Notes on Frankeinstein

How much sympathy does the writer make the reader have for Victor Frankincense? How does she do this? The reader often feels ambivalent towards Victor. The traits that make him a powerful and admirable figure are the same ones that lead to his ruin. His self-contradictions become more frequent as his problems get bigger. Our Initial sympathy alters radically once we meet the monster (Victor should feel more remorse for abandoning the monster: his duty to family and humanity should have deed to him helping) but we should not underestimate the foulness of Williams murder.His death is tragic and he dies hoping that another man may succeed where he has failed. Shelley uses irony to help the reader take a critical attitude by using twists In the tale so that Victor's responses develop him Into a complex and realistic figure. 2. Examine the differences between the male and female characters. What does this tell us about the context? The women are portrayed as virtuous; Caroline Breakout's kindness towards the poor, her adoption of Elizabeth, the orphans Elizabeth, Justine ND Margaret act as surrogate mothers, Ghats and Sane show gentleness and kindness towards Delayed and Felix.The fathers unlike the mothers, fall in their parental role. The fathers of Clerical, Walton and Safe try to stop their children pursuing their interests. Allophones tyrannical behavior mirrors Victor's attitude to the monster. Women's roles at the time were entirely domestic, with assertive behavior seen as ‘unfeminine'. Men had control over women both morally and legally but women were believed to have a duty to bring the finer virtues to a man's fife particularly through marriage. Trench of women seen In their dialogue, reflecting their beliefs and attitude. Put into supporting roles (as was the reality of their situation) Women's role in creating life is diminished. 3. Trace the development of the relationship between the monster and Frankincense briefly. Does this help direct the re ader's emotions towards each? The monster is made from many people's parts. 4. How does Shelley use locations and weather to enhance our understanding of the novel? There are indoor and outdoor settings.Indoor settings are symbols of mental as well as physical imprisonment. Most outdoor scenes are barren, wild, or desolate. They often symbolism the separation of a character from his fellow beings. Journeys form a pattern. The monster keeps returning to meet Frankincense, a haunting feeling. Victor travels away from his family and returns with new pressures. 5. In what ways is Frankincense a book of emotions and the imagination? Imagination Is the living power and the primary agent of all human perception.Samuel Taylor Coleridge. The Romantics believed that art should have themes of great magnitude which could arouse emotional exhilaration in the audience. Frankincense belongs to 1 OFF stormy and dark settings, satanic imagery and themes of revenge and pursuit. 6. How reliable is Fra nkincense as a storyteller? Is he biased (duh! ) Victor feels himself to be a victim yet partially aware that his ‘mad scheme' is also to blame. 7. How does the way the story told, with three narrators, affect the way the reader sees the novel?We are introduced to the characteristics, desires and values of the narrators o we see things from their perspective but we can also question their character. The Chinese box narrative allows us to go deeper into the story as each narrative lets us know more about the different perspective, even if they are biased. This techniques has an effect on our feelings – we change our emotions towards each character as we meet each and have divided sympathies in the final section. There are contrasts and parallels in language, characters and settings. 8. How responsible is Frankincense for his own downfall?

Macbeth Observation, Interpretation, and Critique Essay

In William Shakespeare’s story Macbeth, the hero, faces a conflict that impacts how the play will go and delivers a message within the story. The conflict starts with the prophecies of the Weird Sisters and later on gets worse from the trickery of Lady Macbeth. The result concludes a series of repeating thoughts running through Macbeth’s mind, whether to kill or not to kill Duncan. During the time in which Macbeth’s conscience is still intact, the scene of the angel versus the devil haunts Macbeth. On one of Macbeth’s shoulders is the white angel, his conscience, and on the opposite shoulder sits the red devil, that represents the Weird Sisters and Lady Macbeth’s tricks. Macbeth’s conscience tells him all the reasons why he should let Duncan live. Duncan is a king that has ruled Scotland well by far. Therefore Duncan’s death would not be favored by any one, it will be as an act of betrayal and disloyalty, not relief. With Macbeth committing murder, he risks his honor; Macbeth has been proven to be a loyal and honorable noble. If the murder leads Macbeth back to the investigators, Macbeth’s life will be ruined. Macbeth’s wife helps him to reconsider the effects of killing Duncan. While being king, Macbeth will be more powerful than a noble. Lady Macbeth does this so out of love for her husband, and for her own benefit, she refuses to suffer her husband’s uncertainty and attacks Macbeth’s manhood in order to convince him to take this opportunity to achieve his ambitions by killing Duncan. With Lady Macbeth’s threat and his conscience destroyed, Macbeth sets out to do the work evil.

Judging yourself

This is a strong trial that could go well over either way. Even though the state at this point in time does not have a right-to-die statue I believe it should. A doctor that one is seeking help and care from should have no say how he/she (the patient) should die. By definition a doctor is â€Å"a person licensed to practice medicine, as a physician, surgeon, dentist, or veterinarian (dictionary. com)†. Nowhere in that description does it explain a person licensed to declare rightful legal euthinization.Being the daughter of a terminal cancer patient is hard enough. I can't imagine having the extra stress of monitoring how your mother or father dies in the hospital bed. Having a state law for the right to die statue could save so many more families from extra heartache. After all it plan and simple is your very own life to live and if one wants to die in a certain way; by golly they should be allowed to. Plan and simple the statue involves, shifting the right-to-die laws from g ranting permission for death to defining hat constitutes causing a premature death.Thereby allowing choosing timely death will require new thinking within the right-to-die movement. But this second approach is likely to be supported by more people who formerly were undecided about the right-to-die. We all want to avoid premature death for ourselves. And we can support new laws that prohibit helping or causing anyone to die too soon. But this still becomes an issue because everyone has different opinions and views on life death and even health treatments.Looking on the court side the law against causing premature death specifies safeguards that might be fulfilled in order to prove that the death was timely rather than premature. And because these sateguards are included in the written law, no Judge can exclude such facts and opinions from any subsequent trial. A great example would be the last trial of Jack Kevorkian was lost because the defense could not offer testimony from the pat ient and the family that death at this time was the best possible alternative.The Judge ruled that all such facts and opinions were irrelevant. The only question was whether Jack Kevorkian gave a lethal injection. â€Å"If Dr. Kevorkian had been charged with causing premature death, he would never have been sent to prison because the death of Thomas Youk† who was dying of ALS†was not premature (Park, Permission)†. The fact that he died a timely death would have been proven by presenting safeguards that were fulfilled in choosing the best time for him to die.

Prison diversity Research Paper Example | Topics and Well Written Essays - 1500 words

Prison diversity - Research Paper Example The two statistics that were conducted in 2003 and 2012 tells us a terrible tale of how racial oppression still exists in US. Despite the country having a African American president and black attorney general racial oppression still exist thus African men being jailed for petty incidences. Despite the efforts of activist like Martin Luther king, fighting racial oppression in the US still exists, and fighting for their rights seems to be rising now and then. Segregation exists in the United States, black and white scholars do not receive equal schooling fund but they are unequally shared indicating that racism is still being practiced in the education sector. African American The black American men are usually convicted for drug cases and the trends shows that though the number of African American is not so high they are about 52 percent if one compare between them Hispanic and white men. The white males are about 34 percent thus showing the racial oppression in most of American state s (Criminal Justice Sheet, 2013). Inequality still exist since drug cases in women are about 41 percent for female black American comparing with 24 percent of white female. For example, William Barnes who is an African American has been convicted for motor vehicle theft and Jones who is a citizen of America by birth was convicted for the same crime but the judge who presided over the their case was a white by the name Marvin Frankel. Jones who is a white and worked in a restaurant was sentenced to 6 months in jail comparing with William who was sentenced for 2 years in prison. This is a clear indication that it was not fair since the victims were convicted for the same thing and yet a different jail term. Racialism is still being practiced in court of laws oppressing the African American. Due to such kind of ruling, it is evident that one in three black males who are born in United States is expected to go to prison compared with one in every six Hispanic men and one white out of 17 who are likely to be incarcerated (Marc 1999). The issue of ethnicity is highly considered in US since if one is white or Hispanic is likely to be charged less stiffly comparing with the black American men. United Nation human rights activist has indicated that America is violating the international agreements in civil and political rights of African people thus need to review the agreement again. United nation human right committee have indicated that racial disparity in United States is in the criminal justice system and starts from arrest to trial and lastly to sentencing. The lawyers or the defendants are disadvantaged thus if an African is having one defendant, then a white is having two who are not approved by a public court. Hispanic men Latino male’s still face stiff sentence especially if they are not employed comparing with other offenders who are white men. Black and Latino defendants are mostly disadvantaged compared to white defendants when it comes to regal pro cesses. For example, when a lawyer defends black or Hispanic men they are more disadvantaged and even the case is not fairly listened comparing to a case where a white man is involved. Latino defendants are punished more severely compared to white defendants for crimes like drug and property crimes. This shows how race and inequality is practiced by

The three stages of a trial and the presentation of evidence Essay

The three stages of a trial and the presentation of evidence - Essay Example Before analyzing the three-stage process of the criminal trial it is necessary to present the background against which the three-stage trial process is set. It is this background that necessitates the presentation of evidence in a way that it is tested and thus assists the tribunal of fact as far as humanly and reasonably possible to arrive at an honest conclusion. The background foundations for the criminal trial also ensures that the defendant’s right to a fair trial is protected and that he or she has an opportunity to counter the evidence presented against him or her. The foundation for the three-stage trial process in the presentation of evidence is grounded in Article 6 of the European Convention on Human Rights. The right to a fair trial as enunciated in Article 6 of the European Convention on Human Rights provides the defendant with an inalienable right to confront the witnesses against him at the trial. This is also known as the right to not only confront one’s accusers but the right for one’s accusers to confront the accused person.6 In this regard, at the stage of the trial where the prosecution presents its case, evidence is presented substantiating the allegations against the accused through the direct examination of witnesses for the prosecution.7 At the close of the prosecution’s case, the defendant who has the inalienable right to remain silent may make a submission of no case to answer.8 The right to remain silent is not specifically mentioned in the European Convention on Human rights but has been interpreted by the courts to be a necessary part of the right to a fair trial as provided for in Article 6 of the Convention. In fact it was held in Murray v UK that: the right to remain silent under police questioning and the privilege against... From the research it can be comprehended that the trial itself is concerned with the presentation of evidence relevant to the legal and factual issues before the court. The evidence is either presented or debated throughout the trial pursuant to the laws and rules regulating the presentation and admissibility of evidence. Quite often evidence is relevant but inadmissible and unfortunately, in balancing the scales of justice for both victims and defendants and protecting the accused right to a fair trial, the best evidence may not be presented in the courts. However, it is this balancing exercise that requires that as far as possible, the best evidence is presented and at the end of the day, regardless of the outcome, it is supported by the evidence that was legally and fully presented in the course of the trial. If both sides merely traded evidence that was not subject to cross-examination the tribunal of fact would only be getting one side of the story and thus an incomplete version of events. Therefore, examination-in-chief, cross-examination and re-examination facilitate that telling of a complete version so that a tribunal of fact is in possession of the best available and admissible evidence. The strength of the evidence will be tested and scrutinized during cross-examination. The authenticity of the scrutiny and tests during cross-examination will be tested during re-examination.

Family and Community Influences Essay Example | Topics and Well Written Essays - 2500 words

Family and Community Influences - Essay Example Family and Community Influences Students usually adopt the culture of the learning environment. The actions of the community are therefore influential in regard to performance in schools. There is need for community participation in promoting education, which the government advocates, as well as the cooperation of parents in helping the students to achieve in school. When students are exposed to a hostile environment at home or within the community their performance declines. Lack of parental support may also lead to stress and poor performance. The community needs to serve as a good example to students, which generates enthusiasm for them to learn to accomplish what successful people have accomplished in the community. A community without a culture of promoting education may not accomplish the development needs in the contemporary society, which needs continuous learning and technological advancement to remain competitive and self sufficient. Schools are meant to help the children to develop both intellectually and socially. These are the basis for a competent society in regard to solving problems affecting it as well as maintaining self sufficiency. This essay is a critique of how family and community conditions enhance or hinder the ability of schools to produce socially and academically competent students in Bahamian schools. It focuses on th e concept of environmental impact. Attending classes continuously for more than 10 years with short breaks is usually a long process that requires endurance and determination. In the initial stages when children begin attending school, they usually do not understand the meaning of education.

Outline the important features of utilitarianism and explain and asses Essay

Outline the important features of utilitarianism and explain and asses one criticism of the theory. Do you think utilitarianism - Essay Example In addition, I will justify that in essence communism is utilitarianism. Finding therefore at least one problematic issue with communism, as a socio-economic means of organizing society will then lead us to discover at least a significant drawback against utilitarianism. I will build up my case by introducing important features of utilitarianism, the association between communism and utilitarianism and the actual state of communism in Cuba. Important features of utilitarianism Based on the readings, I was able to sort some important attractive features of utilitarianism. The following are some of its considerable characteristics. One promising mark of utilitarianism is its emphasis placed on the welfare of each person. It strongly adheres to a moral act of doing the right thing that could substantially address individual welfare. It places no other significant value to anything other than this by trying to recognize individuals could feel pain and pleasure. Maximizing this pleasure i s the good thing to do, and alleviating or eliminating pain is of the same paramount importance. This substantially fits into the general point of utilitarian theory to maximize happiness. The utilitarian principle also emphasizes the idea that it is a good thing to do if individuals could maximize their ability for making the best they can for the world. This means everyone has the opportunity to use maximum ability to make the world a better place to live in. This is pretty attractive as humans certainly do want to live in a world where there is no conflict, but everything around is for the best of sustaining their interests and preserving their lives. Thus, this would promote maximum happiness for everyone. By trying to maximize happiness for the greatest number of people, utilitarianism tries to promote the idea that impartiality is the right thing to do. Utilitarianism seeks not to focus on minimum needs, but rather the common good of the greatest number of people for maximum p leasures. It always looks forward to the welfare of the majority so it tries to promote impartiality in all circumstances or situations so as to be consistent with its goal to maximize happiness. For instance, advancing the lower classes as integral components of the majority in the case of communism is for the common good and it seeks to essentially maximize happiness. Thus, this makes communism as the philosophy of utilitarianism in a way that its existence can be viewed as a socio-economic means of organizing society, for the common good, and would therefore maximize happiness. Finally, another important feature of utilitarianism is its ability to address moral dilemmas. Some would try to emphasize that what is right could be subjective at some point. Everybody could claim their basic rights. It is here were conflicts and even moral dilemmas would arise. Utilitarian theory tries not to make this as a problem by being consistent with the idea that if the majority is happy then a c ertain action is good, but if a certain move does not create maximum pleasure for most of the people then it is not the right thing. So there is no moral dilemma considered in the utilitarian principle making it less problematic in understanding morality. It does not further ask what right does the majority has over the minority for as long as the majority is h

Quantitative data analysis Assignment Example | Topics and Well Written Essays - 750 words

Quantitative data analysis - Assignment Example we also have 44 people in the 2 (v26) (N) and on average, they have 68 V01 with standard deviation of 28.175 v01.the last column shows the two groups Std error mean. Basing on table 2, the p value of Levenes test is .185.In this case, this p value is greater than 0.05 the alpha. Therefore, we will have to use the middle row of the output (‘labeled Equal variances assumed.’).So we will have to assume that the variances are equal and we need to use the middle row of the output. The labeled column ‘‘t’’, provides a calculated t value. In this case the t value is -3.961 assuming equal variance (the sign is ignored for two tailed t test). The labeled column df provides the degree of freedom related with the test. In this case we have 106 degrees of freedom. The labeled column sig (2 –tailed) provides p value related to the t test. In this case, the p value 0.185. The sixth step is to decide if we have to reject the null hypothesis. In this case: If p ≠¤ ÃŽ ± , then reject H0.Therefore,0.185 is not equal or less than 0.05.so we fail to reject the null hypothesis. This means that we failed to observe a difference in the attitude to catalogue shopping between men and women. As shown in table 3, for each dependent variable, the output shows the sample size, minimum, maximum standard deviation, standard error and confidence interval for every independent variable level (quasi) In this case, the p value of 0.520 is greater than the 0.05; we fail to reject the null hypothesis. This means that there is limited evidence that the variances aren’t equal as well as the variance assumption homogeneity may fit. The 2 is the between groups degrees of freedom, 105 is within groups degrees of freedom,0.723 is the F ratio from the F column,0.487 is the p value and 986.098 is within groups mean square estimate of

Executive Summary and analysis Research Paper Example | Topics and Well Written Essays - 750 words

Executive Summary and analysis - Research Paper Example he reason behind selecting internet to carry out a research was, because, web based surveys are quite advanced technology which helps a researcher create complex and technical instruments using interactive features and multimedia. Moreover, the date is easily collected and analyzed and accurate, since, the answers are found to be more honest than any other way. Similarly, the decision to administer a questionnaire was decided on the basis that, where it is easy and quick to analyze, there it also enable researcher to collect large information. Furthermore, the project is been carried out to use the quantitative skills and managerial statistics to analyze the survey not only quantitatively, but quantitatively with the help of either ‘Z’ or ‘T’ statistics which does not only form an individual confidence level but also predict whether the confidence interval proved to be correct or not, hence leading to rejection or not rejecting the null hypothesis, which is our original statement or prediction. As the calculated value is more than the table value of ‘Z’ statistics, we reject null hypothesis. This means that the internet survey response was equal to or more than 50 at 0.05 alpha level. The outcome also illustrate that the confidence interval selected was most appropriate as the result are on the right side. The confidence interval shows how sure you can be of the result. The greater the interval the surer you are of the consequences, hence, 95% confidence interval depicts that you are 95 percent sure of what and how will be the outcome. On the other hand, alpha level or significant level is calculated by subtracting the confidence interval from 100. To give a brief, yet enhance version of the result, it can been seen that the result does not agree with our predicted or initial statement that the internet survey response will be less than 50, due to which rejection of null hypothesis occurred. However, certain problem that occurred during the

Battle of petersburg Essay Example | Topics and Well Written Essays - 1500 words

Battle of petersburg - Essay Example Outlined below is the description of the major events that took place in the battle. The Potomac Army approached Petersburg from the south and began its operations. General Smith’s troops were sent after they were successful in the Cold Harbor battle. Butler sent Gilmore with 10500 men to attack the Confederates at Petersburg. However, this attack was a failure, and they had to wait another five days to attack again. Smith attempted another attack against Petersburg with his army on June 14th. This time he succeeded in driving the confederates away from their strong lines that consisted of rifle pits. The success ascribed to Smith also included the capturing of the powerful salient, connecting lines, guns and 300 prisoners. As Smith and his men celebrated their success, other armies joined those in Petersburg in an attempt to protect the City (Chicks, 2015 pg.78). In the night of 15th and 16th, the works that the confederates put up to defend their City bore fruits as the Smith army lost its prize. On the same date, June 16th, Gen Butler accorded General Terry an army to destroy the rail lines by forcing General Beauregard’s out of the area they occupied. After succeeding in possessing the rail, he was driven out of the area by an army led by General James Longstreet, who was headed to Richmond from Petersburg. Terry was sent back to Bermuda by the large army the General controlled. On the 17th, the 7th and 9th corps attacked Petersburg again in the afternoon hours. This attack lasted even at night with the confederates fighting to recapture anything that they had lost. They succeeded in forcing the 9th corps out of the battle. After the loss of nearly 10000 men, Grant withheld attacking Petersburg by a storm to save him from such losses. On the other hand, he used the Hancock and Wright Corps towards the left of Petersburg to force the Confederates back to the right (Cloyd, 2014 pg.45). They then attacked and captured more confederates. More

An op-ed piece Essay Example | Topics and Well Written Essays - 500 words

An op-ed piece - Essay Example Media reports confirm that the student loan debt has ballooned into a gigantic $870 million – even beating debts on car and credit card! Now that is surprising! And this number is projected to rise exponentially within the next few years. Therefore, it is reasonable that the Fairness for Struggling Students Act or FSSA has turned out to be the main focus of government agencies, particularly of the education department. The act would enable student loan debts to be stamped out during bankruptcy proceedings. It gained widespread support from the government and education groups seeing it as a potential solution to the economic problem. Just a couple of days ago, an article written for the Fox News reported that there is a $1.11 trillion â€Å"student loans outstanding† and $121 billion of them â€Å"are 90-plus days delinquent or in default. And this is on top of the fact that college costs has constantly risen over the past few years while the income of college graduates in industries aside from technology and finance, are tripping over (Verhage, n.p). I do not particularly understand why student forgiveness acts do help solve the economic problem when there is not much income that can be generated through taxes. The government is simply shelling out billions of money, bailing out students in an unorthodox manner by simply wiping out their student loan debts. First of all, I go for the argument that education is not really a right but is only a privilege. Nobody can legally claim that he or she is entitled to it. But, if the government stresses on private lenders the inability of a student to pay debts and encourage them to rid student loans is just the same as telling that education is a right after all. Another thing that I would like to put up is that default on loans, which is currently at $121 billion, and compelling private lenders to forgive students who could not pay their debts are acts of insult and slight to property

A Blessing in Disguise Essay Example for Free

A Blessing in Disguise Essay One Sunday morning, during a late October, despite the beautiful day, and tasks needing to be done, I decided to attend a lecture on the Dead Sea Scrolls. Though the lecture was to last for at least four hours and I was late- Thanks to over sleeping, an invisible energy was propelling me, shouting I needed to go. I grabbed an apple and flew out of my apartment, caught a taxi and arrived as the talk was beginning. I was the last person to arrive. When the lecture was over, I leisurely strolled home, stopping on the way to pick up a couple of things at various stores. And then without warning, about five blocks from my apartment building, I tripped on the sidewalk and fell on my face. My nose was bleeding and I was dizzy, too dizzy to stand, but no bones were broken. â€Å" I am fineâ€Å", I announced to the people on the street that stopped. They thought otherwise, and someone called 911. I was told an ambulance was on its way. I remained sitting on the sidewalk. A fall that would change everything Though I was dizzy, I hadn’t lost consciousness, and because I hate making a scene, I asked to be put in a taxi so I could go home. I said going to the hospital in an ambulance was overkill, no need for all the fuss. Not one of the good Samaritans, who waited with me agreed. The next thing I knew, the ambulance arrived and I was placed on a stretcher, and whisked to the emergency room of a large New York hospital, one where I had no doctors and knew none. On the other hand that didn’t concern me, since I believed I would be given a test or two and then sent home. When the attending emergency room physicians were told what happened I was sent to radiology for a CT scan of my head and spine. The tests showed I wasn’t bleeding from the fall but the test was murky and so the CT scan was followed by an MRI of my head. I assumed all was well and that I would be discharged, and yet it wasn’t happening. Instead I could hear the doctors mumbling something about a mass. It seemed this was what the tests showed and they were waiting for a confirmation from the radiology department. An Unexpected Hospital Stay Since I had tripped as opposed to having a dizzy spell, I was shocked to hear that they were looking for a bed for me. Radiology believed the CT scan and the MRI showed I had a meningioma with a shadow surrounding it, pushing against my brain. I needed brain surgery. Given that this was a teaching hospital, a surgeon would come and speak with me and tell me what was necessary, what this entailed. It entailed a four and half hour operation, one in which I would not need to have my head shaved because the cut was going to be the same, as that done by plastic surgeons when they operate. I would have staples but they would come out ten days later. I was surprised at how calm I was, as everything was described. The best way to describe it is to say I felt watched over. Three days later I had the surgery. The mass was benign (meningioma’s usually are) and my very capable surgeon, who I met but once before the surgery, was able to remove the shadow surrounding it. I was told it is when meningiomas are left unattended that complications occur. (A meningioma is something one has for years and though slow growing, they must be operated on, especially when there are shadows surrounding the mass.) Though I was at a hospital where none of my doctors had visiting privileges, at no time during my week long stay did I worry, and worrying is oft times my middle name. Instead I felt serene and profoundly grateful for the events that had brought me there. My meningioma wasn’t going away, it was growing as were the shadows surrounding it. Down the road I would have had symptoms that carried consequences none too pretty. And would I recognize the symptoms when they occurred? There was no way to know. Acknowledge the Gift Blessing of Every Event in Life There is an energy that is always flowing in this universe, an unseen current that is oft times called instinct or intuition. This energy, this current, is very wise, and when we recognize its presence, when we trust its wisdom, it guides and carries us along as if a beacon of light. I believe everything connects. If I hadn’t gone to the morning lecture, if I hadn’t listened to my instinct and intuition, if I hadn’t stopped to pick up a couple of things at stores, I never would have been walking on that specific sidewalk. I never would have had the tests and found out what was sitting inside me, waiting and needing to be discovered. The fall was my trip wire, the beginning of my very own victory parade and I was profoundly grateful for the strangers that called the ambulance and waited with me until it arrived. The Samaritans knew I wasn’t fine, even when I protested that I was. I experienced firsthand that there are always people willing to help; it is up to us to take the help when it’s offered and not to let pride or embarrassment stand in the way. There is wisdom in the concern of strangers. Both negative and positive energy exists in the universe. We may not immediately understand why things happen the way they do but if we look at the trajectory from beginning to end, it becomes clear that that there is a pattern and it is playing itself out. We are not victims of circumstances but energetic beings who create our own circumstances and we are given the choice to reject or accept the outcome, which in its turn creates a new set of circumstance. Life is a trip wire, we do not always know what’s around the next corner but we do know that the corner exists and to move forward, we must walk on it. That fall was my own trip wire. There is no other way to put it. It was a blessing in disguise for me.

Does Hong Kong Need VAT/GST?

Does Hong Kong Need VAT/GST? Is it necessary to have VAT/GST in Hong Kong? More than 120 countries have imposed Goods and Services Tax, the only developed country that has not imposed this tax is Hong Kong. VAT or GST has been introduced by France in 1954(Ministry of Economy, Finance and Industry). All the developed countries (except Hong Kong) and most of thedeveloping countries have followed France in imposing VAT/GST becausethis tax is considered: 1- Fair: VAT/GST is considered a fair tax because it relates theamount of collected tax to the amount of consumption; the more you consume, the more you pay VAT. 2- Simplicity: unlike any other taxes, VAT/GST is considered a straightforward tax; it is imposed according to a known percentage onthe value of the products and services 3- Efficiency: this tax is very efficient, it is very easy to collect it and it is very difficult to avoid it. Chapter2: Objectives: The purpose of this research is to find out whether VAT/GST is a suitable tax for Hong Kong or not. The research has covered very large material and literature about Hong Kong and similar economies to Hong Kong such as Singapore. The research also aimed to show that most of the governments of theworld are broadening their budgets by imposing VAT/GST on customers while they are trying to reduce income and corporate taxes. Chapter3: Literature consulted: The research has covered a large part of literature publishedby global accredited organizations such as Price Waterhouse coopers,Ernest Young and the government of Hong Kong. The major text books have been used to give us a broad idea about the issue in research while the specialized working papers, Internet articles and government websites have been used in order to give us a clear idea about the issue in research. The research consulted working papers published by several universities and bodies in order to explain the theoretical principles behind imposing VAT/GST (Hubbard,G,R(1997)and the impact of VAT/GST on theinformal sector in developed countries. Chapter4: Proposed Methodology: We can see from the above chart the deficit that have faced HongKong from 1997 until 2003, the revenue was very low compared to thespending which proved to be steady. †During the same year, about 70% of the total revenue collected by the Inland Revenue Department came from profits tax and salaries tax.Nevertheless, the profits and salaries tax nets are very narrow andshrinking. Less than 40% of our workforce of 3.2 million people pay anysalaries tax, and only 10,000 people pay the maximum salaries tax rateof 15%. About 5% of the payers of profits tax contribute to 80% of the profits tax revenue. Further loss of profits could occur as a result of globalisation. Besides, the spread of e-commerce will have implications on all governments abilities to assess and collect business-related taxes. In this regard, both the Financial Secretary and the Secretary for the Treasury expressed their concerns on the impact of the exponential growth of e-commerce on Hong Kongs territorial-based tax system. The Government will set up a Task Force to review publicfinances and an independent committee on new broad-based taxes†, Wong,J(no date given) The research has depended on major questionnaire that have beendistributed to citizens and companies in Hong Kong in order to gettheir opinion about VAT/GST tax. The response that I have got from this questionnaire has been used in predicting the change in consumption behavior by the citizens of Hong Kong. The research has also depended on comparative analysis in order to seehow Hong Kong economy will be affected and how the whole tax system will be redesigned. The research depended on some graphs to illustrate the topic further. Chapter 5: Data and Information needs and sources: This research needs theortical as well as practical data and comparative analysis. This research is different because it assesses the potential of something that might happen in the future. The researcher has conducted a questionnaire in order to measure theacceptance of the people to VAT and their views about the fiscal position of their country. The researcher tried to make sure that the sample is random, so the results are random too and not biased. The research required me to use some theoretical concepts in order to assess the impact of VAT. The research also depended on comparative analysis in order to see whathappened to similar economies that have implemented VAT/GST. Chapter6: Chapter Plan: Understanding the principles behind using an expenditure tax like GST/VAT: Definition of GST: Goods and Services tax is imposed on: Goods and Services tax is broad-based and equitable and is capable of yielding sizeable and steady revenues. VAT or GST is a consumption tax, it is paid by the consumer of the product or the service as a percentage of the final price. It is related to all commercial activities involving the production and distribution of services; it is not charged on companies which mean that companies can deduct from their VAT liabilities the amount of tax they have paid to other taxable persons on purchases for their business activities. Hong Kong government is considering introducing VAT/GST tax in 2009(Hong Kong’s Inland Revenue). Difference between VAT and Sales Tax: VAT is imposed on every stage of production while Sales tax is actually collected in the form of extra charge by the retailer, who remits thetax to the government. VAT and the Theory of Economics: There have been a long debate between different economic schools of thought around the world about tax reform. Some economists prefer income tax to VAT/GST because it provides fair treatment to the citizens of the country while others prefer VAT/GST. According to Hubbard,G,R(1997), some economists support VAT for the following reasons: 1- Imposing VAT instead of income tax will encourage capital accumulation and savings. 2- Removing income and profit taxes will remove distortions in the allocation of capital among different economic sectors. 3- A broad based consumption tax would avoid potential costly distortions of firm’s financial structures. Importance of VAT: Today it is a key source of government revenue in over 120 countries. About 4 billion people, 70 percent of the worldspopulation, now live in countries with a VAT, and it raises about $18trillion in tax revenue, Liam E., Michael K., Jean-Paul B. and VictoriaS(1991) VAT has advantages and disadvantages: Disadvantages of imposing VAT: * VAT discourages specialist economic activity and fragmentation inthe production because VAT will be fragmented; VAT encourages integration in order to avoid compounded VAT. * VAT encourages financing big governments: in the 1960s, the size of governments in the US and the UK were approximately equal, in theyear 2002, the size of the government in Europe have exceeded the size of the US government, many analysts attribute the difference betweenthe sizes of the two governments to VAT, The expansion of the government will lead to higher prices and inefficient production, thething that will lead to more taxes in the future. Advantages of imposing VAT: * VAT could finance the debt of the government because it provides stable and steady stream of income that is capable of financing development projects. * VAT could reduce consumption and make the citizens of any country save and invest more money. * By encouraging integration, VAT could push the economy towards mergers that will reduce the stages of production; VAT simply tends to encourage big businesses to get bigger by buying other companies, this could yield economies of scale and generate synergies.. * Selectivity: the government can select the products and services that it needs to impose VAT on, for example, most government exclude food from VAT, by using VAT governments could take into its consideration the difficult economic situation of the poor and decidethe exclusions that apply to them. * VAT is a secure way to finance the government’s structura ldeficit, VAT covers most of the economic segments in the economy and it is very difficult to evade it. Introduce a his torical background, economy and tax system in Hong Kong: The Modern History of Hong Kong: Hong Kong was a British dependency from the 1840s until July 1, 1997,when it passed to Chinese sovereignty as the Hong Kong Special Administrative Region (SAR), Pannell,C(1998). The British control of Hong Kong began in 1842, when China was forced to cede Hong Kong Island to Great Britain after the First Opium War. In1984 Great Britain and China signed the Sino-British Joint Declaration,which stipulated that Hong Kong return to Chinese rule in 1997 as a Special Administrative Region (SAR) of China. The Joint Declaration and a Chinese law called the Basic Law, which followed in 1990, provide for the SAR to operate with a high degree of economic autonomy for 50 years beyond 1997, Reference: China Connection. In the Fifties of the last century, the threat of the cold world was looming over the world. Investors were looking for a safe heaven to locate their businesses andinvestments in a neutral place away from the eastern and the westerncamps, investors found in Hong Kong a promising co untry that is able todeliver good business environment that could foster growth and political stability at the same time. Growth in Hong Kong depends on several other economies such as the growth in the US economy and the growth in China and Southeast Asia in general. Growth in Hong Kong is related to oil prices and world wide prices;Hong Kong is a small island with very little raw resources, it depends on exporting raw materials from abroad in order to manufacture them onits land and re-export them again to other parts of the world. Manufacturing: In 1950s, Hong Kong attracted manufacturing jobs and the vast majority of its work force where working in factories. In 1980s, Hong Kong had about 905,000 manufacturing workers and manufacturing was the most important economic sector, Economist Intelligence Unit (2003). Until 1990s, Factories were manufacturing products that depended on labour intensive work force, after that manufacturing jobs started dropping because of the climbing costs of labour and land. In 1990s, the number of manufacturing jobs was about 575,000 jobs. In 2001, the manufacturing sector contributed to less than 5% of the GDP, Economist Intelligence Unit (2003). Like most of the developed nations, Manufacturing in Hong Kong is becoming concentrated on manufacturing hi-tech products and services. The manufacturing sector has been replaced by rapidly expanding service sector, in 1991; the service sector has generated 72.3% of the GDP in Hong Kong and in 2002, the service sector has generated about 83.9% ofthe GDP, Economist Intelligence Unit (2003). Services: A- Banking: The banking sector is now the most important economic sector in Hong Kong, Hong Kong is currently the fifth largest banking centre inthe world. Hong Kong offered investors a very good opportunity to invest in a growing emerging economy. Investors benefited from tax free capital gains and high dividends. B- Tourism: Tourism is a significant source of economic growth in Hong Kong; nearly 9 million people visit Hong Kong every year, Tourists spend around $7billion every year. Tourism is the third source of foreign exchange reserves in Hong Kong. The banking and the tourism sectors have delivered a very good growth to the Hong Kong economy. In 1996, Hong Kongs per capita gross domestic product (GDP) was secondto Japan and Singapore in Asia and exceeded that of the United Kingdom,Canada, and Australia, Reference: internet article: Marimari (no dategiven). Sources of Success: Hong Kong offered investors business-friendly laws and gave complete freedom to the movement of capital in order to encourage investments and promote growth. Hong Kong is duty free zone and there are few barriers to trade goods and services; this has made the country an important link ring between the east and the west. Hong Kong left market forces decide wages and prices; the government did not legislate any minimum wage requirement or anti-trust laws. Competition in Hong Kong: The decline of the manufacturing sector has caused the decline of competition in Hong Kong. Competition is considered an essential part of the market system. Competition benefits consumers and businesses, it benefits consumer by lowering prices and it benefits businesses by allocating resources in amore efficient ways. Competition is very important to the health of Hong Kong economy,competition gives world economies the flexibility to adjust its pricesin the case of external shock (macro-economic shock) Sturm,P,Jahangir,A, Breuer,P, Nishigaki,Y (2000). Emerging economies that depend on fixed exchange rates usually suffer from real exchange rate appreciation. The real exchange rate appreciation could be treated by either: 1- Switching to a flexible exchange rate: according to the â€Å"law ofone price† flexible exchange rate will adjust exchange rates in orderto make tradable products have the same price everywhere in the world. 2- Lowering prices: lowering prices of products is an important toll in avoiding international competition, lowering prices could onlyhappen if the structure of the market is competitive. Having a competitive market structure in lowering prices and keeping international capital flows coming to Hong Kong. Tax Regime in Hong Kong: Hong Kong tax regime is based on a territorial-based tax regime; the tax is imposed on incomes that arise from Hong Kong, Hong Kong’ Inland Revenue. The economy of Hong Kong has gained a competitive advantage because it imposes no taxes on capital gains and dividends; this has encouraged many investors to invest in that country and established an important financial centre in Asia. Hong Kong has the following simple tax structure: 1- Property Tax: Property tax is levied on rental income from land and buildings situated in Hong Kong. 2- Salaries Tax: Salaries tax is imposed on incomes derived from working in Hong Kong or if incomes derived from services rendered fromHong Kong. 3- Profits Tax: profits that are generated in Hong Kong aresubject to taxes, profits of unincorporated business stands at a rateof 15% and corporations at 16.5%. The relationship between Hong Kong and the foreign exchange rate: The currency in Hong Kong is Hong Kong dollar which is pegged to the USdollar, if Hong Kong government wanted that peg to continue, it shouldtighten its fiscal deficit. The currency of Hong Kong is an investment asset, many investorsdiversify their currency allocations, this diversified allocation tothe funds of the global investors results in an important cash inflowto Hong Kong. For the Hong Kong dollar to get part of the allocation, Hong Kongshould stabilize its budget in order to attract more foreign investment. Analyze why the government considers launching a broad-based tax. Narrow tax base: Hong Kong has very narrow tax base, narrow tax base means that thecollected revenues do not provide enough revenue to cover theexpenditure of the country. If we compare TAX/GDP ratio in Hong Kong compared to other Asia Pacificand OECD countries we find out that Hong Kong has the lowest ratio ofTAX/GDP. Hong Kong has a narrow tax base because the tax base is shrinkingsince 1998; sound tax systems are based on growing and stable (notvolatile) tax base. Hong Kong has the lowest corporate tax rate among the OECD countries, the current corporate tax stands at 16%. Erosion of Tax Base: The erosion of tax base is actually a result of several factors,such as: sliding house prices, illegal betting, e-commerce and onlinestock trading. In the following section I will explain each of these factors separately: 1- sliding house prices: For a long time, Hong Kong depended on land and property transactions to contribute to government revenue of Hong Kong. Collected tax from property in Hong Kong(stamp duty, rates and sharesand estate duties) is well above the international benchmarks as apercentage of GDP, Property from taxes/GDP=24% for Hong Kong against 5%for the OECD and 10% for the Asia Pacific countries), Reference: HongKong Government, Tax Base Study. Hong Kong depends on Land sales revenues in financing its budget,this has made Hong Kong increasingly dependent on non-tax revenues. In the tax base study that has been conducted by the government of Hong Kong and KPMG consultancy, the study reports the fact that HongKong’s non-tax revenue is about 80% of its tax revenues against 16% forOECD benchmark. Because Hong Kong has enjoyed a buoyant business environment for years, banks started granting credit very easily to businesses, the expansion of credit was accompanied by rising house prices, land prices started going up sharply from 1984 to 1997, Gerlach, S Peng,W(2002). Many companies found working in the construction sector very profitable because they can make profit from two sources: * Net profits from building new houses and buildings. * Profits from capital gains resulting from continuous increase in house prices. The construction sector was one the most attractive economic sectors in the country. Foreign and national banks expanded credit to companies whichoperate in the construction sector; the banking sector played anâ€Å"accelerator† role in the run-up of the property prices. The government in Hong Kong has constructed its tax system around thefact that land prices are going up all the time because they are indemand. Because of the financial crises of August 1997 that hit south east Asiaand also because of the government policy on housing, Revenues fromland sales and land utilization(lease, rent) dropped dramatically,suddenly the government found its huge revenues from land dwindling. On the 16th of January 2000, the secretary for the treasury stated that: â€Å"The other significant factor supporting our finances, in recent years,has been the high levels of revenue from land and propertytransactions. But as property prices stabilize, the huge windfalls areunlikely to recur in the future†. 2- illegal betting: Hong Kong’s treasury depended on revenues from betting activities in the country. Hefty taxes has made too many people start thinking about illegal betting, Schuman,M(2004). On the 16th of January 2000, the secretary for the treasury stated that: â€Å"The impact of illegal gambling and the rise of gambling through the Internet threaten to erode our income from betting tax† Hong Kong’s Home Affairs bureau said handle plunged 30% from 1996-97 to65 billion Hong Kong dollars (US$8.3 billion; euro6.5 billion) in2003-04, while government revenue from betting dropped from HK$12.3billion (US$1.6 billion; euro1.24 billion) to HK$8.78 billion (US$1.13billion; euro882 million). Meanwhile, the amount of cash and betting slips seized from illegalsoccer and horse gambling operators jumped from HK$9.38 million(US$1.20 million; euro942,000) in 2001 to HK$19.7 million (US$2.53million; euro1.98 million) in 2004, according to the government. The government said handle is project ed to drop another 30% by 2007-08if no action is taken, Reference: the associated press (2005).

Teaching Method For Environment Education

Teaching Method For Environment Education Abstract :This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activiti es are not changed Keywords: Neuroscience cognitive learning, brain based learning, problem based learning, environmental education INTRODUCTION More than 30 years have passed since the appearance of Environmental Education in Malaysia, however expert still encounter difficulties integrating Environmental Education into academic programs the classroom. The existing curriculum should not only provide environmental awareness to students, but to prepare students to act on environmental problems (WWF, 2008) Education is an essential tool for achieving a sustainable future. Environmental education is one of Sustainable Development agenda implemented through the education system. Various definitions of Environmental Education (EE) produced by several parties. UNESCO (1999) defines Environmental Education as a form of education or knowledge which includes such as physical aspect; environmental impact directly and indirectly; and interaction between the local communities and the impact of activities in a given time. In Malaysia, the definition of the concept of Environmental Education is based on the definition issued by the Division of Teacher Education (1997) and Department of Environment and the Institute for Environment and Development University Kebangsaan Malaysia (UKM SUSTAINABLE) (2004). According to both of these organizations, Environmental education involves learning to understand the interaction humans and the environment and how the environment is managed in a wise and responsible to the sustainability of life on Earth. It involves education about the environment to increase awareness, knowledge and understanding about environmental management wisely. While the process is said to involve education about the environment, through the environment and for the environment. byPalmer(1998), interaction between these three components can be seen as the Figure 1. Attempts are now being made by environmental educators to fully become interdisciplinary and reach beyond just the Science classro om. To become fully interdisciplinary, environmental education needs to reach out into all subjects; Math, English, Fine Arts and Social Studies, to mention a few. To leave the topic of the environment merely in the Science classrooms is to ignore the interdisciplinary nature of the issues involved with the environment. Students need to learn how to write about the environment, understand how environmental issues are dealt with in other countries, learn how historically the environment was treated, and the actual mathematical side of environmental problems, like the impact of oil spills on local ecosystems. There should be a greater emphasis on teaching about the environment, for the environment, and in the environment. Figure Palmer, A model for blending together these components in environmental education. This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. This focus age group is chosen because according to neurobiological development, during this post-puberty stage, the individual is ready to discuss heavy issues of ecological degradation(Puk, 2012) ENVIRONMENTAL EDUCATION IN MALAYSIA EDUCATION SYSTEM In the Malaysian school system, Environmental education was introduced through the infusion and integration approach; as well as introduced in relevant subjects such as English Language, Malay Language, Geography, Science, Local Studies, Civics and Citizenship. It was also infused through co-curricular activities such as Nature Clubs. The Curriculum Development Centre in the Ministry of Education has also developed and distributed a Teachers Guide Book to infuse Environmental education across the primary and secondary school curriculum. However researches indicated that these approaches were generally not coordinated and not implemented effectively. Researches showed that till 2005 although Malaysians in general know and realize that the environment need to be taken care of, however most of them are not oriented to translating their knowledge into action. Environmental Education allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Environmental Education requires far-reaching changes in the way education is often practised today. Environmental Education, is not simply about giving students information, but ensuring that education and schools specifically is mobilized to re-orient society towards sustainable practices ENVIRONMENTAL EDUCATION APPROACH PROBLEM Previous studies have shown that students in primary, secondary and higher education institutions in Malaysia have knowledge about the environment but possess low awareness of the environment (Daniel Shafiee, 2006). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. To engage diverse students actively in classroom is to understand and interact within their unique worlds. Traditional teaching methods tend to neglect active student involvement, and so fail to tap their rich wells of diversity in class. When lessons do not accommodate students interests and abilities as tools to achieve, learners lose interest and feel disengaged (Ronis 2008). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. The problem arises from the difficulty of students to master the concepts of abstract environmental teaching. Students who do not understand the basic concept of the abstract environment is always looking for short cuts to memorize a concept but did not understand what was said. By just memorizing the concepts, meaningful learning environment does not occur. When meaningful learning does not occur, knowledge and awareness of the environment relatively will be low. This opinion is based on the Model of Responsible Environmental Behavior (Hungerford Volk, 1990) which states that individuals with high knowledge and awareness of environmental will showed positive behavior towards the environment Hence, environmental education should incorporate elements that promote thinking and problem solving skills. Environmental education also having the difficulty o f empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation (Thomas 2005). Recognising the importance of the responsibility to protect our environment cultivated, the Environmental Education in Malaysia education system should be able to function efficiently to form a community that are sensitive and concerned about environmental issues and acquire the knowledge, skills, values and commitment to work and act individually or together toward solving environmental issues. Many will have positive attitude and knowledge about the environment but fail to reflect environmental values in terms of their commitment towards environment (Kollmuss Agyemen 2002). However, knowledge about environmental issues per se cant be the only determinant for pro-environmental behavior, other factors also play an important role (SitiNurDiyana Mahmud Kamisah Osman 2010). Teaching and learning approaches adopted in Environmental Education was also found to be less effective in generating optimum learning potential of students with learning style preferences vary. This is because generally practiced method is just give priority to certain groups of students in the classroom. Teaching often emphasizes linear information processing approach (Lourdusamy, 1994). This method is found only in favor of the students who have left brain dominance and less able to attract students who are dominated by the ability of the right brain (Sousa 1995). Consequently, only students with specific learning styles benefit from teaching while the others were less keen to learn. When subject areas are taught in a conventional format, they are taken out of their natural context and presented to learners as independent and isolated units. Unfortunately, this traditional format operates in opposition to the brains natural way of integrating and processing new information (Ronis 2008). According to that problem, therefore various approaches in teaching and learning have been explored for the purpose to enhance learning environmental education. Recently one of the areas have been concerned by the educational communities is the potential of Problem-based Learning with consideration of neuroscience cognitive elements to promote environmental education. Problem-based Learning approach appears to be a potential method to inculcate students with sustainable knowledge, since it require action on the ground, to provide students with opportunity to apply their knowledge into practice (Steinemann, 2003). NEURO-CONSERVATION APPROACH Proposed neuroscience cognitive approach is one of the suitable methods to overcome problems as described earlier. This approach taking into account relevant aspects of the principle of the brain capacity to generate meaningful learning. With different primary structures (reptiles brain, midbrain/ limbic system and neocortex), the brain requires specific approach to operate at its optimum. Neuro-conservation approach which taking into consideration the emotional climate, teaching strategies and reinforcing strategies can enhance the brains learning. The changing nature of the neuroplasticity of the brain may also have implications for lifelong ecological literacy and provides direction towards the restructuring that schooling may require in order to influence global efforts to deal with ecological degradation. This involves the manner in which internal representations (the content of neural networks) are laid down in human beings during childhood and the resulting resistance to chang e during adulthood(Puk, 2012). Neuroscientists are just beginning to understanding how brain development is related to aspect of adolescence such as risk taking, decision making, and managing impulsive behaviours. It is the job of the prefrontal cortex to control these impulses through reason, planning or delay of gratification. But the impulse inhibiting capacities of the brain are not present at birth. Research now indicates that it take at least two decades for the biological processes of brain development to produce a fully functional prefrontal cortex (Weinberger, 2001). Thus middle and high school students still lack the brain development to balance impulse with reason and planning. Figure 2 visualizes the neuro-conservation approach. The approach integrates principles of brain-based learning and problem based learning. The Brain Based Teaching Approach advocates three instructional techniques: Orchestrated Immersion (creates a learning environment that fully immerses students in many educational experiences), Relaxed Alertness (eliminates fear in the learners while maintaining highly challenging environments) and, Active Processing (allows the learner to consolidate and internalize information by actively processing it). According to this theory, each education should integrate all of these elements: a) Relaxed Alerteness i. The brain learns best in its optimal state. ii. The brains cognitive cycle influences the learning process. iii. Emotions are critical to the brains patterning process. iv. Learning is enhanced by challenge and inhibited by threat. v. Positive climate stimulates brain function. vi. Appropriate environment, music and aroma exvite brain activity. b) Orchestrated Immersion i. The brain is a parallel processor it able to perform multi activities in the same time. ii. Search for meaning comes through brain patterning process. iii. The brain processor works in wholes and parts simultaneously iv. Complex and active experiences involving movements stimulate the brain development. v. Learning engages the whole physiology. c) Active Processing i. Learning involves both focused attention and peripheral perception. ii. Learning involves both conscious and unconscious processes. iii.Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. iv. The brain can easily grasp and remember facts and skills embedded in its memory space. Figure Neuro-conservation approach model Figure The PBL learning principles (Based on the works of GraaffKolmos 2003, KolmosGraaff 2007) In this neuro-conservation approach these three instructional techniques (orchestrated immersion, relaxed alertness and active processing) are implemented across the entire process of learning. The integration of these learning optimum state elements is believed to be able to fulfill various learning requirements whilst fostering interest among students to learn. This is due to the fact that the shift from teaching to learning is considered the most important innovative aspect of this educational concept, and consequently, the task of the teacher is altered from transferring knowledge into facilitating the learning process of the students (Kolmos 2006). This approach is expected to stimulate and generate conceptual understanding and motivation to learn, 21st century skills and environmental awareness among students and hence increase their learning potential of a learning style preferences vary. In neuro-conservation approach, the PBL principles suggested by de Graaff and Kolmos (2003) is adopted. In general, de Graaff and Kolmos (de Graaff and Kolmos 2003, Kolmos and de Graaff 2007) summarize the main learning principles in three approaches: cognitive learning, collaborative learning and contents (See Figure 3). (1) The cognitive learning approach Learning is organised around problems and will be carried out in projects. It is a fundamental principle for the development of motivation. A problem provides the starting point for the learning process, places learning in a context, and bases learning on the learners experience. (2) The contents approach This approach especially concerns interdisciplinary learning, which not only stresses but also spans traditional subject-related restrictions and techniques. It is exemplary practice in the sense that the learning outcome provides a good example of the overall objectives. Furthermore, it supports the relation between theory and practice by demonstrating the fact that the learning process involves an analytical approach using theory in the analysis of problems and problem-solving methods. (3) The social approach is team-based learning. The team learning aspect shows the learning process as a social act in which learning takes place through dialogue and communication. Furthermore, the students are not only learning from each other, but they also learn to share knowledge and organize the process of collaborative learning. The social approach also covers the concept of participant-directed learning, which indicates a collective ownership of the learning process and, especially, the identification of the problem. Stonewater (2005) argues that the best way for teachers to equip learners with the skills and attitudes they need is through problem solving and inquiry learning. Learning should involve the use of inadequately structured problems, problem that provide only minimum amount of information, just enough to guide the investigation. In relation to Environmental Education in Biology, this theoretical background paves the way for the employment of neuro-conservation approach as an innovative strategy for subsequent educational design (See Figure 3). By its very nature, the problem-based approach requires an organizational framework which is similar to detective work. By first identifying specific focus questions and then proceeding through systematic research for answers, students learn the discipline of logic along with the excitement of mental connection that click, resulting in insight and epiphany. The urgent need for and emphasis on interactivity in the learning process is directly linked to the idea that each learner actively creates his or her own knowledge through direct and meaningful experience (Ronis 2008). When students explore information through a variety of different instructional approaches, they often become more interested in and receptive to the subjects they are studying. Because the brain is functioning with greater efficacy through these varied approaches, students are able to invest more of their mental energy in learning and thereby commit concept to memory with greater comprehension (Cowley Underwood 1998). Additionally, using neuro-conservation approach allows teachers to help their students become successful in most of these areas, including learning/innovation skills; information, media and technology skills; and life/career skills. Depending upon the PBL scenario, many of the core subjects and themes can also be included. As students work together to define the problem, find and evaluate evidence and reconsider the problem from multiple angles, they develop higher order thinking, problem-solving, collaboration and communication skills. These skills are transferable to all contexts, in school settings as well as in real-life. Research indicates that the use of PBL enhances problem-solving skills and effective reasoning strategies, while increasing long-term student retention and application of knowledge (Goodnough Cashion, 2006; Strobel van Barneveld, 2009). PBL also has the potential as an effective learning approach in Environmental Education (Clara Vasconcelos 2010). In PBL, sce narios relating to real life are used as a point of departure for the learning process. In this learning approach, the ill structured nature of the problems not only personally relevant to the students, but address timely community issues and thus establishing a valid connection with the learners themselves. PHASES OF IMPLEMENTATION A neuro-conservation intervention program will be implemented for postgraduate science education students. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activities are not changed. In addition, students will suggest possible solutions to change current patterns in the climate change. The focus will be to create solutions that are fact based and practical. Solutions should span personal, local and global changes that could decrease global warming. The program will comprise six lesson (45 minute each) and one field trip. The instruction will be implemented within a period of approximately 6 weeks. The seven week course will be based on the three main phases considered as the compulsory axis in PBL program: a) Involvement in the program, b) Solving the problem within group work and c) evaluation of the learning process. A field trip will be organised in order to present the problem within an appropriate context. Prior to beginning this neuro-conservation learning lesson, respondents will be given pre-test of global warming conceptual understanding. This provides the researcher with one summative assessment that compare the repondents growt and learning prior to the lesson experience and following the activity. This study will evaluate respondents motivation to learn, environmental awareness, conceptual understanding about global warming and also respondents 21st century skills. In neuro-conservation approach, teacher needs to help learners build their own problem-solving skill and thinking abilities while teaching the content necessary to apply those skills. . Table 1. Phase of Implementation Neuro-Conservation Approach Phase Activity Features PBL Phase Brain Based Learning Principles Involvement in the program Activity 1: Class Discussion and Hyphothesis Generation Task: Students are given a real-life problem statement. Students brainstrom and suggest the kind of infromation or data that they would need to answer the question posed. Activate the memory processor system and students prior knowledge to stimulate the transfer process. Problem Design The teacher begins the learning process by developing a real world open ended problem. This problem is related to the unit that is being taught in that it should involve the application of the content skills and concepts covered. Learning is enhanced by challenge and inhibited by threat. Emotions are critical to the brains patterning process. Solving the problem within group work Activity 2:Field Sampling Task:The choice of the field site should be based on easy of sampling. The student guide gives the students a brief outline of the bioassessment physical parameter procedures that they will perform in the fiels. Acivity 3: Class Meeting Task:Each team will meet and with the help of the instructor, decide what the data they have collected may mead to their hypotheses and what information yet needs be obtained. Activity 4:Class Meeting Task: Students are encourage to discuss and form a plan of action especially in regard to the laboratory data they need. Some students may have already done this and may begin actual laboratory work. Activity 5:Action Items/ Laboratory Work Task:Instructor needs to be available to consult with the students before they begin their work so they have a clear idea of what they need to do and advise. Activity 6: Class Meeting Task:Students share information and draw final conclusions concerning their assignment. They begin planning their posters and position papers. Activate the right brain processor prior to the left brain. Alleviate anxieties over accessibility and relevance material. The stage for brain active processing The stage for digesting, thinking about, reflecting on and making sense of experience utilizing visualization, auditory, kinesthetic in multiple context. Locating and Identifying Resources The second phase, the resources phase refer to the stage when students gather data as well as acquire learning resources and engage in experiences. The brain is a parallel processor it able to perform multi activities in the same time. Search for meaning comes through brain patterning process. The brain processor works in wholes and parts simultaneously Complex and active experiences involving movements stimulate the brain development. Learning engages the whole physiology. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. The brain can easily grasp and remember facts and skills embedded in its memory space. Evaluation of the learning process Activity 7: Final Assessment Task: In this activity, students will be asked to present their posters and conduct a formal evaluation of the posters of the other groups. Additionally, each student will hand in the position paper that support his/her conclusion to the problem. The activity stimulates working memory to summarize the lesson Problem Analysis In the final phase, the problem analysis phase, the teacher role is to encourage students to offer answers, hypotheses and reflection that may consist of either closed or open activities inquiries. The brain is a parallel processor it able to perform multi activities in the same time . Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes The purpose of neuro-conservation approach is to help educators make sense of current research in the neuroscience and the resulting implication for environmental education and science instruction. Research indicates that an integrated approach to learning aligns with the way brain naturally processes and internalizes new information. However, problem based learning alone is no guarantee that learning will take place. Students also need reflection and interpretation to make sense of learning activities and for locating activities in a wider framework of meaning and purpose., CONCLUSION This paper seminally highlights the integrative principles of brain-based learning and problem-based learning that were previously studied independently. The integration of these two theories becomes a basis for neuro-conservation approach. Arguably, neuro-conservation approach is also capable in enriching the idea of teaching and learning methods based on the architecture of the brain that can be implemented in accordance with holistic learning strategies. To say the least, neuro-conservation approach is expected to increase the students motivation to study Environmental Education and instill environmental awareness. This will lead to subsequent improvement of their understanding of Biological concept and nourish their 21st century skills.

Achromatopsia :: Biology Essays Research Papers

Achromatopsia When I was young, I was told that "color blindness" did not mean that the person saw the world like an old movie, but rather it meant that they could not distinguish between green and red. I thought that this understanding was very advanced and would quickly share my knowledge with any less-informed children. After looking into the matter, I have been forced to reject this generalization in favor of a broader range of diseases resulting in very different types of inabilities to perceive color in a "normal" fashion. While the typical color blindness I was told about affects 8 percent of men and less than 1 percent of women in the United States (1), there are many other types. The most common types of color blindness, effecting red and green vision, are not too serious for the sufferers, who can function normally and do not have overly impaired vision other than an inability to distinguish between certain colors. There are, however, more serious forms of "color blindness", such as blue cone monochromatopsia, partial rod monochromatopsia, and total rod monochromatopsia (3). The rod monochromats are also known as achromats, meaning they see no color at all. Only about 1/33,000 Americans has this disease, and women and men are effected roughly equally (3). This most severe variety of color blindness has many interesting symptoms which reveal a lot about rod vision. Achromats have what can be called "night vision" or rod vision. This means that the only functioning receptors in their retina are rod photoreceptors. The cones are either absent entirely or are present but the signals are not being processed for some reason. There are two types of achromatopsia, one is congenital and the other can be caused by brain damage, called cerebral achromatopsia (3). There are also varying degrees of achromatopsia, with some sufferers being able to distinguish some color and others absolutely none. I will focus on the congenital version since cerebral achromatopsia varies in its symptoms and cause quite a bit, as well as being much more rare and so fewer cases have been studied. Congenital color blindness has more regular symptoms which can be used to demonstrate how rod-vision works. One of the most noticeable things about an achromat that reveals their vision deficiency is sensitivity to light (8). Cone vision is what most people use during the day, since cones have less light sensitivity, meaning they can absorb more light without discomfort, although they too can be overloaded with light (like looking into the sun).

A Comparison of Andrew Marvells To His Coy Mistress and Thomas Hardys

A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's The Ruined Maid In this essay I will look at the two poems, explore what the poems are about, look at the language and images used in them by the writers and then compare the two. "The ruined maid" by Thomas Hardy is a conversation between two women; "Melia", the ruined maid herself and another lady, her friend of whom she used to know when she lived in need. Melia's friend brings up all different points about Melia that have changed, for example the way she looks, 'now you've gay bracelets' and acts, 'you'd sigh and you'd sock' but Melia just says a few simple words in reply. 'To his coy mistress' by Andrew Marvell is a one sided argument and is about a man trying to persuade his mistress to lose her virginity with him before her looks and beauty start to go, as she gets older. He tries to persuade her to have sex with him by using flattery, humour and frightening, almost blackmailing her by describing different shocking images. Hardy writes 'The ruined maid' in an unusual way, one of which is not usually heard of, he writes it as if it was an actual informal conversation between two women. He creates this by using various amounts of punctuation; he uses speech marks throughout the poem, uses dashes to separate the two different people?s speech, and uses question marks, explanation marks and further speech marks in all the appropriate places, which all help to give the effect of the conversation happening, from the first line to the last and encourages the reader to think of it more as a dialogue when reading it. 'Your talking quite fits 'ee for high compa-ny!'- ?Some polish is gained with one?s ruin,? said she? is an e... ...gh it is obvious that she does not want to, as she would have known that it wasn?t the best thing to do, that her marital status would have been in ruins, her reputation in tatters. However in ?The ruined maid? Melia had already have had sex and although her old life and the only way she knew was gone, she had gained a much better one, where although she is no longer of any marital value, she appears (unless it is just a cover) to be more polished and seems happier in general life. If you look at it in one way, ?The ruined maid? could be what could happen to the mistress in ?To his coy mistress?. It could be what happens to her if she goes through with the man?s proposal so in conclusion, although the poems tell the tales of two different stories, they could easily be part of the same one, where ?The ruined maid? follows on from ?To his coy mistress?. A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's The Ruined Maid In this essay I will look at the two poems, explore what the poems are about, look at the language and images used in them by the writers and then compare the two. "The ruined maid" by Thomas Hardy is a conversation between two women; "Melia", the ruined maid herself and another lady, her friend of whom she used to know when she lived in need. Melia's friend brings up all different points about Melia that have changed, for example the way she looks, 'now you've gay bracelets' and acts, 'you'd sigh and you'd sock' but Melia just says a few simple words in reply. 'To his coy mistress' by Andrew Marvell is a one sided argument and is about a man trying to persuade his mistress to lose her virginity with him before her looks and beauty start to go, as she gets older. He tries to persuade her to have sex with him by using flattery, humour and frightening, almost blackmailing her by describing different shocking images. Hardy writes 'The ruined maid' in an unusual way, one of which is not usually heard of, he writes it as if it was an actual informal conversation between two women. He creates this by using various amounts of punctuation; he uses speech marks throughout the poem, uses dashes to separate the two different people?s speech, and uses question marks, explanation marks and further speech marks in all the appropriate places, which all help to give the effect of the conversation happening, from the first line to the last and encourages the reader to think of it more as a dialogue when reading it. 'Your talking quite fits 'ee for high compa-ny!'- ?Some polish is gained with one?s ruin,? said she? is an e... ...gh it is obvious that she does not want to, as she would have known that it wasn?t the best thing to do, that her marital status would have been in ruins, her reputation in tatters. However in ?The ruined maid? Melia had already have had sex and although her old life and the only way she knew was gone, she had gained a much better one, where although she is no longer of any marital value, she appears (unless it is just a cover) to be more polished and seems happier in general life. If you look at it in one way, ?The ruined maid? could be what could happen to the mistress in ?To his coy mistress?. It could be what happens to her if she goes through with the man?s proposal so in conclusion, although the poems tell the tales of two different stories, they could easily be part of the same one, where ?The ruined maid? follows on from ?To his coy mistress?.

Nasty and unsightly Essay

This segregation can be deeply felt by the reader and is very emotive. During the last extract there are a number of reasons why the audience would feel sorry for the monster. The eloquent and expressive nature of the language he uses show the reader that inside he is a beautiful being. â€Å"I shall no longer see the sun or stars, or feel the winds play on my cheeks. † The things that he will most miss are the sun and stars. These natural things are what he finds most enjoyable. The metaphor of the wind playing on his cheeks gives the reader a sense of his intelligent language but also his gentleness. Unlike Frankenstein the monster also blames himself for what has happened. â€Å"But it is true that I am a wretch† This sentence shows that the monster has acknowledged what he has done but also creates empathy with the audience, the word shows that he doesn’t think much of himself. A wretch is often something very nasty and unsightly. How do you think Shelley feels about him? scientists were unconcerned by the potential consequences of their work Shelley’s opinions on different matters are clear throughout the novel. The way that scientists were trying to push boundaries is explored. Shelley’s view is obvious. She believes that scientists were unconcerned by the potential consequences of their work. Nothing must be able to go ahead without the full knowledge that it is safe. I believe that she uses the monster as a metaphor for this. Frankenstein had not taken enough time to way up the consequences of what might happen and the monster was â€Å"born†. Prejudice is a strong theme right through the novel. Shelley uses the monster to portray her thoughts about prejudice. She uses two extremes. She creates the monster’s appearance to be revolting whilst his personality is smart, imaginative and elegant. During the story the only people who get to talk and interact with the monster are the blind people and Walton. These are also the only people he gets speak to in depth. This shows that once people can interact with him and get passed the way he looks it doesn’t matter. The blind people speak to him because they cannot see what he looks like. Walton, even though he originally sets out to kill the monster begins to feel sympathy for the monster. Shelley obviously believes that people are too narrow-minded to look further into someone before judging them. Another major theme of the story is that of parent/child relationships. Shelley uses Frankenstein as the parent figure to the monster to explore the act of neglect upon a child. Mary’s mother died shortly after she was born. Once the monster is â€Å"born† Frankenstein’s vision of an amazing super-being vanishes and he sees the ugliness of what he has created. This may be a belief of Shelley. How mothers have a great vision of their baby and nurturing it and bringing it up but when the baby is actually born the mother is hit by the realisation of bringing up a child. The mother then chooses to neglect the child. Shelley then looks at what affect neglect can have on the child. The evil which engulfs the monster is directed at Frankenstein as a result of his neglect. I believe that Shelley sympathises with Frankenstein but more with the monster. I believe that Shelley relates to the monster as she felt neglected by her mother, although she died. I believe that she structures the book in a way that portrays this. She gives the reader the most of the book to sympathise with Frankenstein and only allows a smaller part in which the reader can gain sympathy for the monster. However she believes that the monster’s grief is far worse than Frankenstein’s so that even less amount of time novel the reader still feels a greater amount of sympathy for the monster. I too feel compassion toward monster. I believe that someone’s abuse on the grounds of their appearance is wrong. Everybody should be allowed to express themselves to others and be given the chance to be understood. I also believe that most sympathy falls to Frankenstein because it was not his fault, Frankenstein created him and also neglected him. In my opinion although the monster carried out the murders the reason he did was Frankenstein. Not only did he create him without thinking of the possible consequences he also abandoned him and this caused the monster to become evil as a result of his torment. This can be linked back to the philosophy that people were born good. The monsters experience of society has moulded him into something which causes great havoc but truly, inside, he is good. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Beowulf Assessment

In the epic, Beowulf, the main character faces many antagonists who have the exact opposite of the virtues of Anglo-Saxon culture. Beowulf, the protagonist, obviously possesses all the virtues important to Anglo-Saxons. The first antagonist that Beowulf faces is named Unferth. Unferth is not loyal in that killed his brother slyly and that he offers Beowulf a sword to fight Grendel that shows that he is too cowardly to fight the monster himself. Loyalty and bravery are two of the most important virtues present in Anglo-Saxon literature. Unferth is also demeaning and cruel to his guest Beowulf. In most Anglo-Saxon literature, hospitality towards guests is very important and expected. The next antagonist is Grendel. He is very ambiguous and very monstrous in appearance although exhibiting many human emotion and impulses. Grendel exhibits aggression, loneliness, and jealously. He is somewhat cowardly in that he attacks at night when men are asleep and he runs back to his lair after his encounter with Beowulf. Grendel’s mother has the same virtues as her son except she fights out of anger. She really has no cause for fighting. The dragon is very grotesque and preys on the town. He is very selfish which is not part of an Anglo-Saxon protagonist like Beowulf in that he attacks the town after having one piece of treasure stolen. All three monsters are portrayed as evil, aggressive villains especially since they battle against the hero, Beowulf. Unferth is a human example of a protagonist lacking loyalty and bravery.

Implications for Social Wellness and Development

I chose this article because it was very interesting to me. When you are growing out of adolescence into adulthood, you never think of the psychology that is involved in your growing. You don’t think about how and what influences the person you are becoming or the person that you want to be when you reach adulthood. During this stage of social development, you learn more about what you like, how you love and the actual wellness that you are working toward. Most people will never think of this, they think that life is life and that you are just supposed to live it. They have no idea of the development and the consequences that could come from poor judgment. I know that I never thought of this and it took me until I was 23 years old to figure out what I wanted out of my life because before that I just coasted through it carelessly, never worrying about the consequences. The major problem with this is that when an adolescent graduates high school, most of them move out of their parents’ home and into their own apartment or into a dorm. There, they basically have no rules and don’t have to worry about the consequences of their actions. If I had to write a research paper on this subject, I would definitely use this article. There is so much information throughout; there are even diagrams and illustrations. I found the diagram The Indivisible Self: An Evidence-Based Model of Wellness very informative and interesting. There was also the purpose of study and hypothesis where there were five hypotheses, the method and the instruments used to conduct this study. The subscales were very informative as well. The results and the discussion were also very stimulating. I find that psychology is a very complex study that requires much critical thinking but I am loving this subject. You learn so much about yourself and everyone around you.

Core Issues in Crime and Punishment Essay

Jimmy Boyle’s autobiography A Sense of Freedom (1977) gives a very interesting and honest insight into his life of crime and incarceration. The autobiography, written from inside prison, is according to Boyle an attempt to warn young people that there is not anything glamorous about crime and violence. It gives a full narration of his life from a very young age, with a detailed insight into his childhood, experiences of petty crime, approved schools and borstal, right through to his adult experiences of more serious crime, violence and adult prisons, including his interpretation of the Penal System. Reading this autobiography I aimed to remain detached from the author and seek to create an independent analysis of his criminality. The definition of ‘autobiography’ according to AskOxford (2010) is ‘an account of a person’s life written by that person’; this suggests that in analysing the author’s criminality throughout the book one should not forget that it is written from the author’s perspective and memory and should not be taken purely on face value. With this in mind I intend to apply criminological theories to Boyle’s autobiography with an aim to distinguish which criminological theory most effectively seeks to explain his criminality. Moreover, in doing this I expect to illuminate the criticisms involved within these theories. Crime can be defined as ‘an act or deed, which is against the law’ (Chambers 1998:145). Over the past few centuries there have been numerous theories try to explain why crime is committed and the answers to this question are still quite sceptical. I intend to consider the key principles of Rational Choice Theory and how convincing it is in explaining Boyle’s criminality. Rational Choice Theory is part of a contemporary Classical approach in explaining crime. In order to explain this theory it is important firstly to look into the Classical approach. Classicism is the eldest of these two theories that seeks to explain criminality. It emerged at a time when the naturalistic approach of the social contract theorists was challenging the previously dominant spiritualist approach to explaining crime and criminal behaviour (Burke, 2005:24). It rests on the assumption of free will and suggests that criminal activity is the result of rational choice and of the hedonistic impulses of the individual (Newburn, 2007:114). It was the two key Classical school theorists Baccaria and Bentham who in the late eighteenth century established the essential components of the Rational Actor model. It suggests that crime is the product of evil and people commit crime through choice because they are simply ‘bad’ (Newburn, 2007:114). A key principle of the classicist approach is to state the law clearly to the public and punishment should be predictable in order to create deterrence against crime. Baccaria considered that criminals owe a debt to society and proposed that punishments should be fixed strictly in proportion to the seriousness of the crime. According to Baccaria human behaviour is essentially based on the pleasure pain principle, therefore punishment should reflect that principle and all that are guilty of a particular offence should suffer the same penalty (Burke, 2005:25). Rational Choice theory derives from this same school of thought as Classicism. It emerged during the 1980s with the notion that ‘nothing works’, influenced by the Bentham and the economic utility model. Likewise to Classicism it bases its structure on simple deterrence and retribution principles and also shares the same assumptions that offenders are essentially rationally calculating actors (Newburn, 2007:280). It suggests that offenders make a cost-benefit-calculation as whether to commit the crime. If the benefit (e.g. money) out weighs the cost (e.g. prosecution if caught) then it is likely that they will take the risk and commit the offence. Becker (1968, cited in Newburn, 2007) argued that individuals will commit offences if the ‘expected utility’ of doing so is positive, and will not do so if it is negative. Cornish and Clark (1985, cited in Newburn, 2007) have had a major influence in developing Rational Choice theory. They suggest that rather than a simple choice, a sequence of choices have to be made, and that these choices are influenced by a number of social and psychological factors within the individual. Although this contemporary view still holds some of the main aspects of Classicism regarding rationality, it has moved in a new direction as it now arguably considers the psychological and sociological effects on the offender, an area that Classicism failed to consider. Rather than suggesting offenders are just ‘bad’ in its explanation of crime as Classicism does, the Rational Choice theory became the study of why people make particular decisions and behave in particular ways under certain circumstances (Newburn, 2007:281). According to Cornish and Clark (1985, cited in Newburn, 2007) crime is treated as ‘purposive’; it is never senseless. Moreover, Cornish and Clark (1985, cited in Newburn, 2007) suggest that other than material wealth, the benefits of committing su ch crime may also include excitement, prestige, fun, sexual gratification, defiance or dominance of others. It is arguable that throughout reading A Sense Of Freedom (1977) Boyle is aware of all the benefits from crime he receives, a lot of which are mentioned above. From a young age Boyle admits to the excitement experience by stealing and fighting. It is this that makes it evident that he has made rational calculations of what the benefits received will be as a result of crime, for instance stealing will gain him material wealth, reputation/status and excitement, much the same as fighting would gain him reputation and excitement. In this sense for Boyle the benefit of committing crime outweighed the cost, which explains his ongoing criminal behaviour. However, these benefits received would be an after effect of committing these crimes. What the Rational Choice theory fails to explain is why the need for committing the crime in the first place. Although Rational Choice theory does mention the psychological and sociological aspects that the offender brings with them into certain situations , it bases these aspects on calculating whether to commit the crime or not, rather than what sociological or psychological effects would contribute towards committing the crime in the first place i.e. strain, inequality, poverty, learned behaviour etc. Therefore it still does not seek to explain the individual’s social circumstances. In this sense according to Newburn (2007) it fails to take sufficient account of the structural conditions within which individual decision-making takes place (Newburn, 2007,296) Simply Rational Choice theory does not explain the reasons for committing crime in the first place. It explains the process that takes place when there is an opportunity for crime. According to Newburn (2007) it fails to explain or is unconcerned with the motivation of the offender. What it does seek to explain is the reasons why offenders such as Boyle repeatedly committed crime, such as the benefits i.e. reputation, status and material wealth. The Rational Choice Theory suggests that we would all commit crime if we thought we could get away with it, the reason we do not is because for most the cost outweighs the benefit (Newburn, 2007:296). This illuminates the question as to why everyone does not commit crime if everyone has the same rationality? According to Jones (2006) ‘the various definitions of ‘rational choice’ provided by the theory’s proponents seems to be too vague and allow for almost any form of behaviour except the most extreme pathological variety’. According to Jones (2006:417), Gibbs (1989) sums it up when he said ‘if rational behaviour is defined as simply goal-orientated behaviour, then virtually all human behaviour is rational’. According to Burke, (2005,44) one of the criticisms with Rational Choice theory is that it is accused of implying a too high degree of rationality by comparing criminal choices too closely with market-place decisions. The work of Cornish and Clark suggest ‘offenders invariably act in terms of limited or bounded form of rationality (Burke, 2005:44). In this sense offenders will not be fully aware of all the aspects involved in making the decision to commit crime nor will they have all the facts to make a wise decision. This is still considered to be a rational choice but to a different degree. Therefore, this suggests that offenders can be categorised separately from ‘law-abiding’ citizens (Burke, 2005:44). Although the Rational Choice Theory has played a large part in the Governments aim for situational crime prevention within the past forty years, with the notion that ‘nothing works’ and its concentration on removing/reducing the opportunity for crime, it seems it has not played a large part in understanding why crime is committed nor has it contributed towards developing criminological theory. Gibbons (1994, cited in Walklate, 1998:38) argues that ‘the Rational Choice theory neither constitutes a new or nor a general explanation of crime since elements of attributing the ability to make choices and decisions to criminals and criminal behaviour are present in a range of criminological perspectives’. Akers (1994 cited in Jones, 2006:416) suggests Ration Choice theory and deterrence theorists have not acknowledged their debt to Social Learning theory, which he states already allows for the adoption of rational decision-making processes in considering whether to commit crime. As it is apparent after reading Boyle’s autobiography that he has made a lot of choices to commit crime throughout his life, it is difficult to apply the Rational Choice theory to specifics as it seems to be a very vague theory, much the same a Classicism. It seems that all his decisions throughout were of a cost-benefit-calculation, however arguably, this could be said about every decision any offender makes from stealing a pen at work, vandalism to murder and more serious crime. With this in mind I am now going to consider a psychological positivist approach in explaining Boyles criminality. Instead of looking at abnormalities of the brain in an attempt to explain his criminality, although there are a number of questions that could be raised when looking at his actions in prison, which could arguably be linked to psychopathic behaviour, in this case it would be beneficial to look into learning behaviour in trying to explain his criminality, with an emphasis on Social Learnin g thoery. From a young age Boyle explains the area he was brought up in as poor and socially deprived (Boyle, 1977:21). He tells of his experiences as a young boy as looking at certain areas as more upper class and the people who live in them are ‘toffs’ which he later admits that they were not, however they had nicer clothes or shoes than himself therefore they were classed as ‘toffs’ by him and his peers. He states that his and his friend’s mother used to call then ‘half boiled toffs’ and used to mimic their accents (Boyle, 1977,9). He tells of his time going around from a young age stealing with his friends from other peoples unwanted possessions, something that was seen by Boyle as not criminal activity just the done thing. Watching the older men come out the pubs at night time drunk and engaging in violent behaviour (fighting) was one of the activities Boyle and his peers used to do, preferably on weekends. (Boyle, 1977:15). Although when read ing the book Boyle’s childish endeavours seems rather inline with the norm that boys will be boys and get up to mischief, it seems that this is where Boyles personality developed. The fact that he was out late watching the fighting outside pubs at the age of 5-6 suggests that his violent behaviour in his adult life could have derived from this. Thus, the significant aspects of this are that Boyle was out at a very late time for a young boy, which suggests that there was a significant lack of supervision by his parents. This is one of the reasons for Social Learning theory’s explanations as to why some delinquent behaviour takes place, and is one of lack of supervision or poor child rearing can lead to aggression (something that Boyle implied he was eventually an expert in) (Newburn, 2007:165) Boyle tells us from the start that his Father dies when he is a young boy, this is significant because of the lack of parenting in his family regarding supervision but also because of his Father’s reputation of which Boyle states he was aware of, which is of a violent nature. It is evident that these activities from childhood and throughout his adolescence c ould be key in explaining his criminality. Behavioural learning theories has its origins in the work of Pavlov and Skinner and their experiments carried out on animals, with their conditioning with stimuli when confronted with different tasks (Burke, 2005:79). This had a profound impact on the perspective developed when considering criminality. Skinner argued from an operant conditioning perspective that a person must actively respond if they are to learn, whereas Cognitivists place the emphasis on mental rather than physical activity (Burke, 2005:85). Social Learning theory like the Rational Choice theory shares the same notion that behaviour can be reinforced by rewards and punishment however it emphasises that behaviour can learned by expectations that are learned by watching what happens to other people, in this sense individuals will make a choice as to what is learned and how (Burke, 2005:85). Tarde (1843-1904, cited in Burke, 2005) suggested that crime was simply a normal learned behaviour. He argued that criminals are primary normal people who by accident of birth are brought up in an atmosphere in which they learn crime as a way of life. This leads to my argument as rather than generalising everyone as just rational actors, Boyle was nurtured into crime from a young age. In this sense this takes into consideration that whilst this theory shares the same values regarding rationality it looks closer into why crime is committed in the first place. Albert Bandura had a major impact on Social Learning theory, especially with his demonstration of the ‘Bobo doll’ experiment. The basis of the theory is that the learned behaviour is a combination of the physical acts and how to perform them (skills) and the attitudes and mental understanding necessary to the behaviour (including social skills, morals and choice) (Williams, 2008:289). In this sense criminal behaviour can be learnt through practice, watching others or engaging in the environment (Williams, 2008:289). According to Williams the level of social skills, which the individuals have learnt, may be connected to the amount of crime they perform. Bandura (cited in Newburn, 2007:153) points out that Social Learning theory includes a consideration of motivation and the three types involved, these are; external reinforcement-from the environment, vicarious reinforcement-from observing others and self reinforcement-as a result of taking pleasure or pride from one’s own actions. According to Bandura (cited in Newburn, 2007:153) in this sense we are likely to be influenced by others especially if they are of a high status, which is referred to as models. It is arguable that Boyle learnt his violent behaviour from hearing stories about his Father to watching fighting outside the pubs, in this sense he idolised this behaviour. It is stated in the book that in the book Boyle’s peers stole some money on a particular occasion. Boyle states that he did not want any of the money when his friends were sharing it out. However, he did let them pay for him to get in the cinema. This aloud Boyle to receive the benefits of this cr iminal act, which arguably conditioned him for the future, as this moral decision did not last and before long Boyle was participating in more theft himself. This is a case of learned behaviour from his peers. This shows that not all models have to be of high status, but behaviour can be learned through delinquent peers and what is accepted within a group (Newburn, 2007:165). The Social Learning theory therefore, can be applied to how Boyle became more involved in criminal activity. According to Newburn (2007) Ron Akers and his study of crime, suggests that crime is a result of operant conditioning or imitation. Not only did Boyle involve himself in theft and violent activity at school, but also carried on through his adolescent life which lead him into Approved schools and Borstal. This is where Boyle states that he made a lot of ‘contacts’. He referred to these institutions as ‘University for crime’ (Boyle, 1977:73). This suggest that Boyle believed himself that mixing with people of a more higher criminal status played a significant part in extending his criminality. According to Jones (2006:415) ‘for persistent offenders, the periodic reinforcement of their values by other criminals has been sufficient to outweigh the inhibitory effects of punishment. It is clear that whilst covering only a small area of Psychological Positivism with an emphasis on Social Learning theory, it seems to be a good explanation to Boyles Criminality. What this theory fails to explain is to some extent the social deprivation that Boyle experienced. It does focus on some areas that the social circumstances had on Boyle’s personality, however it emphasises on modelling his personality from influence of his peers and role models. This does seem to be effective in explaining why Boyle became violent and engaged in theft, however it fails to explain why he was influenced in this way in the first place and illuminates the question as to why are people around him acting in this way? According to Howitt (2009) ‘suggesting that people learn their violent and criminal actions from others is a weak argument, unless violence and crime are entirely genetically transmitted then inevitably they must be learnt socially in some way’. In this sense according to Howitt (2009) ‘any explanation of violence and crime in terms of learning is not particularly helpful unless the conditions under which it is learnt can be specified. Violence and crime are not the exclusive means by which goals are achieved. A variety of tactics are involved in achieving goals – working rather than stealing to get a television set being a simple example. As work is a major form of modeled behavior, how can we explain why there is any crime at all if it is simply through social learning’? In this sense the Social Learning theory’s weak ability to explain under what circumstances criminal behavior will or will not be learnt means that it has limited explanatory power (Howitt, 2009:78). Due to official statistics on crime there is a common belief that poverty has a significant role to play in underlying offending (Jones, 2006:151). The work from Durkheim focused on how the organization of society can drive people into breaking its rules (Jones, 2006:157). Durkheim thought that some crime is normal in society and it would be impossible to imagine a society without crime (Jones, 2006:157). Derkheim’s concentration on ‘anomie’ and the sociological perspective of crime had a profound effect on the development of criminological theory as he realised that crime is a contemporary social construct rather than a set of universal values or the reflection of intrinsic ‘evils’ (Jones, 2006:161). This gave rise to Merton’s theory on strain. Derkheim saw ‘anomie’ as created by sudden changes in society, whereas Merton ‘anomie’ applies to disadvantages of the lower classes. This is the area I am going to concentrate on next in explaining Boyle’s criminality.