Biography of Mark Twain

Mark Twain, born Samuel Langhorne Clemens Nov. 30, 1835 in the small town of Florida, MO, and raised in Hannibal, became one of the greatest American authors of all time. Known for his sharp wit and pithy commentary on society, politics, and the human condition, his many essays and novels, including the American classic,The Adventures of Huckleberry Finn, are a testament to his intelligence and insight. Using humor and satire to soften the edges of his keen observations and critiques, he revealed in his writing some of the injustices and absurdities of society and human existence, his own included. He was a humorist, writer, publisher, entrepreneur, lecturer, iconic celebrity (who always wore white at his lectures), political satirist, and social progressive. He died on April 21, 1910 when Halley’s Comet was again visible in the night sky, as lore would have it, just as it had been when he was born 75 years earlier. Wryly and presciently, Twain had said, â€Å"I came in with Halleys Comet in 1835. It is coming again next year (1910), and I expect to go out with it. It will be the greatest disappointment of my life if I dont go out with Halleys Comet. The Almighty has said, no doubt: Now here are these two unaccountable freaks; they came in together, they must go out together.†   Twain died of a heart attack one day after the Comet appeared its brightest in 1910. A complex, idiosyncratic person, he never liked to be introduced by someone else when lecturing, preferring instead to introduce himself as he did when beginning the following lecture, â€Å"Our Fellow Savages of the Sandwich Islands† in 1866: â€Å"Ladies and gentlemen: The next lecture in this course will be delivered this evening, by Samuel L. Clemens, a gentleman whose high character and unimpeachable integrity are only equalled by his comeliness of person and grace of manner. And I am the man! I was obliged to excuse the chairman from introducing me, because he never compliments anybody and I knew I could do it just as well.† Twain was   a complicated mixture of southern boy and western ruffian striving to fit into elite Yankee culture. He wrote in his speech, Plymouth Rock and the Pilgrims,1881: â€Å"I am a border-ruffian from the State of Missouri. I am a Connecticut Yankee by adoption. In me, you have Missouri morals, Connecticut culture; this, gentlemen, is the combination which makes the perfect man.† Growing up in Hannibal, Missouri had a lasting influence on Twain, and working as a steamboat captain for several years before the Civil War was one of his greatest pleasures. While riding the steamboat he would observe the many passengers, learning much about their character and affect. His time working as a miner and a journalist in Nevada and California during the 1860s introduced him to the rough and tumble ways of the west, which is where, Feb. 3, 1863, he first used the pen name, Mark Twain, when writing one of his humorous essays for the Virginia City Territorial Enterprise in Nevada. Mark Twain was a riverboat term that means two fathoms, the point at which it is safe for the boat to navigate the waters. It seems that when Samuel Clemens adopted this pen name he also adopted another persona - a persona that represented the outspoken commoner, poking fun at the aristocrats in power, while Samuel Clemens, himself, strove to be one of them. Twain got his first big break as a writer in 1865 with an article about life in a mining camp, called Jim Smiley and His Jumping Frog, also called The Celebrated Jumping Frog of Calaveras County. It was very favorably received and printed in newspapers and magazines all over the country. From there he received other jobs, sent to Hawaii, and then to Europe and the Holy Land as a travel writer. Out of these travels he wrote the book, The Innocents Abroad, in 1869, which became a bestseller. His books and essays were generally so well-regarded that he started lecturing and promoting them, becoming popular both as a writer and a speaker. When he married Olivia Langdon in 1870, he married into a wealthy family from Elmira, New York and moved east to Buffalo, NY and then to Hartford, CT where he collaborated with the Hartford Courant Publisher to co-write The Gilded Age, a satirical novel about greed and corruption among the wealthy after the Civil War. Ironically, this was also the society to which he aspired and gained entry. But Twain had his share of losses, too - loss of fortune investing in failed inventions (and failing to invest in successful ones such as Alexander Graham Bell’s telephone), and the deaths of people he loved, such as his younger brother in a riverboat accident, for which he felt responsible, and several of his children and his beloved wife. Although Twain survived, thrived, and made a living out of humor, his humor was borne out of sorrow, a complicated view of life, an understanding of life’s contradictions, cruelties, and absurdities.   As he once said, â€Å"There is no laughter in heaven.†Ã‚   HUMOR Mark Twain’s style of humor was wry, pointed, memorable, and delivered in a slow drawl. Twain’s humor carried on the tradition of humor of the Southwest, consisting of tall tales, myths, and frontier sketches, informed by his experiences growing up in Hannibal, MO, as a steamboat pilot on the Mississippi River, and as a gold miner and journalist in Nevada and California. In 1863 Mark Twain attended in Nevada the lecture of Artemus Ward (pseudonym of Charles Farrar Browne,1834-1867), one of America’s best-known humorists of the 19th century. They became friends, and Twain learned much from him about how to make people laugh. Twain believed that how a story was told was what made it funny   - repetition, pauses, and an air of naivety. In his essay How to Tell a Story Twain says, â€Å"There are several kinds of stories, but only one difficult kind—the humorous. I will talk mainly about that one.† He describes what makes a story funny, and what distinguishes the American story from that of the English or French; namely that the American story is humorous, the English is comic, and the French is witty. He explains how they differ: â€Å"The humorous story depends for its effect upon the manner of the telling; the comic story and the witty story upon the matter. The humorous story may be spun out to great length, and may wander around as much as it pleases, and arrive nowhere in particular; but the comic and witty stories must be brief and end with a point. The humorous story bubbles gently along, the others burst. The humorous story is strictly a work of art, — high and delicate art, — and only an artist can tell it; but no art is necessary in telling the comic and the witty story; anybody can do it. The art of telling a humorous story —- understand, I mean by word of mouth, not print — was created in America, and has remained at home.† Other important characteristics of a good humorous story, according to Twain, include the following: A humorous story is told gravely, as though there is nothing funny about it.The story is told wanderingly and the point is â€Å"slurred.†A â€Å"studied remark† is made as if without even knowing it, â€Å"as if one were thinking aloud.†The pause: â€Å"The pause is an exceedingly important feature in any kind of story, and a frequently recurring feature, too. It is a dainty thing, and delicate, and also uncertain and treacherous; for it must be exactly the right length--no more and no less—or it fails of its purpose and makes trouble. If the pause is too short the impressive point is passed, and the audience have had time to divine that a surprise is intended—and then you cant surprise them, of course.† Twain believed in telling a story in an understated way, almost as if he was letting his audience in on a secret. He cites a story, The Wounded Soldier, as an example and to explain the difference in the different manners of storytelling, explaining that:   Ã¢â‚¬Å"The American would conceal the fact that he even dimly suspects that there is anything funny about it†¦. the American tells it in a ‘rambling and disjointed’ fashion and pretends that he does not know that it is funny at all,† whereas â€Å"The European ‘tells you beforehand that it is one of the funniest things he has ever heard, then tells it with eager delight, and is the first person to laugh when he gets through.† †¦.†All of which,† Mark Twain sadly comments, â€Å"is very depressing, and makes one want to renounce joking and lead a better life.† Twain’s folksy, irreverent, understated style of humor, use of vernacular language, and seemingly forgetful rambling prose and strategic pauses drew his audience in, making them seem smarter than he. His intelligent satirical wit, impeccable timing, and ability to subtly poke fun at both himself and the elite made him accessible to a wide audience, and made him one of the most successful comedians of his time and one that has had a lasting influence on future comics and humorists. Humor was absolutely essential to Mark Twain, helping him navigate life just as he learned to navigate the Mississippi when a young man, reading the depths and nuances of the human condition like he learned to see the subtleties and complexities of the river beneath its surface. He learned to create humor out of confusion and absurdity, bringing laughter into the lives of others as well. He once said, â€Å"Against the assault of laughter nothing can stand.† MARK TWAIN PRIZE Twain was much admired during his lifetime and recognized as an American icon. A   prize created in his honor, The Mark Twain Prize for American Humor, the nation’s top comedy honor, has been given annually since 1998 to â€Å"people who have had an impact on American society in ways similar to the distinguished 19th century novelist and essayist best known as Mark Twain.† Previous recipients of the prize have included some of the most notable humorists of our time. The 2017 prizewinner is David Letterman, who according to Dave Itzkoff, New York Times writer, â€Å"Like Mark Twain †¦distinguished himself as a cockeyed, deadpan observer of American behavior and, later in life, for his prodigious and distinctive facial hair. Now the two satirists share a further connection.† One can only wonder what remarks Mark Twain would make today about our government, ourselves, and the absurdities of our world. But undoubtedly they would be insightful and humorous to help us â€Å"stand against the assault† and perhaps even give us pause. RESOURCES AND FURTHER READING Burns, Ken, Ken Burns Mark Twain Part I, https://www.youtube.com/watch?vV-x_k7zrPUwBurns, Ken, Ken Burns Mark Twain Part II https://www.youtube.com/watch?v1arrRQJkA28Mark Twain, http://www.cmgww.com/historic/twain/index.php/about/biography/Mark Twain, history.com, http://www.history.com/topics/mark-twainRailton, Stephen and University of Virginia Library, Mark Twain In His Times, http://twain.lib.virginia.edu/about/mtabout.htmlMark Twain’s Interactive Scrapbook, PBS, http://www.pbs.org/marktwain/index.htmlMark Twain’s America, IMAX,, https://www.youtube.com/watch?vb0WioOn8Tkw (Video)Middlekauff, Robert, Mark Twain’s Humor - With Examples, https://amphilsoc.org/sites/default/files/proceedings/150305.pdfMoss, Walter, Mark Twain’s Progressive and Prophetic Political Humor, http://hollywoodprogressive.com/mark-twain/The Mark Twain House and Museum, https://www.marktwainhouse.org/man/biography_main.php For Teachers: Learn More About Mark Twain, PBS, http://www.pbs.org/marktwain/learnmore/index.htmlLesson 1: Mark Twain and American Humor, National Endowment for the Humanities, https://edsitement.neh.gov/lesson-plan/mark-twain-and-american-humor#sect-introductionLesson Plan | Mark Twain and the Mark Twain Prize for American Humor, WGBH, PBS, https://mass.pbslearningmedia.org/resource/773460a8-d817-4fbd-9c1e-15656712348e/lesson-plan-mark-twain-and-the-mark-twain-prize-for-american-humor/#.WT2Y_DMfn-Y

The World War I And The Great War - 1143 Words

World War 1, also known as the â€Å"Great War† was a long, bloody war that raged on from 1914 until 1919 between many smaller European countries, Germany, Great Britain, Russia, Turkey, Italy, France, China and finally the United States. In this paper, I will be examining the causes that led up to this global feud. The three factors that led to the war were Nationalism, Industrialism and Colonialism. However, in order to understand how each of these three factors played a huge role in starting World War 1, one must have some background on each of them. Nationalism can best be described as a sense of pride for a country and when citizens are unified. Nationalism played a very important role in causing World War I because it led to increased competition between the ‘Great Powers’. The Great Powers consisted of Germany, China, France, Great Britain, Russia and the United States. Industrialism is when a country turns to factories and the production of goods as a means of capital. Industrialization came with the early 1900s and the economies in the respective countries became heavily reliant on manufacturing and labor. Increased nationalism and excessive pride led to economic competition. Colonialism is when a larger, wealthier country gains control of an often-smaller country, and serves as a form of government for the country. The increased sense of competition, created a race for who could retain ownership of the most countries. All three of the listed factors go hand in hand.Show MoreRelatedThe Great War : World War I894 Words   |  4 Pages The Great War: World War I World War I, otherwise known as the Great War, began as a small battle that eventually developed into a prodigious uproar between several countries. WWI’s beginnings are controversial and historians throughout the world have several theories about the destructive event. Said to be one of the most disastrous and ruinous struggles between nations, The Great War lasted from July 1914 until November 1918. Referred to as a World War because of the global participation andRead MoreWorld War I And The Great War1472 Words   |  6 PagesWorld War I was usually suggested to as The Great War. The war began sometime in 1914 and lasted four years, ending in 1918. America endorsed, in this era, a great amount of devastation. Throughout those four years alone approximately nine million casualties occurred and in addition millions more were mutilated, grief-stricken, handicapped, or traumatized. World War I is referred to by some, the first catastrophe, man-made, of the twentieth century. Many historians continue to contemplate the essentialRead MoreThe Great War Of World War I1490 Words   |  6 PagesThe Great War also considered to be World War I, although not initially named that due to not knowing that there would have been a second one. The war lasted from 1914-1918 and was one of the most violent wars known to history. Before war broke out many of these countries were flourishing economically and wanting to advance their country. During this time period many of the countries were unified and if there was one country that were to engage in war with one then it would cause a major war. ARead MoreWorld War I And The Great War1004 Words   |  5 PagesWorld War I or the Great War as it became known, occurred due to many causes, some of which are still unknown. The obvious trigger was the assassination of the heir to the AustriaHungarian throne archduke Ferdinand and his wife Sophie on the twenty-eighth of June 1914. But a great portion of the cause dealt with past disputes between the Great Powers and such aggressive principles as Nationalism: the strong feeling of pride and devotion to one s country, Imperialism: the domination of one countryRead MoreWorld War I And The Great War1249 Words   |  5 PagesWhenever you come across World War I, don’t you ever deeply think about how it all started? Who would have known that just 2 pulls of a trigger could have triggered a demoralizing World War? World War I, also known as â€Å"The Great War,† was a war that primarily took place in Europe. It officially started on the 28th of July in 1914 and it unexpectedly lasted until the 11th of November in 1918 (about 4 years). The most predominant countries that fought in this war include Great Britain, France, RussiaRead MoreWorld War I And The Great War1147 Words   |  5 Pagesperspective of being the First World War, it truly lived to the name of â€Å"The Great War†. While no war is ever simple, this one was very complex for its time. It was a vast war with a revolutionary impact on military advances. The end result of the war, catastrophic. It was a conflict on a global scale that later involved over thirty nations. If anything it was a war on politics, and really illuminates what poor political stamina can result in. With all of this in mind the question stands, â€Å"What madeRead MoreThe Great War And World War I Essay1198 Words   |  5 PagesBetween 1914 and 1918, many of the worlds leading countries were neck to neck in a bloody and gruesome battle known as the Great War or World War I. The United States practiced its policy of isolationism, a policy of remaining apart from the affairs or interests of other countries. However, in April 1917 the United States officially entered the war. Although the United States only fought in two battles, at St. Mihiel and the Meuse-Argonne, the fighting took a heavy toll on American lives. In anRead MoreThe World War I And The Great War1560 Words   |  7 PagesWorld War One , also known as the Great War was a global war fought between the allied powers and the central powers from July 1914 to November 1918. The assassination of Franz Ferdinand led to the outbreak of world war one. Franz Ferdinand was the arch duke of Austrian-Hungarian Empire and was considered as the heir of the Empires monarchy throne. However there was many other factors that caused world war one. Alliances which is an agreement be tween two or more countries which gives help if oneRead MoreWorld War I And The Great War1196 Words   |  5 Pagesfrom this 20th century time period under the influence of mass media. World War I, or the Great War, was one of the bloodiest wars of all time. It was a war sparked by militarism, alliance, imperialism, and nationalism. However it’s affliction laid the groundwork for post war prosperity. Nearly all social classes felt its benefits. Workers rights improved, taxes were lowered, technology advanced, and industry boomed. The war was brutal and the roaring twenties were a chance for the United StatesRead MoreWorld War I And The Great War1509 Words   |  7 Pagespower. World War I, also known as the Great War was the outcome of many tensions and a sequence of calamitous incidents that plunged Europe into a disaster zone. Due to the use of the machine gun and trench warfare, most of the war was a battle of attrition between the â€Å"Triple Alliance† and the â€Å"Triple Entente†. Millions of people fought and died in this war, among them thousands of Canadians. There have been many attempts to reconstruct experiences and battles of the First World War in prose

Critical Analysis of NMBA Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Critical Analysis Case study of NMBA. Answer: Topic Sentence: The AustralianNursing and Midwifery Council (ANMC) have initially adopted an idea of introducing a code of conduct for registerednursing and Midwifery professional practising in Australia. Elaboration: The concept behind the development of the code of conduct is to determine the capacity of the professional conduct within a set of regulations. The development of the code of conduct would be helpful for understanding the activity of thenursing professionals within regulations which eventually monitor and restrict unprofessional and unethical conduct regarding handling health care users. The primary objective of the Code of Professional Conduct for Nurses in Australia is to formulate a set of professional conduct for the nursing professionals within their professional domain. The healthcare users, regulatory and professional bodies can expect or assess the performance of thenursing professionals with the help of these guidelines or code of conduct. In the present discussion, a reflective essay has been outlined for the understanding of the professional conduct of the respondent in the case study in line with the Code of Professional Conduct for Nurses in Australia. The contextual cas e is the documentation of the tribunal conducted by Nursing and Midwifery professional standards committee NSW against a set of professional conduct by Heather Conyard within the health care premises. The objective of the reflective essay is to develop a scope of further research and new incorporations through the analysis of the professional conduct of Heather Conyard mentioned within the tribunal proceeding in line with the professional code of conduct. The below mentioned standards are the suitable code of conduct for the best outcome relative to the critical situation mentioned in the case study I am considering three nursing standards for conducting the critical analysis of professional conduct of Heather Conyyard within the health care premises regarding patient A. Therefore a comparative analysis could be done on that basis for the understanding of the nursing code of conduct mentioned in NMBA and for the development of the comprehensive idea about an unsatisfactory performance (Fisher M, 2017 ). Standard 1.6: According to registered nurses standard of practice, Standard 1.6 is applicable to maintain the standard practice of nurses with the health care premises for developing a research applicable for the treatment plan. According to the standard 1.6, a registered nurse needs to maintain a comprehensive, accurate and on time documentation of the vital signs of the patients for the development of the assessment and corresponding treatment plan (Terry et al. 2017). Standard 3.7: The nursing standard 3.7 has been mentioning the core competencies of a registered nurse. According to the Standard 3.7, a registered nurse has to encourage the best practises during the professional service period resulting from the best outcome for the treatment plan of the health care user. Therefore, a nurse has to be competent for the role in the health care system in accordance with all necessary code of conduct during a treatment procedure which would be helpful for developing the best treatment plan for the health care user (Brown et al. 2017). Standard 4.4: The nursing standard 4.4 has a crucial role in developing a nursing credential. The standard 4.4 elaborates the role of a registered nurse during a crisis period and ability to evaluate the importance of the situation. A nurse should assess the situation and available resources present in the health care premises for encountering the critical situation for further course of treatment as the best outcome for the health care user (Vogt T, 2015). Standard 5.5: A registered nurse has to perform according to a necessary code of conduct for coordinating necessary resources for evaluating the critical situation and construct an efficient planning for the implementation of the significant steps as the best outcome of the practice. Therefore the assessment of the situation would have a huge reflection on the future course of action depending upon the competency of the registered nurse (Terry et al. 2017). Standard 7.3: A registered nurse who has been handling a critical situation has been being competent with the necessary practices which would be helpful for developing a course of action applicable to the situation. Therefore, the nurse has to note and determine the necessary vital signs of the patient and communicates with the concerned person for further guidance (Terry et al. 2017). Evidence: The Nursing and Midwifery Council of NSW is the responsible body for assessing the professional conduct of registered nurses within the nursing code of conduct for establishing the professional conduct as unsatisfactory. The contextual case study is the documentation of the decision statement regarding an unsatisfactory conduct of Heather Conyyard within the healthcare premises. According to the case study, an 81 years old female patient has admitted to Glen Innes District hospital with various physical discomforts and various treatment attempts have failed to recover her. She died on 12th January 2012 under the supervision of Heather Conyyard who was the respondent for recording and conducting the professional duties within the protocol or nursing code of conduct. I am conducting a critical analysis of the professional conduct done by Heather Conyyard within the capacity in line with the nursing code of conduct for the understanding of the unsatisfactory conduct which would be helpf ul for reviving the patient A. The contextual case study, the patient, an 81 years old female patient admitted to the Glen Innes District Hospital with significant physical discomfort. The vital signs at that time were not critical and associated treatment plan has been advised by Dr Haron and waited for the further review. On 11th January, Heather Conyyard, a registered nurse was in charge of the shift. According to the case study, the respondent has done all necessary steps during the shift change procedure regarding the patient but there was a significant unsatisfactory professional conduct took place between 17.10 hours to 21.00 hours which results in an unfortunate demise of the patient in the following morning. Heather Conyyard failed to assess the situation completely between 17.10 hours to 21.00 hours and performed significantly critical mistakes contrary to the code of conduct.as a registered nursing professional, Heather Conyyard has to perform accurate and timely document ation as the reference of the further treatment plan which she failed to do (White and E. 2017). Example: The lack of documentation has been further resulting in an insignificant reviewing which misled the course of treatment. Heather Conyyard has to identify the appropriate course of nursing conduct complying with the critical situation for the best outcome for the patient. According to the case study, Heather Conyyard failed to identify the necessary course of conduct suitable for the best outcome of the patient as the vital signs of the patient showing no significant improvement and additional complains also has been mentioned (Fisher M, 2017 ). Therefore, the nursing practices performed for the patient was not complying with the code of conduct mentioned in NMBA and not in line with nursing standard 3.7. Therefore, it is a significant breach of the code of conduct which would a critical offence according to section 139B of the National Law. Furthermore, Heather Conyyard also breached the nursing standard 4.4 as she failed to assess the significance of the situation between 17.10 hour s to 21.00 hours resulting in a delay of the treatment (Brown et al. 2017). Hence an unsatisfactory performance regarding code of conduct takes place which is a clear violation of the section 139B. Standard 5.5 and 7.3 also have been violated during the treatment proceeding as the respondent failed to assess the resources during the critical situation and simultaneously failed to inform the concerned doctor or any substitute doctor. Therefore, the whole treatment has been delayed which resulting in the demise of the patient (Brown et al. 2017). From the above discussion it could be concluded that the competency of the nursing profession would be very crucial for assessing and handing a critical medical situation. NMBA has developed a significant code of conduct for the registered nursing professionals, which clearly identifies the role of the nurses during various critical conditions and liability towards the nursing ethics. Therefore the professional conduct of the nurses has been monitored and controlled by NMBA for the best outcome of the health care users. During the critical analysis of the unsatisfactory conduct of Heather Conyyard, I have noticed that as a registered nurse she has completely failed to perform in accordance with the standard code of conduct which is a clear breach of standard practice. Therefore, a violation of section 139B of national law has been observed in this case which identifies critical unsatisfactory professional conduct not performed for the best interest of the patient. Concluding sentence: Every registered nurse has to be competent about their responsibility and perform in accordance with the capacity of the code of conduct for the best interest of the patient. This critical analysis has clearly identified the areas of the standard code of conduct which has been violated during the course of treatment and a comparative study also has been done for the comprehensive analysis of the unprofessional conduct by Heather Conyyard. Therefore, critical areas have been identified which need to assess for further evaluation of necessary code of conduct during the various critical medical emergency. References: Brown, R.A. and Crookes, P.A., (2017). How do expert clinicians assess student nurses competency during workplace experience? A modified nominal group approach to devising a guidance package.Collegian,24(3), pp.219-225. Daly, J., Speedy, S., Jackson, D. (2017).Contexts of nursing: An introduction. Elsevier Health Sciences. Edmonds, L., Cashin, A., Heartfield, M. (2016). Comparison of Australian specialty nurse standards with registered nurse standards.International nursing review,63(2), 162-179. Fisher, M. (2017). Professional standards for nursing practice: How do they shape contemporary rehabilitation nursing practice?.Journal of the Australasian Rehabilitation Nurses Association,20(1), 4. Schneider, Z., Whitehead, D. (2013).Nursing and midwifery research: methods and appraisal for evidence-based practice. Elsevier Australia. Terry, K., Stirling, C., Bull, R., Fassett, D. (2017). An overview of the ways nurses understand and utilise the existing Australian Competency Standards for Registered Nurses.Collegian,24(2), 109-116. Vogt, T. (2015). Life after graduationProfessional issues and registration 101.Women and Birth,28, S6. White, E. (2017). Clinical supervision: Invisibility on the contemporary nursing and midwifery policy agenda.Journal of advanced nursing,73(6), 1251-1254.

Theatre Research Paper Sample Essay Example

Theatre Research Paper Sample Essay Introduction Traditionally, a theatre has always played an essential role in the life of human society. It was one of the most popular arts, and it remains quite favorite for many people in different countries, regardless a tremendous technological progress the humankind has made in recent years that seemed to put the theatre under a threat of gradual degradation. Nevertheless, the theatre as an art is still popular and keeps progressing in many countries of the world. In this respect, it is particularly important that the theatre keeps progressing in the UK, the motherland of one of the most outstanding play writers of the world and undoubtedly the best English speaking play writers, William Shakespeare. It is particularly noteworthy that the theatre has been recognized as a national treasure of the United Kingdom that found its reflection in the creation of the Royal National Theatre of London, one of the most important cultural institutions of the kingdom and probably of Europe and even the world. In fact, it is very important that the theatre has received the status of the Royal National Theatre because it underlines its significance for the whole nation. This is why it is necessary to trace the history of creation and development of the Royal National Theatre and its current position, perspectives, and the role of British society. The history of the creation of the Royal National Theatre Speaking about the Royal National Theatre of London, it is primarily necessary to dwell upon the history of its creation because it is very important to realize what was the reason for the creation of the theatre and what was the initial goal of its creators. This will obviously provide ample opportunities for better understanding the nature and the role of the theatre for British society. We will write a custom essay sample on Theatre Research Paper Sample specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theatre Research Paper Sample specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theatre Research Paper Sample specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In this respect, it should be said that physically the Royal National Theatre is a relatively new formation because of its historical accounts a bit more than forty years since the date of its foundation. It should be pointed out that the idea of the creation of the Royal National Theatre was not new and it appeared not fort but much more years ago. In fact, it is estimated that the idea of the creation of the National Theatre originates from late 19the century, but it is hardly possible to define a precise date when this idea had been shaped and had got started to develop. Nonetheless, it is possible to refer to William Archer and H. Granville Barker who in the early 20th century, to put it more precisely in 1904, in their Preface to a National Theatre underlined that â€Å"†¦ the National Theatre must be its advertisement – must impose itself on public notice, not by posters and column advertisements in the newspapers, but by the very fact of its ample, dignified, and liberal existence† (1907). They defined its basic goals as follows: â€Å"It must bulk large in the social and intellectual life of London†¦ It must not even have an air of appealing to especially literary and cultured class. It must be visibly and unmistakably a popular institution, making a large appeal to the whole community†¦ It will be seen that the theatre we propose would be a National Theatre in this sense, that it would be from the first conditionally – and, in the event of success, would become absolutely – the property of the nationà ¢â‚¬  (Archer and Barker 1907, p.5). It is obvious that the National Theatre was initially viewed as the theatre for large masses of people, as a popular theatre that would be accessible and understandable for all; that would attract people to the art and spread the culture into masses. In fact, it is possible to estimate that the Royal National Theatre was thought of as a theatre that could be a cultural core of the nation. Gradually, these ideas were developing and eventually they had been realized on October 22, 1963, when the National Theatre headed by Laurence Olivier started its work with the opening night of Hamlet starring Peter O’Toole. This date is traditionally considered to be the date of the foundation of the National Theatre of London, which was later attributed as the Royal National Theatre of London in 1988. The main events in the history of the Royal National Theatre Since the date of its foundation, the Royal National Theatre has faced some peaks and troughs, but the theatre is still accessible and may be proud of its history. In this respect, it worth to mention that despite its relatively short history, starting with 1963, there have been produced over 600 plays, and nowadays there are over 1,000 performances a year, given by a company of 150 actors to over 600,000 of people (Callow 1997). It is quite remarkable that the Royal National Theatre started in premises at the Old Vic and it did not have a new building as well as it did not receive a new building as it had been initially promised. In fact, the National Theatre did not have a permanent home until 1976, when Denys Lasun’s National Theatre building was opened (Callow 1997). Probably, the latter fact was also a result of the change of the director because in 1973 Peter Hall â€Å"took over the dictatorship† (Cohen and Smith 1997, p.301) in the National Theatre. It is under his run the National Theatre of London, and in 1976-1977 the Theatre opened its new buildings in the South bank of the Thames. And only more than a decade ago, in 1988 the National Theatre got a new name. This year the name of the company was changed to the Royal National Theatre of London (Callow 1997). But it is not only the name that was changed but so was the director. As a result, in 1988 Richard Eyre took over as a director of the Royal National Theatre. He was later succeeded by Trevor Nunn in 1997 and Nicholas Hytner in 2003. Nowadays, the Royal National Theatre â€Å"engages many of England’s talented actors, directors, and designers to produce its repertory of classics and modern plays† (Hunkin 2004, p.106). Among its most successful performances that made the Royal National Theatres of London recognizable all over the world may be named Cats, Les Miserable and many others.Nonetheless, it still worth to mention that the problem with the permanent home the theatre lacked at the beginning of its existence, was not the only problem the Royal National Theatre faced. There were also problems concerning the popularity of the theatre and sometimes the lack of innovations that often put the theatre into crises that marked the change of its directors. Not surprisingly that the recent years were marked by often changes of the Theatre’s directors compared to the past years. Nicholas Hytner as an Artistic Director of the Royal National Theatre It should be said that the appointment of Nicholas Hytner as an Artistic Director of the Royal National Theatre was the result of the stagnation of the theatre and the obvious necessity of changes that were vitally important for further development of the theatre. At the same time, Nicholas Hytner was perceived in different ways as a director of the Royal National Theatre of London. Nonetheless, it is necessary to underline that he realised his mission and the role of the theatre for British society. For instance, at the beginning of his work in the Royal National Theatre, he emphasized that â€Å"it is a great time to be a national theatre and to rise to the challenge to living up to our name. We want to tell the stories that chart the way the nation is changing. We want to bring front-line reports from new communities and generations, and we want to see the present redefined in the context of the past† (Hunkin 2004, p.59). In such a way it seems that he understands the challenges the theatre faces in the current situation. As a result, he initially planned to adopt the theatre to the current needs of the society that was changing. It is an undeniable fact that nowadays, British society is getting to be more heterogeneous, more diverse, and it tends to be rather multicultural that the theatre should take into consideration. On assessing the role of Nicholas Hytner for the Royal National Theatre and its progress, it is necessary to point out that his work is highly controversial. On the one hand, he tends to be innovative and appeals to use new original forms but, on the other hand, his policy is considered to be too radical that often leads to conflicts and even the protest of some part of the audience. To better understand such a situation and the position and policy of Nicholas Hytner, it is necessary to draw some examples and basic concepts of his policy. For instance, Nicholas Hytner underlines the importance of the theatre at large and the Royal National Theatre in particular as educational tools that should be accessible for British children, which as he states ‘are robbed.’ In other words, the new director of the Royal National Theatre estimates that â€Å"a cultural apartheid is being created in which children from state schools are missing out on theatre and art† (Hunkin 2004, p.152). In this respect, it should be said that, to a certain extent, he is right because children from state schools are deprived of a possibility to get acquainted with art and theatre because of the lack of funding. As a result, the â€Å"pillars of British culture† (Hunkin 2004, p.166) remain a kind of terra incognita for the vast majority of British children. However, on the other hand, what would the British children, which Nicholas Hytner cares so much about, see in the Royal National Theatre headed by this Artistic Director? One of the basic concepts of his policy is the idea that the theatre should be offensive since, according to him, â€Å"the Western theatre was invented in Athens precisely to put on stage feelings that were too dangerous to experience in real life† (Hunkin 2004, p.218). Not surprisingly that he considers that offense in a way is a part of the theatre. As a result, it is possible to speak that such a concept seems to be too radical for the director of the Royal National Theatre of London and in such a context the recent protests of the Sikh community eventually resulting in the closure of a play are quite logical and demonstrate the degree of radicalism in the policy of the new Artistic Director. The predecessors of Nicholas Hytner and difference in their policy However, despite certain radicalism that seems to be typical for the policy of Nicholas Hytner, he is a successor of the policy started by his predecessors. In fact, his primary motivating factor is the necessity to sustain the development of the theatre and keep its popularity among people. In other words, the Royal National Theatre should progress and remain close to ordinary British people, understandable and interesting for them. Not surprisingly that â€Å"Hytner’s approach to the theatre will not be seen like a million miles away from that of his predecessors† (Hunkin 2004, p.322). Nonetheless, there are some differences if not in the policy then, at least in the objectives Nicholas Hytner faces compared with his predecessors. For instance, it is not a secret that Trevor Nunn, the producer of famous Cats and Les Miserable, â€Å"became the centre of controversy for his decision to stage so-called extravagant, commercial production in the theatre† (Hunkin 2004, p..325) while one of the main tasks of Nicholas Hytner’s policy is to prevent the Royal National Theatre of London from commercialisation and the increase of the role of commercial productions. By the way, business productions have always been used by the directors of the Royal National Theatre to make this institution more financially independent and stable. And this is probably the main difference between Nicholas Hytner’s strategic goals and his predecessors. The role of the Royal National Theatre for British cultural life Apparently, it is difficult to underestimate the part of the Royal National Theatre in the life of British society. It is even possible to estimate that the theatre is a cornerstone of the cultural life of the British society because it sustains the uniqueness of the national theatre, art, and culture at large. Naturally, nowadays the Royal National Theatre has to overcome the resistance that the new pop culture poses before traditional British theatrical art. In fact, it is hardly possible to deny that the contemporary society is characterized by an extremely high level of consumerism that affects the attitude of people to the theatre and art at large. In such a situation the Royal National Theatre of London seems to be a rare exception from general rules of the consumer society which appreciate primarily the artistic success and not commercial one. Furthermore, nowadays British society and the Royal National Theatre face new challenges such as the spread of new cultures in the UK resulting from an increasing number of immigrants from different countries of the world. As a result, the UK becomes an unprecedentedly multicultural nation where different culture should live in harmony, and in such a situation the role of the Royal National Theatre is hardly possible to underestimate since art has power to unite people, regardless their ethnic or racial differences, social status, educational level, etc. My mission statement for the Royal National Theatre Taking into account what has been just mentioned above, it is possible to define the perspectives and the primary goals the Royal National Theatre should achieve in the nearest future. If I managed to gain such a public and national recognition that I could become the Artistic Director of the Royal National Theatre of London I Would primarily define the primary objectives, which should correspond to the current social and cultural changes that take place in the British society. In this respect, I believe that one of the main goals of the Royal National Theatre is to sustain its basic principles, according to which the theatre serves to the interest of ordinary people and it should involve possibly larger audience in order to promote art both classical and modern, make it more accessible for people without changing its cultural value. In other words, it is necessary to develop traditions of British theatre as a branch of art and the Royal National Theatre should be a kind of a beacon for the broad audience and for other shows that are currently too commercialized. At the same time, it seems to be inevitable that in perspective the Royal National Theatre would absorb rich traditions of other cultures that are currently growing in power in the UK, such as Indian for instance, and eventually, the theatre would contribute to the harmonization of the new multicultural society using art.

Essay on Morality

Essay on Morality Essay on Morality Essay on MoralityHow do you make moral decisions? What resources inform you, personal, professional, etc.?Moral decision is a rational procedure of moral consciousness that makes the choice of action giving preferences to certain moral values. Main steps in making moral decisions are analysis of moral situation, definition of the problem, comparison of options, assessment of consequences, and making the decision.Correctness of the decision depends on the individual’s knowledge of the issue, which, in turn, relies on personal moral experience and moral culture. Moral decision-making involves such mechanisms of ethical consciousness as sense, reason, and intuition. While sense successfully functions in solving relatively simple moral problems (with common, patterned acts), it gives way to reason that makes creative moral decisions. Thus, moral experience guides a person in situations where circumstances are beyond the stereotypical thinking. In a situation that does not provide sufficient information for decision-making and at the same time requires a quick choice of an option, moral intuition comes into action. Accumulating moral experience of a person, intuition in a way replaces the missing opportunity to assess all the pros and cons for each of the options for action (Holmes, 2007). All three mechanisms complement each other, and only the adequacy of one of them to a specific situation allows making a moral decision.Dynamic pace of modern life along with scientific and technological revolution and its affect on society increase the individual’s responsibility for moral decisions. Therefore, there is a strong need to create a harmonic moral world of an individual, whose rational decisions should be done not at the expense of one’s emotional richness, and achieved in unity with the development of the culture of the feelings.Discuss the moral dilemma from the short film on food (Food, Inc). What solutions would you recommend?The film in ques tion is an unflattering overlook of the US food industry and corporations that control it. The author investigates the industrial production of meat, grains and vegetables, showing viewers how inhumane and environmentally unfriendly this process is now. The law allows corporations to deliver to consumer’s table cheap but dangerous food.Any corporation, if it was a real person, would be unsociable, intractable, authoritarian, and not prone to long-term relationships. The courts and the government consider a corporation as a community of shareholders, as a business owner, but the corporation itself has no moral barriers and liabilities (Weber, 2009).On the one hand, the demonstrated technology would be useful in the case of a cataclysm, when humanity would not be able to grow food in a natural way. But currently it is not the case and there is no justified need for such food! On the other hand, when corporations, whose aim is cheap production and maximal profits, take over the production of food, that is when these technologies come at hand. In the second half of the twentieth century, we discovered an amazing opportunity to produce cheap chemicals: fertilizers, chlorine, and pesticides to kill insects. It seemed that all of this would improve our lives. But what we see now? Cancer epidemic which we cannot stop (Weber, 2009).The film presents a standard and one of the most important moral dilemmas of modern society the choice between public good and private gain. Of course, one could say that there is an easy way out to follow one’s moral principles and collectively decide to refuse from substance and technology dangerous for the environment and human. However, in such dense networks that depend on the decisions of many people, relying on the moral qualities of each of them is a utopia. Yet, one of the possible effective solutions could be tougher legislation in this area, and reduction of the influence of corporations on government.

Quotations for Boss Appreciation Day

Quotations for Boss Appreciation Day America and Canada have set aside 16 October (or the nearest working day) to celebrate Boss Appreciation Day. Employees think of innovative ways to express their  gratitude  to their bosses. Some say it with cards and flowers; others like to throw lavish parties. The first ever Boss Day was observed in 1958. That year, Patricia Bays Haroski, a secretary at the State Farm Insurance Company in Deerfield, Illinois, registered National Boss Day. Four years later, Illinois Governor Otto Kerner realized the importance of this occasion. National Boss Day became official in 1962. Today, the concept of Boss Day has spread to other countries too. Observing Boss Appreciation Day Boss Day  can be just another excuse for fawning employees to win favors from their manager who controls their promotions and salary incentives. Often, celebrations can reach comical proportions, where employees fall over each other, trying to outdo their gestures. But an astute boss rarely falls for such sycophantic advances. Instead of smiling down on the toadies, good bosses reward the best workers on their team. The retail industry has shown a burgeoning commercial interest in Boss Day. Retail giants have swooped in to cash in on the card  and gift sales. Merchandise such as mugs proclaiming No. 1 Boss to cards announcing Happy Boss Day generate tremendous revenues, as buyers throng to woo their bosses. You dont need to burn a hole in your pocket to impress your boss. Drop a  Thank You  note on their desk, share a meal, or simply wish your boss with a Happy Boss Day card. Good and Bad Bosses Bill Gates famously said, If you think your teacher is tough, wait until you get a boss. He doesnt have tenure.  Your boss is the first point of contact with the corporate world. If you have a great boss, you can smoothly sail through the rest of your work life. However, if you have a bad boss, well, you can hope to learn from lifes challenges. On Boss Day share this tongue-in-cheek quotation by motivational speaker Byron Pulsifer: If it wasnt for bad bosses, I wouldnt know what a good one was like. A bad boss makes you appreciate the worth of a good one. Dennis A. Peer highlighted one way to separate the good bosses from the bad when he said, One measure of leadership is the caliber of people who choose to follow you. The boss is just a reflection of his team. The stronger the boss, the more resilient the team. With these  Boss Day quotes, you can understand the role of bosses in the workplace. Your Boss May Need the Motivation It is not easy being the boss. You may hate your boss decisions, but at times, your boss has to swallow the bitter pill and play the hard taskmaster. Even the best bosses need recognition. Bosses feel reassured when their employees respond to them positively. Dale Carnegie, the best-selling author of How to Win Friends and Influence People said, There is only one way... to get anybody to do anything. And that is by making the other person want to do it. This quote about bosses reveals your boss well-kept secret. A bad manager may simply dump a project in your inbox; a good manager persuades you that the project will be good for your career. Appreciate Your Boss Leadership Qualities Compliment your boss on her  leadership skills. As Warren Bennis said, Managers are people who do things right, while leaders are people who do the right thing. Emulate Your Success-Oriented Boss Is your boss good at his job or is he just plain lucky? You might think it is the latter, but if you see a pattern of successes, you will realize that your boss methodology actually works. Learn from his insights, and understand the way he thinks. You can gain valuable insight with his mentorship. A positive outlook, a never-say-die attitude, and a constant drive for greater accomplishment pave the road to success. Are You Stuck With a Boss From Hell? Short of getting transferred or switching jobs, there is precious little you can do about a good-for-nothing boss. You can only hope that his superiors will see the light and strip him of his managerial powers. If you have a disorganized or unreasonable manager, you will have to work around his flaws. So, tune out the negative thoughts and refresh your mind with positive thinking. A good sense of humor will bail you out of misery. On bad days when Murphys Law rules, entertain you with this hilarious Homer Simpson quote, Kill my boss? Do I dare live out the American dream? Look at the Bright Side Fortunately, most bosses have their plus points too. That disorganized superior may be a  creative genius. That conniving manager could be a whiz with numbers. That lazy boss may never breathe down your neck. Assess your boss talent and efficiency by studying his work relationships. Good bosses earn respect from their colleagues and team members. Cary Grant said, Probably no greater honor can come to any man than the respect of his colleagues. This quote about respect provides great insight into workplace equations. How to Manage Your Boss Bosses are of different breeds and they come in all sizes and shapes. The best way to manage your boss is to let her know that you are by her side. Be the problem-solver, not the whining child. You will win her confidence by sorting out her problems along with your own. Make Boss Day a special occasion to strengthen the boss-employee relationship. Raise a glass in honor of your favorite boss. Remember the words of J. Paul Getty who said, The employer generally gets the employees he deserves.

Understanding of English 200 course Essay Example | Topics and Well Written Essays - 1000 words

Understanding of English 200 course - Essay Example Understanding of English 200 course In a more coherent and well argued out basis, this paper aims at reflecting upon my learning as an English 200 student, and to subsequently put into focus the various English knowledge and related works. For the purposes of this significant analysis, I will put my arguments within the scope of the English 200 syllabus. Within the larger description, English 200 is suitable designed to help students write for a variety of purposes that cuts across various English genres, including research essay and theoretical analysis. While interacting with the course content and course material, many emphases placed to rhetorical challenges in knowledge generation from literary materials and texts and for such I undertook personal and well researched literary essays to demonstrate my understanding of the subject matter. Of importance, my original literary compositions and analysis identified as The Ceremony, Curiosity killed the cat, The Mirror, and a critique of the famous play by Sophocles entit led, Antigone. From the onset of my English classes, I have always been a critical thinker; my subsequent and regular interaction with the right course content and materials in English 200 class has further improved my analytical skills as a critical thinker when examining literary texts. My desire for knowledge acquisition in English 200 influenced more as I constantly look at the ‘why’ platform of an author’s literary text rather than just focusing on the author’s literal meaning as depicted in the text. ... equent and regular interaction with the right course content and materials in English 200 class has further improved my analytical skills as a critical thinker when examining literary texts. My desire for knowledge acquisition in English 200 influenced more as I constantly look at the ‘why’ platform of an author’s literary text rather than just focusing on the author’s literal meaning as depicted in the text. Subsequently, my exposure to rhetorical literary analysis, essay research, close reading, critical analysis, and to a larger extent creative thinking have enabled me to gain insightful rich knowledge into different writing styles such that am able to continuously and with much ease create a sustained arguments in any given literary text for a harmonious understanding of any literary text. Moving in a progressive manner throughout the English 200 class in literary analysis from presenting simple facts to building a sustained argument of the various lite rary components and intentions within various literary complexities, I have indeed expanded my reasoning faculties and mental abilities. At the earlier inception stages of this course, I undertake an in depth and informative discussions concerning critical literary analysis. This whole learning process proceeded through critical essay composition, related theories, pedagogical writing of the critique essay, group discussions, and conference presentations of literary review process. At the end, I submitted a well-researched paper on Antigone with special emphasis on 442BC classic writing. Within this literary analysis, deliberate efforts made in connecting the literary intentions of the earlier literary writing to a modern audience while unearthing the intentions of Sophocles in discussing kinship and family

Family Business Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Family Business - Research Paper Example This can foster a feeling of resentment among family members who are not qualified enough to do the necessary work, but share the name of the company’s founder. In such cases, the heads of family-run organizations have to deal with the uneasiness of other family members at the thought of hiring outsiders to be privy to the long-held family secrets. According to a survey conducted by PricewaterhouseCoopers to determine how family-run businesses achieve success, a number of the heads of such corporations choose not to involve extended family members in the making o important decisions even if the said members are considered as part-owners. In this survey, 15% of the surveyed family business leaders said that relatives such as in-laws do not have to be involved in decision-making (Miller and Le Breton-Miller 38). In a different survey conducted by the Egon Zehnder International organization among 720 family business executives and owners from Asia-Pacific, the Americas and Europe , over 60% of business managers felt that the lack of professional procedures and administrative structures is the biggest shortcoming of family-run businesses (Brun de Pontet and Aronoff 45). In addition, 55% of executives surveyed indicated that divergences among family members, due to a lack of accountability are another big problem. 60% of the respondents in this survey confirmed that family quarrels often get in the way of making good business decisions such as hiring external experts to deal with recurring problems (Brun de Pontet and Aronoff 46). From these two surveys, it appears that family conflict can result in the wrong decision being made due to the absence of an objective perspective. According to the KPMG and Family Business Australia’s biennial survey, which was conducted with 658 family-run businesses based in Australia, 57% of participants indicated that as family business leaders, they were concerned about the intentions of their potential successors, wheth er their children, or other relatives. In addition, 63% of the polled family business leaders indicated that they were not impressed by the abilities of their potential successors (KPMG and Family Business Australia Survey of Family Businesses 3). This corresponds with the findings of the Egon Zehnder International organization survey which also established that 60 % of the family business leaders had doubts about the proficiency of family members. According to these leaders, this was a common cause of conflicts among the family members (Brun de Pontet and Aronoff 46). It would seem that the biggest problem that family business leaders have to grapple with is the refusal of family members to accept the fact that they may not have the necessary skills to function in specialized operations. This can be a particularly difficult problem to solve because any skilled outsiders who are hired are likely to be met with hostility and subversive acts from disgruntled family members. Another pr oblem often faced by family business leaders has to do with making decision on strategic planning. Today, the family that is successful in progressing at a steady rise from generation to

US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay Example for Free

US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay About one third of American children and 15% of teenagers are overweight or obese. (Obesity, 2009) Many factors contribute to obesity in children including genetics, poor diet, and lack of physical exertion, environment, and uninformed parents. Obesity is an unhealthy accumulation of body fat that threatens the youth of our nation. From the 20th to the 21st century obesity has increased by a factor of four and continues to grow unchecked. Given the nature of our lives and how they have dramatically changed from playing outside to playing video games, from eating homemade food to fast food, and the amount of technology our youth is exposed to currently obesity is at an all-time high. The research will show our nation’s efforts to address the youth of our nation on obesity, causes of obesity, and preventive actions to obesity though school programs. The research will show how obesity is a growing epidemic and what preventive steps can be taken to reduce the number of children affected by obesity. This research study will be limited to children no older than fifteen and focus on the nation’s schools. The research will focus on specific U. S. responses to causes of obesity from society, habitual exposure to food usage by parents, eating habits, and cafeteria programs. With the development of the causes to obesity the research will also show the specific aspects of addressing obesity in children though schools, parents, nutritional education and physical activeness. Research will be conducted in subscription databases, books, journals, and educational institutions based on 21st century data. This study will examine our nation’s preemptive measures in educational awareness, parental awareness, and activity utilization provided by our schools, government agencies, and state officials. Obesity in most cases is correctable by the maintenance of a proper and well-balanced diet consisting of the essential nutrients and the adequate caloric intake necessary to promote growth and sustain the physiological requirements at the various stages of a child’s development. (Pediatric Nutrition, 2009) As children develop there are nutritional needs that must be met and provided for a healthy start to life. Parenting plays a large role in a child’s preventive actions to obesity. The research will address the educational information available to parents and its many sources. Preliminary findings support that our nation is making efforts to educate everyone on the importance of obesity awareness and signs of obesity. The nation develops programs and activity guidelines for schools and strictly enforces their usage based upon an academic value required by the children. The research will show how school programs supporting our children will greatly decrease the likelihood of a child being or becoming obese. Obesity is a national epidemic and if not addressed this issue in will forever dominate and affect our children and their ways of life. Experts from all over the world give time and attention to this ever-growing issue to ensure that our youth who are the future leaders of our world will be healthy and lead active lives. We must make every measure to ensure that our children are given the best opportunities to be healthy by giving them the knowledge and the justification of importance. We as a nation must take the time to educate, inform, practice, and administer healthy choices to our children and to ourselves we will strike a powerful blow to the devastation caused by obesity. The United States school systems are currently engaged in a furious battle against childhood obesity. Childhood obesity is affecting millions of children in America between the ages of 2 and 19 years of age. Obesity is defined as an imbalance between the amount of energy absorbed and energy used, thus resulting in a larger amount of energy coming in than what is being used. The manifestation of this imbalance has many contributing factors that can accumulate or be the direct cause on their own such as genetics, and metabolism. Childhood Obesity is something that we as a nation can change though our school systems. I claim that our schools are the best tools to combat this growing epidemic. Today childhood obesity has public health officials in a state of near panic. About one-fourth of all children from 2 to 5 years old are overweight or obese before they enter kindergarten (Lockhead, 2009). I further claim that our Nation’s school dietary programs must be improved to combat this growing epidemic. Our children are facing life-threating health hazards that must be address. Schools have access to 95% of the children in the United States and this provides a very solid platform for improving the health and awareness within our children. I offer as evidence the recent USDA’s announcement of Team Nutrition Training Grants to improve health of America’s children (USDA, 2010). Team Nutrition is part of the USDA’s Food and Nutrition Service that will improve the schools dietary plans by implementing the principles of the Dietary Guidelines for American and MyPyramid. This is a two year program that will provide education and assistance to staff working in the schools cafeteria’s and lunch rooms. The purpose is to make meals as well as independent meal selections healthier for children. Over the course of the grant, information and education will be provided to parents as well. Parents must help adjust and support healthy eating habits at home. Additional evidence to support my argument comes from Tennessee where a coordinated school health program received praise for dropping obesity by 2% from 2000 to 2006. Budget cuts nearly cost the school this wonderful program, but the state health department was able to provided funding. The program of not selling soda or fruit juice in Tennessee schools increased from 26. 7 percent in 2006 to 74 percent in 2008. And of these schools 64 percent do not sell â€Å"unhealthy items† on school property (McClatchy, 2010). The First Lady Michelle Obama herself also supports and addresses this epidemic on a national scale with her program Let’s Move! addressing Brock Elementary School. First and foremost, were working with all of you to get fresher, more nutritious food into our schools. And we believe that one of the best ways to do this is through the HealthierUS Schools Challenge. This program has spurred schools all across the country to raise their standards and transform their classrooms and cafeterias into healthy eating and learning labs for their students. Thats why weve set a goal of doubling doubling the number of schools that participate in the HealthierUS Schools Challenge by June of 2011. And we want to add an additional one thousand schools in each of the following two years as well. In order to reach that goal, were making it easier for schools to apply by moving our application online, and letting districts apply for all their schools with just one application. Were making it easier for them to succeed by providing better technical assistance and by connecting them with professional chefs through our Chefs Move to Schools program. Already, nearly 1,800 professional chefs have signed up to give nearly 1,300 schools the expert advice they need to meet this challenge. And when schools do succeed, were making that victory just a little bit sweeter, with new cash rewards. And Ill be inviting representatives from each award-winning school to a reception in their honor at the White House. Finally, were working to increase participation in our school lunch program by two million eligible children, and to get another three million kids signed up to start receiving school breakfasts by 2015. Because I think we can all agree that no child in America should be starting school hungry each day. No child should be going without the basic nutrition they need to learn, grow and succeed, in school and in life. But I want to be clear: we cant do any of this unless we pass the Child Nutrition legislation thats before Congress right now. This bi-partisan legislation supports critically-needed investments to help millions of children get the nourishment they need to be healthy. The Senate has already acted. And I hope that the House of Representatives will do the same by the end of the month so that we can get it signed into law. But of course, we all know that healthy eating is only half the battle. Experts recommend that children get at least 60 minutes a day of activity. But we know that many of our kids arent even coming close. Thats why another key component of Lets Move! is to get our kids moving, to find new ways for them to get and stay active and fit. One of the key benchmarks were working to meet is to double the number of children winning the Presidents Active Lifestyle Award. To earn this award, students need to engage in physical activity five days a week, for six weeks. And the idea is for this to become habit-forming. We want to show them how good it feels to be active, so that theyll stick with it long after those six weeks are over. Well be working with afterschool programs and with athletes like Drew Brees and Dominique Dawes to promote this program. And to show everyone how much fun it can be, in the coming weeks, Ill be working to earn an Active Lifestyle Award myself. And I want kids all across the country to join me. Ill be recording my progress online, so if I start falling behind, I hope youll all send me some emails to shame me into getting back on track! So thats some of what were doing to support your work in our schools. And I hope that in the coming months and years, all of you, and schools all across the country will become even more involved in Lets Move!. I hope that more schools will get their kids working toward those Active Lifestyle Awards. Even if you sign up just one class, or just one club, if those kids enjoy it, theyll tell their friends, and soon others will want to join in. I also hope that more school districts will set a goal for themselves of having a certain number of their schools become HealthierUS Schools each year. And I hope that schools will work to help get each other involved as well. Theres no limit on the number of schools that can become HealthierUS Schools. Theres no limit on the number of kids who can get an Active Lifestyle Award. Were all in this together, and everyone can win. So if your school has already met the HealthierUS Schools Challenge, then I hope youll reach out to other schools and help them meet it as well. If youve found an exciting new activity for gym class or a way to get kids to try new foods in the lunchroom, dont keep that a secret share it with other schools, so that their students can benefit too. Thats what were trying to do with our website, Letsmove. gov, where weve posted all kinds of tips, recipes, and information that we wanted to share with folks across this country. In the end, these are the efforts that will make the difference in our kids lives. And all of you are the folks who will determine whether we can solve this problem once and for all. Our First Lady has taken a proactive stance to combat obesity through our schools and has provided incentives and resources to ensure that this epidemic is brought under control. I believe these facts are supportive of the U. S. school programs being present to prevent obesity in our children. These facts show that steps are being taken, however much more awareness to parents and children must be provided given the Nation’s childhood obesity rate. Our schools have been targeted by our government to address our youth we have taken small steps as a nation to address this problem. The evidence shows that programs are being put in place to assist and support the education of children and parents. In conclusion the condition of obesity in our nation is at an all-time high. Our children within the U. S. have a 95% attendance rate to schools. Given that this institution of education is the focal point to which we are able to educate and inform on a mass level it will provide the grounds to combat this epidemic of obesity. Schools can and will be provided the resources necessary to educate and inform both student and parent about the preventive measures to obesity.

Deer Hunting Essay -- Process Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Many people have misconceptions about hunting. One such misconception is that hunting is easy and any person can go sit in the woods and wait for an animal to cross the hunter’s path. However, people who believe this are sorely mistaken. Hunting is not just sitting in the woods with a rifle; there are many other aspects that must be considered. An individual must have all preparations complete, purchase or gather the equipment needed, and know what to listen for while in the woods.   Ã‚  Ã‚  Ã‚  Ã‚  First, an individual must get prepared for the beginning of the deer-hunting season. Contact your local parks and wildlife organization to find out the rules and regulations for that particular season, the dates for the season, and bag limits. Once you have gathered this information, go to any sporting goods or hardware store to purchase a hunting license. A combination hunting and fishing license usually costs around $55. In preparing for the season, you also need to find a hunting club or lease. When looking for a hunting club or lease, it is important to find an area that has plenty of hardwoods and a water source; otherwise you will be wasting your time. Now that you have found the club or lease that is right for your hunting needs, there are dues that are owed to your club or lease and the clubs or leases own rules and regulations that need to be gone over. Since, the rules and regulations, club or lease, and license are taken care of, you need to figure out what type of equi...

Abraham Maslow’s Hierarchy of Needs

Abraham Maslow’s Hierarchy of Needs and the Road to Self-Actualization PSY 330: Theories of Personality January 30th, 2012 Abraham Maslow: Hierarchy of Needs and the Road to Self-Actualization Abraham Maslow was an American theorist that was one of the advocates of humanistic psychology. He believed that self-actualization is â€Å"a situation that exists when a person is acting in accordance with his or her full potential† (Hergenhahn & Olson, 2011).I will illustrate the key concepts of Maslow’s hierarchy of needs of humans, research the methodologies of his concept, and address how self-actualization has conceptualized on this type of personality development. His contribution to humanistic psychology has helped self-help enthusiasts, educators, and business proprietors alike. Maslow's hierarchy of need was one of the main theories that assisted in paving the route to what he believed was self-actualization.Because Positive regard assists in the growth of motiva tion, there are certain essential functional needs that human needs, and Humans can fulfill their full potential in a positive manner. Who was Abraham H. Maslow? Abraham Maslow was born in Brooklyn, New York on April 1, 1908. His parents were immigrants from Russia who were poor and had six other children after Abraham. He spent his time mostly by himself and liked to read. Being that he was Jewish in a neighborhood that was not he felt unhappy and lonely.As a child he had parents that were emotionally and verbally abusive towards him and over time he grew to have strong feelings of hatred especially for his mother. He eventually made amends with his father, but never did so with his mother. When Maslow transferred from City College of New York to Cornell University in 1927; his introduction to Psychology was unexceptional at best. Maslow’s professor Edward B. Tichener lectured â€Å"scientific introspection† that he found to be â€Å"cold and boring, and caused him t o lose interest in psychology temporarily† (Hergenhahn & Olson, 2011). A year later he went back to City College of New York.He went on to the University of Wisconsin where he received a Bachelor’s Degree in 1930, his Master’s Degree in 1931, and his Doctoral Degree in 1934. While living in Wisconsin, â€Å"Maslow married his first cousin and childhood sweetheart, Bertha Goodman, and they eventually had two children† (Hergenhahn & Olson, 2011). In the mid 1930’s, Maslow worked as a Carnegie fellow for 18 months under theorist Edward L. Thorndike. Thorndike’s theories were similar to the studies of theorists Pavlov and B. F. Skinner. He theorized â€Å"animal intelligence and applied animal to human educational experiences† (Indiana. edu, 2012).Thorndike emphasis was on Behaviorism and Psychoanalysis. The type of people he was interested in like Albert Einstein were people that had solid evidence of them doing whatever they needed to do to achieve their highest potential. Maslow found their innovative ways of creativity to be one that needed to be studied and examined. Throughout the 1940’s and early 1950’s he continued to strengthen his interest with people that he considered to be â€Å"self-actualizers, looking back at history, he studied individuals such as Abraham Lincoln, Jane Adams, Albert Einstein and Albert Schweitzer† (strenghtfoundation. rg).By the late 1950’s, along with Clark Moustakeas, who was another revolutionary psychologist, set up â€Å"two meetings that were held in Detroit among psychologists who were interested in founding a professional association dedicated to a more meaningful, more humanistic vision† (strenghtfoundation. org). This was where the â€Å"Third Force†, Humanistic Psychology began to take form. Many topics were discussed that fell under the same umbrella on how self-actualization is manifested and what were the building blocks of oneà ¢â‚¬â„¢s originality.Three years after the meetings Brandels University sponsored the introduction of the â€Å"American Association for Humanistic Psychology† (strenghtfoundation. org). This was the beginning of one of the groundbreaking contributions to Psychology Abraham Maslow has done. Another way that Maslow has contributed to Psychology by making sure through gatherings, meetings, lectures, and theory that the matter of humanistic psychology is just as valuable and needed to be taught as that of Pavlov’s theory of behaviorism and that of Freudian’s psychoanalysis theory.As a prophet of human potential, Maslow believed the realization of one’s total potential variously described as self-realization to be the ultimate goal of all human kind† (Dhiman, 2007). He did this with extensive research and by working with theorist that shared the same interests, like Carl Rogers. He did his bit on teaching at a university, but quickly found out that he d id not like it very much and had the students teach the class as he monitored. The times that he did lecture the class, he asked questions that broaden the horizons of how the student saw themselves in the future.The questions were similar to â€Å"Who wants to be president? â€Å"Or a great composer†, and even an aspiration to be a saint? † (Dhiman, 2007). I believe this gave the students a platform to start thinking of a broader prospective for them and create what they needed to build their motivation to do and be anything that they can imagine to be. This drive or push in their self-esteem is one of the best ways to feel like they are needed and wanted. According to a book written and reviewed by R.J Lowry, it was an assembly of eight articles that were written by Maslow and his research on humans and the â€Å"character structure†; one of the articles depicted his â€Å"theory of human motivation and his concept on the hierarchy of human needs† (Lowr y, 1975).Maslow’s Hierarchy of Human needs is one of his most popular theories. Maslow’s focal point on his theory of motivation was the concept was that humans have a set of needs. According to our text, the â€Å"hierarchy of human needs is an arrangement of the needs from lowest to highest in terms of their potency† (Hergenhahn & Olson, 2011). see figure1). Abraham Maslow’s Hierarchy of Needs [pic] Figure 1, Maslow Enhanced 2011. This figure illustrates the various levels of Maslow’s Hierarchy of Needs. Maslow's Hierarchy of Needs was one of the main theories that assisted in paving the route to what he believed was self-actualization.The lowest part of the pyramid is the Biological and Physiological needs. One would think that basic life needs like â€Å"air, food, drink, shelter, warmth, etc. , would be an essential need. How would we as humans, be able to live without it. To Maslow he didn’t look at it that way. According to Maslow, p sychology has overemphasized the importance of such needs in determining the behavior of humans in a modern society; a person’s life cannot be dominated by hunger or thirst† (Hergenhahn & Olson, 2011). He was interested in knowing what happens when the needs of the physiological nature have been met. The second tier on the pyramid is Safety Needs. Feeling safe and secure means so much for many. Having that need builds a sense of trust that everything is going to be alright. It is of great gratification for humans that are able to not worry about harm.Inching closer to the top and in actuality right in the middle is my favorite, Love Needs and Belongingness. This tier incorporates the need of affection, relationships, family, etc. Making a connection to a person and/or group is a very important need to some individuals. I’ve seen that the lack of this need has left some individuals feeling lonely and not having a sense of purpose. In some cases, these individuals ended up being very depressed. The fourth tier that is closest to the top and the second most important tier is Esteem Needs.According to the Journal of Asset Management, esteem needs are â€Å"the desire for achievement, confidence to face the world, independence, freedom, the desire for reputation and prestige, recognition, attention, and importance† (De Brouwer, 2009). I would think that these are the needs that one needs in order to build self-esteem. These needs include â€Å"respect, recognition, and confidence† (strenghtfoundation. org). Having this type of need is important in any dynamic of family, employees, friendship, and companionship. Feeling validated and a sense of importance can be viewed as really important, it did to Maslow.He advised that lack of esteem needs â€Å"results in discouragement and feelings of inferiority† (Hergenhahn & Olson, 2011). The final and top tier is self-actualization. Self-actualization â€Å"the highest level in the hierarchy of needs, which can be reached only if the preceding need levels have been adequately satisfied† (Hergenhahn & Olson, 2011). This is where the individual is living and being at their highest potential. The tier describes it as reaching the need of personal growth and fulfillment. As a student, I know that I am doing whatever there is possible to reach this need.I did once with my job. I felt that whatever task and/or issue that I was given gave me the necessary tools and resources to help me feel that I was on the right track of achieving this very need. Since then I was laid off with hundreds of others. I have yet found a job that I could feel that way again. Maslow’s Hierarchy of Needs has been used as a backdrop for corporate markets, economic structures, and personality development. For example, Maslow’s theory has been used to â€Å"predict development of Quality of Life in countries over time† (Hagerty, 1999).This prediction was done to a s eries of â€Å"88 countries from 1960-1994† (Hagerty, 1999). All were being researched against Maslow’s level of needs. Could humans and/or even countries strive and achieve growth and potential coming from a terrible circumstance. Do they have to have these needs in place to transition to the next level? Some people thought that Maslow’s theory could be challenged. A writer of an article about Maslow wrote: â€Å"that there were many people who have grown despite or even because of tough circumstances† (strenghtfoundation. org).Maslow did have some doubts but still stood by on how people thrive through a hopeful atmosphere. Human nature has shown differences and what are alike in this hierarchy of needs. Most of the examples are in social atmospheres. Teenagers for example seek acceptance from their peers. As a teen, I wanted to feel I was part of my group and I wanted them to like me. I saw how the treated those that they didn’t care for and I di d not want that to happen to me. As I grew older I didn’t really have that need of acceptance. I see that my son as a young boy doesn’t care if he is accepted or not.He has friends, but he feels that he doesn’t have to jump through hoop to keep them or make them like him. Generally, it is common for most individuals to want to feel safe and secure. Having a sense of fear is not healthy. It can bring forth anxiety that could be detrimental to other areas in their life. Many humans see that they can’t live without the physiological need. If I was asked before reading more about the hierarchy of needs, I would say that that would be the most important need. If we don’t eat we will not survive. Maslow has me thinking twice.This need is a never ending cycle and we have to meet it. The other needs to some could be conditional or something that they don’t deem to be important. A healthy outlook would be that of seeing these needs as a transitional platform to move on to the next goal. Some of the time we don’t get everything aligned together and needs met when they are supposed to. These are the times when an individual can find that this experience could be difficult to deal with. This would be an example to be unhealthy. Some people would obsess on the fact that they are lacking, lonely, and not achieving their highest potential.Most people don’t really know how to handle these circumstances and deal with them on a negative way. Others know how to look at the glass as half full then half empty and take a more positive approach to achieving their needs. Maslow believed that â€Å"all human needs including the need for self-actualization were instinctoid, it must be the environment (society, culture) that determines the highest level of attainment in the hierarchy of needs† (Hergenhahn & Olson, 2011). In my experience, the needs that are described in Maslow’s hierarchy are those that I am constantl y tried to move up to and maintain for as long as I remember.The some such as love needs, physiological, and safety needs are constantly going in and out of not being met. I know that I don’t live my life dwelling on what I don’t have. I believe very much in myself that I would be able to have those needs met. In conclusion, theory of the achieving the goal to self-actualization relies on the hierarchy of needs that I have illustrated in depth. Individuals are given the opportunity to achieve these needs and move up higher in the tier. Maslow's hierarchy of need was one of the main theories that assisted in paving the route to what he believed was self-actualization.Because Positive regard assists in the growth of motivation, there are certain essential functional needs that human needs, and humans can fulfill their full potential in a positive manner. References: Hergenhahn, B. & Olson, M. (2011). An introduction to theories of personality (8th ed). De Brouwer, P.. (2 009). Maslowian Portfolio Theory: An alternative formulation of the Behavioural Portfolio Theory. Journal of Asset Management, 9(6), 359-365. Retrieved January 29, 2012, from ABI/INFORM Global. (Document ID: 1645869911). Dhiman, S.. (2007). Personal Mastery: Our Quest for Self-Actualization,Meaning, and Highest Purpose. Interbeing, 1(1), 25-35. Retrieved January 29, 2012, from ABI/INFORM Global. (Document ID: 1680535071 Lowry, R. J. (1975). Dominance, Self Esteem, Self-Actualization: Germinal Papers. Contemporary Sociology, 4(5), 556-557. Retrieved January 24, 2012, from the Jstor database. Hagerty, Michael R. (1999). Testing Maslow's hierarchy of needs: National quality-of-life across time. Social Indicators Research, 46(3), 249-271. Retrieved January 30, 2012, from ABI/INFORM Global. (Document ID: 42213750). Figure 1, Maslow Enhanced | CIBU – California International Business University. (2011, March 14).Bachelor Degree, MBA Program, Doctor of Business Administration: CIBU – California International Business University. Retrieved January 27, 2012, from http://cibu. edu/general-posts/maslow-enhanced/ Human Intelligence: Edward L. Thorndike. (2012, January 26). Indiana University. Retrieved January 29, 2012, from http://www. indiana. edu/~intell/ethorndike Abraham Maslow’s work on strengths – The Strengths Foundation. (n. d. ). Welcome to The Strengths Foundation – Sharing the Strengths Way of Encouraging People. Retrieved January 29, 2012, from http://www. thestrengthsfoundation. org/3-tips-for-understanding-abraham-maslows-work-on-strengths

Mobile Intelligent Tutoring Systems Education Essay

Mobile intelligent tutoring systems have the possible to present low-priced, one-to-one aid to scholars outside of the traditional schoolroom and computing machine lab scenes. The focal point of this paper is to sketch the usage of Mobile Intelligent Tutoring Systems in back uping the Mathematics human coachs in secondary schools and the function that nomadic devices can play in circulating and back uping the cognition gained by intelligent coachs. The paper reviews desktop Intelligent Tutoring Systems and how the same can be used in nomadic devices. The concluding portion of the paper examines the challenges faced in the development of Mobile Intelligent Tutoring Systems. The general public presentation in mathematics among secondary school pupils in Kenya has non been impressive for many old ages ( KNEC, 2000 ) . Much has been done and said with purposes of bettering public presentation with small success including debut of â€Å" Strengthening of Mathematics and Science in Secondary Education ( SMASSE ) Undertaking † , launched in Kenya in 1998 and funded by Japan authorities. It is aimed at the betterment of mathematics and scientific discipline instruction through In-service Training ( INSET ) for instructors ( Nancy, Alice, 2007 ) . Poor public presentation is attributed to several factors among them attitude of pupils and instructors, deficiency of learning installations such as books and unequal remedial or follow-up tutoring in most schools. Whereas there is demand to assist scholars develop a deeper conceptual apprehension through such techniques as tutoring when they are larning a new sphere ( Lane, 2006 ) , that is desiring. Mathematicss is a hard capable both to learn and larn. Mathematicss is besides a topic, which requires difficult work, and batch of pattern – the paramount facets for larning mathematics. Learning mathematics comprises foremost having facts, rules, and so larning how to use them ( Garry, 1996 ) . Teachers may desire to pass more clip with pupils but human resource is normally the chief restraint due to high student-to-teacher ratio witnessed in schools. The broad usage of cell phones in society has led research workers to look into methods to use nomadic devices in instruction ( Castells, 1999 ) . Presently, there are around 16 million cell phone endorsers in Kenya with the figure projected to travel up following licensing of 4th Mobile operator – YU ( Communication Commission of Kenya ) . Harmonizing to Brown ( 2003 ) and Kam etal ( 2009 ) , the nomadic device has been argued to be an appropriate tool for educational bringing in the development states. The statement behind this is that nomadic device is low-power device that can be used in topographic points without electricity. Although nomadic device such as cell phone is mostly purchased for voice communications – which users rely on for their societal and economic demands – it is besides able to run educational package that support visuals and voiceovers ( as cited in Kumar, 2009 ) . Most of all, the cell phone is the fastest turning engineering platform in the development states. There are 2.2 billion nomadic phones in developing parts like Africa and India, as compared to merely 11 million desktops ( CNN, 2009 ) . Teaching pupils on a one-to-one footing significantly influences the grade of cognition and accomplishment retained by the pupil. Bloom ( 1984 ) suggests that one-to-one tutoring is the most effectual scheme known, by and large giving two standard divergences better public presentation than traditional direction. For the intent of this paper, the term â€Å" nomadic device † comprise of criterion cell phones, smart phones ( those using an operating system supplying voice services every bit good as extra informations processing applications ) , and personal digital helpers ( PDAs ) – supplying informations treating without voice capablenesss. Whereas laptop computing machines are portable, users interact with them in ways that are more similar to desktop computing machines than they do with smaller devices e.g. usage of keyboard. Therefore, it does non fall under ‘mobile device ‘ class.Table 1.1 Comparisons of Desktop and Mobile Tutoring SystemsDescriptionDesktopMobile DeviceInterface Full size keyboard Multi-window design Small Keyboard Single-window design Display 14+ inch show 2-5 inch show Connectivity Ethernet, Wi-Fi Wi-Fi, Cellular Delivery Standalone Client merely Use Classrooms and computing machine labs Anywhere and anytime2. Intelligent Tutoring SystemHafner ( 2000 ) defined Intelligent Tutoring System ( ITS ) as â€Å" educational package incorporating an unreal intelligence constituent. The package tracks pupil ‘s work, orienting feedback and intimations along the manner. By roll uping information on a peculiar pupil ‘s public presentation, the package can do illations about strengths and failings, and can propose extra work. † ITSs have been used to help pupils with prep, trial pickings, and appraisal ( ISTE, 2007 ) . An ITS can be used to enable the pupils work independently, to better their apprehension of constructs within related sphere, and to take advancement of job work outing ability for each of them ( Martin, 2001 ) . On the other manus, an ITS can be able to help non merely the pupils but besides the instructors in developing and managing classs ( Shin, Norris and Soloway, 2006 ) . Harmonizing to Korhan ( 2006 ) , â€Å" Intelligence involves mental capablenesss such as the logical thinking ability, planning, work outing jobs, believing abstractly, groking thoughts, and larning † . Furthermore, it is related to creativeness and personality of the individual harmonizing to psychological science. Conversely, mathematics is as a incubus for many pupils. This may take to pupils doubting their creativeness, endowment, and motive when analyzing mathematics. In this sense, the tutoring systems must hold the capableness of existent instructors, and it must move like human coach in a categ ory. Information technologies can raise up the effectivity of learning mathematics in a category ( Kinshuk, 2002 ) and hence regarded as one of the topics in Artificial Intelligence ( AI )3. Background of ITSComputers have been used in instruction since 1960s ( Martin, 2001 ) . Intelligent Tutoring Systems are computing machine systems designed for support and betterment of acquisition and learning procedure in the sphere cognition. Even though Intelligent Tutoring Systems began with Computer-Aided Instruction ( CAI ) , they differ from them in some ways. First, the interfaces, in CAIs, are of all time inactive for each pupil and the information presented to each pupil is precisely the same for all the clip ( as cited in Mitrovic et al. , 2007 ) Harmonizing to Koedinger et Al. ( 1995 ) , ITSs use the cognition for pedagogical procedure so that the system tries to find what the pupil knows or does non cognize. Contrary to ITSs, CAIs have premises about what the pupil knows. Therefore, the same course of study is presented to pupils in CAIs, even though the predating cognition is necessity for a pupil. The other difference between them, harmonizing to Koedinger et Al. ( 1995 ) , is with the feedback system. Some CAIs have the capableness of inquiring inquiries to pupils. However the feedback system of them is limited to indicant of whether the pupil reply was right or incorrect, merely. ITSs, on the other manus, attempt to find the pupils ‘ failings on a subject utilizing the sphere and pupil theoretical account as shall be depicted in subdivision 4 below. Most Computer-Based Instructional ( CBI ) applications and systems, including ITS, still shack chiefly on the desktop. Harmonizing to Eamon ( 2004 ) , ITS have been shown to be extremely successful in bettering pupil acquisition in the schoolroom. When ITS is integrated into school course of study, pupils use the coachs during school hours in computing machine labs and schoolrooms. The enlargement of the desktop ITS to the nomadic learning universe of Mobile will, doubtless, supply great benefit for pupils and instructors likewise. A nomadic intelligent coach has the possible to present the important advantages of intelligent tutoring systems to a broad audience of scholars and spread out coach usage to exterior of computing machine labs and schoolrooms therefore supplying robust and flexible acquisition chances to pupils â€Å" anyplace † and â€Å" anytime † ( Farooq etal, 2002 ) . It will besides be of aid for pupils on the move such as nomads who may non acquire adequate human tutoring in category besides heightening student-centred acquisition.4. How Intelligent Tutoring Systems WorkITS for mathematical jobs was planned and designed to ease pupils in acquisition and name on pupil ‘s mistakes and efficaciously generate accounts for those mistakes ( Burns, Capps, 1988 ) and offer a pupil monitoring system that includes learning advancemen t and relevant statistical informations. The end of ITS is to supply the benefits of one-on one direction automatically and be efficaciously. Like any other preparation simulations, ITS enables participants to pattern their accomplishments by transporting out undertakings within extremely synergistic acquisition environments. However, ITS goes beyond developing simulations by replying user inquiries and supplying individualised aid. Unlike other computer-based preparation engineerings, ITS systems gauge each scholar ‘s actions within these synergistic environments and develop a theoretical account of their cognition, accomplishments, and expertness. Based on the scholar theoretical account, ITSs tailor instructional schemes, in footings of both the content and manner, and supply accounts, intimations, illustrations, presentations, and pattern jobs as needed ( James and Sowmya, 2007 )Intelligent Tutoring SystemStudent ModelExpert ModelEnvironmentInterfaceDirection ModelFigure 4.1 Intelligent Tutoring System ModelIntelligent tutoring systems have their foundation in the unreal intelligence, more specifically adept systems, and computing machine assisted direction subjects. Burns et Al. ( 1988 ) depict the â€Å" intelligence † of this package as the aggregation of the five subsystems shown in F igure 4.1 above. The first is an adept theoretical account stand foring the sphere cognition or capable affair expertness. This cognition comprises the apprehension of the capable affair that an expert has in the tutored country i.e. adept theoretical account merely represents the expert cognition and the ability to work out jobs within a sphere. The 2nd theoretical account is the pupil ‘s. This theoretical account represents the cognition, accomplishments, behavior and other properties of a pupil larning the sphere. This theoretical account let the ITS know who it ‘s learning ( James et al. , 2007 ) and tries to find pupil ‘s mental provinces. This faculty generates the pupil theoretical account with all information about the single scholar. It provides the information such that what the pupil knows or does non cognize, any misconceptions, grade of forgetfulness, concluding accomplishments etc. ( Korhan, 2006 ) The 3rd is the direction theoretical account, which is responsible for acknowledging pupil input and reacting to student actions i.e. enables the ITS to cognize how to learn, by encoding instructional schemes used by the tutoring system. The teacher theoretical account selects the most appropriate instructional intercession based on the cognition of a pupil ‘s accomplishments, strengths and failings, participant expertness degrees, and pupil acquisition manners. Additionally, the teacher theoretical account may besides take subjects, simulations, and examples that address the pupil ‘s competency spreads. It is besides known as pedagogical or coach faculty ( Martin, 2001 ) The 4th is the instructional environment or sphere that provides support to the scholar. It consists of the activity and tools, and to some widen the state of affairs, provided by the system to ease acquisition. The last constituent is the interface, an indispensable constituent that provides the agencies by which the user can pass on with the system. It is the integrating of the theoretical accounts that separate ITS engineering from other signifiers of computer-aided direction ( Heffernan, Koedinger and Aleven, 2003 ) . Harmonizing to Trojahn et Al. ( 2002 ) , ITS have the informative attack in which direction is understood to be the transmittal of cognition necessitating the teacher/instructor to supervise the pupil invariably, particularly in the job work outing procedures. It takes into history the capacity for acquisition and the cognition of the pupil in that topic. ITS ‘s are adapted to each pupil by agencies of their diagnostic accomplishments which examine the pupil ‘s cognition and the structuring and presentation of cognition. They besides make usage of a assortment of techniques to keep the user ‘s attending ( equated to human coach motive ) and ease the transmittal of the coveted cognition. Intelligent developing systems besides portion this attack, although in these instances the procedures are aimed more towards specific job resolution activities. The coach guides the direction procedure harmonizing to traditional patterns ( UPGRADE, 2002 ) . Knowledge is a cardinal to intelligent behaviour and, hence, ITSs are said to be knowledge-based because they have: ( I ) sphere cognition, ( two ) cognition about learning rules and about methods for using those rules, and ( three ) cognition about methods and techniques for pupil mold ( S. Stankov et al. , 2007 ) It is of import to observe that ITS is an interdisciplinary field that investigates how to invent educational systems that provide direction tailored to the demands of single scholars, as many good instructors do ( Conati et al. , 2002 ) There are three types of cognition that an intelligent coach ( human or unreal ) needs to hold to be able to help pupil acquisition: ( I ) cognition about the mark instructional sphere, ( two ) cognition about the pupil, and ( three ) cognition about the relevant pedagogical/instructional schemes.5. Mobile Intelligent Tutoring SystemHarmonizing to Brown ( 2009 ) , Mobile ITSs have non received extended research. There has been small research aimed at placing how to accommodate the desktop coachs and which facets of the coach to alter, as facets of desktop coachs require alteration for nomadic device content bringing. The bringing of ITSs on nomadic devices in Kenya has the possible to supply the important advantages of intelligent tutoring systems to a wider audience of scholars therefore assisting in bridging the digital divide. Some secondary schools provide Internet and computing machine entree to pupils but a deeper appraisal reveals that the presence of engineering does non compare to effectual usage of the engineering ( Yong et al, 2006 ) . Among the several factors impeding usage is the student-to-computer ratio in schools. For those schools with computing machines, it is reported that no school has one computing machine for each pupil with the lowest computer-to-student ratio being about 3-to-1 ( Christopher et al, 2007 ) . On the other manus, about all pupils can entree the nomadic phones doing it possible for schools to do usage of handheld calculating to organize engineering usage between place and school for the pupils. This tendency is besides nailing of the possible that nomadic and hand-held devices have to present a one-to-one calculating solution to the instruction community ( Quinn, 2000 ) . By utilizing nomadic devices, schools without the fiscal resources to put in and keep big computing machine labs can hold the ability to supply scholars with ITS engineering. One singular virtue is that pupils can easy transport the coachs between place and school besides sharing the nomadic ITSs between pupils in the same school therefore enabling ‘everywhere ‘ and ‘anytime ‘ acquisition ( Facer, Faux, McFarlane, 2005 ) . The portability of nomadic ITSs extends coach usage to exterior of computing machine labs and traditional schoolrooms, thereby supplying flexible larning chances to pupils at place, after school, and in other locations ( Vahey et Al, 2004 ) . With the promotion of nomadic device engineering, there is besides the possibility for nomadic ITSs to put to death as standalone applications, as opposed to client-server web based, thereby extinguishing the demand for an Internet connexion, either wired or radio. Harmonizing to the research conducted by Brown ( 2009 ) to find whether nomadic intelligent tutoring system provide larning additions greater than standard instructional activities, it was found out that pupils utilizing the tutoring status did see an addition in post-test public presentation greater than pupils that did non utilize the coach ( utilizing paper and pencil ) . As a consequence, it can be concluded that a nomadic ITS can supply larning additions greater than standard direction.6. Related WorkIn the early 1970s a few research workers defined a new end for computer-based direction. They adopted the human coach as their educational theoretical account and sought to use unreal intelligence techniques to recognize this theoretical account in â€Å" intelligent † computer- based direction. Personal human coachs provide a extremely efficient larning environment ( Cohen and Kulik, 1982 ) and have been estimated to increase average achievement results by every bit much as two Intelligent Tutoring Systems standard divergences ( Bloom, 1984 ) . The end of ITSs would be to prosecute the pupils in sustained logical thinking activity and to interact with the pupil based on a deep apprehension of the pupils ‘ behaviour. From 1990s, research on teaching method in the mathematics recognized that pupils learn mathematics more efficaciously, if the traditional acquisition of expressions and processs is supplemented with the possibility to research a wide scope of jobs and job state of affairss through ITS ( Schoenfeld, 1990 ) . In peculiar, the international comparative survey of mathematics learning ( Baumert et al. , 1997 ) , has shown that learning with an orientation towards active job work outing outputs better larning consequences in the sense that the acquired cognition is more readily available and applicable particularly in new contexts and that a contemplation about the job work outing activities and methods outputs a deeper apprehension and better public presentation. Harmonizing to James and Sowmya ( 2006 ) , Carnegie Learning developed a suite of ITSbased â€Å" cognitive coachs † in secondary-level mathematics. The systems, based on earlier research carried out by John Anderson and Ken Koedinger at Carnegie Mellon University, were tested in selected secondary school and pupils showed 50- to 100-percent betterment in job resolution and usage of equations, tabular arraies, and graphs. Eric and Jorg ( 2003 ) developed ActiveMath ITS used in job resolution, rule-based systems, cognition representation, user mold, adaptative systems and adaptative hyper-media, and diagnosing. ALEKS ( Assessment and Learning in Knowledge Spaces ) is an on-line ITS aimed at tutoring Geometry and Business Mathematics classs ( Anderson, Reder, Simon, 1996 ) . It is web based and therefore requires Internet connexion for it to be accessed. MathITS ( Korhan, 2006 ) is an Intelligent Tutoring System for mathematics instruction at undergraduate and graduate degree and employs the conceptual map mold technique ( Hwang, 2003 ) . It is a student-centred system, which supports synergistic acquisition.7. Challenges Faced in Developing Mobile ITS Applications for Mathematics TutoringIt is easier said than done for teachers, school decision makers, and even parents to see nomadic devices as being utile for educational intents because they have been predominately used for societal intents including phone communicating and text messaging. The current educational system produces lesson programs, larning activities, and appraisals based upon traditional educational theoretical accounts. However, the debut of nomadic devices enables pupils to interact and join forces with one another in ways non antecedently realized. Therefore, teachers must now find how to plan lessons and activities structured around this mobility and accurately q uantify the consequences of the usage of the engineering. The usage of nomadic devices besides raises inquiries that relate to the execution of the engineering, viz. the hardware and package. Previous tests of nomadic larning applications reveal that concerns sing device ownership, battery life, and web connectivity can greatly impact the acquisition results of pupils ( Facer, Faux, and McFarlane, 2005 ) . While these issues may be viewed by some as policy instead than research, it can be argued that an apprehension of these issues could supply information to inform the design of the applications themselves. For illustration, cognizing that pupils may non hold dependable Internet connexions may do a interior decorator to make a standalone application or one that requires periodic synchronism for it to work decently. Interestingly, research workers implementing and proving nomadic larning applications have noted that there is possible for nomadic larning applications to be alongside traditional instructional tools ( Vahey et al. , 2004 ) . While the usage of nomadic larning applications can be transformative, it is necessary to understand and see the bing acquisition environment in which it is intended. While there are surely cases in which a Mobile larning application can supply an experience non possible without the engineering ( Chen, Kao and Sheu, 2003 ) , it seems sensible, and even likely, that this engineering can co-exist and back up traditional paper-based methods. Representation of diagrams and limited sum of text poses a challenge. As a consequence, the teachers should make up one's mind on which content could best be presented in nomadic device. The diagrams representation is limited by screen size.8. DecisionMobile ITS execution will assist to better mathematics public presentation in Kenya Secondary schools. However, certain research countries such as its development, statute law issues, interface, instruction and acquisition schemes and architecture ( hardware and package ) should be addressed in order to recognize the benefits of Mobile ITS. By so making, Kenya will tout of m-Learning and therefore will make more pupils assisting to bridge the digital divide spread.