Stefan’s Diaries: The Craving Epilogue

My time in New York clarified the perils of my existence; despite my good intentions, I am dangerous to humans, and my brother is dangerous to everyone. And now? What does the future hold? My days seem to pass like minutes. I suppose this means I'm growing accustomed to the idea of eternity. I have lost so much in the months since I became the creature I now am. But I have gained time. And with time, I gain opportunity. I will see Italy. And the rest of Europe. I will travel the whole world. But I will never make a home among humans again. As for Damon†¦ I believe our road together is long and our story is not over yet. Should one of us ever finally come to his doom, it will only be the other who causes it. And in the background†¦ heralded by the faint perfume of lemon and ginger†¦ will always be Katherine, laughing at both of us. Don't miss the new Vampire Diaries trilogy, The Hunters Read an exclusive sneak peek of the first volume, Phantom! Elena Gilbert stepped onto a smooth expanse of grass, the spongy blades collapsing beneath her feet. Clusters of scarlet roses and violet delphiniums pushed up from the ground while a giant canopy hung above her, twinkling with glowing lanterns. On the terrace in front of her stood two curving white marble fountains that shot sprays of water high into the air. Everything was beautiful, and elegant, and somehow familiar. This is Bloddeuwedd's palace, a voice in her head said. But when she had been here last, the field had been crowded with laughing, dancing partygoers. They were gone now, though signs of their presence remained: empty glasses littering the tables set around the edges of the lawn, a silken shawl tossed over a chair, a lone high-heeled shoe perched on the edge of a fountain. Something else was odd, too. Before, the scene had been lit by the hellish red light that illuminated everything in the Dark Dimension, turning blues to purples, whites to pinks, and pinks to the velvety color of blood. Now a clear white light shone over everything, and a full white moon sailed calmly overhead. A whisper of movement came from behind her, and Elena realized with a start that she wasn't alone after all. A dark figure was suddenly there, approaching her. Damon. Of course it was Damon, Elena thought with a smile. If anyone was going to appear unexpectedly before her, here, at what felt like the end of the world – or at least the hour after a good party had ended – it would be Damon. God, he was so beautiful. Black on black: soft black hair, eyes black as midnight, black jeans, and a smooth leather jacket. As their eyes met, she was so glad to see him that she could hardly breathe. She threw herself into his embrace, clasping him around the neck. She felt the lithe, hard muscles in his arms and chest as he held her tight. â€Å"Damon,† she said, her voice trembling for some reason. Her body was trembling, too, and Damon stroked her arms and shoulders, calming her. â€Å"What is it, princess? Don't tell me you're afraid.† He smirked lazily at her, but his hands were strong and steady. â€Å"I am afraid,† she answered. â€Å"But what are you afraid of?† That left her puzzled for a moment. Then, slowly, putting her cheek against his, she said, â€Å"I'm afraid that this is just a dream.† â€Å"I'll tell you a secret,† he said into her ear. â€Å"You and I are the only real things here. It's everything else that's the dream.† â€Å"Just you and I?† Elena echoed, an uneasy thought nagging at her, as though she was forgetting something – or someone. A fleck of ash landed on her dress, and she absently brushed it away. â€Å"It's just the two of us, Elena,† Damon said sharply. â€Å"You're mine. I'm yours. We've always loved each other, since the beginning of time.† Of course. That must be why she was trembling – it was joy. He was hers. She was his. They belonged together. She whispered one word, â€Å"Yes.† Then he kissed her. His lips were soft as silk, and when the kiss deepened, she tilted her head back, exposing her throat, anticipating the double wasp-sting he'd delivered so many times. When it didn't come, she opened her eyes questioningly. The moon was bright as ever, and the scent of roses hung heavy in the air. But Damon's chiseled features were pale under his dark hair, and more ash had landed on the shoulders of his jacket. All at once, the little doubts that had been niggling at her came into clear focus. Oh, no. Oh, no. â€Å"Damon,† she gasped, looking into his eyes despairingly as tears filled her own. â€Å"You can't be here, Damon. You're†¦ dead.† â€Å"For more than five hundred years, princess.† Damon flashed his blinding smile at her. â€Å"I don't know why it's such a shock to you.† More ash was falling around them, like a fine gray rain. Like the ash Damon's body was buried beneath, worlds and dimensions away. â€Å"Damon, you're†¦ dead now. Not undead, but†¦ gone.† â€Å"No, Elena – â€Å" â€Å"Yes. Yes! I held you as you died†¦.† Elena was sobbing helplessly. She couldn't feel Damon's arms at all now. He was disappearing into shimmering light. â€Å"Listen to me, Elena – † She was holding moonlight. Anguish caught at her heart. â€Å"All you need to do is call for me,† Damon's voice said. â€Å"All you need†¦Ã¢â‚¬  His voice faded into the sound of wind rustling through the trees. Elena's eyes snapped open. The room was full of sunlight, and a huge crow was perched on the sill of her open window. A cloud must have gone over the sun; for a moment, the world was dim. The crow tilted its head to one side and gave another croak, watching her with bright eyes. A cold chill ran down her spine. â€Å"Damon?† she whispered. But the crow just spread its wings and flew away.

Lady macbeth being disturbed Essay

The authors of Macbeth and The laboratory also have different ways of portraying their characters to be disturbed. One way they do this is that one of the characters feel guilt whereas the other finds some sort of joy from what she is doing. One way Shakespeare highlights Lady Macbeth to be disturbed is in Act 5 Scene 1. This is when Lady Macbeth says â€Å"The smell of blood is still there. All the perfumes of Arabia cannot sweeten this little hand† This quote is very important in unveiling the difference between Lady Macbeth and the narrator of the laboratory. The hyperbole â€Å" all the perfumes of Arabia cannot sweeten this little hand† informs the reader that lady Macbeth believes that what she has done is irreversible and now is casted in iron, she is now coming to her sense and becoming more human like by feeling some sort of guilt, we know this as she is certain that â€Å"all the perfumes of Arabia† cannot take this guilt away, Shakespeare is also using â€Å"the smell of blood â€Å" as a metaphor to educate the reader that lady Macbeth is now talking about the guilt she has bottled up within her and now she needs to ether let someone know or kill herself, we all know at the end that she commits suicide as she buckles under the fear of guilt. In the phrase â€Å"the smell of blood† Shakespeare uses the noun blood to emphasis to the reader that she is feeling guilt, we know this as the noun â€Å"blood† implies she helped kill the king now because of this murder she has blood on her hands. Now the blood has been washed away no one can see it but herself. She is becoming crazy thinking she sees all this blood, and in scene 4 she spends her days washing her hands of the blood that is not there but has instead stained her soul. This sudden found guilt backs up the argument from the Jacobean era that women were the weaker sex, both physically, mentally and emotionally , this is why the society was so patristic. Robert Browning portrays the narrator of the poem in a different view, he makes her seem cheerful and enthusiastic about the murder she is about to commit. â€Å"Grind away, moisten and mash up thy powder – I am not in a haste! â€Å" The poet use onomatopoeia in this quote, word such as â€Å"grind†, and â€Å"mash† make the reader feel that there is a little bit of excitement in the eyes of the narrator, this then leads to the reader realising that the narrator does  not have any guilt but more of a heart made of stone. Robert Browning also stresses the non-existence of guilt found in the narrators tone by using an assonance of the vowel â€Å"o†, this enhances the poem and creates a sonic like effect. When the narrator is talking to the male apothecary she is using very strong imperative verbs such as â€Å"mash† to make it sound as if she is ordering the male apothecary around. This is against the norm of the time, as during the Victorian era women were not meant to be homebodies, this was the man’s job – women were meant to be embodiments of pure virtue, humbleness and also be submissive. The narrator was completely different and was doing what a man should do.

A Very Special Gift Essay Research Paper

A Very Particular Gift Essay, Research Paper A Very Particular Gift The watchband was the best gift that Adrianne received for Christmas. It was a slim, gold concatenation with seven seed pearls strung along like beads of a prayer beads. Because of this, Adrianne was excited about traveling back to school after the vacations. The first school twenty-four hours in January was a clip to demo off what each miss had received for Christmas. In the past old ages, the standard gifts were cuddly stuffed playthings, dolls, perfumed letter paper, or pamper Jerseies. Adrianne is so aroused because she got something truly grown-up and expensive. On the forenoon of her first twenty-four hours back to school, Adrianne took the pearl watchband from her jewellery box. It was the lone existent piece of jewellery she had. The other things in the box were a brace of Hello Kitty earrings, a bubble ticker, and a strand of plastic colored beads that she made into a necklace. On her manner out to travel delay for the coach, Adrianne asked her ma if she could convey her watchband to school, so she can demo it to her schoolmates. Her ma said no because it is against school regulations, and she is afraid that Adrianne is traveling to lost it. Adrianne went to school heartbroken because she doesn Ts have her watchband to demo off to her friends. On that forenoon, many misss in school brought their new gifts for show. As expected, most of the misss got the latest fad in stuffed playthings, like Winnie the Pooh bears. Other childs brought their box-like, clear plastic pocketbooks. As for Adrianne, all she could make was speak about the pearl watchband left back at place. Her friends told her they have to see it to believe she truly has a pearl watchband. For a few yearss, Adrianne thought about conveying the watchband to school. She could maintain it in her pocket so no 1 else except her friends would see it. One twenty-four hours, Adrianne decided that it was clip to convey the pearl watchband. The twenty-four hours when she brought her watchband is meant for pattern for the athleticss festival that is coming up. When Adrianne left the house that forenoon, she had her manus in her right side pocket. In school, while altering into their Pe uniforms in the cabinet suites, Adrianne showed her friends her watchband. Her friends convinced H Er to have on the watchband because they said if she left it in her pocket it might acquire lost. Adrianne could non make up ones mind. She knows her PE shorts doesn Ts have any pockets so she would hold to have on the watchband. She slipped the watchband around her right carpus and snapped the lock. The athleticss pattern was held in the grassy field behind the cafeteria. Adrianne made certain to remain off from the manager so he wouldn t see the watchband. Her schoolmates noticed the glister of the concatenation whenever Adrianne lifted her weaponries to hit the ball. The seed pearls turned and twisted along with her arm s motion. Right after pattern, some of the other misss approached Adrianne to hold a expression at the watchband. Finally she was able to demo off her watchband and proved to her friends that she wasn T doing it up. They all went back to the cabinet room to alter apparels and travel place. Adrianne with her eyes broad opened accomplished that her watchband is non on her carpus any more. She searched the floor and pigeon berry around her things. She even went back to the field to look but she couldn t find it. Now she is truly disquieted that her ma is traveling to happen out that she disobeyed her and on top of that she lost the watchband excessively. For the remainder of the twenty-four hours until suppertime, Adrianne kept believing where the watchband could hold fallen. Her ma served the favourite dish that dark but she hardly touched her home base. Her ma offered her some ice pick but she turned her down. Her secret was excessively awful to maintain. It was get downing to do her feel ill to her tummy. Adrianne eventually decided she had to state her ma. Equally shortly as they were entirely in the room, Adrianne confessed. She sat on the border of the bed. She raised her right arm as if there was some sort of hurting that she felt. But she couldn t expression her ma in the eyes. Her ma said, I know, beloved. Her ma realized what happened at the dinner tabular array. Adrianne looked at her ma in surprise. Her cryings rolled down her cheeks. She asked her mom how did she calculate it out. Her ma said it has some thing to make with female parent s particular gift. They know things without holding to inquire. Adrianne said she was regretful. Her ma said it s all right. The most of import thing is that she came to her and told her what happened.

Ellen's analysis speech Essay Example | Topics and Well Written Essays - 500 words

Ellen's analysis speech - Essay Example The speech was well organized because it began on a light note with humor and proceeded to more serious sections of illustrations and facts before it ended with jokes and humor. The impact of this style enhanced the aesthetics of the speech. It also contributed to the aspect of memorability. The transitions were evident in the course of the speech. They were mainly noted in the rising and falling of pitch in different parts of the speech. Parts of humor were highlighted in a high pitch while factual parts were captured in a low and serious pitched voice. The effect was to capture and retain the attention of the audience. The speaker’s introduction was effective. She began the speech on a high note and enlisted humor to capture the attention of the audience. The introduction prepared the audience for the captivating details in the rest of the speech. The speaker’s conclusion was effective because it provided a summary of the major themes discussed. The conclusion also eased the attention of the audience through the relaxation of tone and mood. It also involved some sense of humor through the jokes used. Credibility of the story was used through reference to personal experiences. It was also enhanced by incorporating details of current affairs and information. This combination enhanced the factual representation of the core issues of the speech. The speaker’s facial expression and body movement were consistent with the verbal aspects of the speech. She did not exaggerate her gestures and appeared to command some balance in the aspect of presentation. However, her last minute dancing seemed to go slightly beyond expectations. The speaker was effective in her facial expressions. She changed her facial expressions at different parts of the speech to demonstrate change of tone and mood. This strategy provides the means of adjusting the expectations and concentration of the audience. The speaker was sufficiently effective in her vocal

Analytical Chem Lab Report Example | Topics and Well Written Essays - 1250 words

Analytical Chem - Lab Report Example titrant volume. From the volume of titrant at the equivalence point weight of KI and KCl in the unknown solution was determined. Potentiometric titration is based on change in electrode potential with change in the ionic concentration during titration reaction. During titration reaction, there is decrease in the ionic concentration in a solution and this leads to decrease in electrode potential in accordance with Nernst Equation, which relates electrode potential with concentration of the ion in equilibrium with the electrode. 2. A silver nitrate solution containing 0.9922 grams of AgNO3 in 100 mL of solution was used as the titrant. The titrant was handled carefully so as to protect the skin from it. Safety ware and hand gloves were used. 3. The 200ï  ­L automatic pipette was calibrated for a 100ï  ­L delivery with the analytical balance. This was done by recording the mass of 20 aliquots using analytical balance and then calculating the average mass and the standard deviation. This process was repeated until the relative standard deviation was brought down to less than 1%. 4. A set of 5 agar salt bridges containing 3% agar and 1% KNO3 in nanopure water were made. The agar/salt/water mixture was heated in a microwave until the agar dissolved and the warm solution was injected into 10 cm lengths of plastic tubing. 5. An electrochemical cell was set up with a 24 well microplate. In one well 0.10 M solution of Cu(NO3)2 and a copper electrode was placed. In an adjacent well 1 mL of the titrant and a silver wire electrode was placed. The two wells were connected with a KNO3 salt bridge and the two electrodes were connected to the leads of the pH meter. The potential of the cell was measured. 6. The electrodes were disconnected and cleaned. The 24 well plate on the balance was weighed on the balance. 1.00 mL of the unknown solution was added with the 1000ï  ­L pipette to a well adjacent to the copper well, and

Case Analysis Report Essay Example | Topics and Well Written Essays - 500 words

Case Analysis Report - Essay Example Additionally they were given the rights to explore and exploit two gas properties. However, the company required funds to develop and exploit the sites. Thus, it went into an agreement with Macquarie Bank which agreed to finance them with US $45million, with an interest of 15% p.a and 50% equity stake. After the agreement, the reserves were extensive and profitable, so the East Cameroon Company was able to repay the loan quickly. The case study is one that the Macquarie bank is not willing to finance the company, two, and it still owns a 50% stake in the East Cameroon Company. The East Cameroon Company, Chief Executive Officer (CEO), Campbell Evans established that the company could not move on since they had little control of the company. The bank now had 50% stake. Meaning the original founders could no longer control the business as before. Evans is, therefore, looking for alternative funding options. At first he is more interested in getting the financial support to continue with the exploration (Cunningham, 2002). The most financial proposals he has received are from banks and require equity component. Evans and the other shareholders are not ready to give out more equity to banks. Evans would like to return the company’s shares as before so that they can control the company. Evans was approached by Bemo Securitisation (BSEC) financier who offered an interesting financial solution. The solution is the use of Sukuk bond. This is an Islamic finance that would allow East Cameroon to reverse Macquarie’s equity stake. Additionally, it would replace it with a high yielding bond-like channel. However, Evans was not certain of how the Sukuk bond works. He therefore, decided to research before making any decision. The Sukuk structure was more complex that what he had thought. One, It consisted of securitizing hydrocarbon

Service Quality for Retail Banking in the UK - Barclays, PLC Dissertation

Service Quality for Retail Banking in the UK - Barclays, PLC - Dissertation Example Responsiveness is a measure of the willingness to help customers and provide them with prompt service. Assurance measures the competence, courtesy, credibility and security of the service provided, while the empathy is about the caring and individualised service that the bank provides to its customers. This would help the bank in realising whether its customers are satisfied on all grounds and whether there are any gaps in their satisfaction level. We would follow the same standard set by the previously referred authors. A questionnaire survey method will be adopted to measure the service quality of the bank. The study is based on primary data from customers of Barclays and secondary data based on previous studies and shows the different dimensions of retail banking and issues related to service quality and customer satisfaction in case of UK banks. Although Barclays retail bank is considered as an example here, the thesis is to draw a general conclusion on retail banking and the service quality that would be appropriate for customer satisfaction. Several studies and published papers on banking and customer satisfaction and the associated service quality attributes are discussed here. Any research study should not only trace the existing parameters for the variables involved but also provide some future perspective of reference. Within this context, the levels of customer satisfaction could be found out from primary data in which customers are directly required to complete surveys and provide responses on what changes they expect in the future and what kind of services they have encountered in the banks. Their suggestions and recommendations from questionnaires form the basis for... This study is an assessment of how much this change has been implemented or is successful within the branches. The corporate strategy of Barclays has also been analyzed and showed how the bank strategy could or should change from an emphasis on sales to an emphasis on customer service. The attitudes and behaviors of customer service officials have also changed towards customers suggesting that changing of corporate strategy tend to have a direct impact on employee behavior and company functions and performance as well. In conclusion, there are several issues that have been highlighted through this study and shows that after an appraisal and interview and survey of customer attitudes and expectations. Some individuals, however, expressed their problems as seen in the qualitative dimension or analysis of the study and suggested that the bank should be more concerned with individualized attention and improve its services by being prompt and efficient. Improving certain online banking features and international banking features were also considered important for overall improvement of the bank’s functions. This study has shown that although Barclays has been largely known for poor customer services and focuses more on sales rather than customer services, it’s recent change of approach with greater emphasis on improving customer services than improving sales figures seem to have worked for positive results as customers seem to be more satisfied with the services offered by the banks.

Competition law Essay Example | Topics and Well Written Essays - 3750 words

Competition law - Essay Example Due to the influx of complaints that reaches the office of the European Court of Justice, a new accord was passed to devolve the function to the national competition authority and the national courts of each jurisdiction. The new process was formulated to ensure that more focus is given to each complaints and also to ensure that proper monitoring of the conduct of the companies within each jurisdiction is well managed. As it is there are three ways wherein monopolies or cartels can be broken. Through notification where the companies themselves will submit to the regime of the national competition authority the agreements it will enter into with a company within the same industry. The Notification process will certify and state the reason to the National Competition Commission on why the agreement is not in violation of the anti cartel law. The other process wherein attention to the existence of the cartel will be put to the fore is through the initiation of a complaint against the ca rtel or the companies that make up the cartels. It is normally lodged by consumers acting to preserve and protect its interest against acts by company considered as against public policy. The National Commission itself acting on its behalf and in congruence with its power may investigate and launch its inquiry as to the existence of the cartel. The process enunciated above at first instance can be considered as laudable due to the focused implementation of the law by the National Competition Authority of each jurisdiction. To illustrate: The notification process only provides a prima facie evidence that would make the companies involved in the agreement or alliance. This will pave the way for undocumented gentlemen’s agreement to be hatched in golf courses or similar fora. While more powers are given to the National Competition Authority to assess, rule and provide guidance to companies willing to submit itself to the regime of the NCA, the European Court of Justice have effe ctively reduced its clout over the TFEU. Legal backGround In 1952, the European Coal and Steel Community (ECSC) was created not only to boost economic growth in Europe in the aftermath of the Second World War but more importantly, to foster lasting peace. This treaty marked the beginning of the free movement of coal and steel and it guaranteed access to sources of production as well as the establishment of fair competition rules and price transparency. Under this Treaty, three cases were identified as hindrance to free trade and fair competition—agreements, concentrations and the abuse of dominant positions thus it explicitly provided that any agreement and undertaking could be nullified or an association could be disbanded if they would likely promote unfair competition or directly or indirectly prevent, restrict or distort free enterprise or fair competition. The European Economic Community (then known as EEC but now referred to as the EC Treaty) pursuant to the Treaties of Rome established the single or common European market on 1 January 1958. Under this Treaty, the free movement of people, goods and services were similarly conferred to achieve the envisioned economic development under the single or com

Assianment Assignment Example | Topics and Well Written Essays - 500 words

Assianment - Assignment Example No Man’s Land focuses our sights on the human side of the war as the men of Newfoundland Regiment reminisce the time when they saw the war as an adventure and an opportunity to seek glory for themselves and their country. They were told that the war would last only for a year and they would be coming home just in time for Christmas. They were proud volunteers then as many other soldiers were. The memories of their march past cheering crowds through the streets of St. Johns and into the transport Florizel was all fresh to them. War for them was an adventure. That view changed ever since the news of McWhirter’s death, the first Newfoundland man killed, was made known. Now, Second Lieutenant Alan Hayward, Martin and the rest of the men find themselves anxiously waiting for the moment when they would step out of the trenches and assault the enemy. They cower under the protection of their makeshift bunkers as the enemy artillery barrage pummels their position. All of them knew that at any time they could end up dead or dying. The men longed for home and were frustrated by the lack of knowledge of what lies ahead of them but in spite of these, they stand resolutely on the fire steps glancing at their pocket watches and waiting for the zero hour. In reading the book, we become enticed with how Kevin Major effectively portrayed the unnatural quiet before the storm. Major was also equally effective in portraying the camaraderie as the men on Newfoundland Regiment fight to make it through the barbed wire, deadly sweep of machine-gun bullets and grenades. In spite of their heroic efforts, the area known to be as no man’s land proved to be the graveyard for two hundred and seventy-two young men from the Newfoundland Regiment. It was the greatest casualty for any other unit in the battlefield. On that morning of July 1, 1916, the communities in Newfoundland lost many of its men who would have been their future leaders. The attempt to drive the enemy

Pride Before the Fall Essay Example for Free

Pride Before the Fall Essay It was once said by Abraham Lincoln, â€Å"Nearly all men can stand, but if you want to test a man’s character give him power. This quote helped me agree with John Acton Quote, â€Å"Power tends to corrupt, and absolute power corrupts absolutely†. Based on the fact that there is countless amounts of stories of people corrupting, from school principals to political leaders, power will corrupt. For my first example of corruption from power, is the story of a Middle School Principal. This Middle School principal was accused and found guilty to embezzling from her very own school. She was found embezzling over ten thousand dollars in things from dinner bills to electronics. This principal is for me a prime example of power corrupting because just cause she was in power she decided to take from what she was in charge of whether it was moral or not because she was in charge of the school and was only sentenced to four years in prison plus four years parole. Following was the example, which I thought was the most hypercritical, of ten Atlanta police officers. These ten police officers were being accused of corruption based on the fact that they were soliciting drugs. I thought thus to be major corruption because they only took the drugs because they were in uniforms and had supposed authority which they used for their own pleasure and benefits instead of what they were originally hired for which is the serve and protect. Finally was the example which came to me the quickest of a French man. This Frenchmans name was Maximillen de Robespierre most commonly known for being a major leader in the French revolution. Maximillen Robespierre was followed for his leadership skills but was once almost instantly corrupt when in power. What many people don’t know is that Robespierre was a reigning terrorist he used his power and his guillotine which he used in a combination to behead anyone who opposed him or his thoughts publically just to remain in power as long as he was able to.

Business Game As A Training Method

Business Game As A Training Method The use of lecture, handout, case studies, coaching, and other methods are very common for the training purposes. Each of the method has its own specific usage and yet it also consists of its limitation. Business games are different from the traditional training method and it has now shown to be a valuable and enjoyable teaching tool. They allow the participant to be involved directly instead of just hearing or reading how to do something (Gilgeous, Dcruz, 1996). According to Fortmà ¼ller 2009, business game is one of the most important methods to acquire technical and problem-related knowledge. With the adequate set up, business games able to be a practical teaching-learning arrangement that combine both the natural predisposition of the players with planned and directed knowledge acquirement. Under a suitable learning condition together with an appropriate structure and dynamic of games, the player would be able to acquire new skills and knowledge. However, it is not possible to include all knowledge and skills into one game. Therefore, it would be the best to carry out several games instead of one. There are few business games that are famous among UPM students such as LOrà ©al Brandstorm and OSK Investment challenge. These games gave the students a good opportunity to take on the role as a marketing brand manager or learn more about the capital market to put their knowledge to test. Although using games as a tool for training purpose may sound attractive, but there are also few negatives consequences from it. Therefore, it should always be remember that there is no single tool is perfect and extremely effective. 2.0 Advantages of business game: With globalization growing rapidly and advancement of technologies, more organizations are using computer based simulations instead of the traditional board games used for business training. Although times have changed, business games are still a preferred tool in training employees. The various advantages of business games ability to simulate the whole organization provide a better perspective than other training methods. 2.1 Real world experience The advantage of business games is that it provides hands-on experience in business related practices and problem solving from the real world. It is designed to let participants experience real job requirements in order to prepare them for the future. Participants are given real business scenarios and will try to solve the various problems using the knowledge that they possess and the new training input. As players get to face challenges from the business world, they will be able to acquire better understanding about the real world job requirements. According to Fortmuller, (2007), repetitive actions through a certain activity will lead to the gain of skills known as procedural knowledge. By exposing real situations to employees, they will be able to improve themselves. 2.2 Improve leadership and management skills Participants in business games will be able to hone their skills to a higher degree after repeatedly playing the game (Gonen, Brill, Frank, 2009). Because business game involves constant interacting with group members and solving problems using suitable strategies, an employees leadership and management skills will improve. Participants will experience the real world emotions through the business game when interacting and coordinating among fellow group members. Building bonds and expending networks with people can be a good side effect from business games as it will be useful in the future. Employees will be given the chance to lead teams and manage projects through the simulation of real world business which ultimately improves their performances. 2.3 Faster learning time The advantage of business game is that it can provide multiple training in a short period of time for the participant. By compressing time, the participants of business games will learn at a faster rate compared to normal training methods. By taking part in business games, participants can learn, apply and adapt at the same time, thus shortening the time of learning. The compressed topics intended for learning will be absorbed easily by the participants as they can physically and psychologically experience it. 2.4 Enjoyable way of learning Another advantage of business game is that it encourages active learning among the participants. With their high involvement rate in the business game, it encourages learning compared to passive involvement. As business game creates a fun and laidback atmosphere, participants will embrace the training program willingly and thus increases the success of the training (Gilgeous DCruz, 1996). Business game helps to lower the perceived threat level of a participant which later creates a clearer picture of the intended outcome. Participants will also more creative as the informal environment makes it okay for making mistakes. Improve memory retention Business games also have the advantage of retaining information and memory learnt by participants. The information of the training are easily absorbed and remembered by participants, this is because real business situation are presented in an exhilarating way. When participants are given the opportunity to practice analytical techniques in a comfortable and supporting environment, they will improve memory detainment by 70%. Through constant feedback from decisions made, participants will be able to improve learning as they learn from their mistakes. Using business game as a training tool will boost the memory of participants as feedback through successful or non-successful decisions made. 3.0 Disadvantages of business game: Since business game gives the company so many advantages, it may seem like the obvious way Reason to choose this training method compared to the rest. However, no training method is perfect and business games also have some setbacks. 3.1 Oversimplifications of reality A disadvantage of business game is that the game scenario is just modified from the model of reality. The learning outcome is hard to measure from the contribution of business game training method because simulation alone cannot accurately represent the real world which has more challenges and changes. The business game lacks verisimilitude for the player to learn true experience. 3.2 Limitation of learning effectiveness Meanwhile, another drawback for business games would be oversimplification of the business world compared to the real world; which is more complex to model accurately and this may limit potential learning. Business game is regarded as an educational medium but it has limitations in learning effectiveness, (Stainton, Johnson, Borodzicz, 2010). This is because the game only chooses some aspect and phenomena from reality which can be limiting the players area to discover the knowledge and skills into consideration in the game scenario. 3.3 Players decision lack of responsibility Moreover, the players might lack responsibility for their decisions which are made in the simulation game because the games outcomes do not affect the real situation of a player or other people. For instance, a players financial situation in the game do not influence the players financial in the real world. So, the players might not take it seriously on the decision making in the business game. 3.4 Costly Designing a valid and reliable business game is costly. The costs include designing a high quality model of business game, materials, finding qualification designers and facilitators. The simulation implementation needs to be designed as well and suggest several considerations, (Stainton et al., 2010). At the same time, designing a high quality model and implementing the business game with validity and reliability is problematic, which might cost the organization millions in expenses. There are many considering essential criteria such as complexity and realism of representation, depth of content, and method of implementation, (Stainton et al., 2010). On the other hand, finding the qualification facilitators also is a challenge because the companies have to pay extra to trainer hire qualification facilitators so that they can give the right directions and instructions to control the situation with strategically and effectively toward achievement of a desired goal (Kato, 2010). 3.5 Di ¬Ã¢â€š ¬er signi ¬Ã‚ cantly of participants behaviors and poses in real life Participants may act different from their behaviors in real life. Additional, they might not get involved in training games fully and lacking attention in the game will lead to breaking rules which might cost the objective of the training. 3.6 Game is consider as an entertainment than as education Most the participants of the business game are mature people and it is hard to control their perception of the business game as mere fun and fad than learning; this can be compromise the result of educational validity. Sometimes business game has been used to fill time and do not bring out any value outcomes. So, this factor can lead to wasteful of money and time for the companies who have to spend unnecessary cost. 4.0 Condition Running a business game requires no specific condition. It can be a simple board game or a professionally constructed simulation game. Although business game can be one of the simplest to implement and cost effective, the result from the kind of business game may differ. Thus, to determine which conditions used we should refer to the following procedure. First, determine the problem that an organization face and identify the objectives that wish to be accomplished. One of the ways to determine the goals of the training can be done through the Training Need Analysis. It will help to find out who need which type of training and under what condition. Next is choosing the most suitable business game based on the objectives to maximize the learning outcome among employees. The business game chosen may be simple as long as it can support the intended training objectives. By selecting a suitable game that can meet the objective and consider the possible constrain such as budget, place setting, and method, it will let the organization train employees in the wanted areas. After choosing what kind of business game, the organization has to apply it. The correct implementation will also affect the outcome of the training program. Although the right method of training is chosen, poor organization and weak enforcement may comprehend the effect of the business game. Monitoring the game process and ensuring it achieves the objective requires good implementation. The final step in carrying out a business game is evaluation. Evaluation is important because it determines whether the business game succeeds in achieving the objectives. The training of employees will be evaluated to gauge the effectiveness of the business game conducted. The use of Donald Kirkpatricks evaluation model is used to evaluate the outcome of the game. If the outcome is not favor then it has to change certain condition of the game. 5.0 Conclusion In conclusion, it is not easy to conduct a successful business game as it needs a lot of effort from the company to create an effective game. The most effective games to users must be those able to maintain interest, effective, teach a concept and enjoyable (Gilgeous et al., 1996). Beside that it should also be develop based on the companys business environment and strategy.

The Coniston Massacre :: essays research papers

On the 29th o April, 1977 Captain Cook, commander of a British fleet, landed on the eastern shore of Australia, in an attempt to claim the land under the name of Britain. The land was to be claimed by Britain as a land where the British government could send convicts; in an attempt to ease the struggle in the over flowing prisons. Upon Cooks arrival, he was ordered to follow three rules of claiming a foreign land. They were; 1.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was not claimed, owned or inhabited by another country or race, Britain could just claim the land as their own. 2.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was already claimed or owned by another country or people, then Britain could easily ask to have, or more likely, purchase some of the desired land. Through under British law, they could not steal the land as their own. 3.  Ã‚  Ã‚  Ã‚  Ã‚  If the people who owned the land decided not to give or sell any of it, Britain could declare was on them, to most probably reveal the superior country. During, and after the war, under British law, Britain was still unable to claim any already claimed land as their own, without the permission of the owners. Cook used none of these methods upon his arrival of Australia. Upon his arrival of Australia the country was already inhabited by the local Aboriginal people. Even though Cook presumably had a knowledge of the laws of claiming land, he did not abide by them. The British settlers instead just took the land as their own, with no regard for the Aboriginal people, starting a war, of sorts, that continues to this very day. (Board of Studies, NSW) White settlers moved into Central Queensland in hopes to find suitable land for their cattle to graze on. In their search this, much like the majority of the other land that had been â€Å"Settled† was inhabited by the local Aboriginal people. Again, much like the other portions of land that had ‘settled’, the ‘white settlers’ took the Aboriginal people with no regard, killing and wounding them as a way to claim the land. One of the vile acts that the white people did to the Aboriginals during those times was the raping and sexual mistreatment of many of the Aboriginal women. Probably the worst group to commit such acts was the Frasier Brothers. Boys who grew up on a station raped countless, some what defenceless, women, with no conscience or remorse.

Internet Usage :: Essays Papers

Internet Usage Are Mainstream Scientific Researchers Using the Internet to its full Multimedia Potential? As a research presentation medium, the Internet has been designed to offer vastly more to publishers than easy text access. It's astoundingly simple to incorporate photographs, diagrams, illustrations, sounds, animations, movies and all kinds of non-text content into a website using today's user-friendly web development software. This subject, Networks and Multimedia in Science and Technology, has been designed to open its students' eyes to the exciting multimedia possibilities available that can communicate research findings more accessibly, effectively and concisely than plain text. A look through some of the research presented by many of these students, found linked to the NAMIST CONFERENCE PAGE, makes it clear that well-designed web sites can make even the most potentially boring topics (statistics? butterflies?) attractive and interesting through the use of intuitive structures and appropriate multimedia. However, a browse through the web site of Australia's principal government-funded Scientific organisation, the CSIRO AUSTRALIA page, reveals myriads of research papers published almost exclusively in text-only format. The http://www.nobel.se/announcement-98/physics98.html official 1998 Nobel Prize award announcement for the field of Physics includes some diagrams, but nothing one would not find in a 1970's textbook. Many of the links from american science organisation www.Sigmaxi.org's science resource page, http://www.sigmaxi.org/scienceresources/scienceresources.htm, have a small amount of graphical content, but only one site I found, http://volcano.und.nodak.edu/ - a site dedicated to volcano research - made consistent use of movie files, sounds and animation, and this site was filed under "fun for kids" on sigmaxi's resource list. I believe there are many reasons for the scientific community's apparent dislike for multimedia. Not a small factor could be the possible perception that research that is presented in a flashy, colourful way is lacking in substance, that researchers who spend large amounts of time on presentation are compromising the research itself. The traditional presentation of research has been through publication in scientific journals, not renowned for their attention to visual appeal, and the use of extensive visual or multimedia assistance to focus the reader's attention could be viewed as condescending. Furthermore, making use of the available technology, whilst relatively easy using today's advanced, user-friendly development software, is nonetheless far more time-consuming than the use of simple text. In the context of a scientific report, visual cues are far more labour intensive to include than equivalent textual explanations in most cases. Furthermore many researchers are unfamiliar with the techniques required to produce them, and more willing to attempt written explanations than commission graphic artworks.

Overcoming the Odds in Eudora Weltys A Worn Path Essays -- Worn Path

In the short story, "A Worn Path" Eudora Welty's plot is not all that clear in the beginning, but progresses as her character carries on against the overwhelming forces against her. In this short story a black elderly woman, Phoenix Jackson, must overcome the odds against her as she valiantly travels through many obstacles in order to contribute to the wellness of her grandson, for whom she is making this trip down "a worn path." It is at this point that all of Welty's readers' hearts open up to this poor, elderly woman as she makes an attempt to carry on her love for her grandson by taking a long journey down a familiar path in order to get medication that seems to help ease his sickness pains. However, there are many forces against Phoenix that Welty includes in her story in order to make Phoenix's adventure end in a victory. Poverty, old age, and her journey through the woods are all of the odds which Phoenix must overcome. Poverty is a major hardship that most of us will never have to face, but in Phoenix's case, poverty is present everyday in her and her grandson's life. Since she is In this state of poverty, Phoenix is not able to enjoy life's luxuries as others do and Must make do with what she can. As she begins her journey, it becomes clear that she lacks the money to pay for transportation to and from town; therefore, she starts down her path carrying a "thin, small cane made from an umbrella" (132). Although Welty never really emphasizes what this is used for the reader can assume that she uses it because she does not have the money to buy the actual cane needed to help her walk properly. Another conflict dealing with poverty arouses when she feels it necessary to steal from a hunter she encounters in... ...cidents indicate that Phoenix adapts to the dangers that face her, and allows the plot to then become clear. Welty catches the reader's attention by how real her short story seems. Even though many people may never experience Phoenix's problems, the descriptions and images she uses allows her to create a powerful story in which many feel they can relate to in some way. Her three major problems, poverty, old age, and some form of a journey, are all obstacles which all of her readers will one day face as they travel through their own paths. Works Cited Jacobs, Henry E. and Roberts, Edgar V. Literature: An Introduction to Reading and Writing. 5th ed. new Jersey: Prentice-Hall, Inc., 1998: 131-137. Oates, Joyce C. "Eudora Welty." Contemporary Literary Criticism. 1973 ed. 361. Vande Kieft, Ruth M. Eudora Welty. New York: Twayne Publishers, 1987.

Definition of Child Development

A definition of child development Child development is another way of saying how children develop through different stages or how children grow and learn. It also refers to the biological and psychological changes that occur in human beings between start and the end of adolescence. The developmental areas are physical, emotional, social, educational and cognitive. The ideal development of children is considered vital to society and it is important to understand these areas. These areas are connected to one another. As a child grows in one domain, this will effect and is then influenced by another domain of development.These domains are important in development because they focus on the whole child. New theories and methods have been found due to research in this area, with specific regard to teaching that promotes development in the schools. Also there are some theories that aim to describe a sequence of different states that make child development. Explanation and example of holisti c development Holistic development is an individual’s development in the following areas; intellectual, emotional, social, physical, artistic, creative and religious values and feelings. It is the development of the entire brain's thoughts and feelings.To become a tennis player you need to develop Physical – motor skills, general co-ordination, moving around the tennis court, hand eye co-ordination, hitting the tennis ball with the tennis racket Cognitive/intellectual – thinking the game, having a game plan, Emotion – self-esteem and self – expression some tennis players are quite where some are loud, handling negative moments when losing a match Communication – explaining how you’re playing, reasons for doing good and not so well, Behavioural and moral skills – taking turns in training, co-operating with others, social skills, having fun while playing, team work when playing doubles.General pattern The pattern of development C hildren’s development follows a pattern: From head to toe Development progresses downwards. Physical control and co-ordination begins with a child’s head and develops down the body through the arms, hands and back, and finally to the legs and feet From inner to outer Development progresses from actions nearer the body to more complex ones further from the body. For example, children can co-ordinate their arms, using gross motor skills to reach for an object, before they have learned the fine motor skills necessary to use their fingers to pick it up. During puberty there is another growth spurt; this time the growth starts at the outside of the body and works inwards. Hands and feet expand first; the shin bones lengthen before the thigh, and the forearm before the upper arm; finally, the spine grows). From simple to complex Development progresses from simple actions to more complex ones. For example, children stand before they can walk, and walk before they can skip or hop. From general to specific Development progresses from general responses to specific ones.For example, a young baby shows pleasure by a massive general response – the eyes widen, and the legs and arms move vigorously While an older child shows pleasure by smiling or using appropriate words or gestures. The several aspects of development are intricately linked: each affects and is affected by the others. For example, once children have reached the stage of emotional development at which they feel secure when apart from their main carer, they will have access to a much wider range of relationships, experiences and opportunities for learning.Similarly, when children can use language effectively, they will have more opportunities for social contact. If one aspect is vulnerable or neglected in some way, children will be challenged in reaching their full potential. Areas of development page 2 The areas of development described in this book are these: Physical development Physica l development is the way in which the body increases in skill and becomes more complex in its performance. There are two main areas: Gross motor skills: These use the large muscles in the body, and include walking, running, climbing and the like.Fine motor skills: These include gross skills and fine skills. †¢ Gross manipulative skills involve single limb movements, usually of the arm, for example throwing, catching and making sweeping arm movements. †¢ Fine manipulative skills involve precise use of the hands and fingers, for example pointing, drawing, using a knife and fork or chopsticks, writing or doing up shoelaces. Sensory development Physical development also includes sensory development. Sensation is the process by which we receive information through the senses: vision hearing smell ouch taste proprioception. Proprioception is the sense that tells people where the mobile parts of their body, such as the arms and legs, are in relation to the rest of the body. Cogni tive and language development Cognitive or intellectual development is development of the mind – the part of the brain that is used for recognising, reasoning, knowing and understanding. Perception involves people making sense of what they see, hear, touch, smell and taste. Perception is affected by previous experience and knowledge, and by the person’s emotional state at the time.Language development Language development is the development of communication skills. These include skills in: receptive speech – what a person understands expressive speech – the words the person produces articulation – the person’s actual pronunciation of words. Emotional and social development Emotional development Emotional development involves the development of feelings: the growth of feelings about, and awareness of, oneself the development of feelings towards other people the development of self-esteem and a self-concept. Social developmentSocial developmen t includes the growth of the child’s relationships with other people. Socialisation is the process of learning the skills and attitudes that enable the child to live easily with other members of the community. Moral and spiritual development Moral and spiritual development consists of a developing awareness of how to relate to others ethically, morally and humanely. It involves understanding values such as honesty and respect, and acquiring concepts such as right and wrong and responsibility for the consequences of one’s actions.

Causes and Effects of Homework Essay

Homework is a thing that has been around for many years. While some assignments are big, and some are small, they both have one thing in common: they add a large amount of stress to the student’s life. Many things bring on homework: upcoming tests, grades, main ideas that must be learned. These are fair reasons to assign assignments, because they teach you new abilities and let you practice certain skills. With good reasons, there are unfair reasons as well. Teachers who have nothing better to do, students misbehaving, and students not reaching the desired stopping point in the teacher’s schedule. These causes put an abnormal amount of stress on the students. Read more:  How to write a good cause and effect essay. First, let’s focus on the good reasons. Homework can be a valuable tool in the teacher’s hands, but only if they know how to wield that tool properly. Giving students 2 hours of boring homework will not encourage the student to learn. They will just skim through, filling in the answers. On the other hand, if a teacher gives a one hour assignment that interesting and fun, then the student will be more enthusiastic about it, therefore absorbing the assignment instead of skimming over it. Homework allows the teacher additional time to teach the student. If certain skills are needed later on in life (or at least on the SAT exam), the homework would allow more time for the student to remember the skill. If there is an upcoming test (finals, SAT, etc.), assigning homework is a great way for the teacher make sure the student studies. With all of these benefits, there have to be some drawbacks. Teachers who assign a lot of homework, especially when it is due the next day, are feared. Students are stressed and can’t go into that teacher’s room without feeling dread at how long tonight’s assignment is going to take. One hour, two, or more? They wait in fear for the announcement of the homework assignment. After a grueling night of studying and writing, the students barely have enough time to sleep. They sleep in through their alarm, missing breakfast and their bus. Their parents have to drive their kids to school, which makes their parents mad at them, adding even more stress to the  students’ life. The student gets to school late, interrupting the class and receiving another tardy, and/or a detention. This puts them into a bad mood, and they can’t think about school because they are thinking about the detention. This leads to bad grades, more of their parents’ nagging, an d more stress on that individual’s life. See how one teacher’s long assignment can affect a student’s day. Terrible, isn’t it? While all of this stuff might not happen in a single day, some of it happens every day to a select few individuals. All of this can be avoided if plenty of time is given for each homework assignment, and if they are never due on Monday’s. If the teacher assigns the due date on Tuesday and reminds the class of it on Monday, the â€Å"I forgot it at home† excuse will no longer be valid. Overall, homework is a necessary evil; it teaches and gives you a headache at the same time. Some teachers should lighten up on the workload, especially math teachers. To sum everything up, a good analogy for homework is like taking prescription medication. A little is good for you, while an overdose can be a serious health risk.

Frankenstien essay Essay

How does Mary Shelley present Frankenstein’s monster and what is her message to readers? In this essay I shall be answering the question on how Mary Shelley present Frankenstein’s monster and what is her message to readers? ‘ I will also explore the irrational fears that existed, about the progress of science and scientific technology, in the 1800s and how they are addressed in the novel. I will conclude with a personal comment on Shelley’s portrayal of the creature and scientific progress. ‘Frankenstein or the Modern Prometheus’ was written by Mary Shelley in the early 19th century. At that time it was very unusual for women to write and even more so because she was only 19 years of age. At this time there were many ambitious scientists. These new scientists were eager to research things they had not researched before. She first published the book anonymously in 1818 when critics hailed it as the work of a genius and were very much surprised when they found out that a woman had written it. This was also how initially reacted. Many scientific advances took place in the 18th and 19th centuries such as the invention of the lightning conductor, and the creation of the first prototype electric battery. In some ways, the creation of the creature by Frankenstein shows the dangers of humans trying to overreach their potential with scientific research and knowledge. Victor Frankenstein, an ambitious Swiss university student, dedicates his entire life to trying to create life. Nonetheless, when he succeeds, the ugliness and repulsiveness of the creature forces Frankenstein to reject it. The creature faces a life of solitude and loneliness and society rejects him even when it tries to help. This leads to the death of Frankenstein’s brother, William, whom the creature kills, and the servant, Justine, is hung after being found guilty of the crime. Frankenstein then incurs the wrath of the creature by making a mate for it and then destroying it. This leads to the death of Henry Clerval, his best friend, and Elizabeth, his wife. In the end both the creature and Frankenstein die. The death of so many people can be a way of showing that scientific advance is not always the best way to go and that it can be dangerous at times. Themes which are, explored in Frankenstein; are madness, dreams and nightmares. During Shelley’s time there was a fear of new technology because of the dread that machines would replace humans as workers; this would leave many of the peasants, and working class is out of a job. This led to riots and revolutions such as the Luddite riots of 1811, which saw machines smashed in violent reaction. This can be linked to riots and demonstrations today against abortion and test-tube babies that one sees in the media everyday. The novel begins with the expedition of an explorer named Walton. Walton is about to fulfill his ambition and go on his expedition to the North Pole. He wants to go to the North Pole because he wants to be remembered by discovering a place where ‘no man has ever gone’. Walton writes a letter to his sister from St. Petersburg. In his letter Walton says that he knows that ordinary people are worried about his ambitions. He says his sister regards it as an ‘evil forbidding’. Walton prepares for the expedition by being hard and very tough on himself as if he enjoys torturing himself. He states in the letter that he: â€Å"Endured cold, famine, thirst, and want of sleep† Victor Frankenstein wants to push back the boundaries of science. He wants to create life so that people would live longer. The reason he desires to bring back life is that no one else had accomplished this before. He is also a scientist and wants to be remembered like all scientists. Victor Frankenstein is also very excited because he not only thinks he can bring back life but he also thinks he could create life. He says: â€Å"A new species would bless me as its creator and source† He thinks he’s going to be thanked and thought of like a god by the new species he is about to create. Frankenstein prepares for this by attending lectures, reading books, not sleeping and putting himself wholly into his work: â€Å"Stars often disappeared into the light of the morning whilst I was yet engaged in my laboratory†, meaning that Frankenstein spent so much time in the laboratory the nights passed quickly. This also shows the devotion to his work. His work appears to be dangerous because he went to places like ‘charnel houses’ and ‘vaults’, which are considered to be very creepy. He spent days inside these places to collect ‘raw materials’, that is, body parts for his creation. This indicates that he is prepared to do anything to accomplish his ambition, to bring back life. When the creature is in the process of being created, Frankenstein is portrayed as a fanatic and maniac about what he is doing. He neglected his health due to his commitment to his work. I can discern this because he says: â€Å"My cheek had grown pale with study, and my person had become emaciated with confinement. † This tells me that he has become very ill because of his steadfastness on his mission to create artificial life. This can mean that he is too committed to reaching an objective that is out of any human’s reach. In a way Mary Shelley also shows how Frankenstein is breaking society’s taboos by: â€Å"[collecting] bones from charnel houses; and disturbing, with profane fingers, the tremendous secrets of the human frame. † This is shown as going against nature and as evil. He also describes his aim as filthy, with the use of the words: â€Å"†¦ my workshop of filthy creation†¦ â€Å"

Age Of Unimagined Levels Of Violence Education Essay

If we are to learn existent peace in the universe we shall hold to get down with kids.– Mahatma Gandhi ( Father of the Nation ) Peace, as an integrative position for the school course of study, is an thought whose clip has come. Education for peace acknowledges the end of advancing a civilization of peace as the intent determining the enterprise of instruction. Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to o f this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us.Policy Enterprises:The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of study † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witt ing and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc.Land Worlds:Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is n ecessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so that struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n't even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town.Education for Peace:We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical p lus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby's rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Education for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace.An attack to Education for Peace:The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace.ROLE OF TEACHERS IN EDUCATION FOR PEACE:For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besi des for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it.Pedagogical Schemes:The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/less on has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole.Challenges in forepart of instruction for peace:Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signif ier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids observe and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n't hold faith in peaceable methods.Decision:Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inqui re and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, instruction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.

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