Organization Learning and Development Essay

Hierarchical execution relies on HR, information and abilities of representatives. Association learning and improvement decide in general accomplishment of authoritative execution and market position of an organization or firm. Changes happened in innovation, showcasing, and various administration procedures, some of which are worried about human issues. The vast majority of the progressions are made in a somewhat incoherent or piecemeal way. Following Revans (1980) learning in an association must be more prominent than or equivalent to the pace of progress in the earth. The methodology rising today is to utilize the developing assemblage of thoughts and deliberate idea to consider innovatory thoughts on association and to receive an increasingly efficient comprehenâ ¬sive glance at issues, with the goal that we take a gander at the entire as opposed to seeing separate parts. In present day condition, people have a great deal of opportunity, aside from specific laws of society, however when they join an association their opportunity is confined and their exertion must be gotten together with those of others to accomplish authoritative objectives through learning and advancement rehearses. Change can't happen if workers don't have adequate information and aptitudes vital for new authoritative condition. Following Argyris (1977) â€Å"organizational learning as the procedure of recognition and adjustment of errors† In his view associations learn through people going about as specialists for them† (refered to Malhotra 1996). For this situation, hierarchical learning turns into a change operator for the association. Following Polanyi, Nonaka and Takeuchi (1995) recognize two kinds of information, â€Å"tacit knowledge† and â€Å"explicit knowledge†, which impact authoritative learning and improvement. Workers need to obtain implied information and unequivocal information so as to meet individual and business objectives. Some administraâ ¬tive contraption is required through which administrative authority is worked out. Accordingly a progressive system is shaped which issues strategy articulations to guarantee any circumspection that people may have in their work is practiced in the soul or disposition of the association. Without implicit and unequivocal information, an association can't meet quickly evolving condition. This prerequisite is to some degree, in spite of the fact that not solely, subordinate upon the first. The degree of contribution of workers in the learning procedure will be essentially considerable. For the advancement of new plans to be fruitful a serious extent of reconciliation is required between completely concerned (e. g. building, creation the board and showcasing). Associations that are too unbendingly organized may discover mix of every single vital action extremely troublesome (Armstrong 2001). Scratch Bontis et al (2002) states that stock and stream of information influence three level in associations: individual, group and hierarchical. Direct business needs, which have been recognized from the investigation of the authoritative circumstance may best be met to some degree by some type of preparing which falls down the association. Determination in such cases is probably going to be on an expansive premise, in light of the fact that the judgment has just been made that the vast majority need this preparation. Despite the fact that there may be conversation with line directors, especially on who ought to go to first, choice ulâ ¬timately ought to be a focal choice, and ought to be necessary (Senior, 2001). Following Flood (1999) information and learning permit representatives to be better situated in association and allow them to endure and flourish in various conditions. Revans (1980) is correct expressing that learning in an association must be more noteworthy than the pace of progress since learning and advancement open new open doors for associations and permit the staff to meet the measures set down: diligence and extraordinary individual want to ace this information. Then again, information grows such significant aptitudes as the capacity to dissect and combine data about the clanking condition. In this circumstance, representatives consider widespread ideas and experience of others attempting to illuminate his/her life issues or attempting to discover answer for these difficulties (Schuler 1998). Without new information, workers rely on their own background and are restricted by partialities and life scope. Learning develops human inventiveness and encourages it to thrive. Authoritative learning and advancement help to make new viable information based on the current one creation representatives liberated from old innovations and perspectives on their friends. Following Weick (1991): â€Å"organizations are not worked to learn. Rather, they are examples of means-closes relations intentionally intended to make a similar routine reaction to various upgrades, an example which is contradictory to learning in the conventional sense† (refered to Malhotra 1996). Without authoritative learning and advancement, associations couldn't profit by outside universes relying upon their restricted world recognition. Opportunity of decision is the principle need given by instruction and information. They can pick without information however their decision would be incidental and can't ensure the best answer for the difficult you are confronted with. Hierarchical learning and advancement help associations to connect with the general public and others which likewise a key to opportunity (Mayo 1998). In the book â€Å"The Fifth Discipline†, Senge (1995) clarifies authoritative turn of events and execution through framework hypothesis. Associations are influenced by condition and have a structure which has both formal and casual components. The investigation of structure will cover how exercises are assembled, the quantity of levels in the chain of command, the degree to which authority is decentralized to divisions and units, and the connections that exist between various units and capacities. Senge states that frameworks thinking strategy encourages associations to change their exercises and become a learning association (Organizational Learning and Information Systems 2007). Five controls incorporate â€Å"building shared vision, mental models, group learning, individual dominance, frameworks thinking† (Senge 1995, p. 56). These standards are urgent in light of the fact that these components permit associations adjust to evolving conditions. In this way, without dynamic learning and improvement associations won't have the option to contend available and adjust changes. Learning procedure ought to be prier to change. Remembering the need to adopt an experimental and unexpected strategy to sorting out, as proposed over, the point of learning could be characterized as being to upgrade the courses of action for directing the issues. â€Å"A frameworks direction is prove through regular language delivering feeling that energizes more prominent interdependency in this way considering cross-utilitarian reasoning and capacities to be brought into a beneficial whole† (Barker, Camarata, 1998, p. 4). To do this, it is essential, to the extent conditions permit, to: explain the general motivations behind learning †the key pushes that administer what it does and how it capacities; characterize as unequivocally as conceivable the key exercises required to accomplish that reason; bunch these exercises sensibly together to maintain a strategic distance from pointless cover or duplicaâ ¬tion. Following Goh (1998) â€Å"Learning associations support these practices as well as have instruments or frameworks that permit them to occur. Some portion of this information move includes taking in fruitful practices from different associations and contenders as well† (p. 5). As Katz and Kahn (1964) composed: ‘Systems hypothesis is essentially worried about probâ ¬lems of relationship, of structure and of association. Thus, there is an impressive accentuation on the idea of exchanges across limits †between the framework and its condition and between the various pieces of the system† (Katz and Kahn, 1964, p. 48). As indicated by this hypothesis, all associations make them learn and improvement which impact advertise position and inventive way to deal with execution. Structures fuse a system of jobs and connections and are there to help during the time spent guaranteeing that aggregate exertion is expressly sorted out to accomplish indicated closes (Mayo 1998). Most workers require a lot of training to make proficient abilities and information. Associations are consistently reliant upon and affected by their surroundings. The essential trait of authoritative learning is that it changes contributions to yields inside its condition. The segments of authoritative learning incorporate the importation of vitality, the throughput, and the frameworks as cycle parts of associations (McNamara 2007). Authoritative learning and advancement incorporate key hierarchical procedures †an organization’s ‘task’ condition incorporates providers, markets and contenders; the more extensive condition incorporates factors, for example, open mentalities, financial and political frameworks, laws and so forth; representatives and other substantial resources †individuals, plant, and hardware; formal authoritative prerequisites †frameworks intended to direct the activities of workers (and machines); the social framework †culture (qualities and standards) and connections between workers as far as force, association and trust; innovation †the significant methods individuals use while occupied with hierarchical procedures and that are modified into machines; the prevailing alliance †the goals, techniques, individual attributes and inside connections of the individuals who administer the association all in all and control its essential strategy making (Reed 2001). In the event that associations can't set up their staff to a coming change, they will be unavoidably deserted. Revans is correct expressing that learning in a ‘organization must be more prominent than or equivalent to the pace of progress in the environment’ in light of the fact that associations rely on the learning and advancement as

Business law Essay Example | Topics and Well Written Essays - 500 words - 20

Business law - Essay Example It is appropriate in a business situation in which the gathering are capable met up and the gathering esteems a relationship that they have delighted in. A model is the situation wherein one gathering to an agreement has penetrated terms of an agreement. The gatherings can meet up with the point of reproducing the agreement or finding an appropriate solution for the harmed party. The exchange procedure will include the components of the Bloom’s Taxonomy as the gatherings think about accessible other options. The gatherings will recollect terms of the agreement and purposes behind the penetrate so as to comprehend their positions. They would then be able to utilize the data to produce potential arrangements. An assessment of the potential arrangements would then be able to illuminate the parties’ choice into plan of a cure or an assortment of solutions for the question. In executing the Bloom’s scientific classification in arrangement, the gathering can arrive at an answer that is adequate to them two and one that can continue their current relationship (Miller and Jentz 75; Overbaugh and Schultz 1). Intercession is another type of elective contest goals framework that parties in a business domain can utilize. The strategy includes the job of an outsider that attempts to unite the gatherings so as to arrive at an answer. The gathering is consistently nonpartisan to the contest and doesn't force any answer for the gatherings. The outsider may anyway propose arrangements and attempt to illuminate the clashing gatherings of the advantages of the arrangement. The gatherings to the contention anyway save the ability to settle on a choice on whether to determine the contention or not and the answer for acknowledge. Uncalled for business practice, for example, extorting promotion, is a case of a circumstance wherein intercession can be utilized. In the event that, the gatherings may have a strained between business relationship that makes it difficult for them to meet up and concur. An outsider can anyway unite them and help them to ponder the issue and comprehend its root

Marketing 101

Marketing 101 “It was the best of times. It was the worst of times.” â€" Charles DickensThere is something compelling about a well-written opening line. It draws the reader in and entices them to ignore the ringing telephone, disregard the piles of laundry that need to be attended to, forget about the meeting that is scheduled for the morning. Often, the true test of a story’s worth can be seen when the reader reaches the last page and reacts in alarm at having no more pages to turn, no other source of information about the characters that they have been getting to know. Storytelling is powerful: it can propel a person to action, enlighten the readers and inform the audience about a topic. Entrepreneurs who wish to maximize their marketing efforts can learn a few lessons from beloved authors. © Shutterstock.com | witittorn onkhawTo begin a marketing campaign of storytelling, you must 1) understand the definition of marketing storytelling, 2) know why storytelling works, 3) learn how to craft a storytelling strategy, 4) know how to evaluate the success of a campaign, and, 5) be able to identify successful storytelling brands.MARKETING STORYTELLING: THE DEFINITIONStorytelling is the process of making a connection with the customer first, and selling a product second. This method of marketing is contrary to most advertising programs, and often seems more like a creative writing program than a marketing strategy. Through skillful writing, however, a story is created that not only connects with customers; it establishes the company as a trusted resource. Properly done, the story is the primary focus and the product takes a backseat to the journey the story provides. A customer makes an emotional connection with the story, and the message is considered genuine. Interestingly, even though the customer is aware that the story is being used to ultimately sell something, they are still more inclined to purchase based on the connection they made through the story.How can storytelling relate to marketing?Knowing which type of story to tell is an important feature in using storytelling as a marketing tool. Storytelling comes in a variety of forms; the trick is in knowing which one is best suited to meet the needs of your marketing strategy.One of the primary storytelling forms is the educational story. Using your marketing efforts to educate consumers provides your company with the opportunity to establish a trusted reputation as a source of valuable information. Educational storytelling can incorporate factual information about topics related to your business, use simple stories to communicate difficult concepts and use illustrations to demonstrate services.Capitalizing on the current news of the day is another way to weave storytelling into your marketing str ategy. Finding ways to tie current news stories into relevant pieces of information that will affect your customers is a smart way to use storytelling. Will new legislation affect how your business works? Does the new zoning plan change the type of business in a certain section of the city?Client stories are another type of storytelling that can be a powerful marketing tool. As you develop a relationship with clients, you have opportunity to learn their stories â€" how they use your services or products, how you’ve helped them. Ask for permission to use their story, and then add it to your promotional materials. Use their success as an opportunity to showcase how you were able to help, letting potential customers know that you’ll do the same for them.There are powerful stories that have been passed down through generations. These classic tales are often used as a means to communicate a deeper truth: slow and steady wins the race, you can do more than you think, you can’t pleas e everyone, believe in yourself, for example. Using classic stories as a storytelling technique can be a powerful method of relating to your customers. Through recognizable stories, your customers will feel a connection to the company and be more inclined to purchase from you.Customers who are looking for relevance and connection in their own lives are more likely to buy from a company that fills those basic needs. Sharing personal stories is one of the most powerful forms of storytelling because it demonstrates a level of transparency and vulnerability from the company. By allowing customers to see first-hand the tragedies and triumphs you’ve experienced, it cultivates trust and reliability, strengthening your relationship with them.Marketing Storytelling: Tell Effective Marketing Stories WHY STORYTELLING WORKSStories define the very essence of human life. Through stories, important lessons are shared, common values are identified and messages are communicated. Compelling stories create connections between people. When someone relates a story that you can identify with, even if you don’t know that person, you begin to feel a connection. The personal connection created by storytelling communicates authentic human experiences. Without using specific narrative, customers can identify ways that using a product or service benefits and enhances their life and are motivated to replicate the scenario in their own life.Through the power of the internet, the global marketplace is growing. This creates opportunity for businesses to expand into new cultures, which can present new challenges for reaching the target market. Through the use of storytelling, however, a company can tap into the global themes that affect every culture and people group. Themes like family, love, friendship, overcoming challenges and others are common to every nation. Crafting stories that highlight these themes is a highly effective means of creating connections. These connections help to u nite people in a global community. With the rising number of companies that are competing for the new global marketplace, it can be harder to set a company apart. The use of storytelling gives companies an edge and helps their voice to be heard over the crowd.Relating to a customer through storytelling allows the company to use the personal interaction to change attitudes about products or services. Stories can provide customers with a new perspective on a company, giving them the opportunity to evaluate products from a new angle. Even if they previously had no interaction with a company, a compelling story can give the customer the incentive they need to become more engaged with the company.CRAFTING A STORYTELLING MARKETING STRATEGYOnce you’ve decided to create a storytelling strategy, what are the steps you should take? What are the criteria for creating a compelling storytelling marketing campaign? By taking a few lessons from writers who have successfully crafted their marketi ng stories, any company can begin an effective campaign.Use truthThis may seem contradictory, when considering the creation of a storytelling campaign, but truth is essential in the marketing strategy. The story must include elements of reality, and that reality must be centered on the products or services that are offered. Even if the characters are fictional, the attributes of the product should be truthful and reliable. Successful stories must be consistent, show persistence, and exercise restraint. The stories should avoid confusion â€" they must stay true to the company ideals. If a company promotes healthy living, their marketing story should include that message. If the goal of the company is to encourage communication, the storyline should contain themes that support the goal.Create personalityStorytelling is not an advertisement or marketing pitch. It should create a persona that is identifiable with the company’s values, and be relatable to the customer. While it is not necessary to create a fictional character (Allstate’s Mayhem character is an example of this), it is important to include a character that drives the storyline. The character should be crafted to create an emotional connection with the audience, compelling them to take action.The storyline marketing campaign should follow a traditional story with a beginning, middle, and end.A story should begin with an introduction to the characters and setting. Conflicts and problems are introduced in the middle, and the resolution should be clear in the end. The story arc is important for customers to be able to follow and identify with, and instill the desire to share the story with others.Cliffhangers are equal parts exciting and aggravating.For the reader, getting to the end of a story with unresolved conflicts can be nerve wracking, especially when there is a delay before the next installment of the story is released. Generating that same level of excitement in a marketing campaign through storytelling can create compelling connections with customers. Leaving your customers (audience) with the feeling of wanting more is done through hooks in the storyline. Using teasers, “Coming soon” and other interest building techniques, your company can keep interest in the product and draw customers back repeatedly.Storytelling (The Power of Telling Stories) EVALUATING SUCCESSEvery marketing strategy must be evaluated for success. Without recognizable benchmarks, the process of storytelling can seem labor intensive and costly, for questionable results. How can a storytelling campaign be evaluated?Media attentionWhen a storyline is successful, it will begin to draw attention from media outlets. One of the primary indicators of success is that other people begin talking about what your company is talking about. A conversation that begins with “Did you see that new commercial?” or in other ways indicates that the storyline is moving into the everyday life of individuals is a sure sign that the marketing campaign is working.Media notoriety is not a sure-fire solution to generating sales, but it does help to generate interest in your product and company. Storytelling creates quality content, which creates better customer interactions. Those interactions can then spread through word of mouth, other social media tools and customer referrals, turning one storytelling campaign into a self-driving machine that continues to bring customer attention, even when the campaign is over.ROI (Return on Investment)Generating a buzz around a marketing campaign is exciting but ineffective if the audience doesn’t move into a new role as a customer. A simple poll of customers “Have you seen our new ad? What did you think?” is an easy way to gather feedback regarding the storytelling campaign. Tracking the impact of the campaign on profits can be difficult. However, a marked difference in sales before a campaign started and after the campaign launched can be a clear i ndication that storytelling is working. Through social media tools in combination with other marketing forms it is possible to determine the extent of your campaign’s reach and develop a good sense of the success of the strategy.Recently, at a conference about global impact, the CEO of Levi Strauss (the jeans company) made an off-hand remark about the fact that his jeans (that he was wearing at the time) had never been washed in a washing machine. He went on to explain that machine washing wasn’t ideal for the proper care of jeans, and that jeans didn’t need washing as frequently as many people think. His statement became a manifesto and it went viral almost overnight. Suddenly, Levi’s had a story, and a compelling one, at that. They generated a marketing strategy about the company position on water-usage reduction, capitalized on the media attention already focused on the story and are promoting their jeans (as well as sustainability) on a different scale than ever before.T he mystery of storytelling: Julian Friedmann at TEDxEaling SUCCESSFUL STORYTELLING BRANDSSome of the world’s most successful brands have used storytelling marketing strategies for years. There is no standard industry â€" storytelling works for not-for-profit organizations as well as it does for-profit businesses. The only criterion is the presence of an audience, and a call to action that the customer can act on. Regardless of the product or service, creating a storyline that can be used to connect with the audience is one of the most effective marketing methods available. Investigating successful storytelling companies can give insight into how to put a storytelling strategy to work for your company.ApplePerhaps most noticeable about Apple’s marketing strategy is the lack of storytelling. Apple’s campaigns focus on one thing: their products. So, how did Apple land the number one spot on Marketingweek’s brand ranking research? Simple. Apple created a story that puts the cons umer as the main character. Apple generates ad campaigns about people using their products in new, exciting and creative ways, and allows the audience to imagine themselves in the middle of the ad. Through Apple’s sense of company brand (innovative technology that changes the way people live), the ads show a multitude of ways that people can use their products in their everyday life. This form of storytelling is difficult to emulate and can backfire when not used consistently. Apple has effectively established itself as a storytelling master â€" leaving other companies to follow along in their wake and hope to catch up. McDonald’sMcDonald’s has long mastered the art of storytelling. Through their development of characters that eat at the restaurant for lunch, friends who bring each other dinner or share laughs over breakfast, McDonald’s has held a spot in the top five storytelling marketing campaigns. As a global company, they have successfully tied into the themes that affe ct the world, and have capitalized on their storytelling campaigns. Coca-ColaCoca-Cola recently unveiled a new initiative to promote its storytelling strategy. Through the use of multi-media approaches, they have created a story about friendship. Friends share laughter, events and memories, as well as a bottle of specially labelled Coca-cola products for “Friend”. Their bottle naming campaign is another method of bringing the global community together â€" everyone loves to have something personalized â€" why not your bottle of soda? Macmillan Cancer SupportBy using personal stories to draw interest in their non-profit organization, Macmillan Cancer Support is using storytelling to bring attention to the reality of cancer. Allowing the audience to share their own stories and anecdotal accounts provides a connection to the charity that often translates into donations. This non-profit organization has repeatedly outranked for-profit companies in their storytelling, a compelling rea son to understand the power of the personal story and harness it for your company. Incorporating storytelling into a marketing strategy provides another means of reaching potential customers. The truest forms of storytelling marketing are evidenced by the campaigns that leave the audience with strong emotional reaction. The commercials that bring viewers to tears, the print ads that are breathtaking, and the radio commercials that cause riotous laughter â€" storytelling is powerful and effective and can be used to generate customer connections and sales. Not only is storytelling better marketing, it is meaningful content that creates an authentic view of your company. Putting the ‘power of the pen’ to work for your company can bring long-lasting rewards, giving you a stronger profit margin and more effective communication with your customers.

Management Information System - Free Essay Example

Sample details Pages: 2 Words: 524 Downloads: 7 Date added: 2017/09/14 Category Advertising Essay Did you like this example? MANAGEMENT INFORMATION SYSTEM DEVELOPMENT OF LONG RANGE PLANS OF MIS INTRODUCTION Any kind of business calls for long range plans for success, the same being true for MIS. The plan for development and its implementation is a basic necessity for MIS. In MIS the information is recognised as a major resource like capital, time and capacity. Don’t waste time! Our writers will create an original "Management Information System" essay for you Create order We need an MIS system flexible enough to deal with the changing information needs of the organisation. Hence an ideal MIS system is an open system which interacts with the outside business environment and provides necessary required information. Hence designing of such systems is a complex task . It can only be achieved through MIS planning. The plan of MIS is concurrent to the business plan of the organisation. This is because the implementation of the business plan is based on the information provided by MIS. To ensure such an alignment possibility, its necessary that the business plan-strategic or otherwise, states the information needs. Long range MIS plan provides direction for the development of the systems, and provides a basis for achieving the specific targets or tasks against a time frame. CONTENTS OF THE MIS PLAN (IN THE CONTEXT OF MIS PLAN IS LINKED TO BUSINESS PLAN) )MIS GOALS AND OBJECTIVES It is necessary to develop the goals and objectives which will support the business goals. The MIS goals and objectives will consider management philosophy, policy constraints, business risks, internal and external environment of the organisation and the business. 2)STRATEGY FOR THE PLAN ACHIEVEMENT a)Development strategy- An online, a batch, a real time b)System development strategy- Any approach to the system development-operational versus fucctional; Accounting versus Analysis; Database versus Conventional approach; Distributed versus Decentralised rocessing; One datsbase versus Multiple datsbases SSAD vs OOT. c)Resource for system development: in-house versus external, customized development versus the use of packages. d)Manpower composition: Analyst, programmer skills and know-how 3)THE ARCHITECTURE OF MIS The architecture of the MIS plan provides a system and subsystem structure and their input, output and linkages. It also provides a way to handle the systems or subsystems by the way of simplification, coupling, and decouplinf of subsystems. It spells out in detail the subsystems from the dats entry to processing, analysis to modelling and storage to printing. 4)THE SYSTEM DEVELOPMENT SCHEDULE A schedule is made for the development of the system. While preparing the schedule due consideration is given to the importance of the system in the overall information requirement. Due regard is also given to logical system development. For example, it is necessary to develop the accounting system first and then the analysis. 5)HARDWARE AND SOFTWARE PLAN Giving due regard to the technical and operational feasibility, the economics of investment is worked out. Then the plan of procurement is made after selecting the hardware and software. One can take the phased approach of investment starting from the lower configuration of hardware going over to higher as development takes place. The process is to match the technical decisions with the financial decisions. The system development schedule is linked with the information requirements which in turn, are linked with the goals and objectives of the business.

Teacher Pupil Education - Free Essay Example

Sample details Pages: 9 Words: 2551 Downloads: 4 Date added: 2017/06/26 Category Education Essay Type Review Level High school Did you like this example? Review of literature This literature review looks at how teachers develop pupils through physical education using quality standards and which teaching styles are required? This review of literature will look at how the quality standards of teaching and support within PE can help pupils develop their talents. Teachers are required to develop pupils through using the quality standards of teaching as recommended by the government. Talent development within schools has been looked at in greater detail by the department of education and skills (DFES) in (2001) and (2002) and the Office for Standards in Education (OFSTED) (2003). Don’t waste time! Our writers will create an original "Teacher Pupil Education" essay for you Create order The provision of schemes such as the PESSCL strategy and enrichment schemes can see if these help pupils develop within schools. The different types of teacher styles can also be an important factor to each individuals talent development. What is talent? Talent matters describes talented pupils who demonstrate high-level ability within a range of PE contexts, or have the potential to do so. www.talentmatters.org (Gagne 2000, p. 67) believes talent is, the superior mastery of systematically developed abilities (called competencies or talent) and knowledge in at least one field of human activity to a degree that places a childs achievement within at least the upper 10% of age peers who are actively in that field or fields Trackle et Cushion (2006, p. 267). Freeman (1998) goes on to mention that in defining Gifted and Talented pupils as those who either demonstrate exceptionally high level performanceà ¢Ã¢â€š ¬Ã‚ ¦ or those whose potential for excellence has not yet been recognized Bailey et al, (2004 pp134). Every school has talented pupils these pupils once identified, require high quality teaching and support to help them fully realize their talents www.talentmatters.org. Within schools, teachers are the people resp onsible for developing talented pupils of which whom demonstrate high level ability within physical education. High quality talent development is characterized by identification and selection, teaching and supporting, professional development and policy www.talentmatters.org. This was considered an interest by the government as they believed that children that had great ability within physical education could be developed into sports players that may well compete at the highest level. The Department for Education and Skills (DFES, 2001) mentioned that the identification and development of children in schools is the foundation for future elite performance and international success (DCMS, 2000; Kirk Gorely, 2000). Bailey, Tan, Morley, (2004) also believe that the governments huge emphasis on the identification and development of talented pupils within schools will improve a pupils performance as well as giving them the best opportunity to perhaps progress through to the el ite level after their school education is complete. Office for Standards in Education, 2001 (OfSTED 2001) mentions that achievement criterion within schools should not just work with high ability children who are achieving through physical performance but those pupils who have the potential and make every effort to achieve. Freeman et al., (1998 pp137), mentions they should take a broader perspective, encompassing the potential to excel. Talent matters also mentioned that schools should recognize pupils who are currently achieving, underachieving or have the potential to achieve a high level ability. The problem also found here with talented pupils or pupils that may have the potential to excel is that the school can only identify a limited number of pupils who have talent. Bailey et al (2004). Bailey et al (2004), mentions that the flexible provision for gifted and talented pupils is limited to one third per year group which gives less opportunity for all pupils to deve lop. This is probably due to teachers not having the time to help every child progress and develop which affects pupils that have potential but wont be identified purely because of the time for identification to be observed. (Office for Standards in Education, 2001) can only identify approximately the same proportion of gifted and talented pupils each time within each year group although there could be a year group with more gifted children that cannot be identified by schools due to the proportion. Bailey et al (2004). This is why the government has tried to set a framework on the provision of school-based mainstream curricular identification and provision strategies which should develop talented pupils. Fisher, (1996); Beashel, (2002), found it unfortunate that evidence is showing a proportion of pupils excluded from activities, because not being given the opportunity or support to develop their selves which is why these new strategies and schemes should be put in place within schools to prevent any talented pupils being excluded. Government plans for provision of school-based mainstream curricular identification and provision strategies are put in place within schools so it can help teachers identify this talent and develop them to the elite level as mentioned by Kirk et al, (2000). Qualifications and Curriculum Authority (QCA) mention that schools systems and teachers need to consider the best way of identifying talent, which could be through assessing a pupils ability which can help keep tracks of their progress www.qca.org.uk. The quality standards is a measure of high quality practice in the identification, selection, teaching and support of talented pupils, as well as the professional development of teachers involved and associated school policy. A model was produced by the talent matters which showed abilities that were needed, to develop talent and how quality standards of identification and teacher support could produce t he best outcomes for pupils within physical education. Looking at appendix 1 shows the model of talent development, and if quality standards are met then it would help produce, Lifelong physical activity Rewarding PE experiences Elite sport performance Sport leadership www.talentmatters.org Research has shown that PE and school sport focuses its time on regular and frequent practice, therefore the activity should motivate everyone within the group to take part which will help top level performers progress quicker. www.qca.org.uk When talent has been identified it is important to give the pupils with talent the best support and high quality of teaching to fully develop their talents. www.talentmatters.org. High quality talent development is needed to be taken seriously as it can enhance an individuals learning, and achieve the outcomes bulleted above, but this can only be helped if the support and guidance is there from their teachers. It was found that pupils who are highly motivated to achieve and have excellent knowledge of activities but not the most skilful within performance, do gradually develop if the teacher has an open approach and gives the same support through a positive impact on the learning of all pupils as mentioned by www.talentmatters.org. Although it was found by (Hellison Templin, 1991; Bailey, 2002) that some pupils with great knowledge and understanding of PE were excluded as their talent doesnt shine through physical performance, which is not recognized by some teachers as talent (Hellison Templin, 1991; Bailey, 2002). This shows why there arent enough talented pupils as opportunity isnt available to all. Gifted and talented pupils need to be acknowledged for the different abilities they have and that specific development programmes should exist to suit their educational needs. Bailey et al (2006). (Doll-Tepper Scoretz, 2001), mention, Physical education can contribute to a wide range of recreational and career outcomes, and among the most important of these, we suggest, is lifelong physical activity Bailey et al (2006, p.215). The government invented the schemes below which offer the range of quality teaching, coaching and learning for talented pupils in order to raise the ir attainment, aspirations, motivation and self-esteem. High quality teaching and support involves positive working relationships between relevant internal and external groups www.talentmatters.org. PESSCL strategy EIC scheme Enrichment schemes A programme called Physical Education School Sport Club links (PESSCL) strategy was introduced to include all children in more sporting activities within school and out of school activities. This scheme was supported by  £459 million by the central government and was set up to ensure all pupils have the opportunity to participate in physical activity in and outside of school www.llrsport.co.uk. The main aim of the governments PESSCL strategy, enhance the take-up of sporting opportunities by five-to-sixteen-year-olds by increasing the percentage of school children who spend a minimum of two hours each week on high quality PE and school sport within and beyond the curriculum from 25% in 2002 to 75% in 2006 and 85% by 2008 www.llrsport.co.uk. PESSCL has seen a higher percentage of children are getting involved with PE and sport as better support and opportunity is available, and more talented pupils able to develop through high quality PE and sport at school. A 20 04/2005 school sports survey across most of England has shown that pupils have been spending at least two hours of time within high quality physical education lessons. This survey also mentions, the number of pupils identified as gifted and talented and receiving extra coaching in PE and sport has more than doubled to 106,100 from 44,400 last yearwww.llrsport.co.uk. The school sport survey showed the amount of children taking part in two hours of high quality PE was achieved a year early, which the new aim of the government is for each child to have access to five hours a week by 2012 www.youthsporttrust.org. This will have a great affect on children and should hopefully help teachers develop talented pupils through high quality teaching as there are extra hours of activity to look at more pupils. Montgomery, (2002), also found that sports based programmes often ignored pupils who are potentially talented, and are underachieving as a lack of opportunity and support isn t given which is why this extra curriculum sport will help develop talented pupils. The Qualifications and Curriculum Authority (QCA) mention that supporting talented pupils by giving opportunities can help develop their ability. The QCA mention that pupils should have the opportunity to practice, and their performance should be in context which considers their age, ability and size. www.qca.org.uk. Schools were found to have an inadequacy of existing educational procedures and provisions in which the UK government made sure that the schools were identifying and developing gifted and talented pupils as part of an Excellence in Cities (EiC) scheme (DFEE, 2000). Bailey et al, (2004). the excellence in Cities Scheme (EIC) this was introduced in march 1999 and had a strategy to raise education standards promoting education and partnership and disseminating good practice to the wide education community. Bailey et al (2004). The EIC scheme works closely with DFES and want to d evelop the quality of PE and sport Provision to ensure that pupils get the best opportunity to develop. Through the use of inclusion the government mentions that the needs of very able pupils are truly inclusive and can cater for the abilities within the whole group Bailey et al (2004 p. 135). Another way in which development of talented children can be helped is through enrichment programmes. This is common to provision and includes out of school opportunities. Enrichment can develop a childs knowledge within a subject area, and in different environments and situations. There is also opportunity for the talented pupils to be worked with by sports coaches in after school clubs Bailey et al (2006). The Qualifications and Curriculum Authority (QCA) mention the enrichment process and how knowledge can help a child develop within an activity at their pace of learning providing there is good support by a teacher. Broadening the range of pupils knowledge and experience by pr oviding different types of activity from within the same area of activity. For example, in gymnastic activities, talented pupils could use apparatus for rhythmic gymnastics rather than traditional apparatus; pupils learning basketball and netball could be given opportunities to use their knowledge and skills in handballwww.qca.org.uk. These activities require the teacher to use certain teacher styles to develop each pupil towards working at tasks at their own ability level. This is supported by Bailey et al (2006), who mentions that if teachers identify the right skills by supporting children through activities and having a focus on specific abilities so that each individual student gets assessed at their own level Bailey et al (2006 p.217). Teachers can support and develop each pupils ability through using appropriate teaching styles which is suitable to the lesson being taught. This enables each child to get the best learning and quality of teaching which is linked with Mosstons theory of teaching styles. Mosstons theory is how different teachers use their own personal preference to installing learning towards their pupils. Mosstons theory was originated in 1966 and was a detailed analysis of teaching styles and behaviours amongst teachers and student interactions www.sports-media.org. The spectrum established a framework of possible options in the relationship between teacher and learner (Mosston Ashworth, 1986) and was based on the central importance of decision making www.sports-media.org. The spectrum teaching styles was broken down into three areas; Pre impact, which teachers would need to consider preparation, learning objectives, organization and presentation before the practice commenced. Impact, which teachers would have to make decisions relating to the performance and execution of the activity. Post impact, which includes evaluation of performance and feedback to learner from teacher www.sports-media.org. The spectrum has ten styles of teaching where a teacher may be completely direct towards a lesson or where he/she can allow the student to have a role where more responsibility is needed to make decisions with the teacher just overlooking the lesson to make sure it is safe and to provide any feedback www.sports-media.org. The ten teaching styles are; Command- teacher makes all decisions Practice- students carry out teacher-prescribed tasks Reciprocal- students work in pairs; one performs, the other provides feedback. Self check- students assess their own performance against criteria Inclusion- teacher planned. Student monitor own work Guided discovery students solve teacher set movement problems. Divergent- students solve problems without assistance from the teacher. Individual- teacher determines content. Student plans the programme. Learner initiated- student plans own programme. Teacher is advisor. Self teaching- student takes full responsibility for the learning process. www.sports-media.org Teachers are responsible for identifying the talented children and using the best programme to suit their needs of learning and developing their abilities. Eyre, (1997) clarifies this as, a two-stage process in which talented students are recognized by teachers, after a programme of teaching or support is initiated Bailey et al (2006, p.216), in which these different types of teaching styles can help a child develop depending on what ability they are currently at. This is known as structured learning, which is either informal (that is, self-taught) or formal learning (such as taught within schools by a practitioner). Bailey et al (2006). Without any type of structured learning children will not benefit from an activities or have the opportunity to improve their ability. The more talented or higher ability pupil may require a programme to suit their own development where individual practice and provision to guidance of learning may be quicker f or them to develop. Conceptually, practice could be subsumed under the provision label, as it relates to informal or formal learning, but its vital importance for the development of talent is such that we suggest it warrants discrete consideration Bailey et al (2006 p.216). These all offer different options for a teacher to use depending on what accommodates the childrens needs and best ways of them developing through learning. It could also depend on which lesson was being taught as to which style of teaching would need to be used.

Science, Philosophy and Society Free Essays

Subject: Science, Philosophy and Society Question: Do you know you are not in the Matrix, and does it matter? From my understanding, I am not live in a real life, I live in some kind of system such as Matrix Philosophers and physicists were discussed a lot about the matrix that we live in, so and they gave much more ideas about the computer simulation and a real life. From my point of view, we are absolutely live in the matrix, and the life is not real that we live. I think the world is somehow like a system and everything depends on one another. We will write a custom essay sample on Science, Philosophy and Society or any similar topic only for you Order Now And I have enough clear reasons and examples to prove that. So if we think carefully and logically, we can admit that the life we live in is not real. Why?Let’s think logically, about on the planet Earth that we live in. If the moon was just a little bit further or closer away from our planet how that would affect and change everything and if we were further closer to the sun how that would affect and change everything and how our body has these complex functions process oxygen and sunlight what it produces and we it’s so complicated. And how we create, so we have been created right everything that we create in our society starts with a thought by our brain. The world we live in feels normal and ordinary. It feels like this is just how humans exist and always existed. But its not. According to my understanding, our planet is going round its axis, and we can not live on the planet than from the planet Earth. We are protected by the layers of the sky, and we are given air and water for our lives, and we will do other important things for survive by ourselves. For example; we are creating different types of physical and intelligent techniques to make things physically easer, and we are contrive different kind of products to use; we cultivate different kinds of plans to eat. If we do not do these things, we can not possibly imagine our lives. So from my understanding, it’s just like a perfectly structured program, and we’ve got this perfectly structured program, we have to play for alive and we have programmed into this planet Earth. Maybe my ideas are wrong, but think carefully, that our brain and body is such a perfectly structured system. For example; if we smell, hear, eat, touch, or see anything, we can not say it’s all real because everything we fell that automatically will send signals to our basic system which is brain. So we can easily say it is somehow like a system. If we do not have a brain we can not feel at all. Take an example of the stomach, and this is very complex such as other organisms is works like a system. So single cell of the 10000 trillions cells in our body actually has its own intelligence, yes is it incredible but when we zoom it, we can see it like a universe.Furthermore, how do we know that anything is exists how do we know there’s a world outside my mind I look around there a world of cars and tables and trees and buildings how do really that any of it is real I think none of them is real, so why? Because, many things that we see and the physical objects is not to show us the truth it is to hide the truth so that we do not have to deal with all that complexity and we have a little eye candy for our species that let us do what we need to do to stay alive. So we can see only outsides and we cannot see inside that things and as will as any kind of very little things. We can only see things simpler, but it will look totally different when we look at it with microscopic, closely-distinct, and distant proximity devices. For example, we cannot see bacteria floating in the air, so millions of different kinds of bacteria fly in the air we breathe. We cannot afford to see very small insects and neither plants. So I admire that everything that we see is not real. We see and feel this truth, but that does not mean we live in real life. We only see tenth of what we see around us, this mean we only see falsehood but not real.I believe that all people are created by Allah and live in a real life. And I want to say an example of a book created by God, the book is called Quran. If we take Islam from a religious point of view, if we see the Quran which is 1400yrs old, still mentions many facts which is we are not live in real life, for example we cannot see and feel any kind of the soul and the snouts, and this cannot be seen by human eyes, but animals can see it and also they can be seen on the camera images we are just living in a system that God has created, but we can see real life after we die. Some people may claim that the Quran was changed as new scientific facts were discovered. But this cannot be the case, because it is a historically documented fact that the Quran is preserved in it is original language. A Quran was written down and memorised by people during the lifetime of the Prophet Muhammad.Thank you for your time. How to cite Science, Philosophy and Society, Papers

Jealousy And Mistaken Identity In Shakespeare Essay Example For Students

Jealousy And Mistaken Identity In Shakespeare Essay Jealousyand Mistaken Identity in ShakespeareWilliam Shakespeares life is somewhatof a mystery to scholars due to the fact that most information that isknown is very scattered and sparse. No one knows the exact date ofShakespeares birth, but his baptism occurred on Wednesday, April 26, 1564. His father was John Shakespeare, a tanner, glover, dealer in grain, andtown official of Stratford. His mother, Mary, was the daughter ofRobert Arden, a prosperous gentleman-farmer. William Shakespeareand his family lived on Henley Street. A bond dated November 28, 1582 stated thatWilliam Shakespeare and Anne Hathaway entered into a marriage contract. The baptism of their eldest child, Susanna, took place in Stratford inMay of 1583. Hamnet and Judith, their twins were christened in thesame church one year and nine months later. In May of 1597, Shakespearepurchased a residential property in Stratford called New Place. Due to the fact that his father had suffered financial problems prior tothis date, it is assumed that Shakespeare must have achieved success byhimself. On March 25, 1616 William Shakespeare revised his last willand testament. He died on April 23, 1616. There are certainly many things in whichscholars cannot explain about the life of William Shakespeare, howeverthe facts that do exist are enough to identify him as a real person. He was a writer who, for the last three hundred years, has continued tobe a major influence on drama and poetry. Shakespeare wrote thirty-sevenplays that are all very unique in their style and subject matter. The themes vary anywhere from extreme jealousy to silly humor. Twomajor themes that are apparent in a lot of Shakespeares works are mistakenidentity and jealousy. The idea of mistaken identity as a plotdevice in comedies dates all the way back to the writers, Menander andPlautus, in the Greek and Roman times. Shakespeare borrowed thatdevice and used it to further his plots in his comedies. His artisticuse of mistaken identity is brilliantly used in many of his plays. In Shakespeares comedy, The Comedy ofErrors, mistaken identity is the sole story line of the play. Theidea of asking how one really knows who one is, is introduced, but theproblems that will occur between appearance and reality are not totallyrealized. As Shakespeare begins to write more about mistaken identity,his comic style using this ploy begins to develop more and more. In a very simple form, mistaken identityis shown in Twelfth Night. The twins are mistaken for each otherand this brings about a comic conflict throughout the play. Thissimple form of the plot device is extended when it becomes known that onetwin is actually a girl who would not normally be mistaken for her brother. This is a result because she has resorted to a disguise. Viola disguisingherself as Cessario is a beginning to the double meanings throughout thedialogue that Shakespeare uses as comedy within the playing of the words. When her twin brother, Sebastian, arrives her passive nature is mistakento be his and he is married to Olivia who thinks he is his disguised sister. As an audience member, part of the fun of mistaken identity is the soleenjoyment of trying to keep who is who straight and knowing something thatthe actors do not. Disguise is one of Shakespearesfavorite devices, found in many of his works. Through it he altersthe identity of an individual, which creates an elevated irony, a developedtheme, and an enhanced comic element to the story. In As You LikeIt, Shakespeare, by having characters in disguise, creates an outlet fornew ironies and comic twists throughout the work. The shepherdesswho is in love with the shepherd Ganymede who is really a girl (Rosalind)is one of the comic twists, as well as Orlando sharing feelings of loveto Ganymede who is really Orlandos love Rosalind in disguise. Onceagain the hidden and mistaken identity constructs this plot and furthersits comedy. The entire purpose of mistaken identity can only be accomplishedwhen a disguise is shown in the way to say and experience things in theone identity that can only be accomplished by the altar identity: thisis what composes the comedy within the words. For example, in MeasureFor Measure, the Duke uses disguise and mistaken identit y to reveal thetruth about Angelo, while simultaneously providing comic moments when Luciospeaks of the Duke to the Duke unaware of his true identity. .ue0413964d2387e67c81df8f0159f32fa , .ue0413964d2387e67c81df8f0159f32fa .postImageUrl , .ue0413964d2387e67c81df8f0159f32fa .centered-text-area { min-height: 80px; position: relative; } .ue0413964d2387e67c81df8f0159f32fa , .ue0413964d2387e67c81df8f0159f32fa:hover , .ue0413964d2387e67c81df8f0159f32fa:visited , .ue0413964d2387e67c81df8f0159f32fa:active { border:0!important; } .ue0413964d2387e67c81df8f0159f32fa .clearfix:after { content: ""; display: table; clear: both; } .ue0413964d2387e67c81df8f0159f32fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue0413964d2387e67c81df8f0159f32fa:active , .ue0413964d2387e67c81df8f0159f32fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0413964d2387e67c81df8f0159f32fa .centered-text-area { width: 100%; position: relative ; } .ue0413964d2387e67c81df8f0159f32fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0413964d2387e67c81df8f0159f32fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0413964d2387e67c81df8f0159f32fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue0413964d2387e67c81df8f0159f32fa:hover .ctaButton { background-color: #34495E!important; } .ue0413964d2387e67c81df8f0159f32fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0413964d2387e67c81df8f0159f32fa .ue0413964d2387e67c81df8f0159f32fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0413964d2387e67c81df8f0159f32fa:after { content: ""; display: block; clear: both; } READ: Psychophysics EssayAnother re-occurring theme throughout Shakespearesplays is jealousy. Perhaps the most outstanding form appears in Othello. It is a classic story of boy meets girl and the jealous lover, only withan extremely tragic ending. Othello and Desdemona are in love witheach other. Iago, the antagonist, wants Desdemona for himself andis extremely jealous of Othello. He plots a scheme to make Othellobelieve that Desdemona was having an affair with Cassio. Withouteven asking Desdemona if it is true or not, Othello kills her by smotheringher. Then, after becoming cognizant of the truth, he kills himself. Jealousy is a hard subject to write and read about because it is an emotionof terror, meaning that it can be extremely dangerous in any situation. Jealousy can produce tragic denouements. Iago says in the play, Ohbeware, my lord, of jealousy. It is the green-eyed monster whichdoth mock the meat it feeds on. Perhaps the theme of Othello isthat it is wise to find out the truth before jumping to conclusions becausejealousy can eat away your heart. The theme of jealousy throughout Shakespearesplays is a great plot device because it is a very universal emotion, whereasmistaken identity is exactly the opposite; it is something we can lookat and know that it would never happen, therefore we laugh. Bothdevices are efficient and produce extremely different reactions. In A Midsummer Nights Dream the jealousy is very differently portrayedthan it is in Othello. Hermia and Lysander are in love, however Demetriusis in love with Hermia as well. Helena is in love with Demetriusand very admirable of Hermia. O, teach me how you look and withwhat art you sway the motion of Demetrius heart. The jealousy inthis play is in its simplest form. Helena is jealous of the lovethat Demetrius has for Hermia and wants his attention turned toward her. This type of jealousy is not even close to the extreme it was in Othello,however it produces the same reaction that it is a universal emotion. Helenas jealousy is more of an admiration, whereas Othello and Iagosjealousy is more of a desperation. Shakespeares use of the two literary devices,mistaken identity and jealousy, are only a suggestion of everything elsehe wrote about in his literature. They are elements within his worksthat reoccur and help in furthering the plot within the story. WilliamShakespeare wrote with many different approaches and about many differentsubjects. The devices he used within his literature are only an additionto the words Shakespeare wrote so beautifully.

How Do Environmental Changes Affect A Population Lab Essay Example

How Do Environmental Changes Affect A Population Lab Paper What role does genetics play in the variation seen in this leafhopper population? Hint: How does genetics allow for variation? When it comes to the variation seen in the leafhopper population, there are two traits that are determined by genetics. Those traits are the color of the leafhopper and their size. Natural selection would be if the environment favors either color or the size of a leafhopper over the other. 2. Note the results from the 20th enervation under global warming conditions. Before continuing with the 30th generation, predict the population composition of the 30th generation. Hint: include color and size. One possible prediction of the composition of the 30th generation of leafhopper is that most, if not all of the 30th generation will be smaller in size and darker in color. 3. What happened to the proportion of each type of leafhopper in subsequent generations under global warming conditions? Suggest a reason why the traits of the 30th generation make this population better adapted to its altered environment. Under global warming conditions, the size of the leafhopper became smaller over 30 generations (University of Phoenix, 2015). The decreased body size may have been a significant advantage in these warmer temperatures since the smaller body size helps them to regulate their body temperatures more easily. 4. Why would you expect a change in predators to cause a difference in the types of leafhopper being selected? A new predator in the area might cause a difference in the size and the color of future generations of leafhopper due to what the predator prefers in its diet along with possible hanged in the hunting strategies off new predator. We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A predator might prefer a certain size or color. 5. Note the differences between the parental, 10th, and 20th generations when the predator changed from a bird to a snake. What evidence supports the view that leafhopper size is not affected by a change in predators? In the 10th and 20th generations, the same number Of large and small leafhopper still exist (University of Phoenix, 2015). Since the numbers of each remain the same we can assume a change in the type of predator has not affected the size of the population. What happened to the proportion of each type (color) of leafhopper in subsequent generations when the predator changed from a bird to a snake? Suggest a reason why the traits predominant in the 30th generation make this population better adapted to the change in predators. The number of brown leafhopper increased with the number of black leafhopper decreased (University of Phoenix, 2015). One explanation could be that the snake is not able to see the brown leafhopper as well as it can the black ones. This would result in the loss of more black leafhopper. 7. Describe some human activities around your school/home/business that could have influenced the natural vegetation in the area. How did these activities affect the vegetation? There is a lot of open land where I live. Over the years I have noticed some of this land being cleared and leveled to make way for new homes and businesses. This not only affects the vegetation that grows in this area, but the wildlife, as well. 8. Notice the differences between the parental and the 30th generations. What happened to the proportion of each type of leafhopper when the vegetation hanged? Suggest a reason why the traits Of the 30th generation make this population better adapted to its altered environment. When the vegetation changes, so does the size and color of the 30th generation of leafhopper. Over the generations the population adapted by changing their body size to medium. The leafhopper are thriving with the change in vegetation due to not having to require as much for their own survival (University of Phoenix, 201 S). 9. Identify some major sources of pesticides in your area. What are the pesticides used for? Some of the major sources of pesticides in the area where I live are the farms in the surrounding area and homeowners. The farmers spray their crops to keep unwanted bugs and rodents away from the food that they are growing and individuals spray pesticides inside and outside of their homes to keep away bugs and dangerous insects. 10. What happened to the proportions of leafhopper in each subsequent generation when pesticides were added to the environment? Explain why all the leafhopper were not killed by the pesticide application. The average size of the leafhopper increased to the larger size while the majority changed color to mostly black (University of Phoenix, 2015). It is possible that some of the leafhopper had a gene that was passed down through the generations that was resistant to the pesticides being used.

The strategic role of the Royal British Navy in the First World War The WritePass Journal

The strategic role of the Royal British Navy in the First World War Introduction The strategic role of the Royal British Navy in the First World War ). Kitchener could not take any troops from the Western Front, so he turned to naval capacities for active involvement. As a result, the best location for action would be the tapered strip of water from the Mediterranean into the Sea of Marmara. The purpose and plan, masterminded by Winston Churchill, was to avoid the Turkish capital, First Lord of the Admiralty. Churchill created a complicated structure of a ‘third Allied front’ which gave tremendous assistance to Russia. The Royal Naval Division, moreover, went on to form an important part of the Mediterranean Expeditionary force (MEF), was which also included the Australian and New Zealand Army Corps (ANZAC), the 29th Division (British Army) and the Royal Naval Division (RND) (Dupuy 1967). Responsibility for the division was given to General Sir Ian Hamilton, The marines’ first conflict was in March 1915, where they targeted Turkish citadels and 22 individuals lost their lives while several others were injured. On 25 April the Plymouth Battalion with a group of 2nd South Wales Borderers landed on Y beach where a number of soldiers lost their lives (Churchill 1940). However, these successes were not without setbacks, and it should not be concluded that the Royal Navy was unequivocally of strategic value in these cases. There had been an early problem when the navy initially landed on 25 April and this had given Turkey chance of help to organize their defenses from Germany especially on top of cliffs that gave a direct view of the neighboring beaches and into the interior of the land (Dupuy 1967). On 28th April, the Chatham Battalion landed on the Anzac shoreline in order to safeguard a beach, and they stayed there until 12th May despite many deaths and casualties. On the 29th April, the Admiralty gave control of the Royal Navy Division to the British War office and it became the 63rd Royal Naval Division. The 63rd also had control of the RM training division located at Blanford (Herwig 1987).   During May and June, Royal Marines participated in warfare at the 2nd and 3rd Battles of Krithnia. Additionally, there was action at Achi Baba on the 12th June. The MEF held their initial position at Gallipoli to try and find a conclusion to the struggle (Herwig 1987). One point of important to note about this episode is that the Mediterranean Expeditionary Force (MEF), along with the Royal Navy, experienced various levels of difficulties and higher levels of casualties. This prompted MEF’s withdrawal from Gallipoli, moreover. Winston Churchill’s administration has received severe criticism for the large number of lives lost over this period, and it can reasonably be questioned whether such as campaign can be deemed of strategic value. One might even say it was a strategic folly in human terms; and as Osbourne (2004) points out, the fact that Churchill stepped down from the Admiralty as a result is damning. Following the activities of this period, more action then took place in the sea rather than on land. The Battle of Jutland was the largest wartime conflict that occurred at sea during World War I. The battle commenced on 31st May 1916 when Germany fired against the British Battle Cruiser regiments. Royal Marines proved their strategic value here, as they were involved in 10% of the most important naval attack on crafts (Osbourne 2004). This proportion comprised mainly RMA whose job during this time was to operate guns. As it got bigger, the battle looked like it was getting out of control. The next day, British demolisher vessels attacked and sunk the Pommern. However in total, the Germans lost 11 ships while the British lost 14 ships, which suggests strategic folly in numerical terms (Osbourne 2004). In May the same year, RMLI brigades arrived from Gallipoli and were repatriated to France where new resources and weapons were organised. In addition, they were given more manpower and upgraded weapons to machine guns.   In July, the RM Company was joined by companies called Howe and Anson the 188th Brigade of the re-titled 63rd RND (Herwig 1987). This group moved to a fairly quiet region of the Western Front. At this point, because of new weapons technology it was necessary to safeguard the line using three trench positions. Common Trench warfare was intended for use in heavy infantry but that was not commonly experienced through the commando tactics of RMLI (Friedman 2011). These battalions became a vital element to the Battle of Ancre Heights near Beaumont Hill. There were financial implications for this battle, as well as many casualties. On 17th April 1917 the 1st and 2nd regiments participated in armed combat at Miraumant and also during the 2nd Battle of the Scarpe later tha t month. During this armed effort, troops from the 63rd Division took over captured Gavrelle, led by General C. Lawrie.   Immediately afterward, the 63rd Division also participated in the Battle of Arleux (Friedman 2011). The RND marched to various regions including Arras and Ypres during the winter weather, carrying heavy army equipment. In Ypres, the battalions trained very hard to prepare for a key offensive on the German border, north of Ypres. When it happened, the attack would take the forces to the strategic location of the Paddebrek stream, in the north region of the canal (Randier 2006). Because of significant losses earlier that year the 1st and 2nd RMLI contingents joined together to increase their masses numbers. However, at this point, there were some signs that the war was moving towards an end and the Germans begun realizing that their momentum begun to slow down. Finally, on 8th August the British put into place their counter plan to impact on German troops, disturbing all levels of hierarchy in the army, including the German High Command. This appeared to be a possible chance for victory, although it is vital to point out that victory was not guaranteed. On 2nd to 3rd September 1918, the 1st and 3rd Armies fought at the Battle of Drocourt-Queant, alongside the 63rd (RN) division in the Third army (Morison 1942). On 27th September to 1st October 1918, the 1st and 3rd Armies also engaged in combat at the Battle of the Canal du Nord. During this time, the 63rd RN group was once again a component of the third Army (Stephenson 2011; Osbourne 2004). As has emerged through this essay, the strategic value of the Royal Navy was mixed. Many historians viewed Gallipoli as a catastrophic tragedy, facilitated by confusing tactics and problems that allowed the enemy to prepare for the attack (Stephenson 2011).   However, despite awful circumstances, the Marines still managed several successes demonstrating that they were a significant force on the ground in the capacity of infantry.   Many of the experiences acquired by soldiers in World War I were valuable resources that were applied again in the experiences they would go through in WWII (Stephenson 2011). This essay has detailed the many triumphs of the Royal Navy; however, of them all the Zeebruge campaign was arguably the most important in strategic terms (Koerver 2010). After dealing with frightful conditions and dreadful weather, the Marines still managed to carry out their responsibilities and sabotage the canal (Stephenson 2011). Their accomplishments led to an unintentional benefit of giving a confidence boost and momentum for all British soldiers involved in the conflict in other places (Knight 2006). As a final, but by no means insignificant point, the importance of the Royal Navy as a blockading force deserves a mention. The efforts of the marines and the navy kept Germany surrounded, creating barrier to many trade routes and ports, causing starvation and eventually defeat. This contributed to higher levels of bankruptcy, as Germany exhausted its finances trying to keep up with Britain (Stephenson 2011; Osbourne 2004). In conclusion, is clear that the Royal Navy was an indispensible strategic tool during WWI. It had the capacity to fight effectively in different environments and landscapes, as has been outlined in the narrative sections of this essay. It was also useful in observing and introducing a wide range of tactics, strategies, and military equipment to Britain, which helped to evolve many modern aspects of warfare that are still with us today (Knight 2006). Its versatility on land and sea, moreover, which has been outlined throughout this essay in description of campaigns, was enormously useful.   In concrete terms, the most essential raids that consolidated included Antwerp, Mesopotamia, Gallipoli, and Zeebruge, all of which involved the Royal Navy. Of course, it certainly had its shortcomings, and some of its failures and blunders have been discussed. However, this is an inevitable part of the operations of any force. In the end, while the Germans lost the war for a wide range of reason s, the impact of the British Royal Navy was certainly one of them; it was undoubtedly of great strategic value. Reference List   Benbow, T   Naval Warfare 1914-1918: From Coronel to the Atlantic and Zeebrugge. (Newbury: Amber Books Ltd, 2011) Churchill, W The Second World War. Vol. 2, Their Finest Hour ( Houghton Mifflin Company, 1949) Dupuy, T. N.   The Military History of World War I: naval and overseas war, 1916-1918. (New York: Franklin Watts, 1967) Friedman, N., Naval Weapons of World War One: Guns, Torpedoes, Mines, and ASW Weapons of All Nations: An Illustrated Directory (UK: Naval Institute Press 2011). Grove, E. Vanguard to Trident, (London: Naval Institute Press/The Bodley Head, 1987) Halpern, P.   A Naval History of World War I. The Standard Scholarly Survey. (Annapolis: Naval Institute Press, 1994) Koerver, H. J. German Submarine Warfare 1914 1918 in the Eyes of British Intelligence, (Reinisch: LIS 2010) Herwig, H. H. Luxury Fleet: The Imperial German Navy,1888-1918. (Oxon: Routledge, 1987) Joll, R. Jackspeak. (UK: Maritime Books, 2000) Will Knight, UK unveils plans for a new submarine fleet. New Scientist (Environment) 2006, McMillan, M. The War That Ended Peace: The Road to 1914  Ã‚   (London: Profile Books Ltd, 2013) Morison, E. Admiral Sims and the Modern American Navy. (UK: Houghton Mifflin Company, 1942) Osbourne, E. W. Britains Economic Blockade of Germany, 1914–1919. (London and New York: Routledge 2004). Randier, J. La Royale: Lhistoire illustrà ©e de la Marine Nationale Franà §aise. (Brest: Éditions de la Cità ©, 2006) Stephenson, D. With our backs to the wall: Victory and defeat in 1918. (UK: Penguin, 2011)

Aspects of Communication & Culture Essay Example | Topics and Well Written Essays - 2000 words

Aspects of Communication & Culture - Essay Example 63). Other people such as Stahl (2011, p. 1) and Goldkuhl (2003), among others, have different theories. This essay is an analysis of a telephone conversation between Michael and Prinze, based on communication analysis’ theoretical concepts and features of communication. Michael and Prinze’s Profile and their Background This is a telephone conversation between two close friends; Michael in his early fifties and Prinze in his late forties. One of the participants (Prinze) was observed throughout the recording for body language and gestures. These two interlocutors have known each other for more than ten years and share similar back grounds and interests. Also both interlocutors were born and have spent most of their lives in East London although their cultural and ethnic backgrounds are very different; Prinze is an English speaking cockney born and raised in London with a Pakistani parentage, whilst Michael is a native English speaking cockney. Each conversant is calling from the comfort of their home and from different towns; Mohammed lives in Luton and Michael in East London. Michael is recovering after a shoulder operation, whilst Prinze has just got home after a walk in the park. Both the interlocutors had not spoken or seen each other for more than a couple of months, but there had been regular communication between them by text messaging (SMS). The purpose of the call from Prinze to Michael was to get an update on how Michael was doing and also to discover if he had received the forwarded mail Prinze had sent him earlier. A transcription of the conversation between the two is given in the Appendix. Analysis Based On Theories and Main Communication Features Theories There are different theories of communication and theoretical concepts used in communication analysis. Just as noted Different authors have different views about these theories. Stahl has described nine categories of communication theories as listed by Little John (1999); cyberneti cs, semiotics, conversational analysis, message reception, socio-cultural approach, message production, symbolic interaction, phenomenological hermeneutics and critical theory (2011, p. 1). Littlejohn and Foss have eight theories; all described in the introduction (2007, p. 63). Goldkuhl (2003), on the other hand, considers the theories in the Language Action Perspective. The author notes that there are two theoretical concepts of communication representation approaches that are within the named perspective. These are; that there are predefined patterns in which communication is always organized as found in conversational analysis, and that language use can be considered as action as found in speech act theory (Goldkuhl, 2003, p. 51). In this case, two of the theoretical concepts will be explained with reference to Prinze and Michael’s conversation. These are; conversational analysis and speech act theory. Conversational Analysis It is the systemic analysis of human talk-in-i nteractions (Hutchby & Wooffitt, 2008). Conversational analysis’ theoretical concept is based on the view that conversations have predesigned structures. According to Psathas, telephone conversations open with a caller, who in this case, knows whoever he/she is calling. This is then followed by a response from the recipient who may know the caller or not. If the recipient does not know the caller, the next response will be

Interview Reflection Essay Example | Topics and Well Written Essays - 750 words

Interview Reflection - Essay Example As a teacher, I am no longer a mere instructor. I am also a counselor to the students who will help them become well-rounded individuals of society. Another important point which struck me in the interview is the realization that a teacher’s job is never easy. A teacher is challenged by the differences of his students. He will have to adjust his teaching style especially if he has students with special needs. He must be able to attend to the average kids and yet not neglect the needs of the special children. It is not easy because the teacher has to modify his teaching style to address the special concerns and be fair to all his students in class. The knowledge of content is very essential in my role as a teacher. Before I teach the subject, I must have ample time to prepare. I must be really knowledgeable on the subject matter so as not to misinform my students. Regular meetings with other teachers who teach the same subject in the same grade level is necessary to have a standardized lesson plan. It also doubles up as a support group for us teachers. Any problems which we encounter can be better resolved if we have discussion forums. The knowledge of the role of a school is something which every teacher must put in mind. As teachers, we should realize that a school is an important institution of society. It is in the school where a child is prepared for their future roles in society. It is the institution which lays the foundation which the child needs to be a responsible citizen of the country. As such, the government should allot a huge budget in the improvement of the educational system of the nation. The school must be able to provide the students with updated textbooks and educational materials through the appropriate funding from the government. If the government fails to give ample funds to schools, they cannot expect the schools to produce students who are at par with the

Impact of technology and science on International relations

Impact of technology and science on International relations Impact of technology and science on International relations Introduction: Science, technology and international affairs influence one another. The impacts of science and technology on international affairs, particularly those of communication and information technologies, are especially penetrating. The interactive effects of science, technology and international affairs are so crucial and extensive that the area needs to be identified as an autonomous sub-control. Its current position as a comparatively abstruse theory, to be charged to experts and kept more or less obscured from the principal body of international relations, is a threatening solecism. These impacts may be categorized as handling through one of four main mechanisms: (1) Altering the building of the international system: its structure, its main constructing theories, and the relations among its factors. (2) Altering the operations by which the international system employs, incorporating administration, diplomacy, war, commerce, finance, trade, policy formation, communications, and the assembling of intelligence; (3) Developing new issue regions, trade-offs and new constraints in the constructing environment of foreign policy, an expression which incorporates not only political constraints on international operations, but also constraints imposed by the laws of natural and social science; and (4) Contributing a source of adjusted realizations, of data and clarity for the operation of the international system architecture, and of new theories and schemes for international relations theory. Aim: The major intention of this project proposal is to carry out the factors that influenced on international relations based on technology and science. And how have significant elements in international affairs evolved as they interact with technological change. Objectives: To understand the project needs, it required collecting the background information through literature survey on international relations and it associated issues. To collect the back ground knowledge on technology and science, required to consider case studies. To make research, need to prepare a frame work with proper research methodology and approach. To critically evaluate the survey results and observations in literature study through discussion and analysis. Research questions: What are the critical factors that need to consider for project international relations when technology and science is the primary concern? What is the significant role of technology and science towards international relations get strengthen? Literature review: Taylor (2004), faces that technological creativity has a great impact on international affairs or relations. Yet, he specifies, international relations intellectuals in common have contributed small amount to the effect of science and technology. International Relations in different nations: According to Eugene B. Skolnikoff, the startling changes in world affairs that began in late 1980’s signaled the end of many of the central elements of postwar international relationships. Momentous and unexpected events in Eastern Europe and the Soviet Union occurred at a breathtaking pace, with a spontaneity that tended to obscure the underlying currents that had unleashed them. Many forces were at work in those societies over decades, culminating in dramatic upheaval in essentially all countries of the former eastern bloc. The influence of technological change in the disintegration of communism in Eastern Europe and the Soviet Union is but one manifestation of a much longer story in which the results of science and technology have contributed to a profound evolution of the details and substance of national and international affairs. The effects are visible not only in the outcome of the communist experiment but in the countless alterations in the relationships within and among nations and peoples. And that influence is likely to continue to be significant long into the future as the nations of the world remain strongly committed of supporting research. The evidence for the role of science and technology in the evolution of international affairs is pervasive, and most easily seen through dramatic developments that have led global consequences such as the deployment of massive strategic nuclear forces, the nuclear accident at Chernobyl, foreign currency transactions on computerized financial markets in excess of $500 billion per day, or the total eradication of the scourge of smallpox. Relationship between Science technology and international relations: The relationship between international relations and science and technology is not only a result of result of recent advances in science and technology, though the breadth of interaction and the rapidity of change are relatively modern characteristics. The historical examples are countless, ranging from weapons developments that altered the fate of nations and social structures, to industrial technologies that were the basis of revolutions in economy and wealth, to new capabilities in science and technology themselves that led to astonishing discoveries and applications. It was not only the physical developments of technology that had an impact; underlying concepts of science and of the natural world were crucial as well. The intellectual currents of the enlightenment, so much a product of the new ideas of experiment and rationality that accompanied the scientific revolution, served to stimulate massive forces for change in the west. Today, given the scale and organization of the scientific and technological enterprises, science and technology have become arguably the most powerful and persistent factors lending to societal change and, necessarily, to change in international relations. The accelerated commitment of resources and development (r/d) during and after World War II has transformed the relatively haphazard climate of invention and scientific research of earlier centuries. There is now in place a formidable and growing capacity, a system for targeting human integrity toward the rapid expansion of knowledge and the production of new technologies designed to serve perceived or speculative needs. Not only do the products of this system have significant international effects, but it’s very operation leads to international consequences and favors the creation of global markets for its products and for surprising portion of the system, international goals provide the underlying motivation for the commit ment of r/d resources by governments and even by industry. Technical aspects of international relations: The subjects with international consequences that have been massively affected by technological change in recent years are familiar; weapons, communications. The economy, transportation, agriculture, health, space, and others; few, if any, aspects of international affairs have been untouched by science and technology. The effects of the application of technology are so widespread, in fact, and often of such obvious importance in the conduct and evolution of relations among nations, that it is routine for commentators to lapse into florid rhetoric in describing the resulting dramatic change in the international political system. Secretary of George P. Shultz said in December 1987, â€Å"Developments in science and social organization are altering the world profoundly- too profoundly for conventional habits of thinking to grasp. History suggests that mankind rarely understands revolutionary change at the time it is coming about.† W. Michael Blumenthal, Secretary of the Treasury under President Carter said in his 1987 Elihu Root lectures at the council on Foreign Relations in New York, â€Å"I believe there is one circumstance which overshadows all else and has set the current period apart: unprecedented, deep and continual technological change†¦extraordinarily rapid technological change has thrust upon us yet unresolved problems of governance in the national and international spheres. For all that the relationship appears to be self-evident; the extent even of the surface changes in international politics stemming from science and technology proves to be quite difficult to characterize with precision or to assess satisfactorily. It is not hard to draw up lists enumerating international political issues that are affected by technological change, but it is very much more demanding to understand the complexity of the interactions and their more profound consequences for international relations. That understanding is necessary not only to capture the relationship for analytical purposes, but also to assess the true extent of the evolution in international relations and to be able to anticipate, and possibly influence, the future directions and implications of change. It is that understanding of the complexity of the interaction and of the consequences for international affairs that we hope to achieve in this inquiry. Theories of international relations: Curiously, though there have been innumerable policy studies dealing with the effects of technological change in specific policy areas and a small number of works that attempt to look across the board at important policy areas, the subject is largely unexplored from the deeper perspective of the overall effects of science and technology on the evolution of international affairs. It is curious because of the evident centrality of the relationship, whether or not there is agreement on its ultimate significance. Even scholars concerned with theoretical issues in international relations tend to create science and technology as static givens or as emanating from impenetrable black boxes. One of the purposes of this study will be not only to fill this lacuna in the subject as a whole, but along the way to provide a basis for considering science and technology more appropriately in policy or theoretical analyses as the interactive, dynamic variables they are in reality. There is much obviously much in the theoretical literature on international relations that is pertinent and that would illuminate the issues we will be discussing. It would be possible, in fact, to structure along the lines of the debates among theorists. For example, according to differing views of the role of the state or of state or international organizations, both of which have been, and will continue to be, much affected by scientific and technological change. The idea of sovereignty, appearing often in both theoretical and policy terms, does require brief discussion, however, for it is a central element in the nation-state system and is repeatedly cited as having been eroded or at least greatly altered in meaning by technological change. It might easily be assumed that it would figure as an organizing theme in a study concerned with the impact of science and technology on evolution of international relations. The concept is generally thought by theorists, statesmen, and the public at large as fundamental attribute of nations, what Stephen Krasner calls â€Å"the constructive principle of the existing international system†. Methodology: As this project is mainly towards the qualitative research work and which extracts the information analysis from ground level. In this project data analysis point of view, primary data collection is considered where it is with the metric point and literature survey is considered towards the qualitative research part. Qualitative is chosen for project scope area where it deals with the amount of data collection which is not come true with quantitative. Corbin, A. S. a. J. (1998) Researcher want to collect the data from recent articles as well as recent publishers reviews and for primary data collection, he want to choose from different level of people in IT organization like project manager, employee and top level management. So it will be very helpful to analyze the particular point in multidimensional view. It will be more helpful for this research analysis. I had some reference in Indian IT companies, with that I want to go for primary data collection by taking the interviews (Yin, R. (1989)). Data collection is considered as primary and secondary resources. In secondary point, data is being collected in indirect manner where resource will be like books, articles, journals and internet resources (Easterby-smith, R. T. a. A. L. (2002). Primary data collection is the process of finding the data collection from real domain experts by taking the interviews and questionnaire. Then make a comparison study between primary data collection and secondary then make analysis according to the researcher choice with proper evolution. As this project deals the research area of qualitative where there is a lot of scope in mine the knowledge about project task. Interviews are conducted in semi structured pattern where the interview is frame with defined set of questions which is towards the objectives. The most common approach to studying the interaction of science and technology with international relations views the relationship in the context of specific policy areas, typically in relation to pressing policy concerns. A limited number of studies have taken a somewhat broader canvas using a variety of specific policy implications of science and technology as a way of illustrating the growth and change in the matter of international politics and the new relationships and institutions that have been created. These studies have been useful with respect to specific policy implications of developments in science and technology, but they are less satisfactory for our goal of understanding the broader and more fundamental interactions of science and technology with the international political system, and how that system is affected by the continued advance of science and technology. Our primary purpose is not to produce a definitive or quantitative measure of system change; the task would be difficult and the result ultimately arbitrary. Rather, we will explore the nature of the interactions between technological and social factors that lead to evolutionary change, identify the direction and patterns of that change, and record its characteristics. Our focus, accordingly, will be on the patterns of evolution of important elements of international relations as a result of the impact with science and technology. We will consider change in system characteristics or concepts to constitute a definitive transformation only when it is ambiguous. Analysis: The complete project is mainly concerned about the international relations with respect to the technology and science. Now a days, completely world relayed on globalization issues where technology plays vital role in all the fields of development as well as service oriented industries. According to the aim of this project proposal, it must be focused on technology relevant domains as well as current positions with respect to the fields of operations. Even here it required to consider the change management factors according to the change occurred in one sector. So change management plays crucial role in international relations when technology and science came in the primary concern. Researcher point of view, this domain brings very helpful information and prediction policies towards the international relations. For this kind of research, primary data collection is essential where the interpretation is mandatory with respect secondary data which gathered through literature survey. For primary data collection point of view, it considered personal interviews to the professionals in technology end who are worked for research and development sectors. For that researcher is considered information technology field which always keep on upgrading with their technologies and shows much impact on international relations and associated tools. According to the researcher, this research is much towards the real world, so it should be useful for improvement of international relations. Schedule plan and timetable: According to the researcher, this project takes around 90 days of time where the initial stage is completely depends on the requirement analysis of project. Then it will consider the significant study of literature associated with project domains. Then it is required to choose proper research methodology and primary data collection from real domain like surveys and personal interviews. Finally researcher will come to produce the key findings of results with proper frame work also conclusion where all the research work is done under supervision of my project coordinator. References: Cultural Impact on International Relations 2002 (Chinese Philosophical Studies). Edition. Council for Research in Values. Committee on Japan, 1997. Maximizing U.S. Interests in Science and Technology Relations with Japan (Compass Series). Edition. National Academies Press. John R. De La Mothe, 2002. Science, Technology and Global Governance (Science, Technology, and the International Political Economy Series). 0 Edition. Routledge. 2001. International Relations and Global Climate Change (Global Environmental Accord: Strategies for Sustainability and Institutional Innovation). 1st Edition. The MIT Press. Beverly Crawford, 1993. Economic Vulnerability in International Relations: East- West Trade, Investment, and Finance. Edition. Columbia University Press. MIT Political Science: Graduate Studies Fields of Study. 2014. MIT Political Science: Graduate Studies Fields of Study. [ONLINE] Available at: http://web.mit.edu/polisci/graduate/core.html. [Accessed 19 March 2014]. JSTOR: An Error Occurred Setting Your User Cookie. 2014. JSTOR: An Error Occurred Setting Your User Cookie. [ONLINE] Available at:http://www.jstor.org/discover/10.2307/20026535?uid=3738256uid=2480264703uid=2uid=3uid=60sid=21103798658603. [Accessed 19 March 2014]. What is the Impact of Science and Technology (NUCLEAR WEAPONS) Upon International Relations?. 2014. What is the Impact of Science and Technology (NUCLEAR WEAPONS) Upon International Relations?. [ONLINE] Available at: http://www.preservearticles.com/201106208251/what-is-the-impact-of-science-and-technology-nuclear-weapons-upon-international-relations.html. [Accessed 19 March 2014]. GT Catalog : International Affairs : MS International Affairs. 2014. GT Catalog : International Affairs : MS International Affairs. [ONLINE] Available at: http://www.catalog.gatech.edu/colleges/cola/inta/grad/phdintast.php. [Accessed 19 March 2014]. 20th-century international relations (politics) :: Science and technology in wartime Encyclopedia Britannica. 2014. 20th-century international relations (politics) :: Science and technology in wartime Encyclopedia Britannica. [ONLINE] Available at: http://www.britannica.com/EBchecked/topic/291225/20th-century-international-relations/32912/Science-and-technology-in-wartime. [Accessed 19 March 2014].