Wuthering Heights by Emily Bronte :: Wuthering Heights Emily Bronte Essays

Wuthering Heights by Emily Bronte In chapter nine, we are introduced to the issues surrounding different ideas of love through Catherine's dilemma. The author uses a variety of imagery and ideas to separate superficial love from true love. We are shown that her love for Edgar, a gentleman residing in the estate of Thrushcross Grange, is indeed superficial. Catherine tells Nelly that she has just accepted Edgar's proposal, yet she does not seem satisfied with her choice: "I accepted him, Nelly; be quick, and say whether I was wrong!" Say whether I should have done so - do!" This immediately implies that she is not confident of her own judgement - she seeks assurance and comfort that her choice was the correct one by pleading to Nelly, her servant. This is extremely odd, as the majority of people would not commit themselves to lifetime relationships without being sure that it is the right choice to do so. We are shown that the reason behind her doubt is that her "love" for Edgar is plainly superficial. Nelly also understands this, and asks Catherine, bluntly, if she loves him. She replies firmly: "Who can help it? Of course I do." I believe that her manner in responding to this question completely contradicts the words which that she actually speaks. She replies in a very 'matter-of-fact' tone, which suggests that her reasoning behind her love should be visible and obvious to all. She suggests that no woman could resist him, which, combined with the previous point, implies that he is desirable due to his outward appearance and status - he is "marriage material". Hence, Catherine has shown us that her love for Edgar is the same love that any woman would feel for him, which is not true love; it is merely attraction. She furthers this by declaring that she does not want to be a "beggar", which she believes would be the outcome of marrying Heathcliff. I also believe that Catherine is trying to convince herself of her love for Edgar. This was shown earlier by her asking Nelly for reassurance, but it is shown further when Nelly asks her why she loves Edgar: "I love the ground under his feet, and the air over his head, and everything he touches, and every word he says - I love all his looks, and all his actions, and him entirely, and altogether. There now!" This response also puzzled me - it has been worded in a very impersonal fashion. She uses dry, unlovable vocabulary in her description, such as "ground", "feet" and "air". It is a list of clichà ©s, and instead of giving the intended outcome of proving her

Critical Evaluation of the Benefits and Limitations of Using Ict in Knowledge Management Processes Essay

1. 0 Introduction Knowledge management can be considered to be an essential strategic function in any organisation today. As the world becomes more globalised, and traditional structures of intermediation are removed whilst new ones are created, it is clear that knowledge, and consequently a learning organisation is one that is more likely to find unique sources of competitive advantage, and be able to develop sustainable competitive strategies in the long term. A number of different processes and sub-processes have been identified with knowledge management, such as knowledge generation, knowledge codification, and knowledge transfer or realisation (Grover and Davenport, 2001). Nonaka (1994) suggests that knowledge itself is created through the conversion between tacit and explicit knowledge, through the processes of socialisation, internalisation, externalisation, and combination. Technology has often been used to facilitate and support the processes involved in knowledge management. Knowledge management is essential for sustaining the growth of an organisation and ensuring its success. From the perspective of investors, the worth or value of an organisation is as a result of its ability to strategically retain and generate knowledge that facilitates the organisation’s business activity. The sharing of practices throughout the organisational hierarchy, and adoption of effective techniques formulated by individuals having great expertise in the relevant field can help to improve the efficiency of the business activity. Yet the intertwining of knowledge management processes and information and communication technologies (ICT) may blind knowledge managers to the shortcomings of the use of ICT in knowledge management processes. This essay therefore seeks to present a critical evaluation of the benefits and limitations of ICT in knowledge management processes. 2. 0 Benefits of Using ICT Knowledge management is essential for sustaining the growth of an organisation. From the perspective of investors, the worth or value of an organisation is as a result of its ability to strategically retain and generate knowledge that facilitates the organisation’s business activity. The sharing of practices throughout the organisational hierarchy, and adoption of effective techniques formulated by individuals having great expertise in the relevant field can help to improve the efficiency of the business activity. Wenger et al (2010) explain that one of the main advantages of technology is that it has allowed communities to interact in new ways. In fact, new technology that was developed to facilitate interaction between communities was often the result of a need that was felt by these communities, for a tool to facilitate interaction within the community. The technology tools help communities to bridge problems such as time and space, participation and reification, etc. Examples of such tools include the Internet itself, wikis, etc. In terms of knowledge management processes, these communication tools are important because they facilitate communication between two or more people, and consequently tacit knowledge sharing within the community. Kelly (2009) explains that the technological dimensions are part and parcel of effective knowledge management. Some of the technologies which are essential for modern knowledge management processes include business intelligence, CRM (Customer relationship management software), collaboration, distributed learning, knowledge mapping, etc. Databases can be used as knowledge repositories, as well as for storing structured and unstructured knowledge; they may also be used to identify the people (tacit knowledge holders) within the organisation. Each of these different set of technological tools facilitate different knowledge management processes. For example, business intelligence software allows the firm to create knowledge about its competitors, and the broader economic environment. Collaboration and distributed learning technologies allows individuals within the organisation to communicate and share knowledge, allowing for geographical and structural barriers to be overcome. This is especially important in today’s globalised world. Technology simplifies the flow of knowledge and accelerates its dissemination and assimilation. Knowledge discovery technologies allow the firm to find new knowledge, either within the organisation itself, or outside; knowledge mapping technologies facilitate the tracking of knowledge sources effectively, etc. Overall, it can be said that the different aspects of knowledge creation, transfer and storage is facilitated through technological infrastructure. Introducing technology in knowledge management will reduce redundancy in the activities of an organisation. It can enhance productivity and can be used for skill development. Promoting client value can also simplified by using technology for knowledge management. Improved and efficient use of knowledge management offers competitive benefits in the market. It leverages an organisation and makes it better prepared to face uncertainties both on a local and global scale. The sharing of practices, techniques and information with partners around the globe, made easy by technology can help streamline business processes which otherwise may be inefficient and wasteful i. e. aligning the organisational objectives with the available resources to successfully conduct the business activity can be greatly enhanced with the use of technology in knowledge management. Zack, 1999) 3. 0 Limitations of Using ICT Boland et al (2004) opine that much of the effort to design information technology to support some of the higher level knowledge management functions such as cognition and decision making at the managerial level have severe shortcomings. They highlight some of the problems inherent with using ICT such functions, explaining that as the collection of representations grows, as in hypertext, it becomes increasingly difficult to navigate through the collection. Help is required, and this help is the price that has to be paid for richer communication. Then there is multiplicity, where each of the actors have their own interpretations of the same situation; these multiple interpretations are required in order to support individual reflective thought as well as group dialog. Clearly, technology is not sufficiently advanced yet to support these high level rich communication that is required for knowledge management. Roberts (2010) is rather critical of the ability of ICT to contribute to knowledge transfer, especially tacit knowledge transfer. She states that technology has been proven to be very useful for the transfer of codified knowledge, i. . explicit knowledge, but is still relatively less useful for the transfer of tacit knowledge. Furthermore, the impact of ICT on the production processes even in the knowledge based economy of today, which is highly dependent on technology, is unevenly distributed. This is because technology is yet to be able to replace, much less enhance certain forms of human interaction. Roberts (ibid) further explains that knowledge is a very complex construct, resulting in technology being inadequate to fully facilitate knowledge transfer (esp. acit knowledge). For example, she highlights that tacit knowledge transfer requires antecedents such as trust, mutual understanding, and many other factors that can be established only through face to face interaction (Jarvenpaa and Leidner, 1998). Hislop (2002) explains that the sharing of knowledge between communities is very complex and not straightforward. Different organisations may experience different problems with the sharing of knowledge, because of different factors. Any application of technology for the purposes of knowledge sharing therefore should take into account the potential difficulties involved in knowledge sharing across communities. Knowledge sharing within communities is made more complex also when there is a lack of the sense of collective identity as well as a significant common knowledge base. Divergent identities means that there may be perceived or actual differences in interest between two or more communities, creating a potential for conflict. Walsham (2001) provides many examples of where ICT is inadequate for knowledge management. For example, he shows that the knowledge management processes are particularly complex when working across different cultures. The workers in different cultures based their specialist expertise on different foundations (such as experience, or theoretical knowledge) resulting in different methods of knowledge transmission through the product cycle. These different workers from different cultures would then give different degrees of importance to technology, and the different emphases on face to face contact. Walsham (ibid) further suggests that the role of technology in knowledge management processes is limited to facilitating communication, such as through the creation of safe enclaves for online communication. He also stresses that the use of technology should be context-dependant. In fact, Newell et al (in Prichard, 2000) rightly point out that technology has been considered to be essential in knowledge management, but is actually based on ‘nebulous concepts’. However, the increasing pervasiveness of technology in organisations, and the different ways in which it can be put to use creates its own problems. They explain that the routine use and reliance on IT cuts across different managerial specialisms, and increases the levels of uncertainty about the relationship between the use of the technology and the pursuit of the organisational goals. This means that many organisations perhaps adopt technology for the sake of adopting technology. However, this should not be the case, as IT is just a tool like any other, to be used to achieve a particular purpose. The relative sophistication of the tool tends to blind managers as to the fact that it is a tool, and using the tool becomes the goal. This is detrimental to the organisation’s long term prospects. Hislop (2010) explains that it is the fundamental nature of knowledge that makes it extremely difficult for technology to play a central role in the knowledge sharing processes. This is because very specific conditions are required for ICT-based knowledge sharing to take place successfully. From the practical perspective, the tacit and explicit division of types of knowledge has worked well; viewing knowledge through a different lens does not do away with the problems that arise when technology is to be used in the knowledge management processes. McKinlay (2002) also points out that there may be other dangers associated with the over reliance on technology for knowledge management. For example, he explains that team work is used for knowledge sharing, because it was able to result in the extraction of tacit knowledge hidden in the routines of team work; this extraction of tacit knowledge could then allow for its conversion into codified knowledge. If team work were to be abolished totally, then the team working routines which facilitated the extraction of the tacit knowledge would not take place; consequently, the extraction of tacit knowledge would also not take place. Furthermore, he points out that the use of technology often results in formal working practises. However, there are ‘relatively frubby and pedestrian forms of knowledge’ that are very important for knowledge creation, in the form of radical product and process innovation. From this it can be seen that the over emphasis on the use of technology in knowledge management can actually be counter productive, and result in less effective knowledge management. Jackson (1999) explains that one of the major problems with the use of technology in knowledge management processes is that both technological and business changes are taking place at a very rapid pace. This means that human beings have very little time to get to grip with the change, and assess the impact of these changes. There is also consequently even less time for reflection on the type of systems and competencies needed, and to create new configurations of work based on these new technologies. In addition to this there is also the issue of cost effectiveness, which underlies all effort in the business environment. If any task is not cost effective, it should not be undertaken. However, the pace of progress of technology cannot be predicted, and this undermines the cost efficiency of any effort relating to the assessment and effective implementation of technology in knowledge management processes. Overall, it can be said that it is clear that the blind use of technology in knowledge management processes has a number of disadvantages which should not be ignored by any good knowledge manager. 3. 0 Conclusion Clearly, the role of ICT in knowledge management is one that is evolving. This is because not only is knowledge management itself evolving, but technology itself is developing at a rapid pace. ICTs have been shown to bring a number of benefits to the various knowledge management processes, and can be considered to be essential for these processes. However, it was also shown that ICTs are not sufficiently developed to be able to replace face to face interaction in knowledge management processes. In fact, it is shown that ICT is still highly inadequate in replacing the antecedents required for higher level knowledge management processes that are provided by face to face communications. Hence it can be said that knowledge managers must use ICT in a considered manner. Neither can they ignore the benefits of ICT to some knowledge management processes, nor can they ignore the limitations of ICT for the other knowledge management processes.

An Experience That Changed My Life

Seven years ago I gave birth to a healthy boy who changed everything about me and my life. Before his birth I was an optimistic person who only thought of the fun things that would make my day. I was an immature girl without a care in the world. After his birth I grew up, stopped partying, and took on the responsibility that was gifted to me. It has not been a breezy walk along the shores of the beach, but more like a steep climb up a precipitous and rocky mountain. Yet having my son is not something that I would give up no matter how hard it is. Before the birth of my son I was an optimistic person who only thought of the fun things that would make my day. I was an immature girl without a care in the world. I remember spending my days with friends and traveling between our beautiful islands of the Northern Marianas, not worrying about anything or about spending too much of my parents’ money. I enjoyed spending my summer days at the beach walking along the shores, collecting sea shells, and going for a swim. I enjoyed going to parties just to enjoy time and eat all the delicious food I could put on my plate. I enjoyed going to festivals to play games, watch dance competitions, and spend my money on food that were delicious at each vendor. I remember drinking and dancing the nights away with my friends. I remember always going out to the Aquarius Club on Friday nights with friends just to drink and dance. I’d get so intoxicated with alcoholic beverages that I’d end up drunk. I’d dance with my friends and just enjoy the great time I’m having in the club until I was ready to go back home. I always had the time to sleep as long as I wanted to after a crazy night out. I remember just going to school and completing my assignments on time without any hassle. I had so much time to myself. I remember playing video games, surfing the internet, or just watching television all day if I had no homework. I remember just going to school, partying, and having a great time. But seven years ago, November 01, 2003 it all changed, I gave birth to a healthy baby boy my son Divine Joe. The day I went in to the hospital to give birth to him was a very exciting day, I checked in at Commonwealth Health Center at 10:00 in the morning; the Doctor was oing to induce me at 12:00pm. I remember just lying there on the bed being so excited wanting him to be out already. The midwife and nurses came in and hooked me up to the IV and baby monitors. At 6:30 pm I was fully dilated and my water bag hadn’t broken so the midwife broke it for me. And that is when I started wishing it would really all just end. The pain was so excruciating I thought I was going to die, but it did not last long. At 8:05 pm my baby boy was born and he was just perfect to me. The unbearable and exhausting pain I had gone through was worth it. I had never tripped over toys or forgot words to a lullaby. I had never been puked on, pooped on, chewed on, or peed on. I had complete control of my mind and my thoughts. I could sleep all day or all night, basically anytime I wanted too. I had never held down a screaming child so that doctors could do tests or give shots. I had never looked into teary eyes and cried. I had never got gloriously happy over a simple grin. I had never sat up late hours at night watching a baby go to sleep or having to wake up every ten minutes in the middle of the night just to make sure everything was okay with him. I had never held a sleeping baby just because I didn’t want to put him down. I had never felt my heart break into a million pieces when I couldn’t stop the pain he was going through. I had never known that something so small, like a baby, could affect my life so much. I had never known that I could love being a parent. I hadn’t known the feeling of having my heart outside my body. I hadn’t known that something so small, like a baby, could make me feel so important and happy. I had never known the warmth, the joy, the love, the heartache, the wonderment, or the satisfaction of being a parent. I hadn’t known that I was capable of feeling so much more. When the midwife put my son in my arms he was so soft and warm. His eyes were open and so bright. I remember crying and thinking to myself wow this is my son, a precious part of me and he is just adorable. His birth changed everything about me and my life, it was an unexpected gift. Having my son was the greatest thing to happen to me; it changed my life for the good qualities. After his birth I grew up, stopped partying, and took on the responsibility that was gifted to me because he gave me purpose in this world.

Building the Nation Future Leaders

â€Å"Building the Nation Future Leaders through the K to 12 Basic Education Program or The K to 12 Basic Education- Tungo sa Paghuhubog ng mga Makabagong lider ng Bansa. † By ANDEA, ISIDRO JR B. Great day to everyone! Warmest congratulations to the elite corps of successful graduates this school year 2012- 2013 especially to our ever loving parents and the teaching force of this institution. Ma’am and Sir, Good morning! With my great desire, to be one of the guest speakers at today's event; I accept the challenge and invitation of the teaching staff of this institution to challenge everyone today!It is a great privilege and opportunity for me to speak in front of you as a challenger of your mind and hearts to give an inspirational message that will challenge everyone today! You truly deserve to give pride to yourself as you step into another ladder of your success. It’s been unforgettable event that we should reminisce every now and then the significant marked o f our lives as we give priority to our achievement in the field of learning.We bind us one today to celebrate the fruit of our sacrifices; your unsung hero shows their unfading support behind your success as they watch you to recognize this day, your ever loving teachers honored you for the commendable appreciation of your great work during learning process and the person who is one way of molding your life interest and being proud to yourself that you have done the great job in schooling. Our Theme: â€Å"Building the Nation Future Leaders through the K to 12 Basic Education Program or the K to 12 Basic Education- Tungo sa Paghuhubog ng mga Makabagong lider ng Bansa. I would like to talk first about the program of Department of Education in order for us to understand well the message of our nation for us as a stakeholder of change. The K to 12 Program covers Kindergarten and 12 years of basic education (6 years of Primary Education, four years of juniors High School, and another t wo years of Senior High School) which provide our learners to undergo sufficient time for mastering the concepts and skills presented during learning process. Enhance the abilities and capacities of our learners, and prepare our graduate to higher education, job employment, and business or entrepreneurship.The K to 12 Basic Education Program is a key chain to success because it helps our graduates to become ready and more successful to go in their different paths, Maybe some them will proceed to tertiary education, for employment, or do a business. We strongly believed that this changes in our Educational Program will affect our way of living, to give us hope for a better future because our young leaders equipped with different skills in different learning areas, trained and prepared them to become an agent of change;Formal Education will make us living if we seized the right opportunity given to us. Let us work hand in hand for the betterment of our future, Let us let other known a bout this program, and encourage them to have a full support in achieving our Country’s progress. You as a graduate have a vital role to strengthen your great potential to become a partner of change. You will be one of the backbones of our K to 12 graduates sooner and later know that you will have to deal with changes, both big and small, continually. Be prepared to be flexible and to adopt as needed.Here are the three things to consider on becoming more successful in achieving our goals in life and to become a productive leaders someday: 1. Heads-up to your great potential. Sometimes, we may not realize the essence of our abilities. But there’s a gift given to us by our omnipotent master to give our full potential to become the most successful person. We may become successful beyond of our wildest dream. You should know yourself better, Identify your strength and weaknesses and facing the real you. The achievement of your goal is assured the moment you commit yourself to it and believe that you can do something.The first thing that we need to consider is to open your eyes to your great potential by setting your mind and goals in life. Mind setting (power of imagination) is a tool for showing your potential to become great individual for the next days. Because of it, you can now set your goals in life. Some great person believed that goal is vital. â€Å"People with goals succeed because they know where they're going. † According to -Earl Nightingale. â€Å"The achievement of your goal is assured the moment you commit yourself to it. † -Mack R. Douglas. Formal education will make you a living.Self-education will make you a fortune. † â€Å"Unless you change how you are, you will always have what you've got. † â€Å"We all have two choices; we can make a living or we can design a life. † I want you to â€Å"Take up one idea and act on it. Make that one idea your life. Think of it, dream of it, and live on that id ea. Let the brain, muscles, nerves, and every part of your body be full of that idea and leave all other ideas alone. This is the way to success. † According to SFI Rules to Success; setting goals is so easy to do, yet 95% of people never set goals.They just never take the time. And who do you think are the most successful, highest-earning people in the world? The 5% group of course! If you want to be in the 5% group, don't even think about ignoring goal-setting! 2. Begin with realistic plan (winning starts with beginning). If you sealed with something and you fell not moving on your way, start to get started and start whatever you had right now. There’s no perfect time to wait, do the best job you can and always keep learning and moving ahead. Who among you here have a Facebook account?What is the first thing you do in getting connected with that social networking? Just to sign up and get started, right? â€Å"You don't have to be great to get started, but you have to get started to be great. † -Les Brown, â€Å"Everyone who got where he is had to begin where he was. † -Richard L. Evans. â€Å"Failing to plan is planning to fail. † â€Å"Without goals, and plans to reach them, you are like a ship that has set sail with no destination. † -Fitzhugh Dodson â€Å"Most people have no idea of the giant capacity we can immediately command when we focus all of our resources on mastering a single area of our lives. – Anthony Robbins. â€Å"Nothing can add more power to your life than concentrating all your energies on a limited set of targets. â€Å"- Nido Qubein. â€Å"What you choose to focus your mind on is critical because you will become what you think about most of the time. â€Å"- Noel Peebles We cannot become successful in aiming at something, if we are trying to do many things just for once. We should be realistic in our planning and concentrate your thoughts upon working hand in hand. As they say, chase t wo rabbits and you'll catch neither! â€Å"Success demands singleness of purpose. – Vincent Lombardi â€Å"No life ever grows great until it is focused, dedicated, disciplined. – Harry Emerson Fosdick. 3. Live with your goals and persist until you win. We don’t need to invest so much to earn something and to pay for our reward. â€Å"Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don't quit. â€Å"-Conrad Hilton. â€Å"It's when things get rough and you don't quit that success comes. † â€Å"Other people and things can stop you temporarily. You're the only one who can do it permanently. -Zig Ziglar Don't let little problems upset you. Concentrate on the positives†¦ and the â€Å"big picture. † Also remember that the only thing that will never change is that there will always be changes (especially in today's rapidly evolving world). Don't let changes upset you. Know that you will hav e to deal with changes, both big and small, continually. Be prepared to be flexible and to adapt as needed. â€Å"Learning is very fun and lifelong process† which I always emphasize in the field of learning because it awakens our interest to learned.At your youthful stage, there is an eagerness to learn in every chance as you participate inside the class. Your teacher taught you so much how to become smart, how to behave, how to learn, how to work effectively, how to perform a task and know how to accept student’s responsibility. I know each one of you possess a precocious gift from God. Who among you here wants to be a Doctor, Nurse, Lawyer, Engineer, Military, Teacher, or a President? Then don’t stop learning. ALWAYS REMEMBER THIS THREE WORDS: DON’T STOP LEARNING! ANDEA, ISIDRO JR B. KABACAN WESLEYAN ACADEMY HIGH SCHOOL DEPARMENT

A feminist critical analysis Essay Example | Topics and Well Written Essays - 500 words

A feminist critical analysis - Essay Example In Ibsen’s dramas the readers and spectators won’t find exceptional people, events and characters, who act as â€Å"a mouthpiece for the author’s ideas†. We see ordinary people with their problems and passions, accomplishments and shortcomings, who live in representative conditions of the era. The play A Doll’s House, written in 1879, is a full transition of the playwright to a new, realistic drama. This play was appreciated primarily as a work written in defense of the emancipation of women. But Ibsen mentioned that the play was more meaningful: in A Doll’s House he touched upon the central subject of his oeuvre - personal freedom in general and achievement of personhood. At first thought, Nora, the main heroine of the play, is just a doll, a cheerful and small-minded mistress of a quiet and tidy house. Husband of Nora, Torvald Helmer, treats her not as an equal individual, but as a toy. For eight years they lived together, Torvald has never talked with Nora seriously. Torvald’s attitude to wife was vividly demonstrated in the episode when he led Nora away from masquerade right after tarantella just to â€Å"keep effect on the audience† she made by a beautiful dance.

Individual Rights and the Law Case Study Example | Topics and Well Written Essays - 1500 words

Individual Rights and the Law - Case Study Example Article 5of the Human Rights Act guaranteeing liberty is the most important article for detained mentally disordered people. Interpretations of article 5in the context of persons of unsound mind resulted from the decision of the European Court in the case of Winterwerp V the Netherlands. Detention under article 5(1) e is considered lawful only if the patient is deemed to be of unsound mind. Also, it is necessary that the mental disorder must be of a kind or degree warranting compulsory confinement. Further, continued confinement should depend on the persistence of the disorder. Finally, the detention must be in accordance with the prescribed law. (Potential impact of the Human Rights Act on psychiatric practice: the best of British values Rosanne MacgregorMorris, Jane Ewbank, Luke Birmingham). Scottish and other European Cases challenging restricted medical treatment have largely been unsuccessful as current clinical practice generally does not breach an individual's human rights and recent Scottish Case Laws, have high - lighted that an individual patient's rights may be of a lower priority than public safety. Following the decision of the European Court of Human Rights, in X V United Kingdom, 1981, 4EHRR 188, The Mental Health (Scotland) Act 1983, introduced a periodic right of appeal for restricted patients enabling them to apply to the sheriff annually for a discharge. The relevant provision is section 63 of 1984 act. According to this section as long as it is required, the sheriff and Scottish ministers do not discharge a restricted patient from the hospital. This is in order to protect the public from serious harm, regardless of whether, the patient is treatable or not. These cases bring into focus the conflict between the individual's right to liberty, now enshrined in The European Convention for the Protection of Human Rights and Fundamental Freedom (The Convention) and the duty of the state to protect its citizens from harm. We will now, consider three very important cases in this context. Case One. The applicant Karl Anderson formerly known as Karl Tonner pleaded guilty to manslaughter on the basis of diminished responsibility at Dundee Sheriff Court in 1968 to an indictment containing a charge of culpable homicide in respect of assaulting a girl aged 12 and then killing her, . Tonner was charged with culpable homicide and in the High Court at Edinburgh, on 6 December 1968, the judge authorized his admission to, and detention without time limit in, the State Hospital at Carstairs under Section 55 of the Mental Health (Scotland) Act 1960 ("the 1960 Act"). On 8 July 1999 Anderson appealed to the Sheriff at Lanark under Section 63 of the 1984 Act for an absolute discharge under Section 64. This appeal was based on the 2 August 1999 judgment was given in the case of Ruddle v. The Secretary of State for Scotland 1999 G.W.D. 29-1395. In this case Noel Ruddle appealed to the Sheriff under Section 63(2) of the Mental Health (Scotland) Act 1984. He sought an order in terms of Section 64(1) (a) of that Act directing his absolute discharge. Ruddle's argument was that he was no longer liable to be detained in a hospital for treatment since: he no longer suffered from a mental illness justifying his detention as a restricted pati

Compare and contrast the key principles of associationist and social Essay

Compare and contrast the key principles of associationist and social constructivist theories and their implications for learning and teaching in the classroom - Essay Example t theory has been the basis for today’s organizations and associations and carefully outlines the way in which they carry out their daily processes (George L. Hersey, 1972). The associationists believe that the human mind is simply a concoction of vital elements that are governed by some automatic mechanisms. These automatic mechanisms are nothing but the associations that are being discussed in the present context. In fact, Hume had once said that As such, the degree of association is pretty atomic as well as mechanical in nature. The theory of Associationism has a number of principles that have largely worked towards making it an effective theory despite differing opinions of individual intellectuals. The primary facet of Associationism is that the association between the mental elements is built up by the mind through constant learning from experience, wherein all such experiences are molded into a set of basic beliefs and ideas. All of these ideas are elementary in nature and are rather unstructured and independent from each other. In order to define complex ideas, subsets of these simple and unstructured ideas (which are now rules guiding the individual in decision making) are used to build up a solution for such a complex idea (George L. Hersey, 1972). As such, it can be seen that Associationism is plainly an attempt by the mind to reconstruct and develop the human mind based on experiences through the individual senses. As all such rules are constructed through experience, there is very little space for theoretical assumptions and such associations are therefore a concatenation of a number of individual ideas that have been built up over time. The solution built up by the resulting association is what projects a systematic picture of the mind and its beliefs. The Social Constructivism theory is a theory pertaining to the study of knowledge that details on how specific social phenomena evolve within different situations and social contexts. As such, a