`In Another Country` By E. Hemingway Essay

Heming steering make ups a stringy and true-to- support tier ab f altogether out accredited sniff out of many soldiers who came home enti depone remember all casualties and hardship they were go about with during the WWI. On the other hand, their stories full of bravery, re contendd and resolution. They need to adapt to spic-and-span mankind, just the still way for them is to change their habits and face-to-face values. Settings and objects reflect intimate work forcetal rural argona of the characters and champion readers to grasp the idea at once, follow plot development and date resolution.Thesis In the concise taradiddle, contexts and objects help the author to reflect inner mental experience of soldiers and emotional burden of the warfare. The hospital serves as a symbolisation that represents annoyance and sufferings, death and hopes. This desktop gives insight abridgment of deep personal feelings of soldiers and their experience during this war ti me. at heart the story Hemingway skillfully portrays casualties of the ar underlining the exploitation of characters, their emotional evince, ca consumptiond by sufferings and colossal psychological burden carried by soldiers by and by the war.We were all at the hospital both afternoon, and there were different ways of pass across the townshipspeople through the drop to the hospital (Hemingway). According to Neiberg (2004), the war experience was the shock for the important characters who return home. Hemingway depicts that this is the around difficult time for all soldiers to beget to grips with changes occurred in their native countries and communities. He symbolically describes this experience as a couplet amid war and old conduct. You track a bridge across a canal to present the hospital. There was a choice of three bridges (Hemingway, n.d. ).This setting underlines that every solder can discern his life path, just now all of them are joined by war memories a nd feelings. racy human emotions embroil reality and unreal world of the fighter, still Hemingway leaves it to readers to decide what is the about important for the soldiers and what is real for them. The author gives only some hints to the reader to comprehend the convey of the bridge. It implies not only wisdom, but in like manner the whole life of a person, who has a right to choose which path to go, it represents isolation and rejection of reality.Hemingway describes only one of them underlining that the principal(prenominal) characters were smothered by circumstances and could choose their life path On one of them a woman sold roasted chestnuts (Hemingway, n. d. ). In In Another Country, the town reflects inner psychological experience of the friends. The primary(prenominal) setting, the Cova, appears in the story several times. The vote counter pays a special attention to it which reflects his psychological experience and perception of events around him.The narrat or uses the following descriptions of it Although, as we walked to the Cova through the though kick downstairs of town, walking in the dark, with giddy and singing coming out of the wine-shops (Hemingway, n. d. ). It is realistic to say that the character development is faint, because the main heroes do not indirect request to make any changes in their life resisting strongly modern world they enter (Nagel, 1996). Physical settings of the story depict new world and changes. To some extent, they reflect the genius of the men and their reaction towards new world.The setting of the Cova symbolizes unity and friendship, mutual understanding and support. mental pressure is caused by war, but Hemingway portrays it symbolically through material and emotional experience, evolution of emotional perception of the world and values. The girls at the Cova were very patriotic, and I found that the almost patriotic people in Italy were the coffeehouse girls and I believe they are notwit hstanding patriotic (Hemingway, n. d. ). Social context of the short story helps to understand resistance of the main characters to accept novelty.After the war, they come to some other alien world they know nought about. Hemingway does not speak directly but the main problem mentioned by Neiberg (2004) is that cipher wants to listen to old soldiers and their war stories be sick and tired of casualties of war. In the story Hemingway uses a lot of symbolic expatiate that helps to unveil the message of the story and create a unique atmosphere of events gull place after the war time. cable car represents the hope to recover. Although, many soldiers do not believe in this treatment regularity like the major who came very regularly to the hospital.I do not intend he ever missed a day, although I am sure he did not believe in the machines (Hemingway, n. d. ). implement represents escape from reality and fiat in general. On the other hand, Machine shows that old experience is more essential for the main characters than their present and future. The character of the major teaches viewers to distinguish between accessible prestigiousness and moral worth. The majors strength towards war is not accompanied by a moral decline but shows that there is no difference for society between true stories and imaginary tales.The main heroes try to escape from this new world and new setting in the hospital as the only possible way to overcome enormous emotional and psychological pressure. From the psychological point of view, the image of hero represented by the four men is caused by the feeling of personal liberty and courage. Social values help to flesh their individual identities and let them stand out from the crowd. In this case, the soldiers embody personal country which is closely connected with love and adventures. Hemingway took part in the WWI and knew from his own experience what courage meant (Meyers 1997).The medals are another important objects which reflects gallant and courage. We all had the same medals, except the male child with the black silk bandage across his face, and he had not been at the front huge enough to get any medals (Hemingway, n. d. ). rigings response to heroism defines it as a set of behavior patters and beliefs that set by the society. To some extent, the soldiers inherit the ideals of the dream, such as personal freedom and social justice. In some cases, world order and justice can be achieved only in blood battles with enemies, so the heroes had to use to use their physical strength against evil.They were persons who took risks I would work out myself having through with(p) all the things they had done to get their medals (Hemingway, n. d. ). Using the setting of the hospital, the symbol of the machine and medals, Hemingway depicts that the men live in the past where everything is familiar to them battles, human relations, settings. Within the story Hemingway shows that the core difference betwe en a soldiers and a civil is in their inner perception of the world. A civilian does not constantly understand all the duties he might to discharge and obligations he might to carry out.As a soldier, a man does not rely upon the others he is the only one who makes decisions and upshot for the consequences (Bourne, 2001). The three with the medals were like hunting-hawks and I was not a hawk, although I might seem a hawk to those who had never hunt (Hemingway, n. d. ). To some extent, the evolution of characters depicts the state of matureness which cannot be measured by noesis level or life struggles. It is an pose of a soldier towards life, his ability to endure it and the ability to accept the reality.Through the settings and objects unveils Hemingway the eff of moral health of the soldiers and evolution of personality. He depicts that in spite of all the negatively charged life lessons soldiers understand what it is to be an individual. Hemingway shows that the inner stat e of the soldiers has changed. On the other hand, war causes people to become insensitive. The settings of the hospital and the town are powerful reflecting inner state of the men and giving some hints to readers to imagine their feelings and emotional state.Through the detailed settings the story suggests something of the historical loss for the men of transferring the sense of self to relationships with civil society. Works Cited varlet 1. Bourne, J. M. Whos Who in world fight One.Routledge, 2001 2. Hemingway, E. In Another Country. n. d. <http//apo. cmaisonneuve. qc. ca/villanova/hemingway/original. htm> 3. Meyers, J. Ernest Hemingway The unfavorable Heritage. Routledge, 1997. 4. Nagel, J. Ernest Hemingway The Oak Park Legacy. University of Alabama Press, 1996. 5. Neiberg, M. S. state of war & Society in europium 1898 to the Present. Routledge, 2004.

'Cisco Systems Essay\r'

'1. How have lake herring’s lines evolved in the tolerate 10 †15 years? wherefore have they evolved that way? What does the future discover like? lake herring is the leader in the befuddlees and router market. lake herring was described as a classic start-up fairy tale. Indirect gross sales events and scattering through resellers was responsible for the secondary percentage of products delivered in the early 1990s. lake herring get was praised as a achievementful indirect sales and delight system.\r\nIn 1995, Chambers (CEO) took the helm and the family play a leading role in the internet revolution. Market capitalization exceeded $ d zillion in 2000. Cisco’s sales had crossed $18 billion and it boasted relationship with 600 VARs worldwide. The company’s sale took a hit after the telecommunication and dot-com crash in 2001. The company reported $1 billion mischief in the equal year. Due to the alienation and dissatisfaction among the r esellers the company was forced to review and re saucily the go-to market strategy.\r\nRouters and Switches are the key fragments of Cisco. Its fickle growth and the growth of Internet were inextricably intertwined. Its router technology was a crucial comp wizardnt of the rapid internet buildout in the 1990s. This success was achieved from basic high-end connectivity, multilayer intelligent service exchange solutions. The company has to evolve the goto market strategy and implement the customized pyramid so that naked as a jaybird strategy doesn’t create inter-channel passage of arms determines the future of the company\r\n2. What grade would you break out Cisco for managing that evolution? Good or bad? Why? I would stand an A grade to the firm for managing the evolution. It was well implementation, when started the company sold whoever had an application on the technology however with the market blow up in the 1990s, the company relied on channel partners who added unique value, cost effectively. The company followed divide-and-grow policy, multiply the number of sales territories by not bad(p) each in half and expecting the same business from each half.\r\n3. Against the background of your tell to the above two questions, how should Cisco award VoIP products? Through vocalize VARs? Data VARs? or both? I would recommend the distribution of VoIP products through both voice and entropy VARs. Even though voice channel was considerably more consolidated than the information channel however it is agreed that voice need to be added to the mix of already existing data VARs. In the data market, delimitations for the resellers where in the region 12%to 20% due to the channel competition. On one hand, it makes sense to stay with existing allowance account structure because the new technology delivered coarse cost advantage for the end user. hardly the Voice VARs were entrenched with PBX firms and it would cannibalize introducing new produ ct line. The maturing nature of the networking market and probability provided Cisco to expand their business and needed to the keep the productivity with the existing data VARs.\r\n4. What are your reactions to the Pyramid model right in Fig.C of the case? What is the core theory of the model? Is there an pick evolutional model that Cisco should adop? It was a completely dissimilar strategy adopted by Cisco when healthy win margins on routers and switches were the norm in 1990s. This offered value addition to the resellers and sales volume was the key which showed Cisco’s intention to improve the market share. â€Å" luxurious”, â€Å"Silver” or â€Å"Premier” side was awarded to the certified resellers who would in-turn get discount of 42%, 40% or 38% in the products for the categories respectively.\r\nThe core concept of the model is high the sales, greater discount and increased profit margins. Even though resellers could make 40% margin, in practice, because of intense competition, the gross margin boiled down to 5% to 18% across the industry depending on the product. Adding to the above, Cisco sold equipment through resellers that fell distant the pyramid structure but change in particular markets, on a sale by sale initiation and through resellers that acted as product-fulfillment houses. This helped Cisco to quickly increase its share in the switch and router market to high extent. I mount’t think there is an alternative evolutional model that Cisco would have adopted.\r\n'

'Design an Encryption Strategy Essay\r'

'Using the table given the encoding strategy for Richmond investments would go as follows. I pass on be victimization the privacy or confidentiality objective. The basic description for the privacy or confidentiality objective is to prevail nurture secret from all someone or persons, except those who are sure to see it have recover. In some other words, no one with extinct authorization go out be able to gain access to sensitive troupe information or client information, such as addresses, make ups, commission information, credit beak information, and other ain information. The security option needs to be implemented on all networks in the company’s domain. The public call infrastructure is a set of hardware, software system people policies and procedures needed to create, manage, distribute enjoyment store and revoke digital certificates.\r\nIn this case provide be use PKI cards, which ordain allow entrance into the facility, it will also allow entrance int o circumstantial areas of the building, allow employees to clock in and out and will allow for signing make and on of company computers. All employees will be issued a card with their name employee ID and photo on the face the card on the backside of the card will be company contact information such as departmental call numbers, etc. the implementation of a company encryption strategy is extremely of the essence(p) to protect the company. The company’s clients and the boilersuit day-to-day activities, the employees involved themselves in to grasp the company running.\r\n'

'Guidelines for Writing the Three Major Parts\r'

'Guidelines for pen the three discover p impostures of the books redirect examination (Introduction, literary full treatment, and discussion) follow. Directions Do non initiate typing until you feel the aim target †An Over conceive and conclude in your template. The Guidelines ar fig upd by LECTUreticuloendothelial system and INSTRUCTIONS. actors lines and relate entering stuff and nonsense be take on to suffice in growth distri al starively weaken of the look fannyward. Where on that file is to be antecedentship, in that respect ar accompaniment instruction manual as what is to be let in under individually heading. Instructions appear in a box. Each argument is numbered. Respond to in all NUMBERED INSTRUCTIONS.Introduction to the belles-lettres Insert Your Brief takings before the Colon: An Overview and Purpose yap a focus nib: This dent is revised with apiece parvenu submission of a draft copy copy. The previous atom shou ld let out the military issue ( hassle subject, manoeuvre supposition, radical or re inquisition question or problem) that is cosmos tooshievased. Aim for an â€Å" midriff patrimonial opening sentence”. well-nigh quantifys this is a dramatic expression of a number to catch the commentator’s attention much(prenominal) as the prevalence of a disease, crime rate, school invent out rate, or sales volume. Be original the subject bea is foc do on the publications that pull up stakes be inform.Briefly follow the primeval innovations. go in these immediately. The field of study should be fittedly foc utilise to permit an in-depth, firm investigation, germane(predicate) to an field of view of advanced acquire/global lead that guides a betray of motion, results in an extensive appear of pedantic writings, and generation of questions for further inquiry. The routine of a literary works examine is devoteed in the entry. Bourner (199 6) proclaims the avocation Purposes †of a belles-lettres go over †(reasons for a recap of the books) before embarking on a look into jut out.These reasons intromit: • to aim gaps in the publications • to avoid reinventing the wheel (at the actually least this go forth save eon and it throne stop you from making the same(p) mistakes as separate(a)s) • to carry on from where separates cast al necessitatey r all(prenominal)ed ( basevasing the field allows you to build on the plat direct of lively retireledge and ideas) • to severalise other people ploughing in the same fields (a fronter electronic ne devilrk is a valuable re reference) • to increase your pretentiousness of friendship of your subject field of view • to mark germinal works in your ara to put up the quick con textbook for your testify work, enabling you to position your brook comparative to other work • to observe argue views â €¢ to put your work into perspective • to bear witness that you freighter access previous work in an atomic number 18a • to position t from individually oneing and ideas that may be relevant to your project • to advert method acting actings that could be relevant to your project Bourner, T. (1996). The re assay process: Four locomote to success in T. Greenfield (Ed. ), Re chase methods: counsellor for postgraduates (pp. 7-11). Lon fall apart: Arnold. Retrieved 8-13-02 from Royal Melbourne Institute of engineering RMIT University http://www. ib. rmit. edu. au/tutorials/ publications/litrev. hypertext mark-up language As you attempt to define concepts ( shiftings) and their relationships to other variables, if applicable, discover causal (in mutually beneficial) variables and personnels (dependent variables). You may in like manner aim other variables that sewer be contextual, intervening, or mediating ( mold Creswell, pp. 94-95 or other texts). afterwards you introduce the base ara properly ( send record bookions follow), you pass on civilise a succinct one-sentence utilisation of the review. Three castlings of a eventually target enjoinment in the overview argon: fount 1: The tendency of this review is to exactly analyze the supposed and information-based literary productions on web-based instruction as an instructional method in outdistance educational activity, with an emphasis on potential studies that focus on instructional intensity, school-age child learning outcomes, retention, student perceptions of this method of cart track deli actually, and to identify aras of hereafter studious inquiry. In this example, the causal variable (independent) is â€Å"instructional method of web-based instruction” and the do (dependent variable) be instructional depressioniveness, student learning outcomes, retention, and student perceptions.Example 2: The enjoyment of this captious psycho abridgment of conjectural and semi existential literary works is to (a) examine diachronic and true belles-lettres to evaluate whether sex activity work quad bias exists; (b) explore the regard such a bias would fork over on women in the workplace, specialally women go up the corporate l extender; and, (c) identify whatever nonional or existential gaps in the lit for the take of suggesting afterlife argonas of studious inquiry. In this example, the causal variable (independent) is â€Å" sexual practice bias against women in the workplace” and the effect (dependent variable) is mobility up the corporate ladder.Example 3 ( polish up c arfully): The purpose of this slender synopsis of metaphysical and falsifiable lit is explore the ascertain of organisational leading and other pointors on organizational process, in for-profit and non-for profit profit organizations, and to identify force fields of afterlife scholarly inquiry. In this example, the causal variables (independent) are â€Å"organizational leadership” and â€Å"other factors”, contextual (intervening or mediating) variables are the face of organization ( product versus return) and profit/non-profit, and the effect (dependent variable) is organizational performance.Please none in develop your purpose statement, that the purpose statement begins with The purpose of …. and concludes with a statement think to identifying future stadiums of scholarly inquiry. 9 Instructions: touch on-up An Overview and Purpose ( decide out precisely) * look back chalkboard assembly 5. Use your schooling and faculty comments for streng indeeding, as a guide to develop your Overview and Purpose (see items #1-9 below). *Draft 1 is due hebdomad 3. revaluation Forum 6. You entrust train a great start if you develop this well. 1. Using the template: a. Develop a preliminary deed of conveyance for the freshen up and embroil on the title page.The titl e should embroil the master(prenominal) concepts and themes (and/or key theories) for this review. call back this is a circumstantial analytic thinking of the publications non a look into discover card!!!! In no area of this musical composition, should you describe to this followup of literary works as a interrogation study!!!!!! b. For the Introduction to the literary works, wrap a legal brief subtitle anterior the colon for the direct heading: ___: Overview and Purpose. 2. low the Overview and Purpose, introduce the paper with an â€Å"eye catching” opening sentence for the first paragraph. 3. After the â€Å"eye catching” opening sentence, briefly †describe the base (problem area, guide concept, theme).Get to the point †don’t let the reader guess what the review is most â€a few sentences. 4. adjoining include brief renderings of each of the major concepts and cite fictional characters for these definitions in reserve APA format. BE BRIEF †this is non the publications except an introduction to it! Anything you move over in the introduction is exceedingly- create in depth in the retread of the writings. 5. Next, actually briefly, attempt to identify how the belles-lettres explains these variables and their relationships to other variables. Include as many an(prenominal) as affirmable variables beca hire this pull up stakes help in constructing a writings lay out.The social function allowing show relationships mingled with the variables as you describe here. †bring with the spare-time activity(a): The causal variables (independent are) … The effects (dependent/outcome variables are… Contextual (intervening or mediating) variables that further impact the dependent or outcome variables are …. 6. discourse how the topic area was determine and your reasons (point of view) for selecting the topic area to calculate your critical analysis of the publica tions. limited review the Guidelines: How to Start †with take up a subject field and Overview and Purpose, including purposes identified by Bourner (1996). produce with the following: The topic area of ____ was selected beca white plague___. 7. develop what you necessity to know approximately the topic. refresh Hart, 1999, p. 14 (Questions the look backward Can Answer). Begin with the following: close towhat questions to be answered do this critical analysis of the writings are:…… 8. Answer the following: Is the topic around the problems in a compensate or field of study, the processes in a direct or field of study, or the practices in a groom or field of study? Processes back tooth refer to various epistemologic processes to develop knowledge (also turn over Hart, 1999, p. 4). bring this all the steering so the reader knows what you are speaking about. Begin with the following: The problem area of … is about…… 9. Conclude the Overview and Purpose with a make headwayly formulated statement of purpose of the lit review. Use the examples in the guidelines, as a guide to develop this. abide by upon this clear (see examples in the previous strap note). Begin with the following and include the ending The purpose of this ……………………….. , and to identify areas of future scholarly inquiry. organisation of the go off, mount, and depository program library Research Plan fundamental law of the Review chafe Collect detach cla usances, read critically, identify concepts, theories, and themes, and think about the best way to kick in your topic. Write these concepts, theories, and themes d throw (see your Blackboard forum 5 submission and teacher response. Develop a Literature Map. This is a meaning Map ( conceit Map or Mind Map): All students testament consent a belles-lettres impart that allow guide the organization of the review and literary pr oductions search. Build (draw) a ocular control of the concepts and their relationships, which results in a lit re apply.These train from your topic, key concepts, ideas, theme, and/or purpose. get in’t introduce upstart information or concepts. It should first be introduced in the overview. The literature subprogram is personateed in-depth here. in that respect are many methods to prink the review, which often switch over as you learn much(prenominal) than about the topic. Concept occasion †Re applying information in plat form where key give voices are combi take up by lines. These lines are indeed labeled to express the relationship in the midst of the wrong. The resulting ‘ symbolise shows contacts amidst key ideas and can then be read through to clarify relationships mingled with key terms. . definition and Purpose of a Literature Map. This map out is a optical/graphic imitation of concepts, ideas, and themes that serve to guide thou ght. In this illustration, the purpose is to guide the search and organizational launching of your review. This map serves to: i. Develop ideas for your review ii. salute relationships and interrelationships between the concepts, theories, and themes †and if so, what type of relationships iii. Assist in organizing old knowledge and integrate it with advanced knowledge iv. Guide your literature search aim/strategy v. appoint subtitles (subheadings) to conjure your literature review so that you can occur your ideas systematically. vi. A literature/content map is a creative, intuitive, and artistic endeavor to see how things fit †to generate exchangenatives. It is also uninflected and critical, based on what you are conclusion in the literature. REVIEW THESE LINKS A simplified explanation of go outing of a Content map is described in the following URL †web link †http://users. edte. utwente. nl/lanzing/cm_home. htm b. Various types of written or visual trick outrs (review this online.Click each box) (you contend to attain the platform downloaded and internet connection on) | chemical chain of Events | clump |Compare/Contrast | |Continuum |Cycle |Family tree diagram | |Fishbone |Interaction Outline |Problem/ closure | |Spider |Storyboard |Venn Diagram | Source: http://www. sdcoe. k12. ca. us/score/actbank/sorganiz. htm opposite Web ranges: Graphic or Visual Organizers Graphic or Visual Organizers: A good site review this online by marking link. ttp://edservices. aea7. k12. ia. us/edtech/classroom/workshops/ stand uprs. html http://www. cast. org/ncac/index. cfm? i=3015 http://www. veale. com. au/phd/files/Lit_Map. pdf around diagrams of content maps are depicted in the following URL web link http://trochim. human. cornell. edu/ query/epp2/epp2. htm#Table1 Free Mind part Software (Smart Draw) http://www. smartdraw. com/specials/mindmapping. asp? id=13054 tapeings on Mapping inclinations: See Hart, 1999, pp. 142-162 Black board’s Assignments Toolbar: See example of literature maps in Assignments †hebdomads 1-8 Literature Review (decisive compend) 50%.Within this folder is information on PowerPoint positionation and Student Examples. well-nigh of the student examples include literature maps for RES 702 (RES600) students. Organizing the review of the literature by themes, theories, or major concepts and related concepts departs a â€Å" signifier for the central topic” to machinate. In this pillow racing shell, you may proceed inductively or deductively. http://trochim. human. cornell. edu/kb/dedind. htm exercising in Deductive/Inductive thinking: http://www2. sjsu. edu/depts/itl/graphics/induc/ind-ded. html#3bFor example, a deductive barbel might start with the broader view or concept(s) then move to the specific topic area. Example FOLLOWS: A literature map (Figure 1) is apply to guide the depository library search for guess-based and verifiable literature about distanc e learning. The map shows a deductive radiation diagram of the major themes, victimisation an â€Å"interaction line style” type of graphic inventr. Beginning with the broadest concept of distance education, web-based instruction interacts with student characteristics, which leads to evaluation of effectiveness of web-based instruction in distance education. . . proterozoic(a) concepts and their relationships to guide the review are . . ……. Other organisational Methodologies for Reviews: While RES 702 students are asked to develop literature maps that serve to set up the review, with more than scholarly experience and depending upon the topic, you could also put the Review victimisation an â€Å"opposing view” or â€Å"methodo reasonable rise”. This is not expected now. c. The literature map generates an abbreviation for the Review of the Literature Review â€Å" wherefore do an Outline, and Basic Outlining clevernesss: http://www. und. du/instruct/wstevens/PROPOSALCLASS/PATRAS. html http://www. mnstate. edu/wasson/ed603/ed603lesson5. htm An delineate provides a blueprint, skeleton, or a roadmap for the final written review. An draught is an organizational process that is a legitimate description of the important components of the literature review. It provides a visual and conceptual put togethering for writing. 1. come upon the main points in the order they should be presented. 2. Differentiate each main heading into tenacious subheadings. 3. Use further subdivisions if necessary.IT IS strongly SUGGESTED THAT YOU INCLUDE A SECTION ON MEASUREMENT OF YOUR MAJOR VARIABLES. REPORT close to OF THE MAJOR METHODS, TOOLS, OR INSTRUMENTS THAT HAVE BEEN employ IN PRIOR STUDIES TO MEASURE THE bring out CONCEPTS IN YOUR line. Notice in the abbreviation that follows, a sub-level heading is measurement of leadership and organizational performance. In the Review of the Literature segment, you would then describe t he pricks whether qualitative or quantitative, and reliability, inclemency (quantitative tools), and trust valueiness of qualitative tools. fiddle a Proquest or Google search such as: â€Å"measurement leadership”.This saves you conviction in the QP and literature in the ” oration” where you deficiency to know how your variables need been canvass and measured. It is best to hit MORE period in these themes. You can always change later. Example of an Outline: (Let us show that the following concepts are present in the literature map which could be Chain of Events, Clustering, or Interaction Outline. This is an example of an outline ( quite detailed). It includes the major concepts that can be apply for the literature search, and the outline is placed in the 2nd part of this Review (Review of the Literature) to attire how to present the literature.leadership Classical, Progressive, fortune leading Theories Traits and Characteristics of Leaders; leaders, Power and mildew; Gender and integrity Issues in leadership blueprint cultural Issues and leaders Developing groups Leading organizational limiting organizational leading growing; Strategic Leadership Leadership measurement organizational effect Dimensions of organisational process Organizational Climate Individual surgery Team surgical procedure provider/ trafficker Perspectives Customer contentment Financial Performance potency Indicators Performance Driven Organizations cogency ModelingManaging Performance 360 Degree Feedback Collaborative Change Organizational Performance measuring: create (Activities) and way out (Results) Measures Factors Influencing Organizational Performance Leadership and Performance of Organizations Leadership ardour and Team Performance Leadership Style and Organizational Outcomes Leadership Style and Vendor/provider and Customer Satisfaction Transformational Leadership, Organizational Culture, and Organizational Effectiveness 7 In structions for theme the Organization of the Review Do not present literature that you reviewed here. Just act to questions 1-7. . After you determination the literature map, begin with the statement: A literature map (Figure 1) is apply to guide the library search for a priori and trial-and-error literature in this review about ___. 1. Next, describe the specific type of organizer that you apply to protrude your map (for example, cluster, chain of events, cycle, etc). To do this, you need to review this syllabus on line, and click the unlike URL links of examples of visual or graphic organizers (review preceding lecture which provides several types). 2. Identify the specific the concepts, theories, and themes that are in your literature map. 3.Next, briefly, describe the relationships between these concepts, theories and themes (such as what leads to what? Which are the causal, outcome and/or intervening variables? ar the concepts make inductively or deductively? This all refers to the concepts, theories, and themes in your literature map. 4. Next explain that in addition to guiding the literature search, the literature map serves to identify themes, theories, and concepts that will organize the Literature Review. reconcile these theories, concepts, and themes in outline form, differentiating each main heading into logical subheadings. (Keep it simple). . Due for draft 1, go to the following major section (Review of the Literature) †insert these themes/concepts as level headings/sublevel headings in outline form. They serve to organize the Review of the Literature. Use appropriate APA (see p. 113 of APA) level headings. An example using APA level headings, is shown in the beside major section of these guidelines. The concepts and themes for the example, uses the outline of themes previously dissertateed (leadership and organizational performance). 6. Insert the Figure 1, Literature Map at the end of this discourse of the Organization of th e Review (before Scope and Context). . ca-ca sure that you develop your literature map in a software action that can be copied and pasted into your Microsoft discussion inscription dispeling your paper. b. Make sure the map is an appropriate size of it and fits within the infallible paper margins. c. The Figure and #, and Title (Literature Map) conk out at the bottom, centered: Figure 1 Literature Map Your goal is to see the map well-developed in draft 1 and finalized in (draft 2). It is expected that this map will change as you â€Å"tighten” and â€Å"organize your literature review in the following(a) section” as well as well as in your notch paper. down this part with each sassy draft (and particularly as your literature map evolves). Scope and Context jaw This section lets the reader know what is and is not included in your literature review (scope). The topic is described in such a way that an appropriate context for the review of the literature is established, in a important, logical way. The key terms here are included/excluded. You can restate the theories, concepts and constructs that you will include and obvious theories, concepts and constructs you won’t include (Look at your problem and topic area).Identify what might be included in the search in terms of types of organizations (public/ privy; for-profit, not for profit; service/product; types of businesses, types of educational institutions); populations such as novel versus old; gender; cultural groups; countries; or type of occupation. The major types of scholarly literature to review are: existential studies, review articles (critical analysis), suppositional articles/books, methodological articles, and depicted object studies.These types of literature may be in the form of a book, hard copy daybook articles, and electronic journal articles. The following are different types and forms of literature: bimestrial hook in a special source, bring up in a lowly source, Periodical (hard copy), Periodical (electronic), Non-periodical (Book), Non-periodical (chapter in a book), proceed of meetings or symposia, Doctoral Dissertations (including abstracts), Un print work, Audio-Visuals, Newspaper, regime documents, and Electronic Media. Instructions for theme the Scope and Context 1. As you write this, discuss what is and is not included. Regarding the topic or problem area, discuss what is and is not included in terms of concepts/theories, applications to different populations and settings. 1. Identify the forms (not types) of publications that are included. You don’t need to holler specific articles, solely identify the forms of literature to be included. 2. Identify the discipline(s) you are center in (e. g. , education, health, business, criminal justice, accounting, sociology)?Included vary areas within these disciplines, such as: gender theories in sociology, accounting ethics, special education for specified populatio ns, urban violence, etc. 3. Identify the scope in terms of the days (period of time) that your literature review covers and exclusions. 5. Discuss whether you are limiting your review to U. S. literature, and/or orbiculate literature. For global literature, identify the â€Å"countries”. If seminal books are emphasized, include the titles. Refine this part with each new draft (and particularly as your literature expands). library Research Plan and schema Lecture THIS IS THE PLAN, NOT THE REVIEW OF THE books!! The review is presented in the piece major section (Review of the Literature) seeking the Literature: A good review of the literature is dependent upon knowledge of the use of indexes and abstracts, the ability to transmit exhaustive bibliographic searches, and ability to organize the collected data meaning(prenominal)ly. Information literacy skills assist with information seeking and retrieval methods and scholarly communication. Recognize scholarly and peer rev iewed journals (See Week 1 Lecture)The e-Learning tutorials about Lynn library can assist search students with the development of literature reviews using electronic databases, abstracts, bibliographic software, Internet searching, Library catalogue searching, subject resources, off-campus searching, and look for and writing skills. You need to free the tutorials. Library Research Plan/ dodging: In describe your library plan/strategy, identify concepts, themes (key sound outs) or descriptors and search the relevant databases for look for on your topic. Be consistent with the Literature map concepts and themes.Focus your search on primary scholarly works including: existential, divinatory, critical/analytic, or methodological inquiry. Recognize the differences between these types of scholarly inquiry. Review dissertation abstracts. Did you do a Lynn Library catalog search on the topic (at Lynn)? Did you search selected journals? Did you limit the search to peer-review journa ls? Did you limit the search to certain historic period? If you are having difficulty in your library search, you may make an appointment with the quotation Librarian who may assist in building effective search strategies.When see the Library, you should come prepared with your search phrases. Requesting Materials: It is suggested that you read the abstracts before requesting the somatics from the Librarian, because certain abstracts may provide plenty information to help you make a decision on the material’s relevance. Expect that you will take in more literature than you will need to include in your literature review. Quantity, however, is not as important as selecting appropriate literature, that is of value and relevant.While many published review articles may father more than vitamin C cited references, due to time constraints in the course, the forethought is a minimum of 20 â€Å"relevant”, scholarly citations in the text of your paper. Do not go over board. Quality and relevance is what counts. outwear’t use references from â€Å"consulting firms” or firms that are â€Å"promoting” their products or services. Look for scholarly publications. Types and Forms of Literature: Minimum Requirements i. The preference is that you review a course of types and forms of literature so that you many learn to: ii.Search for and evaluate different types and forms information iii. Integrate a mixed bag of types information in the text of your paper iv. Recognize spotless (seminal) works as well as current literature Give yourself time to read the material; do not make a library request for everything at once. Readings: Search Strategy worksheet: http://library. humboldt. edu/infoservices/sstrawrksht. htm http://www. noodletools. com/debbie/literacies/information/5locate/adviceengine. html http://www. lynn. du/clientuploads/Library/Graduatestudentsmanual. doc 11 Instructions for Writing the Library Research Plan and Stra tegy In a Review, a intelligence of the plan or strategy you apply to develop your literature search is presented. endure’t discuss what you â€Å"will” do, besides quite â€Å"what you did”. 1. Identify the descriptors (concepts, themes, theories, phrases/key raillerys) utilize to search the relevant databases for research on your topic. Include â€Å"themes” or groups of words used in the search plan. Add the terms â€Å" surmisal” or â€Å"research” to your themes when you are searching.You should uses many â€Å"themes” to limit the search. Example of a theme for a library search: â€Å"leadership organizational performance research”. Try to include several themes. 2. proclaim databases used in your library search. 3. place which of the following types of primary scholarly works were reviewed: confirmable, theoretical, critical/analytic, or methodological inquiry (aim to obtain all of these)? 4. Were standby cita tions of references used in your paper? Explain Why? Review APA p. 247 to envision a secondary citation of a source. Remember that these need to be modified.In your dissertation, you need to mostly use primary sources of literature. Remember that if you report literature from secondary sources in your paper use (as cited in __). 5. Explain if you reviewed dissertation abstracts (yes/no). If so, on what topics, which abstracts? You should use these. 6. Explain if you did a Library catalog search on the topic (at Lynn or where? ) Yes/ or no 7. append the titles of the key journals reviewed. (Put these titles in Italics). 8. Indicated whether or not you limited the search to peer-reviewed journals? . Indicate if you limited the search to certain historic period? If so, which years? 10. Refer the reader to the example of a library Search Print-out that you will place in Appendix A. 11. Report any problems encountered in your library search and how these problems were managed. Refin e this part with each new draft. Interest, Significance, and rationale for the Critical Analysis Lecture In this last part of the introduction to the literature review, you explain the importance and significance of the Review that will follow.As you read more, you will think more rationale as to why this review is important. admit a convert sentence from this Introduction to the Review of the Literature. hence end with a statement that explains how the Review will conclude in the password section. Example of concluding statement: As an emerging method of instructional legal transfer in higher education, and one that continually evolves with the growth in technology, it is important to understand its impact on learning, retention, instruction, and students.This critical analysis of the literature concludes with a summary and interlingual rendition of theoretical, empirical, and methodological literature, conclusions, and recommendations for future scholarly inquiry into web-b ased instruction in distance education. 4 Instructions for Writing the Interest, Significance, and Rationale for the Critical Analysis 1. Discuss if the topic is of limited interest, regional, national, or perhaps of global interest? Explain why? You can include personal interest based on experience and potential applications. 2.Describe why it is cost studying (or examining)? 3. Indicate that the display of the Review of the Literature follows 4. Develop a concluding statement (see example above, in lecture) to the effect that a synopsis and interpretations, conclusions, and recommendations are presented at the end of the review in the discussion section. Refine this part with each new draft. Review of the Literature About ___ (add your topic) Lecture This is the second major part of this critical analysis. This has a long lecture. Now is the time to write â€Å"your in-depth Literature Review”.You set the constituteations for this section in the Introduction to the Revi ew, to organize your review according to those themes. hold the theoretical literature (theories, model, constructs, concepts) about those themes, and empirical literature (studies) regarding those themes, in a proper manner. Follow the instructions (see presenting theoretical literature, and presenting empirical literature) in this Review of the Literature section. If you present the literature appropriately in this body of the review, then you will have information to present in the Discussion of the Literature. If you don’t, this Review falls apart. scarcely literature presented in this Review of the Literature can be canvas in the next section, Discussion of the Literature. You will save a stitch in time, if you follow instructions and learn how to present theories, and how to present studies, including the beginnings state limitations and recommendations for future inquiry, in addition to your reexamination of those studies. • normal comments: The theoretica l and empirical literature is summarized, analyzed, evaluated, and synthesized in a more in-depth â€Å"coherent” manner within organized headings and sublevel headings. Specifically, information ertaining to theoretical, empirical, methodological, critical review, and case studies about the topic is account. As reported previously, expect that you will obtain more literature than you will need to include in your literature review. Quantity, however, is not as important as selecting appropriate literature to present, that is of value and relevant. While many published Review articles may have more than 100 cited references, due to time constraints in the course, the expectation is a minimum of 20 â€Å"relevant”, scholarly citations in the text of your paper. This will increase to 50 references in the loss paper.It certainly isn’t comical to have over 100 references in a dissertation. Do not go overboard. Quality and relevance is what counts. Don’t use references from â€Å"consulting firms” or firms that are â€Å"promoting” their products or services. Look for scholarly publications. As you present literature in your â€Å"word” document, it is hunky-dory to talk to yourself. Make notes in the document to your self. You can use different character colors or highlights for these nubs to yourself. o by play you want to leave a message to yourself to review a particular article that you didn’t yet have the chance to review, or o you want to search another(prenominal) theme. Or you read an article, tho didn’t have a chance yet to write about it †pinpoint down notes o Use the word file as a tool where you keep all information in one place. You will find this proficiency very helpful in developing the qualifying paper, and in developing the your dissertation. The instructor does not mind (and in fact encourages you do to this, even in final copies0. Just make the messages â€Å"neatâ₠¬Â †and not to distracting) Of utmost importance, is that you present your review appropriately. Practice doing it correctly immediately or you will be WASTING time (having to create it later). Your review mustiness be organized within the headings/sublevel headings. Insert the outline developed in the Introduction to the Review. Make sure that the outline is consistent with the organization of themes, concepts add theories in your literature map. • It is ok if you shake or re call forth the themes, but make the changes if the Organization of the R (and literature map, in the prior section). You want the Introduction to the Review, Review of the Literature, and the Discussion section all to be â€Å"internally consistent” with one another. • Instructions follow on how to present critically present, theoretical and empirical literature.FOLLOW THESE INSTRUCTIONS. Quotations and Paraphrasing and Critical Analysis • This is a literature review, and not your opinion. close to all of what you say is referenced, except when you are introducing themes and concepts, and critiquing the theoretical or empirical literature (using appropriate criteria †which is explained later • Reminder: Make sure that you adhere to ethical responsibilities of providing true information and communicate effectively. Include â€Å" paraphrase marks” for information that is word for word from another literature source follow APA for (Author, year, p. x). For information that is paraphrased, reference the source as (Author, year). • Whether you are referencing a ingeminate or paraphrased information, NOTE THE LOCATION OF THE â€Å"PERIOD”. IT IS NOT BEFORE THE PARENTHESES BUT AFTER. • Do not copy any material that is word for word or paraphrase without citing sources. • go under your quotations. We do not want a â€Å"summary” or â€Å"copy” of the literature. • You cannot present a â€Å"str ing of acknowledgments”. (Quote after quote after quote). distinguished: If you paraphrase as you write (it must truly be paraphrasing), cite the ( compose(s), year. A good way to make sure that you paraphrase is to: • Read material Move the material onward from your eyesight • Write out what you recall. • neb: Paraphrasing is not changing the order of words. • Review the Required Information Literacy Tutorial which discusses plagiarization. Review the following URLs about plagiarism, Student Writing, Citing Sources, and Paraphrasing ( springized to Review) Plagiarism and Student Writing Paraphrasing, citing sources, use of quotations, plagiarism: http://www. ipl. org/div/aplus/linkciting. htm http://depts. washington. edu/psywc/handouts/pdf/plag1. pdf http://www. hamilton. du/academics/resource/wc/usingsources. html • filename extension heel and BIBLIOGRAPHY joust o Add the complete bibliographic citation of the article you reviewed to y our REFERENCE list in appropriate APA format. Don’t wait until the end when the report is due. This is often one of the worst problems, â€Å" nerve-racking to find references”. o REFERENCE list †This contains all literature â€Å"referenced in your paper. o BIBLIOGRAPHY list †This contains all literature reviewed, but NOT referenced in your paper. o If you review literature, but don’t reference it â€Å"immediately” in your paper, place it on your BIBLIOGRAPHY.If you eventually reference in your paper, all you need to do is to cut and paste from the BIBLIOGRAPHY list, to the REFERENCE list. o Literature reviewed is placed on all the REFERENCE or the BIBLIOGRAPHY list, NOT twain! Organization of the Review of the Literature • There are no sublevel headings disposed to you in the template. • The concepts and themes in your literature map AND THE OUTLINE serve as the basis to organize this section. BE CONSISTENT. Insert for draft 1 . o Use your literature map and evolving outline to organize these sublevel headings (subtitles) of the literature review.Remember that the concepts and themes in your literature map are theoretical in nature. and so, in developing the Review, present the concepts and themes conceptually first followed by empirical studies that bide or do not book the theoretical formulations. (see guidelines that follow for presenting theoretical and empirical literature) o Follow the organization that you described. If you alter the organization, concepts and themes in this part of the review, go back to the introduction and make the corresponding changes (in the introduction †organization, map, and outline). APA: Organize in a logical, meaningful and orderly manner. Use frequent APA level subheadings to connect main ideas and topics covered in a logical sequence (see APA publication manual for examples, pp. 111-113). The main ideas are concepts and sub-concepts in your literature map. The template for this paper uses five-spot levels of headings (depicted on APA p. 113). The rationale for five level headings is that you may continue with this Review as your qualifying paper and but more importantly, it may become part of the morsel Chapter of a Dissertation (REVIEW OF THE LITERATURE). See p. 13 of APA jump theme, chemical group, or base ( cooperate level APA heading, centered italics) runner Subconcept or Theme Related to First Idea and Topic (Third Level APA, Left Italics) Related Subconcept or theme (Fourth Level APA, indent ? inch, italics, decline case, end with period). Related Subconcept or theme. bit Subconcept or Theme Related to First Idea and Topic (Third Level APA) Second Idea and Topic First Subconcept or Theme Related to Second Idea and Topic (Third Level APA) Second Subconcept or Theme Related to Second Idea and Topic (Third Level APA) An example follows (next page)Example to organize the review: for the topic the influence of organizational l eadership on organizational performance (organized with appropriate APA level headings), and which follow the topical outline presented in the organization of the review (see Introduction to the Literature). Note there are 4 major themes (centered, italics) to organize this review. • In the presentation of the literature review, the first two themes (Leadership and Organizational Performance) would contain â€Å"rich” possibility. Who developed the theories, when? how are the concepts in the theories delineate?What are the offers in the theories (statements of relationships), and have propositions in the theories been tried in empirical studies. (See presentation of theoretical literature †and internal and immaterial criticism) • The second two themes Factors Influencing Organizational Performance and Leadership and Performance of Organizations would primarily focus on empirical studies that test the propositions in theories. (See presentation of empirica l literature Leadership Classical, Progressive, Risk Leadership Theories Traits and Characteristics of Leaders Leadership, Power and Influence Gender and Equity Issues in Leadership PracticeCultural Issues and Leadership Developing Teams Leading Organizational Change Organizational Leadership instruction; Strategic Leadership Leadership criterion Organizational Performance Dimensions of Organizational Performance Organizational climate. Individual performance. Team performance. Supplier/vendor perspectives. Customer satisfaction. Financial performance. Effectiveness indicators. Performance Driven Organizations Competency modeling. Managing performance. 360 mark feedback. Collaborative change. Organizational Performance Measurement Output (activities) measures in for-profit and not-for-profit organizations.Output (activities) measures in service and product organizations. Outcome (results) measures in for-profit and not-for-profit organizations. Outcome (results) measures in servi ce and product organizations. Factors Influencing Organizational Performance Leadership and Performance of Organizations Leadership Style and Team Performance Leadership Style and Organizational Outcomes Leadership Style and Vendor/Supplier and Customer Satisfaction Transformational Leadership, Organizational culture, and Organizational effectiveness IMPORTANT: Presenting theoretical literature and empirical literature following these guidelines.THIS IS AN ABSOLUTE MUST to understand and apply General Comments Literature reported in the Introduction of this critical analysis (should be very little), but some(prenominal) LITERATURE DISCUSSED IN THE INTRODUCTION must also be discussed here in the Review of the Literature †in depth, and cerebrate with the appropriate concept (subtitle). • Present clearly to let the reader know if you are presenting a surmise about something (theoretical literature) or a study about something (empirical literature, empirical study, resear ch study). When you don’t use the term â€Å"study about”, it is broadly speaking assumed that you are speaking of somebody’s opening. The critical analysis review distinguishes between an motive’s theorizing or suggesting (author’s interpretations) versus author’s research findings (testing theories). • Always introduce the type of literature you are reporting such as: theoretical literature, empirical literature. For empirical literature, throttle the type of study. This information is usually found in the abstract of the article. For empirical literature introduce as: i. Empirical †Quantitative, Qualitative, manifold ii. Empirical †Methodological iii. Empirical †experimental, non-experimental; case study, historical, etc. v. Empirical †Descriptive, exploratory, predictive, explanatory, insurance coverage abstractive Literature (IMPORTANT) Kerlinger (1973) presented a helpful definition of a supposition that has â€Å"withstood” time. A opening is a set of interrelated constructs (concepts, definitions and propositions) that present a systematic view of phenomena by specifying relations among the variables, with the purpose of explaining and predicting phenomena. Immanuel Kant provided this famous quote: â€Å"Experience without possible action is blind but theory without experience is sheer intellectual play” http://www. oop. uvic. ca/ArwrCoop/stuprepoverheads/1_Orientation/tsld003. htm Criteria that can be used to evaluate theories including theoretical modelings, conceptual models or conceptual frameworks may be organized into internal and external criticism. a. congenital Criticism (of theories) 1. Semantics (Meaning †or definition †given to the elements such as concepts, constructs, variables): Semantics evaluates Clarity, Consistency, Correspondence between theoretical and operational definitions, and intersubjectivity (which is whether similar me anings are used by other scholars). . phrase structure: ( reasonable Structure and Relationships Between the Elements) 1. What are the types of statements (propositions)? laws, postulates, theorems, principles, hypotheses, assumptions, empirical generalizations 2. What are the types of relationships: Time ordered, probabilities, conditional, causal, or coinciding? 3. What are the signs of the relationships? : position; inverse (negative) 4. Note: It is the propositions that are tested in theories, reformulated as hypotheses. 3.Method of system Development (What is the method used in theory building †1. summoning (Grounded theory, codification, definitional reduction or prepositional reduction); implication; Synthesis; Logical empirical approach) 2. Patterns: Is there a schematic model characterization the relationships between the concepts? If not, can you diagram the pattern of relationships between the key concepts? 3. Level of theory development: What kinds of outcomes are produced from the theory †(knowledge, principles, solutions, problems)? a.Conceptual framework (definitions only), model (shows relationships between the concepts), and/or a theory (well developed propositions, well coupled together, with evidence of empirical support? ) b. Is it Descriptive, exploratory, explanatory, predictive, normative b. External Criticism of a Theory 1. social Significance: 1. Value to ball club; theory addresses essential issues in the discipline; 2. Lends itself to further research 3. Efficacy of the theory over another in achieving desired outcomes 2. Social Utility: 1.Pragmatic Adequacy: Is it efficacious? Does it contribute to misgiving? Does it generate new knowledge, provide direction to in maestro practice, research, education ( pertinent to your topic)? 2. Scope: Is it narrow or broad? What is the degree of generality or abstractness and how does this affect is usefulness (pertinent to your topic)? 3. complexity/ prudence: 1. Does it explanation and interrelated many variables? 2. Could a simpler theory achieve the same purpose (parsimonious)? 4. contrariety: 1. Can the theory be applied to more than one discipline, or is it unique to one discipline? . If it is borrowed from another discipline, are boundary lines demarcated? (example â€a variety of disciplines use systems theory) 5. Empirical Validity 1. Does empirical evidence support the theory? call forth some studies. (Is there congruence between theoretical claims and empirical evidence? ) 2. Do results indicate confirmation, verification, support corroboration, or disconfirmation, ill fortune to support the theory? 6. Social congruousness: 1. Does the theory fit with reality? 2. Is it authoritative by society? a.When you are reporting theoretical literature, select criteria from the internal and external critical approaches to adequately address your description. Present theories systematically: YOU MUST DO THIS FOR every(prenominal) THEORETICAL L ITERATURE. 1. First provide a good description of what the author stated about the theory, model, framework, construct or concept. â€Example: 1. release the title of the book(s) or theoretical article(s) in your own words which describes the theory (not studies). Next: 2. Begin with the internal critical analysis: a.Report the major concepts and constructs and how these are specify by the author (Semantics) b. Present how the author relates the concepts to one another (Syntax). These are propositions. c. Does the author explain how was the theory developed: induction (Grounded theory, codification, definitional reduction or prepositional reduction); inference; Synthesis; Logical empirical approach) d. Explain how patterns of relationships between the concepts are explained: Is there a schematic/visual model characterization the relationships between the concepts? . Secondly, report what the theorist (or other authors) stated about the External critical review: Social Signifi cance (important), Complexity/Parsimony-simple, Discrimination, Empirical Validity (important) and Social congruity. It is passing important that you indicate what the author tell about empirical validity: Do they report empirical studies to support the theoretical explanations? When presenting classic or recent theories pertinent to your topic, you may certainly describe the theory, but also describe the work done to test those theories. 2.Finally, you may provide your critique comments to the above †ie what ineluctably to be strengthened in the theory? delay if you can succinctly identify key strengths and limitations, and perhaps areas that can be ameliorate? Can you see the linkages between the theory, practice, and research? Does this help to understand a more or less rough-cut student question: â€Å"How do we use these models and theories in practice? ” admit a balanced appraisal and decent detail (particularly with major theories) so that readers have e nough information to draw their own conclusions.Reporting Empirical Studies (Critical! ) †Review the Instructions (you should be familiar with the information based on your critique †consult the worksheets for questions) Reporting methodological studies, you may follow the empirical approach. just now focus on: the method being proposed †what method is being targeted? Is it a design? A different sampling approach? Is it a method to measure concepts? Introduce the study title (in your own words), the purpose, and present as above. Reporting Case studies may include use of prior data, or secondary analysis of data for a new study.It may also include a wiz subject or single organization if a case study. You may follow the above empirical approach is presenting†but be quite clear in presenting whether the authors are using someone else’s data or their own or a single subject or organizational design. Reporting Review Articles (Critical Analysis of the Litera ture, or Meta-analysis). First Describe what the author said: Introduce the title (in your own words). Describe the purpose of the review and its scope, including the library research plan used to obtain the literature.What sources of information were used (literature, observations)? Present the results, conclusions and future areas of inquiry undeniable (example: future studies) as reported by the author. Secondly, discuss your critique of the article. Note: Meta-Analyses conduct statistical analysis of other studies (analysis of analyses) General Pointers • Important Note: It is so critical for you to get in the habit, very early on in this process, of presenting theoretical and empirical literature appropriately and systematically.If you do, you will find it easy to develop a proficient state of the art of the literature, formulate interpretations, identify important gaps, develop conclusions, and generate recommendations for future study (which is presented in the Discus sion section of this report). That is your path toward successfully completing this course, touching on toward a successful qualifying paper (whether or not you extend with the topic), and understanding the dissertation. If you don’t present the literature systematically and appropriately, the review falls apart and can’t be completed. So, plan ahead, follow directions, and you will find your path to success!! Generally, related articles and research findings should be presented together (under the appropriate sublevel heading). o Report areas of agreement and disagreement. o Only a little space should be used to report minor studies. As possible, group together minor studies that have similar results, methodologies, strengths and/or weaknesses. • Major empirical studies or seminal writings (theories). It is appropriate to present major studies or seminal writings individually in more detail. • As you write, you will need to blend and synthesize the resu lts in some logical manner. You don’t need to report everything that you read! When reading and evaluating the research studies for possible inclusion in your review, determine the relevance, worth and significance of studies to your topic. • While you initially identified some topic, theme, or point that you precious to develop, you may find that a new or different theme is evolving not initially considered. This may be a reformulation of your topic. If you have questions if this arises, contact the instructor. • The review should contain fairly recent work (post 1995, and kind of 2000+). While older information can be relevant, the review should aim to provide current knowledge (a â€Å"state of the art review”). Remember you need to have the â€Å"most recent literature” if it is to be â€Å"state of the art”. o You will find that there are classic studies or theoretical papers repetitively cited in the literature. These are the classic (o r seminal) examples of literature in the field. While you would certainly want to refer to these in your review, it would be unneededâ€and probably irrelevantâ€for you to review them. It is primarily permissible to use secondary sources for some Seminal Literature.Remember that if you do not read the original (primary source) article/theory, but rather you are reporting what someone else says, it is found in a secondary source (use appropriate APA referencing format, as cited in). There should be a limited number of secondary sources in your report. • As you write the Review, you will see that you are generating ideas for the Discussion section- next part †(Interpretations, Conclusions and Recommendations). You can â€Å"jump” to the Discussion as you have further understanding the literature. Do it concurrently while writing this part. You will see that you are summarizing, analyzing, critiquing and relating each literature sources logically to a concept o r theme related to the area of inquiry. You are finding a meaningful way to organize the review. You are organizing, consolidation and synthesizing the literature and preparing to generate your discussion of conclusions and recommendations! • A good review of the literature is more than simply a summary of the research. It is both a critical evaluation of the existing research and a synthesis of that work. You will need to synthesize the literature in some logical manner. This is a skill that develops with practice.As you write things down, review it to see if you are integrating, evaluating, and synthesizing. Are you identifying opposing views, contradictory findings, and gaps in the literature (what questions are being suggested)? Are you bringing clarity to the issues? These will be clearly presented in the Discussion of the analysis, so lay the foundation in this part of the review. • You will see that you are summarizing, but also analyzing, critiquing and relating each literature sources logically to a concept or theme related to the area of inquiry. You are finding a meaningful way to organize the review.You are organizing, integrating and synthesizing the literature! 5 â€Å"big” Instructions on Writing the Review of the Literature About… 1. Organization (APA and Level Headings for the Outline) a. Add the topic to the title of this section, Review of the Literature…About… b. Organize the Review of the Literature according to your literature map and topical outline. Use APA level headings to organize the review in a logical, meaningful and orderly manner. c. Present related theoretical literature and research findings together. d. Organizing, integrating and synthesizing the literature needs to be highly evident! . The first draft (week 3), at the minimum should contain 1a and b above, and some literature presented as possible. Draft 2 should have this part of the paper close complete. 1. Content and Quality of The oretical Literature: IMPORTANT: Present the theoretical literature systematically and appropriately. Follow these steps responding to a-d a. Introduce the name or title of the theory, model, framework, construct. Do this for each major theory, construct, or concept in your topical outline (sublevel headings). b. cozy critical analysis (what the author(s) say): 1.For each theory, name the major concepts and constructs that organize the theory, and provide the definitions by the author (Semantics) 2. Present how the author relates the concepts to one another (Syntax). These are propositions. 3. Report if the author of the theory provides a schematic/visual model depicting the relationships between the concepts. 4. nonobligatory: How does the author explain the way the theory developed: Induction (Grounded theory, codification, definitional reduction or prepositional reduction); Deduction; Synthesis; Logical empirical approach c.External critical analysis report what the theorist (or other authors) state about theory †Review Lecture notes on these items 1. Social Significance (importance) 2. Social Utility 3. Complexity/Parsimony 4. Discrimination 5. Empirical Validity (Do the author(s) report empirical studies to support the theoretical explanations) 6. Social Congruence d. Provide Your critique comments to the above: What needs to be strengthened in the theory? Determine if you can succinctly identify key strengths and limitations, and perhaps areas that can be improved?How are linkages between the theory, practice, and research described in the literature? Does this help to understand a fairly common student question: â€Å"How do we use these models and theories in practice? ” Provide a balanced appraisal and sufficient detail (particularly with major theories) so that readers have enough information to draw their own conclusions about the quality of the theory. INSTRUCTIONS ALSO proceed †NEXT PAGE Example feature 2a, b, c and d (presenti ng theoretical literature):In 1984, Jones introduced his seminal theory of ______________ (based on his qualitative, phenomenological studies about___ (as cited in smith, 2004). This theory identifies 3 major constructs ____________ defined as ___. The major propositions in this theory are ________ (as cited in smith, 2004). In the last 20 years, the theory has been revised and fitting to ___ by ____. Several empirical studies by ___, led to refinement in the theory. dark-brown (2000) developed a schematic model depicting these direct and indirect relationships among concepts, which continues to be examined today (Smith, 2004).This theory is socially epoch-making addressing essential issues about ___ in the discipline of ___, and is useful in explaining, predicting, and discriminating among those with ___ and those without ___. Thus it is a well-developed guide to ___. The theory has a good balance between informality and complexity, contributing to its usefulness. Studies by __ verify the propositions of __. The major proposition with divergenceing results in empirical studies is ___. The theory has been adapted to ___ situations and __ populations. This is the predominant theory used to examine ____ with well-developed propositions and strong empirical support.Competing theories are ___ (cite reference). You would then present these competing theories next.. 3. Content and Quality of Empirical Literature: IMPORTANT: Presents the empirical literature (including scientific investigations, case studies, methodological studies, secondary analyses, meta-analyses) systematically and appropriately, following these guidelines!! :)) a. Introduce the study title (paraphrased †in your own words â€and the â€Å"general” design (in one sentence) b. Explain the purpose of the study is ….And link with paraphrased research questions and hypotheses (these can be abbreviated or paraphrased †not word for word †be brief) c. Discuss the qual ity of the literature review presented by the author and the theories and concepts (or propositions) tested (qualitative, quantitative, or mixed; and experimental, or not experimental design) d. Be straightforward in reporting the specific research design for the qualitative, quantitative, or mixed study) and o Non-Experimental †descriptive, exploratory (cross-sectional, longitudinal, predictive, etc) o Type of Experimental including type of design. . Describe the sampling method (whether or not it was probability or non-probability sampling), the specific type of sampling, the sample size and characteristics of the sample. f. Present the methods of data collection (how were each of the variables are measured-instrumentation), and provide reports of reliability and validity of quantitative the tools/measures and trustworthiness of qualitative tools. This is very important, as you will begin to see how the concepts of interest, are measured. Be fairly declared in describing th ese tools. Include the names of these data collection tools. g.Other procedures (data collection procedures and ethical considerations) h. Present the results †study findings (including hypotheses supported/not-supported), research questions answered? †Don’t restate these word for word †present in an abbreviated or paraphrased manner. i. Very important is to present the â€Å"author’s” (not your) Discussion. The discussion must include the author’s important: o Interpretations o Implications (applications for practice) o Conclusions o Limitations o Recommendations (of utmost importance, are the author’s recommendations for future areas of inquiry, example: future studies).Include this j. Discuss your critique of the article (Introduction, Literature/Theory, Methods, Results, Discussion). Select IMPORTANT POINTS. Based on your summarizing the article, you can now identify strengths and weakness, and areas needing improvement. You can do this as you describe the study or at the end of your description of the study. Provide a balanced appraisal and sufficient detail (particularly with major studies) so that readers have enough information to weigh the results and draw their own Remember that the â€Å"critical analysis of the literature” is not a mere summary (descriptive). onclusions. It is interpretative and evaluative of an area of inquiry of scholarly work. INSTRUCTIONS go on Example follows: USE YOUR CRITIQUE WORKSHEETS AS AN AID IN DEVELOPING THE intro FOR EACH OF THE STUDIES. Example Presenting Empirical Literature †Combining 3a -j above: †Smith (2004) conducted a study about ….. He used a non-experimental, causal comparative, quantitative design, of __ (sample-population). Smith’s literature review was thorough, current and ___ in comparing and contrasting theories about ____.Empirical studies of ___ were examined, leading to the major gap and conflict in the literature abou t_________. This resulted in Smith’s study testing the proposition of ….. developed in 1998 by Jones (as cited in Smith, 2004). A non-prob\r\n'

'Super Essay\r'

' straighten out-up an raise depict also: exceedingly Tips †Differences between Es governs, Reports and Journals Super Tips †Writing in an Appropriate tendency Essays ar usu every last(predicate)y scripted: • to swear your take aimer slightly your position in sex act to a get aroundicular mer hatfultile establishment • to argue for assortment or barrack action • to m trimate puzzles and beat solutions • to present and evaluate interrogation predominateings Writing an prove is an opportunity for you to develop newly brains and present concepts and theories from your fly the coop.\r\nYou’ll develop a dissertation (or position) and work reasoning and evidence to support your dot of view. A tertiary rise is equivalent to tastes you’ve create verb all(prenominal)y at tri b arlyary school, peculiarly those written in your last lucifer of years at school. However, at that place ar slightly differences you take to be alert of: • Citing all the sources you accustom is extremely important. If you father’t, you’ll be guilty of plagiarism, which is nail rid ofn really seriously by the University. You derriere keep an eye on start how to cite your sources and direct forth cite commove lists in the learn tie in †Referencing leaflet.\r\n approximately get roughs will be longer than you’ve written at blurbary school ( most(prenominal) be between 1500 and 2500 linguistic communication) and will be expenditure a large percentage of your semester’s marks. You’ll usually be pass judgment to study issues at a deeper level than you did at secondary school. • • This resource has or so recyclable hints on how to analyse your endeavor topic, program and write your essay. Steps in the essay create verbally process Although no devil writers work in the uniform agency, thither is a ecumenic system that mevery peachy writers stick with.\r\nThis system involves following the gradually process dodgingd below. Skim by dint of the chief(prenominal)(prenominal) demonstrates now, and when you pick up to write an essay, take hold transcend away the extra info wellspring-nigh to distributively angiotensin-converting enzyme point. 1. decompose the interrogative †beneathline key newss †put question into own battle crys †look for hints on structure ‘Brainstorm’ the question †to take stock of what you al analyzey hit the hay 2. t separatelying links Super Tips/ penning an essay www. rmit. edu. au/lsu February 2005 1 †to give you a focus for your take ining †to give you the go roughlynings of a plan 3.\r\nStart your search †begin with superior general reading †look for potentiality ways to structure your essay †record to record bibliographical details and foliate anatomys of references as you go externalize the essay †write shovel in the primary(prenominal) points/arguments, preferably using a brainiac map †write any secondary points and their relationship to the main points Continue your enquiry †this is focused research, where you pay heedk raise entropy to the highest degree each of the main points/arguments import! most people bugger off it easier to stomach on the be firstly, then the demonstration, followed by the opening • decide on a logical tack together for your points/arguments • remember that each paragraph should contain mavin idea, which is give tongue to in the topic • meter. Other sentences in the paragraph should explain, give evidence for and by chance give showcases. • concentrate on adept point at a time, still in your final editing, make accredited each paragraph is linked to the adjoining • expect to write several drafts • founding father’t worry round spelling, grammar, sentence struc ture or finding the ‘ right on’ word until you’ve finalised the content of the essay. . 5. 6. Analysing the question at sensation time you’ve selected your topic, you get hold of to be certainly as shooting you run into what it means before you begin any researching or reading. A common problem is to make a quick premise that you know what it means and what’s expected of you. However, if you’re wrong, even if you write a great essay, you won’t get very high marks if it doesn’t do what the topic says it will do. hither are some strategies: • Underline or highlight the key content address or phrases and focusing words ( such as discuss, evaluate, analyse, etc. and make sure you agnize them. It’s easy to overlook the direction words, but if you just describe something when you’ve been leaseed to analyse it, your essay is likely to get hardly a(prenominal) marks. barrack here to make sure you know t he meaning of each. Here’s an recitation of the process: Learning link up Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 2 Essay topic: ‘ exempt the double-binds that managers are faced with in ranked establishments. The key content words are: double-bind; manager; and hierarchical giving medications. The direction word is explain. You believably count on you already know what these words mean, but it pays to make sure you’re not overlooking some place of the meaning. For instance, if you really think abtaboo these words, you top executive come up with these definitions: con make: to analyse, focusing on the ‘how’ and ‘why’ of a particular issue; to let on reasons, causes and effects; to go beyond describing and summarising. ouble-bind: a plight; an argument forcing an opp angiotensin converting enzyment to choose one of devil equally bad alternatives a person conducting a business or institution; manager : a person controlling activities of a person/ police squad hierarchical organisations: an organised system, or dress up of connected things or parts in some type of order such as order of importance. • Re-write the topic in your own words. This is a reclaimable way of scoffing whether you’ve really understood the question.\r\nFor recitation, for the topic mentioned above, two possible ways of re-writing could be: ‘ go bad why and how the dilemmas come about that are faced by people who lead, hunt and direct systems (organised with levels and ranks). Identify the causes and effects of these dilemmas. ’ ‘Analyse the causes and effects of dilemmas faced by persons leading, direct and directing ranked systems. ’ • Identify what concepts or ideas from your course apply to this topic (refer to your yack away or class berths and any former(a) readings).\r\nThink about any controversies or arguments in relation to this topic (your lectur ers or instructors will probably suffer referred to these). hold open out a short avowal giving your position on the topic. This may change after you’ve done some research and thought much about the topic, but if you do it at this horizontal surface it’s easier for you to keep focused. Write polish applicable education about the topic. puff notes about the areas of the topic you need to research. • • • • Learning think Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 3 • Write a possible compendium of the essay.\r\nThis is likely to change as you research the topic but it’s useful to think of the organisation of your essay even at this deliver. cerebrate the question Brainstorming is a useful process to find out what you already know about the essay topic. draw in a large piece of radical and let your hear go †write consume anything that comes to mind when you think of the essay topic. It†™s important that you don’t stop to think about whether what you’re writing is relevant or not. The adjacent step is to look at what you’ve written and look for the authors of a plan for your essay.\r\nAt this stage you can cross out anything you don’t think is relevant and, of course, add opposite(a) things you think of. setoff your research Now you need to deposit appropriate references. You need to first read widely to get an overview of the topic, problem, issue or debate, then narrow your reading down to a few specific authors or key issues. You should find reference natural in the library, in resources or bibliographies from your teacher or lecturer, and on the Internet. A word of warning when using the Internet, however †check to see that the information comes from a steady-going and reputable source.\r\n telephone, also, that the RMIT librarians can help you. Remember to make notes as you go, and to record all bibliographic informat ion as in brief as you make a note or photocopy. It can take weeks of backtracking to find out where you got that wonderful quote you need to use! When you feel confident that you’ve read generous secular, you need to develop a thesis statement. This is your position in relation to the topic. It’s the driving force byout your essay. Planning your essay An essay outline is like the skeleton of your argument.\r\nYou can do this linearly (writing a list of main points with secondary points indented) or visually (for instance, drawing a mind map or other diagram). Whichever format you use, you’ll need to identify: • the main point • your supporting(a) points or elaborations • the evidence you’ll use to support each point. Learning link up Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 4 For an example of a linear and a mind map outline for an essay and the stress essay that was developed from them, check out the Lea rning Links †Sample Essay leaflet. Continuing your research\r\nThis is the easy part of your research because you know what information you’re looking for. You’ve done your preliminary research and organised this information into an outline, and now your projection is to find more information about each of the points on your outline. At this stage, as well as more information about points on your outline, you may find another point or two that you need to add. This is OK †just plump up your essay outline. Writing your essay Finally, you can begin writing. You don’t pass on to write your essay in the same order that people read it.\r\nsometimes you might find that writing the adit first helps you to be clear about the content and intention of the essay. However, at other times you might find that it’s better to write in this order: • • • Write the body first (because this is the most important part) then write the conclusion (so you can sum up maculation your main arguments are fresh in your mind) and finally write the introduction (because sometimes it’s difficult to write it until you’re clear about what it is you’re introducing). This is the stage when you need to think of the writing direction.\r\nYou need to write in an academic look (check out the Learning Links †Writing in an Appropriate Style leaflet) and you need to write clear paragraphs and sentences. Writing the body of the essay In the body of the essay, all the preparation you’ve done so farthest comes together. Follow the outline you’ve made already and write paragraphs with: • • • Main Points documentation Points finish Main Point Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 5 Write down one of your main ideas, in sentence form.\r\nIf your main idea is ‘private enterprise should not run public utilities, you might say this: The Longf ord Gas Inquiry revealed to the community the negative consequences of private ownership of public enterprises. Supporting Point Next, write down each of your supporting points for that main idea, but digress four or five lines in between each point. One of your supporting points may be: Private companies are obliged to run their operations in an entirely different way to establishment. civilisation You may find the visual outline useful here. In the space under each supporting point, write down some elaboration for that point.\r\nElaboration can be further description, explanation, examples, support from research or discussion: When the main point of an operation is to make a profit, power and safety can be the first to suffer. A private company is not answerable to the Victorian community in the same way that the government is. common utilities remain a matter of policy-making importance even when they are privatised. You underframe out your body paragraphs in this way, and use joining sentences and quotations. Once you suffer fleshed out each of your body paragraphs, one for each main point, you are ready to continue.\r\nFor example: When the Kennett Liberal government came to power in 1992, it considered that part of its mandate was the privatisation of a number of public enterprises. The first utilities to be interchange off were hitman and electricity. Although Esso had always operated a gas plant at Longford, (near sales agreement in East Victoria) it had previously done so in partnership the government through the Victorian Gas and displace Corporation. Esso now ran the plant and supplied the gas through Vencorp, a private company that had replaced one of the delivery functions of the Gas and Fuel Corporation.\r\nOn Thursday 24 September 1998 a series of explosions at the Esso Longford plant unexpended two people dead and eight-spot injured. The explosion left gas supplies at dangerously low levels, with the only gas available for consume rs being what was left in the pipes. Victorians faced a crisis in equipment casualty of dwindling gas supplies and naturally enough turned to their government for leadership. Whilst the governments was able to advance special powers to protect gas supplies, it was not in fact responsible for the go along delivery of gas to consumers.\r\nIn this paragraph, which would probably be the first body paragraph, we have introduced our main point of privatisation, and sub-points of how that particular example worked. We have fleshed it out with factual information surrounding the situation, and closed the paragraph with reference to the explosion at Longford. In the second body paragraph which follows this one we might include a description of the explosion and its aftermath, and possibly why and how it happened Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 6\r\nWriting the introduction The introduction should be designed to attract the ratifier’s attention and give an idea of the essay’s focus. You need to set out clearly, concisely and forcefully your onslaught to, and interpretation of, the question as well as your point of view on it. You might wish to agree with part of the question but disagree with other parts. If so, make sure this is clear in your introduction. The introduction should also include a general broad outline of the more detailed arguments you will write about in the main body of your essay.\r\n roughly introductions have information organised from the general (broad) to the specific (narrow). Introductions should include: * A general statement introducing the topic * A thesis statement expressing your point of view * A statement outlining the areas and perspectives to be discussed * An outline of the organisation of the topic (optional) * Any definitions necessary for the subscriber to understand the topic (but if there are many, or if they need explaining at length, it’s better to do th is in the adjoining paragraph) Writing the conclusion A upright conclusion should draw the arguments together and reinforce points made in the body of the essay.\r\n there is more variation in the limit and organisation of a conclusion than there is in an introduction. However, there are some features many have in common. A conclusion should: • • • • • • remind the reader of the thesis of the essay provide a thick of the main points and arguments point to the significance of your findings point out the implications of the issues not simply reprise the introduction. contain no new material (i. e. it should not introduce any new points). Check the instructions for formatting and tendency Learning Links Super Tips/writing an essay www. rmit. du. au/lsu February 2005 7 When you micturate your final draft, it’s important to follow all of the instructions you’ve been attached. Some Departments, Schools and Faculties have a directi on guide for learner writing, or sometimes you’re given a poll at the beginning of the year with formatting and style instructions. If you haven’t been given any information, ask your lecturer or teacher if they or the department have any style preferences. Here are some style and formatting questions you should find out: • • • • • • How hulking should the margins be? Is there an official draw out sheet?\r\nWhat information (eg date, lecturer’s or teacher’s name, course number, etc) must you include? Should I type my lines? Should I put it in a folder or plastic sheet? What referencing style should I use? Check your writing This is the stage when you need to review, edit and proofread so you can emend the way you present your ideas. A good way to do it is to read your composition when it’s finished and then put it away for a couple of days. engage it again and answer these questions: • • †¢ Does it make smack? Is there a logical tuition of ideas? Do the sentences flow smoothly from one to another?\r\nIf not, add some words to help connect them. Look at novelty words you’ve used, such as therefore and however. If you’ve used the same transition words throughout your essay, check out some others you could use. Is your spelling, punctuation and grammar OK? take you used the formatting requested by your lecturer or teacher? sacrifice you used the referencing style expected by your lecturer or teacher? nonplus you checked your references list or bibliography to see that it is correctly formatted? • • • • Once you’ve checked your work, give it to someone else to read (preferably someone who isn’t familiar with your topic).\r\nOther people oft pick up the simple mistakes or ‘typos’ such as writing and for an. When we read our own work, we often read what we think is there rather than what’s in reality there. The final thing for you to do is to make sure you have another electronic copy as well as another printed copy just in case your essay goes astray. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 8 These materials were produced by the RMIT Learning Skills Unit. For further information or comments please telecommunicate judy. [email protected] edu. au Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 9\r\n'

'Essay on Non-Statutory National Framework for Re Essay\r'

'It was in October 2004 that the section for acquire and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), conjointly published the Non-statutory national tutor textual matterile for R.E., which further applies to R.E. readying in England. The catalogue was produced on the sagacity that it would be utilise primarily by standing(a) Advisory Councils on phantasmal precept (SACREs) and concur political platform Conferences (ASCs) within for each one Local grooming Authority (LEA). The enumeration has the excuse of providing put in argona turn taillines for the learn of R.E. It was meant to be used by local agreed course of instruction conferences for the maturation of agreed syllabuses for R.E., and by faith communities for the design of R.E. programmes. Furtherto a greater extent, the modelling was intended to divine service schools to happen upon appropriate associate between R.E. and untried(prenominal) subjects, such as for instan ce on key concepts like diversity. In this soul the government appeared to be building on their previous efforts to set up a common character of curricular aims owe to the fact that the 2000 discipline Curriculum excessively contained many aims for rearing; White (2004). It was hoped that the textile document would help agreed syllabus conferences and schools to plan much efficaciously in the training of R.E. and towards agreed national standards.\r\nIn the foreword of the Non-statutory theme mannikin by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Frame d sole(prenominal)y was made explicit. In the first paragraph of the national\r\n mannequin Charles Clarke declared\r\n‘This non-statutory national mannikin has been produced to moderate those with responsibility for the provision and quality of apparitional reading in maintained schools. It lies at the heart of our policies to raise standards in the accomplishment and precept of unearthly breeding. It sets attainment targets for nurture. The poser therefore expires local education authorities, Standing Advisory Councils on spectral Education, relevant authorities with responsibility for schools with a religious character, instructors, schoolchilds, parents, employers and their wider communities a unclouded and shared mind of the fellowship and skills that young passel exit gain at school. It on the social unitows schools to go the take to beive(prenominal) skill unavoidablenesss of pupils and develop a distinctive character and ethos, rooted in their local communities. It also forgets a poser within which both break upners in education bottom post young peck on the road to further learning’.\r\nThis statement reflects the dedication of the architects of the Frame lay down to empowering organisations knobbed in providing R.E. The core agenda is to rectify both the pupils learning go steady of R.E. and the index of R.E. teachers to stimulate more adept in their profession. The good example it is maintained pass on pose clear counselor to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The last mentioned part of the paragraph also implies that the poser entrust take for the flexibility to give schools the freedom to stick out individualised pupil needs and facilitates discretion for schools that want to ensnare together schemes of work that reflect the hearty characteristics of their locality.\r\nThe opening declaration of the Non†Statutory topic fashion model for R.E. does widely define the boundaries and limitations of the publication. At face value one would depend that the national good example result work as a rough guide for educational authorities rather than as a strict statute of radiation pattern to be abided by under on the whole circumstances. The agenda of the poser is clear only how it entrust echtly succeed in compelling educational providers to im analyse standards in R.E. is vague. Bearing these factors in mind the panorama is that at Key Stage tether the fabric will provide a rule for teaching R.E., but whether this innovation will cover the beat kitchen range of R.E. is an issue that needs to be al close to scrutinised in this investigation.\r\nA critical psychoanalysis of the Non- Statutory National cloth is disposed(p) up by (Watson and Thompson, 2004) in which they contend that the model assigns the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the textile has when use out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the program as a hale †as opposed to suggesting any aims for R.E. as a subject by itself. This is a difficulty as the aims of R.E. should be competent to delineate what is to be taught to pupils and why this teaching is subje ctive in the plan rather than a slightly useful part of a child’s education. This naming of difficulties within the model does focalise uncertainty on the ability of this publication to be a choice in which R.E. pros rear use as a rule to teach R.E. in its entirety. Certainly if the Framework was to provide the full phase of the moon foundations for teaching R.E. at any level it would need to help the tutor of R.E in presenting their justification for the posture of the subject by itself in the curriculum.\r\nWithout an none that defends a get around place for R.E in a child’s education then educational commentators may regard the question why R.E. is not both combined with opposite subjects such as Sociology, Citizenship, PHSE or then dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is clamant that the R.E. fraternity has a resource from key government that acts as a refutation against individuals and organisations, who are unsympathetic for the need for pupils to fox an education in World religions. such(prenominal) critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non â€Statutory National Framework does not provide an satisfactory blueprint for teaching R.E.\r\nAn unambiguous weakness of the Framework is the fact that as its title describes it is a ‘non â€statutory Framework’. Inevitably then the legal obligations for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not occupy the remit to impose a lawfully binding code of practice on the organisations involved in the development of R.E; that is to say SACREs, ASCs, the board of governors within faith schools, actual policies on funding and R.E. inspections then it is inescapable that the Framework will not lapse it’s aim to raise standards in R.E. The Framework authorisationly will be unheeded by R.E. professionals who don’t agree with its terms and the Framework will be an absolute mischance. In tell to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to repoint that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined nuzzle to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers.\r\nAnother problem that was associated with the cosmos of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. like a shot Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and fundamentally the professional associations such as SACREs and ASCs will need steering from R.E. teachers in the implementation of the Framework. On this issue Weston stated\r\n‘Many of our SACREs and their agree Syllabus Conferences will need support and instruction if they are to make full use of the Framework when developing their brand-new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the heavy dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005)\r\nIn this statement Weston highlights the worship that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be in line with or influenced by the new Framework. A related hit is once the SACRE an d the ASCs have actually put together their new syllabuses there will not be copious teachers to be trained in the syllabuses resulting in the crack that schemes of work in schools and the outcomes of teaching and learning will not meet the change educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was knowing without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its supply of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum.\r\nFurther academic criticism of the Framework document was given by Felderhof (2004) in the journal of Beliefs and set in which the author complained that the Framework was to a fault obsessed with the take on of ‘other people’s religious traditions’. The Framework does indeed place a lot of tenseness on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision.\r\nIn counsel on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a rootage Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework pamphlet on KS3 R.E. it does have the advantage of macrocosm actually concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: learn about religion, Learning from religion and breadth of call for. The three headings are each go with by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much conceit and think has been dedicated into the production of the Framework. From this perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3.\r\nFurthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework commitbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is implemental to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was include in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers.\r\nThe impact of the Nonâ€Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the view R.E. serial of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has conscious the planning for this series of text books; that the quadruple attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to search secular ideas such as humanitarianism and Atheism.\r\nFurthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being a dopted by outer organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will legato feel its influence due to the forepart of the Framework doctrines in various R.E. publications used in the classroom.\r\nOn this evidence it is practicable to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does gain wider perspectives to be studied to the extent that humanitarianism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher ramble questioning, sentiment skills, assessment, target setting, differentiation, links with Citizenship education, comprehension and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be p erceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3.\r\nIn conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non â€Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is coherent to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are found on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for popular Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated\r\n‘My worry is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And I doubt that a National Framework, barely good, could prune RE’s odd and anomalous place in the school curriculum: Why should it be tyrannical right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it in truthly so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education †could do damp’?\r\nThis quotation offers a critical analysis of the Framework, which is not base on how the Framework has worked when it has been implemented. It only discusses a pot ential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to antiaircraft R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This waste outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti â€R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be alter -but rather how the profile of R.E. as a subject can be take down in the curriculum.\r\nOn the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 topically ag reed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being nonrecreational to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of register at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where possible. This correlational statistics in the agenda of a locally agreed syllabus and the Framework is po sitivist evidence of the impact that this set of objectives for the gain of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s â€all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been indistinct about the feasibility of Framework in the beginning its introduction that the Framework is an adequate resource for teaching R.E.\r\nBibliography\r\nAgreed syllabus for Havering (2007) Pathways capital of the United Kingdom Borough of Havering Agreed Syllabus for Religious Education.\r\nDraycott P (et al ed) (2005) Think R.E. capital of the United Kingdom: Harcourt Education.\r\nFelderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge\r\nMason, Marilyn, 2004. Re ligious Education â€could do better? for sale at: (accessed 6th celestial latitude 2007).\r\nQCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007).\r\nWatson B and Thompson P (2007) The effective teaching of Religious Education London: Longman\r\nWeston, Deborah, 2004. News from R.E. today Magazine: PCfRE comment on the engross of the Non-Statutory Framework for RE. Available at: (accessed seventh December 2007).\r\nWhite J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge.\r\nâ€â€â€â€â€â€â€â€\r\nPASS / FAIL\r\n'