Instructional Design Skills and Competencies Dissertation

Instructional Design Skills and Competencies - Dissertation Example This includes internal training courses, formal and informal mentoring, certification programs, and externally run training courses. Unfortunately, this is not the case for all faculty. Although these numbers have increased nationwide, when analyzing data from individual schools, there are many faculty who do not receive this training. The specific topic for this research is the skills that are needed for faculty who are involved in online course development, and the training that is needed to assist in this development. 1.4 Research Problem Write a brief statement that fully describes the problem being addressed. Present this in one sentence or no more than one clear concise paragraph. Through the past decade, the number of higher education institutions that offer online courses has increased, and there has been an increase of enrollment in these courses (Allen and Seaman, 2011). In specific colleges and universities, faculty members are faced with developing these courses without f ormal training in many cases. This lack of knowledge indicates a need for increased knowledge and skill building for all teachers developing and teaching online course. According to Allen and Seaman (2011), 65% of institutions surveyed indicated that online course delivery is critical to an institution’s long-term plans. Also, there has been an increase in acceptance of online courses (Carliner & Driscoll, 2009). Faculty is often responsible for creation, development, and management of online classes (Carliner & Driscoll, 2009), without formal training. Devries (2007) states that there is an assumption that ready-made software automates part of course development processes, leaving only the contributions of subject matter experts (SMEs), who are the faculty-designers. This usually is not true in practice. Although the software may use templates and other tools, faculty may lack understanding of how to use them (De Vries, 2007). Faculty-designers are often met with the tasks o f developing and managing course content, facilitating and recording student activity, providing consultation sessions for students with questions and concerns and developing meaningful learning activities (Ally, 2008). The need for faculty training in these areas is well documented (Ally, 2008; De Vries, 2007) and an effective training program to enhance the skills needed must be found. 1.5 Research Purpose Write a brief statement that fully describes the intent of the study or the reason for conducting the study. Present this in one sentence or no more than one clear concise paragraph. The purpose of this study is to understand the needs of faculty designers who teach and design online courses. The findings from this study will provide insight into instructional design skills currently used by faculty-designers of online higher education courses. It will also provide information about skills required to develop and manage online courses from the faculty-designer perspective. The f uture purpose of this research is to design a training program for a higher education institution where faculty need training. 1.6 Research Question(s) (What do you really want to know? The rest of this form derives from and should constantly be

Discussion 5 Assignment Example | Topics and Well Written Essays - 250 words - 2

Discussion 5 - Assignment Example Your book Chapters 8 and 9 discuss several ways to test the soundness of an argument. Now it is your turn to apply the tests. Go to a website that provides political opinion, such as the Huffington Post. Find a brief article that contains a clear argument. Evaluate the argument for its soundness. Link the article at the end of your response by copying its Web address. Answer: The author highlights the point that congress needs a pay raise so people who arent wealthy can serve by referring to a series of arguments by Rep. Alcee Hasting, such as â€Å"the current system doesnt offer enough incentives for less-affluent citizens to enter public service†. The aforementioned argument with unstated premises can be converted into the following syllogism: Testing the statements for validity by Venn diagram and rules method indicates that the argument is logically valid. However, the evidence presented in support of the premises is rather vague and ambiguous. The annual salary of Congress members is much higher than the median household income in United States. The truth in the prediction that, â€Å"20 years out, the only people that will be able to serve in this institution will be people who are wealthy†, is untestable and probably fallacious. In support of the claim, only three staff members had left and that too ‘suspiciously’. The argument is valid logically, but it lacks soundness because of weak and vague evidence in support of the claims (Valencia, 2015; Moore & Parker, 2015). Valencia, J. (2015, May 19). Rep. Alcee Hastings: Congress needs a pay raise so people who arent wealthy can serve. The Huffington Post. Retrieved from

Discus Definition Essay Example for Free

Discus Definition Essay 1. Discus is a complex sport that requires skill and a lot of training. The discus is held in the dominant hand putting the first knuckles of your fingers around the edge. Your hand must be spread wide but not strained. You must orient your wrist so your index finger is directly in line with your forearm. You must then align yourself with the target area, either at your left shoulder or behind you. Most professionals face away from the target, which requires another 90 degrees of spin and can be a more difficult manoeuvre but optimizes throwing speed on a properly executed throw. Just before your right leg is planted, your left leg should rise off the ground with the momentum of your spin. As your right leg plants, your left leg should move low and fast around your body to plant in line with the right leg at the front of the circle. The left leg plants firmly and the entire momentum of the body is directed into the extended right arm. The hips drive through the rotation to face the target while the shoulders and arm trail behind and then snap through. The discus is released off the front of the fingers, rolling off the index finger, which imparts clockwise spin. The skeletal system has a major contribution as it provides the movement during the discus throw. The phalanges and metatarsals are used to allow the movement in the feet when spinning and swivelling. The feet play a very significant role throughout the entire preparation and throw. The tarsals in the ankles are gliding joints which allow for the ankles to create the joint action of dorsiflexion and plantar flexion when the individual turns their body in preparation for the throw. During the discus throw, the athlete lifts one foot in a plantar flexion whilst the other foot stays in the dorsiflexion position. During the whole throw, the legs are constantly flexed and extension is not made until the discus has been released and the athlete is not longer in motion. The vertebral column, consisting of the cervical vertebrae, thoracic curvature and the lumbar curvature, allows movement in the trunk. When the individual spins, the vertebral allows the trunk to rotate from side to side. Included in the trunk is the sternum and the rib cage. The patella is a condyloid joint is in a bent while the tibia, fibula and femur are all flexing as rotation is taking place. The pelvis which is a ball and socket joint allows flexion in the legs. The phalanges and the metacarpals flex as the discus is gripped. The carpals in the wrist are gliding joints, which rotate and flex as the arm swings back and forth across the body in order to keep a solid grip on the discus. The fingers extend when releasing the discus in order to get distance. The elbow, which is a hinge joint, allows bending when coming back across the body after hyperextension behind the body. It is then in a pronation position when extended forward. The muscular system also plays a major role in throwing a discus. The entire muscular system is required to enable to discus throw. The tibialis anterior, located near the tibia, allows the feet to produce the action of dorsiflexion, inversion and eversion. For the knee to be able to flex, the gastrocnemius and the hamstrings perform a concentric movement whilst the quadriceps and tibialis anterior create the eccentric movement because they lengthen. The erector spinae allows for the back to extend when the individual swings their arms back and forth around their body in preparation of releasing the discus. This allows for the muscle length to increase so that muscle is completing an eccentric contraction. Because the body is moving from side to side, the external obliques flex as the trunk rotates. Whilst the athlete is moving to the left, the left hand side obliques shorten, performing the concentric muscle contraction. At the same time the right external oblique is lengthening. This is constantly swapping as the athlete swings their arms from side to side. The trapezius elevates the shoulders and extends while the pectorals flex when the arms moves. The pectorals are performing concentric contractions and the trapezius is performing eccentric contractions. In the upper body the deltoids are extending as the arms hyperextend behind the body, which is an eccentric contraction, although it is becoming a concentric contraction as the arms move towards the front of the body. As the arm flexes, the bicep is performing a concentric contraction whilst the triceps perform eccentric contractions. The rectus abdominals are an isometric muscle contraction as they do not play a major role in performing discus. 2. In performing discus there are six main physical fitness and movement components. Three being health-related components and three being skill-related components. Muscular strength is highly necessary in discus. The more muscular strength an individual has, the further distance the discus will go. Flexibility is also a component of fitness involved in discus. It is one of the most neglected but most vital elements to an athlete. There are many different stretching techniques a discus athlete should perform in preparation. These include straddle stretch, upper groin stretch, butterfly groin stretch, trunk twist, open arm stretch, triceps stretch, cuff stretch. The skill related components that discus thrower posses are power, coordination and balance. There are many different training techniques that all professional discus throwers need to be able to perform. The first is weight lifting. Discus throwers should incorporate upper body and lower body exercises. For the upper body, perform workouts that train the essential muscles for discus throwing. These include bench press, shoulder press, triceps extensions, and shoulder lifts, exercises that improve the strength of the shoulders and arms to generate a longer throw. For the lower body, perform squats, lunges, and box jumps to improve leg power. Discus throwing includes a high level of intensity and a sudden burst of speed for a short interval of time. Another way discus throwers can train is by using medicine balls. Use a medicine ball to perform exercises that mimic throwing the disc. To increase oblique strength, throw a medicine ball from your hip against a wall and catch on the opposite side of your body. Repeat to strengthen both sides of the body. This strengthens the upper body by simulating similar movements to discus throwing. As with strength training, medicine ball exercises should be performed at maximum intensity. Another training technique is the tire flip. The tire flip improves explosiveness, endurance and full body muscle strength. Flip the tire as many times as you can at full intensity. The tire flip works the muscles necessary for the discus throw and greatly improves conditioning. There are also other training techniques for discus throwers such as stretching and the sandbag carrying. Athletes should perform a complete stretching routine before and after each training session. Since discus throwing incorporates all muscles of the body, take the time to stretch each muscle group thoroughly. Throwing a discus is an extremely intense movement, forcing your body to twist and jerk at high speed. Competitors can easily injure a number of muscle groups if they fail to prepare the muscles for the movements by stretching and warming up. The sandbag carry will develop your core and strengthen your abdominal muscles. As you throw the disc, your body is twisted at a high speed to generate power. Your abdominal muscles generate this twist as your arm swings around. The sandbag carry develops strength and endurance for this muscle group. This exercise also strengthens the shoulders and the arms. 3. Biomechanical principles deal with the scientific basis of human movement. Analysis of the way the body moves during the sport has led to improved and advances performance using newly developed techniques and modified or changed sports equipment. The first aspect of biomechanics that has an influence on discus is motion. Angular motion and momentum are the most influential in discus. Angular motion is motion in a curved or circular path. Discus is the best example of angular motion, as the thrower is moving in a circular path in preparation for the release of the discus. Linear and angular motion are combined in most movement activities. Momentum is the amount of motion possessed by a moving object. A moving object has a certain mass and velocity and the two of these together equals the momentum. The greater the momentum of the body, the greater the tendency to resist changes in motion. External forces can have an influence on momentum, as can internal forces. The greater the mass, the greater the momentum. When professional athletes spin in circles will preparing to throw the discus, they are aiming to gain momentum in order for the disk to go a further distance. Balance and stability also occur in discus. Dynamic balance is balance in motion. While the discus thrower is beginning their throw, they must keep dynamic balance in order for their throw to go as preferred. There are many factors that influence stability. These include mass, base of support, centre of gravity, stability and mobility. The greater the mass of the discus thrower, the more stable the body is likely to be. The larger the bass of support, the greater the stability. This is why taking larger steps while circling will benefit the thrower and give them more stability. The lower a person’s centre of gravity, the greater the stability. The line of gravity must be located within the supporting base to increase stability, therefore the closer to the ground the discus thrower is the more stable they will be and will get more distance in their throw. The momentum of an object directly affects stability in motion. The faster the discus throw is going, the more stable they are with their throw. The larger the mass, the greater its stability. Taller discus throwers will be less stable in motion than shorter discus throwers because of the height of their centre of gravity. Force is something that causes movement. A force may be a push or pull, that causes a change in the shape of an object or body. Forces can be internal or external. The body can apply force using the summation of forces. This is a combination of a number of forces working in sequence. For example in discus, forces produced by the feet, legs, arms, wrists and fingers produce the large forced used to throw the discus as far as possible. The body also applies force by Newton’s Third Law: for every applied force there is an equal and opposite force. For example in discus the thrower exerts a force against the ground and an equal and opposite force pushes the thrower off the ground. Applying force to objects depends on a number of factors. These include magnitude which is the amount of force that has been applied to the discus, direction which is the way the force is applied to the discus, the point of application which is the spot where the force is applied to the discus and the line of action which is the point of application plus the direction of the force.

The Understanding Of Knowledge Influence Human Resource Development Education Essay

The Understanding Of Knowledge Influence Human Resource Development Education Essay The importance of interpretive sociology is renowned in this Anne Fearfulls piece of research. Clerical skill and knowledge, and the role of the clerical function within five organisations are explored using qualitative research, mainly in-depth interviews. The study also focuses on the concept of common sense in order for clerks to become efficient or effective in their work. Moreover, in her study, Fearfull concluded that the skills and knowledge of the clerks can easily play an important role with regards to the success of a particular organisation. Additionally, interpretive methodology serves to create new perceptivity in the investigation of skills and knowledge amongst the workforce. Such research aims at the discovery of more opportunities. How might the understanding of knowledge as proposed by Fearfull (2005) influence human resource development policies? Various features constitute human resource development, including training, performance management and career growth. These attributes aim at the development of the employees knowledge. Organisations should understand what knowledge is needed in order to be easily explained to their workforce. In Fearfulls research, the difference between the experienced (older) and the inexperienced (younger) clerks, is remarked. As a human resource development policy, organisations can explore the possibility of engaging more experienced employees in delivering the training programmes to the newly recruited and less experienced employees. This can take the form of job mentoring whereby new and/or less experienced employees absorb knowledge from the experienced ones in order to have greater opportunities at succeeding in their position. Research indicates that when newly employees experience mentor relationships, they are more likely to be retained and immersed more quickly into the organisations cu lture. By this type of relationship, the mentor also benefits since it provides the opportunity to re-evaluate his/her skills and knowledge and provide areas for improving them. Provide a brief example which demonstrates your understanding of the key points outlined in the article. Throughout my University life, I had been engaged in various practicum placements as part of my undergraduate course. These placements have helped me to acquire knowledge through hands-on experience, understanding theories through practice. Additionally, during my first weeks of my employment, I had been engaged in an induction programme, whereby experienced employees provided training to the new recruits, including myself. I had the opportunity to become more knowledgeable of the organisations procedures and acquire the skills needed to function effectively in my new post. Despite this, the induction programme did not aid in accelerating the process of getting to know the underlying procedures which established employees employ in the day to day running of the service. Such procedures may be viewed as becoming part of the jobs common sense reasoning, which employees acquire after a considerate amount of time in the post. This was something that I have learnt by time. But this problem had been solved by having a mentor in the first four months of my employment. I consider myself as very lucky since my mentor invested trust in my abilities and was always available when needed. This was a truly learning experience whereby knowledge and work skills have been transferred from an employee who had already lived through the same experience. Lastly, I believe that the secret of the organisations success is the total and unwavering dedication of every worker, from the lowest to the highest designations. Accomplishment is the result of a collective effort from each and every employee. Reflective statement on the use of Blackboard: This is my first time I ever used Blackboard as a means of virtual learning environment. To be honest, I have never heard of it prior commencing my studies with the University of Leicester. In fact, I even had to perform some research before writing this reflective note on the use of Blackboard. At first, I thought it was quite a complicated tool but after spending some time navigating, my views on the software have changed completely. Blackboard is a system whereby students find useful resources about different subjects (depending on the course one is reading). It offers an excellent alternative to the traditional school / University classroom-based method of learning. Students can have the opportunity of sharing their ideas on a particular subject and even posting assignments and other useful resources online. Although Blackboard might be seen from some people as a means of killing face-to-face interactions, I am quite sure that when using Blackboard, it is going to turn out as a positive experience. Lastly, by looking and analysing at what my other colleagues have posted on Blackboard, I am indirectly increasing my knowledge and level of understanding about the subject. I strongly believe that everybodys effort and input is relevant since a broad subject like Human Resources is a not a topic that entails a one-good answer. AWS Portfolio Exercise 2 Identify one key argument that Garavan makes. In no more than 500 words, summarise the main argument and critically evaluate the respective strengths and weaknesses of this argument. One of the main arguments identified by Garavan (1997) in his article Training, Development, Education and Learning: Different or the Same? is that training, development, and education should be integrated together by the concept of learning. This implies that the three components are all involved in the process of learning and complement each other to better the human potential or talent (1997: 42). Although the four concepts represent different meanings, they all can be incorporated together resulting in a more competitive and efficient organisation. From a human resource development perception, the relationship between the four may be considered as largely related, with each component facilitating the other (Garavan et al, 1995). Work and education are no longer separated as were in the previous years. A more integrated model (Garavan, 1997: 47) is needed to the process of knowledge expansion amongst employees. This process should continuously be practiced as it will enhance the effectiveness of the organisation. By training employees, both the trainees and the organisation will benefit and research has shown that trained employees have a higher retention rate in a particular organisation (Umiker, 1994). Garavan (1997) also argues that the concept of management education is an important stage in an employees career (1997: 48), entailing an opportunity to test understanding and organise knowledge in a competing environment (Association of Management of MBA/MMS Institutes, 2009). The above goes hand in hand with the concept of talent management which in my opinion is an important aspect of human resource management. It refers to the employees skills and knowledge which ultimately drive their business success. Various resources, including training opportunities, offering competitive salaries, and being able to attract and recruit qualified staff, helping employees achieve their full potential. Investing knowledge, development and education amongst employees, is a way of putting an organisation into a more competitive environment and its chances of survival are quite higher than the others organisations. This is the reason why talent management is becoming an important feature in the strategic plan of an organisation. Thus, these three integrated concepts of learning are vital in an organisation because employees are giving the chance to advance in their future and career. They all motivate employees to be more efficient and more creative so that the organisation will in return provide them with a better salary and more skills. These concepts can also provide a range of challenges to a particular organisation. Such challenges include: If training is given in a short period of time (lets say in the beginning of his/her employment), the employee can be overwhelmed with lots of information. This challenge can be overcome if organisations provide training and development opportunities throughout the employees careers and not only during the first phase of their employment. The possibility that the employee leaves the organisation to a better or more exciting workplace, after the organisation invests so hard on the development, education and training of the employee. Successful organisation depends on the level of support given at all levels and its exposure of shared knowledge and information amongst all employees (Nayab, 2010). Lastly, training, development and education increase knowledge, skills and abilities in each employee. In order to avoid having the situation of no talented employees within a particular organisation, training, education and development must work together and be more involved in the strategic plan of the organisation. The three components together act as strategic partners aiming towards the organisations success (Kustoff, 2011). Bibliography Garavan, T. N. (1997) Training, Development, Education and Learning: Different or the Same?, in CLMS (2011) MSc in Human Resource Management and Training. Reading 103. Garavan, T. N., Costine, P. and Heraty, N. (1995) Training Development in Ireland: Context, Policy and Practice. Dublin: Oak Tree Press. Kustoff, R. (n.d.) The New Learning Paradigm. Self Improvement Inc.: Morganville [Online]. Available: http://www.selfgrowth.com/articles/The_New_Learning_Paradigm.html [2011, February 9]. Nayab, N. (2010) An Overview of HR Talent Management. Bright Hub Inc.: New York [Online]. Available: http://www.brighthub.com/office/human-resources/articles/96352.aspx [2011, February 9]. Umiker, W. O. (1994) Does Training Increase Employee Retention? [Online]. Available: http://findarticles.com/p/articles/mi_m3230/is_n4_v26/ai_15410797/ [2011, February 9]. AWS Portfolio Exercise 3 In no more than 500 words, analyse the relationship between the process of learning and the role of the trainer, making specific reference to the three readings listed above. Over the years, many people have examined the way people learn. This has resulted in the formation of various theories in which different views on the learning process have been developed. The readings pertaining to this exercise entail different approaches towards the process of learning. Lave and Wenger, as cited in Guile and Youngs (1998) remark learning in a socially manner whereby knowledge is transferred amongst a group of people working together rather individually. This type of learning, known as situated learning, constitutes a multidirectional approach (rather unidirectional) whereby the apprentice (trainer) is engaged in a web of relationships amongst the other colleagues rather than with his/her trainer only. They coined the term community of practice whereby all people share their knowledge by contributing ideas and information, and by helping each other out (Smith, 2003, 2009). This contrasts with the behaviourists theory on the process of learning. As noted in Tennants reading on Behaviourism, the trainer takes all the control during the learning process, while the trainees have little or no control over the process. Their simple notion is that if a positive reinforcement follows a desired behaviour, the latter is most likely to happen again. This type of reinforcement, or rewards, motivate the learner to continue with that kind of behaviour. This will consequently increase the process of learning within individuals. Additionally, negative reinforcement will give the same results, whereby negative situations are ceased as an effect of the behaviour. Punishment will occur because a negative situation is experienced as a result of the behaviour. Therefore, unlike in the community of practices, motivation occurs only as a result of rewards rather than for a self-wish for learning (Ford, 2009). Lave and Wengers work has been built on Vygotskys zone of proximal development in which an individual performs a task under adult supervision and through the support of his peers. Therefore, learning here is seen as a symbiotic experience for both the learner and his/her tutor whilst in behaviourism, the learner determines his/her behaviour on the reinforcements provided by his/her trainer. Therefore in the behaviourists approach, the trainer models the behaviour of the trainer rather easing the learning process. Khoon and Jewson (1995), in their research paper Changing Hearts and Minds: Training Programmes for Mid-Career Workers in Singapore suggested four stages in the development of learning process / training programmes by using the learning-centred approach. The findings of their research imply that motivation did not occur within the first stage but is built gradually within the four stages. In fact, no motivation exists amongst people during the first stage (withdrawal) whereby people in an organisation do not treat training programmes as a solution to their problems and difficulties. As a result, the main task of the trainers here is that of convincing employees by changing their ideas on their perception of training. This stage will then lead to the awareness phase in which people start to recognise training as a potential source of help (Khoon and Jewson, 1995). In the second stage motivation is built and people have been convinced to attend training. Norming is the next stage that follows. Here the trainees understand the fact that learning is the only option to enhance their problem-solving skills and therefore training is now seen as a privilege rather than a punishment. The final stage implies participation whereby people participate fully in the training process without the fear of failing. It is only at this stage where the dispositional barriers are fully conquered. Furthermore, like in the community of practice, in this stage, people feel that the learning programme is relevant to them. Lastly, in both situated learning and learning-centred approach, the role of the trainer is more that of facilitating learning by providing support. This will eventually encourage trainees to participate in training programmes and take the initiative of entering into such programmes themselves. Bibliography Dunn, L. (2000) Theories of Learning. Oxford Brookes University: Oxford [Online]. Available http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html [2011, February 12] Ford, P. (2009) Behavioural Approach [Online]. Available http://paulford.com/behavioural-approach-to-learning/ [2011, February 12] Guile, D. and Young, M. (1998) Apprenticeship as a Conceptual Basis for a Social Theory of Learning, in CLMS (2011) MSc in Human Resource Management and Training. Reading 115. Khoon, H. C. and Jewson, N. (1995) Changing Hearts and Minds: Training Programmes for Mid-Career Workers in Singapore, in CLMS (2011) Msc in Human Resource Management and Training. Reading 120. Smith, M. K. (2009) Communities of Practice. Infed: London [Online]. Available http://www.infed.org/biblio/communities_of_practice.htm [2011, February 11] Standridge, M. (2002) Behaviorism [Online]. Available http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism [2011, February 11] Tennant, M. (2006) Behaviourism, in CLMS (2011) MSc in Human Resource Management and Training. Reading 104. AWS Portfolio Exercise 4 Cognitive theory is more relevant to the trainer in the modern workplace than behaviourist theory. To what extent do you agree with this statement? A possible plan. Introduction Points: Both cognitive and behaviourist theories are feasible learning theories. Although many believe that the former has surpassed the latter in its dominancy, it can be argued that both theories are still valid nowadays. Throughout the essay, an overview of what constitute both theories will be provided, and then share any similarities between the two. Subsequently, this essay will provide the reader with another theory, cognitive-behaviourism, which in a nutshell, is a combination of both theories underlying a comprehensive interaction between thoughts and behaviours. The main thrust of the argument presented in this essay is that trainers in modern workplaces shall use the cognitive-behaviourist theories with regards to training of employees. Body Points: What does cognitive theory say about learning theory? Learning occurs within the mind; Trainee learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information (ThinkQuest, n.d.); Provide meaning to knowledge; How people understand material. What does behaviourist theory say about learning theory? Learning is seen as the acquisition of new behaviours; Learning results from pleasant or unpleasant experiences in life (Bailey, 2011); Observable behaviours produced by a learners response to stimuli (positive and negative) (Michigan State University, n.d.); For example, if a positive reinforcement follows a desired behaviour, the latter is most likely to happen again; This type of reinforcement, or rewards, motivate the learner to continue with that kind of behaviour; This will consequently increase the process of learning within individuals. Learn to (Behaviourist) vs. Learn that (Cognitive). Are there any similarities between the two theories? Yes. In a nutshell, they both agree that: Experience impacts learning; Learning theories should be objective and based on empirical based research. Were the two theories relevant someday or another? What about today? What does literature tell about their relevancy? Can the trainer use both methods? Cognitive-Behaviourism Theory Blending both theories together entails having a persons faulty thinking and behaviours changed through education and reinforcements. Such techniques foster more adaptive ways for the trainee to cope (Grohol, 2004); Feeling based learning theories; Responses are based on continuous interactions between out feelings, thinking and behaviours. I believe that trainers can apply both theories in the modern workplace if they are implemented correctly and competently. How? Bibliography Bailey, L. (2010) Cognitive and Behavioral Learning Theories [Online]. Available http://ezinearticles.com/?Cognitive-and-Behavioral-Learning-Theoriesid=3633960 [2011, February 13]. Grohol, J. M. (2004) Types of Therapies: Theoretical Orientations and Practices of Therapists. Psych Central: Newburyport [Online]. Available http://psychcentral.com/therapy.htm [2011, February 13]. Purcell, L. (n.d.) Behaviorism: Learning Theory [Online]. Available https://www.msu.edu/~purcelll/behaviorism%20theory.htm [2011, February 13]. ThinkQuest Team (n.d.) Cognitive Processes [Online]. Available http://library.thinkquest.org/26618/en-5.5.3=cognitive%20learning.htm [2011, February 13]. AWS Portfolio Exercise 5 For each extract, please provide your view in response to the following: Evaluate the style and expression. Are there any problems with it? Does it have any particular strengths? Extract 1: In my belief, the author of this extract failed to provide the reader with the basic accounts of the key concepts of Skinners work. Instead s/he criticise Skinners work by only providing the reader with a number of limitations. This also suggests that the author did not provide an analytical discussion of Skinners theories in comparison with his/her own arguments. Citing other peoples views could have helped the author to back up his/her arguments. Also, the author used a numeric list while mentioning a number of limitations in his assignment. This style is normally used when presenting facts and not when suggesting the writers own ideas. The latter in my opinion could have easily been explained better using more detailed paragraphs on each limitation. Furthermore, the author failed to adopt a third person approach in the assignment, leaving a more judgmental approach on the issues being tackled. This also suggests that the writers expressed opinions are not analysed in a balanced manner. Besides this, the author failed to use precise academic language with over-lengthy sentences and incorrect construction of sentences. A positive strength about this extract is the use of questions, which when used rightly, are aimed to attract the attention of the readers. Extract 2: The author in this citation, is picturing the audience in an excellent manner. S/he is not assuming that the reader has a prior knowledge on the subject. In fact, arguments are well defined and issues are discussed clearly and logically. Unlike the first extract, evidence is provided in regards to the statements that the author made. The style of writing is very clear and concise with an excellent flow of discussion that amalgamates the various issues surrounding the topic. Moreover, the author avoided the use of the first person when writing sentences and therefore expressing ideas in a very balanced way. One problem that I encountered while reading this extract was the use of over-lengthy sentences and colloquial expressions. The last sentence is a case in point, where it could have been simplified by using shorter and simpler sentences. Extract 3: The author of this extract used a personal account as an introductory and explanatory statement in order to support the answer of the question. On the other hand, although there is nothing wrong with personal experiences, the author should pay extra attention in order not to become carried away and loses the point of the question. As a general rule, personal reminiscences are not appropriate in the construction of academic assignments as the focus of the question can easily be shifted. However, in my opinion, I do not see anything wrong with this unless it is within the remit of the subject in caption, and used only as a preamble in an assignment. Lastly, in the body of the assignment, the author should offer discussions based on the various relevant sources about the subject being discussed. AWS Portfolio Exercise 6 Please provide a summary of a reading of your choice from the readings in your first module. Name of article: Learning from others at work: Communities of practice and informal learning Authors: David Boud and Heather Middleton Summary: Informal learning is not normally attributed in most organisations although some efforts are now being made to take account of it. In fact, this research paper aims to investigate the way employees learn from each other at their place of work. The researcher engages him/herself in work-site interviews with various employees within a particular organisation. The questions asked sought to find suitable ways of learning strategies amongst the workgroups. Moreover, the results of this study have been compared with Lave and Wengers concept of communities of practice, which is highly linked with informal learning at work. Four different groups were interviewed in order to investigate their learning practices within their own units. The first group (teachers of floor and wall tiling) have been working together for the last ten years. The head teachers role in this group is quite notable in the learning process amongst the other teachers. Information is passed on orally during unofficial meetings and also by emphasising significant sections of different articles and passes them on to his colleagues. Furthermore, members of this group act as a learning source for each other. The second group (educational planners) deals with quite sensitive issues within the organisation and their method of learning involves the contribution of experiences and collective knowledge. Colleagues are nominated to act as the central sources for information amongst their faculties. Similar to the first group, the leader of this newly integrated group act as a source of feedback and assistance on the performance of his/her colleagues. The next group forms part of the Human Resources Department of the organisation. It consists of employees of different grades with a very strong teamwork spirit. Job learning occurs through the supervision of the junior staff by their senior personnel and again the team leader is a primary focus in dealing with the most complicated and unusual difficulties. Learning also takes place through informal gatherings and regular staff meetings. Informal learning also occurs when employees pertaining to this group are asked to act at a higher level whilst others are on leave. The last group (workplace training unit) is quite small in number and its members have a very close working relationship between each other. Again, employees learn from each other during informal meetings whereby experiences and new ideas are shared amongst each other. The experience of learning within this organisation is highly dependent on the nature of work amongst the different workgroups. Apart from this, there were some commonalities amongst various sections of the groups with the concept of communities of practice. No relationship between communities of practice and the workgroups themselves has been noted due to lack of common activities and differences of function amongst the employees. Lastly, learning from other colleagues (of the same level) is quite popular in the workgroups interviewed. This contributes to the concept of horizontal or sideways development and learning as developed by Engestrom (2001). Bibliography Boud, D. and Middleton, H. (2003) Learning from Others at Work: Communities of Practice and Informal Learning, Journal of Workplace Learning, 15(5): 194-202. Engestrà ¶m, Y. (2001) Expansive Learning at Work: Towards an Activity-Theoretical Conception, Journal of Education and Work, 14(1): 133-156. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. AWS Portfolio Exercise 7 Correct any referencing errors in the extract and bibliography. You should edit the extract, correcting the referencing errors as you go, highlighting where you have done so. Lynda Measor and Patricia Sike Measor and Sike (1992) identify the influence of gender on pupils achievement in education. They examine pupils experience of gender role stereotyping in secondary school and how the expectations placed on them contribute to their success or failure. In particular, they suggest that, à ¢Ã¢â€š ¬Ã‚ ¦schools prepare each sex for quite different styles of life, and that Girlsà ¢Ã¢â€š ¬Ã‚ ¦leave school unqualified or under-qualified for paid work in the labour market (Measor and Sike, (1992: PAGE NUMBER MISSING). They acknowledge that boys expectations of work are also affected by the roles they are expected to fulfil (Measor and Sike, 1992). Indeed, Adams (1996: PAGE NUMBER MISSING), studying the design of competencies for jobs, notes that there is also a difference in expectations of womens and mens behaviour at work, even when those men and women hold the same post (1996). Clearly then gender shapes expectations, thus affecting the outcome of education and training. However, whether gender is the dominant factor affecting learning outcomes is debatable. Research by Troyna and Hatcher (1992) and Mac an Ghaill (cited in CLMS, 2008) suggests that experience of racial and ethnic difference in schools has as strong an effect on educational outcome as gender. In one study black pupils responded to racism within education in different ways, some by rejecting the expectations placed on them and others by resisting the system but nevertheless achieving above-average results (AUTHOR/S SURNAME/S MISSING, 1988). Interestingly, both the studies on gender and those on race and ethnicity identify social class as having a fundamental effect on educational outcome. While gender and race can been seen as key barriers to achievement, the underlying mechanisms of social class create barriers to the advancement of both boys and girls of all races and ethnicities in the edu cation and training systems. For example, in Britain the remnants of a strongly divided social class system have an effect on education. CLMS summary of the work of Andy Furlong identifies factors such as, à ¢Ã¢â€š ¬Ã‚ ¦poverty, overcrowding, differences in values and attitudes towards education, teachers attitudesà ¢Ã¢â€š ¬Ã‚ ¦and the type of jobs which are available locally (1995: PAGE NUMBER MISSING), all of which influence the outcome of education. Thus, while education in Britain is supposed to offer equal opportunities to all pupils, CLMS shows that these factors are all, à ¢Ã¢â€š ¬Ã‚ ¦associated with social class (1995: PAGE NUMBER MISSING). These social barriers to learning in the classroom translate to less training later in life. Statistics from a government survey published in 1989, which identified social class by income, showed that members of Social Class 1 (skilled, non-manual occupations) were twice as likely as those in Social Class 3 (manual workers) to report receiving training in the previous three years (Training Agency, 1989). Aaron Pun, who is interested in the current technological capacity to deliver training to widespread communities via open and distance education, adds to this debate by concluding that a lack of sensitivity to cultural differences can also create barriers to learning (Pun, 1995). He gives an example of Chinese managers, whose expectations of Management Development training were not met. Self-directed and participative training styles were used in a programme supplied by a Western trainer a lack of cultural sensitivity meant that expectations of a more didactic approach were not taken into account, creating a barrier to successful training. This point is emphasised by other researchers who note that some problems in training are caused by cultural differences in learning style. In conclusion, all of the cases above show that both cultural and social differences have an effect on learning, and that these influences must be taken into account in the design of training programmes.

Vote No For Quebec To Be Separate From Canada :: essays research papers

Vote No For Quebec To Be Separate From Canada   Ã‚  Ã‚  Ã‚  Ã‚  I urge you as a fellow Canadian to vote NO! to the upcoming referendum question. Canada as a whole has many unique qualities. Our most valued characteristic is our cultural diversity. Our combination of Anglophone and Francophone regions throughout our country and their ability to work together sets us apart from the rest of the world. Canada cannot function without Quebec just as Quebec cannot function without Canada.   Ã‚  Ã‚  Ã‚  Ã‚  It has been said by many, that those who live in Quebec to want to separate because of their need and desire to have their own distinct culture and heritage. This is not a valid point because Canada's culture and heritage is largely defined by that of Quebec. Quebec separating from Canada would mean that Canada as a whole would lose that part of its history. Quebec does not need to separate from Canada to maintain its culture since Canada has always greatly encouraged it.   Ã‚  Ã‚  Ã‚  Ã‚  Voting YES to the referendum will cause problems in many relationships between peolpe who live in Quebec and those in the rest of Canada. Some of these problems are unemployment and jobs. The residents of Quebec will no longer be able to work in Canada just as Canadians will no longer be allowed to work in Quebec. This will cause a rise in unemployment because many people will be forced to quit thier jobs. The border between Canada and Quebec will impose even more obstacels. Travel will become stessfull because passports will be needed and duty taxes will be imposed. International trade will also be a problem since Canada and Quebec will be two separate countries. It would be unlikely for the two countries to do business with each other primarily due to feelings of resentment and hostility. Another problem that will arise is the fact that some Quebecers are not willing to separate. There will never be a time when everyone living in Quebec will want to separate. It therefor causes a problem for those who want to stay because they would be compelled to leave.

The Dramatic Impact on a Jacobean Audience of Act 1 Scene 5 of Shakespe

The Dramatic Impact on a Jacobean Audience of Act 1 Scene 5 of Shakespeare’s Macbeth In this essay I will be examining how Act 1 Scene 5 of â€Å"Macbeth† would have had a dramatic impact on a Jacobean audience. I will also be exploring how Shakespeare’s stagecraft – his use of devices such as symbolism, references to contemporary events and imagery – would have helped to create this dramatic impact. Macbeth was written to be performed – on a stage, by actors, and to an audience. In Jacobean England, drama was considered to be the greatest art form, and was appreciated by many classes of people, from King James downwards, so these audiences would have been large and varied. Shakespeare’s stagecraft is such that it would have been understood by the whole audience – though many themes were linked to the particular interests of King James, they would have been understood by all, as would all the imagery and symbolism in the play. Act 1 Scene 5 begins with Lady Macbeth reading the second half of a letter she has received from Macbeth. Starting the scene with the second half of the letter helps with continuity in the play and between the scenes, and also means that the audience will not have to hear Lady Macbeth read information that they already know. The part of the letter that is read reveals much information about Lady Macbeth and Macbeth’s relationship. It shows that they have a loving relationship - Macbeth addresses Lady Macbeth as ‘my dearest partner of greatness’. This line also shows that they share a love of power, and both have strong ambitions. However, after she has read the letter, Lady Macbeth reveals in her soliloquy... ...suspense and dramatic irony. Dramatic irony – when the audience know something that a character does not - is also very important throughout the play. In Act 1 Scene 5, when Lady Macbeth is planning to kill the King, the audience knows that the King will be staying at her castle that night, but she does not, and is shocked when she is told – ‘Thou’rt mad to say it.’ In my opinion, Shakespeare effectively creates dramatic impact in Act 1 Scene 5 of Macbeth. I think that this impact would have been particularly pronounced on a contemporary Jacobean audience. Shakespeare uses a wide range of techniques, all of which are used successfully. The scene, and the play, would have appealed to and interested all of a Jacobean audience, from the King downwards, because of these techniques and the dramatic impact they create.

Part Four Chapter X

X At nine o'clock on the morning of the election for Barry's seat, Parminder left the Old Vicarage and walked up Church Row to the Walls' house. She rapped on the door and waited until, at last, Colin appeared. There were shadows around his bloodshot eyes and beneath his cheekbones; his skin seemed to have thinned and his clothes grown too big. He had not yet returned to work. The news that Parminder had screamed confidential medical information about Howard in public had set back his tentative recovery; the more robust Colin of a few nights ago, who had sat on the leather pouffe and pretended to be confident of victory, might never have been. ‘Is everything all right?' he asked, closing the door behind her, looking wary. ‘Yes, fine,' she said. ‘I thought you might like to walk down the church hall with me, to vote.' ‘I – no,' he said weakly. ‘I'm sorry.' ‘I know how you feel, Colin,' said Parminder, in a small tight voice. ‘But if you don't vote, it means they've won. I'm not going to let them win. I'm going to go down there and vote for you, and I want you to come with me.' Parminder was effectively suspended from work. The Mollisons had complained to every professional body for which they could find an address, and Dr Crawford had advised Parminder to take time off. To her great surprise, she felt strangely liberated. But Colin was shaking his head. She thought she saw tears in his eyes. ‘I can't, Minda.' ‘You can!' she said. ‘You can, Colin! You've got to stand up to them! Think of Barry!' ‘I can't – I'm sorry – I †¦' He made a choking noise and burst into tears. Colin had cried in her surgery before now; sobbed in desperation at the burden of fear he carried with him every day of his life. ‘Come on,' she said, unembarrassed, and she took his arm and steered him through to the kitchen, where she handed him kitchen roll and let him sob himself into hiccups again. ‘Where's Tessa?' ‘At work,' he gasped, mopping his eyes. There was an invitation to Howard Mollison's sixty-fifth birthday party lying on the kitchen table; somebody had torn it neatly in two. ‘I got one of those, as well,' said Parminder. ‘Before I shouted at him. Listen, Colin. Voting – ‘ ‘I can't,' whispered Colin. ‘ – shows them they haven't beaten us.' ‘But they have,' said Colin. Parminder burst out laughing. After contemplating her with his mouth open for a moment, Colin started to laugh too: a big, booming guffaw, like the bark of a mastiff. ‘All right, they've run us out of our jobs,' said Parminder, ‘and neither of us wants to leave the house but, other than that, I think we're in very good shape indeed.' Colin took off his glasses and dabbed his wet eyes, grinning. ‘Come on, Colin. I want to vote for you. It isn't over yet. After I blew my top, and told Howard Mollison he was no better than a junkie in front of the whole council and the local press – ‘ He burst out laughing again and she was delighted; she had not heard him laugh so much since New Year, and then it had been Barry making him do it. ‘ – they forgot to vote on forcing the addiction clinic out of Bellchapel. So, please. Get your coat. We'll walk down there together.' Colin's snorts and giggles died away. He stared down at the big hands fumbled over each other, as if he were washing them clean. ‘Colin, it's not over. You've made a difference. People don't like the Mollisons. If you get in, we'd be in a much stronger position to fight. Please, Colin.' ‘All right,' he said, after a few moments, awed by his own daring. It was a short walk, in the fresh clean air, each of them clutching their voter registration cards. The church hall was empty of voters apart from themselves. Each put a thick pencil cross beside Colin's name and left with the sense that they had got away with something. Miles Mollison did not vote until midday. He paused at his partner's door on the way out. ‘I'm off to vote, Gav,' he said. Gavin indicated the telephone pressed against his ear; he was on hold with Mary's insurance company. ‘Oh – right – I'm off to vote, Shona,' said Miles, turning to their secretary. There was no harm in reminding them both that he was in need of their support. Miles jogged downstairs and proceeded to the Copper Kettle, where, during a brief post-coital chat, he had arranged to meet his wife so that they could go down to the church hall together. Samantha had spent the morning at home, leaving her assistant in charge at the shop. She knew that she could no longer put off telling Carly that they were out of business, and that Carly was out of a job, but she could not bring herself to do it before the weekend and the concert in London. When Miles appeared, and she saw his excited little grin, she experienced a rush of fury. ‘Dad not coming?' were his first words. ‘They're going down after closing time,' said Samantha. There were two old ladies in the voting booths when she and Miles got there. Samantha waited, looking at the backs of their iron-grey perms, their thick coats and their thicker ankles. That was how she would look one day. The more crooked of the two old women noticed Miles as they left, beamed, and said, ‘I've just voted for you!' ‘Well, thank you very much!' said Miles, delighted. Samantha entered the booth and stared down at the two names: Miles Mollison and Colin Wall, the pencil, tied to the end of a piece of string, in her hand. Then she scribbled ‘I hate bloody Pagford' across the paper, folded it over, crossed to the ballot box and dropped it, unsmiling, through the slot. ‘Thanks, love,' said Miles quietly, with a pat on her back. Tessa Wall, who had never failed to vote in an election before, drove past the church hall on her way back home from school and did not stop. Ruth and Simon Price spent the day talking more seriously than ever about the possibility of moving to Reading. Ruth threw out their voter registration cards while clearing the kitchen table for supper. Gavin had never intended to vote; if Barry had been alive to stand, he might have done so, but he had no desire to help Miles achieve another of his life's goals. At half-past five he packed up his briefcase, irritable and depressed, because he had finally run out of excuses not to have dinner at Kay's. It was particularly irksome, because there were hopeful signs that the insurance company was shifting in Mary's favour, and he had very much wanted to go over and tell her so. This meant that he would have to store up the news until tomorrow; he did not want to waste it on the telephone. When Kay opened the door to him, she launched at once into the rapid, quick-fire talk that usually meant she was in a bad mood. ‘Sorry, it's been a dreadful day,' she said, although he had not complained, and they had barely exchanged greetings. ‘I was late back, I meant to be further on with dinner, come through.' From upstairs came the insistent crash of drums and a loud bass line. Gavin was surprised that the neighbours were not complaining. Kay saw him glance up at the ceiling and said, ‘Oh, Gaia's furious because some boy she liked back in Hackney has started going out with another girl.' She seized the glass of wine she was already drinking and took a big gulp. Her conscience had hurt her when she called Marco de Luca ‘some boy'. He had virtually moved into their house in the weeks before they had left London. Kay had found him charming, considerate and helpful. She would have liked a son like Marco. ‘She'll live,' said Kay, pushing the memories away, and she returned to the potatoes she was boiling. ‘She's sixteen. You bounce at that age. Help yourself to wine.' Gavin sat down at the table, wishing that Kay would make Gaia turn the music down. She had virtually to shout at him over the vibration of the bass, the rattling saucepan lids and the noisy extractor fan. He yearned again for the melancholy calm of Mary's big kitchen, for Mary's gratitude, her need for him. ‘What?' he said loudly, because he could tell that Kay had just asked him something. ‘I said, did you vote?' ‘Vote?' ‘In the council election!' she said. ‘No,' he replied. ‘Couldn't care less.' He was not sure whether she had heard. She was talking again, and only when she turned to the table with knives and forks could he hear her clearly. ‘†¦ absolutely disgusting, actually, that the parish is colluding with Aubrey Fawley. I expect Bellchapel will be finished if Miles gets in †¦' She drained the potatoes and the splatter and crash drowned her temporarily again. ‘†¦ if that silly woman hadn't lost her temper, we might be in with a better shot. I gave her masses of stuff on the clinic and I don't think she used any of it. She just screamed at Howard Mollison that he was too fat. Talk about unprofessional †¦' Gavin had heard rumours about Dr Jawanda's public outburst. He had found it mildly amusing. ‘†¦ all this uncertainty's very damaging to the people who work at that clinic, not to mention the clients.' But Gavin could muster neither pity nor indignation; all he felt was dismay at the firm grip Kay seemed to have on the intricacies and personalities involved in this esoteric local issue. It was yet another indication of how she was driving roots deeper and deeper into Pagford. It would take a lot to dislodge her now. He turned his head and gazed out of the window onto the overgrown garden beyond. He had offered to help Fergus with Mary's garden this weekend. With luck, he thought, Mary would invite him to stay for dinner again, and if she did, he would skip Howard Mollison's sixty-fifth birthday party, to which Miles seemed to think he was looking forward with excitement. ‘†¦ wanted to keep the Weedons, but no, Gillian says we can't cherry-pick. Would you call that cherry-picking?' ‘Sorry, what?' asked Gavin. ‘Mattie's back,' she said, and he had to struggle to recollect that this was a colleague of hers, whose cases she had been covering. ‘I wanted to keep working with the Weedons, because sometimes you do get a particular feeling for a family, but Gillian won't let me. It's crazy.' ‘You must be the only person in the world who ever wanted to keep the Weedons,' said Gavin. ‘From what I've heard, anyway.' It took nearly all Kay's willpower not to snap at him. She pulled the salmon fillets she had been baking out of the oven. Gaia's music was so loud that she could feel it vibrating through the tray, which she slammed down on the hob. ‘Gaia!' she screamed, making Gavin jump as she strode past him to the foot of the stairs. ‘GAIA! Turn it down! I mean it! TURN IT DOWN!' The volume diminished by perhaps a decibel. Kay marched back into the kitchen, fuming. The row with Gaia, before Gavin arrived, had been one of their worst ever. Gaia had stated her intention of telephoning her father and asking to move in with him. ‘Well, good luck with that!' Kay had shouted. But perhaps Brendan would say yes. He had left her when Gaia was only a month old. Brendan was married now, with three other children. He had a huge house and a good job. What if he said yes? Gavin was glad that he did not have to talk as they ate; the thumping music filled the silence, and he could think about Mary in peace. He would tell her tomorrow that the insurance company was making conciliatory noises, and receive her gratitude and admiration †¦ He had almost cleared his plate when he realized that Kay had not eaten a single mouthful. She was staring at him across the table, and her expression alarmed him. Perhaps he had somehow revealed his inner thoughts †¦ Gaia's music came to an abrupt halt overhead. The throbbing quiet was dreadful to Gavin; he wished that Gaia would put something else on, quickly. ‘You don't even try,' Kay said miserably. ‘You don't even pretend to care, Gavin.' He attempted to take the easy way out. ‘Kay, I've had a long day,' he said. ‘I'm sorry if I'm not up to the minutiae of local politics the second I walk – ‘ ‘I'm not talking about local politics,' she said. ‘You sit there looking as if you'd rather be anywhere else – it's – it's offensive. What do you want, Gavin?' He saw Mary's kitchen, and her sweet face. ‘I have to beg to see you,' Kay said, ‘and when you come round here you couldn't make it clearer that you don't want to come.' She wanted him to say ‘that's not true'. The last point at which a denial might have counted slunk past. They were sliding, at increasing speed, towards that crisis which Gavin both urgently desired and dreaded. ‘Tell me what you want,' she said wearily. ‘Just tell me.' Both could feel the relationship crumbling to pieces beneath the weight of everything that Gavin refused to say. It was with a sense of putting them both out of their misery that he reached for words that he had not intended to speak aloud, perhaps ever, but which, in some way, seemed to excuse both of them. ‘I didn't want this to happen,' Gavin said earnestly. ‘I didn't mean it to. Kay, I'm really sorry, but I think I'm in love with Mary Fairbrother.' He saw from her expression that she had not been prepared for this. ‘Mary Fairbrother?' she repeated. ‘I think,' he said (and there was a bittersweet pleasure in talking about it, even though he knew he was wounding her; he had not been able to say it to anyone else), ‘it's been there for a long time. I never acknowledged – I mean, when Barry was alive I'd never have – ‘ ‘I thought he was your best friend,' whispered Kay. ‘He was.' ‘He's only been dead a few weeks!' Gavin did not like hearing that. ‘Look,' he said, ‘I'm trying to be honest with you. I'm trying to be fair.' ‘You're trying to be fair?' He had always imagined it ending in a blaze of fury, but she simply watched him putting on his coat with tears in her eyes. ‘I'm sorry,' he said, and walked out of her house for the last time. On the pavement, he experienced a rush of elation, and hurried to his car. He would be able to tell Mary about the insurance company tonight, after all.