Adult learning theory and research Paper Example | Topics and Well Written Essays - 500 words

Adult learning theory and - Research Paper Example Furthermore, the approach of learning can be enhanced by enabling the students to work autonomously, developing the feeling of self-belief and collaborating in an effective manner. On the other hand, development can be enhanced by inducing proper learning behaviour and mitigating any sort of query and issue that the people face in the course of developing new behaviours (Weimer, 2012; Vygotsky, n.d.). Correspondingly, theory and research are regarded as two different aspects wherein theory is regarded as the approach of widely acknowledged principles as well as explanations. Additionally, the aspect of theory is highly descriptive in nature and recognised to possess most reliable form of knowledge. Moreover, theories are highly recognised in logical form based on substantial evidences. On the other hand, research is regarded as the creative work undertaken to justify the utilisation of varied theories and develop new knowledge. Nevertheless, both theory and research is regarded as the scientific methods, which help the people to acquire knowledge and develop new practices. Relatively, the aspect of theory is based on the surveillance of phenomena and research emphasis over proving that has been inferred with the observations (Layder, 1998). In relation to the above context, in order to develop face-to-face and online presentation, the approach of transformation theory could be taken into concern. Besides, the application of the theoretical prospective will allow making significant transformation of learning behaviour that will encourage the students to build higher level of communication and interactive approach with the audiences. Additionally, theories are proved to be effective in producing valuable learning within the students and highly beneficial to understand the interaction patterns prevailing within the learning environment (Kitchenham, 2010).

Katzenbach and Smith Essay Example for Free

Katzenbach and Smith Essay Introduction For this essay I will be explaining what I might do to encourage team performance by using Katzenbach and Smith’s Article as a scaled directive/guideline. The discipline of teams has been useful to show how to encourage team performance and this I will explain I will explain in the first part of this essay. Main Body According to Katzenbach and Smith, there is an importance to distinguish between Teams and Groups. Why? Because it is believed that Teams are different from Groups because they use collective working whereas Groups are based around individual performance. 8 things that Katzenbach and Smith said about how to encourage Teamwork are: ‘Establish urgency, demanding performance standards, and direction’. Katzenbach and Smith: ‘All team members need to believe the team has urgent and worthwhile purposes, and want to know what the expectations are.’ I can use this to encourage team performance by setting standards, rules and directions so the team will know their purpose and what goals they are aiming for. ‘Select members for skill and skill potential, not personality’. Katzenbach and Smith: ‘No team succeeds without the skills needed to meet its purpose and performance goals. Yet most teams figure out the skills they will need after they are formed.’ You can choose the people to be team leaders, purely based on their skills. This people will need to have good skills most especially the ‘Leadership skills and Motivational Skills’ in order to take charge of the team in absence of the manager. ‘Set some clear rules of behaviour’. Katzenbach and Smith: ‘All effective teams develop rules of conduct at the outset to help them achieve their purpose and performance goals.’ To encourage team performance I would make sure I have the team’s attention with no distractions from phones etc., make sure everyone gets a clear chance to speak with no interruptions and constructive confrontation, agree that the only things to leave the room is what is agreed on, always make sure that everyone has an analytic approach while doing research and last of all make sure everyone gets assignments to themselves and make sure they are done. ‘Challenge the group regularly with fresh facts and information.’ Katzenbach and Smith: ‘New information causes a team to redefine and enrich it’s understanding of the performance challenge, thereby helping the shape a common purpose, set clearer goals and improve its common approach.’ I can use this to encourage teamwork by always making sure that everyone on the team does research to see defects in the way the team works, and then have sessions where we discuss how this defects can be sorted out. ‘Spend lots of time together.’ Katzenbach and Smith: ‘Common sense tells us that team members must spend a lot of time together, scheduled and unscheduled, especially in the beginning.’ This can be used to encourage teamwork as it will create creative insights and personal bonds between the team members as they will slowly star to develop a work relationship between each other. ‘Exploit the positive feedback, recognition, and reward.’ Katzenbach and Smith: ‘Positive reinforcement works as well in a team context as elsewhere. This will help encourage team performance as it allows people in the team to get a sense that yes they are being shown gratitude for all the hard they’ve show. One other way you can encourage team work it to use ‘Emotional Intelligence’ (Goleman) this is needed to improve a team as it brings concepts of love and spirituality: bringing compassion and humanity to work and ‘Multiple Intelligence’ theory which illustrates and measures capabilities people possess, and also help show that everybody has a value in the team. But Teams may also have many risks attached and in this part of essay I will be analysing these risks. For example ‘Conformity’, this is the action of always acting in accordance to prevailing social standards, attitude, and practices etc. An example of this type of behaviour can be seen in Solomon Asch’s ‘Studies in Conformity’ – in one of Asch’s experiment which was design to show how perfect normal human beings can be pressured into unusual behaviour by authority figures, or by the consensus of opinion around them. The experiment was. Eight subjects were seated round a table to prevent suspicion. Only one participant was actually a genuine subject while the others were just actors to give already selected responses. The experiment was each participant was in turn asked to answer a series of question, such as which line was the longest or which matched the reference line. The results came out as ‘over one third of the subjects also voiced an incorrect option.’ Asch’s experiment gives us a slight insight into how conformity affects a team. Another risk team work is ‘Groupthink’. Groupthink is when groups of people in a team harmonise in a decision making group override a realistic alternative as it differs from their group’s alternative. An example of group think can be seen ‘Group Decision Fiascos Continue: Space Shuttle Challenger and Revised Groupthink Framework’. The explosion of the space shuttle Challenger is the worst disaster in space flight history and it crippled the American space programme. The NASA managers knew about the faults if they launched the space craft, but despite a huge amount of warnings from their engineers about the dangers if launching posed by the low temperatures that morning. The NASA managers also failed to adequately repost the problems to their superiors and this was what actually caused the catastrophic disaster. And this is why groupthink is a risk of Teamwork. As people can be shut out and made to look as it they didn’t know what they were talking about or being made to look as if they were outcasts. Conclusion But all in all we have to give credit to Katzenbach and Smith for their work in finding ways in improving team work as they have given us a great insight in to improving performance in a team by setting showing how and what it takes to make a team function properly. But as highlighted teams can be risky as they can cause ‘conformity’, and sticky situations like ‘groupthink’ which cause cost lives and not on lives, in a business environment it could cost sales to drop etc. Teamwork has lots of risks but if team work is carried out properly then it is most like nothing will go wrong for the people in the team.

Competitve Analysis of The PC Industry :: essays research papers

.0 Introduction The opening of the 21st century arrived with an economic limp. Dragging behind it a spirit squeezed by imploded exuberance, the economy led some to give up on change and growth. Companies cut new programs, pulled out of or shut down corporate ventures, retrenched and played it safe. Yet, simmering barely beneath the surface we can see powerful drivers of change and growth still at work, building pressure for the next upswing in the megacycles of economy. We never had a â€Å"New Economy†; we had an evolving innovation economy. Surviving and prospering, calls for a sound grasp of the drivers of change. The fact that there has never been a â€Å"golden company† that consistently beat the market is due to differing principles under which capital markets and corporations operates. Markets, built on the assumption of â€Å"discontinuity† enable, manage and control the process of creative destruction by encouraging new entrants that produce superior results and value by â€Å"remorselessly† replacing weak performers that consume wealth. This process is has always been at the heart of capitalism, but the pace of change is accelerating to the extent that we have entered what Peter Drucker calls the Age of Discontinuity.   Ã‚  Ã‚  Ã‚  Ã‚  Organizations in today’s hypercompetitive world face the paradoxical challenges of â€Å"dualism†, that is, functioning efficiently today while innovating effectively for tomorrow. The purpose of this case study is to analyze, understand and prepare strategies to overcome the impacts and implications of introduction of the $15 PC by Rolltronics towards my Computer firm named ‘Company X’ by using the Theory of Disruptive Technology and Innovative Management. 2.0 Personal Computer Industry Overview   Ã‚  Ã‚  Ã‚  Ã‚  The market for laptop computers has distinguished itself as one of the fastest growing segments of the computer industry. Throughout its growth and development, this market, like many others, has changed a great deal as a result of customer demands. In an effort to cater to these demands, companies like Dell and HP look to market trends to aid in the development of new products. In most recent stages, the laptop market has been specifically influenced by a number of trends. Simply, customers are becoming more educated about their purchases. As a result of these consumer educations, buyers want increased customization of PCs. The growing amount of knowledge is creating the ability for buyers to distinguish their own personal need in a computer from a standardized product.   Ã‚  Ã‚  Ã‚  Ã‚  The laptop market is growing faster than desktop computers.

Fraternities/Sororities Essay

Fraternities/Sororities are generally considered as a bad organization or brotherhood nowadays. It affects the academic performance of many students especially some of BSIT (Bachelor of Science in Information Technology) freshmen who tried to join. Many students find that membership in a chapter gives them opportunities to develop valuable skills they have not been able to find elsewhere. Sometimes, joining a fraternity/sorority is an excellent way for some students to meet people, get more acclimated to campus life, gain important leadership skills have fun, contribute to the community, and/or establish life-long friendships. Exact figures for the number of college students nationally involved in these organizations are hard to pin down. Positive examples of fraternities exemplifying their founding principles of brotherhood, scholarship and service are easily available. However, negative images centered on alcohol, hazing and hegemonic masculine behavior garner far more public attention: just like Guillo Servando — An 18-year-old Benilde sophomore who died recently after suffering severe beating and died after the initiation rites under the Tau Gamma fraternity. (ww.philstar.com/news-feature/). That’s why we conduct this study to find out what are really the reasons or factors that motivates students to join organizations in school in spite of these accidents that happening nowadays. Statement of the Problem Generally, this research study aims to determine the reasons for joining fraternities/sororities of BS Information Technology freshmen enrolled in West Negros University, S.Y. 2014-2015. Specifically, it aims to answer the following questions: 1. What is the profile of WNU BSIT freshmen in terms of: a. age b. gender c. monthly income d. place of residency 2. What are the reasons for joining fraternities/sororities of BSIT students? 3. What are the major reasons of BSIT students in joining fraternities/sororities when they are classified according to: a. age b. gender c. monthly income d. place of residence Significance of the Study The findings of this research study were beneficial or significant to the following people: BS Information Technology students. This findings of the study would help them know and understand the reasons for joining fraternities/sororities and be able to find other ways to help them cope with their individual problems or concerns. Professors. The findings of this research study would provide ideas about the behavior of the students. Parents. This would give insights on how they can exhibit responsibilities to their children and how they can avoid their children in joining these organizations. Present researchers. This will help them to identify the different insights of each student regarding reasons for joining fraternities/sororities. Future researchers. The findings in this research study would provide basis for the conduct of future research about the reasons of joining fraternities/sororities and possibly on a wider involving other areas or variables. Scope and Limitation This study primarily deals with the reasons for joining fraternities or sororities of BS Information Technology Freshmen enrolled in West Negros University, first semester, S.Y. 2014-2015. Variables included are: age, sex, family monthly income and place of residency. Definition of Terms For the purpose of this study, the following terms have been defined conceptually and operationally. Age. Conceptually, it refers to the amount of time during which the person or animal has lived. (http://www.merriam-webster.com/dictionary/). Operationally, it refers to the amount of time in which the person exists. Alumnus/alumna. Conceptually, this term refers to a member who has graduated. Alumnus is the masculine, alumna the feminine. (http://en.wikipedia.org/wiki/). Operationally, this refers to a member of the fraternity who fgraduated from an institution. Family Monthly Income. Conceptually, it refers to the total compensation received by all family members age 15 or older living in the same household. Compensation may include wages, social security, child support, pensions capital gains, and dividends. (http://www.businessdictionary.com/definition/family-income.html). Operationally it refers to the amount of money receives from the family member/s who is/are working. Fraternity. Conceptually, it refers a group of people associated or formally organized for a common purpose, interest, or pleasure. (http://www.merriam-webster.com/dictionary/). Operationally, it refers exclusively to men’s groups, many women’s groups officially call themselves fraternities, and the most proper term for them is Women’s Fraternities. Hazing. Conceptually, it refers to the imposition of strenuous, often humiliating, tasks as part of a program of rigorous physical training and initiation rites. (http://www.merriam-webster.com/dictionary/). Operationally, it refers to a mental or physical harm done to a new member of an organization. Sex. Conceptually, it refers to male or female based of their reproductive organs and structures. (http://www.merriam-webster.com/dictionary/). Operationally it refers to a state of being male or female. Sorority. Conceptually, it refers to a Greek letter organization, which admits only women. (http://www.merriam-webster.com/dictionary/). Operationally, it refers to a society for female students in a university or college, typically for social purposes

Lao-Tzu, Machiavelli, and the American Government

Lao-Tzu's â€Å"Thoughts from the Tao-te Ching† and Machiavelli's â€Å"The Qualities of a Prince† both have the ultimate goal of making better leaders. The tactics that each writer chooses to present as a guide for the leader are almost opposite of each other. Today's American government would benefit from a combination of the two extreme ideas. Lao-Tzu's laissez-faire attitude towards the economy, as well as his small scale, home defense military is appealing to a liberal person. Machiavelli's attitude towards miserliness and lower taxes, while being always prepared for war, would appeal to a conservative person. The writers are in agreement on some issues, such as taxes, but other ideas, such as government involvement in the everyday lives of citizens are completely opposed to one another. Lao-Tzu believes in moderation and small government. He states that a leader should stay within his country and govern his people only. Lao-tzu and Machiavelli are political philosophers writing in two different lands and two different times. Lao-tzu was an ancient Chinese philosopher from 6th century BC, the author of Tao-te Ching, and Machiavelli was an Italian philosopher who lived 2000 years after Lao-tzu's time, author of Prince. They are both philosophers but have totally different perspective on how to be a good leader. While both philosopher's writing is instructive. Lao-tzu's advice issues from detached view of a universal ruler; Machiavelli's advice is very personal perhaps demanding. Both philosophers' idea will not work for today's world, because that modern world is not as perfect as Lao-tzu described in Tao-te Ching, and not as chaotic as Machiavelli illustrated in Prince. In comparing and contrasting the governmental philosophies of the great thinkers Lao-Tzu and Machiavelli, I have found a pleasant mix of both of their ideas would be the best for America today. Lao-Tzu's laisse-faire attitude towards the economy, as well as his small scale military is appealing to my liberal side, while Machiavelli's attitude towards miserliness which causes low taxes appeals to the right wing. These great thinkers contradict the popular saying â€Å"all great thinkers think alike. † They have several ideas, such as taxes, that are the same, while other ideas, like the involvement of government in citizens' everyday lives are totally opposite. I shall start with the ideas of Machiavelli, then move on to Lao-Tzu's, and finally a comparison and application into American life. Niccolo Machiavelli believes in a strong government. The leader should be strong and feared. I believe he gets this idea from the fear of God.

Empress Dowager Cixi - Chinese History

Empress Dowager Cixi - Chinese History Few people in history have been as thoroughly vilified as the Empress Dowager Cixi (sometimes spelled Tzu Hsi), one of the last empresses of Chinas Qing Dynasty. Depicted in writings by English contemporaries in the foreign service as cunning, treacherous and sex-crazed, Cixi was painted as a caricature of a woman, and a symbol of Europeans beliefs about the Orient in general. She is not the only female ruler to suffer this indignity. Scurrilous rumors abound about women from Cleopatra to Catherine the Great. Still, Cixi received some of the worst press in history. After a century of defamation, her life and reputation finally are being re-examined. Cixis Early Life The Empress Dowagers early life is shrouded in mystery. We do know that she was born November 29, 1835, to a noble Manchu family in China, but even her birth-name is not recorded. Her fathers name was Kuei Hsiang of the Yehenara clan; her mothers name is not known. A number of other stories - that the girl was a beggar who sang in the streets for money, that her father was addicted to opium and gambling, and that the child was sold to the emperor as a sex-slave - seem to be pure European embroidery. In truth, Qing imperial policy forbade the publication of personal details, so foreign observers simply made up stories to fill in the gaps. Cixi the Concubine In 1849, when the girl was fourteen, she was one of 60 nominees for the position of an imperial concubine. She was probably eager to be chosen, since she once said, I have had a very hard life ever since I was a young girl. I was not a bit happy when with my parents... My sisters had everything they wanted, while I was, to a great extent, ignored altogether. (Seagrave, 25) Fortunately, after a two-year preparation period, the then-Empress Dowager selected her as an imperial concubine from among the large pool of Manchu and Mongol girls. Qing emperors were forbidden from taking Han Chinese wives or concubines. She would serve Emperor Xianfeng as a fourth-rank concubine. Her name was recorded simply as Lady Yehenara after her fathers clan. A Birth and a Death Xianfeng had one empress (Niuhuru), two consorts, and eleven concubines. This was a small assortment, relative to earlier emperors; as the budget was tight. His favorite was a consort, who bore him a daughter, but while she was pregnant, he spent time with Cixi. Cixi also soon became pregnant  and gave birth to a boy on April 27, 1856. Little Zaichun was Xianfengs only son, so his birth greatly improved his mothers standing in court. During the Second Opium War (1856-1860), Western troops looted and burned the lovely Summer Palace. On top of existing health problems, this shock is said to have killed the 30-year-old Xianfeng. Co-Empresses Dowager On his death-bed, Xianfeng made contradictory statements about the succession, which was not guaranteed to Zaichun. He did not formally name an heir before he died on August 22, 1861. Still, Cixi made sure that her 5-year-old son became the Tongzhi Emperor. A regency council of four ministers and four nobles assisted the child emperor, while the Empress Niuhuru and Cixi were named co-Empresses Dowager. The Empresses each controlled a royal seal, meant to be a mere formality, but which could be used as a form of veto. When the ladies opposed a decree they refused to stamp it, converting the protocol into real power. The Xinyou Palace Coup One of the ministers on the regency council, Su Shun, was intent on becoming the sole power behind the throne or perhaps even wresting the crown away from the child emperor. Though Emperor Xianfeng had named both Empresses Dowager as regents, Su Shun tried to cut out Cixi and take her imperial seal. Cixi publicly denounced Su Shun and allied herself with Empress Niuhuru and three imperial princes against him. Su Shun, who controlled the treasury, cut off food and other household items for the Empresses, but they would not give in. When the royal household returned to Beijing for the funeral, Su Shun was arrested and charged with subversion. Despite his high post, he was beheaded in the public vegetable market. Two princely co-conspirators were allowed to die by suicide. Two Young Emperors The new regents faced a difficult period in Chinas history. The country struggled to pay indemnities for the Second Opium War, and the Taiping Rebellion (1850-1864) was in full swing in the south. Breaking with Manchu tradition, the Empresses Dowager appointed competent Han Chinese generals and officials to high office in order to deal with these problems. In 1872, the 17-year-old Tongzhi Emperor married Lady Alute. The following year he was made emperor regnant, although some historians charge that he was functionally illiterate and often neglecting matters of state. On January 13, 1875, he died of smallpox at just 18. The Tongzhi Emperor did not leave an heir, so the Empresses Dowager had to select an appropriate replacement. By Manchu custom, the new emperor should have been from the next generation after Tongzhi, but no such boy existed. They settled instead on Cixis sisters 4-year-old son, Zaitian, who became the Guangxu Emperor. At this time, Cixi was often bed-ridden with a liver ailment. In April of 1881, Empress Dowager Niuhuru suddenly died at the age of 44, possibly of a stroke. Naturally, rumors quickly spread through the foreign legations that Cixi had poisoned her, although Cixi was herself probably too ill to have had any part in a plot. She would not recover her own health until 1883. Guangxu Emperors Reign In 1887, the timid Emperor Guaungxu came of age at 16, but the court postponed his accession ceremony. Two years later, he married Cixis niece Jingfen (although he reportedly did not find her long face very attractive). At that time, a fire broke out in the Forbidden City, which caused some observers to worry that the Emperor and Cixi had lost the Mandate of Heaven. When he took power in his own name at 19, Guangxu wanted to modernize the army and bureaucracy, but Cixi was wary of his reforms. She moved to the new Summer Palace to be out of his way, nonetheless. In 1898, Guangxus reformers in court were tricked into agreeing to cede sovereignty to Ito Hirobumi, Japans former Prime Minister. Just as the Emperor was about to formalize the move, troops controlled by Cixi stopped the ceremony. Guangxu was disgraced and retired to an island in the Forbidden City. The Boxer Rebellion In 1900, Chinese discontent with foreign demands and aggression erupted into the anti-foreign Boxer Rebellion, also called the Righteous Harmony Society Movement. Initially, the Boxers included the Manchu Qing rulers among the foreigners they opposed, but in June 1900, Cixi threw her support behind them, and they became allies. The Boxers executed Christian missionaries and converts all over the country, tore down churches, and laid siege to the foreign trade legations in Peking for 55 days. Inside the Legation Quarter, men, women and children from the UK, Germany, Italy, Austria, France, Russia and Japan were huddled, along with Chinese Christian refugees. In the fall of 1900, the Eight-Nation Alliance (the European powers plus the US and Japan) sent an expeditionary force of 20,000 to raise the siege on the Legations. The force went up-river and captured Beijing. The final death toll from the rebellion is estimated at almost 19,000 civilians, 2,500 foreign troops and about 20,000 Boxers and Qing troops. Flight from Peking With the foreign forces approaching Peking, on August 15, 1900, Cixi dressed in peasant garb and fled from the Forbidden City in an ox cart, along with Emperor Guangxu and their retainers. The Imperial Party made its way far to the west, to the ancient capital of Xian (formerly Changan). The Empress Dowager called their flight a tour of inspection, and in fact, she did become more aware of the conditions for ordinary Chinese people during their travels. After some time, the Allied Powers sent a conciliatory message to Cixi in Xian, offering to make peace. The Allies would allow Cixi to continue her rule, and would not demand any land from the Qing. Cixi agreed to their terms, and she and the Emperor returned to Peking in January of 1902. The End of Cixis Life After her return to the Forbidden City, Cixi set out to learn all she could from the foreigners. She invited Legation wives to tea  and instituted reforms modeled on those in Meiji Japan. She also distributed prize Pekingese dogs (previously kept only in the Forbidden City) to her European and American guests. On November 14, 1908, the Guangxu Emperor died of acute arsenic poisoning. Although she was quite ill herself, Cixi installed the late Emperors nephew, the 2-year-old Puyi, as the new Xuantong Emperor. Cixi died the following day. The Empress Dowager in History For decades, the Empress Dowager Cixi was described as a devious and depraved tyrant, based largely on the writings of people who did not even know her, including J.O.P. Bland and Edmund Backhouse. However, contemporary accounts by Der Ling and Katherine Carl, as well as later scholarship by Hugh Trevor-Roper and Sterling Seagrave, paint a very different picture. Rather than a power-mad harridan with a harem of faux eunuchs, or a woman who poisoned most of her own family, Cixi comes across as an intelligent survivor who learned to navigate Qing politics  and rode the wave of very troubled times for 50 years. Sources: Seagrave, Sterling. Dragon Lady: The Life and Legend of the Last Empress of China, New York: Knopf, 1992. Trevor-Roper, Hugh. Hermit of Peking: The Hidden Life of Sir Edmund Backhouse, New York: Knopf, 1977. Warner, Marina. The Dragon Empress: The Life and Times of Tzu-Hsi, Empress Dowager of China 1835-1908, New York: Macmillan, 1972.

Free Essays on Frankenstein And His Use Of Science!

Victor Frankenstein and His Use of Science Every spring there is a plethora of new animate beings. Creation is a yearly event for most animals. There are countless children born each day. All living beings procreate. Victor Frankenstein was a scientist, and the goal of science is to discover new information, and Victor Frankenstein was simply being a scientist and creating new information. When Victor Frankenstein created his monster, it could be compared to genetic engineering or cloning of today. Scientists are trying to re- create life from another exact life form through cloning. They are trying to make the creation of life better and humans that are better quality, without disease or deformity through genetic engineering. Since the beginning of time humans have been obsessed with the idea of where life comes from, and how it is created. Charles Darwin originated the idea of evolution. Another theory that is used to explain the origin of life is the big bang theory that states that life was created from a cosmic explosion. Yet another theory on the origination of life is the existence of God and that God created the earth and all of the life on earth. Victor Frankenstein is exactly like the scientists of today. Victor Frankenstein is trying to make a human being from other, deceased human beings, this could be compared to cloning today, making one creature from another. The possibility, or theory of genetic engineering can guarantee that humans would be without deformity, affliction or frailty. Victor Frankenstein may not have chosen parts for his monster, or human that were necessarily beautiful, but Victor Frankenstein tried to make his product as earthborn as possible. Victor Frankenstein was simply doing the same thing that scientists have always been trying to do. Victor Franke... Free Essays on Frankenstein And His Use Of Science! Free Essays on Frankenstein And His Use Of Science! Victor Frankenstein and His Use of Science Every spring there is a plethora of new animate beings. Creation is a yearly event for most animals. There are countless children born each day. All living beings procreate. Victor Frankenstein was a scientist, and the goal of science is to discover new information, and Victor Frankenstein was simply being a scientist and creating new information. When Victor Frankenstein created his monster, it could be compared to genetic engineering or cloning of today. Scientists are trying to re- create life from another exact life form through cloning. They are trying to make the creation of life better and humans that are better quality, without disease or deformity through genetic engineering. Since the beginning of time humans have been obsessed with the idea of where life comes from, and how it is created. Charles Darwin originated the idea of evolution. Another theory that is used to explain the origin of life is the big bang theory that states that life was created from a cosmic explosion. Yet another theory on the origination of life is the existence of God and that God created the earth and all of the life on earth. Victor Frankenstein is exactly like the scientists of today. Victor Frankenstein is trying to make a human being from other, deceased human beings, this could be compared to cloning today, making one creature from another. The possibility, or theory of genetic engineering can guarantee that humans would be without deformity, affliction or frailty. Victor Frankenstein may not have chosen parts for his monster, or human that were necessarily beautiful, but Victor Frankenstein tried to make his product as earthborn as possible. Victor Frankenstein was simply doing the same thing that scientists have always been trying to do. Victor Franke...

50 Diminutive Suffixes (and a Cute Little Prefix)

50 Diminutive Suffixes (and a Cute Little Prefix) 50 Diminutive Suffixes (and a Cute Little Prefix) 50 Diminutive Suffixes (and a Cute Little Prefix) By Mark Nichol Who knew there were this many ways to alter a word to connote belittlement or affection, or merely diminishment in size? Now, you do. Here’s a big list of little affixes: 1. -aster: This generally pejorative suffix denoting resemblance was common a couple hundred years ago but is rare today; the only well-known surviving instance is poetaster, a word describing an inferior poet. 2. -cule: This ending, sometimes with the letter c omitted, is common in medical and scientific vocabulary. Capsule and molecule are common examples; animalcule, referring to minute organisms such as bacteria, is rare in lay usage. 3. -culus: This direct borrowing from Latin is rarer than its Frenchified counterpart; calculus is perhaps the best-known form, though homunculus (â€Å"little man†) is an interesting example. 4. -el: This unassuming French diminutive appears frequently in ordinary language: chapel and tunnel are only two of many examples. 5-6. -ella, -ello: The feminine form of this Italian suffix is best known as part of Cinderella’s name; among objects, novella is perhaps the most familiar usage. When appended to a person’s name, -ella is often used in forming the scientific name of a species of bacteria, as in salmonella (the legacy of one D. E. Salmon). The masculine form is seen in bordello. 7. -elle: This rare suffix occurs in organelle. 8. -en: This suffix denotes a small or young form, as in kitten, though chicken is a reverse example: Originally, in Old English (as cicen), the term for adults was fowl, and chicken denoted a young bird. It also refers what something is made of, as in woolen. 9. -erel: As with -rel, words ending in -erel are sometimes pejorative, as in doggerel. 10. -ers: This diminutive does not literally suggest a reduction in size; it’s employed in coining slang such as bonkers and preggers. 11. -ster: This diminutive refers to a person who does or is what the root word indicates: gangster (and bankster, the recently coined sardonic extension in reaction to the perceived criminality of large banks), youngster. 12-13. -et, -ette: The masculine form of this French diminutive appears in such ubiquitous words as faucet and wallet. The feminine form of -et, more common in English than the masculine form, is seen in words such as cigarette and kitchenette. 14-15. -etto, -etti: The singular and plural Italian equivalents of -et are evident in borrowings from that language such as amaretto and spaghetti. 16. -ie: Words with this suffix are from English (as in doggie), Scottish (for example, laddie), or Dutch (such as cookie), or are diminutives of personal names, as in Charlie. 17. -il: Words ending in -il, such as codicil and pencil, came to English from Latin through French. 18-19. -illa, -illo: This Spanish diminutive appears in such words as vanilla and cigarillo. 20-21. -illus, -illi: This Latin form is rare, confined in usage to bacillus/bacilli and lapillus/lapilli. 22. -ine: This French diminutive is on display in figurine, tambourine, and the like. Sometimes, as with linguine, words so appended derive from Italian. 23-25. -ina, -ino -ini: These feminine and masculine forms, of Italian or Spanish origin, are shown in marina, palomino, and many other words. The plural form, -ini, is mostly associated with food: panini, zucchini. 26. -ing: This English diminutive generally appears in references to fractions or parts, as in farthing or tithing. 27. -ish: This suffix can be added to almost any noun to create an adjective noting the connection or similarity of one thing to another: English, greenish. 28-29. -ita, -ito: Spanish words including the feminine form -ita (such as fajita) and -ito (burrito, for example) have been borrowed into English. 30. -kin: This Dutch diminutive is usually found in obscure words like cannikin, but napkin survives in general usage; mannequin, more common than the Dutch-derived manikin, is the only French derivation to be used widely in English. The plural form is often attached to given names to form an affectionate diminutive: Mollykins, for example. 31. -le: Words with this ending can either be of Latin origin (such as article or particle which, like particular, stems from particula) or from Middle English (bundle, puddle). 32–33. -let, -lette: These forms, respectively indirectly and directly borrowed from French, are seen, for example, in booklet and roulette; omelet was formerly written as omelette. 34. -ling: Words formed with this diminutive are generally but not exclusively affectionate: darling, duckling, but underling. 35. -o: This diminutive can be endearing or belittling: kiddo, wacko. 36. -ock: This form from Old English is best know in the plural usage buttocks, but it’s also recognizable in hillock, mattock, and other words. 37. -ola: This artificial suffix is seen in slang (payola) or current or former brand names (respectively, Victrola and granola or pianola). 38. -ole: This rare French suffix appears in casserole. 39-40. -olo, -oli: Piccolo, borrowed from Italian by way of French, is a double diminutive, because the root word means â€Å"little†; ravioli includes a plural form of -olo. 41. -olus: This Latin diminutive shows up in scientific terminology from Latin, such as nucleolus. 42-43. -ot, -otte(s): These French endings are rare in common nouns (harlot, culottes) but are seen in given names like Charlotte and Margot. 44. -rel: This more common variant of -erel is often but not always pejorative: mongrel and scoundrel, but not kestrel. 45-46. -sie(s) or -sy: The first variant of this baby-talk slang is found, for example, in footsie and onesies, while the second appears in teensy-weensy and the like and names like Betsy. 47. -ula: This Latin suffix shows up in formula, spatula, and other words. 48. -ule: This diminutive, found in granule, nodule, and other words, comes directly from Latin or indirectly from it through French. 49. -ulum: This Latin suffix appears in such words as pabulum and pendulum. 50. -y: This form, with doubling of the preceding letter, is seen both in diminutives of given names, such as Bobby and Patty, and in words like puppy and mommy. In addition, the flexible prefix mini- is easily attached to any existing word, such as in miniskirt, minivan, and so on. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Driver License vs. Driver’s LicensePrepositions to Die With

Marketing Law and Ethics Essay Example | Topics and Well Written Essays - 2500 words

Marketing Law and Ethics - Essay Example Marketing has become an authority in the society. It shows people the way to become models; images they see in various advertisements. The marketer tells us; buy it, use it. They also tell us; we can buy success, happiness and love with the advertised products, service and brands so that consumer also buys the life-style with the product. The advertisements have become the role of educators and family. While watching these advertisements, consumer compares the life he is watching and his own life and finds his life ordinary and meaningless. Because of this reason, the advertisements became an imitated model ethic is known as moral values and plays a role as social rules in a society. In today's world, in marketing, through advertisements the messages are given with help of the cultural differences, social class differences; also using color differences as a tool, so it is one of the biggest arguments of ethic. The most definite dilemma of modern-day advertising is its manipulation on the individual and societal growth, significance in formation of people's values in rapidly globalizing world. At the same time, mounting globalization process grounds seriously the query about the social accountability of business need essential deliberation of long-term benefit of consumers and society as a whole. It is important to note the reciprocity of advertising technological development process and scrutinizing of human rights and standards of living in the society. In other words, transformation in one way requires immediate change in other (Harris 2001). The world of advertising, made up of advertisers, agencies, the media and the various specialized services, constitutes an environment which is in a constant state of flux; examples include new marketing and advertising techniques, changing markets, changing consumer requirements, new products, new media and a constant turnover of staff. As well as the whole commerce industry, marketing has its own ethical problems. Several marketing experts or their representatives have deliberately confirmed and implemented different activities, assertions or set of laws concerning the requirement that marketing people believe ethics regulations and values, so that they become much more responsible towards the members of society (Brassington & Pettitt 2003). Most controversial cases in the legal system are the discrimination cases which base their allegations on race, color, gender, sexual orientation,national origin and religion, age. For years the mainstream media has cleanly pushed the idea that being darker as a person of color is thought to be inferior. Discrimination has diffused onto a wider massive scale. In an undeniably capitalist society, leading marketers and entrepreneurs use subtle suggestive means to accomplish their selfish, profitable motives. As in the case of promotional campaign of the world's largest cosmetics firm, based in France, L'Oreal, which specializes in perfumes, beauty aids, and related products. The ad-campaign featuring pop-star Beyonce Knowles for this cosmetics giant shows that all is not well with the face of its promotion. The company was accused of whitening Beyonce Knowles who has been the L'Oral Paris brand ambassador since 2001. The contract signed between the cosmetics company and the singer in 2001, was worth 2.4m ($4.7m) for five years. The contract stipulated that the singer had to work 10

IT - WiMAX Networks Essay Example | Topics and Well Written Essays - 750 words

IT - WiMAX Networks - Essay Example 3) The architecture should be compatible with different usage models like fixed, portable, nomadic, etc. 4) The architecture should have the capability to provide IP services and separate the access network and connectivity network. 5) The architecture should provide assistance to network access provider (NAP) the network service provider (NSP), and the application service providers (ASP). 6) By utilizing the internet engineering, the architecture should provide assistance to3GPP/3GPP2, Wi-Fi, and wired networks. Image Source: [1] Mobile WiMAX Network The architecture of mobile WiMAX consists of All IP platform, all packets technology and no circuit switch telephony. The open IP architecture provide network operator’s huge elasticity while choosing way outs that work with legacy networks or so as to use the most advanced equipments and in shaping what functionality they desire their system to maintain. They can select from an upright incorporated seller to facilitate offers a turnkey way out or they can decide on and choose from a thick ecosystem of best-of-breed companies with a more thin focus. The architecture permits modularity and elasticity to provide somewhere to stay a wide variety of consumption options such as small scale to large scale, urban, suburban and rural coverage, mesh topologies , flat , hierarchical and their variant, and finally, co-existence of permanent , wandering moveable and mobile usage models. Mobile WiMAX has equally the mobility and Multiple Input Multiple Output (MIMO) functionalities to the IEEE 802.16- 2004 protocol. It is one of two protocols accept by the WiMAX forum with the other one being the IEEE 802.16 – 2004. The WiMAX system architecture can logically be characterized by a Network Reference Model (NRM). ASN The ASN is commonly referred as the access network of WiMAX and its major responsibly is to offer the communication between the user and the core network services. The Major responsibilities of the ASN are †¢ The ASN must provide relinquish †¢ The Validation of AAA (authentication, authorization and accounting) server through proxy. †¢ The ANS must manage the radio resource †¢ Provide co-operations for other ASN networks. †¢ Provide a functional coordination between CSN and MS, Technologies Engaged By WiMAX Mobile WiMAX has the operating frequency band of 2 to 6 MHz. In order to perform different functions the WiMAX has to employ the following [2]. †¢ Scalable Orthogonal Frequency Division Multiple Access (SOFDMA). †¢ MIMO †¢ IP (Internet Protocol) †¢ Adaptive antenna systems (AAS) †¢ Adaptive Modulation schemes (AMS) †¢ Advanced Encryption Standard (AES) There are vast possibilities of the WiMAX to be utilized as the prior network service for the users as it is capable of providing the data services as well as voice services by the utilization of VOIP (voice over internet protocol) that enables the user to send and receives the telephony services by utilizing the WiMAX services. Difference between WiMAX and Wifi The major difference between the WiMAX and Wifi is the difference in the range. Wifi is a short range wireless network having operation in 100 meters or a bit more however, WiMAX network has the range of about several kilometers. Wifi can work in an unlicensed or open spectrum, while WiMAX has a particular licensed frequency spectrum. WiMAX is typically utilized for providing the services by utilizing the IEEE 802.16 such as data services from ISP to the end user and telephony services

Take Home Final Exam Case Study Example | Topics and Well Written Essays - 1000 words

Take Home Final Exam - Case Study Example Conversely, â€Å"Public Law 94-192† mandated providing opportunities to the students having disabilities in participating in varied programs of school athletic. Finally, â€Å"Amateur Sports Act of 1978† emphasized introducing facilities along with programs for meeting the needs of the athletes having disabilities. In relation to the above context, while renovating a facility such as Morey Courts, certain specific concerned areas need to be considered by a planning committee. One of such areas would be creating a barrier less place. This will support in making better movement of the people within the area in a safer manner and also prevent from chances of falls as well as physical injuries. The other concerned area will be constructing toilets as well as other amenities in adherence with the respective special needs of the individuals who would visit the facility after being renovated. Apart from these, a planning committee should also consider introducing quality programs as well as facilities that would meet the needs of the disabled athletes and support them with addressing their practicing needs. Moreover, using flanks along with other facilities so that the movements within the facility centre do not get restricted will be the other specific concerned area for a planning committee to cons ider for renovation of a facility. Finally, a planning committee may prepare certain priority lists that would help in renovating the facility as per the desired standards, resulting into attracting the individuals to visit the facility periodically. Soft costs in the context of planning a new facility refer to such costs that are not directly engaged with the same. These generally involve the expenses that are incurred with the payments made in terms of fees and financing other needs. On a further note, soft costs comprise a huge portion of construction costs that are traditionally regarded as non-seen items. Moreover, these sports of costs are duly considered as the initial

The XX band, album XX review Article Example | Topics and Well Written Essays - 2000 words

The XX band, album XX review - Article Example The album received positive reviews and has just released a second album, â€Å"The Co- Exist.† (Rodgers). History of the XX band The xx band is an indie pop band formed in 2008 based in London. It released their debut album in 2009. The band has four members, Romey Madley Croft, Oliver Sim, Jamie Smith better known as Jamie xx and Baria Qureshi who left the band in 2009 after the first album. The band members studied music together at the Elliot School and have known each other for years. The band was ranked highly in the best of 2009 lists. It was number 1 on the Guardian list and 2nd on the NME. In 2010 the band won the Mercury prize for their debut album. They have just released their second album â€Å"Co-Exist† on 10th September 2012. The name of the band XX is not the chromosomes or kisses but more seen as mysterious marks. Their eponymous debut album in term of music and lyrics has traces of Pixies and Aaliyah. Caius Pawson founder of the Young Turks label an im print of XL signed them up after listening to them perform at various gigs and became their manager. Creativity Making of the Album XX Romney Madley Croft is the singer cum guitarist of the band. She is sweet natured and soft spoken. She is incapable of uttering a line that does not have a ‘come on’. She adores Mariah Carey. In the songs â€Å"Islands† and Basis Space† her voice is pleasant and has a soft vibe. She is reflective about a subject that is something not often associated with teenagers. Oliver Sim, the bassist, feels up through his responsive vocals and ever present bass. His voice is papery and has a sticking point. Oliver is obsessed by Aaliyah and this can be seen in their music. Romy and Sim may not have the best voices but they sing together because they have something to say. They provide plenty of friction to their music and bring a lot of excitement to the music. Baria Qureishi was the guitarist cum keyboard player and responsible for dr ums, but left the band after the band’s debut album under unclear circumstances (Rodgers). Jamie Smith known as â€Å"Jamie xx† is the band’s producer. He created a sound world where the simplest chord change was full of emotion. The first production acquainted listeners to music that expressed the guitar. He is a producer who is adventurous and open minded compared to other young producers. He is hungry to incorporate all manners of sounds and approaches to music. The band’s music is pop music about sex and interpersonal relationships. They are not fashionistas but definitely their influence is potent. They are strongly influenced by R&B. The XX band makes electronic edged music that is ghostly, low key and enigmatic as their curious name. The connections to the different types of music they adore gives their music an atmosphere of simplicity. The group caused a stir during their gigs in London before being signed up by Young Turks (Rodgers). The debut a lbum â€Å"XX† The eponymous debut album was self titled â€Å"xx†. The first album filled a void that most music lovers did not know exist. Their music was new where several currents of music flowed. xx the song was like a whispered secret. It incorporated hushed voices through the process of subtraction with a daring sense of space. Croft’s voice in the first album used gently picked lines that were

The Role of Reason in the Historical Concepts of Human Rights Essay

The Role of Reason in the Historical Concepts of Human Rights - Essay Example The classic example drawn from the Greek literature is that of Antigone, who upon being reproached by Creon for defying his command not to bury her slain brother, asserted that she acted in accordance with the immutable laws of the gods. Human rights concepts however can actually be traced to an earlier period. The Old Testament of the Bible relates the story of ancient Israelites, and in it are abundant inferences about human rights, there is no well-developed statement on the issue but there are significant scattered passages that give clear evidence of a point of view at least as advanced as Greek and Roman philosophy. The Ten Commandments for example, by the prohibition of murder and theft, give implicit recognition is considerably broadened by later elaboration of the laws and by the passionate discourses on justice by such prophets as Amos that can be read in his book in the Old Testament If the concept of human rights is very old, the general recognition of their validity is not, throughout most of history governments failed to accepts the notion that people have rights independent of the state, this called statism and it implies the supremacy of the state in all matters pertaining to the lives of subjects, it is still potent concept in the 20th century, Germany under Adolf Hitler and the Soviet Union during the rule of Joseph Staliln are prime examples of statism. It was not until after the Middle Ages, however that natural law doctrines became closely associated with liberal political theories about natural rights, in Greco-Roman and Medieval times natural law doctrines taught mainly the duties, as distinguished from the rights of man, in addition as evidence can be read in the writing of Aristotle and St. Thomas Aquinas, these doctrines recognized the legitimacy of slavery and serfdom (someone who is bound to the land and owned by the feudal lord) and in doing so, excluded perhaps the central most ideas of human rights as they are understood today, the ideas of freedom or liberty and equality. For the idea of human rights to take hold as a general social need and reality, it was necessary that basic changes in the beliefs and practices of society take place, changes of the sort that evolved from about the 13th century to the Peace of Westphalia (1648), during the Renaissance and the decline of feudalism. When resistance to religious intoler ance and political-economic bondage began the long transition to liberal notions of freedom and equality, particularly in relation to the use of ownership of property, then were the foundations of what today is called Human Rights truly laid. During this period reflecting to the failures of the rulers to meet their natural law obligations as well as the unprecedented commitment to the individual expression and worldly experience that was characteristics of the Renaissance, the shift from natural laws of duties to natural laws as rights was made. The teaching of Aquinas (1224/25-1274) and Hugo Grotius (1583-1645) on the European continent and the Magna Carta (1215), the

The XX band, album XX review Article Example | Topics and Well Written Essays - 2000 words

The XX band, album XX review - Article Example The album received positive reviews and has just released a second album, â€Å"The Co- Exist.† (Rodgers). History of the XX band The xx band is an indie pop band formed in 2008 based in London. It released their debut album in 2009. The band has four members, Romey Madley Croft, Oliver Sim, Jamie Smith better known as Jamie xx and Baria Qureshi who left the band in 2009 after the first album. The band members studied music together at the Elliot School and have known each other for years. The band was ranked highly in the best of 2009 lists. It was number 1 on the Guardian list and 2nd on the NME. In 2010 the band won the Mercury prize for their debut album. They have just released their second album â€Å"Co-Exist† on 10th September 2012. The name of the band XX is not the chromosomes or kisses but more seen as mysterious marks. Their eponymous debut album in term of music and lyrics has traces of Pixies and Aaliyah. Caius Pawson founder of the Young Turks label an im print of XL signed them up after listening to them perform at various gigs and became their manager. Creativity Making of the Album XX Romney Madley Croft is the singer cum guitarist of the band. She is sweet natured and soft spoken. She is incapable of uttering a line that does not have a ‘come on’. She adores Mariah Carey. In the songs â€Å"Islands† and Basis Space† her voice is pleasant and has a soft vibe. She is reflective about a subject that is something not often associated with teenagers. Oliver Sim, the bassist, feels up through his responsive vocals and ever present bass. His voice is papery and has a sticking point. Oliver is obsessed by Aaliyah and this can be seen in their music. Romy and Sim may not have the best voices but they sing together because they have something to say. They provide plenty of friction to their music and bring a lot of excitement to the music. Baria Qureishi was the guitarist cum keyboard player and responsible for dr ums, but left the band after the band’s debut album under unclear circumstances (Rodgers). Jamie Smith known as â€Å"Jamie xx† is the band’s producer. He created a sound world where the simplest chord change was full of emotion. The first production acquainted listeners to music that expressed the guitar. He is a producer who is adventurous and open minded compared to other young producers. He is hungry to incorporate all manners of sounds and approaches to music. The band’s music is pop music about sex and interpersonal relationships. They are not fashionistas but definitely their influence is potent. They are strongly influenced by R&B. The XX band makes electronic edged music that is ghostly, low key and enigmatic as their curious name. The connections to the different types of music they adore gives their music an atmosphere of simplicity. The group caused a stir during their gigs in London before being signed up by Young Turks (Rodgers). The debut a lbum â€Å"XX† The eponymous debut album was self titled â€Å"xx†. The first album filled a void that most music lovers did not know exist. Their music was new where several currents of music flowed. xx the song was like a whispered secret. It incorporated hushed voices through the process of subtraction with a daring sense of space. Croft’s voice in the first album used gently picked lines that were

Construction Law Essay Example | Topics and Well Written Essays - 1250 words

Construction Law - Essay Example As the contractor was excluded from the design stage so the employer retains the risk for any mistakes or errors in the design (Gerrard, 2012). On the other hand, in the ‘Design and Build procurement’, the contractor is assigned the responsibility for both, designing and construction by the employer. All the Design and Build strategies have the same parameter, that the contractor will become responsible for design and construction of the project at a given point of time for a fixed amount of money. The client/employer is required to seek professional help for preparing a detailed statement of requirements before signing a contract with the contractor. Thereafter, the contractor will be liable for design, labour, material which will lead to a single point of responsibility. The contractor’s efficiency will escalate as he exercises control over design and construction. Moreover, any arguments over design will be between the contactor and professionals instead of the employer and professionals. 1.(b). Engineers are going to be appointed by the employer or contractor depending on the procurement model. A chief engineer should be nominated if several engineers from various fields are to be appointed. Engineers should be given authority and access if the design is based on a process of technology, to which the employer holds licence. Under the standard build procurement, an engineer is required to meet the employer’s needs for inviting tenders. On the other hand, in a design and build procurement, the role of an engineer is based on providing a performance specification, standards for material input and design which will be included in the Works Specification (NEC Contract, 2012). To be more precise, a structural engineer is responsible for designing the structure of a building together with drainage and installation. He will also provide professional and expert opinion to the client about the structure and cost of every part of the buildin g. His work must co-ordinate with the architect and services engineer. A services engineer’s role is to design and identify mechanical and electrical services keeping in view the employers specifications. They are to provide advice on matters like environmental issues, sustainability and cost. Following novation, engineers will be responsible to the contractor instead of the employer (APUC, 2012). 1.(c). Compensation events are those which do not arise because of a default on the contractor’s part and therefore entitle him to compensation in price and time. A resource forecast is used to assess the impact of any compensating event on cost and time. Compensation event pass through notification, quotation, revision and implementation stages. An event should meet the criteria mentioned in Clause 60 of NEC3 to be treated as a compensation event (Eggleston, 2006). Clause 60(1) states that: â€Å"A Project Manager gives an instruction changing the works information except: a. A change made in order to accept a defect or b. A change to Works Information provided by the Contractor for his design which is made either at his request or to comply with other Works Information provided by the Employer.† In this scenario, the Employer has instructed the Contractor to provide a design on an arch detail which was not included in the original

A Critical Analysis of Carol Ann Duffys Essay Example for Free

A Critical Analysis of Carol Ann Duffys Essay A Critical Analysis of Carol Ann Duffys In Mrs Tilschers Class In Mrs Tilschers Class by Carol Ann Duffy, many issues are addressed about her class that play a part in explaining the subjects of the poem. To begin with the content and subjects of the poem are based around a school year in Mrs Tilschers class. Her entire class is trapped and enthralled during the school day. They are taught information, into intricate detail. For example the poem begins with the line, you could travel up the blue Nile with your finger. This simply begins the world of imagination to which each and every child is subjected. Straight after that, the poem goes on to describe how the children are chanted the scenery of the world by Mrs Tilscher. She remarkably inserts images of geographical places, historical events and general knowledge firmly in the childrens brains. Tana, the great dam, Ethiopia, the last great King, Haile Selassie, Khartoum, where General Charles Gordon was assassinated on the step of the embassy and Lord Kitchener stepped in to relieve him at the siege. See more: how to write a critical analysis outline The great Aswi n dam was known about and also the great pyramids of Egypt. Children viewed books as enthralling, fascinating and enjoyable to read which was remarkable for children of such different backgrounds. Carol Ann Duffy often uses short, sharp sentences in this poem to get her message across quickly and clearly. The children viewed their life at school as better than home. In my view this must have been something remarkably different for the children to have rather spent more time at school time than at home. But why was this the case, there must have been something remarkably different for this to be true? In the second stanza we are probably told why, Mrs Tilscher loved you, we are told. She was kind, considerate, some mornings you found shed left a good gold star by your name. Although this is not much, it is the sentimental thought which counts, all the little things add up to the big factor that the children viewed her as another mother and she felt the same way. Surprisingly, within the second stanza Carol Ann Duffy inserts a reality with upsets the imaginary atmosphere. Brady and Hindley faded like a faint, uneasy smudge of a mistake. This poem was clearly written in the late sixties or early seventies as we are shown by the mention of Brady and Hindley. Ian Brady and Myra Hindley were convicted for abducting, sexually and mentally torturing and burying small children on the Lancashire moors. They were known as the moors murderers, at this stage in Britain all children were warned of such characters. Mrs Tilscher made it very clear to her children that there were such characters in the world and that they were safe within her classroom. She tried to warn them of the realities they may face in the future. The murderers are pictured in the poem as fading like a mistake. Perhaps Mrs Tilscher is trying to imply to the children that all people make mistakes and they are just fading in the distance. However it is clear that they will always be there and it is unlikely any of the children would forget that. Not only did Mrs Tilscher educate the children but she taught them vital lessons for example mistakes are the steppingstones to success and the theory and reasons behind forgiveness. Mentioning them in the middle of an idyllic situation reminded them of the unpleasantness which could not be kept away from the children. The use of alliteration is also used in this line with the words faded and faint. However in the third stanza the mood changes as the terms go on and the reality of future prospects draw nearer and nearer. The children are obviously growing up, both physically and mentally. The inky tadpoles changed from commas into exclamation marks, time is moving on. The children become more and more sexually inquisitive and the children become more and more fed up and tense. A dunce frees a few frogs simply to cause a bit of mischief, which amuses all the boys and a lot of girls, croaking around the playground. A rough boy told you how you were born this would have been a shock to many children as they were still young but the atmosphere in the class is constantly changing from one that is idyllic and seemingly unchangeable to one with an uncertain future and nervous inhabitants. Finally the final stanza is perhaps the key verse. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. This quote is once again emphasising the childrens natural sexual inquisitiveness as they gradually become aware of their hormones. You asked her how you were born and Mrs Tilscher smiled, then turned away. Mrs Tilscher and her children are in a state of innocence and what they ask is exactly what she tries to protect them from. She doesnt want them to become in contact with the outside world so therefore she is not going to tell them, as she does not want them to know. It is clear that Mrs Tilscher is looked on with affection and that she loves them and doesnt want them to grow up. The term comes to an end, all are impatient to grow up and gain more freedom, and prosper within the high hopes of their lives. You ran through the gates, impatient to be grown, as the sky split open into a thunderstorm, the sky splits, they are impatient to grow up and enjoy themselves. However it is clear that they do not know what quite to expect as a lot more comes with adulthood than meets the eye, for example life is complicated, decisions have to be made and many, many responsibilities are given to you. The language of the poem portrays few significant similes and metaphors. The only simile in the poem itself is in the second stanza, the classroom glowed like a sweetshop. This simile paints a fine, clear picture of what the atmosphere was like inside the classroom. We are informed that there is sugar paper and coloured shapes lining the walls, and glitter sparkling in the sunlight. The glowing sweetshop creates an atmosphere of happiness and security, almost as if it was possible to dip into. I find this simile very effective because this is a clear indication and description of the classroom. Enjoyable enough for all to delve into it and enter their imaginary world, this simile is the only one in the play, however it is extremely important and gives us a vivid impression of the room itself. Few metaphors are present throughout the poem; the laugh of a bell is significant by the fact that this was a privilege, to be happy, good and hardworking and to be awarded with the duty of bell ringing. From my view this was something most tried to achieve, not only was the bell laughing by the noise it made but the child swinging it, in a happy mood, swung the bell with enthusiasm and enjoyment. A xylophones nonsense which was heard coming from another class is a less significant metaphor, once again illustrating the picture of happiness that was achieved in Miss Tilschers class, as nonsense came from other classes. One other metaphor that appears in the fourth stanza is, the air tasted of electricity. This metaphor indicates a clear-cut change in the atmosphere. As storm clouds brew, a thunder and lightening storm is preparing to roar. The lassitude which penetrates the air is yet another indication that something different and new will soon happen. The final metaphor is that of, the sky split open, the sky splits, just like a crack in a bowl, and everyone is oblivious to what is going to come next. I find that this is the most effective of the metaphors as it is true. As one goes into adulthood, there is a sense of obliviousness and you often are ignorant to your surroundings, exactly what this metaphor implies. The first two stanzas of this poem are quite different to the last two. The poet divides the poem into four stanzas the first two have eight lines each, while the last two have seven lines each. The tone of the first two is pleasant and cosy, apart from the reality check of mentioning Brady and Hindley. The last two are very different. The tone changes and there is a sense of discomfort. A cosy, idyllic picture is painted in the first two stanzas with phrases such as, better than home, Mrs Tilscher loved you and gold stars. This is quite different from the last two as we are confronted be phrases such as feverish July, the air tasted of electricity, untidy, hot and heavy sexy sky. This poem is very descriptive by the use of many adjectives. Carol Ann Duffy constantly uses the word you. This suggests that she is implying it in a general sense towards each reader, as this is the sort of Primary School experience that most people went through. The poet has clearly made a division in the middle of the poem to emphasise the change, from good to bad. At the end of the poem, the metaphorical storm has been gathering since July. The sky splitting open suggests that knowledge and adulthood are nothing but a shock. YOU are subjected to the shocks of the thunderstorm of adulthood which all have to pass through. This is known as a rite of passage that everyone has to pass through. There is no obvious sense of rhythm nor is there a rhyming scheme in the poem. The sentences do not seem to flow clearly. This is probably because there are so many short sentences. Each line is about seven words long and very descriptive. This gives the impression that once again, great detail is used. The scent of a pencil slowly, carefully shaved, the use of alliteration here creates an atmosphere, which is so familiar to the readers. It is almost as if the reader finds it possible to enter Mrs Tilschers class just by the picture the poet paints in the poem. This poem is very true and realistic, as it happens to everyone, it is a rite of passage. The children leave Mrs Tilscher and remember her with great affection, as it is the end of an era, which shall never be forgotten by anyone who was taught by Mrs Tilscher. You grow up, from age to age, until you reach the thunderstorm of adulthood which all have to contend with.

The role of icts in addressing challenges in higher education

The role of icts in addressing challenges in higher education ABSTRACT One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in Indian universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners. INTRODUCTION It has been suggested that information and communication technologies (ICTs) can and do play a number of roles in education. These include providing a catalyst for rethinking teaching practice (Flecknoe, 2002; McCormick Scrimshaw, 2001); developing the kind of graduates and citizens required in an information society (Department of Education, 2001); improving educational outcomes (especially pass rates) and enhancing and improving the quality of teaching and learning (Wagner, 2001; Garrison Anderson, 2003). While all of these suggest the potential impact of ICTs in education in general and India in particular, it is still difficult to demonstrate the potential of technologies in addressing specific teaching and learning problems faced by Indian higher education institutions. The thesis of this paper is that the potential of ICTs is sandwiched between increasing pressure on higher education institutions from government to meet the social transformation and skills needs of India, and the varying student academic preparedness, large class sizes and multilingualism currently experienced in these teaching and learning contexts. Our thinking aligns with others (such as Kirkup Kirkwood, 2005; Wagner, 2001) who argue that it is the contextualized teaching and learning needs that ought to drive the ICT intervention, rather than the technology itself. In India, contextualization of teaching and learning requires a tightrope walk between higher education imperatives and social-cultural context of the educational landscape. This paper illustrates by means of examples drawn from one higher education institution how educational needs can drive design of learning environments and technological use. The question driving this paper is: How may educational technology interventions address theteaching and learning challenges faced by Indian higher education institutions? We discuss the general and specific educational challenges. These challenges then provide a context for an ICT intervention framework which is described and examples of the use of this framework in curriculum projects are discussed. CHALLENGES FACING HIGHER EDUCATION IN INDIA General challenges Currently, higher education in India is under increasing pressure to meet the social transformation and skills needs of the new India (Kistan, 2002). At the same time it is under immense external and internal pressure to improve on its policy and delivery performance (De Clercq, 2002). One of the indicators of social transformation in education is increasing the demographic representation among graduates and reducing the demographic difference between student intake and graduate throughput. The National Higher Education Plan (2001) outlines the role of higher education institutions in the new India: The key challenges facing the Indian higher education system remain as outlined inthe White Paper: ‘to redress past inequalities and to transform the higher education systemto serve a new social order, to meet pressing national needs, and to respond to newrealities and opportunities (White Paper: 1.1). (Department of Education India,2001.) Furthermore, recent government policy has added pressure on higher education institutions by linking funding to throughput. In other words, unlike in the past when institutions were funded on the number of registered first year students, funding is now linked to graduate throughput. Improving efficiency and addressing the equity needs of the country raises conflicting challenges for higher education institutions (Scott, 2004: 1). These challenges are exacerbated by the fact that most students enter university under-prepared and therefore require more support to bridge the gaps in the required knowledge and skills (Paras, 2001). Furthermore, in 2005 quality assurance audits1 focusing on the institutional management of core functions of teaching and learning, research and community engagement were conducted at Indian higher education institutions. The challenge for higher education institutions is therefore not only about increasing throughput in terms of numbers and the diversity of i ts student population but also involves ensuring quality educational provision. The Indian government has identified the use of ICTs for teaching and learning as an important priority. For example, the e-Education policy states: Every Indian manager, teacher and learner in the general and further education andtraining bands will be ICT capable (that is, use ICTs confidently and creatively to helpdevelop the skills and knowledge they need as lifelong learners to achieve personal goalsand to be full participants in the global community) by 2013. (Department of EducationIndia, 2004: 17) Thus, the ultimate goal of the policy is the realization of ICT-capable managers, educators and learners by 2013. Read together with the National Higher Education Plan, these two policies have ramifications for instructional designers, educators, students and researchers. The underlying argument of this paper is that the realization of the policys goals largely depends on the extent to which current educational challenges are re-conceptualised in the context of the role that ICT can play in teaching and learning. The current focus on teaching and learning coupled with growth in educational technology in Indian higher education institutions (Czerniewicz et al., 2005: The role of ICTs in higher education in India61) requires that we begin to ask questions about the ways in which educational technology contributes to addressing the educational challenges in the new India. As is the case in higher education globally, Indian higher education is under pressure to increase participation fro m diverse groups of students and to produce the skills required for a rapidly changing society. In the UK, for example, participation in higher education has increased since the 1940s but participation of higher socio-economic groups still exceeds that of lower socio-economic groups (DFES report, 2004). While similar, these challenges take particular forms given Indias unique history. For example, global disparities are defined in terms of class; in India the educational disparities are manifested along racial lines due to the political, economic and social policies of the pre-1994 era. Redress of marginalised groups and social transformation is therefore central to the policies of post-1994. The Indian government has made it clear that one of its aims is to achieve equitable access to higher education for previously disadvantaged learners, with diverse educational backgrounds (Hardman Ngambi, 2003). Education is viewed as one of the key mechanisms of achieving social transformation. It is in this educational context that new opportunities for educational technology have arisen. Although we are aware that educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non- digital instructional designs, it is the role of educational technology that is the focus of this paper. Specific teaching and learning challenges The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students academic preparedness, language and schooling background. Teaching and learning in higher education in general can largely be characterised as follows: [] instruction that is too didactic, a lack of personal contact between teachers andstudents and among students, assessment methods that are inadequate to measuresophisticated learning goals and too little opportunity for students to integrate knowledgefrom different fields and apply what they learn to the solution of real-world problems.(Knapper, 2001: 94) Teaching and learning in Indian higher education fits the above description but in addition it has to contend with deep-rooted complex issues and problems stemming primarily from a previously racially divided and unequal education system. In addition, large classes are an endemic feature of most university courses posing an additional challenge in the teaching of a diverse student population. Indian higher education institutions are faced with a myriad teaching and learning challenges. In this paper we focus on a few of these: academic preparedness, multilingulism in a first language context, large classes and inadequate curriculum design. In the next section, we look at ways in which ICTs have been used to respond to these challenges at one Indian higher education institution. Academic preparedness Students from disadvantaged educational backgrounds as well students from privileged backgrounds generally enter higher education with gaps in the knowledge and skills required for studying particularly in key areas such as mathematics (Paras, 2001, Howie Pietersen, 2001) and science. Given the pressure to increase the diversity of the student population of Indian higher education, assessing students potential for success in higher education has gained increasing importance, particularly since the school-leaving certificate is currently viewed as an inadequate measure of a students potential for success in higher education. In a country such as India, for instance, school-leaving certification has had aparticularly unreliable relationship with higher education academic performance especiallyin cases where this certification intersects with factors such as mother tongue versusmedium-of instruction differences, inadequate school backgrounds and demographicvariables such as race and socio-economic status (Yeld, 2001; Badha, et al, 1986;Scochet, 1986; Potter Jamotte, 1985). (Cliff et al., 2003) Alternative placement tests have therefore been used in conjunction with school-leaving certificates to admit students with potential into higher education studies (Cliff et al., 2003). Consequently, many of these students may be under-prepared in that they may not possess the necessary language or mathematical proficiencies required for higher education or may have gaps in the foundational disciplinary knowledge. Furthermore, university tasks present challenges for under-prepared students (Hardman Ngambi, 2003). Although support programmes to address academic under-preparedness of students from both advantaged as well as disadvantaged groups are offered at many Indian higher education institutions, they are resource intensive. It is therefore worth paying attention to additional resources and expertise offered by educational technology. Multilingualism in a first language environment India is a multilingual society with 11 official languages. This diversity is reflected in the student population of Indian higher education institutions. A recent study by Czerniewicz Brown (2005) on higher education students and academic staffs access to and use of computers in five Indian universities found that 39% of respondents spoke English as a home language and 54% spoke other languages. At the University of Cape Town, on average 65% of the student population declared English as their first language while 35% have home languages in the other Indian official languages and other international languages (Spiegel et al., 2003). English is therefore a second or foreign language for many Indian higher education students. In most black Indian schools, English as a subject is taught as a second language. Higher education students from disadvantaged educational backgrounds therefore have to learn in their second or third language. A considerable body of research (Cummins, 1996; Gee, 1990) has shown that language and academic success are closely related and that academic language proficiency is far more difficult to acquire in a second language. Students learning in their second or third language are therefore at a disadvantage which is compounded by poor schooling background. The relationship between language and academic success is reflected in the throughput rates of English second language students when compared to the throughput rates of English first language students. At the University of Cape Town, for example, the difference in throughput rates between English first language and second language students in 2002 was more than 20% in several degrees/programmes (Spiegel et al., 2003). Large classes The growth of mass higher education has made large classes an endemic feature of several courses at higher education institutions. Large class sizes make it difficult for teachers to employ interactive teaching strategies (Nicol Boyle, 2003) or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected. It is these contexts that provide useful opportunities for educational technologies. Curriculum design Curriculum design is a relatively under-engaged area within higher education debate, policy formulation and practices (Barnett Coate, 2005). Pressure to transform curricula at a macrolevel to the needs of industry and the economy in India is reflected in the National commission on higher educations policy framework (1996) for higher education transformation. There is a strong inclination towards closed-system disciplinary approaches andprogrammes that has led to inadequately contextualised teaching and research. Thecontent of the knowledge produced and disseminated is insufficiently responsive to theproblems and needs of the African continent, the southern African region, or the vastnumbers of poor and rural people in our society.In response to policy intentions, Indian higher education has implemented a curriculum restructuring policy aimed at the development of inter- or multidisciplinary degree programmes (Moore, 2003). While policy has resulted in curriculum shifts on a macro le vel, curricula contents at a micro-level are driven by disciplinary specialists. Undergraduate curricula remain predominantly theoretical but require that students have some knowledge of the contexts to make sense of theory. In this paper, we are concerned with the way in which ICTs can play a role in shaping curriculum design at the micro-level. ICTs open up new ways of accessing information thereby changing the relationships between students and between students and their teachers. Access to primary sources in the form of video, audio and photographs which may be contained in digital archives have the potential to influence the content of curricula because it makes previously inaccessible information available. In addition, ICTs enable lecturers to transform their teaching practices by facilitating student-student discussion and collaboration or by simulating ‘real-world problems thus providing students with authentic learning experiences. In this section, we discussed some of the teaching and learning challenges experienced by educators and students in higher education. In the next section, we examine the role of educational technology in responding to these challenges and provide some examples. RESPONDING TO THE CHALLENGES Since the teaching and learning challenges are multi-faceted, multi-pronged approaches are needed in order to attempt to solve some of these problems. Dede (1998) postulates: [] information technology is a cost-effective investment only in the context of a systemicreform. Unless other simultaneous innovations in pedagogy, curriculum, assessment, andschool organization are coupled to the usage of instructional technology, the time and effortexpended on implementing these devices produces few improvements in educationaloutcomes and reinforces many educators cynicism about fads based on magicalmachines. We infer from Dede that there are several inter-related factors that influence improvements in educational outcomes. Thus together, pedagogy, curriculum, assessment and organisation contribute to bringing about improvements in the educational process. Although educational technology is not the panacea for educational challenges, it does leverage and extend traditional teaching and learning activities in certain circumstances and hence has the potential to impact on learning outcomes. Knapper (2001) argues that: [] technology may be a good solution for some instructional problems, and in some casesit may be a partial solution. But in other instances technology does little to address thefundamental teaching and learning issue or even worse provides a glitzy butinappropriate solution to a problem that has simply been misconstrued. (Knapper, 2001:94) The trick is to identify situations where educational technology will be appropriate and when and how to use educational technology in these situations. There are times where technology may not be useful and may indeed be counter-productive. However, there are many times when educational technology offers a solution for problems that would be difficult, cumbersome or impossible to resolve in a face-to-face environment. Numerous manuals, websites and articles have been devoted to suggesting, explaining and modelling the ways that educational technology can be used to support teaching and learning. We agree with Laurillard (2001) that it is important that educational technology-based resources be appropriately matched to both teaching and learning activities. Table 1 adapted from Laurillard (2001) usefully explains how educational technology can be integrated into the curriculum. Laurillards guidelines are useful in that they provide a framework which relates ICT-based resources to particular teaching and learning activities. The guidelines therefore suggest particular uses of ICT for particular teaching and learning situations. The effectiveness of ICTs for teaching and learning, however, is largely dependent on how much the context is understood. Thus, there is a need to relate educational technology to actual challenges experienced by both students and lecturers in the Indian educational context. OHagan (1999) suggests that educational technology can be used to present and provide content, assess students learning, provide feedback, scaffold student learning and enable peer-to-peer collaborative learning. The choice of appropriate teaching and learning activities is dependent on a range of factors such as the curriculum or course objectives; i.e. the purpose of the teaching and learning, the educators preferred teaching approach, the learning styles of the student and the nature of the curriculum content. Although we advocate that teachers should use the teaching approach that suits their paradigm of teaching and learning, we believe that the use of educational technology provides teachers with opportunities for traversing an entire continuum of possibilities as may be appropriate to their teaching needs. Educational technology creates affordances for a range of different teaching and learning activities which the teacher may not have used or considered. Table 1: Teaching and learning events and associated media forms Responding to the challenges: examples from curriculum projects The affordances of educational technologies provide ways of being sensitive to wide-ranging and differing learning needs. In this section, we describe some curriculum projects that have attempted to respond to some of the educational challenges faced by students at the University of Cape Town (UCT). For the sake of brevity only overviews are provided. Using interactive spreadsheets to develop mathematical literacy skills As discussed above, many under-prepared students entering university have potential but do not possess the relevant mathematical literacy skills required for certain courses (Frith et al., 2004). These students are often expected to pursue an extended undergraduate degree programme that offers additional support to address mathematical literacy skills. In this case, the teaching challenge is that of finding ways of developing students mathematical literacy skills. Selfcontained interactive spreadsheet-based tutorials were developed for use on the mathematical literacy support courses at UCT and were used in conjunction with face-to-face lectures. A typical tutorial consisted of interactive presentation of relevant mathematics content, examples and exercises. Students were able to work at their own pace and receive immediate feedback. Frith et al. (2004: 163) found that ‘while the lecture room tutorial taught students how to calculate the various statistics, the computer tutoria l was more effective in giving them an understanding of the concepts and they retained better what they had learned. This effect, they argue, is possible due to the shift in emphasis in the computer-based tutorials away from mechanical calculations to demonstrating conceptual understanding. This curriculum project illustrates how educational technology was used to complement teaching and learning and to support the development of students mathematical literacy skills. Using educational technology to develop academic literacy in an economics course Economics at university level poses particular difficulties for students since lecturers assume prior knowledge of the economy. Unfortunately, many students from previously disadvantaged communities have very limited knowledge of the economy at the start of their university careers. Under-prepared first year students encounter further difficulties due to a lack of academic literacy skills. The Industry Research Project (Carr et al., 2002) was designed to address economic literacy while simultaneously dealing with language and communication skills of UCT economic students. Interactive excel spreadsheets in conjunction with short writing tasks in the form of online discussions, short essays, reports and presentations were used in academic development economics courses at UCT. These tasks or activities provided a range of opportunities for students to develop understanding of economic discourses through writing in economics. Although Carr et al. (2002: 5) found it difficult to measure t he impact of these tutorials, which formed a small part of the first year economics curriculum, they observed that the interactive spreadsheets were effective teaching tools in that tutors were able to focus students attention on economics issues rather than procedural issues and that the quality of articles produced by students improved due to the online feedback provided during the process of drafting articles online. This curriculum project demonstrates the use of educational technology in conjunction with face-to-face activities in addressing students academic literacy skills. Using educational technology to manage tutorials in large classes Commercial-Off-The-Shelf (COTS) based tutorials system called MOVES were developed around Excel and Word to teach computer literacy to first year Information System students at UCT. MOVES incorporated computer-assisted marking techniques and provided feedback to lecturers and students. The significance of this project is that it typifies the problems of teaching a large and diverse class. The computer literacy levels of these students are diverse, with some students not havingtouched a computer before to students who have had home computer and internet facilitiessince the age of five. The immediate challenge this diversity poses on teaching is that it isnot practical to pitch the lecture at an appropriate level to meet all students at their level ofknowledge. The other challenge is in providing feedback messages that are relevant anduseful to individual students. (Ngambi Seymour, 2004: 255). Ngambi and Seymour (2004: 257) report that the MOVES tutorials saved time for tutors since tutorials were marked and results captured electronically, lecturers had access to student performance and students found the immediate feedback useful in that misconceptions could be dealt with immediately. The significance of this project is that it illustrates how educational technology is used to facilitate teaching and learning in large classes. Influencing curriculum design Many university courses are theory driven and assume that students have knowledge or real world experience and can therefore make the links between theory and practice. Students often have limited experience or practical knowledge and therefore have difficulty in understanding theory. Deacon et al. (2005) report on the use of educational technology to simulate film editing. The Directors Cut was produced and used in a Film and Media course at UCT to provide students with insights into the practical processes involved in filmmaking without engaging in the actual process of editing. Exposing students to actual editing is expensive and impractical in a large course. The intervention provided individual students with an authentic learning environment through a simulation. Students sequenced film clips, hence simulating the role of an editor through a simplified version of the editing process. In this way, the focus is on key learning aspects of film narrative and spectatorship and linked theory to the ‘practice of film editing. Similarly, Carr et al. (2004) report on an International Trade bargaining simulation developed for an economics course where students assumed the role of national trade negotiators representing specific countries. Lecturers and tutors assumed the role of World Trade Organisation (WTO) officials in a semi-authentic process designed to teach students negotiation and bargaining skills similar to those required by professional trade negotiators. The two projects reported here exemplify ways in which educational technology was used to impact on the design of the respective curricula by providing students with experiences which are difficult to provide in face-to-face environments. CONCLUSION Indian universities face increasing pressure from government to meet the needs of social transformation in education. Indian government policy on social transformation in education requires increasing the representation of Black Indians and women among students and graduates and significantly improving the graduation rates and throughput of Black Indian students. Given the social-historical context of India, meeting the educational challenges associated with this noble goal requires re-conceptualisation of how educational technologies are applied so as to make an impact. The paper has proposed a model for teaching and learning activities that are associated with media forms. The model has been substantiated with examples of the application of educational technologies to teaching mathematical literacy, academic literacy, management of large classes, and ways of influencing curriculum design. Our argument is that technology alone is not a solution to the educational challenges faced in India. The challenges lie in identifying and conceptualising ways that educational technology can usefully contribute to student learning experiences, curriculum and pedagogical designs. The paper demonstrates and argues that educational technology has a key role to play in Indian higher education as one of the strategies for addressing teaching and learning concerns. This challenges learning designers to rethink the role of educational technology within broader educational interventions that are shaped by educational needs rather than being technologically driven.