Learning Definition

Definition Learning Abstract: What is Learning? Does a new term need to be coined for learning? One hundred and four students undergraduate and graduate were asked to respond to the question. Their responses were coded using the five levels researcher designed rubric which was modeled after Bloom‘s Taxonomy for depth of knowledge. Of the responses coded fifty-one were from Pre-Service teachers and fiftythree were from graduate students enrolled in the Principals Masters Program. The effects of understanding learning include the preparation of lesson plans, classroom instruction, the guiding of student learning, and the professional development of teacher leaders. Introduction: Learning is a term that is being used with great frequency in Education. Learning is a critical event today, because if a child has learned, then doors are opened to the world. If the student has not learned then their opportunities for success have been narrowed. Teachers are heard to say, ? my students learned their multiplication tables today.? It is concrete and measurable, either they can recite them from memory or they can not. Can they recite them today and a week from today? Other teachers are heard to say, ? my students learned to write an essay.? They learned the parts of an essay. They learned the parts of an essay, but can they write an essay? The question of ? What is Learning? has become critical in the lives of children, adolescents, and adults. In some states children cannot move from one grade to another without passing a criterion referenced test which is given on one day of the year. If on that day the child can answer an appropriate number of the given questions they can pass on to the next grade. Should the student fail the test, then he is given the test repeatedly-until he/she ? passes? and then he is permitted to move on to the next grade. If the student does not pass, then the student is retained, to try to learn again (Texas 726 Education Agency, 2010). When the student reaches High School they may face end of course exams that determine whether or not they are able to graduate or the level of the diploma that can students receive. Scores on one test determine whether or not a student is required to take remedial classes before entering the regular college program, even if the student ? assed? the course in high school. If the student received a passing grade and then can not perform on the designated test, did they really learn? No, by our measures they did not learn. When then, has learning occurred? It is often said, ? when I can teach someone else, when I can apply the information, when I can make ? learning? connections of content across conceptual areas.? All the r esponses and many more may be correct. The question still remains, when has learning occurred and to what degree has that learning been embedded for connections to new learnings? What is Learning It is no longer acceptable to say, ? I know that the students are learning as they all are smiling and giving positive body language of acceptance during the lesson?. This was at one time considered a ? check for understanding‘ however, understanding is also a vague term which is not measurable unless ongoing formative assessments are given by the teacher (Popham, 2008). Schlecty (2002) identifies the behavior of smiling and nodding on the part of the teacher pleasing student as either 1) Ritual engagement, or 2) Passive compliance. According to Schlecty (2002) ritual engagement occurs when the student is undertaking the task or assignment because of the end result which is often identified as a passing grade. Passive compliance serves to identify the necessary effort that student will expend in order to avoid negative consequences, which can include a bad grade or not passing the ? test.? Again, the question emerges did learning occur? Can you ? pass? a test and not have learned the information; is the ? learning‘ only in short term memory to be dumped when the 727 goal ? passing the test‘ is achieved. This could lead to another discussion to be addressed at a different time. It is critical for today‘s educators to be able to document a student‘s progress or lack of. Ron Edmonds put forth the belief and is quoted in 1979 as saying ? It seems to me, therefore, that what is left of this discussion are three declarative statements: (a) We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us; (b) We already know more than we need to do that; and (c) Whether or not we do it must finally depend on how we feel bout the fact that we haven‘t so far.? (p. 22) Ron Edmonds believed that all students can learn. He based his life‘s work on learning trying to determine why in some schools all children were learning and in other schools, the same level of learning was not happening. There have always been pockets of schools ? where learning occurred? and other similar schools where students were not learning as identifie d by state criteria. Yet, defining learning is still an area that is often unclear for teachers, parents, and the larger community they serve. When education faculty members are asked to define learning, they are seen to smile and write an answer that is a collection of vague terms or words. By vague, the researchers are defining it as being unmeasurable or something that can not be documented without a judgmental reply on the part of the person attempting to define learning; it is abstract. So what is learning? Learning is defined in about as many ways as the number of people you ask. The dictionary thesaurus states that learning is knowledge, education, erudition, scholarship, understanding, research, study, teaching, instruction, edification and wisdom. The definition in the dictionary defines learning as acquiring of knowledge, acquired knowledge and change of knowledge. The term ? learning? seems to float around teacher meetings, in-service and professional development training, the teachers lounge, parent-teacher conferences, university faculty meetings and even in 728 the classroom with the students. The term learning seems to be used in many cases to indicate a mastery of a concept, yet if a ? number of‘ or ? mount of‘ learning (a quantitative amount) had to be documented for any student, that amount would be a human guess, which maybe altered by the State to reach identified targets for learning for that year, that testing cycle. Learning in this context is not or has not been measured, when the targets for learning continue to move up and down based upon the scores of the students on the test. We are all familiar with movement of the learning—in the University classroom it is called a curve. The moving targ et that maybe unidentified leads to a vagueness or lack of clarity if we want to know ? ow much? or ? what? did the student learn? Learning by necessity in conversations about curriculum is generally connected to assessment in order to determine if learning has occurred. This ? learning? becomes critical for the classroom teacher. W. James Popham says, ? †¦That formative assessment process must be based, not on a whim, but on evidence of the students current level of mastery with respect to certain skills and bodies of knowledge? p. 7. This being the case, then the role of determining learning becomes the responsibility of the classroom teacher. When observing in classrooms, today, many of us have witnessed students being given a passing grade because they were compliant teacher pleasers, or a terrific problem that the teacher did not want to deal with again, they passed on to the next level of learning without understanding the ? learning?. Assessment did not occur and if it did, it was ignored. These children who have not learned and who have been passed from grade to grade experience the frustration and failure that accompanies, never learning. During a recent observation an eighth grade science class, the teacher stated to the observer that this ? as a difficult group of students.? The day before the classroom observation a fight had occurred with three boys in the class and another teacher had to come into the science teacher‘s class to intervene 729 and stop the fight. The planned lab for the observation day was excellent, even though students were threatened, ? if you don‘t behave you will not get to go ou tside for the lab. It is a really good lab and it will be fun. You are going to miss the lab if you don‘t finish the lab sheet. You are going to keep everyone from getting to do the lab; it is fun. You are going to get beads.? Finally, with help and coaxing all of the students finished the pre-lab form. Then students were given string and colored beads to put around their wrists, to go outside and see what happened to the beads in the sun. It was exciting for the Junior High students to watch as the beads as they changed colors. Then it was time to complete the lab sheets. The teacher relished the curiosity of the students as they asked questions about the process of the color transformation and she skillfully guided their responses. Now the students had to write up the lab report. One African American student walked around with his head down looking for beads. Other students, also African American and Hispanic, never attempted to complete the form. The observer offered to help, finally going over to one black child sitting on the ground with his head between his legs. The observer asked, ? can I help you finish the form the student had not started to write. The black child responded that, ? He did not want to.? It became ever so painfully obvious that a number of the students in this predominately low-income classroom could not write and were reading at an elementary level. Had science learning occurred for the students who were actively involved in the lab with the changing colors of beads when exposed to sunlight? Learning was not evidence for the classroom teacher, since the lab forms were not completed. Yet, for the school by state standards, reading is rated at an acceptable level of performance for the majority of the students tested. Given the significance of high stakes testing that effects children and teacher‘s lives, it is no longer acceptable to say learning has occurred, when one child has been left behind. Learning must be measurable and real. It must last. Today educators need to be able to document a student‘s 730 progress or lack there of and the interventions for learning are essential. Yet, is high stakes testing the answer for the dilemma of ? learning.? It is very difficult to pass a high stakes test, and to learn if a child can not read, yet they must also be able to demonstrated learning in science, math, and social studies. High stakes tests provide a framework for accountability. High stakes tests may serve to distribute teaching fairly and equitably for all students. Funding for schools is connected to learning or the lack thereof, but much more is learned in schools than can be measured on one test, on any given day of the week. The measurement for learning and of learning is critical to the life of the child. For the purposes of this work an attempt was made to determine a definition for learning based upon the understanding of Teacher-candidates (pre-service students) and graduate students in the School of Education and Human Development in a regional institution that serves a predominately low income, rural, minority population. Additionally, this institution serves a large metropolitan area, which has a population that is diverse financially, ethnically, and culturally. Research Study This research study began as university faculty reviewed lesson plan assignments of teacher candidates. It was found that an acceptable assessment/evaluation of the skill being addressed was missing in approximately 90% of the plans submitted. This seemed to be very odd that the students would just omitted one of the components of the lesson plans which they were developing even though it was listed in the assignment directions. In the directions, it was stated that all lesson plans must contain a title, objective/s, supplies, procedure and assessment/evaluation which matches the objective/s. It was noted that most of the lessons which were missing components cited an online source for his/her lesson. In her work, Patton (2009) found that many of the lesson plans on the Internet were not quality. Using the very basic components, she found that less than 10% were 731 complete. There was not any judgment used as to the quality of the component as at this point it was a simple response of yes if the was there and no if it was not. The study evaluated approximately 200 lesson plans which were retrieved from the Internet. These lesson plans were just picked randomly after a Google search was done to locate the various sites. Only one lesson plan was printed from each site to be included in the study. Further while in consultation with a graduate faculty member who also teaches ? learning? for teachers becoming principals, it was determined that several class sessions were being spent on ? learning.? What is learning and when has learning occurred? Again, the responses were vague, non-specific and general, without the extended focus and discussion on learning, there was no real determination of ? learning? by prospective principal students. Purpose The purpose of this study was to determine what undergraduate and graduate students in the School of Education and Human Development consider to be ? learning.? That is: The researchers for this project were attempting to determine how others describe and interpret learning. Methodology The subjects of the study were 104 teacher candidates and graduate students preparing for the principalship. There were 51 teacher candidates and 54 graduate students. These students were surveyed to determine how or what they perceive as learning. The teacher candidates are in the last semester of coursework before doing student teaching. These Teacher candidates have been busy preparing lesson plans and were asked as a part of a multiple phased assignment to give their personal meaning of learning. In an additional, second assignment, they were asked to write a paper on learning and to state how they could document a student‘s progress. Definition Learning 732 will be addressed in this paper with the primary question being ? Does a new mental model need to be developed for the Teacher candidates The future principals were given the same assignments; we must remember that these graduate students are in the classrooms, thus preparing lesson plans on a daily basis. The process was equally important to these future Teacher Leaders, as they help others at the campus find their meaning of learning. The ethnicity of the students in this study is very diverse. Approximately 50% of the student body is majority and the other 50% are minorities including about 4% international students. Instruments: Survey A: quick 3-4 minute response to the question ? hat is learning Rubric: researcher designed. See figure 1 below. Levels of Learning Level 5 Level 4 Level 3 Level 2 Level 1 Gained information, able to apply and then have that information which was gained measured in some way Gained information, complex definition and the person is able to apply what was gained. A detailed definition however is just banking the info rmation and is not able to apply the gained knowledge Is able to give an answer however, is not able to do more than bank the information. Lowest of levels. Only repeat the word, learning; does not give an answer or defines learning with learning. This one is almost lower than the knowledge level on Bloom’s taxonomy. Figure 1 Researcher –designed Rubric of the levels of learning Several weeks prior to the survey being distributed, the researchers developed a hierarchical, five-tier ranking system to evaluate the surveys. Bloom‘s taxonomy served as a model 733 of hierarchical ranking to evaluate the surveys. Charles Randall‘s work with problem solving was also an influence. Responses to the surveys were scored using the rubric to measure levels of thinking. The grading rubric was a 1-5 Lickert scale. Level 1) The lowest of levels. The student only repeated the word, learning; does not give an answer or defined learning with the word learning. Level 2) The student is able to give an answer however, it not able to do more than bank the information. Level 3) The student is able to give a detailed definition, however, but is not able to apply the gained knowledge. Level 4) The student gained information, provided a complex definition and is able to apply what was gained. and Level 5) The students gained the information was able to apply and then have that information which was gained measured or evaluated in some way. The participants in the survey were asked to write their definition of learning. They were given about 3 minutes to do so. They were told well in advance that the task was not a graded exercise as to the quality. It was either a full credit if you participated or no-credit if you did not. It was hoped that this would relieve some anxiety and allow the participants to elaborate on the task. Graduate students breathed deeply and hesitated to respond to the quarry. The responses which only had a few words and repeated the word ? learn‘ or used the word ? earn‘ to complete the definition were rated a one (1). A rating of a two (2) was reserved for definitions which were of very low level and seemed to believe that the human mind was a bank for the information and was not be used. It was to be stored or banked. This banking was more like a safe deposit box where the info was safe but did not gain any interest or in this case no new information could be added. The ranking of a three (3) was given for a more detailed definition and possibly even added a little information but it was still kept in the safety of the bank. For a four (4) the response illustrated that the person gained the information and was able to apply and 734 use it in a constructive manner. The highest tier on the hierarchical chart was a five (5). In this highest ranking the students illustrated gained information, which he/she was able to apply and then have that application measured or evaluated in some manner. After the surveys were completed the responses were first coded into two categories. The first being very simply responses and in the other the responses were more complex. Next the responses were evaluated using a researcher-designed rubric which was modeled from the very low knowledge level response to the highest level which utilized a judgment and evaluation in the explanation. The two researchers rated the surveys individually and then met and re-evaluated each. The ratings of the two researchers were very close. When there was an evaluation not in agreement, the two discussed and came to a consensus. Using the criteria there was 90% agreement thus, establishing inter-rater reliability. Results/Findings: For the purpose of the findings to the question ? What is learning , only one student, a teacher candidate, 1 of 51 responded at the lowest level. None of the graduate student responses were evaluated as a level one response, meaning they only repeated the word learning and did not give an evaluation or an answer to define learning. Fourteen of 51, (27%) teacher candidates responses, were at level two, as did 11 of 53, (21%) of graduate students. By a level two response, they were considered to have given an answer to what is learning, but they did not apply or evaluate learning as apart of the response. Twenty-three of 51 teacher candidates (45%) of the responses were a level Three. A detailed definition was provided, but there was no application indicated in the response. While 20 of 53 graduate students (38%) responses were rated as a level three. 735 Thirteen of 51, (26%) teacher candidates‘ responses were a level four. They gained the information and provided a complex definition which included application. Seventeen of 53, (32%) teacher candidates‘ responses were rated as level four. While 5 of 53 graduate students (9%) had a level 5 response. There were no level 5 responses from the teacher candidates. Level 5 is the highest of levels and most difficult to achieve. To be rated a level 5 response the answer to ? What is learning , encompassed the lower levels of knowledge, application, and added the element of evaluation, the responder could document the ? learning? results. See Table 1 below for these findings. Teacher Graduate Candidates Students Level 1 Level 2 Level 3 Level 4 Level 5 0 13 23 14 1 5 17 20 11 0 Table 1 Number of responses at each level Figure 2 represents a graph comparing the teacher candidates and graduate students at each level of the rubric. See the Figure below. 736 25 20 15 Teacher Candidates Graduate Students 10 5 0 Level 1 Level 2 Level 3 Level 4 Level 5 Figure 2 A comparison of teacher candidates and graduate students at each level Implications Do we as educators need to change the language of the education community? The answer is a definite yes if we are going to document a number which can and does open and close doors for students? Students are allowed in programs where they really do not have the background knowledge or even need in those particular programs. By the same token, students are refused entrance into programs as they did not empress certain adults who are making the call, yet if given a measurable instrument, these students prove to be very proficient in the topic. Further, as Educators we need to define, ? what is learning so that teachers and principals can focus upon the importance of the learning in the classroom. A new term needs to be coined that can describe to the world of education and to the larger community, what is implied when it is said that, one has learned. Did they master the concept, will they remember the learning six months or five years from now? Or, did the student only learn to pass a test and then forget the information to go on to a new ? learning. ‘ The new term needs to be 737 one that is measurable, can be documented, described and explained, have a common meaning so that everyone, including all ethnic groups, will have a fair chance when it is used. If learning is a process rather than a test as suggested by Popham, then clarity is required when the use of the term is applied. Curricular aims need to be determined. Sub-skills leading to learning should be identified and our own beliefs about learning must be clear. (Popham, 2008, Lambert, 2002, Schlecty, 2002). Teacher‘s cognitive development when explored by Ammon (1984) in a study of a two-year teacher education program with an emphasis on teaching teachers about child development (Piagetian theory) found that teachers as they studied Piagetian and related developmental theory, their personal conceptions of students, learning, and teaching changed. The participating teachers progressed from simplistic to more complex, interactive explanations of student‘s behaviors, development, and learning. These teachers moved from ? showing and telling,? to designing a learning environment that fostered the construction of knowledge for learning. The teachers‘ views on learning shifted from passive receptions to active construction of learning. A young teacher is described by C. Yarema as she moves conceptually into understanding a mathematical concept that she herself had never grasp, until reflecting with her learning community (Yarema, Smith, and Hutto under-review). The teacher learning example is a problem for the 5th -6th grade research lesson in mathematics which was stated as follows: ? A new season of sports has started and programs are being designed for printing. Certain companies purchased spaces on your 8? nch by 11 inch rectangular advertisement page to be seen in the next program. Given the ad pieces, your group must design an advertisement page for the program. You will notice that ads are in three categories: entertainment, apparel and food. What fraction of the page is covered by entertainment ads A teacher volunteered with the rest of her group observing and gathering data on student learning. The pri ncipal, an education faculty member, evaluator of the project, university mathematics faculty, and teachers in the 7th-8th grade group were invited to join the 5th– 6th grade group in this phase of their lesson study. 38 Students were introduced to advertising by perusing sports programs, then the teacher posed the problem and gave each group of students materials for designing an ad page using 8 separate ads with different areas. Out of the 8 ad pieces, three fell into the category of entertainment. After some difficulty with designing an ad page, all groups stated the answer to the problem as 3/8. Although this answer was anticipated by the teacher‘s lesson study group, she became disturbed that all students ? got the wrong answer.? Instead of following the suggested interventions recorded in the group‘s Plan to Guide Learning, apart of the Lesson Study Process, the teacher chose to focus students‘ attention on her. From the front of the room, she then directed students through a paper folding exercise, folding the advertisement page into halves, fourths, and eighths. At that point, she asked students to place the 3 entertainment ads on the page. Following this set of instructions, students saw that 3/8 of the page was not covered, and some changed their answer accordingly to (3? )/8. Although this answer is technically correct, the teacher did not see this as a possible answer and instructed students to fold the paper again into sixteenths, thus leading all students through the same solution process to the answer 7/16. During the post lesson discussion with the observers, the teacher learning was identified; the teacher spoke first. She elaborated on the decision made as an individual teacher. Then the group moderator called on various people to ask the Teacher questions. A teacher colleague asked her how she thought her students would have responded if she had focused them on the whole to the fraction in the problem. The Teacher referred back to a mathematics lesson in a summer professional development that she had attended, and she state, ? that she never thought in terms of the whole to the faction.? Then the Teacher‘s principal complimented her on introducing the paper folding exercise and asked her the reason she chose to continue folding the paper to sixteenths. The Teacher admitted that she did not know what to do when all the students answered 3/8 and that her 739 pedagogical choice of folding the paper into sixteenths took away the opportunity for students to engage in problem solving as it led them all to the same answer of 7/16. She also stated that she did not know if they understood this answer. Next, the outreach mathematician asked her why she redirected students away from the answer [(3? ) / 8] of the page being covered by entertainment ads. The teacher was unable to respond as other teachers from her school commented about the need to hear students‘ explanations so the group could learn more about what students were thinking. During this discussion, another teacher commented that she finally understood why [(3? ) /8] of the page is a correct answer. The teacher then reiterated what she had learned from the debriefing? The question evolves again, when has learning occur? Is it incremental, in stages as concepts develop both for students and teachers? Students are held to a different level of accountability for learning. Yet, with the learning, can they move to application and evaluation of the learning? Benjamin Bloom understands the responsibility of the teacher in the classroom for student learning. He states that students, maybe different in the rate that they learn, but not their potential for learning. (Bloom, 1981). Other factors can be identified that effect and influence learning. One of the primary factors effecting student learning is the effectiveness of the teacher, (Podesta, 2000). Studies have shown that students with teachers who are highly effective out perform other students on standardized tests. The expert teacher work can be very different from that of the novice teacher. The implications for the learning of the student are significant. Learning is required. While there are graduations in teacher content knowledge and pedagogy, there still should remain a sense in all teachers in every classroom, what is learning for that day, for that subject, if students are expected to learn. John D. Bransford and Nancy J. Vye (1989) cite the variations in knowledge from ? know that,‘ something is true to ? knowing how‘ to think, learn, and solve problems.? p. 193. The stakeholders of today‘s 740 educational society demand to see documented evidence that the students are learning and mastering the required content. Each school, public and private, answers to a higher entity who in turn reports to the State and ultimately the Federal government the level of learning of the students. Reports i. e. , STEM, etc keep the progress or lack of learning in the public eye. The effectiveness of the schools is closely monitored. The level of learning of the students is monitored by the government, business, parents, and tax payers as they determine whether or not families will choose to move to a town, a neighborhood, or a state. Internationally the educational level of each and every country is compared daily to determine the intellectual capacity of the citizenry. Conclusions If, as a country, we are using high stakes testing to determine if students are learning, then the teacher should be able to state the learning goal and know the scaffolding steps that would lead to the learning goal. What is learning, when did it happen, or if the student did not learn, then what action did the teacher take to re-teach, re-mediate so that the student did learn. Are there learning progressions-scaffolds and have they been identified, in order for the student to learn the larger concept of the lesson. Deep and important discussion should be a part of the teacher education curriculum that include what is learning, when did learning occur, did the information pass the attention threshold for the student, is it stored in long term memory. How do we encourage student‘s to learn? As the Nation moves to National Standards for learning, then translating learning goals into real learning and mastery of concepts become crucial for teacher effectiveness in the classroom (Bulter and McMunn, 2006). Each teacher must be able to identify the timeline for that individual student learning has taken place and for her/him and what is learning for that individual lesson, concept, unit, or area of study. While it is impossible to know everything in 741 today‘s society, it is critical that educators understand learning, in order to assure that all students do learn. Jennifer B. Chauvot, in her article ? Grounding practice in scholarship, grounding scholarship in practice: Knowledge of a mathematics teacher educator-researcher,? speaks to the importance of teacher training, citing that there is limited research focused upon what teacher educators need to know and how they develop that knowledge. There tends to be an assumption that a good teacher will be a good teacher educator, but in reality little attention has been given to the support of teacher educators. The state of Texas is currently involved in attempting to augment teacher training of teacher educators as end of course assessments are requiring a higher level of teaching at the university so that teacher candidates will be prepared to teach the curriculum in the public schools. Bridging the gaps of current teaching and elevating the practice for teacher education has become a focus of the statewide initiative. The curriculum becomes the knowledge to be learned by the student and taught by the teacher. With State and National curriculum standards serving to focus education, teaching and learning, then a clear expectation of ? earning? is necessary for both the teacher and the learner. Implications for colleges and universities as they change their instruction to assure that the teacher candidates become avid classroom teacher. These teacher candidates will progress from the university classroom to the being the confident and secure classroom teacher. Connecting teacher learning wi th student learning is the theme of the ten key principles of professional development as outlined by Timperly (2008), whereby experts work with teachers to assist them as expert teachers who teach others content and skills of pedagogy. Focusing upon student learning whether in the k-12 classroom or the university setting becomes a priority, if all students are going to ? learn.? Additionally, the professional development of teachers to extend and 742 scaffold content knowledge become an important role of school districts and universities as they reach out and build learning communities. Newmann and Wehlage (1995) noted that ? Schools with strong professional communities were better able to offer authentic pedagogy and were more effective in promoting student learning.? p. 3. The next area for research will be for the students to identify their learning goal for their students and then determine, if learning has occurred. 743 References: Ammon, P. (1984). Human development, teaching and teacher education. The Teacher Education Quarterly, 11 (4), 95-108. Bloom, B. (1981). All Our Children are Learning: A Primer for Parent‘s, Teachers, and other Educators. NY: McGraw-Hill Book Company. Bransford, J. D. ; Vye, N. J. , A Perspective on cognitive research and its implications for instruction in Toward the Thinking Curriculum: Current Cognitive Research. 1989 Yearbook of ASCD. Edited by Laureen R. Resnick and Leopold E. Klopfer. Arlington, VA. Bulter, S. M. & McMunn, N. D. (2006). A Teacher‘s guide to classroom assessment: Understanding assessment to improve student learning. Jossey-Bass. San Francisco, CA. Chauvot, Jennifer B. (2008). ?Grounding practice in scholarship, grounding scholarship in practice: Knowledge of a mathematics teacher educator-researcher.? Teaching and Teacher Education. 1-14. Emonds, R. (1979). Effective schools for the urban poor. Educational Leadership. 37(1), 15-24. Jarvis, P. (2006). Towards a Comprehensive Theory of Human Learning. London. Routledge Taylor and Francis Group. International Academy of Education (IAE) and International Bureau of Education (IBE) Retrieved from http://unesdoc. unesdoc. unesco. org/images/0017/001791/179161e. dpf. Lambert, Linda. (1998). Building Leadership Capacity in Schools. ASCD. Alexandria, VA. Newmann, F. M. & Wehlage, G. G. , (1995) Successful School Restructuring: A Report to the Public and Educators by the Center on Organization and Restructuring of Schools. Madison, WI: Center on Organization and Restructuring Schools. Patton, B. (2009) Lesson Plans and the Teacher Candidate: Is the Internet helping or hindering? National Social Science Association Journal. 1(2) 146-9. Podesta, J. , (2007). ?Quality Teachers, Quality Schools Testimony to the House of Education and Labor Committee.? Center for American Progress. May 11, 2007. Popham, W. J. (2008). Transformative Assessment. ASCE. Alexandria, VA. Randall, C. (1985). The role of problem solving. Arithmetic Teacher 38. 48-50. Randall, C. (1985) How to teacher problem sol ving step by step. Arithmetic Teacher 15. 62-6. Randall, C. (1989). Steps toward building a successful problems solving program. Arithmetic Teacher. 36. 25-6. Schley, P. , (2002). Working on the Work. Jossey-Bass. San Francisco, CA. 744 Timperly, H. (2008). ?Teacher Professional Learning and Development.? Educational Practices Series. Yarema. C. , Smith, P. , Hutto, N. , (under-review, 2010). ?A Community of Practice: Productive Professional development of Mathematics Teaches through Lesson Study.? 745 Copyright of NAAAS & Affiliates Conference Monographs is the property of National Association of African American Studies & Affiliates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

Nutritional Considerations for Ice Hockey Athletes Essay

Nutrition is essential for one and all. Research has shown that optimal nutrition is critical for both physical and mental performance. Optimal nutrition means that which is neither excess nor deficient. Optimal nutrition has an important role in the performance of sportsmen. Nutrition is also important during practice and training sessions so that overtraining does not occur. The type of nutrition essential for each sport is different depending on the level of physical activity involved. Ice hockey is one of the high range sports which require high intensity training and also high intensity performance. This research explores the optimal nutrition requirement of ice hockey athletes. Energy requirements of ice hockey The human body expends energy in one of three ways: through the basal metabolic rate, through thermogenesis, or through physical activity. The basal metabolic rate is the minimum amount of energy expenditure required to carry on normal biological functions and reactions in the body, such as breathing, keeping the heart beating, and carrying out the process of waste management. It accounts for roughly 75% of the daily energy expenditure. Physical activity deals with energy expended during periods of exercise, and it accounts for around 18% of total energy expenditure. Dietary thermogenesis is the energy expenditure required for the digestion, absorption, and transportation of food. Some individuals expend more calories in thermogenesis than others, and this phenomenon accounts for the slight metabolic differences between obese and lean individuals. Dietary thermogenesis accounts for 7% of energy expenditure (â€Å"The Weight Loss Equation† 2004). While basal metabolic rate and dietary themogenesis remain almost same for all, physical activity varies from individual to individual and from one sport to another. Ice hockey is a fast-paced, physical team sport which is played on ice. The sport involves intermittent high intensity skating, rapid changes in duration and velocity and also frequent body contact (Montgomery, 1988). Typically, a player performs for about 15 to 20 minutes in a game which lasts for 60 minutes. Each shift lasts for about 30 to 80 seconds which is followed by a 4- 5 minute recovery time (Montgomery, 1988). Each shift is a high intensity burst demanding good muscle strength and power and also anaerobic endurance. Heart rates during a shift exceed 90% HR max. Blood lactate levels soar during the game proving that ice hockey is anaerobic in nature. Both anaerobic and aerobic systems of energy are important for performance in the game. When energy is derived after combustion of carbohydrates and fat in the presence of oxygen, it is known as aerobic metabolism. The by-products of such a metabolism are carbon-di-oxide and water which are disposed off through breathing and sweating. Aerobic metabolism comes into picture for energy expenditure during rest and low intensity exercises or physical activity. During this type of metabolism, energy is derived from glucose and fat in the presence of oxygen. The stored glycogen in the muscles is broken down to glucose which is further broken down using oxygen to create energy. When glycogen stores are depleted, fat metabolism is initiated for energy replenishment. Fat metabolism is a slow process and when this is used for energy, performance declines. As the intensity of physical activity progresses, energy begins to be derived from anaerobic metabolism where energy is produced from glycogen or sugar in the absence of oxygen. This is because higher intensities of exercise need more energy which cannot be supplied by aerobic metabolism. The change from aerobic metabolism to anaerobic metabolism is known as metabolism threshold. The waste products of anaerobic metabolism are pyruvic acid and lactic acid which cause fatigue and soreness in the muscles (Scott, 2005). Anaerobic exercise is much less efficient that aerobic exercise and hence requires lot of training. The first thing in a sport like ice hockey is to ensure that the player is consuming sufficient number of calories so that energy can be spent. Ice hockey involves intense training. Players of this sport expend atleast 600-1200kcals during workout. Hence ideal calorie requirements of these athletes are about 50- 80kcals/kg/day which amounts to 2500- 8000kcals/day for a 50-100kg weighing athlete. Some may even require 12,000kcals/day (Casa et al, 2000). According to the Canada Food Guide (qtd. in Bullard, 1978), essential components of food for any individual are proteins, fat and carbohydrates. These must be blended in such a way that they contain sufficient essential minerals and vitamins. There are four basic foods which make this possible. They are 2- 4 servings of milk or milk products like whole or 2% skim milk, butter milk, reconstituted evaporated or dry milk and cheese, 3- 5 servings of bread and cereals, 2 servings of meat and alternates like poultry, liver, fish, lean meat, cooked dried peas, nuts, beans or lentils, cheddar, cottage cheese, processed cheese and eggs, and 4- 5 servings of fruit and vegetables. This food can supply about 1000 to 1400 calories per day. Additional calories can be supplied by increasing the number or size of servings. Each individual has different needs of calories and nutrients based on the age, sex, size of body, daily activities and growth. For athletes, extra nutrition is essential not only to maintain body weight, but also to allow for exercise, training and competition. Consuming energy deficient diet leads to weight loss, muscle mass loss, physical symptoms, psychological symptoms of over training and also performance reduction. In females, eating disorders can develop (Krieder et al, 2002). Muscle strength Muscle strength is very essential for ice hockey playing because shifts involve intense body contact and high intensity and high speed skating. To develop adequate muscle strength, appropriate training is essential. Elements of strength training include hypertrophy, maximal strength, explosive power, strength endurance and periodization. Hypertrophy of muscles is essential in ice hockey players because the sport is involved with aggressive body contact. However, too much bulk is a hindrance and hence only optimal hypertrophy is aimed at (Tikkaja et al, 2003). Maximal strength is that force which can be generated by the athlete to the maximal level. Maximal strength is essential to generate explosive power during performance which is essential during shifts. Maximal strength training does not lead to hypertrophy of muscles (Hoff et al, 2002). Explosive power training involves training the athlete to contract muscles in a fast manner which is needed in shifts. Strength endurance is important in ice hockey because of the speed and high intensity burst that the sport demands. Periodisation allows sports-specific strength to peak at the right moment, i. e. the shift. For a good training program to run, a well designed diet must be there which meets the needs of energy intake and also incorporates appropriate timing of nutrients. Research has proven that a good diet helps in the adaptation of training and a bad diet impedes adaptation to training (Krieder et al, 2002) Hydration Water accounts for 73% of lean body mass. During any exercise, evaporation of sweat occurs as a method to regulate the core temperature of the body. The same is the case with ice hockey. Sweating causes loss of valuable fluids from the body which has only a finite reservoir of water. Hence if the lost fluids are not replaced in a timely manner, dehydration can result. Dehydration leading to 1-2% loss in body weight can compromise the physiologic function and thus affect performance (Casa et al, 2000). Once the loss of weight reaches 3%, exertional heat illnesses like heat exhaustion, heat cramps and heat stroke can occur (Casa et al, 2000). Dehydration during physical activity of sports is very common. Dehydration can develop within one hour of physical activity or even in a shorter duration of time. Dehydration can be minimized or even prevented by following proper dehydration prevention protocols (Casa et al, 2000). One of the indicators of hydration during exercise sessions is to check weight before, during and after the sessions. This is useful provided the players enter the exercise session fully hydrated. This form of monitoring for fluid loss is reliable and helps the player rehydrate in a timely manner. Another reliable method of monitoring hydration status is specific gravity checking of urine with a refractometer. Urine volume assessment and urine color comparison methods are less popular methods of hydration status assessment (Casa et al, 2000). According to the guidelines set by the National Athletic Trainer’s Association (Casa et al, 2000), an athlete must consume approximately 500- 600ml of water or sports drink 2- 3hours prior to practice session or game and about 200- 300ml of water or sports drink prior to onset of exercise. During the game or practice session fluids must be consumed to make up losses. This can be done by taking 200- 300ml every 10-20 minutes. After the exercise, rehydration must be done to replace losses during the session. Electrolytes must also be included in the fluids to speed rehydration. Usually cool fluids are recommended so that the player takes more fluid inside. Bad signs and symptoms of dehydration include irritability, thirst, general discomfort, headache, dizziness, chills, vomiting, nausea and decreased performance. Other dehydration signs include weariness, flushed skin, apathy and heat sensations on head and neck. Sodium chloride must be included in the fluid replacement beverage when there is inadequate access to meals. Modest amounts of sodium ranging between 0. 3- 0. 7g/L can offset salt loss which occurs in sweating. Ideal rehydration fluid An ideal rehydration fluid will consist of 60 grams of carbohydrate in 1 liter of fluid. This concentration of fluid will not hinder fluid absorption and at the same time will provide the required carbohydrate for refuelling (Casa et al, 2000). Role of proteins Proteins are very essential when heavy work is done for prolonged periods and also during periods of growth. May sportsmen are of the opinion that proteins are the primary sources of energy for muscles. However, this is not true because, when other substrates are available, protein is seldom used for derivation of energy. A well balanced diet will have sufficient protein for building of muscles and hence there is no justification for the use of expensive high-protein diets (Casa et al, 2000). High intense trainers like ice hockey players will need about 1. – 2g per kg per day of protein which is twice the RDA recommendation for general population. Insufficient protein intake can result in negative nitrogen balance which increases protein catabolism and slows recovery time. This can contribute to intolerance of training and loss of muscle mass. The type of protein consumed is also important. Best sources of protein include skinless chicken, egg white, skim milk and egg white (Krieder et al, 2004).. Role of fat Fat is very rich in calories. Each gram of fat when burnt, releases 9KCals. However, metabolic breakdown of fat utilizes more oxygen and thus maximum physical efficiency is not possible when a diet which is rich in fat is consumed. However, some amount of fat is essential for flavouring of food, reservation of energy stores and body insulation (Casa et al, 2000). The dietary recommendations for fat intake in athletes are similar to those recommended for non-athletes. For an athlete, it is essential to maintain energy balance, replenish intramuscular triacyl glycerol and also take essential fatty acids (Krieder et al, 2004). Role of carbohydrates During exercise, body uses 30-60 g of carbohydrates per hour. Ice hockey players will need 400-1500 grams of carbohydrate (50-150kg body weight) to maintain the glycogen levels of the muscle. Majority of the carbohydrate in the diet must come from complex carbohydrates which have low-to-moderate glycemic index. Some of such carbohydrates are starches, grains, maltodextrins and fruit. Since it is difficult to consume solid carbohydrate during intense training, experts recommend that carbohydrates may be taken in the form of concentrated carbohydrate juices and drinks (Krieder et al, 2004). Vitamins Vitamins are essential for energy synthesis, prevention of cell destruction, maintenance of neurological processes and regulation of metabolic processes. Basically there are 2 types of vitamins, the fat soluble and the non-fat soluble. Vitamins A, D,E and K are fat soluble and Vitamins B and C are water soluble (Krieder et al, 2004). Athletes need as much vitamins as non-athletes. There is no evidence to definitely prove that increased vitamin consumption increases performance.

A Range Of Problems In The Future Essay Example for Free

A Range Of Problems In The Future Essay Communism (145) , Winston Smith (53) ? ‘The world will have to grapple with a range of problems in the future’ The world will inevitably change as time continues to expose the past’s perception of the future to the now. As the earth ages, generations to come adapt to the new world they perceive to be as It is near impossible for every parent to educate their young on everything they have ever learned; thus attitudes and morals are continually fluctuating. It is undeniable that it has already affected society it is evident throughout today’s problems that were never pondered upon by older generations such as the rapid advances in technology. The future can only change, and will encounter many dilemmas along the way. Earth already has an overwhelming number of human inhabitants, and the world’s population continues to increase. Many people do not want to acknowledge the problem, but ignorance will not change the inevitable consequences of overpopulation. No animal species can exist without adequate food, water, shelter and other essential resources and humans are not exempt from this rule. When the human population exceeds the resources needed to sustain it, the same thing that happens to any overpopulated species; nature will reduce the population through famine, disease, interspecies fighting or a combination of either one. That reality has already affecting people in some Third World countries. Because of cultural, political and religious attitudes, almost no world leader is willing to acknowledge the problem, much less take the necessary steps to resolve it. The underlying cause of almost every environmental problem in the world today is human overpopulation. Air pollution, water shortages, habitat loss, extinctions, and invasive species all are caused or intensified from having too many people in the world. Humans are unique among all animal species in having the ability to solve even a monumental problem like overpopulation. This awareness is existent in George Orwell’s ‘1984’, the effects of extreme totalitarian society have stripped society’s resources and forced them to live in a dystopian environment full of pollution and overpopulation. Such a situation of local overpopulation has existed since the dawn of humanity and is slowly becoming a global existential problem. Technology today has transformed the world and changed how people live in their day to day lives. As advances in technology are generally perceived to be an advantage, it can enable the most malevolent evil. The realm of communications has likewise seen immense change. People are provided with new ways to communicate with each other, such as email and instant messaging which can pose as a breach of privacy if used for the wrong intentions. Documents placed on the internet are sources of information for the rest of the world, and will forever leave a digital footprint. Global positioning satellites allow us to track our exact location and find our way to various destinations; such accessible conveniences can alter the future in foretelling ways. George Orwell’s ‘1984, illustrates a dystopian society ruled by a totalitarian government. This extreme realization portrays a government with absolute power, in which controls every aspect of human life using a number of dehumanising techniques. Orwell’s dark vision poses as a foreshadowing notice, which thoroughly explores the consequences of advanced technology and its misuse. As Oceania’s mechanical citizens are constantly monitored using microphones and surveillance, expunges their right to privacy and to make choices. It is clear that the innovations of technology could escalate out of control, leaving society with no defence against it. Thus, it will ultimately destroy humanity in the pursuit of absolute power. The discovery of DNA has the possibility to lead to major social and scientific issues in society. With new advances in technology, there are increases in the consequences that the new technology will allow. It is evident in Andrew Niccol’s film ‘Gattaca’ that the more powerful genetic engineering becomes the more helpful and harmful it develops. The film depicts a society ruled by ‘genoism’, where your genetics decide your social class in the world with a stressed need for perfectionism. This depressing image where there is no determinism for fate or influence for ethical standards eliminates the right for freedom of choice, that people freely and obliviously exhaust today. The consequences of selective breeding solutions are frequently addressed in past and modern literature. In ‘Jurassic Park’, a scientist exhumes and modifies dinosaur DNA to then create an island inhabited by dinosaurs. Consequently, the impact of unnaturally producing a breed that has been extinct for a long period of time threatened the rest of  the human race’s existence. It is clear that such meticulous science created in the wrong hands has the potential to impact the world permanently. Similarly, a frightening futuristic concept that threatens to dominate society is totalitarianism. The objective of totalitarian government is to limit and regulate every aspect of public and private life. George Orwell’s novel, ‘1984’, exemplifies a society lacking in freedom and expression. His fictional society in the year 1984 stands as a metaphor for a totalitarian society. Communication, personal beliefs, and national loyalty are controlled by the inner party which governs the people of Oceania in order to keep society from rebelling. The concept of also controlling the personal beliefs of the citizens promotes totalitarianism by limiting the form of any emotional or individual expression. The citizens of Oceania were forced to work long days which limited self-expression because they were too exhausted to do anything else. Oceania, where protagonist Winston Smith lives, is ruled by the INGSOC. â€Å"BIG BROTHER IS WATCHING YOU†, the main party slogan of Oceania which makes clear that every action you make is all seen by Big Brother, the big leader. The Inner Party, controlled by Big Brother, dictates several aspects of the people’s life. As a society, Oceania are completely brain washed by the continuous propaganda which is based on false news, a new language which reduces the capacity of using words in a double sensed way named Newspeak and indoctrination, this newborn dialect empowers and respects INGSOC. The overall concept is designed to control personal beliefs of the citizens by limiting their form of expression. Essentially, controlling the communication aligns with the Totalitarian aspects of governing. George Orwell envisioned the lack of communication could possibly result to total dominance and control of the people. As civilization moves toward the point where human life will be irreversibly transformed, it will also have to overcome the potential problems that are carried along with any advancement in technology and government. All of these possibilities portray a pessimistic view of the future which has the potential to accrue into tremendous issues of whom the world will have to grapple. A Range Of Problems In The Future. (2016, Sep 11).

World Hunger Essay Example | Topics and Well Written Essays - 1250 words

World Hunger - Essay Example Those who victorious in this struggle became more and more powerful as the time progresses while the rest struggled even harder and harder. The declared aim of politicians or the administrators of every country is to reduce poverty or to reduce the gap between the rich and the poor. In fact no country can claim that they are free from poverty. Poverty is a condition in which a person fails to maintain adequate living standards for him and for his family members. African continent is one of the major regions in which still thousands of people die daily out of hunger. Political instability, ethnic clashes, lack of natural resources, illiteracy etc are cited as the major reasons for poverty in Africa. Africa is not alone when we consider the global statistics of poverty. Even some of the highly developed countries and developing countries like America, India, China etc also facing poverty related problems. According to Usborne (2008), â€Å"28 million people in the US will be using gov ernment food stamps to buy essential groceries in the fiscal year 2008, the highest level since the food assistance program was introduced in the 1960s† (Usborne). ... At the same time the film shows that the same plant can make a diet product for obese Americans and Europeans. In other words, Hoodia is used by the Africans to suppress their hunger whereas it is used by the Americans to reduce their obesity (Silent Killer). The above film succeeded in portraying some irritating facts about world hunger. It educates us that the same food is used differently by different people in the world. We know that overeating is one major reason for causing obesity. In other words, Americans and Europeans who consumed more than enough food are currently trying to shed some of their weight whereas Africans who consumes lesser foods are trying to suppress their hunger. The two sides of the hunger problems are beautifully portrayed in this film. It indirectly explains that the world hunger problems are still not rectified because of the over eating habits of some people at the expense of others. Even in America which is supposed to be one of the richest countries in the world, poverty is still there. â€Å"Startling official statistics show that as a new economic recession stalks the United States, a record number of Americans will shortly be depending on food stamps just to feed themselves and their families† (Usborne). Many people have the false belief that all the Americans are living in better conditions. However, the recent recession unveiled some of the darker sides of America’s social life. The photograph given below clearly shows that even in America, some people are still struggling to get adequate food. Disadvantaged Americans queue for aid in New York (Usborne) America is spending trillions of dollars for war on terror. Iraq war and Afghan war succeeded only in increasing poverty in America. Even half of the

London ships of historic interest partnership Essay - 1

London ships of historic interest partnership - Essay Example From the fact that Britain is a maritime country, the income of most of the citizens is derived from maritime activity. The London’s ships partnership has a major obligation of increasing the maritime activity and the number of visitors coming to the country. This has to be done through enacting various strategies and ways. The partnership should make the whole world aware of the existence of the historic ships and the uniqueness in them. This paper will explore how the partnership can increase the global awareness of the uniqueness and existence of the historic ships in London, means and ways to tap into the market and PEST analysis in relation to the same. The paper is to explore the best marketing mix in international and global marketing especially during overseas expansion. The main objective is to identify the most appropriate international market place to target to ensure tourists are aware of the brand and will view the member vessels as must see attractions when they visit London. The subsidiary objectives are as stipulated below: Tourism is a major player in the economy of Britain with tourist coming from both local and international markets. This has boosted the economy of the country and efforts to increase the tourist volume are being put in place each and every day. The London ships of historic interest partnership being a major player has also implemented actions to increase awareness among the residents and foreigners of the tourism facilities available. This has boosted the tourism industry in a major way. International tourists are well informed of existence of the maritime tourism and are well aware of the kind of tourism facilities they are to view and interact with when they pay a visit to the city of London. There are various factors both internal and external that have contributed to the success of the organization in response to marine tourism. The coming

International Business (MaArketing ORHuman Resource Management) Research Paper

International Business (MaArketing ORHuman Resource Management) strategy of an International Firm - Research Paper Example The modern environment of the business world differentiates the business organizations of the world into the globetrotters and the globe watchers. The globetrotters are the most successful of the organizations where the essence is to target the different markets of the world. The globe watchers on the other hand look to take the advantages of the multinational companies in the production and the marketing process. The development of the globetrotters or the multinational companies depends on the efficiency of the marketing department of the organization to a large extent. The marketing in the other countries depend on the evaluation of the country. The market of the country and its customers are to be analyzed. The analysis of the economic conditions of the country will help in the growth of the company. The marketing department of the globetrotting companies has to evaluate the conditions to be able to exert them in these countries. (Cavusgil, December, 1991). The successful multina tional companies of the world have followed this model in its growth path. The paper will look into the marketing strategies of a well known international company to understand the situation. Coca Cola will be good example in the case of the study. Coca Cola was born in 1886 in Georgia. Dr. John Pemberton is credited with the invention of the drink. However, he was not aware of the potential of the drink and eventually sold it off to Asa Candler. It was under the reign of Candler that Coca Cola achieved iconic status. He was instrumental in the marketing and the advertising of the product. This was done with the help of merchandising of various products. Another important development during his reign was the bottling of the drink. The international expansion of the drink started under Ernest Woodruff and the bottling of the drink soon began in the other parts of the world. In Europe the drink was first bottled in France. Coca Cola became even more

The Holy Grail Essay Example | Topics and Well Written Essays - 1000 words

The Holy Grail - Essay Example Nevertheless, they would say the Holy Grail was not only a mystery, secrecy, or adventure but it also required much valuable knowledge from people if they shared the same historical background. A brief discussion on the historical background of the Holy Grail however, may be of some help in understanding the thesis. In the modern day, a majority will agree that the Holy Grail is a cup or a goblet that is related to Christ. However, we should not assume that the Holy Grail is merely an object. People also have other ideas about the Holy Grail that it could be a Blood Line, figure of Christ, or even Christ himself. The Holy Grail is a symbol of blood from Christ and that it was also the cup used while they were drinking wine. In addition, it was also used to gather the blood of Christ while he was hung on the cross. Some people believe that this cup has lots of miraculous powers.. For instance, it has the privilege to communicate with God, which, some believed, might bring them treatme nt, recycling, even immortality. There is also testimony to the assumption that the Holy Grail is the Blood Line of Christ. The word Holy Grail has changed a couple of times and Sangreal is just one of the words which referred to Christs cup before the advent of the word Holy Grail. The word Sangreal connotes a word San Greal that also suggests the meaning of Blood Line of Christ. The evidence of this theory is comes from the belief of some people that a baby was actually born to Christ and Mary Magdalene. Some theorists proclaim that this royal bloodline still remains today. The theory that we can finally come to about the Holy Grail is that the Holy Grail is just a cup, which simply symbolizes Christ. This is what the Catholics believe. In Catholicism, it is believed that Christ is sanctity, therefore, he did not marry Mary Magdalene nor did he have any children or any sort of bloodline.

Agency theory and the question of shareholder primacy Essay

Agency theory and the question of shareholder primacy - Essay Example As a way of dealing with such unhealthy tango that normally exists among owners and controllers such as shareholders, the corporate governance is usually used to structure and clarify the distribution and use of power among all stakeholders within the modern firm (Waitzer and Jaswal 480). In this paper, the role of corporate governance and law in general in ensuring effective power relationships among competing groups within the organization is reviewed from two perspectives. These perspectives are agency theory and shareholder primacy. As part of the review of the two perspectives, key debates in literature on perceived problems and benefits associated with agency theory and shareholder primacy will be discussed. Based on the review, a conclusion was taken that shareholder primacy fails to be a credible source of solution to most forms of conflicts and unrest that exists among various stakeholders within the organization and outside of it. This is conclusion is taken based on the fa ct that shareholder primacy seeks to prioritize the interest of shareholders only and thus create uneasiness with other stakeholders. In common-law based countries such as the US and the UK, power struggle has been identified to be very common because of the separation between ownership and control. As a result of the separation, anxieties of corporate control have often been created between owners and shareholders, bringing about corporate tensions that affect the running of organizations negatively (Jensen and Meckling 309). Unlike civil-law framework countries, the UK and US promote more diversified shareholder basis through delivering good security of minority shareholders (Mallin 11). In most corporate organizations, owners and shareholders have often looked over their shoulders, suspecting that the other person may be having some advantages that help serve their personal interests rather than the

MIMA-123 evaluation Essay Example | Topics and Well Written Essays - 5000 words

MIMA-123 evaluation - Essay Example Dombrock defined an unrecognized red cell antigen, which was ultimately named Doa (Swanson et al.1965). Eight years later, the antithetical antigen to Doa was identified and appropriately named Dob (Molthan et al 1973). The two antigens were put in the Dombrock blood group system (DO) and assigned IBST 014 by the International Society for Blood Transfusion (Lewis et al.1985). The Dombrock blood group started as a polymorphic system comprised of the two alleles, DOA and DOB. The antigens Doa and Dob are found on a glycosylphosphatidylinositol (GPI)-linked glycoprotein belonging to the ADP-ribosyltransferases (ARTs) family. ARTs catalyze the transfer of ADP-ribose from ÃŽ ²-NAD+ to certain amino acid residues of target proteins (Ueda & Hayaishi, 1985). ADP-ribosylation is physiologically important because the process leads to protein inactivation, and in some cases pathogenecity; because this action has been related to that of bacterial toxins (Corda & Di Girolamo, 2003). In 1992, it was discovered that the Gregory (Gya) negative phenotype RBCs were also Do (a-b-) in addition to being Holley (Hy) and Joseph (Joa) negative as previously described (Banks et al.1992). Gya and Hy are high prevalence antigens which were first described in 1967, while the Joa antigen was described in 1972 (Reid 2003). Through immunoblotting analysis, Gya, Hy, and Joa antigens we re found on the same glycoprotein where the Do antigens reside (Spring et al.1994). The Gy (a-) phenotype was determined to be the null Dombrock (Donull) phenotype (Reid, 2003). Consequently, Gya, Hy, and Joa antigens were included in the Dombrock blood group system. In 2009, a new Do-related high-prevalence antigen named DOYA was discovered and added to the Dombrock group (Warke et al.2008; Daniels et al.2009), bringing the total to six distinct antigens in the Dombrock blood group. The current ISBT terminology for the Dombrock blood group system is shown in

Business leadership Essay Example | Topics and Well Written Essays - 500 words

Business leadership - Essay Example Hence, both leadership and management are complementary in nature (Kotter, 6). What does it mean to say, â€Å"leadership is about change?† and how does the concept of â€Å"alignment† relate to leadership? The phrase â€Å"leadership is about change† signifies not just any type of chance but an alteration in the business environment. When the surroundings change new strategies will be required to match the changing needs. This is ensured by leadership the term â€Å"enabling† can therefore sum up the idea of change in this context (Heifetz, xii). Leadership is all about adapting to the changes, which will require effective communications with the subordinates. â€Å"Aligning† refers to empowering people to carry out tasks and is a problem of communications (Kotter, 10). What is â€Å"emotional hijacking†? Emotions certainly play an important role in leadership. This is most evident in the way two leaders might handle a same situation differe ntly. Temperament is very important and if a leader becomes enraged during communications, its effectiveness is lost.

Of Mice and Men is a novel about people Essay Example for Free

Of Mice and Men is a novel about people Essay Of Mice and Men is a novel about people. Are there too many cripples, misfits and unusual characters in the novel to consider Steinbecks portrayal as true life? Steinbecks novel is based on ordinary people during the American Depression. Steinbeck has an understanding of how migrant workers were and how it was as he had his childhood in California near Salinas Valley. During the period in which the novel was wrote was written migrant workers went from ranch to ranch working for money never really having a secure job as new technology in machinery made it cheaper to harvest crops. This introduces the two main characters George and Lennie, migrant workers, who do not fit into 1930s society. The novel based is on characters that represent different walks of life during the period illustrating the American culture. Steinbeck portrays the American culture in a condensed version occurring only on a ranch, showing the grim truces of the society, when the novel was written In Steinbecks novel the character Candy is a man who has gone past his prime of his life. He has a stumped hand and therefore he is too maimed to be working in the fields, he can be seen as a cripple in the novel. The result of this is that he has menial job as a swamper. To represent the fears of time Steinbeck writes about Candy being worried about getting the can as a result of his unimportance on the ranch, and this is shown when Steinbeck wrote I aint much good with ony hand. I lost my hand right here on this ranch. Thats why they give me a job swampin This suggests that the job was only given to Candy out of sympathy. Furthermore Candy saying I aint much good shows his awareness of his own situation, being worthless to the ranch. Candy represents the aged sector that exists in every society, at the time the novel was written work was very scarce and if people were employed they would have to work hard to say in work. Candy as an aged person is on his last job, because if he loses it no one else will take him on. This is his major fear throughout the novel and Steinbeck portrays the aged migrant worker as a pathetic man with only a dog to keep him company. Steinbeck writes Candy looked a long time at Slim to try and find some reversal The above statement suggests that Candy has no authority with the other workers on the ranch and needs Slim to assist him; this shows Candy, as a cripple, has no respect from the other characters, which is a portrayal of true life during the American Depression. With the dog eat dog world of the period skill, strength, intelligence, age and skin colour affected authority. Candy has a change of attitude after hearing about the dream soon after his dog was shot, Steinbeck choosing to write the dream being heard by Candy at this point in the novel when the character had lost everything that was important, gives the cripple hope for the future as his past (with his dog) is finished. Sadly the dog is a symbol of his possible future, the fate of the aged. In a time of mass unemployment and the fear of loneliness compels Candy to latch himself onto a belief to persevere in the harsh lonely world and this gives Candy the renewed confidence. Steinbeck shows the change of Candys attitude after he hears about the dream, Candy joined the attack with joy Glove fulla Vaseline, he said disgustedly. This quote enhances the change in the character of Candy, as before he did not say anything in general conversation between the workers and at this point he was important. The verb attack shows Candys aggression against Curley, who has a higher status than Candy and is more important to the running of the ranch and is the bosses son, not a cripple and stronger. The adjective disgustedly in the quote shows that Candy is sickened by Curley and Curleys attitude to others and Candy himself. This shows Candy is more than a cripple in the story, but a character who needs an image of a better future for himself with no worries. The dream of getting a ranch of their own is the need for some security can be compared as a pension in a modern view. Once Candy has this security in the dream Steinbeck enhances the character making him bolder, and his character comes out from the shell of an old cripple. In chapter two Steinbeck introduces the reader to the character of Crooks. The name Crooks is not used for him at the start of the novel and it is only later on that he is called Crooks. The names used for him are derogatory labels including stable buck, nigger and Crooks. Throughout the whole novel the reader never finds out the characters real name, which adds to the effectiveness of the character being a misfit. Steinbeck enhances the idea of Crooks being a misfit when he writes They let the nigger come in. Little skinner name of Smitty took after the nigger. Done pretty good, too This depicts that the other characters do not see Crooks a real human being but as an object of entertainment. Steinbeck conveys how a black man fits into the society of the period through racism. Crooks is a misfit in the novel because of his skin colour and his physical appearance, because of this he is segregated from the other workers on the ranch. This can be shown by They let the nigger come in this implies that the others do not want to be around him and that it is an important event when he does. The above quote can also suggest that Crooks wants to be sociable with the others and the word let suggests that the character has tried before. His injury to his back illustrates to the reader that he can be put into a category with Candy, as a cripple. The connection between the two is deeper than them both have a disability. Steinbeck brings them both together in chapter 4 at the start of the novel when he writes Yeah. Nice fella, too. Candy is shown to have a high regards and respect for him; Steinbeck puts them in the same situation in the novel. Candy and Crooks as cripples both need to belong to something as there is always the threat of getting the can or a similar consequence to of Candys dog. One may think that Steinbeck was trying to portray a bridge across racism in the period with a white man and black man wanting the same dream. As Crooks changes his view in the novel from being a defensive one to felling some hope about the dream too. At first Crooks attitude to little piece of land in his head is an objectionable because society has made him pessimistic and spiteful to any sign of others having some dream of happiness knowing that he can not have any because of race. However when he hears about the money he is more open and suggests he wants to be apart of it, this can be shown when Steinbeck wrote If you guys would want a hand to work for nothing- just his keep This quotes conveys Crooks hope in the dream and he wants to be apart of it to be secure and treated as an equal. The reader learns a valuable lesson from Crooks and Steinbeck portrays it effectively that society is in the wrong not that the characters. Steinbeck illustrates Crooks as being a proud son of a bitch with his tidy room but this does not make just a misfit or a cripple but he has humanity with all other blacks. Thats why a lot of time is devoted to him in the novel, his role is equally important to the social statement made by Steinbeck. The end of this key chapter with Crooks in, chapter 4, unhappily ends how it began with Crooks rubbing medicine into his back, this is a powerful message put across to the audience which may evoke the reader to think that society will not change unless we change society. Crooks had briefly gained some respect from other white males and had hope for the future, but it is when this happens that a women shattered his hopes, this would be terrible to Crooks because women were thought to be lower and weaker than men, so being put down by Curleys wife made him worth nothing, just like during the beginning of this chapter. A character that is, in essence, unusual is Curleys Wife. She is unusual because she is the only female character who speaks in this novel. Steinbecks portrayal of women in this novel is not in a good light, given that the men go to a brothel. Women typically represented as objects of sexual nature not as partners or equals but as. Curleys Wife is unusual in a way that she is the only women on a ranch full of men going around dressed to seduce, this can be shown in She had full, rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red. Steinbeck suggests that she is trouble by all the red in the description, with red bringing up connotations of danger. The red also can connote seduction. Steinbecks character has a habit of looking for her husband which can suggest that she is lonely and is constantly seeking attention from the other men, another reason for dressing up seductively is to conceal her loneliness, Steinbeck includes her in the novel to portray the American housewife, wanting to be something more than a housewife. This was typical during this period of social change with Hollywood and women becoming celebrities, which is exciting compared to a life on the ranch. Steinbeck effectively portrays this in He says he was gonna put me in the movies. Says I was a natural. This implies to the reader that she wanted something more to her life than to be stuck on a ranch. This however makes her a misfit on the ranch in the novel because of her wanting a different dream to come true, but during that period people were fascinated about celebrities so the character of Curleys Wife can represent the womens struggle during the American Depression. We learn from the novel that society during that period was male orientated and that women were beginning to have their own dreams other than finding a good man to marry. Throughout the whole novel the reader is aware of Lennie being a misfit in the novel. When the reader is first introduced to this character his physical description suggests that he is misfit large pale eyes can connote the lack of intelligence, giving the sense of subdued expression, the adjective large agrees with the stature of Lennie, though the adjective pale implies the mindlessness of him. The other characters in the novel who are misfits, unusual characters or cripples have a physical or emotional problem but Lennie as one of the lead characters is different with an intelligence problem; this engages the readers sympathy as Lennie is every childlike. Steinbeck writes about the childlike behaviour of Lennie in Lennie was still smiling with delight at the memory of the ranch This quote depicts Lennies lack of social skills, like a child, which gets the character into a trouble that wouldnt have really happened in the novel if the character was not a misfit, such as what happened in Weed where he stroked the womens dress not knowing that he was doing something wrong and ended up being outcast and hunted. Steinbecks 1930s society is not tolerant of Lennie and his disability to handle a difficult social problem. Society when this novel was written is not an understanding one and Steinbeck dramatically portrays this by the fight in the novel. Steinbeck shows the reader during that period people acted too rash and unsympathetic, and Steinbeck with this novel wants people to take notice of society and for it to be more tolerant to misfits, cripples and in a sense unusual characters. Steinbeck leaves the ending of Lennie at a moderately neutral point of view; this lets one make up ones mind to know that its a tragedy. On one side that it is a tragedy that Steinbecks characters have no acknowledgment of Lennie killing Curleys Wife by accident and that he has no understanding of death and his own strength. On the other side some readers may believe that Lennie should be shot because he killed a human, even with his lack of intelligence it still make him a danger to society. Steinbeck writes his death in the place where Lennie suits best throughout the whole novel, in nature Suddenly Lennie appeared out of the brush, and he came as silently as a creeping bear moves. This quote implies that Lennie suited the environment that he was in, and the metaphor a creeping bear moves is a powerful one. In addition, it conveys the character to be almost part of nature and if he was never meant for society. As a result of this, the reader may think it is less of a tragedy as Lennie dies where he belongs. Steinbeck portrays the purpose of Lennies character of being the character that allows people to have a dream. Lennie is the one to console in and not to put down people, because he has no real understanding of how the world works. Candy and Crooks benefit from having time with Lennie as Candy has someone to talk too furthermore ensuring Candy a no opposition to joining the dream, which may not have occurred if Lennie was not a misfit to society. Crooks has someone to talk to without no prejudice as it because of Lennie being unintelligent, he did not understand the concept of racism. Lastly, Lennie ensured Curleys Wife finally got someone to talk to in the novel. Steinbecks misfit Lennie shows the flaws in society that needs to be exposed in true life. If there were more people like Lennie on the ranch (society) there would be more empathy towards others and their feelings and there wouldnt be feelings of superiority other one another. George and Lennie have a friendship that is not typical of the period in which the novel was set. Two men travelling around together and working together was unheard of, the American Depression saw people distant themselves from each other. With no security, men chose not to trust each other. Steinbeck depicts this effectively throughout the whole novel. This relationship is not typical of the era, Steinbeck shows this when he writes Guys like us, that work on the ranches, are the loneliest guys in the world. They got no family. They dont belong no place. This illustrates the stereotype of the migrant worker making this unusual relationship out of place in the novel and Steinbeck wanted to show this by the effects of their relationship upon the characters. The relationship being not of true life has a sense of inevitable doom to it. Steinbeck depicts the relationship to draw other characters to it so that they can belong even though the friendship creates suspicion in; He hooked his thumbs in his belt and squinted one eye nearly closed This expresses to the reader the Boss had never seen it before and that thinks it trouble, with squinted one eye the verb creates suspicion. This clearly emphasis the idea, that the relationship sparks the plot with eventually, Lennie killing Curleys Wife. Perhaps Steinbeck shows this because he is making a social statement on the period where people just can not trust in one another or be emotionally close to each other, with out anything going wrong. George and Lennies relationship shows one how much empathy and understanding one man can have in another. Against everyone being antagonistic to the relationship George stuck by Lennie until he could no more. Steinbecks characters have a friendship that is destroyed by the attitudes in society of the period. In conclusion to this essay, Steinbeck has wrote misfits, unusual characters and cripples in Of Mice and Men to show the faults and prejudices during the 1930s American depression, in which the novel was written. Steinbecks characters portray different aspects to the life in the period. Crooks represents the life of a black man having to struggle through life being worth nothing because of skin colour, whilst Curleys Wife represents how a women struggles in a male dominant society, the male dominant society being the ranch itself. Candy symbolises the aged in the period, being old is being useless and unwanted. Though the novel has misfits, unusual characters and cripples they would not have as much affect if they were not contrast to the more stereotypical characters of the period. Curley and Carlson show the reader the bleak and lonely lives migrant workers had. The contrast has a bigger and more meaningful social statement made by Steinbeck. The writer effectively shows this at the end of the novel. Now what the hell ya suppose is eatin them two guys? This enhances the social statement made by Steinbeck, with Slim consoling George but the other more usual characters, Curley and Carlson, not coming together after the whole plot Steinbeck keeps them apart and socially distant, unaware of the situation George is in. the novel is also concluded within the novel where the image of the water snake an the heron. The whole novel is summarised, with the calmness to the heron snatching the water snake. Steinbeck implies this animal image that humans in a society live like animals and how that we have not evolved to be more tolerable of peoples differences; the consequence of this is Lennies death. Steinbeck conveys marvellously that this will keep transpiring as the heron returns to the pool to catch another water snake.

Achieving the Goal Essay Example for Free

Achieving the Goal Essay How will I achieve the goal? There are many things going through my head when I think about the question, but there are only a few important ones that stick out the most. Achieving the goal would be for me to do everything in my power to do the very best I can in college so when I do finish I can become a physical therapist. For me to achieve my goal, I’m going to have to work hard and study even harder so I can get the very best grades while going to Victoria College. I know that college isn’t easy and sometimes it is going to be difficult, but I will not let that stop me from getting my goal. I also know that college is very different from high school. So that means that I’m going to need to work ten times harder than I did back then. I believe that by studying and giving my very best at everything I do in college, I will achieve my goal. I just have to remember that I can’t give up even when it gets hard because that will get me nowhere. Besides doing my best in college, I’m going to need to balance my job as a mother of three and the duties of a house wife. Balancing kids and keeping up with everything that comes with the responsibilities of a wife, home, and family is just another step on the path to achieving my goals. Having a family while also going to school full time can be tough. Sometimes when I get home I’m tired and really don’t feel like doing any homework, but I know that I have to. This sometimes can lead to procrastinating. I’ve gone to school before while having one child and managed just fine with school and work, so I know that I can do it again this go around of college too. Time management is the key though. Having a social life is something else I have to balance with college I believe that I can do all the things I want to with my friends and family and still be able to succeed in college. All I have to do is manage my time and keep my priorities straight. I have to think which is more important, hanging out and watching the football game with friends and family or studying for an upcoming test. Studying of course. I can do all the things I want to do with my family and friends as long as I don’t let it affect my school work. So when I finish my time at Victoria College, I want to transfer to University Houston-Victoria. It has always been my dream to go to a University and make my kids proud. It’s just another step in  achieving my goal. While I am at UHV, I want to succeed at everything I do so I can graduate with a Bachelor’s degree and then even go on to getting a Master’s degree as well. So hopefully when my time is done at UHV, I will have become a physical therapist. Something I have wanted to be for a while now. When it is all said and done with college and I do become a physical therapist, then I know that I have finally reached my goal for myself, my kids, and my husband. All I have to remember is that I can’t lose focus of my goals and dreams, because if I do then I will never achieve true happiness†¦my goal!

Romanticism And Realism Art And Literature English Literature Essay

Romanticism And Realism Art And Literature English Literature Essay The history of art and literature was developed under the influence of different intellectual movement, the most prominent and important of which are Romanticism and Realism. Romanticism was a complex artistic, literary and intellectual movement of 18th-19th century that appeared in Europe and was spread all over the world. It appeared as a reaction to rationalism and mechanistic aesthetics of classicism and the Enlightenment. It was one of the most complex and internally contradictory phenomena in the history of culture. Disappointment in the ideals of the Enlightenment, in the results of the French Revolution, the denial of utilitarianism of modern reality, the principles of bourgeois practicality, whose victims was human individuality, a pessimistic view of prospects for social development were combined in romanticism with the desire of harmony and spiritual integrity of the individual with a tendency towards infinity, the search for new, absolute and unconditional ideals. Sharp d iscord between the ideals and oppressive reality made romantics feel the morbidly fatalistic sense of indignation, bitter mockery of the discrepancy between dreams and reality. Specific of the romantic art is the problem of two worlds; writers of that time compared and contrasted the real and imaginary worlds. And the reality, the prose of life with their utilitarianism and lack of spirituality were understood as subhuman empty sense, which opposed the true world of values. Representatives of Romanticism sharply condemned urban culture and left it for description of the Middle Ages or nature. In the quiet life of countryside and simplicity they looked for the salvation from social problems of urban life, opposing it to a simple uncorrupted life of the province. Simple way of life was their ideal, and for example, William Wordsworth showed it in fiction. He set a rule to take a creative material from everyday life, to make out it in ordinary manner, using an ordinary language(Sutherland 125). In his Preface to Lyrical Ballads, he said that the chose an ordinary life because all components of it are natural and truthful, simple life does not contradict the beautiful and sustainable forms of nature (Wordsworth 6). As a real romantic writer, Wordsworth wrote a lot about people and nature. Conventional farmers are well represented in the ballad We Are Seven, and for example his Excursion Book is an example of magnificent descriptions of nature. At the same time, another outstanding representative of English Romanticism, Samuel Taylor Coleridge, the author of Ancient Mariner, Christabel and other novels, showed the strange mix of reality and fiction. He was the representative of English Romanticism, oriented on desire for the miraculous. Coleridge chose the area of events and characters of fiction and romantic genre, giving them human interest and a semblance of reality, which attracts readers. Such gradual transition from reality to pure fantasy is the main reception of Coleridge; it magically works in the Ancient Mariner, where incidents of an ordinary voyage transform to the area of wonders, where the natural and the supernatural merge into an indivisible unit. American Romanticism differed from European. In America, romantic ideas have contributed to the spiritual and aesthetic knowledge. Romantics argued that art more than science was able to express the truth. Romantics underscored the importance of art for people and the whole society. For example, in the essay The Poet, written by Ralph Waldo Emerson, one of the most influential writers of Romanticism, the author stated: All men live under the laws of truth and need a way to express their thoughts. à ¢Ã¢â€š ¬Ã‚ ¦The man is only a half of himself; the second half of him is thats how he expresses his feelings (Emerson 109). Representatives of Romanticism criticized the reality, for example the works of American novelist William Howells The Lady of the Aroostook, Chance meeting show the strong influence of romanticism on the author. The novels of William Howells contain criticism of American reality, which increases and in later works even socialist ideas appear (Through the Eye of the Needle). Thus, the features of Romanticism in varying degrees are common for many artists. Romanticism is inherent in paintings and drawings of Swiss Henry Fuseli. In his works, grim sophisticated grotesque breaks in through the classical clarity of images. Also romantism is inherent in mystical visionary works of poet and artist William Blake and works of the late Francisco Goya, full of unbridled fantasy, tragic pathos, and passionate protest against the national humiliation in Spain. In France, it is inherent in created during the revolutionary years heroic portraits by Jacques-Louis David, early dramatic compositions and portraits by Antoine-Jean Gros, dreamy and lyrical works of Pierre-Paul Prudhon and also in the works by Francois P. Gerard, who combines romantic tendencies with the academic methods. The works of many later Western romantics are imbued with pessimism in towards society. The heroes of many romantic works (Franà §ois-Renà © de Chateaubriand, Alfred de Musset, George Byron, Alfred de Vigny, Alphonse de Lamartine, Heinrich Heine, etc.) were influenced by the mood of hopelessness and despair, which acquired the common human nature. The main themes of works sounded like: the perfection is lost forever, the world is ruled evil, the ancient chaos is resurrecting. The theme of terrible world was inherent to all romantic literature, and the most clearly it was embodied in the so-called black genre (in Gothic novel Ann Radcliffe, Charles Maturin; in the drama of fate or tragedy of fate Heinrich von Kleist, Franz Grillparzer), and also in the works of George Byron, Clemens Brentano, Ernst Theodor Wilhelm Hoffmann, Edgar Allan Poe, and Nathaniel Hawthorne. Realism was an intellectual movement, characterized by truthful and objective reflection of reality by specific means that were peculiar to various forms of art. During the historical development of art realism there were formed concrete forms of some creative methods, such as educational, critical, and socialist. Various realistic trends were expressed in different types and genres of art. Hence, there were two opposite directions in the theory, one realism the desire of the art to reproduce, to show the reality truly; and the other idealism the desire of the art to complete the reality, to create new forms. And the starting point doesnt consist of real facts, but of ideal representation. The first American writer, who has fully realized the idea of realism in art, was Mark Twain. His work was developed under the influence of critical realism, which objectively reflected the American reality first in comic and later in satiric way (Licentiousness of Print, Running For Governor). The authors later works, such as pamphlets and satirical short stories (The man who seduced Gedliberg, The United States of Lyncherdom, Monologue of the king) show the true face of American imperialism. Henry James was also one of the brightest representatives of realism; he was one of the first in American literature, who spoke against the bourgeois banality of reality. Dissatisfaction of American way of life forced him to move to Europe, so many characters of his works were the Americans who emigrated from the United States (Roderick Hudson, The American). In the novel, The Bostonians he sharply and uncompromisingly criticized the U.S. reality that is the essence of realism. Many realists wrote prose narrative stories about the fate of ordinary people, the epic of private life. The most important realist novel of the 18th century were written in the UK (Daniel Defoe, Samuel Richardson, Henry Fielding, Tobias George Smollett, Laurence Sterne), in France (Antoine Franà §ois Prà ©vost, Denis Diderot, Jean-Jacques Rousseau), in Germany (Johann Wolfgang von Goethe). The most interesting fact is that very often the heroes of novels were not monarchs and nobles, but people of middle class the merchants, townspeople, soldiers, sailors, etc., showing them in everyday family life. There is also a need to mention that in the middle of the 19th century Realism changed. If the main characters of Stendhal, Balzac and Dickens could withstand adverse conditions, then European Realism of the 2nd half of the century represents mainly the alienation of personality, its leveling, the loss of character, will, the resilience of environment. It is particularly expressive shown by William Thackeray and Gustave Flaubert. However, this kind of alienation, partly in the UK (George Eliot), but particularly in Russia (Ivan Turgenev, Leo Tolstoy) resisted adoption of high humanity and the struggle for humane ideals. The depth of philosophical problems in the works of Tolstoy and Dostoyevsky, the widest coverage of social reality, compassion for the fate of the insulted and injured, the subtlety of psychological analysis made these writers famous. Summarizing, it is possible to say that Realism in literature and art was characterized by the wish of artists to depict, represent the reality as it was. Artists of Realism represented the life in the way the person actually sees it, using the forms of the life itself. At the same time, Romanticism is characterized by denial of current reality, the criticism of capitalist civilization, new forms of subjugation of the masses, reproof of philistine stagnant and limited parties of the bourgeois culture and spiritual life. Most representatives of Romanticism criticized the reality; they were unsatisfied with it and couldnt accept it. Artists of both, Romanticism and Realism left a great heritage their wonderful works of art.