Somehow, changes took place

For quite some time the effects of drugs and alcohol to the individual and the society were clandestine. They were enjoyed and well-loved. They were a part of life to many people not so long ago.Somehow, changes took place and the humble and interesting results of these substances have gradually become unpopular. Experiences as shared by many families with members who have succumbed themselves to drug addiction and alcoholism were quite destructive and harsh.In fact, when the harmful effects could no longer be hidden, a huge number has already been destroyed. Those who were saved are lucky but still its rampant attractiveness to emotionally-weak persons leads them to greater danger.To begin with, there are accounts as to the constructive beginnings of alcohol around the world. In the 17th and 18th century, alcohol was a common part of life, involved in almost all aspects of life from everyday activities to special occasions (Levine, 2007).First, alcohol during this period, even today , brings life to social gatherings like parties. Alcohol was at the center of every celebration or any social gathering big or small (Heron, 2003).When it fact it has some truth, if not true at all, alcohol is a relaxing and pleasurable drink which makes a drunk person really â€Å"feel good.† In addition, occasions were said to be more â€Å"alive† when there’s alcohol around. Moreover, it is also used in religion and worship across time aside from its nutritional value and therapeutic purposes.The people during the colonial era though of drunkenness as â€Å"normal,† not really something to worry about, however, it was not appreciated as well. Different societies have their own culture of alcohol and drinking.Come 19th century, diversity in the image of drinking and alcoholism shed light. It was during this period that â€Å"drinking† was seen as an addiction and a disease. People who craved for alcohol were acts not seen for pastimes or for amus ements anymore but as a compulsion wherein the alcoholic drinkers were said to be â€Å"trapped† in a â€Å"hole† which they cannot escape from.In other words, the existence of â€Å"alcohol addiction† came into being. At this time, many anti-alcohol movements were created denouncing alcohol intake and since then alcohol and other fermented drinks have lesser popularity.The advent of the 20th century gave more prohibitions as to the use of alcohol. Restrictions to alcohol as codified in laws and regulations are prominent anywhere in the world today because of the numerous alcohol-related mishaps which have taken place.Accidents are proven to be of increasing possibility if they involve liquor consumption. In the United States for example, American minors or those below 18 years old are not allowed to drink and buy alcohol from business establishments.During the present times, alcoholism is considered a deviant behavior, often discouraged and tabooed by majority of society. To the more lenient ones, alcoholism is allowed but to a minimal and controlled extent provided that it does not harm oneself and others.This is common among Asian countries which are quite loose in their alcohol mandates. Habitual drinkers who are determined to reform are placed in rehabilitation programs and organizations like the Alcoholics Anonymous.If alcoholics are almost criticized by the civil society, drug addicts are instantaneously condemned by the general public. But despite our knowledge of the destructive effects of prohibited drugs, it is still a wonder why more and more people are locked in this vice.Many lives have failed because of too much drug intake. Some common addictive drugs include major stimulants as cocaine and amphetamines, opium, heroin and morphine.

Brown vs. Board of Education

Brown V. Board of Education In the early 1950’s, racial segregation in public schools was normal across America. Although all the schools in a given district were supposed to be equal, most black schools were far inferior to their white counterparts. In Topeka, Kansas, a black third-grader had to walk miles just to get to her all black elementary school. Her father, Oliver Brown, had tried to enroll her in a white elementary school but was refused. Brown went to McKinley Burnett, the head of Topeka's branch of the National Association for the Advancement of Colored People (NAACP) and asked for help. They were eager to help the Browns since it had long wanted to challenge segregation public schools. Other black parents joined Brown, and, in 1951, the NAACP requested an injunction that would forbid the segregation of Topeka's public schools. Brown and the NAACP appealed to the Supreme Court on October 1, 1951 and their case was combined with other cases that challenged school segregation in South Carolina, Virginia, and Delaware. On the other hand, the precedent of Plessy v. Ferguson allowed separate but equal school systems for blacks and whites, and no Supreme Court had overturned Plessy yet. The Supreme Court first heard the case on December 9, 1952, but failed to reach a decision. In the reengagement, heard from December 7-8, 1953, the Court requested that both sides discuss â€Å"the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. † The rearguement shed very little additional light on the issue. The Court had to make its decision based not on whether or not the authors of the Fourteenth Amendment had desegregated schools in mind when they wrote the amendment in 1868, but based on whether or not desegregated schools deprived black children of equal protection of the law when the case was decided, in 1954. Eventually the Supreme Court struck down the â€Å"separate but equal† doctrine of Plessy for public education and ruled in favor of the plaintiffs, and required the desegregation of schools across America. Brown vs. Board of Education Brown V. Board of Education In the early 1950’s, racial segregation in public schools was normal across America. Although all the schools in a given district were supposed to be equal, most black schools were far inferior to their white counterparts. In Topeka, Kansas, a black third-grader had to walk miles just to get to her all black elementary school. Her father, Oliver Brown, had tried to enroll her in a white elementary school but was refused. Brown went to McKinley Burnett, the head of Topeka's branch of the National Association for the Advancement of Colored People (NAACP) and asked for help. They were eager to help the Browns since it had long wanted to challenge segregation public schools. Other black parents joined Brown, and, in 1951, the NAACP requested an injunction that would forbid the segregation of Topeka's public schools. Brown and the NAACP appealed to the Supreme Court on October 1, 1951 and their case was combined with other cases that challenged school segregation in South Carolina, Virginia, and Delaware. On the other hand, the precedent of Plessy v. Ferguson allowed separate but equal school systems for blacks and whites, and no Supreme Court had overturned Plessy yet. The Supreme Court first heard the case on December 9, 1952, but failed to reach a decision. In the reengagement, heard from December 7-8, 1953, the Court requested that both sides discuss â€Å"the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. † The rearguement shed very little additional light on the issue. The Court had to make its decision based not on whether or not the authors of the Fourteenth Amendment had desegregated schools in mind when they wrote the amendment in 1868, but based on whether or not desegregated schools deprived black children of equal protection of the law when the case was decided, in 1954. Eventually the Supreme Court struck down the â€Å"separate but equal† doctrine of Plessy for public education and ruled in favor of the plaintiffs, and required the desegregation of schools across America. brown vs. board of education

Tourism websites analysis Research Paper Example | Topics and Well Written Essays - 4500 words

Tourism websites analysis - Research Paper Example The report also reflects the structure of marketing objectives, is prepared under the accrual, and outputs framework. Yours sincerely, Name: Executive summary The introductory part of this study shows the need for having marketing research. This is through analysis of tourism websites showing that taking a marketing research is necessary in order to formulate decisions and strategies for business success. In carrying out a marketing research, there is need to develop skills needed in seeking information about the market and marketing issues. This helps in assessing quality of information linking it with the business goal to make it stronger. It is also necessary to understand the competitive environment as it helps in seizing market opportunities in places where they exist making the market productive. The analysis shows that every business is analysed by the factors that affect its functions and these factors attribute for the success or failure of the business. In conclusion, hotel s are valued as a strategic community partner due to its mission of enabling people to save money to better their lives. Table of contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Background to the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ... †¦Ã¢â‚¬ ¦ 15 Limitation & Future research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18   Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 Introduction Marketing in every industry involves change, as change is inevitable in every business practices, as business people believe that change is able to maintain a competitive position. Hiatt (2010) describes that change is an essential factor to consider for surviving in today’s market. Organisational change involves adding new people or modifying programs it also include change in mission and restructuring operations such as restructuring self managed teams or layoffs, improved new technologies and mergers. Change occurs not for any reason but to accomplish an overall goal and it is usually provoked by outside driving force such as addressing new markets or need for dramatic increases in productivity. The above study shows the impact of marketing in the tourism industry. The study will also show how organizations and among employees undertake the role of human resource in managing change. A review of tourism websites shows that taking a marketing research is necessary in order to formulate decisions and strategies for business success. In carrying out a marketing research, there is need to develop skills needed in seeking information about the market and marketing issues. This helps in assessing quality of information linking it with the business goal to make it stronger. It is also necessary to understand the competitive environment as it helps in seizing market opportunities in places where they exist making the market productive. Companies having the

Can You Motivate The Unmotivated Essay Example | Topics and Well Written Essays - 4500 words - 1

Can You Motivate The Unmotivated - Essay Example Jenkins emphasizes that restricting the use of L1 does not help develop the positive attitude towards L2. In fact, flexibility to use L1 can motivate the students and provide the necessary foundation on which to build. Dà ¶rnyei (2001) agrees that facilitation, not control can motivate humans. Jenkins asserts that restricting the use of L1 is monolingualism and this practice is ineffective in low-level homogenous EFL settings. This is because languages have strong, inseparable and complex ties to culture and insisting on monolingualism is to exert pressure on the students to check their identities. The question then arises whether restricting the use of L1 assists in or inhibits the proper acquisition and learning of the second language, in short, whether it is an asset or a liability. This paper sheds some light on motivation theories and their application with respect to EFL. This would help the teaching fraternity as well as help students in developing a positive attitude towards the target language, thereby enabling them to lay a firm foundation for speaking and writing in L2. In order to evaluate the issue under consideration, I will look at the recent research works and studies on L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem, I have selected a few relevant documents to accumulate knowledge and to establish well-grounded theoretical context and conceptual framework for the paper. So this assignment can also serve as a comprehensive summary of the relevant studies which comprise, for example, Clà ©ment and Gardne, (2001), Dà ¶rnyei (2001a, 2001c) and MacIntyre (2002).

How did Slavery become a powerful Institution in America Essay - 1

How did Slavery become a powerful Institution in America - Essay Example Lastly, all nations desired conquest for exploring new opportunities. The European rivalries that existed in the New World were an accumulation of conquests that were desired by the imperialistic nations in Europe. From the dawn of the 15th century, European nations such as Portugal, Spain, Netherlands and France begin to establish their dominance. In the 18th century, the British and French fought for dominance over the "New World". These nations desired conquest because of power, wealth, and opportunities. The civil war was one of the bloodiest war fought that continues to leave a dark impression throughout the course of the US History. It is impossible to point just one factor that justified the actions of the Civil War Soldiers. However, it was evident that the growing demand led many plantation owners for suitable land. Additionally, the growing demand for cotton was overwhelming. Moreover, this huge boom in agricultural economies in the Deep South was detrimental as it caused huge divisions and expansions which created a huge movement of slaves. Conducive research indicates that the growing demand for cotton led many plantation owners further west in search of suitable land. Moreover, the invention of the  cotton gin  by Eli Whitney enabled south to be more prosperous via cotton. As a matter of fact, this invention was crucial as it revolutionized the cotton industry by increasing fifty-fold the quantity of cotton that could be processed in a day. It was clear that this mechanization changed the efficiency of how cotton was produced, which meant that the American labor force needed expansion. This caused a greater influx of slave labor. First and foremost was the fact that the Soldiers in North wanted to keep the nation united. The notion of South’s separation from the Union was an idea that the North clearly could not digest. In addition, Lincoln’s

LOVE Family Law Assignment Essay Example | Topics and Well Written Essays - 2250 words

LOVE Family Law Assignment - Essay Example Section 25 of the Matrimonial Causes Act 1973 governs the distribution of properties between spouses. The act stipulates the grounds on which a divorce petition may be presented to the court. In this regards, either party to a marriage may present a petition for divorce to the court on the grounds that the marriage has broken irretrievably. It further delineates the grounds on which the court shall hold a marriage to have broken. In the case Alan and Lisa Brown, Lisa is eligible to present a divorce petition on the grounds that her husband Alan has committed adultery and she finds it intolerable to live with him. The act of adultery by Alan is evidenced in the affair he has with Susie, a young police officer, with whom he has moved to stay with in his mother’s flat. The manner in which their financial assets will be distributed is determined by the courts whilst applying relevant legislations and common law precedents know as the ancillary relief. In the Matrimonial Cause Act 1973, the law that is relevant to this application is found in Section 25. It specifies the circumstances that the court must consider when deciding upon the manner in which its powers will be exercised during the application of ancillary relief in any case (Luppino & Miller 2011, p. 221-224). The courts therefore have the mandate of considering all the aspects surrounding the divorce including the welfare of children who are under the age of eighteen years, the income of the spouses, the earning capacity, property owned as well as other financial resources which each of the parties to the marriage has or is likely to have in the future. It is therefore important for the parties to the marriage to fully and frankly disclose their resources. For instance, in Alan and Lisa’s case, the information to be considered include: their  £650,000 jointly owned home, Alan’s annual earning of  £85,000,

Training and Devlopment Coursework Example | Topics and Well Written Essays - 1000 words

Training and Devlopment - Coursework Example Companies usually find it very challenging to hire and retain employees, so training should be accompanied by other morale-boosting factors like positive work environments and flexibility. Although it may appear like this is too much investment (at face value), smart companies know that the rewards are much bigger and better than any investment. Efforts should be scaled around the following: Big corporations have always known the value of investing in their employees through learning. This has been an effective technique of training and sharpening their employees’ skills and then retaining them for long-term productivity, but it also still needs to be enhanced and optimized to meet the current standards of human resource training and development. When it comes to employee training corporations should think global, not local. Just because their programs are effective locally/internally does not mean they are the best or that they are doing very well. Competitors may be far much ahead. Whether focused on important job functions, performance concerns or â€Å"dry† issues, employee training will help corporations achieve superior results in their training programs as they gain access to a wealth of experience in creating and designing programs that deal with: Today’s corporate leaders have more responsibility and more of companies’ success depends on them. As a result, they also need training. It is important to note that the training a leader is expected to go through is very different from that which a new employee is subjected to. A leader’s training is focused on and fine-tuned to inspire leadership skills and responsibility at the very top of the company. The effective motivating, mentoring and coaching of leaders is usually the first and most critical step towards positively impacting company performance. Corporations ought to

Interview a job analyst- HR staff member Assignment

Interview a job analyst- HR staff member - Assignment Example This paper is therefore based on the interview between myself and the hospital job analyst to ascertain the type of job evaluation system they use and those who conduct the evaluation. Job evaluation is meant to rank jobs according to their relative worth in order to assign an equitable pay packages. However, the type of job evaluation systems used differ from one organizes to the next according to job evaluation analyst According to the hospital job analyst, evaluation of jobs is done using quantitative systems, since the hospital is complex and has many jobs done within it. They therefore use the following quantitative systems to evaluate their jobs: Under this method, they award points to different jobs based on the degree to which the job possess the compensable factors in comparison with the objective standards set for any particular job. In this case, different points are assigned to the jobs depending on the level of education required e.g. PHD or degree level, where those that require PHD level of education are assigned higher points compared to those that require only degree level. Similarly, different points are also awarded on the job depending on the nature and complexity of the job like the surgeons, which require high mental demands, will be assigned high point in ranking. This ensures that the right remuneration package is awarded depending on the number of points a job has. According to the analyst, this method has the advantage that the system can remain in operation for a long period of time before it is changed and it is also objective compared to other systems (Solomon, 1947) Factor comparison is also another system they use in the hospital to evaluate the different jobs. He however explains that this method is not so often used. Under this method of job evaluation, compensable factors are identified in determining

Bank of England Quantitative Easing(Benefits and consequences) Dissertation

Bank of England Quantitative Easing(Benefits and consequences) - Dissertation Example On the other hand, such a reaction may be just what the UK and US need in order to prevent a deflationary spiral as a result of the financial crisis. If the first round had no detrimental effects, the question remains as to how far is right, because a second round may go further into creating inflationary pressures than expected. The purpose of this paper is to examine whether or not QE could be a viable means of implementing monetary policy to address the present financial morass. Findings arrived at are tentative, because of the relatively short time the quantitative easing policy has been implemented, which spans only about two years for both the US and the UK. For Japan, on the other hand, while QE was implemented for a full five years, the results are inapplicable to the present situation because QE was meant to address Japan’s negative inflation rate already registering for several years, which is entirely different from the threat posed by the present crisis on UK and t he US. Acknowledgment Table of Contents Title Page 1 Abstract 2 Acknowledgement 3 Table of Contents 4 Chapter 1: Introduction 6 1.1 Background of the research topic 6 1.2 Objectives of the study 7 1.3 Research question and subquestions 8 1.4 Scope and limitations of the study 8 1.5 Ethical considerations 9 Chapter 2: Review of related literature 10 2.1 Background of quantitative easing 10 2.2 Quantitative easing as implemented in the UK 12 2.3 Viewpoint of the sceptics 19 2.4 Viewpoint of the enthusiasts 21 2.5 Modest impact assessment 22 2.6 Other Econometric Studies 23 Chapter 3: Methodology 24 3.1 Research strategy 24 3.2 Data description 24 3.3 Data gathering methodology 24 3.4 Analysis of data 25 3.5 Limitations of data and analysis 25 Chapter 4: Case study – US and Japan 27 4.1 Quantitative easing in Japan 27 4.2 Quantitative easing in the United States 33 4.3 Comparison among the US, UK and Japanese QE 38 Chapter 5: Results, analysis and discussion 40 5.1 Analysis of v ariance with log of monetary base and log of long-term interest rate as variables 40 5.2 Analysis of variance with monetary base and long-term interest rate as variables 43 Chapter 6: Conclusion 46 6.1 Summary of the dissertation 46 6.2 Findings of the study: answers to the subquestions 46 6.3 Conclusion: answer to the research objective 47 6.4 Recommendations for future research 48 References 49 Appendices 53 Chapter 1 Introduction 1. 1 Background of the research topic Quantitative easing is a process which the central banks often consider as a last resort to inject liquidity in an economy, without caring for its own quantity of reserve assets (Organisation for Economic Co-operation and Development 72). Often banks opt to buy off all government securities in circulation in the open market in their aggression, without preferring to fix any target rate of retaining their money reserves (Baumol & Blinder 271; Marta & Brusuelas, â€Å"Quantitative Easing†). Such an unorthodox st rategy, as quantitative easing, helped to bail out economies like Japan at a time when it was undergoing its worst phase of liquidity crunch. The method helped the nation to revive from its plight through enhancing its monetary base significantly, though meanwhile the government had to face immense deficits in their budgets (Organisation

In The Pursuit of Public Value Term Paper Example | Topics and Well Written Essays - 3000 words

In The Pursuit of Public Value - Term Paper Example Public administration is charged with the responsibility of implementing policies that facilitate the effective functioning of governments. The general public derives value from effective public administration. Public administration is not static because it is a process that keeps evolving. Value created by the government and valued by the citizens can be said to be public value due to acceptance by the majority. This paper focuses on the evolving trends of public administration in America and the value derived by the public from it. At the same time, it discusses the trends with the aid of several concepts such as; total quality management, Woodrow Wilson Public Administration Dichotomy, New public Administration and Scientific Management. America is believed to be the world’s super power; this is due to its financial stability coupled with political and administrative effectiveness. Moreover, administration in America has been evolving over the years. It is evident that the administration method and approaches applied by the United States in the past years have been abandoned and new, but more effective methods adopted. Essentially, the main aim or reason for the evolving of the public administration methods or approaches is to create value to the public. The concept of public value may be useful in explaining why the American public administration has been evolving over the years. According to the concept of public value, governments opt to evolve their administration in order to address what can add most value to the public and not what the public values most (Ladurantey, 2010). The American public administration has been evolving over the years and provided essential services to the public in the most effective way. The administration has been able to achieve this through different ways and for various reasons; for instance, there has been increased desire by the citizens for quality services among other reasons. This has compelled the

Racial Stereotypes Essay Example for Free

Racial Stereotypes Essay Theoretically, the present work examined the role of personal endorsement of cultural stereotypes. Devine (1989) proposed that because of the repeated and virtually unavoidable exposure to pervasive cultural stereotypes, both high and low prejudiced individuals will automatically activate these representations when they are presented with representations of those groups regardless of their personal level of endorsement of these stereotypes (i. e. , personal stereotypes). Recently, Lepore and Brown (1997) highlighted an important distinction between stereotype priming and category priming. Stereotype priming involves cueing stereotypic characteristics (e. g. , lazy) directly, with or without the category label (e. g. , Black). Categorization priming occurs when only the category (e. g. , Black) is cued in isolation of any stereotypic characteristics. Lepore and Brown noted that Devines (1989, Study 2) research involved both stereotypic priming and category priming simultaneously, and they observed, Many primes had clear negative connotations that could have directly cued hostility (p. 276). The absence of differences in the responses of high and low prejudiced participants in the Devine study may thus have occurred because of the direct activation of semantic associations involved in stereotype priming rather than because of a close association between the category alone and the stereotype. Lepore and Brown (1997) further argued that high-and low-prejudice peoples representations of the social group may not differ in terms of content (at least for stereotype knowledge) but stronger links may have developed for different characteristics (p. 277). Lepore and Brown reasoned that, as a consequence of this differential strength of associative links with the category, high and low prejudiced people would show divergent automatic stereotype activation as a function of category priming. Consistent with their hypothesis, using Devines (1989, Study 2) priming and subsequent impression formation procedure, Lepore and Brown found that when only the category was primed, high prejudiced participants showed evidence of automatic negative stereotype activation, whereas low prejudiced participants did not (and, in fact, tended to show activation of positive associates). When stereotype priming was involved, however, both high and low prejudiced participants demonstrated comparable levels of stereotype activation. The present research further investigated this theoretical issue by directly examining the relation between personal endorsement of cultural stereotypes (shared beliefs about the characteristics possessed by members of a social group) and the activation of these stereotypes within a category priming paradigm. Because participants were given the time and opportunity to ascribe stereotypic traits deliberately to the particular categories, this process is considered to be controlled. Thus, the degree of the participants endorsement of the cultural stereotypes was expected to vary as a function of prejudice (Devine, 1989; Esses et al. , 1993; Lepore Brown, 1997). Participants activation of cultural stereotypes, alternatively, was assessed with a word pronunciation task. Specifically, participants, who were classified as high or low in prejudice, were presented with a category prime (Black, White, or CCC [a neutral baseline]) followed by a positive or negative Black stereotypic target word or nonstereotypic target word. Their task was simply to pronounce the target word. Response latency was the dependent measure. A number of studies have revealed that this procedure may produce a particularly sensitive measure of automatic processing because the paradigm does not foster task-specific strategies that can obscure the effects of automaticity (Balota Chumbly, 1984; Balota Lorch, 1986; Bargh, Chaiken, Raymond, Hymes, 1996; Joordens Besner, 1992; Ratcliff McKoon, 1988). Conditions for automatic and controlled processing were induced in this paradigm by varying the length of time between the onset of the presentation of the prime and the presentation of the target word. Under short SOAs (stimulus onset asynchronies) (300 ms), responses were assumed to be automatic because the stimuli were presented too briefly for participants to engage, focus, and commit attention intentionally to their responses (Neely, 1977, 1991). Long SOAs (2,000 ms) were assumed to permit more controlled processes because participants had sufficient time to manipulate their responses strategically. In the present study, the repeated presentation of racial category primes and stereotypic traits makes the racial focus of the task salient, which normally produces motivations to respond in socially desirable, unbiased ways (Dovidio Fazio, 1992), even in simple response latency tasks (Messick Mackie, 1989).

Characteristics Of Major Agro Ecological Zones Environmental Sciences Essay

Characteristics Of Major Agro Ecological Zones Environmental Sciences Essay Africa is a very large continent with extremely wide range of soils (Bationo et al., 2006). The soils range from shallow with meager life-sustaining capacities to deeply weathered profiles that recycle and support large biomass. In many parts of Africa, inappropriate land use, poor management and lack of inputs have led to soil erosion, salinization and loss of vegetation resulting in a decline of agricultural productivity (Bationo et al., 2006). In Africa and particularly Southern Africa, the most limiting factor to agricultural productivity is soil fertility (Ramaru et al., 2000). Soil fertility is defined as a condition of the soil that enables it to provide nutrients in adequate amounts and in proper balance for the growth of specified plants when other growth factors, such as light, water, temperature, and physical, chemical and biological conditions of soil, are favorable (van der Watt and van Rooyen, 1995). Large areas of sub-Saharan African (SSA) soils, in particular, are affected by various types of degradation, including fertility decline (FAO, 2001). Soil fertility decline is a deterioration of chemical, physical and biological soil properties. The main contributing processes, besides soil erosion, are: decline in organic matter and soil biological activity; degradation of soil structure and loss of other soil physical qualities; reduction in availability of major nutrients (N, P, K) and micro-nutrients; and increase in toxicity, due to acidification or pollution (FAO, 2001). Soils in most of SSA have inherently low fertility and do not receive adequate nutrient replenishment (FAO, 2001). The SSA has the lowest mineral fertilizer consumption, about 10 kg nutrients (N, P2O5, K2O)/ha per year, compared to the world average of 90 kg, 60 kg in the Near East and 130 kg/ha per year in Asia (Stoorvogel and Smaling, 1990). Agricultural growth in sub-Saharan African countries slightly increa sed over the past three decades, although not in line with the high population growth rate (FAO, 2001). Food production per capita in sub-Saharan Africa (SSA) has declined since the 1970s, in contrast with the increase in Asia and South America (Figure 1.1). Soil productivity in SSA is also constrained by aridity (low rainfall) and acidity (FAO, 2001) (Table 1.1). South Africa has to face high population growth, poverty, accelerated soil degradation and increasing pressure on land (FAO, 1999b) (Table 1.1). Depletion of soil fertility, along with the related problems of weeds, pests, and diseases, is a major biophysical cause of low per capita food production in Africa. This is the result of the breakdown of traditional practices and the low priority given by governments to the rural sector (Sanchez, 1997). The 1996 World Food Summit highlighted sub-Saharan Africa as the remaining region in the world with decreasing food production per capita (Figure 1.1). The worst levels of poverty and malnutrition in the world exist in this region (Sanchez et al., 1997). A team of scientists has identified declining soil fertility as the fundamental agronomic cause for declining food productivity in Africa. A Soil Fertility Initiative for Africa has been created by a group of international organizations including the World Bank, Food and Agriculture Organization (FAO), International Center for Research on Agroforestry (ICRAF), International Fertilizer Development Center (IFDC), International Fertiliz er Association (IFA), and International Food Policy Research Institute (IFPRI). Table 1.1: Characteristics of major agro-ecological zones in Africa (FAO, 1986) Figure 1.1: Regional trends in food production per capita (FAO, Statistical Analysis Service, 2000) As the main source of economic activity in SSA is agricultural production, declining soil productivity means not only that less food can be grown but also that production of cash crops for export is endangered (FAO, 1999a). It is therefore essential that production and soils be managed in a sustainable way, so that the present generation is fed and soil conditions are improved to support future generations. The Republic of South Africa covers an area of 121, 9 million ha and has a total population of about 46,6 million people (NDA, 2007). Approximately 83 % of agricultural land in South Africa is used for grazing, while 17 % is cultivated for cash crops. Forestry comprises less than 2 % of the land and approximately 12 % is reserved for conservation purposes (NDA, 2007, Land Type Survey Staff, 1972-2002 Land Type Survey Staff, 1972-2006). Land used for agriculture comprises 81% of the countrys total area, while natural areas account for about 9% (Abstract, 2005). High-potential arable land comprises only 22 % of the total arable land and only about 13 % of South Africas surface area can be used for crop production (NDA, 2007). Slightly more than 1,3 million ha of land is under irrigation. Rainfall is distributed unevenly across the country, with humid, subtropical conditions occurring in the east and dry, desert conditions in the west (NDA, 2007). The most important factor that limits agricultural production is the non-availability of water. Almost 50 % of South Africas water is used for agricultural purposes. Areas of moderate to high arable potential occur mainly in the eastern part of the country, in Mpumalanga and Gauteng provinces (Figure 1.2). Scattered patches also occur in KwaZulu-Natal, Eastern Cape and Limpopo provinces. Low to marginal potential areas occur in the eastern half of the country and in parts of the Western Cape. Map in Figure 1 shows large areas in the drier parts of South Africa (e.g. south-western Free State; western parts of the Eastern Cape and the North West Province) that are being cultivated, but which are not classified as having any potential for arable agriculture. Repeated crop failure and subsequent abandonment of these less than marginal lands can have important consequences for soil erosion and land degradation in general (Hoffman, M.T. A. Ashwell, 2001). Figure 1.2: The distribution of arable potential land in South Africa (ARC ISCW, 2002). Soil fertility challenges coupled with shortages of rainfall could result in a compounded problem of food shortage and famine. For soil fertility to be sustained, extracted soil nutrients must equal replenished soil nutrients, but in large areas of Africa and other parts of the world, more soil nutrients are extracted than replenished (Ndala and Mabuza, 2006). There is therefore global concern of fertility management especially with the recent increases in food prices. Soil fertility and its management thus have continued to play an important role in farm productivity. Farmers, their advisors, and any growers need to be knowledgeable of the soil properties which have an influence on soil fertility, some of which include soil texture, structure, organic matter, cation exchange capacity, base saturation, bulk density and pH. These properties also have an influence in determining land capability for agriculture as they are also key indicators for soil quality. Although significant progress has been made in research in developing methodologies and technologies for combating soil fertility depletion, the low adoption rate is a reason for the large difference between farmers yields and potential yields (Bationo et al., 2006). This study thus aims to determine the influence of soil physico-chemistry and clay fraction mineralogy on the fertility status of selected potential uncultivated arable soils of University of Limpopo Experimental farm (Syferkuil) in Limpopo Province. This will encourage expansion of arable agriculture in the area to improve the livelihoods in terms of alleviating food insecurity and poverty. PROBLEM STATEMENT When assessing land for agricultural capabilities, attributes such as slope, stoniness and thickness of the soil stratum are taken into consideration. Soil physico-chemical and soil clay mineralogical properties are often overlooked. Ekosse et al. (2011) showed that these soil physico-chemical and clay mineralogical properties and their compositions play a significant role in suitability of land for arable agriculture. Information on the mineralogy and nutrient status of uncultivated soils in Limpopo Province is lacking, especially of soils found in the communal areas where smallholder agriculture is practiced. Such information is crucial for any strategy that seeks to increase and improve the productivity of cropped or potential arable agricultural land. One important prerequisite of food security is access to land, as more people need to produce their food supplies and make a living from the land. Traditional land management systems are dependent on the availability of sufficient land to allow long fallow periods to maintain soil fertility. When there is no more access to new land, the fallow land has to be used and soil fertility falls. More intensive use of the land also implies that it becomes more prone to soil erosion. To maintain and raise its productivity, new sustainable management measures have to be introduced. As the main source of economic activity in Limpopo Province besides mining is the agricultural production, declining soil productivity not only means less crops is grown but also that, production of cash crops and income are endangered. Vast majority of South Africans, particularly Limpopo residents, buy their staple food from commercial suppliers, rather than growing them themselves (Statistics South Africa, 2009). Rising food prices, particularly of maize and wheat which are the staple diet of the poor in South Africa, pose serious problems for the urban and rural poor as most are net buyers rather than growers of their staple food. Recent information from the Food and Agricultural Organisation (2009) and Heady Fan (2008) suggest that food prices will increase steadily over the next decade even if there are some fluctuations and the occasional drop in prices (Evans, 2009). This therefore poses the need for more expansion of arable land for agriculture so as to improve livelihoods of the poor households. Population pressure and urban expansion seem to be causing the loss of high potential agricultural lands. Hence food demand is rising which leads to food insecurity, thus extension of arable agricultural lands would highly be required. In a recent study, Van Averbeke and Khosa (2007) reported that while income is the most important determinant of household food security in some areas around Limpopo Province, food obtained from various types of dry-land agriculture contributed significantly to household nutrition. They argue that without farming the food security of these households would be reduced, especially for the ultra-poor. The land is used beyond its capability, the type of usage would not be sustainable and the land degradation would result. Equally important is the fact that if land is used below its true capability then the full economic potential of the use of the land would not be realized. Although little production increase has taken place at the Experimental farm (Syferkuil farm), which has been obtained by cultivation of poor and marginal lands, the productivity of most existing lands has been ignored. With population continuing to increase in the area and the country as a whole, the need to take note of the fallow or abundant lands on the farm has become more important. Improving soil fertility could trigger rural and national economic development, achieve long-term food security and improve farmers standards of living, while mitigating environmental and rural migration. Thus, rectifying land degradation and enhancing productivity through appropriate soil management and conservation can play a major role in achieving farm household food security and agricultural development in the area. This research will therefore contribute to the existing database on the physico-chemistry and mineralogy of agricultural soils of Limpopo Province, particularly those at Syferkuil farm. It will also assist farmers and individuals around the area with information and awareness on the fertility status and capability of the soils in their community, so they can initiate agricultural activities on those lands which are left fallow or abundant. 1.3. AIM OF THE STUDY The aim of this study is to determine the soil physico-chemistry, clay mineralogy and fertility status of selected uncultivated arable soils within the University Of Limpopo Experimental Farm Of Capricorn District in Limpopo Province, with the view of identifying additional potential arable lands for agriculture in the region. 1.4. OBJECTIVES OF THE STUDY To determine physico-chemical properties of selected uncultivated and cultivated soils on the farm and their influence on soil fertility. To determine the clay mineralogical composition of the selected uncultivated and cultivated soils on the farm and their influence on soil fertility. To determine the chemistry of the selected uncultivated and cultivated soils on the farm and their influence on soil fertility. To determine the fertility index of the selected uncultivated and cultivated soils on farm and their influence on soil fertility. To uncover and understand the role of soil physico-chemical and clay mineralogical properties influencing the fertility of the selected soils on the farm. RESEARCH QUESTIONS These questions will assist in attaining the objectives of the study: What are the physico-chemical properties of the selected soils? What is the clay mineralogical composition of the selected soils? What is the chemical composition of the selected soils? What is the fertility index of the selected soils? Do the soil physico-chemical and clay mineralogical properties affect the fertility status of the selected soils on the farm for sustainable agriculture? HYPOTHESES This research will be guided by the following hypotheses: Most potential uncultivated arable lands on the farm could be used to expand and improve agricultural yields. Soil physico-chemical and clay mineralogical properties with their influence on soil fertility are key indicators for sustainable agriculture. 1.7. RATIONALE OF THE STUDY South Africa has a wide range of soils of different physico-chemical and clay mineralogical composition. Limpopo Province alone has a diversity of soils and climatic conditions permitting a variety of different forms of agriculture, (White Paper on Agriculture, 1995). In support of food security and self preservation, it is now strategically important for any area to have available information on the relative suitabilities of their soils for agriculture, so that preference may be given for the land more suitable for agriculture. In this process, it is important to know the relative quality of the land so that its use can be regulated in accordance with the suitability of the particular soils. Local farmers have always relied on the agricultural research output and extension from Syferkuil experimental farm since their climate, and the soils they farm on developed from the same parent material as the ones at Syferkuil. The surrounding farm community and authorities of the area, will therefore benefit from this study by obtaining information on the physico-chemistry and clay mineralogy of their soils as well as the soils relative suitability for agriculture. Economically, capability classification of the soils in Mankweng area can assist in encouraging the authorities toward initiation of the various farming systems on the identified potential arable lands. In this way individual soils could be best utilized for the types of agricultural production for which they are best and most economically suited. 1.8. STUDY AREA The location, topography, climate, vegetation, soils, geology and hydrology of the area are briefly described below in the subsequent subsections. 1.8.1. Location of the study area Limpopo is South Africas northernmost province, lying within the great curve of the Limpopo River. The province borders the countries of Botswana to the west, Zimbabwe to the north and Mozambique and Swaziland to the east as shown in Figure 1.3 (DBSA, 1998). Limpopo Province is divided into five Municipal districts (Figure 1.3): Capricorn, Mopani, Sekhukhune, Vhembe and Waterberg , which are further divided into 24 local Municipalities (Limpopo Province Natural Resource Maps, 2003). The Province occupies a total surface area of 125  755 km2, about 10.3% of South Africas land area (Limpopo Province Natural Resource Map, 2003).The population is about 5 355  172 which is 11.3% of South African population (Statistics SA, 2003). Syferkuil is the experimental farm of the University of Limpopo (23o49 S; 29o41 E) situated in the Mankweng area, in Capricorn district municipality, South Africa. The farm is 1 650 ha in size (Moshia et al., 2008). Syferkuil experimental farm, for almost 39 years now (Moshia et al., 2008) has served as the main centre of University of Limpopos horticultural, agronomic, and animal production researches, on which both undergraduate and graduate student researches along with hands-on trainings are conducted. The farm is bordered by five populated rural farming communities which are Mamotintane, Ga-Makanye, Ga-Thoka, Solomondale and Mankweng. On this farm, about 25 ha are currently allocated for rain fed crops, 80 ha for irrigated crops, and 40 ha are used for rotation of winter and summer crops. The 80 ha irrigated crops are served by an automated linear move irrigation system (Moshia, 2008). Figure 1.3: Locality Map of the study area Figure 1.4: A scale aerial photograph map (scaled 1: 10 000) of University of Limpopo (Syferkuil)s experimental farm (Moshia et al., 2008) 1.8.2. Land-Use of the study area Limpopo Province constitute a total of 12.3 million hectares land, out of which about 9.24 million ha. is utilized as farmland (LDA, 2002). This 9.24 million hectares of farmland nearly 0.93 million ha. of it is utilized as arable land, 6.68 million ha. as natural grazing, 1.7 million ha. For nature conservation, 0.1 million ha for forestry and for other purposes. Seventy six percent of the arable Land is allocated to dry land (0.7 million ha) cultivation and only 0.223 million ha for irrigation systems. 1.8.3. Geology of the study area The geology of Limpopo is complex and diverse; it varies from Palaeo-Archaean mafic, ultramafic and felsic extrusives to Mesozoic sedimentary rocks and flood basalts (RSA Geological Map series, 1984). The rock formations in the Province can be considered in four main divisions based on time and general homogeneity namely: the Archaean, generally known as the Basal or Fundamental Complex; the Pre-Cambrian, or Algonkian Systems; the Palaeozoic, pre-Karoo Formations; the Mesozoic and the Karoo System. The topography of the region varies from relatively flat areas to mountainous terrain (Barker et al., 2006). Limpopo is rich in minerals with economic value (White Paper on Agriculture, 1995). Predominant minerals in the eastern part of Limpopo include platinum and its group metals, chrome, copper, phosphate and andalusite. The Western side is characterised by platinum, granite, and coal minerals, while diamonds, coal, magnesite, and traces of granite dominate the Northern part of the Province. Mineral resources that are currently being mined in the province are Andalusite, Antinomy, calcite, chrome, clay, coal, copper, diamonds, emeralds, feldspar, fluorspar, gold, granite, limestone, magnesite, manganese, ornamental stone-Slate, phosphate, platinum, salt, sand stone, silica and zinc (Dramstad et al., 1996). 1.8.4. Climate of the study area Limpopo falls in the summer rainfall region with the western part of the Province being semi-arid, and the eastern part largely sub-tropical, (Limpopo Province Natural Resource Maps, 2003). The western and far northern parts of the Province experience frequent droughts. Winter throughout Limpopo is mild and mostly frost-free. The average annual temperatures for the southern to central plateau areas of the province is generally below 20oC; in the Lowveld and northern parts average annual temperatures are above 20oC. The province receives summer rainfall between October and March peaking in January. The mean annual precipitation ranges between 380mm in the North and just over 700mm in parts of the Waterberg (Koch, 2005). The climate of the study site is classified as semi-arid with the annual precipitation of roughly  ±495 mm per annum. The mean annual temperature of 25 ±1oC (max) and 10 ±1oC (min) was common during the years of study. Annually, the farm averages 170 frost-free days extending from late October to mid April. Figure 1.5: Monthly average rainfall as recorded in the Limpopo Province (LDA, 2002) Rainfall data (figure 1.5) indicating that most rainfall occurs between November and March, ranging between 80 mm and 130mm. It should, however, be noted that these figures indicate an average rainfall and lower rainfall can be expected in most districts. 1.8.5. Soils of the study area There are wide varieties of soils that occur in the Province, tending to be sandy in the west, but with more clay content toward the east, (Limpopo Province Natural Resource Maps, 2003). The soils are differentiated based on depth, the nature of diagnostic horizons and parent materials, (FAO, 1999). Those soils are mainly developed on basalt, sandstone and biotite gneiss and are generally of low inherent soil fertility (FAO, 1999). Limpopo Province has diverse soils, however, five major soil associations have been identified, (FAO, 1999): of which Dystrophic, red and yellow, well drained clayed soils are highly leached, clay-like, acidic soils found in the high rainfall areas of Drakensberg and Soutpansberg range. They are rocky, found on steep slopes and are of low fertility. As such, they generally have limited value as arable land but are suitable for afforestation. Red, yellow and grey soils in caternary association are sandy and loamy soils in the 300-600 mm rainfall belt in the western and northwestern part of the Province. They are suitable for arable farming, but generally occur in the low rainfall areas west and north of Thabazimbi, Vaalwater, Lephalale and Polokwane. Black and red clay soils have with varying amounts of rock and lithosol, found in a narrow strip parallel to the eastern border, the Springbok Flats (Settlers and Roedtan) and the southwestern boundary near Dwaalpooort and Derdepoort. Alt hough highly erodible, they are utilized extensively for dryland crops such as cotton and winter cereals. Duplex and paraduplex soils are characterized by topsoil that is distinct from sub-soil with regard to texture, structure and consistency. Major occurrences are in Sekhukhune, south to southwest of Lephalale in Waterberg district, between Louis Trichardt and Tshipise, and sections of Vhembe District near the eastern border. They are generally not utilized as arable land due to high erodibility. Poorly developed soils on rock consist of topsoil overlying rock or weathered rock. They are found to the east of the Drakensberg, including a large section of Mopani District, and east and west of Musina. They tend to be rocky, with shallow soils and therefore generally unsuitable for arable farming. Black and red, fertile clay soils occur on the Springbok Flats, with reddish brown sandy loam to the Northern and Western part of the province, (FAO, 1999). The mountains have deeper, highly leached red soils in wetter areas, with more exposed rock where it is also drier. Reddish brown, gravelly soils, which have a low fertility, predominate on the Lowveld, the best agricultural soils being alluvial soils adjacent to the rivers. The Province has a few high potential areas for dryland crop production and many opportunities for extensive ranching and irrigated fruit and crop production, (Limpopo Province Natural Resource Maps, 2003). 1.8.6. Vegetation of the study area The geographical location, rainfall patterns and varied physical and climatic conditions have given rise to diverse vegetation across the province. The vegetation found in the province have been classified into inland tropical forest; tropical bush and savannah; pure grassveld; and false grassveld types (Development Bank of South Africa, 1998). The inland tropical forests include the northeastern mountain sourveld and Lowveld sour Bushveld types. Tropical bush and savannah comprise the Lowveld, arid Lowveld, Springbok flats turf thornveld, other turf thornveld, arid sweet bushveld, mopani veld, mixed bushveld, sourish mixed bushveld and sour Bushveld types (Limpopo Province Natural Resource Maps, 2003). Pure grassveld types include the northeastern sandy Highveld types. The false grassveld types include the Polokwane plateau false grassveld. 1.8.7. Topography of the study area Limpopo Province has diverse topographic features. In the east is the flat to gently undulating Lowveld plain, at an altitude of 300 to 600 m, bounded in the west by the Northern Drakensberg escarpment and Soutpansberg, with steep slopes and peaks up to the 2000m (LDA, 2002). The almost level Springbok flats in the South lie at an altitude of 900 m, while the Waterberg and Blouberg to the North, with undulating to very steep terrain, reach 2 000 m. The North- Western zone is a flat to undulating plain, which slopes down to the north and west at 800 to 1 000 m. 1.8.8. Hydrology/Water Resources of the study area The Department of Water Affairs and Forestry (DWAF) classifies South Africa as a water-stressed country, prone to erratic and unpredictable extremes such as floods and droughts that reduce land to a dry and arid wasteland (Water Research Commission, 2002). Water resources in South Africa are limited making them critically important for the sustainable economic and social development of the country (Dennis and Nell, 2002). This is one of the reasons why it is important to protect the scarce water resources of the country. Rivers are the main source of water for the country. In the Limpopo Province, there are Four Management Areas namely: Limpopo; Luvubu Letaba; Krokodil Wee Merico and Olifants (NDA, 2000). Applied research on irrigation and fertilizer methods are practiced on the research plots on the farm. There are two 10-ha plots fitted with separate irrigation systems used by researchers and students for research on field crops. 1.8.9. Agricultural activities of the study area The agricultural sector in the province is divided into three broad sub-sectors namely commercial farms, emerging commercial farms and subsistence farms, (Development Bank of South Africa, 1998). The commercial farms fall in the larger farm size category, emerging commercial farms in the medium size and subsistence farms in the smallest size (LDA, 2002). The emerging and subsistence farms are collectively called small-scale farms which are mostly located in the former homelands. The varied climates of Limpopo Province allows it to produce a wide variety of agricultural produce ranging from tropical fruits such as banana, mangoes to cereals such as maize, wheat and vegetables such as tomatoes, onion and potatoes (NDA, 2001). Limpopo Province has large area of land suitable for dry-land production (LDA, 2002). Maize is the staple food of majority of people in Limpopo Province and is largely grown by the different categories of farmers both for household, industrial and animal consumption. On the basis of area and volume of production, it remains the most important cereal grain produced in the Province despite the dry and drought prone agro-ecology of much of the region (LDA, 2002). Climatic variation could lead to variations in maize yields. As a staple food in the Province, maize has a large and stable market and is the most important agricultural product in South Africa (NDA, 2001). 1.9. Summary of chapter The chapter has clearly provided the background of the study outlining the general concept of clay mineral and their influence on soil fertility for crop production. It has also outlined the aims, objectives, research questions, problem statement, rationale and hypothesis of the research project. The map of the study site illustrating the location of the site in Capricorn district municipality and the suitability map of the study site has been provided. The geology, mineralogy, climate, soils and agricultural activities of the study site have also been outlined. The soil physico-chemical and clay mineralogical properties are reviewed in the subsequent chapter.

Types Of Learning Interventions

Types Of Learning Interventions We think it is a good idea to take you through with different types of learning interventions, which will primarily work as food for thought for your learning activities. Think of a learning intervention, which has really helped you over the years, think what were the different components of these interventions and how it made an instant learning connect with you. We have divided the Learning Interventions into three categories, the interventions that we have added in each category are by no means exhaustive to the category, it is only a suggestive list you can add more interventions to this list. Our three categories are: Conventional Contemporary Futurist Come on read through the categories and find out that how you can further enrich your learning agenda for your organization Conventional Learning Intervention Conventional as the name suggests refers to anything that is established and well accepted, anything that has been proven to work over and over again and generate similar results. All the Learning interventions that have been established over the years and have shown desired results are known as conventional learning interventions. Shortly we will share with you a brief detail of each learning intervention, meanwhile we want you to make your own list of learning interventions which in your view are established and well accepted, go on dont be shy or lazy, pick up the pen and write the list down. Our simple list of conventional learning interventions: Reading Clubs Instructor Led Class Room Trainings On the Job Training Seminars Conferences We are sure that you will know what each intervention entails however, we will take you through each intervention and briefly try to give you suggestions how you can use these interventions to your advantage and build your very own success story. Reading Clubs Reading club is a group of people who get together to read or discuss with each other what they have read. The reading club adds to the experience of reading as you can then discuss the ideas presented and the way it is presented with other readers, just the sharing and discussing the read adds significant learning experience to its members. Using this conventional method has two primary advantages, firstly your learner continues reading new books, research, publications etc. as other club members motivate each other to keep reading. This enhances and continuously updates the overall knowledge base of your employees and members of the reading club. Secondly your members interact with each other discussing material, which will help the overall organization; this intellectual interaction will build a formal support system for group thinking and open discussions. You can launch the reading clubs formally or informally, for example you can have a formal club formation with pre-defined members and set together a time of an hour to two hours for these members to come together bi-weekly in a meeting room or reading room and discuss what they have read. Informal way of doing the same is sending a small read to employees in the company and then during the week, just gather people around and ask them about the read, what was the read about? How do you think you will benefit from this read? How can you put this in action at work? Can you share similar examples? You can have these informal meetings and gatherings by mustering your whole floor together and discuss this, ask your HR business partners to do the same in their partnering departments. Instructor Led Class Room Trainings Instructor Led Class Room Trainings or commonly known as ILT (Instructor Led Trainings) are perhaps the most commonly used learning interventions. The reason for this might be because we are used to class room learning as most of us have spent over 12 years of every day in and out of classes at school. However, when we talk about trainings we move one step beyond a stand up lecture towards more active participations by the attendants. The role of the trainer then becomes more of a facilitator than a lecturer. Here, participants learn the most through interaction with other participants while the trainer facilitates the learning process by keeping it focused towards the learning objectives. At the same time the trainer needs to infuse the participant with a thought or an action which will act as a catalyst for the learning process. Trainers often use activities during the training sessions which provide experiential learning. They may also use other tools and methods to generate the desired results, like using roles plays, group discussions, case studies etc. Since, the Instructor is physically present in the room the learning experience for the participants is very up close and personal. Quality trainers generally are able to create a quick rapport with the participants of the training program, the trainer then is able to engage each participant in the transfer of learning process. Generally, ILTs are considered to be a formal mode of learning transfer. Most of the organizations engage in learning and development through Instructor Led Trainings as they are easy to organize and also provide good strong learning deliverables that are conducted passionately with the right content and supporting activities, tools etc. Since Trainings are the most widely used interventions, we will discuss in separate chapters why trainings are important and other aspects of Instructor Led Trainings such as Participant Nomination, Managing Invites, simply put Organizing the Training activity. The purpose of ILT is to enhance Knowledge, Skill and build a desirable Attitude in the employee. On the Job Trainings Around 70% of learning and development for any new to role employee comes with on the job training. This is a simple concept of Learning by Doing, we all learn the most when we start actively working on the job that we are asked to do. Here we might seek the help of our line manager, our peers / co-workers, our subordinates or even our clients / vendors. The act of doing a task generally supports building mental work memory and creative ability to detail with the challenges of the work. Seldom simulated exercises meet the required skill development needed to perform day-to-day work. In On the Job Training a more skilled or experienced resource is paired up with an unskilled or less experienced resource to train this resource while working together. Lets take the example of a new filling assistant joining an archive library, here the chief filling officer will train the new joiner on the job on how to file the various documents properly in the library. Generally, On the Job Training is used for entry level job positions in the organization or for skilled work positions like a plumber or a building construction assistant. However, some highly skilled work like financial auditing is also trained through on the job training called articleship or apprenticeship. The purpose of OJT is to enhance Knowledge, Skill and build a desirable Attitude in the employees. Seminar Seminars are formal gatherings where a larger number of participants get together to listen to a few speakers The content of the speech is generally rooted in newness related to the topic, meaning either a new way of working in the industry is presented where a key industry practitioner comes and speaks on the topic or a researcher presents the new research findings. The purpose of the seminar is to enhance the audiences knowledge base and thus, does not focus on the skill enhancement or attitude development. It is a good idea that as learning manager you try going to every seminar that is related to human resource and person productivity. You can ensure that you send other functional representatives to their function related seminars. Conferences Conferences are more or less similar to seminars; the major difference in conferences is participant engagement. In Conferences participants gather in large numbers and listen as well as interact with speakers, most speakers also comment and ask questions from other speakers while the formal session is underway. Majority of the time conferences are moderated by a facilitator and the speakers are industry practitioners or subject matter experts, sharing their experiences and knowledge of dealing with a challenging situation in their company. The purpose of conference is to enhance knowledge base of the participants and provide networking opportunity to the attendees. Again we will say that it is a good idea that as learning manager you try going to every conference that is related to human resource and personal productivity. You can ensure that you send other functional representatives to their function related conferences. Contemporary Learning Intervention Dont get intimidated by the term contemporary and think that the conventional methods are outdated and will not work in your organization. In order for you to keep your organization current and ready for the present pool of human resources entering in the industry it is important for you to add little element of contemporary learning interventions in your learning agendas. These interventions are now widely used in the developed economies as these economies are trying to gain maximum output from least amounts of inputs. Our small list of contemporary learning interventions: Experiential Learning Training Sessions E-Learning Modules Virtual Instructor Led Training Webinars Job Shadowing Coaching Mentoring On Job Engagement through Increase Challenges Simulation Exercises Take a moment and read through the contemporary interventions and see the benefits the way we see them, you will be surprised to see the amount of impact you can generate using these simple methods. Experiential Learning Training Sessions Tell me and I may forget, show me and I might remember, engage me and I will learn Humans learn the most by experiences that they have had in the past, Experiential Learning Training Sessions focus on generating experiences for the participants which will help them build Knowledge, Skill and Attitude. These sessions will have lot of activities, case studies and challenges built in the training session where the participants unlearn old and outdated concepts and learn new and current concepts to help them in their work. There are a few number of Trainers in the market that have really mastered the experiential learning training techniques. So generally, these sessions and trainers are priced a little higher, but if you ask us, it definitely works to put in the extra investment. The learning into action out of ELTs (Experiential Learning Training Sessions) is more easily and willingly applied by the participants of the training session. E-Learning Modules E-Learning Modules are learning content delivered using electronic media like over the internet, television, radio, audio messages / audio book reads, Learning Computer and cell phone games, etc. There are two types of E-Learning Modules, Interactive and Non Interactive. Radio programs, TV Programs, Audio messages / Audio Book Reads are some of the examples of non-interactive learning modules. These learning modules by the nature of the delivery mode are limited with their interaction capacity with the target audience. There are PowerPoint presentations which aim at transferring knowledge also fall in E-Learning non interactive modules. You must have come across online videos designed to teach you a particular way of operating a program, this again is an E-Learning Module which is non-interactive, these modules are quite helpful if your organization is naturally inclined towards self-learning. E-Learning Modules work in workspace where there is a general learning culture rooted in self-learning. In order to help you create the self-learning culture we will shortly talk about this in detail. Another type of E-Learning Modules which are interactive modules that ask the participants to participate during the learning transfer by asking the participants questions, or asking participants to open dialogue boxes and pick the best responses. Here the smallest interaction of clicking the right button generates a significant difference in the learning retention and involvement. E-Modules should be generally used for communicating a particular way of working; example where we have personally developed and successfully implemented E-Modules with outstanding results is with our countrys biggest FMCG Company. We launched the most successful E-Learning Program in that companys history. Our E-Learning Solution was aimed at Sales Employees, with a range of interactive modules catering to different accepts of challenging and ever evolving sales job. These modules helped the sales force directly in the market on the ground and increased the quantity of sales along with quality of sales winning them multiple awards. You can engage E-Learning modules in employee orientations, key job tasks and how to get them delivered; even certain soft skill trainings can be provided using e-modules and learning methods. Virtual Instructor Led Training As the name suggests, VILT or Virtual Instructor Led Training involves participants and the Trainer where the trainer might be virtually present at the place the participants are present, meaning through Video Conference, Audio Conference or remote presentation operations while the participants might be sitting together in one room or they might also be virtually connected to a virtual learning room. This method solves the geographic spread problem of the participants, however, it requires the participants to be extremely committed to the learning cause and self-learning. The role of the trainer is again more of a facilitator in this learning intervention by engaging participants in a focused discussion, group work and generally topic discussions. Here, connectivity tools need to be excellent otherwise this learning method can backfire as well by creating a poor learning engagement due to technological difficulties. Webinars Driven from the combination of two terms, Seminar and Web, Webinars are Seminars delivered through the internet using any video protocol or software to engage a large number of participants over the internet. Most webinars are conducted by a single speaker on a particular topic; the number of participants depends on the speakers popularity and connectivity. Again the technological difficulties and a lack of self-learning culture can be a major hiccup for webinars to be extremely successful .However, in most developed economies webinars are making a lot of influence in the learning and development industry. You can engage your top management to start conducting Webinars while the CEO sits in his room and connects over video streaming software and all the employees staying on their workstations connecting over the computers and the participants in the webinar. This will help build self-engagement and a learning culture in your organization. Job Shadowing Job Shadowing is an important part of developing top management. In a Job Shadowing program there are two involved participants, one participant is shadowed on the job and the other is present as the shadow. Take the example of a CFO and one of his director who is marked as the CFOs successor. Here, the director will attend all the meetings of the CFO as a silent observer in the background, the shadowing program is not limited to attending meetings. Moreover, it extends to a full day of work, if the CFO meets anyone from outside the organization or is simply working on his workstation, the shadow will be present and keenly observe the shadowed person asking occasional questions from shadowed person in privacy. This programs success lies in the comfort level of the two people with each other. Job Shadowing program can be used for all levels in the organization, but mostly, it is very position and person centric, just to explain you a little more, we only use job shadows for people who we know will replace the shadowed in near future. It is different from OJT in one basic way, here the person being trained gains exposure of his trainers work while on OJT the trainer provides On Job exposure of trainees work. Another keen way of using job shadowing is for students to explore various roles and pick a major field while they are studying, however, we do not recommend this, as internships are a better evaluation tool for a student to home in on his/her choice of work. Coaching Coaching is all about taking the employees where they cant take themselves. Coaching is more of handholding, exploring the potential of the employee by understanding his strengths, weaknesses and working on these areas with a customized plan for the employee. Here, the Coachs concern for the employees success is very high as the coach is directly made responsible and accountable for the employees improvement. Establishing a coaching culture is quite a challenging task especially when most of the coaches think that their prime responsibility lies in meeting their own business targets. The simple solution is to make the employees line managers his or her coach and have targets in the line managers/(coach) business goals, performance improvement through knowledge, skill enhancement and attitude development of his or her direct reports. Coaching culture will only pickup in your organization if it starts from the top and the CEO demonstrates the derivatives of creating a strong coaching culture. Coaching generally focuses on the skill development and technical aspect of the job. Mentoring Mentoring is like a grand fathers wisdom. A mothers patience and a fathers kick in the right direction. At times it hurts, but gets the work done. à ¢Ã¢â€š ¬Ã¢â‚¬ ¢ Arslan Aseem Mentoring interventions are where each of your employees select one mentor to guide them and counsel him or her. In Mentoring the person counseling or guiding is called the Mentor while the person to be mentored is called mentee or Mentoree, here the Mentor and Mentee develop a relationship over time. Mentoring is used to focus more on attitude development. It is not necessary that the mentor and mentee both belong to the same organization. The Mentee can choose any mentor who he or she feel comfortable with ,regardless, of the organization or even the work level. Your mentee can be a person outside your country or even industry. The rewards for mentors and mentees are excellent, having mentored quite a few successful corporate individuals as mentors we gain a new horizon of looking at situations and it enable us to stay updated with current problems faced by new employees in the job market or job roles. If you personally dont have a mentor, we suggest that you first try establishing a mentoring relationship before initiating a mentoring program in your organization. We will love to be your mentors if you want to be successful! On Job Engagement through increased Challenges Most of us who wish to continuously learn, improve and grow in our work want challenging work to be given to them, each time with an added level of difficulty. Do you remember the computer games where you had to complete the first level and move on to the next level which had an additional difficulty for us to overcome, remember if you had reached level 5 and then had to play for some reason level 1 again it seems so easy and you just dont want to take that much interest in doing the levels you have already done. Work place is just like that game for most of us, where we learn how to do our present work well and then want more challenging work going forward, work which can develop our capabilities incrementally by an internal push of overcoming the present challenge. Lack of difficult challenges is one of the main reason why you will have unhappy, low performance individuals as they will take their work as mundane and feel that they are capable of doing much more yet have been limited in their career development. If you can engage your employees by raising the bar through increased challenges in their workplace then you will significantly reduce their impression of lack of career development. Simulation Exercises Simulation Exercises as the name suggests are syndicated exercises where in an artificial setting a situation is generated and the participants are requested to do their best to overcome the present challenge, here the learning comes from interaction with other participants as well as their responses generate a totally new simulation for the participants to work with. Simulation exercises should be used with participants who are put in positions where quick and thoughtful decision making is required or everyday they are involved in direct competition faceoff. Simulation Exercises are also termed in few organizations as War Games and provide the employees the insight on how to deal with the competition as well as realize where they are going wrong and need to improve. Futurist Learning Interventions Looking at the growing trends in the social media and education industry we can quickly spot certain upcoming learning interventions which will start playing a key role in the enhancement of employee knowledge, skills and attitudes. Our list is by no means complete but gives you significant food for thought to pick up trends and use them as learning interventions in your organizations. Here is our short and simple list: Productivity groups Blogs Online forums Collaborative workspace and zones Reflective thinking targets Buddy pack Learning by games Learning by co-creation Productivity Groups These are more like concentrated short-term problem solving teams used by high performance organizations. The objectives of these groups are to collectively solve a real organization problem by collectively thinking and implementing the solutions in the organization. These teams are typically made up of cross-functional members which work together on the job as well, yet they are tasked with a new challenge of solving an important organizational challenge. During the process each member of the productivity group enhances their knowledge, skill and attitudes. Blogs Blogs are discussion or informational websites where different individuals post their comments on a particular topic. Nowadays, blogs provide a lot of information, which is useful to the readers. They work like mini newspapers where every blogger writes down how he visualizes a situation or his narration of an event. You can have a blogging site for your company where all the employees can write down there thoughts of what they are doing in the company or what they should do etc. Blogging will become an important part of employee life as more organizations realize the effectiveness of this tool. If you as a learning manager dont have a learning blog then you start off right now, create one learning blog where you can let everyone know youre a learning success and be part of the community that shares the wisdom all around. Online Forums Online forums are discussion centers where people can post a question or discussion topic and other members of the forum post their replies to the topic or questions. Here you can ask simple and often related as doubt (socially out of place) questions and experts as well as novice members will provide their experiences. The forums help you formulate a decision and enhance your concepts related to a particular topic. You can encourage employees to become part of multiple forums and start actively participating in them which will enhance their knowledge as well as their networking . Collaborative Workspace Zones This is a workstation or work environment learning intervention solution; here you break down the barriers of rooms and even cubicles, replacing them with open floor maps, cozy work chairs, bean bags, brain teaser wall papers etc. these are informal zones built in the office space where employees gather around and work collectively, during this sitting and working collectively free talking and discussions are encouraged even playing music is encouraged, all the elements that make it a friendly informal workspace. Here people are collaborating with each other not because they have to be on the job but because they want to; as friends or as supportive co-workers. This environment greatly effects the overall learning of the employees as well as creativity, business innovation, networking for higher performance, and many others. Reflective Thinking Targets Reflective thinking involves employees to think about their own learnings, what worked for them and what did not work for them. The employees are required to keep a track of all the learning reflections that were made during a course of a given period. Every employee when starts to track the overall learning progress that he has done, their learning automatically increase as a conscious effort. Using this intervention you will require assigning a progressive self-learning target with every employee and have them continuously think about what they have learned and how they have learnt. Also ,how the skills, knowledge and attitudes have changed within the employee. Buddy Pack This is a simple concept; two employees working together for mutual success will help and improve each others competitive work spirit. Here, you create a buddy system by asking two colleagues to be each others lifeguard as well as immediate competition. They have to help the other to improve the performance at work and be each others support system. This concept uses healthy competition as the fuel for the buddies to improve, yet, uses the support system to continuously improve their knowledge, skills and attitudes. Learning by Games You must understand that most of the workforce that is now entering into the corporate world have actively played games on computers or mobile phones rather than outdoor active sports. These professionals relate more promptly with games which closely resemble computer games or mobile games especially the ones on social media and internet. As the learning manager you can have a developer (outsourced) to create similar games which will have a learning connect relating to your organization and have these games distributed within the organization, application games on mobiles, tablets, Ipads etc., it will dramatically improve the organizations learning culture through fun involvement. Learning by Co-Creating Every employee wishes to be part of something new, wishes to create a mark on the organization by introducing something which he can proudly claim as his own creation or as being part of a team which created something of high value. You can use this intervention by asking employees to set a learning content, activity, method etc. which will be used and advertised by his or her name in the organization. Here you let the employee do the learning intervention creation and you will be really surprised as to how that will radically improve your organizations learning culture.

Basics of Psychology :: essays research papers

I.  Ã‚  Ã‚  Ã‚  Ã‚  Biological bases of behavior Students should recognize biological psychology as a perspective of psychology. Specifically, students should recognize: 1.  Ã‚  Ã‚  Ã‚  Ã‚  The organization of the nervous system into the CNS and PNS: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Central Nervous System-CNS- Brain and Spinal Cord. The Peripheral Nervous System-PNS- are the Nerves outside of the brain and spinal cord. 2.  Ã‚  Ã‚  Ã‚  Ã‚  The structure and functions of neurons: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Neurons are the basic building blocks of the nervous system. The human central nervous system contains about 100 billion neurons. Neurons have a communicative role in the nervous system. Neurons can receive, integrate, and transmit information. 3.  Ã‚  Ã‚  Ã‚  Ã‚   How neurotransmitters are related to behavior: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Acetylcholine (Ach) - Activates motor neurons controlling skeletal muscles. Contributes to the regulation of attention, arousal, and memory. Some Ach receptors stimulated by nicotine (the nicotine acts like Ach itself and binds to receptor sites for Ach). †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dopamine (DA) – Contributes to control of voluntary movement, pleasurable emotions. Decreased levels associated with Parkinson’s disease. Over activity at DA synapses with schizophrenia. Cocaine and amphetamine elevate activity at DA synapses. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Norephinephrine (NE) – Contributes to modulation of mood and arousal. Cocaine and amphetamines elevate activity at NE synapses. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Serotonin (SHT) – Involved in regulation of sleep and wakefulness, eating, and aggression. Abnormal levels may contribute to depression and OCD. Prozac and Zoloft are antidepressant drugs that affect serotonin. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GABA (gamma-amino butyric acid) – Most common inhibitory NT. Valium and Xanex (also alcohol) are anti-anxiety drugs that work at GABA synapses. GABA appears to be responsible for much of the inhibition in the CNS. GABA contributes to the regulation of anxiety. 4.  Ã‚  Ã‚  Ã‚  Ã‚  The specialized functions of the brain's hemisphere: The Hindbrain consists of the medulla, oblongata, pons, and the cerebellum. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The medulla contains 3 vital centers: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cardiac center- This controls rate and force of the heart beat †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vasomotor center-adjust blood vessel diameter to regulate blood pressure and reroute blood from one part of the body to another. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Respirator centers- control the rate and depth of breathing. Pons – contains nuclei that relay signals from the cerebrum to the cerebellum. It is concerned with sleep, hearing, equilibrium, taste, eye movement, facial expressions, facial sensations, respirations, swallowing, bladder control and posture. Cerebellum- mostly concerned with muscular coordination. Midbrain- Short segment of the brainstem that connects the hindbrain and forebrain. Reticular Formation- runs vertically through the core of the midbrain, pons, and medulla, it functions modulations of muscle reflexes, breathing, and pain perception; it has an equal role in the regulation of sleep and arousal.

Fate in Henry James The Beast In The Jungle Essay -- Henry James, The

  Ã‚  Ã‚  Ã‚  Ã‚  Henry James always managed to keep certain themes in his works similar. The one that usually stands out most is his literary battles between American and European customs. This is especially apparent in three of his works, Daisy Miller: A Study, Roderick Hudson, and The Portrait Of A Lady. However, in his short story, The Beast In The Jungle, there is another theme that takes center stage. That theme is fate; moreover, the failure to control that fate.   Ã‚  Ã‚  Ã‚  Ã‚  In The Beast In The Jungle, we are introduced to John Marcher, one of the main characters. Immediately afterwards, we meet May Bartram, someone he had met almost ten years prior in Naples, Italy, although he had accidentally thought it to be Rome. The two are getting along splendidly, in a flirtatious way, leaving the reader to wonder about the future of this would-be couple. However, it is then that we find out what eventually kills the hopes of any kind of romantic connection, as May recalls John's special holdup: You said you had had from your earliest time, as the deepest thing within you, the sense of being kept for something rare and strange, possibly prodigious and terrible, that was sooner or later to happen to you, that you had in your bones the foreboding and the conviction of, and that would perhaps overwhelm you (TBITJ, 338).   Ã‚  Ã‚  Ã‚  Ã‚  Marcher believes that he is fated to experience something but he is not sure what it is that he is waiting for. May probes deeper, possibly revealing something about herself and her desire for a connection, asking, "Isn't what you describe perhaps but the expectation--or at any rate the sense of danger, familiar to so many people--of falling in love?" (TBITJ, 339). He talks about a love that he had but that it was not this monumental thing that she talks of. She replies, saying, "Then it hasn't been love" (TBITJ, 338).   Ã‚  Ã‚  Ã‚  Ã‚  This whole conversation has been one flirtatious period of time. However, it quickly turns back to the topic of his fate, cutting short any additional talk of love, possibly leading somewhere. This was a missed opportunity for the both of them because of his obsession with the mysterious destiny. The discussion ends with her promising to "watch with [him]" (TBITJ, 340). And yet, the reason that she will see him again is not to pursue any sort of normal relationship. It is simply the desire to be there when whatever happens to him oc... ...life has become and what is should have been. He realizes that the beast was actually the person that he met for the second time back in the house in Weatherend at the beginning of the story. Henry James' works have been known to have a certain autobiographical aspects to them. Looking at his life, one can see that he did not marry either and, just like in Daisy Miller: A Study and most of his other works, the main character's story does not end happily. Throughout the entire time of the story, and more-so his life, John Marcher felt that there was something that he should be waiting for to happen. Something that was spectacular or, instead, brought suffering, he did not have any measure of a clue. Yet he continued to wait for that beast to jump out from the jungle and spark an incident. But what he never understood until the end of the story was that, perhaps, the only beast to be springing forth from the jungle of his life was the pretty swan. Perhaps, the old saying is truly correct, Carpe Diem. Work Cited James, Henry. "The Beast in the Jungle." The Norton Anthology: American Literature. Seventh Edition. Vol. C. New York: W. W. Norton & Company, Inc., 2007. 335-376.

Broken Lives by Estelle Blackburn :: Character Analysis, Literary Analysis

The fourth Chapter of Estella Blackburn’s non fiction novel Broken lives â€Å"A Fathers Influence†, exposes readers to Eric Edgar Cooke and John Button’s time of adolescence. The chapter juxtaposes the two main characters too provide the reader with character analyses so later they may make judgment on the verdict. The chapter includes accounts of the crimes and punishments that Cooke contended with from 1948 to 1958. Cooke’s psychiatric assessment that he received during one of his first convictions and his life after conviction, marring Sally Lavin. It also exposes John Button’s crime of truancy, and his move from the UK to Australia. The chapter â€Å"A Fathers Influence† is constructed with several techniques including selection of detail, choice of language, characterization, structure and writers point of view to reveal Blackburn’s values of social acceptance, parenting, family love, and a father’s influence. Consequently revealing her attitude that a child’s upbringing and there parents influence alter the characterization of a child significantly. Blackburn’s choice of language is impetrative in positioning the reader to see Button as the Protagonist and Cooke as the antagonist. â€Å"The thirteen year old blinked and stammered when he tried to answer the magistrate’s questions about why he was wagging school†. The words â€Å"blinked and stammered† describing buttons actions encourage sympathy and an imagery of innocence. â€Å"But now he felt vengeful too. He wanted to spoil things a little for those happy people who didn’t suffer like he did†, the words â€Å"vengeful, and wanted to spoil† associated with Cooke’s thoughts, encourage a menacing, and revengeful imagery of Cooke.

Morality and the crucible Essay

Morality is the distinction between right and wrong. It is the determination of what should be done and what should not be done; or what is right and what is wrong. Morals deal with behaviors as well as motives. All humans live by some set of morals especially religious people. In The Crucible by Arthur Miller, this is clearly evident. It is about the puritan town of Salem, Massachusetts and the hunt for witches. Many people are falsely accused of witchcraft. Throughout this account of history key characters have to make choices that challenge their beliefs and ethics. They must decide whether to do what is right, and fight against a lie, or do what’s wrong and give in to the lie to save their own lives. Elizabeth Proctor is one of those who fought for the truth, therefore she; in my opinion is the most moral character in the story. Elizabeth is the wife of John Proctor; reserved, honest, slow to complain, and dutiful. She and her husband share a similarly strict adherence to justice and moral principles. She has great confidence in her own morality and in the ability of a person to maintain a sense of righteousness even when this principle conflicts with strict Christian doctrine. She is well known throughout the village for being a very Christian woman, knowing all her commandments. Whenever her husband is confused or indecisive about something, she leads him onto the path of justice. For example, she urges him to stop the witch trials by revealing the truth about Abigail’s sinful, deceitful ways. When Her husband has to decide whether to be killed or confess to witchcraft, she doesn’t want him to give into a corrupt and unjust society. Although she doesn’t wish to lose her husband, she still doesn’t sidestep her morals and beliefs. Even at the end, when Proctor decides to die instead of signing a confession that would have been a lie, she doesn’t try to fight his decision but shows respect for his righteous choice when she says, â€Å"He have his goodness now. God forbid I take it from him! † This shows that not only her own, but her husbands morals as well, were important to her. Out of all the characters in the Crucible, Elizabeth proved to be the most moral. In a society where it’s either, accuse or be accused, she chose to stick to her morals even if it meant her demise. She made a decision that was righteous in her eyes. â€Å"Often in true tests of moral character where people are tempted to deceive, be dishonest, or take advantage of each other, there are few who truly succeed. † This statement proved true, especially during the witch hunt, but Elizabeth Proctor was able to come out as one who succeeded in standing her grounds and protecting her morality.

Education Between Indigenous and Non- Indigenous Australians. Essay

Discuss if and how the atomic number 18a of schooling lot contribute to strive relationships amidst autochthonous and non- native Australians. procreation is among the nearly all-important(prenominal) factors in achieving relationships between natural and non-endemical Australians. Through the incorporation of autochthonous schooling in all schools, Australian children go a substance name each fortune to examine and understand immemorial issues and bill, which reserve champion pull off naive and stereotypical perceptions of primaeval Australians in the upcoming.For relationships between original and non- natal Australians to move around a true globe a timbre key coating class mustiness be developed indoors Australian schools through the National computer program that is to be employ in 2012. much(prenominal) a broadcast must provoke balancing, which would mean giving all students the probability to develope and sustain relationships betwee n native and non Australians on a mutual and respectful foot ( balancing Australia, 2005-2011).Through quality raising, relationships can angiotensin converting enzyme day be achieved, with both autochthonic and non- endemic Australians working together cooperatively, to bridge the well-disposed and financial gaps that exist between the two. study is paramount to this and will help to give ear the best interest for all Australians. To be successful in building relationships, it is important for all to gain knowledge and misgiving of the history of Indigenous Australians and their refining. Racism and misrepresentations are often bred by ignorance, yet with the duty study, such attitudes can indeed be altered.For a quality curriculum to be successfully delivered in Australian schools, tertiary institutions must put out to focus on the education of future instructors in the theatre of operations of native Australian commandment. Mick Dodson stated that If identical me, you believe education is the principle fallage to satisfaction, you need to act on that precept (Dodson, Reconciliation Australia, 2005-2011), meaning that education is the close to important means of achieving relationships amongst Indigenous and non-Indigenous Australians.Therefore, it is authoritative to embroil primeval Education in all Australian schools, as it is such a prodigious assort of Australias history as well as its present (Hunter & Schwab, practical reconciliation and juvenile trends in Indigenous education, 2004). Many non-Indigenous great deals perceptions of Indigenous Australians are around prejudicial due to the fact that they pee never truly been educated just about primordial history, issues and affairs.Such attitudes, which are mainly bred from ignorance rather than experience, are able to be changed through education. If all children are educated about Aboriginal history and culture, they will grow up with positive perceptions of I ndigenous Australians that they will be able to winnow out on to future generations. However, for relationships to perish a reality thither needs to be some substantial evidence of proportionateness in the area of education between Indigenous and non Indigenous Australians (Hunter & Schwab, 2004).This can be achieved through the National syllabus, which is to be implemented throughout Australian schools in 2012, where Aboriginal perspectives will hopefully make up a significant part. The Australian Curriculum and Assessment Reporting originity has admit the greatness of relationships and is currently writing Indigenous perspectives into the national curriculum to make reliable that all Australians bring the chance to necessitate about, understand and respect the history and culture of Aboriginal people and Torres Strait Islanders (Greenfield & Harrison, kinship To Place).It is of critical importance that Indigenous Australians continue to be involved in the reading of an Aboriginal Education curriculum. Since 1982, Indigenous Australians beat been active in the ontogenesis of the NSW subdivision of Education Aboriginal Education insurance policy. The rule for creating this policy was originally for people to bed the significance in including Aboriginal Education into the school curriculum (Reconciliation, 2006).The policy was created in the hope that Indigenous Australians could share correct knowledge and consciousnesss with non-Indigenous Australians about their culture and history in contrast to the more often than not unlettered mis pinchs that have long been perceived (Reconciliation, 2006). some other important goal of the policy was to go along stereotypical assumptions, which often resulted in racial attitudes and behaviour by those who have non been properly educated or do not have a cloggy appreciation of Aboriginal culture.Similar to the NSW Aboriginal Education Policy is The Melbourne Declaration on Educational Goals for preadolescent Australians, which stresses the importance for every Australian student to appreciate and get along the significance of Indigenous cultures and enhance the knowledge, skills and understanding to contribute to, and gain from, relationships between Indigenous and non-Indigenous Australians (Greenfield & Harrison, Relationship To Place).Through persistence, continued culture and the implementation into all Australian schools, a uniform Aboriginal Education curriculum that is developed with the assistance of Indigenous Australians can nevertheless work to assist in the achievement of relationships in this country. Those that already exist, such as the NSW Aboriginal Education Policy and the Melbourne Declaration on Educational Goals for Young Australians, can be used as a root word for the further development of a successful, Australia-wide Aboriginal Education curriculum.In vow for education to aid the exploit of relationships in Australia, a quality Aboriginal Educ ation curriculum must be mandate in all Australian schools. Such a curriculum would thus need to be widely understood and embraced by both current and future educators. In order for this to stick a reality, instructor training courses must alter all educators to understand that Australia has a significant Aboriginal history and Aboriginal visible horizon points on social, pagan and historical matters (Reconciliation, 2006).To be successful in achieving relationships between Indigenous and non-Indigenous Australians, it is important when pedagogy Indigenous studies to be able to understand and acknowledge reconciliation as a step into governmental restoration (Reconciliation, 2006). Delivering all Australian students an Aboriginal Education curriculum that incorporates this is an important way to gain a common understanding between Indigenous and non Indigenous people.A way to help achieve relationships is to include accurate and core information into Indigenous studies sub jects, for student instructers involved in education courses (Reconciliation, 2006). A curriculum that incorporates these things would play a significant part in eliminating negative perceptions through properly educating non-Indigenous Australians about Indigenous Australians, their history and their current social and cultural view points. Through further educating our educators in Aboriginal history, culture and affairs, the message of reconciliation has the opportunity to become more widespread.Therefore, at that place is a need for educators to teach Aboriginal Education, including at a tertiary take aim because in the past, Australian schools and institutions have largely ignored Aboriginal studies ( dogma the Teachers Aboriginal Studies, 2005, p. 14). all over many years there have been government reports given to Australian teacher education institutions to include compulsory Indigenous Studies courses for teachers to assist in the cause for reconciliation between Indige nous and non-Indigenous people and to reduce on Aboriginal educational wrong (Craven, 1998, Is the sunrise breaking?).Indigenous studies are vitally important for pre-service teachers to be taught, and take up how to teach, in order for this country to mavin day achieve reconciliation (Reconciliation, 2006). It has only been recently that changes in Australian teacher education institutions have provided student teachers with the opportunity to carry out Indigenous studies during their education courses (Teaching the Teachers Aboriginal Studies, 2005, p. 15). Within the 36 Australian tertiary institutions, there are 54 teacher education programs.It has been estimated that 48 percentage of these include mandatory units of Indigenous studies. This is a massive increase considering that in 1992, there was no more than one university in Australia that made the topic of Indigenous studies mandatory for pre service teachers (Craven, 1998). However, this figure needs to be 100 percen t in order for all future educators to suitably pass on their knowledge of Indigenous culture and history to their future students and do their part to promote reconciliation.In order to achieve relationships between Indigenous and non-Indigenous Australians, education must be a major focus. The spoken language of a quality Aboriginal Education curriculum that has been developed with significant scuttlebutt from Indigenous Australians would provide Australian students with the opportunity to gain a true understanding of Aboriginal history and culture. This would aid the attend to of reconciliation substantially, as it would help to eliminate some of the preconceived misconceptions that some non-Indigenous Australians have towards Indigenous people and their culture.A quality curriculum for all Australian students would leave little room for ignorance and false judgements, as it would be providing them with truthful, accurate information, which would lay the foundation for reconci liation. Through educating our youth, relationships have a satisfying chance of becoming a reality because knowledge can be passed on through future generations. It is of great importance that both current and future educators become more and more exposed to teaching Aboriginal Education if relationships are to become a reality in Australia. References Author unknown, (2005-2011), Reconciliation AustraliaResources, http//www.reconciliation. org. au/home/resources, Viewed on 17/10/11 Mooney, J & Craven, R. G, (2006), Reconciliation Why we need to teach Teachers to teach Aboriginal Studies to all Australian students, University of western sandwich Sydney, , Viewed on 17/10/11 Craven, R. G, (2002),Is the Dawn Breaking? The First Empirical Investigations of the move of Mandatory Aboriginal Studies Teacher Education Courses on Teachers Self-concepts and Other Desirable Outcomes, University of Western Sydney, , Viewed on 17/10/2011 Dodson, M, (2005-2011), Reconciliation AustraliaMick Do dson speaks at the National coerce Club, http//www.reconciliation. org. au/home/latest/mick-dodson-speaks-at-the-national-press-club Viewed on 19/10/11 Greenfield, M & Harrison, N, (date unknown), Relationship to place Positioning aboriginal knowledge and perspectives in classroom pedagogies , Viewed on 18/10/11 Hunter, B. H. & Schwab, R. G. (2004), Practical reconciliation and recent trends in Indigenous education, The Australian National University , Viewed on 19/10/11 Author unknown, (2005), Teaching the Teachers Aboriginal Studies Impact on Teaching, Australian Department of Education, Science and Training , p. 14 and 15, Viewed on 18/10/2011.