Review Of Tempest Volcano - 1602 Words

Tempest Volcano I was running down a narrow strip of land with lava all around me with a demon dog chasing behind my back. I unsheathed my sword and shouted, â€Å"φωτÎ ¹ÃŽ ¬!† My sword erupted in blue flame, startling the gargantuan dog. In those few seconds I turned around pounced on the creature and slashed at it’s eyes. The sword hit the creature right in the eye. It kicked me off, pounced on me, picked me up with its massive claws, and threw me hundreds of feet into the air. It suddenly exploded into yellow dust which meant that it hadn’t died yet, but that meant that it will be gone from humans until it is reborn in the underworld. I landed awkwardly on my arm and felt a sharp jolt and heard a loud, â€Å"CRACK!† I started walking back home,†¦show more content†¦Finally, after what seemed like hours, I spotted our destination. We discretely glided down toward the ground and landed in the forest. I was climbing down and off Pyro when a man in a dark hood emerged from behind a tree. I jumped down and pulled out my sword. The man slowly walked up to me and said, â€Å"I am only your uncle. No need to fret.† I responded,† Oh really?† Were you the one that sent me that note? He said back,† Uh-huh.† I said,† Okay.† He then pulled out a katana, held it up to the sun and screamed, â€Å"Brisinger!† The katana suddenly lit up and plasma formed all around it, illuminating the entire area. I said, â€Å"φωτÎ ¹ÃŽ ¬Ã¢â‚¬  and my sword went up in flames. He lunged at me and slashed at my neck, so close, I could feel the plasma radiating through my skin. He attacked at me again, but this time I was ready. I parried his attack and stabbed at him. The flames from my sword however, had lit his cloak on fire. I was taught this tactic in self-defense class when I was only six years old. While he was still distracted, I ordered Pyro to scorch him, but before he had a chance, the man said,† πΠ¬ÃŽ ³Ãâ€°ÃŽ ¼ÃŽ ± â€Å" and a beam of ice flew fr om his hands, freezing pyro before he could do anything. He was so concentrated on keeping pyro still, that even though I sliced at him, knocking his sword away he didn’t notice. I tied him up, gagged him and tied him up to a tree. I touched my flaming sword to the ground, lighting the ground on fire, startingShow MoreRelatedWh Smith9459 Words   |  38 Pages3.2 SWOT - 10 - 3.2.1 Strength - 10 - 3.2.2 Weakness - 10 - 3.2.3 Opportunity - 11 - 3.2.4 Threat - 12 - 4.0 Financial SWOT - 12 - 4.1 Strength - 12 - 4.2 Weakness - 13 - 4.3 Opportunity - 14 - 4.4 Threat - 15 - 5.0 Share Price Review - 15 - 6.0 Justification - 17 - 7.0 Valuation - 18 - 7.1 Net Assets Basis - 18 - 7.2 Adjusted Earning Basis - 19 - 7.3 Dividend Basis - 19 - 7.4 Free Cash Flow Basis - 19 - 7.5 Results summary and Suggested Price - 20 - 8.0 FinanceRead MoreStarbucks Corporation12076 Words   |  49 Pagespurchasers of the dregs of the coffee beans. In 1992 Starbucks set a new precedent by outbidding European buyers for the exclusive Narino Supremo Bean crop.7 Starbucks collaborated with a mill in the tiny town of Pasto, located on the side of the Volcano Galero. There they set up a special operation to single out the particular Narino Supremo bean, and Starbucks guaranteed to purchase the entire yield. This enabled Starbucks to be the exclusive purveyor of Narino Supremo, purportedly one of the best

Review Of Literature And Research Design Essay - 1993 Words

CHAPTER II REVIEW OF LITERATURE RESEARCH DESIGN REVIEW OF LITERATURE Eur and Resnick (1988) Eur and Resnick attempted to create ex bet portfolio choice systems to acknowledge potential additions from universal broadening under adaptable trade rates. For the exact investigation the Morgan Stanley Capital lntemational Perspective every day stock record values for the United States and the other six nations were embraced. The stock records of United States, Canada, France, Germany, Japan, Switzerland, and the U.K. were worth weighted and it was an agent of a local stock file store. The information arrangement were given in both the United States and the neighborhood monetary forms for the period from December 3 1, 1979, through December 10, 1985. Techniques, for example, connection, difference and covariance have likewise been utilized to know the adjustments in securities exchange over the nations. Grewal S.S and Navjot Grewall (1984) Grewal S.S and Navjot Grewall uncovered some fundamental venture guidelines and standards for offering offers. They cautioned the financial specialists not to purchase unlisted shares, as Stock Exchanges don t allow exchanging unlisted shares. Another standard that they determine is not to purchase dormant shares, ie, partakes in which exchanges happen once in a while. The principle motivation behind why shares are idle is on the grounds that there are no purchasers for them. They are for the most part shares of organizations, whichShow MoreRelatedSample Research Paper1642 Words   |  7 PagesThe main purpose of a research proposal is to show that the problem you propose to investigate is significant enough to warrant the investigation, the method you plan to use is suitable and feasible, and the results are likely to prove fruitful and will make an original contribution. In short, what you are answering is will it work? 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Conflict in romeo and Juliet free essay sample

What is meant by conflict? The dictionary defines conflict as a struggle to resist or overcome; contest of opposing forces or powers; strife; battle, antagonism. No matter how hard one tries to avoid it, conflict enters our lives. All drama involves conflict, without conflict there is no drama! Different forms of conflict exist, usually either, man versus himself, man verses man or man verses nature. Every story should have conflict on at least one of these levels, as conflict brings the plot to life keeping the audience hooked. Characters need to go through conflict, before there can be a happy ending or the happy ending wont mean anything. The central conflict in Romeo and Juliet is the feud between the Montagues and the Capulets. Members of each family hate, insult and fight each other, even the household staff become caught up in this rivalry. Shakespheres Romeo and Juliet is essentially known as love story, although, it is entwined with different types of conflict, and this is what I will be examining throughout this essay. The Prologue is a fourteen line sonnet and would have been read to the audience providing an introduction to the play. The Prologue does appear to have a deeper, more important function, as it does not merely set the scene of Romeo and Juliet; it tells the audience exactly what is going to happen. The Prologue refers to a pair of star-crossd lovers, which means, literally, against the stars. In Elizabethan times, stars were thought to control peoples destinies. The Prologue itself creates this sense of fate providing the audience with the knowledge that Romeo and Juliet will die even before the play has started, and also that their tragic deaths end their parents feud. Doth with their death bury their parents strife. Shakespeare uses this technique called dramatic irony throughout the play, it enables the audience to watch the play with expectation and sense the tension. The Prologue also reveals themes and imagery to bring the themes to life, such as, love, conflict, time, fate, life, death and power. It begins with the word Two, and just in those 14 lines there are seven examples of the word two, emphasizing two sides of conflict. Shakespeares use of oxymorons or contradictory word pairs throughout the play also accentuates conflict of two sides, Montagues versus Capulets, love versus hate. The first oxymoron is found in the Prologue, From forth the fatal loins of these two foes, a pair of star-crossd lovers take their life where fatal means death and loins depicts birth, suggesting that the children of these mortal enemies were destined to die. Romeos opening speech contains nine oxymorons, which again emphasizes opposing forces, he talks about his love for Rosaline, how love and hate have become mixed together, conjuring up images of chaos and confusion. He describes his state of mind through this series of oxymorons, Feather of lead, bright smoke, cold fire, sick health (1:1:171). It appears to be a statement that he is ready to be in love rather than actual love. The Princes closing speech also contains an oxymoron glooming peace (5:3:309). It is a sad kind of peace, sad because Romeo and Juliet have taken their own lives, but peaceful, as it is the end of the feud. These oxymorons serve to reinforce the major theme of conflict. As the audience is led through the opening scene, it is exposed to the depths and severity of the feud between the Capulets and Montagues. Shakespeare initiates using the technique, word-play with banter between Sampson and Gregory. They state crude, sexual innuendos about conquering Montague men and women. The sexual punning continues throughout the play, contrasting to the lyrical imagery used later by Romeo and Juliet to express their love. The servants references to tool and naked weapon, together with repeated images of striking and thrusting, illustrate how images of love and sex are intertwined with violence and death. The sudden switch from comical banter between servants to sudden possible death demonstrates the fast changing pace that drives the action within the play. Almost immediately, swords are drawn in order to bring the audience into the plot and capture attention. It becomes evident from the start that the feud involves the servants as well as their masters. Gregory tells Sampson, Draw thy tool. Here comes two of the house of Montagues (1:1: 31-28). The use of swordplay and its dramatic effect reminds the audience of the theme of conflict. The fight starts with Samson insulting the Montagues, I will bite my thumb at them (1:1:35). This act represents the foolishness of the entire Capulet/Montague feud. As each character is introduced, the differences in temperament become apparent, Benvolio, means good will, and is represented as a peace maker, I do but keep the peace (1:1:59). Tybalt, as hot tempered and aggressive: What, drawn and talk of peace? I hate the word. As I hate hell, all Montagues, and thee (1:1:61). These are strong words, revealing the strength of the hatred and the seriousness of the feud. Even the older men want to get involved in the brawl. Lord Capulet tries to join in the sword play, Give me my long sword, ho! (1:1:66) Lady Capulet mocks her husbands eagerness, A crutch, a crutch, why call you for a sword? (1:1:67) creating a certain tension between the Capulets. The Prince is furious, hear the sentence of your moved Prince (1:1:79), his sentence is death. He states that there have been three foolish brawls, three civil brawls, bred of an airy word (1:1:80). The people of Verona are tired of the fighting, even suggesting getting out their own weapons to stop the fighting. The Audience at this point are left in acute suspense on what is going to happen next. Act 3, Scene 1, begins with two contrasting characters, Benvolio, the peace maker, and Mercutio, whose name reflects his mercurial nature, quick tempered. It is clear that he is in the mood for a fight and Benvolio is actively trying to avoid one. If we meet, we shall not escape a brawl (3:1:3). Both Tybalt and Mercutio are portrayed as powerful characters and when Tybalt asks for a word, Mercutio replies, make it a word and a blow, (3:1:35), already provoking Tybalt. Tybalt tries to provoke Romeo, thou art a villain (3:1:54). Romeo does not want to fight and Shakespeare uses dramatic irony here, the audience knows, he has just married Tybalts cousin, Juliet, creating a sense of tension. The Elizabethan society believed that a man too much in love lost his manliness. Romeo clearly states this, thy beauty hath made me effeminate (3:1:105). Once again, this statement can be seen as a conflict of emotions, between the world of love and the public world of honor, duty, and friendship. The sudden, fatal violence in this scene, as well as the buildup to the fighting, remind the audience that for all its emphasis on love, beauty, and romance, Romeo and Juliet takes place in Elizabethan times, which is predominantly a masculine world. Notions of honor, pride, and status are destined to erupt in a fury of conflict. The viciousness and danger is a dramatic tool that Shakespeare uses to make the lovers romance seem even more precious and fragile. The fights between Mercutio and Tybalt and then between Romeo and Tybalt are chaotic; Tybalt kills Mercutio under Romeos arm. The audience feels sadness when Mercutio dies, it seems that Tybalt was quite underhand. I personally do not blame any character for his death, they all played their part. Shakespeare uses a play on words after Mercutio is stabbed, you shall find me a grave man. (3:1:90) Mercutio knows he is dying, but continues to pun jokingly, he curses the Montagues and Capulets, speaking three times about a plague on both houses. This in Elizabethan times would have meant the black death which would have most certainly been used to shock the audience. Romeo wants revenge claiming Mercutios soul is but a little way above our heads. (3:1:18) meaning that one of them is going to die. Shakespeare uses the language of revenge tragedy, whereby the main character is the revenger. Mercutio appears to see people as the cause of his death, not fate. Whereas, Romeo blames fate, for him being banished after killing Tybalt. Romeos cry, O, I am fortunes fool! (3:1:127), refers to the fact that it is written in the stars, he believes that what is happening is beyond his control, reminding the audience again of the sense of fate that hangs over the play. Lady Capulet continues the theme of violence demanding that Romeo be put to death in punishment. Act 3, Scene 5, also conveys conflict, but different from the previous scenes. The conflict here is emotional conflict, between light and dark, day and night. It is contrary to normal, as light would normally be positive, here it brings sorrow. More light and light; more dark and dark our woes! (3:5:36). Juliet claims the lark is a nightingale, wanting it to still be night. Romeo playfully argues with her stating that it was in fact the lark. She eventually realizes that Romeo must leave and as Romeo bids farewell to Juliet, the lovers experience visions that blatantly foreshadow the end of the play. This is to be the last moment they spend alive in each others company. When Juliet next sees Romeo he will be dead, and as she looks out of her window she seems to see him dead already: O God, I have an ill-divining soul! Methinks I see thee, now thou art so low, as one dead in the bottom of a tomb. Again, suggesting their fate. In the confrontation with her parents after Romeos departure, Juliet shows her maturity. She dominates the conversation with her mother, who has no idea that Juliet is proclaiming her love for Romeo whilst saying the opposite. Shakespeare here uses a technique called quibble, Indeed, I shall never be satisfied with Romeo, till I behold him-dead-is my poor heart. (3:5:94). Lady Capulet believes that she is upset because of the death of Tybalt. Yet let me weep for such a feeling loss, (3:5:74). Again, another example of dramatic irony, the audience knows she is talking about Romeo and not Tybalt, adding to the dramatic effect. In this scene Juliet uses ten double meanings, providing an understanding of language. When she first sees her mother, Juliet says, Madam, I am not well (3:5:68). Again, Lady Capulet presumes she is upset about Tybalt, but Juliet is talking about Romeo. Conflict of interest and between parent and child is also apparent in this scene when Juliet is told that she must marry Paris and she does not want to. When Lord Capulet enters the room he hears Juliet crying and one imagines his tone of voice to be that of fatherly concern, How now! A conduit, girl? What, still in tears? (3:5:129), assuming her tears are for Tybalt. When he hears that Juliet does not want to marry Paris, Lord Capulet is furious, hang, beg, starve, die in the streets, Ill neer acknowledge you (3:5:192). His words provide an image of a storm, one minute calm, the next exploding. His threat would have been very frightening to the audience; they would have empathized with Juliet. Even though Juliet tries to defy her father, she is still a woman in a male-dominated world. One might think that Juliet should just take her father up on his offer to disown her and go to live with Romeo. That is not an option. Juliet lived in a Patriarchal Society and, as a woman, cannot leave; her father has the right to make her do as he wishes. The nurse attempts to defend Juliet, Lord Capulet responds with cruel, sarcastic comments, indicating conflict between the nurse and Lord Capulet. Even Lady Capulet tries to calm her husband, You are too hot (3:5:175) but, she will not speak to Juliet. Again emotional conflict is evident as she is already married to Romeo, she is torn between Romeo and her family. When the nurse also agrees that she should marry Paris, Juliet is sarcastic towards her, thou hast comforted me marvelous much (3:5:230) and feels that the nurse has betrayed her, again demonstrating conflict between Juliet and the nurse. The play has many examples of different types of conflict, the feud between the Capulets and the Montagues is at the centre of most of it. The heavy use of swordplay throughout communicates the dominant theme of conflict. The love of Romeo and Juliet is set within the context of hatred, generated by the feud, although deep, passionate and more powerful than death itself. Romeos struggles with Tybalt, Mercutio fighting with Tybalt and Juliets nurse are all examples of conflict. The conflict of light and dark, day and night, darkness stands for death, violence and tragedy, whereas images of light reflect love, life and hope. Inner conflict, emotional conflict and love and hate conflict is seen throughout the play, mostly with Romeo, between the world of love and the public world of honor, duty, and friendship. Juliet also demonstrates inner, emotional conflict with her nurse and father. Lord Capulet shows a conflict of interest by insulting Juliet and her nurse. Shakespeare uses techniques, such as oxymorons, to enhance conflict throughout the play. Not just in Shakespeares Romeo and Juliet, but in all scripts even today, conflict is an essential ingredient, it adds tension, enabling sad and happy moments. Without conflict, the script would be boring, uninteresting and virtually pointless. It serves to leave the audience interested and wondering what will happen next and this is certainly evident in Romeo and Juliet. Shakespeares use of stagecraft and language brings the story to life; each character is distinctive and memorable, revealing the conflict and turmoil of emotions experienced by Romeo and Juliet and evoking moods of violence, tenderness, humour, passion and terror.

UFO PHENOMENONS Essay Example For Students

UFO PHENOMENONS Essay Khieng NgoyProfessor LashCritical ThinkingMarch 15, 1999Two brothers by the name of Jesse and John noticed an odd looking metallic structure down the hill near their house in Rogerville, Tennessee. When they turned around, a very tall slender humanoid-like being emitted a bright light from his stick and thats when he and his brother blacked out. When Jesse awoke, he found himself being carried through metal corridors, and then he was placed on a cold table. Although Jesse was able to observe the surroundings, he said he was also paralyzed (Confirmation). Do you believe this story to be true of false? This is just one of many astonishing stories that have been told. Since the words unidentified flying objects were first used, there have been a few selected examples that can provide plausible proof for their existence. We will write a custom essay on UFO PHENOMENONS specifically for you for only $16.38 $13.9/page Order now The history of UFOs and flying saucers surprisingly has been reported as early as 100 BC by Julius Obsequens. He was a 4th century Latin Poet who wrote, At sunset a circular object like a shield was seen to sweep across the sky from West to East (Tracker 12). Strange sightings have been seen and written about but were never officially recorded as UFOs. In 1656, a Jesuit priest and scholar, Athanasius Kircher, wrote a book about two Angles that accompanied him on an out-of-body travel to the moon, sun, and five planets (Fitzgerald 4). These are just a couple of examples of early phenomenon, but it was not until the middle of the 20th century that mankind finally had the technology to fly and create an Air Force. It was an Air Force department search team that reported a strange sighting over the mountain peaks near the northern Pacific. Kenneth Arnold, a businessman and a veteran pilot, saw nine objects flying around the peaks similar to saucer plates skipping across water. At the tim e of the sight, Kenneth Arnold was assisting the Air Force to search for a C-46 transport plane, which was reported to be missing. Reporters from all over the country received reports of the incident and consequently ran articles, which credited Arnold for the term flying saucers (Hendry 12). This then created a domino effect with people throughout the country reporting to have seen UFOs. According to a 1978 Gallup Poll, 13 million Americans have encountered aerial objects that they could not identify (1). The complete book of UFOs stated that fifty percent of the American people think UFOs are real and that there are humanoid type beings like us that live on other plants in the universe (12). UFOs debunked as identified flying objects (IFOs) like weather phenomenons, planets, stars, man-made aerial crafts, vivid imaginations, and if anything else hoaxes. The reason for the confusion between UFOs and IFOs is because scientists believe average people cannot tell the difference between the two or have the knowledge about astronomy. In the middle of the century, amidst the paranoia of the Cold War, people were frightful of spy-like air crafts and missiles from the other powering nations. Skeptics believe that this was the reason why it was known as the American quirk (Hendry 7). Americans were searching and anticipating some sort of objects from the sky. This was about the same time our government began having secret test flights and nuclear bombings. If a person was at the right vicinity, some people did indeed witness unusual flying objects made by mankind for the government. Since the government wanted to conceal their project from the American people, common folks therefo re could not conceive nor explain the strange technologies that the government tried to build. What people could not recognize were assumed as UFOs. From The UFO Handbook, most IFOs are just the stars and planets doing things in an unusual array of lights. Thirty-five percent of all IFO encounters are related to the illusions that stars and planets make under special circumstances. That is the reason why reported times are usually from dusk until dawn. Science contends that with the right angle of light source, and at a certain time of day, starlight can be refracted into a rapid sequence of colors. Astronomers claim that stars can be made to appear in motion due

This January I Switched to Apple. What are You Tolerating in Your Life

This January I Switched to Apple. What are You Tolerating in Your Life I’d say it was a long time coming, given that I’ve had nothing but problems with my Dell PCs for the last †¦ oh †¦ 20 years? For the most recent 3 or so of those 20, several of my friends and colleagues have been begging and pleading with me to convert to Apple. Did I listen? No. Changing just seemed like way too much work. Then, in January, I hit a limit. My 1-year-old Windows 8 computer, whose operating system I had just reinstalled, was not working any better than it was before I reinstalled it. My programs were constantly going to â€Å"Not Responding.† Tech support could not fix the problem and was telling me I needed a more powerful computer with more RAM. Sales was telling me the 8 GB of RAM on my current computer should be plenty. I figured either sales was wrong or tech support was wrong, and Dell should either fix the problem or give me some amount of credit toward a new computer. They claimed to be unable to do either. It was decision time, and I was DONE with Dell. Perhaps you are celebrating, along with many of my friends, colleagues and even distant acquaintances, that I waltzed into an Apple store and bought a MacBook Pro. In the end, this change happened in an instant. It wasn’t easy getting up to speed on the MacBook. The delete button drives me crazy. The command button is located in the most inconvenient spot I can imagine. My files are all organized differently now. Outlook was downloading all my email repeatedly and I had to get tech support to get a duplicate deletion program. I needed a new way to access my accountant’s server so I could use my QuickBooks program. I had to call HP support to get my printer working wirelessly. I blew out two adaptors trying to connect the Mac to an external monitor. And there’s more. This is why I did not want to switch to a Mac. But get this: The computer doesn’t use battery power while it’s asleep. It wakes up immediately. I can leave my house carrying my laptop and no power cord and trust that the battery will last. The programs work and don’t slow down on me ever. And iCal integrates with Google Calendar without a 3rd party program! Most of the issues I faced were ramping up issues and are all resolved. And I get all the good stuff. I’m starting to be a proud Mac user. My question out of all of this is, â€Å"Why the heck did I wait so long?† You can ask any of my close friends and relatives and they will attest to the fact that I was spending hours upon hours with Dell tech support for years. I have never been happy with a Dell computer! And yet, I resisted change. Pure and simple. I kept choosing to upgrade to a â€Å"better† Dell, hoping it would solve my problems. It never did. People do this. Look at how many people stay in relationships that require hours of conversation to try to make them work. Look at how many of these people move in together, or get married, thinking that the â€Å"upgrade† will help. Or they have children in order to fix their relationship. Now that’s an upgrade! We so often avoid the risk of starting over with someone else because it would require an unknown amount of work – even if we have a strong inkling that ultimately the benefits would justify the investment. We resist change even if all our friends are telling us to â€Å"switch to Apple.† Many of us stay in jobs that are not a good fit. Even if we’re miserable, at least we’re dealing with a known quantity. I myself kept working for 10 years as a lawyer, because it was safe and provided a living wage, even though there was no amount of adjusting and mind talk that could make me enjoy that job. I even accepted a promotion (my â€Å"upgrade†) before reaching my breaking point and starting something new. The February issue of LeaderMag featured an article by Bruce Hodes, Five Ogres and an Angel, about the resistance to change in organizations. I love this quote which he shares: â€Å"Change is hard because people overestimate the value of what they have and underestimate the value of what they may gain by giving that up.† James Belasco and Ralph Stayer, Flight of the Buffalo (1994). Hodes asserts that two of the main elements blocking change are â€Å"comfort† and â€Å"drift.† Comfort is something we’re all familiar with. We humans like things to stay the same. We get attached to our routines like a warm blanket, even if they aren’t serving us. And drift, the pull of the current always in the same direction (toward the status quo), affects us whether in our homes or workplaces. Hodes’ advice: â€Å"Trust your intuition- be convinced that even in the face of resistance this is the way forward.† The payoff according to Hodes is Performance Improvement. I certainly got that with my MacBook Pro. My question to you is: Where in your life are you resisting change, falling victim to comfort and drift, when you really know it’s time to make a move? Where is there room for performance improvement in your life? Maybe it’s time to stop â€Å"upgrading† what you already have and to start something new.

How to Create a Bouncing Bubble Recipe

How to Create a Bouncing Bubble Recipe Just about any bubble solution will produce soap bubbles, but it takes a little extra care to make them strong enough to bounce. Heres a recipe for bouncing bubble solution and tips to keep bubbles from popping on contact. Bouncing Bubble Recipe 1 cup distilled water1 tablespoon liquid dishwashing detergent (I like Dawn)1 teaspoon glycerinBubble wand or straw to blow bubbles Simply mix together the ingredients and store it in a sealed container until youre ready to use it. While the recipe may work with regular tap water, distilled water produces reliable results because it doesnt contain extra minerals that could prevent soap suds from forming. The detergent is what actually forms the bubbles. Glycerin stabilizes the bubbles by making them thicker and reducing how quickly water evaporates. Basically, it makes them stronger and longer-lasting. You may get a little extra oomph from your bubble solution if you place it in the refrigerator to age overnight. Allowing time for the solution to rest after mixing it gives gas bubbles a chance to leave the liquid (which could prematurely pop your bubble). A cool bubble solution evaporates less quickly, which may also protect your bubbles. Blow Bubbles You Can Bounce Blow bubbles! Now, you arent going to be able to bounce them on hot pavement, no matter how hard you try. You need to aim for a more bubble-friendly surface. You can catch and bounce bubbles on the following surfaces: bubble wand, wet with bubble solutiondamp dishgloved hand, especially if you wet it with bubble solutioncool, damp grassdamp cloth Do you see a trend here? A smooth, moist surface is best. If the surface is too rough, it can puncture the bubble. If it is too hot or dry, the bubble will pop. It also helps if you are blowing bubbles on a calm day with high humidity. Windy, hot conditions will dry out your bubbles, causing them to pop. Need even stronger bubbles? Try this recipe for bubbles that wont pop.

Contemporary Developments in Business and Management Essay - 5

Contemporary Developments in Business and Management - Essay Example It is estimated that retails sales in the sector would go up to  £137bn by 2010 although most of it will be in the convenience sector. The SWOT analysis suggests Asda has plenty of opportunity for growth if it focuses on online shopping, where Tesco has been dominating so far. Internet has penetrated the business environment and e-commerce has become common place but companies are unable to reap benefits because of the challenges it poses. In the UK grocery sector, Tesco once again dominates although its start-up costs were high. Asda did attempt online shopping but did not meet with success. If they change their model of operation and take into account several factors like building customer confidence, assuring online security and privacy and understanding customer needs, they would be able to overcome the challenges posed by e-commerce in grocery retail. The logistics would have to be worked out as well. UK grocery retailing is dominated by large multiple supermarket chains that have influenced the overall grocery retailing sector in the UK. The total retail sales through UK grocery outlets were valued at  £120bn in 2005 out of which the contribution of supermarkets and superstores was  £88bn (Defra, 2006). Retail grocery sector provides 5% of the employment in the UK and the profit margins of the supermarkets ranges between 2 and 6 percent. To achieve the economies of scale these firms operate ten or more stores and under one roof they offer the maximum number of items possible. These stores are based on the concept of self-service. The UK grocery retail is patterned after oligopoly where few major firms like Morrisons, Tesco Sainsbury, Asda and Safeway dominate the sector. They have been able to prevent new entrants into the sector. ASDA, the supermarket chain in the UK retails food, clothing, toys and general merchandise. It 1999, it became the subsidiary of American retail giant Wal-Mart, and it now ranks second largest in UK, second to

Gestational diabetes and implementation Orem self-care model Research Paper

Gestational diabetes and implementation Orem self-care model - Research Paper Example Insulin resistance in pregnant women is an adaptive change that ensures delivery of glucose from the mother’s system to the fetus. According to Wada et al. (2010), placental hormones, such as placental growth hormone and progesterone, increases the activity of p85 in the 3T3-L1 found in adipose cells; and inactivates the second messenger system responsible for insulin response. Unhealthy eating habits, such as too much sugar in the diet, can cause glucose to accumulate in the mother’s blood; and prolong its clearance from the system eventually leading to gestational diabetes. The complications associated with GDM include: preeclampsia--blood pressure above 140/90 mmHg and protein in the urine; preterm labor; and increased risk of infection. GDM effects on the baby include: macrosomia (birth weight of 4000 to 4500 g); neonatal hypoglycemia; jaundice; calcium or magnesium imbalance; and stillbirth. Health Issue â€Å"Each year, nearly 135,000 American women develop type 2 diabetes while they are pregnant...even though their blood sugar levels were normal before pregnancy† (Metzger, 2006, p. 243). ... The complications associated with gestational diabetes can jeopardize the health of the mother and the fetus; and can lead to death. Macrosomic infants are predisposed to shoulder dislocation and suffocation while the probability that the mother will have to undergo emergency caesarean section is increased (Vidarsdottir, Geirsson, Hardardottir, Valdimarsdottir, & Daqbjartsson, 2011). According to Ekabua et al. (2005), perinatal mortality rate is highest in infants weighing 4.0 to 4.4 kg (4000 to 4400 g), as well as in macrosomic babies delivered via caesarean section. Cause of death includes obstructed labor, which cut-off the oxygen supply to the fetus and ruptured uterus that cause the mother to hemorrhage as well as cut-off the oxygen supply to the fetus (Ekabua et al., 2005). According to Thadhani (2009), gestational diabetes and preeclampsia are linked to a high incidence and a high death rate during pregnancy and increases the woman’s predisposition to develop diabetes a nd cardiovascular diseases after pregnancy. Planned Intervention Prenatal care ensures that the pregnant woman and the fetus are healthy for the entire duration of the pregnancy. Prenatal care allows the obstetrician to detect early signs of pregnancy-induced complications, especially gestational diabetes and prevent it from causing untoward effects to the mother, as well as the fetus. Due to the increasing incidence of gestational diabetes, Leu and Zonszein (2010) suggests that early screening of all pregnant women, unless categorized under the low risk group, should be employed by health care providers. Glucose tolerance test should be administered between the 24th and 28th weeks of pregnancy, or earlier if gestational diabetes has occurred in past

Consumers’ Perception of Quality Essay Example for Free

Consumers’ Perception of Quality Essay This study primarily investigates the underlying factors that help to form consumer perception of quality toward private universities in Bangladesh. Five beliefs have been identified as salient to perceive the quality of private universities of Bangladesh. These are quality faculty members, university environment, campus facility, quality education and university image/reputation. Multi-item measures were used for data collection. Results revealed that three factors: campus facility, quality education and university image/reputation have positive and significant influence on perceived quality of private university in Bangladesh. Quality faculty members and university environment do not have significant influence on perceived quality of private university in Bangladesh. INTRODUCTION: Higher education in the university level has been imparted through two major types of institutions, namely: public university and private university. The concept of private university in Bangladesh is not a very ancient one. The emergence of private university in Bangladesh began with the enactment of a series of laws governing higher education in 1992. To fulfill the ever-growing demand of institutions of higher studies, at present there are 85 universities in Bangladesh where only 29 of those are public universities and remaining 56 are private (University Grants Commission Website). Establishment of private universities released the pressure of large-scale admission seekers for the limited number of seats available in public universities. The Private University Act 1992 mentions that the main objectives of private universities are to meet the growing demand of higher education and to create skilled manpower for the economic development of the country. The present study analyzes the perceived quality of private universities in Bangladesh focusing on some salient beliefs like quality faculty members, university environment, campus facility, quality education, image/reputation. Private universities in Bangladesh, no doubt, have contributed to responding to the social demand for higher education by absorbing a good number of students who otherwise could not have received university degree. The private universities are attracting a large number of students, while it seems that the reputation and teaching-learning process of the public universities are secularly on the decline, despite the fact that their worldwide reputation is higher than some of the private universities. The state has to form some sort of accreditation council and those private universities that satisfy certain critical minimum requirements of inputs, processes, and outputs will be given accreditation by the proposed council. RELATED CONSTRUCTS OF THIS STUDY: Faculty Members: Faculty members are one of the most important and crucial factors for any private universities. In order to evaluate perceived quality the key factor to be considered is the quality of the faculties as it has a significant influence on the perceived quality of private universities. Also to provide quality education the faculty members are also chosen from a pool of excellent academic background with national and foreign degrees. For ensuring the sound academic environment, now private universities are emphasizing research work of the faculty members. University Environment: The university environment is another factor for choosing university and perceiving the quality of a particular university. Therefore it is important that the university must have a congenial environment that will ensure friendly student-teacher relationship, politics free and no session jam or delay in achieving graduation, well organized authority, zero discrimination and good and healthy premis es. Campus Facility: The campus facility of any private university must have the basic facilities as well as some value added facilities as the students of private universities are paying some premium price in getting the education here. Quality Education: The students who get enrolled in private universities must have a minimum educational background to qualify for the admission test and finally enrolled in the university. The curriculum is designed to meet the international standard as well as the students should be able to take part in any competitive examination with full confidence as compared to those of public universities. The student-teacher ratio and the grading policy also have an impact on the quality education. Image / Reputation: The image or reputation of the university has an impact in the job market. The private universities like North South University, East West University, BRAC University, Independent University, Bangladesh (IUB), American International University, Bangladesh (AIUB) have been able to create an acceptance to the students and guardian community by their image and reputation. OBJECTIVES OF THE STUDY: The objective of this study therefore is to identify, analyze, and explore how the students perceive quality of the private universities and what are the extrinsic factors (faculty strength, university environment, campus facility, brand image, and quality of education) influencing perception of quality to the students and guardians. Each of these extrinsic cues has positive or negative impact on the students evaluation of private universities in Bangladesh. Having identified all the cues we need to find out which cue/s has/have more influence on the students while evaluating the perceived quality of a particular private university. REVIEW OF THE LITERATURE: Given the importance of the topic, it is not surprising that a great deal has been written about quality. Consistency limitation preclude a comprehensive review (Castleberry 1985), only the literature that is relevant to the objectives of this exploratory study will be discussed here. Unlike the approach taken in this paper, many authors have offered definitions of quality. For example, Crosby (1979) defined it as conformance to requirements, while Kotler (2006) defined it as the rated ability of the brand to perform its functions. Others have highlighted aesthetic considerations. Thus, Bohr (1980) notes that quality also means aesthetic and sensuous pleasure as wellit is timeless style, simple elegance and a sensation that makes people feel comfortable and satisfied to be near it. Garvin (1984), however, concedes that the definition of quality remains a source of confusion. He states that quality often is equated with conformance to tight manufacturing standards but that there are many other dimensions of quality as well, to wit: performance, durability, reliability, serviceability, the bells and whistles, and aesthetic elements. In a similar view, Gronroos (1984) acknowledges the need to define quality of services in terms of consumer perceptions and suggests that service quality may be a function of a number of variables, i.e., consumer expectations, technical and functional characteristics, and image. After classifying definitions of quality that have appeared in marketing and other disciplines, Holbrook and Corfman (1985) developed a definition of quality within the framework of value theory, specifically: quality is the extrinsic, self-oriented, passive value. An empirical test of their conceptual definition was only marginally successful and the authors concluded that they had provided only a partial answer to the question of the meaning of qualit y. Years ago Wittgenstein (1953) stated that to understand quality from the consumers standpoint, one must be concerned with the everyday use of the word. However, as evidenced by examples from the literature, researchers generally have not adopted this approach. Moreover, no study was found which explored the extent to which consumers definitions of quality depend upon the product or service being considered. Another line of inquiry in the current study is whether consumers evaluate quality before and/or after purchasing a product or service ant, if so, how. Economists, who probably have contributed most to this topic, are divided into two groups. Wilde (1981) represents those who feel quality is a search attribute (i.e., quality perceptions are formed before purchase). Others (e.g., Hey and McKenna 1981), however, feel that perceptions of quality are formed only after purchase and hence quality is an experience attribute. Of the many issues relating to quality, consumer researchers seem to be most interested in how consumers evaluate quality. Most work has explored the effects of various cues and cue combinations on perceptions and evaluation of quality (Olson 1972, Olson 1977, and Monroe and Krishnan 1985). Recently, Gronroos (1984) and Parasuramen, et al. (1984) have developed conceptual motels of service quality and have identified possible determinants of perceived service quality. The fact that these are service quality motels suggests that the evaluation, as well as the definition, of quality is likely to be context-bound. Gronroos, however, has only tested his model with a sample of service business executives, and the Parasuramen, et al. motel is now being tested empirically. Therefore, considerable work must be done before a better understanding of the meaning and role of quality from the consumers perspective is achieved. ATTITUDE TOWARDS PRIVATE UNIVERSITY: As a purpose of the study, we examine the information integration process by which consumers form Attitudes toward Private University (APU). As per cognitive process of consumer decision- making, consumers combine some of their knowledge, meanings, and beliefs for choosing private university to form an overall evaluation. These considered beliefs might be formed by interpretation processes or activated from memory. All Beliefs about Private University: The pretest is conducted to identify the salient beliefs towards private university. Convenience sample of 26 students from North South University and East West University have been provided a survey question asking the attributes they consider to perceive the quality of private university.

Impact of a Childs Self-esteem on Development :: essays research papers

Self-esteem can be defined as how children feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children feel good about themselves, these good feelings will be reflected in how they relate to friends, teachers, siblings, parents, and others. Self-esteem is something that affects individuals throughout life. Therefore, it is very important for parents to help their children develop healthy levels of self-esteem. There are many things parents can do to help their children learn that they are lovable, capable, and competent, beginning when their children are at a very young age. Unfortunately, it is also at a very young age that children can begin to develop low self-esteem. Parents must be very careful not to plant the seeds of low self-esteem in their children unknowingly. Children learn their first lessons about self-esteem from their parents. Children thrive on praise. Praise must be specific and sincere to have a positive effect. It's not necessary for parents, teachers, or peers to wait until their children do something exceptional to provide praise. Praising an everyday event like getting ready for school on time is enough. What's important is that people should focus on the positive things their children do instead of on the negatives. Children need to be shown love and affection through both words and physical actions. Parents should tell their children often that they love them and think they're special. Some parents call their children names and/or belittle them when they are angry. Teachers send children to the principal’s office and their friends either fight children or ignore them. Such methods can have a negative effect on children's self-esteem. Not only that but media too can have a negative effect on a children’s self-esteem. Parents better hope that their children are expose to people who wil l boost his/her self-esteem. A child’s self-esteem does affect their development. If a child doesn’t feel confident, he/she won't be as likely to go out of your comfort zone and try new things, therefore they won't be "developing†. After all, not only parents but also peers and teachers and so forth can contribute to the kid's

Analysis of “The piano” by D.H. Lawrence Essay

The speaker in â€Å"Piano† by D. H. Lawrence is proud to be a full grown man, yet he loves remembering his happy childhood; his nostalgic attitude causes him to feel guilty as if he had betrayed his present state of being. Through effective imagery, Lawrence is able (to describe an image) to help the reader understand the speaker’s nostalgic attitude. The diction and tone used in this poem reveal the speaker’s struggle as his feelings mix between his desire to be a man and his desire to return to his childhood. The syntax and structure of the poem keep the reader in tune with the flow of the poem. In this poem a man struggles to remain a man while fighting off his memories of the past, which he feels would be uncharacteristic of his present maturity. The imagery in this poem helps to describe a picture in the reader’s mind so that the reader can sympathize with the speaker during his journeys into the past. In the first stanza, in the first line, the first image is of a woman. In the fourth line the reader learns that this woman is the speaker’s mother. The third line shows an image of a â€Å"child sitting under the piano . . . pressing the small, poised feet of a mother who smiles.† This image gives the reader an image, perhaps of a parlor room, of a child about three or four years of age enjoying the music produced by his mother. The love of the mother shines through her smile as she reciprocates to the child’s gentle touch. Later, in the second stanza, the contrasting image of a cold, snowy night in the winter and the cozy parlor causes the â€Å"hymns† to seem doubly warm. This represents the traditional image of a grand family sitting around a warm, crackling fire; they sing carols together and just enjoy each other’s company. The piano in the first and second stanza is described as â€Å"tingling strings† and â€Å"tinkling piano† respectively. These light sounds help support the warm cheery atmosphere during that time. These memories are what cause the grown man to be nostalgic for his past. The diction and tone of the poem also show the author’s mixed feelings in the poem. The poem begins with the line, â€Å"softly in the dusk† to open the poem with a light, airy image. â€Å"Vista of years,† are words used to show his  nostalgia as he walks down memory lane. He remembers the â€Å"boom† of the piano, which would seem loud to a child who is four-years-old. In the second stanza, he is a little more negative about his memories. The song he is listening to â€Å"betrays me back.† He feels that these memories should not be felt with such emotion because they cause him to â€Å"weep† as he reluctantly returns to his past. The last line of the poem is also negative as the speaker breaks down and goes â€Å"down the flood of remembrance.† He again flows down the flood reluctantly into the past. The tone is quite the same, supporting the diction that the author remembers a happy past, but is reluctant in continuing to do so. H e is happy to remember his past, but he feels his â€Å"manhood is cast down.† This poem’s structure and rhyme help bring an organization to the way the speaker shares his mixed feelings. The lines are coupled so that every two lines rhyme. The poem is structured so that in each of the three stanza the author describes an image of the present in the first two lines, and then the last two lines are spent describing his comfortable past. The second line of each stanza speaks of the vehicle that sends him back to the past while the third line of each stanza shows his increasing distress. In the first stanza it’s the singing woman that takes him â€Å"down the vista of years.† Next, the song takes him to â€Å"the old Sunday evenings at home.† Finally, the â€Å"great black piano† reminds him of the past. The continuing conflict of the speaker’s emotions is described as he enjoys his memories, yet he despises his continuing nostalgia.

Students Motivation And Its Relationship With Academic Performance Education Essay

In this papers it was traveling to discourse the helpful factors on motive for better academic public presentation. The motive of pupils is one of the of import issues in higher instruction, peculiarly owing to importance of academic public presentation in their professional life and besides it focused on placing the factors that will assist educational minds to cognize pupils ‘ attitudes towards acquisition, what hinders and what facilitates larning in the procedure of larning. This will help instruction community to foretell pupil academic public presentation and placing the pupils before their classs begin to fall ( Kamauru, 2000 ) . Lumsden ( 1994 ) has investigated which passion to larn seems to shrivel as kids grow. Learning sometimes becomes irresistible impulse than felicity, that ‘s why big figure of pupils foliages instruction before graduation. Due to unpleasant attitude of pupils towards instruction really few are really mentally present in the schoolroom. Student motive is the component that leads pupils ‘ attitude towards larning procedure. Number of surveies has been conducted to examine the function of pupil motive toward academic public presentation and different definitions of pupils ‘ motive have been used by assorted researches. Student motive is frequently separated into two types: Intrinsic motive and extrinsic motive. Intrinsic motive: A pupil is per se motivated when he/she is motivated from surrounded by: Intrinsically motivated pupils enthusiastically engage themselves in larning out of distinctive feature, attending, felicity or in order to accomplish their ain scholarly and personal purposes. Therefore pupils with intrinsic motive are more enthusiastic, self driven, disputing and experience pleasance in their surveies and pupils with extrinsic motive attempt to drag themselves with academic coursework, experience compelled to larn, and ever put minimal attempts to achieve maximal grasps. Intrinsically motivated, pupils tend to utilize schemes that require more attempt and that allow them to treat information more strongly. In intrinsic and extrinsic motive we have found the undermentioned beginnings of motive which has besides been confirmed by the pupils during informations aggregation. And besides each of these points has defined in following tabular array which has been used in design a questionnaire for intrinsic and extrinsic factors.At this clip, I am traveling to speak about research methodological analysis:2. Research Methodology:2.1 SampleThe sample involved of 342 university pupils of dissimilar plans in assorted universities of Islamabad and Lahore, Pakistan. The pupils were asked about how motivated they are about their university experience and what truly motivated them to analyze. The questionnaire was distributed among both female and male pupils. It involved 82 % male and 18 % female pupils in the study with an mean age of 20 old ages. The undermentioned proficient card contains the concise information sing research methodological analysis: aˆ? Purpose of survey Exploration aˆ? Types of probe Correlations aˆ? Extent of research workers interference Minimal aˆ? Study puting Non-contrived aˆ? Measurement Scaling aˆ? Unit of scrutiny Persons aˆ? Sampling design Simple random trying aˆ? Sample size N = 250 aˆ? Time skyline one shooting aˆ? Data aggregation method Questionnaire aˆ? Data analysis of Discrepancy The above given self descriptive table describes different parts of research methodological analysis in brief. For statistical purpose analysis of discrepancy has been conducted utilizing SPSS 17 version.2.2 Instrumentation and Measurement:The above mentioned self-explanatory tabular array contains the key of the points mentioned in the study questionnaire. This shows that each beginning in given due consideration in the study and points were assorted in the study sing the beginning of pupil motive.2.3 Procedure:The questionnaires were distributed indiscriminately among the pupils of different plans of different semesters and their responses were collected. Data was analyzed utilizing SPSS for Windows ( version 17.0 ) for precise analysis and consequences. Analysis included arrested development analysis, and analysis of discrepancy ( ANOVA ) .3. Consequence:The undermentioned study begins with the consequences of the respondents ‘ information on sections like linguistic communications and Gender. This survey, conducted on the pupil motive and its Impact on pupil public presentation, shown that 82.4 % respondents are male while 17.6 % female, who participated in this survey. Female section of the sample is moderately undistinguished in the survey. This survey reveals per centums of linguistic communications: of these, 34.5 % respon dents belong to Punjabi linguistic communication, 8.6 % respondents belong to Sindhi linguistic communication, 10.8 % respondents belong to Pashto linguistic communication, 6.5 % respondents belong to Saraiki linguistic communication, 33.5 % respondents belong to Urdu linguistic communication, 0.7 % respondents belong to Hindco linguistic communication and 5.4 % respondents belong to Baluchi linguistic communication. Different linguistic communications are spoken in assorted parts of the state. However, in one university pupils come from different parts of the state and talk different linguistic communications. Four major provincial linguistic communications and three other linguistic communications, normally spoken in some of the states, were besides included in the survey. Languages reflect cultural values of their ain states. Now we have a clear image of the respondents ‘ replies sing pupil motive and pupil public presentation.4. Discussion:Rejection of alternate options, c alling and makings and societal force per unit area instil the academic public presentation. In the same manner, intrinsic motive achieved through regard of selflessness, and self-exploration. This survey investigates student motive and its impact on pupil academic public presentation. Student public presentation will increase between 23 per centum and 34 per centum due to extrinsic and intrinsic motive. T-value of both tabular arraies shows relevant Importance of elements of extrinsic and intrinsic motive for academic public presentation. On the whole, theoretical account is Significant. This survey reveals R-square is 80 per centum which show strong relationship of pupils ‘ motive with their Performance. Academics public presentation will increase 34 per centum due to extrinsic motive where as faculty members Performance will increase 23 per centum due to intrinsic motive. Every pupil has diversified experience of cognition, abilities, endowments and aspirations and come from different Social, regional and political backgrounds that may impact their motive to larn. Some pupil holding great measure of accomplishment due to outdo schooling and other are frailty versa. However, pupil motive is a requirement of academic public presentation ( Masitsa, 2008 ) . Helpful acquisition in the schoolroom depends on the instructor ‘s capableness that creates involvement related to capable affair. Student public presentation depends upon the forces which are impacting during the surveies ( Erickson, 1978 ) . There is no extrasensory expression for accessing accurate degree of pupils ‘ Motivation other so extrinsic motive and intrinsic motive questionnaire.5. Decision and Recommendations:The survey examined the influence of pupil motive on academic public presentation. The survey found positive and reciprocally causal relationship between pupil ‘s m otive and pupil ‘s academic public presentation. This relationship is common, pregnant pupils who are more motivated do better and pupil who perform better go more motivated. In this survey, R-square is 80 per centum ; this shows really strong relationship of pupils ‘ motive with faculty members public presentation. T-value besides shows relevant significance of pupils ‘ motive toward the pupil faculty members public presentation. Extrinsic and intrinsic motives increase their academic public presentation between scopes of 23 per centum and 34 per centum. When we checked on single component of extrinsic motive and intrinsic motive, we found that Academics public presentation will increase 17 per centum due to rejection alternate option. Academics public presentation will heighten 9 per centum due to occupation making. Academicians public presentation will set in to 7 per centum because of societal pleasance. Academics public presentation will increase 4 per centum due to common force per unit area. Academics public presentation will increase 10 per centum due to self geographic expedition. Academics public presentation will increase 12 per centum due to selflessness. Blank ( 1997 ) ; Dev ( 1997 ) ; Kushman ( 2000 ) and Woods ( 1995 ) besides associated high motive and committedness in larning as consisted nexus to cut down dropout rates and addition degrees of pupil public presentation. From these findings we conclude that pupils who are per se motivated perform much better academically than pupils who are extrinsically motivated. Extrinsically motivated pupils might make a good occupation or execute good to accomplish a certain wages, but it does non maintain them motivated for long-run and overall public presentation does non alter or is consistent. They might transport out really good in one semester or quiz to accomplish a certain wages or end and so following semester might demo hapless public presentation because the wages did non be any longer. Their public presentation does non stay changeless as a consequence. Students ‘ who are per se motivated take up undertakings or execute good academically for their ain involvement and for their ain acquisition. These sorts of pupils are genuinely interested in larning and in accomplishing high ends. This shows in their overall consistent public presentation. From these consequences and Analysis, this survey concludes that academic public presentation is positively influenced by intrinsic motive and negatively affected by extrinsic motive. Additional research is required to turn to the inquiry that ‘How pupils ‘ intrinsic motive can be increased? ‘Critique In respect to research methodological analysis:At the first I guess it ‘s better to depict the motive which it did n't bespeak clearly and besides denominate different type of public presentation in this instance academic acquisition and larn how to measure the motive while it did n't bespeak in original paper base of literature reappraisal:Motivation:It is incentive, enthusiasm, or involvement that causes a specific action or certain behavior. There are two chief sorts of motive: intrinsic and extrinsic. Intrinsic motive is internal. It occurs when people are compelled to make something out of enjoyment, significance, or desire. Extrinsic motive occurs when exte rnal factors compel the individual to make something. A common topographic point that we see the demand to use motive is in the work topographic point. In the work force, we can see motivation play a cardinal function in leading and direction success. A individual unable to hold on motive and use it will non go or remain a leader. It is important that anyone seeking to take or actuate understand â€Å" How allow to Hierarchy of Work Motivators. † What all procedure theories have in common is an accent on the cognitive procedures in finding his or her degree of motive. Equity theory assumes that one of import cognitive procedure involves people looking about and detecting what attempt other people are seting into their work and what wagess follow them. This societal comparing procedure is driven by our concern for justness and equity. Research by Adams ( 1965 ) and others confirms equity theory as one of the most utile models for understanding work motive. The motivational force of a occupation can so be calculated if the anticipation, instrumentality and are known. The person ‘s abilities, characters, function perceptual experiences and chances cut down the motivational force. In this undertaking merely focal point is on motive and wanted to cognize about the relationship between academic public presentation and motive and merely speak about Extrinsic and Intrinsic factor while the other go-between and moderator factor possibly wholly lay waste to the relationship between the even those pupil although have a intrinsic motive as in this paper in consequence portion you see as a important factor but due to such a factor it ca n't travel good and do n't alter the public presentation as it was expected. I merely want to reexamine some of these articles about the other factors that can be helpful. In cognitive-motivational procedure theoretical account ( Vollmeyer, R. & A ; Rheinberg, F. ( 1998 ) . Motivationally EinfluA?sse auf Erwerb and Anwendung von Wissen in einem computersimulierten System. [ Motivational influences on the acquisition and application of cognition in a fake system. ] Zeitschrift fuA?r PaA?dagogische Psychologie, 12, 11-23. ) Motivational factors imagine that have an consequence on public presentation via go-betweens. Such a possible go-between is continuity. Besides in this paper the research worker did research on 51 pupils learnt a complex moral force system. They measured their initial motive ( mastery assurance, incompetency fright, involvement and challenge ) , so a set of interceding variables during larning. Performance steps were knowledge acquisition and cognition application. In this paper it was shown a path-analysis showed that initial motive influenced continuity and it have direct consequence on public presentation and should take in consideration that sometimes extremely relentless scholars did non hold higher average concluding public presentation, despite geting more cognition over tests. So public presentation is one of the possible go-between that in ( Regina Vollmeyer * , Falko Rheinberg ( 2000 ) this paper it has discussed. Besides in another survey we can see that ( Bandura, 1991 ) combines motive and knowledge into a cognitive-motivational position. He defined motive as a â€Å" multidimensional phenomenon indexed in footings of choice of chases from viing options, strength of attempt, and continuity of effort † ( p. 158 ) . For larning this means that motive non merely affects what people learn, but besides the strength and the continuance of the acquisition activities. So as you can see in this survey although motive has considered as a multidimensional phenomenon, but the indexes is non harmonizing to this paper. In another survey, ( Rheinberg, 1997, p. 14 ) defined motive as something that â€Å" provides an drift towards a end for all current procedures † . In making so, motive influences the manner people learn. Vollmeyer and Rheinberg ( 1998 ) proposed a cognitive-motivational procedure theoretical account. The interaction between motive and knowledge is described in more item by Schiefele and Rheinberg ( 1997 ) . They argued that motive can impact three facets of acquisition: ( 1 ) Continuity and frequence of larning activities. ( 2 ) Manner of performed learning activities. ( 3 ) Motivational and functional provinces of the scholar during larning. These three facets define the model, within which we looked for variables that may intercede the consequence initial motive has on public presentation. Besides different type of acquisition is one of the issues that did n't bespeak in the chief paper but in Schiefele and Rheinberg ( 1997 ) has wholly indicated. In corroborating the relationship between motive and public presentation but in different type in work topographic point we can see: The motivational theoretical account holds that more chances to take part in determination devising supply subsidiaries with greater intrinsic wagess from work ( Conger & A ; Kanungo, 1988 ; Thomas & A ; Velthouse, 1990 ) and higher degrees of psychological authorization ( Spreitzer, 1995 ) , which may ensue in improved work public presentation. In add-on to, the other go-between factor between motive and public presentation as a consequence of a meta-analysis conducted by Eby, Freeman, Rush, and Lance ( 1999 ) revealed that intrinsic motive mediates the nexus between the participative direction behavior of supervisors and the organisational committedness of employees and their work public presentation.( XU HUANG1, ET al.2010 )Furthermore there is some other documents that confirm the some other factors for increasing the motive For case Lumsden, ( 1994 ) analyzed pupils ‘involvement towards instruction and beginnings of their motive. Marshal ( 1987 ) viewed pupils ‘ motive as a force beneficial to the scholar. Ames ( 1990 ) stated that motive to acquisition is dependent on long-run, choice fond regard in acquisition and pledge to the procedure of larning. Most motive philosopher believes that motive is involved in the public presentation of all learned responses and leaned behaviors will non happen unless it is energized.Bomia et Al. ( 1997 ) has suggested pupil motive as pupil acuteness, demand, desire and duty to take part and be dining in the acquisition procedure.Some other Critical Theory in Motivation and public presentation:Consequence of content theories of motive:There are some other theories in motive and academic public presentation which is more related to organisational behavior such as Maslow and ERG theory that in this portion we want to lucubrate more in footings of different demands of employee to acquire satisfy and increase their academic public presentation. Sing that we can see in order to actuate pupil in instance of maximise their academic public presentation to achieve higher scaling we need to run into their basic demands at first due to Maslow and Alderfer ERG theories which belong to content theories of motive as it is illustrated above.Pygmalion consequence on motive and public presentation:It is deserving adverting that pupil public presentation increases merely if we can actuate them. Besides another factor should be highlighted in this respect and that is theory of carry throughing prognosis. This theory negotiations about Pygmalion consequence. The Pygmalion effect enables pupil to stand out in response to the parent and their lector ‘s message that they are capable of success and expected to win. The Pygmalion consequence can besides sabotage pupil public presentation when the elusive communicating from the director tells them the converse. Supposing if a pupil is amateurish, he leaves cicatrixs on the callings, cuts deeply into their self-esteem and distorts their image of himself/herself as human being. But if he/she is adept and has high outlooks of his/her subsidiaries, their confidence will turn, their capablenesss will develop and their efficiency will be high. If the lector really believes that every pupil has the ability to do a positive part at his/her surveies, the telegraphing of that message, either consciously or automatically, will positively hold an consequence on academic public presentation.In respect to discussion portion:While in the treatment portion all the alternate except the intrinsic factors reject we review the literature about Motivational factors and academic acquisition: When a scholar approaches a acquisition undertaking, the literature suggests that several motivational factors are relevant and can be measured: ( Regina Vollmeyer * , Falko Rheinberg, 2000 ) . 1. Learners can change in their certainty that they will win in understanding the undertaking. This factor we will name command assurance ( similar constructs have been proposed: e.g. , subjective chance of success and self-efficacy ( Bandura, 1977 ) . 2. Learners can differ in their anxiousness about neglecting in the undertaking. This factor we will name incompetency fright ( a similar construct is Atkinson ‘s fright of failure, nevertheless, for him this construct is measured as a trait whereas we assess a individual ‘s existent province ) ; ( Regina Vollmeyer * , Falko Rheinberg, 2000 ) . 3. Learners may change in the grade to which they perceive this undertaking as a challenge. Perceiving the undertaking as a challenge requires a personal accomplishment criterion for this undertaking against which to prove undertaking public presentation. 4. The undertaking may or may non arouse the scholar ‘s involvement. All these motivational factors are said to impact acquisition ; nevertheless, it has non been clearly shown how. In conformity with our cognitive-motivational procedure theoretical account ( Vollmeyer & A ; Rheinberg, 1998 ) , we investigated the premise that these four motivational factors influence larning via the undermentioned three go-betweens: The motivational province during acquisition, The systematicity of scholars ‘ schemes The figure of larning rounds the scholars intentionally chooses to pass bettering their cognition ( continuity ) . ( Regina Vollmeyer * , Falko Rheinberg, 2000 ) .In respect to decision and recommendationSUMMERY: AThe purpose of this assignment was to reexamine a equal reviewed journal article that is research based, and is representative of one of the research methodologies we discussed in category ( administer the questionnaire for measuring the merely two concept motive and academic public presentation. The format of the article has the visual aspect of a thesis because it has many of the same constituents. It starts with an abstract that discusses the chief points of the research and the consequences. After reading the article, I found that the abstract failed to advert the other grounds that affect the public presentation except motive of pupil that the research was based on. The research methodological analysis used in this survey was studies analyzed in a quantitative design. More peculiarly, merely one study instruments was introduced in the article, and merely it was used. It was a questionnaire which was designed and developed by Neil ( 2004 ) step pupil ‘s motive and it was called â€Å" The University Student Motivation and Satisfaction Questionnaire version 2 † ( TUSMSQ2 ) .It was an instrument contains 30-items. The inquiries measure both Intrinsic and Extrinsic motive of pupils and one the job is that variable which was analysed in this paper merely concentrate on internal and external characteristic of motive.

30 Things You Wish People Told You About College

30 Things You Wish People Told You About College This post is going to save tons of aspiring college students time, money, headaches, broken hearts, etc. Read it and discover 30 things you’ll be glad we told you about college. 1. â€Å"If possible, you should make sure the college you’re going to is accredited or it’s quite nearly a complete waste of time.† 2. â€Å"If the college isn’t worth a damn, you can get that same type/level degree through 2 year community college programs.† 3. â€Å"Community college credits transfer over to four year universities easily because of partnerships, while those from for-profit colleges do not.† 4. â€Å"Don’t take one class until you’re ABSOLUTELY SURE what your career path is. If that means waiting a bit and getting to work†¦do it.† 5. â€Å"Try not to miss a single job fair at your college†¦ever. It’s who you know in this world and how you know them, not what you know. Gather as much in-your-face time with potential employers in your field of study as possible.† 6. â€Å"Your ability to pass classes will get you a piece of paper with a shiny star, some highbrow writing with a nice font and your name on it. Your ability, or inability, to network will get you a great job or not.† 7. â€Å"Don’t just stick with what you know. Being the smartest guy in class is like being the coolest kid at nerd camp. Find something more challenging!† 8. â€Å"You should have your four years of college pretty much mapped out before you begin. You know exactly what classes you need and won’t waste any time or money.† 9. â€Å"Never procrastinate when it comes to signing up for important classes. Missing a class altogether can be a huge set-back.† 10. â€Å"Summer classes aren’t just for making up for your slack the year before, but also for getting an edge on the year to come.† 11. â€Å"It’s either get a job or an internship. Which one is more important to your career goals depends on your specific major. Keep in mind that once you enter the job market, an internship = experience.† 12. â€Å"Stay physically fit throughout college. It makes dating easier, the mind sharper and adds to the overall quality of your life during such a critically developmental stage. Plus people in shape get treated better and get more chances†¦sad but the truth nonetheless.† 13. â€Å"Yes, if you can and it doesn’t break some super-serious religious or moral inclination, go get some. Have sex! Most people don’t get to be around/sleep with young attractive college-age guys/gals much after college is over. Just protect yourself.† 14. â€Å"Studying abroad is something you should take advantage of while in college when you can get cheaper rates with tons of payoff. After college it becomes harder to travel like that without being in a career that requires it.† 15. â€Å"Make connections with important people like professors and those that work directly with anything having to do with internships. As they get more competitive it’s about who you know.† 16. â€Å"Keep a close eye on your reputation. It’s okay to be wild and crazy to a degree, but remember that someone’s always watching, especially when you’ve got high ambitions.† 17. â€Å"Do anything you can to save money on textbooks/non-textbooks for reading outside class. Is the college bookstore really the only place to get them? Heard of the internet?† 18. â€Å"Don’t be the poor college student who has to eat nothing but unhealthy crap all the time. Eat healthy! Do what it takes. Even if you have to wait tables in a local health-restaurant. Your brain takes up 30% of your daily recommended energy intake!† 19. â€Å"Don’t get swept up into the college blues. Depression sucks. It’s ridiculous. You’re young and in college rather than all the other horrible situations you could be in otherwise. Relax†¦Ã¢â‚¬  20. â€Å"Worry about being comfortable in your own skin. Be your own hero. Be your own best friend. After that new people will be attracted to you and making friends will be easy.† 21. â€Å"These college years ARE NOT going to be the best years of your life. You’re only getting started. College is transitory.† 22. â€Å"Taking a year off isn’t a good idea 90% of the time. Most never return and end up spending a fortune on a non-degree†¦Ã¢â‚¬  23. â€Å"Don’t depend on ANYONE else other than yourself to graduate. This includes advisors. Ultimately it’s your responsibility to take the classes you need.† 24. â€Å"Make sure you take any tech/computer classes seriously. The amount of human jobs in 2020 and beyond will be few.† 25. â€Å"Get a good amount of sleep each night. Seriously†¦Ã¢â‚¬  26. â€Å"Don’t get too comfortable.† 27. â€Å"Remember, most of the time the people in your class that are doing better than you aren’t smarter†¦they just work harder than you do.† 28. â€Å"Don’t be an idiot. Go to class!† 29. â€Å"Don’t just sit in class quite as a mouse or dozing off. Be engaged! This is costing money.† 30. â€Å"Take it easy with the gaming!† It’s your turn people. We couldn’t have possibly covered everything, so post a comment and tell everyone something you wish you had been told before doing the college thing.

4 Ways to Take Control of your LinkedIn Endorsements

4 Ways to Take Control of your LinkedIn Endorsements I’m a self-identified control freak when it comes to certain aspects of my life, and as such, I am perpetually perturbed by the Skills Expertise section on LinkedIn. The way this section works, anyone can endorse me for anything – even things I know nothing about! And if enough people endorse me for things I do not consider important, these skills will be prominently displayed at the top of my Skills list. Aargh! You might, like me, get an email almost daily telling you that someone wants to endorse you for â€Å"new† Skills not currently listed on your profile. And if you’re like me, there was a reason you didn’t list that skill in the first place. Either you don’t have that skill or you don’t want to market it. What I do in this situation is press â€Å"Skip† and wait until the next well-meaning person endorses me for skills I don’t have. At the National Resume Writers’ Association Conference in Chicago this past week, LinkedIn endorsements were a hot topic. We are all concerned that the wrong people are endorsing us for the wrong things. In one session about LinkedIn, trainer Dean DeLisle suggested that we take control of our Skills Expertise and stop complaining about it! How can you wield control over this pesky section? Well, let me tell you: Fill in ALL 50 Skills. This way there will be less likelihood of additional, inappropriate skills being added to your profile. You would have to delete one skill to add another. Press â€Å"Skip† to decline adding Skills to your profile. Know that the skills listed at the top of your Skills list are the ones with the most endorsements. If you want different skills to show up there, ask your connections to endorse you for the ones you want to appear at the top! (I am going to do this momentarily. Be forewarned.) As a last resort, you can delete a skill, add it back, and start over from zero endorsements. That will push other skills higher up on your list. Please Take Action! A Request I’ve found that a lot of people seem to endorse me for Blogging, Social Networking, Social Media Marketing, Nonprofits, Career Management, Time Management, and a lot of other things I don’t market as my specialties. My request to you is to endorse me for the list of Skills Expertise that appears below. Please only do so if you are confident that I have the skill! Also note that to endorse a skill, you must be a 1st-degree connection. I invite you to connect with me on LinkedIn if we are not already connected. Hint when endorsing anyone for skills: Don’t default or be limited to the ones suggested at the top of their profile! Scroll down in the profile to the Skills Expertise section and choose from there. You will be able to click on a + sign to choose the skill. For example: Heres my list of requests. Thanks in advance for your support! Resume Writing Executive Resumes Executive Resume Writing Sales Resumes Marketing Resumes C-Level Resumes Senior Management Resumes Supply Chain Resumes Operations Resumes LinkedIn LinkedIn Profiles Cover Letters Professional Bios College Application Essays MBA Admissions Consulting Law School Admissions Consulting Law School Resumes I’m making this request partly as an experiment in service of my e-book, How to Write a KILLER LinkedIn Profile. If I can change the appearance of my Skills Expertise section, then I will be able to stand tall and recommend similar action to my e-book readers in the 8th edition. Also, if you think I am familiar with your skills and want me to endorse you for specific ones, I will do so IF I know your abilities first-hand. Thank you and I look forward to the changing face of all our LinkedIn profiles!

Black in latin america Essay Example | Topics and Well Written Essays - 250 words

Black in latin america - Essay Example The Haitians, on one side openly acknowledges their African heritage and respects it. This respect has led to their openly defending their being related to the Africans, a defence they have paid an agonizing price for. The Dominicans, on the other hand, is a multiracial society that tries to identify with the whites. They shun their African heritage and roots and openly embrace European identities mainly Hispanic. Being a multiracial, the Dominicans have always tried to push the African heritage to the background in the name of national identity. This has its origin in 1844 when the country became free from the Haitians, at this time, and anything associated with Haiti especially creole, statues and the African pride was considered low and inferior. It is also notable from the movie that there has emerged a new group in Dominica still identifying itself with their black ancestors. The situation in Haiti is exactly the opposite. They embrace their African heritage to the extent that even their heroes’ statues are almost all black. The music and arts in Haiti and even the culture and language have deep African roots, and the people are proud of their heritage. I terms of religion, the Haitians have besides the Roman Catholic, the voodoo, a religion that combines both catholic and African influences. Although in the same island, the two countries are depicted in the movie as having differ ing attitudes towards their common African

Country Report- Comparative Politics (Tunisia) Essay

Country Report- Comparative Politics (Tunisia) - Essay Example In the modern history, Tunisia has changed into a sovereign republic, named the al-Jumhuriyyah at-Tunisiyyah. Tunisia has over five million people, almost all Arab-Berber descent. The Mediterranean is on the north as well as east of the country, Libya is in the southeast, and Algeria is on the west. Tunis is the capital and the largest metropolis. It is found near the ancient site of the city connected with Carthage. During this time, two presidents, who had a tremendous impact in Tunisian society, have led it. Its first modern leader, President Habib Bourguiba delivered to the place of work hard-won political experience, after several decades connected with service on the list of leadership on the independence mobility. As the actual major figure on the Neo-Destour Celebration, he seemed to be instrumental in obtaining entire independence pertaining to Tunisia in 1956. He dominated government entities until their removal in 1987. Through his decades in place of work, his feats inclu ded the law change, economic procedures which detoured briefly in a socialist way, a mild but steady improvement in lifestyle, and the foreign insurance policy, which retained a private approach even though maintaining buy and sell and financial connections to the west. Benjamin Ali was the President of the Republic throughout 1987, in addition to kept electrical power until this individual was forced to leave in 2011. His economic policies possess emphasized a place orientation. His test at re-approachment using Islamist groups would not meet anticipations. The lording it over party ended up being reorganized. Within his authority, Tunisias economy continued to accomplish at a new pace, which in turn yielded a new moderate although overall regular rate associated with growth. A great independence, mobility lasting many decades gradually prevailed, bringing about the end of the French protectorate. In 1954, the Tunisian wrestled and major civil

Evaluation Summary Essay Example | Topics and Well Written Essays - 1000 words

Evaluation Summary - Essay Example Needs of the PPD women are not usually met at the earliest point because of its delayed diagnosis. While delayed diagnosis leads to criticality of depression. This delay occurs due to the barriers such as social stigma towards mental illness as well as knowledge deficiency regarding the situation. Other objectives included assessing and identifying high risk group of PPD and developing a health education program for improving early detection and treatment of PPD. Women with complex needs such as alcoholic or drug abusers, domestically or sexually abused women are considered at highest risk, and require multidisciplinary care throughout pregnancy and after birth (Logsdon et al., 2010). To enhance safe and effective patient care, is only possible through application of evidence based nursing practices. Therefore, the literature search on the needs of postpartum depression patient and its early detection led to the conclusion that for ensuring safe clinical care it is responsibility of the prenatal nurses and childbirth educators to assess, educate, and support (if needed) every women regarding the symptoms and sources of help for PPD (Logsdon et al., 2010). ... The tools that are normally used for PPD detection are Edinburgh postnatal depression scale (EPDS), which is a 10 item self assessment questionnaire and focuses on the feelings of past seven days. However, the tool is highly validated. Other tools are also used, but are not as sensitive and validated as EPDS. However, the best assessment tool should include questions regarding risk factors such as social factors and quality of relationship with family members, abuse or history of depression prior to birth. By the end of the practicum it was clear that the application of prenatal psychosocial screening tool had better results in early detection of the PPD (McDonald et al., 2012). An informed decision making is possible after incorporating sound knowledge into it. Therefore, a review of current patient centered policy was undertaken as policy can be an important factor in the provision of quality patient care. It was found that the current regulations required healthcare providers to s ubmit annual data regarding screening of PPD and for this current screening method and data reporting requires to be expanded. The policy aims to utilize the information to provide optimal intervention for the patients (Mass.gov, 2013). Another objective of the learning program during the session was the evaluation of teaching methods to the new mothers regarding the symptoms of the PPD. It was found during the literature search that an individualized teaching plan is required that is based on women’s existing knowledge of the PPD. Treatment seeking behavior of women is facilitated when communication between nurses and new mothers take place. This requires empathetic tone of the nurse, explicit observations of teaching styles, social persuasion as well as

Acquisition and Participation Metaphors of Learning

Acquisition and Participation Metaphors of Learning Introduction A wealth of research has been devoted to the goal of understanding an array of different theories of learning which have emerged within the last 50 years. The focus of this paper is to address two specific paradigms, within which learning is now understood. These consist of the acquisition metaphor and the participatory metaphor of learning. The relative merits of each paradigm, has been evinced through a coalescence of scientific research, appropriating findings from an array of emerging fields of inquiry. Greeno (1997:14) notes that progression in the field of cognitive science has illuminated our understanding of the â€Å"processes of problem-solving, reasoning, understanding and memory†, whilst advancements in understanding social interaction are derived from â€Å"ethnography, ethnomethodology, symbolic interactionism, discourse analysis, and sociocultural psychology.† In broad terms, these two distinct lines of inquiry have fuelled the alternate metaphors of acqu isition and participation, as ways of thinking about the nature of learning. When paradigms such as these develop, they bring with them the distinctive array of terminology characteristic of the intellectual currents, which spawn them. Griffin (2003: 68) helpfully acknowledges that the reason in part why the lines of inquiry about learning have been divergent is that â€Å"different authors have used different terminology to describe the types of learning that they have studied.† Greeno (1997: 14) rightly concedes that the â€Å"prospects for theoretical advancement† are improved if the scientific agenda prizes synthesis. The proverbial maxim that ‘iron sharpens iron’ is relevant here, where the two metaphors of learning have lived through an intellectual period in binary opposition, illustrated by aspects of Brown, Collins and Duguid (1988); Andersen, Reder and Simon (1996) and Greeno (1997). Indeed, as Greeno (1997: 15) notes in his concluding remarks, à ¢â‚¬Å"the cognitive and situative perspectives are both valuable for informing discussions of educational practice, but in rather different ways.† The prismatic-like dimensions of learning have allowed it to be categorised variously, reflective of a variety of operating paradigms. Binary categorisations including â€Å"single or double loop† (Argyris and Schà ¶n, 1978); â€Å"maintenance or innovative† (Botkin et al 1979); â€Å"banking or problem-posing† (Freire 1972); â€Å"reflective or non-reflective† (Jarvis 1992); â€Å"formative or transformative† (Mezirow 1991); or â€Å"surface or deep† (Marton 1982); are all noted by Griffin (2003: 68-72). These theoretical constructions of learning, can be in part at least, subsumed within the ambit of the two metaphors in question, namely learning as ‘acquisition’ or learning as ‘participation.’ Jonassen and Land (2000: 28), note that â€Å"Resnick (1987), in her presidential address to the American Educational Research Association, examined the practices in schools, which are predicated most strongly on the acquisition metaphor, comparing them to how individuals learn and use knowledge outside of schools. Her analysis focused attention on the collaborative, contextualised, and concrete character of learning outside of school, as opposed to the individual and abstract character of learning that occurs inside of school. Arguably, it was this analysis that served as one of the principal stimuli for the development of the participatory perspective with its emphasis on situated activity.† The Participatory Metaphor While the field of cognitive psychology is well established, the fields of social psychology and cultural studies are emergent fields. The participatory metaphor of learning has grown out of these more recently emerging psychological and sociological disciplines. Brown, Collins and Duguid (1989) observed that methods of learning that try to teach abstract concepts independent of authentic situations overlook the way understanding is acquired and developed through continued, situated use. These researchers also assert that â€Å"understanding is reliant upon complex social interactions and negotiations†. Brown, Collins and Duguid’s (1989) assertion that the nature of language acquisition is analogous to the nature of all knowledge acquisition is a useful interpretive device. Language vocabulary acquisition is a relatively rapid and efficient process when learners are participants in ‘authentic situations’, in this case explained as situations where a genuine functional need for language acquisition exists in order for individuals to participate in the flow of real life conversations. Herein, learners are active participants with ‘practitioners’, indeed ‘cognitive apprentices’ as Brown, Collins and Duguid (1988) postulate. An authentic language acquisition environment, encourages the awareness of nuance and the practice of negotiation to promptly deal with uncertainty, an option, arguably not as available to students in conventional classroom settings. By way of contrast, Brown, Collins and Duguid (1989) describe typical language acquisition approaches in schools as extremely inefficient, due to the level of contrivance, belying the value of formal definition and memorisation without regular practice. According to Brown, Collins and Duguid (1989:1), knowing †¦is inextricably situated in the physical and social context of its acquisition and use.† This representation of knowing resonates with Jonassen and Land’s (2000: 28) comments that, â€Å"knowing about refers to an activity not a thing. Knowing about is always contextualised not abstract; knowing about is reciprocally constructed within the individual-environment interaction not objectively defined or subjectively created; and knowing about is a functional stance on the interactionnot a ‘truth’.† Participatory advocates underline the â€Å"inseparability of knowing and doing†, an assertion, which, if widely true, raises enormous challenges for schools and other formalised educational institutions. Brown, Collins and Duguid (1989), explore the enticing notion of ‘cognitive apprenticeship,’ positioning teachers as masters of apprentices, who utilise authentic domain activity. They make the astute observations that, â€Å"social interaction, social construction of knowledge is significant, therefore conversation, narrative and anecdote, should not be dismissed as noise.† Furthermore, they assert ‘legitimate peripheral participation’ is significant for it often involves apprentices, attempting to enter the culture. This articulation of genuine learning imbibes the sociological significance of the learning framework. The participatory metaphor of learning empowers the individual and the social group within the learning context. Other common terms noted amidst situated cognition adherents, terms such as participatory, brokering and negotiating, elevate the status and significance of the learner within the learning environment, implying an active, eng aged and enculturated role on behalf of the learner, in relation to the learning process. These concepts indicate the premise that learning is an active process, and certainly not an inert, static product, such as an intact body of rarefied knowledge, permanently beyond dispute or modification. This framework for understanding learning has real currency at a time when geo-political shifts in an increasingly globalised world and village, exposes the tentative nature of knowledge, which may have been perceived as immutably fixated in previous centuries. The elevation of the learner’s status in relation to the act and process of knowing, is an appealing way to view the nature of learning. A logical extension of this interpretation of learning, is its predilection according to Brown, Collins and Duguid (1989), for â€Å"collective problem solving, enacting multiple roles, confronting ineffective strategies, and utilising collaborative work skills.† The corresponding conviction, that learning is a transaction, also pinpoints a false assumption. In this light, it is deemed to be false, â€Å"that knowledge is individual and self-structured, that schools are neutral in terms of what is learned in them, that concepts are abstract and immutable, and are independent of the context in which they are acquired, that (JPF) behaviour should be discouraged.† Johansen and Land (2000: 84) notes ‘situated cognition’, (or SitCog to its pundits), while holding some advantages over previous foundations, does not presently offer a comprehensive account of cognition. â€Å"For SitCog to fully serve as an integrating framework, a means of accommodating multiple perspectives needs to be developed, to allow inclusion of selected ideas and practices from behaviourism, symbolic cognition, and other theories, both psychological and non-psychological.† Johansen and Land (2000) note that SitCog also presents an opportunity to define the designers role in new ways. The design task is seen in interactional, or participatory (rather than rational-planning), terms. They assert that (2000:84) â€Å"design and control become situated within the political and social context of actual learning environments. Rather than applying the best learning theory, designers and participants of learning environments honour the constraints and affordances of the local situation. A situated view of design, then, is one that supports the worthy practices of participants and stakeholders, using whatever theories, tools, or technologies at their disposal.† New situations continually recast concepts in a more densely textured form- concepts are ever evolving. Concepts are always under construction and defy categorical description Brown et al (1988) provide a clear account of situated cognition, a term noted frequently in the literature review which draws attention to the critical role of situation or context in the process of learning. The concept of situativity, is a key component of the participatory metaphor of learning. It asserts that knowledge is a product of a specific learning situation, embodying a set of cultural assumptions, which facilitate the cultural construction of knowledge The researchers advocate the â€Å"inseparability of knowing and doing†, which has enormous implications for education and learning, if their further assertion is correct, than conventional educational settings and theories of mind, disassociate knowing and doing as two distinct practices. This conceptualisation of learning acknowledges the significance of the activity, whereby authentic activities are defined as ordinary activities of the practitioners of a culture. Brown, Collins and Duguid (1989), indicate school activities are hybrid- framed within the values of one culture- school, (while attributed to the culture of another domain, such as that of the historian or the mathematician). Proponents of the need for authentic learning activities, applaud the participatory metaphor of learning. These researchers desire learning activities congruent with what practitioners do, a noble aspiration embracing the insights of the apprentice model of admission and enculturation, into the beliefs and practices of particular learning communities. The corollary, amongst some situative theorists, most notably Lave, is regrettably a fairly strident expose of the limitations of schooling, since knowing becomes transmuted within school contexts, so school culture replaces, rather tha n allows access to the authentic domain of knowledge. Assert that growing body of research into cognition undermines the notion that abstract knowledge can readily be transferred from the minds of teachers to the minds of students. â€Å"Knowing †¦is inextricably situated in the physical and social context of its acquisition and use† p1 If extracted from these, it is irretrievably transformed. Anderson, Reder and Simon (1996) attempt to distil four key claims posed by the situative learning proponents, then to systematically dismantle each one, from a viewpoint more akin to the acquisition metaphor of learning. To complicate this debate, Greeno’s (1997) rejoinder, asserts that Anderson et al (1996), misreads the paradigm of situative cognition, providing an overly simplistic distillation of the case for the ‘SitCogs’. Andersen et al (1996), state that ‘sitcogs’ claim all knowledge is context specific or context bound, yet this is going too far. Their rebuttal suggests research yet to be conducted may show that knowledge is made more transferable, when initial explicit instructions that transferability of knowledge concepts is articulated and value. They also found some research failed to find evidence of context specificity in relation to learning; that how tightly knowledge is bound to context depends upon the nature of the knowledge. Furthermore, they concluded that knowledge is more context-bound when taught in a single context, moreover links between school based competencies and workplace competencies show some correlation, diffusing a degree of the potency of some situated learning advocates. The Acquisition Metaphor The consolidated field of cognitive psychology, shaping theories of learning over several decades, has espoused the view that knowledge is a product that is capable of consumption and acquisition. This more long-standing understanding of learning has not surprisingly felt threatened by the situative cognition view. It is seen by many as a conservative or conventional conceptualisation of learning, attuned to the enculturation process of traditional schooling. A belief from within this camp, is the notion of the existence and value of abstract knowledge; deemed to be valuable in its supposed dexterity, to be able to reappear for reapplication in relation to additional contexts in meaningful ways for learners. Greeno (1997:15) admits that while more drawn to the situative learning paradigm, nonetheless, â€Å"the cognitive perspective clarifies aspects of intellectual performance and learning, with its emphasis on and clarification of informational structures of skill, knowledge, strategies and understanding.† While the situative camp has to some extent charged knowledge with an inability to be transferred, once stripped of the original context in which it is learnt, Greeno (1997), defends the participatory model. He suggests its recognition that the notion of transferability of knowledge must be examined with greater subtlety and detection of nuance. Andersen et al (1996), cites evidence of studies to show the full gamut of opinion about degrees to which knowledge transfers or not, which superficially appears to undermine the situative, participatory view, that knowledge removed from its context is diminished. The further claim attributed by Andersen et al (1996), to the situative view of knowledge and seeming attack upon the acquisition pundits, is the assertion that training by abstraction is of little use. The writers support the use of abstract instruction combined with concrete examples as a powerful approach to knowledge acquisition, citing studies which purport to demonstrate the e fficacy of abstract knowledge. Finally, they pose the claim by situative proponents, that instruction needs to be done in complex social environments. To counter this, Andersen et al notes that part training is often more effective than holistic training, exemplified through tax code being better learnt whilst removed from the social context of interaction with a tax client – thereby removed from the social environment. Furthermore, cooperative, group learning studies which are deemed to be inclusive, yet studies do not categorically show group learning to be necessarily superior. Recommendations and Conclusions Brown, Collins and Duguid (1989) recommend that since situated learning postulates that activity and perception precede conceptualisation, they therefore need to be better understood. In line with this, key terms used to bolster both the participatory and the acquisitional metaphors of learning need more precise definition. It seems that both conceptualisations of learning recognise much of the merit in the opposing camp, as well as (at least in an intuitive manner) the artificiality of binary opposition in fields of academic research and inquiry. The dialectical approach to research within the relevant scientific disciplines, appear to recognise the value and goal of synthesis, in order that robust progress in understanding of the nature of learning occurs. Bibliography Books Griffin, C et al (2003) The Theory Practice of Learning, London. Kogan Press Jonassen, D.H., and Land, S.M., (2000) Theoretical Foundations of Learning Environments.. Mahwah, NJ. Lawrence Erlbaum Associates Journal Articles Anderson, J. R., Reder, L. M., Simon H. A. (1996). Situated Learning and Education, Educational Researcher, Vol 25, No. 4, pp 5-11, American Educational Research Association Brown, J.S., Collins, A. Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher,Vol 18, No. 1, pages 32-42. American Educational Research Association Greeno, J,G. (Jan. to Feb. 1997) Response: On Claims That Answer the Wrong Questions, Educational Researcher, Vol 26, No. 1, pages 5-17, American Educational Research Association