Ap Euro Dbq

Sarmad Kako 7th period DBQ Essay The Thirty Years War devastated all of Europe from 1618-1648. The thirty Years war was principally fought throughout Central Europe and involved most of the countries in Europe. The origins of the conflict and goals of the participants were complex, and no single cause can accurately be described as the main reason for the fighting. Initially, it was fought largely as a religious war between Protestants and Catholics in the Holy Roman Empire, although disputes over internal politics and the balance of power within the Empire played a significant part.A major consequence of the Thirty Years' War was the devastation of entire regions, denuded by the foraging armies. Famine and disease significantly decreased the population of the German states and Bohemia, the Low Countries, and Italy, and most of the combatant powers were bankrupted. These statements and the thirty years war all led to: The fall of Spain, France’s aggression to win, and absoluti sm in France. In the two treaties of the Thirty Years War, France replaced Spain as the most powerful country in Europe. Spain was unable to recover so quickly from her great losses: she was not only without funds, but without credit, incapable of any great effort in terms of money or man-power†¦Her king was old and in dubious health; he had just one son, young and rather feeble†¦Ã¢â‚¬  Document 3, this was said by King Louis XIV. Louis XIV shows bias in this document by presenting the flaws and exaggerating Spain’s situation; making it seem like Spain was going to fall and no one will be/is there to rule it. He made it seem like there was no competition, only him left.The Spanish navy was badly crushed and Portugal revolted against Spanish rule, corrupting Ferdinand II. Louis XIV aggression to win most made huge statements across Europe. King Louis XIV in document 3 along with document 5 shows tons of bias; he only talks about how great France is and how they woul dn’t make it without his foreseeing and support. France had many allies during the thirty years war for example, France. King Louis XIV talks about how he couldn’t have won alone, but it was mainly his success. In the course of this war I flatter myself that I demonstrated what France, unaided, can achieve†¦All of my subjects supported me to the best of their ability: in the armies, by their valour, in my kingdom, by their zeal, and in foreign lands† Document 5. Louis XIV was very one sided and believed France was above everyone else. In addition, France was backed by Sweden, from what you see in Document 2 Sweden soldiers thought of peasants as sub-human and believed they freely act without judgment.After the thirty years war was over, France sprung into the age of absolutism. King Louis XIV fought to eliminate Protestants and the practicing of their faith in France. King Louis XIV’s ideas were always respected and no one dared to cross judge his ide as; as said in Document 7, â€Å"All the eyes are fixed on him alone; it is to him that all the wishes are addressed; he alone receives all the respects; he alone is the object of all hopes†¦Ã¢â‚¬  Even though France had a Protestant population, Louis XIV wanted France to be pure of Protestants and their believing’s.The Thirty’s Years war devastated all of Europe; financially, economically, and politically. So great was the devastation brought about by the war that estimates put the reduction of population in the  German states. Catholics and Protestants went to war in the Holy Roman Empire due to the power struggle that could hold on no longer. France was completely bankrupted (Document 9) and sent famine across Europe. The thirty years war all led to: The fall of Spain, France’s aggression to win, and absolutism in France.

Dickens and a Christmas Carol Essay

Here Scrooge is taken by a spirit to see himself, as a child, in his school. It is Christmas time and Scrooge was left in school instead of being with his family and friends, this shows spiritual poverty, whereby Scrooge is deprived of his family at Christmastime and therefore deprived of their love and kindness. Another example of spiritual poverty can be found on page 69. The spirit shows a vision of a Christmas yet to come, in which Scrooge has died. Nobody cared for Scrooge, because he was so cruel himself, and so members of his staff are selling his clothes. This is spiritual poverty because it demonstrates a total lack of respect for the dead in preference of financial gain. On pages 48-49, there is an example of material poverty. The Cratchits are having their Christmas dinner. It is a small, simple meal consisting of a goose, instead of a turkey, which is normally eaten by the rich, and also a small pudding. Despite this, the family were still happy and content. This is material poverty because it shows that poor people, who have no luxuries, are still able to make the most of what they do have, and be thankful. There is a further example of material poverty on page 61, where Scrooge is again taken by a spirit to visit a part of the city which he had never been to before. It describes in vivid detail the poverty and deprivation in this area. The stench in the quarter was awful, the area was filthy dirty and reeked of crime and misery. Material poverty is evident here because there is obviously no money in this area for people to forge better lives for themselves, or to enhance or repair the environment in which they live. We can tell that this story is located in a particular time in history by a number of reasons. The story is published in 1843, as stated on the cover. The book is largely centred around the concept of poverty which was widely in evidence during this era. At about this time, a writer called Thomas Malthus wrote an essay entitled, â€Å"Essay on Population†. This argued that the population was too big and that there were too many people being born. This point is emphasised when Scrooge is talking to the charitable gentleman about making a donation for the poor and Scrooge’s reply is to let the people die in the workhouse to reduce the surplus population. At this time, the Poor Law amended the Act of 1834 which abolished outdoor relief and established workhouses for the poor, which resembled prisons. Conditions were extremely poor. The work was tedious and the food was insufficient. Men, women and children were divided and the system was feared by them all. Dickens also thought that this system was inhumane. He attacked this system in â€Å"Oliver Twist† and highlighted the attitudes which had created it in â€Å"A Christmas Carol†. This shows that the book was written at this time in history because it coincided with the Poor Law amendments which features in â€Å"A Christmas Carol†. The attitude of Charles Dickens to the poverty he describes is one of disgust and sympathy. This is partly because he has himself experienced poverty and understands the impact that it can have on oneself. He seeks reform and in his books he has tried to highlight the issues of poverty and to point out why change was essential. This is why Dickens uses a Christmas theme in his book, hopefully to bring out the better qualities of people. Christmas being a period normally associated with kindness and goodwill to all men, he obviously hoped and believed that this would make people aware of the plight of the poor and hopefully change the attitudes of many who despised the poor and were not interested in their well-being. Many people actually profited from the exploitation of the poorer classes, particularly in the workhouses. Dickens wanted to ensure that this type of exploitation became impossible in the future, which was largely the reason why he highlighted these issues. An example of this is on page 56-57 where the spirit turns Scrooge’s own words against him saying, â€Å"Are there no prisons or workhouses? † This is in reference to the Want and Ignorance children, that the spirit is showing Scrooge. The children are ragged and dirty and Scrooge is shocked to the core by their appearance and realises what he has done by ignoring the needs of the poor. Although Dickens did not really succeed in changing the lives of the poor at this time, his efforts did help to bring about improved conditions and reform from the 1870’s onwards.

Sovereign Default risk in the Euro zone A further look at a possible Dissertation

Sovereign Default risk in the Euro zone A further look at a possible exit - Dissertation Example The resulting models which were arrived at using the forward stepwise procedure passed various goodness-of-fit tests as well as other tests of the significance of coefficients. This indicates that both CDS spread and Debt/GDP ratio improved the model’s predictive power in the case of the Euro zone while CDS spread was the only significant factor for Cyprus. Tests of the model using in-sample and out-of-sample data shows that it is capable of predicting default and non-default with a high degree of accuracy. 1.0 Introduction Sovereign default has been present in world economies throughout history. One of the countries that have defaulted in the past is Argentina. Very often, it is the same set of countries that are habitually in this state of economic crisis. The 2008 financial crisis has been described as one of the worst to be felt in this modern age since the Great Depression of 1933 (Your reference here). Its effects are still underway and countries around the world are try ing their utmost to maintain financial stability. One of the newest currency unions and the most powerful in the world; the Euro-Zone, therefore makes an interesting study. One of the single most important events that preceded the spiralling downturn in the 2008 financial crisis is the Lehman Brothers failure on September 15, 2008. Prior to the 2008 financial crisis, the sovereign Credit Default Swap (CDS) market was not as significant as corporate CDS markets. This was due to the relatively stable outlook of developed nations within the Euro Block and the perceived minimal default risk associated with these countries. As a result of the Lehman Collapse, and other proceeding financial institutional failures, large losses worldwide were incurred, which had spill over effects eventually affecting entire economies. This resulted in negative implications for investor confidence and a reduction of credit in the market. The bailouts for these banks by the individual governments could only be made possible by incurring massive amounts of debt (Dieckmann and Plank 2011). This led Governments to increased risk of sovereign default and a global reassessment of credit risk. In turn, CDS in the sovereign market became highly liquid as the uncertainty of these nations became an issue, implying an increase in sovereign credit risk. Since 2012 the Euro zone has been characterized by deepening crises in several countries, some of which have suffered what is described as selective default. These crises have been characterised by increases in CDS spread, increased Debt/GDP ratio and high bond yields. This has led to credit rating agencies such as Moody’s and Standard and Poor’s giving ratings to some of these countries that indicate to investors the risks associated with government bonds. In addition to Cyprus and Greece, some of the countries that have received speculative ratings include Bulgaria, Hungary, Italy, Ireland, Latvia, Estonia, Portugal and Spain (Blo omberg 2013). Concerns have been raised that the ratings given by credit rating agencies are unreliable as the default ratings for Greece in 2012 and Cyprus in 2013 came after the event. The aim of this study is to evaluate the risk of sovereign default in the Euro zone and also to develop an econometric model that is capable of predicting default before the event takes place. This would be very beneficial to

Cour Issues Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Cour Issues Analysis - Research Paper Example Moreover, there is a backlog of cases in the judiciary; this backlog is perhaps an attribute to the vicious cycle of crime fueled by the inefficiency of the judiciary to exercise deterrence in administering sentences. The aim of the penal system is to exercise deterrence and retribution to offenders and other like-minded individuals. It is therefore the role of the judiciary to uphold this principle and protect the rule of law. In that regard, this paper shall analyze the past, current and future issues affecting the court system. The justice system is faces a myriad of issues currently. Apart from the normal difficulty of administering justice and protecting the rule of law, courts are facing difficulties with the victim’s rights issues and translation issues due to language barriers. The most severe of issues faced by the justice system, courts, and administrators is the enormous task of handling huge chunks of cases piling everyday in the prosecutor’s desk. Perhaps t his is the major reason why prosecutors are under immense pressure, resulting in dropping cases daily. Nevertheless, the courts in current times are marred with a premise of delayed cases that never seem to see their day in court. This situation befits the legal maxim as quoted by William Ewart that justice delayed is justice denied. However, court administration may at times see it fit to rush the court proceedings to clear up the backlog and congestion of the cases scheduled for hearing. Dire consequences may result from such haste to hear and determine cases, since court cases affect human lives, and due care is paramount in discharging justice. After all, courts were not fashioned to operate in such a hasty manner. It is obvious that the criminal justice system is overburdened; this has in turn exerted a ripple effect in the prosecutor’s office. More and more felony cases are dumped as plea bargains. This is both good and bad. Since the perpetrator of a felony accepts a p lea bargain for a lesser charge and gets a lesser penalty for that charge. Although it is a beneficial tact in time conservation, but it grossly, undermine the purpose of existence of any judicial system anywhere. The purpose of the court system is to provide justice, and punish the wrongdoer. Furthermore, in the discharging of justice, the judicial system has a role of deterrence and retribution via the correction facilities. Therefore, if deterrence from crime is a function of the judicial system, then it should not merely dispense lesser sentence due to time management. Proper judgment should be administered to console and restitute the injured party. While it is beneficial for the court to manage their time through plea bargains, criminal offenders and other likeminded individuals are not effectively deterred from criminal activities since consequences are less severe. The prevailing uninhabitable conditions of correction facilities due to overcrowding, communicable diseases pre valence, intrinsic violence, and being strikingly counterproductive schools for crime that churn out hardened convicts (Muraskin, R. & Roberts, R. 2009), contributes to the courts reluctant state from issuing harsher sentences. Nevertheless, the tendency of the courts to ignore the deterrence factor of sentencing, has contributed to a vicious cycle of criminal activity that perhaps has contributed to the heightened backlog of cases. This is increasingly causing many challenges to the

Special populations Essay Example | Topics and Well Written Essays - 250 words

Special populations - Essay Example e cost that are involved with it are subtracted .Mostly this analysis puts great emphasis on monetary value unlike cost effective analysis (Brent, 2003). The outcomes of this program are based on both cost effective perspective and cost benefit perspective. Under the cost effective perspective ,the aim of the program is to sensitize those that are trying to battle with alcohol or drug abuse and those who are fearing or do not want to deal with this problem in their lives, under this program the organization does not intent to benefit from the program either directly or indirectly but rather it aims to change the lives of those who are affected by this problem, by investing its financial resources in various programs that are geared towards assisting the affected people. The outcomes of the financial investments in the programs are usually measured against the responses and the effectiveness of the programs i.e. the ratio of change against its effects in the programs. Also ,the aim of this organization is to evaluate the impact of the awareness against what they have invested in the awareness and the result that are obtained may be us ed to help or benefit other organizations or communities(Brent ,2003 ) at the button on their website (get help now) assists them to measure the response against the investment in the program hence though this ,the organization is able to tell how people are responding to their campaigns and the statistics may be used for future reference (Levin, & McEwan ,2000).This program has been able to help most military men and women who are coming out of their work to be able to adjust to the outside live and not to turn to drug and alcohol abuse as their consolation. Some of the services offered to the military by the organization include; guidance and counseling where the programs aim is to advice those living the military on how to accept the outside world away from the military duties, and educate them on the challenges

Reflection paper Essay Example | Topics and Well Written Essays - 500 words - 20

Reflection paper - Essay Example I assumed complete responsibility to come up to their expectations and prove myself before other students in general and those who were willing to replace me in that post in particular. As the editor of the college magazine, I was responsible to ensure that all content was free of plagiarism and was original, that the events and facts being reported were factual, to eliminate any kind of bias in the information, to structure the college magazine with respect to its content and make it organized, to make the features aesthetically appealing for the students and the readers, and keep track of the quality of the magazine as a whole with a view to improving in every successive edition. Understanding my responsibilities and taking care of all these things, I remained very conscious and mentally fully awake while editing the college magazine. One job that I loathed was the one in which I was employed by the police and was involved in different kinds of social services including working directly with the community and dealing with their complaints. This job was so loathsome because people came up to me with so petty complaints and expected me to assist them with overturning the accused parties. They did not understand much that my job was just to take notes and serve as a link between them and the police. I more served as a platform through which they could raise their concerns and have them conveyed to the police. My editing skills formally gained in the college helped me organize the work in this job too, but the main problem was the attitude of the complainants as well as the sorts of complaints they filed. For example, one man came to me and asked me to file a case against his neighbor because his cat had eaten one of his chicks, and even before the case could be filed or any legal proceedings could be made, he said t hat he would have nothing less than $30,000 as a compensation for this loss. Similarly, every single

What are the effects of enforced codes in our society Essay

What are the effects of enforced codes in our society - Essay Example However, there are also codes that are enforced by virtue of principles that do not necessarily provide benefits to the individuals. These often come as offshoots of certain principles that emphasize more on the supposed well-being of society when, in fact, are not beneficial for its members. Many of these are hidden in the seemingly good intentions of the basic and secondary school systems as well as in the manner that parents raise their children. Unfortunately, these happen to be the enforced codes that are most influential to young individuals. Concepts regarding the existence and effect of such enforced codes are discussed John Taylor Gatto’s Against Schools and in Michael Kimmel’s Bros before Hos: The Guy Code. Both Gatto and Kimmel raise the points of these rules in the school and in the home respectively. Gatto explains that the public system in the US is producing individuals who are schooled but not educated, people who are much easier compelled into submissio n to authorities, whether state or corporate, due to the lack of analytical capabilities. On the other hand, Kimmel argues that the initial phase of the development of the sexist concept of masculinity is right at the point of boyhood, that this is further reinforced by the popular notions on male bonding and interaction, and that this has also led to certain emotional weaknesses of the male. Both discuss the enforcement of certain codes that have profound effects on the individuals and ultimately on society itself. While Gatto expounds on the instilling of the wrong kind of attitude and the mis-education of American public school students through state school policies, Kimmel writes about the upholding of the concepts that are unhealthy emotionally and socially. The enforced codes channeled through the schools and homes are far more powerful than those done through laws written by any other institution to which individuals belong. Such

Hackers slang Essay Example | Topics and Well Written Essays - 1000 words

Hackers slang - Essay Example The existence of slang dictionaries, of course, cancels the effectiveness of certain words. Abbreviation. Hackers denote a word by only several of its component letters. For example: "RTFM" - "read the following manual", "IMHO" - "in my humble opinion", "BTW" - "by the way" or "LOL" - "lay of laugh". Verb doubling. Hackers double verbs as a concise, sometimes sarcastic comment on what the implied subject does. Also, a doubled verb is often used to terminate a conversation, in the process remarking on the current state of affairs or what the speaker intends to do next. Typical examples involve win, lose, hack, flame, barf, and chomp, i.e. "The disk heads just crashed." "Lose, lose." Sound-alike slang. Hackers will often make rhymes or puns in order to convert an ordinary word or phrase into something more interesting, i.e. "Plug&Play" is transformed to "Plug&Pray", "Government Property - Do Not Duplicate" to "Government Duplicity - Do Not Propagate" or "Macintosh" to "Macintrash". Overgeneralization. Many hackers love to take various words and add the wrong endings to them to make nouns and verbs, often by extending a standard rule to non-uniform cases (or vice versa). For example: "win" extends to "winnitude", "winnage", "disgust" to "disgustitude", "hack" to "hackification". "Marketdroid" is a member of a company's marketing department, especially one who promises users that the next version of a product will have features that are not actually scheduled for inclusion, are extremely difficult to implement. "Careware" is a variety of shareware for which either the author suggests that some payment be made to a nominated charity or a levy directed to charity is included on top of the distribution charge. Spoken inarticulations. Words such as "mumble", "sigh", and "groan" are spoken in places where their referent might more naturally be used. It derives from the impossibility of representing such noises in a chat or by e-mail. Anthropomorphization. Hackers often anthropomorphize hardware and software, for example, it's possible to say, "the protocol handler got confused" or "the program is died". () Comparatives. Many words in hacker slang have to be understood as members of sets of comparatives. This is especially true of the adjectives and nouns used to describe the beauty and functional quality of code. Here is an approximately correct spectrum: "monstrosity brain-damage screw bug lose misfeature" or "crock kluge hack win feature elegance perfection". (Levi, 1984, pp.56-78) Numerization. Hackers often include soundalike numbers in place of words or parts of words, for example "4 you", "2 do". (Kelly-Bootle, 1995, pp.36-101) Terms of computer hackers' dialect are often particular to their subculture. Raymond (1996) writes, "The hacker culture' is actually a loosely networked collection of subcultures that is nevertheless conscious of some important shared experiences, shared roots, and shared values. It has its own myths, heroes, villains, folk epics, in-jokes, taboos, and dreams. Because hackers as a group are particularly creative people who define themselves partly by rejection of normal' values and working habits, it has unusually rich and conscious traditions for an intentional culture less than 40 years

The Impacts of the American Revolution in US Societies Essay

The Impacts of the American Revolution in US Societies - Essay Example With the emergence of mid-level families in certain cities within the US in the aftermath of the American Revolution, there was a need to review if not the need to prioritize the opportunity for global investments. There had also existed societal and cultural issues in the US that have been the talk of the world after the American Revolution. These involved: (a) the undeniable emergence of the American citizens; (b) the emergence of the American citizens can be associated accurately to a tri-polar framework of political structure; (c) the improvement in the responsibilities of the talented and skilled American people; and (d) the start of an age of critical thinking (Bailyn 5). Because the Thirteen Colonies became free at the conclusion of the American Revolution, it would be fair to say that the US benefited the most out of the American Revolution. In investigating and analyzing the war between the US and the British colonizers, it is easy to deduce that there is a connection between the war and the greed for power of Great Britain that was rampant during those times (Bliven 6). Therefore, it is easy to identify that the war between the US and Great Britain gives an accurate and logical outline that includes independent wars in various areas of the world. The war between the US and Great Britain gives capability and the valid explanation to regimes that handles wars based on territorial disputes

Film evaluaton about SALT movie by angelina jolie Review

Film evaluaton about SALT by angelina jolie - Movie Review Example People who look for sense in movies should not watch this because it is senseless and highly unrealistic; the sound effects are really good. There is a lot of suspense in the movie and every scene which has suspense has good sound effects. A lot of people get killed because it is an action film but it is very surprising that Angelina Jolie escapes unscathed and the same makes this movie a very unrealistic one, even the kids who watch it would not be convinced with the story line. Espionage has become a fantasy activity in action movies and Salt is no different, espionage has been presented as a fantasy in the movie and this again is highly unconvincing and factitious. Overall the story line and the action sequences are really weak but the presence of a star like Angelina Jolie has made the film successful. The graphics are very decent, the action sequences have been filmed very well and it is good fun to watch it on screen. Some of the action sequences are out of this world and again seem to be unrealistic and unbelievable; Jolie killing hundred men seems highly unrealistic and vague. â€Å"Salt† is as impersonal an action thriller as we’ve seen in years. The President is played by Hunt Block, a bland-looking soap-opera actor. (Can that really be his name?) Block conveys so little strength that when the President gets conked on the noggin and knocked out you don’t even register that he’s no longer an active figure in the scene. He’s not worthy; it seems, of kissing Salt’s hyperactive black boots. (Salt Review) Jolie moves from one truck to another in a quite impossible manner, she uses several guns to kill people in the movie and this is plain ridiculous. A spy thriller should have much more than what Salt has, it loses its credibility and this affects the film in more ways than one. It is a great movie for someone who wants to watch superhuman stunts performed by a woman, Angelina Jolie performs a series of great

Cocoa solids Essay Example for Free

Cocoa solids Essay Chocolate! The name brings memories of a sugary and scrumptious sweet in your mouth. Each and every person in the world, whatever be his age or his sex, loves the delicious sin. In fact, chocolate is one of the most preferred gifts on every occasion, birthday or anniversary, Valentine’s Day or Christmas, wedding or farewell. Whether it is your wife or your boyfriend, your kids or your in-laws, you can present chocolates to almost everyone. While eating a chocolate, have you ever thought how it came into being? If you are ignorant about the origin of chocolate till date, use the interesting information on its background, given below. History of Chocolate The oldest records related to chocolates date back to somewhere around 1500-2000 BC. The high rainfall, soaring temperatures and great humidity of Central American rain forests created the perfect climate for the cultivation of the Cacao Tree. During that time, the Mayan civilization used to flourish in that region. Mayan people worshipped Cacao Tree, believing it to be of divine origin. They also used to roasted and pounded seeds of the tree, with maize and Capsicum (Chilli) peppers, to brew a spicy, bitter sweet drink. The drink was consumed either in ceremonies or in the homes of the wealthy and religious elite. It is said that the word ‘Cacao’ was corrupted by the early European explorers and turned into Cocoa. Even the Aztecs, of Central Mexico, are believed to have acquired the beans through trade and/or the spoils of war. In fact, Cacao beans were considered to be so prized by Aztecs that they started using it as a type of currency. They also made a drink, similar to the one made by Mayans, and called it ‘Xocolatl’, the name which was later corrupted to Chocolat, by Spanish conquistadors. The further corruption of the word, which finally gave it its present form ’Chocolate’, was done by the English. Entry in Europe Xocolatl, or Chocolate, was brought to Europe by Cortez. It was here that sugar and vanilla were added to the Aztecs brew, to offset its spicy bitterness. The commercialization of chocolate started in Spain, where the first chocolate factories were opened. Spanish treasure fleets brought back dried fermented beans from the new world, roasting and grounding them to make chocolate powder. This powder was used to make European version of the ‘Aztec’ drink and then, exported to the other countries in Europe. Within a few years, Spain’s drink become popular throughout the continent and it was around 1520 that it came to England. However, it was only in the year 1657 that the first Chocolate House of England was opened, in London. The popularity of the drink led to a string of other Chocolate Houses. Since cocoa was so expensive, the houses started serving as elite clubs, where the wealthy and business community met to smoke a clay pipe of tobacco, conduct business and socialize over a cup of chocolate. It’s America Again Chocolate came to the place of its birth once again. This time, it was the English colonists who carried chocolate, along with coffee, with them to the colonies in North America. These colonies later consolidated into the United States of America and Canada. Despite the changes in the territorial boundaries, chocolate continued to be a favorite of all the Americans, of every age, sex, group, and so on. Till date, the status quo has not changed and hot chocolate is still one of the favorite drinks of the Americans. Modern Chocolate The chocolate of today, in the sold form, took its roots in England. It was around mid-1600, when English bakers started adding cocoa powder to cakes. Seeking to make chocolate drink smoother and more palatable, Johannes Van Houten, a Dutch chemist, invented a technique of extracting the bitter tasting fat (cocoa butter) from the roasted ground beans, in 1828. With this, he paved the way for the chocolate in its present form. It was in 1847 that solid chocolate, as we know of today, was made by Fry Sons of Bristol (England), by mixing sugar with cocoa powder and cocoa butter. The first milk chocolate was made in 1875, by Daniel Peters, a Swiss manufacturer, by mixing cocoa powder and cocoa butter with sugar and dried milk powder. The rest, as they say, is history! Today, chocolate is made across the globe and liked by almost every person in this world.

The Illustrated History Essay Example for Free

The Illustrated History Essay the name of Christendom and sanctioned by the Roman Catholic Church against pagans, heretics and Muslims. The campaigns were accordingly religious in nature with the aim of recapturing Jerusalem and the Holy Land from the Muslims. Madden though has given us an alternative examination on another possible and logical reason for the occurrence which is the search of wealth. A noble crusader would gladly risk his life and go to war if he believes that the fight is noble, true and greater than them (Madden, p. 13). For many, the sincere love of God could bring men to fight horrible wars A unprovoked Holy War against the Muslims became an acceptable idea when the concept of a unified Christian Kingdom under the Papal guidance evolved. The political concept that incorporated religion and belief was also hatched with another purposeful interest over the surrounding lands of Christ’s birthplace which was considered a valuable relic for the Christians. This was made plausible after the Arab empire under the Umayyads captured North Africa, Egypt, Palestine, Syria and Spain from the foothold of the Byzantine Empire of the 8th century (Setton, 1958). An ideological concept was formed to recapture the lands lost to the Muslims which picked up potency after Spanish Kingdoms began to mobilize knights, armies and mercenaries across Europe to fight against the Muslims. Another idea which formed part of the reasons for the war was the success of the European forces against the Moorish caliphate at Cordoba little Muslim kingdoms arose in the region; they were subdued by the Normans. In effect, Europe was left with a stable class of warriors without a bloody war to fight and had little to do but cause havoc amongst them. 2) Discuss the First Crusade. Who were the principal players? Briefly describe what happened. What were the results of the First Crusade? The First Crusade which started sometime in 1095 was initiated by Alexius I call for help against the Seljuk Turks at the Council of Clermont (Arbor, 2004, p. 224). Under the guise of penance and pardon for sins, Pope Urban II called upon all Christians to fight a war against the Turks. The defeat of two Turkish armies in Dorylaeum and Antioch allowed the crusaders to march to Jerusalem half of their original men, dead or missing. The war ended in 1099 after and assault and massacre of Jerusalem’s population that were notably followed by less notable conquests (Runciman, 1952). Interestingly, the First Crusade was considered of the main reason for the Western power after its first and only capture of Jerusalem. The defeat of the Byzantine Empire in the East in the hands of the Seljuk Turks provided a substantial plan for assault against the Muslims. Although the Byzantine Empire followed a separate Orthodox religion, they did face many enemies including the Seljuks. Madden provided that the Turkish threat allowed the Protestants to flourish (Madden, p. 209). The empire was soon incorporated into the Great Seljuk territory. Alexius I saw a way to work with the Fatimids of Palestine and Egypt and advised the crusader to work with them believing that their sole purpose was to recapture Syria alone. Belatedly they sent their armies only after the crusaders were already in Jerusalem. The First Crusade brought forth a mass and organized violence of anti-Semitism that was existent in Europe for several centuries against the Jews. The German army was led by Gottschalk, Volkmar, and Emicho which proceeded to the Rhine valley and according to Riley-Smith (1986, p. 50) was the first Holocaust. Some preachers enhanced the idea that Jews and Muslims were enemies of Christ and should be converted to Christianity or die as an enemy. In some parts of France and Germany, Jews were blamed for Christ’s crucifixion for their immediate visibility than the Muslims. The Jews were massacred justified by Pope Urban’s speech at Clermont that promised reward from God for killing non-Christians and Muslims (Runciman, 1952). Later in 1096, a band of nobles and knights from different regions of Europe significantly led by Raymond IV of Toulouse, Adhemar of Le Puy; Bohemund of Taranto with his nephew Tancred, the Lorrainers under the brothers Godfrey of Bouillon, Eustace and Baldwin of Boulogne and Count Robert II of Flanders, Robert of Normandy, Stephen, Count of Blois, and Hugh of Vermandois the younger brother of King Philip I of France marched towards Jerusalem in December 1096. Along the way, they encountered machinations led by Byzantine Alexius who provided them with provisions if they return any land to him that was recovered from the Turks. With this in motion, Alexius agreed to send out a Byzantine army to accompany the crusaders through Asia Minor. After a lengthy siege in Nicaea, under Kilij Arslan I the crusaders won yet Alexius feared the crusaders sacking Nicea and destroying its wealth and secretly accepted the surrender of the city. In their march to Dorylaeum, Godfrey broke the Turkish lines and defeated the Turks and looted their camp. This enabled Kilij Arslan to withdraw and the crusaders marched unopposed through Asia Minor towards Antioch. Antioch was so large that the crusaders did not have enough troops to fully surround it. Since Bohemund wanted the city for himself, he bribed an Armenian guard to surrender his tower where the crusaders entered the city and killed most of the inhabitants. A monk psychologically renewed the gist of the fight claiming a Holy Lance was found thus providing for them a sign that they would be victorious. Personal ambition later paved the way for arguments that deviously disclaimed any allegiance to an oath before Alexius I. A plague which killed many and the refusal of the Muslims to give food to the crusaders recounted incidents of cannibalism. Baldwin of Boulogne though went on his own towards the Armenian lands around Euphrates and was adopted as heir by King Thoros, a Greek Orthodox ruler who was soon assassinated and Baldwin became the new ruler. This paved way for the County of Edessa, to be the first of the crusader states in Runciman (1952). The crusaders finally reached Jerusalem in May and put the city in a lengthy siege. Seven days later, the crusaders murdered almost every inhabitant of Jerusalem. Godfrey of Bouillon was made Protector of the Holy Sepulchre and refused to wear a crown. He also led an army of an invading Fatimid army at the Battle of Ascalon and was succeeded by his brother, Baldwin of Edessa who became â€Å"King of Jerusalem†. 3) Examine the Second Crusade. Explain the rise of Saladin. Why was he successful against European armies? The Second Crusade was marked as a response to the Fall of Edessa. Pope Eugene III with the European monarchs like Louis VII of France, Conrad III of Germany along with their army marched across Europe. Although they were defeated by the Seljuk Turks, they reached Jerusalem in 1148 an attacked Damascus. Jerusalem was recaptured by the Muslims. What failures the crusaders faced in Jerusalem were compensated by their efforts in converting people to Christianity. The Second Crusade however attracted popular figures such as Eleanor of Aquitaine, the Queen of France, Thierry of Alsace Count of Flanders; Henry, the future Count of Champagne; Louis’ brother Robert I of Dreux; Alphonse I of Toulouse; William II of Nevers; William de Warenne, Earl of Surrey; Hugh VII of Lusignan and numerous other nobles and bishops (Runciman; 1952). This was made possible after St. Bernard preached its importance to the people. However, the relations within the Crusade were poor and were faced with conflict. Complaints of plunder happened along the way while treachery and political aspirations summed up the greedy endeavors of nobles. King Baldwin III and the Knights Templar made Damascus their prime target where they all met in Acre on June 24 attended by Conrad, Otto, Henry II of Austria, future emperor Frederick I Barbarossa , William V of Montferrat of the Holy Roman Empire; Louis, Alphonse’s son Bertrand, Thierry of Alsace, and various other ecclesiastical and secular lords. Jerusalem King Baldwin, Queen Melisende, Patriarch Fulk, Robert of Craon as the Master of the Knights Templar, Raymond du Puy de Provence as Master of the Knights Hospitaller were among those present (Runciman, 1952). No one from Antioch, Tripoli, or the former County of Edessa attended. The crusaders then attacked Damascus from the west. Yet, the Muslims were prepared for the attack after the crusaders managed to fight their way through and chase the defenders back . Damascus had sought help from Saif ad-Din Ghazi I of Aleppo and Nur ad-Din of Mosul, who led an unsuccessful attack on the crusader camp. The Muslim camps also did not trust one another and the crusaders could not agree about who would receive the city if they captured it. Wrongful calculations made some tactical errors in their moves which later forced them to retreat back to Jerusalem. The siege of Damascus was disastrous for Jerusalem and the city was handed over to Nur ad-Din in 1154. Baldwin III seized Ascalon in 1153 and created conflicts with Egypt. Relations with the Byzantine Empire were rare after the disaster of the Second Crusade. In 1171, Saladin, a nephew of one of Nur ad-Dins generals, was proclaimed Sultan of Egypt and united Egypt and Syria which completely surrounded the crusader kingdom. In 1187 Jerusalem surrendered to Saladin. 4) Provide a brief summary of the Third Crusade. How does the rivalry between Phillip II of France and Richard I of England impact the crusading effort? How does the Third Crusade end and what are the consequences? The Third Crusade (c. 1189–1192 in Arbor, P. 224 Timelines) was an attempt by European leaders to regain the Holy Land from Saladin. The Crusade army was destroyed as they laid siege to the city of Tiberias. King Guy and Raynald were brought to Saladin’s tent and Guy was offered a goblet of water. Guy took a drink and Raynald who had not drank water grabbed the goblet from Guy’s hands. Saladin beheaded Raynald for past betrayals and an apparent disrespect for their customs. Saladin had taken Acre and Jerusalem by the end of the year which coincided with Pope Urban III’s death. By 1190, Richard the Lionheart captured Messina and fell out of terms with Philip in Richard’s decision to marry Berengaria of Navarre thereby breaking his long-standing engagement to Philip’s half-sister Alys (Setton, 1958). Philip left Sicily for the Middle East on March 30, 1191, and joined the siege of Acre on May 20. Meanwhile, King Guy who was released from prison by Saladin in 1189 attempted to take command of the Christian forces at Tyre. Conrad of Montferrat who held power there after a successful defense of the city from Muslims made Guy turned his attention to the wealthy port of Acre instead. Receiving aid from Philip’s newly-arrived French army, it was still not enough to subdue Saladin’s force. When Queen Sibylla and her young daughters died, Guy, who was made king by right of marriage tried to retain his crown which was to Sibylla’s half-sister Isabella who later married to Conrad of Montferrat and claimed the kingship in her name. When Richard arrived, Philip and Leopold quarreled over the spoils. The kingship of Jerusalem became a struggle with Philip and Leopold supported Conrad while Richard supporting Guy. Guy would continue to rule with Conrad as the crowned king. Philip and Leopold left the Holy Land in August. Saladin meanwhile was not willing to honor the terms at Acre so Richard had more than 3,000 Muslim prisoners executed on August 20 outside of Acre. On 1191, Richard won the battle against Saladin and was forced to accept Conrad as king of Jerusalem. Before Conrad could be crowned, he was stabbed to death and Richard became a suspect in his death. The arrangement of marrying off Queen Isabella who was pregnant to Henry II of Champagne triggered talks. Saladin suddenly attacked but was recaptured by Richard where they finally agreed that Jerusalem should be left to Muslim rule but allowed Christian pilgrims to visit the city. Richard left the Holy Land and his fleet was struck by a violent storm, carrying his new fiancee Berengaria, and vast amounts of treasure amassed for the crusade (Setton, 1958). Emperor Isaac Dukas Comnenus of Cyprus had held the treasure and despite an agreement to return them to Richard, instead ordered Richard to leave the island. This prompted Richard to conquer the island within days. In December 1192, Richard was arrested and imprisoned by Duke Leopold, for murdering his cousin Conrad of Montferrat and later transferred to the custody of Henry VI. Richard returned to England in 1194 and died after a wound in 1199 at the age of 41 (Setton, 1958). 5) Discuss the Fourth Crusade. Why is it launched? What does the Fourth Crusade accomplish? Often described as the most gainful crusade, the Fourth Crusade was originally designed to conquer Jerusalem through Egypt. Instead, the Eastern Orthodox city of Constantinople proved more alluring. None of the crusaders ever reached the Holy Land and in fact created a wide gap between the Catholics and the Orthodox. Fighting with each other ensued with the Latin Empire facing a number of enemies and the crusade energy dropped as the Latin instilled a sense of betrayal to the Greeks. Their fight for supremacy led to the capture and death of leaders in their own hands and displaying their own lunacy. Ironically, the Greeks thought that the Byzantine civilization centered at the Orthodox faith would be more secure under the Ottomans, and preferred to sacrifice their political freedom in order to preserve the religion. The fourth was the last major crusade directed by the Holy See after bickering led its collapse. 6) Discuss the crusades against other parts of Europe(e. g. the Reconquista, Albigensian, etc. ). What did the Crusaders hope to accomplish? The Pope had authorized a Crusade in Spain and urged the Spaniards to fight the Moors present in their own territory. Many believed though that it was not waged merely for to lessen Muslim presence in the Iberian Peninsula. It was seen the though rhat most noble births are identified in the relationships between Muslims and Christians. A war on the Iberian Kingdom which was faced with a deep economic crisis would lead to the expulsion of the Jews and confiscate their property. The Albigensian Crusade or Cathar Crusade was initiated in 1209 by the Catholics to eliminate the heretics and the religion practicedby the Cathars of Southern France in an effort to extend the Church’s control southwards. Under Pope Gregory IX, the Inquisition gave unlimited power to suppress the heretics that started a ruthless campaign against the Cathars who were caught and burned. The Cathar strongholds gradually fell which ended the last known Cathar burning in Languedoc in 1321. 7) Discuss the later Crusades. How are the achievements of earlier Crusades dismantled? What new powers emerge? What finally defeats the ethos of the Crusades? The various succeeding Crusades presented a struggle for a supreme cause like the fifth which attempted to formulate a recovery of the Holy Land in 1215 joined by forces from Hungary and Austria that led to the destruction of the Nile in Egypt. The 6th Crusade of Emperor Frederick II met some success that delivered Jerusalem, Nazareth and Bethlehem to the Crusaders for ten years. The succeeding 7th crusade was represented by the Templars that came out a failure. While the 8th failed upon the death of Louis IX. Edward I undertook another expedition and accomplished very little in Syria with after a truce. The fall of Antioch in 1268, Tripoli in 1289 and Acre in 1291 marked the last traces of the Christian rule in Syria (Arbor, p. 224). The acts of barbarism and aggression coupled with the tension between church leader and monarchs became a controversy among the nobles. The brutal acts against one another belied the viewpoint of a defensive war against Muslim aggression as the ravages of war returned more benefits for the aggressor. 8) What are the legacies of the Crusades? How did the Crusades advance Western Christianity’s notion of the Kingdom of God (or did not)? The Crusades favorably for the Western culture dramatized their unity under the influence of the Holy See. The military experience drew out a certainty to protect European castles from outside invasion as massive stone structures were erected to surround the castle. It has also opened the European culture to the world and likewise the Middle East to Europe which for sometime Europe frowned upon. In the essence of knighthood and folkloric tales, the Crusades brought a Romantic zest in an otherwise clamor for power and wealth. Scientific advancement brought forth a new experience to speed the advancement in European universities. Economically, the transport of large armies in an otherwise less traveled road saw an increase in profit as colonies engage in trade that brought in unknown variety of spices, ivory, jade, diamonds, food and other Asian crops. Religiously, had it not been for the Crusades, Spain, Portugal, and the Balkans would be a predominantly Muslim country today and Christianity might have been largely replaced by Islam. The Crusades as a religious and righteous campaign to fight for a just cause against the perceived evil was used to actually justify the ambitious efforts of creating a unified control among nations under the guise of religion. 9) Finally, discuss your general impression of the Crusades. Within the context of the Crusades, how do you reconcile the statement `impelled by the love of God` with the actions of those who participated? The unnecessary deaths of many innocent beings under the hands of the Crusaders could not account and explain the apparent disregard for moral teachings of the bible that positively recommend â€Å"love for one another†. As crimes against another is committed to pave way for a religious war which reeks of control and subjugation of the weak we begin to see the hypocritical machinations to use religion as means to get what a group is most likely salivating salivate over. The participants of the Crusades clearly lack the civil capacity to uphold the rights of another being in order to exercise control over him. Work Cited Page Runciman, Steven. A History of the Crusades, vol. II: The Kingdom of Jerusalem and the Frankish East, 1100-1187. London: Cambridge University Press, 1952. Setton, Kenneth. ed. A History of the Crusades, vol. I. Philadelphia: University of Pennsylvania Press, 1958. Riley-Smith , Jonathan. The First Crusade and the Idea of Crusading. Philadelphia: University of Pennsylvania Press 1986, p. 50. Madden, Thomas F. General Editor. The Crusades: the Illustrated History. Ann Arbor, MI: University of Michigan Press, 2004.

Crime Control Model: Philosophy of criminal justice

Crime Control Model: Philosophy of criminal justice Crime control model refers to a philosophy of criminal justice which focuses on decreasing crime in the community through increased police and prosecutorial abilities. Crime control places emphasis on the power of the government to protect society, with less attention on individual rights. Those who take a strong stance favoring tough ways to approach crime and criminals may be characterized as supporters of crime control. The prevention of crime should ne the most important responsibility of criminal justice and crime control model because order is a necessary condition for a free society. Crime control proponents believe that criminal justice should concentrate on protecting victims rights rather than on vindicating defendants liberties. Police authority should be increased to make it easier to search, seize, investigate, arrest and convict. Legal technicalities that restraint the police should be removed and dismissed. In the crime control model, the criminal process should operat e like an assembly-line, pushing cases quickly and smoothly along toward disposition and conviction. For example, if the police make an arrest and a prosecutor files criminal charges, then the accused should be presumed guilty because the investigation of police and prosecutors is highly reliable. Overall, the main objective of the criminal justice process should be to discover the truth or to establish the factual guilt of the accused. The assumption of absolute reliability of police fact-finding is the basis of the crime control model for law enforcement and treats arrestees as if they are already found guilty. Advocates of the crime control model feel severe punishment deters crime but if the laws go unenforced, there is a high percentage of failure for apprehending and convicting criminals. The Crime Control Model requires that primary attention be paid to the efficiency with which the criminal process operates to screen suspects, determine guilt, and secure appropriate dispositions of persons convicted of crime (Packer, 1964). Crime control policies involve enforcement actions made by law enforcement agencies and the administration of the criminal justice system such as correctional facilities and courts. Most crime control polices have resulted in greater investment in law enforcement. Higher rates of incarceration have also resulted in state and federal prison due to crime control policies. In order for the m odel to favorable function, the model must produce a high rate of apprehension and conviction and must do so in a circumstance where the incidents dealt with are very abundant and the means for dealing with them are very restricted. Quick processing is an important factor of the crime control model. The criminal process, in this model, is seen as a screening process in which each successive state- prearrest investigation, arrest, postarrest investigation, preparation for trial, trial or entry of plea, conviction, disposition-involves a series of routinized operations whose success is gauged primarily by their tendency to pass the case along to a successful conclusion (Packer, 1964). Another policy of the crime control was the theory of presumption of guilt by Herbert Packer. Once a person has been arrested and investigated without being found to be probably innocent or once a determination has been made that there is enough evidence of guilt to permit holding a person for further action, then will be confidence in the reliability of the fact-finding activities that take place in the early stages of the criminal process. Until there has been judgment of guilt by an authorized legal competent such as police, the suspect is to be treated as if guilt is the verdict. The focus is to encourage the arrestee to enter a plea of guilty. Some other issues that may affect the crime control model occur because public policy making occurs in a political environment and it is most likely that crime control policies are politically possible. Crime Control Model Views The control and constraint of criminal conduct and activity is the most important factor of the crime control model. Unless crime is controlled, the rights of law-abiding citizens will not be protected, and the security of society will be diminished (Neubauer Fradella, 2010. P. 20). Responsibility, discipline, and self-control are key values in the view of crime control. Crime develops from these factors and in order to reach the goal of crime suppression, the criminal justice system needs to process arrestees efficiently. In order to do so, determining guilt according to evidence is law enforcements responsibility and fact-finding is adequately infallible to keep the innocent from being falsely punished. To achieve the goal of repressing crime, the crime control model explains the cure is to eliminate legal loopholes by curtaining the exclusionary rule, abolishing the insanity defense, allowing for preventative detention of dangerous offenders, and increasing the certainty of punis hment (Neubauer Fradella, 2010. p. 21). Supporters feel that the courts limit law enforcement and do not provide enough protection for society and claim criminals beat the system and get off easy. Advocates of the crime control model hold views supportive to the idea of repressing crime in many areas of discussion of law. When it comes to asset forfeiture, crime control proponents demand severe regulations and limitations on asset forfeiture because it unfavorably grants the government too much power and control over substantial property rights. The crime control view on drugs and its policies is you do the crime, you serve the time. The crime control model originates the mentality that drug abuse is provoked by an analysis of individual responsibility and self-control. The solution to this problem of narcotic abuse is punishment. In hopes to teach a lesson and deter others from making the same mistake, crime control supporters believe arrest and conviction will do the trick. Indigent defenses are defense cases made by those individuals who cannot afford to pay a lawyer and therefore are entitled to a lawyer free of charge. As expenditures for defense services for the indigent have risen dramatically, crime control enthusiasts are concerned that the government is paying too much for indigent defense. The adoption of stringent indigency standards and cost recovery are ways to help improve the governments economic inequality. Screening applicants more thoroughly can ensure that the applicant is truly needed of the service and cost recovery seeks partially indigent defendants to assist paying for their defense. From a practical standpoint, defendants appear to be more willing to voluntarily contribute to their costs or representation before disposition than being requested to pay after entering a plea or having been found guilty (Spangenberg et al. 1986, p. 70). To crime control defenders, the right to bail ought to be changed in the image of pretrial releas es of defendants who commit new crimes while out on bail. Inequities are the link between bail and crime. Pretrial crimes and preventative detention concerning bail reform is based on the crime control model. Vindicators of the crime control model emphasize that bail should be used to protect society. They centralize on defendants who are probably going to commit additional crimes while out on bail and stress the need for preventative detention.Many of those rearrested were initially arrested for a misdemeanor and later arrested for another minor offense (Neubauer Fradella, 2010. p. 273). Plea bargaining is the process by which a defendants pleads guilty to a criminal charge with the expectation of receiving some benefit out of it. Supporters of the crime control model believe that plea bargaining permits defendants to avoid conviction for crimes they commit. Plea bargaining often times results in lenient sentences and gives criminals the impression that courts and the law are easily manipulated. Plea bargains send the wrong message. When criminal offenders are permitted to plead guilty to lesser charges with lesser penalties, the credibility of the entire system is corrupted (LaWall, 2001). Advocates of the crime control model preached concern that too much judicial discretion led to unduly lenient sentencing. This moved legislatures to greatly reduce judicial sentencing discretion. Adherents of the crime control model were very concerned the indulgent discretion resulted in a lack of effective crime control. They recognize that criminal justice officials were making decisions that produce unnecessary leniency. They perceived trial judges were imposing sentences well below the statutory maximum and that parole boards were too wiling to release prisoners early. Crime control proponents have particular views pertaining to crime control and when it comes to the death penalty, they feel the death penalty is a deterrent in that it scares people from committing murder because they know what the end result will be. They believe that the fairness of the death penalty is unimportant or unproven and for example, African-Americans are no more likely to be executed than white Americans. The crime control model of criminal justice believes that the death penalty should be retained because it is morally acceptable to take the life of a person who has already taken another persons life (Neubauer Fradella, 2010. p. 402). Finally, the crime control model on juvenile delinquency and its courts is more adult penalties. Crime is the product of moral breakdown and it does not matter what the age is. Supporters of the crime control model feel juveniles who commit crime should take full responsibility for their actions and be punished like adults. One version of more adult penalties for juvenile offenders involves increasing the numbers of transfers to adult court. Chronic overcrowding of juvenile justice facilities is one problem often mentioned, but it is unclear how merely shuffling the overcrowding problems of juvenile facilities to already overcrowded adult courts and adult prisons will alleviate the problem (Neubauer Fradella, 2010. p. 519). Crime Control Issues For most of the last two centuries the states specialized institutions of criminal justice have dominated the field, and have treated crime as a problem to be governed through the policing, prosecution and punishment of individual law breakers. Today we see a development that enlists the activity of citizens, communities and companies, that works with more expansive conception of crime control, and that utilizes techniques and strategies that are quite different from those used by traditional criminal justice agencies. The crime control model insists on the value of efficiency. The investigative efficiency ideal-type is promised upon administrative efficiency. The crime control model is concerned with the fundamental goal of the criminal justice system. The criminal process is a battle between two opposing arguments whose interests are relentlessly antagonistic: the Individual (particularly the accused) and the State. Professor Herbert Packer of Stanford University is best known for his idealistic views on the crime control model. Some refer to his analysis as the efficiency model. He believed that the Crime Control Model accepts the probability of mistakes up to the level at which they interfere with the goal of repressing crime, either because too many guilty people are escaping or, more subtly, because general awareness of the unreliability of the process leads to a decrease in the deterrent efficacy of the criminal law. His argument was that these sets of values `compete for priority in the operation of the criminal justice process and he sought to show the way in which they were influential in shaping the system and the actions of its functionaries. Crime control models command for operational efficiency is the reliability (or investigative efficiency) of the police/prosecutorial screening process. The crime control model derives primarily from administrative and economic considerations. There is a tendency to use the term `Crime Control in two distinct sensessometimes to describe the goal of the criminal justice system and sometimes to summarize a complex of values which influences its operationand confusion inevitably follows (Duff, 1998). Herbert Packers models of the criminal justice process defined the theories we believe in today. The crime control model was built on community concerns for security and order. Packers crime control model suspects that criminal law is able to control crime without accounting for the fact, manifested by victimization studies meaning that most victims do not report crime to the police. He [Packer] assumes that punishment is necessary to control crime whereas it may achieve little in the way of general deterrence and may make things worse by stigmatizing offenders and producing defiance (Roach, 1999). The crime control model looks to the legislature, as its validating authority and allows the universal confidence that legislature pl ace on the criminal sanction. The model commends that countless cases result in a guilty plea or prosecutorial dismiss. Because the crime control model is based on factual guilt, the police are given a wide range of investigative powers to arrest people during questioning and this is often the quickest way to establish factual guilt. In conclusion, Herbert Packers crime control model, or efficiency model, is solely based on the protection of the people. In one sense of course, it does not matter what we rename this complex of values, as long as we distinguish it from the goal of Crime Control, but the term `Efficiency model does seem to capture its essence (Duff, 1998). Packer describes it as requiring that `primary attention be paid to the efficiency with which the criminal process operates, as demanding `efficiency of operation and as an `administrative, almost a managerial, model (pp. 158-9). Crime control is the overall aim of the criminal justice system and in this model, police investigations, quick prosecutions, and extreme consequences are the key.

Mythological Realism in Fifth Business :: Fifth Business

Mythological Realism in Fifth Business Spellbinding like his creation Magnus Eisengrim, Robertson Davies is a wizard of the English language. Who says that Canadian literature is bland and unappealing? New York Times applauded Fifth Business – the first of the Deptford triptych – as "a marvelously enigmatic novel, elegantly written and driven by irresistible narrative force." How true this is. Dunstable Ramsay – later renamed Dunstan after St. Dunstan – may be a retired schoolteacher, but what an engaging narrator he is! Shaped by Davies’s colourful writing, Ramsay masterfully relays the story of his role as "fifth business," the unobtrusive yet vital character in life’s drama. Fifth Business, told in the form of a letter to the schoolmaster, begins with a snowball that young Percy Boyd Staunton throws at Ramsay. The stone-in-a-snowball misses Ramsay but hits Mary Dempster, causing the premature birth of Paul Dempster. Paul grows up to be Magnus Eisengrim, a mysterious and graceful magician. Tormented by his guilt of avoiding the snowball, Ramsay makes Mary his personal saint and is weighed down by his conscience until Mary’s eventual death in an asylum. On the eve of becoming the lieutenant governor of Ontario, "Boy" Staunton is found dead in the Toronto harbour with the fateful stone in his mouth. Though the adventures that Dunstan embarks on in Fifth Business are that of the spiritual nature, make no mistake: this is not a occult novel that attempts to lure one into a religion, but a magnificently told tale of maturation. It is a story of revenge, of redemption, of becoming. Told from the perspective of being nearly completed, the novel follows Ramsay in his search for balance in his life – and balance he does find when the grotesque yet intelligent Liesl seduces him. With depth and breadth of knowledge in Jungian concepts, Robertson Davies draws us fathoms beneath the surface of the human personality. The audience is not left grasping for breath, but is enraptured by the rich dualism in this fantastical world of Dunstan Ramsay. Good and evil; illusion and reality; history and myth – the shadows and lights of the world are exposed and explored. These juxtaposing elements are never revealed under a glaring light, however. Davies uses prose that is nothing short of elegant, and weaves a mythical tale that is imbued with much realism. Real-life incidents are transfused with many amazing "coincidences," paving the path to surrealism.

Writing as a Career Essay -- Informative

Many writers would like to categorize there reasons for being writers, and there are different reasons according to the kind of writing the writer does. The author can be viewed for the reasons of loving what they write about, then they could be viewed as one who likes to write novels, or bigger books, and then there is the ones who do it because it means a lot to their lifestyle. There are many reasons for becoming a writer, which are included in some of the authors’ thoughts. A writer is viewed as someone who is looking for subjects inquires, but not after what he loves best, but in what he thinks he loves at all (Dillard 1). Many writers wonder the reasons for which they write by wondering why, what, and how do they do it, but the writers like to write on part of the idea that they can share what they are doing at that very time and place, be it walking up and down in a little room or something similar (Kincaid 1). Although these two authors categorize there reasons for be ing writers in a similar fashion, they have some differences. There are some authors whom like to stay anonymous, when they do their work. They may appear to want their work to be anonymous, but by all fashion the work is later on published anyways (Sanders B4). Some authors can also view how writings has effected there lifestyles, because of their writing. There’s always a mystery behind the creative writing process, but it’s a boring mystery and some look at it differently (King 1). Some others believe that there writing in turn teaches others in multiple states and they can benefit from some of the hard-won benefits (Cubberly A4). There is always different reasoning behind authors’ ideas of writing, but these are many of the categori... ...ject of inquiries, but this would not be seen until they think about it (Dillard 1). Most of the writers wonder the reasons for which they write by thinking why, what and how do they write it. Some think about what they are doing everyday be it walking up and down in a room or something of that matter (Kincaid 1). Even with the amount of categorizes that you can place authors into they all have similarities, and differences. Some also would like to appear anonymous when they do their work (Sanders B4). But some wonder about the mysteries that hide behind the creative writing process, as it is a boring mystery for many but not to the author (King 1). This is how the authors could be categorized into the reasons in which the writers write about what they do, and how there are always differences between the authors themselves that can prove why authors are different.

Animal Belief :: Philosophy Language Papers

Animal Belief If Mary believes a bone is on the lawn, then she literally believes that, though her belief may be mistaken. But, if her pet Fido rushes up to what is in fact a bit of bone-shaped plastic, then Fido does not believe that there is a bone on the lawn. However, the best explanation for Fido’s behavior may be that he initially believed there was a bone on the lawn. Unless we are methodological or analytical behaviorists, the claim that we can best explain the behavior of dumb animals by treating them as if they literally held beliefs (and desires) subject to various rationality constraints is hardly surprising. I argue that this instrumentalism does not support the realist view that dumb animals are literally to be credited with beliefs. In particular, I focus on Davidson’s argument that a creature can have beliefs only if it can be the interpreter of the speech of another. Davidson’s argument, which has not won wide acceptance, is the most subtle examination to date of the relation between belief and language. I examine the premises of his argument, indicate two major criticisms, and attempt to defend his conclusion that dumb animals lack beliefs by adducing supporting arguments. This paper is concerned with the problem of whether non-language-using creatures literally have beliefs, rather than with the question as to whether it is predictively useful to ascribe beliefs to them. The answer to this latter question is plainly in the affirmative. The issue of belief-attribution to dumb animals is a narrow form of a more general problem, the problem of whether dumb animals can literally be credited with thoughts. Still, it is reasonable to focus on the case of belief since it lies, as it were, at the centre of the cognitive domain. The attribution of any intentional state, such as desire, regret, hope and so on, to a creature presupposes the attribution of belief to that creature. I Like many other philosophers, I will kick off with a brief discussion of Descartes’ views which many find wildly implausible. Descartes believed that dumb animals could not be credited with beliefs because he thought they were mindless machines: dumb animals behave as if they feel fear, as if they believe various things, etc., but the truth is that all of the cases where we are inclined to ascribe psychological states to them, can be redescribed solely in terms of internal physiological processes set in motion by mechanical causation.

Transfer of Learning

1. IntroductionTransportation of Learning â€Å" That about charming nexus between schoolroom public presentation and something which is supposed to go on in the existent universe † – J. M. Swinney. ( Everett, 2010 ) Transportation of larning occurs when larning in one context or with one set of stuffs impacts on public presentation in another context or with other related stuffs. It is the application of cognition, attitudes and accomplishments acquired in a course of study at a university ( Perkins, 1992 ) . Transportation of larning occurs when larning in one context enhances ( positive transportation ) or undermines ( negative transportation ) a related public presentation in another context. Transfer includes near transportation ( to closely related contexts and public presentations ) and far transportation ( to instead different contexts and public presentations ) . ( Perkins, 1992 ) . One of the major constructs in instruction and larning theory is the transportation of larning construct. Typically the ultimate contexts of application ( occupation, calling ) diverge conspicuously from the context of larning ( schoolrooms, exercising books, trials, simple streamlined undertakings ) . As a consequence, the concluding ends of instruction are non realized unless transportation occurs. Furthermore, transportation of knowledge/learning can non be taken for granted ; as it is shown in assorted surveies were frequently the hoped transportation from larning experiences did non happen ( Perkins, 1992 ) . In add-on, for bettering instruction non merely this transportation of larning construct is of importance but besides the development of the teaching staff is indispensable The subject of this survey is to look into if instructors within the module of wellness medical specialty and life scientific disciplines ( FHML ) of the University of Maastricht besides are cognizant of this â€Å"transfer of learning† . Additionally, I would wish to look into if the instructor has a certain scheme refering transportation of acquisition and is portion of a professional development plan to better the instruction aka the transportation of cognition / acquisition.2. Description of the instructor.Dr. Herman Popeijus, is learning for approximately 4 at the University of Maastricht. He is chiefly learning first twelvemonth pupils, because since a twelvemonth he is the unit coordinator of the 2nd unit in the first twelvemonth of Health Sciences at the FHML. Furthermore he is involved in other units as a coach or as a accomplishments ( or practical ) trainer, although this is more in the course of study of Bio Medical Life Sciences at the FHML. In his function as unit coordinator, Herman, is involved in all facets of instruction, giving talks, steering workgroups and helping accomplishments developing for the first twelvemonth pupils. This interview was held Thursday, 25-03-2010, from 14:00 – 14:20 in the office of the interviewer. The interview was held in Dutch and taped utilizing a digital voice recording equipment. To hold a more natural treatment about the instruction methods and to bury about the voice recording equipment, the first 5 proceedingss of the interview were about day-to-day topics. Although the interviewer had some inquiries prepared as a guideline to direct the interview. An English interlingual rendition of the transcript is given in appendix A.3. AnalysisNo one method of content analysis can be used for all types of interview informations. Contented analysis is a widely used qualitative research technique. Rather than being a individual method, current applications of content analysis show three distinguishable attacks: conventional, directed, or summational ( Hsieh & A ; Shannon, 2005 ) . These attacks are used to construe significance from the content of text informations or transcrip t informations of an interview. In conventional content analysis, coding classs are derived straight from the text informations. With a directed attack, analysis starts with a theory or relevant research findings as counsel for initial codifications. A summational content analysis involves numbering and comparings, normally of keywords or content, followed by the reading of the underlying context. In this paper I choose the directed attack, with counsel for initial codifications. The focal point of the analysis is to look for schemes and for indicant of transportation of cognition by the instructor. The undermentioned codes/chategories were chosen: 1. Personal engagement in learning ; 2. Problems identified by the instructor ; 3. Solutions to the jobs ; 4. Professional development.4. Consequences4.1. Personal engagement in learningThe instructor gave multiple statements about this subject, as he is a unit coordinator his personal engagement in instruction is really profound. Due to this function, he is besides really involved in the content and may experience responsible for the result, ( e.g. class of his pupils ) . Therefore he is really focussed on transportation of cognition. He is besides cognizant of he ‘s possible short approachs, and is interested in the sentiments of the pupils about his instruction method. He tries to look into if transportation of cognition has occurred, coming back in his coach group on the subject, besides repeat indispensable stairss once more at the terminal of the coach group, or inquiring directed inquiry during his talks.4.2. Problems identified by the instructorAlthough, the instructor mentioned that there are several hard subjects or constructs in his unit, merely one illustration was given, but this was discussed extensively. Furthermore, he was cognizant that these jobs may besides be due to the fact that a big portion of the pupils have no anterior cognition of biological science and that biological science is card inal for this unit in which he is the unit coordinator.4.3. Solutions to the jobsThe chief focal point on work outing the jobs or job discussed was the usage of new electronic AIDSs. Such as available alive films, which are demoing these new constructs or jobs in great item. It has to be noted that the instructor was cognizant of the defects of this solution. However, the instructor did non advert other options, such as analogies which may be used alternatively every bit good.4.4. Professional developmentIt became clear from the interview that there is some kind of professional development plan available at his organisation, but so far he has non got any rating. The instructor feels this deficiency of aid a great girl. Although he mention that he took action on this point on his ain, by delegating to a specific instruction class, which is provide by his organisation. The instructor is really focused on the results from the pupils, and besides gives great value to the ratings from th e pupils, even though these are most in paper formats and non unwritten.5. Conclusion/Advice to the instructorDr. H. Popeijus ( HP ) has a clear position on his unit and what are the jobs within this unit, as became clear that for his unit some biological science background is necessary. His consciousness on instruction is really unfastened and modern ; he is integrating new techniques or characteristics in his talks. He is unfastened for the sentiments of the pupils and is clearly involved in transportation of cognition or acquisition, even though he might non be cognizant of this. From assorted surveies is known that the attending span of pupils is limited in the context of long talks. The â€Å"information transfer† theoretical account of the traditional talks does non fit what current cognitive scientific discipline research tells us of human acquisition ( Middendorf, 1996 ) . So by utilizing extra tools HP is seeking to act upon the information transportation during his talks. He besides mentions that he is cognizant of the drawback of utilizing alive films in his talks. However, with consciousness of the possible drawbacks of the big format, talks can be used as valuable tools for larning besides in a PBL course of study ( Fyrenius, Bergdahl, & A ; Silen, 2005 ) . Furthermore, it might besides be helpful to utilize analogies next to alive films because it can assist pupils to utilize the information they already understand to develop an apprehension of new constructs. Analogies are comparings between two spheres that are neither, wholly similar nor wholly different. These comparings are used to advance transportation of information from one specific job to another peculiar job ( MaryKay & A ; George, 2006 ) . Due to the fact that some pupils lack the biological science background it may useful to utilize analogies which domain is non in biological science but in another more basic field ( eg. Book with chapters as an analogy for DNA codification with cistrons ) . To better instruction or the instruction by staff members a high-quality professional development constituent would be of great value to the administration every bit good as add-on to the professional development of HP. â€Å"It is good recognized by policymakers that schools can be no better than the instructors and decision makers who work within them† ( Guskey, 2002 ) . It is good known that staff members or module members are passionate about their discipline/profession. They are besides really acute to reassign their cognition and the significance of this cognition to their pupils. Regardless of these good purposes, they may be so occupied with covering the capable affair that they lose path of how much of that stuff truly gets conveyed ( Montgomery, 1998 ) . It is hence that there are good developmental plans inside the institute or university to develop and alter the manner the instructors work. For most instructors, to go a better instructor means heightening pupils la rning results ( Guskey, 2002 ) . Harmonizing to the theoretical account from Guskey, of import alteration in instructors ‘ mentalities take topographic point after the instructors ‘ see grounds of betterments in pupil acquisition. When instructors have used new instructional attacks, or utilizing new stuff these betterments may happen. It is hence that there is a good ratings system for the instructors non merely on the degree of pupils outcome but besides on the public presentation as a instructor ego. An advice to HP is to seek such rating and counsel from his ain institute or administration. In drumhead the advice to HP is, maintain up with the new inventions in your talks, but besides seek to utilize analogies to clear up some hard jobs and seek to happen out if the university has some teacher staff development plans to better the instruction. Transfer of Learning Transfer of learning is the study of the dependency of human conduct, learning, or performance on prior experience. The notion was originally introduced as transfer of practice by Edward Thorndike and Robert S. Woodworth. They explored how individuals would transfer learning in one context to another context that shared similar characteristics – or more formally how â€Å"improvement in one mental function† could influence another related one.Their theory implied that transfer of learning depends on the proportion to which the learning task and the transfer task are similar, or where â€Å"identical elements are concerned in the influencing and influenced function†, now known as identical element theory. Transfer research has since attracted much attention in numerous domains, producing a wealth of empirical findings and theoretical interpretations.However, there remains considerable controversy about how transfer of learning should be conceptualized and explaine d, what its probability occurrence is, what its relation is to learning in general, or whether it may be said to exist at all. Most discussions of transfer to date can be developed from a common operational definition, describing it as the process and the effective extent to which past experiences (also referred to as the transfer source) affect learning and performance in a current novel situation (the transfer target) (Ellis, 1965; Woodworth, 1938).This, however, is usually where the general consensus between various research approaches ends. Transfer taxonomies Of the various attempts to delineate transfer, typological and taxonomic approaches belong to the more common ones (see, e. g. , Barnett & Ceci, 2002; Butterfield, 1988; Detterman, 1993; Gagne, 1977; Reeves & Weisberg, 1994; Salomon & Perkins, 1989; Singley & Anderson, 1989). Taxonomies are concerned with distinguishing different types of transfer, and therefore less involved with labeling the actual vehicle of transfer, i . e. , what is the explanatory mental unit of transfer that is carried over.Hence, a key problem with many transfer taxonomies is that they offer an excessive number of labels for different types of transfer without engaging in a discussion of the underlying concepts that would justify their distinction; i. e. , similarity and the nature of transferred information. This makes it very difficult to appreciate the internal validity of the models. The following table presents different types of transfer, as adapted from Schunk (2004, p. 220). TypeCharacteristics NearOverlap between situations, original and transfer contexts are similar. FarLittle overlap between situations, original and transfer settings are dissimilar.PositiveWhat is learned in one context enhances learning in a different setting. NegativeWhat is learned in one context hinders or delays learning in a different setting. VerticalKnowledge of a previous topic is essential to acquire new knowledge. HorizontalKnowledge of a previous topic is not essential but helpful to learn a new topic. LiteralIntact knowledge transfers to new task. FiguralUse some aspect of general knowledge to think or learn about a problem. Low RoadTransfer of well-established skills in almost automatic fashion. High RoadTransfer involves abstraction so conscious formulations of connections between contexts.High Road/Forward ReachingAbstracting situations from a learning context to a potential transfer context. High Road/Backward ReachingAbstracting in the transfer context features of a previous situation where new skills and knowledge were learned. Apart from the effect-based distinction between negative and positive transfer, taxonomies have largely been constructed along two, mostly tacit, dimensions. One concerns the predicted relationship between the primary and secondary learning situation in terms of the categorical overlap of features and knowledge specificity constraints.The other concerns general assumptions about how t ransfer relationships are established, in terms of mental effort and cognitive process. The effect-perspective: positive vs. negative transfer Starting by looking at the effect side of transfer – in terms of the common performance criteria, speed and accuracy – transfer theories distinguish between two broad classes that underlie all other classifications: negative andpositive transfer. Negative transfer refers to the impairment of current learning and performance due to the application of non-adaptive or inappropriate information or behavior.Therefore, negative transfer is a type of interference effect of prior experience causing a slow-down in learning, completion or solving of a new task when compared to the performance of a hypothetical control group with no respective prior experience. Positive transfer, in contrast, emphasizes the beneficial effects of prior experience on current thinking and action. It is important to understand that the positive and negative ef fects of transfer are not mutually exclusive, and therefore real-life transfer effects are probably mostly a mixture of both.Positive transfer: transfer of learning or training is said to be positive when the learning or training carried out in one situation proves helpful to learning in another situation. Examples of such transfer are: †¢the knowledge and skills related to school mathematics help in the learning of statistical computation; †¢the knowledge and skills acquired in terms of addition and subtraction in mathematics in school may help a child in the acquisition of knowledge and skills regarding multiplication and division; †¢learning to play badminton may help an individual to play ping pong (table tennis) and lawn tennis.The situation perspective: specific vs. general, near vs. far transfer The situation-driven perspective on transfer taxonomies is concerned with describing the relation between transfer source (i. e. , the prior experience) and transfer ta rget (i. e. , the novel situation). In other words, the notion of novelty of the target situation per se is worthless without specifying the degree of novelty in relation to something that existed before. Butterfield and Nelson (1991), for example, distinguish between within-task, across-task, and inventive transfer.A similar classification approach reappears in many situation-driven transfer taxonomies (e. g. , similar vs. different situations, example-to-principle and vice versa, simple-to-complex and vice versa) and can be noted as distinctions made along the specific vs. general dimension. Mayer and Wittrock (1996, pp. 49ff. ) discuss transfer under the labels of general â€Å"transfer of general skill† (e. g. , â€Å"Formal Discipline†, Binet, 1899), â€Å"specific transfer of specific skill† (e. g. , Thorndike’s, 1924a, b, â€Å"identical elements† theory), â€Å"specific transfer of general skill† (e. g. Gestaltists' transfer theory, see origins with Judd, 1908), and â€Å"meta-cognitive control of general and specific skills† as a sort of combination of the previous three views (see, e. g. , Brown, 1989). Haskell's (2001) taxonomy proposes a more gradual scheme of similarity between tasks and situations. It distinguishes between non-specific transfer (i. e. , the constructivist idea that all learning builds on present knowledge), application transfer (i. e. , the retrieval and use of knowledge on a previously learned task), context transfer (actually meaning context-free transfer between similar tasks), near vs. ar transfer, and finally displacement or creative transfer (i. e. , an inventive or analytic type of transfer that refers to the creation of a new solution during problem solving as a result of a synthesis of past and current learning experiences). Both near and far transfer are widely used terms in the literature. The former refers to transfer of learning when task and/or context change slightly but remain largely similar, the latter to the application of learning experiences to related but largely dissimilar problems. The process perspectiveThe specific vs. general dimension applies not just to the focus on the relation between source and target, i. e. , from where to where is transferred, but also to the question about the transfer process itself, i. e. , what is transferred and how. Reproductive vs. productive transfer (see Robertson, 2001) are good examples of this type of distinction, whereas reproductive transfer refers to the simple application of knowledge to a novel task, productive transfer implies adaptation; i. e. mutation and enhancement of retained information.A similar dichotomous distinction is the one between knowledge transfer and problem-solving transfer (Mayer & Wittrock, 1996). Knowledge transfer takes place when knowing something after learning task A facilitates or interferes with the learning process or performance in task B. Knowledge used is refer red to by many different terms, such as declarative or procedural types (Anderson, 1976), but it means that there are representational elements that suit A and B. Problem solving transfer, on the other hand, is described as somewhat more â€Å"fluid knowledge† transfer, so that experience in solving a problem A helps finding a solution to problem B.This can mean that the two problems share little in terms of specific declarative knowledge entities or procedures, but call for a similar approach, or solution search strategies (e. g. , heuristics and problem solving methods). The issues discussed in problem-solving transfer literature are also closely related to the concepts of strategic and theoretic transfer (Haskell, 2001, p. 31), and cognitive research on analogical reasoning, rule-based thinking and meta-cognition.Indeed, far transfer can be considered as the prototypical type of transfer, and it is closely related to the study of analogical reasoning (see also Barnett & Ce ci, 2002, for a taxonomy of far transfer). Within the problem-solving literature the distinction between specific and general methods is made mostly with reference to Newell and Simon's (1972) strong vs. weak problem solving methods (Chi, Glaser & Farr, 1988; Ericsson & Smith, 1991; Singley & Anderson, 1989; Sternberg & Frensch, 1991). Another concern that is frequently addressed in transfer taxonomies is the question of conscious effort.High-road vs. low-road transfer (Mayer & Wittrock, 1996; Salomon & Perkins, 1989) expresses a distinction between such instances of transfer where active retrieval, mapping, and inference processes take place, as opposed to those instances that occur rather spontaneously or automatically. Hence, low-road transfer concerns frequently employed mental representations and automated, proceduralized knowledge, and occurs preferably in near transfer settings. In contrast, high-road transfer is more conception-driven, and requires cognitive and meta-cogniti ve effort. Traditional fields of transfer researchThere are a nearly unlimited number of research fields that share some applied interest into the study of transfer, as it pertains to learning in general. Three fields that contributed in most substantial ways to the progress of transfer research, both from a conception and empirical point of view, are the fields of education science, linguistics, and human-computer interaction (HCI). In fact, most transfer research has been conducted in reference to one of these applied settings, rather than in basic cognitive psychological laboratory conditions. Education science: teaching for transferDue to their core concern with learning, educational science and practice are the classic fields of interest regarding transfer research, and probably the prime target for the application of theories. Transfer of learning represents much of the very basis of the educational purpose itself. What is learned inside one classroom about a certain subject s hould aid in the attainment of related goals in other classroom settings, and beyond that it should be applicable to the student's developmental tasks outside the school; the need for transfer becomes more accentuated.This is because the world educators teach in today is different from the world they themselves experienced as students, and differs equally from the one their students will have to cope with in the future. By nature of their applied interest, educationalists' main concern has been less with the question of how transfer takes place, and much more with under what conditions, or, that it happens at all. The basic conviction that student's learning and achievement levels depend primarily on learning and achievement prerequisites, has constituted a central part in educational learning theories for quite some time (Gage & Berliner, 1983; Glaser, 984). The major focus in educational transfer studies has, therefore, been on what kind of initial learning enables subsequent tran sfer: teaching for transfer. Research on learning and transfer has identified key characteristics with implications for educational practice. From Formal Discipline to meta-cognition Educational transfer paradigms have been changing quite radically over the last one hundred years.According to the doctrinaire beliefs of the Formal Discipline (Binet, 1899) transfer was initially viewed as a kind of global spread of capabilities accomplished by training basic mental faculties (e. g. , logic, attention, memory) in the exercise of suitable subjects, such as Latin or geometry. With the turn of the 20th century, learning, and therefore transfer of learning, was increasingly captured in behavioral and empiricist terms, as in the Connectionist and Associationist theories of Thorndike (e. g. , 1932), Guthrie (e. g. , 1935), Hull (e. g. , 1943), and Skinner (e. g. , 1938).Thorndike (1923, 1924a and b) attacked the Formal Discipline empirically and theoretically and introduced the theory of â⠂¬Å"identical elements†, which is probably still today the most influential conception about transfer (Thorndike, 1906; Thorndike & Woodworth, 1901a, b and c). Thorndike's belief that transfer of learning occurs when learning source and learning target share common stimulus-response elements prompted calls for a hierarchical curricular structure in education. â€Å"Lower† and specific skills should be learned before more complex skills, which were presumed to consist largely of configuration of basic skills.This small-to-large learning, also referred to as part-to-whole or vertical transfer, has been popular with theories of learning hierarchies (Gagne, 1968). It has later been challenged from conceptualistic point of views, which argue that learning is not just an accumulation of pieces of knowledge (i. e. , rote memorization), but rather a process and product of active construction of cognitive knowledge structures (Bruner, 1986; Bruner, Goodnow & Austin, 1956). Knowl edge, from a constructivist perspective, was no more believed to be a simple transfer by generalization to all kinds of situations and tasks that contain similar components (i. . , stimulus-response patterns; see also Logan, 1988; Meyers & Fisk, 1987; Osgood, 1949; Pavlov, 1927). The critical issue was the identification of similarities in general principles and concepts behind the facades of two dissimilar problems; i. e. , transfer by insight. This idea became popular in the Gestaltists' view on transfer (e. g. , Katona, 1940), and, in combination with growing interest in learners as self activated problem-solvers (Bruner, 1986), encouraged the search for abstract problem-solving methods and mental schemata, which serve as analogy-enhancing transfer-bridges between different task situations.Emerging from these developments, a new theme started to dominate educationalists' research in transfer: meta-cognition (Brown, 1978; Brown & Campione, 1981; Campione & Brown, 1987; Flavell, 19 76). In contrast to classical knowledge forms like declarative and procedural knowledge, different types of meta-knowledge and meta-cognitive skills such as strategic knowledge, heuristics, self-monitoring skills, and self-regulation quickly became the road to learning and transfer.Characterized as self-conscious management and organization of acquired knowledge (Brown, 1987) it is evident that meta-cognitive awareness of task features, problem structures, and solution methods makes relations between different situations cognitively salient: only an individual who learns from learning, learns for future learning. Soini (1999) developed on the same core ideas an examination of the preconditions for active transfer. Her emphasis is on the active and self-reflected management of knowledge to increase its accessibility.To some researchers, meta-cognition and transfer have become so entangled that the argument was generated that only the measurement of positive transfer effects truly sup ports inferences that meta-cognitive learning has taken place (e. g. MacLeod, Butler & Syer, 1996). The generality predicament: return to the specificity view Ever since the introduction of the meta-knowledge theme in education science, transfer discussions have been oscillating between the position taken by those representing the meta-cognitive view and those who stress that generic knowledge forms alone do not allow an effective transfer of learning.When knowledge stays â€Å"on the tip of the tongue†, just knowing that one knows a solution to a problem, without being able to transfer specific declarative knowledge (i. e. , know-what) or automated procedural knowledge (i. e. , know-how), does not suffice. Specific teaching of the cognitive and behavioral requisites for transfer marked in principle a return to the identical element view, and can be summarized with Dettermann's (1993) conclusion that transfer does not substantially go beyond the restricted boundaries of what has been specifically taught and learned.The basic transfer paradigms in educational psychology keep replicating themselves, and fundamental promotion of transfer itself is seen to be achievable through sensibilization of students by creating a general culture and â€Å"a spirit of transfer† inside the classroom on the one hand, and by allowing concrete learning from transfer models on the other (Haskell, 2001). Learning and transfer: implications for educational practice A modern view of transfer in the context of educational practice shows little need to distinguish between the general and specific paradigms, recognizing the role of both identical elements and metacognition.In this view, the work of Bransford, Brown and Cocking (1999) identified four key characteristics of learning as applied to transfer. They are: 1. The necessity of initial learning; 2. The importance of abstract and contextual knowledge; 3. The conception of learning as an active and dynamic process; and 4. The notion that all learning is transfer. First, the necessity of initial learning for transfer specifies that mere exposure or memorization is not learning; there must be understanding.Learning as understanding takes time, such that expertise with deep, organized knowledge improves transfer. Teaching that emphasizes how to use knowledge or that improves motivation should enhance transfer. Second, while knowledge anchored in context is important for initial learning, it is also inflexible without some level of abstraction that goes beyond the context. Practices to improve transfer include having students specify connections across multiple contexts or having them develop general solutions and strategies that would apply beyond a single-context case.Third, learning should be considered an active and dynamic process, not a static product. Instead of one-shot tests that follow learning tasks, students can improve transfer by engaging in assessments that extend beyond current abilit ies. Improving transfer in this way requires instructor prompts to assist students – such as dynamic assessments – or student development of metacognitive skills without prompting. Finally, the fourth characteristic defines all learning as transfer.New learning builds on previous learning, which implies that teachers can facilitate transfer by activating what students know and by making their thinking visible. This includes addressing student misconceptions and recognizing cultural behaviors that students bring to learning situations. A student-learning centered view of transfer embodies these four characteristics. With this conception, teachers can help students transfer learning not just between contexts in academics, but also to common home, work, or community environments. Inter-language transferAnother traditional field of applied research is inter-language transfer. Here, the central questions were: how does learning one language (L1) facilitate or interfere (Wei nreich, 1953) with the acquisition of and proficiency in a second language (L2), and how does the training and use of L2, in turn, affect L1? Several variations of this conception of inter-language transfer can be found in the literature, also referred to as mother tongue influence or cross language interference (Corder, 1983, 1994; Faerch & Kasper, 1987; Jiang & Kuehn, 2001; Odlin, 1989; O’Malley nd Chamot, 1990). What makes inter-language transfer a complex and valuable research matter is the fact that language knowledge skills continuously develop. This is so for L1, as well as for L2, when only bilingualism is considered, while alternately at least one of them is continuously in use. This has led to the development of very different models of how languages are mentally represented and managed, with L1 and L2 seen as two independent or autonomous mental systems (e. g. Genesee, 1989; Grosjean, 1989), as being represented in a single unified system (e. g.Redlinger & Park, 19 80; Swain, 1977), and as rooting in a common underlying, multi-lingual conceptual base (CUCB; see Kecskes & Papp, 2000). Human-Computer Interaction: designing for transfer A third research area that has produced a variety of transfer models and empirical results can be located within the field of Human-Computer Interaction (HCI). With the start of the user age in the 1980s, HCI and all kinds of virtual environments have, in many ways, become something like psychological micro-worlds for cognitive research. This is naturally also reflected in the study of transfer.Developments in favor of cognitive approaches to transfer research were especially accelerated by rapid changes in modern lifestyles, resulting in a virtual upsurge of cognitive demands in interaction with technology. Thus, the call was on clearly domain-focused cognitive models to study the way users learn and perform when interacting with information technological systems (Card, Moran & Newell, 1980a and b, 1983; Olson & Olson, 1990; Payne & Green, 1986; Polson, 1987, 1988). Transfer based on the user complexity theory Thorough investigations of cognitive skills involved in HCI tasks have their origins with the research on text editing (e. . , Kieras & Polson, 1982, 1985; Singley & Anderson, 1985). The offspring of this type of research were computational cognitive models and architectures of various degrees of sophistication, suitable for all kinds of man-machine interaction studies, as well as studies outside of the HCI domain. The original examples for these have become Kieras and Polson's (1985) user complexity theory (later rephrased as cognitive complexity theory) and the GOMS family (i. e. , Goals, Operators, Methods, Selection) rules based on the Model Human Processor framework (Card et al. , 1980a and b, 1983; John & Kieras, 1996a and b).All of these models have their roots in the basic principles of production systems and can be comprehended with the help of ends-means-selections and If-Th en-rules, combined with the necessary declarative and procedural knowledge (Anderson, 1995; Newell & Simon, 1972). The crucial perspective for transfer became that of technology design. By applying cognitive models, scientists and practitioners aimed at minimizing the amount and complexity of new knowledge necessary to understand and perform tasks on a device, without trading off too much utility value (Polson & Lewis, 1990).A key responsibility was given to skill and knowledge transfer. Due to the fact that the cognitive complexity theory is a psychological theory of transfer applied to HCI (Bovair, Kieras, & Polson, 1990; Polson & Kieras, 1985), the central question was how these models, united under the GOMS umbrella, can be used to explain and predict transfer of learning. The basic transfer-relevant assumptions of the emerging models were that production rules are cognitive units, they are all equally difficult to learn, and that learned rules can be transferred to a new task w ithout any cost.Because learning time for any task is seen as a function of the number of new rules that the user must learn, total learning time is directly reduced by inclusion of productions the user is already familiar with. The basic message of the cognitive complexity theory is to conceptualize and induce transfer from one system to another by function of shared production rules, which is a new interpretation of Thorndike's (1923, 1924a and b) identical element premise and eventually echoed in Singley and Anderson's (1989) theory of transfer (Bovair et al. 1990; Kieras & Bovair, 1986; Polson & Kieras, 1985; Polson, Muncher & Engelbeck, 1986). A practical implication of the procedural communality principle has been formulated by Lewis and Rieman (1993), who suggest something like â€Å"transfer of design† on the side of the industry: â€Å"You should find existing interfaces that work for users and then build ideas from those interfaces into your systems as much as prac tically and legally possible. † Emergence of holistic views of useDiscouraged by the confined character of the GOMS-related transfer models, many research groups began to import and advance new concepts, such as schemata principles and general methods; a general development encouraged by the emerging cognitive approach to transfer that was also witnessed by other applied fields. Bhavnani and John (2000) analyzed different computer applications and strived to identify such user strategies (i. e. , general methods to perform a certain task), which generalize across three distinct computer domains (word processor, spreadsheet, and CAD).Their conclusive argument is that â€Å"strategy-conducive systems could facilitate the transfer of knowledge† (p. 338). Other research groups' authors that assessed the questions about how people learn in interaction with information systems, evaluated the usefulness of metaphors and how these should be taken into consideration when designi ng for exploratory environments (e. g. Baecker, Grudin, Buxton, & Greenberg, 1995; Carroll & Mack, 1985, Condon, 1999).As researchers became increasingly interested in the quality of a user's knowledge representation (e. g. , Gott, Hall, Pokorny, Dibble, & Glaser, 1993), mental models and adaptive expertise, as knowledge and skills which generalizes across different contexts of complex problem-solving tasks, became of paramount concern (Gentner & Stevens, 1983; Gott, 1989; Kieras & Bovair, 1984). In contrast to the knowledge of strategies (Bhavnani & John, 2000), the accentuation shifted towards strategic knowledge (Gott et al. 1993). Gott et al. demonstrated that surface similarities between different technical domains alone did not essentially facilitate transfer of learning because they limited the user's flexibility in the adaptation process. In accordance with the ideas of schema-based and meta-cognitive transfer, the authors further formulated that â€Å"robust performance is one in which procedural steps are not just naked, rule-based actions, but instead are supported by explanations that perform like theories to enable adaptiveness† (p. 60). Gott et al. (1993) finally noted that mental models might be powerful instruments to analyze similarities between tasks as represented within a formulated cognitive architecture. However, they do not explain what particular similarities and differences are sufficiently salient from the individual's mental point of view to affect transfer of learning, nor can they predict motivational or emotional conditions of transfer that are essential requisites for every learning process.