Cyborg-Identity

The thesis statement of the paper is â€Å"the ability of the human beings to change identities in a technology-dominated world has blurred the boundaries between original identity and the digital identity†. This topic is very important from the perspective of human computer interaction and computer science today. The humans are not only able to create multiple identities on the internet, but they are also able to interact with others being in a transmutable identity. This paper will explain how these boundaries have been blurred and what joys of artifice can a person enjoy through making multiple identities on the internet.With the introduction of social networking systems in the past few years, the Cyborg identity is becoming more of a reality than a myth. The line between being the person himself and adopting another identity is getting blurred with the introduction of new technologies. Cyborg: a Metaphor? With the combination of hardware, software and internet, the cyborg identity can be identified as one of the most visible figures of the cybernetic age. Cyborg is a biological being with another identity or a kinetic state that can be adopted easily when switching between environments.This could only be achieved through technological augmentation. Although the kinetic state of a cyborg identity is not real and can be referred to as virtual reality, but it allows one to escape from the physical constraints and confinement of the body and recreate a new digital identity through the use of graphics, three-dimensional technology, internet, hardware and a combination of software. The use of these devices and concepts has not only allowed the humans to create their cyborg identities, but also to experience new worlds and environments through that identity.With the global adoption of the World Wide Web, the cyborg identity has evolved strategically in our imaginations as a metaphor of the 21st Century. According to Kevin Warwick, humans have now become cyb orgs through conducting a series of ground breaking experiments and innovations. Kevin Warwick, who is a professor of robotics and cybernetics, believes that the humans have got the power to change their identity in the virtual world where time and place does not matter (Stephen).Transforming into another identity can cost nothing to the humans. They just need to register on the virtual worlds on the internet, design their new identity and just start interacting with the environment. This ease of identity transformation could have never perceived in the past. However, cyborg can now never be used as a metaphor as cyborgs now exist (Nishant). The Ease of Transforming It was never thought that humans could be identified as cyborgs and it was not even imagined that becoming a cyborg would be so easy and free of cost.For a cyborg experience, a person just has to connect to the internet, register himself on the website, create an avatar and then the human is ready to experience a digital body and physique. Most of the websites do not even require any payment to register the users while the others which are more secure require as little payment as US$ 5. To design the identity and the physical look of the cyborg in the virtual world, a number of software are available which are very easy to use. Transforming the identity is now a requirement for the business professionals as well as the youngsters who want to socialize in their social circle.A person is required to switch to his digital identity when making payments online and when getting involved in the digital transaction on the internet. Cyborg is now a mechanism that is crucial for the survival of urban human beings (Nishant). A person is not required to take classes or lessons for creating a digital identity in the 21st Century, nor are billions of dollars required to get transformed. Switching identity to and fro the digital world and the real world is much easier and cheaper than it was though in the past.Te chnological breakthroughs have allowed this ease of switching to the digital identity. The capabilities and the abilities that are learnt by the cyborg in one of the identities can be used in other identity efficiently and effectively in today’s world. These aspects of the digital identity are blurring the boundaries between the self being and the different digital identities. Artifice through Graphics In social networking websites and virtual worlds, the use of virtual bodies and digital identities are getting more and more common.According to the academics at Massachusetts Institute of Technology, the humans are just a year away from being able to download their consciousness into the computers (Land). The humans have the power to design different bodies, control them and change them whenever they want through the use of graphic software. The digital appearance of the humans might not be the same as the real appearance. This is why a person is said to be creating a differen t identity through the use of internet. The new identity over the internet is an artificial identity which may not resemble the real identity of a person.The personal attributes such as the name, weight, skin color, hair color, eyes, nose and built might be differently represented over the internet. The Boundaries between Fact and Fiction The humans have the power to intermingle fact and fiction as they have got the power to generate new identities and transform to a form of machine. The interaction with other digital humans over the internet might just be based on lies and the identity may be based on fiction. Different cultures and the aspects of nature that do not even exist in reality can be designed in the virtual worlds.The boundaries between fact and fiction have also blurred with the advent of digital identities. Human and computer interaction has been increased at a rate that was never imagined. Instead of interacting with the real world, an urban person spends most of the time on computers and internet in the virtual worlds. With the boundaries between fact and fiction diminishing over the internet, the new generation might not even be aware of the real world as all the interactions are taking place in the virtual world.With redefinition of the sense of one’s own body in a world changed by culture and technology, the humans are more likely to experience fiction than facts. The humans might like to live in the world of fantasy than in the real world. According to Nishant, this may make us the things that we have created (Nishant). An example is that a person who is gay might fulfill his fantasies on the internet through creating a digital identity and interacting with other men. In real life the person might be very scared of the society and afraid of others to fulfill his fantasies (Dennis). DehumanizingWith the help of social networking websites such as Facebook. com Web 2. 0 applications like activeworlds. com and secondlife. com, the person is able to create a different identity which is unreal. These websites and application are forcing the humans to dehumanize and get involved in computer devices and software most of the time (Land). While the person is switched to the digital identity, he feels that he is living in a cyborg dream. Everything is unreal and still feels real. Most of the interaction today in the youngsters is done on social community websites such as Facebook.com and myspace. com. Profiles are the identifiers of these humans which contain the physical attribute and pictorial attributes. These profiles can be unreal as well as there are no checks done to prevent unrealism. The attributes such as name, gender and age can be misrepresented on the internet to consumer unfair advantage over the other (Liff). The advances in technology and the movement towards cybernetic humans have forced us to ignore many issues that will be faced by the computer experts in the future. ConclusionIt has been revealed in th e discussion that the ability of the human beings to change identities in a technology-dominated world has blurred the boundaries between original identity and the digital identity. A human is started is be identified through the digital identity and this identity now plays a crucial part in the life of a human. Works Cited Dennis, C. â€Å"Gay, Queer, and Cyborg: the performance of identity in a transglobal age. † Discourse: Studies in the Cultural Politics of Education 22. 3 (2001): 297-309. Grey, J. â€Å"Human-Computer Interaction in Life Drawing, a Fine Artist’s Perspective.† Proceedings of the Sixth International Conference on Information Visualisation (IV’02). The Computer Society, 2002. Land, C. â€Å"Book Review : How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics. † Information Technology & People 14. 1 (2001): 350. Liff, S. â€Å"Book Review : Virtual Gender: Technology, Consumption and Identity. † Information Technology & People 16. 4 (2003): 484-486. Nishant, S. â€Å"Material cyborgs; asserted boundaries. † European Journal of English Studies 12. 2 (2008): 211-225. Stephen, K. I, Cyborg. University of Illinois Press, 2004.

Unity in Diversity

INTRODUCTION One of the greatest leaders that the world has ever seen, Mohandas Karamchand Gandhi, was a political figure, a social and political reformer, a humanist, a visionary and a spiritual leader, who took the country on the road to freedom. Gandhi, popularly known as the Mahatma, not only led the freedom struggle in India but also performed a pivotal role in the struggle of the Indians for civil rights in South Africa. Victimized by incidents of racial discrimination, Gandhi embarked on a crusade against injustice in South Africa that he continued the rest of his life.The twenty long years that Gandhi lived in South Africa, had a considerable influence on the formation of his political ideologies and the philosophies of his life. It was in South Africa that Gandhi's stature gradually began to gain height. His experiences and activities in South Africa provided the necessary background for his subsequent emergence onto the Indian political scenario. His greatest achievement in South Africa was perhaps the unification of the heterogeneous Indian community that comprised of disgruntled merchants and the bonded laborers.The ideological concepts with which Gandhi revolutionized the Indian political scenario were molded to a large extent in South Africa. The celebrated notion of Satyagraha emerged as a consequence of various influences that worked on him. He extensively read religious books on Hinduism, like the BhagwatGita, and Christianity in South Africa. The works of Henry David Thoreau, Leo Tolstoy, John Ruskin and Ralph Waldo, also had significant influences on his thoughts.The notion of non co-operation, as a civilian weapon to fight governmental tyranny was discussed by all these major writers, but it was Gandhi who gave practical shape to the concept. He was the first one to organize Satyagraha struggle in South Africa. For Gandhi the doctrine of Satyagraha entailed passive resistance and commitment to the forces of truth. His second weapon, non viol ence or ahimsa also evolved in South Africa. This cardinal principle of Gandhian philosophy was imbibed from Jainism and Vaishnavism. Gandhi showed to the world how non violence could be used as an ffective political tool to fight the injustices hurled by an oppressive government. For Gandhi, ahimsa entailed self control, swaraj or self rule, and chastity. Alongside, Gandhi embraced a philosophy that disapproved of the norms of Western civilization and conceived of moral reformation of the Indians. Gandhi's Arrival in South Africa Upon returning from England with a degree in law, Gandhi began a legal practice in Mumbai and Rajkot, Gujarat. However, he was unsuccessful to establish a career as a lawyer in both the places.At this point, Gandhi received an offer from the firm Dada Abdulla Seth and Company, to be the legal representative of the firm in South Africa. Gandhi accepted the offer and set sail for a whole new world in April, 1893. In the month of May, 1893, Gandhi reached Dur ban. Accompanied by Dada Abdulla, one of the richest Indian traders in Natal, who also happened to be his employer, he went to visit the Durban Court. The European magistrate at the court instructed Gandhi to remove his turban. He not only disobeyed the commands of the magistrate but issued a protect letter to the press.This was, however, just the lull before the storm. The final provocation took place during his journey to Pretoria from Durban shook the consciousness of the young lawyer to such an extent that he assumed a staunch position against racial prejudice. This incident played a major role in carving out the future course of Gandhi's life. As Gandhi was preparing to return to India, after the completion of his lawsuit, the news of a proposed bill, to be introduced by the Natal Government, reached him. This bill would lead to disenfranchising of the Indians in South Africa.Pleaded by his fellow Indians, Gandhi remained back and took up the issue. Although the bill was passed inspite of Gandhi's attempts, his crusade continued for twenty long years. As part of his struggle, he drafted memorandums, distributed petitions and wrote to the newspapers. His activities in South Africa enabled him to gain an image as the patron of Indian civil rights and an important political leader. In the year 1896, Gandhi returned to India for a period of six months. During this period, he sought to present before the Indians, the pitiful situation f their fellow men in South Africa. However, Gandhi's activities were blown out of proportion by the press in South Africa. When he landed in South Africa, an agitated mob comprising of the whites, attacked him. As the news of this attack, spread rapidly, Joseph Chamberlain, enjoined the prosecution of the assailants. During his second phase of stay in South Africa, Gandhi adopted a simple mode of living, renouncing the lavish standards of living. When the Boer War broke out, Gandhi requested the Indian community, to extend their support to the British.In 1901, Gandhi returned to India but he had to return to appear before Joseph Chamberlain, to plead the Indian case. However, he failed to win over the understanding of Joseph Chamberlain. It was also at this time that Gandhi resolved to lead a celibate life and took to reading Ruskin. Satyagraha in South Africa The first Satyagraha struggle that Gandhi launched in South Africa was against the background of the passage of Asiatic Registration Act by the government of Transvaal in 1907.Realizing that his techniques of prayers and petitions had been rendered ineffectual, the tactic of passive resistance emerged as the new method of opposing. He urged the Indian community to disobey the Act and resort to picketing of the major offices like the permit offices. In 1908, in the month of January, Gandhi and other satyagrahis were jailed. Following this a movement commenced where the satyagrahis began to burn the certificates in a bonfire. In the month of September, Gandhi was arrested for the second time, this time sentenced for two months.The following year, saw Gandhi once again behind the bars for three months. It is pertinent to mention here that Gandhi founded a small colony by the name Tolstoy Farm, where his fellow satyagrahis could lead a bare existence. The Indian women joined the Satyagraha struggle, with the pronouncement of the Supreme Court judgment that annulled all Muslim, Hindu and Zoroastrian marriages. As the women satyagrahis were arrested following their march to Newcastle, several Indian miners, under the guidance of Gandhi, decided to cross over Transvaal border, resorting to non violence means.Even Gandhi's wife Kasturba Gandhi was included among the imprisoned women satyagrahis. In the year 1913, in the month of November, fifty seven children, one hundred and twenty seven women and two thousand and thirty seven men resumed the march. Following the ‘blood and iron' policy adopted by government of South Africa, two Christian men Pearson and C. F Andrews were sent to aid Gandhi. This initiative was taken by Gopal Krishna Gokhale, one of the most prominent Indian politicians. The Viceroy of India, Lord Harginge, criticized the policies of the South African government.Pressurized by London, negotiations commenced between South African Government and Gandhi. In an agreement that was finally arrived upon, certain concessions were made. The 13 taxes imposed on the previously indentured laborers were abolished, marriages performed according to Indian customs received legal acceptance and a domicile certificate, with the thumb impression of the holder, was adequate to permit entrance into South Africa. With a trail of significant achievements behind him, Gandhi finally returned to India in the year 1915, and within a brief span of time became the leader of the Indian Nationalism.Champaran First Satyagraha Gandhi, the exponent of the  Satyagraha  movement, staged his first Satyagraha in Champaran, in Bihar. It was in 1917. The poor peasants, the  indigo  growers, of the district invited Gandhi to go there to see for himself the grievances of the much exploited peasants there. Champaran was on the North-western corner of the  Bihar  Province. The River Gandak flows through this area. The river changed its course from time to time, leaving large lakes along its dried up courses. It was along the banks of these lakes the indigo factories were set up.There were two towns and three thousands villages in Champaran. 98 per cent of the people out of the 2 million lived in villages. And most of them were Hindus. Indigo farming was going on there for almost two centuries. In the beginning, the land was owned by the local people. But the white people from Britain grabbed the land and instead of the traditional sugar cane cultivation, the land grabbers compelled the people to enter into indigo cultivation. The British Indigo planters coerced the poor people to grow indigo on 15 per cent of their land and part with the whole crop for rent.Indigo cultivation was profitable only for the British. The local peasants had only misery and penury and poverty. It was on hearing about this predicament of the poor farmers there that Gandhi decided to go there. He left for Champaran along with a Bihari called Rajkumar Shukla. Babu Rajendra Prasad, who was to become the chairman of the Constituent Assembly for drafting a constitution for the new Republic of India, and who became the first President of the Republic of India, was not there, as he was practicing in the far away Patna as an advocate.He was a special person with lot of interest in public affairs and so Gandhi went straight to his house to find that he was away in  Patna. ————————————————- Champaran, Bihar In Champaran, a district in state of  Bihar, tens of thousands of landless  serfs,  in dentured laborers  and poor farmers were forced to grow  indigo  and other cash crops instead of the food crops which was necessary for their survival. These goods were bought from them at a very low price.Suppressed by the ruthless militias of the landlords (mostly British), they were given measly compensation, leaving them mired in extreme poverty. Now in the throes of a devastating famine, the British levied an oppressive tax which they insisted on increasing in rate. Without food and without money, the situation was growing progressively unlivable and the peasants in  Champaran  revolted against indigo plant cultivation in 1914 (at  Pipra) and 1916(Turkaulia) and  Raj Kumar Shukla  took  Mahatma Gandhi  to  Champaran  and the  Champaran  Satyagraha began.Gandhi arrived in Champaran with a team of  eminent lawyers:  Brajkishore Prasad,  Rajendra Prasad,Anugrah Narayan Sinha  and others including Acharya kripalani. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Kheda, Gujarat A famine had struck the district and a large part of Gujarat, and virtually destroyed the agrarian economy. The poor peasants had barely enough to feed themselves, but the British government of the  Bombay Presidency  insisted that the farmers not only pay full taxes, but also pay the 23% increase stated to take effect that every year. ———————————————— Gandhi's solution While many civic groups sent petitions and published editorials, Gandhi proposed  satyagraha  Ã¢â‚¬â€œ non-violence, mass  civil disobedience. While it was strictly non-violent, Gandhi was proposing real action, a real revolt that the oppressed peoples of India were dying to undertake.. Gandhi also insisted that neither the protestors in Bihar nor in Gujarat allude to or try to propag ate the concept of  Swaraj, or  Independence. This was not about political freedom, but a revolt against abject tyranny amidst a terrible humanitarian disaster.While accepting participants and help from other parts of India, Gandhi insisted that no other district or province revolt against the Government, and that the  Indian National Congress  not get involved apart from issuing resolutions of support, to prevent the British from giving it cause to use extensive suppressive measures and brand the revolts as treason. In Champaran Gandhi established an  ashram  in Champaran, organizing scores of his veteran supporters and fresh volunteers from the region.He organized a detailed study and survey of the villages, accounting the atrocities and terrible episodes of suffering, including the general state of degenerate living. Building on the confidence of villagers, he began leading the clean-up of villages, building of schools and hospitals and encouraging the village leaders hip to undo purdah, untouchability and the suppression of women. He was joined by many young nationalists from all over India, including  Brajkishore Prasad,Rajendra Prasad,  Anugrah Narayan Sinha, Ram Navami Prasad and  Jawaharlal Nehru.But his main assault came as he was arrested by police on the charge of creating unrest and was ordered to leave the province. Hundreds of thousands of people protested and rallied outside the jail, police stations and courts demanding his release, which the court unwillingly did. Gandhi led organized protests and strike against the landlords, who with the guidance of the British government, signed an agreement granting more compensation and control over farming for the poor farmers of the region, and cancellation of revenue hikes and collection until the famine ended.It was during this agitation, that Gandhi was addressed by the people as  Bapu  (Father) and  Mahatma  (Great Soul). In Kheda In Gujarat, Gandhi was only the spiritual he ad of the struggle. His chief lieutenant,  Sardar Vallabhbhai Patel  and a close coterie of devoted Gandhians, namely  Narhari Parikh,  Mohanlal Pandya  and  Ravi Shankar Vyas  toured the countryside, organized the villagers and gave them political leadership and direction.Many aroused Gujaratis from the cities of  Ahmedabad  and  Vadodara  joined the organizers of the revolt, but Gandhi and Patel resisted the involvement of Indians from other provinces, seeking to keep it a purely Gujarati struggle. Patel and his colleagues organized a major tax revolt, and all the different ethnic and caste communities of Kheda rallied around it. The peasants of Kheda signed a petition calling for the tax for this year to be scrapped in wake of the famine. The government in Bombay rejected the charter.They warned that if the peasants did not pay, the lands and property would be confiscated and many arrested. And once confiscated, they would not be returned even if most compli ed. None of the villages flinched. The tax withheld, the government's collectors and inspectors sent in thugs to seize property and cattle, while the police forfeited the lands and all agrarian property. The farmers did not resist arrest, nor retaliate to the force employed with violence. Instead, they used their cash and valuables to donate to the Gujarat Sabha  which was officially organizing the protest.The revolt was astounding in terms of discipline and unity. Even when all their personal property, land and livelihood were seized, a vast majority of Kheda's farmers remained firmly united in the support of Patel. Gujaratis sympathetic to the revolt in other parts resisted the government machinery, and helped to shelter the relatives and property of the protesting peasants. Those Indians who sought to buy the confiscated lands were ostracized from society. Although nationalists like  Sardul Singh Caveeshar  called for sympathetic revolts in other parts, Gandhi and Patel fir mly rejected the idea.The Government finally sought to foster an honorable agreement for both parties. The tax for the year in question, and the next would be suspended, and the increase in rate reduced, while all confiscated property would be returned. Gujaratis also worked in cohesion to return the confiscated lands to their rightful owners. The ones who had bought the lands seized were influenced to return them, even though the British had officially said it would stand by the buyers Non-Cooperation Movement The  Non-Cooperation Movement  was a significant phase of the  Indian struggle for freedom  from  British rule.This movement lasted from September 1920 to February 1922. It was led byMahatma Gandhi  and was supported by the  Indian National Congress. It aimed to resist British occupation in India through non-violent means. Protestors would refuse to buy British goods, adopt the use of local handicrafts, picket liquor shops, and try to uphold the Indian values of honour and integrity. The  Gandhian  ideals of  Ahimsa  or  non-violence, and his ability to rally hundreds of thousands of common citizens towards the cause of Indian independence, were first seen on a large scale in this movement.Among the significant causes of this movement were colonial oppression, exemplified by the  Rowlatt Act  and  Jallianwala Bagh massacre, economic hardships to the common man due to a large chunk of Indian wealth being exported to Britain, ruin of Indian artisans due to British factory-made goods replacing handmade goods, and popular resentment with the British over Indian soldiers dying in  World War I  while fighting as part of the  British Army– , in battles that otherwise had nothing to do with India.The calls of early political leaders like  Mohammad Ali Jinnah  (who later became communal and hardened his stand),  Annie Besant  and  Bal Gangadhar Tilak  (Congress Extremists) for  rule were accompanied only b y petitions and major public meetings. They never resulted in disorder or obstruction of government services. Partly due to that, the British did not take them very seriously. The non-cooperation movement aimed to ensure that the colonial economic and power structure would be seriously challenged, and British authorities would be forced to take notice of the people's demands. Here we should know that many evolutionaries like Bhagat Singh, Chandra Shekhar Azad were supporters of this very movement but were really dissatisfied by the dismissing of movement by Gandhiji. Civil Disobedience Movement Under the leadership of Gandhiji, the Civil Disobedience Movement was launched in AD 1930. It began with the Dandi March. On 12 March 1930, Gandiji with some of his followers left the Sabarmati Ashram at Ahmedabad and made their way towards Dandi, a village on the west coast of India. After travelling for twenty-five days and covering a distance of three hundred and eighty-five kms, the group reached Dandi on 6 April 1930.Here, Gandhiji protested against the Salt Law (salt was a monopoly of the government and no one was allowed to make salt) by making slat himself and throwing up a challenge to the British government. The Dandi March signified the start of the Civil Disobedience Movement. The movement spread and salt laws were challenged in other parts of the country. Salt became the symbol of people’s defiance of the government. In Tamil Nadu, C Rajagopalchari led a similar march from Trichinopoly to Vedaranyam. In Gujarat, Sarojini Naidu pretested in front of the slat depots.Lakhs of people including a large number of women participated actively in these protests. The Civil Disobedience Movement carried forward the unfinished work of the Non-Cooperation Movement. Practically the whole country became involved in it. Hartals put life at a standstill. There were large-scale boycotts of schools, colleges and offices. Foreign goods were burnt in bonfires. People sto pped paying taxes. In the North-West Frontier Province, the movement was led by Khan Abdul Ghaffar Khan, popularly known as ‘Frontier Gandhi’. For a few days, British control over Peshawar and Sholapur ended.People faced the batons and bullets of the police with supreme courage. No one retaliated or said anything to the police. As reports and photographs of this extraordinary protest began to appear in newspapers across the world, there was a growing tide of support for India’s freedom struggle. The Civil Disobedience Movement led by M K Gandhi, in the year 1930 was an important milestone in the history of Indian Nationalism. There are three distinct phases that mark the development of Indian Nationalism. In the first phase, the ideology of the moderates dominated the political scenario. This was ollowed by the prominence of the extremist ideologies. In the third phase of Indian Nationalism the most significant incident was the rise of MK Gandhi, popularly known as Mahatma Gandhi, to power as the leader of Indian National Movements. Under his spirited guidance, the National Movements of the country took shape. The Indians learnt how apparently philosophical tenets like non violence and passive resistance, could be used to wage political battles. The programs and policies adopted in the movements spearheaded by Gandhi reflected his political ideologies of ahimsa and Satyagraha.While the Non-Co-Operation Movement was built on the lines of non violent non co operation, the essence of The Civil Disobedience Movement was defying of the British laws. Through his leadership to the National Movements, he not only buttressed his political stance but also played a crucial role in unification of the country, awakening of the masses, and bringing politics within the arena of the common man. Factors Leading to the Civil Disobedience Movement The prevalent political and social circumstances played a vital role in the launching of the Civil Disobedience M ovement.The Simon Commission was formed by the British Government that included solely the members of the British Parliament, in November 1927, to draft and formalize a constitution for India. The chairmanship of the commission rested with Sir John Simon, who was a well known lawyer and an English statesman. Accused of being an ‘All-White Commission', the Simon Commission was rejected by all political and social segments of the country. In Bengal, the opposition to the Simon Commission assumed a massive scale, with a hartal being observed in all corners of the province on February 3rd, 1928.On the occasion of Simon's arrival in the city, demonstrations were conducted in Calcutta. In the wake of the boycott of the recommendations proposed by Simon Commission, an All-Party Conference was organized in Bombay in May of 1928. Dr MA Ansari was the president of the conference. Motilal Nehru was given the responsibility to preside over the drafting committee, appointed at the conferen ce to prepare a constitution for India. Barring the Indian Muslims, The Nehru Report was endorsed by all segments of the Indian society.The Indian National Congress pressurized the British government to accept all the parts the Nehru Report, in December 1928. At the Calcutta Session of the Indian National Congress held in December, 1928, the British government was warned that if India was not granted the status of a dominion, a Civil Disobedience Movement would be initiated in the entire country. Lord Irwin, the Governor General, after a few months, declared that the final objective of the constitutional reforms was to grant the status of a dominion to India.Following this declaration, Gandhi along with other national leaders requested the Governor General to adopt a more liberal attitude in solving the constitutional crisis. A demand was made for the release of the political prisoners and for holding the suggested Round Table Conference for reflecting on the problems regarding the constitution of the country. None of the efforts made by the Congress received any favorable response from the British government. The patience of the Indian masses were wearing out. The political intelligentsia of the country was sure that the technique of persuasion would not be effective with the British government.The Congress had no other recourse but to launch the Civil Disobedience Movement. In Bardoli, the peasants had already taken to Satyagraha under the guidance of Sardar Patel in the year 1928. Their non tax agitations were partially successful. The Congress took the decision to use the non violent weapon of Satyagraha on a nation wide scale against the government. The Launch of the Civil Disobedience Movement MK Gandhi was urged by the Congress to render his much needed leadership to the Civil Disobedience Movement.On the historic day of 12th March 1930, Gandhi inaugurated The Civil Disobedience Movement by conducting the historic Dandi Salt March, where he broke the Sa lt Laws imposed by the British Government. Followed by an entourage of seventy nine ashramites, Gandhi embarked on his march from his Sabarmati Ashram to Dandi that is located on the shores of the Arabian Sea. On 6th April 1930, Gandhi with the accompaniment of seventy nine satyagrahis violated the Salt Law by picking up a fistful of salt lying on the sea shore. They manually made salt on the shores of Dandi. Dandi Salt March had an immense impact on the entire nation.Each and every corner of the country was gripped in a unique fervor of nationalism. Soon this act of violation of the Salt Laws assumed an all India character. The entire nation amalgamated under the call of a single man, Mahatma Gandhi. There were reports of satyagrahas and instances of law violation from Bombay, Central and United Provinces, Bengal and Gujarat. The program of the Civil Disobedience Movement incorporated besides the breaking of the Salt Laws, picketing of shops selling foreign goods and liquor, bonfir e of cloth, refusal to pay taxes and avoidance of offices by the public officers and schools by the students.Even the women joined forces against the British. Those from orthodox families did not hesitate to respond to the call of the Mahatma. They took active part in the picketing exercises. Perturbed by the growing popularity of the movement, the British government imprisoned Mahatma Gandhi and Jawaharlal Nehru, in a bid to thwart it. Thus, the second struggle for attaining Swaraj launched by the Congress, under the able guidance of Mahatma, served the critical function of mobilizing the masses on a large scale against the British. Gandhi-Irwin PactIn the March of 1930, Gandhi met with the Viceroy, Lord Irwin and signed an agreement known as the Gandhi-Irwin Pact. The two main clauses of the pact entailed; Congress participation in the Round Table Conference and cessation of The Civil Disobedience Movement. The Government of India released all satyagrahis from prison. Renewal of t he Civil Disobedience Movement Gandhi attended The Second Round Table Conference in London accompanied by Smt. Sarojini Naidu. At this Conference, it was claimed by Mahatma Gandhi that the Congress represented more than eighty five percent of the Indian population.Gandhi's claim was not endorsed by the British and also the Muslim representative. The Second Round Table Conference proved to be futile for the Indians and Gandhi returned to the country without any positive result. The political scene in India thereafter assumed an acute dimension. The Viceroy, Lord Willingdon, in the absence of Gandhi, adopted the policy of repression. The Gandhi-Irwin Pact was violated and the Viceroy took to the suppression of the Congress. The Conservative party, which was in power in England, complied with the decision to assume a repressive stance against the Congress and the Indians.The Congress was held responsible by the government to have instigated the ‘Red Shirts' to participate in The Civil Disobedience Movement, led by Khan Abdul Ghaffar and provoking the cultivators of U. P to refuse to pay land revenue. Adding to this was the serious economic crisis that took hold of the country. Under such circumstances, the resumption of The Civil Disobedience Movement was inevitable. The Congress Working Committee took the decision to restart The Civil Disobedience Movement, as the British government was not prepared to relent.Gandhi resumed the movement in January 1932 and appealed to the entire nation to join in. The Viceroy was also informed of the stance assumed by the Congress. Four ordinances were promulgated by the government to deal with the situation. The police was given the power to arrest any person, even on the basis of mere suspicion. Sardar Patel, the President of Congress and Gandhi were arrested, along with other Congressmen. The second phase of The Civil Disobedience Movement lacked the organization that marked its first phase.Nonetheless the entire nation put up a tough fight and the movement continued for six months. Gandhi commenced his twenty one days of fast on May 8th, 1933, to make amends for the sins committed against the untouchables by the caste Hindus. The Civil Disobedience Movement was suspended, when Mahatma Gandhi withdrew mass Satyagraha on July 14th 1933. The movement ceased completely on April 7th 1934. Although The Civil Disobedience Movement failed to achieve any positive outcome, it was an important juncture in the history of Indian independence. The leadership of Mahatma Gandhi had a beneficial impact.The warring factions within the Congress united under the aegis of The Civil Disobedience Movement, led by Mahatma Gandhi. Satyagraha was put on a firm footing through its large scale usage in the movement. Last but not the least India rediscovered its inherent strength and confidence to crusade against the British for its freedom. Quit India Movement The ascendancy of Mahatma Gandhi in the political scenario of pr e Independence India, bears a close relationship to the roles that he discharged in the three National Movements; namely The Non Co-Operation Movement, The Civil Disobedience Movement and The Quit India Movement.All the three movements were structured following the celebrated political ideologies of Gandhi. Satyagraha or passive civilian resistance and ahimsa or non violence became the unique weapons of Indian National Movements. However, The Quit India Movement departed significantly from the preceding movements in that it lacked organization and widespread violence became a common feature of the movement. Nevertheless, The Quit India Movement occupies a special place in the history of Indian struggle for freedom for taking the final step towards India's independence under the able leadership of Mahatma Gandhi.Gandhi's inspiring statement – â€Å"We shall either free India or die in the attempt; we shall not live to see the perpetuation of our slavery† ignited the sen timents of Indians across the nation. Factors Contributing to the Launch of Quit India Movement In 1939, with the outbreak of war between Germany and Britain, India was announced to be a party to the war for being a constituent component of the British Empire. Following this declaration, the Congress Working Committee at its meeting on 10th October, 1939, passed a resolution condemning the aggressive activities of the Germans.At the same time the resolution also stated that India could not associate herself with war as it was against Fascism. There was hardly any difference between British colonialism and Nazi totalitarianism. Responding to this declaration, the Viceroy issued a statement on October 17th wherein he claimed that Britain is waging a war driven by the motif to strengthen peace in the world. He also stated that after the war, the government would initiate modifications in the Act of 1935, in accordance to the desires of the Indians.Gandhi's reaction to this statement wa s; â€Å"the old policy of divide and rule is to continue. The Congress has asked for bread and it has got stone. † According to the instructions issued by High Command, the Congress ministers were directed to resign immediately. Congress ministers from eight provinces resigned following the instructions. The resignation of the ministers was an occasion of great joy and rejoicing for leader of the Muslim League, Mohammad Ali Jinnah. He called the day of 22nd December, 1939 ‘The Day of Deliverance'. Gandhi urged Jinnah against the celebration of this day, however, it was futile.At the Muslim League Lahore Session held in March 1940, Jinnah declared in his presidential address that the Muslims of the country wanted a separate homeland, Pakistan. In the meanwhile, crucial political events took place in England. Chamberlain was succeeded by Churchill as the Prime Minister and the Conservatives, who assumed power in England, did not have a sympathetic stance towards the clai ms made by the Indians. In order to pacify the Indians in the circumstance of worsening war situation, the Conservatives were forced to concede some of the demands made by the Indians.On August 8th, the Viceroy issued a statement that has come to be referred as the â€Å"August Offer†. However, the Congress rejected the offer followed by the Muslim League. In the context of widespread dissatisfaction that prevailed over the rejection of the demands made by the Congress, Gandhi at the meeting of the Congress Working Committee in Wardha revealed his plan to launch Individual Civil Disobedience. Once again, the weapon of Satyagraha found popular acceptance as the best means to wage a crusade against the British. It was widely used as a mark of protest against the unwavering stance assumed by the British.Vinoba Bhave, a follower of Gandhi, was selected by him to initiate the movement. Anti war speeches ricocheted in all corners of the country, with the satyagrahis earnestly appea ling to the people of the nation not to support the Government in its war endeavors. The consequence of this satyagrahi campaign was the arrest of almost fourteen thousand satyagrahis. On 3rd December, 1941, the Viceroy ordered the acquittal of all the satyagrahis. In Europe the war situation became more critical with the Japanese attack on Pearl Harbor and the Congress realized the necessity for appraising their program.Subsequently, the movement was withdrawn. The Cripps' Mission and its failure also played an important role in Gandhi's call for The Quit India Movement. In order to end the deadlock, the British government on 22nd March, 1942, sent Sir Stafford Cripps to talk terms with the Indian political parties and secure their support in Britain's war efforts. A Draft Declaration of the British Government was presented, which included terms like establishment of Dominion, establishment of a Constituent Assembly and right of the Provinces to make separate constitutions.These wo uld be, however, granted after the cessation of the Second World War. According to the Congress this Declaration only offered India a promise that was to be fulfilled in the future. Commenting on this Gandhi said; â€Å"It is a post dated cheque on a crashing bank. † Other factors that contributed were the threat of Japanese invasion of India, rule of terror in East Bengal and realization of the national leaders of the incapacity of the British to defend their India. Gandhi's Call for Quit India Sir Stafford Cripps left the country amidst unprecedented excitement.Immediately after the return of Sir Stafford Cripps, Gandhi announced ‘Quit India' as the war cry for the Indians. To quote Gandhi, â€Å"The presence of the British in India is an invitation to Japan to invade India. Their withdrawal removes that bait†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ â€Å". Gandhi realized that the time was ripe to take some strong and quick actions. He wrote a series of articles in Harijan wher e he urged the people to rise in action. He was in favor of resorting to direct action. In order to give effect to the Mahatma's views, The Congress Working Committee adopted the well known ‘Quit India' Resolution, on July 14th 1942 at Wardha.The All India Congress Committee accepted this resolution with some modifications, on 8th August, 1942 in Bombay. The very next day, on 9th August, eminent Congress leaders like Mahatma Gandhi, Vallabhbhai Patel, Jaeaharlal Nehru and Abul Kalam Azad were arrested. The masses were left without any guidance. Gandhi's ‘do or die' call for the people created an upheaval in the country. But at the same time, Gandhi mentioned specifically that mass movement should be conducted following non violent means.The Viceroy, Lord Linlithgow, adopted a policy of harsh repression all over the country and gory instances of British atrocities abounded all over. This ruined the atmosphere of non violence in the country. Unlike the other two movements, the Non-Co-Operation and the Civil Disobedience Movement that unleashed under the aegis of Mahatma Gandhi, the Quit India Movement captures the quintessence of a ‘spontaneous' rising by the people. The Quit India Movement, inaugurated at the call of the Mahatma, unfolded in four phases. In the first phase there were strikes, processions, demonstrations and processions.This phase lasted for a period of three to four days and commenced from the day of Gandhi's arrest on August 9th, 1942. The factory and mill workers rose to the cause and displayed maximum vigor and enthusiasm. The government took recourse to repressive measures to subdue the movement. In an incident of open fire in Bombay, the casualties included large number of women and children. Raids of municipal and government buildings characterized the second phase of the movement. Police stations, post offices and railway stations were attacked and set ablaze.Attempts were made by the agitated mobs to capture court buil dings. Troops fired to control mob fury. September 1942, marks the beginning of the third phase of the movement. It is said that during this phase of the movement, the mob threw bombs on the police in Madhya Pradesh, Bombay and Uttar Pradesh. With the emergence of the movement into the fourth phase, it gained back its peaceful character and extended till Mahatma Gandhi was released from prison in May, 1944. Quit India movement was Gandhi's final bid to secure India's independence.Although, many diverse political ideologies crowded the scenario of Indian National Movement at that time, yet it was the Satyagraha adopted by Gandhi that finally had the most telling effect in challenging the British authorities. India was at the very threshold of Independence by the end of the Quit India movement and Gandhi's long cherished dream was about to be realized. Quit India movement sealed the success for satyagraha as a policy of political resistance, and Gandhi's role as the chief moving force behind India's Independence came to be universally accepted, although dark clouds of a communal fissure still lurked in the background.

Computer Based Learning †The Vikings Essay

The paper analyzes the effectiveness of computer based learning, factors that influence the learning process and the means of enhancing the technology towards a better instructional model. The Vikings – a learning package designed for history students is the base for this study. An evaluation of the package, its level of interactivity, the development model, its learning impact, and shortcomings are discussed in this paper. The paper also elaborates the changes in the design that will improve the learning model adopted in the Vikings package. The purpose of this paper is to establish the parameters that affect the learning process and how the computer based learning system can be used to make this learning process an enriching experience for the students. Computer Based Learning – A Brief The conventional classroom is slowly giving way to the computer based training applications that is universally accessible via the Internet. The personalized learning environment that this method offers has great potentials and can influence the learning process to a considerable degree. A successful prototype of this form of learning needs a high level of interactive media in tandem with an effective presentation of content that is simple to use and easy to relate. The market for this medium of learning has witnessed tremendous growth in the recent years with a wide variety of multimedia based learning tools available for the users. The use of multimedia and flash has not only made learning fun but has also facilitated retention and easy understanding of concepts. Many web based learning environments use innovative technologies that have revolutionized the learning process considerably over the past few years. Joyce A. Overfield and Lesley Bryan Lluka(2003) in their research article on evaluation of factors affecting computer based learning observe that computer based learning can be a valuable learning and teaching resource providing consideration is given to the nature of the student group. Availability and accessibility of computers is essential and students are unhappy if the support is lacking. These are some of the views that can aptly explain the effectiveness of the computer based learning system. This learning tool has improved learning experiences to a considerable extent as it does away with tedious conventional system of learning. The emergence of new technologies in this sector has collaborated to create a unique learning model for the students. This has not only set a new trend in learning but has revolutionized the way a student looks at his classroom project. Vikings – The Package The Vikings package is meant for students of history. The objective of the package is to impart historical facts and milestones to the students in a fun filled learning environment that makes the learning process easy and memorable. History has been labeled as a boring subject for many students and it can be a little tricky remembering facts and figures that relate to the distant past. The package uses maps and graphics to instill interest in the learner. The use of grid lines to mark specific study points and provide relevant information to the learner is a key feature of this package. The user needs to click on the relevant grid line to get details of the particular artefact related to the Vikings era. Terms used in the section are highlighted in red – a click on the highlighted term gives the user an explanation of the same. The developers of â€Å"The Vikings† claim that the package is highly interactive and excellent learning tool for students of history. The presentation of historical facts in a manner that facilitates learning is of prime importance in this application. The tool applies the concept of learning through activity and context based learning that ensures the involvement of the student throughout the learning process. This is in sharp contrast to the classroom learning process that is mostly abstract. A review of the two scenario presented below will make the contrast in both the learning modes clearer: Scenario 1: A teacher giving a lecture on the Vikings era and stating the facts verbally where the student has to be very attentive to relate the facts presented before him. Scenario 2: A student going through the Vikings package where a click of the mouse will give him the relevant information – pictorial description and maps on the screen relate to his cognitive senses and learning happens faster. The application uses the interactive instruction model that is designed to elicit some response in the user in the form of a mouse click. The programmed instruction with the aid of well-designed stimuli in the form of graphics acts as the user interface. A few basic factors that set the scenario 2 apart from scenario 1 are learner control, interaction level, learner motivation, collaborative learning, and navigation system that are discussed below. Learner Control Vaughan (1998) has described Computer Based Learning interactivity as empowering the end user of the package by letting them have control of the content and flow of information. The learning tool, â€Å"The Vikings†, simulates an environment where the control over learning is not completely in the hands of the student. The student decides the pace of learning but the path of learning is guided. In scenario 1 the student has to attend classes at the pre-defined timings and the teacher decides the topic of learning. In contrast the application allows the student the liberty to choose his topic of study and the sequence that he wants to follow at his own pace. It has been observed that by handing over the control of learning to the students enhances the learning experience. The advantages of learner control include greater individualization of instruction, increased sense of personal responsibility for learning, and the potential to optimize learning efficiency. (Interactivity: What is it and What can it do for computer based instruction? Terry K Borsook and Nancy Higginbotham-Wheat – Hannafin and Colamaio, 1987). A student who is a quick learner will have no problem going through the package and grasp the contents in one or two sittings. However, a slow learner will need time to grasp the information handed out – but he has the advantage of taking things slow and pacing his learning to his comfort level. The control of the learner over the entire learning process is seen as a positive reinforcement. The application should allow the student to decide his path of learning. An ideal learning application provides regulated control to the learner with the scope of browsing through the modules, set his learning objectives and pace of learning. Any additional related information or links to these should be provided to enable the student to look up on these extra bits of information. This not only enriches the learning experience but also boosts the confidence level of the learner. A systematic approach and relevant content packaged with attractive and compelling presentation will result in a satisfying learning experience. One of the concerns that have been observed is that giving too much of control over the learning experience may not be good since the learner does not know what is best for him. Borsook and Higginbotham-Wheat (1991) state that too much of control in the hands of the learner can shift the locus of control from one party to another and that diminishes true interactivity. Regulated control with guided flow of information is a better option. The Vikings package gives very less control to the student – the flow of information is directed by the package but this is one of the shortcomings of the tool. Allowing more leverage to the learner will make the learning tool more effective as this results in positive attitude towards learning and motivates them towards their learning goals. Interaction level The most effective teaching method involves a high level of interaction between the teacher and the student. A dedicated teacher is one who understands the student’s learning capacity and his shortcomings and guides him through with effective feedback. A two-way communication between the teacher and the student is very effective in the learning process. Computer based learning applications are continually striving to achieve the human to human interactivity level and have been quite successful in this venture with the aid of multimedia based technologies. The level of interactivity in the learning application tool is of prime importance for it to be effective. The representation of information through graphics and on screen presentation is the required stimuli that elicit some sort of response from the user, such as a mouse click. The application tool then responds to the user with relevant data. This process of interactivity in the application makes the learning process effective. Feedback is an integral part of interactivity. Berlo (1960) states in his work â€Å"feedback provides the source with information concerning his success in accomplishing his objective. † A classroom lecture where the teacher gives lecture to the class without class participation is quite ineffective. It is difficult to gauge in such a situation if the learning process was successful. An understanding of the student’s perception of the contents is essential. This is one of the essential features that a learning application tool should incorporate for it to be a successful learning model. The instructional design should take care that the learning model has scope to interact closely with the learner and guide him through the process for effective learning experience. The level of interactivity and feedback element present in â€Å"The Vikings† application is not substantial. A student going through the package is only following instructions that are being presented to him. Statements like â€Å"Click here to begin† and â€Å"Choose your artefact and click on the square to travel back in time† – these are some of the instructions that are provided to the student. This generates response from the student in the mode of mouse-click and the application narrates the relevant contents on the screen. The student needs to go through this text but this does not ensure learning. The application has no way of evaluating if the student has perceived the information presented to him correctly. There is no feedback mechanism that is applied in this model. This leaves the learning model incomplete. Proper feedback and evaluation gives the student a sense of his learning objectives and how much he has succeeded in this direction. Constructive feedback gives the student a clear picture of how much he has learnt, where he went wrong and what he should do to correct his mistake. Modes of interaction between the learner and the learning application model can be identified at different levels. The basic form of interaction is one that presents the stimuli to the learner and elicits some kind of response in the form of a mouse click or key press. A higher level of interaction that ensures the effectiveness of the learning process involves evaluating activities presented to the learner at the end of a module to gauge his understanding and performance level. This form of interaction gives a clear picture of the learner’s progress as feedback. The inclusion of this parameter in the instructional design of the learning application model is vital. Directing the learner to key learning points and providing links to related concepts enhances the quality of learning and promotes better understanding of the subject matter. Instances of such interactivity are problem-solving modules, puzzles, quiz, and brain twisters that ensure active participation from the learner. Engaging the learner in different kinds of activities related to the context enhances the learning process. This not only ensures that the learner has successfully grasped the contents but also increases the effectiveness of the model. One of the benefits of such activities is the interest level that is created in this type of learning environment. Learning becomes a fun activity and not a dreaded cumbersome experience that one goes through reluctantly. Once the interest level is high the learner is ready for more. He is willing to explore the unknown territories in pursuit of an in-depth understanding of the context. The learning process in such cases is unintentional and not deliberate and hence more effective. The multimedia and other high-end technology available have the potential to achieve this dream-learning model. Another key feature that determines the effectiveness of the learning application model is the quality of content. An application may provide all the features of good interactivity and presentation in terms of graphics and display, but a poor quality of content will negate all the rest. A package rich relevant content with suitable links to additional related information will ensure learning effectiveness. This leaves the control of learning in the hands of the learner. An individual may wish to go beyond the realms of his subject matter and explore other related areas in this way. Simulated learning environment in computer-based interaction is another excellent tool for learning. Simulations use selected elements of some world, real or imaginary, which operate together according to rules (Greenblat 1988). In such cases the learner can experience an imaginary sequence in which he can interact and learn. This kind of learning experience is a gradual process where the learner is allowed to make mistakes and learn. Teaching the history of Vikings era using this mechanism is not only an interesting option but also a powerful learning tool. It might be adventurous to move into the Vikings era and view the events of the past unfold in front of the student. The narration of the events in the background in synchronization with suitable graphics and animation will surely captivate the student’s attention and allow for greater learning experience. But it must be kept in mind that simply viewing the events of the past as an audience is not enough – the active participation of the learner is equally important to hold his interest level and retain the subject matter. Learner Motivation Kruse (2007) states that the success of any computer based learning package depends on learner motivation and even the most sophisticated package will fail if it does not motivate the students to learn. Computer games have managed to captivate the user’s attention to such an extent that everything else is forgotten. This is a classic example of motivation and interest that this type of software generates in the user. Educational models too can apply this theory while designing the learning package. The essential ingredient that is required to hold the learner’s attention is the active role of the learner in the learning process. There are several ways of ensuring that the learner actively takes the control of learning in his own hands. The interactivity of the learning package is one of the deciding factors that motivate the learner to proceed. The system should allow the learner to steer the path of learning. Enabling the student to browse the information and guiding him through the learning process will hold the student’s interest and motivate him to learn more. Structuring the learning content into a story telling format with compelling dramatic sequence will keep the student highly engrossed. The absorption of the learning material will be faster and effective. The Vikings package does not include this feature and the presentation of facts is in form of text that the student needs to go through. The effect of presenting the same facts through narration in the background will hold the student’s attention and interest. The ARCS Model of Motivational Design by Keller provides the direction to successful instructional design in this context. The ARCS model identifies four strategic components for motivating instruction. One of the basic parameters for keeping the student interested and motivated in the subject matter is his attention. Computer based learning has an edge over other conventional tools of learning like books in this context. The visibility and presentation of information through attention grabbing graphics and multimedia tool make this a more effective learning platform. Once the attention of the student is on the learning tool the application needs to stimulate the learner’s curiosity that in turn leads to search for answers and in-depth study of the learning module. The relevance of the content is another aspect that is important in learner motivation. This is a more goal centric strategy that appeals to the objective needs of the student. The objectivity of the study needs to be defined so that the student is aware of the purpose behind this learning activity. This keeps the student focused on his goal and helps him in the learning process. The application needs to arrange the information in such a manner that the student finds it easy to approach and understand. The sequencing and relevance of the information presented to him is vital. Correlating the tasks and facts in the learning module need to be very precise. The next step in motivating students is confidence-building strategy. The goal of this mechanism is to instill confidence in the learner that he is on the right track and that his learning objectives are being met. There are various technologies available that can be effectively used to evaluate the student’s understanding level of the module and based on this evaluation effective feedback is given to the student regarding his progress. Tasks for evaluating should range from simple to challenging levels that test the student’s perception. This challenges the student to go from one level to the other and enhances the learning process. The satisfaction of the learning experience is critical for measuring the effectiveness of the overall package. The achievement of meeting the goals of learning forms the base for a satisfying learning experience. Positive reinforcement and constructive feedback mechanism are instrumental in achieving this strategy. The Vikings package will attract the attention of the user with its graphical and pictorial representation but that is not enough. It is difficult to hold the interest of the learner with only graphical presentation of information. The student will very easily get bored with the facts presented in this manner. The package needs to adopt novel strategies to hold the student’s attention for a longer period of time. Use of storytelling mechanism, simulations and activity based learning modules as discussed earlier will motivate the student and enrich the learning experience. Collaborative Learning When students are able to participate in active learning activities, they find the learning more pleasurable and satisfying than non participative events (Fry and Coe,1980). The principle of collaborative learning provides many learning opportunities and enriches the learning experience considerably. A learning environment that allows interaction between the learners is highly conducive. A classroom environment provides this kind of scope to the students where a group of students sharing the same learning goal coordinate with each other, communicate their ideas, and share their understanding of the subject matter. Jonassen (1988) has stated in his works that the effectiveness of any learning environment is based on the types and levels of cognitive and metacognitive activity engendered in the learners. It is widely accepted that learning is enhanced in instructional settings where students are engaged in processing personally relevant content and are reflective during the learning process. Another feature of this learning principle as suggested by Slavin (1997) is that the reward structures inherent in collaborative environments have been found to have a positive effect on student motivation. Computers provide a stimulus for learning by increasing social interactions and cooperation (eg. Hoyles, Healy & Pozzi, 1992). The application of this mode of learning can be effectively used in computer based learning with the aid of various multimedia and authoring technologies available. The Vikings uses one such strategy in its learning application – the principle of situated learning or situated cognition. This is defined as â€Å"the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life† (Brown, Collins and Dugiud, 1989). The application is meant for two or more students at a time with the same learning objectives. The discussion of the facts and information between the groups of learners ensures the understanding of the subject matter. The collaboration between the students and the package offer an effective learning environment. One of the discrepancies of this learning principle is that collaborative learning may not have the desired outcome if the learners do not share the learning goals. Exchange of views and ideas may not enrich the learning experience, as some of the learners may not be attentive to what is being discussed around him. History is a subject that explores the past and discovers the roots of civilization and the world. The Vikings application aims to present the facts from the Vikings era to enable the students an understanding of how things were in those times. As such the application should aim at providing facts from the past that enables a better understanding of the world today. The Vikings package can implement some more principles of collaborative learning to create and effective learning environment. Use of interactive multimedia packages that enable the application to converse with the student and provide scope for evaluating the student’s knowledge and understanding of the subject matter is one method. Other methods involve the use of audio and visual depictions that is bound to impact the learner’s cognitive senses.

Research Instrument Essay Example | Topics and Well Written Essays - 500 words

Research Instrument - Essay Example Since these researchers are measuring suicidal potential rather than ideation the questions are broad based and include social factors such as school and home life. They carefully tested the validity of the questions, internal consistency and test-retest reliability. Test-retest reliability is an important factor in determining if a self-reporting instrument is valid over time; the CASPI had a .76 score which the authors report is consistent with other testing instruments. The retest was conducted two weeks after the initial screening, which could be a factor in its high reliability score. The CASPI instrument was measured against known suicidal potential in the population sampled in order to assess its true validity. It appears that the researchers were successful in formulating questions with enough neutrality that children and adolescents could answer them honestly. The subpopulation of young children (less than 13 years old) is notoriously hard to assess, but this instrument appears to be consistent and valid even with younger children. It was more consistent and valid with older children, however (up to 96 percent accurate in distinguishing levels of suicidal potential). This instrument was tested with a significant number of students with a diverse cross section of socio-economic circumstances and ethnicities. This is a key element which is sometimes lacking in validating other self-reporting instruments. It also asks questions about family history, which is an important indicator of suicidal potentiality that is sometimes left out of other reporting instruments. Self-reporting instruments are as accurate as the people taking them—if the participant completes them honestly, they will measure suicidal potential. Self-reporting instruments require an ability to self-reflect as well as a willingness to open up through the anonymity of a questionnaire. When self-reporting

Introduction of tourism management Essay Example | Topics and Well Written Essays - 3000 words

Introduction of tourism management - Essay Example Based on the issues recognised thereof, recommendations have been provided in the paper so that the industry can adjust with the changes and increase their revenue. In recent years, tourism was witnessed to experience tremendous growth. The growth is so large that the industry is expected to assume position of the fastest growing as well as largest industry worldwide by all measures. Tourism sector experienced strong domestic as well as international growth primarily because it delivers a myriad of several advantages to travellers, tourists and their hosts (Bosselman, Peterson and McCarthy, 1999). Another reason that was determined to be strongly responsible for growth of tourism across the globe is its inherent quality of transecting numerous sectors, interests and business levels within one activity in a comprehensive manner. The economic sectors that enjoy benefits of tourism are hotel industry, transport department, tourist board and operators and government organisations (Cater, 1995). Tourism has gained increasing attention from private and public bodies chiefly because of its contribution as a source of attracting foreign exchange, emplo yment generation, increasing tax revenue and profit generation (Mathieson and Wall, 1982). Despite the economic benefits, tourism is not free from criticisms. Tourism has been blamed by several organisations for environment pollution, excessive resource consumption and adverse impact on a nation’s cultural and social environment (Bosselman, Peterson and McCarthy, 1999). The paper, however, is more focussed on impact of macro and micro environmental factors on growth of tourism. The growth pace of tourism is slowing down because of a number of issues. The face of tourism is also changing as numerous relevant trends are evolving consistently (Cooper, et al., 2008). As tourism has been referred as a commercialised form of hospitality by Cohen (1984), hotel industry is an important dimension of the

How important is the media in setting gender roles Essay

How important is the media in setting gender roles - Essay Example The children, youngsters and people at large are vulnerable to the portrayal and textual messages in media because they are regularly exposed to them. Scientific research reveals that in cognitive learning, the individual learns by listening, watching, touching, reading or experiencing and then processing and remembering the information. (Think Quest, 2008). Theory of cognitive learning essentially implies that through various means of learning processes, people are able to retain the information in the memory and apply it as and when required. The theory becomes highly relevant when applied to media portrayal of gender roles. The impact of those visuals and the textual contents are reflected in the behavioural pattern of the people who consciously or unconsciously adapt the messages and images in their attitude and behaviour. Thus, role of media become a critical element in setting gender roles within defined societal paradigms. Television is most influential format of media that co nsiderably impacts people’s opinion and promotes diversity of roles that are gender based (Carter, Branston and Allan, 1998). Oprah Winfrey Talk Show is an exemplary example of empowerment of women. In the male dominated society, the rise of Oprah Winfrey, an African American woman is nothing short of a miracle. She serves as the most influential role model for millions of women across the world who has triumphed over social and racial prejudices to emerge as a symbol of woman power. Oprah Winfrey symbolizes empowerment a woman, who has risen above gender and race. Indeed, television has greatly facilitated in promoting empowerment of women as one of the most crucial issues for the wider... This essay "How important is the media in setting gender roles?" outlines how different forms of media portrays both gender and their gender roles. The general image of women has also got a great boost from the media. The news channels, showcasing the pertinent women issues of their empowerment and equal representation in national politics have had huge positive impact on the perception and opinion of general public. It plays a prominent role in the portrayal of women, especially those above fifty years of age. But it can also be said that though women may share almost equal platform on visual media as TV anchors, newsreaders, in general, they have not been given the space and the importance that they deserve. Celebrity status and glamour seem to be the important factor for projecting them in media. Looking at the increasing number of TV soaps and mainstream cinema, one discovers that the appeal for women protagonists invariably decrease with age! There are fewer films and prime time soaps with matured female artistes as main characters. Whereas their counterparts seem to have a new lease of life after fifty years of age! Sean Connery (The Rock, Finding Forester etc.), Richard Gere’ (Chicago, Flock etc.) are few actors who are able to get main lead in cinema, while in their 50s and 60s. Gender bias seems to dominate all areas of media, including news media which is highly retrogressing and demoralising for women professionals. Then again, literature has also a unique way in perpetuating new ideologies and values within the transforming societies.

Coach Working at Different Levels within the UK Essay

Coach Working at Different Levels within the UK - Essay Example This paper illustrates that sports coaching has followed the trajectory of sports in the international market. Some coaches such as Alex Fergusson are as famous as the players whom they coach. This section discusses the functions and roles of coaches and helps in developing an understanding of their use. Sports’ coaching is linked to the economic and social events of the past and coaching follows the story of sports. Modern sports such as football, cricket, and others were not invented in the ancient times and the common people had neither the energy nor the inclination to take up sports after a hard days labor. The ancient Greeks conducted the Olympics and the first mention of athletes who trained under special trainers is known. Plato, Archimedes, Hippocrates and other philosophers also served as coaches for they believed in a sound body and a sound mind. Wealthy patrons brought in expert wrestlers and runners, winners of Olympic events became celebrities, and wealth was sho wered on the winner and his coach. Imperial Rome had trainers who trained slaves for gladiator contests and training was limited to war games such as wrestling, sword fighting, archery, Javelin, horse riding, running and other such events. Kings and Lords maintained armies and these were kept in fighting shape through constant training. Coaches toured villages and picked up fit and strong youths and these were trained as soldiers. Contests of strength and skills were held during community feasts and trained soldiers participated in these events. The common peasant or tradesmen never participated in these contests or sports and coaching was limited to only events that helped in war.

Introduction to Finance Coursework Example | Topics and Well Written Essays - 2000 words

Introduction to Finance - Coursework Example The business has significant operations in the US and in recent years it has meaningfully extended its operations to Africa, Asia and South America. In addition, it has expanded its operations in Europe (BBA Aviation website). The following are the reasons for considering an investment in BBA Aviation equity. Firstly, the company’s revenues have remained relatively stable (flat). It has grown its net income from $110.6M in 2013 to $138.5 million in 2013, a pattern that will continue in the future. Secondly, the company has generated positive cash flows, and it is likely to continue generating cash flow. Finally, the company is rich with tangible assets, primarily in the form of property, plant and equipment that total $0.557 billion (BBA Aviation financial statements). According to Michael Bow, a reporter at City A.M. this provides an excellent hedge against the risk of inflationary effects of the monetary policies of the Bank of England. AstraZeneca Plc is a global biopharmaceutical firm that discovers manufactures and sells prescription medicine for areas such as neuroscience, cardiovascular, infection, oncology, gastrointestinal, and respiratory and inflammation (AstraZeneca Plc website). The company continues to grow despite the difficult financial situation because it operates a range of marketing, production and R&D facilities worldwide. The company’s long term sales grow at a rate more than 7 percent while its earnings per share is growing at an average rate of 19.9%. The company again possesses a strong balance sheet with a total of $10.013 billion in cash and short term investment. It has a long term debt of only $ 8,588 million (Financial times). The cash flows of the company are constant because the demand for medicine is always stable as many customers need to repeat-purchase. The company’s new management has ended its share buyback programme and focused on acquiring companies

Flexibility and the Contract of Employment Essay

Flexibility and the Contract of Employment - Essay Example 74). Most of the institution traditionally hire workers and require them to perform their duties during fixed time which are normally eight continuous working hours a day and in a specific places. In the modern society most of the employees and employers are shifting away from this tradition and are focusing on a variable working agreements to enable workers perform their duties according to their wishes. This has enabled workers to have time with their families and also be able to utilize their working time effectively since they only work when they are ready to work (Berndt & Hartmut 2005, p.191). This has result to gains from both parties in terms of productivity and convenience of discharge of the obligations. 1. Different Recruitment Techniques Every organization aims at acquiring the most efficient and effective workforce who are capable of improving organization’s performance and make it competent (Berndt & Hartmut 2005, p.198). Though there are many qualified job seeke rs who are ready and willing to work for such organizations, sometimes it is not easy for organizations to hire the most qualified workforce as they would wish (Lipsey & Mucchielli 2002, P.76). The approach taken by the human resource managers during recruitment and hiring of workers will determine the quality of their workforce hence the overall performance of the organization. Approaches for recruiting qualified workers Through recruiting agencies: there are numerous agencies who hire workers on behalf of the organizations (Lipsey & Mucchielli 2002, P.83). Those agencies are ran by qualified hiring personnel who have potential to establish what the organization requires in terms of manpower and look for job applicants with those particular requirements. The advantage of using agency is that agencies normally have time to scrutinize the potential workers unlike organizations which may rely on experience of busy managers with limited resources for recruiting workers. Also, agencies rarely engage in canvassing with job applicants hence there is possibility for getting the best candidates (Berndt & Hartmut 2005, p. 202). Agencies also maintain records of all job applicants hence they can easily trace the most qualified workers whenever they are required to do so hence providing a quick solution to the organizations’ needs of personnel. Also some trade associations encourage their member organizations to advertise their jobs through their websites. Therefore, job seekers can easily access the vacancies in various organizations and apply for them hence giving organizations an opportunity to select the best candidates from the list of applicants (Berndt & Hartmut 2005, p.217). The advantage of this approach is that it offers cheap method for the organization to acquire workforce since most of those association do not charge their members anything. Internal recruitment where organization selects existing workers to fill higher positions left vacant in the org anization (Lipsey & Mucchielli 2002, P.90). This approach is efficient because it enables organization to maintain its loyal workers. This instils trust and loyalty among workers because they have confidence that once chance occurs within the organization the existing employees have equal opportunity of being upgraded. This method further enables organization to save its expense they would otherwise incur in hiring workers from outside the organization. Another approach is use of eternal recruitment of employees approach to acquire workers for their organizations. This approach involves inviting job applicants from outside the

Urban Legends Essay Example | Topics and Well Written Essays - 2250 words

Urban Legends - Essay Example It also evaluates how our lives change throughout adulthood when these legends disappear. †¦Modern folklore believed to be true by the people who preach about them†¦ [An urban legend is] an incredible story that may be true or false but gets exaggerated by the people who tell the story. As the story grows older, the more unbelievable the story becomes...Urban legends are a way for people to try and explain the unexplainable. Every culture has their own urban legends that people create. The stories carry their own traditions as they are passed down to later generations (Smith, Smith and Bobbitt, 2008, p. 93). Urban legends originate for a number of reasons. They may have been propagated as an explanation for unexplainable phenomena, as a fun addition to festivities, as a consolation for tragic events, as a way of inculcating certain morals and values, or merely as a creative release. Whatever the reason be, the fact is that these are lies. In most cases, those who propagate these stories know them for false. The questions that emerge here are – is it ethical to spread stories that we ourselves know are false? Is it right to lie to small children about the existence of characters such as Santa Claus and the Tooth Fairy? Is it valid to justify those lies by believing that they serve a fun or moral purpose? These questions continue to be a matter of debate. In early childhood, we live a magical time. We grow up listening to fairy tales, tales of dragons and brave princes. Our festivities, especially Christmas time, are immersed with hoards of expectations from Santa Claus and fun with the Easter Bunny. We grow up idolizing the characters we hear stories of. As children, we do good and avoid bad because we know Santa Claus will get us what we want. Gifts appearing miraculously under the Christmas tree, stockings left overnight filled with candy from Santa,

Strategic management of Samsung Essay Example | Topics and Well Written Essays - 1250 words

Strategic management of Samsung - Essay Example While the company has diversified into several areas, it is still working hard to maintain market leadership in its core business. It was ranked first in the television industry according to its market share. Furthermore, the organisation enjoyed similar rankings in the mobile segment owing to its investment in smart phones. Despite all this, rivalry in the telecom business has put Samsung under intense financial stress. It may be leading in the industry but has lost some market share (Refer to appendix 2 on the situational analysis) when cable firms entered the touchtone phone, TV and PC market. Some of the new innovations from the company are more flexible than previous products. For instance, Samsung’s version of the Android device is more compatible with current software in the market. Market leaders like Apple are worried about this capability because their products lack the same features. Furthermore, the company now uses second mover advantage to address the flaws that were inherent in older products. It has worked on features such as security to make its devices stand out (Reed, 2013). The organisation has a reputation for innovation across new and existing product segments. In the year 2012, it recruited several researchers and innovators. This translated to the registration of over 5,000 patents in that year. For these reasons, the company got the first runner up position in the top US patented companies. Samsung has garnered a series of awards for its impressive performance. In Europe, it got four awards from EISA, which is an award program for audio and video industry players (Samsung, 2013). In theory, companies may also adopt a green strategy option that depends on technology, carbon use, and consumer recycling patterns among others (Kipley et. al., 2012). Samsung received recognition from the best Global Brands portfolio as it was ranked 9th in the industry. The latter achievement stemmed from its sponsorship of the London 2012 Olympics. O ther corporate sponsorship initiatives have also been on the organisation’s priority list. The firm’s commitment to corporate social responsibility is undisputed. It engages in a recycling program within its manufacturing sites. This move is in line with current environmental preferences for clean manufacture (Refer to appendix 5 on PESTLE analysis). Furthermore, it has committed to environmental protection by avoiding PVCs and other harmful materials (Guardian, 2012).These approaches may also give a company sustainable advantage according to green strategy theorists. Production within the company is also something worth noting. Samsung manages to keep its production costs down due to its choice of manufacturing centres. Since the firm is Asian-based, it is at a unique position to select cheap countries for manufacture. This has caused it to enjoy comfortable profit margins that emanate from controlled production costs. The global nature of the firm makes it poised to make such a choice. Operation costs have also been kept down by the organisation’s strong bargaining power. The company has considerable clout over its suppliers in the semiconductor, mobile phone and television set industries. This allows it to negotiate with such brands and thus establish lucrative ways of dealing with the differences. The latter move may be defined as cost leadership. Michael Porter identified certain generic strategies that companies may engage in, and cost leadership is one of them (Porter, 2008). Here, organisations reduce their

A Process Oriented Approach to Waiting Line Management in a Large Pilgrimage Center in India Essay Example for Free

A Process Oriented Approach to Waiting Line Management in a Large Pilgrimage Center in India Essay This article documents an innovative approach to manage waiting line in the largest pilgrimage center in the world. By a judicious combination of process orientation and advances in Information Technology, the pilgrimage centers management has been able to dramatically change the pilgrims waiting experience. The pilgrimage location under study is Tirumala located in Andhra Pradesh state in India. The number of visitors to this important location has been steadily increasing over time. As of 2011, the location attracted approximately 30 to 40 million visitors a year. The primary objective of a pilgrim visiting Tirumala is to have darshan of the principle deity in the temple. The secondary objectives include tonsure (shaving head as a mark of respect), offering donations, prasadam collection, thulabaram, arjitha seva (paid services), local sightseeing and shopping. The immense popularity of the temple and its location poses significant challenges to the management of the system. This temple is a tradition bound Institution. Therefore, some alternatives to resolve pilgrim waiting time are feasible and some are not. There are some hard constraints which may not stand the test of logic. The ability to manage the traffic volume is a function of processing rate (darshan duration) at the temple and darshan time available per day. This case study is an example of improving operational effectiveness by using formal management methods in addressing an important real life problem in an under researched area. This pilgrimage center is located in the extension of Western Ghats and is popularly known as Tirumala. It is considered to be the abode of Lord Vishnu in the form of Venkateswara. The temple is the richest pilgrimage center, after the Sree Padmanabhaswamy Temple in Thiruvananthapuram, Kerala, of any faith (at more than 50,000 crore) and the most-visited place of worship in the world. This center attracts a large number of visitors from all over the country irrespective of their caste, religion, belief, social status and professional affiliation. The temple is visited by about 50,000 to 100,000 pilgrims daily (30 to 40 million people annually on average), while on special occasions and festivals, like the annual Brahmotsavam, the number of pilgrims shoots up to 500,000, making it the most-visited holy place in the world. The temple is on Venkatadri (also known as Venkatachala or Venkata Hill), the seventh peak, and is also known as the Temple of Seven Hills. Venkatadri, the hillock residing place of Lord Venkateswara is probably one of the oldest religious institutions in India. It is known to exist for over a period of 2000 years. It has a recorded history of thousand years. Based on the recorded history, the rituals and daily routines in this sacred temple are being performed without a break for more than 1000 years. Over a period of time Venkatadri has evolved as an epicenter of Vaishnavism. Several prominent Hindu religious institutions either have established a presence in Venkatadri or have made this as place of their administrative headquarters. Today, Venkatadri is not only a religious institution, but it has also evolved as a social institution. It supports financially a group of thirty (higher) educational institutions. Its mission is to systematically promote the study of Vedas and Sanskrit literature. The temple also provides generous financial support for construction of similar temples (Venkateswara) elsewhere in the country. Over a period of 50 years, the number of visitors to the temple and the town has increased by eight fold. [I960(2 million), 1970(4 million), 1980(7 million), 1990(11 million), 2000(16 million), 2010(30 million)]. Such a huge traffic generates tremendous stress on the social and physical infrastructure of the temple down (Tirumala and Tirupati). Being a tradition bound organization, certain modifications (on procedure, layout etc.) are not acceptable. The devotees (exposed to modern social norms) who come to the temple expect a better service quality and shorter waiting time. Thus, the managerial challenge is to balance the tradition, operational efficiency and increasing pilgrim expectations. Activities in the temple and the town and their management need to be also seen from a religious perspective. There is a divine dispensation in the institution, which may not be tinkered with in whatever modification(s) that are made in the facilities redesign and management of activities. Methodology The product and its delivery Pilgrims from all over the country arrive in the temple town. Usually they reach the foothill which is known as Tirupati. The mode of transport is rail, road (public or private transport) and air. Having reached Tirupati, those who have their own transport directly proceed to Tirumala. Some spend a few hours in sightseeing and visiting other temples and religious locations in and around Tirupati. The distance between Tirupati and Tirumala is 19Kms. Andhra Pradesh State Road Transport Corporation (APSRTC) operates regular services between Tirumala and Tirupati. The round trip is about 2.5 hours including waiting time at both the boarding points. Having reached Tirumala, the pilgrims look for a suitable accommodation. There are about 5000 cottages owned and managed by TTD for pilgrims convenience. After (a brief) resting, pilgrims go for tonsure (there are 500 barbers who operate on a 3 shift basis; 15,000 tonsures are done in a day). The annual revenue from export of hair (from tonsure) is Rs. 100 million. Following tonsure pilgrims go for a wash and bath in the holy tank in the middle of the temple town and then join the queue for darshan. Some pilgrims on arrival at Tirumala directly join the darshan queue and after the darshan visit the tonsure centre, take a bath in the holy tank and departure to their place of residence. There are 32 waiting compartments to house pilgrims while they await darshan. The average capacity of these compartments is 500. About 17,000 pilgrims can be held in waiting at any time. The average waiting time for darshan can vary between 2-12 hours depending on the day and season. There is tremendous uncertainty as when darshan would happen. There is also anxiety as how long is the wait. There is no (accurate) information to the pilgrims on what is ahead. Because of the commitment to the pilgrimage process, individual pilgrims go through this tedious experience with reverence and patience. Finally on a FIFO basis, pilgrims arrive in front of the deity. The actual darshan lasts for about 1.5 to 2 seconds. However, the pilgrims can have a view of the deity from a distance of 30 meters from the main entrance. The travel time is about 45 seconds. Actually, the passage towards darshan admits a file of 6 or 7 columns of pilgrims to go through the darshan process simultaneously. After the darshan the pilgrims donate money at the Hundi, equivalent of donation box, located inside as well as outside the temple and then leave the temple premises. The Hundi collection is about Rs. 2000 million a year. Often, they stand in another queue to receive free laddu (there are several counters that sell laddu). Approximately, 75,000 laddus are sold in a day. In view of demand and supply gap, there is rationing and restrictions on how many laddus a pilgrim can buy. Tirumala Tirupati Devasthanam (TTD) the administrative agency in charge of this temple provides free meal to about 25,000 persons in a day. After receipt of laddu(s) and a meal, the pilgrim returns to his cottage or wait for a transport to go Tirupati and subsequently to his place of residence.

Jesus Is Really Present In The Eucharist Religion Essay

Jesus Is Really Present In The Eucharist Religion Essay We can argue that the Eucharist is a mystery. But what is the source of the Churchs teaching about the Holy Eucharist. We cannot see any sign of Jesus presence in the Holy Eucharist with our external eyes. Furthermore, the presence of Christ in the Eucharist is not something that can be discerned by scientific or physical examination. Instead it can only be realized through the eyes of faith. Here I am going to decipher more on the divine revelation as found in the sixth chapter of St. Johns Gospel. In John 6:55-56, Jesus clearly stated that, For my flesh is true food, and my blood is true drink. Whoever eats my flesh and drinks my blood remains in me and I in him. It was very specific on the explanatory the Real Presence of Jesus in the Holy Eucharist as St. John stated it in his Gospel. The Catholic Church has always taken Jesus at His word, which is why the Holy Eucharist is defined as the real body and blood of Christ in the Eucharist. Thus, Jesus Christ is present in the Holy Eucharist and is the core of the life of the Church. One can say that the breaking of the bread tradition has undergone changes through centuries, but the faith behind this has not been changed because we strongly believe the Real Present of Jesus Christ in the Holy Eucharist. Jesus is present in the Eucharist so that the people may experience that God loves them. Barton argues that God the Father sent Jesus Christ the spiritual food so that we may enjoy the love of God and when we view him as giving his flesh to eat, it is by the precious bounty of his own love towards us.  [1]  The USCCB also confirm the same teaching that the Jesus gives himself to us in the Eucharist as spiritual nourishment because he loves.  [2]  Furthermore, the Vatican II Constitution on Sacred Liturgy also explains the Real Present of Christ in the Holy Eucharist as Christ is present in the Church. Particularly Christ is present when the Church prays and performs the work of mercy. The presence of Jesus in the Eucharist enlightens our hope and strength by its mysterious power and our faith. It is the sign of His grace for us. He revealed himself in the Holy Eucharist so that we may share the banquet with God. When the priests celebrate the Eucharist, we remember the Real Presence of Christ in our midst. The Catechism of the Catholic Church says that, The command of Jesus to repeat his actions and words until he comes does not only ask us to remember Jesus and what he did. It is directed at the liturgical celebration, by the apostles and their successors, of the memorial of Christ, of his life, of his death, of his Resurrection, and of his intercession in the presence of the Father (1341). In a pastoral response: the fact is that Christ is present in the Holy Eucharist avails much. If there is no avail, then the Son of God incarnated for no reason, He died for no reason, and He rose from the dead for no reason. The presence of Christ in the Holy Eucharist profits us more than anyone thing else in the world. It gives us the meaning to our Christian life. In short, the mystery of the Holy Eucharist leads us to the intimate relationship with the Lord, Jesus Christ. And finally, the presence of Jesus in the Eucharist enlightens our hope and faith in our Christian life. With this, our faith becomes stronger and stronger every day. In how many ways is Jesus really present in the liturgy? The Vatican II Constitution on Sacred Liturgy stated that there are six ways Jesus really present in the liturgy: there is also a real presence of Christ in the ministry of the word, there is a real presence of Christ in the liturgical assembly, there is a real presence of Christ in the priest in liturgical service, there is a real presence of Christ in the souls of the just, there is a real presence of Christ in the sacraments, and finally, there is a real presence of Christ in the Eucharist.  [3]   There is the proclamation of the word of God that is a source of communion and it proclaims the arrival of Gods reign. That is to say, the real presence of Christ is in the ministry of the word. It is the daily experience of the church whenever she proclaims the presence of the Lord by adoration publicly and privately. As Lash says, He is present in his word, since it is he himself who speaks when the holy scriptures are read in the Church.  [4]   Christ is amidst when there are two or three assembled in His name (Matthew 18:20). In this communion, the congregation gives thanks and praise for the wonderful works of God and all the blessings and graces that Christ has for us. The communion calls all the people to share a life that is divine as well as God invites all the people to share the divine life of His Son. We come to make present and to remember the memory of Christ our Lord in our midst.  [5]  We come to acknowledge the genuine presence of Christ, fully human and divine, in this communion. In addition, we are also called to recognize his presence, not only in the communion, but also in the just soul. By the sacramental consecration, the priest is configured to Jesus Christ as head and shepherd of the church. He is endowed with a spiritual power which is shared in the authority with Jesus Christ. In his Encyclical letter on the Eucharist, Pope John Paul writes regarding the identification of the priest to Christ, the ministerial priest acting in the person of Christ brings about the Eucharist Sacrifice.  [6]  Therefore, the church accepts that the ministerial priesthood is apostolic and empowered by Jesus Christ to go out into the world and to sanctify all. During the liturgy, there is also the presence of Christ in other sacraments. In short, the presence of Christ is in all seven sacraments: Baptism, Communion, Confirmation, Matrimony, Anointing of the Sick, Holy Order, and the Sacrament of Penance. For this reason, Christ instituted and entrusted this sacraments to the Church. Finally, there is a real presence of Christ in the form of bread and wine. In the Eucharist, Christ is present in the fullness of His being. The USCCB says, the whole Christ is truly present, body, blood, soul, and divinity, under the appearances of bread and wine-the glorified Christ who rose from the dead after dying for our sins.  [7]  The real presence of Christ in the Eucharist comes about through transubstantiation. The bread and wine remain as it is, but the substance changes. In short, Christ will to be present in the bread and wine. It is a work of God that make the bread and wine become His own food. Criteria for Assessment Regarding to my answers, I believe that I accurately and appropriately explained my answers. In this paper, I also included pastoral and theological responses in a responsible way. Most of all, I used different sources to support my answers as much as possible. I strongly believe that with the assessment requirements I have fulfilled in answering all the need. GOD BLESS AND HAVE A GOOD DAY!