Simone Weil’s Love of Neighbor

Simone Weil’s â€Å"Waiting for God† have discussed the implied love of God through the reiteration of love and compassion as an answer or remedy for affliction and as a step in able to restore justice. Simone Weil was a wealthy French political activist and philosopher who have strived to argue about the â€Å"universal goodness of men†. She maintains that the world in which we lived in is generally composed of inequalities. In such case, there are some people who catch our attention while there are those â€Å"others† who are often regarded as the collective unknown. Since there was a lack of attention, otherwise of circumstance and/or affinity, these people remained to be unidentified. She further argues that those people who are with power acts in â€Å"mechanical ways†. This is because they are blindly under the assumption or thinking that they are obligated to enact their power over others in able to defend or protect themselves. They believe that if they do not act in such a way as imposing their power over other people, they might end up being slaves or being objects themselves. Those who do not have power are reduced to â€Å"mere items or objects† who functions as property and quantities obviously does so because they do not have the capability to command other people and they are viewed by those who are in power as means to their ends. This was largely reflected on wars, as soldiers are deployed in   combat areas, those who held government power are deciding which troop would be sent first or which troop would be in this or that position. To further understand her point, she tries to demonstrate the mechanical aspect of power through the ideas of affliction and slavery.   She renders that affliction is a mark of slavery; it is when the soul becomes blind and numb through the mechanical violence perpetuated by power that they exist only as things. Human’s primary task is to give attention to those who are afflicted or to those people who were possessed by power.   Since other afflicted person’s are hardened by the feelings and experiences that they posses, it is then the human being’s task to love our neighbor’s as much as we love ourselves. According to Weil, most people do not understand what the pain that the afflicted persons are feeling. It is quite impossible for unequal things to feel equal or the same, in such, people who are unequal cannot feel the same feeling, cannot understand the same thing that other people is experiencing. She argues that what connects everything is a link with what she renders as an â€Å"outside reality†. She clarifies that this â€Å"link† can be manifested through the presence of â€Å"injustice† which is the damage caused in the private sphere of an individual. Weil’s conception of Justice is base on a religious aspect of a universal obligation to â€Å"remedy the damages done in any body or soul†.   According to Weil, the universality of this obligation is in such form that disposing it would make one a â€Å"criminal†. Justice for Weil is reflective of compassion with the acknowledgement that there must be no harm done to other people most specifically to our neighbors. It is through justice that those who are in power would be compassionate to those who does not posses power for they would not treat those other people merely as objects or as indifferent persons but as reflections and extensions of themselves. They would then remove the mechanical ways that follows from their possession of power for this ways would not be recognize or at least utilize. In my opinion, Weil’s ideas are too idealistic, for although people may indeed love their neighbors as much as they love themselves, nonetheless, this could only happen if all would indeed subscribe to this kind of philosophical thinking. It is quite inevitable for people to dominate other things, and this is something that Weil herself recognizes, as she states that indeed inequality is something that we cannot demise. Yet she proceed on implying that humans can in some way become compassionate to other people or feel and share the pain of other people. This is simply implausible even if she argued that there is a universal link that determines compassion as an obligation to other people, still it is deeply imbedded in human being’s nature and personhood that he/she must strive for him/herself with or without the regard for other people. Her ideal morality and universal justice cannot be attained in our society and is only possible in a hypothetical realm where people may indeed recognize his/her obligation to other people. It might also work well in particular instances upon a serious contemplation and dedication to religion or to a morality that corresponds to the same ideals. For example, in instances like those done by Christ, helping other people without the regard of what will happen to yourself, is something that can indeed be treated to be an instance in support of Weil’s claims. However, one must not forget to take into account the fact that somehow there can be personal interest involved or such and such actions are only plausible in certain circumstances and not in others. Thus, my assessment of Weil’s philosophy is implausible and too idealistic. Works Cited: Weil, Simone. Waiting for God. New York: First Perennial Classics. 2001.      

Case Study of McDonald’s Essay

In the early 1940’s, two brothers opened a burger restaurant that was based on standardized preparation called the Speedee Service System. This â€Å"burger restaurant† is now globally known as McDonald’s. In 1976, McDonald’s introduced the breakfast menu as a way to diversify sales and product selection. Today this multinational corporation serves nearly 54 million customers every day in 120 countries around the world. McDonald’s first international venture was in Richmond, British Columbia, during 1967. Two of McDonald’s main products were introduced in 1968, the Big Mac and the Egg McMuffin Sandwich. When the first McDonald’s opened in Hong Kong in 1975, they were the first restaurants to consistently offer clean bathrooms, which drove customers to demand the same standards of other restaurants and institutions. McDonald’s continually builds its brand by receiving customer input. This is why McDonald’s is known as one of the most recognizable brands in the world. This case study illustrates how McDonald’s marketing process works and how they overcome problems in the process. This case analysis will include a SWOT analysis of McDonald’s, which looks at the internal environment of strengths and weaknesses and the external environment of opportunities and threats. It then examines alternative solutions to correct weaknesses, threats, and opportunities and concludes with recommendations with exact steps and a brief conclusion. S.W.O.T. AnalysisThis analysis was developed from the McDonald’s website and various other online sources. Other information was provided by the textbook, Organization Behavior by Robert Kreitner and Angelo Kinicki. SWOT stands for internal Strengths and Weaknesses and external Opportunities and Threats. It will illustrate the opportunities and threats in McDonald’s current environment, and compare it to their internal strengths and weaknesses. We will then discuss creative strategies to align their internal environment with their external environment and provide multiple alternatives and a recommendation. Internal AnalysisMcDonald’s Corporation is a multimillion dollar global business because of the fact their strengths greatly outweigh their weaknesses. McDonalds is known globally because it is dedicated to the unparallel levels of quality service, cleanliness and values. McDonalds is also globally known because it is financially sound and recognized by the Fortune 500 and the Hoovers 500. We will provide the strengths and weakness of the McDonalds Corporation. We will also show the effect they have on their expansion throughout the globe and the direct impact it has on their financial records. This will be presented in descending order of importance throughout the strengths and weaknesses. McDonald’s SWOT AnalysisStrengths1.The Company’s developed global strategya.60% of McDonald’s sales and all of its top 10 restaurants, (in terms of sales & profits) are now overseas. b.McDonald’s adapts to each country’s specific needs & cultural differencesi. For example: In Japan, McDonald’s had to substantially adapt it’s original U.S. style menu to include a McChao(a Chinese fried rice dish). When McDonald’s introduced rice meals in Japan, sales jumped 30% in one year, and it continues to innovate in Japan with Teriyaki McBurger and Chicken Tatsuta. ii.The menu price has been adapted for each country. iii.The average Big Mac price for the U.S. is $3.00; China $1.26; Switzerland $5.64c.In 2005 McDonald’s was ranked 8th out of the top 30 global brands. 2.Adaptation to cultural preferences and trendsa.Within the past 3 years, McDonald’s has made several adaptations to their strategy by adding a more appealing breakfast menu, specialty coffees, and healthier menu options. b. McDonald’s has also managed to adapt their individual franchises to the current trends and concerns in their individual geographical locations, simultaneously cutting costs. i.For example: In Europe, McDonald’s discovered that children were content  with a simple word puzzle on a menu tray or a small stuffed animal and did not require more expensive Happy meal promotions that they used in the U.S. c.This year the world’s largest restaurant chain, with 31,000 locations, will spend $1.9 billion to open 800 restaurants and reinvest in existing locations. 3.The company’s attention to global health concernsa.McDonald’s menus offer a variety of food products that can fit into balanced, active lifestyles. Restaurants typically serve several types of hamburgers, grilled and fried chicken products, and fish and, in many cases, salads, fruits, and additional sandwich options. i.Many European countries have launched Salads Plus menus, including meal-size salad choices, a side salad, fresh fruit bag, and other options. ii.McDonald’s Canada offers Toasted Deli Sandwiches. iii.McDonald’s Hong Kong has a Fresh Choices Menu, with two salads and fruit yogurt. iv.McDonald’s Australia offers a QuickStart breakfast menu, including a choice of cereals, juices, reduced fat or nonfat milk, and yogurt. v.McDonald’s Taiwan serves a Toasted Rice Burger. vi.Apples are served whole or with other foods in more than 20 countries around the world. b.Many local business units are adding new salad, fruit, and vegetable offerings. c.Local business units are also expanding Happy Meal choices to include new sandwich, side, and beverage alternatives. These reflect a System-wide goal of ensuring that Happy Meals remain a choice moms feel good about and  children enjoy. 4.The Company has high environmental standards:a.Delivery Vehicles which can carry fresh, frozen and chilled food have resulted in fewer deliveries, enabling them to reduce diesel costs and fuel emissions. Also, fixed delivery schedules reduced the distance traveled in 1993 by 310,000 miles. b.Each McDonald’s restaurant is carefully designed individually to fit into its local environment. This means listening to local concerns, fitting in with local scenery and landscaping drive-thru restaurants. Over 120 McDonald’s restaurants are in conservation areas and over 30 are in Grade II listed buildings. c. McDonald’s uses a minimum of 50% recycled content in corrugated cardboard boxes and ask that their suppliers do the same. All McDonald’s food boxes and cartons are made from 72% recycled material, carry out bags are unbleached and made from 60-80% recycled material, while napkins and tray liners are 100% recycled paper. Additionally, all their picnic benches, drive=thru lane traffic bollards and most of the fencing panels are new restaurants are made from recycled polystyrene. d. McDonald’s have made a commitment that, by 1995, they had reduced the volume of solid waste by 50%. They achieved this by using the three R’s: Reduce, Recycle and Reuse. 5.High percentage of minority employmenta.McDonald’s has the largest number of minority and female franchisees in the quick service industry. b.More than 40.7% of all McDonald’s US Owner/Operators are women and minorities. Weaknesses1.Worker shortagea.In all employment areas, there is a high demand for qualified workers. b.A new development that is creating even more employee demand is the new  immigration laws for the country and state. 2.Employee turn-overa.It is difficult to keep the employees already employed with McDonald’s. i. McDonald’s has a turnover rate of about 35 to 40 percent. b.People consider working at McDonald’s embarrassing and look for employment elsewhere. c.Minimum wage doesn’t keep good workers around. i. $5.85 per hour beginning July 24, 2007ii.$6.55 per hour beginning July 24, 2008iii.$7.25 per hour beginning July 24, 20093.Customer trends change and so do their choicesa.Quality and taste of products is declining. b.People are generally tired of the same brands that they had been using over the years, so when they do not see the expected innovation they migrate to new brands. c.People see McDonald’s every where and this over exposure might also be a reason for abstinence. Moreover maintaining the standards of such a huge chain becomes feasible and when there is lack of quality service in one store it effects the whole brand. External Analysis The constant improvements in technology and the competitive marketplace challenge McDonald’s with many opportunities and threats. McDonald’s has a great management team that constantly looks for new opportunities because McDonald’s is the industry standard on technology. Other opportunities for McDonald’s would be to expand to all developing and developed countries around the world. Among the current and future threats, there are thousands of fast-food chains in the world, most of the new fast-food franchises are concentrating on having a healthy image, so therefore McDonald’s needs to continue to improve  their healthy choice menu. This will be presented in descending order of importance throughout the opportunities and threats. Opportunities1.New Technologiesa.Computers that are also tablesi.These computers that are also tables will be very handy because people do not like standing in lines and having to wait to order. Now all customers have to do is find a table and sit down and start ordering. This will pay off even more because customers will be able to special order their food easier which will in-turn reduce the mess up orders because customers will do it themselves. ii.These computer tables will also make it very easy for customers to pay for their food or even split the bill if they want to. All customers will have to do is lay their credit card or debit card down on the table and then pick what food you want to pay for and drag it over to where your card is laying and then click ok that is correct then use your finger to sign for the bill. 2.International Expansion and Franchisinga.There are only 17,000 McDonald’s around the world and only located in 119 different countries. i.There are 194 countries in the world and McDonald’s has lost of room to expand there restaurants to new countries. ii.McDonald’s main concentration of expanding is in the ever growing in population of China. McDonald’s wants to build as many drive thru’s there as possible for the fast passed living. They have done research that there are 30,000 filling stations to put them in. b.Selling corporate owned McDonald’s and turning them into franchises at home and abroad. i.Sold 18 businesses in Latin America and the Caribbean’s. As a result these two countries will in turn franchise 1,600 restaurants. 3.New Food Items and New Programsa.Here in America we are accustomed to one of the programs that they are trying to add all over the world. This would  be known as the dollar menu. In Europe they are calling it the â€Å"Eurosaver†, China has the RMB 5, and Latin America features the McMenu. b.In Latin America they are experimenting with something called McAhorro. This is a program of special pricing of certain products during certain times of the day or on carious days of the week. c.In Egypt their McDonald’s are trying something completely new to McDonald’s and this is having a carryout. Other countries also doing this now are Turkey, Hong Kong, and Southeast Asia. d.New food items that became popular in Latin America are the McCafe coffee and dessert concepts. Which are Expanding to other McDonald’s in other countries to see how they fair. e.New Healthy Foodsi.Toasted deli sandwiches have now been put on a couple of McDonald’s menus in Canadaii.McDonald’s are starting to cook their French Fries in healthier oils and finding ways to cook their hamburgers to have less grease in them. iii.Mediterranean – inspired Pitamac, a square pita bread sandwich that is open at the top and filled with spiced beef, grilled vegetables or chicken. iv.Introducing veggie burgers to more of their restaurants. v.Introducing water-based instead of oil-based salad dressings for their new premium salads. vi.Introducing healthier option with their meal instead of fries such as: salads, baked potatoes, yogurt, fruit, ect. Threats1.The biggest threat for McDonald’s domestically is the lack of growth opportunitiesa.The market in the United States is well saturated and there is not a whole lot of room for growth. 2.Healthier eating habits. a.People are more worried about their health in today’s society than they have ever been. McDonald’s has introduced salads and other low fat items but it is hard for people to make the switch because the other food that McDonald’s offers tastes great. 3.Fast food restaurant franchises as upcoming competition. a.The biggest competition would be taco and burrito franchises. This would be a threat because individuals get tired of eating hamburgers and fries and they want something different. b.McDonald’s has the upper hand on most fast food restaurants because they serve breakfast. Recently Taco Bueno has added a breakfast menu and that could also be a threat for McDonald’s. 4.Terrorisma.With McDonald’s being a big retail food store with a lot of customers in the store daily. b.This could be a major threat not only to the store itself but to its customers also. 5.Global Competitiona.Through out the globe McDonald’s is facing more and more competition because of other fast food chains entering the global markets. i.Burger King is the number two burger chain. It is located in over 65 countries now. In the US alone it has more then 11,200 locations. ii.Subway is the second largest quick serving restaurant. It has an astonishing 27,700 location abroad spanning over 85 countries. Another huge threat that this makes is that it now has more locations in the US than McDonald’s. b.With global expansion McDonald’s not only has to deal with other abroad competitors but the own countries fast food chains. McDonald’s also has to get accustomed to the local eating habbits and taste so they will be able to satisfy their wants and needs. This means McDonald’s will have to come up with new menu items for each country to fit their customs. i.Items that they have came up with to fit the taste and customs of consumers in Japan was to introduce the Mega Teriyaki Burger and the Triangle-shaped Mango Custard Pie. AlternativesAlternative 1- Technology UpdateImproving and Buying New Technology – McDonald’s has been improving many things at their restaurants in the past couple of years such as: remodeling, new menu items, and a drive-thru order speaker that shows you what you have ordered. McDonald’s needs to make sure that they deep up with today’s society and the new technology. One of the newest technology that McDonald’s needs to consider purchasing is called Microsoft surface. This new technology well not only cut down on employee cost but it will help them keep up with the new way of life that time is money. ProsA. With Microsoft Surface computer tables in place it will make business quicker. i. People can sit down and order their food at the tablesii. There will be no waiting in lines which in turns saves people time. iii. Customers can pay at the end of their meals incase they want more food after their first order instead of going and standing in line again. B. Offer more things to do while waiting on your food and after you are done eating. i. Microsoft Surface also offers things to entertain your kids such as playing music to painting with their fingers. ii. Business people will find it handy because they can get on the internet and find thing they need or to get directions to their next destination and then can transfer it to their phones of PDA’s. iii. Will older people like the new technology because it will be something new to them and will have to learn how to use it properly. ConsA. Microsoft Surface will be brand new technologyi. The cost of Microsoft Surface will have a very expensive price tag along with it. ii. Since it is a new product this means it will still have a few bugs in it that have not been found or worked out. B. How reliable with this new technology bei. Seeing how this is going to be used not only to order off of it will as be used as a table to eat and drink off of. Will the Surface be durable enough to handle messy food and drinks that will be spilled on it?Alternative 2- Improve Healthy menu OptionsMore Attention for America’s Healthy Menu Options- McDonald’s has been successful in adding healthy menu options around the globe. However, throughout our study we have found that the healthy menu options for Americans are quite limited, and even more limited for the children in the United States. The PlanA.We feel that adding some healthy menu combination meals would really improve McDonald’s sales. Americans don’t want just a salad or chicken wrap as a meal, so why not add a combination meal that includes a salad, wrap, grilled chicken breast, or toasted deli sandwich with their choice of a healthy side, such as a fruit salad, yogurt, vegetables, or baked potato. B.Don’t forget about our children. Mom’s aren’t just concerned about what they are putting in their mouths, their children’s health is just as important. If a mom can go to McDonald’s and get a healthy meal, but there isn’t anything healthy to feed her children, most likely she’s going to choose a competing fast food franchise. Happy meals need to have options such as, a beef pot pie, turkey sandwich, or grilled chicken fingers.  Choices of sides could include a healthy macaroni and cheese, vegetables, fruit & marshmallows, or even cottage cheese and strawberries. McDonald’s could also really score some big points with parents if they added healthy lifestyle tips for kids on the happy meal sacks, or provided toys that promote exercise. Pro’sA.American’s love variety and choices. That’s exactly what this plan is giving McDonald’s customers. Variety and healthy choices will not only satisfy current customers, but it will attract more business. B.One of McDonald’s biggest customer bases is America. Providing these options for this customer base will also increase their profit intake. C.This plan also shows the people in the U.S. that McDonald’s cares about their customers concerns. This is just one more way to attract business. D.Since the release of the movie â€Å"Super Size Me† McDonald’s has been known as the fast food restaurant that makes Americans fat. The best way to improve this bad image is to implement the healthy menu options in America. Con’sA.Adding more options to a menu also means adding costs for the business. It is more expensive to keep vegetables and fruits fresh than it is to keep the food they currently serve fresh. B.Even though American’s are very concerned about their health, there is a large number of people who don’t want to do anything about it. People aren’t looking to be healthy when they go out to eat at McDonald’s, and because of that, the new healthy food options may not sell as well as other well established items on the McDonald’s menu. Alternative 3 – Increasing WagesIncrease starting wages and implement frequent raises – McDonald’s has always been considered one of the worst paying jobs with the lowest skill level. Even though the working conditions are favorable, qualified workers do not want to work at McDonald’s because it is embarrassing, but mainly because McDonald’s does not pay their  employees enough. We think starting salaries should be increased as an incentive to want to work for McDonald’s and turn the job into a career. ProsA. More dependable employees as applicants. i. The country is experiencing a huge worker shortage, but not only a worker shortage, but qualified, dependable workers. This alternative should help remedy that situation. ii. With higher starting wages and frequent raises for the employees, there should be a less percentage turn-over rate. If the employees are happy, they won’t be looking for other positions elsewhere. ConsA. This increase will cost the corporation more financially. ii. This could limit the amount available in dividends to stockholders hurting future investments. RecommendationsTechnology updateIn order to remain in competition with not only fast food restaurants, but other restaurants as well, McDonald’s will have to keep up with the growing technological society. This means taking advantage of any fast food advances that pertain to their area of service. The new technology will have to keep the pace of today’s fast moving society, in which time is money. A specific technology that we recommend McDonald’s take advantage of is the Microsoft Surface computer tables. This technology will be costly, if implemented in metropolitan area’s it will be beneficial to not only the corporation, but also to McDonald’s customers. Microsoft Surface computer tables will increase the contribution margin of the corporation by saving time, money, and order errors. McDonald’s should gradually begin the implementation of the Microsoft Office table in major cities throughout the globe. As McDonald’s begins to reap the benefits, and work out the kinks of the tables, the corporation should  gradually apply this product throughout smaller restaurants. This process will be very slow moving and costly, but it is key in ensuring McDonald’s continued domination in global fast food service. ConclusionsIn today’s fast paces, highly technological society McDonald’s has been able to stay on top of the fast food service industry, while providing quality service, and timely deliverance of food. It is not an easy task to stay on top of technologies and changing tastes of customers. McDonald’s will need to continue to research the changing eating habits and styles to attract new customers and keep the business of current customers. McDonald’s has proven it’s concerns for customers and employee’s by experimenting with new facilities and foods they are proving to society that they are concerned with not only their health but their prosperity. McDonald’s has a very promising future ahead of them and if they continue to adapt to society and new technologies. Refrences www.mcDonalds.com

Gambling Speech

First , casinos play a big part in alluring people to play. Their flashy signs, lights, and even the e sound of people winning can be attractive even to the casual gamblers. Secondly, ca Sino can be found everywhere. There are thousands of casinos, making it convenience NT. One recent USA statistic shows that 70,000 to 105,000 citizens have financial probe ms caused by gambling and many were already broke before becoming addicted. Additionally, the gamblers family and friends are also affected.An addicted GA ambler can use all the funds available to them, causing family financial problems. So we can see that gambling can be very addictive, and each person should assess why t hey are gambling. Most gamblers usually can't rationally see their addiction. Therefore e, it is sometimes better if family or friends intervene. Depression, distress, migraines and anxiety related disorders are effects of GA ambling. But why do people still gamble if it can have such severe effects and consensus encase? Well, consider that casinos have positive benefits.One belief is that casinos AR e good for our economy or gambling can fill some emotional or psychological need. Many people don't understand when someone becomes addicted to gambling, there ex.'s not always an easy fix for the addiction. Also, gambling doesn't have a â€Å"low percept mintage† of winning. This is why many people think they II win a lot of money or recover their losses, because there's a good opportunity to win. The problem is, it's just as easy to lose. If you play 5 times, you might win 2 of those times and 3 times you'll wall k out with nothing.The gambler's only thoughts are about trying to win again, and t hey get addicted to that feeling; so its easy to see the appeal and how it keeps you go ins even when you continue to lose. What can we do to stop or reduce gambling in our world? Before you help 10th errs, help yourself. Ask yourself if you'd ever think about gambling and if it would be any DO D for you? Would you gamble to relieve stress, to have fun or for a onetime eve NT? Next, you could always seek help from God.Praying about the people addicted and knowing what we can do to help them is one step towards making the world a little bit better. Furthermore, we can spread the truth about gambling. Casinos are profitable from gamblers based on positive beliefs about gambling and we should raise aware knees of gambling effects and assist those who are addicted. 1 Timothy 6:10 says â€Å"The e love of money is the root of all evil. † Those who are rich in this world should not 10 eve money ore than God, who already provides us with everything for our enjoyment.Although money is a necessity to live, it should not be the main pursuit in our lives. Our main focus should be on God and our faith towards Him. Gambling is legal in many places which makes it easily accessible and is a maim contributor to the addiction problem. Perhaps the casinos and government c loud better monitor the casinos to help the gamblers. If you are considering gambling so onetime, think about what you are supporting, how it could affect your life, and maybe what you could do to help someone you know whose gambling too much.

Ethics Issues in Elderly Care Essay Example | Topics and Well Written Essays - 3000 words

Ethics Issues in Elderly Care - Essay Example A common dilemma is the evaluation of an old person's capability of decision making, both about management of his affairs, or regarding approval to treatment, or contribution in study. Because cognitive capability is not always indistinguishable with competency, meaningful tools have recently been developed in which the stress is on the precise situation to be examined. The changed interactions among the elderly patient and his or her environment may bring about ethical dilemmas in the behavioral patterns as the result of the pressure of sickness and care giving. Dependence due to physical, emotional, or mental disability in the aged infirm person is often provoked by earlier and coexisting dysfunction. This has effect also on the family who may be responsible for his supervision, and also troubled with the old person's care, and there is often an insistent need for strengthening of the social help needed for this condition. Likewise, the weakness of elderly persons may present delicate ethical issues in the determination of their ability to agree to join forces in clinical research in old age. This paper discusses some of these dilemmas in the management of disability and in the practice of clinical research in old people. These units revolve round the psychology of "I", the subjective insight of identity, and the "Me", the objective perception of the person by others. The question of personhood and what constitutes a "person" must also be addressed if infirmity and illness become dominant features of old age. In a debate defining personhood, it was noticed that the theory of psychological continuity and connectedness would be liable to understand the frenzied person as having a different individuality, because this condition is fundamentally one of disengagement. The sign of the loss of personality is often uttered by the relations: "This is not the father/mother that I have always known". In this situation, his dementia causes him almost to lose his unique sovereignty. According to Hughes, conversely, it is important to see the person as one who is "acting and interacting in a cultural historical context in which he is embedded" This vision of the person as a "situated embedded agent" could therefor e involve that even if he suffers from dementia he is not involuntarily detached from his historical ancestry and, until or unless he reaches a vegetative phase of total ignorance of his environment, he should be considered as keeping hold of some measure of self-sufficiency. AUTONOMY Autonomy is a person's capability and chance to make decisions involving his/her own desires. In a self-governing culture, many sovereign people are self-directed, but not all people with autonomy are unavoidably autonomous. A wheelchair bound person for example, can hold the power to order someone to carry out his requirements, and present communication equipment

Bus 234 AC P1 Essay Example | Topics and Well Written Essays - 250 words

Bus 234 AC P1 - Essay Example As the economy continues shifting from up to down, the management team of the logistic Exel ensures every department is focused on delivering customer satisfaction including international express airfreight and overland transport. Since the company relies most on deliveries, training is an important tool for the success of the company. Because information technology rapidly continues to undergo changes and is the leading source of most companies, logistic Exel company is aiming at incorporating the needs assessment that involves the process of evaluating the employees, the tasks performed by the employees and the whole organization to help in determining the necessary training if they are needed. The company should train its employees on the use of new software before introducing them to their computers to ease the work of the employee. It is also observed that the introduction of technology in the company has helped the company improve its services and expand even

Pepsi Strategies in 2008 Case Study Example | Topics and Well Written Essays - 500 words

Pepsi Strategies in 2008 - Case Study Example There is also emphasis on the use of television advertising that features mainly celebrities. PepsiCo is intending to conduct some major restructuring operation in 2009 by getting its business segments to achieve efficient concentration in the firm's main operations: Pepsi-cola and Frito-Lay. This would support the company in improving its position in the world of consumer packaged products globally and improve its competitiveness in the market of beverages. Pepsi has been in trial to promote it self by attaching its products to some causes of charitable works. In the World water day 2008, for instance, the company was in the front line in trying to help solve the universal crisis of water shortage. This was done mainly to promote the company's products. It achieved more sales through marketing which was intensively ethical and responsible as well as including the products in charitable activities. It has denoted some amount from its sales to support children all over the world to get access to clean and pure drinking water. The firm's slogan states that if the customer decides to take bottled water, then he or she would be making a major difference. The firm intents to move its water brand to out to over 40,000 merchandisers in other parts.

Current Events and U.S. Diplomacy Essay Example | Topics and Well Written Essays - 750 words - 7

Current Events and U.S. Diplomacy - Essay Example As such, he declared that the United States would not send its troops to assist its allies in maintaining peace and stability in their nations. However, he decreed that he would give weapons, as well as, ant other military support to these nations, especially those fighting against communist rule, such as the Peoples Republic of Vietnam. In addition, he ordered a massive number of American troops stationed in foreign countries to return home, whilst strengthening the military power and stability of their governments to enable self-rule after the departure of American troops (Ambrose, 1989). The diplomatic relationship between the United States and the Republic of Vietnam was gross and appalling. The United States and the Vietnamese were at war. In fact, this war claimed over half a million of American troops stationed in Vietnam to maintain peace and establish a stable government. Many of the US soldiers died in military camps as prisoners of war, while numerous other sustained serious physical injuries before they got a reprieve through the call back plan initiated through Nixon’s Doctrines. This angered many citizens against Nixon’s regime. However, the move adopted by President Nixon to pull back American troops from Vietnam, a process termed as Vietnamisation, helped in restoring the public’s trust in his regime. While pulling out the American troops, the president provided the Vietnam government with skills, tools and weaponry, as well as, necessary financial support to set up a strong military squad in their country. This quest was very succe ssful as it enabled the two countries restore cordial relationships, and maintained peace and stability. The president also got local approval from his citizens for his successful efforts of saving numerous American soldiers (Dallek, 2007). The diplomacy rule adopted by President Nixon enabled establishment of peace and harmony within the Southeast Asia. The triple effects of this move also

Television and Language Development Essay Example | Topics and Well Written Essays - 1250 words

Television and Language Development - Essay Example The articles read for this assignment suggest the 18 month old to 24 month old children are the ones most affect. Generally by the age of three, partially due to communication with others than the caregiver, children can overcome the negative effects of television on language development. The effects of watching television for young children are detrimental to language development. Our earlier population survey of the effects of TV viewing on development of 18-month-old children in three areas of Japan indicated the same result; that children with heavy TV viewing (more than 4Â  h per day) may have delayed development of meaningful word speech (not speaking more than one word) even with parental talk while watching TV, and that children who watched TV alone for long hours had delayed development not only of speech but also of language comprehension, pointing behavior and fine motor ability. In logistic analysis, factors affecting delayed development of language were suggested to be childrens television viewing for long hours and male sex, parents not reading picture books to children, not singing songs to children, not talking to children while doing housework and not talking to children while viewing TV. (Okuma & Tanimura, 2009) Children that get used to watching long hours of television by themselves tend to have delayed development. The child gets used to being satisfied with the television. Without any encouragement to interact or speak correctly, children do not use their language skills. Other than not learning these language skills from a caregiver, the child does not practice language skills due to the lack of motivation. Children that watch long hours of television lack language skills due being resistant to interacting with others. This interaction is not just between a conversation of child and caregiver. These children want limited interaction with adults.

Homework for Marshall Coursework Example | Topics and Well Written Essays - 250 words

Homework for Marshall - Coursework Example The Marshall plan was aimed at appealing to America to generously lend a hand to Europe after the war (Marshall par. 7). The plan aimed at helping all humanity and not just a few as before, as Marshall would put it, the American policy was not against any nation or creed but against hunger, poverty, and chaos. The plan was meant to promote security to all humanity and not just what interested America. It was to see that Europe was rebuilt and the hate and resentment that came up during world war was not revived. The plan also showed what values the Americans had. As opposed to fear and anger that could have risen after the war, the people choose to be generous. The plan exhibited flexibility as it was not aimed towards a particular race, but to all mankind affected by the war (Marshall par. 9). Before the war, American policy was selective in that whatever happened to other countries was their own business. As long as there was no direct threat to America, there would be no involvement. After the war, America realized that lack of peace elsewhere would at one time reach within its territory.This plan helped America realize that there was need to use power and prestige to protect and help its friends at time of need. This plan helped America transform from individualists to

Mass Relationships in Chemical Reactions Essay Example for Free

Mass Relationships in Chemical Reactions Essay Aim The aim of this experiment is to show that a reaction doesnt have always 100% yield by reacting NaHCO3 and HCl and determining the amount of the products to calculate actual yield. Introduction A chemical reaction will be quantitative if one of the reactants is completely consumed. In this experiment sodium bicarbonate and hydrochloric acid start a reaction. The formula of this reaction is below. NaHCO3 + HCl NaCl + H2O + CO2 Observations In this experiment, sodium bicarbonate is put in an evaporating dish and some amount of HCl is added in the dish and the reaction started. Bubbles are formed and CO2 gas is produced and the reaction started to make sound. There was also water vapor formed. White NaHCO3 started to turn into a colorless liquid after adding HCl. As the reaction takes place water is started to form. NaCl was dissolved in water, so salty water is heated to obtain NaCl. As the liquid is heated it turned into a yellowish color for a few seconds. Then it started bubbling and water vapor is formed. Raw Data: Trial # Mass of Dish+NaHCO3+Lid +- 0.1 (g) Mass of NaCl+Water+Dish+Lid +- 0.1 (g) Mass of NaCl+Dish+Lid +- 0.1 (g) 1 64.14 g. 72.16 g. 63.28 g. 2 65.14 g. 72.95 g. 63.91g. Mass of Evaporating Dish + Lid: 62.14 +-0.1 g Processed Data: Trial #1 64.14 62.14 = 2 g NaHCO3 72.16 62.14 = 10.02 g NaCl + H2O 63.28 62.14 = 1.14 g NaCl Trial # 2 65.14 62.14 = 3 g NaHCO3 72.95 62.14 = 10.81 g NaCl + H2O 63.91 62.14 = 2.07 g NaCl Trial # Mass of NaHCO3 (g) Mass of NaCl + H2O (g) Mass of NaCl (g) 1 2 g 10.02 g 1.14 g 2 3 g 10.81 g 1.77g Calculations Na: 14.01 g/mol, H: 1.01 g/mol, Cl: 35.45 g/mol, O: 16 g/mol, C: 12.01 g/mol NaCl= 49.46 g/mol H2O= 18.02 g/mol NaHCO3: 75.03 g/mol Mole number of NaHCO3 = mole number of NaCl Trial #1 2 / 73.03 = 0.0274 mol NaHCO3 1.14 / 49.46 = 0.0230 mol NaCl Theoretical Yield: 0.0274 mol NaCl Percent Yield: 0.0230 / 0.0274 = 0.8394 x 100 = 83.94% Trial #2 3 / 73.03 = 0.0411 mol NaHCO3 1.77 / 49.46 = 0.0358 mol NaCl Theoretical Yield: 0.0411 mol NaCl Percent Yield: 0.0358 / 0.0411 = 0.8710 x 100 = 87.10% Conclusion The results are 83.94% for trial #1 and 87.10% for trial #2. Trial #2 is more accurate. The accepted value is 100%. The percentage errors are 16.06% for trial #1 and 12.90% for trial #2. The uncertainties are too small to calculate on the results. Random errors presented in this experiment. All the errors were done by human beings. There werent any errors due to a flaw of a machine or the procedure. Evaluation When salty water is heated on the first trial, the substance started to spill around, because the substance is heated with high amount of heat and faster than it should be. As a result, some of the NaCl which stuck on the lid and spilled around was lost, so the result of the first experiment is not accurate. Other reasons that changed the results may be all NaHCO3 may not be dissolved. Too much HCl may be added on the dish. There may be still water molecules left on the salt after heating. To get more accurate results, the experiment should be done more slowly than this experiment. Especially the heating process should be done slowly, so the evaporation can be observed more carefully.

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS The purpose of this study programme is to determine if students from the elementary level of Hin Hua High School (Chinese Independent School) improved in their ability to write in English after having studied specifically developed curriculum. The 7-hour remedial programme is to be conducted once the academic department releases the final assessment grades. Fifteen students with the lowest score were selected using the criterion method to undergo the remedial programme. the importance of all six major aspects of writing measured in the English Test which comprises mainly punctuation, grammar and usage, sentence structure, strategy, organization, and style. It is believed by attending the remedial programme selected students would be able to show the ability to make and articulate judgments by taking position on an issue or problem. Besides sustaining a position by focusing on the topic throughout the writing. They are alson expected to develop a position by presenting support or evidence using specific details and make inferences based on support or evidence. Most importantly, they should be able to organize and present ideas in a logical way by logically grouping and sequencing ideas. Hence communicate clearly by using language effectively and by observing the conventions of standard written English INTRODUCTION As a language teacher, I often select writing tasks from language textbooks to help students improve their writing ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing approaches in language textbooks. Each theoretical framework has provided us with a better understanding of the multiple dimensions and purposes of teaching writing. A review of the developments in writing pedagogy leads us to conclude that we could teach writing as a means to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive process. The writing tasks that we select from language textbooks and assign to students could reflect one or some of these pedagogical purposes. As teachers, we need to question and understand the pedagogical assumptions of textbook writing tasks so that we can select tasks that will help our students become confident writers and independent thinkers. Primary students entering the secondary school level (high School) are challenged not only to learn new content in the disciplines but also to communicate this. A significant number of students will not have adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough traditionally students were expected to develop academic literacy skills without any explicit teaching of these skills, schools now recognize the increasingly diverse backgrounds of their student populations and have put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and learning units as well as the requirement for school curricula to address the teaching of writing skills including communication skills. English Learning Centre of Hin Hua High School Klang, like other literacy and learning units, has been involved in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of communication skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have resulted in the development of new teaching materials and approaches as well as new practices of assessment and feedback. However, as subject area curricula are being adapted to computer-based forms of learning, it is also necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be contextualized within the learning of subject area knowledge. With the current demand for propheciuency in English Language great importance has been given to developing programs to instill good writing modes to the elementary learners which aims to help students become successful editors of their own writing. 1.1 LITERATURE REVIEW Writing skills have been identified as to improve students thinking. Moffett and a few others have developed cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to paragraph to theme confuse quantitative with qualitative growth, while rhetorical sequences confront students with cognitive problems of different but equal complexity. In short, from a cognitive perspective, most writing instruction in higher education is consistent with that in secondary education: what Stephen Judy described as Advanced Hodgepodge in high school gives way to Arrogant Hodgepodge in college. A large and growing body of research, however, shows that cognitive development follows a hierarchical sequence of stages and suggests that a curriculum can be sequentially organized to promote cognitive development. Blooms Taxonomy of Educational Objectives provides some essential connections between the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs. From least to most complex, For writing instruction the taxonomy provides a flexible model of what happens cognitively in the learning process Bloom described a six stage sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (See Figure 1) Figure 1.0 The flow chart of Blooms Taxonomy At each new level, thought processes build on and encompass previous levels. Implicit in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. Thinking at the comprehension level is more demanding than at the knowledge level; cognitive problems requiring synthesis or evaluation encompass all the preceding levels. A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course might entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibility of a cognition-based curriculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking about distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than leaving them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning. 2.0 INTENDED PURPOSE The remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester examination results. The examination basically structured in accordance to the textbook currently used in the school curriculum ,New Opportunities (Pearson Longman-Cambridge). Basically the (Stiggins to highlight achievement differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced test (NRT) is to classify students. NRTs are designed on dependable rank order of students across a continuum of achievement from high achievers to low achievers be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for differe nt ability level reading or mathematics instructional groups. As the selected students fall under the below average group in Paper 1(Writing Assessment) whereby there are two parts that the had to complete here: SECTION A Notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic analysis it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. Thus they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%. 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certain minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme. In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a positive outcome at the end of the the 7 hour remedial programme. The purposes for emphasizing writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. There is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. Figure 2.0: The Purpose for Teaching Writing Undeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy. Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development. Among the programmes that have been implemented in schools are the Early Inter ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such as: I Manipulating the script of the language: handwriting, spelling and punctuation. II Expressing grammatical [syntactic and morphological] relationships at the sentence level III Expressing information or knowledge in writing: explicitly implicitly IV Enrichment of Vocabulary PART B 4.0 Objectives of the 7-hour remedial programme The main aim in introducing and implementing the remedial programme particularly in the aspect of writing skills is to mainly: to develop competencies in writing skills among learners to move from a teacher-centered didactic model to a student-centered constructivist model to acquire the ability to write in a more clear, concise and acceptable manner 5.0 Instructional Design : Using the ADDIE Model to Build Writing Competency Among Remedial Learners Table 2.0 ADDIEs Model 5.1 Framework The generic term for the five-phase instructional design model consisting of Analysis,Design,Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. Instructional design aim for a learner -centered rather than a traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners needs. This phases sometimes overlap and can be interrelated; however they provide a dynamic, flexible guideline for developing effective and efficient instruction. Figure 3.0 Instructional Design: Using the ADDIE Model 5.2 ADDIES Theory The ADDIE instruction model for this desin is outlined by Smith and Ragan(1995) in their book entitiled Instructional design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an opportunty was given to learn and develop basic essay writing skills. 6.0 Remedial Education Programme In Malaysia, the importance of remedial education gained attention in the 1960s. Results of a pilot project in nine schools between 1967 and 1970 showed a need for remedial education, especially for pupils in rural areas. This paved the way for remedial education programmes in primary schools. The pioneers in the field attended a two-year intensive course on remedial education in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the exception of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members. The introduction of a new curriculum for primary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by the year 2000. The implementation of the remedial education programme for children in Primary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme. In addition to improving and enhancing teacher development, the Malaysian government also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking at the returns to education in Malaysia have found positive results in those who have had some form of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning; the growing emphasis on learning; as opposed to reaching and the development of the new delivery systems 6.1 The Educational, Philosophical and Psychological foundation Elementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for the: inculcation of spiritual and civic values and the development of a good citizen based on an abiding faith in God and genuine love of country; training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life; development of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity; teaching of basic health knowledge and the formation of desirable health habits and practices; development of functional literacy in English as basic tools for further learning; and acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations. The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn. The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of instructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam). 6.2 Programme Design: ADDIE Model ADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process improvement model, the five phases are a loop, with the improvement of learning outcomes as the goal. Dick and Carey and Kemp (Kemp, et .al, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design. Teaching is essentially a philosophical endeavor and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational technology can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum exposure to English Language. Due to the expectation of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system. Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the border line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and conclusion. In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language Department found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and coherence; time and practice. 6.2.2 Design The main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence construction such as syntax, grammar, structure, etc given priority. R.Gagne(1965) divided learning into 5 categories: Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include: Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals. Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme. Learning Goals and Type of Learning OBJECTIVE STANDARD GAGNES DOMAIN BLOOMS TAXANOMY Learners will identify an essay topic and 3 sub-topics Criteria established by Hin Hua High School, English Language Department Cognitive strategies Synthesis Learners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusion Criteria established by Hin Hua High School, English Language Department Declaration Knowledge Intellectual Skills Synthesis Evaluation Application Learners will be able to use the library and Handouts to research printed information on their topics Criteria established by Hin Hua High School, English Language Department Procedural knowledge (declaration knowledge) Knowledge Learners will be able to use proper mechanics of grammar syntax Criteria established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to present their topics in class Criteria established by Hin Hua High School, English Language Department Declaration knowledge Comprehension Table 3.0 Learning Goals and Type of Learning 6.2.3 Development In order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will undertake a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course content for the 7-hour teaching and learning programme. The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the same scope so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success. 6.2.3.(1) Procedure The remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners. The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes ***Details on the whole programme given on Part D 6.2.4 Implementation Further to the development to the development the teachers would be equipped with intact course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared. Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation emphasized in the learning process: Table 4.0 Learning Process Implementation 6.2.5 Evaluation The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users. Primarily the evaluation is done in two parts. The first phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. Students will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with below 60% of mark. Students will be evaluated at each stage of the course. The department will use this evaluation in order to find out how they might need to modify the programme in the future. A summative evaluation will be conducted as outlined by Smith and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential. In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sections: Student name Student able to choose a topic n sub-topics Student able to use handouts information Student able to complete the essay Score dated from 1 to 5 1 : poor 2 : Able to understand the writing concept with some guidance 3 : Able to complete the task with help and support 4 : Able to understand the concept and complete the task individually A pre-test and post-test can measure how well learners achieved the learning objectives. However, it usually takes more time and effort to measure things such as whether the learners will use their training. This evaluation phase can extend for months. Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as below: Were you satisfied with the content of this course? Were you able to understand the teachers explanation? Were you able to put into practice elements that you learnt? Did you fond the course interesting? On a scale of 1 to 5, what is your general feeling about the course? PART C 7.0 REVIEWERS COMMENTS Below is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and weaknesses of the newly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively participating in group discussion 2. Encouraging students to construct their own ideas and knowledge of the topic 3. Student-centered rather than teacher or subject-centered 4. Teaching aid contributed to students visualization on the topic given 5. Suitable to students development level 6. Group work enables students to self express, to be self-confident and self- awareness 7. Encourage teacher to develop students creative thinking abilities 8. Emphasizing the concept of group work and peer evaluation where no student Is left behind 9. Encouraging the co-operation among students and teacher positively 10. Enables student to have a positive mindset in creative writing Weaknesses 1. Unsuitability of activities for crowded room 2. Lack of materials used as aid for pre-writing task 3. Lack of teachers evaluation on the first phase of writing 4. Certain task may take more time than the planned time 5. Peer evaluation on writing inappropriate approach for elementary learners 8.0 Summary of Review Summarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme: 8.1 Strengths 8.1.1 Improved students attitude and motivation Students are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning. 8.1.2 Creating Learning Communities: Classes function as teach communities both teacher and their students benefit in both social and academic areas from working with each other over a entire programme. 8.1.3 Eliminating Stigma of Dependency: The concept group work and peer evaluation removed the stigma of being too dependent on the teacher Writing materials. 8.2 Weaknesses 8.2.1 Students participation Some learners will not contribute in due to the lack of interest or proficiency 8.2.2 Stipulated Time The period allotted might not be sufficient for certain task. Thus this will delay or sometimes interrupt the whole programme structure. 8.2.3 Genuinely in peer marking Some learners will not adhere by the rules set in peer marking when it comes to assessment. Favoritisms and self -centered will influence the observation 9.0 Conclusion It is expected that by attending this model of English remedial instruction it will be beneficial to low English achievers. Students will gain substantially in grammar and vocabulary and they will also gradually improve in their overall English competence. Based on the comments from the reviewers it can be concluded that learners will be effectively improve their English writing skills through the prepared course module for the remedial programme. A well-designed course will definitely give them encouragement and support to elevate their English proficiency and be prepared for the next level , pre=intermediate. 10.0 PART D 7 HOUR LESSON PLAN REMEDIAL PROGRAMME ENGLISH LANGUAGE LEVEL: ELEMENTARY LENGTH:420m LESSON TYPE: WRITING SKILLS Aim: by the end of my lesson, students will be able to write a full-length essay on Endangered Species and improve their approach of writing strategies. Subsidiary aim: students will be able to improve their use of linking words in controlled and less controlled writing activities on Endangered Species Evidence: (How will I know I have achieved the aim?) Students will be able to complete gist and short writing strat

Oranges Are Not The Only Fruit Religious Metaphors

Oranges Are Not The Only Fruit Religious Metaphors In Oranges are Not the Only Fruit, Jeanette Winterson uses many references of biblical allusion and religious metaphor to develop the novel. The chapters are named after the books of the bible in the Old Testament, ranging from Genesis to Ruth. As the story of Jeanette, the main character of the novel, is told, it is compared to the corresponding books of the bible and many metaphors are used in the book to show their similarities. Exodus, which is the second book of the bible, talks of Moses liberating the slaves and of the Promised Land. It also talks about the flight of the people of Israel from Egypt. In the book, there are examples of flight and being liberated as Jeanette is finally able to attend public school. Once she goes there, it is as if she can finally get away from her home and her mother and experience things on her own. In the bible, Leviticus is full of rules and guidelines for living and worshipping. Similarly, in the book, Jeanettes mother has given her many rules. Some of them include her hatred of fornication, and sin in general. This chapter marks, though, the theological disagreement that Jeanette has toward her pastors teachings. This shows the beginning of her search to find herself while discovering that she has a different view of things than that of her mother and congregation. In the book of Numbers, it reveals Gods instruction and preparation of His people to enter the Promised Land. The importance of the Book of Numbers is shown by its being referred to in the New Testament many times. This goes along with what is happening in the novel with Jeanette. As the biblical book of Numbers gives preparation for the Promised Land, the novel prepares us as readers for what is to come for Jeanette now that she is exploring the subject of romance. It shows that Jeanette may have an interest in women, and that is essentially what makes her happy. Whether or not her mother agrees, Jeanette is in transition from believing her mothers views to discovering her personal views in search of her own Promised Land. The biblical book of Deuteronomy contains the teachings of Moses and provides most of the basis for biblical law. The Ten Commandments are also in this book. While both the biblical book and the novel chapter of Deuteronomy deal with teachings and following the rules, the novel does it in an opposite way than does the bible. In the bible, the teachings of Moses are given, while in the novel the teaching of Jeanette during her sermon are given, but in a different way because instead she questions the laws itself. There is still a metaphor being used but Winterson is trying to show not only the similarities but also the differences. Judges, which is the sixth book of the bible, tells of the battle of Jericho in which the Hebrews come back to claim their Promised Land as they are no longer enslaved. The battle of Jericho relates to what Jeanette is going through as she will fight many battles to defend her homosexuality. She will battle with her mother and her church and will be ostracized for her beliefs, but in the end she will come to accept her homosexuality no matter what people think, just as the Hebrews will claim their Promised Land. In the biblical chapter of Judges, Israel is run by many different leaders, some without great success. Jeanette also feels as if she is run by many different leaders, which are her mother, the congregation and her pastor. At this time in the book, Jeanette is having a love affair with Katy and still a member of the church. She feels that she can love Katy and God at the same time, but her many judges feels that she is doing something wrong. The eighth book of the bible and the last book of the novel is Ruth. In this biblical book, the main character, Ruth, deals with issues of exile. Ruth is a Moab but marries a Hebrew man. Once her husband dies, she decides to stay in Israel with her mother-in-law, Naomi. In their eventual journey to Bethlehem, Ruth faces prejudice against her since she is a foreigner. The story of Ruth relates to Jeanette because she is also dealing with exile and a relationship with her mother. She is a foreigner in her world because she is homosexual and the majority of the world is not. She is thrown out of her home and members of her congregation have disconnected themselves from her and shown her the same prejudice that Ruth felt. Winterson uses biblical allusion in this book because of the strong biblical views that surround the main character, not necessarily held by her. Jeanette has been raised to believe the things that her mother tells her about religion. She grew up in a fundamentalist religion and as it is shown in the novel, they have extreme ways of thinking. Once Jeanette matures, she realizes that she doesnt particularly agree with everything that her mother, congregation, and pastor preach. So she embarks on her own journey and questions the teaching that shes been forced to believe. It is only fitting that since the plot surrounds religion, that the chapters should be the same names as books in the bible. With each chapter and corresponding biblical book, Winterson parallels Jeanettes life to what is going on in the particular bible book. She does this to show that while Jeanette is on her journey to find herself and question the religious beliefs she has been brought up to believe, her life is i ronically similar to the books of the bible. I think by relating the story of Jeanette to the bible, it helps the reader understand more and to further analyze hypocrisies that surround her in her life.

The Subjection of Women Exposed in A Doll’s House Essay -- Henrik Ibse

A man, intoxicated and impoverished, lay on the dirty streets of patriarchal Norway, and as the jeering citizens sauntered by, they could have never guessed that this man, Henrik Ibsen, would be the Prometheus of women’s rights and the creator of the modern play. Having been born in 1828, Ibsen lived through various examples of the subjection of women within the law, such as Great Britain allowing men to lock up and beat their wives â€Å"in moderation† (Bray 33). Therefore, Ibsen was known for his realistic style of writing within both poetry and plays, which usually dealt with everyday situations and people (31). Focusing on the rights of women, Ibsen’s trademark was â€Å"...looking at these problems without the distortions of romanticism† and often receiving harsh criticism for doing so (31). In an attempt to support his family, Ibsen became a pharmaceutical apprentice, but after three years he abandoned this profession and began writing poet ry. After an apprenticeship in the theater, he began writing his own plays, including a drama in verse, Peer Gynt (31). While working and writing in Norway, Ibsen and several social critics observed â€Å"...the penalty society pays when only half of its members participate fully as citizens†, deciding to flee Norway in hopes of finding a more accepting social environment (33). Ibsen wrote A Doll’s House, his most famous work about women suffering through the oppressive patriarchal society, while living primarily in Germany and Italy where he â€Å"...was exposed to these social norms and tensions to a much greater extent than he would have been had he remained solely in Norway† (32). While Sweden, Norway, and Denmark began to grant legal majority to women, Ibsen understood the legal improvements f... ... DE: Prestwick House Inc.: Literary Touchstone Classics, 2006. Print. Mill, John Stuart. From The Subjection of Women. England in Literature: Medallion Edition. Ed. Helen McDonnell et al. Glenview, Il.: Scott, Foresman and Co. 1979. 436-439. Secondary Sources Bray, Ashlin Ed. "Biography of Henrik Ibsen and Fact Sheet of Women's Progress." In Multiple Critical Perspectives: A Doll's House. Clayton DE: Prestwick House Inc. 2007. 31-34. Print. Orjasaeter, Kristin. "Mother, Wife and Role Model: A contextual perspective on feminism in A Doll's House." Ibsen Studies: Tahlor and Francis. Ltd. 2005. 19-47. Print. Scott, Clement. "Review of 'A Doll's House.'" The Theatre 14.79 (July 1889): 19-22. Rpt. in Twentieth-Century Criticism. Ed. Paula Kepos. Vol. 37. Detroit: Gale Research. 1991. Literature Resource Center. Web

hard :: essays research papers

Hard Times, by Charles Dickens, was a representation of his time. Times were hard for children and adults alike. People who questioned what they were taught, often went through struggles and â€Å"hard times.† Eventually, the people who were looked down were the ones who really helped those in need. Throughout the book, there are many ironic instances. Thomas Gradgrind was a man built on the idea that facts and statistics were the only truth in life and all that was needed to have a healthy and productive life. The only truth to him was his very own vision of the truth. Simple put, Thomas Gradgrind strived for perfection. He strived to be perfect, which is what his philosophy was based on, and he strived to make his children perfect and not to wonder. He raised his children never to wonder, never to doubt facts and to never entertain any vice or fancy. As soon as Gradgrind’s children were old enough to absorb, he was feeding giving more lessons than they could hold. His children were brought up only knowing one way to live and that was the idea that if it is not fact, then it is false. He was emotionaless as were his children because they were brought up only knowing what they were taught by him. Eventually, as Gradgrind’s children became older, what they were taught began to turn sour in their minds. Tom, Grandgrindà ¢â‚¬â„¢s son, began to despise his father and all he was taught and thus began to rebel. He took to smoking and gambling, which eventually led to his downfall. Tom had grown up to become a sycophantic, self-absorbed parasite. He had turned out the exact opposite as hoped. Thomas Gradgrind had raised his children never to wonder, but wondering intrigued them. Gradrgind had observed his children peeking into a circus tent because they were curious as to what was inside. The children were scolded for being curious, but seeds were planted into their minds of how there was more to life than what they had been taught. Futhermore, Tom, a usually well-behaved child, began to rebel after this incident. At first, he was rebelling in his mind, but eventually, after Tom moved out of his father’s house, so began his more visible rebellion. Once more, this is exactly what Mr. Gradgrind had tried to avoid whilst raising his children. When Tom Gradgrind was in serious trouble because of his gambling debts, he confided in his sister, Louisa.

Forward the Foundation Chapter 22

Part IV Wanda Seldon SELDON, WANDA-†¦ In the waning years of Hari Seldon's life, he grew most attached to (some say dependent upon) his granddaughter, Wanda. Orphaned in her teens, Wanda Seldon devoted herself to her grandfather's Psychohistory Project, filling the vacancy left by Yugo Amaryl†¦ The content of Wanda Seldon's work remains largely a mystery, for it was conducted in virtually total isolation. The only individuals allowed access to Wanda Seldon's research were Hari himself and a young man named Stettin Palver (whose descendant Preem would four hundred years later contribute to the rebirth of Trantor, as the planet rose from the ashes of the Great Sack [300 F.E.1). Although the full extent of Wanda Seldon's contribution to the Foundation is unknown, it was undoubtedly of the greatest magnitude†¦ Encyclopedia Galactica 1 Hari Seldon walked into the Galactic Library (limping a little, as he did more and more often these days) and made for the banks of skitters, the little vehicles that slid their way along the interminable corridors of the building complex. He was held up, however, by the sight of three men seated at one of the galactography alcoves, with the Galactograph showing the Galaxy in full three-dimensional representation and, of course, its worlds slowly pinwheeling around its core, spinning at right angles to that as well. From where Seldon stood he could see that the border Province of Anacreon was marked off in glowing red. It skirted the edge of the Galaxy and took up a great volume, but it was sparsely populated with stars. Anacreon was not remarkable for either wealth or culture but was remarkable for its distance from Trantor: ten thousand parsecs away. Seldon acting on impulse, took a seat at a computer console near the three and set up a random search he was sure would take an indefinite period. Some instinct told him that such an intense interest in Anacreon must be political in nature-its position in the Galaxy made it one of the least secure holdings of the current Imperial regime. His eyes remained on his screen, but Seldon's ears were open for the discussion near him. One didn't usually hear political discussions in the Library. They were, in point of fact, not supposed to take place. Seldon did not know any of the three men. That was not entirely surprising. There were habitues of the Library, quite a few, and Seldon knew most of them by sight-and some even to talk to-but the Library was open to all citizens. No qualifications. Anyone could enter and use its facilities. (For a limited period of time, of course. Only a select few, like Seldon were allowed to â€Å"set up shop† in the Library. Seldon had been granted the use of a locked private office and complete access to Library resources.) One of the men (Seldon thought of him as Hook Nose, for obvious reasons) spoke in a low urgent voice. â€Å"Let it go,† he said. â€Å"Let it go. It's costing us a mint to try to hold on and, even if we do, it will only be while they're there. They can't stay there forever and, as soon as they leave, the situation will revert to what it was.† Seldon knew what they were talking about. The news had come over TrantorVision only three days ago that the Imperial government had decided on a show of force to bring the obstreperous Governor of Anacreon into line. Seldon's own psychohistorical analysis had shown him that it was a useless procedure, but the government did not generally listen when its emotions were stirred. Seldon smiled slightly and grimly at hearing Hook Nose say what he himself had said-and the young man said it without the benefit of any knowledge of psychohistory. Hook Nose went on. â€Å"If we leave Anacreon alone, what do we lose? It's still there, right where it always was, right at the edge of the Empire. It can't pick up and go to Andromeda, can it? So it still has to trade with us and life continues. What's the difference if they salute the Emperor or not? You'll never be able to tell the difference.† The second man, whom Seldon had labeled Baldy, for even more obvious reasons, said, â€Å"Except this whole business doesn't exist in a vacuum. If Anacreon goes, the other border provinces will go. The Empire will break up.† â€Å"So what?† whispered Hook Nose fiercely. â€Å"The Empire can't run itself effectively anymore, anyway. It's too big. Let the border go and take care of itself-if it can. The Inner Worlds will be all the stronger and better off. The border doesn't have to be ours politically; it will still be ours economically.† And now the third man (Red Cheeks) said, â€Å"I wish you were right, but that's not the way it's going to work. If the border provinces establish their independence, the first thing each will do will be to try to increase its power at the expense of its neighbors. There'll be war and conflict and every one of the governors will dream of becoming Emperor at last. It will be like the old days before the Kingdom of Trantor-a dark age that will last for thousands of years.† Baldy said, â€Å"Surely things won't be that bad. The Empire may break up, but it will heal itself quickly when people find out that the breakup just means war and impoverishment. They'll look back on the golden days of the intact Empire and all will be well again. We're not barbarians, you know. We'll find a way.† â€Å"Absolutely,† said Hook Nose. â€Å"We've got to remember that the Empire has faced crisis after crisis in its history and has pulled through time and again.† But Red Cheeks shook his head as he said, â€Å"This is not just another crisis. This is something much worse. The Empire has been deteriorating for generations. Ten years' worth of the junta destroyed the economy and since the fall of the junta and the rise of this new Emperor, the Empire has been so weak that the governors on the Periphery don't have to do anything. It's going to fall of its own weight.† â€Å"And the allegiance to the Emperor-† began Hook Nose. â€Å"What allegiance?† said Red Cheeks. â€Å"We went for years without an Emperor after Cleon was assassinated and no one seemed to mind much. And this new Emperor is just a figurehead. There's nothing he can do. There's nothing anyone can do. This isn't a crisis. This is the end. â€Å" The other two stared at Red Cheeks, frowning. Baldy said, â€Å"You really believe it! You think that the Imperial government will just sit there and let it all happen?† â€Å"Yes! Like you two, they won't believe it is happening. That is, until it's too late.† â€Å"What would you want them to do if they did believe it?† asked Baldy. Red Cheeks stared into the Galactograph, as if he might find an answer there. â€Å"I don't know. Look, in due course of time I'll die; things won't be too bad by then. Afterward, as the situation gets worse, other people can worry about it. I'll be gone. And so will the good old days. Maybe forever. I'm not the only one who thinks this, by the way. Ever hear of someone named Hari Seldon?† â€Å"Sure,† said Hook Nose at once. â€Å"Wasn't he First Minister under Cleon?† â€Å"Yes,† said Red Cheeks. â€Å"He's some sort of scientist. I heard him give a talk a few months back. It felt good to know I'm not the only one who believes the Empire is falling apart. He said-â€Å" â€Å"And he said everything's going to pot and there's going to be a permanent dark age?† Baldy interjected. â€Å"Well no,† said Red Cheeks. â€Å"He's one of these real cautious types. Ire says it might happen, but he's wrong. It will happen.† Seldon had heard enough. He limped toward the table where the three men sat and touched Red Cheeks on the shoulder. â€Å"Sir,† he said, â€Å"may I speak to you for a moment?† Startled, Red Cheeks looked up and then he said, â€Å"Hey, aren't you Professor Seldon?† â€Å"I always have been,† said Seldon. He handed the man a reference tile bearing his photograph. â€Å"I would like to see you here in my Library office at 4 P.M., day after tomorrow. Can you manage that?† â€Å"I have to work.† â€Å"Call in sick if you have to. It's important.† â€Å"Well, I'm not sure, sir.† â€Å"Do it,† said Seldon. â€Å"If you get into any sort of trouble over it, I'll straighten it out. And meanwhile, gentlemen, do you mind if I study the Galaxy simulation for a moment? It's been a long time since I've looked at one.† They nodded mutely, apparently abashed at being in the presence of a former First Minister. One by one the men stepped back and allowed Seldon access to the Galactograph controls. Seldon's finger reached out to the controls and the red that had marked off the Province of Anacreon vanished. The Galaxy was unmarked, a glowing pinwheel of mist brightening into the spherical glow at the center, behind which was the Galactic black hole. Individual stars could not be made out, of course, unless the view were magnified, but then only one portion or another of the Galaxy would be shown on the screen and Seldon wanted to see the whole thing -to get a look at the Empire that was vanishing. He pushed a contact and a series of yellow dots appeared on the Galactic image. They represented the habitable planets-twenty-five million of them. They could be distinguished as individual dots in the thin fog that represented the outskirts of the Galaxy, but they were more and more thickly placed as one moved in toward the center. There was a belt of what seemed solid yellow (but which would separate into individual dots under magnification) around the central glow. The central glow itself remained white and unmarked, of course. No habitable planets could exist in the midst of the turbulent energies of the core. Despite the great density of yellow, not one star in ten thousand, Seldon knew, had a habitable planet circling it. This was true, despite the planet-molding and terraforming capacities of humanity. Not all the molding in the Galaxy could make most of the worlds into anything a human being could walk on in comfort and without the protection of a spacesuit. Seldon closed another contact. The yellow dots disappeared, but one tiny region glowed blue: Trantor and the various worlds directly dependent on it. As close as it could be to the central core and yet remaining insulated from its deadliness, it was commonly viewed as being located at the â€Å"center of the Galaxy,† which it wasn't-not truly. As usual, one had to be impressed by the smallness of the world of Trantor, a tiny place in the vast realm of the Galaxy, but within it was squeezed the largest concentration of wealth, culture, and governmental authority that humanity had ever seen. And even that was doomed to destruction. It was almost as though the men could read his mind or perhaps they interpreted the sad expression on his face. Baldy asked softly, â€Å"Is the Empire really going to be destroyed?† Seldon replied, softer still, â€Å"It might. It might. Anything might happen.† He rose, smiled at the men, and left, but in his thoughts he screamed: It will! It will! 2 Seldon sighed as he climbed into one of the skitters that were ranked side by side in the large alcove. There had been a time, just a few years ago, when he had gloried in walking briskly along the interminable corridors of the Library, telling himself that even though he was past sixty he could manage it. But now, at seventy, his legs gave way all too quickly and he had to take a skitter. Younger men took them all the time because skitters saved them trouble, but Seldon did it because he had to-and that made all the difference. After Seldon punched in the destination, he closed a contact and the skitter lifted a fraction of an inch above the floor. Off it went at a rather casual pace, very smoothly, very silently, and Seldon leaned back and watched the corridor walls, the other skitters, the occasional walkers. He passed a number of Librarians and, even after all these years, he still smiled when he saw them. They were the oldest Guild in the Empire, the one with the most revered traditions, and they clung to ways that were more appropriate centuries before-maybe millennia before. Their garments were silky and off-white and were loose enough to be almost gownlike, coming together at the neck and billowing out from there. Trantor, like all the worlds, oscillated, where the males were concerned, between facial hair and smoothness. The people of Trantor itself-or at least most of its sectors-were smooth-shaven and had been smooth-shaven for as far back as he knew-excepting such anomalies as the mustaches worn by Dahlites, such as his own foster son, Raych. The Librarians, however, clung to the beards of long ago. Every Librarian had a rather short neatly cultivated beard running from ear to ear but leaving bare the upper lip. That alone was enough to mark them for what they were and to make the smooth-shaven Seldon feel a little uncomfortable when surrounded by a crowd of them. Actually the most characteristic thing of all was the cap each wore (perhaps even when asleep, Seldon thought). Square, it was made of a velvety material, in four parts that came together with a button at the top. The caps came in an endless variety of colors and apparently each color had significance. If you were familiar with Librarian lore, you could tell a particular Librarian's length of service, area of expertise, grades of accomplishment, and so on. They helped fix a pecking order. Every Librarian could, by a glance at another's hat, tell whether to be respectful (and to what degree) or overbearing (and to what degree). The Galactic Library was the largest single structure on Trantor (possibly in the Galaxy), much larger than even the Imperial Palace, and it had once gleamed and glittered, as though boasting of its size and magnificence. However, like the Empire itself, it had faded and withered. It was like an old dowager still wearing the jewels of her youth but upon a body that was wrinkled and wattled. The skitter stopped in front of the ornate doorway of the Chief Librarian's office and Seldon climbed out. Las Zenow smiled as he greeted Seldon. â€Å"Welcome, my friend,† he said in his high-pitched voice. (Seldon wondered if he had ever sung tenor in his younger days but had never dared to ask. The Chief Librarian was a compound of dignity always and the question might have seemed offensive.) â€Å"Greetings,† said Seldon. Zenow had a gray beard, rather more than halfway to white, and he wore a pure white hat. Seldon understood that without any explanation. It was a case of reverse ostentation. The total absence of color represented the highest peak of position. Zenow rubbed his hands with what seemed to be an inner glee. â€Å"I've called you in, Hari, because I've got good news for you. We've found it! â€Å"By ‘it,' Las, you mean-â€Å" â€Å"A suitable world. You wanted one far out. I think we've located the ideal one.† His smile broadened. â€Å"You just leave it to the Library. Hari. We can find anything.† â€Å"I have no doubt, Las. Tell me about this world.† â€Å"Well, let me show you its location first.† A section of the wall slid aside, the lights in the room dimmed, and the Galaxy appeared in three-dimensional form, turning slowly. Again, red lines marked off the Province of Anacreon, so that Seldon could almost swear that the episode with the three men had been a rehearsal for this. And then a brilliant blue dot appeared at the far end of the province. â€Å"There it is,† said Zenow. â€Å"It's an ideal world. Sizable, well-watered, good oxygen atmosphere, vegetation, of course. A great deal of sea life. It's there just for the taking. No planet-molding or terraforming required-or, at least, none that cannot be done while it is actually occupied.† Seldon said, â€Å"Is it an unoccupied world, Las?† â€Å"Absolutely unoccupied. No one on it.† â€Å"But why-if it's so suitable? I presume that, if you have all the details about it, it must have been explored. Why wasn't it colonized?† â€Å"It was explored, but only by unmanned probes. And there was no colonization-presumably because it was so far from everything. The planet revolves around a star that is farther from the central black hole than that of any inhabited planet-farther by far. Too far, I suppose, for prospective colonists, but I think not too far for you. You said, ‘The farther, the better.' â€Å" â€Å"Yes,† said Seldon, nodding. â€Å"I still say so. Does it have a name or is there just a letter-number combination?† â€Å"Believe it or not, it has a name. Those who sent out the probes named it Terminus, an archaic word meaning ‘the end of the line.' Which it would seem to be.† Seldon said, â€Å"Is the world part of the territory of the Province of Anacreon?† â€Å"Not really,† said Zenow. â€Å"If you'll study the red line and the red shading, you will see that the blue dot of Terminus lies slightly outside it-fifty light-years outside it, in fact. Terminus belongs to nobody; it's not even part of the Empire, as a matter of fact.† â€Å"You're right, then, Las. It does seem like the ideal world I've been looking for.† â€Å"Of course,† said Zenow thoughtfully, â€Å"once you occupy Terminus, I imagine the Governor of Anacreon will claim it as being under his jurisdiction.† â€Å"That's possible,† said Seldon, â€Å"but we'll have to deal with that when 1 he matter comes up.† Zenow rubbed his hands again. â€Å"What a glorious conception. Setting up a huge project on a brand-new world, far away and entirely isolated, so that year by year and decade by decade a huge Encyclopedia of all human knowledge can be put together. An epitome of what is present in this Library. If I were only younger, I would love to join the expedition.† Seldon said sadly, â€Å"You're almost twenty years younger than I am.† (Almost everyone is far younger than I am, he thought, even more sadly.) Zenow said, â€Å"Ah yes, I heard that you just passed your seventieth birthday. I hope you enjoyed it and celebrated appropriately.† Seldon stirred. â€Å"I don't celebrate my birthdays.† â€Å"Oh, but you did. I remember the famous story of your sixtieth birthday.† Seldon felt the pain, as deeply as though the dearest loss in all the world had taken place the day before. â€Å"Please don't talk about it,† he said. Abashed, Zenow said, â€Å"I'm sorry. We'll talk about something else. If, indeed, Terminus is the world you want, I imagine that your work on the preliminaries to the Encyclopedia Project will be redoubled. As you know, the Library will be glad to help you in all respects.† â€Å"I'm aware of it, Las, and I am endlessly grateful. We will, indeed, keep working.† He rose, not yet able to smile after the sharp pang induced by the reference to his birthday celebration of ten years back. He said, â€Å"So I must go to continue my labors.† And as he left, he felt, as always, a pang of conscience over the deceit he was practicing. Las Zenow did not have the slightest idea of Seldon's true intentions. 3 Hari Seldon surveyed the comfortable suite that had been his personal office at the Galactic Library these past few years. It, like the rest of the Library, had a vague air of decay about it, a kind of weariness-something that had been too long in one place. And yet Seldon knew it might remain here, in the same place, for centuries more-with judicious rebuildings-for millennia even. How did he come to be here? Over and over again, he felt the past in his mind, ran his mental tendrils along the line of development of his life. It was part of growing older, no doubt. There was so much more in the past, so much less in the future, that the mind turned away from the looming shadow ahead to contemplate the safety of what had gone before. In his case, though, there was that change. For over thirty years psychohistory had developed in what might almost be considered a straight line-progress creepingly slow but moving straight ahead. Then six years ago there had been a right-angled turn-totally unexpected. And Seldon know exactly how it had happened, how a concatenation of events came together to make it possible. It was Wanda, of course, Seldon's granddaughter. Hari closed his eyes and settled into his chair to review the events of six years before. Twelve-year-old Wanda was bereft. Her mother, Manella, had had another child, another little girl, Bellis, and for a time the new baby was a total preoccupation. Her father, Raych, having finished his book on his home sector of Dahl, found it to be a minor success and himself a minor celebrity. He was called upon to talk on the subject, something he accepted with alacrity, for he was fiercely absorbed in the subject and, as he said to Hari with a grin, â€Å"When I talk about Dahl, I don't have to hide my Dahlite accent. In fact, the public expects it of me.† The net result, though, was that he was away from home a considerable amount of time and when he wasn't, it was the baby he wanted to see. As for Dors-Dors was gone-and to Hari Seldon that wound was ever-fresh, ever-painful. And he had reacted to it in an unfortunate manner. It had been Wanda's dream that had set in motion the current of events that had ended with the loss of Dors. Wanda had had nothing to do with it-Seldon knew that very well. And yet he found himself shrinking from her, so that he also failed her in the crisis brought about by the birth of the new baby. And Wanda wandered disconsolately to the one person who always seemed glad to see her, the one person she could always count on. That WAS Yugo Amaryl, second only to Hari Seldon in the development of psychohistory and first in his absolute round-the-clock devotion to it. Hari had had Dors and Raych, but psychohistory was Yugo's life; he had no wife and children. Yet whenever Wanda came into his presence, something within him recognized her as a child and he dimly felt-for just that moment-a sense of loss that seemed to be assuaged only by showing the child affection. To be sure, he tended to treat her as a rather undersized adult, but Wanda seemed to like that. It was six years ago that she had wandered into Yugo's office. Yugo looked up at her with his owlish reconstituted eyes and, as usual, took a moment or two to recognize her. Then he said, â€Å"Why, it's my dear friend Wanda. But why do you look so sad? Surely an attractive young woman like you should never feel sad.† And Wanda, her lower lip trembling, said, â€Å"Nobody loves me.† â€Å"Oh come, that's not true.† â€Å"They just love that new baby. They don't care about me anymore.† â€Å"I love you, Wanda.† â€Å"Well, you're the only one then, Uncle Yugo.† And even though she could no longer crawl onto his lap as she had when she was younger, she cradled her head on his shoulder and wept. Amaryl, totally unaware of what he should do, could only hug the girl and say, â€Å"Don't cry. Don't cry.† And out of sheer sympathy and because he had so little in his own life to weep about, he found that tears were trickling down his own cheeks as well. And then he said with sudden energy, â€Å"Wanda, would you like to see something pretty?† â€Å"What?† sniffled Wanda. Amaryl knew only one thing in life and the Universe that was pretty. He said, â€Å"Did you ever see the Prime Radiant?† â€Å"No. What is it?† â€Å"It's what your grandfather and I use to do our work. See? It's right here.† He pointed to the black cube on his desk and Wanda looked at it woefully. â€Å"That's not pretty,† she said. â€Å"Not now,† agreed Amaryl. â€Å"But watch when I turn it on.† He did so. The room darkened and filled with dots of light and flashes of different colors. â€Å"See? Now we can magnify it so all the dots become mathematical symbols.† And so they did. There seemed a rush of material toward them and there, in the air, were signs of all sorts, letters, numbers, arrows, and shapes that Wanda had never seen before. â€Å"Isn't it pretty?† asked Amaryl. â€Å"Yes, it is,† said Wanda, staring carefully at the equations that (she didn't know) represented possible futures. â€Å"I don't like that part, though. I think it's wrong.† She pointed at a colorful equation to her left. â€Å"Wrong? Why do you say it's wrong† said Amaryl, frowning. â€Å"Because it's not†¦ pretty. I'd do it a different way.† Amaryl cleared his throat. â€Å"Well, I'll try to fix it up.† And he moved closer to the equation in question, staring at it in his owlish fashion. Wanda said, â€Å"Thank you very much, Uncle Yugo, for showing me your pretty lights. Maybe someday I'll understand what they mean.† â€Å"That's all right,† said Amaryl. â€Å"I hope you feel better.† â€Å"A little, thanks,† and, after flashing the briefest of smiles, she left the room. Amaryl stood there, feeling a trifle hurt. He didn't like having the Prime Radiant's product criticized-not even by a twelve-year-old girl who knew no better. And as he stood there, he had no idea whatsoever that the psychohistorical revolution had begun. 4 That afternoon Amaryl went to Hari Seldon's office at Streeling University. That in itself was unusual, for Amaryl virtually never left his own office, even to speak with a colleague just down the hall. â€Å"Hari,† said Amaryl, frowning and looking puzzled. â€Å"Something very odd has happened. Very peculiar.† Seldon looked at Amaryl with deepest sorrow. He was only fifty-three, but he looked much older, bent, worn down to almost transparency. When forced, he had undergone doctors' examinations and the doctors had all recommended that he leave his work for a period of time (some said permanently) and rest. Only this, the doctors said, might improve his health. Otherwise-Seldon shook his head. â€Å"Take him away from his work and he'll die all the sooner-and unhappier. We have no choice.† And then Seldon realized that, lost in such thoughts, he was not hearing Amaryl speak. He said, â€Å"I'm sorry, Yugo. I'm a little distracted. Begin again.† Amaryl said, â€Å"I'm telling you that something very odd has happened. Very peculiar.† â€Å"What is it, Yugo?† â€Å"It was Wanda. She came in to see me-very sad, very upset.† â€Å"Why?† â€Å"Apparently it's the new baby.† â€Å"Oh yes,† Hari said with more than a trace of guilt in his voice. â€Å"So she said and cried on my shoulder-I actually cried a bit, too, Hari. And then I thought I'd cheer her up by showing her the Prime Radiant.† Here Amaryl hesitated, as if choosing his next words carefully. â€Å"Go on, Yugo. What happened?† â€Å"Well, she stared at all the lights and I magnified a portion, actually Section 428254. You're acquainted with that?† Seldon smiled. â€Å"No, Yugo, I haven't memorized the equations quite as well as you have.† â€Å"Well, you should,† said Amaryl severely. â€Å"How can you do a good job if-But never mind that. What I'm trying to say is that Wanda pointed to a part of it and said it was no good. It wasn't pretty. â€Å" â€Å"Why not? We all have our personal likes and dislikes.† â€Å"Yes, of course, but I brooded about it and I spent some time going over it and, Hari, there was something wrong with it. The programming was inexact and that area, the precise area to which Wanda pointed, was no good. And, really, it wasn't pretty.† Seldon sat up rather stiffly, frowning. â€Å"Let me get this straight, Yugo. She pointed to something at random, said it was no good, and she was right?† â€Å"Yes. She pointed, but it wasn't at random; she was very deliberate.† â€Å"But that's impossible.† â€Å"But it happened. I was there.† â€Å"I'm not saying it didn't happen. I'm saying it was just a wild coincidence.† â€Å"Is it? Do you think, with all your knowledge of psychohistory, you could take one glance at a new set of equations and tell me that one portion is no good?† Seldon said, â€Å"Well then, Yugo, how did you come to expand that particular portion of the equations? What made you choose that piece for magnification?† Amaryl shrugged. â€Å"That was coincidence-if you like. I just fiddled with the controls.† â€Å"That couldn't be coincidence,† muttered Seldon. For a few moments he was lost in thought, then he asked the question that pushed forward the psychohistorical revolution that Wanda had begun. He said, â€Å"Yugo, did you have any suspicions about those equations beforehand? Did you have any reason to believe there was something wrong with them?† Amaryl fiddled with the sash of his unisuit and seemed embarrassed. â€Å"Yes, I think I did. You see-â€Å" â€Å"You think you did?† â€Å"I know I did. I seemed to recall when I was setting it up-it's a new section, you know-my fingers seemed to glitch on the programmer. It looked all right then, but I guess I kept worrying about it inside. I remember thinking it looked wrong, but I had other things to do and I just let it go. But then when Wanda happened to point to precisely the area I had been concerned about, I decided to check up on her-otherwise I would just have let it go as a childish statement.† â€Å"And you turned on that very fragment of the equations to show Wanda. As though it were haunting your unconscious mind.† Amaryl shrugged. â€Å"Who knows?† â€Å"And just before that, you were very close together, hugging, both crying.† Amaryl shrugged again, looking even more embarrassed. Seldon said, â€Å"I think I know what happened, Yugo. Wanda read your mind.† Amaryl jumped, as though he had been bitten. â€Å"That's impossible!† Slowly Seldon said, â€Å"I once knew someone who had unusual mental powers of that sort†-and he thought sadly of Eto Demerzel or, as Seldon had secretly known him, Daneel-â€Å"only he was somewhat more than human. But his ability to read minds, to sense other people's thoughts, to persuade people to act in a certain way-that was a mental ability. I think, somehow, that perhaps Wanda has that ability as well.† â€Å"I can't believe it,† said Amaryl stubbornly. â€Å"I can,† said Seldon â€Å"but I don't know what to do about it.† Dimly lie felt the rumblings of a revolution in psychohistorical research-but only dimly.