Jane Eyre Feminist Analysis - 1045 Words

Jane Eyre is recognized and acclaimed as a classic feminist novel, a bold social commentary penned by a daring woman intent on shedding light on the hypocrisy that riddled Victorian society. This view is indeed accurate. However, Charlotte Brontà « only dares so much; she only sheds so much light. In â€Å"â€Å"The Maniac Bellowed†: Queer Affect and Queer Temporality in Charlotte Brontà «Ã¢â‚¬â„¢s Jane Eyre†, Carolyn Marjorie Davis asserts that the arms of Brontà «Ã¢â‚¬â„¢s feminism do not embrace women who fail to fulfill certain standards of domesticity and femininity, namely, they do not embrace Bertha Mason, the mad and muscular, foreign and forgotten wife of Rochester, whom he has condemned to haunt the locked third floor like some supernatural creature of dread.†¦show more content†¦Bertha yearns to be heard and understood, â€Å"but she is constantly undermined by Rochester’s ability to elide her existence† (Davis 17). Even Jane, whose many similarities with Bertha would seem to suggest that she would feel a kinship with her, seems deaf to any meaning in Bertha’s attempts to communicate. This is â€Å"surprising† (Davis 11) given that much of Jane’s â€Å"internal monologue is predicated on the fact of her loneliness and uniqueness, and†¦much of her affect is expressed through the language of imprisonment and subjugation† (Davis 11), just like Bertha. Jane’s storyline and Bertha’s storyline are in many ways reversed images of each other. Jane starts her life poor, friendless, and treated as a â€Å"bad animal†(Bronte 8), and by the end of the book she is wealthy and happily married. Bertha begins living freely on her home island, but her marriage to Rochester results in her entrapment and abandonment by Rochester as he â€Å"seek[s] sympathy with something at least human† (Bronte 297). In the eyes of society, Jane is transformed from animal to human, and Bertha is transformed from human to animal. Bertha’s madness renders her unable to fulfill what were regarded as the duties of a woman: to be pretty and quiet and intelligent, but not too intelligent, to embody domesticity, to comfort and care for herShow MoreRelatedJane Eyre Feminist Analysis1066 Words   |  5 Pagesnature or their intuition. Jane Eyre, a semi-autobiography by Charlotte Brontà «, is an exemplary novel where an untraditional heroine defies societal normality. The female protagonist Jane Eyre exhibits a self-created drive for personal success and a perpetual ambition to learn, characteristics customary of men. After the publication of Jane Eyre, many critics has viewed it through the feminist literary lenses, claiming it to contain biblical feminism. In the literary analysis â€Å"Charlotte Brontà «Ã¢â‚¬â„¢s Religion:Read MoreFeminism in Jane Eyre1423 Words   |  6 PagesFeminism in Jane Eyre Jay Sheldon Feminism has been a prominent and controversial topic in writings for the past two centuries. With novels such as Jane Austens Pride and Prejudice, or even William Shakespeares Macbeth the fascination over this subject by authors is evident. In Charlotte Brontes Jane Eyre the main character, Jane Eyre, explores the depth at which women may act in society and finds her own boundaries in Victorian England. As well, along with the notions of feminism oftenRead More Movie - Feminist Themes in Jane Eyre, Novel and Film Versions2260 Words   |  10 PagesAn Analysis of Feminist Themes in Jane Eyre and its Film Versions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Concern for womens rights dates from the Enlightenment, when the liberal, egalitarian, and reformist ideals of that period began to be extended from the bourgeoisie, peasants, and urban laborers to women as well. As did most interest groups of the time, feminists gained force and stability through its writing. The periods blossoming ideas concerning womens rights were fully set forth in Judith Murray’s On theRead MoreCharlotte Bronte1859 Words   |  8 Pagesvivid and creative imagination. They would play in made up kingdoms and would write stories and poems based on their childhood adventures. These writings that she developed with her sisters were the start of her love and passion for writing. In Jane Eyre, Charlotte describes her life at home as she was working and raising her two sisters. Charlotte disliked her job and decided to leave in order to study French in Belgium. In Belgium, she met Constantin Heger who helped her by giving a strong literaryRead MoreJane Eyre By Charlotte Bronte1733 Words   |  7 Pagesinteractions between the conventions of the Gothic fictions with other  thematic, ideological, and/or symbolic functions of the narrative  would rather be challenging. However, though the analysis of  Jane Eyre  written by  Charlotte Bronte, certain factors come into focus.The novel of Charlotte Bronte entitled Jane Eyre has showcased a lot of issues that specifies how women in that time have been depicted by the experiences that the protagonist of the novel has encountered. The novel was published in aRead More Revision of Master Narratives within Jane Eyre and Wide Sargasso Sea2157 Words   |  9 Pagesmood of the time was. From there one will be a ble to discuss how they were revised, and if in fact they were revised at all. nbsp;nbsp;nbsp;nbsp;nbsp;Bronte is known as one of the first revolutionary and challenging authoress’ with her text Jane Eyre. The society of her time was male dominated, women were marginally cast aside and treated as trophies for their male counterparts. Their main role in life was to be a mother and a wife, â€Å" Literature cannot be the business of a woman’s life†¦Ã¢â‚¬ ¦the moreRead MoreRepresentation of the Other in Charlotte Brontes Jane Eyre Essay4463 Words   |  18 PagesRepresentation of the ‘Other’ in Charlotte Brontes Jane Eyre Abstract This study aims at examining the representation of the’ other’ as portrayed in Charlotte Brontes Jane Eyre (1847). It attempts to inspect how the ‘Other’ is viewed in Nineteenth century England and the cultural ideology behind such specific representation. It poses crucial questions as to why the ‘Other’ is always represented negatively in main-stream western narrative as in the case of Bertha Mason who is portrayed asRead MoreAnalysis Of The Poem Second Child And Maria Branswell S Fifth Child2059 Words   |  9 Pagesstories and wrote them all down. Since their father was never home, it gave Charlotte Bronte the idea for Jane Eyre to be an orphan since its how she felt with her mother dead and a father who is never around. Especially with the events that took place in the boarding school, Charlotte used the events in her life and put the majority of them into one of her well known novel known as Jane Eyre. She was so drawn into her creativ e world that she began to dwell in the problems of her characters. So sheRead More A Comparison of the Ideals of Bronte in Jane Eyre and Voltaire in Candide2672 Words   |  11 PagesThe Ideals of Bronte in Jane Eyre and Voltaire in Candide      Ã‚  Ã‚  Ã‚   Subjective novelists tend to use personal attitudes to shape their characters. Whether it be an interjection of opinion here, or an allusion to personal experience there, the beauty of a story lies in the clever disclosure of the authors personality. Charlotte Bronte and Voltaire are no exceptions. Their most notable leading characters, Jane Eyre and Candide, represent direct expressions of the respective authors emotions andRead MoreJane Eyre And Depression Essay1886 Words   |  8 PagesCharlotte Bronte’s â€Å"Jane Eyre† has captivated readers for generations. As with all coming of age novels, young adults can relate to the struggles and triumphs of Jane. Jane’s setting influences and parallel her emotions. A reader can see the novel through her eyes and perspective. In Bronte’s â€Å"Jane Eyre,† the location often parallels Jane’s emotional growth through the tone presented by the environment, resulting in the different places she lives revealing her journey through depression. Jane’s behavioral

My Best Vacation Ever Free Essays

My best vacation ever was my first trip to Disneyland. Something that I have always dreamt about was about to come true. First we researched ticket prices. We will write a custom essay sample on My Best Vacation Ever or any similar topic only for you Order Now We found a great price on So Cal City passes including three theme parks. The next step for us was finding a place to stay. All hotels were booked around the Disneyland park. We found a great deal 20 minutes away. Our trip was booked. We were counting down the days, looking for landmarks along the drive, and restaurants on a budget we never tried. I would Like to tell you about my best vacation ever. As we entered Disneyland we were amazed. The park opened October 5, 1955 and was built In 365 days but It look brand new. As we walked down main street towards the castle, we could smell all the concessions, because they pump smells throughout the park. The castle looked closer than It really was, this was because of a force perspective In the buildings on Mall Street. As your exiting It looks much larger. Also the buildings are designed to look bigger than they actually are. While standing in line for various rides, we searched Disneyland secrets. We found out that there is a quarter of a basketball court and ping pong table inside the top third of the Mattering. This is a break room for employees only. When we were planning for our trip we used principle. Com After searching hotels around the park that could fit 6 people our luck ran out. The only available rooms were the parks signature hotels for $800 a night which was way out of our budget. We searched nearby and found Chase Suite Hotel twenty minutes away in Bread, California. So we booked a two bedroom suite through the hotels website at an incredible price. The rooms were amazing, and private. It was like a large apartment with a full sized kitchen and living room. I highly recommend this hotel. How to cite My Best Vacation Ever, Papers

Audit and Assurance

Questions: Your firm is the auditor of GreenBrown Ltd, a manufacturer. You have obtained a summary of the property, plant and equipment for the year ended 30 June 2015, which identifies cost and accumulated depreciation brought forward, additions and disposals in the year and depreciation charges. A review of the management letter from the previous years audit shows that there were some problems in relation to making a distinction between capital and revenue expenditure; some items were capitalised when they should have been expensed and other capital items were included in repairs and maintenance in the income statement. Another risk identified from prior years relates to depreciation calculations; there is a range of depreciation rates within categories and there has been concern that the rates applied to some assets have been too low. The depreciation policy disclosed in the financial report shows: buildings: 24% straight line plant and machinery: 510% straight line fixtures fittings and equipment: 520% straight line.Describe audit procedures to ensure: (a) the accuracy of the summary of property plant and equipment. (b) all items of a capital expenditure are included in additions for the year and that no revenue expenditure has been capitalized. (c) the depreciation rates are calculated appropriately. Answers: Audit procedures are effective to obtain the sufficient audit evidence through the observation, recalculation, analytical procedures etc or the combination of some of these. For the auditing of the different areas and processes of GreenBrown Ltd, the below audit procedures can be performed: (a) To ensure the accuracy of the summary of property, plant and equipment In order to ensure the accuracy of the summary of property, plant and equipment (PPE), firstly, the risk of material misstatement will be designed. The risk can be related to the undue pressure of showing higher earnings, inadequate accounting manual etc. After this, a test of control will be facilitated, which will enable to determine the effectiveness of controls on the recording and accounting of PPE. On the basis of this, the risk of material misstatement can also be revised, if the results of the test of control vary from the expectations (Gramling, et al, 2012). After the consideration of the risk of material misstatement and control test, a substantive procedure for PPE will be conducted. In order to perform the substantive procedure, the following steps will be taken: Gather the summary of the changes in PPE owned and analyse it by reconciling with the ledgers Ensure the addition in PPE during the year In order to ensure PPE accuracy in the firm, a physical inspection of the plant and equipment acquired during the year will be made (Johnstone, et al, 2015) The analysis of the repair and maintenance expense account to determine, whether all the expenses are written properly and if any capital item is written on the account then it should be recalculated to make its entry in balance sheet Also, investigate PPE that is not of use in the organisation in current that will enable to ensure that PPE summary includes those assets also Test the provision for the depreciation made by GreenBrown Ltd to ensure that accurate or depreciated value is shown in the summary of PPE (Vallabhaneni, 2015). Further, the potential impairments of PPE will also be identified, so that actual value and the related expenses can be identified. It will also enable to determine whether the impairments are shown correctly or not The retirement or disposal of PPE during the year will be investigated, which will ensure that the salvage value is recorded in the right account and total assets include only the PPE, which is existing in the business only The legal ownership of PPE will also be examined by getting the evidence from the ledgers and vouchers If the firm has lease agreements then further they will be analysed to determine the assets, which are leased to and from others in the firm (Gramling, et al, 2012) After analysing PPE accounts, depreciation, addition, separation, disposal, depreciation etc, an analytical procedure will be performed in which a comparison of summary of PPE will be conducted with the prior information, budgets etc to get an understating of the business and risk areas In this, the presentation of the financial statements and disclosure for PPE and related revenues and expenses will also be made to ensure the accuracy of summary of PPE The above auditing procedure will enable to identify the lacking in the areas and to improve them for eliminating the material misstatement. It will ensure the accuracy of the summary of properly, plant and equipment (Johnstone, et al, 2015). (b) To ensure all items of a capital expenditure are included in additions for the year and that no revenue expenditure has been capitalized In order to ensure that capital and revenue expenditures are properly written without having any issue, the analytical procedure will be used. In this, first, the repair and maintenance expenses account will be analyzed. In this, the items that are required to be capitalized will be identified and then the company policy in order to ensure consistency in the accounting of revenue and capital expenditure will be analyzed (Whittington, 2015). Along with this, the monthly amount in the account will also be analyzed that will be effective to identify the variations. This analysis will be month to month and between the corresponding months of two years. It will enable to identify any insignificant variance in the expenses recorded in the repair and maintenance account in the income statement and to ensure that no capital expenses are included in the repair and maintenance account in the income statement (King, 2011). The sampling procedure will also be effective to ensure that all items of the capital expenditure are included in additions for the year as through this, the auditor will collect some sample capital expenses and identify their entry to determine, whether it is right or not. On the basis of the results of these, the extent of risk in recording of the capital and revenue expenditures will be identified along with the consideration of organizational policies for recording such expenses (Gomez, 2012). Along with this, the disclosure of the revenue expenditure will also be verified by ensuring that revenue expenses related to the current year are in the income statement and related to future period are shown as assets in the balance sheet. It will also be ensured that revenue expenditures that incurred but not paid are shown as a liability in the balance sheet (Kan, 2013). This verification of disclosures will be effective to ensure that no revenue expenditures are capitalized. (c) To ensure that the depreciation rates are calculated appropriately Another risk in the auditing of GreenBrown Ltd is related to the depreciation calculation due to the use of lower rates for some of the assets. In order to ensure that the depreciation rates are calculated appropriately, the below auditing procedure will be used by the auditor: First of all, the approach of management to determine the estimate and transactions bearing on the estimates will be reviewed and on the basis of this, an individual estimate will be developed to compare the depreciation estimation by the management. The review of the depreciation policies will be conducted to determine whether the policies are effective to allocate the cost of PPE systematically over its life. In this, extra working shifts, accelerated production, obsolescence of machines due to technology advancement will also be considered (Whittington, 2015). A summary of the accumulated depreciation will be obtained for classifying the assets in different depreciation rate categories. It will be obtained through general ledger, beginning balances, depreciation provisions and ending balances. After this, the provision for depreciation will be tested by comparing the depreciation rates for different assets with the prior year rates to identify the variances. Along with this, depreciation provision calculation will be tested with some sample units to ensure that no excessive depreciation is determined by the fully depreciated assets (Gramling, et al, 2012). The accumulated depreciation account will also be analyzed to ensure that the depreciation is recorded accurately for the year. In this, it will also be ensured that the accumulated depreciation of retired assets has been deducted from the account (Bragg, 2012). The above audit procedure will be effective to determine the consistency in the calculation of depreciation on the assets and to ensure that depreciation rates used are calculated appropriately. The above audit procedure is quite effective to match the depreciation rates and the service life of the assets and to ensure that each asset is depreciated accurately. References Albrecht, W.S., Albrecht, C.O., Albrecht, C.C. and Zimbelman, M.F. (2011) Fraud Examination, 4th edn. USA: Cengage Learning. Bragg, S.M. (2012) Financial Analysis: A Controller's Guide, 2nd edn. USA: John Wiley Sons. Flood, J.M. (2016) Wiley Practitioner's Guide to GAAS 2016: Covering all SASs, SSAEs, SSARSs, PCAOB Auditing Standards, and Interpretations. USA: John Wiley Sons. Gomez, C. (2012) Auditing and Assurance: Theory and Practice. USA: PHI Learning Pvt. Ltd. Gramling, A.A., Johnstone, K.M. and Rittenberg, L.E. (2012) Auditing. USA: Cengage Learning. Johnstone, K.M., Gramling, A. and Rittenberg, L.E. (2015) Auditing: A Risk Based-Approach to Conducting a Quality Audit (with ACL CD), 10th edn. USA: Cengage Learning.

Meteorology free essay sample

Weather is the state of the atmosphere at a particular place and time. Climate is a locations average weather conditions over a specific period of time. For example, Weather looks at what is happening right now. Climate however looks at what the weather as done in the past and projects what the weather should do. Like normally we get 20 inches of rain in the summer and its safe to assume that we will receive close to that same amount of rain. 2. What is the advantage of describing the climate of locality in terms of both average weather plus extremes in weather? The advantage is that farmers can know what crops can be grown and what the average heating and cooling temperatures are like for homes. It also helps people predict what the fresh water supply will look like. 3. Identify the various sources of weather information that are available to the public. We will write a custom essay sample on Meteorology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are several different sources available to the public. All news channels, such as CNN and MSNBC, feature weather segments throughout each day. The Weather Channel also broadcasts weather reports all day. Another source is the Internet. All NWS Forecast Offices have websites that provide a variety of meteorological, climatological, and hydrological information. Weather can also be obtained through newspapers or by listening to the radio. 4. Describe the type of weather that usually accompanies a high (anticyclone) and a low (cyclone) in middle latitudes. Highs (anticyclones) are usually accompanied by fair weather. Highs that originate in northwestern Canada bring cold, dry weather in winter and cool, dry weather in summer to much of the coterminous United States. Lows (cyclones) typically produce cloudy, rainy or snowy weather. An exception would be Lows that develop over broad regions of arid or semiarid terrain. In these areas, intense solar heating of the ground raises the air temperature and lowers the surface air pressure, producing a low that remains stationary over the hot ground and is not accompanied by stormy weather. 5. What is an air mass? What governs the temperature and humidity of an air mass? An air mass is a huge volume of air covering hundreds of thousands of square kilometers that has relatively uniform temperature and humidity properties in its horizontal extent. Fronts govern the temperature and humidity of an air mass. 6. Explain why clouds and precipitation are often associated with fronts. Fronts form where contrasting air masses meet, and the associated air movements often give rise to cloudiness and precipitation. 7. Among weather satellites, distinguish between GOES and POES. GOES orbit the Earth about 36,000 km above the planets equator. A GOES satellite revolves around Earth at the same rate and in the same direction as the planet rotates so that the satellite is always positioned over the same spot on Earths surface and its sensors have a consistent field of view. POES travel about 800 to 1000 km above the Earth. The satellites orbit traces out a plane in space while the planet continually rotates on its axis through the plane of the satellites orbit. With each orbit, points on Earths surface move eastward so that onboard sensors sweep out successive overlapping north/south strips. 8. What advantages does an infrared satellite image offer over a visible satellite image for monitoring the state of the atmosphere? An infrared satellite can provide useful information at any time whereas visible weather satellite images are available only during daylight hours. Temperature dependency of IR emission makes it possible, for example, to distinguish low clouds from high clouds on an IR satellite image. 9. Describe how weather radar detects the location and movement of areas of precipitation. Weather radar continually emits pulses of microwave energy that are reflected by atmosphere targets such as raindrops, snowflakes, or hailstones. The reflected signal is displayed as blotches on computer displays with a superimposed map of the region surrounding the radar. Echo intensity is calibrated on a color scale so that lightly green indicates light rain whereas dark red signals heavy rain or hail. 10. What causes high thin cirrus clouds to appear fibrous or wispy? High thin cirrus clouds appear fibrous or wispy because they are composed of mostly tiny ice crystals.

Jackson And His Importance.

Jackson And His Importance. Jackson and his Importance.Andrew Jackson's election in 1828, represented the forceful movement west. Andrew Jackson was from Tennessee and was firm in his beliefs agenst the Indians. He was the leader of their displacement to places less wanted for instance, Oklahoma which at the time he considered "God forsaken"‚ . Under his presidency Andrew Jackson was able to push westward past the Mississippi adding several new states as he went. The increase in land lead to an agricultural boom this gave the American economy a large boost, up until 1819 when the great scare came about and dropped land prices from 69$ and acre to 2$.Andrew Jackson was a symbol of the common man. He used this view to gain votes. It has been said that he was illiterate. It was this type of perception that gave him an advantage. People saw him as a successful version of themselves, and from this they inferred that their voice would be heard.78 year old Andrew JacksonIn reality Andrew Jackson was a wealthy m an and by no means a good representation of the average man.With the growing amount of product being produced and the demand from European countries such as France (who were in need of food and supplies because of war) there was a large push to evolve their current forms of transportation and shipping. In 1819 it became apparent to people that they need to be more stable in their trading, like the European counter parts. This feeling was aided buy industrialization and rapid changes in transportation from canals to steam boats, to trains.Also the growing number of children lead to a desire for better schools. Under Jackson the schools change from one room all ages to schools that are state funded (not yet federally funded) to schools that...

How to Handle Disapproval of Interracial Relationships

How to Handle Disapproval of Interracial Relationships If youre in an interracial relationship, you may be crazy about your partner but dismayed that others disapprove. So, what’s the best way to handle the objections? Communication and boundary-setting are key. Above all else, take the steps necessary to protect your relationship in the face of ongoing negativity. Don’t Assume the Worst For your own mental health, assume that most people have good intentions. If you notice eyes on you and your significant other as you walk down the street, don’t automatically think  it’s because the passersby disapprove of your interracial union. Perhaps people are staring because they consider you a particularly attractive couple. Perhaps people are staring because they applaud you for being in a mixed relationship or because they belong to a mixed couple themselves. It’s quite common for members of interracial couples to notice similar couples. Dont Give the Haters Any of Your Time Of course, there are times when strangers on the street are openly hostile. Their eyes really do fill with hate at the sight of interracial couples. So, what should you do when you’re on the receiving end of their glares? Nothing. Just look away and keep going about your business, even if the stranger actually shouts out an insult. Getting into a confrontation is unlikely to do much good. Moreover, your choice of mate is absolutely no one’s concern but yours. The best thing you can do is not give the haters any of your time. Don’t Spring Your Relationship on Loved Ones No one knows your family and friends as you do. If they’re open-minded liberal types or have had an interracial relationship or two themselves, they’re unlikely to make a fuss upon meeting your new partner. If, in contrast, they’re socially conservative and have no friends of a different race, let alone dated anyone of mixed race, you might want to sit them down and let them know that you’re now a part of a mixed couple. You might frown upon this idea if you think of yourself as color-blind, but giving your loved ones advance notice that you’re in an interracial relationship will spare you and your partner from an awkward first encounter with your friends and family. Without advance notice, your mother might grow visibly flustered, or your best friends might ask if they can speak to you in the next room to grill you about your relationship. Are you prepared to have these kinds of awkward encounters? And how will you react if your partners feelings are hurt because of your loved ones’ behavior? To avoid drama and pain, tell your loved ones about your interracial relationship in advance. It’s the kindest move to make for all involved, including yourself. Dialogue With Disapproving Family and Friends Say you tell your friends and family that you’re now  part of an interracial couple. They react by telling you that your children will have it hard in life or that the Bible forbids interracial coupling. Rather than angrily labeling them ignorant racists and dismissing them, try to address your family’s concerns. Point out that mixed-race kids who are raised in loving homes and allowed to embrace all sides of their heritage don’t fare any worse than other children. Let them know that interracial couples such as  Moses and his Ethiopian wife  even appear in the Bible. Read up on interracial relationships and the common misconceptions that surround them to put to rest the concerns your loved ones have about your new union. If you shut off communication with your loved ones, it’s unlikely that their misconceptions will be corrected or that they will become more accepting of your relationship. Protect Your Partner Does your partner really need to hear every hurtful remark your  racist relatives  have made? Not in the slightest. Shield your partner from hurtful comments. This isn’t only to spare the feelings of your significant other. If your friends and family ever do come around, your partner can forgive them and move forward free of resentment.   Of course, if your family disapproves of your relationship, you’ll have to let your partner know, but you can do so without going into excruciating detail about race. Yes, your partner may have already experienced racism and the pain of being stereotyped, but that doesn’t mean he or she no longer find bigotry unsettling. No one should grow accustomed to  racial prejudice. Set Boundaries Are your friends and family trying to force you to end your interracial relationship? Perhaps they keep trying to set you up with people who share your racial background. Perhaps they pretend as if your significant other doesn’t exist or go out of their way to make your mate uncomfortable. If you’re experiencing any of these scenarios, it’s time to set some boundaries with your meddling loved ones.   Let them know that you’re an adult capable of choosing an appropriate mate. If they don’t find your mate appropriate, that’s their problem. They have no right to undermine the decisions you’ve made. Furthermore, it’s hurtful for them to disrespect someone you care about, especially if they’re only doing so because of race. Set Ground Rules Which ground rules you set with your loved ones are up to you. The important thing is to follow through on them. If you tell your mother that you won’t attend family functions unless she also invites your significant other, stick to your word. If your mother sees that you’re not going to let up, she’ll decide to either include your mate in family functions or risk losing you.

Friedrich Nietzsche a Philosopher in Society Essay

Friedrich Nietzsche a Philosopher in Society - Essay Example This essay analyzes that nationalism is the belief that groups of people are bound together by territorial, cultural and (sometimes) ethnic links (Glossary, online). Capitalism is an economic system in which the production and distribution of goods depend on invested private capital and profit-making. Politically, this means the dominance of private owners of capital and production for profit. By extension, 'capitalism' has also taken in the belief that government should have nothing to do with the economy (Glossary, online). Capitalism is a form of government for a nation state, or for an organization in which all the citizens have a vote or voice in shaping policy (Democracy, online). Socialism is a political and economic theory of social organization that advocates that the community as a whole should own and control the means of production (Glossary, online). Conservatism is a political philosophy or attitude that emphasizes respect for traditional institutions, distrust of gover nment activism and opposition to sudden change in the established order (Glossary, online). Liberalism is a term that gained significance in the 19th century when it meant the limiting of government power and the increase of social reform (Glossary, online). ... All Too Human, Daybreak, The Gay Science, Thus Spoke Zarathustra, Beyond Good and Evil, On the Genealogy of Morals, The Case of Wagner, The Twilight of the Idols, The Antichrist, Ecce Homo, Nietzsche Contra Wagner, and The Will to Power (Friedrich Nietzsche a, online). Friedrich Nietzsche is famous for his rejection of Christianity (Friedrich Nietzsche b, online). He described Christianity as a nihilistic religion because it evaded the challenge of finding meaning in earthly life, creating instead a spiritual projection where mortality and suffering were removed instead of transcended. He believed nihilism resulted from the "death of God", and insisted that it was something to be overcome, by returning meaning to a monistic reality. He sought instead a "pragmatic idealism," in contrast to the prominent influence of Schopenhauer's "cosmic idealism" (Nihilism, online). He is also famous for his idea of "will to power". Hopes for a higher state of being after death are explained as compensations for failures in this life. The famous view about the "death of God" resulted from his observations of the movement from traditional beliefs to a trust of science and commerce. Nietzsche dissected Christianity and Socialism as faiths of the "little men," where excuses for weakness paraded as moral principles. John Stuart Mill's liberal democratic humanism was a target for scorn, and he called Mill "that blockhead" (Friedrich Nietzsche b, online).

Term paper Example | Topics and Well Written Essays - 2000 words - 1

Term Paper Example poor moral ethics and this is further evidence in the fact that they had initially denied knowledge of the action which clearly means they were ashamed them. This paper will endeavor to analyses and critique the Shi Tao vs. Yahoo case study by applying several moral frameworks through which the ethicalness of Yahoos actions will be critiqued. These frameworks are; the Utilitarian, the publicity and Principle of Human Dignity and Infinite Worth with the intention of proving that yahoo acted in an unethical way and betrayed its users by compromising Tao’s safety for the sake of sustaining their business interest in China. Shi Tao, a journalist with China’s Business time news had posted information on how the government had intended to curtail the celebration of the anniversary of the Tiananmen Square Protest by ordering journalists and media houses not to address the matter. He posted the information on an online forum based in New York, consequently the Chines State bureau sought Yahoos help in apprehending him and the latter provided information that led to the location of his IP address and then to his office computer, after which he was arrested and convicted. After the conviction, reporters without boarders exposed yahoos role in the matter and although the firm initially denied any knowledge as to why they were asked from the information they later admitted. In justification, yahoo claimed that they were obliged to conform to the laws of the country which required they share information with the state. The firm nonetheless came under fire from various critiques who challenged the legitim acy and morality for their actions accusing them of acting as police informers on Dissidents. Lui Xiabo, one China’s prominent Chinese dissidents accused Yahoo of failing to respect the rights of Shi in because they let their business interests dull their moral sensibility (Dickie). Other critics said that if the firm acknowledges their actions were not ethical, they

Interpersonal and Transferable Skills Essay Example for Free

Interpersonal and Transferable Skills Essay Youre probably familiar with the phrase ‘what gets measured gets done. Defining and measuring effectiveness – especially the performance of workers – is a critical part of your job as a manager. The question is: How do you define the skills, behaviors, and attitudes that workers need to perform their roles effectively? How do you know theyre qualified for the job? In other words, how do you know what to measure? Some people think formal education is a reliable measure. Others believe more in on-the-job training, and years of experience. Still others might argue that personal characteristics hold the key to effective work behavior. All of these are important, but none seems sufficient to describe an ideal set of behaviors and traits needed for any particular role. Nor do they guarantee that individuals will perform to the standards and levels required by the organization. A more complete way of approaching this is to link individual performance to the goals of the business. To do this, many companies use ‘competencies. These are the integrated knowledge, skills, judgment, and attributes that people need to perform a job effectively. By having a defined set of competencies for each role in your business, it shows workers the kind of behaviors the organization values, and which it requires to help achieve its objectives. Not only can your team members work more effectively and achieve their potential, but there are many business benefits to be had from linking personal performance with corporate goals and values. Defining which competencies are necessary for success in your organization can help you do the following: †¢ Ensure that your people demonstrate sufficient expertise. †¢ Recruit and select new staff more effectively. †¢ Evaluate performance more effectively. †¢ Identify skill and competency gaps more efficiently. †¢ Provide more customized training and professional development. †¢ Plan sufficiently for succession. †¢ Make change management processes work more efficiently. How can you define the set of practices needed for effective performance? You can do this by adding a competency framework to your talent management program. By collecting and combining competency information, you can create a standardized approach to performance thats clear and accessible to everyone in the company. The framework outlines specifically what people need to do to be effective in their roles, and it clearly establishes how their roles relate to organizational goals and success. This article outlines the steps you need to take to develop a competency framework in your organization. Design Principles of a Competency Framework A competency framework defines the knowledge, skills, and attributes needed for people within an organization. Each individual role will have its own set of competencies needed to perform the job effectively. To develop this framework, you need to have an in-depth understanding of the roles within your business. To do this, you can take a few different approaches: †¢ Use a pre-set list of common, standard competencies, and then customize it to the specific needs of your organization. †¢ Use outside consultants to develop the framework for you. †¢ Create a general organizational framework, and use it as the basis for other frameworks as needed. Developing a competency framework can take considerable effort. To make sure the framework is actually used as needed, its important to make it relevant to the people wholl be using it – and so they can take ownership of it. The following three principles are critical when designing a competency framework: 1. Involve the people doing the work – These frameworks should not be developed solely by HR people, who dont always know what each job actually involves. Nor should they be left to managers, who dont always understand exactly what each member of their staff does every day. To understand a role fully, you have to go to the source – the person doing the job – as well as getting a variety of other inputs into what makes someone successful in that job. 2. Communicate – People tend to get nervous about performance issues. Let them know why youre developing the framework, how it will be created, and how youll use it. The more you communicate in advance, the easier your implementation will be. 3. Use relevant competencies – Ensure that the competencies you include apply to all roles covered by the framework. If you include irrelevant competencies, people will probably have a hard time relating to the framework in general. For example, if you created a framework to cover the whole organization, then financial management would not be included unless every worker had to demonstrate that skill. However, a framework covering management roles would almost certainly involve the financial management competency. Developing the Framework There are four main steps in the competency framework development process. Each steps has key actions that will encourage people to accept and use the final product. Step One: Prepare †¢ Define the purpose – Before you start analyzing jobs, and figuring out what each role needs for success, make sure you look at the purpose for creating the framework. How you plan to use it will impact whom you involve in preparing it, and how you determine its scope. For example, a framework for filling a job vacancy will be very specific, whereas a framework for evaluating compensation will need to cover a wide range of roles. †¢ Create a competency framework team – Include people from all areas of your business that will use the framework. Where possible, aim to represent the diversity of your organization. Its also important to think about long-term needs, so that you can keep the framework updated and relevant. Step Two: Collect Information This is the main part of the framework. Generally, the better the data you collect, the more accurate your framework will be. For this reason, its a good idea to consider which techniques youll use to collect information about the roles, and the work involved in each one. You may want to use the following: †¢ Observe – Watch people while theyre performing their roles. This is especially useful for jobs that involve hands-on labor that you can physically observe. †¢ Interview people – Talk to every person individually, choose a sample of people to interview, or conduct a group interview. You may also want to interview the supervisor of the job youre assessing. This helps you learn what a wide variety of people believe is needed for the roles success. †¢ Create a questionnaire – A survey is an efficient way to gather data. Spend time making sure you ask the right questions, and consider the issues of reliability and validity. If you prefer, there are standardized job analysis questionnaires you can buy, rather than attempting to create your own. †¢ Analyze the work – Which behaviors are used to perform the jobs covered by the framework? You may want to consider the following: †¢ Business plans, strategies, and objectives. †¢ Organizational principles. †¢ Job descriptions. †¢ Regulatory or other compliance issues. †¢ Predictions for the future of the organization or industry. †¢ Customer and supplier requirements. Job analysis that includes a variety of techniques and considerations will give you the most comprehensive and accurate results. If you create a framework for the entire organization, make sure you use a sample of roles from across the company. This will help you capture the widest range of competencies that are still relevant to the whole business. †¢ As you gather information about each role, record what you learn in separate behavioral statements. For example, if you learn that Paul from accounting is involved in bookkeeping, you might break that down into these behavioral statements: handles petty cash, maintains floats, pays vendors according to policy, and analyzes cash books each month. You might find that other roles also have similar tasks – and therefore bookkeeping will be a competency within that framework. †¢ When you move on to Step Three, youll be organizing the information into larger competencies, so it helps if you can analyze and group your raw data effectively. Step Three: Build the Framework This stage involves grouping all of the behaviors and skill sets into competencies. Follow these steps to help you with this task: †¢ Group the statements – Ask your team members to read through the behavior statements, and group them into piles. The goal is to have three or four piles at first – for instance, manual skills, decision-making and judgment skills, and interpersonal skills. †¢ Create subgroups – Break down each of the larger piles into subcategories of related behaviors. Typically, there will be three or four subgroupings for each larger category. This provides the basic structure of the competency framework. †¢ Refine the subgroups – For each of the larger categories, define the subgroups even further. Ask yourself why and how the behaviors relate, or dont relate, to one another, and revise your groupings as necessary. †¢ Indentify and name the competencies – Ask your team to identify a specific competency to represent each of the smaller subgroups of behaviors. Then they can also name the larger category. †¢ Heres an example of groupings and subgroupings for general management competencies: †¢ Supervising and leading teams. †¢ Provide ongoing direction and support to staff. †¢ Take initiative to provide direction. †¢ Communicate direction to staff. †¢ Monitor performance of staff. †¢ Motivate staff. †¢ Develop succession plan. †¢ Ensure that company standards are met. †¢ Recruiting and staffing. †¢ Prepare job descriptions and role specifications. †¢ Participate in selection interviews. †¢ Identify individuals training needs. †¢ Implement disciplinary and grievance procedures. †¢ Ensure that legal obligations are met. †¢ Develop staff contracts. †¢ Develop salary scales and compensation packages. †¢ Develop personnel management procedures. †¢ Make sure staff resources meet organizational needs. †¢ Training and development. †¢ Deliver training to junior staff. †¢ Deliver training to senior staff. †¢ Identify training needs. †¢ Support personal development. †¢ Develop training materials and methodology. †¢ Managing projects/programs †¢ Prepare detailed operational plans. †¢ Manage financial and human resources. †¢ Monitor overall performance against objectives. †¢ Write reports, project proposals, and amendments. †¢ Understand external funding environment. †¢ Develop project/program strategy. You may need to add levels for each competency. This is particularly useful when using the framework for compensation or performance reviews. To do so, take each competency, and divide the related behaviors into measurement scales according to complexity, responsibility, scope, or other relevant criteria. These levels may already exist if you have job grading in place. †¢ Validate and revise the competencies as necessary – For each item, ask these questions: †¢ Is this behavior demonstrated by people who perform the work most effectively? In other words, are people who dont demonstrate this behavior ineffective in the role? †¢ Is this behavior relevant and necessary for effective work performance? These questions are often asked in the form of a survey. Its important to look for consensus among the people doing the job, as well as areas where theres little agreement. Also, look for possible issues with language, or the way the competencies are described, and refine those as well. Step Four: Implement As you roll out the finalized competency framework, remember the principle of communication that we mentioned earlier. To help get buy-in from members of staff at all levels of the organization, its important to explain to them why the framework was developed, and how youd like it to be used. Discuss how it will be updated, and which procedures youve put in place to accommodate changes. Here are some tips for implementing the framework: †¢ Link to business objectives – Make connections between individual competencies and organizational goals and values as much as possible. †¢ Reward the competencies – Check that your policies and practices support and reward the competencies identified. †¢ Provide coaching and training – Make sure theres adequate coaching and training available. People need to know that their efforts will be supported. †¢ Keep it simple – Make the framework as simple as possible. You want the document to be used, not filed away and forgotten. †¢ Communicate – Most importantly, treat the implementation as you would any other change initiative. The more open and honest you are throughout the process, the better the end result – and the better the chances of the project achieving your objectives. [pic] Key Points Creating a competency framework is an effective method to assess, maintain, and monitor the knowledge, skills, and attributes of people in your organization. The framework allows you to measure current competency levels to make sure your staff members have the expertise needed to add value to the business. It also helps managers make informed decisions about talent recruitment, retention, and succession strategies. And, by identifying the specific behaviors and skills needed for each role, it enables you to budget and plan for the training and development your company really needs. The process of creating a competency framework is long and complex. To ensure a successful outcome, involve people actually doing carrying out the roles to evaluate real jobs, and describe real behaviors.

Red Wine Varietals :: essays research papers

Red Wine Varietals These choices of red wines represent the five most common varieties sold in restaurants today. These wines were chosen to give a broad overview of different grape varieties as well as different countries, from an introductory point of view. Each wine in it self has significant characteristics, such as, different varieties of fruit, tannins, colors, finishes, and bodies. Each of these different wines have been paired with a different food (served appetizer fashion) slightly complimenting its body of essence. Each food was chosen because of its unique flavor, whether it be strong or delicate, not to over power the wine, but to add something to it. Most wines do not stand-alone well, like a Cabernet for example. This French Bordeaux grape variety tends to be full bodied with a long finish, and thus is typically blended in a Bordeaux style. AOC doctrine dictates that a Cabernet-Sauvignon contain at least 75% Cabernet, the finishing couvie is up to the Estwte (or whom ever the harvester m ight be) but is commonly blended with Merlot, Cabernet Franc, Petite Verdot, or a Malbec. A lighter flavored, yet full bodied featured on our wine list is the Australian Shiraz. This grape variety is a descendant of the French Syrah, found in the northern Rhone region of France. Characteristically high in alcohol and full bodied, the Shiraz is of the same vine, just spelled differently. Working our way around the globe we find ourselves in Tuscany, Italy. Chianti, over the years, has developed a tarnished image of being a cheap table wine. Most of us have melted candles at one time or another, in a Chianti bottle covered in a reed woven basket. There are three types of quality levels of Chianti, the lowest being Chianti, a step up would be Chianti Classico (from inner Chianti), and the highest Chianti Classico Riserva (from classico region, aged three years). Chianti is a commonly blended using Sangiouese (50-80% for body and character), Canaiolo (10-30% for a fruity flavor). Some times the addition of Trebbiano and Malvasia (10-30%) is added to soften the wine. As the wines continue to soften we find ourselves back in the Bordeaux region of France. The Merlot is a somewhat lighter colored grape, as compared to the Cabernet, is not as heavy, and tends to be somewhat fruitier. When discussing red wines of Bordeaux, there are three quality levels we must examine, proprietary, regional, and chateau.

Business Case Essay

This business case outlines how the e-Saman project will address current business concerns, the benefits of the project, and alternative of the project. The business case also discusses detailed project goals, project’s MOV and alternative options. 1 Problem or Opportunity Currently, when students are summoned by the auxiliary police, they need to come to auxiliary police headquarters to check the status and pay their summons. If students do not know that they are being summoned, the summons would deferred and students must pay before graduate in order to get the certificate. In order to effectively manage summons in auxiliary police headquarters and reduce time consuming, auxiliary police headquarters must move to a web-based application as outlined in this business case for the e-Saman project. By doing so, it will easier to students to check and pay their summons and auxiliary police can manage all summons payment efficiently. 2 Organization’s Goal and Strategy Auxiliary police UiTM ‘s goals are: 1. Security policy makers in all UiTM campus. 2. Implementing security controls in a systematic and continuous. 3. Enforce laws and regulations on the safety of the university community in a prudent and proactive. 4. Providing security services affairs in an efficient and effectively 5. Manage the auxiliary police headquarters to be the professional security, integrity and accountability 1.3. Project’s Measurable Organizational Value 1. To inform the student about the summons that they got. 2. Student can pay online without have to go to the auxiliary police station. 3. To increase the efficiency in managing payment of the summons. 4. To inform the student about the latest news or announcement for example discount rate offer. 1.4. Option or Alternative Analyzed To develop an online system where: i. Students can check whether they got a summon or not. ii. Students can pay the summon through online using this system. iii. Students can get the information about the UiTM rules. iv. Students can get the latest news from UiTM. v. The e-Saman system is also provides an announcement. vi. The e-Saman system contains the rules and guidelines for students. vii. Students can know who the officer on due. 1.5. Alternative Explanation Recommended alternative is to develop an online system where student can check and pay bill online because: i. The only place that student can check the summons is at the police station. ii. Technology evolvement. In the new technology era, people nowadays cannot leave without using the internet. Therefore it is practical to use online system especially to student. iii. Time consuming for student to go pay manually. 2. Introduction 2.1. Background Organization The history of Security Department was initially started in 1974 when MARA University of Technology was fully established. Before that, the security control for the MARA University of Technology was entirely handled by the SafeGuard Security Company at the Jalan Othman, Petaling Jaya. The main purpose of the development of this department is to obtain some responsibility that concerning of the security, peaceful threatening and matters that relating to the Institute and the name of institute. The duties of this department are to enforce rules and regulations for UiTM is one of the â€Å"Executive Function† and status are given for ensuring UiTM image as a whole and the efficiency and effectiveness of towards campus society do not affecting at all. Generally, function of this unit are been divided into several group according form of tasks such as logistic and administration division, operation, special tasks and discipline. These forms of tasks are including:- †¢ Security Control †¢ Traffic Control †¢ Controlling the staffs and students discipline †¢ To avoid fire fighting †¢ Investigation †¢ Logistic and Administration †¢ Training Security Department was upgraded to UiTM Auxiliary Police on 18 April 2011. In the early years of the establishment of UiTM Auxiliary Police, it’s have been known as UiTM Help Security Unit later upgraded to the Security Department. Administrative structure varies according to the current development of universities either placed under the supervision of the Office of the Director, Office of the Registrar and the Office of the Chancellery. Beginning August 1, 2011, the Administration of Auxiliary Police is put under the Vice-Chancellor and known by the name of UiTM Auxiliary Police Headquarters. For state campuses, they were placed under the administration of the Campus Rector and known as the Office of Auxiliary Police. Function and role of Auxiliary Police still the same but the scope of duties and jurisdiction has been expanded to have police powers. System e-Saman is a system of integrated programs designed to make it easier for a user to discover information in a convenient way and become a vital to our life rather than Manual System. For these proposed, the development of e-Saman for Security Department of UiTM is being build up to determine the staff acceptance level of the e-Saman system and also to develop a solution replacing the existing conventional system with a web-based computerized system. Mainly, this project proposed to make information management more organized and effectives. The e-Saman is the new concept of system management where the entire organized summons will be supervised by on-line system. This new concept of system management will helped the Security Department of UiTM to control the students summon so that it will be more effective and efficient. Employees of Security Department of UiTM can easily updating and checking students summons. Besides that, they can storing and retrieve the summons’s records. For the students, they can pay online without have to go to the auxiliary police station. 2.2. Current Situation The current situation that happens in UiTM Auxiliary Police is the organization is still using the manual system in handling the student’s summons. The students have to go to the Office of UiTM Auxiliary Police to pay for the summons. Besides that, their staffs also need to find the summons’s records by manually that spend a lot of time. 2.3. Description of Problem or Opportunity UiTM Auxiliary Police is currently using the manual system in handling the student’s summons. Thus, the usage of the current system is less effectives where the employee in the department has to recheck the students summons manually. According to Security Officer of UiTM Auxiliary Police, their staffs have to spend a lot of time to recheck thousands of students’ summonses. This situation, involves high costs in paying staffs’ overtime-working hours. Besides that, it creates difficulties to the staff during the university’s convocation season. Almost thousands of summonses need to be rechecking and after that, they have to send notices to student directly to their permanent address. Because of that reason, this project is proposed to ensure all the problems relating to students summon can be solved and indirectly can help the UiTM by gearing its processes to the computerized system. 2.4. Project’s Measurable Organizational Value (zie buat ni salah, tapi hok betol tu jat try tengok dalam buku, dia bagi instruction untuk buat yang ni) The development of this system gives a lot of benefits both for the Security Department UiTM itself and the students. They are: †¢ The Security Department itself can increase the effectiveness of storing and retrieve data. †¢ All students in the Faculty of Information Technology and Quantitative Science can easily to check their summons without having to come to Security Centre. †¢ Reduce time to get the student summons status. †¢ Students are easy to access through the Internet. Students are able to interactively search for information and checking their summons. †¢ Employees of Security Department can easily updating and checking students summons. †¢ The entire students’ summonses are stored at the vulnerable place. Its more secure if compare to conventional system. 2.5. Project’s Measurable Organizational Value Supporting Details (ini pon samo) Reach for a higher measure of success, an information technology project can be on time and within budget, but that doesn’t mean it will be successful. The real measure of success is the value that the project delivers to the organization. A project MOV must be agreed upon. All project stakeholders should agree upon the MOV of a project before the project starts. This requirement includes making business stakeholders as well as technology stakeholders, such as analysts and developers; agree to the MOV before a project begins as a later measurement of project success. This is a difficult task as it is in one group of stakeholders’ interest to make the MOV high while it is in the interest of the technology stakeholders to make it low. This is especially difficult as it benefits the business side to trick or take advantage of the lack of business acumen from the technology side and requires the technologist to allow them to be judges of something that they neither understand nor ultimately control. Verifiability of the MOV is the key. Since the project’s MOV is measurable by definition it must then be verifiable. After the project has been completed the MOV is to be verified to determine if the project was successful or if it was not. 2.6. Objectives of Business Case †¢ Why a project should be undertaken? †¢ Identifying a problem to be solved or an opportunity to be pursued †¢ Providing recommend solutions and plans of action and the benefits of performing them. †¢ Adequately and competently request resources and explain why they are needed in order to succeed, as well as describe the likely benefits, primarily in increased revenue or reduced losses.

What Have You Found Interesting About Churchill’s Use Of Language In The Following Extract

The extract I have chosen to analyse is from the Methuen book, Top Girls, page 111 (When Mrs.Kidd enters) through until when she leaves towards the end of page 112. During this extract the audience is exposed to two major differing social classes. Mrs.Kidd is a vast contrast to Marlene, as she is very well spoken, whereas Marlene's language is a little less appropriate for the workplace. It is obvious that the two characters are of differing social classes, due to their names. Mrs.Kidd is the only person in the play given a surname, and her forename is Rosemary, which illustrates a middle class background. Marlene, on the contrary is a name more associated with working class backgrounds, as shown in a hit television series called, â€Å"Only Fools and Horses† in which a woman of working class background is represented. I think that the two woman represent the two main social groups of the nineteen eighties England, one a middle class housewife completely supportive of her husband and traditionalist views on ‘a woman's place' in society, and the other a working class career woman who has made her own way to success, without the aid of a man, she is in Mrs.Kidd's eyes anyway, â€Å"†¦one of those ball breakers/†¦Ã¢â‚¬  Mrs.Kidd's intentions are unclear to Marlene until she comes straight with it, she says to Marlene, â€Å"The fact is he's in a state of shock. About what's happened.† Marlene is surprised and doesn't understand what she means, until she explains exactly what she means, â€Å"I'm referring to you being appointed director instead of Howard.† Marlene replies to Howard's sleeping problems with sarcasm, â€Å"Has he thought of taking sleeping pills.† I think that Churchill implies that Marlene doesn't really care and that it isn't her problem. Mrs.Kidd then goes on to say that Howard deserved the job, because he'd, â€Å"†¦worked all these years.† Experience, however isn't as important in the modern era of work, when qualifications bear more significance on a job application than experience. Marlene refers to this as one of business' ‘little setbacks'. I think that Churchill attempts to make this line into a very poignant moment, as Marlene herself had a setback in the form of her daughter, Angie, whom she gave up to her elder sister, which enabled her to bounce back. I think that the poignancy would be lost as the conversation would be acted at a furious pace and the audience wouldn't have sufficient time to react and sympathise with Marlene. Marlene takes a very professional approach to the conversation, using formal language and keeping her cool throughout the conversation, and ensures that Mrs.Kidd lowers the tone, so that she cannot be reprimanded by her senior colleagues, for dealing with the situation incorrectly. Mrs.Kidd comes across as being very discriminatory towards her own sex, when she says, â€Å"What's it going to do to him working for a woman?† This question implies that Mrs.Kidd doesn't believe in equality in the workplace and again reinforces her middle class traditionalistic views on a woman's place in society. Marlene's reply is a controlled sign of her frustration at Mrs.Kidd's ignorance towards the state of the modern workplace. I think that Mrs.Kidd's next lines show that Churchill doesn't wish to show her as an individual, but more as a part or possession of her husband, Howard. Marlene sympathises with Howard, saying that she'll be tactful and pleasant, but for Mrs.Kidd, this isn't enough, she takes it too far by saying, â€Å"I think it is different, because he's a man.† I think that this bold statement enrages Marlene, but she manages to bottle up her emotions. I think this is also used by Churchill to display to the audience Mrs.Kidd's naivety to the modern workplace. Marlene appears beleaguered in her response, â€Å"I'm not quite sure why you came to see me.† As she feels that Mrs.Kidd has not achieved anything positive and has merely made a fool of herself and her husband. Mrs.Kidd appears to have realised that she hasn't achieved anything, and is almost giving up, when she says, â€Å"I had to do something.† I think that Marlene attempts to sympathise with Mrs.Kidd, when she says, â€Å"I'm sorry he's taking it out on you. He really is a shit, Howard.† Because she uses derogatory language towards him, I think she is blaming Howard and trying to tell Mrs.Kidd that it isn't her problem entirely, and that Howard needs to deal with his own problems. Mrs.Kidd then tries to deploy another weapon, emotional blackmail, she says, â€Å"But he's got a family to support.† Implying that they need the money more than Marlene, who is a single woman. Then she suggests that Marlene gives up the job, saying, â€Å"It's only fair.† I think this inference sends Marlene into a state of shock as she replies, â€Å"Are you suggesting I give up the job to him then?† Mrs.Kidd thinks that Marlene has finally taken heed of what she has said and that she has succeeded in her quest to gain her husband the job. Marlene becomes confrontational and has no time for Mrs.Kidd, when Mrs.Kidd says, â€Å"I'm not asking.† Even though she blatantly is, to which Marlene replies sarcastically and goes on to tell her that, â€Å"If he doesn't like what's happening here he can go and work somewhere else.† Mrs.Kidd now becomes enraged and starts hurling abuse at Marlene, but the language has no effect on Marlene, who eventually says, â€Å"Could you please piss off.† Although this is abusive, I think that Churchill wants it to have the effect of displaying to the audience that Marlene is in control of the situation and is very calm and calculating in her response. I think that this scene bears great significance on the play as it displays Marlene's professionalism and ability to cope with the workplace and problems. The extract also illustrates intentions of satirizing the middle class of the time and the Thatcherists, like Marlene.

Italian Vocabulary for Fruits and Vegetables

Italian Vocabulary for Fruits and Vegetables Turning the corner off of via Garibaldi,  one sees stands lined up along the edge of the piazza. People with plastic bags, children with balloons, and Asian tourists with umbrellas milled about, stopping at a stand every so often to sample a slice of a peach or inquire about the price of a bundle of spinach. When you visit Italy, it’s likely you’ll run into a similar market,  and if you want a snack or have the option of cooking, you’ll want to stop as they are great places to practice your Italian and  feed yourself. To help you out, here are some key phrases and vocabulary words that you can use when buying fruit and vegetables. Fruit Vegetable Vocabulary Almond - la mandorlaApple - la melaApricot - l’albicoccaArtichoke - il carciofoAsparagus - l’asparagoAvocado - l’avocadoBasil - il basilicoBeans - i fagioliBell pepper - il peperoneCabbage - il cavoloCarrot - la carotaCauliflower - il cavolfioreCherries - le ciliegieChickpeas - i ceciCilantro - il coriandoloCucumber - il cetrioloEggplant - la melanzanaFennel - il finocchioFig - il ficoGarlic - l’aglioGrape - l’uvaGreen beans - i fagioliniLeek - il porroLemon - il limoneLettuce - la lattugaMelon - il meloneMint - la mentaOregano - l’origanoParsley - il prezzemoloPeach - la pescaPeas - i piselliniRaspberry - il lamponeRosemary - il rosmarinoSpinach - gli spinaciStrawberry - la fragolaTomato - il pomodoroWatermelon - languria Phrases Vorrei quattro mele per oggi, per favore. - I would like four apples for today, please. Note: If you say â€Å"per oggi - for today†, it implies that you want to eat these apples today and don’t want to wait for any produce to ripen. Quanto costa al chilo? - How much does it cost per kilo?Quelli come si chiamano? - What are those called?Un etto di†¦(fragole). - 100 grams of†¦(strawberries).Come si puà ² cucinare†¦(il finocchio)? - How does one cook†¦(fennel)?Avete...(il basilico)? - Do you have†¦(basil)?Posso assaggiare (il peperone), per favore? - Can I try (the bell pepper), please? Look but Dont Touch Here’s a quick cultural tip that might save you some embarrassment when shopping for fruits and vegetables. In Italy, you never want to directly touch any of the produce. In supermarkets, they have plastic gloves available so you can choose what you want, and there will be a machine you use to print out a label so the sales clerk can easily scan your purchases. When you go to the market, just ask for help from the venditore (vendor).    In both cases, it helps to bring your own bag from home. In supermarkets, they will charge you for la busta (the bag), but at outdoor markets, they’ll typically just give you a plastic one if you don’t have your own. If you’re curious about phrases for shopping in other contexts, read this article, and if you still need to learn the numbers so you can understand how much everything costs, go here.

American Myths and Mysteries

In the decades that existed in America, many interesting mysteries have not been solved yet, myths have been told. No one knows why these myths or reasons can not be solved, but it is a very interesting part of American history. From mysterious stories including serial killers to myths about mysterious living things, many have never heard of all sorts of unknown events except witnesses. Myth plays an important role in Native American religion. Creative Myth is one of the most famous traditions of the Native American tribe. Most of the nature is a mysterious mystery. When creating and sharing these myths, indigenous people can explain everyday natural phenomena such as weather related events and the beginnings of themselves. Each tribe seems to have its own creative myth - explain how their tribes have become the story of the world. These myths tell the importance of storytelling in the culture of Native Americans, and the tribal personality and their beliefs. These myths also show re spect for ancient wisdom, and how important and devout roles nature play. Western frontier myths and myths are one of the influential myths of American culture. Border is a concept that exists at the edge of civilization, especially during expansion. As the European Americans colonized and expanded in North America, the US border took place through the 17th and 20th centuries. This period became romantic, idealized in literature and art, formed myths. He is the most important scholar on the subject and the myth of the border defines America is an open land with infinite opportunities to make strong, ambitious and self-sustaining individuals. Be able to go to the top In the decades that existed in America, many interesting mysteries have not been solved yet, myths have been told. No one knows why these myths or reasons can not be solved, but it is a very interesting part of American history. - Queen Elizabeth and her explorer Princess Elizabeth, a slim and athletic, very intelligent young woman. As the second eldest son of Henry VIII, in the complex politics of this era, she has returned to third place in the throne, and she is also receiving a very practical education of political conspiracy

Impact of Culture and Background Knowledge on Writing Article

Impact of Culture and Background Knowledge on Writing - Article Example The culture of language usage in each of these three groups has very different features, which causes very different understanding of â€Å"stories† by children from these different cultural backgrounds. From the early childhood â€Å"Roadville† children were expected to give concrete â€Å"correct† answers to the questions. Such culture of language usage might be explained by the norms of fundamentalist Protestantism society, which can accept only one possible interpretation of Bible. Obviously, such children understand â€Å"story† as a true report of events, which has some moral meaning according to the biblical understanding of morality. They are usually not creative in writing, however they usually do well in primary grades, where displaying memorized knowledge is needed. In the contrast to â€Å"Roadville† community, people of â€Å"Trackton† value word play, imaginative fictionalized story telling. Children from these families are used to making inventive â€Å"stories†, which should not necessarily be true, but should be as creative as possible, filled with proverbs or citations from various parts of popular culture, such as songs or TV shows. While being usually creative in writing, â€Å"Trackton† children (opposite to â€Å"Roadville† ones) have difficulties with demonstrating their factual memorized knowledge, such as naming objects and their properties. â€Å"Townspeople† families pay special attention to the development of analytical language habits in their children. From the early childhood parents read books together with children and engage them in such analytical activities as interpretation or hypothesizing. As the result, writing skills of these children are the most appropriate according to the requirements of formal school education. The results of Heath’s ethnographic research show why children are not equally ready to fulfill formal requirements of academic writing. Teachers should not neglect these

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 6

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Epidemiologic Study design Essay Example | Topics and Well Written Essays - 500 words

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The Effectiveness Of Technology

The Effectiveness Of Technology Over the years, technology has played a vital role in educational innovation, providing both teachers and students with more options and flexibility in their teaching and learning practices. With the internet and computer technology availability, technology becomes increasingly indispensable in the field of education. In todays schools, multimedia software, content based CD-ROMs, online resources and many other technologies provide students and teachers with many new research tools, limitless wealth of information, shared professional practices, communication tools, and new modes of learning (keane, 2002) in (Eunjoo Russell, 2002). Availability of internet in schools enables both the teachers and students to have a variety of opportunities to expand the curriculum. Todays school continue to be challenged by the increased visibility, roles and cost of instructional technology tools. Considering current trends in education, a modern classroom would not be complete without computers, software, internet connections, projectors and a variety of other high-tech device (Keane, 2002). According to Hasselbring, Barron Risko, (2000), schools will be equipped with the best hardware and software in the near future, but it is unlikely that teachers and students will use them effectively if teachers are not trained. The success of technology infusion in schools depends on training teachers. In the digital age, schools will require teachers to have competent technology skills and be able to effectively implement the use of instructional technology in classrooms. Therefore, it is logical to require teachers to be trained to handle such technologically equipped classrooms. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik Redmann, 2005; Bauer Kenton, 2005; Judson, 2006; Zhao, 2007; Gulbahar, 2007; Anderson Maninger, 2007; Abbit Klett, 2007; and Wood Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. It could also be an effective teaching tool when used to engage all students in the learning process. During the last few years, technology has been adopted in many areas such as business, entertainment, government and education. The global adoption of technology has been the landmark on the educational scene for the last few years (Albirini, 2006). Harvey (1983) envisages that the effectiveness of the use of computers in education may be an important factor in determining which countries will succe ed in the future. In recent years, educational technology has been to a large extent incorporated into teaching and learning practice in many educational institutions across the globe. This phenomenon has taken place as a response to economic, social and pedagogical pressures (Organisation for Economic Co-operation and Development, 2001). From the economic rationale, it is believed that knowledge and competence in technology will enhance graduates opportunity to be professionally employed (Thornburg, 2002). Indeed, it is argued that the measured level of employability will strengthen the economy of a nation (Mutula Bakel, 2007). The social rationale sees competence in the use of technology as a necessary skill for graduate to participate in community development (OECD, 2001). This can aid students to lead the society to meet the challenges of the global information. As regarding the pedagogical rationale, the integration of technology in education claimed to facilitate a transformation of teaching an d learning process from being highly teacher centered to student centered (Trucano, 2005). The student-centered environment is argued to be more favourable than the teacher-centered environment because it gives learners the opportunity to actively participate in knowledge construction (Roblyer, Edward Havriluv, 2004). Teachers are managers of learning experience. As managers, they are meant to ensure that the environment is structured in a way that learners are given the opportunity to engage in a deep and meaningful learning process. A way through which this role can be accomplished is for teachers to assume the responsibility of an educational technologist, i.e., a professional who embarks on the study of theories and practices associated with the use of technology in instruction. According to Seels (2004), in Westergaad (2008), there are general roles that educational technologists must take. First is the regulation and reinforcement of selected media to promote learning, second is to educate teachers and stake holders about the use of media and the third is critique and lobby policies that influence media utilization. Among the three roles, the first is expected from teachers in the classroom. The fact that a lot of factors are responsible for students underachievement is not new to researcher s but amongst those factors could be teachers perception of the effectiveness of technology. Perception refers the way one think about something and ones idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However teachers perception of the effectiveness of technology is in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning. Technology has had a significant impact on teaching and learning in schools (Cuttance, 2001). Reviews of several research projects have substantiated the potential of educational technology to enhance learning environments (Sivin-Kachala Bialo, 1994) and improve student learning outcomes (Hativa Becker, 1994) through active student engagement, collaborative learning, frequent and immediate feedback and real-world contexts for learning (Roschelle, Pea, Hoadley, Gordin Means, 2000). In addition, ICT enhances higher order thinking (Educational Testing Service, 1989), and impacts on student attitudes, motivation, self esteem, social competencies and enjoyment of learning (Joiner, 1996: Rowe, 1993: Tiernay, 1996; Wellburn, 1996). However, the extent to which ICT facilitates and enhance teaching, learning and the learning environment is dependent in part on the adequacy of teachers skills and knowledge (Wenglinsky, 1998). Technology integration into teaching and learning process is an effective way to widen educational opportunities, but this is yet to be fully utilized by teachers as an instructional delivery system. Bauer Kenton (2005) in their research found that some teachers were highly educated and skilled with using technology, but are not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. Technology integration is not a one size fits all (Wepner, Tao, Ziomek, 2006) where teachers do the same thing for their students or where teachers possess the same specific skills to be competent technology users. Teachers need to know how and why to use technology in meaningful ways in the learning process for technology integration t o work. Like many educational reform efforts, the introduction of technology in schools has been less than successful. Over the last century there were several waves of massive investment in technology to improve education, but none has had significant lasting impact on education (Cuban, 1986). Implementation of technology is a complex process that depends on characteristics of technology, workers, environment, and subtle interactions among these components (Bayer and Melone 1989; Yetton, Sharma Southon 1999; Wolfe, 1994). Questions have been asked in studies about many failed educational innovations. In Fullan (1991) a question was raised that Why technology isnt used more in schools? Also in Tyack Cuban (1995) a question was also raised that Why cant innovations that seem to hold great promises be adopted by schools in spite of great efforts? Many researchers have been searching for solutions to this persistent puzzle. In this study, the search continues by the examination of teachers perception of the effectiveness of technology in enhancing teaching and learning. But it is not intend to simply repeat previous research but to search for new factors that may affect technology uses in schools because it is believed that previous research have identified most, if not all, factors that may have an effect on technology integration in schools. What is needed is an integrating framework that can provide new directions for research and specific suggestions for policy and practice. Thus it is taken as a res ponsibility to extend existing research by investigating the relationships among the long list of factors that have already been identified to be related to school technology uses. In particular, teachers perception of the effectiveness of technology to theoretically integrate and organize sets of factors that affect implementation of technology. It is also hoped that this framework will help in better understanding of other educational innovations, since technology, is a special case of innovation. Statement of Problem Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria which include; Adeyemi (2005), Balduf (2009), Chukwu (2009), Patric (2010), Obomanu (2011) and Anakwe (2011) have conducted series of research to investigate what could be responsible for the problem. In their studies, factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on the integration of instructional technology into teaching. Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching in Lagos state. As indicated by Byers (2000), Cope (2002), and also Kahveci (2011) the perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment. Purpose of the Study The purpose of this study is to examine teachers perception of the effectiveness of technology and the rate at which they adopt technology into classroom teaching. Research Question The following questions will guide this study; How do teachers perceptions of the effectiveness of technology affect the rate at which they integrate it in their teaching process? Does the demographic characteristic of teachers such as gender, age, years of teaching experience, grade level taught, content area, and educational level affect the rate at which they integrate instructional technology? Statement of Hypothesis There will be no significant effect of teachers perception of the effectiveness of technology on the rate at which they integrate it in their teaching process. Significance of Study Mode of teaching and instructional tools employed in the teaching process is of a major importance in determining the achievement of students. This study will create in the students, teachers and curriculum builders the awareness of technology, its integration, effect and benefits. These will also help the teachers in knowing there level of technological competency and also factors that might be militating against the integration of these technologies in teaching. It will also highlight the need for teachers to combat deficit thinking. Because only by this will teachers develop positive attitude towards instructional technology utilization in teaching process. This study will also clarify to the teachers the need to use technology as a catalyst for change and improvement in the practice of teaching. Further, it will clarify to the teachers the need to integrate technology into teaching so as to facilitate the constructivist method of teaching which can be used to enhance student lear ning of specific subject matter. For the school administrators and curriculum builders this study will assist in their planning by suggesting specific strategies and procedures that can make technology integration easy and achievable. It will also give empirical support for a need to upgrade and increase the level of instructional technology integration in the classroom in a manner that will enhances student learning. It will also show them the need to orientate teachers on the need for technology integration in their teaching practices. If the findings of this study are adequately applied, the learning facilities available to the students will be enriched in technology by school administrators and this will in turn enhance the students performance and better their achievement. Scope of Study and Delimitation This is a study into the effect of teachers perception of the effectiveness of instructional technology integration in enhancing teaching in selected tertiary institution in Lagos state. CHAPTER 2 REVIEW OF RELATED LITERATURE In this literature, teachers perception of technology integration and factors affecting their level of technology integration will be discussed. This chapter therefore reviews related literature based on the purpose of the study. The literature of this study is derived from researches from 1999 to 2012. Outline of Literature Review Introduction Difference between Technology Integration and Technology Use Impact of Technology Integration on Teachers and students Factors Affecting Teachers Level of Technology Integration Teachers Perceptions of Technology Integration and Gender Differences Barriers Technology Integration 2.1 Introduction The use of technology in education has emerged to become an increasingly indispensible part of higher and professional education (Almekhlafi, 2006a). Technology, in addition to giving learners the opportunity to control their own learning process, also makes available for them ready access to a large amount of information over which the teacher has no control (Lam Lawrence, 2002). Literacy is defined as the ability to read and write, but currently, the definition of literacy has gone beyond this. A new type of literacy is developing as our society makes new technological developments. Teachers are now faced in addition to their preparing students to read and write with the task of educating students to be technologically literate. Definition of literacy according to Mullen and Wedwick (2008) in Catherine (2011) is no longer the traditional definition which is being able to read and write, the definition is now expanding to computer and technology literacy. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share. The main goal of literacy, no matter what type, is to be able to communicate effectively. Digital literacy, computer literacy or technological literacy all enhance a persons ability to communicate by adding another dimension to the arsenal of skills a literate person already possesses (Jones-Kavalier Flannigan, 2008) in (Catherine, 2011). The each day growing complexity of education, the rise of the information to learn, the need for qualified and modern education require the use of computers as a tool in education. The use of technology in education will provide that the education will be carried out in accordance with the needs of the era as well as that the highest appropriate yield will be received from education (Kayri, Genà §oglu and Kayri , 2012). The computer which is one of the technological capabilities and a basic element of culture in our century, has become a tool which its use is rapidly spreading (Arslan, 2003 Odabasi, 2006) in (Kayri, Genà §oglu and Kayri, 2012). 2.2 Difference between Technology Integration and Technology Use When using technology in the classroom, it is important to distinguish between technology use and technology integration. Technology use is just the use of technology; it means much more to integrate technology (Catherine, 2011). The difference between technology use and technology integration for learning is that integration implies full-time, daily operation within lessons. Integration involves daily use of technology in reforming the everyday classroom routines (Gorder, 2008). Technology integration is not about the availability of technology, but more about the teachers effective use of technology that makes a difference in reforming the classroom. The teacher is the most important ingredient for success when using and integrating technology (Mandell, Sorge, Russell, 2002). Beckett, Wetzel, Chishlom, Zambo, Buss, Padgett, Williams and Odom (2003) in Gorder, (2008) said teachers are central to the creation of a technology-integrated environment that is learner-centered and motiva ting. Therefore, without teachers who can integrate technology, students exposure to technology remains limited and inequitable. Ozel, Yetkiner and Capraro (2008) in (Catherin, 2011) claim that there are five phases for properly integrating technology. These five phases employ the following questions: Why should I use a technology-based method? How will I know students have learned? What teaching strategies and activities will work best? Are adequate hardware, software and technical support available? What worked well and what could be improved? By examining each of these questions, a teacher is not just using technology, the teacher is thoughtfully planning how technology can be used in the lesson in order to best suit the needs of the students which is integration. 2.3 Impact of Technology Integration on Teachers and students Technology is appealing to teachers because it addresses the need of learners with visual styles as well as of learners with special needs. Moreover, technology exposes learners to a world of information. It has also enabled some teachers to implement new teaching techniques learned through computer (U.S congress of Technology Assessment, 1995) in (Almekhafi, 2004). There are numerous researchers who have explored the area of technology integration worldwide and have came up with reports indicating its positive impact on teaching and learning for teachers using technology. These studies include; Guha, 2000; Manzo, 2001; Shelly, Bilig, Jesse Acosta (2001); Zorfass and Rivero, 2005; Almekhlafi, 2006. Guha (2000) conducted a study to investigate the personal experience of elementary school teachers using computers in the classroom. He investigated their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. He came up with findings which reported positive correlations and significant differences between the previous training, computer usage in the classroom and comfort level of teachers and their present computer training, level of comfort, and computer usage in the classroom. Manzo (2001) also carried out a study on technology integration in an Art class. He found out that most of the students, who are enrolled in the Electronic Arts Class prior to enrolment, were not able to compete effectively in most of their other classes. But after experiencing the effect of technology utilization, they began to appreciate the importance of doing well in all subjects. Also, Shelly et al. (2001) in their study examine a project titled the WEB Project. The findings of their survey suggest that teachers should as they integrate technology into different areas in the academic content, emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning. Almekhlafi, A.G. (2006a) in his study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students improvement in English as a foreign language (EFL). Results from the study show evidence of the effect of CALL on learning English as a foreign language. It was discovered that a positive attitude was experienced toward CALL, it was also perceived its utility for helping them learn EFL, and the students had a strong intention to use it in the future. The literatures, both in theory and practice, supports the idea that students learning in a community of learners environment using technology as a tool for learning, are able to build on prior knowledge, feel success and grow to their fullest potential. It seems evident that a constructivist-learning environment allows students to experience success with the integration of technology. However, researchers caution us to recognize that technology alone cannot bring about all the needed changes in todays classrooms. 2.4 Factors Affecting Teachers Level of Technology Integration Numerous studies have been carried out as a result of the attention of many researchers drawn to the integration of technology at schools and factors influencing such integration. In a study on teachers who used computer technology in their instruction conducted by Bauer Kenton (2005), to investigate how much they used technology, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. It was observed that the teachers were who are highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues that were noted are; their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were outdated hardware, lack of appropriate software, technical difficulties, and student skill levels. Kotrlik Redmann (2005) examined the extent of technology integration in instruction by adult basic education teachers. The teachers used for this study are in the early stage of technology integration thereby more active in the area of exploration. The findings from the study reveals that that teachers feel some anxiety when it comes to technology integration, they perceived that they are effective in using technology regardless of whether they have integrated technology, and they are encountering barriers. As teachers perceive an increase in barriers, their integration of technology decreases; also, as the availability and increase of ICT tools, such as computers with Internet connection in the classroom and/or lab increases their level of technology integration. In a study conducted by Gulbahar (2007), investigating both student and teachers perception to illustrate how technology planning process was carried out in a private school in Turkey. Findings from the study indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; still, they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Zhao (2007) conducted a qualitative research to investigate the perspectives and experiences of teachers following technology integration training. The findings of his study indicated that teachers view towards technology integration is diverse, and this has an influence on their use of technology in the classroom. It further reveals that; willingness to use technology and positive experiences were related to teachers increased use of technology and to more creative use of technology, because most teachers who are willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. But this did not ensure that teachers would replace their teaching with technology. 2.5 Teachers Perceptions of Technology Integration and Gender Differences The perspective of teachers of their understanding of technology, their utilization of instructional technology, and feelings about the support structure associated with this equipment have been examined with the findings suggesting that teachers believe technology is an integral part of the process of educating their students Almekhlafi Almeqdadi 2010. There are different literatures relating to gender differences in the technology integration. Of these studies include; Hong Koh, 2002; Kian Chee, 2002; Zhou Xu, 2007; Aremu Fasan, 2011; Hon Alison, 2012). Gender discrepancy was studied in both classroom access and use by Hong and Koh (2002), it was found that male teachers were less anxious when compared with the female teachers toward hardware. They also found that there is no significant difference in the overall level of computer anxiety of male teachers was not significantly different from the anxiety levels of female teachers. Only for the hardware anxiety domain was significant differences detected between male and female teachers. Zhou Xu (2007) conducted a study which was aimed at exploring how gender affects the process of technology adoption in post-secondary teaching. Findings from this study suggest that females had lower confidence and less experience in the use of computers in teaching. Also, they tended to learn how to use technology from others, unlike the males who were more likely to learn from their own experience. Also, in a study by Aremu Fasan (2011) which was aimed at investigating factors that could affect technology use and by teachers analysis from the study showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers. Hon Alison (2012) conducted a study which was used to examining the effect of gender difference regarding confidence toward using technology for learning in higher educational institutions. The findings of this study confirmed that male have more confidence in using technology for learning than do females because gender imbalances in computing are socially constructed and not related to a learners innate ability. 2.6 Barriers Technology Integration There are numerous researches that have documented a number of barriers which hinder the integration of technology. Out of these include ; Earle, 2002; Flores, 2002, Brinkerhof, 2006 and Almekhlafi Almeqdadi, 2010. In the study by Robert Ferries (1994) cited by Almekhlafi Almeqdadi, (2010), it was stated that barriers to technology integration included lack of knowledge of the available technological resources, time commitment, the risk associated with the use of technology and also the view of technology as an ever changing thing. According to Earle (2002), in her study, she classified the factors that affect technology integration in the classroom into two. These are extrinsic and intrinsic. These factors are defined as restraining force to the teachers. The extrinsic factors are identified as access, available resources, support, time, and training of teachers while the restraining factors that are intrinsic are identified as teachers attitudes, beliefs, practices, and resistan ce. In the study of Flores (2002), it was identified that in the attempt of teachers to integrate technology in their teaching activity, they were faced by many obstacle. In addition to administrative support and time scheduling for the use of technology, equity is another important issue. The introduction of technology is particularly hard when there are few resources. This is supported by Almekhlafi Almeqdadi, (2010) where he cited Brinkerhof (2006) who grouped the restraining into four (4) main categories: administrative and institutional resources and support, attitudinal or personality factors, and experience and training. CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter highlights how the field work will be carried out. It describes the design, nature of population, sample, instruments used and how the instrument will be administered as well as analyzed. Research Design This study is a descriptive study which will be conducted to investigate the effect of teachers perception of instructional technology and the level at which they integrate these technologies in the process of teaching and learning. Area of Study The study was carried out in Lagos state. Population of Study The population for this study will consists of all lecturers in the tertiary institution in Lagos state with special reference to the lecturers of selected tertiary institutions in Lagos state. Sample and Sampling Technique The tertiary institution in comprises of Colleges of Education, Poly-techniques, and Universities. In Lagos state, there are ____ Colleges of Education, ____ Poly Techniques, and ____ Universities out of which one will be randomly selected from each as a representative sample. In each of the selected schools, 60 lecturers will be selected using a purposeful random selection The sample of this study will be lecturers who will be selected using a purposefully random sampling technique. This will be the sample the questionnaire will be administered to. Instrumentation The instrument that will be used in this study is; The Mills Tincher Technology Integration Standards Configuration Matrix (TISCM). This is a model for determining technology integration by teachers (Mills Tincher, 2003). This instrument will consist of two sections as follows; Section A: Demographic data Section B: 18 Survey questions Validation of Instrument The instruments will be critically examined, scrutinized and amended by my supervisor and experts who are experienced in area of research to ensure the validity its of. Data Collection To answer the research questions in this study, a research tool (Technology Integration Standards Configuration Matrix (TISCM)) which was developed by Dr. Steven Mills, will be used to investigate teachers perception of technology and how they integrated technology on a daily basis. This tool will consist of a number of subthemes that will investigated teachers perceptions of their technology competencies and usage, determined how teachers integrate and use technology. Data Analysis Data gathered from questionnaire items will be analyzed using SPSS 17.0. Descriptive statistics, a multivariate analysis, and analysis of variance (ANOVA) will be used. In addition, items will be analysed using Item Analysis method in order to get a deep understanding of the results from the questionnaire.