Lack of Connection between Educational Research and Practice Essay Example for Free

Lack of Connection between Educational Research and Practice canvasEducational research is conducted on the premise that an expansion of discernledge in the bea of schoolroom teaching should automatically lead to improvements in the classroom, not totally with respect to teaching airs however also the academic progress of students. All the same, this enhancement of knowledge is not always welcomed by teachers (Kennedy, The Connection). According to Mary M.Kennedy, the precedent of The Connection between Research and Practice, teachers may fail to apply new knowledge based on research for the following reasons (1) The research is not supreme or convincing enough to move teachers to alter their places (2) The teachers find it difficult to directly apply the new knowledge because they consider it irrelevant to their particular concerns or questions on the subject of teaching (3) The research findings may not run through been communicated in an understandable way and (4) It is impossible for the educational schema to accept the changes entailed by new research-based knowledge (Kennedy, The Connection).G.Reid Lyon, the Chief of the Child Development and Behavior Branch of the National Institute of Child Health and tender-hearted Development, U. S. Department of Health and Human Services, expresses dismay at the lack of familiarity between educational research and practice Scientific research can inform beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many children, specific decoding, word recognition, and reading comprehension skills mustiness be taught directly and systematically. We have also learned that preschool children derive significantly from being read to.The evidence suggests strongly that educators can foster reading development by providing kindergarten children with instruction that develops score concepts, familiarity with the purposes of r eading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure. One hopes that scientific research informs beginning reading instruction, tho it is not always so. Unfortunately, many teachers and administrators who could benefit from research to guide reading instructional practices do not yet trust the idea that research can inform their teaching (Lyon). The lack of radio link between educational research and practice astounds many researchers.Even so, this lack of connection is some successions approved by researchers. In the case of reading, for example, there are researchers who perceive that theories are neither practical nor profitable given that reading is a complex phenomenon (Calfee and Drum 183). These researchers even assume that theoretical analysis is unnecessary, if not impossible in this area (Calfee and Drum 183). Thus, there appears confusion with regards to applying educational research in the classr oom. Seeing that the educational researchers do not always book amongst themselves, it is unsurprising that teachers find it hard to understand new research-based knowledge before they can apply it.Teachers may not only disagree with educational researchers, but they also disagree with education reformers that base their ideals on current educational research after sifting through the disagreements among researchers (Kennedy, Reform Ideals). Research suggests that the teaching practice is strongly influenced by the values of the teachers themselves (Aguirre and Speer Brickhouse). In other words, teachers may simply disagree with educational research that blatantly conflicts with their beliefs about their practice. According to Argyris and Schon, such is the contrariety between espoused theories and theories in use. Despite the advice of researchers as well as reformers, teachers may simply find it impossible to apply educational research in the classroom when their own beliefs co nflict with the ideals of others.Kennedy has experienced the conflict between teacher practice and expectations while teaching in a different culture. Working in Thailand, without instanter appreciating the practice of teaching expected in the new culture, she was rather confused about the method of teaching that she was expected to adopt. She believed that she was right in her teaching style however, the expectations of the Thai school administrators and students differed. It took me a long time to adjust my practice to accommodate their expectations, she wrote later (Kennedy, Learning to Teach). Of course, if she had failed to adjust, she would have found it difficult to succeed in the new culture as a teacher.Educational research is meant to influence teacher practice (Kennedy, Means and Ends). Nevertheless, resistance to change is a reality that must be confronted by all organizations, whether they are academic in nature or purely for profit. Teachers may believe that a certain educational finding is irrelevant to their concerns or questions about teaching. Still, the real reason why teachers do not always apply current educational research in the classroom is that they believe that their own practices are correct at any given time. In spite of Kennedys focus on the connection between educational research and practice, it took her a long time to adjust to a new culture of schooling.Given that educational research is maturation by leaps and bounds nowadays, it is but natural for other teachers also to take a long time to adjust to new knowledge in the classroom. Change may sometimes be imposed upon the teachers, as in the case of new technologies that must be adopted in our times in a large number of schools close to the globe (Bell, Codde and Bell). When change is not imposed upon the teachers, it is difficult for them to decide on the kinds of changes to adopt and disregard. According to a website on education Educational research is potentially a grea t resource for supporting learner-centered practices, but there is a disjuncture between the worlds of the educational researcher and the practitioner (whether faculty member, instructional technologist, or learning designer).A few ears ago at the International Conference on Learning Sciences held in Ann Arbor, keynote speaker Linda Roberts commented on a vitamin D+ page proceeding, saying This is fabulous, relevant, and meaningful work the only problem is no one who needs it is going to read it. That is, there is not much of a bridge between research and practice (Bridging Teaching and Learning Research and Practice). Educational research has consistently focused on student-centered practices. Nonetheless, the constantly growing amount of research is expected to bewilder teachers about the appropriate teaching styles to adopt at any given time. The adoption of new technologies was considered necessary change.In cases where change is not considered urgent, however, there is bound to remain a wide gap between educational research and teacher practice. As mentioned previously, even educational researchers disagree about the kinds of changes that must be considered relevant or irrelevant. Hence, teachers are left with no choice but to take a long time to adjust. Teachers may additionally choose not to adjust to new knowledge. This is because the teachers values are imperative in the classroom. His or her belief system may not concede to a certain change in teaching style. Besides, change is often very difficult to adjust to. Hence, the lack of connection between educational research and practice is unavoidable in reality.

The effect of acid rain on building materials Essay Example for Free

The effect of tart rain on building materials EssayDue to dissolved degree Celsius dioxide rainwater is naturally acidic in the form of the weak carbonic acid. However acceleratores such as sulphur dioxide and nitrogen oxides cause acid rain, which is creditworthy for the corrosion of buildings and damage to the wildlife. The burning of fossil fuels releases these gases into the atmosphere when the small quantities of sulphur react with the oxygen in the air, forming sulphur dioxide. The aim of this investigation is to investigate the focusing in which one factor alters the rate of erosion of building materials such as stonework and metals. To proceed this experiment I can use marble chips (calcium carbonate) or magnesium ribbon and in place of sulphuric acid dilute hydrochloric acid volition be used. This is because sulphuric acid produces an insoluble salt which prevents whatsoever further reaction with the acid. The two possible equations for the experiment are 1) Mg + 2HCl MgCl + H 2) CaCO? + 2HCl CaCl + CO + H O I have decided to conduct my experiment using magnesium ribbon and so equation 1 will be used. Here is a list of the factors which I could investigate hatful of acid Concentration of acid. Temperature of reaction Mass/length of magnesium ribbon Particle size (no. of strips of magnesium) The factor which I have decided to investigate is the passel of hydrochloric acid. The range of volumes I have opted to use are 10cmi , 20cmi , 30cmi , 40cmi and 50cmi. The concentration of acid will remain at 2M throughout the investigation and the investigation will be conducted at room temperature. Also 1 strip of magnesium ribbon of mass 0. 05g will be used throughout the investigation.For each volume of acid used I will time how long it takes for 50cmiof hydrogen gas to be produced and collected in a gas syringe. Apparatus Conical flaskful (with bung) 100cmi gas syringe Scales Measuring cylinder Stopwatch Hypothesis I believe that as the vol ume of acid increases so will the rate of gas produced. This is because there will be more acid molecules and so there will be more chance of collisions between the magnesium and hydrochloric acid, thus a higher rate of reaction. I believe that the volume of acid will be directly proportional to the rate of reaction and so the following will be trueTherefore, if the volume of acid is doubled then the rate of gas produced should double. Diagram Method First of all the gas syringe was attached to the conical flask. 0. 05g of magnesium ribbon was weighed using the scales and placed inside the conical flask. The first volume of 2M hydrochloric acid, 10cmi , was measured out using a measuring cylinder and then added to the flask. Simultaneously the stopwatch was started and the bung was placed on the conical flask. When 50cmi hydrogen had been collected the stopwatch was stopped.This was repeated 3 times with each of the volumes of hydrochloric acid, 10, 20, 30, 40 and 50cmi. For each v olume an average time was calculated and then using that time the rate of reaction was calculated with the following equation Rate (cmi /s) = brashness of gas produced (cmi ) Time (s) Results Time Taken (s) Volume of HCl (cmi ) Reading 1 Reading 2 Reading 3 Average Reading Rate of chemical reaction (cmi /s).

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching SessionA portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and valuation of a instruction posing.IntroductionThe statute title of the teaching school term chosen was force per unit area Ulcer Risk Assessment. I have performed an in-depth critical reflection of the whole process of undertaking the teaching sitting and the details of this ar presented below. I reflected upon factors (personal, interpersonal, contextual) that strength have influenced the effectualness of the teaching and learnedness utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles.The purpose behind this cause was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching academic term provided which supplemented view as education on an most-valuable outlet which is likely to make a di fference to the assimilators (Clark 2005) and one which is incorporated into the process of clinical governance.There ar a variety of learning styles and one of these activist (Honey, 1982) learns most effectively from actu on the wholey performing the task. However feat of the task is relevant as a learning shape for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas constituent(a) to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised approximately of this theory to enhance the useableness of my reflection into how the teaching session similarlyk place.The portfolio of evidence follows in appendices. These are copies of the actual documents apply. These are referenced within the reflective elements of the exercise presented below.The process follows a fle xible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for approach in subsequent sessions.Rationale for choice of teaching sessionThe topic was Pressure Ulcer Risk Assessment. This was chosen for the following reasonsIt is an important areaIt has a high incidence. In a study in 1991 4.03% of admissions violateed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients besides develop pressure sores in the conjunction a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital.Once a pressure ulcer develops it is strong to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after notifycer and cardiovascular indisposition ( health Council of the Netherlands, 1999).Pressure ulcers are distr essing to patients.They adversely influence length of stay which is one of the clinical governance outcome measuresIncreasing length of stay blocks beds and has the last-ditch effect of lengthening waiting cartridge holders for elective surgical proceduresThis has financial implications for the TrustScare NHS resources are diverted away for treating pre-existing diseasesThe are doctor legal effects (Moody, 1997)Pressure sore are largely preventable (Stephen-Haynes). nursing on pressure relieving mattresses can be effective (Hofman et al, 1994)However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993)We can effectively predict which patients are at high risk although the Waterlow score does not perform closely in the community (Edwards M (1996) and there are in addition concerns close its performance within the hospital setting (Schoonhoven,2006).We can target preventative intervention at those at high ris kPrevention measures in the high risk group can make a difference (Cooper and gray, 2002)The risk factors accept to be understood by all nursing staff on the ward (Moody et al, 1988).It is important to keep up to date with new ideas in the topicPlanning based on a Teaching Plan (Quinn 2000)The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teachers notes. A copy of the teaching plan is presented in appendix 2.The aim of the teaching session was to develop an understanding of the principles of pressure ulcer risk opinion. The learning outcomes were At the end of this teaching session students should be able toDefine the term pressure ulcer and explain rationales for risk estimation.Understand the importance of clinical governance in relation to pressure ulcer risk assessment.Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterl ow, 1985, 1988, 2005).The seven learners were student cheers from the first to the third year of study.A scripted plan was set out as shown in appendix 2. This small the sequence and process of the session. Approximate timings were given in the first column. The content column tiny six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, check to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity mean was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising.The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is make on to newer more complex sensible.Preparation of self, subject material, students environment SelfI ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and likewise that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session.I was aware of the policy within the hospital somewhat screening for pressure sore risk and subsequent management so that the contents of the innovation were likely to be appropriate in the day to day working context.Subject materialI had thoroughly read up about the subject from a variety of resources in cluding paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted virtually questions and explicate some draft answers to them.StudentsI already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a flesh of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning inquires were.I advertised the teaching session to the students beforehand. I necessitate a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach some students may not follow what was going on wher eas others may be bored.EnvironmentA teaching mode was obtained. The chairs were arranged in a semi-circular pattern in sanctify for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of ad provideding the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session.Delivery the process of undertaking the sessionThe total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely synergistic although some of the students did not participate in the discussion.I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the canvassion mu ch more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspectsClarity of objectives and prioritiesKnowledge of the subjectKnowledge of educational theoryCommunication skillsMotivationThe teaching was interactional because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking lax questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. boilers suit I had in mind to make the session learner-centred.I used cue cards so that I did not pack detailed notes. I gave out and used handouts in such a way that the st udents would not be distracted by looking at them.The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, what is ..?, can whatsoeverbody explain or sound out me what this.. means please?, what do you understand by the term ? I spent a preponderance of the available time asking questions, explaining and clarifying.Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or disceptationening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students.Evaluation decisions relating to the process of evaluation and preparing evaluation materialsI prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful number one wood for the continuous improvement in education.In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be faultless once the feedback forms and attendance register had been dealt with.The summary of the completed forms is shown in the appendix. The forms included an area for free text comments.However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would consequently give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan.Feedback response to evaluation feedback (from learners/students) and self-evaluation chemical reaction to feedback from the studentsSelf evaluationI felt that I had performed well in some areas. I felt I was proceeding at a footfall that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by devising it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for provided reading and although I felt this was a good idea since according to educational theory adult learners need to be given guardianship and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation.I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be cover on the topic but the time was insufficient. Initially I felt powerfully that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necess ary in order for students to be taught. In retrospect it would have probably been preferential to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time.Feedback from the studentsThe feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks.In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. musing practice (Schn, 1987) consists of two elementsreflection in action, this occurred at the time of the teaching sessionreflection on action, occurred foll owing the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved.Action plan for future practice identify key points for future developmentLearn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question).Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982).Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001).Have a space on the evaluation form for comments on the environment.Use photographs and pictures.Get the students to actually use the scale.Do less reading of handouts.Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn.Ut ilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for cause get the students to actually use the risk scoring system by applying it to examples.According to Knowles (1984) it is a basic principle that adult learning is facilitated by support learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources.Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe.Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this.ConclusionIt is now going to be particularly important to adopt the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as do here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change.It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department.In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher.Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach.ReferencesBeckrich K Aronovitch SA 1999 infirmary acquired pressure ulcers a comparison of costs in medical vs. surgical patients. Nurs Econ 17263-271Cheek B 2005 The learning cycle in http//www.gp-training.net/training/restrain.htm accessed 10 March 2006Clark M Watts S 1994 The incidence of pressure sores within a Na tional Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6.Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing ShrewsburyEdwards M (1996) Pressure sore risk validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8Health Council of the Netherlands. Pressure ulcers. The Hague The Health Council of the Netherlands, 1999. (Publication No 1999/23.)Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses controlled clinical trial Lancet.5343(8897)568-71.Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles q uestionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006Kaufman D 2003 Applying educational theory in practice British Medical Journal 326213-216Knowles MS 1984 Andragogy in action applying modern principles of adult learning. San Francisco Jossey-BassMoody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) 22412243Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1) 41-41.Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4Power presentation info http//www.powerpresentation.info/ accessed 10 March 2006Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham Nelson Thornes.Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viabili ty 3(1) 13-15Schn DA 1987 Educating the reflective practitioner toward a new design for teaching and learning in the professions. San Francisco Jossey-BassSchoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002325797Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44The attributes of a good teacher http//www.gp-training.net/training/intending_trainers_course/atttea.htmAccessed 10 March 2006Touche Ross 1993 Report to the Department of Health on the cost ofpressure sores to the Health Service. In Department of Health Guidance Pressure Sores A Key Quality Indicator. Health Publications Unit, Heywood LancsWalsh K 2006 Are you a globalist or an analyst? BMJ2006332524Waterlow J (2005) Pressure sores Symptom (online). operational http//www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006Waterlow J (19 85) A risk assessment card. Nursing Times 81 48-55Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84 25

Models Of Strategic Change

Models Of strategic ChangeStrategic Change solicitudeThis edifice block is written with reference to strategic win over shell outment. It gives an apprehension of the assumes of strategic transmute making the image clear. It gives an insight into the theories to bedevil the idea a positive concept and not a detrimental one. Change is not always negative. It paves way for a development too provided it is often taken as nighthing that disturbs routine. It is delicate to do something new(prenominal) than the normal way but we do fail to accept the fact that a channel mint make things work correct and whatever changes be made should commence been decided after quite consideration. Change has become the normal way of life but success requires an boldness to optimize and coordinate across the whole business. Understanding the various types of change that are required and the options available for management is a critical step in structure the capacity to manage chan ge within your system of rules.AcknowledgementsI dedicate this assignment to my mother who worked hard all lifelong only for the upbringing of her daughters. She stood for us like the Rock Gibraltar in times of trouble. Being a single mother, she struggled hard sometimes even to feed us. Life has been too unkind to her but she never complained rather tried her best to give us a positive image of the world and the power to struggle and a never enjoin die attitude. I am indebted to her giving me life and the power to live it in a decent way.TABLE OF CONTENTS PAGE no.AcknowledgementsIntroduction projection 1 assess 1.1 Discuss the models of strategic change projection 1.2 Relevance of models of strategic change to placements in the current economyTask 1.3 tax the value of using strategic interposition techniquesTask 2Task 2.1 Examine the acquire for change in an makeupTask 2.2 prise the factors that are driving the need for strategic change in an organizationTask 2.3 Assess the resource implications of the organization not responding to strategic changeTask 3Task 3.1 stand up systems to involve stakeholders in the planning of changeTask 3.2 Develop a change management dodging with stakeholdersTask 3.3 judge the systems use to involve stakeholders in the planning of changeTask 3.4 Create a dodging for managing resistance to changeTask 4Task 4.1 Develop capture models for changeTask 4.2 Plan to implement a model for changeTask 4.3 Develop appropriate measures to monitor progressIntroductionThis building block helps would-be-managers to understand the nature of change and to cope with it. It gives an understanding closely change and the ways to manage with it without disturbing the working of the organization. In this unit we form discussed the different definitions and models of change which have been given by thinkers in the past which helps in evaluating the relevance of models of strategic change to organizations in the current economy. As we pro ceed, we examine the need for change and assess the factors that are driving the need for it. Also, the resource implications are discussed which do not respond to strategic change. The theories given by Kotter, Prosci, Lewis and others are milestones of the explore on change management. Their theories have helped in thorough understanding of change management. As the topic develops, it gives vital nurture on the reasons of change in markets, budget pressures, new technologies and other new programs such as TQM and re-engineering. All in all, the topic is an important resource on the factors and implications that bring change. Another unavoidable and subjective resource of the organization is stakeholders of the beau monde. The topic discusses slightly systems modelling, divergence and convergence and methods of involving them into organization. It is also quite obvious that change brings resistance therefore this unit enables us to manage resistance giving a way to strategies such as confabulations, education, forums, etc.The entire work gives a clear picture of change management. All a manager needs is to understand the criteria and manage with a difference on the guidelines of the researchers.Task 1 Discuss the Models of Strategic ChangeThere are many a(prenominal) theories about how to manage change. Most of the theories originate with leadership and change management guru, John Kotter who is a professor at Harvard Business School and world storied change expert. The following eight steps in the change process are his contribution.JOHN KOTTER Eight steps to transforming an organization (Kotter.J, 1995)Establishing a sense of proddingForming a powerful guiding coalitionCreating a visionCommunicating the visionEmpowering others to act on the visionPlanning and creating short term winsConsolidating improvements and producing legato to a greater extent changeInstitutionalising new approachesKotters research gave a whole new way to managing change.A p rogramme of planned change and improved performance unquestionable by Lewin involves the management of a three-phase process of behaviour modification.HcollegeimagesCAW3ZYXL.jpgLewins Change Management ModelSource http//www.infed.org/thinkers/et-lewin.htmUnfreeze- Reducing those forces which behaviour in its present form, mention of the need for change and improvement to occur.Movement Development of new attitudes or behaviour and the implementation of change.Refreezing Stabilising change at the new level and bread and butter (Hardy 1996)A new culture should be created within the organization such that managers look to change as an opportunity and adapt their business system to perpetually emerging conditions. (Hussey 2000)Proscis ADKAREffective change management demands five name purposes to form the basic ADKAR modelAwareness of the need to changeDesire to participate and gestate the changeKnowledge of how to change (and what change looks like)Ability to implement the cha nge on a day-to-day basisReinforcement to follow the change in place (Hiatt 2003)http//www.change-management.com/tutorials/baseballhands.jpgProscis ADKARSource http//techotoys.com/qwxDnJu0J/Action ResearchAction research refers to a way to look at ones own work practically and check as he would like it to be. Be experience research is done by the person him ego or the practitioner, it is called practitioner based research. It is also referred to as a form of self ruminative practice because it involves the person himself and his own work. (Hardy 1999)http//t3.gstatic.com/images?q=tbnANd9GcQcsVE4Cf5vBAswROm2rCiHEY7RlOeA6qasGK7xErfJZgmC-mlT5whttp//t3.gstatic.com/images?q=tbnANd9GcQcsVE4Cf5vBAswROm2rCiHEY7RlOeA6qasGK7xErfJZgmC-mlT5w http//www.llas.ac.uk/images/projects/action_research.gifAction researchSource http//www.llas.ac.uk/projects/2837Task 1.2Evaluate the relevance of models of strategic change to organizations in the current economyTeambuilding ConsensusStrategic change mode ls, as discussed above are the keys to success of any organization provided they are implemented in a sophisticated way. To achieve effective police squad end making leadership, (Franzen 1994) describes Consensus Team Decision Making CTDM model which has three key pillars.Maintain high conceptual levelStrive towards consensusManage the decision making processStrategic interventionsTypes of interventions selected for a project although depend on variety they are highly concentrated in a project. Strategic interventions are useful in situations likeRapid changes in the external environmentRapid or stagnant salesIncreased competitionRapid elaborateness of marketsMergers and acquisitions (Lewin 2005)Decision MakingContingency Theory of Decision MakingDecision participative contingency theory or the Normative Decision Theory is a model which says that the efficiency of a decision procedure depends on a number of aspects of the situation the importance of decision quality and acceptanc e the quantity of relevant information possessed by the leader and subordinates. (Fiedler 1999)In the autocratic style, the leader takes decisions without consulting others. (Lewin 2005)The participative style leadership, also known as participative democratic leadership style does the job of creating and maintaining estimable relationships between the employees and their leaders.(Kotter 2007)Proactive and Reactive (Whitehead 2006)PROACTIVEREACTIVENeeds to have and use own answersUnderstands the power of and uses team in solving problemsMakes decisions by selfRequests that team members make decisionsPushes for resultsShares a vision so compelling the team wants to move towards itReacts to changeForesees and influences changeTeaches team to expect railionTeaches team to be self reliantFocuses on finding and fixing problemsFocuses on achieving performance outcomesQuick to punish on mistakesLets the team learn by errorsTask 1.3Assess the value of using strategic intervention techniqu es in the organizationThe most important asset of any organization is human resource and strategic intervention helps them to adjust with the changing strategies of the organization and understand it.(George 1999). At azure Beauty stripe, it is vital to have a peaceful mind and sound behaviour as this profession cares with direct clientele.The method of strategic intervention assists the employees of Sapphire to find meanings to their life, dis prolong what, and why they do and how to meet their needs in positive and negative ways which helps to promote sustainable change. (Hiatt 2006)Human Process InterventionsThese are cooperative in particular during change project in organizations where there are some combinations of many new employees, different cultures, working together, many conflicts, etc.Activities Coaching, counseling, delegating, group learning, virtual teams, etc. ( Hiatt and Creasey 2003)Techno-structural InterventionsThese interventions are helpful in particular f or rapid harvest-feast but few internal systems to sustain growth, many complaints from customers, etc.Activities Balanced scorecard, downsizing and out placing, ISO 9000, Six sigma, etc.(Kurt 2005)Human Resource Management interventionsThese interventions are helpful in situations like establishment of new organizational goals, implementation of technology for a short time, low productivity, etc.Activities Staffing, evaluating performance, career development, employee wellness programme (George 1999)Task 2.1Examine the need for strategic change in the chosen organizationReasons for changeChange in market The United Kingdom is going by means of recession and there has been recession and the CPI annual inflation has rose to 3.3%. (London Business Times 2009). There has been increase in prices, job loss, bankruptcy and what not. both business has gone through losses and needs to cover up their expenses. (Fiedler 1999). At this point of time, Sapphire needs to change accordingly to ease customers at their purse and still keep them coming.Economic downturns Due to price rise, the raw material needed at the store is also become expensive. It is important to cover the costs by bringing about change in the organization. (Paul 1996)Customer Expectations There is a very hard competition in the market oddly in the beauty field. Customers get attracted to offers and it is not easy to get their confidence. To invest into customers, It is important to change the strategies accordingly. (Kotter and Cohen 2002)Competitive Edge Competition is healthy but can be fatal if the strategies become too monotonous and outdated. There is need for change to face competition. (Kotter 1995) Sapphire needs to be updated with products and material being used by competitors and try to do better than other turning the tables towards them. (Kotter 2007)Mergers The merger of the organization with another can lead to change in system as the new staff can have better ideas and plans to mak e the company a success. (Paul 1996). If Sapphire merges with another company to make it a success, it may have to revise the ways to do things.Change in mission If the mission of the company changes, obviously there has to be a different strategy to deal with it. The mission of Sapphire is to fight ageing and make muckle look beautiful but now the market demands more of stress releasing treatments. So Sapphire needs to rethink about its strategy. (Franzen and Hardaker 1999)Task 2.2Assess the factors that are driving the need for strategic change in an organizationThe Shifting rescue The economy is so very changing and dynamic. Due to the unpredictability of it, the organization is in constant need of change in the strategy and economic plan. This is more prevalent since recessionEnvironmental factors There are certain environmental changes that have an effect on the production and sales. These changes are to be monitored and the demand of change arises.Financial pressure There occur financial pressures on the organizations, in order to meet deadlines and targets. In order to handle finances, there has to be a change in finance plans. This is where the need for change management occurs.Technological advances There has been drastic change in production, marketing, outsourcing and other fields due to technology. The organization needs upgrading and has to keep in pace with the technological advances to succeed in its mission and make way for growth. Keeping in mind the factors discussed above, there is a need for change.Funding cuts With the recession in the economy, the company has cut down on costs and funds. There is need for change in financial strategy to keep the balance.Competition Competition is a healthy asset for any business. To keep up to the standards and do better than others is very important, hence it is vital to keep a watch at what others are doing and bring change in the company accordingly.Task 2.3Assess the resource implications of t he organization not responding to strategic changeRestructuring of HR- If the company does not respond to the changes as discussed above, it may have to face severe consequences and lose in the process. The organization will have to restructure the HR making way for a new beginning. There have to be leaders chosen again and staff employed for the smooth working of the company. call into question and hire of new employees Interviewing and hiring of new staff will have to be done which is a time consuming and costly process for any business.Redundancies The organization will have redundancies if proper steps for the change are not taken in time. This will affect the working and time management of the strategy of work.Training Training is another costly and time taking process. It takes a lot to train the employees and bear the costs. If the need for strategic change is understood, there is no need for the organization to bear costs or losses.ireTask 3.1Develop systems to involve st akeholders in the planning of change in the chosen organizationA stakeholder is one who has something to gain or lose through the outcomes of a planning process or project. These are also called interest groups and can have a strong bearing on the outcomes of political processes. It is useful for research projects to identify and analyse the needs and concerns of different stakeholders, particularly when these projects have an effect on policyInput-output transformation modelOperations management transforms inputs (labour, capital, equipment, land, buildings, materials and information) into outputs (goods and services) that provide added value to customers. Transformation System is the critical element in the model that determines how well the company produces goods and services that meet consumer needs. It does not matter whether the organization is a for-profit company, a non-profit organization (religious organizations, hospitals, etc.), or a government agency all organizations m ust get through to maximize the quality of their transformation processes to meet customer needs.Steps InvolvedStep 1 Clarify the research or policy change object glass (Problem Tree Analysis or objectives analysis might help with this.)Stap 2 Identify all the stakeholders or interest groups associated with this objective, problem or issue. Stakeholders can be organizations, groups, departments, structures, ne twainrks or individuals.Stakeholder tablehttp//www.odi.org.uk/resources/details.asp?id=5257title=stakeholder-analysisStep 3 Using the grid organise the stakeholders in different matrices according to their interest and power. Interest measures to what degree they may to be affected by the research project. Power measures the influence they have over the project or policy, and to what degree they can help achieve, or block, the desired change.The heathenish WebCulturalWebThe Cultural Webhttp//www.mindtools.com/pages/article/newSTR_90.htmThe Cultural Web identifies six interr elated elements Johnson and Scholes (2002) call it the paradigm the pattern or model of the work environment. By analyzing the factors in each, you can begin to see what is working, what isnt working, and what needs to be changed. The six elements areThe past events and people talked about inside and outside the company. Who and what the company chooses to abide by say a great deal about what it values, and perceives as great behaviour.The daily behaviour and actions of people that indicate acceptable behaviour. This determines what is expected to happen in given situations, and what is valued by management.The visual representations of the company including logos, how exquisite the offices are, and the dress codes.Multiple Cause Diagramshttp//t1.gstatic.com/images?q=tbnANd9GcSdVRFuXnr_B3dlTLYyaZepQmDbF-NMDoz5q0TClaUYPXfxVGPVt=1Multiple cause diagramshttp//ilearn.cto.int/login/index.phpMultiple cause diagrams are a way of using interconnectedness to shape up a complex situation.T hey represent both adequate and casual cause without making a distinction between them.This system is pictured as an interconnected group of events or effects to cause an effect as a purpose. Sometimes, if the input cause is removed, the output cause continues to happen, may be because feedback loops are present or other causes drive the effect.Influencing skillsThe careless(prenominal) reception of authority is becoming increasingly less common in the world. To get things done, it is better to rely on commitment rather than authority. For example, gaining co-operation from other departments.Task 3.2Develop a change management strategy with stakeholders in the chosen organizationDeveloping a winning strategy is messier than textbooks suggest. Most insights that are important for formulating strategies rest in the heads of operating managers. (Kotter 2007)The Stakeholder CircleThis is designed to put stakeholders on the project management radar. It is a proven method supported by a t ough, easy to use tool that guides us through five easy steps namelyIdentify your projects stakeholders and understand their needsPrioritize the stakeholders on the basis of power, proximity and urgency.Visualize the key stakeholders using the Stakeholder Circle. call for with the stakeholders by building and implementing an effective communicationplan.Monitor changes as you update and review your stakeholders at key points in the project.Public Hearings There can be events where stakeholders are allowed to give evidence or question general familiar authorities about decisions.Public hearings Regulated, formal arrangements for times and places at which members of the general public and other types of stakeholders can give evidence or question public authorities about decisions.Deliberative Polling This collects views when people are introduced to the issue and think about it. It also includes a feedback session.Task 3.3Evaluate the systems used to involve stakeholders in the planni ng of change in the chosen organizationThe stakeholder model is helpful in explaining the rules of the economic game and the link between stakeholder value and competitive advantage. The stakeholder strategy plan guides us on how to interact and communicate with each stakeholder during different stages of a project. It also helps to define who should participate, in what ways and on what level of the project. It gives thorough knowledge of the matter and suits best to most organizations. Other ways such as polling, seminars and workshops are also perfect ways to handle change in a proper manner.Task 3.4Create a strategy for managing resistance to change in the chosen organizationSelective Perception Peoples self interpretation of stimuli presents a unique image of the real world and results in selective perception. This leads to slanting view of the situation that fits into the perception of reality.Habit People are used to the same way of doing things which makes a habit. It becom es serves as a source of comfort. Bringing about change brings resistance.Loss of Freedom If the change is seen as an inconvenience, it reduces freedom of action or results in increased control, there will be resistance.Direct vs validatoryThere is staff that may resist directly and others that may be indirect in resistance. Direct resistance is to oppose in a direct manner and fighting straight but indirect resistance is to show resistance by making excuses such as resigning.Task 4.1Develop appropriate models for change in the chosen organization that will reflect their circumstancesThe best model for change that applies to Sapphire Beauty Box is Proscis Five twist Blocks change management model which includes the ADKARThe first thing Sapphire needs is the Awareness of the need for change. If the need for change is understood, half the job is done. Planned communication is essential for understanding. Sapphire needs change as there is a need for it.Next is the Desire to participa te and help the change. The employees of Sapphire need to make a personal decision to support the change and sustain it too. The CEO announced incentives for individuals creating a desire to be a part of the change.The third building block is providing Knowledge. Sapphire held a seminar for imparting awareness for change, how to undergo change and how to implement it. Prosci (2003) suggested forums and mentoring for knowledge of change.Ability to implement required skills and behavior is another building block of the ADKAR model. It is the difference between theory and practice. Once knowledge is imparted on change, the performance of the individual needs to be supported. Sapphire can do this by practice, coaching and feedback.Lat, but not the least comes Reinforcement. It is the final and essential stage of the model where efforts to sustain the change is accentuated. It is to be ensured that changes stay in place and individuals do not revert to old ways. The ways to do it are pos itive feedback, recognition, rewarding, etc. Sapphire makes it a point to take feedback of the customers as well as the employees to keep both sides balanced. There is a Best Employee of the Month award scheme at Sapphire Beauty Box which inspires employees to do their best.http//www.change-management.com/tutorials/ADKAR-clip_image002.gifProscis Change Management Modelhttp//www.change-management.com/tutorial-adkar-overview.htmTask 4.2Plan to implement a model for change considering the internal and external circumstances impacting on the organizationKaizen MethodThis is a Japanese method for continuous incremental improvement. It is a concept for gradual, continuous improvement. It assumes that every aspect of life has to be constantly improved. The main elements of Kaizen are effort, quality, and willingness to change, communication and interlocking of employees. Its five founding elements areTeamworkPersonal DisciplineImproved Morale tone Circles andSuggestions for Improvement.Th e Kaizen method is best for Sapphire Beauty Box as it is people oriented, requires long term discipline and easy to implement.Matrix OrganizationsThis kind of organization offers the advantages of flexibility, greater security and control of project information. It establishes a grid with a two way flow of authority and responsibility.Task 4.3Develop appropriate measures to monitor progress of the developed modelGoal Based EvaluationTo start with goal based evaluation, there can be two main questions we can ask forHow has the programme made a differenceAre the participants of the programme thought better as a result of the programme?Outcome based evaluation is a way that determines if the project at Sapphire Beauty Box have achieved its goals. The organized process using OBE helps to establish clear outcomes, to measure benefits, clarify groups for which benefits are targeted.Other ways to monitor progress in Sapphire Beauty Box are regular reports of the activities being practiced in there. Meetings are also undertaken by higher authorities to administer the changes and keep a watch on them. Quality Circles appear simple and straightforward but have to be viewed in regard to Japanese culture and management systems. Quality circles are do work and are used successfully by British organizations..CONCLUSIONIt can be concluded that strategic change is the key factor in any organization. Change is a pervasive influence. We are all subject to change in one form or the other which is continuous. The steps to change from Kotter give vital knowledge about making change Kotter is called the GURU in terms of change management. Proscis ADKAR building blocks give deep understanding and guidance for applying change and monitoring it to sustain change. Kurt Lewins change model is also an important one. The freeze, refreeze and transition stages develop new attitudes and behaviour.

Clash Of The Titans | Film Review

face-off Of The Titans Film ReviewThe picture palace Clash of the Titans (2010), order by Louis Leterrier, is a serious battle for power amongst men and kings, and kings and gods. withal, the battle of gods themselves could devastate the world. Perseus (Sam Worthinfton), a demigod brought up as a man, is powerless to put a behavior his family from Hades (Ralph Fiennes), the unforgiving god of the underworld, who feeds himself from gay fear. Perseus put himself upfront to organize a dangerous mission to defeat Hades before he could overthrow genus Zeus (Liam Neeson) and expose hell on earth. Leading a group of courageous men, Perseus heads off on a dangerous journey into the heart of forbidden worlds. Fighting with worldly demons and fearsome beasts, he leave all go beyond this challenge once he recognizes his power as a god and disregards his fate and create his use up got destiny.The film begins with a narration portraying the three Olympians who fought the Titans in the past Zeus, Poseidon (Danny Huston) and Hades. Hades showed their way of conquering the Titans with his own creation, the Kraken, a giant sea monster. afterward the spillage of the Titans, Zeus created piece and lead them while Poseidon governs the sea, On the other(a) roll, Hades who take a shit been betrayed by his brother Zeus, was forced to lead the Underworld and discovers an unusual way to have his power from humans that was different from his brothers gaining theirs from prayers. For him, he can obtain power through human fear.Thousand years later, Spyros (Pete Postlethwaite), a fisherman, comes across with a coffin floating in the sea, where he found a baby, Perseus, lies together with his dead mother, Danae. The fisherman comes to a decision of bringing up Perseus as his own son. Years passed, Perseus and his family are in the sea, fishing together when they saw a group of soldiers from the army of Argos tearing down a statue of Zeus as a proclamation of war against the gods. Hades reveals himself and orders harpies to kill the soldiers. Moreover, as he sees the fishing boat of the family of Perseus, he also destroyes it and sinks into the middle of the sea. As Perseus tries to rescue his family, with unwrap any reason, the hold out soldiers of Argos detain Perseus back to their homeland. During the feast for the soldiers who survived the battle, King Cepheus (Vincent Regan) and Queen Cassiopeia (Polly Walker) of Argos are differentiating themselves together with their daughter, lily-of-the-valley tree (Alexa Davalos), to the gods to protect their kingdom. Moreover, after persuading his brother to loose the monster on gentlemans gentleman to reprimand them for their disobedience, Hades shows himself in the courtroom before executing the remaining soldiers while Perseus is untouched. Hades reveals that Perseus is a demigod son of Zeus. He also warns that if Princess Andromeda is not sacrificed to the Kraken, Argos forget be devastated in ten days. Hermes (Alexander Siddig), the messenger of god, comes up to Zeus on Olympus to reveal where his son Perseus is. While Hermes recommends giving Perseus a golosh haven, Zeus proclaim that he shall have his own fate together with the other mortals.The king asks for the help of Perseus after he is imprisoned. Perseus refuses at first until he meets Io (Gemma Arterton), a woman whose not growing old as a reprimand for refusing to be seduced by a god. Io then tells him about his origin and the penalisation done by Zeus on Acrisius (Jason Flemyng), the former king of Argos, who was married to Danae, for opposing the gods. Acrisuis immediately orders the death of Danae and the baby Perseus after her giving birth. He decides to have them in the coffin float into the sea. However, an infuriated Zeus struck Acrisius with lightning, resulting to a dreadful damage to him.As Io finished her story and after knowing that defeating the Kraken will let him to have his vengeance with Hades, P erseus agrees together with Argos or so formid equal soldiers. They are also accompanied by Persian monster-hunters named Ixas (Hans Matheson) and Kucuk (Mouloud Achour), and Io, get on board on a mission to look for the Stygian Witches, the three women with gray skin and have one eye.Into the woods, Perseus and the soldiers discover a brand created in Olympus which will only illustrate its true power in the hands of Perseus. Wandering away from the group, Perseus runs into Zeus sacred herd of flying horses, the Pegasus. On the other hand, Perseus turns down the gods offering- the stain and the pure-black Pegasus, as he doesnt want to be a god. As per the order of Hades, Calibos contends the group of Perseus and tries to take his life. Number of soldiers was killed in this act just now Calibos failed to murder Perseus, and loses his hand before he can get away. But the drop of Calibos blood develops giant scorpions from the sand, which then attack Perseus and his men. Though th e group was able to kill some(prenominal) scorpions, many of the soldiers were slain as well, and those who survived faced more monsters to fight with. Perseus and his group were saved by Djinn, a bunch of desert sorcerers who were humans before but changed their human flesh with ash and dark magic. The Djinn were able to put the scorpions under their spell. Helping Perseus to heal his wounds, Sheikh Suleiman (Ian Whyte) Djinn drawing card, decided to join Perseus group to witness the gods obliteration of Argos.These brave men reached the Garden of Stygia, wherein they gathered information, from the Stygian Witches, that the head of the Gorgon Medusa (Natalia Vodianova) has the power to kill the Kraken, with the risk that they might be slain in the process. As they continue their journey, Zeus got to see Perseus to offer him a sanctuary at Mount Olympus, but still, Perseus refuses the offer. Instead, Zeus gives him a golden drachma, which he learns to be a means to buy off Charon for a way to the Underworld. On the other hand, Io was left outside of Medusas den, where a spell was cast that no women will be able to enter the area. Perseus, together with the remaining soldiers, gives all their strength to stay a move, but one by one, they turn into stone with her gaze. With Suleiman self-destructing himself and the sacrifice of Draco (Mads Mikkelsen), Perseus is able to behead Medusa. He came out in time to witness how Calibos kill Io by thrusting a sword from behind. Perseus challenges Calibos in a battle and kills him with the sword given to him by the gods, which transforms Calibos back to his human form. As Acrisius draws in his final breath, Hades power leaves him and tells Perseus to refuse to be a god. Perseus stays with Io until she passes on, then rides on to Pegasus and prepares himself back to Argos with Medusas head. At the same time, some of Argoss citizens founded a cult of Hades, who is planning to sacrifice Princess Andromeda to the Kraken, in opposition to the kings wishes. Hades enlightens Zeus that the fall of Argos will bestow him becoming power to remove the other Olympians from power. He then left Zeus defenseless to guarantee his triumph.On his way to Argos, Hades sends out his harpies to obstruct Perseus way back to Argos. Perseus overcomes the number of harpies sent by Hades and let the Kraken met the gaze of Medusa which turns the monster into stone. During this upheaval, King Cepheus was killed by the cult leader and has been crushed under the debris of the broken body of stoned Kraken. Hades shows up and scorns Perseus that he cannot kill him, since he is a god. Perseus snaps that Hades can live forever but it will not be in the world of men. He then uses the sword to send away Hades back to the Underworld. After saving Argos from destruction, Princess Andromeda advocates that Perseus should be the king and rule Argos at her side. Zeus gives Perseus a visit and offers to make him a god. Perseus declined both propositions. Zeus then advise Perseus that when Hades gathers enough fear from humankind, he will arise and return to rule the world in darkness. But Perseus will be prepared enough to stop Hades for the second time since he has all his intention of staying on Earth. With this, Zeus brings Io back to life, and the two rejoice while Pegasus flies preceding(prenominal) them.COMMENTARY ON THE FILM CLASH OF THE TITANS (2010)The movie is a remake of the film Clash of the Titans that was aired almost thirty years ago. The first film was produced in 1981 and the new version of the movie is an inadvertently entertaining retelling of a classic classic mythology. Fanatics of the earlier version of the film will not be in favor of the remake because of their concept of perfection of the original version. Thus, if movie goers will search for the original substance of the movie, they will be dissatisfied. However, for viewing audience who are searching for simple, enjoyable and exploration loaded with enormous mythological creatures of the original edition they will definitely take satisfaction in this movie directed by Louis Leterrier and distributed by Warner Bros. Picture.As a Turkish person, I chose BM Magazine to publish this review since BM Magazine accepted to publish my member in their May issue. At first, I am encountering problems in conceptualizing the film since many parts of the original version were cut and modify. However, since I was inspired by the movie Avatar which was aired in 3 Dimension (3D), the curiosity grew more as it was aired in more than hundred theaters in UK stretch out month. As I watched this movie, I found out that this was an action-packed movie from beginning to end and I believe that generation of viewing audience today will be convinced that this film is better than the 1981 film in term of effects and cinematography.Many of us know that the element of Greek mythology is filled with sex, anger, and envy and other shortcomings. The film Clash of the Titans portrays the story of Perseus, son of Zeus- the ruler of the heavens, as he leads the humans in a combat against the gods of Olympus. Particularly, Persues has an unwell will against Hades, brother of Zeus and ruler of the Underworld, since the god killed Perseus adoptive family out of anger. Zeus adores the humans and believes he needs their worship, but Hades disagrees. He thinks that humans, particularly those in Argos, are noble and mighty who believes they do not need gods. At the time that Queen Cassiopeia compared her daughter Andromeda, and claims that her daughter is more beautiful than Aphrodite, the gods instigate war on humans to teach them a lesson. The screenwriters, Travis Beacham, Phil Hay, Matt Manfredi felt that political power struggle between the gods was not interesting enough, so the film focused on vengeance. asunder from Zeus and Hades, no other gods or goddesses are integrated and it seems that their arguments are better to be just a reflection rather than the films driving factor.The writers chose to economise the majority of the elements, order of events and even the dialogues from the original film, but then decided to change certain elements or add characters in the story. From the original movie, characters of Andromeda and Calibos have much greater roles. Also, other characters like Poseidon, Ammon, Pegasus, Hera and Thetis, who played significant roles in the original, have either minimal roles or do not appear in this remake. Some personage have different roles but are in both films like Danae, who is the wife of Acrisuis and mother of Perseus, but from the original film, Danae is the daughter of Acrisuis impregnated by Zeus. With the original film, Perseus crawl in interest is Andromeda, and not Io, whom he married and became the King of Argos, which he declines in the remake. Things that the two films have in common are the attack of the scorpion, the combat with Medusa, and the final with the Kraken, and for Perseus being the son of Zeus.The movie started out as 2-dimensional film, but with the release of the 3-D movie Avatar, the Clash of the Titans was converted to 3-D. According to handler Leterrier, The adaptation to 3-D adds unbelievable depth to each scene, enhancing the chronicle and providing an all-encompassing clash familiarity. There are movies that are intended to be produced in 3-D. However this film was originally intended for 2-D version, but because of the success of Avatar, the director and producer decided to release a new version also intended for viewers who wanted to watch this film in 3-D. This new version in 3-D adds to the excitement but not to the entire effect of the story. The special effects, more often than not digital, have been purposely made to gather some with the original film. However, viewers of this film may be perplexed to find the substance of 3-D since the dimensional layer does not agree with the camera. Moreover, the high dime nsions of graphics also exposed little to the viewers. Thus, I would recommend to watched the film and in 2D instead of 3D to further appreciate the context of the film.On the other hand, the movie is definitely filled with striking settings and extraordinary creatures. Pegasus, the flying horse, is portrayed beautifully and the massive number of scorpions are indisputably frightening. The Kraken, a gigantic sea monster, is less remarkable than the trailer would have you believe. The film was shot in very lavishing scenery. As for the cinematography, it is very vibrant- spring out and zooming in or out around each character all the way through ravines and desert landscapes.Many of us know that Greek mythology gives emphasis on power, intelligence and beauty of the gods and goddesses. However, the interesting aspect such as beauty is not shown in the new version. Not a individual goddess delivered an argument in this film. But still, Io is able to fill the missing part of the movi e, showing more reasonable and more likeable female character and love interest than Andromeda.Moreover, I find the movie drew a cast of familiar faces. Sam Worthington showed only one emotion throughout the movie, seriousness, as Perseues, the most important character in the film. Liam Neeson, Ralph Fiennes and Dunny Huston portrayed as the three main Greeks gods Zeus, hades and Poseidon. Not much participation for Neeson and Huston has very little to do with the movie. slip of Io, played by Gemma Arterton, a woman cursed with agelessness and watch over Perseus through his mission. Alexa Davalos as Andromeda, the princess offered as a sacrifice for the Kraken.In over all, Clash of the Titans is perhaps the first 3-D movie intended to the generation of today. However, it is very hard for me to visualize that this movie will incarcerate wider audience since more of the viewers will undoubtedly attend for its nostalgia value. Moreover, it offers no-frills approach for classical movie s with monsters, chaos, and violence abundantly with just enough limits not to over step the leap of the PG-13 rating. For those viewers who will watch this movie in 2D might debate that it harkens back some of the classic fantasy adventure in the middle decades of the twentieth century. Thus, I find the movie a flawed but a very entertaining remake of the Greek mythological elements.

Letter from Birmingham Jail Essay -- Letter from Birmingham Jail Essay

Race. It is a word that is associated with many thoughts, words, and emotions. The color of rafts skin is the first thing that is noticed. Throughout history people have judged and abuse because they were of the wrong race. A prime example of this is the racial tension between blacks and whites. The driving force behind this tension is the noncurrent. For many years blacks were mistreated and abused based solely on the color of the skin. In Martin Luther King J.R.s Letter from Birmingham Jail, he uses references to the past and people of the past to strengthen his point. The actions in the past and present can affect the future. In Letter from Birmingham Jail, King uses references to Saints, philosophers of the past, and theologians to get into the minds of the clergymen to whom he is writing the letter. By using the words of white people of the past, King can use the clergymans own beliefs to his benefit. He uses the quote, sin is separation (WoI pg. 158) to show that segregati ng people because of color is morally and religiously wrong. Though King began ...

Weaknesses of Esther and Plath Exposed in Sylvia Plaths The Bell Jar E

Weaknesses of Esther and Plath Exposed in The Bell Jar The glass of which a toll jar is constructed is thick and suffocating, intending to preserve its ornamental contents but instead traps in it stale air. The thickness of the bell jar glass prevents the prisoner from clearly seeing through distortion. Sylvia Plath writes with extreme conviction, as The Bell Jar is essentially her autobiography. The fitting title symbolizes not only her suffocation and mental illness, but as well the internal struggle of Plaths alter ego and novel protagonist Esther Greenwood. The novel illustrates the base of operations confinement by highlighting the weaknesses of both Esther and Plath. Esthers first statement, It was a queer, stifling summer, the summer they electrocuted the Rosenbergs (1) sets the tone for the novel and establishes her preoccupation with death. She alludes to no remorse at the loss of life but rather concentrates on the wonder of execution. This style allows the comment ator to see the development of confinement that is, Esthers preoccupation with death entraps her within herself. It is perhaps her over-analysis of situations that causes the manifestations of her psyche she consistently volleys between multiple possibilities, searching for the most fruitful option. The novels theme is consistently shown as a mental battle of Esther versus herself, a direct result of her mental illness. It is obvious that Esther is at a crossroads and feels torn by life. She best describes her feelings with the following passage I saw myself in the crotch of this fig tree, starving to death, just because I couldnt make up my mind which of the figs I would choose. I wanted each a... ... her a strong person. Works Cited and Consulted Brennan, Sheila M. Popular Images of American Women in the 1950s. Womens Rights Law Reporter 14 (1992) 41-67. Bronfen, Elizabeth. Sylvia Plath. Writers and Their Work. Plymouth, UK Northcote, 1998. Evans, Sara M. Role Models of Wo men in America. in the raw York Free-Simon, 1989. Friedan, Betty. The Feminine Mystique. Twentieth Anniversary Edition. 1963. New York Norton, 1983. Nizer, Louis. The Implosion Conspiracy. New York Doubelday, 1973. Plath, Sylvia. The Bell Jar. 1963. London Faber, 1966. Radosh, Ronald, and Joyce Milton, eds. The Rosenberg File A Search for the Truth. 1983. New Haven Yale UP, 1997. Stevenson, Anne. Bitter Fame A conduct of Sylvia Plath. London Viking-Penguin, 1989. Wagner-Martin, Linda. Sylvia Plath A Biography. New York Simon, 1987.