Bletchley Park GCSE Coursework Essay Example for Free

Bletchley Park GCSE Coursework Essay Bletchley Park was unique in many different was. Located just outside Bletchley, in southern England in some ways it could have been said to be detached from the rest of Britain during World War 2, lost in a secret world. The organization at Bletchley Park was unique. The method of operations, the dedication, the secrets hidden away behind the walls and even the people working there. All were completely different to what had ever been seen before in terms of code cracking. Secrecy was a big part of life in Bletchley, and even in the beginning when the initial government representatives went to check it out for possible use during wartime, they acted as privately as possible and gave reason for their stay as a hunting trip. The private aspect of station X continued throughout the war with guards patrolling the perimeters of Bletchley day and night. The secrecy kept up after the war as well, with those who had worked at Bletchley Park not being officially allowed to talk about it publicly until 1976. This was likely to be due to Churchills mistake after World War 1; of letting the Germans know that the British had cracked their code. Station X was another method of keeping the enigma secret. It was code-name used, meaning the key station where all the messages were sent. There where several other station Ys, all of which recorded any messages the intercepted and passed them straight on to the larger workstation at Bletchley (station X). This was to keep Bletchley Park looking relatively normal and aerial-free, thus aiding with the bid for secrecy. The people working at station X came from a variety of different backgrounds and were often chosen explicitly for their social records and information, rather than any skills with code breaking they had. Whilst this did only apply to the minority at Bletchley, (many working there during the war had come straight out of universities such as Oxford or Cambridge with a Maths degree) it is still a key aspect of the organization. Some were recruited on their ability to see outside of the box meaning that they were hired to see gaps (or flaws) in what others could not. This resulted in many people with more eccentric personalities residing in Bletchley during the war. Such people included the marvelous Alan Turing, who came up with the idea for the Bombe, one of the first computers in the world. He was certainly one of the abnormal people at Bletchley Park, but also an example of an extremely intelligent one. The actual organization at Bletchley was divided into certain huts. It was within these huts that the duties revolving around code cracking were divided up. For example, hut 8 may have been cracking the naval codes of the enigma, whilst hut 4 was deciding if they were to be of any use. This not only increased efficiency, but as a side effect, seemed to raise morale as well. Rather than working as a larger body were small triumphs went completely unnoticed, through these huts a sense of recognition of others efforts was able to be established. Many of the people with Bletchley were incredibly dedicated and in some cases worked solidly for 24 hours just to make sure that one particular aspect of the code was broken. This of course accelerated to process in which the enigma was eventually broken. Originally, those working at Bletchley Park were not respected or given the appropriate amount of attention by the SIS. (The secret intelligence service) However, this changed after Bletchley accurately predicted the location of a German warship that was just about the attack the British. The SIS ignored the warning, and two British ships were sunk and 1,500 men died. This was a wake up call for the SIS, who then proceeded to give any messages received from Bletchley top priority. 2. Why was Bletchley Park able to break the German enigma? Those working at Bletchley Park were able to break the enigma for several different reasons. Most importantly, it was due to their great skills at code cracking, their powerful intellect and the amazing perseverance that many had to try and achieve the goal. Other reasons must be taken into account though. Such as the clumsy mistakes by the German operators and the help that was given to the British by other countries such as the extraordinary work done by Poland before the war. The British received a great deal of intelligence from other countries during the war. The poles had secretly been working on the enigma before and during the start of the war. Three mathematicians had been trying to decode messages and solve the random jumble of letters. As Germany invaded, polish officials met up with the British and gave them all they knew about the enigma. This not only opened the gates for the British as to what the Nazis were using to scramble to letters, but also gave them a solid head start in order to go about decoding them. Later on, a German who was willing to sell information about the enigma contacted the French. French intelligence later passed this information on to the rest of the allies, including the British. Both of these two events greatly helped Bletchley Park crack the code of the enigma initially, and throughout the rest of the war. Another factor that continued to help the people working at station X were the mistakes of the German operators. It is likely that if the Germans had used the enigma exactly as directed, it would have been a lot harder to crack, thus taking up much more time. Common mistakes were not replacing or changing the order in which the cog wheels were arranged, not arranging the two plugs in the correct formation and other more minor errors that were normally results from laziness. Another fault that was used to its maximum effect was that of the double helix. In many cases, the enigma was not anywhere near as random as the Germans had first hoped, and in a few cases the British were able to see clear patterns were letters were exactly the same within the code. Whilst this was not necessarily the Germans fault, it was still as mistake that they did not know about and failed to consider. These mistakes were exploited and picked apart by the British, giving them a further chance in forming patterns out the mess. Bletchley used certain methods to ease the task of finding the right combination out of 150,000,000,000,000,000 possibilities. Techniques such as laying out perforated sheets to see if any letters matched were popular and helped the efficiency of code cracking as a whole. Also, machines that were invented during the war (including one of the first computers in the world) were a great asset to those at Bletchley as well. The machines invented during the time in Bletchley were all upgraded versions of the same basic idea. The human operator would feed in a code that had usually been worked on previously by other people or was a calculated (likely to be true) estimate (nicknamed a crib by those a Bletchley). The operator would enter the code into the machine and then it would cycle through all the possible combinations, stopping when it reached the correct one. The final version, invented by Turing, could decipher the code, possible wheel locations and possible plug locations thousands of times faster than a human. This greatly helped the British with the speed of cracking codes and sending them off to those who needed them. However it did not decrease the difficulty of knowing what formulas to use within the machine in the first place, or even decoding the initial and forming calculated guesses to feed into the machine to start off with. Those working at Bletchley had to solve several things in order to gather the information needed to have a chance at cracking the code. These included: * The Cog order and wiring * The text settings * The Cross plugging * And language (including German military slang terms) This required great patience and dedication all skills that those working at Bletchley either had already, or managed to acquire. Cracking a code can be an incredibly frustrating experience said one worker, but in most cases the results are uplifting, rewarding [and] very satisfying. Through intertwining many different people into a close knit community, along with their skills, personalities and unique ideas, Bletchley Park managed to effectively the ultimate code-cracking machine. Finally, breakthroughs were also a key factor when it came to breaking the code. Strokes of luck such as recovering German navy code books off small weather vessels that were easily captured, or getting other such Nazi secrets of sinking U-boats or crashed vehicles greatly helped advance the enigma effort. Overall, there was no key reason why the British were able to crack the code of the enigma. No huge mistake was made by the Germans that completely gave the secrets away, no massive breakthrough was made by the British to unlock all the enigma codes in one go, the end result came from many different factors that when put together, gave Bletchley Park the key to the enigma code.

Recent developments in policies in care

Recent developments in policies in care There are a number of recent developments in policies relating to care, however, I am going to focus on just one of these policies which is the National Health Service And Community Care Act 1990. Community care has no single meaning, broadly, it means helping people who need care and support to live with dignity and as much independence as possible in the community. The community is hard to define, it most often means ordinary homes, but for some people, it includes special forms of housing, residential or nursing homes. Community care involves provision which is largely pensions, benefits, income, transport, housing, the opportunity to work, policies for essential services such as fuel, telephone, recreation, education and leisure. Community care is part of our lives. It is the web of care and support provided for frail, people have sick, dependent people both by their families or others members of the community and by public or other services. This means helping some people remain in their homes or creating homelike places appropriate support. Community care means a preference for home life over institutional care. It means helping people to be integrated with their local community, rather than being separate from it, in a long stay hospital, where people do live with others in what are called communal settings or group homes. There is a general reference for smaller homes close to where people have always lived. New arrangements are being introduced for publicly provided social services. These are often referred to as the community care changes. They were first described in 1989 Government document called Caring for people, the NHS and Community Care Act 1990 made the necessary legal changes. Firstly, When looking at the history behind the NHS and community Care Act 1990, In 1948 the new National Health Service (NHS) and local authorities inherited 500 old workhouses that catered for, or warehoused a mixture of elderly people, some of whom were incapable of looking after themselves, some of whom needed medical or nursing care, and some of whom simply had nowhere else to go. The NHS, wanted to get rid of its embarrassing institutions, which contained hundreds of people confined to large wards with no privacy and receiving no significant medical treatment (Townsend 1962). The Nuffield Foundation issued a report from a committee chaired by seebohm Rowntree in 1947 on the circumstances of old people living in these homes, in smaller residential accommodation and at home. It recommended the development of small units, of no more than thirty five people, sited in the community. Central Government issued guidance to local authorities encouraging them to develop such smaller residential homes, though its own expenditure restrictions made this difficult to achieve until the 1960s when closure of the remaining workhouses became a major policy goal and local authorities began to build up services that supported elderly people in their homes, such as home helps and meals on wheels. In NHS terminology these alternatives to long stay care in the old hospitals and workhouses came to be called community care. The same approach can be seen in the next social group to be considered for community care, which was the mentally ill. The Royal Commission on the Law relating to mental illness and mental deficiency in 1957 saw a decline in the number of people needing long-term compulsory detention in hospitals. Many were there and their civil liberties denied merely because no alternatives were available. The preparation for the closure of large long stay hospitals for the mentally ill began in the early 1960s but it progressed very slowly at first. It was the scandals that hit the long stay institutions for the mentally handicapped in the late 1960s and early 1970s that began a large programme of hospital closure for that group too. (Martin 1984). The term community care came to be applied to those facilities that were developed to replace long-stay hospital care. The expectation was that local authorities would take on the role of proving such alternative care. In the 1980s, the emphasis changed again. In their very early statement of policy priorities for the elderly, growing older, the new conservative government emphasised the importance not of care in the community but of care by the community (Department of Health and Social Security 1981). This essentially meant care by the family and support by neighbours and local voluntary groups, not the local authority. Community care has been a concern to shift the responsibility for care from one agency to another, from the NHS to local authorities, from local authorities to families. The NHS and Community Care Act 1990 was introduced for a number of reasons, it introduced new procedures for arranging and paying for state funded social care. The government stated that they aim to make the best use of public money to make sure that the services which are provided by local and health authorities meet their needs. They encouraged authorities to set priorities to decide how they will spend money if there is not enough to provide for everyones needs. They also ensure that local authorities check on the quality of care which is being provided through inspection units, complaints procedures, care management, setting of service specifications and monitoring contracts for care and they aimed to encourage local authorities to use other organisations to provide services, not just to provide themselves. The Audit Commission 1986 carried out a report called making a Reality of Community Care, which was a highly cogent and critical document. It discussed the fragmented nature of the so-called spectrum of care that was supposed to be available, from hospital to domiciliary care. It pointed out that many agencies were involved and that many people were either getting the wrong kind of care or not getting care at all. It criticised funding arrangements that gave more central government support to hospital care than to local authorities, which were providing an alternative. What was new was the exposure of what was happening to the social security funding of residential care. The Audit Commission documented the rise in spending and argued that the government was being wholly inconsistent. It was telling local authorities that it wanted old people to stay at home for as long as possible because that was the most cost-effective and desirable thing to do, but at the same time it was pushing large sums of public money into expensive residential and nursing home care. Sir Roy Griffiths, Mrs Thatchers trusted advisor on the NHS, had already reported to her on the management of the NHS. He was called into service again. He established the Griffiths report in 1984 to review the way in which public funds are used to support community care policy and to advise the secretary of state on options which would improve the use of these funds. (Department of Health and Social Security 1988). His essential job was to sort the money problem. In his report he recommended that public finance for people, who require either residential home care or non-acute nursing home care, whether that is provided by the public sector or by private or voluntary organisations, should be provided in the same way. Public finance should only be provided following separate assessments of the financial means of the applicant and of the need of care. The assessments should be managed through social services authorities. Local authority social services departments were responsible for the funding of support and organisation in the community, which commenced when the establishment of the NHS and Community Care 1990 was made. The blurring of the boundaries involving health and social care came into effect at the same time as the development of this Act was made. Recent debates are concerned with equality in community care over the allocation of public resources involving various client groups, income groups, localities and generations. Local authority services departments were in charge of funding and organising care and support in the community, this was carried out by the NHS and Community Care Act 1990 to allow individuals who are affected by disability or ageing to live independently as possible. Both the idea of responsibility and community care and for its organisation has been especially hard to identify. For example, in 1981 a study by the Department of Health and Social Security distinguished the inconsistent understanding of community care by health and social services authorities. For the NHS, community care typically referred to care offered outside the health service, for example, residential care from local authorities. Residential care was referred mainly by social services departments. The central department of social security was handed the main responsibility for funding from means testing to local service departments. Providing and planning care and assessing peoples needs was the local authoritys responsibility. This included domiciliary care as well as the allowance of money for places in residential and nursing homes. The Act included key objectives, which were, three different types of services available for people at their homes such as respite, day and domiciliary services which includes occupational therapy, bathing services, home care and home help, various types of daytime care outside a persons home is associated with day services. Examples of day services are lunch clubs, day hospitals and day centres. Another key objective is respite care enables people who are being cared for and carers to get a break from another. Respite services include day centre attendance, family placement schemes, sitting services and also respite care provided in nursing and residential homes. Another objective from the Act was service for carers, when an individuals needs assessment is being prepared, carers need to be considered. Another key objective was that a referral on behalf of a patient to social services can be made by any individual as well as any person who is a member of the primary health care team. Also, anyone who appears to need a community care service must be carried out by the local authorities. A written care plan should be then set out by the local authority which should address who, when and what will be achieved by providing services, to deal with issues with services there should be a contact point and if any circumstances change, there should be information on how the individual can ask for an evaluation of the services. Another objective is that GPs are expected to deliver helpful information on health to assist social services in the care assessment. There are a number of adult client groups that benefited from these objectives. The children Act 1989 introduced many changes relevant to provision for children and their protection, adult client groups include elderly people, people with physical disabilities, mental health problems, drug and alcohol problems, people with HIV or AIDS, homeless people and people who are terminally ill. However, the National Health Service and Community Care Act 1990 have been criticisms. There is a tension between the idea of user-led assessment and the targeting of resources on people. Some social services departments are worried that the assessment process will raise expectations which cannot be met. It is possible that some assessments will not reflect peoples actual needs, but only the needs they are allowed to express in line with those the authority feels able to meet. Such a system would suppress only understandings of the true level of need, unless the unmet needs are carefully recorded and fed back into the system. Also the community care reforms are rooted in the idea that people should have choice about how their care needs are met. Assessment should be user-led, but gives the ultimate responsibility for defining need and working out how or if it will be met to the local authority through the assessor or care manager The Act has been also criticised for using the term vulnerable adults. They are defined as at risk of abuse. They are those meeting the criteria of the NHS and Community Care Act 1990, or being in need of community care services by reason of mental or other disability, age or illness and being unable to take care of themselves or to protect themselves against significant harm or exploitation. The term vulnerability is being used in this Act to stress the differences between people in terms of their ability to protect themselves. However, these differences are not fixed and a disability perspective would argue that casting disabled or older people, or people with health problems, as vulnerable is a form of infantilization and further perpetuates their less than full adult status. They can be seen as helpless or dependent and unable to manage the risks of ordinary living. Examples of this are: people with learning disabilities may be over-protected by those who fear they will be exploi ted, in particular, sexually. Another criticism of the Act is that Lewis and Glennerster (1996) have suggested that NHS officers regarded the 1990 Act as good grounds for getting rid of their long-term care responsibilities as soon as possible. Some health authorities stopped providing any continuing care beds at all (Richards 1996). Eventually, these developments forced the department of health publicly to accept that the 1990 Act had led to a reduction in the responsibility of hospitals for long term care, not withstanding its earlier claims to the contrary. On a 1994 report by the Health Service Commissioner into the case of a seriously brain damaged patient, for whom the local health authority had refused to accept responsibility, The Commissioner found that, in refusing to spend resources on patients of this type, the health authority was failing to fulfil its duties. (Health Service Commissioner 1994). Another criticism of the NHS and Community Care Act 1990 are that even though the reforms have stressed the significance of carers (primarily other family members), however, some of the individuals that need care do not have families and of the individuals who do have families do not have carers. Also the basic difference in individuals family situation is not directly addressed by the current policy. The community care reforms, which were preceded by the white paper, found that the government distinguishes that demographic movements will have repercussions for the potential availability of carers. However, it failed to explore what these repercussions might be; the reforms also persist to place the relatives at the middle of the care system. Another criticism is that there also may be no interpreting service to help people whose first language is not English, or who is death, People may not want their financial means to be assessed, disablement benefits have to be put towards servic es offered, when there is already difficulty making ends meet. In conclusion the community care involves provision which is largely pensions, benefits, income, transport, housing, the opportunity to work, policies for essential services such as fuel, telephone, recreation, education and leisure. Community care is part of our lives. The NHS and Community Care Act included key objectives, which were, three different types of services available for people at their homes such as respite, day and domiciliary services which includes occupational therapy. Criticisms of the policy include casting disabled or older people, or people with health problems, as vulnerable is a form of infantilization and further perpetuates their less than full adult status. (2599 words)

Why are some children more successful as learners than others

Why are some children more successful as learners than others Before considering how children learn in a variety of ways it is important to establish how successful learning is defined for the context of this essay. Rigby et al (1992) broadly construed that learning refers to a life-long process in which organisms make contact with and assimilate their environment. However, it is important to relate specific types of learning to the theories of motivation, as the effects of motivation will impact differently on different types of learners. This dependent variable (learning) is directly influenced by the independent variables (type of motivation), so it is important to acknowledge the significance of learning within literature. Deci et al (1991) acknowledged that the central features of optimal learning are conceptual understanding and the flexible use of knowledge. Deci et al (1991) summarised this theory by stipulating, the learning outcomes stressed are understood both in the relations among facts and the ways to find or generate facts. My in terpretation of this theory is that it allows the learner to have an understanding of the outcome and processes that were used to find that outcome. Deci et al (1991) believe the strength of this theory lies in the recognition that the acquisition and retention of facts are not enough to promote successful learning. Another factor to consider, for the context of the essay, is that children learn in a variety of different ways. The deep learning approach describes active engagement with the content, leading to extensive elaboration of the learning material, whilst seeking personal understanding. In contrast, the surface approach indicates the use of routine memorisation to reproduce aspects of the subject matter expected to be assessed (Entwistle, 2001). There is a general acceptance that the manner in which individuals choose or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Cassidy, 2004). My interpretation of Cassidys research is that one learning style will not be more successful than another, but, consequently, it is imperative for teachers to approach a learning style that suits the individuals in that class in order to engage them in the process of learning. Learning needs to be personalised for all children so they can achi eve their educational potential. If personalised learning is not accomplished, not every child in the class would achieve the same success in their learning. It is also important to recognise the effect that the learning environment has on the success of children and how this can be manipulated to create a positive experience for them. Reeve (2006) recognised that students can be curious, proactive and highly engaged or they can be alienated, reactive and passive. Just how engaged students are depends on the quality of classroom conditions. In school settings, engagement is important because it functions as a behavioural pathway by which students motivational processes contribute to their subsequent learning and development (Reeve et al, 1991). Therefore, it is important that an effective learning environment is created to enhance childrens motivation and, in turn, increase their learning success. However, opposing this, Taylor, Ntoumanis and Smith (2009) recognise the peripheral position of P.E. means that P.E. teachers work in very different occupational environments in comparison to teachers in core subjects. It is important to manipul ate the environment to suit the subject being taught therefore enhancing learning. I believe the majority of children respond positively to the P.E. environment, as it is a different setting to the classroom. As a direct influence of my experience as a student and a teacher I, believe that a positive correlation needs to be created between the learning environment and the learning style of the students so that successful learning can be created. I also believe this makes a teachers job particularly difficult nowadays because there are so many independent variables that need to be considered so that learners can achieve their maximum learning potential. Hardre et al (2006) recognised that the interaction of teaching and learning results from complex dynamics of multiple structures and characteristics. This places particular emphasis on the teachers motivation to understand these characteristics. Teachers motivation appears crucial for optimal human functioning in the work place because teachers who are highly motivated are more engaged in their work and more satisfied (Fernet et al, 2008). Furthermore, Fernet et al (2008) state that a teachers motivation is directly linked to their student s motivation. The overall aim of this essay is to reflect on the importance of motivation in relation to Self-Determination Theory (SDT). It is important to declare that other theories of motivation are signified for educational settings, but this theory will be used to make links between types of motivation and successful learners. SDT (Deci Ryan, 1985) distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. A person who feels no impetus or inspiration to act is characterised as unmotivated, whereas someone who is energized or activated toward an end is considered motivated (Ryan Deci, 2000). Ryan Deci (2000) declare that the most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome (Ryan Deci, 2000). SDT, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, the value of education, a confidence in their capacities and attributes (Deci et al 1991). SDT is one of the most widely used theoretical frameworks to study motivation in P.E, which is not surprising given that its major propositions and constructs are highly relevant to P.E. (Ntoumanis and Standage, 2009). To conclude, previous research in this area is imperative to determine which method of motivation creates the most successful learner. SDT assumes that inherent in human nature is the propensity to be curious about ones environment and to be interested in learning and developing ones knowledge (Niemiec Ryan, 2009). Even though this theory can be applied to an educational setting, can it be assumed that students would still go to school if they have a choice of attending? Would children be curious about this type of environment and the processes that occur there if they didnt have an obligation to attend school? Deci, Ryan and Williams (1996) recognise that for an action to be considered fully self-regulated, people must experience a sense of volition and a sense of unpressured willingness to engage in the action. However, by law, all children of compulsory school age, between 5 and 16, must receive a proper full-time education. Parents are responsible for making this happen, either by registering the child at school or by making other arrangements which provide an effective education (Department for Education, 2010 ). After taking into consideration the legal requirements (external factor) that ensure children attend school, it is important to discuss whether they exhibit intrinsic or extrisic motivation within school. Intrinsic Motivation Intrinsic motivation can be classed as behaviour which is accepted in the absence of external impetus and that is inherently interesting and enjoyable (Ryan Deci, 2000). Vansteenkiste, Soenens Lens (2009) suggests it is important to apply realistic and meaningful intrinsic goals to the learning activity so that children accept the promoted goal. This theory has been supported by Katz Assor (2006) who state that options should be constructed that are relevant to childrens interests, aimed at their level of ability and are congruent with their values. It is important to recognise what effect this has on the success of learning and Gronlick Ryan (1987) found that elementary school children, who reported more autonomous motivation for doing schoolwork, in general, showed greater conceptual learning and better memory than children who reported less autonomous motivation. This is an important factor as conceptual learning is directly related to the definition of success learning used i n this essay. I would argue that it is difficult to achieve this throughout the curriculum as the learning is always facilitated towards assessment. Several studies have supported this by demonstrating that under certain conditions extrinsic rewards can enhance intrinsic motivation (Ryan, Mims Koestner, 1983). I dont believe that all students would be able to disengage from the fact that they are always being assessed, whether it is formative or summative methods, and perform based on intrinsic feelings alone. In conjunction with this, I dont believe it is physically possible for teachers to facilitate a learning environment that will enable all students to be working towards their maximum learning potential as there are too many learning variables to manipulate at one time. Extrinsic Motivation It is important to recognise that intrinsic motivation, as discussed above, is not the only form of motivation which students can demonstrate in an educational setting. Pupils can also be motivated by extrinsic factors which lead to a separate outcome. Deci Ryan (2010) recognised that extrinsic motivation is used to motivate students on tasks and lessons that are important but not necessarily intrinsically interesting. Niemiec Ryan (2009) suggest that all too often educators introduce external controls into the learning climate, which can undermine the relationship between teachers and students and also stifle the natural process involved in high quality learning. However, I think it is impossible to achieve the natural process of learning consistently and this method of motivation can be used regularly and effectively, to enhance learning in the long term. When pupils are amotivated, extrinsic motivation can be used to ensure that they are engaging in the teaching and learning pro cess. Fortier, Vallerand and Guay (1995) support this argument by stating that extrinsic motivation can be used as a means to an end, therefore, if autonomy is not present then it be used as a method of increasing successful learning. Types of Extrinsic Motivation In SDT, an analysis of extrinsic motivation revolves around the developmental process of internalization (Rigby et al. 1992). Internalization is the process of taking in a value or a regulation and it describes how motivation for behaviour can range from amotivation, to passive compliance, to active personal commitment (Deci Ryan, 2000). It is through the process of internalization that extrinsic motivation enables self-determined engagement during important but uninteresting endeavours (Deci Ryan, 2010). Therefore, it is vital to recognise its importance in an educational setting and its effect on the success of learning, as there are many activities in school which students find boring or uninteresting. It is important to recognise that SDT lists three types of extrinsic motivation and each type of motivation varies in how self-determined and internalized it is (Deci Ryan, 1991). External Regulation Deci Ryan (1991) recognise that in the real world of the classroom extrinsic motivation is an important method of engaging students on tasks and lessons. External regulation motivation arises from and is dependent on the presence of environmental events such as rewards, pressures and constraints (Deci Ryan, 2010). External regulation is focused on the outcome of tasks such as assessment and grades in an educational setting. This method is not self-determined and lies on one end of the self-determination continuum. I would argue that this method of motivation is used throughout the school curriculum as children are continually assessed through formative and summative methods. When applied to core P.E. it is important to realise that students are still graded on their ability and knowledge at the end of a unit of work. However, it is important not to use this method of motivation all of the time or it will lose its value. SDT explains that autonomously supported students thrive, and it explains why students thrive when the teacher supports their autonomy (Deci Ryan, 2010). I think that there needs to be a balance between the two dichotomies and external regulation should be used during more arduous tasks and when the children are amotivated. Therefore, a more autonomous approach should be used during tasks and lessons that are more likely to engage the students. Finding a balance between these two dichotomies and utilising them efficiently would help to increase students learning success. Introjected Regulation Deci Ryan (2010) suggest that the internalized demands of a teacher or parent actually regulate the students behaviour, which leads to the reasoning behind introjected regulation (representing the first phase of the internalization process). When parents are controlling they value obedience and conformity in their children (Grolnick Ryan, 1989). I believe this type of motivation is what is needed for some students because they are able to engage more in lessons if they are supervised closely and behave to an ideal standard. I have found this method to be successful with more troublesome children as it acts as a deterrent for misbehaviour and they seek positive feedback from their parents. On the other hand, there is some evidence that, in some instances, high levels of controlling involvement may actually be less beneficial than lower levels of involvement (Weiss Grolnick, 1991). Thus well-meaning parents may become easily focused on exam results, pressurising their children and u ndermining the very characteristics they wish to inculcate (Deci Ryan, 2010). To conclude, introjected regulation motivation is implemented into school and P.E. in particular. There is regular contact between parents and teachers through phone calls, planners and reports. I would argue that this method of motivation works well for some students and less so for others. It is very much dependent on the individual as to whether this method is successful. Identified Regulation Identified regulation is where the student accepts the merits of a belief or behaviour because he or she sees its importance or personal utility (Deci Ryan, 2010). Identified regulation is the most self-determined of the extrinsic approaches and students use this method as they accept the merits of a belief. (Deci Ryan, 2010). This theory has been supported by Dweck Elliott (1983) as they state that children who hold learning goals are concerned with increasing their competence, so their goal is to acquire new skills or extend their mastery. I have observed teachers who use this method to promote reasoning behind certain tasks when students dont envisage it as valuable to their needs. Once the reasoning behind the work has been given the students accept that the work is of value to their learning. On the other hand, I dont believe this method can be used all the time, as some students do not see education as a valuable necessity within their life. There are some students who alrea dy have a job guaranteed for them before leaving school so an education is not of any value to them. In this instance, learning is not successful as the students are amotivated to participate in the lesson. This leads on to how teachers use these different methods to motivate students. Intrinsic Teacher Classroom practices that support students satisfaction of autonomy, competence and relatedness are associated with greater intrinsic motivation (Niemiec Ryan, 2009). This theory is embraced by other researchers who recognise that a teaching style which provides students with opportunities to makes choices appears to have a positive effect on their intrinsic motivation (Biddle et al, 1995). Williams and Deci (1997) concluded that autonomy supportive educators improve conceptual learning and psychological adjustment in medical students. It also links into the definition of successful learning which is being used for the context of this essay. This review, however, was only done on a small scale and, therefore, does not indicate whether this method of teaching is the most effective for a wide range of students. Furthermore, a lot of the research was conducted in a laboratory, which doesnt necessarily reflect real life experiences in education. On the other hand, it could be argued that in a more realistic environment there are too many other factors that need to be taken into consideration when researching the effect of motivation and learning. Ryan Neimiec (2009) summarise this point by clarifying that there is resistance from quantitive methods, reflecting the hegenomous forces entrenched in societies, or that the scientific method ultimately reduces humans to mere objects in casual chains. Therefore, how is it possible to measure the success of learning when it is impossible to isolate motivation as the only factor that influences a childs education? Extrinsic Teacher Studies have shown that if teachers feel responsible for student performance standards then they are more controlling towards students and less affective in their teaching (Flink, Boggiano Barrett, 1990). One reason why teachers use controlling, rather than autonomy-supportive strategies in the classroom is because external pressures are placed on them (Niemiec Ryan, 2009). With a lot of focus being placed on assessment and targets within school, I feel there has been as shift away from the quality of the teaching occurring. This is supported by Wild, Enzle and Hawkins (1992) who state that an externally constrained teacher imposes lessons on a dependent and constrained learner and, therefore, there are threats to the personal autonomy of both parties. I believe this minimises the enjoyment of the lessons from the students perspective and because they are not intrinsically motivated an alternate method must be used to increase learning success. Deci et al. (2001) explains that beca use many of the tasks educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active forms of extrinsic motivation becomes an essential strategy for successful teaching. Intrinsic P.E Enhancing students motivation is an important objective in physical education for a teacher as it has been linked to exercise participation outside of school and future intentions to exercise (Standage, Duda Ntoumanis, 2003). Duda Nicholls (1992) supported this theory by stating that participation in many sports and physical activities can lead to feelings of autonomy and competence and may produce joy, excitement, thrills and other satisfying emotions. It is therefore easy to see why physical activities may be inherently intrinsically motivating. I would argue that the use of this statement is too broad; even though a vast majority of pupils do enjoy physical education, they do not enjoy all of the activities provided by the P.E. curriculum. In my personal experience, specifically from my diagnostic placement, I found that the vast majority of boys enjoyed participating in football. On the other hand, when activities such as rugby and dance are included on their timetable, they di d not demonstrate the same amount of motivation and enthusiasm. Consequently, Ferrer-Caja Weiss (2000) found it would be appropriate to examine the model of intrinsic motivation among students taking physical education as an elective class to gain insight into motivational attitudes and behaviours in physical education. Again, this would require isolating motivation as the only variable to effect the success of learning. Extrinsic P.E. Although most pupils are intrinsically motivated to participate in P.E. lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001). Extrinsic motivation can be used as an effective method of engaging students in a P.E. lesson if they do not feel intrinsically motivated to learn. It is important to take into consideration the activity that the students are participating in. A study by Fredrick Ryan (1993) determining motivation levels between fitness activity participants (high appearance motivation) and individual sport participants (low appearance motivation), showed that individual sports participants tended to have higher levels of self-determination towards the activity. Deci Ryan (2010) support this by stating that extrinsic motivation is expected to relate to lower levels of positive effect, less self-reported satisfaction and competence and lower reports of adherence activity. The issues that arise from the study of F redrick Ryan (1993) are that the sample group was quite narrow with 376 participants taking part. Also, the research used an adult cohort, rather than children, so the question has to be asked, would this theory of motivation still apply to an educational setting? From a personal experience as a student, I found that the use of extrinsic rewards only served to motivate me more in lessons. During my teaching practice, I used extrinsic rewards during invasion games lessons and there was a clear increase in the levels of motivation from students. However, I felt that this extra motivation took the focus away from the learning objectives and towards the extrinsic rewards, which had a direct effect on the success of learning in the lesson. Extracurricular clubs It is important to discuss the effect of extra-curricular clubs in school and particularly P.E. on the continued success of students. It can be argued that students do no need to attend these clubs, therefore, are they intrinsically motivated if they attend? Although these clubs are not considered compulsory, their importance in relation to the success of learning is vital. Extra-curricular clubs can contribute by consolidating learning of the traditional P.E. curriculum, as well as offering opportunities in untraditional activities. Students who attend these clubs are considered to be autonomous because they have a choice whether they want to be there or not. Deci Ryan (2010) recognise that autonomy supported students thrive and this can help to benefit students learning. Taking this into account, their research suggests that when students are given a chance to explore their own agenda it helps to increase engagement. I believe that when pupils are engaged in an activity and they f ind the task enjoyable then the success of their conceptual learning is greater. However, I feel that P.E. is the only extra-curricular club which is not associated with an end outcome such as grades. In general, children attend P.E. clubs because they enjoy the activity, whereas in English, for instance, they generally attend to complete work. Own Experience of P.E (Student) In my own experience, as a student in P.E, I found that I was most engaged in lessons and was learning optimally when the teacher adopted an autonomous approach to the lesson. This coincides with results from research by Niemiec Ryan (2009) which demonstrated that children assigned to autonomy-supportive teachers, relative to those assigned to controlling teachers, reported increased intrinsic motivation, perceived competence and self-esteem over time. I felt that certain teachers gave me a sense of responsibility for my learning and allowed me to make my own informed choices and decisions. This helped to build a relationship between myself and the teacher that enhanced my learning in lessons, as well as increasing my intrinsic motivation. When extrinsic motivation was used it only served to motivate me even more, but I didnt feel this approach was necessary because my autonomy was already present when participating in P.E. lessons. However, I do feel that extrinsic motivation can b e used as an effective method for students who are amotivated towards P.E. when it is used in the correct fashion. Own Experience of P.E (Teacher) From a teaching perspective, I found it difficult to increase motivation during my diagnostic teaching placement. A number of children perceived P.E to have little or no benefit to them in and out of school so they often chose not to bring their kit to lessons. I had particular trouble with a group of lower ability year 10 students, with up to ten students forgetting their kit each lesson. These students demonstrated a form of amotivation and they were neither intrinsically or extrinsically motivated. The generic reason the children gave for not participating was because there was no summative outcome (GCSE grade) at the end of their education. I think this highlights whether students are ever intrinsically motivated in school because the focus is always on results and targets. This reason directed me to try and alter the way I introduced the learning tasks to the students. Niemiec Ryan (2009) support this approach by suggesting the way in which a teacher introduces learning tasks i mpacts on students satisfaction of the basic psychological needs for autonomy and competence, thereby either allowing intrinsic motivation to flourish and deeper learning to occur or thwarting these processes. The method I used was to promote their autonomy by teaching to suit their desired learning style and allowing them to learn through games, as well as using external regulation by pressurising the students with threats of detentions. What do children want to achieve? Throughout this essay links have been made between different types of motivation and the effects they have on the success of learning. Although the success of learning has already been defined for the context of the essay, it is important to discuss what children want to achieve from their learning experience. Are they more concerned about the grade they achieve or about having understanding about key processes and concepts they are taught? Much of the research in the area of motivation recognises that children who demonstrate intrinsic motivation show better conceptual learning (Niemiec Ryan, 2009). Ryan Deci (2000) recognised that intrinsic motivation results in high quality learning and creativity, but it is especially important to detail the factors and forces that engender versus undermine it. Cognitive Evaluation Theory (CET), a sub-theory of SDT, states that events which decrease perceived self-determination (i.e., that lead to a more external perceived locus of causality) w ill undermine intrinsic motivation (Deci, Koestner Ryan, 2001). This theory is the underlying reason to discuss whether children are focused on grades or understanding. Assessment or understanding? At present there is a large focus on schools within the education system to achieve targets, grades and positioning within league tables, rather than focusing on teaching to develop knowledge of key processes and outcomes. With the increased pressure that is placed on teachers and students alike, I feel that this has caused a shift towards teaching to targets method. In turn, this has taken the freedom away from teachers to use their creativity to develop a curriculum to suit the needs of their learners. Ultimately, this has directed the government to develop an initiative for all students to gain 5 A*-C at GCSE including English and Maths. The overall emphasis of assessment has been integrated into the educational system by the use of summative assessment at the end of each term. Even further down the assessment continuum, it is important for students to know what level they are working at within lessons and what learning outcomes they should be achieving by the end of the lesson. I would argue that assessment is an important aspect of the education system, but is not ideal for illustrating the success of learners. I would also suggest that pupils who make more progress in lessons are more successful learners than those who achieve a higher level with minimal effort. Although intrinsic motivation is widely accepted as more beneficial for learning in comparison to extrinsic motivation (Ryan Deci, 2000) with the constraints and pressures that are placed on teachers and students, I feel it is impossible to promote this method, therefore affecting the success of learning. Assessment and P.E. One subject area that can be viewed differently, in terms of educational outcomes, is P.E. Summative assessment does not take place, unless this subject is chosen as a GCSE option, but otherwise there are not as many external factors that can undermine the feelings of intrinsic motivation. My teaching experiences so far have indicated that there is an emphasis on learning outcomes within lessons, but no external locus that can undermine intrinsic motivation. As discussed earlier, this is why I think it is important to promote intrinsic motivation within P.E. lessons as learners may not get the chance to engage this way in other lessons. I think this allows students to increase their conceptual learning and develop life skills, rather than be taught how to pass an exam. If the students have taken away knowledge and skills which they can use in life then I feel that they have been successful with their learning, in comparison to a student who has been taught to pass an exam. On the oth er hand, students who do not like participating in this area of the curriculum will find core P.E. surplus to their requirements as they do not have to pursue a grade. Therefore, there is no external locus to undermine any feelings of intrinsic motivation. However, it is important to motivate these students by other methods to facilitate successful learning. Conclusion In conclusion, this essay has critiqued the effect of different types of motivation, in line with the theory of SDT, on successful learning for children in an educational setting. Particular focus has been placed on the effects of motivation that students adopt, the approach to learning from the teachers and the subject being studied, including strong links to Physical Education. As all children learn in different ways, it is impossible to suggest that one isolated method of motivation helps to create more successful students. Furthermore, it can be argued that different types of motivation are required for the same learner, when they are being taught in different activity areas. This makes the teachers task extremely difficult as different types of motivation need to be utilised to help children reach their educational potential. From a personal perspective, it is important that I am able to utilise different methods of motivation to enhance the success of the students I am responsi ble for. Deci Ryan (2010) recognise that integrating students motivational resources into the school curriculum requires teachers to develop new skills and implement conceptual change. Educational environments contain many independent variables that can contribute to a childs learning and these variables need to be considered when researching the effect of motivation on the success of learning. I dont believe that the research about motivation in an educational setting can be fully endorsed, as it is impossible to isolate motivation as the only factor affecting the success of learning. Finally, I would question whether a child is ever intrinsically motivated in an educational setting due to legal requirements to attend and the focus on assessment within lessons. Are pupils ever intrinsically motivated? (Assessment)

Catherine Morlands Coming of Age in Jane Austens Northanger Abbey Ess

Catherine Morland's Coming of Age in Jane Austen's Northanger Abbey Jane Austen's intelligence and sophisticated diction made her a revolutionary author, and her mastery surpasses most modern authors. By challenging conventional stereotypes in her novels, she gives the open-minded reader a new perspective through the message she conveys. Her first novel, Northanger Abbey, focuses on reading. However, she parallels typical novel reading with the reading of people. Catherine Morland's coming of age hinges on her ability to become a better reader of both novels and people. Austen first introduces Catherine as an unlikely heroine: "No one who had ever seen Catherine Morland in her infancy, would have supposed her born to be [a] heroine" (13). This is the introductory line of Austen's first book, giving the reader the responsibility to realize this is a novel by stating Catherine's heroism. This is important for the reader to understand because Catherine, who loves to read fiction, considers herself to be a heroine in a gothic novel. Therefore, this sets the tone of the story as the reader recognizes the metaphorical gap between the ideal fictional heroine and the flawed Catherine Morland. The modern reader must be aware that, at this point in literary history, the novel was looked down upon as an inferior form of literature, particularly because of the grim and sensational content of gothic novels. Therefore, Austen finds it necessary to argue the vital importance of the novel: "Oh! it is only a novel!" replies the young lady; while she lays down her book with momentary shame--"It is only Cecilia, or Camilla, or Belinda;" or, in short, only some work in which the thorough knowledge of human nature, the happiest delinea... ...The strength displayed by Catherine shows her ability to make her own judgments, which parallels her becoming a woman. With Catherine Morland and Northanger Abbey, Jane Austen has set a new benchmark for what a heroine and novel can be. Through Catherine, Austen shows the danger of becoming immersed in reading and its ability to hinder the judgment between fact and fiction. Reading is a dominant theme throughout the novel, as in both the reading of the gothic novel and the reading of a person's character. When these two notions clash, the reader is forced to decide which activity holds more importance. Austen ingeniously gives the reader an interactive role as a main character in her story by making one realize Catherine's reading ability is directly proportional to her coming of age. Work Cited Austen, Jane. Northanger Abbey. New York: Penguin Books, 1995.

Oedipus the King Essay -- Classics Oedipus King Essays

Oedipus the King Oedipus the King is the perfect example of a tragedy. It contains a complete combination of all the features of a tragedy. Aristotle in his Poetics[1] defines Oedipus as being 'a definite example of the form and purpose of tragedy'. In tragedies the Greeks dramatized climactic events in the lives of heroes, and Oedipus' story is no exception. By using many different literary devices it brings moral dilemmas of action and motive to the public stage. The action is set out over the timeframe of one day, which will according to the prophet Tiresias will bring Oedipus' 'birth' and 'destruction'. King Oedipus is the central protagonist and within his character lies a tragic flaw. He is unintentionally the architect of his own downfall. The strengths that once lead him to solve the riddle behind the sphinx later lead him to his own downfall. In the words of the priest; 'you helped us stand, only to fall once more'. Oedipus' hamartia is his anger. It lies at the root of the plot. It was fury that lead him to kill Laius. He was about to thrust Oedipus off the road one night, so Oedipus 'paid him back with interest' by murdering him. Another flaw is a persistent desire to discover the truth. His 'mindless stubbornness' motivates him to seek the truth about Laius' killer and who his father is. This search leads to the turn of events that take place throughout the play. Despite constant denial of his fate he cannot deny the work of the gods. Tiresias delivers him a prophecy of this fate. Oedipus' circumstances are far beyond his own control. No matter what he attempts to do or alter every path leads the same way. He finds himself 'always terrified Apollo's' oracle might come true'. However he is determined to seek out the Kings murderer to punish him. This search interlinks with the search for his father. Jocasta also tries to deny destiny believing that 'nothing human can penetrate the future'. She claims to believe that 'It's all chance, chance rules our lives'. However fate inevitably takes over. Through the process of anagorsis Oedipus discovers he is in fact the very criminal he seeks. Along with this he realises further truth in the prophecy, that he is married to his mother. Jocasta also comes to realise the same truth. By the end of the play his final downfall along with hers is inevitable. Tragic iro... ...loins that spawned my wretched life. What grief can crown this grief? It's mine alone, my destiny - I am Oedipus!' These two statements show the peripeteia of Oedipus' life. Once a hero basked in glory, he has now succumbed to his destiny. In turn he is lowered to a truly pathetic state. His altered state serves to highlight the reversal of fortune he undergoes. His tragic flaw leads him to acknowledging his fate. Oedipus' downfall comes as he tries to escape fate but cannot. The audience knows this as does the chorus and we can only watch. Oedipus the King contains nothing outside of the definition; it's just pure Tragedy at the very core. It also confirms to Aristotle's theory of Tragedy. It obeys all the rules and the elements of Tragedy mentioned throughout. These features entwine together to create the ultimate work of Tragedy. From all of this it is unquestionable that the word 'tragedy' is a usefully accurate description of Sophocles' play Oedipus the King. --------------------------------------------------------------------- [1] W.B. Worthen, The Harcourt Brace Anthology of Drama, 3rd Edition (USA, Harcourt College Publishers, 2000), p 72.

Possible Solutions For Environment Problems Essay

Global warming has become a major issue discussed over Medias and governments all over the world today. It is a problem that threatens the whole world because of the destructive impacts it can have on us humans and to the environment. Global warming is not a new phenomenon. It is often referred to as the gradual rise of the earths near surface temperature as a result of increased emissions of greenhouse gases from human activities. The green house gases are carbon dioxide, methane, nitrogen, ozone and water vapor, they act as a blanket that traps enough heat from the sun to warm the earth. This is the green house effect as it is essential to life, for without it the earth would be so cold and would be uninhabitable. If not enough are in the air then the earth would become cold, but if too many gases are released into the air, then we have the problem of things heating up. The releasing of green house gases by humans slowly warm the earth, potentially changing the world’s climate pattern causing sea levels to rise and more disastrous effects. Now that the causes and effects of global warming are known, there can be strategies done to minimize its causes and effects. To achieve this countries and individuals have to work together to fight global warming, agreements made at the Kyoto Protocol is to minimize burning of fossil fuels in world leading countries of greenhouse gas emission including the United States and China. The earth’s atmosphere is made up of gases; carbon dioxide, methane, water vapor and nitrogen, these gases are known as the greenhouse gases, they trap heat from the sun to warm the earth. Without them the earth would be so cold. Most scientists believe that the sharp increase of greenhouse gases released into the atmosphere is warming the earth’s climate. Gases such as carbon dioxide, CFC and methane are the most released gases due to daily human activities. Exhaust from automobiles, smokes from coal fired power plants and deforestation are the major contributors to greenhouse gas emission. The largest greenhouse gas emitters are the densely populated and more developed countries such as the United States, China and Russia. Motor vehicles are the highest emitter of greenhouse gas; they produce high levels of carbon monoxide and nitrous oxide which is released into the atmosphere. Another major source is the burning of fossil fuels (coal, oil and wood) by power plants to generate electricity. In 2003 the United States released  more than 5 million tons of gases from power plant alone. An increase of forest fires or deforestation for land clearing has lessened the amount of trees. Trees play a vital role in trapping carbon dioxide, when deforestation occurs more carbon dioxide is released. The Amazon is the largest carbon dioxide forest emitter (Protecting Forests). Any resource consuming method releasing quantities of carbon dioxide, methane, nitrous oxide or even water vapor contributes to the effect (Tapia 2007). These mass emissions of greenhouse gases cause the atmosphere to trap more heat thus leading to the warming of the earth. As the temperature rises the earth becomes hotter and hotter causing polar ice caps and glaciers across the globe to melt. The Intergovernmental Panel on Climate Change (IPCC) is a scientific body tasked to evaluate the risk of climate change caused by human activity, has released their latest report (Summary for Policy Makers 2007) on how global warming is affecting the earth. The report shows that the â€Å"sea ice in the arctic is shrinking in all seasons, most dramatically in summer†¦.Important coastal regions of the ice sheets on Greenland and West Antarctica, and the glaciers of the Antarctic Peninsula, are thinning and contributing to sea level rise†( IPCC 2007, p.109). Another cause of sea level rise is the thermal expansion of water; this means that the increase in the earth’s temperature heats the ocean causing it to expand. The combination of water from melting glaciers, ice sheets and the thermal expansion causes sea level to rise. Rising of sea level leads to erosion and flooding but the most disastrous of all is the drowning of low lying islands and cites, the island of Tuvalu is slowly sinking from the rising in sea level. A warmer ocean can change weather patterns and could cause extreme weather events as already experienced in 2005 weather condition caused number of tornadoes and hurricanes in the United States and Asia( Tapia, 2007). The continuous rise in temperature and melting of ice caps is changing the landscapes in the artic circle making it uninhabitable for animal species including polar bears, seals and whales because they are only adapted to cold climate. Other effects include severe droughts in dry climate areas such as Africa has already leaded to famine. Fatal heat waves have already triggered massive bush fires in Australia and Europe, not only that but these heat waves could cause skin cancer. The  IPCC’s report concluded that if the temperature continues to rise within the next 50 years or so, its effects on us humans and our planet will be more disastrous (IPCC, 2007). However there could be strategies done to prevent global warming and its effects. Since us humans are the main source of global warming we are the only ones that can prevent its causes to minimize its devastating effects. As mentioned before that human activities such coal power plant emissions and deforestation are amongst the leaders of carbon dioxide emitters. Large industrialized countries should cut down the level of carbon dioxide emitted from coal fired power plants. The Kyoto protocol is an agreement made under the United Nations Framework Convention on Climate Change (UNFCC), their goal is to reduce the emission of greenhouse gases in large industrialized countries such as the United States (Kyoto Protocol 2008). Another step is the banning of coal fired power plants, director of the NASA Goddard Institute for Space Studies told the â€Å"Terra Daily† that â€Å"There should be a moratorium on building any more coal-fired power plants until the technology to capture and sequester the (carbon dioxide emissions) is available,† he believes that the suspension of coal fired power plant is the key to cutting carbon dioxide emission (Staff Writers, 2007). Moreover we could use energy from renewable sources such as wind and solar power because it is much cleaner than fossil fuels. For example, more than 40 percent of the US states is increasingly using renewable energy because it is more affordable and cleaner than fossil fuel (Clean Energy, 2007). While reducing industrial emissions is critically important, we should also stop deforestation of rainforests such as the Amazon where trees are cut down, burned and cleared for agriculture and cattle grazing (Forest Holocaust & Protecting Forests). We could stop deforestation and replant more and more trees to replace the fallen trees. BIBLIOGRAPHY: Simmons (2005, September 11). 5 deadliest effects of Global Warming, Retrieved February 28 2008 from http://www.environmentalgraffiti.com/sciencetech/5-deadliest-effects-of-global-warming/276Staff Writers (2007, February 27). Climate Science, retrieved March 2 2008 from

Alienation of Labor Essay

The Alienation of Labor is an idea of Karl Marx which is an artificial construct and it is certainly applied but not too clear. Marx describes this idea in a pretty straightforward manner. He is basically saying that the worker has no control over his or her life. The worker is nothing more than a cog being used in the business machine’s discretion. The worker really has no individual rights and certainly no demonstration in the market place. In turn, the laborer is a slave to the system of product construction. There are four stages involved in this idea. There is nature, or human nature and this is because you are alienated from human nature. The second stage is the self, it is animalistic, and you are being reduced to an animal. The third stage is species, no longer having any sort of creativity. The final stage is other, meaning competition or work amongst each other. Hegel vs. Nietzsche -Hegel Hegel believes that slave morality is an opportunity to work on one’s self, and that freedom in the mind truly helps oppression. He believes that in this relationship, the master is actually the slave. He thinks this because he feels that the master is dependent on the slave and without the slave the master is nothing. In turn, this makes the master a slave because he is so dependent on his slave. If you crumble, Hegel believes it is a tragedy because he is a communitarian which means he is more empathetic to situations. He believes that if you weren’t strong enough and mentally tough enough it was because you didn’t get the support and care from the community. -Nietzche Similar to Hegel, Nietzche also thinks that freedom is held in the mind and you can only achieve this by being strong. A main difference of Nietzsche’s view compared to Hegel is the fact that he believes that if you fail at freeing yourself through the mind, you can only put it on yourself, it was your fault and no one else’s. Nietzsche’s view of this relationship works on two different levels or ideas: good or bad in the case of master morality and evil or good in the case of the slave. When talking about slaves, he believes that the slaves are incapable of creating their own original values, instead they are influenced and invert to their masters. The master’s view of the slave according to Nietzsche is basically that he is good therefore the slave is bad. In contrast, the slave’s view of the master is that he is evil, therefore we are good.