Admiralty law Coursework Example | Topics and Well Written Essays - 3250 words

Admiralty law - Coursework Example The nature of the rights and remedies, as well as the repercussion of the claims greatly differs, based on who presents the claims, and the nature of such presented claims. For example, the claim that a passenger presents have very different remedies, from such claims presented by the members of the crew (Charles, 2008 p11). Admiralty Law is very dynamic and amorphous, in that it changes the nature of defenses issued, through incorporating into the defense system some defenses that are not stipulated in the common laws, or by removing some standing laws that previously guided this practice. Consequently, the in-depth knowledge of Admiralty Law is necessary for any individual wishing to raise a claim under the law (Frakes, 2003 p22). This law consists of a combination of domestic laws governing the internal maritime activities and the private international laws, which guides the activities and the interactions of private entities that are operating within the seas (Eliot, 1963 p20). T he component o this law are major international treaties which have been enacted in the recent decades, to guide the relationships and business undertakings between countries and the private entities on the seas. The flag that a ship flies in the high seas determines under which jurisdiction of the law such a ship falls. The jurisdiction of the ship, and thus all the consequent cases arising from its activities and interactions with others fall with the country that the flag possessed by the ship belongs. However, the substance and the authenticity of such flag is a paramount issue, in Admiralty Law, in that some ships may fly flags that do not truthfully reflect the country they emanate from (Davis, 2008 p10). In our case, O charted its ship, the Costa Lotta, to go and carry a consignment of crude oil from Greece to the UK. The vessel was to carry the cargo that belonged to VC, which is domiciled to Greece, without any of its business operations in the UK. During the process of tra nsporting the crude oil, the vessel, Costa Lotta developed a problem, which arose from bad weather in the Mediterranean, when it was near the coastline of Italy. As a result of this problem, the cargo that was carried by the vessel got damaged, losing substantial of the crude oil into the sea. The master of the ship sought help from a salvage company, since the ship had been refused to dock in any port of Italy. With the assistance of the salvors, the remaining cargo of crude oil was salvaged, and the salvors helped in the clean up procedure that saw the clearance of the oil that spilled into the sea. Having been assisted, the savors are seeking compensation for helping salvage the cargo held by Costa Lotta. On its part, O, the company that owns the Costa Lotta is avoiding the salvors, by failing to compensate them for their salvage mission. More to this, O has gone ahead and sold Costa Lotta, the vessel that was salvaged to Bruno. This makes the subject of dispute in this case unav ailable. The master of the vessel was arrested and detained in France, required to explain the incidence that led to the sea pollution, which affected the coastline of France, rendering it inappropriate for visit by tourists. On the other hand, VC, the company that owned the cargo that was being transported by Costa Lotta has failed to complete the payment. VC argues that the loss of cargo that was incurred by the company should be set off against the remaining payment to O. Additionally; VC argues that the loss occurred due to the incompetence of the master of Costa Lotta. Thus, there are many legal issues underlining this case, which can be traced to the Admiralty Law. The first legal issue is whether O will succeed in raising a claim

Examining switching costs as a moderator in the relationship between Essay

Examining switching costs as a moderator in the relationship between service personalization, customer satisfaction and customer - Essay Example Web presence with low price, low search costs, high power obtained and convenient with the appearance of the internet. The incredible growth of the internet is significant changing the way of business model. This is no exception that internet technology that significant influence and changing the global banking industry. Internet banking is fairly considered as one of the major achievements in global finance. Financial organizations and facilities invest heavily in the development of sophisticated internet technologies, to improve their daily operations. The internet exemplifies a new channel for expanding the customer base and raising customer satisfaction for banks. Today, a mere click of mouth can turn the world of financial services upside down, giving consumers unprecedented freedom in choosing the best provider of high-quality financial services (Chong Soo, Scruggs et al. 2002). Internet banking has recently become one of the most frequently discussed topics in professional l iterature. Numerous studies shown that internet has become the most popular electronic delivery platform for banking (Karjaluoto, Mattila et al. 2002). Open-access networks are studied and further used to deliver high-quality banking services directly to customers. Efficient provision of various information technologies and online financial services to customers has already become an inseparable component of the banks’ daily routine (Daniel 1999). Non-human interaction and extensive use of the internet operation are no longer surprising to anyone but, on the contrary, serve the principal channel for delivering financial services to customers all over the world. (Minjoon and Shaohan 2001). The Hong Kong financial services sector has changed significantly during the past decades. Previously, the banks used conventional, branch-based systems and organizational networks, to deliver financial services to customers. After then the banks have come to realize the need for lower cost methods of financial services delivery to customers, which would help them to develop new ways of attracting customers. Banks started to improve and restructure their product delivery mix, to include various technology elements and develop new approaches for financial services and business operations in the banking sector. An early breakthrough was ATM and 24 hours telephone banking services. To rapid development of internet and telecommunication technologies, most of banks was migrated the financial services to internet platform. Nowadays, online banking services exemplify one of the most successful achievements in the global financial services industry. The internet turns into the principal channel for enhancing customer service, as well as improving integration and interaction with their clients. Through the simplest form, the internet bank can use one single web-page in the Internet, to provide customers with high-quality banking services. (Jones, Mothersbaugh et al. 2002 ). Therefore, these are technologies that lead banks to acquire better opportunities to control their profit structures, costs, manage and possibly reduce operating expenses, as well as develop and sustain efficient systems of profitability management. The simplest website can provide customers

Fuel economy in automobiles Essay Example for Free

Fuel economy in automobiles Essay Driving one of the new high-tech hybrids — cars that combine the power of a gas engine with an electric motor to reduce fuel consumption and emissions — may seem like something only an environmentalist or an engineer could get revved up about. The fact is, however, that a new generation of hybrid cars and trucks due to go on sale within the next 12 months offer a number of very practical advantages for families, from saving money to helping save the planet. Many experts are predicting 2004 will be the year that hybrids turn the corner from eco-friendly novelty to mainstream transportation. Theres never been a better time to consider a switch to one of these green, clean, gas-saving machines. Here, eight reasons a hybrid may be perfect for your family. 1. Theyre as comfortable to drive as conventional cars. Theres no difference between a hybrid and the gas-powered car parked in your garage — it can accelerate just as quickly and cruise just as fast on the highway, and it handles just as smoothly. Most important, hybrids are just as safe to drive. Well, there is one difference: Hybrids are super-quiet — sometimes you cant tell whether the engine is running or not! When power is not needed — at a red light, say, or in bumper-to-bumper traffic — the engine completely shuts down and revs up again when you press on the accelerator, meaning you dont waste gas or emit toxins. Hybrids run on a rechargeable battery and gasoline rather than gas alone, but the power shift between the gas engine and electric motor is so seamless that youre likely to forget about all the advanced technology moving you down the road. And theres no need to plug them in as you would with an all-electric car; the electric motor also acts as a generator during deceleration and braking to continually recharge the batteries as you drive. 2. Youre sure to find a model that fits your familys lifestyle. Currently, there are three popular hybrids on the market: Hondas compact two-seat Insight coupe, along with the midsize Toyota Prius four-door hatchback and the Honda Civic hybrid sedan, both of which seat five. But with half a dozen new hybrid models on their way, larger families will soon have more good choices. Look for everything from midsize family cars like the Honda Accord hybrid to hybrid versions of midsize sport-utility vehicles, like the Ford Escape, Toyota Highlander, and Lexus RX 400h, to full-size pickup trucks from Chevrolet, GMC, and Dodge to turn up in your local dealers showrooms within the next year. 3. Youll save money on gas. With gas prices soaring to more than two bucks a gallon in many parts of the country, theres no smarter reason to switch to a hybrid than fuel efficiency. Just compare the miles per gallon youre getting now with, for example, a Toyota Priuss 60 mpg in the city and 51 mpg on the highway. In fact, hybrid cars can go for more than 600 miles between fill-ups, meaning you should be able to cut visits to your neighborhood gas station in half, saving you time as well as money. If you drive 1,000 miles a month and your current car averages 20 miles per gallon, driving a hybrid could save $700 or more a year at the pump. 4. Youll be doing your part to help protect the environment. Not only do gasoline-electric hybrids get much better mileage than many standard cars, but most also produce about 90 percent fewer smog-forming tailpipe emissions compared with the average new car, according to Dave Hermance, head of Environmental Engineering for Toyota. 5. Youll set a good example for your kids. If you like the notion of leaving the world a better place for your children, driving a hybrid is one good way to transform that lofty ideal into a concrete move. Our actions as parents speak louder than our words, even with seemingly simple decisions. Owning an eco-friendly car does more to impart environmental values to your children than countless talks about saving the planet. 6. Youll get cash back from Uncle Sam. Federal tax credit up to $3,400! More financial incentive to buy a hybrid: The IRSs Clean Fuel Vehicle Tax Deduction allows you to take $1,500 off your 2004 federal tax bill (the deduction decreases by $500 a year until its phased out in 2007). You may also qualify for additional financial incentives offered by state and local agencies; log on to the U. S. Department of Energys Clean Cities Website (www.ccities. doe. gov/vbg/progs/laws. cgi) to learn more. 7. Theyre not all super-expensive. Hybrids tend to cost $1,500 to $2,400 more than mainstream cars (dont forget about that tax break and major gas savings). But they are becoming extremely popular: Many dealerships have a several-month waiting period for a new one. And it is perhaps this growing demand for hybrids that has sent a message to American automakers — whove been slower than their Japanese rivals to adopt this new technology — to build cleaner, more socially responsible cars. 8. Youll boost your coolness quotient. You cant put a price on this aspect of hybrid ownership, but suffice it to say, driving a hybrid car is a surefire conversation starter among coworkers, fellow parents, neighbors, and even total strangers. Just ask Hollywood hipsters Jennifer Aniston, Brad Pitt, Cameron Diaz, Larry David, and Leonardo DiCaprio — all happening hybrid owners. Reality Check Although hybrids offer some significant benefits, there are a couple of points to consider before you sign on the dotted line. * Energy efficiency All hybrids get better mileage than conventional cars, but there are two different approaches to the powering mechanism, in both current and upcoming models. Some, for example, get better fuel mileage in stop-and-go traffic, while others do better on the highway. Before you settle on a particular model, keep in mind how youll use the car — as a neighborhood shuttle service or a long-distance commuter-mobile. * Fuel emissions. If your goal is to drive the car or truck with the least possible environmental impact, youll want to spend some time researching your options. Different engine and even transmission choices can have a significant effect on a cars emissions profile. For example, a Honda Insight with a manual transmission gets better fuel economy than the automatic version, but the automatic version emits fewer pollutants. Essentially, some hybrids are cleaner than others — and conventionally powered cars with low emissions can be cleaner than certain hybrids. veraging 8. 5 million barrels/day.

Learning strategies and styles

Learning strategies and styles Chapter Two Literature Review 2.1 Learning Strategies Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence. Throughout history, the best language students have used strategies ranging from naturalistic language practice techniques to analytic, rule-based strategies. Learning strategy workshops are drawing big crowds at language teachers conventions. Researchers are identifying, classifying, and evaluating language learning strategies, and these efforts are resulting in a steady stream of articles on the topic. 2.1.1 Definition of Learning Strategies According to Chamot (1987), learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistics and content area information. Oxford and Nams (1998) study indicates that learning strategies is a technical phrase that means any specific conscious action or behavior student takes to improve his or her own learning. Oxford (1990) considers that any specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations is a language learning strategy (LLS). Strategies are the conscious steps of behavior used by language learners to enhance the acquisition, storage, retention, recall and one of new information (Oxford Ehrman, 1990). The concept of learning strategy is still a fuzzy one and not easy to have a final definition, though it has been over thirty years since researchers began the study of learning strategies. A summary of definitions of language learning strategies taken from the recent literature (Ellis, 1999:531) may help us have an overview of it. Chapter Two Literature Review 7 Table 2.1 Definitions of Learning Strategies Source Definitions Stern (1983)In our view strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior. Weinstein and Learning strategies are the behaviors and thought that a learner Mayer (1986)engages in during learning that are intended to influence the learners encoding process. Rubin (1987)Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly. OMalley and the special thoughts or behaviors that individuals use to help them Chamot (1990)comprehend, learn, or retain new information Oxford (1990) Foreign or second language (L2) learning strategies are specific actions, behaviors, steps or techniques students use-often consciously-to improve their progress in apprehending, internalizing, and using the L2. Cohen (1998) Second language learner strategies constitute those processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or a foreign language, through the storage, retention, recall, and application of information about that language. They encompass both language learning and language use strategies. Wen Qiufang Learning strategies are actions or measures which the students take in order to (2000) study more efficiently. This definition emphasizes two points: the goal of using learning strategies is the learners actions, rather than his/her thought. The action can be either exterior or interior. According to Ellis (1999), several problems arise form these varied definitions of this linguistic term. The first problem concerns whether language learning strategies are to be perceived of as behavioral (and therefore observable) or as mental, or as both. Oxford (1990) considers them as essentially behavioral, while Weinstein and Mayer (1986) thinks of them as both behavioral and mental. The second problem is the precise nature of the behaviors that are to count as learning strategies. Stern (1983) distinguishes strategies as general and more or less deliberate approach to learning, for example, an active task approach and techniques as observable forms of language learning behavior evident in particular areas in language learning, such 8 as grammar and vocabulary. Other researchers, however, have used the term strategy to refer to the kind of behaviors that Stern calls techniques. The third problem is whether learning strategies are to be seen as conscious and intentional or as subconscious. Chamot (1987) refers to them as deliberate actions. Seliger (1984) defines strategies as basic abstract categories of processing by which information perceived in the outside world is organized and categorized into cognitive structures as part of a conceptual network. However, some researchers consider that what starts out as a conscious tactic may involve into a subconscious strategy. The fourth one is about whether learning strategies are seen as having a direct or indirect effect on interlanguage development. Rubin (1987) asserts that the effect is a direct one. But other researchers, such as Stinger, consider it to be more indirect strategy use that provides learners with data, upon which the deep subconscious processes can work. Finally, there are differences in opinions about what motivates of the use of learning strategies. All the definitions above recognize that they are used in an effort to learn the L2, but Oxford (1989) also suggests that their use can have an affective purpose (i.e. to increase enjoyment). Although the definition is not always uniform, there are some basic characteristics in the generally accepted view of language learning strategy. Oxford (1990:9) summarizes her view of language learning strategies by listing twelve key features. She states that language learning strategies: contribute to the main goal, communicative competence. à ¢Ã¢â€š ¬Ã‚ ¢ allow learners to become more self-directed. the role of teachers. are problem-oriented. are specific actions taken by the learner. involve many aspects of the learner, not just the cognitive. support learning both directly and indirectly. are not always observable. ari often conscious. can be taught. are flexible. Chapter Two Literature Review 9 are influenced by a variety of factors. After identifying the above elements involved in defining language learning strategies. and in order to avoid any confusion caused by different definitions and owing to the research instrument of SILL in this study, Oxfords definition (1990:8) of learning strategies is adopted throughout the this paper, in which learning strategies are seen as specific actions, behaviors, steps or techniques students often consciously use to improve their progress in apprehending, internalizing, and using, since this definition fully conveys the excitement or richness of learning strategies. 2.1.2 Classification of Learning Strategies Classification of language learning strategies has primarily followed the theory of cognition (Macaro, 2001). Cognition refers to how the brain works for information processing and retrieval. Strategies are used to retrieve and store new information in the brain till this information becomes automatic and such strategies are classified into a system by researchers and educators. Classification of strategies has many advantages. Learning strategies have been classified by many scholars (Wenden and Rubin, 1987; OMalley et. al, 1985; Oxford, 1990; Stem, 1992; Ellis, 1994, etc.). Strategy subsets enable researchers to describe the correspondence between mental processes and strategic processes (OMalley and Chamot, 1990). Strategy inventories may also serve as a valuable reference guide for educational instructors in the process of promoting autonomy in the language learner. Oxfords (1990) Strategy Inventory for Language Learning (SILL) is one such classification system linking groups thr ough a series of self-report assessments and questionnaires. Oxford divides strategies into two major classes: direct and indirect. Direct strategies refer to subconscious tasks, which are inherently learnt while indirect strategies refer to conscious strategies. These two classes are then subdivided into six sub-groups of memory, cognitive, compensation, social, affective and metacognitive. These subsets are interwoven with each other, creating an occasional overlap in the strategy groups. According to Oxford (1990), direct and indirect strategies and these six strategy categories function as a mutual support network within which various types of strategies enhance second language learning. Oxfords inventory is designed in a way to suit not only students learning English as a second/foreign language (ESL/EFL) in America but also students of any country. The inventory has already been translated into many languages and used as an effective tool for measuring strategy preferences and 10 developmental stages in strategy usage (Oxford and Burry-Stock, 1995). The inventory also has a well-understood underlying struct ure for strategy categorization and employs a wide range of strategies, all items of which are checked and rechecked for validity and reliability. However, the SILL categorization system is not without its limitations. SILL has been mainly based on research conducted on either groups of mixed nationalities learning English as a second/foreign language or native speakers of English learning a foreign language in the United States. As a result, Wharton (2000) refers to the dangers of ethnocentric bias and applicability regarding the definition of the good language learning strategies as defined by educators and researchers from the United States alone. Some studies have demonstrated that the most frequently used strategies in a foreign language context in Asia vary considerably from those in the second language context in the United States (Takeuchi et al., 1999; Takeuchi and Wakamoto, 2001). Takeuchi (2003:391) recognizes the importance of distinguishing between common strategies and context-specific (or environmental-unique) ones as promoting the survival of learners in the environment. OMalley and Chamot (1990:99), on the other hand, have differentiated strategies into three categories: cognitive, metacognitive and social/affective. Cognitive strategies are specified as learning steps that learners take to transform new material, for instance, inferring contextual guessing and relating new information to other concepts from memory. Metacognitive strategies involve consciously directing ones own efforts into the learning task. Social/affective strategies involve interaction with another person or taking control of ones own feelings on language learning. Wenden and Rubin (1987) again classifies learning strategies into two categories: cognitive (steps used by learners to process linguistic and socio-linguistic contents) and self-management (planning, monitoring and evaluating), on the basis of their learning functions. Macaro (2001) conceptualizes all language learning strategies as standing in a continuum without a clear line dividing the strategy types into particular areas. Cognitive strategies lie at one end with their inherent, subconscious, automatic tasks and metacognitive/social/affective at the other end with their conscious, evaluative strategies. Much of this classification research has been conducted in English as second/foreign language (ESLJEFL) settings. Regardless of how they are classified, the exact number of strategies available and how these strategies should be classified still remain open for discussion. A comparative analysis of various kinds of strategy classifications reported so Chapter Two Literature Review 11 far supported the view that OMalley and Chamots (1990) classification of strategies into cognitive, metacognitive and socio/affective strategies as well as Oxfords six-subset strategy taxonomy are more consistent with use of learners strategies than the direct and indirect dimensions (Hsiao and Oxford, 2002). Purdie and Oliver (1999) discuss the potential dangers of applying results of strategy studies with adults and adolescents to child second language learners. Apart from the psychological and sociological differences that exist between adults and children (Purdie and Oliver, 1999), the approach to se cond language acquisition among child learners has been associated more with first language acquisition (Larsen-Freeman, 1991). Among them, Oxfords classification (1990) is the most extensive and detailed one so far. Oxfords classification system is developed from Rubins and overlap with OMalleys to a great extent. And in this case study, one of the research questionnaires adopted is Oxfords Strategy Inventory for Language Learning (SILL). Therefore, the framework of Oxfords classification of learning strategy (in Table 2.2) will be conducted in the study. Table 2.2 Oxfords Classification of Learning Strategies Creating metal linkages Applying images and sounds Memory Strategies Reviewing well Employing action Direct Strategies Practicing Cognitive Strategies Receiving and sending messages Creating structure for input and output Guessing intelligently Compensation Strategies Overcoming limitations in speaking and writing Centering your learning Metacognitive Strategies Arranging and planning your learning Evaluating your learning Lowering your anxiety Indirect Strategies Affective Strategies Encouraging yourself Taking your emotional temperature Asking question Social Strategies Cooperating with others Empathizing with others (Source: Oxford, 1990:17) 12 dElr#7b~}i~ 2.1.3 Researches on Learning Strategies Learning strategies have been examined by researchers through interviews, questionnaires, diaries, observations and think-aloud protocols. The researches are mainly found in the following three areas: (1) classification of language learning strategies, (e.g. Oxford, 1990; OMalley and Chamot, 1990; Wenden and Rubin, 1987); (2) variables affecting language learning strategy, (e.g. Nyikos and Oxford, 1993; Oxford and Nyikos, 1989; Oxford, Nyikos, and Ehrman, 1988; Wharton, 2000; Young and Oxford, 1997); and (3) the effect of strategy training on second language learning, (e.g. Kitajima, 1997; Oxford, 1990). All these studies provide insights into understanding the learning process by learners of a second language and are crucial in underpinning a framework for second language acquisition. The first area of research identifies strategies used by learners and classifies them according to a system or taxonomy. The second examines potential variables related to language learning strategies such as age, motivation, gender and learning styles. Finally, the third area research explores the effect of explicit instruction in strategies to produce better performance. Research on language learning strategies has been classified into three general categories: studies to define and classify strategies, studies to describe strategies in greater detail and the types of tasks with which the strategies are effective, and studies to validate the influence of strategic processing or learning. OMalley and Chamot as well as Ellis (1994) note that most of the researches on language learning strategies haves been cross-sectional and correlational in nature. Early research into language learning strategies was concerned with attempting to establish what good language learning strategies might be. While no explicit claims were made about links between strategies and success, the title of these early articles implied a relationship: What the Great Language Learner can Teach Us (Rubin, 1975), and What Can We Learn From the Good Languages Learner? (Stern,1975). Researchers were hoping to identify strategies used by successful learners with the idea that they might be transferred to less successful learners. Notable studies carried out since these early two include Naiman, Frohlich, Stern, and Todesccos (1978) study, Rubins (1981) study and the work done by OMalley, Chamot, Stewner-Manzanares, Kupper, and Russo (1985). Much of the work on language learner strategies has been based on the assumption Chapter Two Literature Review 13 that there are good learning strategies (Rubin, 1975), but some studies (Naerrsson, 1985; Gillette, 1987) find no difference between high and low-proficiency groups on specific strategies. Consequently, the total number or variety of strategies employed and the frequency with which any given strategy is used are not necessarily indicators of how successful learners will be on a language task (Cohen, 1998). In view of these mixed results more studies are still made necessary. More recently, there have been studies on the benefits of strategy training. The goal of strategy training is to teach students how, when and why strategies can be used to facilitate their efforts at learning and using a foreign language. Strategy training is intended to help students explore ways that they can learn the target language more effectively, as well as to encourage students to self-evaluate and self-direct their learning. The first step in this process is to help learners recognize strategies which they have already used, and then to develop a wide range of strategies, so that they can select appropriate and effective strategies within the context of particular language tasks. A further goal of strategy training is to promote learner autonomy and learner self-direction by allowing students to choose their won strategies and to do so spontaneously, without continued prompting from the language teacher. Learners should be able to monitor and evaluate the relative effective ness of their strategy use, and more fully develop their problem-solving skills. Strategy training can thus be used to help learners achieve learner autonomy as well as linguistic autonomy. There are mixed reactions to the language strategies training movement in the literature, mainly because there have been few empirical studies to demonstrate that such training has irrefutable benefits. So far in the researches of learning strategies, a number of models for teaching learning strategies in both first and second language contexts have been developed. These international models share many features. All agree on the importance of developing student metacognitive understanding of the value of learning strategies and suggest that this is facilitated through teacher demonstration and modeling. All emphasize the importance of providing multiple practice opportunities with the strategies so that students can use them autonomously. All suggest that student should evaluate how well a strategy has worked, choose strategies for a task, and actively transfer strategies to new tasks. Anyhow, the previous researches all focused on the successful language learners or 14 d~7 r#7 f.(s ~C the common subjects. So far few studies have been carried out for the low achievers in language learning. Thus, the research on low language achievers is quite a new area in the studies of learning strategies and learning styles. 2.2 Learning Styles Learning style refers to the preferred ways which individuals use to solve problems confronted in their learning. The learners learning styles are often not perceived or used consciously. Learning style plays an important role for everyone to learn, to obtain information, to communicate with others. Knowing their own learning styles will help students to improve their language learning proficiency. 2.2.1 Definition of Learning Style The term learning style originates from psychology. It broadly refers to the way in which a learner tries to learn something, based on individual characteristics, used unconsciously and not perceived. Everyone has a learning style, but each persons is as unique as a signature. Each signature appears to be influenced by both nature and nurture. And Keefe (1979: 4) defines learning style as characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment; Learning style is a consistent way of functioning that reflects underlying causes of behavior. This definition is most comprehensive and acceptable. In 1987, Willing defines learning style as an inherent, pervasive set of characteristics related with how learners prefer to learn or to deal with new information. Reid (1995, 69) defines learning style as an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills, and a pervasive quality in the learning strategy or the learning behavior of an individual. Oxford Ehrnan (1991) define the term learning style as preferred or habitual patterns of mental functioning and dealing with new information. And Dum and Dunn (1993: 7) define learning styles as a biological and developmental set of personal characteristics that make the identical instruction effective for some students and infective for others. To make it simple, language learning styles are the styles used in language learning, are the general Chapter Two Literature Review 15 approaches which students are predominantly disposed to use in order to learn a new language (Ehrman and Oxford, 1995:69), Oxford believes that language learning styles are likely to be a direct refection of the individuals overall learning style that is normally applies in most learning or working situations. And in 1984, Reid generates six kinds of learning styles. At the same time, she provided the Perceptual Learning Style Preference Survey to test the characteristics of learning styles of learners. And in psychological researches, the personality types influence individuals learning preference a lot. Thus, to some extent, the personality types of individuals can be taken as ones learning styles. Myers Briggs Type Theory was developed to provide practical application of the theory of psychology types originated by Carl Jung in 1923. It aims to identify individuals preferences, their most comfortable ways of behaving, including learning. And now it is used broadly in many areas to identify ones styles in learning, working, etc. Therefore, in the light of the overview of the definitions of learning styles, we can assume that learning styles are the preference of individuals with respect to how they learn based on ones own personality types. 2.2.2 Classification of Learning Style Many researchers have tried different ways to investigate learning styles. Among them, some have used survey to collect data on learners stated learning preferences. In 1984, Reid generated six kinds of learning styles and provided the Perceptual Learning Style Preference Survey. Reids six learning styles are as follows: Visual learning (e.g. reading and studying charts, learning from seeing words in books, and participating class discussion) Auditory learning (e.g. listening to lectures or audio tapes, reading aloud and participating class discussions) Kinesthetic learning (e.g. involving physical responses, role-playing in the classroom, actively participating in activities) Tactile learning (e.g. hands-on learning as in building models; writing notes or instructions) Group learning (e.g. learning with others) Individual learning (e.g. learning alone) 16 ff7r#lj:*bflftii~` Later Willing (1987) did another survey to investigate the learning styles of 517 adult ESL learners in Australia. According to the collected data, he identified two major dimensions of learning style. One was cognitive and corresponded closely to that of field independence/dependence. The other was more affective in nature. Based on these two dimensions, Willing describes four general learning styles (Table 2.3). Table 2.3 Willings Classification of Learning Styles General learning style Main characteristics Concrete learning style Direct means of processing information people-oriented; spontaneous; imaginative; Non-routinized learning Analytical learning style Focuses on specific problems and proceeds by means of hypothetical-deductive reasoning; prefers logical, didactic presentation Communicative learning style Fairly independent; highly adaptable and flexible; enjoying taking decisions Authority-orientated learning style Depends on other people; needs teachers directions and explanations; dislikes discovery learning (Source: Willing, 1987:67) Then, a more important classification is given by Oxford. Oxford identifies five learning styles in her Style Analysis Survey (SAS) in 1993. She makes the point that each style preference offers significant benefits for learning and that the important thing is for learners to identify the style preferences for that work and to apply them whenever possible. She notes that learners comfortable zone is their favorite style. The following is a description of the style contrast that appears on the SAS. The use of physical senses for study and work: visual vs. auditory vs. hands-on Dealing with other people extroversion vs. introversion Handling passable: inquisitive- random vs. concrete-sequential Approaching tasks: closure-oriented vs. open Dealing with ideas: global vs. analytic In addition to these prominent classifications, there are still some other classifications given by different scholars. Nelson (1973) distinguishes referential and expressive learners. And Peter (1977) identifies that some learners are analytic (i.e. word-learners processing information through a sequence of stages of acquisition) and some are gestalt Chapter Two Literature Review 17 (i.e. sentence-learners who begin with whole sentences which are used to perform function that are important to them). And Reid (1998) goes overview of the classification of learning styles (Table 2.4). It is a full-scale of the main classifications of learning styles of the previous researches. In L2 learning, learners clearly differ enormously in their preferred approach. But it is hard to say which style is the best. Among them, the classification of learning styles by Myers-Brigs Type Indicator will be conducted as the basic classification of learning styles in the following case study. Table 2.4 Reid's Overview on the Classification of Learning Styles Right-and Left brained Learning Styles Right-Brained Learns more effectively through visual analytic, reflective, self-retaining learning Left-Brained Learns more effectively throught auditory, global, impulsive, interactive learning The Seven Multiple Intelligence Verbal/Linguistic Ability with and sensitivity to oral and written words Musical Sensitivity to rhythm, pitch, and melody Logical/Mathematical Ability to use numbers effectively and to reason well Spatial/Visual Sensitivity to form, space, colour, line, and shape Bodily/Kinaesthetic Ability to use the body to express ideas and feelings Interpersonal Ability to understand another person's moods and intensions Intrapersonal Ability to understand oneself one's own strengths and weaknesses Perceptual Learning Styles Visual Learns more effectively through the eyes(seeing) Auditory Learns more effectively through the ear (hearing) Tactile Learns more effectively through touch (hands-on) Kinesthetic Learns more effectively through complete body experience Group Learns more effectively through working with others Individual Learns more effectively through working alone Field Independent and Field Dependent (Sensitive) Learning Styles Field Independent Learns more effectively sequentially, analyzing facts Field Dependent Learns more effectively in context (holistically) and is sensitive to human relationship>. Analytical and Global Learning Styles Analytical Learns more effectively individually, sequentially, linearly Global Learns more effectively through concrete experience and through interaction with other people Reflective and Impulsive Learning Style Reflective Learns more effectively when given time to consider options Impulsive Learns more effectively when able to respond immediately 18is#7~f4ii~~C Kolb Experiential. Learning Model Converger Learns more effectively when able to perceive abstractly and to process actively Diverger Learns more effectively when able to perceive concretely and to process reflectively Assimilator Learns more effectively when able to perceive abstractly and to process reflectively Accommodator Learns more effectively when able to perceive concretely and to process actively Myers-Briefs Type Indicator (MBTI) Extroverted Learns more effectively through concrete experience, contacts with and relationships with others Introverted Learns more effectively in individual, independent learning situations Sensing Learns more effectively from reports of observable facts Intuition Learns more effectively from meaningful experiences Thinking Learns more effectively from impersonal and logical circumstances Feeling Learns more effectively from personalized circumstances Judging Learns more effectively by reflection, deduction, analysis, and process that involve Perceiving closure Learns more effectively through negotiation, feeling and inductive processes tha postpone closure 2.2.3 Researches on Learning Styles There are lots of variable that can affect each learning style. It might be difficult to analyze the overall learning profile of a learner. Therefore, the researchers in this field have mainly focused on learning styles influence on language development, factors affecting learning styles, and how are learning styles related to language learning strategies. The study of learning styles influence on language development and proficiency is perhaps one of the widely conducted studies. Eliot (1995) in studying teaching pronunciation argues that field-independence is found to be a significant predictor of pronunciation accuracy. The potential influence of learning styles is also found out in the researchers made by Oxford et al (1992), and Ehraman and Oxford respectively. However, Griffiths and Sheen (1992) argues that the emb

Dali and Surrealism Essays -- Painter Painters Artists Art Dali Essays

Salvador Dali was born in 1904 in Figueras, Spain. He had an elder brother who died prior to his birth by nine months. This incident affected him throughout his life. His parents looked at him as reincarnation of his dead brother. He was taken to his brother’s grave and was given free reign of the Dali household which stayed with him throughout his life. Since he was treated differently and in a special way, in strongly influenced his personality. Hence, Dali had a unique and clear character. Living both himself and his brother caused him an obsession concerning decay and putrefaction. This appeared in his paintings in the image of dead corpses or insects. Dali was not a brilliant student, but he was somehow aware of his genius at a young age. In 1917, his father organized his first exhibition. In 1922 Dali was accepted at the Academia de San Fernando in Madrid. In 1923, he was very interested in Cubism which showed in his paintings of that time (Biography 1904-1929). In 1929, two very important incidents happened to Dali. The first was meeting Gala Eluard, the wife of the French poet Paul Eluard; later they became inseparable. The second event was him joining the Paris Surrealists. He paid an expensive price for both gifts, first his father threw him out of the house and it took him many years to heal this incident. In 1934, he was expelled of the Paris group. In 1940, he and Gala left France only one week before Nazi invasion, and it was Picasso who paid for their tra...

Philosophy of Time and Media with Jacques Derrida and Richard Rorty :: Philosophy Philosophical Papers

Philosophy of Time and Media with Jacques Derrida and Richard Rorty ABSTRACT: This paper is divided into four sections. The first provides a survey of some significant developments which today determine philosophical dealings with the subject of 'time.' In the second part it is shown how the question of time and the question of media are linked with one another in the views of two contemporary philosophers: Jacques Derrida and Richard Rorty. In section three, the temporal implications of cultural practices which are developing in the new medium of the Internet are analyzed, and finally, related to my main theses. In his book The Transparent Society Gianni Vattimo, the Italian media philosopher, advocates the "hypothesis" that "the intensification of communicative phenomena and the increasingly prominent circulation of information, with news flashed around the world (or McLuhan's 'global village') as it happens, are not merely aspects of modernization amongst others, but in some way the centre and the very sense of this process" (Vattimo, 1992, 14f). Vattimo's hypothesis is shared by Jacques Derrida, the founder of postmodern deconstructionism. In the essay The Other Heading - Reflections on Today's Europe Derrida formulated his basic media-philosophical diagnosis with a view to Europe as follows: "European cultural identity cannot (...) renounce (...) the great avenues or thoroughfares of translation and communication, and thus, of mediatization. But, on the other hand, it cannot and must not accept the capital of a centralizing authority (...). For by constituting places of an easy concensus , places of a demagogical and 'salable' consensus, through mobile, omnipresent, and extremely rapid media networks, by thus immediately crossing every border, such normalization would establish a cultural capacity at any place and at all times. It would establish a hegemonic center, the power center or power station [la centrale], the media center or central switchboard [le central] of the new imperium: remote control as one says in English for the TV, a ubiquitous tele-command, quasi-immediate and absolute" (Derrida, 1992, 39f). What's expressed in this diagnosis is the inner ambivalence with regard to the basic structures of our understanding of the world and ourselves which is emerging in the wake of the comprehensive mediatization of human experience of time. On the one hand lies an indispensable chance in this for the constitution of "European cultural identity"; on the other hand it harbours the danger of "a hegemonic center's" establishing itself, one which might soar to beco me the media centre of a new imperium.

Peace Essay

Peace is a state of harmony characterized by the lack of violence, conflict behaviors and the freedom from fear of violence. Commonly understood as the absence of hostility, peace also suggests the existence of healthy or newly healed interpersonal or international relationships, prosperity in matters of social or economic welfare, the establishment of equality, and a working political order that serves the true interests of all. Etymology [edit] From the Latin pax, meaning â€Å"freedom from civil disorder,† the English word came into use in various personal greetings from c. 300 as a translation of the Hebrew shalom. Such a translation is, however, imprecise, as shalom, which is also cognate with the Arabic â€Å"salaam†, has multiple other meanings in addition to peace, including justice, good health, safety, well-being, prosperity, equity, security, good fortune, and friendliness. [citation needed] At a personal level, peaceful behaviors are kind, considerate, respe ctful, just, and tolerant of others’ beliefs and behaviors — tending to manifest goodwill. This latter understanding of peace can also pertain to an individual’s introspective sense or concept of her/himself, as in being â€Å"at peace† in one’s own mind, as found in European references from c. 1200. The early English term is also used in the sense of â€Å"quiet†, reflecting calm, serene, and meditative approaches to family or group relationships that avoid quarreling and seek tranquility — an absence of disturbance or agitation. In many languages the word for peace is also used a greeting or a farewell, for example the Hawaiian word Aloha, as well as the Arabic word salaam. In English the word peace is occasionally used as a farewell, especially for the dead, as in the phrase Rest In Peace. Buddhists believe that peace can be attained once all suffering ends. They regard all suffering as stemming from cravings (in the extreme, greed), aversions (fears), or delusions. To eliminate such suffering and achieve ersonal peace, followers in the path of the Buddha adhere to a set of teachings called the Four Noble Truths — a central tenet in Buddhist philosophy. Islam means submission. Muslim, etymologically directly related to salaam and the name Islam, means a person who submits to Allah in salaam. [citation needed] Submission to Allah is based on humility. An attitude of humility within one’s own self cannot be accomplished without total rejection of violence, and a personal attitude and alignment t oward peace.

A Revolutionary People at War

Rightfully taking its place on the bookshelf next to Alexis-Charles-Henri Clerel de Tocqueville’s (1805 to 1859) Democracy in America and Howard Zinn’s A Peoples History of the United States (1980), Charles Royster’s classic study A Revolutionary People at War (Chapel Hill, 1996) takes us once more through an emotionally stirring panoramic view of the Revolutionary War and the people who fought it.In a similar vein to Zinn, Royster’s book focuses on the political and cultural forces that have arguably remained somewhat at the heart of the American character. Royster as well, is never too shy about informing us just what made us who were are, and how we came to remake ourselves in the process. Although it is not always pleasant to hear, he never fails to tell us the truth.This is a book about how the Revolutionary War came to shape the character of the American people; and not the other way around. It is about broken promises, fear and suspicion, and then i t is about the broken hearts of so many loyal American soldiers who left the battlefield, some of them after eight long agonizing years of war, truly feeling as if they had been betrayed by their country.They could not have felt much unlike many Americans must feel today. We are also living though an era when families of fighting men and women in Iraq have often expressed feeling alienated by their own country; while the burden of fighting this war seems to have rested solely upon their shoulders. The emotions felt by many who fought in the Revolutionary war could not have been much unlike the feelings of so many Viet Nam era combatants, who faced down a skilled guerilla army in a foreign land with no clear purpose in mind; only to return home and be spat upon and treated like criminals by their own people.The only difference here is that there was indeed a clearly defined purpose for the revolutionary colonist to throw off the yoke of British colonialism. If there was one thing tha t 75% of the colonialist could agree upon, it was that they were sick of British taxes and British rule. They ultimately took up arms and fought with honor. However, before the war was over the burden had become too great for some to bear.In the beginning, the war had promised the fighting men glory beyond everything else, because at the heart of the mounting revolutionary sentiment was an undeniable sense that the nation was offering them a â€Å"dual immorality; in heaven and posthumously† (p.32). In the end though, the nation had largely disparaged and then abandoned them altogether.Royster’s book is about the clamor for resistance that got us into war in the first place, and the sense of betrayal that many soldiers in the Continental Army felt afterwards. It is about the sense of fear and suspicion that the citizenry grew to feel towards the soldiers who were raiding their farms and confiscating their wagons and life stock at will, all throughout the war (52).Yet, it is also about an officer or two, who ultimately left the battlefield feeling beset with a sense of anger; and then the looming sense of dishonor that would accompany them at the end of the war. It is about the resentment of the solider towards the Continental Congress for not doing the right thing by awarding them the pay that they deserved, after putting them in harms way.Yet it is also about the riotous manner in which a portion of men brought dishonor upon themselves. Royster presents the Clausitzian concept of the natural Trinity, framing a primordial surge towards violence, hatred, and enmity, and the effect that this came to have upon three contentious forces of our society; the army, the Continental Congress, and the people, all of whom conspired in their own self-interest to drive the nation to war.He presents the evidence and then he lets the reader decide for themselves. This is because in the end, it is really up to us as a part of this great experiment to deicide how we view the motives of each of them. A Revolutionary People at War It was the outbreak of the American Revolutionary War and first blood had been drawn at Lexington. Once Lexington had served to bring out the capabilities of the Redcoats against the fragile militias of the colonies, the need for an armed defense for on a national scale was imperative.On the 4th of 1775, the Continental Army was founded and the Americas decided to enter into a battle that would go on for eight years (Wright 1983). Congress gave George Washington the authority to not only lead the Continental Army, but the powers granted to George Washington were those that would be granted to a British Commander, as well as those that a Colonial Governor would hold.In his book A Revolutionary people at war, Charles Royster not only elaborates upon the varying aspects of the Continental Army, but also makes use of statistics to strengthen the contents of the book (Royster 1996). According to Royster, the Continental Army was one of the best armies that the United States fielded.It was an army that defined success in terms of the authentic sense of the word since it learnt its lessons for any and all shortcomings that it held. It was an army that chose to take on the enemy even though it was well aware of the fact that it severely lacked training and expertise. But as Royster notes, the men were dedicated and willing to go into battle under the leadership of their major-generals and the brigadier-general for the sake of the safe keeping of their country.The attempt that Royster has made in his book A Revolutionary people at war is to determine the true emotion of nationalism that prevailed amongst the people of that time. Royster has made this possible by delving into the emotion that existed in the Continental Army and the obstacles that the army faced in the many battles it fought and how it evolved into the refined fighting mechanism that eventually defeated the Redcoats.In the beginning, the Congress did not desire for the Continental Army to become a permane nt army and wages were established on the basis of short term enlistments. The Continental Army had its roots deep with the idealism. However, the fact remains that one finds it difficult to come to a conclusion without feeling that Royster overstates the very concept of idealism and gets carried away with his the very subject of his own book.When the American Revolutionary War began in April 1775, the revolutionaries of the colonial front did not have an army to defend them. The closest thing to an army that they had was the only available fighting force which was composed of part time soldiers. These part time soldiers constituted the individual militia of each colony.However, it has been recorded in numerous history books that colonies had begun to carry out attempts to train their militia in light of growing tensions between the colonies and Great Britain. Colonies began to bring about steady changes in the way their militia operated in order to attempt to train them to an exten t where they can ward of any unforeseen attack by the Redcoats.In 1774, Colonist Richard Henry had put forth the idea of creating a national militia. It was suggested that this militia would be held under one flag which would represent the colonies on a united front if the colonies were to experience an attack by external elements. However the idea was rejected by the First Continental Congress and the result was that the first line of defense against the Redcoats found itself severely outnumbered and caught unaware.The Redcoats had been trained for battle through the numerous battles that they had been fighting on numerous fronts for the last few decades whereas the militia was not in any way prepared to face such a highly trained enemy in the battle field.But Royster is immaculate in his attention to detail and does not show bias in his book as he boldly writes of the several developments that took place in the Continental Army as well as in the war that were in complete deviation from the ideology upon which it had begun.Royster uses historical facts and figures to highlight how the war was fought by the brave men of the Continental Army and how the war evolved into a scenario where certain colonies began to establish arms trade with the enemy and how the war became a business venture for suppliers of war material. Yet, Royster makes sure that at no point does the reader forget that the men of the Continental Army did not lose sight of their mission and continued to struggle on through thick and thin.Royster’s accounts of the Continental Army are accurate in the regard that the battalion of men that was referred to as the Continental Army was in fact a flag under which the group of men continuously changed as more men lost their lives and losses were replaced by more men. However, one advantage that the Continental Army had over their oppressors was that they knew the lay of the land. This was a factor that the Continental Army learned to benefit fro m as the war progressed.

HR Affirmative Action Essay

Human Resource Management is one of the most important parts of an organization. This is due to the fact that it gives due attention to an essential asset in an organization, which is its employees. Due to this, the human resource management has the responsibility of hiring, organizing, motivating, and dealing with other employee-management concern. In relation to these, the concept of affirmative action is also one of the issues that the human resource management has to deal with. It is within their prerogative and authority to implement the policy of affirmative action in the operations of their organization. This could be exemplified through this recent article that discuses the idea of affirmative action in the workplace. This article explains the decision of the Supreme Court with regards to the case of Ricci, et al v. DeStefano that is related with the implementation of affirmative action. The lawsuit is against the city of New Haven, Connecticut that was filed by 18 White firefighters that also belong in the same place. They argued that the municipality discriminated against them when it comes to their promotions, which violated their constitutional rights. In connection to this, they also claimed that they were denied the promotion because they were White. The main root of the case is the New Haven’s 2003 promotion exam that was held in order to help in selecting 15 firefighters that would occupy the positions of captain and lieutenant in the fire department. 118 candidates took the exam and 27 of them are African Americans. The results of the test showed that no African American scored high enough in order to qualify for the position. Being the case, the city did not promote anyone and they defended this decision through the Civil Rights Act of 1964 that outlawed racial segregation (Krenkel, 2009). The case of alleging reverse discrimination that was filed against the city of New Haven, Connecticut was ruled by the federal district court in favor of the city. An appeal was made regarding this case, the Second Circuit Court of Appeals decision affirmed the district court’s ruling but they added an opinion that required the review of the United States Supreme Court. Currently, the case has reached the Supreme Court and the trial is still undergoing (Whelan, 2009). The issue in this case is with regards to the authority of the municipalities on whether they could decline to certify the results of promotion exams in order not to disproportionately make more white applicants eligible for promotion in comparison with the minority applicants. This issue could be rooted from the reason that the authorities that are involved in this case are afraid that certifying the results of the examination for the promotion of more white applicants would be taken against them that could lead to charges of racial discrimination. In this situation, it is quite observable that the implementation of affirmative action has become complicated and problematic. It even led to a court battle that reached the Supreme Court. This only goes to show that applying the principle of affirmative action in the workplace is not appropriate anymore because favoring minority group sometimes infringed upon the rights of those that belong to the majority. In relation to these, the idea of affirmative action could also be seen as inequality because it tends to favor the minority. This could be seen in this case wherein the examination for the promotion of firefighters was disregarded because of the fact that no African American pass the exam. Despite the notion that the city could disregard the exam as it did not yield the result that they wanted, it still affected the White firefighters who were also availing for promotion. Their efforts for preparing and passing the exam was taken for granted. This kind of situation could de-motivate the other employees especially those that belong in the majority group. Organizations could still be able to maintain equality and prevent discrimination in the workplace by applying the proper standards and measures for this not to happen. However, in terms of admission and promotion they should not favor a certain group over the other especially if they are sure that the proper procedure like a promotion exam has done its job to choose the best people for the position. By doing so, they could still be able to address the concern and at the same give importance to all stakeholders that are involve.

History and Culture Essay

Too long the country has been deprived of its national pride and independence. By 1911-1912, the foreigners were everywhere. The best way was to use them as sponsors for our changes, and let them call me â€Å"a dictator [corrupt and †¦ brutal] surrounding himself as soon as’ he could with some of the most despicable Chinese agents of the old regime; favoured [†¦] by foreign financiers [in the lust for] money and power and the means of extravagance and debauchery. † This year, the things are really disastrous. China’s foreign debt reaches 900 million taels. The dynasty has gone bankrupt undertaking expensive reforms of the governmental administration, military and educational system. The new regime followed the West in the enchantment with democratic elements of constitution, representative assemblies, separation of governmental powers, and political parties. On my side, I was more interested to pacify gentry and to centralize state power having been dissolved after foreign intrusions and imperialistic affairs. For me as President, therefore, the prior task is to obtain the loan from the Four Group Powers in order to keep a strong and obedient military resource to establish the right type of government. My fame played to the benefit of the task. I do remember how Dr. Morrison, the then political adviser to the Chinese Government, was trading with Mr. Crisp, the head of the firm of C. B. Crisp & Co, about the loan to pay for our administration needs this year, in 1912. We needed it badly in order not to depend so greatly on the Four Power Group, not to speak about Russia and Japan with their greed in regard to concessions. Then, the last persuasion for the â€Å"hard nut† Crisp to lend us ? 10,000,000 was delivered by Morrison in the words about my dictatorial position being the â€Å"benefit† of China. I am afraid, though, that we will have to owe the Four Group Allies ? 500,000,000, at the rate of ? 100,000,000 a year, not to forget about Japan and Russia trying to cut the fattest pieces of our cake in terms of territory, commerce and politics. Now I shall speak about my plans for the future. I really want to establish a â€Å"no-squeeze policy. † I believe that the modern Chinese state and nation should be centralised. The first step to do is to preserve the capital, thus, the centre of administrative authority, in Peking for the whole period of my office of President. Second, as I have never been a republican, I think about establishing a sort of a military dictatorship. I was often called the â€Å"strong man,† â€Å"a reputed reactionary,† and â€Å"arbitrary, tyrannical and self-indulgent† by my contemporaries, and, no doubt, I will be labelled like this by later researchers. My political opponents from the Kuomintang went even further referencing to me as nothing more than â€Å"[t]he fat bewhiskered general†. But even they can not deny that it was I who could build a strong army and placating fighting camps. That is why, in my opinion, there is no need to let those wordy democrats to spend time, effort and money on elections and the qualifications of voters. Let me stay â€Å"the strong dispenser of law and order† identifying the course of state policy by myself. Consequently, I plan to get rid of those tries to establish â€Å"popular sovereignty in the form of political parties and representative assemblies. † I watch them reorganising Sun Yat-sen’s Revolutionary Alliance into the Guomindang, or Nationalist Party, to dominate National Assembly after its election in December, 1912. I know that the trifle show with democratic elections for National/provincial/county assemblies could jeopardise the institute of centralised power I am planning to introduce. Later on, I will force the National Assembly to elect me as president for a long term, better for five years. Then, I will kick the Guomindang from the parliament because they are likely to assume too much political weight. The best solution will be also to dissolve all the assemblies that resemble a boiling pot, so â€Å"risky and messy† they are. Finally, I will do my best to consolidate all the state power in the hands of one person, and that person would be I. The best form to centralise power is monarchy, how ever discredited it has become. How about the British or Japanese constitutional model of the Emperor co-existing with the parliament? Lately, the title of â€Å"Grand Constitutional Emperor† has occurred to my mind as the best definition of the political system I want to achieve. Reanimating Confucianism as a state religion, there would be a chance to resurrect also the ideology of monarchism and to get back to traditional values, seeing also to the better economic and education opportunities to provide the nation with wealth and development. Bibliography Bowman, John S. , ed. Columbia Chronologies of Asian History and Culture. New York: Columbia University Press, 2000. Cantlie, James, and C. Sheridan Jones. Sun Yat Sen and the Awakening of China. New York: Fleming H. Revell, 1912. Croly, Herbert. Willard Straight. New York: The Macmillan Company, 1924. Eastman, Lloyd E. â€Å"The May Fourth Movement as a Historical Turning Point: Ecological Exhaustion, Militarization, and Other Causes of China’s Modern Crisis. † In Perspectives on Modern China: Four Anniversaries, edited by Thomas P. Bernstein et al. Armonk, NY: An East Gate Book, 1991, 123-138. Hyndman, H. M. The Awakening of Asia. New York: Boni and Liveright, 1919. Leang-Li, T’Ang. China in Revolt: How a Civilization Became a Nation. London: N. Douglas, 1927.

The Pursuit Of Happiness

The Pursuit Of Happiness In today's society, people spend their whole life searching for happiness. It can be argued that people will never find true happiness, because as humans, we don't know what it means to be truly happy. Many believe that achieving true happiness can only be done by achieving the American Dream first. However, once an individual achieves the American Dream, will he or she truly be happy? Is money happiness? Through characters Jay Gatsby from the novel "The Great Gatsby", and Christopher Gardner from the movie "The Pursuit of Happyness", true happiness will be compared and contrasted as it pertains to the American Dream and the two characters.James Gatsby was man who had completed the first step in achieving the American Dream. He had money, lots of it. He also had an enormous house with a huge property. Unfortunately, he didn't achieve his money the good old "American way".Leonardo DiCaprio at the Body of Lies film premier...He didn't work honestly for his money. He was a bootlegger wh o used Drug Stores as a front to sell liquor. His motivation in making all this money was his only love Daisy. On the outside, Gatsby was living the life and there was nothing more a man could want in life. On the inside he was lonely, and the only thing he wanted, money couldn't buy. Although Gatsby's big mansion was flashy and impressed Daisy, she could never leave her husband. This goes to show that money can't buy you happiness.Christopher Gardner is the complete opposite of Jay Gatsby. Here is a man who never had lady luck by his side in his life. He had to work hard and honestly for his money. There was no easy street for this man. He had a wife and son who he had to support. I believe Christopher...

Project management Essay Example

Project management Essay Example Project management Essay Project management Essay Monitor Manpower efficiency wastage of material. ? Monitoring of site implementation following the checklist provided by Client. ? Review Drawings, Specifications and co-ordinate all necessary inspection during course of job. ? Assist in technical meetings with Client when needed. ? Required Material deliveries on site properly. ? Site visits to check the quality of work. ? Analyzing Logistical problems and producing new solutions. ? Maintain and provide records and reports. Plan and implement all activities for acquiring supplies, services, tools, equipments and material as required to support contract operations. ? Joint survey with Client to evaluate additional item to review the progress of work. ? Providing technical support to Sub Engineers / Supervisors if required. ? Analyze Survey reports, As-built drawings and other geological data o plan the Projects. ? Supervision of Site binders preparation and documentation. ? To make sure the successful PAT and Quality Checklist during PAT. ? Manage daily activities related to Engineering works. Quality check of all civil works prior to forwarding inspection request to Consultant. ? Work with Finance Department to ensure the smooth flow of finance for the Projects. ? I am responsible for the day-to-day oversight of the Contractor to ensure compliance with the terms, conditions and requirements of the Contract. ? Handling of Contractor’s workers issues. ? Ensure the Acceptance or Unacceptability of services/materials/equipment required under the Contract by the Contractor. ? Monitor Contractors performance to ensure quality of service. Development of policies, procedures and goals for area of responsibility. ? Supervising tendering procedures and putting together proposals.FEBRUARY 2005 TO SEPTEMBER 2005 COMPANY: LCC Siporex LOCATION: Riyadh – Saudi Arabia DESIGNATION: Sales Engineer PROJECT: Sales PRODUCT: Light Weight Blocks and Panels RESPONSIBILITIES: ? Responsible for development and delivery of product demonstrations. Responsible for representing the product to customers and at field events such as conferences, seminars, etc ? Able to respond to functional and technical elements of Product. ? Able to convey customer requirements to Product Management teams. ? Able to travel throughout sales territory. ? Developing and growing long-term relationships with customers. ? Persuading clients that a product or service best satisfies their needs in terms of Quality, Price and Delivery. ? Analyzing costs and sales. ? Supporting marketing activities by attending trade shows, conferences nd other marketing events. ? Supervising and helping in the Design / Drawings of custom-made products. ? Recording and maintaining client contact data. FEBRUARY 2004 TO FEBRUARY 2005 COMPANY: AMAQ Contracting Company LOCATION: Riyadh – Saudi Arabia DESIGNATION: Site Engineer PROJECT: Building Construction RenovationCLIENT: Riyadh Bank Samba Bank RESPONSIBILITIES: Liaise with drafting coordinator for detail drawing preparation. ? Assigning of duties to Supervisors, technical staff labors. ? Negotiating and coordination skills with Consultant, colleagues and contractors. ? Making judgments and solving problems. ? Managing budgets and other project resources. ? Compiling, checking and approving reports. ? Adopting all relevant requirements around issues such as building permits, environmental regulations, sanitary design, good manufacturing practices and safety on all work assignments. Ensuring that a project runs smoothly and that the structure is completed on time and within budget. ? Managing change, as the client may change his or her mind about the design, and identifying, formalizing and notifying relevant parties of changes in the project. ? Ensuring the quality of workmanship. ? Dealing with the logistics of materials, equipments etc used on site. ? Conveying of Material demand to Purchase Department. PROFESSIONAL INTERNSHIP: DECEMBER 2002 TO DECEMBER 2003 COMPANY: JHC (Pvt) Ltd.LOCATION: Multan – Pakistan DESIGNATION: Trainee Engineer PROJECT: Mosque Construction CLIENT: Bahauddin Zakariya University RESPONSIBILITIES: ? Estimation of Brick Work Concrete work. ? Checking and implementing various shop drawings. ? Submission of monthly progress report to Site Manager. ? Review Drawings and specifications to coordinate all necessary inspection during course of job. ? Perform any other duties as directly assign by the Site Manager.

Free Will and Schopenhauer Essays

Free Will and Schopenhauer Essays Free Will and Schopenhauer Essay Free Will and Schopenhauer Essay Free will is considered as holding the ability to take a class of action entirely based on one’s character. Immanuel Kant argues that worlds have free will and move consequently. while Arthur Shopenhauer suggests that worlds are delusional and desire to hold free will. yet they are lead by Torahs of nature and motives merely. Perceiving ourselves as moving with free will is merely to fulfill the metaphysical demand on being responsible for one’s action. Free will is a phenomenon that does non be ; what is perceived to be free will is causes that we act upon and motivations that drive us to make so. Every individual action needs a cause to move upon. . Kant connects free will with morality and implies that morality lies within ground. He does non truly explicate free will but merely refutes expostulations against it by saying that we are free by cognizing we have responsibilities. His statement suggests that even though we have ethical motives we can ever move amorally. by holding the ability to move otherwise we have free will. Shopenhauer’s H2O illustration proves otherwise. This is precisely as if H2O spoke to itself: I can do high moving ridges ( yes in the sea during a storm ) . I can hotfoot down hill ( yes! : in the river bed ) . I can immerse down foaming and gushing ( yes! In the waterfall ) . I can lift freely as a watercourse of H2O in the air ( yes! In the fountain ) I can. eventually. boil off and disappear ( yes! At a certain temperature ) ; but I am voluntarily staying quiet and clear in the reflecting pool. This illustration is deterministic and proves that in order for the H2O to make all those things. it needs a cause to move upon. Just as a adult male must hold a cause that pushes him frontward in order to move consequently. The adult male needs a motivation that will move as a cause. The causal determinism proposes that all future events are necessitated by past and present events combined by Torahs of nature. It is non a man’s free will that makes him move morally. but instead. it is the motivations that make him move in any peculiar manner. Kant would reason that moving morally has absolute worth because by moving morally. we engage in a higher order of being. Schopenhauer gives the illustration of a adult male who gets out from work and evaluates his options which he thinks he can freely take from. That adult male decides to travel place to his married woman. He thinks he made this pick freely but really it is because the motivation of traveling place was greater than the other options. If Schopenhauer was to dispute him to state that was expected of you being the drilling adult male that you are’ . and he went to the theatre with him alternatively. this would still non intend he has free will. It merely means that his motivations have changed because there is a different cause. Schopenhauer’s remark causes him to move withstanding mode. If this adult male had a more inactive character. he might hold still gone place to his married woman. Causes would hold affected him in different ways and he would hold had different motivations. Bing responsible of our actions is demanded from us by the society ; when we act consequently it is because the society’s outlooks cause us to move responsibly. Kant argues that as rational existences. we should consciously and freely take the responsible thing to make because it is the Torahs we choose to obey that make us free. Schopenhauer would reason that the lone ground we obey regulations and act responsibly is because our motivations drive us to that way. If our motivations were to conflict with the regulations. we would halt being responsible. If work forces really had free will that leads them to move responsibly. we would non be able to explicate slaying. larceny or any illegal action that harms the society. When the liquidator. the stealer or the condemnable execute their actions. it is because their motivations are conflicting with the regulations society set. Worlds are capable to jurisprudence of nature. without a cause. there is no consequence ; therefore we have no free will. Harmonizing to Kant. one should move as if the axiom of one’s action were to go. a cosmopolitan jurisprudence of nature through one’s will. By saying that. Kant is really doing the jurisprudence of nature topic to human free will. seting the consequence before the cause. Schopenhauer presents an statement which explains why adult male are capable to jurisprudence of nature: For adult male. like all objects of experience. is a phenomenon in clip and infinite. and since the jurisprudence of causality holds for all such a priori and accordingly without exclusion. he excessively must be a topic to it. This suggests that we are sing the same causalities as every other being does. yet we are unsighted to see what is obvious. There are excessively many causes that affect work forces. which is why we get delusional while acknowledging the causes. Both Kant and Schopenhauer use the billiard balls illustration to exemplify the relation between cause and consequence. Kant provinces that we are non like billiard balls because we have the ability to do our ain picks as rational existences. Whereas Schopenhauer suggests that we are like the more complex version of the billiard balls: we will merely travel if we are hit. We differ from billiard balls non because we have ground. but because we are so invariably hit that we stop comprehending the causes. Every individual constituent in life cause our motivations to determine in certain ways which is why it is so difficult to acknowledge the causes we act upon. All our actions can be reduced to motivations we have in order to fulfill our ultimate intent: to populate and to make life. Finally we are ranned by simple motivations such as keeping our consecutive continuity of being. reproduction or protection. Even a adult male who is about to perpetrate self-destruction will draw his manus off if he by chance touches a hot Fe. His physiological reaction will direct faster signals to his encephalon before he can even admit it. He would hold no free will over that action ; it would strictly be him obeying the jurisprudence of nature without even believing about it. As topics to jurisprudence of nature. the determinations we make in our day-to-day lives are largely caused by the motivations to happen the best mate possible to make the best off spring. We do non needfully acknowledge it. but even the most fiddling picks we make. like the desire to drive a fancy auto over a cheaper 1. is non an act of free will. By making so. merely like a Inachis io demoing his plumes. we are unconsciously lead by motivations that push us into a certain way which will do us more desirable as a mate. We want to be accepted by the society for the same grounds. being a portion of a community provides a protection and chance to reproduce. The ground why a rich adult male would assist the hapless. or fall in a state nine is non because he has free will that makes him morally responsible. or that he enjoys playing golf. but it is because that will do him more well-thought-of and better accepted by the society which he wants to belong. Our physiological reactions. endocrines. nerve cells. our Deoxyribonucleic acid and the causes that act on us condition the determinations we make. We choose to believe that we have free will because it makes us experience as if we have control on our life. As the life scientist Lynn Margulis defines Life is the unusual fruit of persons evolved by mutualism. Swiming. conjugating. bargaining and dominating. bacteriums populating in intimate associations during the Proterozoic gave rise to myriad Chimeras. assorted existences. of which we represent a bantam fraction of an spread outing offspring. Through corporeal amalgamations disparate existences invented meiotic sex. programmed decease. and complex multicellularity. Life is an extension of being into the following coevals. the following species. Nothing makes us any different than the bacteriums. other than being more complex. that entirely acted on their inherent aptitudes. The lone difference is the equation that determines our actions have many variables. whereas it was much fewer in procaryotes. If we are able to understand that the simplest signifiers of life were moving upon the basic motivations and no free will. we should be able to comprehend that our actions are non different. The chemical distribution of our DNA will do us to hold an kernel. which will find our motivations and actions under different fortunes. As the being gets more complex. the cause and consequence relation will be harder to detect but still. at that place will non be free will.

How to Calculate a Male to Female Ratio (And Other Quantities)

How to Calculate a Male to Female Ratio (And Other Quantities) To paraphrase Frederick Douglass, â€Å"We may not get all that we pay for, but we will certainly pay for all that we get.† To salute that grand arbiter of coiffure and promoter of equality, let’s discuss how to best use our resources. Use a ratio to compare two  quantities. Examples: Using Ratio to Compare Quantities Miles per hourText messages per dollarFacebook page visitors per weekMen per women Example: Ratio and Social Life Sheila, a busy career woman, plans to wisely use her leisure time. She wants a place with as many men per women as possible. As a statistician, this single woman believes that a high male to female ratio is the best way to find Mr. Right. Here are the female and male headcounts of certain places: Athletic Club, Thursday night:  6 women, 24 menYoung Professionals Meeting, Thursday night:  24 women, 6 menBayou Blues Night Club, Thursday night:  200 women, 300 men Which place will Sheila choose? Calculate the ratios: Athletic Club 6 women/24 menSimplified:  1 women/4 menIn other words, the Athletic Club boasts 4 men for each woman. Young Professionals Meeting 24 women/6 menSimplified: 4 women/1 manIn other words, the Young Professionals Meeting offers 4 women for each man. Note: A ratio can be an improper fraction; the numerator can be greater than the denominator. Bayou Blues Club 200 women/300 menSimplified:  2 women/3 menIn other words, for every 2 women at the Bayou Blues Club, there are 3 men. Which Place Offers the Best Female to Male Ratio? Unfortunately for Sheila, the female-dominated Young Professionals Meeting is not an option. Now, she has to choose between the Athletic Club and the Bayou Blues Club. Compare the Athletic Club and Bayou Blues Club ratios. Use 12 as the common denominator. Athletic Club: 1 women/4 men 3 women/12 menBayou Blues Club: 2 women/3 men 8 women/12 men On Thursday, Sheila wears her best spandex outfit to the male-dominated Athletic Club. Unfortunately, the four  men she meets all have breath like train smoke. So much for using math in real life. Exercises Mario can afford to apply to only one university. He will apply to the school that offers the best probability of awarding him a full, academic scholarship. Assume that each scholarship committee - overworked and understaffed - will award scholarships to students whose names are randomly pulled from a hat. Each of Marios prospective schools has posted its average number of applicants and average number of full-ride scholarships. College A:  825 applicants; 275 full-ride scholarshipsCollege B:  600 applicants; 150 full-ride scholarshipsCollege C:  2,250 applicants; 250 full-ride scholarshipsCollege D:  1,250 applicants; 125 full-ride scholarships Calculate the ratio of applicants to full-ride scholarships at College A.825 applicants: 275 scholarshipsSimplify: 3 applicants: 1 scholarshipCalculate the ratio of applicants to full-ride scholarships at College B.600 applicants: 150 scholarshipsSimplify: 4 applicants: 1 scholarshipCalculate the ratio of applicants to full-ride scholarships at College C.2,250 applicants: 250 scholarshipsSimplify: 9 applicants: 1 scholarshipCalculate the ratio of applicants to full-ride scholarships at College D.1,250 applicants: 125 scholarshipsSimplify: 10 applicants: 1 scholarshipWhich college has the least favorable applicant to scholarship ratio?College DWhich college has the most favorable applicant to scholarship ratio?College ATo which college will Mario apply?College A

How Sociologists Define Human Agency

How Sociologists Define Human Agency Agency refers to the thoughts  and actions taken by people that express their individual power. The core challenge at the center of the field of sociology is understanding the relationship  between structure and agency. Structure refers to the complex and interconnected set of social forces, relationships, institutions, and elements of social structure that work together to shape the thought, behavior, experiences, choices, and overall life  courses of people. In contrast, agency is the power people have to think for themselves and act in ways that  shape their experiences and life trajectories. Agency can take individual and collective forms. Relationship Between Social Structure and Agency Sociologists understand the relationship between social structure and agency to be an ever-evolving dialectic. In the simplest sense, a dialectic refers to a relationship between two things, each of which has the ability to influence the other, such that a change in one requires a change in the other. To consider the relationship between structure and agency a dialectical one is to assert that while social structure shapes individuals, individuals (and groups) also shape social structure. After all, society is a social creation the creation and maintenance of social order require the cooperation of individuals connected through social relationships. So, while the lives of individuals are shaped by the existing social structure, they none the less have the ability   the  agency   to make decisions and express them in behavior. Reaffirm Social Order or Remake It Individual and collective agency may serve to reaffirm social order by reproducing norms and existing social relationships, or it may serve to challenge and remake social order by going against the status quo to create new norms and relationships. Individually, this might look like rejecting the gendered norms of dress. Collectively, the ongoing civil rights battle to expand the definition of marriage to same-sex couples shows agency expressed through political and legal channels. The Link to Disenfranchised Populations The debate about the relationship between structure and agency often comes up when sociologists study the lives of disenfranchised and oppressed populations. Many people, social scientists included, often slip into the trap of describing such populations as if they have no agency. Because we recognize the power of  social structural elements  like economic class stratification, systemic racism, and patriarchy, to determine life chances and outcomes, we might think that the poor, people of color, and women and girls are universally oppressed by social structure, and thus, have no agency.  When we look at macro trends and longitudinal data, the big picture is read by many as suggesting as much. Agency Is Alive and Well However, when we look sociologically at the everyday lives of people among disenfranchised and oppressed populations, we see that agency is alive and well, and that it takes  many forms. For example, many perceive the life  course of black and Latino boys, especially those who are born into lower socioeconomic classes, as largely predetermined by a raced and classed social structure that corrals poor folks into neighborhoods devoid of employment and resources, pours them into underfunded and understaffed schools, tracks them into remedial classes, and disproportionately polices and punishes them. Yet, despite a social structure that produces such troubling phenomena, sociologists have found that black and Latino boys,  and other disenfranchised and oppressed groups,  exert agency in this social context in a variety of ways. It Takes Many Forms Agency might take the form of demanding respect from teachers and administrators, doing well in school, or even disrespecting teachers, cutting classes, and dropping out. While the latter instances might seem like individual failings, in the context of oppressive social environments, resisting and rejecting authority figures that steward oppressive institutions have been documented as an important form of self-preservation, and thus, as agency. Simultaneously, agency in this context may also take the form of staying in school and working to excel, despite the social structural forces that work to impede such success.

Use Windows Hooks in Delphi Applications

Use Windows Hooks in Delphi Applications Code submitted by Jens Borrisholt. Text by Zarko Gajic. By Jens: Hooks, I’ve seen a lot of people trying to make a clean solution for hooking messages in an application. So I decided some time ago to implement hooks as a class, with nice events and stuff :) Hook.pas makes it possible to assign a method pointer to a procedure pointer (with some help from assembler). For example: if you want to trap ALL keystrokes in your application - simply declare an instance of TKeyboardHook, assign an event handler for OnPreExecute or OnPostExecute, or both. Set you KeyboadHook active (KeyboardHook.Active : True) and you are out and running .. On Windows Hooks A hook is a point in the system message-handling mechanism where an application can install a subroutine to monitor the message traffic in the system and process certain types of messages before they reach the target window procedure. Put shortly, a hook is a function you can create as part of a dll or your application to monitor the goings on inside the Windows operating system. The idea is to write a function that is called every time a certain event in windows occurs - for example when a user presses a key on the keyboard or moves the mouse. For a more in depth introduction to hooks, take a look at What Windows hooks are and how to use them within a Delphi application. Hooking mechanism relies on Windows messages and callback functions. Types of Hooks For example:You can use the WH_KEYBOARD hook to monitor keyboard input posted to a message queue;You can use the WH_MOUSE hook to monitor mouse input posted to a message queue;You can a WH_SHELL hook procedure when the shell application is about to be activated and when a top-level window is created or destroyed. Hooks.pas TCBTHook - called before activating, creating, destroying, minimizing, maximizing, moving, or sizing a window; before completing a system command; before removing a mouse or keyboard event from the system message queue; before setting the input focus; or before synchronizing with the system message queue.TDebugHook - called before calling hook procedures associated with any other hook in the systemTGetMessageHook - enables an application to monitor messages about to be returned by the GetMessage or PeekMessage functionTJournalPlaybackHook - enables an application to insert messages into the system message queue.TJournalRecordHook - enables you to monitor and record input events (to record a sequence of mouse and keyboard events to play back later by using the WH_JOURNALPLAYBACK Hook).TKeyboardHook - enables an application to monitor message traffic for WM_KEYDOWN and WM_KEYUP messages.TMouseHook - enables you to monitor mouse messages about to be returned by the GetMessage or PeekMes sage function. TLowLevelKeyboardHook - enables you to monitor keyboard input events about to be posted in a thread input queue.TLowLevelMouseHook - enables you to monitor mouse input events about to be posted in a thread input queue. TKeyboardHook example Download hooks.pas demo application uses hooks, .... var   Ã‚  KeyboardHook: TKeyboardHook; .... //MainForms OnCreate event handler procedure TMainForm.FormCreate(Sender: TObject) ; begin   Ã‚  KeyboardHook : TKeyboardHook.Create;   Ã‚  KeyboardHook.OnPreExecute : KeyboardHookPREExecute;   Ã‚  KeyboardHook.Active : True; end; //handles KeyboardHooks OnPREExecute procedure TMainForm.KeyboardHookPREExecute(Hook: THook; var Hookmsg: THookMsg) ; var   Ã‚  Key: Word; begin   Ã‚  //Here you can choose if you want to return   Ã‚  //the key stroke to the application or not   Ã‚  Hookmsg.Result : IfThen(cbEatKeyStrokes.Checked, 1, 0) ;   Ã‚  Key : Hookmsg.WPARAM;   Ã‚  Caption : Char(key) ; end; Ready, set, hook :)

TRANSITIONS TO PRACTICE WORKBOOK Essay Example | Topics and Well Written Essays - 3000 words

TRANSITIONS TO PRACTICE WORKBOOK - Essay Example In essence the expected outcomes from chemotherapy are to cure a specific cancer; when cure is not a possible solution, to retard the growth of the tumour; to bring about relief of symptoms like pain in cancer; to reduce the size of the tumours in case other interventions like surgery or radiation are considered as solutions and to remove very small portions of tumours that may be present after surgical interventions (Ignoffo, Rosenbaum & Dollinger, 2008). For the administration of Mr. T’s chemotherapy he needs a portacath inserted. After insertion Mr. T returns to your ward what specific nursing care does he need in relation to his portacath insertion for the first 48 hours? The immediate care needs of Mr. T post portacath insertion involve, keeping the site of insertion clean, pain assessment and prevention, infection prevention, control of any possible complications, like pneumo thorax and keeping the line clean by flushing (Wood, 2000). Site of insertion has to be examined and any blood stained dressing needs to be changed. As the anaesthesia wears off, pain may be experienced by the patient and Langhorne, Fulton and Otto, 2007 recommend the assessment of pain experienced and the use of medication like paracetamol to alleviate the experience of pain. Infection control is the next issue and for this purpose nursing care needs to pay attention to whether there are any signs of infection, like continued pain, inflammation and any oozing at the site suggestive of infection and initiate action to control the infection (Verfaillie et al, 2005). Blockage of the Portacart line is the next issue in nursing care and Nursing Management of Intraperitoneal Access Devices, 2006, suggests the use of the Huber needle for flushing the line. Incidence of traumatic pneumothorax has been reported after the procedure and should the patient