English Comentary on Macbeth Essay

How does Shakespeare create tension in scene two using language, themes and stage directions? In act two scenes two Shakespeare creates tension with Language, themes and stage direction. As the plot unravels both the audience and Macbeth and Lady Macbeth experience suspense. He can portray this suspense through language; he uses one syllable words and imperative verbs. Tension is very important in act two scene two because it portrays the full effect the murder has on Macbeth and Lady Macbeth. Shakespeare also uses Sounds and actions to amplify the suspense creating more tension. At the start of act two scene two Lady Macbeth uses lots of words with one syllable for example; â€Å"That which hath made them drunk hath made me bold† that’s is Lady Macbeth’s first line and all of those words are one syllable words and so on for the next two lines. Using these words it creates fear. In this section she also says ‘What hath quenched them hath given me fire.’ This quote gives us a different view on Lady Macbeth because before this Lady Macbeth was strong and was willing to kill Duncan for power, but this quote humanizes Lady Macbeth. This creates tension because we realize as a reader that Lady Macbeth is fearful and not confident for what is about to happen. Once Macbeth enters the room his first line is â€Å"I have done the deed. Didst thou not hear a noise?† this quote is the falling action because Macbeth has finally killed king Duncan. Fear is seen in Macbeth because he is worried if anyone heard him. Euphemism is used, again to alleviate the impact. Lady Macbeth then responds with â€Å"I heard the owl scream and the crickets cry.† At this point in time animals were seen as bad omens. So we fear that Lady Macbeth and Macbeth will be boundless. Shakespeare also uses stage directions to amplify the whole scene for example after Macbeth killed Duncan he looks at his hand and how they are covered in blood. This makes Macbeth look weak and he says it is a â€Å"foolish sight† as if what he had done was a mistake. Throughout the scene Lady Macbeth leaves the room to fix Macbeth’s mistake and there is a knocking within and then lady Macbeth enters. This is a very important part of the play because it is where Macbeth and Lady Macbeth ar joined as one. â€Å"My hands are of your colour† this quote emphasises their relationship. And again there is a knocking within and another and another. And finally on the last knock Macbeth says â€Å"Wake Duncan with thy knocking! I would thou couldst! â€Å"

Morality and Honesty Essay

In this assignment, I will clearly analyse the concept of prime ministerial versus cabinet government. I will talk about the role of the prime minster and the cabinet and assess the prime ministerial power versus the cabinet. All sources of information will be referenced. The cabinet is the executive committee of the government and all its members are appointed by the Prime Minister and it is chaired, answerable to and accountable to the prime minister (Wilson 2003). The cabinet is formed to decide on major policies to be adopted in the country and abroad. They also deal with unforeseen major problems such as terrorist’s attacks and the cabinet also meets to coordinate the policies of different departments and planning of long tem government policies. All government decisions are taken collectively and defeat on a motion of confidence requires the resignation of all members of the government. According to BBC News (2003), Clare Short who was secretary of state to international development resigned in 2003 as she did not support the British government going to war with Iraq without a clear mandate from the United Nations. According to BBC News (2003), Robin Cook who was the leader of the House of Commons also resigned over the Iraq war stating that he could not accept collective responsibility for the decision to commit Britain now to military action in Iraq without international agreement or domestic support. The prime minister is the one who holds the power over the cabinet as he can appoint the minister to the cabinet, dismiss them or promote them. The prime minister chairs the cabinet, decides on the agenda and he is the one who ultimately decides on how different issues will be dealt with. The prime minister controls the way a policy is processed, sets the framework for ministerial policies, holds the power in making executive decisions and may make important decisions with whom he wishes and sometimes without reference to other cabinet members. The prime minister also holds power to create cabinet committees which are set up to deal with specific policy problems. The prime minister can decide on which committee to be set up and has got the power to decide on who chairs it and who sits on it. According to Forman and Baldwin (1999), the prime minister can exploit the use of bilateral meetings with individual ministers in order to divide and rule any collective opposition within the cabinet to preferred policies. All preparations and timing of the cabinet decisions is very munch in the hands of the prime minister which gives the holder of the position a real advantage over the rest of the cabinet. Wilson (2003) states that Tony Blair uses his cabinet much less than John Major did and attends its meetings for only a short time. Tony Blair generally prefers to lay down his preferred policies and expects agreements from its cabinet members. However John Major did not insist on collective decision and it was stated that in his last years his cabinet was very divided and his performance seems weak and ineffectual. (Wilson 2003). In various textbooks, Tony Blair is compared to Margaret Thatcher. He likes to take a presidential approach to government while his other cabinet ministers will stay in the background unless there is a controversy or policy initiative. It is very rare that Tony Blair will have cabinet debate and his meetings are usually short, tightly managed and focused on delivering information. According to Dearlave and Saunders (1993), Margaret Thatcher was a high-profile prime minister whose office was more powerful than the cabinet and she very often choose to do it her way without the support of the cabinet. However Dearlave and Saunders (1993) also state that the fall of Thatcher from power was due to the fact that she did not have the support of the cabinet anymore. The prime minister might hold power over cabinet appointments, promotions and dismissals but according to Dearlave and Saunders (1993), he can hardly do this at will as senior ministers have their own political standing. Although the prime minister has the power over various issues of the cabinet, he still needs the support of its members if he wants his government to be seen as secure and for the government to continue to have the parliament and the public. According to Barnett (2002), splits in cabinet over policy issues and ministerial resignations damage the authority of the prime minister and government as a whole and undermine public confidence in the strength of the government. Barnett (2002) also states that if the prime minister cannot control his cabinet effectively, this might leads to his downfall or if he fails to keep key ministers and the parliamentary party loyal in his support. In conclusion, I can say that the prime minister remained the one who holds the power over the cabinet and his political party and is regarded as the most powerful politician in the country. However for the government to stay united and secure the prime minister needs to have the full support of its cabinet ministers and if the cabinet is not being run effectively, this can contribute to the downfall of the prime minister.

Public Meeting Assignment Essay Example | Topics and Well Written Essays - 750 words

Public Meeting Assignment - Essay Example Those in attendance would be the Township council members who would pave way for the meeting, and also members of the Stony Brook-Millstone Watershed Association. Members of public would be encouraged to join in the meeting to help come up with suggestions and issues that surround the town and what could be done to make it better. The cleanup would act as a way for all community members to be involved in collecting litter that has riddled the watershed streams and assist in keeping the water sources clean (EWT 1). In a bid to increase and also improve community relations, this exercise might set the bar for all members to come together to keep their community clean for future generations that were to come. Public discussion may have been done through the council’s website (EWT 1), which encourages feedback through the different channels that are available. These means of communication is seen as an improvement from the past which might have included a lot of public discussion or debate. Technological advances have assisted some of the states and their councils in carrying out their duties and tasks to the public. The public is more involved in the running and deliberation of issues that affect their daily lives. This is unlike in the past where a council that consists of members who might be after their own interests decides what happens, when it happens, and how it happens in the community. People have become more aware of their rights as a result of this, and people can form groups that aid in protecting their rights and freedoms. Politics in this local level of government may work toward protecting the rights of their citizens through the policies they put in place. (EWT 1). However, not much is done since the public may not always be involved in the growth and development process of the community. The technological phase that has gripped the whole world is getting into the political arena. This works toward creating a front in which young people are involved in the running of their community business. Social media and other forms of media are used to reach the public to alert them of the various activities that may be undertaken, which may require their involvement. This involvement forces the political field to listen to some of the proposals and issues that are raised by the public, and act on these issues. This entire front works to show of the democratic advancement the nation has taken in addressing some of the problems faced. Naturally in the past, it would be next to impossible to engage one on one w ith a political figure who was still in office. The measures in place work to promote a relationship between the political head and the people being governed. Issues can be heard and hearings created to cater to the situations that arise. A measure of devotion is also created once political figures see the response of the public (EWT 1). This acts as a show of trust the public may have placed on their leaders, and failure to respond on their part may mean that they are failing in their duties and responsibilities. In conclusion, the

My body my laboratory Article Example | Topics and Well Written Essays - 500 words

My body my laboratory - Article Example On the other hand, such self-experimentation allowed the scientifically minded luminaries a firsthand experience that enabled them to directly experience the veracity of what they believed in, thereby allowing for the progress of their cause. In contemporary times such self-experimentation could not be supported and rationalized. Many a time it puts the life of the experimenters at risk. Even if one supports such an approach in the name of altruism, practically speaking there is no need for it. Today, scientific research has entered an entirely new era where not only it is methodically codified and regulated but is supported by state of the art R&D facilities, foolproof methodologies and apt biological, chemical and digital techniques and gadgets that are immaculately sufficient in testing and measuring the nuances associated with varied scientific theories. In a contemporary context, the very need for retaining the sanctity and reliability of scientific research warrants discipline, restraint, and patience. Thus, most of the cases mentioned by Harrell in his article seem to be resorting to such experimentation, more out a lack of patience, inability to defer to established and universally reliable procedures and the need for instant publicity. The usage of one’s body as a laboratory may sometimes yield positive or even groundbreaking results. In the 21st century, scientific research needs more discipline, codification, and scientific reliability, which more than often cannot be furnished by such adventurism.

Managerial Finance Research Paper Example | Topics and Well Written Essays - 1500 words

Managerial Finance - Research Paper Example 19964 million. J Sainsbury plc consists of Sainsbury’s - a chain of 547 supermarkets and 343 convenience stores and the Sainsbury’s Bank (Jsainsburys, 2011). One of the most innovative services offered by the company is its online servicing and delivery system. Customers can make their purchases online and Sainsbury will deliver to 90% of the UK households. The system generates over 100,000 orders per week. The firm has a division called Sainsbury Property that has a portfolio that includes 297 freehold and long leasehold properties and 43 joint venture properties (Jsainsburys). The retail operation of the company generates 19 million customers transaction every week. Five Business Ratios (2009-2010) 2009 2010 Net margin 289 / 18911 = 1.53% 585 / 19994 = 2.93% Current ratio 1268 / 4511 = 0.28 1797 / 2793 = 0.64 Return on capital 289 / 4157 = 6.95% 585 / 4966 = 11.78% Debt ratio 9836 / 5679 = 1.73 10855 / 5889 = 1.84 Earnings per share 16.6 32.1 Sainsbury vs. FTSE100 ind ex This part of the paper will demonstrate a comparison between the market price of the Sainsbury common stock and the FTSE 100 index. The graph that show the movement in the price of the stock and the index are illustrated in appendix A and appendix B. In order to evaluate the results further qualitative information based on company news is going to be used to attempt to interpret the results of the graph. The FTSE graph shows many fluctuations in up and down with the steepest downward in July 2011. Overall the general trend of the index prices was that the price of the index went up during the last year. During the first quartile of the graph the trend in prices of the Sainsbury was very similar to the movement in the FTSE 100 graph. The price of the Sainsbury stock peak in September 2010 and it bottom out during April of 2011. A piece of news that always shakes the price of common stocks is the release of quarterly results. The latest quarterly results of the company were release d in March 23, 2011. The graph illustrates that after the release of this piece of news the price of the stock after being the lowest point during the last year it began to steadily go up until May of this year. Analysis of Sainsbury financial performance In order to determine the viability of Sainsbury (J) as possible stock investment alternative this paper will analyze the company’s overall financial performance. The analysis includes their operations and how Sainsbury (J) compares with other similar stocks and its industry sector. By comparing key financial ratios we can visualize the overall financial position of the company and how the company compares to its overall industry sector in order to determine its attractiveness as a stock investment in a personal investment portfolio. Sainsbury (J) has become a leader in the grocery foods sector with a 16.9% market share in the UK. The company has made a number of fundamental changes in recent years in order to enhance overal l competitiveness and fuel future growth. Sainsbury is known to be the world leader in Fair Trade Products with around 25% of all Fair trade Products in the UK. The company was also named Supermarket of the Year at the 2009 Retail Industry Awards for their efforts to innovate and adapt to changing customer needs over the last year. Sainsbury’s operational focus is centered accelerating future growth and sustainability. The five key operational areas the company focuses on in order to further increase its market

Business venture to enter the UK supermarket market Coursework

Business venture to enter the UK supermarket market - Coursework Example As per initial estimates, the cost of setting up the new store to operational status will be ?20,000,000 and the company's cost of capital has been estimated at 5%. In order to bridge the financing gap between the project cost and the company's internal funds, a long term bank loan has been arranged. The following tables outlines the expected free cash flows that the company is expected to obtain from operations: Free Cash Flows Time line Years 1 - 3 Years 4 - 8 Year 8 onwards Yearly breakdown Receive ?1,000,000 for 3 years Grow @ 10% per year Grow @ 2% per year Aggregate amount ?3,000,000 ?5,105,100 ?73,205,000 Discounted to t = 0 ?56,158,034 After taking into consideration the initial outlay of ?20,000,000, the NPV of the project is ?36,158,034. This indicates that the business proposition of entering the UK grocery market is a financially viable and will lead to positive returns in the future. 2.2 Payback Criterion Payback criterion is used to calculate the time it takes for the c ash inflows of the project to offset the cash outflows and provide an estimate of the time it will take to recover an investment. Provided the maximum loan term tenor granted is ten years, the payback criterion gives us a time line of 14.47 years, which translates into a minimum repayment period of 14 years and 6 months. This is conditional on the yearly free cash flows being used in their entirety to fund the loan repayment. Therefore, despite the profitability of the project, the proposed means of financing is not ideal for such a project where the returns are mainly realized in the long term. 3. Key Risks and Mitigants 3.1 Loan Repayments As mentioned above, the payback period for the loan exceeds the maximum tenor available. As a possible solution, the... As mentioned above, the payback period for the loan exceeds the maximum tenor available. As a possible solution, the company can enter into a loan guarantee contract, whereby repayments are guaranteed by a third party. There will be a commission charged for this service, but provided that the company might be in need of future term loan arrangements, it is imperative that the loan repayments are made on schedule to avoid a negative impact on the company's credit history. Following upon the risk of taking out a loan to finance the business venture, there is the possibility of interest rate risk affecting the project. Given the uncertain and volatile nature of the current financial markets, changes in interest rates can affect the mark up payments the company will have to make, inadvertently affecting the cost of capital of the company. One way to offset this risk includes taking out a call option on the interest rate. This option will effectively put an upper cap on interest rate volatility and going forward will limit the losses accruing to the company resulting from a sudden rise in interest rates. Asdy will be operating in an industry which is highly susceptible to inflation risk, or risk owing to the rise in prices of retail products. Unexpected increase in inflation can have an impact on the dynamics of the UK consumer spending and affect the future cash inflows for the company.

The Basics of the National Stock Exchange Products Research Paper

The Basics of the National Stock Exchange Products - Research Paper Example The NSE, India is the fully computerized, online trading system used in the WDM segment of the Exchange has changed the way of trading in the Indian securities market. The system has helped increase in trading speed, thus saving time; it has also managed to incorporate the critical aspect of security in its functioning. The members are connected from their respective offices at different locations to the main system at the NSE premises through a high-speed, efficient satellite telecommunications network. The trading system is an order-driven, automated order matching system, which does not reveal the identity of parties to an order or a trade. This helps orders whether large or small to be placed without the members being disadvantaged by disclosure of their identity. Orders are matched automatically by the computer keeping the system transparent, objective and fair. Where an order does not find a match it remains in the system and is displayed to the whole market, till a fresh order which matches, comes in or the earlier order is cancelled or modified. The trading system provides tremendous flexibility to the users in terms of the type of orders that can be placed on the system. Several time-related, price-related or volume-related conditions can easily be placed on an order. The trading system also provides complete online market information through various inquiry facilities. Detailed information on the total order depth in a security, the best buys and sells available in the market, the quantity traded in that security, the high, the low and last traded prices are available through the various market screens at all points of time.

Junction Essay Example | Topics and Well Written Essays - 250 words

Junction - Essay Example We focused on the roundabout junction in our project because it is easy to understand compared to the traffic and T-junctions (Thomas, 2007). For instance, the roundabout junctions allow for slow movement of traffic, which facilitates the visual engagement of the pedestrians. On the other hand, the movement of traffic on the traffic and T- junctions is too fast that the pedestrians cannot comprehend the movements and respective directions. The other aspect that characterizes the simplicity of the roundabout over the traffic and T-junctions is attributed to the ability to allow the U-turn within a normal traffic flow. The other forms of junctions do not allow this kind of turns, which are fundamental for any driver. The choice of the roundabout is beneficial because it provides in-depth information on the required guidelines to be observed before making the U-turns (Thomas, 2007). In conclusion, this study considered the roundabout over the traffic and T-junctions because the modern are a common phenomenon across the world, particularly in Belgium, china, Iceland, Qatar, Israel, Ireland, Costa Rica, Australia, Morocco among many other nations. This provides immense supporting evidence to our

Canadian Plays - Einstein's Gift Essay Example | Topics and Well Written Essays - 500 words

Canadian Plays - Einstein's Gift - Essay Example unce his German citizenship and migrate to the United States in 1933, but finally it is his theory of relativity that was made use of to make the atom bomb by the America he had adopted or where he tried to find solace. James Wallert who is Otto in the play and who has been Haber’s assistant for quite a long time is very persuasive in all his dealings. He had helped Haber in all his work but when he did not receive any credit for his actions, he left Haber and joined the opposite party. Haber makes use of his own uncle Ludwig who was supposedly killed in 1874 in Japan by a Samurai warrior. He makes use of these incidents to create a running anecdote for the plays progression. The end of this incident has his Uncle Ludwig and the samurai getting killed by their own weapons. Both Haber and Einstein were long distance friends for a good number of years. Though both of them were scientists they had conflicting views on Science and religion. While one of them believed in pure Science, the other believed in the practicality of Science, One such thing was religion. Though neither of the two were in any way religious, yet they had conflicting ideas on religion. Einstein did not deny his faith but never practiced it either, while Haber used his religion to try to satisfy his ambition by converting himself to Christianity. Though Einstein was not too religious and did not follow his religion well, yet, Haber presented him with the gift of a ‘kippah’ and a prayer shawl. The ‘kippah’ meaning ‘covering’ is the headdress (skull cap) of the Jewish men which according to the Jewish tradition symbolizes ‘moral perfection’ as seen in God Almighty. In the beginning, this tradition of the ‘kippah’ was followed by the Jewish priests but gradually it came to be adopted by even the lay people. The ‘kippah’ now symbolizes piety and an awareness that God is ever present with us and is worn by anyone who reads their Holy Book the ‘Torah’. Einstein has

Humans and machines Essay Example for Free

Humans and machines Essay The interesting feature about discussing the interactions of humans and machines is the inadequacy of language describing these interactions or the ambiguity of the connections between humans and machines. What is really at the center of the debate is how society should view the place of machines or non-human elements within human society. In addition, the application of the technological use of non-human elements in the modern machinery of war exposes the problem of how humans have changed the practice of warfare starting in WWI and how it made war evolve from a â€Å"human† experience to an â€Å"inhuman† experience instead of a â€Å"non-human† experience. The scope of this paper is to analyze the relationships of humans and machines in general as well as in the context of war. Discussion What does it mean to be human? What does it mean to be non-human? According to Casper, the human identity is not a natural state of â€Å"being†, rather it is a constructed identity in relation to the context that society gives it. (Casper, 1994) In fact, the recognition of human social identity and the positions or functions attached to it are based on our interpretation of where these elements should be placed, for example, in order to understand or define something, we place it in ‘mental boxes’ that simplify our recognition of identity and function within society. However, Casper argues that we cannot fully justify why we assign human identities to non-human elements or vice-versa. (Casper, 1994) In order to illustrate the lack of consistency as to what we call human or non-human, she uses the example of the fetus that is considered alive for surgery, â€Å"a potential human† with human qualities but also a non-human agent for medical research using fetal tissue (p. 843). Casper mentions The Actor Network Agency (ANT) movement who finds that we should do away with natural/technical and social/cultural labels, which confuses our notions of what is human and what is not. However, this â€Å"analytical symmetry† treatment forgets to explain how we interpret the identities of agents and assign labels. Understanding how and why we label humans and non-humans may help diffuse the confusion over agent identities that bother sociologists and society so much since they cannot seem to make sense of it, for example, some people talk to their car like it was a person but a car is not a person but why do some people have the need to anthropomorphize their car whereas they would call their dog â€Å"it†? Some people would insist that animals are living beings therefore that they deserve to be referred to as he or she. (Casper, 1994) Another example in our technological society is the factory worker who gets laid off and replaced by a robot. The worker knows that he or she is better than a robot. Yet, the robot does his or her job consistently, faster, and without breaks. So, is the worker a sophisticated robot or is the robot a sophisticated worker? Bruno Latour would agree on that ambiguity because of our inadequate handling of situations in which non-human entities are mixed with human agents, especially from the perspective of sociologists. (Latour, 1988) Latour deals with this debate skillfully using an illustration to make his points: the door in a wall, opening and closing thanks to hinges (non-human element) and a human door keeper who has been assigned to close the door each time it is opened. He argues that ‘the hinge always does its work’, precise and consistent while at some time, the human doorkeeper may falter. So, the door keeper could be replaced by a non-human element the ‘door keeper number 2’ to prevent the faltering. The fact that we call the non-human element the door keeper even though it is not human, shows that we do not have ascribed what Latour calls â€Å"a coherent vocabulary† to distinguish humans from non-humans. Thus, his conclusion (p. 310) is that the reason why we have not done that is because â€Å"the delegation of competences and our social interactions imply the participation of non-humans. † The confusion is that non-humans exist within a context of figurative/non-figurative speech, not a human/non-human context. In essence, that is why we anthropomorphize our car. (Latour, 1988) Consequently, it seems that our lives are intimately intertwined with the use of technology, machines, and other tools, including robots as well as computers that all are non-human agents indispensable to our way of life. In fact, one particular illustration of such a reasonable conclusion can be found with computer hackers who, for the most part, are not considered part of ‘normal functioning society. ’ Sherry Turckle investigated MIT A. I. lab students who also are considered hackers. The main recurring idea among these students (almost exclusively male) is the fear of social interactions with other people due to a lack of trust or understanding of social interactions. Hackers are known to be loners and self-admittedly feel in control of their computer and its actions. In fact, on p. 212, this one student states: â€Å"computers have become an extension of my mind. † (Turckle, ) Their self-esteem, their existence become defined only through their medium, resulting in a gradual elimination of life experiences that paralyze them, adding to their needs to mask their personal fears of the world that exists beyond their machine. (p. 208) In contrast, there are people who even today cannot use a computer because they are afraid of revealing to others their lack of computer knowledge that has become essential in our modern society. Some may get help to improve their computer skills whereas others become so angry with the machine, taking their anger, originating from their own lack of confidence in learning new things, onto this ‘stupid’ machine; some may even become technophobic. Unfortunately for our society, science and technology have been used for warfare. Historically, wars always needed improvement in their methods of killing. As a consequence, the development of technology became a part of warfare while its propaganda glorified science and technology as the agents of victory. (Virillio, 1988) (Delanda, ) This became especially true as scientific knowledge evolved in physics, engineering, and chemistry. When WWI broke out in 1914, the weapons available then were the first of their kinds, the most inhuman of their kinds, killing many soldiers remotely: either gassing soldiers with the deadly gas phosgene or using machine guns or canons with an extended range to kill as many enemy soldiers as possible. (Visvanathan, ) In WWII, planes, tanks, and ships became more and more sophisticated with technological advances like radar and sonar. The advent of using nuclear weapons on Hiroshima and Nagasaki horrified the scientists who naively believed that their work would be used to deter, not to destroy. (Kaempffert, 1941) â€Å"Fat Man† and â€Å"Little Boy† were dropped on these two Japanese cities; ironically, these two deadly bombs were named as if they were human themselves. To the Japanese, the nuclear catastrophe and its aftermath on the population promoted the creation of the character â€Å"Godzilla†, a pre-historic mutant monster. With the Cold War, more weapons gradually became stealth weapons instead of ‘front’ weapons. Nowadays, machines have turned into non-human extensions of their makers or rather their military masters, for example, long-range surveying equipment on satellites allowing spying activities on neighboring nations. Yet, is it appropriate to say ‘non-human’ when modern weapons like continental missiles can kill so horribly and from the comfort of a military base on the other side of the world? The military is relying on technology more than ever by using computers, artificial intelligence research, simulation modules that mimic a battlefield or even war video games whose graphics have been rendered so life-like that video gamers who are soldiers may not know reality from fiction, killing enemy soldiers without any care, as if they were video game characters, non-human or human? In conclusion, the relationship between human and non-human agents is complex but not impossible to characterize if the realization is made that non-human agents are part of our environment and society. In fact, they occupy a greater place today than 10 years ago (computer technology, for example). The key to their seamless integration in our society is the figure/non-figurative reference style proposed by Latour as it is already used unconsciously by many of us. References Casper, M. (1994).Reframing and grounding non-human agency: what makes a fetus an agent? The American Behavioral Scientist, 37(6): 839-856. Delanda, Latour, B. (1988). Mixing humans and non-humans together: the sociology of a door-closer. Social Problems, 35(3): 298-310. Kaempffert, W. (1941). War and Technology. The American Journal of Sociology, 46(4): 431-444. Turckle, S. (n. d. ) The new computer cultures: the mechanization of the mind. Book? , publisher, year? Virillio, P. (1988). War and Cinema. Visvanathan.

Therapeutic Engagement Is A Basic Tool For Nurses

Therapeutic Engagement Is A Basic Tool For Nurses My rationale for choosing communication and therapeutic engagement is that it occupies a central position in my experience and transition and from student nurse to an accountable practitioner. Through communication the nurse gets to know the patient and is able to form a therapeutic relationship. It is the foundation and a basic tool of the nurse -patient relationship. Without clear communication it is impossible to give care, effectively make decisions, protect clients from threats to well being and ensure their safety on the ward, co ordinate and manage clients care and offer comfort. The relevance of communication and therapeutic engagement in mental health is emphasised in the summary of the Chief Nursing Officers review of mental health nursing (DH, 2006). One of the key recommendations in improving outcome for service users is developing and sustaining positive therapeutic relationship with service users, their families and/or carers and should form the basis of all care. The N MC (2008) Code of Professional Conduct similarly emphasise that nurses must work with other members of the team and patients to promote healthcare environment that are conductive to safe, therapeutic and ethical practice. The SLAM NHS Foundation Trust document Engagement and Formal Observation Policy (SLAM, 2008) also highlight the importance of communication and engagement with patients under observation. Many patients and their family members often experience difficulty in communicating with healthcare professionals. The Audit Commission (1993) has stated that poor communication between patients and healthcare professionals is one of the main reasons for compliant and litigation in the healthcare service. The NHS Plan (DH, 2000) emphasised the importance getting the basics right by improving the quality of care and the experience of patients. One of the ways of achieving this is through effective communication between patients, carers and healthcare personnel. This is highlighted in the Department of Health document, Essence of Care (2003) (www.dh.gov.uk):Patient focused benchmark for clinical governance. In this document is a new benchmark focusing on communication between patients and/or carers and healthcare personnel which compliments that of record keeping and privacy and dignity benchmarks. The NHS Knowledge and Skills Framework (KSF) (DH, 2004) lists communication as a core dimension which is a key aspect of all jobs in the NHS and underpins all other dimension in the KSF. The United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) now Nursing and Midwifery Council (NMC) stated that communication is an essential part of good practice in nursing and it is the basis for building a trusting relationship that will greatly improve care and help reduce anxiety and stress for patients/ clients, their families and their carers ( UKCC, 1996). My ward is a Patient Intensive Care Unit (PICU) of a forensic setting. It has thirteen in-patients and a staff strength of twenty three nurses both qualified and unqualified. Agency staffs are frequently engaged to make up the number of staff necessary to care for patients on a particular shift. On the average there are between seven and eleven nursing staff per shift depending on the prevailing situation on the ward. It has two supervised confinements and two intensive care areas. Admissions are planned and it is based on a set of assessment criteria. Only acutely unwell patients are admitted. This essay will draw on my first working experience as a primary nurse of an acutely unwell psychiatric patient to illustrate my development with regards to communication and therapeutic engagement. Gibbs (1988) reflective cycle will be used to reflect this experience. Description I had just started work as a newly employed member of staff and was assigned primary nurse to a thirty year old patient of Afro-Caribbean origin who was transferred from another ward following a relapse in his mental state. He was under section 3 of the Mental Health Act (1983). This patient is named A for confidentiality purposes (NMC, 2008) had diagnosis of paranoid schizophrenia and had no insight into his mental illness. His carer was his mother with whom he had a luke-warm relationship. He was very suspicious of staff interventions and would not engage. Routine blood tests had revealed that he had elevated cretenine kinase (CK) levels (Cretenine Kinase enzyme, high levels of which case severe muscle damage, neuropletic malignant syndrome, myocardial infarction etc). Following this finding, his antipsychotic medication was withdrawn pending further blood tests. He refused to have a blood sample taken for further tests; he believed staff would drink his blood. As his primary nurse , I made several attempts to encourage him to have the blood tests, but he would not be persuaded. He was also diagnosed with type II diabetes and was dependent of insulin. He self managed his physical illness by carrying out blood glucose level monitoring and self administering insulin under staff supervision. Patient A fed only on pre-packed barbeque chicken purchased from the supermarket and would not eat food served on the ward. I had one to one engagement with him to discuss his dietary intake and also formulate a physical and mental healthcare plan. He was not interested and made no contributions to the discussions. I gave him copies of the care plans which he declined. He said you can keep those care plans I dont need them and I am able to take care of myself. By the end of the second week, his mental state had deteriorated so much that he was very paranoid, irritable and getting into arguments with fellow patients and staff. He was involved in incidents both verbal and physical aggression and became increasingly difficult to manage on the ward. For his safety and that of others the team made a decision to nurse Mr. A in supervised confinement based on rationalist -analytical approach, having carried out risk assessment and looked at his history as well as the trust policy. As part of this risk management plan he was transferred to the intensive care area (ICA) and nursed under enhanced observation by two nursing staff. I requested to be allocated to nurse him in the ICA as often as the trust and unity policy would allow, in order to assess his mental state and attempt to build a rapport with him. Mr. A would not talk but I persisted. He noticed that I was frequently allocated to observe him and gradually opened up. I explained to him the teams decision to nurse him in the supervised confinement and the ICA. We talked about politics, football, music etc and our relationship developed and continued till he was transferred to a rehabilitation ward. Feelings I felt very frustrated and inadequate and was very much under stress. It was obvious from his reaction that he had no confidence nor trust in me and saw me just like any other healthcare professional. Woods (2004) highlights the complex problems and needs of patients who find themselves in forensic settings and maintain that it is a common occurrence that some patients can not engage in treatment while others simply refuse to do so. Arnold and Underman-Boggs (1999) maintain that any meaningful relationship begins with trust. Trusting a nurse is particularly difficult for the mentally ill, for whom the idea of having a caring relationship is incomprehensible. As his primary nurse I saw myself as the advocate ready to work with him and seek his interest at all times. As nurses, we are called upon to play our roles as advocates, supervising and protecting clients rights and empowering them to take charge of their lives. Ironbar et al (2003) stresses that, therapeutic relationships can b e stressful. Working closely with people who are mentally unwell and under stress can be very demanding and emotionally draining experience. Consequently, nurses need to be aware of the effect that such relationships can have on them. This requires insight, self awareness and ability to cope effectively with stress. My initial perception was that Mr A was a difficult patient and considered withdrawing as his primary nurse but I felt emotionally attached. I understood that I owed Mr A. a duty of care (NMC, 2008) and simply withdrawing was not professional in my view. OCarrol et al (2007) contended that in our professional roles, nurses do not have the same option as we do in our personal life by withdrawing from difficult relationships. Rather it requires exploring the situation which may help recognise ways in which the nurse is influenced by his emotions. The authors caution that nurses must learn to manage their own emotions. Furthermore, they need to communicate their emotional r eactions to the patient, albeit in a modified form. I empathised with Mr A and it drew me closer to him, revealing to me the depth of hi mental illness. I wished I could doe something here and now to help alleviate the state f confusion, anxiety and helplessness in which he found himself. Barker (2003) reports of how in recent times empathy has been shown to enable nurses to investigate and understand the experience of persons experiencing a state of chaos as a consequence of psychiatric order. I felt uncomfortable when Mr A had to be physically restrained (PSTS techniques) and nursed in supervisory confinement, I felt that this procedure was not justifiable because the privacy, dignity and respect of this client had been compromised. As nurses we are to demonstrate respect for patients by promoting their privacy and dignity (NMC, 2008) (Essence of Care, 2003). On the other hand, I thought that his safety and that f others was paramount and this could be achieved only by nursing him separately from the rest. The NMC (2008: para 8:4) Code of Professional Conduct clearly states that when facing a professional dilemma, the first consideration must be the safety of patients. The collaborative team decision to nurse him in the supervised confinement area made me feel valued as a team member. I was actively involved in the decision making process and carried out risk assessments. I felt that I was insensitive with my sustained persistence to get him to talk. I should have understood that his moments of silence were necessary to help him calm down (SLAM, 2008). I also felt unsupported and struggled to cope with the management and care of Mr A. I was unable to access clinical supervision because my supervisor was away on holiday. Evaluation Although it seemed difficult at the beginning, but by the time Mr A was out of the ICA we had developed a good working relationship. I did not show my disappointment at his reluctance to engage when he was acutely unwell and stayed positive. Engaging with him while nursing him in the ICA offered me the opportunity to explain to him the teams decision to place him under enhanced observation. Actively listening to him and discussing with him his thoughts and feelings have helped lessen his distress. It also enabled me to give a comprehensive feedback to the team regarding his mental state. We met in one to one engagements and discussed his concerns and needs. A good and well ventilated environment was always made for our meetings. Following assessments, we discussed his care plans, participation in group activities, crisis management and other forms of therapies. He felt very much in charge, highlighting his most pressing needs. Whenever we met, there as a demonstration of mutual respect and desire for working together in a partnership. Together we identified and prioritised his goals for recovery based on his strengths and what he believes is achievable. Faulkner (1998) asserts that goals must be clearly defined so that both the professional and the patient are going in the same direction in terms of what they wish to achieve by a certain time. During our interactions, clear boundaries were set and clarified for Mr A what were acceptable behaviours. Boundaries were set as to what he was allowed to do without supervision, how he engaged with others and appropriate ways of addressing issues he felt unhappy or uncomfortable with. The plan of care was therefore service-user centred and recovery orientated approach. The recovery model has been incorporated into the principles of care delivery in the trust (SLAM, 2007). It aims to help service-users to move beyond mere survival and existence, encouraging them to move forward and carry out activities and develop relationships that give their lives meanings. Wood (2004) indicated that nursing forensic patients is not easy and requires complex treatment plans that focus fundamentally on reducing risk of harm to others. As part of his recovery, he was encouraged to self manage his diabetes under supervision. Giving his understanding of his physical illness information was provided to enable him to make informed decisions about his lifestyle. Mr A consented to giving regular blood samples. His CK level fell to normal levels and was restarted on anti psychotic medication. However, it took time for Mr A to adequately understand the situation that he was in and the effect of his illness on his lifestyles. It must also be stated that it was not always possible to meet with Mr A as planned. Scheduled meetings had to be cancelled due to being engaged with very pressing ward issues. Analysis The use of therapeutic communications in nursing, particularly empathy, is what enables therapeutic change and should not be underestimated (Norman and Ryrie, 2004). Egan (2002) argues that empathy is not just the ability to enter into and understand the world of another person but also be able to communicate this understanding to him/her. The relevance of empathetic relationships to the goals of health services are suggested by the increase in focus on patient centred care and the growth of consumerism. The client-centred focus is illustrated by the NHS patient charter which emphasises that clinicians need to collaborate with users of the health services in the prioritising of clinical needs and the setting of treatment goals (Barker, 2003). Nurses should be aware that patients who are paranoid and suspicious of staff interventions as was the case of Mr A, might not readily accept support from staff. This implies that working with such patients can be very challenging and difficult. It therefore calls for the nurse to remain impatient, calm and focused. The need to build therapeutic relationship with the patient is paramount in gaining trust and respect (Rigby and Alexander, 2008). Caring, empathy and good communication skills are needed to help patients through their illness. Therefore the use of effective interpersonal skill s facilitates the development of a positive nurse-patient relationship. McCabe (2004) argues that the use of effective interpersonal skills, a basic component of nursing, must be patient centred. Nursing Mr A in supervised confinement and subsequently in the ICA was in accordance to SLAM (2008) Engagement and Formal Observation Policy. Despite the frequent occurrence of this nursing intervention in mental health settings, for the whole of the UK there are no national standards or guidelines for practice of observation. The current situation in England and Wales is that policies are developed and implemented at a local level using SNMAC (1999) practice guidance for observation of patients at risk as a template (Harrison et al, 2006). Nursing patients in supervised confinement, though a common practice in the PICU raises a number of ethical, professional and legal issues about the role of the nurse, whether he/she is a custodian or therapist and a friend is debateable. Alland et al (2003) noted that patients view enhanced observation as uncomfortable at best, custodial and dehumanising at worst. Mr A felt that his pride and dignity had been taken away from him he was at risk an d therefore an immediate and effective risk management plan had to be implemented. This was necessary to ensure his safety and that of others even though he expressed unhappiness with this intervention. By engaging him and encouraging him to share his thoughts and feelings his anger appeared to have lessened as he joined in the discussions of politics, music, football etc. Thurgood (2004) empathised that showing your human side to clients is very important. Engaging meaningfully with patients and helping them talk about their feelings is the first step to alleviating some of their distress. The NMC (2008) Code of Professional Conduct clearly points to the rights of patients in relation to autonomy. There appeared to have been a reach to Mr As rights. The difficulty we faced as a team was finding the balance between allowing some privacy and dignity versus persevering his safety and security. Consequently, a dilemma arose for me as his primary nurse in relation to his rights, obligat ions and duties. In fact Article 5(1) e of the Human Rights Act (1998) specifies the right of the state to lawfully detain the person of unsound mind. Within the UK, that framework is provides by the Mental Health Act 1983 (DOH, 1998). One may argue then that there is no fundamental incompatibility between the Mental Health Act and the Human Rights Act. There were times that scheduled meetings with Mr A had to be cancelled because of urgent administrative duties. It meant that he lost the opportunity to meet up with me to discuss his concerns and needs. The concept of Patient Protected Time (PPT) in inpatient units is therefore valid. It allows patients to meet with a healthcare provider on one to one for a specified time when the ward is closed to administrative duties to discuss care plans, social activities, therapies and others. Such interaction according to Song and Soobratty (2007) promotes feelings of self confidence, esteem and recovery. It can also aid the patient therapeutic progress as it can help with social interaction and building relationships. However, nurses complain they already have plenty to do without an added pressure of PPT to contend with. Nurses frequently complaining of being too busy to develop therapeutic rapport with patents (Mental Health Act Commission 2008). Yawar (2008) reported that only 16% of pati ents time was spent in what can loosely be termed as therapeutic interaction. The remaining of the 84% was spent aimlessly either pacing p and down the ward or doing nothing. Nurses recognise their responsibilities to engage with patients and welcome the opportunity to do this without other demands (Edward, 2008). The Department of Health (2002) called for improvements to ensure adequate clinical support inputs to inpatient wards and to maximise the time spent by staff therapeutically engaged with patients. Therapeutic engagement, therefore involves spending quality time with patients with the aim to empower them to actively participate in their care. Conclusion Communication is without doubt the medium through which the nurse-patient relationship takes place. The skills of active listening and reflection promote better communication and encourage empathy building. My first role as a primary nurse as a good learning experience. My conduct throughout the whole experience earned me a favourable feedback from my team leader. Caring for acutely mentally unwell patients requires of the nurse sensitivity, conveying warmth and empathy. Engaging meaningfully and actively listening to patients under enhanced observation makes them perceive the practice as valuing rather than punishing, therapeutic rather then custodial. Feeling safe and secured provides a platform which can assist patients to begin to resolve some of the difficulties they may be facing in their lives. It is imperative that nurses involve patients in all aspects of their care, empowering and making decisions in partnership with the team. By developing collaborative relationship with p atients, nurses can provide prompt and focused interventions which can limit illness damage, assist in the process of symptoms management and help the process of recovery. Action plan My aim is to be proactive in the future by promptly seeking support from senior colleagues and requesting for clinical supervision. I aim to develop the skill of emotional resilience and intelligence to be able to deliver care that will promote patient welfare and aid recovery. The preceptorship experience has been a breath of fresh air. A time to look back and take stock of the transition from student nurse to an accountable practitioner. Listening and sharing in the experiences of fellow nurses was a good learning experience. The preceptors were fantastic master clinicians who were receptive to our contributions as they explored our experiences at the beginning of each teaching session. This experience has undoubtedly enhanced my critical thinking as a nurse and prepared me to move forward in my development and practice as a caring and competent nurse. I see myself as being in the right job which offers many opportunities for development and to improve upon my knowledge and skills.

Using GPS to Track a Particular Person Essay -- Global Positioning Sys

Using GPS to Track a Particular Person Introduction Often times its hard to imagine how the world survived without cell phones. Its an automatic response, when you see a car accident you take out your cell phone and dial for help, or when a child is waiting for a ride they will call their parents to see how far away they are. It is a great convenience for society to be able to do such things. Imagine if you didn't even have to call somebody to find out where they were. It may seem like a futuristic idea, humanity being capable of such mind reading; however, the advancement of GPS, global positioning systems, those ideas are coming to life in the present. GPS is a way to track one's position at anytime. This is done through the use of satellites monitored by stations on the ground. There are signals transmitted from a given satellite to the receiver on Earth. It is this information that gives precise location to one's whereabouts. Although this service sounds quite convenient and has its obvious benefits, there are other issues to be considered. For example, many ethical dilemmas that play from privacy issues. In a world when at one time you could take a walk to remove yourself from the eye of another, we not may be under constant supervision of sorts. Tracking devises are easily placed in many things, cell phones, which are used by nearly all people in today's American society, are the recent and most wide spread target for GPS. Is it ethical to track someone through an everyday devices such as a cell phone, is tracking people ethical in itself? These are the questions that must be resolved before we can celebrate the positives of such technological advancements. What is GPS GPS stands for global positioning syste... ...://www.mercat.com/QUEST/HowWorks.htm> 11.<http://www.gpscity.com/gps/brados/0971.1.2743342731310439294/privacy.html> 12.CNet Networks ZDNet. 2003. <http://reviews-zdnet.com.com/AnchorDesk/4520-7298_16- 4208024.html> . 13.How Stuff Works, Inc. 1998-2003. Media Network: A convex company. <http://electronics.howstuffworks.com/gps1.htm> 14. George A. Chidi Jr., Qualcomm turns Cell Phones into GPS Systems. 16 Jan 2002. < http://www.pcworld.com/news/article/0,aid,80085,00.asp> 15.Tsai, Tsungming. Visualizing Terrain and Navigation Data. U.S. Department of Technology, Administration, National Institute of Standards and Technology, 2001. 16.Corr, O. Casey. "Money from thin air : the story of Craig McCaw, the visionary who invented the cell phone industry, and his next billion-dollar idea". New York : Crown Business, 2000.

Essay --

INTRODUCTION Sir Alex Chapman Ferguson, a football living legend was born on 31st December, 1941 in Glasgow, Scotland. In his entire lifespan as a football player and a manager, he has been one of the most consistent and remarkable name in the game. He was a former football player at the Scottish football team and has also played for various English clubs. He became the top goal scorer by scoring 31 goals in the Scottish League. Later, in 1974, his career as a football manager got a kick start when he was elected as the manager of a team called East Stirlingshire. Afterwards, he was shifted to many clubs and was elected for the same post in the clubs including St. Mirren and Aberdeen. Also, he got elected as the manager of Scotland’s international team and led them for a year. In the year 1986 his path to glory started when he was elected as the manager of one of the most popular and one of the biggest football club of the prevailing time ‘Manchester united’. He has been on t he same post since then and his career of 26 years at Manchester United has been one of the most glorious and exciting one for any manager in the world of sports. He is charismatic, smart, and flexible and his workaholic type attitude has profited the team as a whole in so many ways and thus he is an important and influential part of the team. He has led the team on the victory path from 6 November, 1986 to 19 May, 2013 when he announced his retirement. This period witnessed the Manchester United with a win percentage of 59.67 %. â€Å"Some people do not want to work but I want to continue working.† - Sir Alex Ferguson. ACHIEVEMENTS Under Sir’s... .../authors/a/alex_ferguson.html. Last accessed 07 March 2014. Alex Ferguson Quotes | Football+science.(2014). Alex Ferguson Quotes. Available: http://footballsci.wordpress.com/quotes/alex-ferguson-quotes/. Last accessed 09 March 2014. Leadership Styles - Leadership Skills from MindTools.com. (2014). Leadership Styles - Leadership Skills from MindTools.com. Available at:http://www.mindtools.com/pages/article/newLDR_84.htm. Last Accessed 07 March 2014. Top 10 Quotes by Sir Alex Ferguson | Sir Alex 26 Year Anniversary. (2014). Top 10 Quotes by Sir Alex Ferguson | Sir Alex 26 Year Anniversary. Available at: http://manutddiehardfans.com/top-10-quotes-by-sir-alex-ferguson/. Last Accessed 01 March 2014. Alex Ferguson Leadership. (2014). Alex Ferguson Leadership. Available at: http://www.leadership-with-you.com/alex-ferguson-leadership.html. Last Accessed 07 March 2014.

The Short Second Life of Bree Tanner Chapters 8

â€Å"I think we should fol ow Riley. Find out what he's doing.† I stared. â€Å"But he'l know we tracked him. He'l catch our scents.† â€Å"I know. This is how I figure it. I fol ow his scent. You keep clear by a few hundred yards and fol ow my sound. Then Riley only knows I fol owed him, and I can tel him it's because I had something important to share. That's when I do the big reveal with the disco bal effect. And I'l see what he says.† His eyes narrowed as he examined me. â€Å"But you†¦ you just play it close to the chest for now, okay? I'l tel you if he's cool about it.† â€Å"What if he comes back early from wherever he's going? Don't you want it to be close to dawn so you can glitter?† â€Å"Yes†¦ that's definitely a possible problem. And it might affect the way the conversation goes. But I think we should risk it. He seemed like he was in a hurry tonight, didn't he? Like maybe he needs al night for whatever he's doing?† â€Å"Maybe. Or maybe he was just in a big hurry to see her. You know, we might not want to surprise him if she's nearby.† We both winced. â€Å"True. Stil †¦Ã¢â‚¬  He frowned. â€Å"Doesn't it feel like whatever's coming is getting close? Like we might not have forever to figure this out?† I nodded unhappily. â€Å"Yeah, it does.† â€Å"So let's take our chances. Riley trusts me, and I have a good reason for wanting to talk to him.† I thought about this strategy. Though I'd only known him for a day, real y, I was stil aware that this level of paranoia was out of character for Diego. â€Å"This elaborate plan of yours†¦,† I said. â€Å"What about it?† he asked. â€Å"It sounds kind of like a solo plan. Not so much a club adventure. At least, not when it comes to the dangerous part.† He made a face that told me I'd caught him. â€Å"This is my idea. I'm the one who†¦Ã¢â‚¬  He hesitated, having trouble with the next word. â€Å"†¦ trusts Riley. I'm the only one who's going to risk getting on his bad side if I'm wrong.† Chicken as I was, this didn't fly with me. â€Å"Clubs don't work that way.† He nodded, his expression unclear. â€Å"Okay, we'l think about it as we go.† I didn't think he real y meant it. â€Å"Stay in the trees, track me from above, ‘kay?† he said. â€Å"Okay.† He headed back toward the log cabin, moving fast. I fol owed through the branches, most of them so close-packed that I only rarely had to real y leap from one tree to another. I kept my movements as smal as possible, hoping that the bending of the boughs under my weight would just look like wind. It was a breezy night, which would help. It was cold for summer, not that the temperature bothered me. Diego caught Riley's scent outside the house without trouble and then loped after it quickly while I trailed several yards back and about a hundred yards north, higher on the slope than he was. When the trees were real y thick, he'd rustle a trunk now and again so I wouldn't lose him. We kept on, with him running and me impersonating a flying squirrel, for only fifteen minutes or so before I saw Diego slow down. We must have been getting close. I moved higher in the branches, looking for a tree with a good view. I scaled one that towered over its neighbors, and scanned the scene. Less than half a mile away was a large gap in the trees, an open field that covered several acres. Near the center of the space, closer to the trees on its east side, was what looked like an oversized gingerbread house. Painted bright pink, green, and white, it was elaborate to the point of ridiculousness, with fancy trim and finials on every conceivable edge. It was the kind of thing I would have laughed at in a more relaxed situation. Riley was nowhere in sight, but Diego had come to a complete stop below, so I assumed this was the end point of our pursuit. Maybe this was the replacement house Riley was preparing for when the big log cabin crumbled. Except that it was smal er than any o f the other houses we'd stayed in, and it didn't look like it had a basement. And it was even farther away from Seattle than the last one. Diego looked up at me, and I signaled for him to join me. He nodded and retraced his trail a little ways. Then he made an enormous leap – I wondered if I could have jumped that high, even as young and strong as I was – and caught a branch about halfway up the closest tree. Unless someone was being extraordinarily vigilant, no one ever would have noticed that Diego'd made a side trip off his path. Even stil, he jumped around in the treetops, making sure his trail did not lead directly to mine. When he final y decided it was safe to join me, he took my hand right away. Silently, I nodded toward the gingerbread house. One corner of his mouth twitched. Simultaneously we started edging toward the east side of the house, keeping high up in the trees. We got as close as we dared – leaving a few trees as cover between the house and ourselves – and then sat silently, listening. The breeze turned helpful y gentle, and we could hear something. Strange little brushing, ticking sounds. At first I didn't recognize what I was hearing, but then Diego twitched another little smile, puckered his lips, and silently kissed the air in my direction. Kissing didn't sound the same with vampires as it did with humans. No soft, fleshy, liquid-fil ed cel s to squish against each other. Just stone lips, no give. I had heard one kiss between vampires before – Diego's touch to my lips last night – but I never would have made the connection. It was so far from what I'd expected to find here. This knowledge spun everything around in my head. I had assumed Riley was going to see her, whether to receive instructions or bring her new recruits, I didn't know. But I had never imagined stumbling across some kind of†¦ love nest. How could Riley kiss her? I shuddered and glanced at Diego. He looked faintly horrified, too, but he shrugged. I thought back to that last night of humanity, flinching as I remembered the vivid burning. I tried to recal the moments just before that, through al the fuzziness†¦. First there was the creeping fear that had built as Riley pul ed up to the dark house, the feeling of safety I'd had in the bright burger joint dissolving entirely. I was holding back, edging away, and then he'd grabbed my arm with a steel grip and yanked me out of the car like I was a dol, weightless. Terror and disbelief as he'd leaped the ten yards to the door. Terror and then pain leaving no room for disbelief as he broke my arm dragging me through the door into the b lack house. And then the voice. As I focused on the memory, I could hear it again. High and singsong, like a little girl's, but grouchy. A child throwing a tantrum. I remembered what she'd said. â€Å"Why did you even bring this one? It's too smal .† Something close to that, I thought. The words might not be exactly right, but that was the meaning. I was sure Riley had sounded eager to please when he answered, afraid of disappointing. â€Å"But she's another body. Another distraction, at least.† I think I'd whimpered then, and he'd shaken me painful y, but he hadn't spoken to me again. It was like I was a dog, not a person. â€Å"This whole night has been a waste,† the child's voice had complained. â€Å"I've kil ed them al . Ugh!† I remembered that the house had shuddered then, as if a car had col ided with the frame. I realized now that she'd probably just kicked something in frustration. â€Å"Fine. I guess even a little one is better than nothing, if this is the best you can do. And I'm so ful now I should be able to stop.† Riley's hard fingers had disappeared then and left me alone with the voice. I'd been too panicked at that point to make a sound. I'd just closed my eyes, though I was already total y blind in the darkness. I didn't scream until something cut into my neck, burning like a blade coated in acid. I cringed back from the memory, trying to push the next part from my mind. Instead I concentrated on that short conversation. She hadn't sounded like she was talking to her lover or even her friend. More like she was talking to an employee. One she didn't like much and might fire soon. But the strange vampire kissing sounds continued. Someone sighed in contentment. I frowned at Diego. This exchange didn't tel us much. How long did we need to stay? He just held his head on the side, listening careful y. And after a few more minutes of patience, the low, romantic sounds were suddenly interrupted. â€Å"How many?† The voice was muted by distance, but stil distinct. And recognizable. High, almost a tril . Like a spoiled young girl. â€Å"Twenty-two,† Riley answered, sounding proud. Diego and I exchanged a sharp glance. There were twenty-two of us, at last count, anyway. They must be talking about us. â€Å"I thought I'd lost two more to the sun, but one of my older kids is†¦ obedient,† Riley continued. There was almost an affectionate sound to his voice when he spoke of Diego as one of his kids. â€Å"He has an underground place – he hid himself with the younger one.† â€Å"Are you sure?† There was a long pause, this time with no sounds of romance. Even from this distance, I thought I could feel some tension. â€Å"Yeah. He's a good kid, I'm sure.† Another strained pause. I didn't understand her question. What did she mean, are you sure? Did she think he'd heard the story from someone else rather than seeing Diego for himself? â€Å"Twenty-two is good,† she mused, and the tension seemed to dissolve. â€Å"How is their behavior developing? Some of them are almost a year old. Do they stil fol ow the normal patterns?† â€Å"Yes,† Riley said. â€Å"Everything you told me to do worked flawlessly. They don't think – they just do what they've always done. I can always distract them with thirst. It keeps them under control.† I frowned at Diego. Riley didn't want us to think. Why? â€Å"You've done so wel ,† our creator cooed, and there was another kiss. â€Å"Twenty-two!† â€Å"Is it time?† Riley asked eagerly. Her answer came back fast, like a slap. â€Å"No! I haven't decided when.† â€Å"I don't understand.† â€Å"You don't need to. It's enough for you to know that our enemies have great powers. We cannot be too careful.† Her voice softened, turned sugary again. â€Å"But al twenty-two stil alive. Even with what they are capable of†¦ what good wil it be against twenty-two?† She let out a tinkling little laugh. Diego and I had not looked away from each other throughout al this, and I could see in his eyes now that his thoughts were the same as mine. Yes, we'd been created for a purpose, as we'd guessed. We had an enemy. Or, our creator had an enemy. Did the distinction matter? â€Å"Decisions, decisions,† she muttered. â€Å"Not yet. Maybe one more handful, just to be sure.† â€Å"Adding more might actual y decrease our numbers,† Riley cautioned hesitantly, as if being careful not to upset her. â€Å"It's always unstable when a new group is introduced.† â€Å"True,† she agreed, and I imagined Riley sighing in relief that she was not upset. Abruptly Diego looked away from me, staring out across the meadow. I hadn't heard any movement from the house, but maybe she had come out. My head whipped around at the same time the rest of me turned to a statue, and I saw what had startled Diego. Four figures were crossing the open field to the house. They had entered the clearing from the west, the point farthest from where we hid. They al wore long, dark cloaks with deep hoods, so at first I thought they were people. Weird people, but just humans al the same, because none of the vampires I knew had matching Goth clothes. And none moved in a way that was so smooth and control ed and†¦ elegant. But then I realized that none of the humans I'd ever seen could move that way, either, and what's more, they couldn't do it so quietly. The dark-cloaks skimmed across the long grass in absolute silence. So either these were vampires, or they were something else supernatural. Ghosts, maybe. But if they were vampires, they were vampires I didn't know, and that meant they might very wel be these enemies she was talking about. If so, we should get the hel out of Dodge right now, because we didn't have twenty other vampires on our side at the moment. I almost took off then, but I was too afraid to draw the attention of the cloaked figures. So I watched them move smoothly forward, noticing other things about them. How they stayed in a perfect diamond formation that never was the slightest bit out of line no matter how the terrain changed under their feet. How the one at the point of the diamond was much smal er than the others, and its cloak was darker, too. How they didn't seem to be tracking their way in – not trying to fol ow the path of any scent. They simply knew their way. Maybe they were invited. They moved directly toward the house, and I felt like it might be safe to breathe again when they started silently up the steps toward the front door. They weren't coming straight for Diego and me, at least. When they were out of sight, we could disappear into the sound of the next breeze through the trees, and they would never know we'd been here. I looked at Diego and twitched my head slightly toward the way we'd come. He narrowed his eyes and held up one finger. Oh great, he wanted to stay. I rol ed my eyes at him, though I was so afraid, I was surprised I was capable of sarcasm. We both looked back to the house. The cloaked things had let themselves in silently, but I realized that neither she nor Riley had spoken since we'd caught sight of the visitors. They must have heard something or known in some other way that they were in danger. â€Å"Don't bother,† a very clear, monotone voice commanded lazily. It was not as high-pitched as our creator's, but it stil sounded girlish to me. â€Å"I think you know who we are, so you must know that there is no point in trying to surprise us. Or hide from us. Or fight us. Or run.† A deep, masculine chuckle that did not belong to Riley echoed menacingly through the house. â€Å"Relax,† instructed the first inflectionless voice – the cloaked girl. Her voice had that distinctive ring that made me certain she was a vampire, not a ghost or any other kind of nightmare. â€Å"We're not here to destroy you. Yet.† There was a moment of silence, and then some barely audible movements. A shifting of positions. â€Å"If you are not here to kil us, then†¦ what?† our creator asked, strained and shril . â€Å"We seek to know your intentions here. Specifical y, if they involve†¦ a certain local clan,† the cloaked girl explained. â€Å"We wonder if they have anything to do with the mayhem you've created here. Illegally created.† Diego and I frowned simultaneously. None of this made sense, but the last part was the weirdest. What could be il egal for vampires? What cop, what judge, what prison could have power over us? â€Å"Yes,† our creator hissed. â€Å"My plans are all about them. But we can't move yet. It's tricky.† A petulant note crept into her voice at the end.

Teacher Learning Through The Lens Of Activity Theory Education Essay

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