Integrity and honest like integral traits Essay Example for Free

Integrity and honest like integral traits Essay Integrity and honest are integral traits in an academic process and as such students must be ethical and honest at all times in their pursuit of their academic goals in line Honest Academic Conduct. A student found in contravention of this policy will receive a grade â€Å"F† for the cheated in assignment and/or a grade â€Å"F† in the course. Indeed, as certain as death and the effects of death could be certain. Certainly, death may have different and diverse effects on different people in the community and society. Indeed, death creates an environment of desperation and decay. In the Rashomon story, the different effects that death may have on different people are brought to light. The story descriptively covers the story of a black servant thrust by fate and death into desperation to survive after losing a job. Interwoven with the black servant’s fate, the effects of death are observed through the fates of the senile woman and the deceased young woman. To begin with, huge numbers of deaths reported at a place may strike as a catastrophe making people flee. For instance, the rampant deaths in Kyoto made people leave town and hence â€Å"the Rashomon sheltered at least a few others† from the impounding rain (Iglesias, Michael and Linda, 1). A few people in the town are explained by ‘one calamity†¦In recent years’ (Iglesias, Michael and Linda, 1). As a result, the Kyoto city registered massive decay following the exodus. The city also ran into a state of desperation, decay and decline. For instance, ‘people [smashed] Buddhist statues’ and piled them along the road tucked in ‘silver and gold foils and paint flecks’ selling them as firewood. Indeed, the story further expresses the turmoil that the whole city experienced, yet ‘no one bothered’ to care for the Rashomon. Worse still, rampant cases of death coupled with city decay attract wild animals and other scavengers. For instance, the exodus resulted to dilapidated structures that offered an ideal abode for badgers and foxes. Thieves also took cover in the city’s backstreets and dilapidated structures. Wanton social decay in the Kyoto city inspired the living to litter and dump ‘corpses in the upper story’ (Iglesias, Michael and Linda, 1). As a result, the entire neighbourhood became â€Å"an eerie place everyone avoided after† sunset (Iglesias, Michael and Linda, 1). This also attracted crows that â€Å"flocked in great numbers† (Iglesias, Michael and Linda, 1). The scavengers created a petrifying and grotesque scene with their pecking of the dead flesh while their white droppings created an ugly scene. Notwithstanding, rampant deaths coupled with human migration render others unemployed. For instance, the black servant sheltered from the impounding rain at the Rashomon, â€Å"had been dismissed from service some days earlier† (Iglesias, Michael and Linda, 4). Regrettably, his master had dismissed him after serving dutifully for several years. Therefore, unemployment represents â€Å"one small consequence† of the wanton deaths in Kyoto city (Boer, and Donald, 14). Besides, the black servant sat idly at the Rashomon â€Å"waiting for the rain to end† unawares of what to do once the rain stopped. He was desperate to survive and find a place to sleep without the prying eyes. Indeed, â€Å"he was determined to find a way to remain alive for an extra day† by doing all that he could (4). As the adage goes, idle minds bleed evil thoughts and hence, the black servant thought of thievery to survive. Although thievery was against his believes, and â€Å"he could not find the courage† to decide to go into thieving. Death inflicts both bodily and mental torture. The black servant confronted evil minds and ideas, but he concludes the same. The freezing evening chill was harsh against his body and he had to â€Å"drag himself to his feet† (Iglesias, Michael and Linda, 5). Worse still, the blowing evening wind was unmerciful to the freezing black servant. Constant cases of death at a decaying city as Kyoto result to careless dumping of human corpses. Often, the corpses are piled at a segregated place. True, a place with piled up decomposing human corpses is not a haven or paradise. Therefore, it is scary and unorthodox to scour through the piles plucking off their hair. The image of a â€Å"scrawny old woman, white haired and monkey-like† scouring through rotting human corpse is also pathetic and weary. However, the black servant inspired by the need to remain alive and curiosity weathered the petrifying smell and flight and approached the woman. Incessant deaths throw people into a state of panic and desperation. The scrawny old woman endured plucking human hair to survive. She plucked the hairs to make a wig perhaps to weather the harsh weather or sell and make a living. The constant desperation in the city wore on her heavily and her faced wrinkled, her eyes reddened and became predatorily sharp while she cawed like a crow in her voice. It is obvious that the perpetual deaths had hardened her body, spirit and soul alike. She was contented with plucking off and unaffectedly arguing that the corpses deserved her wrath. Through the old woman’s anecdote, readers learn that desperation as a result of the deaths drove people into different, diverse and complicated business trades. For instance, in her justification, the scrawny old woman reasoned that the young woman â€Å"cut snakes into four inch pieces† and sold them â€Å"like fish at the palace guardhouse† (Iglesias, Michael and Linda, 8). The old woman further reveals that the â€Å"fish† was a delicacy and the guards â€Å"bought it for every meal† (8). Therefore, death intervention was a necessary evil to the young woman because she stopped selling snakes. The act inspired the black servant to strike and strip the old woman robbing her of her robe despite the cold. In the event of death, a trail of human anguish, torment and desperation ensues. Constant and perpetual deaths results into social decay, ruin and migration. As a result, grotesque, ugly and petrifying scenes occasion every corner. Thieves compete with wild animals and scavengers for structures and corpses to feed. Above all, human’s humane sense disappears and selfishness settles all as a result of death. References Boer, Jelle, and Donald Theodore Sanders. Volcanoes in human history: the far-reaching effects of major eruptions. Princeton, N.J.: Princeton University Press, 2002. Print. Iglesias, Luis A., Michael Mays, and Linda M. Pierce Allen. Global crossroads: a world literature reader. Revised edition ed. Southlake, TX: Fountainhead Press, 2008. Print. Source document

File Systems and Permissions Summary

File Systems and Permissions Summary John David Woody chmod -rwxr-xr-1 instruct staff 270311 Aug 11 2009 install.sh I will attempt explain the best I can. Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rwr are permissions for the owner of the file and the symbols in position 4 thru 6 r-x are positions for a group, the remaining positions 7 thru 9 r-1 are permissions for anyone else. The rwx shows that owner has read (r), write (w) and execute (x) permission. The shows the permissions for the group to which the file belongs. The r-xr represents that has permission to read (r) and execute (x) and, read permissions without write permission. The last xr-1 set of characters, represents the permissions for everybody else. The octal numbers 270311 each have individual meanings for permissions. I researched this at, the WEB site below on the reference page. Now, 2 is for write, the 7 where my confusion stepped in is the numeric mode from one to four octal digits which are derived by adding up the bit values, so 4 is for read , 2 for write, and 1 is for execute when added equals 7 so all access is allowed. The 0 from what I read has no permissions. The 3 is for write and execute and the 1s only can execute. How the commands and the octal numbers relate requires me to do more homework. The remaining items below 2 -5 and 1 4, will be described and follow the same patterns as above. I just hope Im explaining things correctly. Chmod -rw-rr1 instruct staff 348039 Aug 12 2008 User_Guide.txt Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rw- are permissions for the owner of the file and the symbols in position 4 thru 6 r are positions for a group, the remaining positions 7 thru 10 r1 are permissions for anyone else. Now, this textual representation consist of 10 characters but from what I have read the rules still apply. The octal numbers 348039 each again have individual meanings for permissions. Now, 3 is for write, the 4 is for read, 8 again confusion stepped in until I will research this more. The 0 is for denial, 3 again is for write and of course there is a 9 Ill also have to look into. Chmod -rw-r1 instruct staff 635106 Aug 12 2009 Admin_Guide.txt Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rw- are permissions for the owner of the file and the symbols in position 4 thru 6 r are positions for a group, the remaining positions 7 thru 10 1 are permissions for anyone else. Now, this textual representation consist of 10 characters but from what I have read the rules still apply. The octal numbers 635106 each again have individual meanings for permissions. Now, 6 is for read/write, the 3 is for write, 5 is for read/execute. The 1 is for execute only, 0 all access denied and 6 read/write. Chmod drwxr-xr-x 4 instruct staff 144 Aug 12 2009 Documents Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The d at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. Well this is a directory. The symbols in the positions 1 thru 3 rwx are permissions for the owner of the file and the symbols in position 4 thru 6 -x4 are positions for a group. The octal numbers 144 each again have individual meanings for permissions. Now, 1 is for execute only. The two 4s are read only access. chmod -rwsr-x 1 nobody nobody 169202 Aug 11 2009 httpd Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rws are permissions for the owner of the file and the symbols in position 4 thru 7 r-x1 are positions for a group. The octal numbers 169202 each again have individual meanings for permissions. Now, 1 is for execute only. The 6 is for read/write allowed, the 9 I still have not figured out yet, but I will. The 2 is for write access only, the 0 means all access denied, again the 2 is write access only. Metacharacters/Regular Expressions * Matches zero or more occurrences of the previous character ? The preceding item is optional and will be matched, at most, once. ^ The caret ^ is an anchor that indicates the beginning of a line. $ The asterisk is a modifier and also an anchor. In a regular expression it specifies that a previous character set can appear any number of times, that includes a zero. [0-9] Matches any one of the numbers given within chars, where chars Is a sequence of characters. [a-z] Matches any one of the characters given within chars, where chars Is a sequence of characters. Regular expressions to match the following All files that end in txt ls -1 grep *.txt Files that have a second character of a and end in sh ls -1 | grep *.sh Any file that starts with a number ls -l | grep [0-9] A blank line ls -l | grep [] A traditional 10-digit U.S.-based phone number, in the following format: (407) 555-1212 ls -l | grep [(0-3)] [0-3]-[0-4] Note: Not quite sure about this one but I tried. Reference www.computerhope.com/unix/uchmod.htm

Relationship between Social Groups and Religious Beliefs

Relationship between Social Groups and Religious Beliefs Assess sociological explanations of the relationship between social groups, religious beliefs and religious organisations Different social groups, all show different trends in relation to religious beliefs and religious organistions. This essay will only very briefly touch on the difficulty of defining religious organisations, as this is not its focus. It shall split the social groups into three major categories, age, ethnicity and gender; and attempt to distinguish reasons behind varying levels of religiosity. Religious organisations are difficult to define. Many sociologists, from Troeltsch to Wilson, attempt to define into four different categories, churches, denominations, sects and cults. There however is the problem when there are components which fit many different categories, this can arise when religions change current form (e.g Christianity started off as a small sect eventually becoming a church with its own denominations) as well as times when religions have properties of multiple categories (the church of Jesus Christ of latter day saints, sect or denomination?). Different social groups are generally attracted to different religious organisations, in the class system there is evidence that people of lower classes tend to lean towards world-rejecting sects whilst higher classes choose world-accepting churches and cults. There are clear differences in religious beliefs and participation between genders. Whilst there is a large majority of men in priesthood running churches (some changes in recent times in the Anglican denomination however only last month, October 21st, numerous news outlets reported how conservatives within the church were rebelling against such changes are leaving to join Catholicism) the majority of people who practice inside religions are female. This is shown by in 2005 1.8 million women in England were churchgoers, as against 1.36 million men. This supported Miller and Hoffman (1995) thesis that women express greater interest in religion and attend church more often. Other sociologists put forward similar theories with Bruce (1996) estimated that twice as many women were in sects then men. In attempt to explain these differences the Davie analyses the differences between women and menà ¢Ã¢â€š ¬Ã¢â€ž ¢s proximity to birth and death, she assumes that men do not have as close conn ection to these life processes meaning women are closer to the ultimate questions. This can be criticised as using the term closer to the ultimate questions is ambiguous, it could mean either closer to pondering about the question or closer to the answer; and even without the ambiguity it seems to overlook the men who work in professions where these life processes frequently occur and levels of non-belief among them, such as Doctors. Another explanation put forward for levels of female participation is that religion serves as a compensator for deprivation. Glock and Stark (1969) and Stark and Bainbridge (1985) argue that three main types of deprivation exist which are common among women explaining their high levels of sect membership. These include organismic deprivation, stems from physical and mental health problems, ethical deprivation, stems from evidence that women tend to be more morally conservative and social deprivation exists from evidence that women tend to be poorer. Assuming, without evidence, that Stark and Bainbridge carried out extensive research before coming up with their compensation for deprivation thesis it should be analysed to its validity in contemporary society. There have been many changes in society, such as wealth of women becoming higher, wages becoming more equal and receiving higher promotions than previously available; also there is evidence that women tend to vote, what would be g enerally be considered, more progressive or liberal could challenge Glock, Stark and Bainbridges thesis. In other social groups within society there is also evidence of varying levels of religiosity depending on ethnicity. According to policy studies institute (1997) the majority religions associate themselves with Christianity (around 72%) however different ethnicities make up this figure, ranging from white British members to those of black African or Caribbean origin. Other religions exist consisting of Muslims, Hindu and Sikhs make with almost all members coming from ethnic backgrounds originating in the Indian subcontinent. The Policy Studies Institute (1997) showed how white Anglicans where least likely to find their religion as important in their lives comparatively with African Caribbean Protestants who rated their religion as very important in their lives. Muslims were also found to have high levels of belief with Hindus and white Catholics being more in the middle of the table. Bruce (2002) attempts to explain these ethnic differences, he argues that religion is used as a cultural defense factor, becoming something to be unified under in an uncertain or hostile environment. This explains why migrants are more likely to be religious in a new country and explains why the native population inside a country has falling levels of church attendance. Bird (1999) supports this finding; he found religion as a unifying power within minorities. He also found that religion can aid with coping with oppression in a racist society, this is shown by the white churches in the UK not actively welcoming black Africans or Caribbean Christians. These both seem logical and explain how when migrants are integrated into society they start to leave the church. Will Herberg (1955) gives the reason, which isnt very different than Bruce of Cultural transition, instead of a means in which religion is used to defend culture; it is used as an integrator into new societies instead. This is also supported by the diminishing levels of religiosity among integrated social groups. It is most probable that both are equally relevant to ethnicity and religiosity, this, in fact, was shown by Ken Pyrces (1979) study of the African Caribbean community. There are big differences between the age of people and their religiosity. The general pattern is the older a person is the more likely they are to attend religious services. The English Church Census, however, found two exceptions to this rule. The under 15s are more likely to attend then other age groups because they are forced to do so by their parents, over 65s were more likely to be sick or injured to attend religious worship. It should be remembered that attendance at church, just as the levels of under 15s show, does not reflect accurately levels of belief. Other age groups could attend church for other elements, such as the social offering of religion, rather than the religious doctrine. Voas and Crockett (2005) attempt to explain these differences, they use the concept of the ageing effect, which is the view that people turn to religion as they get older. There is also the generational effect this is where each new generation becomes less religious than the one before. The latter being the imperative as its claimed that each generation is half as religious as previous generations. To evaluate this claim, the ageing effect, people starting to face their own mortality and turning to spirituality is in a sense logical. The church offers faith-based answers and provides a world in which death is only the beginning. It seems obvious that people facing the own demise would be attracted by this; it could also be supported by the evidence, English Church Census does support the idea that there is a higher number of older people than young in religion. The Kendal project showed people turn to spirituality when they get older therefore making them more likely to attend church . This supports the Ageing factor. The generational effect is supported by the English church census; the levels of the 15-19 year olds fell very sharply since 1979, showing how the new generation had a lower level of religiosity. Religiosity varies among lots of different social groups, the people who choose different religions generally all have different reasons for doing so. Ethnicity, gender, class and age are all different reasons why someone would want to join a particular religious organisation and have varying levels of religiosity. What is not explained however is what is the most important element, it is quite possible for a person to fit into all four categories, be a member of an ethnic minority; female; working class and young, what would, to this young female, be the most important part of her religiosity and her religious participation.

Developing and Learning - Piagets and Vygotskys Theories Essay

Introduction. In this assignment the writer will compare and contrast the theories of Piaget and Vygotsky. To begin, the writer will discuss Piaget's theory of cognitive development, followed by Vygotsky's theory of cognitive development. The writer will then discuss any implications of Piaget's and Vygotsky's models for teaching and learning in the school years. In order to do this she will compare the two theories and look at any relevant evidence and research. After comparing both theories of cognitive development, the writer will do a brief summary of the two theories. Concluding her findings and how the two theories contrast each other. Piaget's Theory. Jean Piaget (1896 - 1980) looked at how children reason and think. He looked at whether children see and make sense of the world in the same way that adults do. Piaget's theory explores how children's thought processes change with development. Piaget's theory identifies four developmental stages which are sensori-motor stage, preoperational stage, concrete operations and formal operations (Smith, Cowie, Blades. 2011 P.392). He believed that children's thought processes develop as they progress through these developmental stages. During the first stage, sensori-motor, which occurs from birth to around two years, a child, just deals with what is presented to them. Everything revolves around any direct experiences. During this developmental stage, children learn the concept of object permanence (Smith, Cowie, Blades. 2011 P.395). This is where an object continues to exist even if it is out of the child?s sight. According to Piaget?s theory, it would seem that infants need to be aware of object permanence before language or symbolic communication is possible. Th... ...ories, as she feels it is important to her role as a teaching assistant and finds it interesting how individual?s learn in different ways. Works Cited Lefrancois, G.R. (2006). Theories of Human Learning. Belmont, CA: Thomson Higher Education. Peter K. Smith, Helen Cowie, Mark Blades. (2011) "Understanding Children's Development" Wiley-Blackwell; 5 edition. Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169–201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company. Slavin, R.E. (2005). Educational psychology: theory and practice. Needham Heights, MA: Allyn and Bacon. Wood, K.C. (2008). Piaget's Stages. Department of Educational Psychology and Instrutional Technology, University of Georgia Web. 27 May 2015. http://projects.coe.uga.edu/eplt /index.php?title=Piaget%27s_Stages#Educational_Implications

Natalia Ginzburgs The Son of Man Essay -- War World Philosophical pap

Natalia Ginzburg's The Son of Man In â€Å"The Son of Man,† Natalia Ginzburg asserts that while the war did irreparable psychological damage to its survivors, it also gave the young generation enough strength to confront the stark reality of the precarious nature of human existence. Passionately but concisely, through the use of repetitive imagery, fatalistic tone and lack of classic organization, Ginzburg shows how the war changed the world around Man and how Man changed his perception of the world. People cannot choose the time to live and die. Ginzburg had to live through the horrors of war: destroyed houses, air raids, arrests, and death. She shows how the war not only deprives people of their belongings, but also distorts the primary meaning of things and concepts. The world â€Å"police† no longer bears the meaning of protection and help but rather that of fear and suspicion. All pretty things that decorate a house, as well as the house itself, come to be viewed simply as raw material that will eventually turn to dust. Children of the war had seen too much terror and suffering in real life; therefore, Ginzburg asserts that this makes it impossible to raise children telling them fairy tales as the previous generations did. The only advantage the Ginzburg’s generation got from the war is the ability to see and speak the truth. As the generation of men they have no illusion they will find some peace or certainty in life, but they have found â€Å"strength† and â€Å"toughness† to â€Å"face whatever reality may confront† them and they are â€Å"glad of their destiny†. Ginzburg speaks on behalf of her generation appealing to everyone who is willing to listen. Her voice is full of passion and conviction. Appealing to a reader, she neither tells a ... ...part is reserved for Ginzburg’s generation: she calls it the â€Å"generation of men† as opposed to the previous generation of â€Å"foxes and wolves.† She uses this image comparison to show that the gap between two generations is insurmountable (lifestyle of men is very different from that of animals) and even though the war deprives her generation of any certainty, safety and rest it forces it â€Å"to seek out new strength.† Thus, her generation gets a higher status, the status of men, and a new world, the world of the unadorned truth. Ginzburg insists that time cannot heal the wounds of war and that her generation, tied to war by its suffering and by its destiny, uncompromisingly carries the truth. She effectively uses all her rhetorical tools: repetitive imagery, fatalistic tone, and purposeful lack of organization, to show how war makes people lose their world forever. Natalia Ginzburg's The Son of Man Essay -- War World Philosophical pap Natalia Ginzburg's The Son of Man In â€Å"The Son of Man,† Natalia Ginzburg asserts that while the war did irreparable psychological damage to its survivors, it also gave the young generation enough strength to confront the stark reality of the precarious nature of human existence. Passionately but concisely, through the use of repetitive imagery, fatalistic tone and lack of classic organization, Ginzburg shows how the war changed the world around Man and how Man changed his perception of the world. People cannot choose the time to live and die. Ginzburg had to live through the horrors of war: destroyed houses, air raids, arrests, and death. She shows how the war not only deprives people of their belongings, but also distorts the primary meaning of things and concepts. The world â€Å"police† no longer bears the meaning of protection and help but rather that of fear and suspicion. All pretty things that decorate a house, as well as the house itself, come to be viewed simply as raw material that will eventually turn to dust. Children of the war had seen too much terror and suffering in real life; therefore, Ginzburg asserts that this makes it impossible to raise children telling them fairy tales as the previous generations did. The only advantage the Ginzburg’s generation got from the war is the ability to see and speak the truth. As the generation of men they have no illusion they will find some peace or certainty in life, but they have found â€Å"strength† and â€Å"toughness† to â€Å"face whatever reality may confront† them and they are â€Å"glad of their destiny†. Ginzburg speaks on behalf of her generation appealing to everyone who is willing to listen. Her voice is full of passion and conviction. Appealing to a reader, she neither tells a ... ...part is reserved for Ginzburg’s generation: she calls it the â€Å"generation of men† as opposed to the previous generation of â€Å"foxes and wolves.† She uses this image comparison to show that the gap between two generations is insurmountable (lifestyle of men is very different from that of animals) and even though the war deprives her generation of any certainty, safety and rest it forces it â€Å"to seek out new strength.† Thus, her generation gets a higher status, the status of men, and a new world, the world of the unadorned truth. Ginzburg insists that time cannot heal the wounds of war and that her generation, tied to war by its suffering and by its destiny, uncompromisingly carries the truth. She effectively uses all her rhetorical tools: repetitive imagery, fatalistic tone, and purposeful lack of organization, to show how war makes people lose their world forever.

Ethics and Morality Essay

â€Å"In philosophy we have a problem knowing the origin of right and wrong, there are various theories and ideas but we do not seem to have a definite answer to this question. † By Jamee Ford In life people are brought up in different homes, surrounded by different people and are taught different ways of life. As we grow up we are taught the difference between what is considered right and what is considered wrong, which is based on what is socially acceptable. We learn from a young age how we are expected to behave, the rules we have to abide by given from family and the morals we should have and grow up with. In this society it is difficult to find the origin of right and wrong for there are so many theories and ideas, but yet there is no definite answer. I believe morality comes from us citizens, the law, our feelings and our religion can give a certain indication to how we set our values, but I belive it is an objective fact that what is said to be wrong is wrong and what is said to be right is right. A minority of people believe that morality comes from God. These people have a lot of faith and get their morals and understanding of right and wrong from their belief in god and their bible. For example in the Bible, there are the 10 Commandments, a list of what is acceptable and unacceptable according to God. But what if we don’t believe in god, where would our sense of right and wrong come from? If we can’t change people’s options and feelings on what is right and wrong just by saying that it is acceptable or unacceptable, then why is it okay to say God can. Without god, would their still be morality? Because if god made it acceptable to kill other people, that still wouldn’t make it okay, so I believe this theory is unproven and morality and our right and wrongs can’t come from this theory. Another theory that has brought to the attention of the origin of right and wrong is The ‘Feeling Theory’ and the ‘Boo-hoorah’ theory. The feeling theory is an example of how morality does come from us. We make things right or wrong by approving or disproving of them. If a person has certain feelings about another person’s actions, it is saying something about them. If they disprove of an action, it is considered morally wrong to that person. This theory is people making a claim about what they think; they are claiming whether the action is right or wrong. The ‘Boo-Hoorah Theory’ is another example of how morality comes from us but involves expressing what we think is right or wrong rather than making a claim about it. Something is neither true nor false and according to this theory there is no fact of the matter just an expression of what the person observing thinks. The feeling theory and the boo-hoorah theory are both wrong for everyone is different and raised differently with different beliefs (everyone has different feelings). So technically one person can truly believe that it is okay to kill while another says it’s not okay, these two people are contradicting one another which rules out both theories. Some children are brought up in an abusive home environment; does this mean that morally they think its okay to treat people differently based on how they were raised? All people are raised in a different environment, under different circumstances so if morality comes from us then morality would have to include a whole lot of different views. Another important theory is that morality and our right and wrongs come from the law. Morality and the law often correspond, our morals are what we consider right and wrong, While the law is what has been decided as right and wrong for us. Both murder and stealing are things we consider morally wrong and are also against the law. In the perfect world we all want the law to coincide with morality, but in reality most likely will never be like that. For example drugs are illegal and the law will not accept any sort of behaviour involving drugs, but in some cases people justify that is morally acceptable to deal drugs use it for personal use because of financial situations and pleasure. So they morally justify it in their own head for it to be okay. Even though morality can be guided by the law, helping us understand the differences between right and wrong, morality can’t come from the law, for there are a lot of things the law accept but us civilians see it as wrong. As we can see morality cannot come from the above theories, for they all leave the question of the origin of right and wrong UN answered. I believe that morality comes from us and that things are right and wrong anyway. I believe G. E Moores theory of the extra fact (the six sense) that can detect wrongness. I truly believe this for it is true that there is that something inside of us, guiding us and helping us know what is right and wrong. We don’t necessarily have to be taught about all the wrongs in life to just get that gut feeling that mugging an elderly person is just wrong, why do we feel that? Why don’t we do it? It is because it is something that is just there. Also everyone in the world is different, we all come from different backgrounds and everyone has been brought up differently, in different environments. So therefore we all have different feelings and beliefs, for someone can truly believe that stealing is acceptable, when another thinks it is wrong. Morality is based on how you feel and how you treat people, expecting the same in return; you wouldn’t want someone to hurt you, so why would you want to hurt them. There are no proven facts to where right and wrong comes from but it is something that is just there. It changes over time, and things that were once believed as right are now seen as wrong. So therefore we cannot place judgements for we don’t know what morality and right and wrong will be seen as in ten years time, it’s based you as a person.

Teacher Learning Through The Lens Of Activity Theory Education Essay

During recent old ages, teacher larning has gained much attending of principals and school leaders. In many instances schools leaders ‘ effort has been to supply an environment in which the instructors feel supported and accordingly learn efficaciously in their categories. Fuller and Unwin ( 2006 ) have categorized schools ‘ acquisition environments, as either restrictive or expansive in respect to their nature of societal interactions. Concentrating on the impressions introduced by Fuller and Unwin ( 2006 ) , in this paper I analyze these two acquisition environments in an Persian bilingual school, in which Persian and English are the media of direction, through the lens of activity theory. Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . Sing this definition, utiliz ing activity theory in analysing the Persian school environment, I show how this model and its rule of contradictions can be relied on to steer research in larning environment and educational engineering. Furthermore, this survey provides an penetration into alterations in the instructors ‘ acquisition at workplace when a new technological tool becomes portion of schools ‘ activities and communicating. Keywords: expansive acquisition environment, restrictive acquisition environment, formal acquisition, informal acquisition, activity theory, teacher larning, e-learning1. Introduction1.1 Introduce the Problem Schools are non merely places where pupils learn but besides are they topographic points for instructors ‘ acquisition. Nowadays, school leaders around the universe are seeking to determine a civilization in which acquisition for both pupils and instructors happens in the most effectual manner. Since school principals have realized that instructors ‘ cognition and emotional provinces may impact pupils larning, which is the ultimate end of schools, they try to supply an environment in which instructors upgrade their accomplishments and decide their emotional battles related to their workplace. However, it is of import to detect what â€Å" counts † as workplace larning for instructors. Marsick and Watkins ( 1990 ) defined this as chances for acquisition, both those that are more formalistic and knowing and those characterized as minor expense. The focal point of this survey is on instructors ‘ acquisition and larning environment characterized as restrictive or expansive. Furthermore, analysing a instance through the lens of activity theory by concentrating on contradictions inside the activity systems provides an reliable illustration of both restrictive and expansive acquisition environments. The chief intent of this survey, nevertheless, is to demo how the activity theory can be utile in analysing instructors ‘ acquisition in different acquisition environments. This survey is organized in four subdivisions. The following subdivision provides an overview on the constructs related to instructors ‘ workplace acquisition and the activity theory model, by reexamining some cardinal literatures. The method subdivision describes the types and design of this survey. The consequence subdivision looks at two different larning environments in an Persian school and an e-learning plan through the lens of the activity theory and the last subdivision, which is treatment and decision portion, wraps up the treatment with deductions and sugge stions. 1.2 Describe Relevant Scholarship In this subdivision some surveies are reviewed in order to lucubrate some of the cardinal constructs in the survey such as, â€Å" restrictive † and â€Å" expansive † larning environment, â€Å" formal † and â€Å" informal † acquisition, and the activity theory. 1.2.1 Restrictive and Expansive Learning Environments While this survey is grounded in the context of an Persian school in which two different larning environments were experienced, I believe there is a demand to acknowledge the features of each environment. The thought of restrictive and expansive acquisition environment comes from the surveies of Fuller and Unwin ( 2006 ) on learner acquisition in four different companies. During their surveies Fuller and Unwin developed a conceptual model within which to do sense of chances and barriers in learner acquisition. Pulling on the thoughts of Lave and Wanger ‘s community of pattern theoretical account and Engestrom they classified larning environments as either expansive or restrictive. The following tabular array shows an altered model for instructor acquisition environment. Table 1. Expansive and restrictive acquisition environments for instructors. Beginning: Evans, Hodkinson, Rainbird, & A ; Unwin, ( 2006, p. 53, Figure 3.1 ) Expansive acquisition environment Restrivtive acquisition environment Near collaborative working with co-workers Out-of-school educational chances, including chances to reflect and believe otherwise Explicit focal point on instructor acquisition as a dimension of normal on the job pattern Supported chances for personal development traveling beyond school or authorities precedences Colleagues are reciprocally supportive in heightening instructor acquisition Opprtunities to prosecute with working groups inside and outside of school Opportunities to widen professional individuality through boundry-crossing into other sections, school activities, and schools Support for fluctuations in ways of working and acquisition, for different instructors and sections Teachers use a broad scope of larning attacks Isolated, single working No out-of-school clip to stand back. Merely narrow, short preparation programmes No expressed focal point on instructor larning except to run into crises or imposed enterprises Teacher acquisition dominated by authorities and school dockets Colleagues obstruct or do non back up each others ‘s acquisition Work restricted to home departmental squads within school The lone chance to boundry cross associated with major alteration of occupation Standarised attacks to learning and teacher larning are prescribed and imposed Teachers use a narrow scope of larning attacks 1.2.2 Formal and Informal Learning Since one of the differentiation points between two different larning environments, viz. , expansive and restrictive, is on supplying support for fluctuations on acquisition, it is of import to acquire to cognize different types of acquisition. Marsick and Watkins ( 2001 ) qualify formal acquisition in contrast with informal acquisition as â€Å" institutionally sponsored, classroom-based, and extremely structured † ( p. 25 ) . For them informal acquisition is â€Å" incidental † and non classroom-based and extremely structured, and the control of acquisition is â€Å" chiefly in the custodies of the scholar † ( p. 25 ) . To clear up the impression they defined incidental as â€Å" a by-product of some other activity, such as undertaking achievement, interpersonal interaction, feeling the organisational civilization, trial-and-error experimentation, or even formal acquisition † ( p. 25 ) . As said by Eraut ( 2004 ) informal larning suggests more flexiblene ss or freedom for scholars. He believed that informal larning takes topographic point in a broader scope of scenes than formal instruction. This informal acquisition can take the signifiers of â€Å" conversations in the corridors or when sharing lifts with co-workers to the workplace ; detecting instructors ordaining their functions around a school ; and co-participating in normative patterns † ( Fox, Deaney, and Wilson, 2009, p. 219 ) . Eraut ( 2004 ) believed that nevertheless in informal acquisition, larning from other people is recognized as socially of import, but single bureau is more considerable than socialisation. He declared that informal acquisition plays a important function in professional development. Eraut declared that that in many scenes scholars experience both formal and non-formal acquisition. Although some bookmans acknowledge the significance of informal acquisition in professional development ( e.g. Eraut, 2004 ; Marsick, 2009 ) , Fuller and Unwin ( 20 06 ) pointed to Solomon ‘s concern about the recent accent on informal larning to state that this accent has â€Å" a negative side in that it may be sabotaging the demand to supply employees with chances to prosecute in off-the-job proviso as well † ( p. 29 ) . Fuller and Unwin added that harmonizing to Solomon ‘s position â€Å" supplying fewer off-the-job chances gives employees less opportunity to stand back and reflect critically on their pattern † ( p. 29 ) . 1.2.3 Activity Theory as a Theorietical Model As I mentioned before the instance of the Persian school under the focal point of this survey will be analyzed through the lens of activity theory. Indeed both larning environments, experienced at the school, will be scrutinized utilizing activity theory, in order to demo how each environment works for instructors in footings of acquisition and effectivity. Activity theory has had an germinating alteration from its development by Lev Vygotsky in 1920s. The first coevals of this theory, centered on Vygotsky ‘s suggestion, introduced the thought of mediation ( Engestrom, 2001 ) . Vygotsky ‘s thought of cultural mediation of actions is expressed â€Å" as the three of topic, object, and interceding artifact † ( Engestrom, 2001. P. 134 ) . This coevals of Activity Theory, nevertheless, is located on the degree of the person ‘s actions and does non exemplify â€Å" how cognitive alteration happens within a corporate context † ( Hardman, 2005, p. 2 ) . Vygotsky ‘s co-worker Alexei Leont'ev in 1981 clarified the differentiation between single action and corporate activity ( Engestrom, 2001 ) . The 2nd coevals of activity theory arose so out of Leont'ev ‘s three-level theoretical account of activity with its footing in the differentiation between action, operation and activity ( Engestrom, 1987 ) . However, â€Å" this theoretical account failed to develop Vygotsky ‘s theoretical account into one of corporate activity † ( Hardman, 2005. p. 3 ) . Engestrom in 1987 developed Vygtsky ‘s thoughts and introduced the 3rd coevals of activity theory ( Figure 1 ) : Figure 1. Components of the activity system ( Engestrom, 1987 ) Engestrom ( 2001 ) asserted â€Å" the 3rd coevals of activity theory needs to develop conceptual tools to understand duologue, multiple positions, and webs of interacting activity systems † ( p. 135 ) . Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . As you see in the figure 2, activity theory is consisted of seven elements: Subject: the histrions engaged in the activity Object: natural stuff or job infinite at which the activity is focused ( Engestrom, 1993 ) . Tools: instruments facilitate the object of activity Community: the topics of an activity system with a common object Division of labor: horizontal and perpendicular division of undertakings and functions, power and position among members of the community Rules: explicit and inexplicit norms that control actions and interactions within the system ( Engestrom, 1993 ) Result: transmutation of the objects ; the overall mark of the activity system ( Jonassen, 2002 ) Engestrom ( 2001 ) uttered five rules that summarise his attack to the modern-day activity theory. In the first rule, he identified the activity system as the chief unit of analysis. In the 2nd rule he emphasized multi-voicedness of activity systems ; he argued that activity systems are communities of multiple points of position, traditions and involvements. In the 3rd rule Engestrom ( 2001 ) pointed to historicity of systems by stating that â€Å" activity systems take form and acquire transformed over drawn-out periods of clip † ( p. 136 ) . In the 4th rule he tried to demo the significance of contradictions by presenting them as beginnings of alterations and development. For him contradictions can ensue in tensenesss but besides transmutation in activity systems. In specifying contradiction Kuutti ( 1996 ) stated â€Å" contradiction is a misfit within elements, between them, between different activities, or between different developmental stages of a individual activity à ¢â‚¬  ( p. 34 ) . In the last rule he talked about expansive rhythm by adverting that â€Å" activity systems move through comparatively long rhythms of qualitative transmutations † ( p. 137 ) .2. MethodBecause this survey seeks to understand how activity theory can be a utile model for analysing larning environments, it adopts an explanatory instance survey design. This is a survey on an Persian bilingual school in which both restrictive and expansive acquisition environments were experienced. In order to supply a better apprehension of the context, the research worker uses her observations and perceptual experiences as one of the instructors in the school upon which the survey is built. In each acquisition environment, either restrictive or expansive, by concentrating on contradictions as dynamic forces of alteration, we can show how we can track transmutation and better understand these transmutations within an activity system. In fact, contradictions can either authorise larning to come on, or they can curtail it, depending on whether or non they are acknowledged and fixed ( Nelson, 2002 ) .3. Consequences3.1 Restrictive Learning Environment From its constitution in 2002 up to its work on 2006, the school had a restrictive acquisition environment in which instructors did non back up each others ‘ acquisition. There were some Teacher Training Courses ( TTC ) for the instructors, every one time in a piece, to order and order some instruction schemes and criterions ; later the instructors had to learn precisely harmonizing to what they had been told. Teachers had to work separately and there was no civilization of collaborative acquisition. However some informal acquisition happened inside the schoolroom for the instructors, they did non hold the opportunity of speaking to the other instructors in order to hold more informal acquisition. Despite some efforts of the supervisors on the manner of supplying chances for instructor acquisition such as category observation and supplying feedback to the instructors, teacher preparation classs, and supplying some text books for the instructors, teacher larning was non admitted explicitly as a critical issue of the school. In such an environment emerging contradictions seemed inevitable. Figure 2 shows the activity system representation of such a restrictive acquisition environment by presenting elements of the system. Figure 2. An activity system representation of restrictive school environment 3.1.1 Contradictions in Restrictive School Environment School leaders ‘ belief was grounded on the thought that individualist acquisition is more effectual for instructors, so the instructors were encouraged to analyze separately. This thought nevertheless, was non in line with the human nature which has disposition toward communicating with others. The instructors were restricted to pass on with each other and this was in contradiction with their established patterns in the society. In the communities out of this school all of the instructors had chances to speak with other people and to larn from them ; so outgrowth of a contradiction between the topics particularly the instructors with the object was obvious ( subject/object contradiction ) . On the other manus the regulations of the school were in a manner that made the instructors stay off from each other. Harmonizing to the regulations, the instructors had to pass their java interruption clip in their categories and there was no chance provided for them to pass on with each o ther ( subject/rule contradiction ) . The school supervisors were supposed to supply such a acquisition environment in which the instructors ‘ acquisition happened in the most effectual manner ; in this manner, nevertheless, they were non supportive plenty. For illustration, one of the undertakings of the supervisors in each school is detecting the instructors ‘ categories and supplying feedbacks to them. In this school nevertheless, the supervisors observed each category merely one time in a twelvemonth, and this did non hold any added value for the instructors ‘ acquisition. In this manner the instructors had to oversee their ain actions and to go supervisors of themselves ( division of labour contradiction ) . Harmonizing to the 5th rule of the activity theory â€Å" as the contradictions of an activity system are aggravated, some single participants begin to inquiry and pervert from its established norms. In some instances, this escalates into collaborative picturing and a calculated corporate alteration attempt † ( Engestrom, 2001, p.137 ) . The contradictions inside this activity system were assumed as barriers in making the school effectiveness so as a consequence of facing these contradictions, the school initiated alterations in the system in order to decide the contradictions for the interest of better results. In this respect, a sort of expansive transmutation happened in the system. As Engestrom ( 2001 ) said â€Å" an expansive transmutation is accomplished when the object and motivation of the activity are reconceptualized to encompass a radically wider skyline of possibilities than in the old manner of the activity † ( p. 137 ) . In this sense, the object of the s ystem changed to expansive acquisition undertakings and consequently the tools changed in order to advance the object to run into the result of the system. 3.2 Expansive Learning Environment Harmonizing to Engestrom ( 2001 ) activity systems take signifier and acquire changed over long periods of clip. He adds that jobs and potencies of an activity system can merely be understood against it ain history. In this instance, the school environment as an activity system changed from being restrictive to being expansive in order to be more effectual in making the end of the system. This means that the instructors were encouraged to hold a close collaborative working relationship with the other instructors. Anchoring on this thought a new e-learning plan was introduced to the instructors as a manner of communicating with the other instructors of their ain school and the instructors of another school in Malaysia. The chief end of this plan was assisting instructors to pass on their jobs with each other and with their supervisors and to upgrade their cognition. In contrast with the old manner of the system, instructors ‘ acquisition was accepted explicitly as a cardinal con struct in the school and it was considered as a chief factor in the school effectivity. The e-learning plan was an on-line plan in which the instructors could entree online classs held by teachers from Malaysia. In add-on to this formal larning some informal acquisition chances were besides provided: the instructors could be involved in voice and picture confabs online with each other and with the other instructors from the Malayan school. They could besides inquire inquiries and discourse around a subject in a treatment forum. Figure 3 shows the activity system representation of such an expansive acquisition environment. Barb, Evans, and Baek ( 2004 ) believe that as one moves toward seeking to plan community, particularly one in which the members are expected to prosecute in new patterns that challenge their current civilization, many contradictions emerge. In this activity system presenting a new engineering and new patterns caused some contradictions in the activity system. Figure 3. An activity system representation of expansive school environment 3.2.1 Contradictions in Expansive School Environment Harmonizing to Engestrom ( 2001 ) one of the rules of activity theory is the â€Å" multi-voicedness of activity systems † ( p. 136 ) . This means that an activity system is a community of different points of position, histories, and involvements. This multi-voicedness as said by Engestrom may do some problems and contradictions. In our instance, after presenting e-program as a manner of communicating and coaction some of the instructors resisted engagement in the plan and some other were actively involved in the plan. This was largely because of their involvements and backgrounds. Some of the instructors were old instructors who had got used to individualist acquisition and treated such plans as a manner of â€Å" wasting clip † . Some others nevertheless, had found it a good manner of join forcesing with the others and work outing their ain jobs and the jobs of the other instructors. While in an expansive environment instructors are supposed to be reciprocally support ive in heightening their acquisition ( Evans et al, 2006 ) , in this instance the older instructors were non supportive plenty because of their background and involvements and this caused a contradiction between the divisions of labor of the system. On the other manus, as all of the instructors were non active scholars and some of them were inactive scholars a contradiction emerged between the topics ( topics contradiction ) . Furthermore, as mentioned before, in the instance that some of the older instructors preferred individualist acquisition and resisted affecting in expansive patterns we see a contradiction between topics and object which was â€Å" expansive acquisition undertakings and patterns † ( subject/object contradiction ) . One of the grounds for the instructors who resist engagement in the new undertakings was their deficiency of cognition in utilizing technological device such as computing machines or cyberspace ( subject/tool contradiction ) . In such a system a contradiction besides emerged between tool and division of labor. The debut of the e-learning plan and computer/internet as a tool required a new division of labor due in portion to the freshness of the tool but besides due to the fact that the supervisors were non able to help all instructors with the computer/internet undertakings. Consequently some instructors who had a better technological cognition became supervisors of the other instructors with the deficiency of cognition in utilizing new devices. One of the patterns in which the instructors were involved was go toing online classs held by Malayan teachers. Since the Persian school was a bilingual school, the teachers had some suggestions for pupils ‘ linguistic communication acquisition betterment. For illustration, they suggested that doing larning groups from the pupils and inquiring them to be involved in some reliable role-playing could better their linguistic communication proficiency. But they emphasized the thought that in each group both genders should be involved. This suggestion nevertheless seemed to be effectual, but was non applicable for an Persian school, because Persian schools are non co-education systems and male and female pupils, because of the Islamic regulations, can non be in a same system. There were besides some other suggestions which were incompatible with the school regulations ( tool/rule contradiction ) . This mutual exclusiveness of the instructions with school regulations made the instruc tors uninterested in the instructions because they thought that those instructions were non utile in their instruction systems ( subject/tool contradiction ) . There were some besides some other issues in the system which caused emerging some contradictions between the elements. One of these issues was low cyberspace velocity in Iran which de-motivated the instructors from utilizing e-program as a manner of communicating ( subject/tool contradiction ) . Harmonizing to Nelson ( 2002 ) contradictions can either ease acquisition to come on, or they can impede it, depending on whether or non they are acknowledged and resolved. Introducing a new plan to the instructors, as we saw, caused some contradictions. When the school system had a restrictive environment, the school leaders tried to decide the emergent contradictions due to the deficiency of communicating. When they decided to present the e-learning plan they believed that this plan could hold been a good manner for the instructors to pass on with the other instructors inside the school and outside of it. By presenting a new engineering, nevertheless, some other contradictions emerged that the school leaders had non anticipated. So alternatively of deciding the new contradictions they decided to eliminate the beginning of them which was the e-learning plan. Despite the huge sum of budget and clip devoted to presenting the new plan, the school leaders stopped the plan because they b elieved that the plan did non hold much added value to the instructors ‘ acquisition.4. DecisionThis article began with the purpose of look intoing contradictions in different acquisition environments through the lens of activity theory. In order to show contradictions happening in different acquisition environments the article introduced a instance survey in an Persian school. However, as said by Hardman ( 2005 ) although â€Å" a instance survey does non allow one to do general statements about how something might be used in different state of affairss † , it does supply a deep description of the procedures underlying the object of the survey. Analyzing restrictive acquisition environment at the school under probe showed that most of the instructors were inclined to pass on with the other instructors for the interest of more acquisition. As one of the elements of expansive larning environment as said by Evans et Al ( 2006, is â€Å" chances to prosecute with working groups inside or outside of school † ( p. 53 ) , the e-learning plan could hold provided such an chance for the instructors. When the object and consequently the tools of the system changed and a new engineering was introduced to the instructors, some contradictions emerged. The lens of activity theory, as we saw, could supply insight into alterations in the instructors ‘ acquisition at workplace when a new technological tool became portion of their activities and communicating. In this instance some of the older instructors had some jobs with the new engineering or even with the new object ( expansive acquisition patterns such as communicating with the other instructors ) . If the school leaders and instructors tried to happen the contradictions and to decide them, the activity system could hold gone one measure in front to its end. For illustration, if merely a few Sessionss were devoted to learn computing machine and cyberspace accomplishments to the instructors, some of the contradictions could hold been resolved ; but when confronting with jobs caused by contradictions the school leaders eliminated the beginning of contradictions ( e-learning plan ) alternatively of look intoing the beginning of the jobs ( contradictions ) and deciding them. A s a affair of fact, presenting a new plan or engineering to any puting shifts participants ‘ established patterns to the new patterns, which causes some contradictions. It is of import that school leaders can place contradictions in their scenes and see how these influence school civilization and how to equilibrate them.RecognitionsI would wish to thank Dr. Alison Taylor, the teacher of my â€Å" Workplace and Learning † class at University of Alberta, who guided me through this survey.