Capital Punishment Essay - Beyond Horror and Incivility -- Argumentati

The Death Penalty: Beyond Horror and Incivility       "Capital punishment is the infliction of the death penalty on persons convicted of a crime" (Americana 596). Killing convicted felons has been one of the most widely practiced forms of criminal punishment in the United States. Currently, the states that do no practice the death penaly are Alaska, Hawaii, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, New Jersey, North Dakota, Ohio, Rhode Island, West Virginia and Wisconsin. However, for the remaining states that do practice the death penalty, it has been a topic of debate for many years. There are two parties who argue over its many points, including whether or not it is a fitting and adequate punishment, whether or not it acts as a deterrent to crime and whether or not it is morally wrong. These two classes of people can be grouped together as the retentionists, or the proponents, and the abolitionists, or the opponents (596). For the retentionists, the main reasons they are in support of the death penalty are to take revenge, to deter others, and to punish. They are most concerned with the protection of society from dangerous criminals. In spite of all this however, the death penalty is not a good form of criminal punishment for many reasons: it is morally wrong, it does not act as a deterrent for crime, it is irreversible and can be inflicted upon people who are innocent, it is more expensive than imprisonment and those who are convicted commonly use the costly process of appealing the decision and there is no chance to make restitution to the victim and/or the victim's family.    "People that favor the death penalty agree that capital punishment is a relic of barbarism, but as murder itself is barbaric... ...pectacle of publicly sanctioned killing has cheapened human life and dignity without the redeeming grace which comes from justice meted out swiftly, evenly, humanely" (Draper 44).    Works Cited Amnesty International Report. The Death Penalty. England: Amnesty International Publications, 1979. Bedau, Hugo Adam. The Death Penalty in America. New York: Oxford University Press, 1982. "Capital Punishment." Encyclopedia Americana. 1990 ed. Draper, Thomas. Capital Punishment. New York: H. W. Wilson, 1985. Horwitz, Elinor Lander. Capital Punishment U.S.A. New York: J. B. Lippincott, 1973. Jayewardene, C. H. S. The Penalty of Death. Massachusetts:Lexington, 1977. Meador, Roy. Capital Revenge: 54 Votes Against Life. Philadelphia:Dorrance, 1975. "Violent Crime Control And Law Enforcement Act of 1994." 3/8/95(date retrieved).   

neighbors :: essays research papers

Has jealously ever made you take action in ways that you wouldn’t normally? Have you ever wondered what it would be like to live in someone else’s shoes? If given the opportunity, would you step into his or her daily lifestyle? In the short story â€Å"Neighbors† by Raymond Carver, a young couple proves that the parasite of a trait, known as jealously, rarely has a happy ending.   Ã‚  Ã‚  Ã‚  Ã‚  Jealously by definition is a resentful, suspicious, envious feeling of the mind. This is exactly what forced the Millers to act uncivilized when given the capability to befall into the seeming less better life of someone else. Ashamed of their jealousy, the couple kept it a secret and began lying to each other. Evidently, the Millers became obsessed in becoming someone else.   Ã‚  Ã‚  Ã‚  Ã‚  Bill Miller wanted to experience life in a more extravagant environment. He went through the everyday tasks that his next-door neighbors, the Stones, would perform. Many of these things he wouldn’t normally do; for example, Bill stole from the Stones’ apartment in order to make him feel superior. He even became so empowered by the life of his neighbors that he began to lose track of time. Jealousy influenced Bill to metamorphosis into somebody else.   Ã‚  Ã‚  Ã‚  Ã‚  Arlene Miller’s jealousy also made her feel resentful towards her wealthy neighbors. She wished to have the same opportunities her friends seemed to have. As time passed, Arlene also had the itch to snoop into the secrets of their neighbor’s home. She found exactly what she was searching for, something to prove that the Stones’ didn’t live the perfect life. Ironically, due to her discovery and jealousy the unbelievable fell upon her. She realized she was locked out of her neighbor’s apartment.

Coursework Assessment Essay

In Patch Adams, Robin Williams portrays a doctor who strives to â€Å"improve the quality of life. â€Å"The movie is a perfect example of many cases of sacramental awareness and the sacrament of Anointing of the Sick. Patch encounters a â€Å"once-brilliant† man in a psychiatric clinic. Arthur Mendel son helps hunter the first character Patch meets is Arthur Mendel son. Arthur influences Patch’s ability to see through problems. In a Christ-like manner, we must see through and past the problems and look ahead toward the solution Christ died for our sins by looking past the problem. Patch also helps out his roommate, Rudy out. This brings on a revelation for Patch which lets him see through the scientific names of diseases. He learns to treat the person, not the disease. When he agrees to become a doctor, Patch is not only venturing into the field to physically heal people but also more importantly to spiritually heal people. This parallels Anointing of the Sick after meeting his two close friends, Truman and Cairn, Patch desires to reach out and help people, not to bury himself in his books. His friends quickly jump on the bandwagon and help him to carry out his theories. The sacramental awareness of Patch’s roommate is questionable until we find that he is genuinely good in the end. However, Dean Walcott is up until the end a foe of Patch’s. He is concerned with the physical aspect of healing much more than the spiritual aspect of healing. In the old church, Anointing of the Sick was sometimes believed to be physical. The spiritual aspect of healing would later be brought back into effect rightfully. When Patch is treating patients in his clinic, he exhibits great sacramental awareness by simply admitting that we are a community that can help each other. He proclaims that everyone is both a doctor and a patient. Patch also nears the meaning of the sacrament of Anointing of the Sick. He heals people in a beautiful way.

Slumdog Millionaire

Athos, Porthous and Latika ‘Slumdog Millionaire’ directed by Danny Boyle is about a young boy growing up in the slums of Mumbai, India. The idea of hope is developed throughout the film by using visual and verbal features as Jamal Malik faces a life in the slums and working child labour, until he finds love with Latika but the power of corrupt India splits them apart and now only destiny will bring them back together. Jamal to get Latika back goes on the Television show â€Å"Who Wants to be a Millionaire† hoping she will be watching.Colour was used very well in the costumes of Latika and she was often seen wearing a very bright yellow. This is happened at very significant events and was very symbolic. At the start of the movie amongst the riot Latika (Rubina Ali) is about 6 years old and is seen in yellow this symbolises her innocence as she doesn’t know what is happening around her and has no hope of surviving until Jamal and his older brother save her an d run away. Yellow symbolises hope and innocence and makes her stick out amongst the crowd drawing attention to her, she is seen in yellow when she has hope to be set free and be with Jamal.When Latika was forced to work with Javed she wore dull cream colours that were scruffy giving the idea she was trapped and as if she had no hope to be with Jamal. When Jamal’s brother Salim helps her escape and gives her a car to go look for Jamal so they can be together she puts on her yellow scarf symbolising hope. Setting throughout the film developed an important idea about the purpose of the film to show the audience â€Å"the real Mumbai†.The geographical setting of the film largely took place in the slums of Mumbai, India. This showed the audience â€Å"the real Mumbai, India†. The real Mumbai India was shown by Jamal, Salim and their mother sifting through rubbish, washing their clothes in dirty water and selling anything worth money including selling spots in line a t the toilets. All of this showed the audience the poverty in India in reality with 45% of the Indian population living in poverty and the dramatic change Jamal had to go through to get Latika back.However it was this poverty in his childhood that gave him the answers to the TV show who wants to be a millionaire and his destiny to get Latika back. Once Jamal is grown up he is on top of a high raised building where the slums used to be this is a contrast to how much Jamal has changed since he was young and in the slums to now how he is a millionaire, the buildings have changed from slums to high raised buildings. Diegetic music was used a lot throughout the film developing the ideas of hope and freedom.A good example of this was when the two boys were running away from Maman (child slave labourer) and they were traveling by train the lyrics of the song were in contrast â€Å"they cant even catch me† helped give a happy mood as the boys were laughing that they had gotten away. Another use of sound was that of the game show â€Å"Who Wants to be a Millionaire† and its theme music that created tension this helped give the idea of hope in every episode and Latika once said â€Å"It’s the perfect opportunity to start again† talking about the game show it was Jamal’s only chance to get Latika.Throughout the film the idea of hope and freedom was shown by visual and verbal features from the costume worn to create the idea of hope between Latika and Jamal. The setting portrayed â€Å"the real India â€Å"to the audience and showed what it was like for Jamal and gave him the answers to â€Å"Who wants to be a Millionaire† which gave him the hope to be with Latika when he won. Diegetic sound created tension and showed the hope like on the game show. Slumdog Millionaire Athos, Porthous and Latika ‘Slumdog Millionaire’ directed by Danny Boyle is about a young boy growing up in the slums of Mumbai, India. The idea of hope is developed throughout the film by using visual and verbal features as Jamal Malik faces a life in the slums and working child labour, until he finds love with Latika but the power of corrupt India splits them apart and now only destiny will bring them back together. Jamal to get Latika back goes on the Television show â€Å"Who Wants to be a Millionaire† hoping she will be watching.Colour was used very well in the costumes of Latika and she was often seen wearing a very bright yellow. This is happened at very significant events and was very symbolic. At the start of the movie amongst the riot Latika (Rubina Ali) is about 6 years old and is seen in yellow this symbolises her innocence as she doesn’t know what is happening around her and has no hope of surviving until Jamal and his older brother save her an d run away. Yellow symbolises hope and innocence and makes her stick out amongst the crowd drawing attention to her, she is seen in yellow when she has hope to be set free and be with Jamal.When Latika was forced to work with Javed she wore dull cream colours that were scruffy giving the idea she was trapped and as if she had no hope to be with Jamal. When Jamal’s brother Salim helps her escape and gives her a car to go look for Jamal so they can be together she puts on her yellow scarf symbolising hope. Setting throughout the film developed an important idea about the purpose of the film to show the audience â€Å"the real Mumbai†.The geographical setting of the film largely took place in the slums of Mumbai, India. This showed the audience â€Å"the real Mumbai, India†. The real Mumbai India was shown by Jamal, Salim and their mother sifting through rubbish, washing their clothes in dirty water and selling anything worth money including selling spots in line a t the toilets. All of this showed the audience the poverty in India in reality with 45% of the Indian population living in poverty and the dramatic change Jamal had to go through to get Latika back.However it was this poverty in his childhood that gave him the answers to the TV show who wants to be a millionaire and his destiny to get Latika back. Once Jamal is grown up he is on top of a high raised building where the slums used to be this is a contrast to how much Jamal has changed since he was young and in the slums to now how he is a millionaire, the buildings have changed from slums to high raised buildings. Diegetic music was used a lot throughout the film developing the ideas of hope and freedom.A good example of this was when the two boys were running away from Maman (child slave labourer) and they were traveling by train the lyrics of the song were in contrast â€Å"they cant even catch me† helped give a happy mood as the boys were laughing that they had gotten away. Another use of sound was that of the game show â€Å"Who Wants to be a Millionaire† and its theme music that created tension this helped give the idea of hope in every episode and Latika once said â€Å"It’s the perfect opportunity to start again† talking about the game show it was Jamal’s only chance to get Latika.Throughout the film the idea of hope and freedom was shown by visual and verbal features from the costume worn to create the idea of hope between Latika and Jamal. The setting portrayed â€Å"the real India â€Å"to the audience and showed what it was like for Jamal and gave him the answers to â€Å"Who wants to be a Millionaire† which gave him the hope to be with Latika when he won. Diegetic sound created tension and showed the hope like on the game show.

How to Write a Book Review

How to Write a Book Review A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation. There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review. The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used. 1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc. ), price and ISBN. 2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions: a. Why did the author write on this subject rather than on some other subject? b. From what point of view is the work written? c. Was the author trying to give information, to explain something technical, to convince the reader of a belief’s validity by dramatizing it in action? d. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary. Knowledge of the genre means understanding the art form. and how it functions. e. Who is the intended audience? f. What is the author's style? Is it formal or informal? Evaluate the quality of the writing style by using some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, fluidity. Does it suit the intended audience? g. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main ideas and how they are developed – chronologically, topically, etc. . How did the book affect you? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences you've had relate to the subject? h. How well has the book achieved its goal? i. Would you recommend this book or article to others? Why? 3. State the theme and the thesis of the book. a. Theme: The theme is the subject or topic. It is not necessarily the title, and it is usually not expressed in a complete sentence. It expresses a specific phase of the general subject matter. . Thesis: The thesis is an author’s generalization about the theme, the author’s beliefs about something important, the book’s ph ilosophical conclusion, or the proposition the author means to prove. Express it without metaphor or other figurative language, in one declarative sentence. Example Title: We Had it Made General Subject Matter:  Religious Intolerance Theme: The effects of religious intolerance on a small town Thesis: Religious intolerance, a sickness of individuals, contaminates an entire social group 4. Explain the method of development-the way the author supports the thesis. Illustrate your remarks with specific references and quotations. In general, authors tend to use the following methods, exclusively or in combination. a. Description:  The author presents word-pictures of scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way things (and people) are, in the episodes being described. b. Narration: The author tells the story of a series of events, usually presented in chronological order. In a novel however, chronological order may be violated for the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is on the events. Narration tells what has happened. Its primary purpose is to tell a story. c. Exposition: The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue as clearly and impartially as possible. Its primary purpose is to explain. d. Argument: The author uses the techniques of persuasion to establish the truth of a statement or to convince the reader of its falsity. The purpose is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue. Its primary purpose is to convince. 5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and usefulness to its intended audience. Show whether the author's main arguments are true. Respond to the author's opinions. What do you agree or disagree with? And why? Illustrate whether or not any conclusions drawn are derived logically from the evidence. Explore issues the book raises. What possibilities does the book suggest? What has the author omitted or what problems were left unsolved? What specific points are not convincing? Compare it with other books on similar subjects or other books by the same as well as different authors. Is it only a reworking of earlier books; a refutation of previous positions? Have newly uncovered sources justified a new approach by the author? Comment on parts of particular interest, and point out anything that seems to give the book literary merit. Relate the book to larger issues. 6. Try to find further information about the author – reputation, qualifications, influences, biographical, etc. any information that is relevant to the book being reviewed and that would help to establish the author's authority. Can you discern any connections between the author's philosophy, life experience and the reviewed book? 7. If relevant, make note of the book's format – layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding? 8. Check t he back matter. Is the index accurate? Check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Check any bibliography the author may provide. What kinds of sources, primary or secondary, appear in the bibliography? How does the author make use of them? Make note of important omissions. 9. Summarize (briefly), analyze, and comment on the book’s content. State your general conclusions. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. Use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point. Some Considerations When Reviewing specific genres: Fiction  (above all, do not give away the story) Character 1. From what sources are the characters drawn? 2. What is the author's attitude toward his characters? 3. Are the characters flat or three-dimensional? 4. Does character development occur? 5. Is character delineation direct or indirect? Theme 1. What is/are the major theme(s)? 2. How are they revealed and developed? 3. Is the theme traditional and familiar, or new and original? 4. Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent? Plot 1. How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled? 2. What is the relationship of plot to character delineation? 3. To what extent, and how, is accident employed as a complicating and/or resolving force? 4. What are the elements of mystery and suspense? 5. What other devices of plot complication and resolution are employed? 6. Is there a sub-plot and how is it related to the main plot? 7. Is the plot rimary or secondary to some of the other essential elements of the story (character, setting, style, etc. )? Style 1. What are the â€Å"intellectual qualities† of the writing (e. g. , simplicity, clarity)? 2. What are the â€Å"emotional qualities† of the writing (e. g. , humour, wit, satire)? 3.. What are the â€Å"aesthetic qualities† of the writing (e. g. , harmony, rhythm)? 4. What stylistic devices are employed (e. g. , symbolism, motifs, parody, allegory)? 5. How effective is dialogue? Setting 1. What is the setting and does it play a significant role in the work? 2. Is a sense of atmosphere evoked, and how? . What scenic effects are used and how important and effective are they? 4. Does the setting influence or impinge on the characters and/or plot? Biography 1. Does the book give a â€Å"full-length† picture of the subject? 2. What phases of the subject's life receive greatest treatment and is this treatment justified? 3. What is the point of view of the author? 4. How is the subject matter organized: chronologically, retrospectively, etc.? 5. Is the treatment superficial or does the author show extensive study into the subject's life? 6. What source materials were used in the preparation of the biography? . Is the work documented? 8. Does the author attempt to get at the subject's hidden motives? 9. What important new f acts about the subject's life are revealed in the book? 10. What is the relationship of the subject's career to contemporary history? 11. How does the biography compare with others about the same person? 12. How does it compare with other works by the same author? History and other Nonfiction 1. With what particular subject or period does the book deal? 2. How thorough is the treatment? 3. What were the sources used? 4. Is the account given in broad outline or in detail? 5. Is the style that of reportorial writing, or is there an effort at interpretive writing? 6. What is the point of view or thesis of the author? 7. Is the treatment superficial or profound? 8. For what group is the book intended (textbook, popular, scholarly, etc. )? 9. What part does biographical writing play in the book? 10. Is social history or political history emphasized? 11. Are dates used extensively, and if so, are they used intelligently? 12. Is the book a revision? How does it compare with earlier editions? 13. Are maps, illustrations, charts, etc. used and how are these to be evaluated? Poetry 1. Is this a work of power, originality, individuality? 2. What kind of poetry is under review (epic, lyrical, elegiac, etc. )? 3. What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc. ), and to what effect? 4. What is the central concern of the poem and is it effectively expressed? Subject headings used in the catalog: Book reviewing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criticism Related books: Book reviewing : a guide to writing book reviews for newspapers, magazines, radio, and television. Boston. The Writer, 1978 PN98. B7 B6 Drewry, John. Writing Book Reviews. Boston: The Writer, 1974. PN98. B7 D7 1974 Teitelbaum, Harry. How to Write Book Reports. New York: Monarch Press, 1975. LB2369 . T4 Miller, Walter James. How to write book reports : — analyzing and evaluating fiction, drama, poetry, and non-fiction  New York. Arco Pub. , 1984. LB2369 . M46 1984 Sources of Book Reviews Book Review Digest  1985+ INDEX Z1219 . C96 Book Review Index  1965+ INDEX Z1035. A1 B6 Contemporary Authors  REFERENCE Z1224 . C5 Related Websites: How to Write a Book Review. Stauffer Library. http://library. queensu. ca/inforef/bookreview/wri. htm Writing Book Reviews. University of Waterloo Library. http://library. uwaterloo. a/libguides/1-12. html ————————————————- How to Write a Book Review. Dalhousie University Libraries. http://www. library. dal. ca/How/Guides/BookReview/ How to Write a Book Review chillibreeze writer  Ã¢â‚¬â€Ã‚  Amy Sengupta A book review is a critical summary of a book. It is an open forum where one analyses and forms an opinion of the writers work. This critical evaluation is not only a useful source of information for the reader, but for those who intend to read the book. The essential step for writing a book review is to read it thoroughly and understand the contents of the book. One has to understand that it is simply not a summary but a critique. The three important steps in writing a book review are: Step 1: Introduction Start by mentioning the essentials like the title of the book, author’s name and relevant publishing information. You should also specify what type of literature it. For example it could be a sociological analysis, a historical book, a purely academic one or a lighter piece of work. Normally, the background about the writer is not required but one should not omit it if it’s of special relevance – for example a refugee writing on refugees. This helps to put the text in a specific context. Step 2: Main Section – Description and Summary The main section ideally consists of two sections – the description and the summary. The description can have excerpts from the book that give valuable insight into the work. However, while reviewing the storyline one has to make sure that the suspense of the story is not given away. Step 3: The Critical Analysis In this section, one has to remember not to critically analyze the entire book but take out those points which are intriguing. For example, if the book is on the urban poor, one can perhaps focus on their politics and culture. Your opinion on the book is crucial here as it shapes your analysis. It helps to provide an insight into the attributes of the book – Is it worth reading, is it interesting and so on. This section should also talk about one’s learning’s from the book and whether it holds an important or interesting message that caught your attention. Chillibreeze's disclaimer: The views and opinions expressed in this article are those of the author(s) and do not reflect the views of Chillibreeze as a company. Chillibreeze has a strict anti-plagiarism policy. Please contact us to report any copyright issues related to this article.

Yeshu

The most important point being that the natural balance in an ecosystem is maintained. This balance may be disturbed due to the introduction of new species, the sudden death of some species, natural hazards or man-made causes. In this field trip we will explore how human population and development affects the ecological balance. Take time to explore this site as your gateway to the world of ecology. It has interesting articles and facts. There are features such as the Environmental Timeline that shows how there were different concerns about the environment throughout istory.The environmental impact of war is an interesting article on how preparation of war and warfare leads to environmental losses. The carpet bombing of the lush green forests during the Vietnam war led to the loss of habitat of many species. Special features on population and the environment show how population has increased from the industrial age and how it will affect the environment. There are additional resource s for higher classes. In the name of development, we remove trees and vegetation, change how we use and, and keep expanding paved areas.All these not only affect the soil ecology, but also the water balance. Increased urbanization also requires more water to feed the city's population and industry, often requiring deeper and deeper wells to be drilled or water to be moved from even more distant locations. Increase of pavement area not lonely lessens the amount of water vapour that transpires back from the vegetation but also contributes to groundwater pollution if the salt used to melt road ice were allowed to runoff into the natural drainage system.Visit this site for a detailed look at water as a precious resource and how human development affects water and its ecosystem. It is dedicated to Water Day. To understand how human population and increased developmental activities affect the ecosystem, there are live examples all over the world. Armenia is one such example of what is hap pening to the ecosystem because of increased population and developmental activities. Over the last 1,000 years human impacts on the land have increased, mainly through deforestation and increased use of pastures.Such problems have intensified over recent years with unprecedented population growth and urbanisation since 1920, resulting in increased human impacts not only on individual species, but also on whole ecosystems. Read the article on this site and you will consciously become aware of what unchecked industrial development and urbanization could do to your region. The fast pace of development has led to many unwanted results. Exotic species get destroyed taster than we can discover them and ancient ecosystems are getting isturbed in our scientific explorations.Find out about amazing facts on human impact on oceans, toxins, and much more as you explore this site for environmental education on the web. It is designed primarily for kids, but the features and articles are good re ading for any grade. There are also handy tips on what you can do to help protect the environment and ideas on how you can start an ecology club in your neighbourhood. Visit the resources given on the Ecology and great Links pages to know more about this science.

HRD: Different Perspectives, Aims, and Objectives

Different paradigms present different perspectives of HARD (Human Resource Development) in terms of its aims and objectives. Consequently, it important to understand the different paradigms since each paradigm will have different approaches while solving HARD related problems. Experts advise that individuals build their personal beliefs regarding which paradigm suits his or her practice.In our context, It is best to divide HARD into two different paradigms, the performance, and the learning paradigm since they are definite. Moreover, the learning paradigm and the performance paradigm overlook most of the HARD practice as well as the thinking. The learning paradigm Is especially predominant In HARD practice In the United States of America. The learning paradigm and the performance paradigm are very dissimilar in many aspects. For instance, as the learning paradigm focuses on individual learning the performance paradigm focuses on the individual performance improvement.Learning paradig m of HARD is the field of study and practices that nature a long- term work-related learning capacity in an organization at all levels I. . Individual, organizational, and group levels. The performance paradigm of HARD is the art of realizing units of mission-related outputs. In addition, performance can be an organized system meant to accomplish a purpose or a mission. Though the two paradigms are diverse, they both agree on some aspects, for Instance they both agree that Improvement of organizations Is through human expertise.Different experts and philosophers hold different perspectives on the performance aspect. Performance can be as a natural outcome of humans' actively, reference is an important input in economic activities, or performance can also be a tool of oppression. There are different views held regarding then learning paradigm. Learning is a humanistic Endeavor, as it enhances the potential of human beings. Learning can also end up being an oppressive tool, for instan ce in the context of communism where learning is used to control the society.Learning is an instrument for the transmission of information needed by individuals. Nevertheless, it would be ignorant to draw that the two paradigms cannot converge since HARD operates best under Integration of the two. Chapter 8 Primary, the chapter Is about the theories on performance. Performance theory varies In comparison to the learning theory since It concentrates on teams, processes, organizational systems, and Individuals. Organizational effectiveness Is the mall precursor to performance and can be in different models.It can be a goal model, constituencies model. HARD is not the only discipline interested in performance and consequently analyzing HARD is normally on a basis on the different perspectives of performances. There are other different perspectives such as performance is a ultrasonically phenomenon. Performance models are of wide ranges of disciplines such as sociology, ethics, quality, psychology, and etcetera. Individual level performance models were because of HARD since; HARD has its foundation on individual learning.The models are the human performance technology and they try to define the common individual performance and the factors influencing individual performance. The financial performance entails the financial benefits of the HARD programs. Different factors influence the HARD profession such as the value-laden myths. Some of the myths are that the cost of HARD is high, it is impossible to quantify the benefits of HARD or that giving organizations the HARD they want is appropriate.Breaches enterprise model and Rumbles model provide integrated framework to achieve competitive advantage. Other common representative models are the John Campbell taxonomy and Thomas Gilbert's human performance engineering model. The integration of the performance models bring about new perspectives to HARD research, practice, and thinking. Chapter 9 This chapter focuses on the different perspectives of learning and the different preventative theories on learning in HARD.Learning is at the core of HARD and all debates ever carried out suggest that HARD embrace learning. The basic theories are six and include humanism, constructivism, holistic learning, social learning, behaviorism, and cognitive. These theories can apply in all the learning settings as well as for all age groups. Learning models can be at individual levels and at organizational levels. In the recent past, androgyny has been a theory of adult learning, a set of assumptions regarding adult learners, and a method of adult education.At individual levels is the androgyny that is a principal adult learning in HARD. On an adult learning perspective, it is a genuine trial to focus on the adult learner. Ontological model avails core standards of important and key hypotheses on adult learners. Another king of learning that is increasingly gaining attention is the transformational learning. This kind of learning is deep and requires the learner to challenge the fundamental assumptions and the mental schema they hold regarding the world.In relation to mental schema are restructuring, accretion, and tuning here accretion and tuning entails no change or incremental changes in an individual's schemata and restructuring involves creating a new schema. Organizational learning is learning that occurs at system level and not at individual levels. The main feature differentiating individual and organizational learning is that individual learning makes their mental models precise. HARD develops the knowledge for organizations to be competitive in the economy. Swanson. A, Hilton. F, Hilton, E. Foundations of Human Resource Development. London: Barrett-Koehler Publishers, 2001.