The Applied Management Project Education Essay

This faculty should be completed at the terminal of the taught portion of your programme. It is assumed that you have successfully completed the first two semesters of survey and hence have a thorough appreciation of the taught elements of the programme. You will be expected to pull on the acquisition that you have achieved in the taught faculties. The Applied Management Project is the concluding assessed piece of work of the Masterss ‘ programme. It is designed to imitate a realistic direction state of affairs, giving you the chance to show your ability to utilize the cognition and accomplishments acquired through the taught component of the class. The intent is to convey together the taught elements of the programme, re-enforcing their relationships enabling you to travel from the apprehension of a distinct cognition base to synthesizing and researching new countries in more item. It simulates the working environment where persons are invariably required to unite cognition in different ways and increase their understanding in different countries. The AMP gives you the chance to show your cognition and apprehension of concern. The purposes of this faculty are to enable you to take the cognition apprehension and accomplishments you have been developing in single faculties and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which you as a Masterss pupils can demo that you are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition ‘ .2. How it worksYou must organize groups of 8 to get down the work. You may take your ain groups to work with, but the duty is yours. Each group should incorporate pupils from the same award programme although pupils of â€Å" Business and Management † may take to work with any other group, or may organize a group within their ain programme. You will be given a concern scenario, together with a little figure of chosen articles to read. This battalion of information will consist a job, issue or country of probe. The undertaking of your squad is to make up one's mind on the issues, formulate the job and place information demands to cover with the issues identified. We call this â€Å" Enquiry Based Learning † as you will be set uping yourselves exactly what to look into. Your group will so put out to roll up the information that you have identified as necessary. You should portion the information between the group members, as it is intended that the research procedure will be extended. Following aggregation of the informations by the group, you will compose a 12,000 words ( A ± 5 % ) study. This MAIN REPORT is INDIVIDUAL. Students are expected to utilize the information gathered by the group to supply an single analysis of the job and appropriate actions to cover with it. It may be that you provide a solution to the job or that you merely analyze the dimensions of the job. Alongside the completion of the chief study, you must bring forth an single brooding study of 3000 words ( A ± 5 % ) . This brooding analysis will look at the procedure of the undertaking. You should be self analytical every bit good as critical of your group.3. Module TimetableFor Health and Safety grounds the category will be divided into four cohorts by class.Cohort ACohort BCohort CCohort DInternational BusinessBusiness & A ; Management ( general )SellingFinanceLogisticssE-BusinessInformation SystemsSports & A ; LeisureEntrepreneurshipMonday [ 15th of June ]TimeRoomActivityCoachCohort9.30 – 10.45 A004, Park Square Introduction to the Module Vincent Ong and Peter Patrick ALL cohorts 10.45 – 11.00 Interruption 11.00 – 13.00 A004 What is contemplation and why is it relevant? Rob Carman ALL cohorts 13.00 – 14.00 Lunch ( You are on your ain! Please return quickly! ) 14.00 – 15.00 A004 Sourcing relevant information and citing it. Alan Bullimore & A ; Peter Godwin, Academic Liaison Librarian ALL cohorts 15.00 – 16.30 A004 Formation of groups and allotment of subjects Vincent Ong and Peter Patrick ALL cohortsTuesday [ 16th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipWednesday [ 17th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipThursday [ 18th of June ]9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipFriday [ 19th of June ]9.30 – 11.00 A004, Park Square Writing a study Steve Briggs, Learning Support Tutor ALL cohorts 11.00 – 11.30 Interruption 11.30 – 12.30 A004 Plagiarism and TurnitinUK ( Submiting your assignment electronically ) Prof. Brian Mathews ALL cohorts 12.30 – 13.00 A004 Concluding inquiries Vincent Ong and Peter Patrick ALL cohortsNote: After June 19th, you will non run into with your coachs. You should work with your squad in informations aggregation and entirely in composing up.4. Passing in the AssignmentDate for Submission – Monday 14th September 2009Concluding entry of both constituents ( Main Report & A ; Reflective Report ) of the AMP and completion of programme. The assignment must be submitted: To the Modular Office at the Student Centre by 4pm with TWO difficult copies* of your work and an electronic disc ( attached to one of the difficult transcripts ) . To TurnitinUK electronically via the BREO system ** ( Please submit harmonizing to your MSc Programme, see Appendix 5 on how to subject to TurnitinUK )Note:* Please adhere the Main Report and Reflective Report together with a clear rubric page for each subdivision. ** You have ONLY ONE opportunity to subject your concluding Main Report and Reflective Report in TurnitinUK. Please submit individually. Include everything except appendices.5. Report FormatThe AMP simulates the type of undertaking that you will be asked to make when you are employed. The Main Report has a recognised format, which you should utilize. Title Page – Faculty Code, Topic, Your Name, Your Student Number Acknowledgement – Merely set these in if you have received aid from an outside organic structure. There is no demand to thank your coachs. Table of Contents – Use a consistent attack to totaling the subdivisions of your study. Executive Summary – One side of A4 summarizing the cardinal points of your study Purposes and Objectives – This should sketch the manner in which you are undertaking the inquiry set. Literature reappraisal, Analysis and Discussion – This is the chief organic structure of the study in which you demonstrate your ability to happen, measure, analyse and synthesise information to bring forth an original piece of work Decisions – This is the subdivision where you summarise the old subdivision in such a manner as to clearly supply a response to the inquiry posed in the subject you were given. Recommendations – If appropriate recommendations for action should be provided in this subdivision. Mentions – All beginnings from which you have quoted MUST be listed here in alphabetical order harmonizing to the Harvard referencing system. Bibliography ( optional ) – Beginnings which you have read but to which you have non made specific reference in your work should be listed here in alphabetical order harmonizing to the Harvard referencing system. Appendix/appendices – are non a necessary portion of the study. It/they contains back uping stuff you wish to show but which is non indispensable to the apprehension of the chief study. Your study should be printed in Arial 12pt, 1.5 line spacing and edge. Note: The above format does non use to Reflective Report ( refer Page 8 for the recommended headers for Reflective Report ) .6. ReferencingMentions should be made to beginnings of stuff throughout the study. There are assorted conventions that can be used for citing and finally it does non count which is used, every bit long as it is used systematically. Possibly the easiest and neatest convention is the following one, since it does non take up undue infinite in the text and thereby does non deflect from the flow of statements. Efficaciously, this convention gives adequate information in the text to let full designation of the beginning from the mention. An writer can be referred to in a figure of ways. In the instance where the writer is referred as stating something in an unquoted manner: Maslow ( 1970 ) argues that†¦ . On the other manus, when citing verbatim ( direct citation ) and necessitating to impute the beginning: â€Å" †¦ is no longer a beginning of motive. † ( Maslow, 1970, p 43 ) Since the quotation mark is direct, it requires a precise page mention. The mentions list at the dorsum should detail all books, articles, etc, that have been referred to in the text, foremost by writer ( alphabetically ) and following by day of the month of publication. If the beginning is a book, these inside informations will be followed by the full rubric ( underscored ) , the topographic point of publication, and the publishing house, e.g. Maslow A H ( 1970 ) Motivation and Personality New York, Harper and Row Another illustration might be: Lloyd P Jones A and Brown S ( 1984 ) Introduction to Psychology: An Integrated Approach London Fontana In this case there are a figure of writers, and in the text with three or more writers you should utilize the manner Lloyd et Al. ( 1984 ) . The â€Å" et Al † is a shortening of et alia, a Latin term significance and others. Mentioning to journal documents in the text is the same process, but they are elaborate instead otherwise. In this instance it is the beginning diary or book that is underscored, the rubric of the paper looking in upside-down commas, e.g. Maslow A H ( 1943 ) â€Å" A Theory of Human Motivation † Psychological Review Vol. 50 No. 2 pp 370-396 If an writer quoted has published two or more points in one twelvemonth, these should be distinguished between as follows: Agee ( 1986a ) and Agee ( 1986b ) Sometimes writers are non identified, but the book is published under the protections of an establishment, e.g. Institute of Personnel Management or The Royal Commission for†¦ †¦ †¦ . These should be listed under the names of the establishments. Proper referencing is a important facet of the thesis and, in some instances, it can do the difference between a base on balls and a fail. You are hence strongly advised to take peculiar attention over this..7. Brooding Analysis Reportâ€Å" The brooding analysis study is designed to consolidate the pupil larning from the thesis experience. It is designed to let pupils to analyze single and group experiences through critical contemplation. Students are advised to take some awareness of current theory and application of brooding pattern. The followers should be taken into history in roll uping this study. First, the analysis is non about demonstrating: How perfect you are How you ‘ve done everything absolutely good That others have let you down Second, the analysis is about what you have learnt from the experience, both personally and as a group. Contemplation under the undermentioned headers might be considered.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified. In roll uping this component, pupils are advised to maintain regular and elaborate journals or logs.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the procedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionGeneral decisions from the procedure. You might besides see the followers: Do n't trust on your memory: compile habitue detailed advancement logs Be prepared to discourse issues and feelings with other members of the group Prepare for some uncomfortableness and ‘hostile information ‘ Through foresight and hindsight you can derive insight. † ( Hunt, N ( 2005 ) Dissertation Handbook ) More elaborate information is given in Appendix 28. Plagiarism and LumpingWork presented by a pupil in an appraisal is expected to be the pupil ‘s ain, and while citations from published beginnings are normally acceptable, such instances must be clearly identified and the beginning to the full acknowledged.As a guideline, verbatim ( direct ) citations should non transcend 5 % of your 12000 words in the chief study and 3000 words in the brooding study.Plagiarism is Copying balls of unascribed text from elsewhere, including downloading stuff from the cyberspace Incomplete or inaccurate referencing Copying other pupil ‘s work Leting others to hold entree to your work which they may copy Plagiarism is a serious offense that will be punished. The University has set of ordinances to regulate how plagiarism is treated and you should do yourself familiar with these ( They are available on the web site ) . As a lower limit punishment, pupil who commits plagiarism will usually have a fail class, and this means that the undertaking must be taken once more and the pupil has to pay to make so. The offense is besides recorded and may be mentioned is mentions are requested. The ground we penalise plagiarism because it is frequently a signifier of larceny and the purpose in all instances is to lead on. It constitutes unethical behavior. Unitization is the usage of significant sums of other people ‘s work which is right referenced. Students whose work consists of a series of citations from other people ‘s work, which is right referenced, are non guilty of misrepresentation. Nevertheless they are likely to neglect the faculty because they have non demonstrated that they are capable of the Master ‘s degree accomplishments of analysis, rating and synthesis of thoughts. Recognizing the relevancy of other people ‘s thoughts is merely a first twelvemonth undergraduate accomplishment. As you will detect in the session on plagiarism we have entree to package which compares work submitted by pupils with a database which is added to by every piece of work that is checked. As more universities join the strategy the database becomes more comprehensive.. We now have a policy to look into every undertaking so you are asked to manus in a disc with your work. 9. Marker of The Assignment You will have a individual class for the Applied Management Project. The balance of the class between the undertaking and the brooding study will be reflected in the word count allowed for each subdivision. The Main Report carries 80 % of the grade and the Reflective Report 20 % . The tabular array in Appendix 1 shows the standards used to tag your work Your work will be dual marked, which is why we ask you to manus in two transcripts of your study. It will besides be checked for lumping and plagiarism, which is why we ask for a transcript on disc. If you do non supply what we ask, there will be a hold in taging your work which may take to a hold in obtaining your award. You should manus in TWO difficult transcripts of your work and an electronic disc. And you should besides subject your both chief study and brooding study electronically via BREO ‘s TurnitinUK ( under the Assignments nexus ) .10. Coach Support ( merely available during the AMP hebdomad )You will NOT hold a personal coach in the manner of the old fashioned undertaking. A squad of coachs with a scope of capable specialism will back up your work during the AMP ‘s group-work Sessionss. After June 19th, 2009, you will have no more tutorial aid. You will so be entirely with your group to finish the work. The coachs will work as a squad during the group-work Se ssionss and will rede and steer you as you request ( i.e. counsel on literature reappraisal, secondary research, research analysis etc. ) . During the AMP hebdomad, Academic Liaison Librarian will besides be about to supply support in academic sourcing and referencing. 11. Administration Support over the Summer If you have any general question, delight direct your electronic mail to amp @ beds.ac.uk alternatively of the direct electronic mail of faculty leaders. This electronic mail will make all faculty leaders and one of the faculty leaders will answer you.Appendix 1 – Applied Management Project Marking SchemePurposes and AimsThe AMP is designed to give pupils the chance to show their cognition and apprehension of concern every bit good as the accomplishments indispensable to effectual operation in a concern environment. In peculiar the purposes of this faculty are to enable the pupils to take the cognition, understanding and accomplishments they have been developing in single faculties See below ) and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which Masterss pupils can demo that they are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition. ‘ The work to be assessed is in two parts – the first a 12,000 word study and the 2nd a contemplation on the procedure of making the assignment. Two taging strategies are presented one for each assignment.You should supply a separate grade for each constituent.Assessment standards.There are two sets of sets of results which are identified in the M degree forms. The first are cognitive results and the 2nd are generic accomplishments Broadly talking the cognitive results can be evaluated through the study, whereas the brooding essay should give an penetration into the generic accomplishments. It is nevertheless, the instance that the generic accomplishments can besides be measured by the pupil ‘s success or deficiency of it in bring forthing an equal piece of work. Cognitive results Knowledge and Understanding Should be able to autonomously analyze new and/or abstract informations and state of affairss utilizing a broad scope of techniques appropriate to the subject ( s ) and to his/her ain research or advanced scholarship Should be able to show a deepness of cognition and a systematic apprehension of his/her subject ( s ) , across specializer and applied countries, and be critically cognizant of and cover with complexness, spreads and contradictions in the current cognition base with assurance Although the undertaking is based on secondary informations, there are legion beginnings – academic diaries, newspapers, trade imperativeness, authorities studies, and books – which the pupil can utilize every bit good as www.google.com! The information may and likely will be contradictory. Students may cover with this by disregarding conflicting findings or by prosecuting in a argument to analyze the grounds for the disparity A -The pupil provides a comprehensive reply that shows a clear apprehension of the comprehensiveness of the issues involved. The reply demonstrates the pupil ‘s ability to supply a balanced response taking history of disparity and differences in the secondary informations. The answer clearly supports a position that the pupil has mastery over the capable affair. B -The pupil demonstrates a good apprehension of the issues involved and the relation of these issues to their concern specialism. They are able to pull strings thoughts good to bring forth a sound reply to the inquiry C- The reply demonstrates an ability to utilize thoughts which are easy accessible. No grounds of a pupil ‘s effort to travel beyond the obvious. Discussion accurate but shoal. Correct citing for the most portion D- Heavy trust on really limited set of ideas. Small grounds of any effort to roll up a broader scope of information. Discussion narrow and perchance non good argued or supported. . E – Discussion lacks comprehensiveness. The pupil fails to show a existent apprehension of all the issues involved F -Very little or no grounds of the pupil ‘s ability to appreciate a scope of different thoughts – Alternatively heavy trust on big balls of other ‘s work. Referencing may non be full and accurate but is present and the purpose is NOT to base on balls work away as the pupil ‘s ain Synthesis/creativity Should be able to autonomously synthesize information and thoughts and suggest new hypotheses, create original responses to jobs that expand or redefine bing cognition or develop new attacks to altering state of affairss A – a good constructed piece of work which clearly demonstrates the pupil ‘s ability to synthesize complex statements and to utilize the informations to come up with fresh solutions. It has a logical flow and The work will be good argued and the decisions will follow of course from the grounds presented. No uncertainty will be left in the reader ‘s head as to their cogency. B – a good constructed piece of work. Literature critically evaluated non simply a precis. Good usage of secondary informations beginnings to back up the statements. Literature supports the treatment which has been developed from the information collected. The work will be soundly argued and the decisions will be mostly converting C – A scope of appropriate points made but more as a list so as a incorporate piece of work. ‘Reader presented with bricks instead than constructing ‘ . The work will be moderately argued but the decisions will non be wholly convincing Secondary beginnings will normally provided to back up the points made D – A limited figure of points made with small effort to interrelate them to organize a consistent treatment. Poorly argued with instead flimsy decisions. The reader may good doubt that the decisions are valid.Poor usage of any external informations to back up the points. E – Some grounds of an effort to supply an reply to the inquiry but deficient item to go through. No existent effort to travel on from a few pieces of information. Poorly argued and with decisions that merely do non follow from the grounds presented ‘Chunking ‘ calls into inquiry the pupil ‘s in depth apprehension of the issues presented.. F – A random aggregation of statements based on the pupils ain point of position with no effort to utilize grounds to back up the statements. Alternatively, serious ‘chunking ‘ . Evaluation Should be able to independently measure current research, advanced scholarship and associated methodological analysiss and suitably warrant the work of egos and others A little group of pupils complained that they needed more clip because of the mass of information available so under this heading the ability to recognize worthwhile and less valuable information should be included. A – The reply demonstrates the ability to cover with informations from a broad assortment of beginnings with a clear apprehension of its comparative value. There is clear grounds of the pupil ‘s ability to critically measure thoughts and beginnings. Referencing is full and accurate B- A good scope of literature used from a wide scope of beginnings. The reply demonstrates grasp of its rightness. Full and accurate referencing C- Some grounds of critical rating of secondary informations. Correct citing for the most portion D- Indiscriminate usage of ( likely ) really limited information. Poor citing E – Some effort to utilize secondary informations. No effort at measuring its dependability. Poor citing F -Very little or no usage of published work. Ill referenced if at allGeneric accomplishments resultsAlthough the generic accomplishments will to some extent be obvious in the end product of the concern study they should besides emerge from the brooding essay. Needs analysis Should be able to research the demands of a undertaking and formulate feasible proposals for run intoing these demands A – an first-class reply will show a comprehensive consideration of the issues and configure the response to enable different statements to be presented in a logical order. B – a good reply will construction the job in a logical manner showing a comprehensiveness of apprehension of the issues C- an mean reply will demo consideration of some of the issues in a moderately consistent manner D – a hapless response will take a really narrow position and see a limited scope of issues E- a referral reply will non see the issues posed in the inquiry in a coherent or elaborate manner, F – a neglecting reply will non show an apprehension of the issues posed in the inquiry Performance planning and direction Should be able to be after the undertaking, and run into their ain skill-development demands, and derive the necessary committedness from others Should be able to pull off the undertaking, accommodating their scheme as necessary to accomplish the quality of results required Presentation and Evaluation Should be able to show the results of the undertaking in a mode appropriate to the intended audience ( s ) and measure their overall public presentationThe Reflective ReportBased on the predating theoretical account, the undermentioned guidelines should be used for measuring the pupil ‘s contemplations: Is the work complete? Is the work thorough Is the work genuinely brooding or simply a diarised history of the procedure? Does the work place both personal and group kineticss and development? Is there any grounds of associating the contemplation to theory? Is there grounds of existent acquisition from the thesis experience? Is there any grounds of feedback that might assist coachs better the experience for future pupils? Coachs are advised to take a holistic position of the pupils ‘ contemplations as the work is likely to be presented in a assortment of rather different signifiers. ( Hunt.N, 2005 ) The undermentioned contemplation under the undermentioned headers might be considered by pupils.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the pr ocedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionAppendix 2 – Introduction to Reflection Used with the permission of the writer Dr Chris Johns, Faculty of Health and Social Science, University of Luton Edited by Ann Mathews, Luton Business School Aim of the brochure To increase apprehension and use of the brooding procedure Aims By the terminal of this brochure you should be able to: Define brooding pattern. Describe the process/stages of turning contemplation into larning and Identify the accomplishments required to prosecute in brooding pattern. Recognise schemes, which may advance contemplation as a learning tool. Contemplation Can be defined as: a technique for turning experience into acquisition or a manner for persons to go autonomous and job resolution.Other definitions:Kolb ( 1975 ) said contemplation is cardinal to the procedure of turning experience into acquisition. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference, whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or affectively changed. ‘ Rogers ( 1986 ) said it was utilizing one ‘s ain experience to supply acquisition, he said that self-initiated acquisition concerns the whole individual, both feelings and mind, and in this manner the acquisition becomes permanent and permeant. Reid ( 1993 ) said ‘a procedure of reexamining an experience of pattern in order to depict, analyse and evaluate and so inform acquisition from pattern ‘ ( p 305 ) What is Reflection? The complex and calculated procedure of believing about and construing experience in order to larn from it – a witting procedure. Brooding acquisition is the procedure of internally analyzing and researching an issue of concern, triggered by an experience, which creates and clarifies intending in footings of ego, and which consequences in a changed conceptual position ( Boyd and Fales 1983 ) . Contemplation Introduced So frequently in our every twenty-four hours lives we acquire caught up with the force per unit areas and demands, we react to state of affairss automatically and happen small clip to reflect on what we are making and why. In day-to-day life or on a demanding class pupils and staff may happen similar jobs. The force per unit area to finish assignments, larning new accomplishments, run intoing the demands of households and friends may look to go forth small clip to chew over one ‘s personal and professional development as one progresses through life or a class. One manner of taking clip to believe throughout experiences and to larn from them is to maintain a diary, or notes, on specific occurrences. Tthis allows contemplation during the authorship or at a ulterior clip. Many people have been introduced into the brooding procedure by this mechanism. Holly and McLoughlin ( 1989.page 281 ) suggest that maintaining a personal/ professional diary is: ‘both a manner to enter the journey of instruction and growth, and to see the procedures purposefully and sensitively. It is a method for researching our inner universes and histories ; of examining the educational and cultural surroundings within which we teach ; and of asking into the significance of learning. Professional development provides the context within which appraisal and assessment reside and do sense ‘ . Brooding notes tend to be written at times of critical incidents. Holly and McLoughlin ( 1989 ) indicate several benefits of maintaining a diary, or notes, on a critical incident. Provides a lasting record, which we can return to from a assortment of positions. Writing to reflect provides a cyclical procedure ; reflecting as you write and returning at a ulterior day of the month to reflect on what has been written which may supply new thoughts for farther contemplation. Writing necessitates ‘time out ‘ for contemplation. They argue that clip to reflect is non a luxury but a professional necessity. Forms and the subjects of life become evident over clip. We act on our situational perceptual experiences yet our perceptual experiences are dependent on what we see and experience. We tend to work on automatic pilot and therefore we may non be cognizant of the forms and subjects in our lives. Writing over clip makes seeing these subjects and forms possible. Learning from pattern can increase consciousness, self-knowledge and assurance. We need non maintain reiterating our errors and lickings. As we write about our professional pattern and note forms and subjects in the ways that we influence and are influenced by our fortunes we can larn more about ourselves. We can get down to understand why we do what we do and do unconscious behaviors witting so that we may alter it as appropriate. We can go more cognizant of our environment and the contexts in which we teach and can get down to expect and specify events instead than merely responding to them. Writing brings to conscious degree much that was tacit. As we write and play with thoughts and images other thoughts emerge, begin to blend together and we come to consciously cognize what we already knew tacitly. Writing provides a comprehensive and on-going database for professional development. Using words to depict our experiences in pattern additions our scope of linguistic communication available to depict our pattern to others. Through our authorship we may go more comfy and clear about our thoughts and can come in into treatment with others and so enrich our pattern. Used in this manner the diary mimics the research worker ‘s diary as it accumulates a database for the survey of pattern. However single events can be written in a similar manner. Learning from Reflection Contemplation is cardinal to the procedure of turning experience into larning. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or efficaciously changed ‘ . Since this type of authorship is an basically procedure of larning from experience the ability to reflect on your experiences will be cardinal to larning. The Procedure of Contemplation Recall an experience to mind as shortly after the event as possible and compose a brief description of what happened. The purpose with callback is to acquire in touch with what you experienced, it is of import non to measure or judge the experience, ( Cell,1984 ) . Following, take some clip to compose your ideas and feelings about the experience. This can be rather light hearted and relaxed. Let your ideas to flux spontaneously as you write. When you have explored the experience you can get down to concentrate your ideas more specifically. The following are suggestions, which might turn out utile. What did you make good? How would you back up this belief? In retrospect is at that place anything that you would now wish to alter and if so why? What were you believing about during the experience? How did you act? How did other people behave? What did you anticipate to go on in the state of affairs? Make it turn out as you expected? What emotional or feeling responses did you hold and what caused you to experience this manner, did these impact your behavior? Were you aware of any interpersonal kineticss and how did these influence you? For illustration were you experiencing cross, hurried or happy? Did you do what you said you would make? If non what happened to alter your head? This can supply valuable cognition of state of affairss or be utile in future state of affairss. Did you learn anything new as a consequence of this experience which you could utilize in a similar state of affairs in the hereafter? Are there countries you feel you need to better or develop. If so what EXACTLY are they and how can you travel about this? Did this cognition aid you in developing new schemes in the hereafter? Did this experience aid you to derive greater conceptual apprehension? Did any of the theoretical positions help to broaden your consciousness or help your apprehension of what was go oning in this state of affairs? Is there an country of theory you need to brush up on or look up?Once you have finished authorship, read through what you have writtenThis can be undertaken at a ulterior day of the month if necessary. Are at that place any facets that you have taken for granted, premises made opinions or inexplicit values being expressed that you were non cognizant of at the clip? You can utilize this reading to analyze these in order possibly to clear up, polish or modify any countries. Over clip you may get down to see familiar forms emerging as you read through what you have written. It is of import to see the brooding procedure as a critical duologue with your experience and with your observations on the experience. This gives you the chance to reflect on the utility of the premises you habitually make. You can see alternate ways of sing state of affairss. It is frequently valuable to discourse these thoughts with equals or those involved in the same experience. When you are composing in your diary or reflecting on an experience avoid utilizing over generalizations such as â€Å" everyone knows † , â€Å" cipher does that † or â€Å" it is ever done that manner † . When you are tempted to utilize these footings try replacing â€Å" I † , for illustration â€Å" I do n't make that † . These entries will enable you to see the opinions that you make about others and forms in the manner that you construe your experiences. These are more likely to be noted when you re-read entries after a period of clip has elapsed. By reflecting on several entries you can get down to place the concepts and standards implicit in your thought forms. Be cognizant of the ideas and feelings, which may be evoked when reading through the diary! Through this procedure you begin to clear up, modify and develop the values, beliefs, standards and concepts which you use to construe your experiences. Clearly non all of these inquiries would be relevant in every state of affairs but is utile to acquire into the wont of inquiring these sorts of inquiries of your personal experience. It can be defined as a staged procedure First Phase Awareness of a hard issue. Clear apprehension that an issue needs to be addressed, as the cognition the person was using in the state of affairs clearly was non effectual. Recognition of an accomplishment. Second Phase A critical analysis of the state of affairs, affecting an analysis of feelings and cognition. Examination of how the person affected the state of affairs, and frailty versa. Third Stage Development of a new position. Outcome of contemplation is hence learning: Clarification of an issue. Development of a new attitude or manner of thought Resolution of a job. Change in behavior. What qualities are needed to go a Brooding Practitioner/Learner? Skills Needed Open mindedness Motivation Committedness to alter Recognition of personal prejudices Receptive to new thoughts Keen to develop personal penetration Time and energy Barriers to the development of brooding pattern Lack of clip Low morale Lack of the theoretical base Unwillingness to develop self consciousness and penetration Lack of accomplishment development A wish to transport on as everNB. If you ever do what you have done earlier, you will ever hold merely what you have already got! !To summarize the standards for Contemplation on Practice it is portion of ego assessment and ego consciousness it is an geographic expedition of feelings as a consequence of experiences it is depicting one ‘s actions and depicting the results of actions its placing what was worthwhile, what one would make otherwise and why it is the analysis of this to explicate why things work good or non – it identifies what acquisition has occurred, and evaluates knowledge degree it identifies what farther acquisition is required, = self growing and personal and professional development The Potential of Reflective Practice allows critical analysis and synthesis Examines the constituents of a state of affairs Identifies and size up bing cognition, and how relevant this is to the state of affairs. Explores the feelings you have or had about the state of affairs. Challenges any premises you may hold had. Allows geographic expedition of alternate cognition and actions Advantages to the Practitioner/Learner Helps you to do opinions Develops competency through critical contemplation on experience Generates new cognition Gives authorization Develops a wider cognition of societal and political alteration Examples of theoretical accounts of Contemplation Schon ( 1983 ) provinces: ‘In the varied topography of professional pattern, there is high difficult land overlooking a swamp. On the high land, manageable jobs lend themselves to solutions through application of research-based theory and technique. In the swampy lowland, mussy confounding jobs defy proficient solution. The sarcasm of the state of affairs is that the jobs of the high land tend to be comparatively unimportant to persons or society at big while in the swamp lie the jobs of greatest human concern. To me, an educated individual, foremost and first, understands that one ‘s ways of cognizing thought and making flow from whom one is. Such a individual knows that an reliable individual is no mere person, an island unto oneself, but is a being in relation to others, and hence is, at nucleus, an ethical being. Furthermore, a genuinely educated individual speaks and Acts of the Apostless from a deep sense of humbleness, witting of the bounds set by human finiteness and morality, admiting the grace by which pedagogue and educated are allowed to brood in the present that embraces past experiences but is unfastened to possibilities yet to be ‘ . A Simple Model of Reflection 1 The Significant Experience The salient events – 1 ‘s behavior thoughts / cognition feelings good / bad 2 The Reflective Procedure 1. Describe the events. Avoid doing opinions 2. Attend to experience – good 1s or negative 1s. Casual fortunes or act uponing factors 3. Re-evaluate the experience How it felt, self, others, clients Connect bing cognition and attitudes with thoughts and feelings from experience 4. See alteration of cognition, attitudes, behavior for future usage Explore and dispute any premises you made 3 Result Evaluation of the brooding procedure 4 Critical analysis A new manner of making something, or an alternate manner of covering with the state of affairs elucidation of an issue development of a skill declaration of a job, greater assurance in one ‘s abilities changed set of precedences 5 Consequences Action Plan/ ends Consequences into pattern Learning demands Changing pattern ( Koch 1989 ) Future Experiences Links theory to pattern Stop and take stock so advancement ( Kemmis 1895 ) Enhanced degree of assurance To Summarize Behaviour 1. Describing the events New Perspective Ideas 2. Addressing 1s feelings Changes in behavior Feelingss 3. Re-evaluating the experience Commitment to action The experience 4. The brooding procedure Results Decision Learning through contemplation topographic points control with the person Helps the person with the challenges of pattern. â€Å" Experience is ne'er limited, and is ne'er complete. It is an huge esthesia, a sort of immense spider ‘s web of the finest satiny togss suspended in the chamber of consciousness, and catching every air borne atom in its tissue. † Henry James 1843

British Literature of Victorian Era

Industrialism during the Victorian Period serves as the new beginning of the age. From a conservative era, industrialism played a significant role to the modernity and liberty of the period from the past civilizations; this transformation does not only affect the social, economic, and political aspects of the period but also its literature. Many writers, authors, and poets emerged during the industrialism that brought new light and path to the beginning and renovation of Victorian Period.Industrialism affects the Victorian Poetry as well as the novels of the era. Through poetry, the poets are capable in describing the lives and situations of the people in longer verses. Within the concept of Romantic poetry, industrialism develops a deeper perspective as it contains social change. Therefore, it can be said that industrialism opens the door of power and alteration to the traditional construction of literature specifically the Victorian Poetry. Matthew Armold is one of the most popular poets during the Victorian Period.His works described the transformation of European lifestyle from Romanticism to Industrialism. However, the concept of industrialism in Arnold’s poetry can be seen within the context of romantic drama. Some of these are â€Å"The Buried Life†, â€Å"Dover Beach†, and â€Å"The Scholar Gypsy. † Arnold’s â€Å"The Buried Life† is about the situations of the whole society. The narrator of the poem discusses the difference between men and women’s identity during the period where women are already part of the society.Women have better opportunities and status through the existence of different laws and policies imposed by the system. â€Å"I knew the mass of men conceal'd / Their thoughts, for fear that if reveal'd / They would by other men be met / With blank indifference, or with blame reproved; / I knew they lived and moved / Trick'd in disguises, alien to the rest / Of men, and alien to themselvesâ €“and yet / The same heart beats in every human breast! (Arnold, 16-23)† the poem describes hope for new beginning.The emotions within the poem show happiness with sort of questioning the new trend of the society. The construction of the poem is in the context of Romanticism but as the reader understands the point of the narrator, it will be seen that the poem symbolizes change that opens various transition from the conservative formation of the society to the liberal context. The basic example is the concept of ‘breast’ that shows different meanings and essence.Throughout the poem – whether a part of woman’s body, a depiction of femininity, womanhood, or motherhood, and also a descriptive word to described the transformation of woman’s status into the society. On the other way around, the â€Å"Dover Beach† described the flow of social change – like the sea, there is no assurance where it goes but it will take the calmness o f life while enduring the pain of thunderstorms and winds. The narrator shows the religious side of the poem where there is a concept of faith and destiny.The attack of the author within his poem is simple but spontaneous to the acquisition of knowledge from the environment and religion. â€Å"So various, so beautiful, so new, / Hath really neither joy, nor love, nor light, / Nor certitude, nor peace, nor help for pain; / And we are here as on a darkling plain / Swept with confused alarms of struggle and flight, / Where ignorant armies clash by night (Arnold, 32-37). † It also shows how religion transformed in a significant basis where it has its own way of defining the word ‘faith;’ through the discussion of radical journey of the narrator and his society.In the poem, the narrator discusses how happy he is to obtain new form of living. Though it is different from the common good, it gives new light to conquer the upcoming circumstances of life. Like â€Å"The B uried Life,† the â€Å"Dover Beach† is also constructed in romantic idea where there is love, happiness, and traditional style of passion but Arnold created the poem not to discuss its romantic essence because he wants to convey the impact of industrialism to the whole society of Victorian Period.The point of view of the poem is based on the concept of transition from one angle to another and also the emotions of the public towards it. The â€Å"Scholar Gypsy,† is about the new age of ideas and knowledge of the Victorian Peiord. The narrator discusses the new way of acquiring learning from the new formed society. Because industrialism demonstrates several changes like the English class structure, the poem discusses the manifestations of these changes to the academic institutions and the system as a whole.The poem literally described the life of a man who lived in a country side. In the beginning, his life is the usual depiction of human life – happy and co ntented in his simple being. However, he could not accept the social transformation that emerged in his environment and led him to escape from modernity to hide from the corners of the forest and live alone. He is not prepared with the transition that is why he could not learn the new idea of alteration from conservative to liberal society. â€Å"And then they land, and thou art seen no more./ Maidens who from the distant hamlets come / To dance around the Fyfield elm in May, / Oft through the darkening fields have seen thee roam, / Or cross a stile into the public way (Arnold, 80-85). † The poem discusses the new life of Victorian period in general. It shows how women work, how men live, how the system evolves, and how the society changed. This is a general viewing of the whole renovation where there are new policies and laws that will protect both men and women. Women could dance for joy while men became busier with their lives and careers.As a conclusion, the three poems h ave different attacks and perspectives on the issue of industrialism during the Victorian Period. Matthew Arnold described the different angles on how men and women of the society accepted the new lifestyle of the era. Some became happy but some also disappeared because of this renovation. In the beginning of industrialism, the Victorian Period made a success because of the different changes happened and nurtured the whole society but as it went through its end, these changes benefited some but not everyone in this period.The three poems showed how the industrialism affects the people or the whole nation. Through these verses, we could be able to understand what the people had experienced during those times. Works Cited Arnold, Matthew. â€Å"Scholar-Gipsy. † Bartleby. com 17 November 2008. http://www. bartleby. com/101/751. html Arnold, Matthew. â€Å"Dover Beach. † 17 November 2008. http://www. victorianweb. org/authors/arnold/writings/doverbeach. html Arnold, Matthe w. â€Å"The Buried Life. † 17 November 2008. http://www. victorianweb. org/authors/arnold/writings/buriedlife. html

Parenting Styles Research Paper Example | Topics and Well Written Essays - 500 words

Parenting Styles - Research Paper Example 11). The excitement that accompanies parenthood makes it incomparable to any other events or experiences in life. Regardless of one’s levels of frustrations in life, children and parenting will always be a source of indefinite love, making it important that one appreciates every opportunity at parenthood. Parenting gives parents not only the opportunity to possess powers over their children but also makes them possess hitherto unachieved levels of tolerance and self-esteem. In this regard, parenting makes one realize and recognize his/her abilities in ways never imaged or thought before. For instance, one may come to appreciate his/her abilities to shape and influences other peoples’ lives through parenting (Brooks, 2011 P. 3). Executing parental duties is therefore a privilege that one should enjoy and it is for the above reasons that I would become a parent. Although parents have quite a number of duties and responsibilities as far as bringing up their children is concerned, some of the parental duties are more crucial to the life a child than others are. One such parenting job is to train the children to be obedient to the society by breaking them of their wills. It is not the role of a parent to please a child by allowing the child’s will to prevail. Instead, a parent should train his/her child to follow the will not only of the parent but also of the authorities and society. Allowing a child to follow his/her wish and resolve only results in disobedience. Parents should therefore instill in their children, the excellence of obedience and how it pleases the parent, community, the government, and God to be obedient (Brooks, 2011 P. 8). The other crucial job for parents is to keep their children as far away from evil company as possible. In fact, bad company is one of the most undoing dangers to children in the modern society, bo th at home and at school. Parents

Recruitment Essay Example | Topics and Well Written Essays - 1500 words - 1

Recruitment - Essay Example For example, smaller firms engage differently with the external labour market than does the larger firm (Atkinson and Meager 1994). For the small firm, such engagement is less predictable and not easily incorporated into formalised systems (Atkinson and Meager). This report highlights the mitigating factors that will determine which strategy is most effective and beneficial for a variety of firm types. â€Å"Human resource management is a strategic and coherent approach to the management of an organization’s most valued assets, the people working there who contribute to the achievement of its objective† (Armstrong 2007, p.14). Centralised hierarchies, as one example, will often use the hard approach to HRM, which is focused around the tangible management activities of controlling, planning and scheduling. The hard style of HRM aligns, technically, human resource capital with business objectives usually using transactional leadership philosophy where rewards are highly contingent on achievement of specific, identified performance guidelines and objectives (Antonakis et al. 2003; Armstrong 2007). The soft approach, however, is more relationship- and people-centric where HR managers and line managers seek to actively build human capital through transformational leadership strategy, coaching, mentoring, and building social capital through establishment of a unified organ isational culture. Whether the business uses hard or soft HRM philosophy will determine whether formal or informal systems of recruitment and selection are most appropriate to the business. Centralised hierarchies do not provide employees with much opportunity for feedback and decision-making whilst decentralised firms genuinely try to exploit human capital by allowing employees to illustrate individualism, creativity and problem-solving on a regular

Approaches to Standard Setting in Accounting Essay

Approaches to Standard Setting in Accounting - Essay Example The body also cited the reasons at which it was setting these accounting settings and some of them included; to give users of accounting information about their financial situation, their financial performance, and the financial conduct of a firm (LeRoy, 2007). Another reason was to assist public accountants with steps to enable them perform their work with care in offering their services in the accounting market. These standards were set so that all financial statements were consistent and had the ability to describe their financial performance. These accounting standards can also be known as Generally Accepted Accounting Principles (GAAP), they are generally accepted because there is an authoritative accounting body that set them and the body oversees the implementation of these standards. Without these standards the consumers of financial statements would need to learn accounting rules of different firms, this would be a difficult task for multi investors to compare these financia l statement accounting rules. Some of the bodies that regulate these accounting standards are the Securities and Exchange Commission (SEC). This body was formed to establish these accounting standards for the public traded firms. ... Then the financial Accounting Standards Board (FASB) was created after the wheat committee suggested the replacement of the GAAP board with new standards. After the dissolving the FASB board a new board International Accounting Standards Committee (IASC) was formed in 1973. This board was created to encourage a worldwide implementation of the accounting standards. This board was succeeded by a private sector body that was structured in a similar way as FASB (Sharpe, 1982). The accounting standards and regulations are very important. This is because they regulate accounting assumptions and methods. They also enable us to have consistency in the methods that are used to organize company’s financial statements. Although there are differences within these regulations, reliable conclusions can be deduced when comparing firms’ financial data for specific industries. If there were no accounting standards then the people who use financial statements like investors, banks and ot her institutions would require learning these accounting rules in a different manner for each firm. The accounting standards instill relevance to day to day accounting procedures and processes; this results into better financial performance from firms and represents faithfulness and accuracy (Sharpe, 1982). These standards ensure that neutral information is used hence eliminating the possibility of biasness in the financial statements. They give relevant information by enabling investors to know their specific points of investments to make. They save a lot of time since they give or point out clarity in the financial statements. The growth of financial transactions is making the compliance with accounting standards become an issue which require addressing immediately

Management of Production and Operations Term Paper

Management of Production and Operations - Term Paper Example The paper explores the main quality assurance practices and their relevance in contemporary manufacturing facilities. Controversies over using popular quality assurance systems are discussed. Keywords: production, manufacturing, operations, quality assurance, ISO. Management of Production and Operations Quality assurance remains one of the most popular topics in production and operations management research. Sophisticated standards of quality and increased complexity of manufacturing operations render scientific approach to quality assurance valid and justified. Much has been written and said about the best and most desired practices in quality assurance. Yet, despite recent advancements in quality assurance systems, their benefits are at best controversial. It is widely acknowledged that the use of ISO systems by manufacturing enterprises adds weight to their corporate image and reputation. Such production organizations are believed to provide better quality of products and services , than their industry competitors. Unfortunately, the use of ISO quality assurance systems in production and operations does not ensure their functionality in particular organizational environments; as a result, firms must pay particular attention to how broadly accepted quality assurance practices affect their production operations and whether they meet customer expectations in terms of the quality of the ultimate product. Quality Assurance: Why, When, and How? How to define quality assurance is a complex question. However, it would be fair to assume that quality assurance in production and operations will be mostly the same as in other fields of management. According to the EU guidelines, quality assurance is â€Å"a wide-ranging concept which covers all matters which individually or collectively influence the quality of a product† (McCormick, 2002, p.27). Simply put, quality assurance is essentially about ensuring that the product meets the basic standards of quality. Qual ity assurance in production and operations is an efficient management tool that enhances the quality of organizational decisions (McCormick, 2002). In contractual situations, quality assurance systems give customers â€Å"a feeling of confidence in the quality of the ultimate product† (McCormick, 2002). Quality assurance is impossible without the availability of the entire complex system of quality assurance operations, which describe all steps to be taken to achieve the desired quality standards (McCormick, 2002). More often than not, manufacturing organizations run their own departments of quality assurance and control. However, even then, quality assurance is the process that involves all organizational members and not the only unit of QA professionals. All members of the manufacturing organization can affect the quality of the ultimate product; as a result, the organization in its entirety is responsible for the quality of its operations, leading to the development of a s uperior quality product (McCormick, 2002). It should be noted, that the history of quality assurance dates back to the beginning of the 20th century. At that time, rapid industrialization and expansion of industrial enterprises required the development of new, more sophisticated quality procedures. At that time, quality of products was defined as their fitness for purpose (Chitale & Gupta, 2007). Most quality assurance procedures were limited to quality control at the beginning and the end of the manufactur

Exercise and Good life Essay Example | Topics and Well Written Essays - 500 words - 2

Exercise and Good life - Essay Example Activity class may appear to be all about physical movement and exercise but in reality, it helps us in exploring ourselves and take initiatives to make ourselves better people. The good life is all about being content and experiencing joy in little things. It is about not having new things but appreciating what we already have. If we tend to find joy in things, it will be a short-lived happiness since things become old; get expired and their trends change. However, happiness that stems from within makes every day of life a good one. A good life is supposed to have a purpose and meaning quite similar to an acting class. I expect activity class to not only contribute to my physical health but also character building. This is precisely the reason why everything we do in our lives should have meanings. Purposeless life lacks direction and will to do good for others and society. A desire to have a good life motivates one to have some roles to play at work, with family, friends, and commu nity. Accomplishments in these roles through struggle and movement leads to self-satisfaction and joy in turn. It is also important to note that having a good life means causing no or limited harm to those around us; be it humans or nature itself. Struggling for this will also require an effort e.g. removing stone or garbage from the street as it may hurt others. A good life is something which motivates us to do better things for ourselves and society. Doing so requires goodwill and physical activity.

Technology, the surrender of culture to technology Essay

Technology, the surrender of culture to technology - Essay Example As our civilization has advanced, developed life-altering technologies that would not have been imagined or conceivable a mere 20 years ago, it has become painfully obvious that humanity’s greatest drawback is not concentric around our level and implementation of technology but rather the disparities, inequalities, and moral deviance that defines how we interact with one another. As such, this brief essay will seek to understand and grapple with some of the biggest problems that face our current society with respect to ethics and morality as well as to trace the moral and communicational changes that this author might seek to employ in order to reduce the level of corrosive/destructive habits that define the current world. In this way, the analysis will also consider one of the main drawbacks to such an approach that the author has noted. As the author above stated, our lack of understanding and humanity’s continued disregard for the matters that define the health and lifestyle of others that share our planet is not born out of a lack of access to or application of the correct technology. Instead, these issues are fundamentally born out of the fact that humanity’s selfish nature continually seeks to aggrandize itself at the expense of those around it. Rather than employing the available resources and knowledge to seek to ameliorate the suffering and hardship of others, the issue itself boils down to one of selfishness and lack of concern rather than one which can be defined by an inherent lack of the tools, mechanisms, or technology to alleviate these stresses that exist. In this way, a common theme that can be observed throughout human history and interactions between classes, not to mention the communication models that define these, is the fact that there is a common theme of exploitation that extends from earliest history until the current time. An all too common model for advancement in human society and culture has been that in order to achieve some level of success, another individual or group of individuals must necessarily be exploited to make this happen. Such an approach is of course the epitome of immoral and is one of the reasons that such a high degree of misunderstanding and bloodshed has defined the recent past. Du e to the fact that one group attempts to marginalize, enslave, or exterminate another based no purely selfish and/or utilitarian/immoral motives it results in wars, disease, famines, and all of the negative externalities that help to define the human

Hazardous materials Research Paper Example | Topics and Well Written Essays - 2500 words

Hazardous materials - Research Paper Example Hazardous material may take the form of gases, liquids or solids. Hazardous materials are known to be corrosive, toxic, reactive and inflammable. This paper will focus health care hazardous health care material. It will focus on the source, impact and prevention of hazardous material. Hazardous health care waste is produced as a result of diagnosis, treatment, research and immunization of human beings. They are classified as general and hazardous material generated in the health care facilities and institutions (Upton, 2003). It is produced during administrative procedures in the health care facilities. The hazardous materials include pathological, infectious material, sharps, genotoxic material, pharmaceutical waste, chemical waste and radioactive materials. The source of the material determines the composition of the waste. These wastes are also generated from the mortuary, drug manufacturers, laboratory and research centres as well as health care facilities and institutions. Infectious material contains pathogens, for example, bacteria, virus and fungi in sufficient concentration to cause a disease or harm in a susceptible host. Pathological materials consist of tissues, organs, body parts, blood and other body fluids which are considered to be infectious. Genotoxic wastes include cytostatic drugs, urine, feces and vomit from a patient who has been treated using radioactive, cytostatic drugs and chemicals (Upton, 2003). Pharmaceutical materials include expired, spilt or contaminated drugs and vaccines. Radioactive material includes liquids and gases containing radioactive material as well as the excretion products of a patient treated with radioactive substances. Health care hazardous waste exposure can lead to disease or injury. The hazardous attributes of the health waste may be due to several characteristics. These include genotoxic characteristics, radioactivity, containing infectious agents, containing

Movie Review Example | Topics and Well Written Essays - 1250 words

Movie Review Example Moreover, they can be personal as well as professional. To maintain interpersonal relationships, it is necessary that people use effective communication. For that, not only is it necessary for people to be able to send an intelligible message, but for the other person, for whom the message is intended, to be able to receive and decipher it clearly as well. Lacking clear communication, the relationship can be complicated by creating conflict therein. An excellent way to illustrate interpersonal relationships and the communication they involve would be through the movie The Hours, where many such interpersonal relationships along with the intricacies thereof have been portrayed. Stephen Daldry’s The Hours is based on the novel by the same name by Michael Cunningham, and relates three different stories, set in three different times and settings about three different women and their lives, the only thing similar between them being the novel Mrs. Dalloway by Virginia Woolf. The mov ie relates a day in the lives of these three women and those around them, and is a good illustration of various interpersonal relationships as well as the dynamics thereof. ... It is clear that Virginia has a very loving relationship with her husband. The concern that Leonard has for her is clear, and what is more, he expresses it clearly, too. In the beginning, after the doctor’s visit, when Virginia comes down, he expresses her concern clearly when he insists that she eat something. Furthermore, towards the end of the movie, when they are at the train station, Leonard tells her how he lives in constant fear that she would kill herself, and that the reason they moved to the suburbs is because of her health. It is easy to see just how much concern and love Leonard has for Virginia, and what is more he also expresses it to her clearly as well. This love is clearly reciprocated, through words as well as gestures, by Virginia as well. Right down to her suicide note, whereby she says that he has given her the greatest possible happiness, and that she does not think two people could be any happier than them. When it comes to her sister, Vanessa, however, there is a distinct lack of open interpersonal communication. While Virginia tries to talk about her illness and her absence from London, Vanessa seems intent on changing the topic and not talking openly. Vanessa does not express her fears and her trepidations about Virginia’s health, nor does she openly inquire after them to allay them, and perhaps because of that reason she tends to be â€Å"scared† of her sister. It is clear that Virginia does not like that, and she tries to communicate her dissatisfaction to her sister, but as it is necessary for interpersonal communication for the other person to be receptive to one’s message, which clearly Vanessa is not, it has not effect. In the second story arc there is Laura, who lives with

Silas Marner Essay Example for Free

Silas Marner Essay We expect that the relationship between a parent and a child is affectionate and caring; however, George Elliot explores and shows the reader that this is not always the case and relationships between different families are all very different. In the book there are many examples of relationships between parents and children. These include the relationship between Silas and Eppie, Squire Cass, Godfry and Dunstan also Godfry and Eppie. The Case of Godfry and Nancy’s sadness over not being able to have children also arises in the novel. One of the relationships between mother and child is Molly and Eppie. Molly was married to Godfrey and the only person who knew about his ‘secret’ life was his brother Dunstan. Molly was addicted to drugs and she lived in poverty, her relationship with Eppie was destroyed by her addiction, the only love Molly had in her life was the love to drugs. Instead of devoting herself to bringing up Eppie she devoted herself to being drugs. Perhaps this addiction was because Godfrey let her down and was ashamed of her so she had to rely on something and for her it was drugs. When Godfrey realises that his wife passed away, the expression ‘a weight was lifted of his shoulders’ is very relevant. Godfreys’ secret was kept and he was not prepared to claim Eppie even though she was motherless. As he was ‘free,’ he could now propose to Nancy without worrying about his wife. Godfrey entered this secret marriage as he was young and foolish, however he realised his mistakes when he realises he loves Nancy. He couldn’t get out of his marriage with Molly as Molly threatened to tell his father, so Godfrey would rather have a secret marriage than shame upon his name. However, Dunstan knew about Godfrey’s ‘secret’ life and having a family of his own, he constantly manipulated Godfrey over this, Godfrey did most of what his brother said as he was afraid that his brother was going to tell his father. Godfreys’ upbringing could be reflected on how he treated his wife and daughter. Godfrey was basically abandoned by his father, and was mostly brought up by his brother Dunstan. The Squire spent most of his hours in the local pub â€Å"the Rainbow† as he liked to drink and Dunstan became a lot like his father, he liked to drink and gamble; the villagers described him as â€Å"a spiteful jeering felloe†. If Godfrey and Dunstan had a mother raising  them and a father setting a better example, Dunstan and Godfrey would have more interests and be able to talk to each other instead of being afraid of their own father; keeping secrets from him and being afraid of him finding out the truth. The Squire’s household has no women to influence the upbringing of the two children, yet nor does Silas’, the upbringing of the children is very different because the Squire is harsh and Silas is very different in which he is very sympathetic towards others. Squire Cass is a man with authority and money who has to bring two children up. In Victorian England, child rearing and the development of good families were considered as a female role. The relationship between Silas and Eppie is one of the key parent-child relationships in the novel. A lonely man, feared by many villagers, is changed into a man who was admired by all of the villagers; he was changed by his adopted daughter Eppie. Throughout his life with Eppie, Silas regained his sense of faith and community. She changed his perspective of life, and taught him how to value human affection rather than gold. Eppie came into his life through an open door (which which could symbolise new place and a new beginning) and lay asleep by the hearth- in Celtic traditions the hearth was the heart of the home. Silas mistakes her golden curls for his lost money, he is stunned by her appearance just as he was when his money disappeared â€Å"Gold!brought back to him as mysteriously as it had been taken away! He felt his heart begin to beat violently, and for a few moments he was unable to stretch out his hand and grasp the treasure.† The child has the same affect on Silas as the gold does; the most important thing in Silas’ life was his gold. A metaphor; she becomes his new treasure. On first sight of Eppie, Silas associates her with gold and treasure. After calling upon a doctor to examine Molly, who is pronounced dead, Godfrey asks Silas â€Å"You’ll take the child to the parish to-morrow?† Godfrey recognises his child but he does not want anyone to know he is the father and he is willing to give her away. Silas wants to keep the child because he sees them both as lone creatures â€Å"it’s a lone thing and I’m a lone thing†. There is affinity between them and he is determined to bring her up himself as the child fills a gap that Silas has been missing- Love. From the start, there was a strong bond between Silas and Eppie. It is very  ironic how Silas, a stranger towards Eppie wants to be a father towards her, but her real father wants to offer her to a parish. Feeling sorry for his actions Godfrey gives money to Silas to buy clothes for Eppie so he feels he has given something towards her upbringing. In a short while, Silas becomes extremely attached and very possessive over Eppie, this is because he wants to bring her up himself; he wants to act like a father towards her. â€Å"I want to do things for myself, else it may get fond o’ some-body else, and not fond o’ me.† Love is jealous, with Silas only wanting Eppie to love him and no one else. Silas has a big desire to be loved, with this true and pure bond between them , Eppie transforms Silas’ life in many ways, she forms a ‘bridge’ between him and the villagers, with this link with the other villagers, he receives advice on how to bring Eppie up and they think of him as a good person. In Victorian England, to have a well brought up child, discipline and several beatings were the key. There was a strong belief that that children had to be ‘trained’ to be good, however Silas’ approach to disciplining Eppie was very different from how the other villagers punished their children. Silas tried to punish Eppie, after persuasion by Dolly, by putting Eppie in the coal hole but after â€Å"a little cry† he let her out again â€Å"she’s got no tricks but what she’ll grow out of.† In Victorian England the reader would be very surprised about his decision not to punish the child however a modern reader would think of his decision as being a typical loving parent. Silas’s decision on bringing up Eppie discipline free worked, she grew up to be a polite young woman. In the end after sixteen years, Godfrey confesses to Eppie about being her biological father, though she declines the offer to live with him and his newly wedded wife, the reader feels the true and loving relationship between Silas and Eppie as she chooses to stay with him â€Å"I can’t feel as I’ve got any father but one† referring to Silas. At the end of the novel Silas and Eppie stay together, the reader sees that she chooses the poor man over the rich, as there is love and care between them. The message seems to be that family affection can be found not in the well known richest families but in the poor families. The wealthiest family looses everything, for example, Dunstan dies and Nancy cannot produce a healthy child and it passes away (this could be a consequence as Godfrey  rejects his own child instead of taking responsibility of it). He gains a wife, but not the family he wanted.

Policing themselves Essay Example for Free

Policing themselves Essay In The Handmaids Tale education is highly restricted, defined by law not to allow the reading of text, therefore diminishing the progression of society on an intellectual level. The former university which once represented freedom and learning now represents regimental order. A distinct absence of education is found as the aim is to repress through the enforcement of ignorance; as Althusser would claim this is a clear ISA, education is used to direct and manipulate the handmaids. The Bible is the only form of legal reading material and the only persons allowed to access The Bible are the commanders we can be read to from it, by him, but we cannot read: this allows them to manipulate the text to suit their needs. Give me children, or else I die. The careful selection and manipulation of material is used to try to promote procreation. The use of religious text from The Bible can be seen as the regimes way of legitimising their actions. Offred realises that the next generation of Handmaids will be more docile because they will have no memories of other possibilities. The stark contrast between Offred the librarian and Offred the Handmaid is used to emphasise how repression has been enforced through the use of literary freedom. Language too is subtly used with links to the old testament the Angels and Eyes are respectively derived from the Guardian Angels and Eyes of the Lord; this subtle insertion of biblical references helps to create the overall feeling of containment; a sharp contrast with the lack of intellectual and educational language which is deliberately removed. In both novels education is a restrictive force however, in Hard Times education takes on a different form of repression. Hard Times uses education as an enforcing presence children are brought into education from an early age, facts, facts and more facts are driven into the mindset of all, therefore firmly placing them within the machine of capitalism. Bitzer is the example of this as he becomes trapped within the system. This shows the strength of education as an ISA; by being embodied in education he knows nothing of life and how to succeed without facts, he knows of no way out of the system imposed upon him by those in power. He himself says, We are so constituted. I was brought up in this catechism when I was very young, sir, as you are aware. Here Bitzer points out that the system of education prevents any way out, distilling the human instincts of capital gain. In comparison this sense of having no way out from repression is shown by the image clusters in the language of Atwoods novel (hands/feet/faces/eyes/blood/wombs) this language works in opposition to the polluted biblical manipulation of the regime and shows the only way out for Offred is through her imagination. Imagination has been removed from Bitzer in Hard Times through education; he has been depersonalised in a way which is also very evident within Atwoods novel through RSAs. Depersonalisation is enforced by the state in The Handmaids Tale with the uniform that the Handmaids are forced to wear the uniform represses sexuality and sensuality. The skirt is ankle length, the breasts a flat yoke. The similitude of the uniform eradicates individualism to the extent that Offred begins to consider herself as we: Shes like my own reflectionfrom which I am moving away. This implication that she is losing touch with her identity by moving away highlights the success of this repressive force. The uniforms worn can be associated with uniforms of armies and law-enforcers such as the police. In this way it can be interpreted that by wearing set uniforms the handmaids are policing themselves. As Dickens uses his novel to strengthen the theory of Benthamism Atwood too uses techniques like the manipulation of uniforms to make a social statement. Living through the 1960s/70s Atwood witnessed the liberation of women in the U.S. and the wider civil rights movements around the globe such as racial equality. The uniforms are just one example of how Atwood is showing the dangers of pursuing a regime of unfair liberation. We can see the success of the uniforms as a repressive force through the change in Offreds nature when I take my clothes off. Only when the uniform is removed at night does Offred seem to escape from the regime imposed upon her; the night is mine shows how she feels about night, her only chance to feel free without a loss of identity. A similar lack of identity is shown in Hard Times through the use of colour. The colours of the town are black and red due to industrial smog. Dickens compares this assimilation of the natural colour of brick with the painted face of a savage, implying that like a savage industrialisation is cruel, barbaric and uncultured. This image of casing nature runs throughout the novel through the use of colour symbolisation. Dickens associated richness of colour with the preservation of life and individuality; neither black nor white are considered as colours therefore Coketown dismisses the idea of individuality by containing people within strict structures like the structural presence of Atwoods uniforms. Utilitarianism has robbed the town of the ability to speak; public inscriptions which are used to voice the needs of the people are black and white therefore they are devoid of any identity; they lack the capacity to provoke change. Colour is used to an extent in The Handmaids Tale to highlight repression women appear to wear set colours, the Handmaids red, the wives blue. I never looked good in redthe colour of blood, defines us. Offred highlights that they are defined and restricted by colour, they are there for a purpose; reproduction. The sarcastic tone represents an attempt to use humour to redress repression. The colour red links also to blood; several links are made to blood, most notably is the blood from the unknown people hung from the wall red is a constant reminder of where their fate could lie. Colour is used to dismiss individuality, yet it is much bolder in Atwoods novel through the images of blood. People are part of the production line, with no lawful means of expressing needs. Stephen Blackpool is used by Dickens as an example of a worker trapped within his class through the laws and structures of society: wishing for divorce he says I mun be ridden o her. As Bounderby highlights, money is the decisive factor: in this capitalist society everything is bound by wealth. There is such a lawbut its not for you at allyoud have to get an act of Parliament. For the working class there is no way of expressing their views, they do not have the power to use the system to their benefit, therefore they remain stuck within their repressed class. In my opinion Dickens highlights this so clearly as he is trying to make a political statement socialism was developing through the mid 19th Century and was popular amongst Dickens target audience, the middle class intellectuals. The novel acts as a political devise for issues of the time. Acts of individualism within this class is likewise repressed. Blackpools decision to abstain from the union leaves him a man on whom unequal laws have fallen heavy; he is compared with Judas Iscariot by his own class showing how individualism is repressed from all levels. The extremity of Blackpools act of abstention is shown by his banishment and need to change his name to acquire work. This brutal act of banishment hangs over the Handmaids too.

Using animals in medical research

Using animals in medical research Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Throughout history, animals (refers to ‘non-human animals, excluding human) are widely used in different fields. However, the issue of using animals in medical research notably attract public attention because, to many people, it appears unnatural and cruel, even though the number of animals used for other purposes and the ill-effects exposed (eg. blood sport) may often be greater, because the estimated 50 million animals used annually in experiments worldwide only account for about 0.2% of all animals used (Mepham, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  The debate about animal experimentation ranges broadly over two distinct questions. Firstly, do animal research yields useful knowledge that could not be gained from other source and secondly, is it morally acceptable to use animals in a way that cause them harm (Nuffield Councils on Bioethics, 2005). The question of scientific justification is, obviously, fundamental to the question of moral justification. Scientific Justification Justified ‘There could have been no oral polio vaccine without the use of innumerable animals. Without animal research, polio would still be claiming thousands of lives each year. (Sabin, 1995) The primary reason given for using animals in research is that most medical advances since the 19th century have resulted from research using animals (Mepham, 2008). Among the examples are the extraction of first hormone (1902), a chemical treatment for syphilis (1909), isolation of insulin (1920), modern anaesthetics (1920s), kidney transplants (1940s), chemotherapy for leukaemia (1960s), and meningitis vaccine (1980s) (Monamy, 2009; Mepham, 2008). According to Sabin (1995), those who view animal experimentation as useless overlook the fact that it has been instrumental in developing medicines that saved countless human lives, such as the development of polio vaccine in 1957. Next, halting animal research would have unfavourable consequences for human health and welfare since there are no viable alternatives to animal experimentation yet (Mepham, 2008). Paris (1994), too, expressed that ‘all of the work being put into improving health care system will be for nought if we allow a powerful band of self-righteous activists to deny us the privilege of studying non-human animals medical sciences most valuable tool in the fight against disease. Lastly, animal experimentation is justified due to the extensive biological similarities between the physiology of humans and non-human animals (Mepham, 2008). This is supported by Bernard (1865), who stated that ‘the vital units, being of like nature in all living beings, are subjected to the same organic laws Even if the knowledge itself cannot be directly applied to humans, they add to the level of understanding that may eventually be exploited in human medicine (LaFollette Shanks, 1996). In short, animal experimentation is essential to ensure scientific progresses. We live in a modern age where life-threatening diseases are kept at bay to an extraordinary degree, bringing about the majority of us to forget that as recently as 60 years ago, many diseases (eg. TB, polio) were common killers in our society (Monamy, 2009). Unjustified However, there are also people who believe that animal experimentation is scientifically unjustified. For example, Burgos (1996) brought forward the argument that ‘it is impossible to cure a sick human by experimenting on animals, just like how it is not possible to cure a sick cat by experimenting on humans. Every species have different biomechanical and biochemical entity, and it is difficult to extrapolate data from one species to another. Moreover, every species reacts differently to different substances. For instances, aspirin kills cats and penicillin kills guinea pigs. Yet, the same guinea pig can safely eat strychnine- one of the deadliest poisons for human, but not for monkeys. Sheep can swallow enormous amount quantities of arsenic. Potassium cyanide, deadly for humans, is harmless for owl. Supposing that one has chosen the best model for a human disease, it is still difficult to decide the dosage of the drug for humans. The thalidomide tragedy is one of the many examples of how things can go wrong. The sedative drug thalidomide was introduced in 1956 and widely used by pregnant women to reduce nausea and vomiting. But by 1960s, it was identified as the cause of phocomelia- a devastating birth defect in which the limbs do not form properly and long bones in the arms or legs are absence (Mepham, 2008). Another example that shows the limitations of animal studies in assessing human reactions to drugs was dramatically illustrated by the detrimental effects experienced by the six male volunteers to the oral administration of TGN1412, a drug developed to treat rheumatism (Mepham, 2008). Although the drug had been tested on animals without deleterious effect, it produced life-threatening reaction on humans. Ethical Justification Cartesian Today, few will argue that animals are like machines and have no souls, hence granting us the rights to use animals in any ways that we see suited. However, back at the 17th century, this human-centred view was very prevalent. Rene Descartes (1596-1650), especially, played an important role in the early debate. Descartes (1637) believed that ‘the divine gift of soul distinguished the human from all others and the reactions of animals were dismissed as mere reflex. This, as a result, provided a convenient ideology for early vivisectionists (Monamy, 2009). Descartes statement was, also, supported by British psychologist Nicholas Humphrey. ‘Descartes was as nearly right as makes no matter. If we walk down on English country lane, we walk by ourselves. Trees, birds, bees, the rabbit darting down its hole, the cow heavy with milk are all as without insight into their condition as the dummies on show at Madame Tussauds. (Humphrey, 1983) Such views are not widely held anymore, partly due to the fact that studies of self-recognition using chimpanzees and mirrors have shown that some animals are capable of recognising themselves and have self-consciousness (Monamy, 2009). Kantian   Ã‚  Ã‚  Ã‚  Ã‚  Immanuel Kant echoed the voice of ancients: non-human animals are non-rational, and hence demonstrably inferior to humans. However, he added a philosophical twist that helps ground one very common argument used to morally justify our treatment of animals (LaFollette Shanks, 1996).He believed that as far as animals are concerned, we have no direct duties. Animals have no self-conscious and are there as means to an end. Our duties towards animals are merely indirect duties towards humanity (Kant, 1963; Monamy, 2009). ‘Animal nature has analogies to human nature, and by doing our duties to animals in respect of manifestation of human nature, we are directly do our duty towards humanity. However, he argued that overt cruelty to animals was to be avoided because how we threat animals does affect how we threat humans. ‘he who is cruel to animals becomes hard also in his dealings with men.   Ã‚  Ã‚  Ã‚  Ã‚  Within Kant we, therefore, identify two elements of current moral thought about animals: the belief that humans are superior to animals because of our intelligence, and that we have some duties towards animals. These uphold the belief that although we should not be cruel to animals, we can use them for our purposes (LaFollette Shanks, 1996).   Ã‚  Ã‚  Ã‚  Ã‚  The problem with Kantian theory is its failure to make a theoretical distinction between animal species beyond human sphere. This theory can morally justify the use of a chimpanzee in an experiment where a mouse would suffice, because neither species has moral autonomy (Monamy, 2009). Animal Welfare/Interest ‘The day may come when the rest of the animal creation may acquire those rights which never could have been withholden from them but by the hand of tyranny The question is not, can they reason? Nor can they talk? But, can they suffer? (Jeremy Bentham, 1789) The first person to bring up the idea of equality was Bentham. He pointed out that the capacity to suffer should be a vital characteristic that gives a being the right to equal consideration. This was further upheld by Peter Singers Animal Liberation. Singer, reviving Benthams utilitarianism, argued for the liberation of animals based on equality of consideration and their capacity to suffer (Monamy, 2009). ‘The capacity for suffering and enjoying things is a prerequisite for having interest at all. Hence, it would be nonsense to say that it was not in the interest of a stone to be kicked along the road. A stone does not have interest because it cannot suffer. Nothing that we can do to it could possibly make any difference to its welfare. A mouse, on the other hand, does have an interest in not being harm, because it will suffer if it is. Moral judgements must be made based on equal interest and, we should never be influenced by species, in the same way as we should never be influenced by race or sex (Monamy, 2009). ‘If an animal suffered, there can be no moral justification for refusing to take suffering into consideration. No matter what the nature of the being, the principle of equality requires that its suffering be counted equally with the like suffering- in so far as rough comparisons can be made- of any being. (Singer, 1974) Singer argued that since laboratory animals were capable of feeling pain, their interest must be considered morally by humans. If the level of suffering in an experiment is not outweighed by any increase in the quality of human life, it is morally indefensible to allow such an experiment to continue (Dolan, 1999; Monamy, 2009). The idea put forward by Singer have provided a sensible starting point for debate over the moral issues essential in any discussion of animal experimentation. Virtually everyone, now, acknowledges that many animals, certainly mammals, feel pain- even though there is still disagreement about the severity or nature of the pain. Plus, majority too agrees that we cannot do whatever we want to the animals, at least if it causes the animals pain (LaFollette Shanks, 1996; Monamy, 2009). However, there are still some weaknesses concerning Singers argument. Firstly, moral calculations become impractical when all factors are taken into consideration. How do you quantify an amount of pain and pleasure? Or the benefits of an experiment to mankind? Secondly, Regan (1986) argued that utilitarianism has ‘no room for the equal rights of different individuals because it has no room for their equal inherent value or worth. What has value is the satisfaction of an individuals interest, not the individual itself. Regan believed that this theory can easily be exploited since an evil means can be justified as long as there is a good end. Lastly, some suggested that it simply do not go far enough- there is more to life than pleasure and pain (Monamy, 2009). Charles Birch (1993) posed an interesting question: ‘If all animals used for human purposes were to be constantly anaesthetised for all their lives, thereby eliminating the pain/pleasure argument, would such a proced ure be morally defensible? Animal Rights   Ã‚  Ã‚  Ã‚  Ã‚  Animal rights moral view was brought forwarded by Tom Regan (1986). According to him, basic moral rights should be assigned to all beings who are ‘subjects of life, due to the fact that ‘these animals have a life of their own, of importance to them apart from their utility to us. They have a biography, not just a biology. They are not only in the world, they have experience of it. They are somebody, not something. Regan claimed that all creatures should be treated equally unless there is some relevant reason that justifies otherwise. It thereby rules out discrimination based on irrelevant reasons. He proposed that every individual of any species should be considered to have an ‘intrinsic value (or ‘inherent value), the value of conscious individuals, disregarding of their usefulness to others and independent of their ‘goodness. Equal rights for such individuals protect their ‘inherent value and give them moral status (Mepham, 2008; Monamy, 2009). When it comes to animal experimentation, Regans view is unequivocal: ‘the rights-based view is categorically abolitionistthis is just as true when animals are used in trivial, duplicative, unnecessary or unwise research as it is when they are used in studies that hold out real promise of human benefitsthe best we can do is not to use them.   Ã‚  Ã‚  Ã‚  Ã‚  Nonetheless, some claims that ‘rights can be attributed only to individuals who can claim them, and that they can only apply in circumstances where that individual understands the notions of ‘rights. However, Regan has countered this by pointing out that such a viewpoint would also withhold rights form infants, the mentally retarded and senile. Apart from that, many find the concept of animal rights confusing. Exactly what rights do animals have? Do every single animal, including insects, has the same right, or just mammals? (Mepham, 2008; Monamy, 2009; Dolan, 1999) Reverence for Life   Ã‚  Ã‚  Ã‚  Ã‚  Albert Schweitzer (1875-1965) believed that an ethic that advocated goodness towards all life and, not just to humanity, would be derived from emotion, not from rational thought. This belief contributed to his theory of ‘reverence for life. ‘The most immediate fact of mans consciousness is the assertion: I am life which wills to live in the midst of life which wills to lifehe feels a compulsion to give every will-to-live the same reverence for life that he gives to his own.He accepts as being good: to preserve life, to promote life, to raise to its highest value of life which is capable of development.'(Schweitzer, 1936) It is an ideology which makes no distinction between ‘higher and ‘lower life forms, plants and animals, human and non-human. Acceptance of the ethic does not mean that it is wrong to cause death of another creature, it is the causing of pain or death when it can be avoided that is wrong. Anyone guided by this belief will only cause death or suffering of any animal in cases of inescapable necessity, never from thoughtlessness (Monamy, 2009).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ËœThose who experiment with operations or the use of drug upon animals.must never quiet misgivings they feel with the general reflection that their cruel proceedings aim at a valuable result. They must first have considered in each individual case whether there is a real necessity to force upon any animal this is sacrifice for the sake of mankind. And they must take the most anxious care to mitigate as much as possible the pain inflicted. (Schweitzer, 1936)   Ã‚  Ã‚  Ã‚  Ã‚  In short, Schweitzer urged that all life must be given the same respect: the need for every experiment must be carefully reasoned based on the ideal of reverence for life, not sentience an argument that gives a place to emotion (Monamy, 2009). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Ëœthere are no simple answers to be found and there is no single guiding principle that will answer the questions that are raised about the problems of animal welfare and the use of animals in our society.where ethical principles are concerned, there is no possibility of proving the validity of an ethical principle (Stone, 1989) In conclusion, the debate on animal experimentation is extremely complicated and it involves both rational discussion and personal feelings. Every one of us must, therefore, attempt to form an opinion of our own about the extent to which we use research animals.