and thoughts. Feeling and intuition trade with the manner people prefer to comprehend informations. While feeling people prefer to comprehend informations from their five senses, nonrational people use their intuition and prefer to comprehend informations from the unconscious. The judgement based on the perceived informations can be distinguished between thought and feeling. Thinking means that the judgement is based on logical connexions such as true or false and if-then while experiencing refers to more-less and better-worse ratings. However, judgement and determinations are in twain instances based on rational considerations. The last duality describes whether a individual is more extrospective in his/her stronger judgement map ( believing or experiencing ) or in the perceiving map ( feeling or intuition ) . Judging people prefer measure by measure attacks and construction every bit good as coming to a speedy closing. Perceiving people have a penchant for maintaining all options kick in and escape to be more flexible and self-generated.The penchants on the quad dimensions interact with each other instead so being independent, and for a complete description of a individual s type, the combination of all four-spot penchants needs to be considered.The standard version of the MBTI is the 93-item ferment M ( Myers and McCaulley, 1998 ) . The old version is the Form G ( Mye rs and McCaulley, 1985 ) , which includes 126 points, and at that place be besides an abbreviate version with 50 points. The instruments include a series of forced-choice inquiries, related to the four bipolar graduated tables, and cipher the personality type based on the replies.2.1.2 Pask s Serialist/Holist/Versatilist ModelDuring the readyment of the conversation theory ( Pask, 1972, 1976a, 1976b ) , Pask studied forms of conversations between persons to place assorted manners of acquisition and thought. A critical method harmonizing to the conversation theory is the teachback attack, where pupils teach their equals. Different forms for planing, planning, and forming of idea every bit good as for choosing and stand foring information were investigated, ensuing in the designation of trinity types of scholars ( Pask, 1976b ) . Serialist pupils use a accompanying acquisition scheme. They head for the hills to c erstwhilentrate more narrowly on inside informations and processs before gestating an general figure of speech. They typically work from the underside up, learn step-by-step in a additive sequence and dressed(p) ore on good defined and consecutive ordered balls of information. Harmonizing to Pask, consecutive scholars tend to disregard relevant connexions between subjects, which can be seen as their acquisition shortage. In contrast, holists use a holistic acquisition scheme. They tend to concentrate on edifice wide descriptions and employ a top-down attack. They focus on several facets of the topic at the same clip and usage complex joinings to associateMulti leveled information. While they are good in constructing interconnectednesss between theoretical, practical, and personal facets of a subject, holistic scholars do non concentrate on comely inside informations, which can be seen as their acquisition shortage. Versatile scholars employ twain, series and holistic acquisition schemes. They engage in planetary and elaborate attacks and w in in accomplishing a full and deep apprehension. Therefore, varied scholars are adept at larning from most or all manners of direction.Pask true some trials such as the Spy Ring History Test ( Pask and Scott, 1973 ) and the Clobbits Test ( Pask, 1975 ) as step for consecutive, holistic and assorted thought. Some old ages subsequently, Entwistle ( 1981 1998 ) and Ford ( 1985 ) developed self-report assembly line lists for placing a penchant for consecutive, holistic, and versatile larning manners.The Study taste recognition Questionnaire developed by Ford ( 1985 ) provided pupils with braces of two statements ( one on the left side and one on the right side ) and asked them to bespeak their grade of understanding with every statements, or to bespeak no penchant, utilizing a 5 point graduated table. Entwistle s learning manner theoretical account ( described in the following subdivision ) is based on Pask s work. With regard to his theoretical account, Entwistle designed stock lists to tap into a figure of dimensions of survey attitudes and behaviors, including besides the serial/holistic/versatile dimension ( Entwistle, 1981, 1998 ) .2.1.3 Entwistle s Deep, Surface and Strategic LearningThe investigate conducted by Entwistle and his co-workers ( Entwistle, 1981, 1998 Entwistle, McCune, and Walker, 2001 ) trades with the engagement of pupils purposes, ends and spring in their acquisition attack. Entwistle argued that the pupils orientations to and constructs of larning lead to and are affected by the pupil s typical attacks to larning. The theoretical account is based on research by Pask ( 1976b ) , Marton ( 1976 ) , and Biggs ( 1979 ) and distinguishes between three attacks for larning and analyzing ( Entwistle, McCune, and Walker, 2001 ) scholars using a deep acquisition attack are per se motivated and have the purpose to understand the thoughts for themselves. They learn by associating thoughts to old cognition and experiences, looking for forms and implicit in rules, and look intoing grounds and associating it to decisions. They examine logic and statements carefully and critically, develop an apprehension of the subject, and go agilely interest in the class kernel. In contrast, scholars who apply a surface acquisition attack are extrinsically motivated and take simply at run intoing the demands of the class. They treat the class content as orthogonal spots of cognition, seek to place those elements of a class that are likely to be assessed and concentrate on memorising these inside informations. They carry out processs routinely and happen trouble in doing sense of sensitive thoughts presented. They see small value or significance in either classs or undertakings set, analyze without reflecting on either aim or scheme, and experience undue force per unit area and worry about their work. In the strategic acquisition attack, pupils combine the deep and surface attack in order to accomplish the scoop possible result in footings of Markss. Students who adopt the strategic attack put consistent attempt into analyzing, repugn clip and attempt efficaciously, find the right conditions and stuffs for analyzing, and supervise the effectivity of ways of analyzing. They are watchful to judicial decision demands and standards and gear work to the sensed penchants of instructors.For mensurating the adoptive attack of larning and analyzing of pupils, several versions of a questionnaire have been evolved such as the Approaches to Analyzing stock certificate ( ASI ) ( Ramsden and Entwistle, 1981 ) , the Course Perception Questionnaire ( CPQ ) ( Ramsden and Entwistle, 1981 ) , the Revised Approaches to Analyzing breed ( RASI ) ( Entwistle and Tait, 1995 ) , the Approaches and Study Skills Inventory for Students ( ASSIST ) ( Entwistle and Tait, 1996 ) , and the Approaches to Learning and examine Inventory ( ALSI ) ( Tyler and Entwistle, 2003 ) . Since Entwistle s theoretical account is based on Pask s con secutive and holistic acquisition scheme, this construct is besides included in the questionnaires. For illustration, in the ASSIST, the presently most frequently used instrument, the consecutive and holistic acquisition scheme is included as subcategory of the deep acquisition attack.2.1.4 Grasha-Riechmann Learning Style ModelThe Grasha-Riechmann acquisition manner theoretical account ( Grasha and Riechmann, 1975 Riechmann and Grasha, 1974 ) focuses on the pupils societal fundamental interaction with their instructors and fellow pupils in the schoolroom environment. Grasha and Riechmann identified three bipolar dimensions in order to understand the pupils behavior with regard to their societal interaction the role player/avoidant, collaborative/competitive, and dependent/independent dimension. The participant/avoidant dimension contends how much a pupil wishes to go baffling in the schoolroom environment. Students who adopt a participant manner desire to larn the class conten t and bask go toing the category. They take duty for their ain acquisition and bask take parting in the acquisition activities. In contrast, pupils who adopt an avoidant manner do non like to larn and base non bask go toing the category. They besides do non take duty for their acquisition and avoid taking portion in the class activities.The collaborative/competitive dimension measures the motive behind a pupil s interactions with others. Collaborative scholars are characterised as scholars who are concerted, enjoy working with others, and see the schoolroom as a topographic point for acquisition and interacting with others. On the other manus, competitory scholars see their fellow pupils as rivals. They have the motive to make better than others, bask viing, and see the schoolroom as a win-lose state of affairs. The dependent/independent dimension steps attitudes toward instructors and how much the pupils desire freedom and control in the acquisition environment. Dependent pupils s ee the instructor as the beginning of information and construction. They want to be told what to make by governments and larn merely what is necessitate. free scholars are characterised as confident and funny scholars. They prefer to hope for themselves and work on their ain.For mensurating the penchant of pupils with regard to the six acquisition manners, a 90- point self-report stock list called Student Learning Styles Scale ( SLSS ) ( Grasha and Riechmann, 1975 ) was developed. The questionnaire is created in peculiar for college and high school pupils. It is divided in six subcategories, each for one acquisition manner.each subcategory consists of 15 inquiries. Students are asked to rate their understanding or dissension to these inquiries on a 5-point Likert graduated table. blither the issue that the manners may alter from category to category for each pupil, two different signifiers are designed, one that assesses a general category, and the 2nd that relates to a specific class.2.1.5 Dunn and Dunn Learning Style ModelThe Dunn and Dunn larning manner theoretical account ( Dunn and Dunn, 1974 Dunn and Griggs, 2003 ) was originally proposed in 1974 and so refined and extended over the old ages. The theoretical account distinguishes between grownups and kids and includes five variables where each variable consists of several factors. The environmental variable includes sound, temperature, visible radiation, and seating/article of furniture design. The sociological variable incorporates factors keeping with the penchant for larning entirely, in a brace, in a little group, as portion of a squad, with an authorization, or in varied attacks ( as antonym to in forms ) . For kids, to boot the motive from parents/teachers is included as factor. The emotional variable consists of the factors motive, conformity/responsibility, continuity, and need for construction. The physical variable is comprised of factors sing perception/modality penchants ( ocular, audi le, tactile/kinaesthetic external, kinesthetic internal ) , nutrient and imbibe consumption, clip of twenty-four hours and mobility. The psychological variable was added subsequently to the theoretical account and includes factors mentioning to global/analytic penchants, right or left hemisphericity, and impulsive/reflective penchants.For observing the acquisition manner penchants harmonizing to the Dunn and Dunn larning manner theoretical account, different versions of questionnaires were developed. The Learning Styles Inventory ( Dunn, Dunn, and Price, 1996 ) was developed for kids and exists in three versions ( kindergarten to rate 2, grade 3 and 4, grade 5-12 ) . This stock list consists of 104 inquiries which employ a 3-choice or 5-choice Likert graduated table. The Building Excellence Inventory ( Rundle and Dunn, 2000 ) is the current version for grownups. It includes 118 inquiries and employs a 5-point Likert graduated table. As a consequence, a high or low penchant for each factor is identified.2.1.6 Gregorc s Mind Styles ModelGregorc s head manner theoretical account ( Gregorc, 1982a Gregorc, 1982b Gregorc, 1985 ) is based on two dimensions covering with the penchants for perceptual experience and ordination. Sing perceptual experience, people can prefer an abstract or cover manner of perceptual experience, or some combination of both. Abstract perceptual experience refers to the ability to procedure information through ground and intuition, frequently unseeable to our physical senses. In contrast, cover perceptual experience emphasises the physical senses and refers to the ability to procedure information through these senses. The telling dimension trades with the manner a scholar is set uping, prioritising, and utilizing information in either a consecutive or random order, or in a combination of both. While a consecutive manner pertains to utilize a additive, bit-by-bit organisational strategy, a random order manner refers to the usage of a net work-like format which relates informations to each other in a assortment of ways. The perceptual and telling penchants can be combined into four basic mediation channels which lead to four types of scholars.The concrete consecutive scholars prefer to utilize their five senses for treating information and are considered as orderly, logical, and consecutive. These scholars look for authorization and counsel in a acquisition environment and prefer to extend out information from hands-on experiences. The concrete random scholars are characterised by the demand to experiment with thoughts and constructs and depart use trial-and-error in larning. They like to research the acquisition environment, are considered as insightful, can favourable travel from facts to theory, and do non like important intercessions.The abstract consecutive scholars have their strengths in the country of decrypting written, verbal, and image symbols. They prefer rational and consecutive presentations and are good in synthesizing thoughts and bring forthing hot constructs or results to juvenile decisions. They pass on postpone to authorization and has a low tolerance for distractions.The abstract random scholars are characterised by a acute consciousness of human behavior and an ability to measure and construe atmosphere and temper. They prefer an unstructured acquisition environment and coactions with others, are good in seeing relationships, tend to be contemplative and need clip to treat informations before responding to it. A more elaborate description about the features and penchants of the four types of scholars is provided by Gregorc ( 1982a 1982b ) . The Gregorc Style Delineator ( Gregorc, 1982b Gregorc, 1985 ) is a self-report instrument to observe scholars penchants for the two dimensions and therefore their preferable channels. The instrument presents the pupils with 40 run-in arranged in 10 columns of four points each. The scholars are so asked to rank the four hagg le relative to how they fit to themselves ( 1 for being least and 4 for being most like themselves ) . Tonss for each of the four scholar types can run from 10 to 40, calculated by summing up the ranks of the several words for each channel.2.1.7 Kolb s Learning Style ModelThe learning manner theory by Kolb ( 1984 ) is based on the Experiential Learning supposition ( for illustration, Kolb, 1984 ) , which theoretical accounts the acquisition procedure and incorporates the of import function of experience in this procedure. Following this theory, acquisition is conceived as a four-stage rhythm. Concrete experience is the footing for observations and contemplations.These observations are used to unionize abstract constructs and generalisations, which once more act as footing for proving executions of constructs in new state of affairss. exam executions consequences in concrete experience, which closes the learning rhythm.Harmonizing to this theory, scholars need four abilities for e ffectual acquisition a ) Concrete fellowship abilities, B ) Reflective Observation abilities, degree Celsius ) Abstract Conceptualization abilities, and vitamin D ) Active experimentation abilities. On closer scrutiny, there are two polar opposite dimensions concrete/abstract and brisk/reflective. Kolb ( 1981 ) described that as a consequence of our familial equipment, our peculiar past life experience, and the demands of our present environment, most of us develop larning manners that emphasize some acquisition abilities over others . Based on this innovate, Kolb identified four statistically prevailing types of acquisition manners.Convergers dominant abilities are abstract conceptualisation and active experimentation. Therefore, their strengths lie in the practical applications of thoughts. The name Convergers is based on Hudson s theory of thought manners ( Hudson, 1966 ) , where convergent minds are people who are good in garnering information and facts and seting them together to happen a individual correct solvent to a specific job.In contrast, Divergers excel in the opposite poles of the two dimensions, viz. concrete experimentation and brooding observation. They are good in sing concrete state of affairss in many different positions and in forming relationships to a meaningful form. Harmonizing to Hudson, a dominant strength of Divergers is to bring forth thoughts and hence, Divergers tend to be more originative.Learners excel in abstract conceptualisation and brooding observation. Their greatest strength lies in making theoretical theoretical accounts. They are good in inductive logical thinking and in absorbing disparate observations into an incorporate account.Obligers have the opposite strengths to Learners. Their dominant abilities are concrete experience and active experimentation. Their strengths prevarication in making things actively, transporting out programs and experiments, and going involved in new experiences.They are besides ch aracterized as risk-takers and as people who excel in state of affairss that call for version to specific agile fortunes. For placing larning manners based on Kolb s learning manner theoretical account, the Learning Style Inventory ( LSI ) was developed ( Kolb, 1976 ) and revised several times. The current version of LSI ( Kolb and Kolb, 2005 ) uses a forced-choice ranking method to measure an person s preferable manners of acquisition ( Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation ) . Persons are asked to finish 12 sentences about their preferable manner of larning. Each sentence has four terminations and the persons are asked to rank the terminations harmonizing to what best describes how they learn ( 4 = most like you 1 = least like you ) . The consequences of the LSI indicate the persons penchants for the four manners. Furthermore, their mark for the active/reflective and concrete/abstract dimensions can be derived from th e preferable manners, which once more lead to the preferable type of larning manner.2.1.8 beloved and Mumford s Learning Style ModelThe acquisition manner theoretical account by edulcorate and Mumford ( 1982 ) is based on Kolb s Experiential Learning Theory ( for illustration, Kolb, 1984 ) and is developed farther on the four types of Kolb s learning manner theoretical account ( Kolb, 1984 ) . The active/reflective and concrete/abstract dimensions are strongly involved in the defined types as good. Furthermore, Honey and Mumford stated that the similarities between his theoretical account Kolb s theoretical account and ours are greater than the differences ( Honey and Mumford, 1992 ) .In Honey and Mumford s learning manner theoretical account the types are called Militant ( similar to Accommodator ) , Theorist ( similar to Assimilator ) , Pragmatist ( similar to Converger ) , and Reflector ( similar to Diverger ) . Militants involve themselves to the full in new experiences, a re enthusiastic about anything new, and larn best by making something actively.Theorists excel in accommodating and incorporating observations into theories. They need theoretical accounts, constructs, and facts in order to prosecute in the acquisition procedure. Pragmatists are interested in existent universe applications of the erudite stuff. They like to seek out and experiment on thoughts, theories, and techniques to see if they work in pattern. Reflectors are people who like to detect other people and their experiences from many different positions and reflect about them exhaustively before coming to a decision. For Reflectors, larning occurs mainly by detecting and analysing the find experiences. The Learning Style Questionnaire ( LSQ ) , a self-report stock list for placing larning manners based on the Honey and Mumford larning manner theoretical account, every bit good as its manual was ab initio developed in 1982 ( Honey and Mumford, 1982 ) , revised in 1992 ( Honey and M umford, 1992 ) and so replaced in 2000 ( Honey and Mumford, 2000 ) and once more revised in 2006 ( Honey and Mumford, 2006 ) . Presently, two versions of the LSQ exist, one with 80 points and one with 40 points.2.1.9 Herrmann Whole witticism ModelThe Herrmann Whole Brain theoretical account ( Herrmann, 1989 ) is based on the split-brain research carried out by Roger Sperry ( 1964 ) , dividing the encephalon in the left and right intellectual hemispheres. In affix, the Herrmann Whole Brain theoretical account considers, following MacLean ( 1952 ) , the hypothesized maps of the encephalon s limbic system.Consequently, persons are modeled with regard to how they process information utilizing either a intellectual manner, by believing about the job, or a limbic manner, which is a more active attack based on experimentation.The Herrmann Whole Brain theoretical account distinguishes between four manners or quarter-circles. Learners who have a primary penchant for quarter-circle A ( left hemisphere, intellectual ) prefer logical, analytical, mathematical, proficient thought and can be considered as quantitative, factual, and critical. Learners with a primary penchant for quarter-circle B ( left hemisphere, limbic ) tend to be consecutive and organized, like inside informations, construction and programs and have a structured, organisational and controlled thought manner. Learners with a primary penchant for the quadrant C ( right hemisphere, limbic ) are characterized as emotional, interpersonal, centripetal, kinaesthetic, and musical. Learners who have a primary penchant for quadrant D ( right hemisphere, intellectual ) tend to be ocular, holistic, and advanced and prefer conceptual, synthesizing, and inventive thought. For placing the preferable quarter-circle, the Herrmann Brain Dominance Instrument ( HBDI ) was developed ( Herrmann, 1989 ) . The HBDI is a self-report stock list, incorporating 120 inquiries. As a consequence of the HBDI, a encephalon lat erality profile is calculated, which shows the primary, secondary and third penchants.2.1.10 Felder-Silverman Learning Style ModelIn Felder-Silverman acquisition manner theoretical account ( FSLSM ) ( Felder and Silverman, 1988 ) , scholars are characterized by values on four dimensions. These dimensions are based on major dimensions in the field of larning manners and can be viewed independently from each other. They show how scholars prefer to treat ( active/reflective ) , perceive ( sensing/ spontaneous ) , receive ( verbal/visual ) , and understand ( sequential/global ) information. While these dimensions are non new in the field of larning manners, the manner in which they describe a learning manner of a pupil can be seen as new. While most learning manner theoretical accounts, which include two or more dimensions, derive statistically prevailing scholar types from these dimensions, such as the theoretical accounts by Myers-Briggs ( Briggs Myers, 1962 ) , Gregorc ( 1982a ) , Ko lb ( 1984 ) , and Honey and Mumford ( 1982 ) , Felder and Silverman describe the acquisition manners by utilizing graduated tables from +11 to -11 for each dimension ( including merely uneven values ) . Therefore, the learning manner of each scholar is characterized by four values between +11 and -11, one for each dimension. These graduated tables facilitate depicting the acquisition manner penchants in more item, whereas edifice scholar types does non let separating between the strength of the penchant. Additionally, the use of graduated tables allows showing balanced penchants, bespeaking that a scholar does non hold a specific penchant for one of the two poles of a dimension. Furthermore, Felder and Silverman consider the ensuing penchants as inclinations, intending that even a scholar with a strong penchant for a peculiar acquisition manner can move sometimes otherwise.The active/reflective dimension is correspondent to the several dimension in Kolb s theoretical account ( 1984 ) . Active scholars learn best by working actively with the larning stuff, by using the stuff, and by seeking things out. Furthermore, they tend to be more interested in pass oning with others and prefer to larn by working in groups where they can discourse about the erudite stuff. In contrast, brooding scholars prefer to believe about and reflect on the stuff. Sing communicating, they prefer to work entirely or in a little group together with one good friend. The sensing/intuitive dimension is taken from the Myers-Briggs Type Indicator( Briggs Myers, 1962 ) and has besides similarities to the sensing/intuitive dimension in Kolb s theoretical account ( Kolb, 1984 ) . Learners with a feeling learning manner like to larn facts and concrete larning stuff, utilizing their centripetal experiences of peculiar cases as a primary beginning. They like to work out jobs with standard attacks and besides be given to be more patient with inside informations. Furthermore, feeling scholars are con sidered as more realistic and reasonable they tend to be more practical than intuitive scholars and like to associate the erudite stuff to the existent universe. In contrast, intuitive scholars prefer to larn abstract larning stuff, such as theories and their implicit in significances, with general rules instead than concrete cases being a preferable beginning of information. They like to detect possibilities and relationships and be given to be more advanced and originative than feeling scholars. Therefore, they score better in open-ended trials than in trials with a individual reply to a job. This dimension differs from the active/reflective dimension in an of import manner the sensing/intuitive dimension trades with the preferable beginning of information whereas the active/reflective dimension covers the procedure of transforming the sensed information into cognition. The 3rd, visual/verbal dimension trades with the preferable input manner. The dimension differentiates scholars who remember best what they have seen ( e.g. , images, diagrams, flow-charts and so on ) , from scholars who get more out of textual representations, irrespective of the fact whether they are written or spoken.In the 4th dimension, scholars are distinguished between a consecutive and planetary manner of understanding. This dimension is based on the acquisition manner theoretical account by Pask ( 1976b ) , where consecutive scholars refer to consecutive scholars and planetary scholars refer to holistic scholars. Consecutive scholars learn in little incremental stairss and hence have a additive acquisition advancement. They tend to follow logical stepwise waies in misfortune solutions.In contrast, planetary scholars use a holistic thought procedure and learn in mammoth springs. They tend to absorb larning material about indiscriminately without seeing connexions but after they have learned adequate stuff they all of a sudden get the whole image. Then they are able to work out comp lex jobs and set things together in fresh ways nevertheless, they have troubles in explicating how they did it. Because the whole image is of import for planetary scholars, they tend to be more interested in overviews and in a wide cognition, whereas consecutive scholars are more interested in inside informations.For placing larning manners based on the FSLSM, Felder and Soloman developed the Index of Learning Styles ( ILS ) ( Felder and Soloman, 1997 ) , a 44-item questionnaire. As mentioned earlier, each scholar has a personal penchant for each dimension. These penchants are expressed with values between +11 to -11 per dimension, with stairss +/-2. This scope comes from the 11 inquiries that are posed for each dimension.2.2 Deductions of Learning Styles in EducationMany educational theoreticians and research workers consider larning manners as an of import factor in the acquisition procedure and agree that integrating them in instruction has possible to do acquisition easier for pupils. Furthermore, Felder, for illustration, argued that scholars with a strong penchant for a specific larning manner might hold troubles in larning if their acquisition manner is non supported by the instruction environment ( Felder and Silverman, 1988 Felder and Soloman, 1997 ) . Therefore, from a theoretical facet, it can be argued that integrating the acquisition manners of pupils makes larning easier for them and increases their learning efficiency. On the other manus, scholars who are non supported by the acquisition environment may see jobs in the acquisition procedure.Learning manners can be considered in different ways in instruction. A first measure is to do scholars aware of their acquisition manners and demo them their single(a) strengths and failings. The cognition about their acquisition manners helps pupils to understand why acquisition is sometimes hard for them and is the footing for developing their failings. Furthermore, pupils can be supported by fiting the learning manner with the acquisition manners of the pupils. Due to the nature of larning manners, cuting pupils with larning stuff and activities that fit their preferable ways of larning seems to hold high potency to do acquisition easier for them. However, the fiting attack purposes at a short-run end, viz. to do acquisition as easy as possible at the clip pupils are larning. Looking at unyielding ends, educational theoreticians such as Messick ( 1976 ) , Kolb ( 1984 ) and Grasha ( 1984 ) suggested that scholars should besides develop their not-preferred accomplishments and penchants. Messick argued that when scholars get more educational experience, they are required to accommodate to a assortment of instructional methods and manners. The ability to accommodate to different instructional manners will fix them with of import life accomplishments. For illustration, supplying verbal scholars with merely ocular signifiers of direction forces them to develop and utilize ocular acco mplishments. For Grasha, the pairing attack is relevant in order to do larning interesting and disputing for pupils and Kolb argued that the educational aims for mismatching are personal growing and creativeness. However, in Gregorc s theoretical account, larning manners are seen as stable, and hence he argued that a mismatched attack can harm pupils ( Gregorc, 2002 ) . Felder advises against the unwilled, lasting mismatch of learning manners and larning manners, where instructors are unaware of their ain acquisition manners and may, as a consequence, Teach merely harmonizing to this manner, therefore prefering certain pupils and disadvantages others ( Felder, 1993 ) .Sum uping these facets, decision can be drawn that the mismatching attack should be utilize deliberately and depending on the applied learning manner theoretical account every bit good as on the scholar s demands. In an environment, where pupils get their single acquisition stuff and activities, the matching and the mismatching attacks can be applied in a regulated method, depending on specific fortunes such as the current acquisition end, the experience of the scholar in a specific topic, their motive and so on. A less intensive attack for instructors is to back up their scholars by including larning stuff and activities in their classs that address different acquisition manners instead than learning in a manner that contain merely one acquisition manner. For illustration, if the larning stuff consists chiefly of abstract stuff, instructors can include some concrete illustrations to back up a sensing/concrete acquisition manner or if the instructor is chiefly talking in the class, he/she can see adding some group work activities in order to back up active scholar. By following different acquisition manners, some activities match with the pupil s strength and some other with their failing. Consequently, the paper is non controlled since the class is the same for all pupils.2.3 Learning Styles CritiqueThe field of larning manner is multifaceted and although batch of researches had been conducted, of import inquiries are even so unreciprocated and tangled issues are under argument. The challenge is to clear up these problematic issues, reply the unfastened inquiries and supply a clear apprehension.Presently, plentifulness of larning manner theoretical accounts exists, each incorporating some facets of acquisition, and some of them overlapping with each other. Such sum of larning manner theoretical accounts leads to unfavorable judgment and the inquiry on how to incorporate all different dimensions of larning manners in instruction, from a practical position, which larning manner theoretical account is most appropriate and shall be used with the plebes developing onboard the preparation vas. Furthermore, the similarities and relationship between these different acquisition manner theoretical accounts and dimensions are largely non elaborated.Consequently, a challenge of the field of larning manners is to transport out research that involves all learning manner theoretical accounts and dimensions, fetch lucidity in its relationships to each other every bit good as to other relevant factors of acquisition ( e.g. , cognitive manners and cognitive abilities ) , measure them in order to detect major larning manner models/dimensions, and construct up a holistic theoretical account that integrates all relevant facets of larning manners.Furthermore, problematic issues such as the inquiry whether acquisition manners are stable or non over clip, capable and environment should be clarified. Depending on the basic thoughts behind the learning manner theoretical accounts, theoreticians made different point of positions for the grade of stableness within their learning manner theoretical accounts. The utmost theoreticians in this aspect province that larning manners similar to larning schemes, therefore as flexible and mutable from context to context and even fr om undertaking to undertaking. Some theoreticians see larning manners as flexibly stable , reasoning that old larning experiences and other environmental factors form the acquisition manners of pupils. Others link larning manners strongly to cognitive manners and abilities and argue that they are stable over a long period of clip or even see them as God-given and non mutable.However, based on the incorporation of peculiar dimensions in different theoretical accounts with different thoughts about the stableness, controversial issues occur. For illustration, the consecutive and holistic acquisition manner by Pask ( 1976b ) is related to the consecutive and random manner by Gregorc ( 1982a ) . However, Pask considers the dimension as comparatively flexible while Gregorc claims that the acquisition manners are non mutable. Therefore, future research is needed in order to human body visible radiation on the stableness of specific dimensions every bit good as larning manner theoretical accounts.another(prenominal) issue of unfavorable judgment trades with the deductions of larning manners in instruction. While the effectivity of the duplicate attack seems to be insightful and is one of the really popular recommendations supported by educational theories, incompatible consequences are obtained by surveies covering with analyzing the contemplation on accomplishment when supplying matched and mismatched instructions for scholars with different larning manners.Yet the overall feeling is that even if the construct of larning manner were acceptable, the chance of matching is unrealistic and mostly unsupported by research ( Doyle and Rutherford, 1984 see besides Candy, 1987 and Curry, 1983 ) . In a utile reappraisal of the enculturation of cognitive manner into grownup instruction, Joughin ( 1992 ) criticizes the premise that fiting will heighten acquisition as simplistic, disregarding both the possible value of creatively mismatching instructor and scholar and the ambiguous results of research on fiting itself ( p.7 ) , a position shared by Ruble and Stout ( 1993 ) in peculiar mention to LSI.Presently, no undisputed and delicate grounds exist that larning manner fiting attack has a important positive consequence on the pupils accomplishment ( Coffield et al. , 2004b ) . As Jonassen and Grabowski ( 1993 ) summarized, several grounds for such inconsistent consequences are known in the field of aptitude-treatment interaction ( ATI ) research. Restrictions might include little samples size, abbreviated interventions, specialized aptitude concepts or standardised trials, and a neediness of conceptual or theoretical linkage between aptitudes and the information-processing demands of the intervention ( Jonassen and Grabowski, 1993, p. 28 ) . This decision shows that more research is required to acquire a clear consequence about the consequence of specific larning manners and other factors on accomplishment.However, the chief unfavorable judgmen t sing the matching attack is that it is merely unrealistic, given the demands of flexibility it would do on instructors and trainers ( Reynolds, 1997, p. 121 ) . In traditional acquisition, instructors would hold to routinely alter their instruction manner to match the different acquisition manners in a category. Therefore, the feasibleness of the duplicate attack is depending on the figure of pupils and on the adopted acquisition manner theoretical account. Pask ( 1976b ) , for illustration, distinguishes between three larning manners, Honey and Mumford ( 1982 ) suggest four types of scholars, the Myers- Briggs Type Indicator ( Briggs Myers, 1962 ) includes 16 different types and in the Felder- Silverman larning manner theoretical account ( Felder and Silverman, 1988 ) , scholars can hold up to 625 ( =54 ) different larning manners when set uping each of the four dimensions into five groups ( e.g. , strong active, reticent active, balanced, moderate reflective, strong reflect ive ) . Therefore, instructors might non hold the capacity to supply each scholar with an single combination of larning stuff and activities every bit shortly as the figure of pupils and the figure of different acquisition manners addition. However, in MET ISSP as engineering enhanced acquisition, altering the instruction manners for each pupil and hence orienting classs to the single demands of pupils is possible, even for a high figure of different acquisition manners and about independent on the figure of pupils. Lot of research is done in the country of accommodative educational systems, and late more and more research trades with personal features of scholars, such as acquisition manners ( Sabine, 2007 ) . In Chapter XXX, a description on adaptative educational systems integrating learning manners is provided and in Chapter XXX, an attack for the proposed Maritime Self Study Program associated with adaptative educational systems in order to supply adaptative maritime classs fo r the deck plebes with regard to the Felder-Silverman acquisition manner theoretical account is introduced.Furthermore, more research is required on the topic of mismatching learning manners and larning manners, its consequence on acquisition, and the conditions when such a mismatch is good in footings of either to support scholars and do larning more interesting for them or to accomplish long-term ends by coercing them to develop their failings. Another point of unfavorable judgment is the method for mensurating acquisition manners. Most learning manner theoretical accounts provide a questionnaire, where pupils are asked about their penchants with regard to the acquisition manner theoretical account. These questionnaires raise several jobs ( Sabine, 2007 ) .Questionnaires, in general, have to cover with the job that the given replies might non match to the existent behaviour the inquiries aim to look into ( Draper, 1996 Paredes and Rodriguez, 2004 ) . The usage of questionnaires in general and as an instrument for placing acquisition manners is based on several premises.First, the premise is made that pupils are motivated to make full out the questionnaire decently and to the best of their cognition about their penchants.Second, make fulling out a questionnaire about the preferable manner of larning requires that the pupils are cognizant of their preferable manner of acquisition. However, Stash, Cristea, and de Bra ( 2006 ) , for illustration, identified that the Masters pupils take parting in their survey about version to larning manners had merely small meta-knowledge on their acquisition penchants, and Merrill ( 2002 ) , for illustration, even argued that most pupils are incognizant of their acquisition manners. Third, societal and psychological facets such as the pupils beliefs about how people should act can act upon their replies on the questionnaire.Furthermore, utilizing questionnaires for placing learning manners trigger the premise that the acqui sition manners are stable for a long period of clip. However, as discussed before, the stableness of larning manners is still a problematic issue. Equally shortly as learning manners alteration, the consequences of the questionnaires will non be valid any overnight and pupils would hold to make it once more to place their new acquisition manners. However, this argues will do new issues, refering with look intoing how to descry when a acquisition manner changed and how to actuate pupils to make full out the questionnaire a figure of times.Another issue is the cogency and dependability of the questionnaires themselves. Harmonizing to Coffield et Al. ( 2004b ) , four standards have to be fulfilled as a minimal criterion for any instrument which is to be used to redesign teaching method concept cogency, prognostic cogency, internal consistence dependability, and test-retest dependability. Construct cogency means that the instrument really measures the theoretical concept or trait that it purports to appraise. Predictive cogency refers to whether the scope of behaviour can be seen to hold an impact on undertaking public presentation. The internal consistence dependability refers to the homogeneousness of the points intended to mensurate the same measure that is the extent to which responses to the points are correlated. The test-retest dependability measures the extent to which an person achieves the same consequence when performance the questionnaire twice within a specific period ( e.g. , one month ) . However, this trial is based on the premise that larning manners are stable, at least during the trial period. Most learning manner questionnaires are tested harmonizing to these standards. However, instruments frequently lack one or several of these standards, research workers achieve inconsistent consequences or even place latent dimensions. Coffield et Al. ( 2004b, p. 56 ) argued that from the 13 major larning manner theoretical accounts they have identified and studied, merely three of the theoretical accounts could be said to come near to run into such standards .Another point that has to be highlighted, which is concentrating on tailoring classs through placing the acquisition manners without sing the complex sociopolitical forces in the larger society, personal heat, trust and community ( Giroux, 198166 ) , or the different positions of feminist and anti racial behaviour, Laurillard s decision is more convincing. She writes It would hence be risky for an probe of larning to continue on the premise that acquisition is a procedure that is independent of external factors, or those pupils posses inherent, invariant manners of larning . ( 1979408 )That supported by Curry ( 1983 ) who proposes that larning manner theories and their encouraging instruments can be thought of in three degrees, resembling beds of an onion. This theoretical account has cognitive personality manner as comparatively stable at the nucleus, an intermediate and less stable bed of information processing manner ( Kolb LSI, for illustration ) , and an outer bed called instructional format penchant index leting for the person s pick of larning environment. However, in MET ISSP as engineering enhanced acquisition, puting and altering these three degrees stated by Curry ( 1983 ) is possible.From all these debates, the decision can be drained that questionnaires have to cover with several jobs and limitations. Peoples who are utilizing such questionnaires for placing learning manners should hence be cognizant of these jobs and limitations every bit good as see the restrictions of the questionnaires when construing the consequences. Since the proper designation of larning manners is a important issue, challenge is to develop an attack that measures larning manners more accurately and faithfully, minimising the extent to be affected or restricted by other factors. In Chapter Thirty, the research worker will present an attack to carry on TE L based Maritime Education and Training onboard the preparation vas, which aims at get the better ofing the above mentioned jobs and limitations of questionnaires.Sum uping this subdivision, it can be concluded that several arguments and unresolved jobs still exist in the field of larning manners. It seems that we are still far manner from a theoretical account of larning manners that integrates all relevant facets of acquisition manners and provides a clear apprehension.However, the argument and unfavorable judgment of larning manners show challenges in the field, in add-on to the lake of any old surveies about using larning manners in the MET procedure. This thesis is an intercession that tackles some of the challenges and introduces new synergistic TEL attack which contributes to acquire closer to work out some of the mentioned jobs in the Maritime Education and Training and to be a mile rock in using the acquisition manners in a VLE for marine plebes.E-LearningOne of the most po pular acquisition manner stock lists and one that is frequently used in distance acquisition and for grownup research is the Kolb s Learning Style Inventory ( Kolb, 1986 Dillie & A Mezack, 1991 Dowdall, 1991 Diaz & A Cartnal, 1999 Miller, 2005 Liegle & A Janicki, 2006 ) .