Economics School-Based Assessment Essay

Introduction LIME, an acronym for ‘Landline, Internet, Mobile, Entertainment’, is owned by the British based Cable & Wireless Communications. The company formed from the integrated businesses of Cable & Wireless in the Caribbean which adopted the LIME name on 3rd of November 2008. With people spending a lot of time accomplishing tasks and doing researches, the internet has becomevery important to individuals nowadays. Without the internet some individuals think that they cannot survive because of how it is used to provide a variety of information and communication facilities in order to get the work done quickly and/or enjoy one’s self with family and friends. People are becoming very lazy and find it difficult to open a book to find information, so instead they use the internet to gather the information quickly. Businesses also use the internet to do market researches and many other activities. The internet has basically any and every thing. More than 50% of homes in Jamaica has internet and for those that cannot afford the internet, the Government has provided facilities to them. With people wanting to send or receive emails, use search engine to gather information, looking for hobby or interest on the web.I have decided to do an investigationof the Internet Service industry within Jamaica with reference specifically to LIME . Acknowledgement I would like to thank everyone who would have contributed to the completion of this School-Based Assessment. First of all I would like to thank God firstly for the opportunity to do such a project and also for the wisdom, strength and understanding to complete this assignment. Other people who I would like to thank are: My Economics teacher for her constant advices and willingness to help. All those who answered the questionnaires distributed. My family for helping and supporting me during the execution of this project. Objectives of research The aims of this investigation are: 1. To establish the type of relationship there is between price and quantity demanded for internet service at LIME. 2. To examine of the principal factors affecting the demand of LIME and Flow 3. To examine the price elasticity of demand of internet service at LIME and Flow 4. To determine whose internet service can mainly be found in form 5 of the St. Martins secondary school. 5. To briefly examinethe market structure for internet service in Jamaica. 6. To briefly examine the market conditions affecting the supply of internet service at LIME and Flow in Jamaica. Methodology:The SBA was conducted in my community. Primary Sources: 1. Questionnaire: Twenty questionnaires were shared out to students in form 5 of the St. Martin’s secondary school. 2. Interview:The managers of LIME and Karib Cable were interviewed to obtain information such as how they attract customers to their business. Secondary Sources: 1. Textbooks: Economics textbooks were used to have a clear understanding of the Laws of Demand and Supply. 2. Internet: The websites listed in the bibliography were used to further clarify economic concepts to enhance the school-based assessment. 20 questionnaires were given to the students of form 5 in the Community of. Two interviews were conducted with the managers of LIME and Flow outlets inOchi rios. The internet service industry in Jamaica is one of an Oligopoly market structure. Thus, there are only a few large firms, Homogeneous or differentiated products, imperfect knowledge of the market, they are price makers with price rigidity and also have many buyers. As such, there are little competition levels which ideally lead to the producers satisfaction and welfare. After the data were collected from the questionnaire, I discovered that all the participants were between the ages of 16-17. The study as shown that LIME’s internet service was the most  demanded internet service in Guys hill. Question 1 )10 of the students who were given questionnaires had access to the internet at their homes. This may due to the addiction to social networking or the need of having the internet to gather information. Since the internet is the quickest way of gathering information and communicating with others the demand for internet would be high. Question 2: In question (2) 60% of the students said that they have LIME’s internet service while 40% have Flow internet service. The fact that more students preferred LIME’s internet service shows that some method of attracting customers that Flow is lacking. Based on the supply information gained from the interviews, these methods include the sponsoring of events and other methods. Effective use of these methods can increase the demand for internet, lower production cost, will result in a decrease cost price and lead to an extension of demand, all of which increases a firm’s profits. Question 3: The question â€Å"Who pays for the internet you have access to† was asked in question 3. Majority (80%) of the students said that they parents pays for the internet while the other 20% said that their grandparents pays for the internet. This shows that even students may have the desire and the willingness to pay for the internet service; they are not backed by t he ability to pay for it. Question 4: All (20) of the students said that the person who pays for the internet at their home currently has a job. This shows that persons who have jobs are the ones who have ability to pay for internet service at their homes. Question 5: In relation to question 5 responses, 16 of the persons who pay for the internet are full-time employees while the other 4 are part-time. The 16 full-time employees who might be eligible for benefitshave LIME’s internet service and this might be so maybe because of personal preference and wanting top quality service. Question 6: 16 students said that the person who pays for their internet occupational classification is white collar while the other 4 said its blue collar.The 4 blue collar workers internet service provider is Flow, which shows that people who receive less income prefers Karib Cables internet service maybe because of the price of the service. Question 7: In relation to question 8, 18 of the students use the internet mostly for social networking while the other 2 uses it for information. Sites like facebook  and twitter are social networking sites that enable users to communicate with each other by posting information, comments, messages, images, ect and these sites have become the most popular website on the internet. So therefore students may have a deep desire to have internet service to use these sites. Question 8: According to question 7 90% of the students use the internet on a daily basis. Based on the questionnaire this is due to addiction to social networking by these students. The other 10% uses it weekly and this is due to the need of gathering information. Question 9: In question 9 the question was asked â€Å"What is the main factor of choosing your internet service provider?† Many factors affect the demand for a specific internet service such as preference, price of the internet and advertisement. 60% of the students said that it’s because of preference while the other 40% said that it’s because of price of the internet service. This may be so because people may have a greater liking for a certain internet service because of its reliability. No onewants to be experiencing difficulties with the internet while surfing. Question 10: 8 persons said that they pay a price range of $800-$1000 while12 persons said that they pay from $1300-$1500 According to the information on the questionnaires the 12 persons who pays at the price range of $1300-$1500 internet service provider is Lime, which shows that flows rates are a little cheaper than LIME’s rates. Question 11: All of the students internet speed is 1 megabyte per sec. Although LIME and flow provides 4mbps, which is a lot faster than 1mbps shows that people only have the ability to pay for 1mbps a month. Question 12: According to question 12, 60% of these students don’t experience any problems at times, while the other 40% experiences problems. The 60% of students who don’t experience any problems internet service provider is LIME. This means that even though LIME’s rates are a little more expensive, they provide better service than Flow and that is why LIME attracts more customers to their services. The fact that LIME’s internet service is more expensive may due to the cost of production. Question 13: 6 of the students who experience problems said that they experience slow internet at times, while the other 2 students said that at times they don’t have internet at times. Question 14: In relation to question 14 these problems were experienced daily by 25% of these student, 25% weekly and 50% of the students who experience problems experiences monthly. Question 15: The question â€Å"If the price for your internet was $1000 a month for 1MBPS (Mega Bytes per Second), you would purchase â€Å"20% of the students said that they would purchase 2mbps at $1500 per month. This shows that persons have the desire and willingness to purchase 2mbps but they don’t have the ability to do so. Question 16: 50 % of the students showed willingness to purchase 2mbps at $1500 per month. As price increases from $1500 to $2000 for 2mbps, the quantity demanded decreased thus, the law of demand stands (as prices increase, demand decreases). The P.E.D was calculated as -0.15, indicating price inelasticity. As the price increases from $1500to $2000, demand also decreases and the Law of demand is also obeyed. The P.E.D. in this case was -0.3, thus indicating in another price inelasticity. Findings 1. There is a negative relationship between the prices of internet service and the quantity demanded. This simply means as price increases, quantity demanded decreases and as price decreases, the quantity demanded increases. 2. The principal factor affecting for internet service is one’s preference. 3. Internet service is price inelastic, therefore the quantity demanded is unresponsive to changes in price. 4. The existence of foreign firms (LIME) in the local economy can create good competition and result in higher consumer satisfaction. Recommendations Both LIME and Flow can endeavor into improving in the following areas if they haven’t already done so in order to boost sales and have a better competitive stance: Flow should use suggestion boxes to get feedback from customers about problems they face. Increase advertising to make the customers to have a greater liking for their internet service since preference is the factor affecting demand. The government should open up the market for internet service further. This would add to competition. Competition would lower prices and also keep money in the country since LIME is owned by the British base money is most likely exported out of the country. Sponsor more events that are taken place in the country. Sell 2MBPS at cheaper rates since more people are demanding 2MBPS. Conclusion In this investigation between LIME and Flow, I have come to realize the major role that economics plays in the operation of a business. It was deduced that LIME is a better internet service provider than Flow since bigger consumer market and their customers experience no problems. Bibliography Book: Websites: http://www.time4lime.com/vc/internet.jsp http://www.Flow.com

Promote Communication Essay

1. Understand why effective communication is important in the work setting. 1.1 Identify the different reasons people communicate. We communicate all the time to greet others and socialise, to express our needs/feelings and or concerns, to share our ideas, to pass on information, to reassure others, to build relationships with others, to ask questions, to share our experiences. Communication can be professional or personal. It is important in social work environments that information is recorded so that if it needs to recalled later on for legal reasons it can be. All communications are confidential and a â€Å"need to know† basis. Communication between colleagues is essential so that the service user is having the same care and needs by all members of their care team. 1.2 Explain how communication affects relationships in the work settings. Communication in the work environment with colleagues, service users, family members, Other organisations regarding the service user. Promotes trust, helps understand the individual’s needs. Communication is used to inform others of the care and wellbeing of the service user without communication I would not know what the service user wants and needs, feelings and wellbeing. Communication can prevent or resolve conflict and prevent misunderstanding. 2 Be able to meet the communication and language needs and wishes and preferences of Individuals 2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals. I can establish a service user’s preferred method of communication by: asking the service user, reading their care plan, ask family members and friends, ask colleagues. As I care for the service user I will be making observations and asking questions and I can share my experiences with colleagues and  record them in the service users care plan. The service users’ needs should reflect their: culture, beliefs, religion and their preferences according to their needs. 2.2 Describe the factors to consider when promoting effective communication. Factors to consider when communicating could be: * Is the environment adequate for the communication (well lit, quiet, confidential etc?) * The service user has the abilities to understand (dementia, mental health, learning disability) * Adapting your communication for the individual (speak louder, use hand gestures talk slower and clear etc.) * Does the person need an interpreter or family member to be present? * How is the person going to respond to the communication? * Are you invading the individuals personal space * Do you need to write down questions, for the individual to understand better * Are you sure of the facts, that you are communicating 2.3 Demonstrate a range of communication methods and styles to meet individual needs†¦. Service users can have difficulty in their communication these can be: Hearing loss: Hearing impaired people have to concentrate very hard to pick up information. Hearing aids, sign language, lip reading, flash cards, written information and speaking clearly and slowly can help the service user with communication. Loss of sight: Can make a service user disoriented if in a strange place or even time to time in their own home. Spoken communication is increased importance to people with this disability. Trying to keep things in the same place is also important so that the service user can find things when they are on their own and for their independent. Gender differences: Female service users may not want a male carer. Dementia/confusion: A service user with dementia can find even the easiest day to day tasks hard simple clear instructions are required. Dysphasic: service user who have had a stroke may have dysphasic which can make commination very frustrating for them. Cultural differences: some gestures can have different meaning in different cultures. It is best to familiarise yourself with their culture so that you  are able to treat them with respect. Communication and Autism: people with autism have difficulties with both verbal and non-verbal language, and think people mean what they say. They can also find facial expressions, tone of voice, jokes, sarcasm and common phases and sayings difficult to understand. 2.4 Demonstrate how to respond to an individual’s reactions when communicating. Verbal responses e.g. tone, pitch, silence  non-verbal responses e.g. body language, facial expressions, eye contact, gestures, touch Read more:  Demonstrate Strategies That Can Be Used to Clarify Misunderstandings 3. Be able to overcome barriers to communication. 3.1 Explain how people from different backgrounds may and/or interpret communication methods in different ways. We live in society where there is many cultures and communication can be different in these cultures and the same sayings can have different meanings to our own. For example if we use slag the service user may not understand and what is acceptable in our culture may be an insult to another. In some cultures it is unacceptable for a woman to speak unless spoken to. As a social care worker you have to inform yourself of the different cultures of the service user you work with. 3.2 Identify barriers to effective communication. *Their understanding/language differences *Visual/hearing impairment *Relationship *Age *Environment is to loud/noisy *Environment is to cold/hot *Environment is to bright/poorly light *Chairs are to far apart/to close 3.3 Demonstrate ways to overcome barriers to communication. *Adapt communication for the service user’s medical needs *Explain things in simple language in a clear slow voice consider using images if appropriate *Offer the service users glasses or hearing aids if they have them *Maintain a professional friendly approach *Adjust the noise/ light level, room temperature *Move chairs closer or further apart *Do not make assumptions about beliefs, values and culture 3.4 Demonstrate strategies that can be used to clarify misunderstandings. To prevent misunderstandings when communitacting speak slowly and clearly, repeat yourself if nessersarly, write things down. If you are communicating about a passing on bad news then it is best to have someone with you this acts as support for yourself and the severcie user and a witness. When communicationg with a service user with dementia repeat youeself and ans them if they have understood you prompt them verbaly to remind the service user of the content of your communication. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively. *Other colleagues *Supervisor *manager *Local authority – social worker *GP *Family and friends 4 Be able to apply principles and practices relating to confidentiality. 4.1 Explain the meaning of the term confidentiality. Confidentiality is a set of rules or a promise that limits access or places restrictions on certain types of information. 4.2 Demonstrate ways to maintain confidentiality in day to day communication. When a service user is new to the service they will be explained the confidentiality policy after this has been explained to them if you need to share their information about them or something they have told you, you have to ask for their consent to share this with other members of the health and care team. 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns. Confidential information disclosed by a service user may have to be passed on to others, if there is a risk of danger or harm to them or others, if abuse is suspected, or if there is suspected misconduct of a colleague in respect of the service user (whistle-blowing). You must inform and explain to the service user why the information they have told you needs to passed on to others and that it is your responsibility to do so and that it is part of the company’s policies and code of practice. This may cause tension in the relationship between you and the service user may lose trust in you and be upset that you have passed on the information.

Atticus Finch In To Kill A Mockingbird English Literature Essay

Atticus Finch In To Kill A Mockingbird English Literature Essay Atticus Finch is one of the most steadfastly honest and moral characters in â€Å"To Kill a Mockingbird† by Harper Lee and his character remains, for the most part, unchanged throughout â€Å"To Kill a Mockingbird†. As any character analysis of Atticus Finch should note in terms of the plot of â€Å"To Kill a Mockingbird† he begins as an upstanding citizen who is respected and admired by his peers and even though he loses some ground during the trial, by the end of To Kill a Mockingbird he is still looked up to, both by his children and the community as whole-with all class levels included.   Ã‚  As a lawyer in To Kill a Mockingbird, Atticus Finch represents everything that someone working in the justice system should. He is fair, does not hold grudges, and looks at every situation from a multitude of angles. As Miss Maude quite correctly puts it in one of the important quotes from â€Å"To Kill a Mockingbird† by Harper Lee, â€Å"Atticus Finch is the same in his house as he is on the public streets† (87) and this could also be said of how he behaves in the courtroom. He is a skilled lawyer and without making outright accusations in a harsh tone he effectively points out that Bob Ewell is lying. Even more importantly, the subject of this character analysis, Atticus Finch, is able to gracefully point out to the jury that there although there probably are a few black men who are capable of crimes, â€Å"this is a truth that applies to the human race and to no particular race of men† (208). His understanding of equality and his colorblindness allow him to see clearly that the case has been motivated by racial hatred and he is strong enough, both as a person and a lawyer, to see that this is a wrong that needs to be discussed and pointed out to the community. In general in To Kill a Mockingbird, as a lawyer, he is much as he is as a father-focused on justice, equality, and imbued with the special talent of seeing a numbe r of angles to every situation.   As a parent in To Kill a Mockingbird Atticus, although older than most of the other children’s parents, is very careful to offer his children careful moral guidance. Instead of trying to force principles of politeness or societal norms on them, however, he is careful to provide his instruction in a way that makes the children think about their actions. For example, he offers them complex lessons in life and tells them, â€Å"shoot all the blue jays that you want, but remember it’s a sin to kill a mockingbird† (103). This lesson is not to tell them that shooting things is good, but rather that there are some things that are living peacefully and have a purpose on the earth. In addition to this, as a lawyer and a man of words, he recognizes the importance of having good verbal and reading skills and he teaches Scout to read from a very young age. As another example, when Mrs. Dubose dies he teaches his children an important less on about courage and strength by telling them, . â€Å"I wanted you to see what real courage isà ¢Ã¢â€š ¬Ã‚ ¦it’s when you know you’re licked before you begin but you begin anyway and you see it through, no matter what† (116). The most important aspect of this in terms of the major themes in â€Å"To Kill a Mockingbird† presented via this character, it is that he does not just tell his children things he wants them to consider important, he actually follows through and lives according to such lessons. For example, as seen in To Kill a Mockingbird   even though he knows he will not win the case and is â€Å"licked† he goes ahead and pursues it anyway. As a father his most important role seems to be as a teacher above all else and his children, much like the rest of the community respect him greatly for this.

IT questions Coursework Example | Topics and Well Written Essays - 750 words

IT questions - Coursework Example The sockets enable applications in different software to communicate through inbuilt network hardware and operating systems. In my daily communication, I get to use socket programming in different ways. The instant messaging applications that I use to connect with people in different parts of the world are coordinated by socket programming. At one point computers at our working place were connected through multiple sockets to enable us network together easily (Shuang, 2013). In any case where a server is used to connect some data or users of different software at distributed places, threads are used. A local database server that I was once involved in managing used java threads to respond to requests sent to the database server (Batenkov, 2012). Thread pools were created to keep track of the number of requests handled at a time. This was possible due to java concurrency that enables many programs to run parallel. The java threads were also helpful in synchronization of worker queues (Silas, 2012). Some times in our teams and organizations we are required to coordinate with other team members who are situated far from us. We use distributed processing in such cases since it enables us exchange data as messages are passed across processors. Several processors with their own memories are used here. Apache Storm is an example of distributed real-time computation systems we adapted. This application synchronized streams of data from many processors in different time zones (Kivi, 2012). With the advanced technology in the world today, many messaging applications have been introduced into the telecommunication industry (Sultan, 2014). Some of these applications have been of importance in coordinating me with my colleagues and friends. Google hangouts are one of the messaging applications that I use to connect with my partners found in other continents. Whatsapp is another application that helps me in communicating across continents

Respiratory Essay Example | Topics and Well Written Essays - 3000 words

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Total Quality Management TQM' Term Paper Example | Topics and Well Written Essays - 3000 words

Total Quality Management TQM' - Term Paper Example The one common aspect was the urge to improve the â€Å"quality† of life. The desire to improve the quality of life was the major driving factor in all the advancements that were achieved through the journey from Stone Age to advanced civilization. The desire to make life easier urged humanity to find ways and processes that can improve the standards and quality of their life. As humanity started making strides in improving the quality of life, the concept of improving the quality standards started making influx in other fields as well especially in the business world. The introduction of the quality management in the business process changed the entire face of the business world as it helped them in improving their products and services day after day. Microsoft’s example is one of the best examples of improving quality. A business, which started its operations from a garage eventually, became the leader of the operating software industry. The major reason for its succe ss was the constant improvement in the operating software, which was used worldwide on personal and official level. They anticipated the demands of the market and thus were able to introduce improved and quality products and services to their users. ... What is Total Quality Management? The Total Quality Management includes three concepts. Firstly, â€Å"total† which emphasis that all the employees in the organisation know how to achieve the set standards of the company. Secondly, â€Å"quality† means the best possible level a product or outcome can achieve. Lastly, the management points out the commitment that is required from the employees to produce the desired results (Naagarazan, 2005). Total Quality Management is involved in the strategic planning process and involves the ideas that can produce the products and services, which exceed the expectation of the target customers. It promotes the concept of constant improvement, which is pivotal for the success of any organisation. Total Quality Management is an art that requires the involvement of every resource an organisation may have. Google is considered one of the best examples of Total Quality Management. Google when started its operations in 1998, the industry w as occupied with the giants like MSN and Yahoo. However, in very short span of time, three years to be precise, Google became the market leader of the search engine industry and to date enjoys almost 70 percent of the search engine market share followed by Bing, which stands at 9 percent. The major reason for the success of Google in this short span of time was the constant improvement in the procedures of search results. The results shown by Google are now considered to be the most accurate one with elimination of spam to a large extent, this is why Google became a giant and started to expand in the other industries as well (Garg and Mishra, n.d). Importance of Total Quality Management The dynamic nature of all the industries in the

Anthropology is holistic in including the study of humans as both Essay

Anthropology is holistic in including the study of humans as both biological organisms and as cultural of social organisms - Essay Example Right from its definition, anthropology describes the study of all spheres of humankind. Anthropology studies the overall human society by examining the broad vista of the human life right from the origin of mankind to the modern forms of life taking into consideration various salient features such as the variations in cultural disposition in different societies around the world as well as the entire man’s social life. In addressing the complex human life, anthropology explores the corners of the entire block by dividing the human society into four main blocks which include: the human politics, the socioeconomic configuration of the human society, the religious perspectives in the diverse human life and the aspect of the general ideology in man. This gives a holistic perspective in elaborating the entire panorama in understanding man in his changing interrelationships with each other as well as with the surrounding environment. Besides, anthropology studies the contemporary so ciety by paying a keen visit to the man’s past or history and evolutionary processes further giving it a holistic approach in relating man’s past with the present in order to come up with an all round description of the human society giving it a better understanding in a chronological manner (Washburn). In dealing with the human society, anthropology views the society in two main perspectives: man’s biological environments as well as his cultural environments. The biological anthropology deals with the study of human origins from a biological point of view while the cultural anthropology studies man’s cultural backgrounds usually along a historical path. Biological anthropology as a sub branch of anthropology, deals with the study of the corporeal growth in human genus hence playing a very crucial role in the learning of human beginnings as well as in the identification and classification of human fossils to reconstruct the theory of man’s evolutio n from a scientific point of view. It borrows more from the human body capacity (anthropometrics), human genetics as well as from human osteology. Besides, anthropology helps in categorizing man and other primates based on the study of their brain evolution and development over time in order to come up with a chronological account in reconstructing the changes in human society (Marks). Moreover, biomedical anthropology as a sub branch of anthropology has also contributed immensely in the anthropological exploration of the biological world in relation to the medical field. Even though this is mainly well developed in the United States where biomedical anthropology holds a higher rank, the sub discipline adequately helps in relating medicine and anthropology by incorporating ideas and knowledge from the biological and medical anthropology sub-disciplines. Thus, it can be strongly argued that biomedical anthropology has contributed in improving medical and biomedical sciences through t he holistic integration of the cross- cultural, behavioural and epidemiological points of view on health related matters. As an academic discipline therefore, biomedical anthropology has been closely related to human biology. Biology can also be closely linked to the typological studies in anthropology. Typology in anthropology deals with the categorization of the human kind based on the physical traits possessed by each person. These include those traits that can be readily

American Music Composers Essay Example | Topics and Well Written Essays - 2500 words

American Music Composers - Essay Example These learnings were then inculcated in the styles and forms apt to American culture and tradition to be able to compose "American classical music" (Sherrane 2007). This may be so, but the song and music heritage of the United States credits many American composers who have contributed to the musical history of the country. Among these composers is Charles Ives (1874-1954), hailed as the greatest American Composer by Time Magazine and Leonard Bernstein (Gutmann 2002). The History of American Classical Music is very rich and deep in its context. There are many contributors to American Classical music and they have indeed shaped what American music is today. These composers and musicians have worked hand in hand to establish music that has shaped how music is composed, played, performed, and listened to. The great American composers have sought to define music and contradict the form and style to be able to create new music that is apt for American culture and tradition. Born and raised in Danbury, Connecticut, Charles Edward Ives was a democrat who was described as fierce, optimistic, and idealistic in his ways of creating music that unified the voice of the American people with music derived from European classical music form and style (Swafford 1998). What emerged from the genius of Charles Ives was music that surpassed the expectations of man and his imagination. His music was in every essence bursting of American culture yet unique in its every note, tempo, and form. The primary influence and driving force of Charles Ives in his musical pursuit was his father, George, who was then leader of the Danbury Village Band. At five years old, he was found by his father drumming his fists on the piano and was hence given drum lessons (Swafford 1998). It was also his father from whom he received his first lessons in piano and other instruments. Until the maturation of his musical career, Charles Ives was infamous for "requiring a board to play the Concord Sonata" (Swafford 1998). This lead to what is now called the "tone clusters" (Swafford 1998). His interest in bi-tonal forms, polyrhythms and quotations was as well instilled by his father (G. Schirmer Inc. 2006). As his father loved exploring acoustics, dissonance, happenstance, and counterpoint, Ives was raised with an inquiring and transcendental approach to music (Gutmann 2002). As George Ives would always then say to him: "Don't pay too much attention to the sounds--for if you do, you may miss the music. You won't get a wild, heroic ride to heaven on pretty little sounds", Charles Ives sought to capture the emotion, the story, and the spirituality of life using music (Swafford 1998). Ives was thus driven to search for that heroic ride to heaven. What resulted from this was his creation of music so radical and original in its technique and style that it was surprisingly complex and very tricky to perform. In 1893, Ives left Danbury to study in Yale, New Haven. There, he underwent training under the supervision of Horation Parker, who was then famous for his high-Victorian oratorio Hora Novissima (Swafford 1998). It was in Yale that Ives created his First Symphony and First String Quartet, that he later subtitled "From the Salvation Army" in an attempt at a joke (Swafford 1998). It was during these four years in Yale that he got a better grasp of large scale forms, and his works then revealed a developing maturity

The Psychology of Adult Learning Case Essay Example | Topics and Well Written Essays - 1250 words

The Psychology of Adult Learning Case - Essay Example I have selected this student for the case study because she is one of the most successful and influential models in my life. In contrast with most of the students her age in Saudi Arabia, KM loved going to school from the beginning of primary classes. In addition, KM, as was evident to those who have known her from her youth, has a strong character and power to change things she does not like. She loved working and helping other people, which has helped her to become a doctor in her future life. The theory of motivation is going to be applied to illustrate how it psychologically influenced KM to pursue this particular career. As such, the attached transcript (Appendix 4) will relate these issues to the existing theoretical position within psychology and adult education. In particular, this case study will investigate how these theories are related to the participant’s experience. The interview for this case study was conducted in the participant’s home on Sunday 31 December. Before this date, the interviewer sent KM an online copy form of the â€Å"invitation to be interviewed† and the â€Å"case study participation consent form†. After having a discussion about the issue online, the participant and the interviewer agreed that it would be better for both of them to meet at the participant’s home. The reason for this choice was that both sides would feel more relaxed and comfortable in a private and familiar setting as this would be more suitable within the culture of both the participant and the interviewer. In addition, this was where the participant studied and read during the period of her school and college attendance. The interviewing method was also chosen because it allows the participant to express her views in a free manner. It also allows the interviewer to gain first-hand information about the participant’s views towards a particular subject area.

Case study. Ethical Dilemmas in Allen's Family Term Paper

Case study. Ethical Dilemmas in Allen's Family - Term Paper Example Apparent ethical dilemmas challenging Allen’s family are Autonomy and Beneficence. Autonomy invites an idea of liberty of option. Autonomy’s context avails the patients with the right of adopting their preference in matters regarding treating. Beneficence involves the idea of initiating the best practices for solving patient’s condition (Harding, 2010). This mainly advocates for being good to the patients to help them emerge out of their situations. Although these terms advocates for imperative ideas, they presents dilemma in care procedures. The Dilemma of Autonomy A chief actor unveiling the dilemma of autonomy is Clifford Allen. Allen’s is scuffling with a condition of depression. His condition has a medical solution but he is not ready to seek assistance. According to Allen, his condition is a weakness but not a sickness and he claims to have a personal solution to his problem. He only takes medications for other conditions; for instance, he frequently visits a physician for his BPH tests but he never discusses his depression problem. This implicates a stern challenge since understanding the right option to adopt becomes difficult. The autonomy principle allows Allen a choice of defining his fate by the virtue that he has a sober mind (Harding, 2010). However, taking medication seems a better solution to Allen’s problem. ... This creates a dilemma on the matter. Additionally, Pamela’ case reveals the idea clearly. Pamela presents a similar case as one with her husband. She constantly refuses to take chemotherapy and radiation prescriptions until her condition worsen. She feels that chemotherapy is not a good option for her condition. However, this is not the case because her health improves substantially after accepting the treatment. This implies that, subscribing chemotherapy was an ideal option for her condition but since Pamela has rights of choice according to autonomy postulate, imposing treatment is not justifiable. This develops the stand of autonomy as an ethical predicament. Importantly, Allen fails to uphold an initiative of autonomy. He is a victim of supremacy intricate. Allen himself refuses to take treatment because of his reasons; however, he strongly disputes the idea of his wife refusal of chemotherapy. He fails to remember that his wife also has a freedom of determining his fate . Consequently, he hates Pamela and he is not willing to relate with her stand. Indeed this position augments his depression hitch hence posing challenges to his health. A clear understanding and critical handling of the dilemma presented by the concept of autonomy would create a better environment in which they could substantially fight their problems. Beneficence Dilemma Numerous aspects in the family depicts beneficence dilemma. The spirit of adopting good practices to assist patients sometimes present challenging situations. Pamela presents a good paradigm of the impact of the idea of beneficence. She has risky determinations in ensuring her family overcomes their challenges. She quits her job to take care for her son. Moreover, she is very sensitive on her husband’s condition.

Gender Differences in Fundamental Movement Patterns Essay Example for Free

Gender Differences in Fundamental Movement Patterns Essay Raudsepp and Paasuke (1995) tested 60 8-year olds (33 boys and 27 girls), finding that there are no sex differences in the kinematics of running. However, they found that boys perform better in overhand throwing and in tasks evaluating motor performances and muscle strength. Girls outperformed the boys in two tasks: sit and reach and balance (p. 294). This study merits discussion on several fronts. First, the researchers hypothesize that factors other than biological account for the gender differences in motor skills that they found in their tests (p. 301). Second, the researchers note that biological variables had been considered in previous studies (p. 294), and they made this point a significant aspect of their own investigation. Third, the children were given classes before the testing sessions (p. 295). In trying to account for the results of their study, the authors hypothesize that factors other than biological could account for the gender differences. Biological factors include age, height, weight, and body fatness (p. 294). A factor that could explain these differences is experience. Indeed, the authors note that, in the case of overhand throwing, girls do not have the same amount of experience as boys, and that boys have more memories of practicing overhand throwing (p. 295). In trying to eliminate biological factors from the results of their study, Raudsepp and Pausuke standardized the age factor, as they chose only 8-year olds for their study. They also measured the height, weight, and BMI of their subjects, finding that there were no significant sex differences in height and BMI. However, the boys were heavier than the girls (p. 297). In their choice of subjects, the researchers have chosen groups that differ only in the biological factor of weight. This is a significant point for their study, however, there are other biological factors that could have been considered and that possibly might account for some of the differences the authors observed. For instance, could joint length (in proportion to height) account for the difference in stride lengths in the running kinematics test? Also, if the boys and girls are similar in height and BMI, what aspects of the body composition of boys accounts for their heavier weight? An intriguing aspect of this study is that the researchers gave the children classes before the testing sessions. In these classes, children were taught the proper techniques of running and throwing (p. 295). As these classes likely impacted the children’s performance in the tests, additional information should have been provided to the reader. Who taught these classes? Were the instructors male or female? Were the children separated by gender in the classes, or were boys and girls taught together? An additional component that could make an ideal subject for future investigation would be to test the children both before and after the training sessions. In this way, the elements of experience and technique could be weighed against performance, particularly in the task of overhand throwing. In summary, this study largely confirmed findings from previous studies. The authors, in their attempts to standardize biological factors, bring up important questions to consider in future studies. In the area of biological factors: What accounts for the boys’ heavier weight? Does limb length account for differences in stride length? Is there a difference in body composition or limb length that accounts for girls’ increased flexibility and balance? In respect to environmental factors: How did the technique classes affect the children’s performance?

Police chiefs face Essay Example for Free

Police chiefs face Essay By this point the voice-over repeat of the chorus has finished. The camera begins to pan round then abruptly cuts to a shot of the police chiefs face; then a shot of the word police; and finally a shot of a scene of violence, death and destruction. Soon after the camera continues to pan but this time across a mass of posters on a wall.  During the next section of the film a credits-like theme is used, flashing a freeze frame of a character with a sub-heading of their name underneath. Firstly the Montague parents are shown. The camera freezes and then cuts to the Capulet parents. These are portrayed with more detail for example: a medium close up is used to show their faces which appear very distressed, possibly even scared. This part is made accessible to a modern audience by showing flashing lights. The view will most probably instantly connect this sight with police or even emergency services, both of which were not around in Shakespeares times, making it both an appropriate atmosphere and very modern. This way of introducing characters continues for various other key characters in the film. Accompanying this filming is a very dramatic choral music, awakening the viewer and drawing their mind to the film. The music builds in volume intensity as a similar style of music did earlier in the section, increasing the suspense and anticipation in the film. Seconds later from these credits several small clips are shown from the film. Including the firework display from the banquet scene. Following this yet again the chorus is portrayed but yet again in a different way. This time it is flashed across the scene in words. This reinforces the chorus yet again, similar to that of a film trailer. Whilst providing a brief overview of what will happen but not ruining the story. Then the background music undergoes a Rullentendo, bringing the mood and pace right down. The camera then rapidly zooms towards a cross. Then instantaneously a Romeo and Juliet title appears on screen as if announcing the beginning of the film. In summary the film has been made accessible to a modern audience using items and features we recognise and can relate to, for example; the newsreader; the modern city; helicopters; and so on. Secondly, the use of repetition and the variety of the delivery of the chorus. The use repetition is incredibly effective, as it constantly reminds us exactly what is being said both through auditory and visual effects. The director has effectively used both sound and special visual effects to create effective atmosphere throughout the film. In parallel with camera effects, throughout the film the atmosphere has been made appropriate using five main features. Firstly the consistent atmosphere of: conflicts; violence; and war between the families. Secondly, the effective use of music which is written in a very choral, classical and yet modern style. The way it picks up pace builds tension and excitement until the climax. As mentioned above, the news-style reporter is very familiar to us. Finally, the use of a modern futuristic setting really builds the atmosphere of intrigue. It gives the impression of a Gangland scene between the two families. In my opinion, this section has been made both accessible to a modern audience and used an appropriate atmosphere. Thus Baz Luhrmunn has successfully achieved his aim, to make a Shakespeare play understandable to a younger audience, more modern audience, by bringing the story into a modern and more easily relatable environment.

Motivation to Learn: Teacher-Student Relationship

Motivation to Learn: Teacher-Student Relationship It is a generally accepted truth that the future lies in the hands of the next generation and that the success of the next generation is based largely on education. Increasing numbers of reports and articles in the media have been published over the last several years showing that education of the next generation in the U.S. is lacking. The long-standing super power stands to lose its status on the global playing field, threatening the way America has come to see itself and its role in the world. These trends have caused panic and politicians have claimed a rededication of their efforts in this arena because that is what the nation is crying for. However, while the belief that U.S. students are falling behind the world academically is wide-spread, and fact that this is an undesirable circumstance to be in is unanimous, no single concrete solution has emerged. The leading approach is currently raising standards as can be measured according to standardized tests. The idea is that without a quantifiable measure of progress schools cannot know whether they are improving and that by seeing how they are doing in comparison to other schools, they will be motivated to make even greater strides. It has been suggested that an emphasis on student motivation may be far more valuable than an emphasis on which specific facts theyve memorized from American history or which functions they can calculate in mathematics. While it may be somewhat counterintuitive to argue that education is best improved by focusing on something beside the material the students are expected to learn, many studies have shown that this very well might be the case. This is, in brief, due to the fact that motivated students learn more, learn better, and learn themselves. That is to say, the tradeoff is more than worth it: To dedicate some percentage of a teachers time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort was invested in conventional transfer of knowledge methods, or far worse, test preparation. Accordingly, many researchers have conducted a considerable number of studies on students academic motivation and students goal orientation, particularly those who concentrate on the dynamics of motivation within classroom settings, have started to emphasize the potential role of relational variables ( e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner Belmont, 1993) in students academic engagement. In the last forty years, researches (e.g., Pintrich, 2001, Skinner, 1995, Stipek, 1988) have studied student motivation and, have found a great deal about: What moves students to learn and the quantity and quality of the effort they invest?, What choices students make?, What makes them persist in the face of hardship?, How student motivation is affected by their relationships with significant adults?, How motivation develops?, and How the school environment affects it?. Accordingly, educators, parents, and students have paid substantial attention to the importance of motivation in school because of significant contributions to students academic learning, self-esteem, self-efficacy, and school readiness. Motivation to learn is a competence acquired through general experience however, it is mostly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). Infants and young children appear to be mobilized by curiosity, driven by an intense need to explore, interact with, and discover their environment. In the classroom settings, the content covered and the social context can vary continuously. Therefore, children are frequently involved in unfamiliar learning environment. This can create ambiguity for some students; however can crate challenge for other students. Accordingly, students try to make sense of novel learning situations by referring to their motivational beliefs (Brophy, 1987). Motivational belief refers to the opinions, judgments, and values that students hold about objects, events, and learning process (Brophy, 1987). Motivational belief also refers to the students opinions of the efficacy or ef fectiveness of learning and teaching process. For example, childrens beliefs about their academic experiences have important implications for their school adjustment and academic achievement ( Mueller Dweck, 1998; Wigfield Eccles, 2002). Accordingly, expectancies and values are directly determined by other achievement related beliefs (e.g., achievement goals, self-schemata, beliefs about science (Wigfield, 1994). Similarly, motivational beliefs act as a frame of reference that guides students thinking, feelings, and actions in any subject area. For example, motivational beliefs about mathematics determine which strategies and motivational goals students develop. It is crucial that a students beliefs about a domain may be predominantly optimistic or pessimistic, thus providing a positive or negative context for learning ( Skinner, 1995; Stipek, 1988; Vermeer, Boekaerts, Seegers, 2000). Teacher-child relations play a prominent role in the development of competencies in early school-age years (Pianta, Steinberg, Rollins, 1995; Pianta Walsh, 1996) and transition to middle school (Davis. 2003; Pianta, 1999). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Studies have shown that positive teacher-student relationships can lead to a warm classroom environment that facilitates successful adaptation in school and thereby increase students motivation to learn. On the other hand, conflictual teacher-student relationships are associated with lower achievement and self-esteem as well as ongoing relational conflict with both teachers and peers (Pianta Hamre, 2005; Buyse, Verschuere n, Doumen, Damme, Maes, 2008). Research has further indicated that children with whom teachers report positive relationships are outgoing and socially competent (Pianta, et. all., 1995; Birch Ladd, 1998). Moreover, the teachers believed that high quality relationships between teachers and their students enhanced classroom learning and motivation by building a safe and supportive classroom context for students to open up and listen to the teachers and take intellectual risks (Pianta, et al., 1995; Birch Ladd, 1998).Similarly, the beliefs teachers hold about teaching and learning, and the nature of expectations have about their students also exert a powerful influence (Stipek, 1988). These findings support the key role of teacher-student relationships on childrens motivation to learn and school adjustment. The various studies examined the influence of family, academic, and personal factors on the students academic failure and poor motivation to learn (e.g., Covington, 1992). Among personal variables most studied are self-concept, unfavorable motivational beliefs, low ability, and personal goal orientation (Ryan Deci, 2000; Stipek, 2002). For example, unfavorable beliefs impede the learning process because they direct the learners attention away from learning activity itself (Stipek, 1998; Ryan, Gheen, Midgley, 1998). Similarly, the students themselves attribute to poor performance to low ability and to luck (Stipek, 2002) and an improvement in performance to motivation (task-goal orientation), to self-regulating behaviors, and to competence as a function of task characteristics ( Stipek, 2002). Most students believe their ability and effort are the main reasons for school achievement. By the same token, if asked whether they would prefer to be called smart or hard-working, they will choose smart almost every time. Why? Because they believe that hard-working students risk being considered either excessively ambitious or of limited ability, both of which they would find embarrassing. The following literature review covers the significance of young childrens motivation to learn, the effects of the quality of teacher-student relationships on their motivation to learn, the implications of poorly motivated young students on their social and academic life. Firstly, two relevant theoretical frameworks are introduced: self-determination and expectancy and value theory. These theories provide the basis of the rationale for the present study and frame the possible bridging point from the problem to where the attempted solutions until this point failed, and what is worth trying next. Theoretical Considerations Further understanding of the topics of motivation and learning is facilitated through the lenses of various theoretical frameworks. These frameworks shed insight on the bigger picture of motivation and learning and are helpful guides in developing practical new approaches to the classroom. Three major relevant theories are discussed below: self-determination and value-expectancy for achievement motivation As children continue their social, emotional, and physical development during school years, they broaden their familial and extra-familial relationships (Marvin Stewart, 1990). Participation in family-child, teacher-child, and peer-child systems supports the development of play, social interaction, and conflict resolution skills for those children (Lynch Cicchetti, 1992; Pianta, 1999). Self-System and Self-Determination Theories Self-determination theorists (e.g., Ryan, Connell, Deci) claim that children start to value the behaviors for which they and significant others (i.e., teachers, families) in their social environments are reinforced. When these values are accepted as their own (internalization), students begin to choose to engage in activities that are consistent with their own feelings (Deci Ryan, 2001).Similarly, according to self-determination theory, children learn from their parents and other significant adults that achievement behaviors and motivation to learn are valued in the society. Some children internalize these values and behaviors as their own and begin to behave in ways that are consistent with them (Connell, 1990). Accordingly, Connell (1990) posits that the need for relatedness, the need for competence, and the need for autonomy are the most important psychological needs in the framework of self-system processes. The self-system theory of engagement assumes that human beings have bas ic psychological needs and can be motivated to engage in activities passionately and voluntarily when those needs are met (Connell Wellborn, 1991). In addition, in the self- system process, the self evaluates the degree to which psychological needs are met and this evaluation may affect relationships with others (Connell, 1990 ;). Self-determination theory shares this perspective (Davis, 2001; Deci Ryan, 1985) and has also contributed to the construct definition of relatedness by proposing that individuals innate needs (e.g., the need for competence, the need for relatedness, and the need for autonomy) must be fulfilled to achieve self-regulation, motivation, and personal well-being. Deci and Ryan (1985) defined the need for relatedness as feelings of security or belongingness in the social environment that motivate individuals to follow norms and rules. Moreover, all three needs are interrelated. For example, relatedness provides the security that is necessary for student initiat ive, independence, and autonomy in completing tasks that promote competence. Competence enables students to feel confident, accepted, and related to those around them. The healthy fulfillment of these basic needs provides a social environment that regulates the amount of acceptance and success (Urdan Schoenfelder, 2006; Deci Ryan, 2002). The teacher-student relationship is a very important and a powerful motivator for the development of the need for competence and autonomy within this social environment, because school as a complex and unique system asks students to accomplish various intellectual and social tasks. For example, a growing body of studies showed that students, who believed that they are competent academically, are more likely to be interested in academic and school tasks ( Stipek Daniels,1991; Skaalvik Rankin, 1995). Similarly, for teachers, supporting childrens basic psychological needs and provide a healthy classroom environment also promote more positive teacher-student relationships. Within this type of environment, students report grea ter levels of competence, autonomy, and positive relatedness (Connell Wellborn, 1991; Standage, Duda, Ntoumanis, 2005; Urdan Schoenfelder, 2006; Deci Ryan, 2002). Expectancy-Value Theory of Achievement Motivation Another important alternative and complementary theoretical view of students motivation to learn in educational settings is expectancy-value theory (Atkinson, 1957; Eccles, Adler, Goff, Kaczala, Meece, Midgley, 1983). Eccles and her colleagues (1983) studies values in the context of an expanded expectancy- value theory. This model is consisted of two components: a psychological component which focuses on cognitive factors such as expectations for success and the values placed on successful attainment, and a socialization component which explains individual differences that occur within the variables of the psychological component (Eccles et al., 1983). A major premise of this model involves the influence of parental socialization on childrens motivation ( Eccles et al., 1983; Wigfield, 1994). Like Atkinson (1957), they posited that people choose to engage in tasks that they value and in which they expect to be successful. However, Eccles et al. (1983) conceptualized and defined valu es more broadly than Atkinson (1957). Similarly, they proposed that there are three kinds of values (e.g., attainment value, utility value, intrinsic value) relevant to achievement ( Jacobs Eccles, 2000; Wigfield Eccles, 1992). Attainment value refers to the relevance of an activity to a persons actual or ideal self-concept, and it is determined by how tasks satisfy peoples needs (Eccles et al., 1983). Accordingly, attainment value is the most closely related to internalized motivation in self-determination theory. Utility value is related to the usefulness of a task as a means to accomplish goals that may not be linked to the task itself. Intrinsic value is defined as the immediate enjoyment people get from doing a task. In other words, as a task has intrinsic value , people engage in for its own sake, rather than for some other purpose (Wigfield Eccles, 1992). Furthermore, Eccles et al. (1983) pointed out that values need to be considered in the context of costs such as that hu miliation if failure occurs. Motivation for Academic Achievement If testing is not the way to get students to learn, what is? It has been proposed that the single factor with the greatest impact on whether a student learns is his or her motivation. As mentioned above, motivation is considered one of, if not the, most important factors influencing students learning. Qin Xiaoqing (2002) found that the presence of absence of motivation is in large part what determines success or failure in second language learning. This is because motivated students use learning strategies more frequently, have a stronger will to learn and so set more and higher goals for themselves, and they are more persistent in learning. Qin (2003) found that learning motivation influences the learners autonomous learning ability, and determines the learners confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation, as one of the crucial factors determining the success in language learning, attracts much attention of the researchers (L i Pan, 2009). What is motivation? While different theorists define motivation differently, motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. In other words, motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act, and which causes the exertion of intellectual and physical effort towards reaching a previously set goal. In day to day language, motivation is why we do what we do. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn. It is increasingly accepted in the literature that motivation is more important to a childs education than any other single factor including the teachers skill/exper ience, classroom resources, etc. What role does motivation play in achievement? It has been argued that motivation is not only the key ingredient for outstanding work, but also in extraordinary achievement. The claim is that creative genius grows out of the ability to sustain intense commitment for very long periods in the face of obstacles-in other words, motivation (Runco, Nemiro, Walberg, 1998). However, on the other hand is the widespread believe that accomplishment, and especially outstanding accomplishment, is about innate talent. People who believe this somehow ignore the fact that Mozart, Darwin, Michal Jordan, and Tiger Woods practiced feverishly and single-mindedly for years, and instead believe that they were simply born with a talent that if one is not born with cannot not be achieved regardless of how motivation or any other factor controllable (Dwek, 2002). Proponents of the first belief however, that motivation and not talent is the core ingredient for success, have developed various ways to bring that motivation to the classroom towards students academic achievement. One major school of thought is called progressive education. This approach is centered on the importance of the genuine interest of the students (Simmons Page, 2010). A students interest or motivation can stem from innumerable factors and vary depending on the student, of course. Researchers in the field have categorized stuent motivations into two categories: intrinsic and extrinsic. A student who is intrinsically motivated commits him or herself to a task for its own sake, that is, for the enjoyment of it, the learning it allows, and for a feeling of accomplishment. A student who is extrinsically motivated comits to a task in order to receive a reward from a source external to him or herself such as from the teacher (Macabudbud, Alba, Jestony, Dadis,Diaz, Realiza, Ven tura, 2009).Understanding these different motivations is important when translating the theoretical ideas of the importance of motivating students into practical ways to do so. The Implications of Young Childrens Motivation to Learn Many young children begin school with a thirst for learning. Similarly, Goldberg (1994) pointed out that young children enthusiastically seek novel and challenging school tasks and therefore, motivation is key to successful school adjustment. Motivation can be defined as the process that helps instigate goal directed activity, and enables that activity to be maintained (Pintrich Schunk, 1996). Positive motivational patterns are crucial for learning in early childhood as they are for later learning (Carlton Winsler, 1998). Intrinsic motivation refers to the desire to participate in a task only for the pleasure derived from a task itself, whereas extrinsic motivation refers to the desire to participate in a task for the sake of a desirable outcome such as teacher praise or a reward (Pintrich Schunk, 1996). Gottfried (1985) hypothesized that academic intrinsic motivation is positively and significantly related to school achievement. Gottfried (1985) found that children, who are more intrinsically motivated, are more successful learners than those with more extrinsically motivated. Accordingly, inhibiting the development of intrinsic motivation in early childhood education and schools have been criticized (Broophy, 1998). It is noteworthy to first understand how motivation relates to education and how motivation affects the childrens social and academic competence. Similarly, Fortier (1995) examined the effects of autonomous academic motivation on perceived academic self-competence and perceived academic self-determination. He showed that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school and the development of intrinsic motivation. Moreover, Boggiano, Shields, Barrett, Thompson, Simons, and Katz (1992) found that motivational orientation is significantly related to childrens standardized achievement scores. Specifically, young students with a n intrinsic motivational orientation got higher reading and math achievement scores than their classroom mates with extrinsic motivational orientation (Boggiano, et al., 1992). Together, this indicates that intrinsic motivational orientation contributes to a range of achievement-related behaviors and cognitions. School readiness as a multidimensional concept includes childrens approaches to learning (i.e., emergent literacy and math skills) (Kagan Neuman, 1997). Moreover, school readiness is a significant indication of a childs ability to be successful in school settings. In previous research with older children (e.g., Stipek, 1998; Ryan Connell, 1989; Harter, 1992), motivation has showed as an important factor for learning, academic success, and social development. Similarly, Carlton (1999) showed that childrens motivation to learn is an important predictor of school readiness and the development of social skills. Another important alternative and complementary theoretical view of students motivation to learn in educational settings is achievement goal theory (Miserandino, 1998). Achievement goal theory provided insights in order to examine students motivation and achievement-related outcomes (Ames, 1992 ; Walters, 2004). Achievement goals can be defined as the purposes and reasons for a persons pursuit in achievement situation. Different purposes and reasons lead to different emotional, cognitive, and affective patterns (Dweck Leggett, 1988 ; Urdan Midgley, 2003). There have been considerable amount of researches (e.g., Elliot McGregor, 2001; Elliot Thrash, 2001) that showed the effects of achievement goals on students motivation to learn. For example, Kaplan, Gheen, and Midgley (2002) examined the relationship between classroom goal structure and student disruptive behavior. They (2002) found that student perceptions of a mastery goal structure were related to lower incidence of behavior al problems and disruptive behaviors whereas student perceptions of a performance approach goal structure were related to higher incidence of behavioral problems and disruptive behaviors. Ames (1992) pointed out that mastery orientation is associated with depth engagement with the task and greater perseverance in the face of failure or barriers and thereby, mastery orientation increases the individuals intrinsic motivation, then in turn, motivation to learn. Previous researches examining childrens expectancy-related beliefs about different achievement tasks showed that childrens expectancy-related beliefs play a central role in their achievement motivation and contribute to their behavior and learning (Eccles et al., 1983; Meece Courtney, 1992). For example, young children who have positive ability beliefs and approach achievement tasks with a high expectancy of success, consistently show high levels of persistence and performance on achievement tasks (Eccles et al., 1983). Similarly, childrens expectancies and values themselves are most directly affected by childrens achievement goals, their self-schemata, and their task-specific beliefs. Values also influence students intentions and decisions about the course enrollment (Meece Courtney, 1992). Furthermore, values affect the perception of self-competence and self-esteem (Eccles et al.,1983). Accordingly, Dweck and Elliott (1983) posited that how learning and performance goals are dete rmined by childrens subjective values. For instance, the kind of achievement situation the child is in influence the childs subjective values. The child, who believes he or she is competent at a certain task, believes that achievement of similar tasks in the future is possible and easy and so competence belief and expectancy for success are directly related (Eccles et al., 1983; Wigfield Eccles, 1992). For examples, achievement values in school tasks (i.e., mathematic) can influence self-perceptions of competence (Covington, 1992). Previous research also suggested that early achievement and socialization experiences and cultural norms can influence how elementary and high-school students understand, interpret, and approach achievement (Eccles et al. 1983 ; Meece, Parsons, Kaczala, Goff, Futterman, 1982). Similarly, studies of junior and senior high school students demonstrated that the subjective task values adolescents attach to school subjects are related to their course plans, activity choices ( Eccles, Adler, Meece, 1984; Meece, Wigfleld, Eccles, 1990). For example, in their study of junior high school students, Meece and colleagues (1990) found that the importance students attached to mathematics predicted their intentions to continue taking mathematics. Eccles and Harold (1991) examined adolescents self-perceptions of ability, subjective task values, and activity choices in sports. They reported that adolescents self-reports of free time involvement in sports was significantly related to their subjective task values of sports. However, there is paucity of investigation of effects of motivation to learn on young childrens learning. Accordingly, focusing on young school childrens expectations and values using the expectancy-value model and the effects of may contribute to our understanding about childrens development of motivational values and expectancy and in early school years. A number of researchers (e.g., Stipek Mac Iver, 1989; Wigfield, Eccles, Mac Iver, Reuman, Midgley, 1991) also showed that young childrens beliefs about their ability and expectancies for success are overly optimistic and are not realistic. Young children perceive themselves as competent and they nearly always think that they will be successful on the upcoming tasks. However, as children progress through elementary school, their ability beliefs and expectancies for success may demonstrate a substantial change, and their beliefs about their ability and expectancies become more accurate and realistic (Stipek, 1984; Wigfleld Eccles, 1992). Although there can be age related differences in childrens motivational belief, perceived academic self-competence, perceived academic self-determination, the quality of teacher-student relationships, classroom achievement goal structure also play a significant role in young students motivation to learn and their motivational belief ( Eccles et al., 1983; Pianta, 1999; Stipek, 2002). Therefore, it is very crucial to further investigate and demonstrate the effects of aforementioned factors in young children motivation to learn, and in turn, how young childrens motivation to learn influence the development of social and academic competence. Teacher-Student Relationship and Young Childrens Motivation to Learn It is widely recognized that when children enter school or transient to next level, they encounter a variety of new challenges. These include creating positive relationships with peer groups and adults in the school environment as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Pianta et al., 1995; Birch Ladd, 1997; Baker, 2006). Teacher-child relationships play a prominent role in the development of competencies in the preschool and early school years (Hamre Pianta, 2001; Pianta Walsh, 1996). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy taking positive supports from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999). A growing body of research examined the effects of the quality of teacher-student dyadic interaction on students academic motivation (e.g., Davis Ashley, 2003; Pianta, 1999). In fact, the degree to which children develop social and academic competencies in their school lives is a good indicator of successful school adaptation and positive teacher as well as peer relationship (Birch Ladd, 1997; Pianta, et. all., 1995). For example, Davis and Ashley (2003) reported that positive teacher-student interaction enhanced classroom learning and students motivation by building a safe and supportive context for students to motivate for learning and take intellectual risks. In addition, teachers believed that students tended to work hard if they liked their teachers and had caring relations with their teachers. Therefore, teachers in Daviss and Ashleys study (David Ashley, 2003) preferred to invest the time and effort for the development of supportive relations with their students. In additio n, those positive and caring relations helped the teachers to be creative in their instruction. Accordingly, Davis (2006) found that middle school students and teachers, who perceived their relations as a supportive and positive, reported enhanced motivation, more facilitative classroom settings, and higher grades. Similarly, Birch and Ladd (1997) found that supportive teacher-student relationship plays an important role in developing school adjustment competencies including attention, motivation, problem-solving, and self esteem. Together, when teachers provided more autonomy and the instruction addressed students personal interest and personal relevance, they were more emotionally and behaviorally engaged in school works and they had more supportive relationships with their teachers. Similarly, those students, who reported higher levels of autonomy provided by their teacher, showed more adaptive patterns of learning (David Ashley, 2003; Stipek, 2002). Accordingly, previous researches (e.g., Patrick, Hicks, Ryan, 1997; Patrick, Ryan, Kaplan, 2007; Ryan Patrick, 2001) have indicated that there is a significant relationship between students adaptive motivation for academics and a number of social factors within the classroom. These include teacher-student relationship, teacher support ( Midgley, Feldlaufer, Ecles, 1988), and teacher practices that foster respect among students ( Ryan Patrick, 2001; Patrick, Ryan, Kaplan, 2007). Similarly, Patrick, Anderman, Ryan, Edelin, and Midgley (2001) examined how teacher-student interaction influences both students classrooms goal-orientation structure. They found that teachers apparent support and enthusiasm toward students progress and their confidence in students ability to learn were accompanied by teachers recognition practices and their teaching styles. Their relationships with students were characterized by supporting students academic engagement and giving warm praise. Teachers en couraged their students to focus on task and informational feedback. In mastery-approach classroom, all teachers perceived learning as active process in which classroom involvement, positive interactions, understanding (not memorization), student engagement are key requirements of student academic achievement and motivation. On the oth

Essays --

Taquan Evans Sister Robinson British Literature Final How Being Nice Can Get You Further Than Others Do you know two people who have the exact same job, but one person gets much more successful results solely because they are more nice and caring than the other person? I know if I was dealing with a person I would like them to be respectful and caring of my feelings depending on the situation. If they weren’t then we would more than likely be in a hostile situation. Having a respectful and courteous attitude will make you more approachable and comfortable to talk to. In the novel Things Fall Apart by Chinua Achebe there is a perfect example of this, with Mr. Brown and Reverend Smith. Mr. Brown won more converts than Reverend Smith because he listens to and cares for the people of the Umuofia clan. Some people in the Umuofia clan think of Mr. Brown as a psychologist. He is a person that they can go to and talk to without being criticized and ridiculed by their clan members. Through Mr. Brown’s Christian therapy, people learn about themselves. They discover ways to overcome difficulties, develop inner strengths or skills, or make changes in themselves or their situations. â€Å"Often, it feels good just to have a person to vent to, and other times it's useful to learn different techniques to help deal with stress.† -Earl Hunt, Ph.D. Already having dealt with the missionaries in Mbanta, Okonkwo is now forced to deal with them in his own village. However, Mr. Brown, their leader, is far more enlightened than the average white colonist. Although he doesn’t really understand Igbo beliefs, he is capable of respecting them, and he does not want his converts to antagonize the clan. He seems to share the clan’s value of peaceful, harmonious ... ...es to the flock. And when the chief Shepherd appears, you will receive the unfading crown of glory. Likewise, you who are younger, be subject to the elders. Clothe yourselves, all of you, with humility toward one another, for â€Å"God opposes the proud but gives grace to the humble.† Mr. Brown builds a hospital and a school. He begs the villagers to send their children to school and warns them that if they do not, strangers who can read and write will come to rule them. His arguments are fairly effective, at first, people only send their lazy children. But more and more people begin to go as they realize that the ability to read and write opens up great social mobility. The DC is surrounded by Africans from Umaru; these literate Africans earn high wages and how power in Umuofia. Mr. Brown's school begins to produce results. His hospital wins praise for its treatments.

Leaving My Home :: Personal Narrative Traveling Essays

Leaving My Home We finally found gate C-4 after what seemed like an interminably long time. I rejoiced to see the rows of plush cushioned chairs. My aching legs were also thankful after wandering the long cramped halls of O'Hare's bustling airport. Although the halls exuded spaciousness, the throngs of impatient people thwarted any chance for a leisurely stroll. However, I could not concentrate on this scene of busy travelers and cramped corridors. For the airport and my trip to Argentina seemed surreal to me as I dreamed of my dog Max and my bedroom and how long it would be until I saw them again. This after all was just a stop on a busy road to my future. Of all the rows of chairs, we staked out five that were closest to the boarding doors. My parents sat across from me, and observed me like birds that watch their fledgling take its first flight. My sisters Rebecca and Elizabeth sat on either side of me, both filled with the anxious thoughts of a year without a brother and friend. Then it was time for us to wait. At first the comfort of sitting in the cushioned chairs and staring out the large glass windows was enough. I saw the planes make their exits from the sky to come gliding onto the runway. Although made of metal those birds land gracefully. A slight squall from the tires, a bit of smoke, but all in one smooth slip from the sky to skating across the open pavement. They taxi their ways along the integral paths of painted yellow lines. Each one was like an ant moving purposely about its assignment without disturbing its fellow workers. The men and women on the ground crew carefully orchestrated it all with orange batons and walkie-talkies, making sure there is no confusion. The plane returns to its port like a seaman after a long voyage. Their thoughts are only that it's good to be home. The scene soon became monotonous. The planes always nearly landed on the tail of the one just departed. They turned with the same motions following the same paths to yet another loading dock. Even the questions that quarry an observer ran stagnant. Where were all those planes going? It became apparent that they are all on journeys without any final destination. They only hope to get in as many miles as is possible in their lifetimes.

California VS Peterson :: essays research papers

Laci Peterson, a 27-year-old wife who was eight months pregnant, disappeared on December 24, 2002. When the body of the California woman and her unborn child were found four months later, her husband, Scott, was charged with two counts of murder. Detective Craig Grogan gave a sworn statement that he had probable cause to believe Mr. Peterson committed two counts of the crime of 187 Penal Code, homicide, on or about December 23, 2002 or December 24,2002, in the county of Stanislaus. April 17, 2003 at 0658 hours the Judge of the Superior Court in Stanislaus County, California issued a warrant for the arrest of Scott Lee Peterson. The court found that the District Attorney’s office did, in fact, have probable cause to bring Scott Peterson in. The Judge specifically addressed bail in the warrant. No bail was granted. April 18, 2003 at 1110 hours, Scott Peterson was arrested at the Torrey Pines Golf Course, in Sand Diego County, California. At the time of his arrest, Peterson had colored his hair blonde, grown a beard and mustache, and was carrying $15,000.00 in cash. During his arrest police also discovered that Peterson’s car was full of camping and survival equipment. Peterson was arrested less than 20 minutes from the Mexican border. Peterson waived booking in San Mateo County, California, and was transferred back to Stanislaus County, California, where he was formally booked by the Stanislaus County Sheriff’s Department. Scott Peterson had his preliminary hearing on April 17, 2003. Superior Court Judge Al Girolami ordered Scott Peterson to stand trial on two counts of murder. Peterson’s arraignment quickly followed. Peterson was arraigned on April 21, 2003. The Prosecution charged him with the following: Count I: On or about and between December 23, 2002 and December 24, 2002, the defendant did commit a felony, Murder, violation of Section 187 of the California Penal Code; the defendant did willfully, unlawfully, and feloniously and with malice aforethought murder Laci Denise Peterson, a human being. Special Allegation charges were made in conjunction with the felony murder charge of Laci Denise Peterson. It is further alleged as to Count 1, MURDER that the defendant acted intentionally, deliberately and with premeditation. Enhancement: TERMINATION OF PREGNANCY. During the commission of the murder of Laci Denise Peterson, the defendant, with the knowledge that Laci Denise Peterson was pregnant , did inflict injury on Laci Denise Peterson resulting in the termination of her pregnancy, a violation of Section 12022.

Personal Communication: Texting and Driving Essay

More than 1 trillion text messages were sent worldwide last year. Texting while driving has become more common in today’s society than it has ever been. As a community, we have been bombarded with new technologies, such as iPhone’s, cell phones, tablets, etc. According to the National Safety Council it is estimated that 11 teen deaths happen per day, at least 1. 6 million car accidents, 6,000 deaths and half a million injuries occur each year all in result of texting while driving. Texting and driving should be completely banned and made illegal because it is distracting, harmful and deadly in most situations. As the years progress the constant expansion of technology has facilitated society to move forward. These constant growths have allowed us to communicate faster and more efficiently. Walking can often be tedious and time consuming; driving has allowed us to reach our destination a lot faster. Texting became a more efficient way of communication because in comparison to phone calls it speeds up the communication process. People who use cell phones on a daily basis attempt to combine texting and driving to make their communication with work, friends and family even faster put themselves in harmful situations. Texting and driving is a very contentious issue in today’s society. It is not out of the ordinary to see someone while driving glancing down at his or her cell phone, which in conclusion causes the driver to not have full attention on the road at all. When first taught to drive you learn to keep your hands on the wheel and eyes on the road. These simple rules are being disobeyed on a daily basis. According to the Fatality Analysis Reporting System (FARS) distracted driving is a growing public safety hazard. Specifically, the dramatic rise in texting volumes since 2005 appeared to be contributing to an alarming rise in distracted driving fatalities (Fernando 1). In 2011 alone statistics showed that over 6,000 deaths and over a half a million injuries occurred solely due to distracted driving. Studies have shown that approximately 1 in 6 fatal vehicle collisions resulted from a driver being distracted while driving (Fernando 1). These types of tragedies should not just become overlooked; people should be severely punished for texting and driving or doing any type of distracted driving at all. When someone takes on the act of distracted driving they are not only putting their own lives in danger, they are also putting the life of a completely innocent stranger in a large amount of danger as well. When driving it is not hard to lose focus of what is happening on the road in front of you. Someone who is texting while driving takes his or her eyes off the road for at least five seconds. Driving for five seconds is enough time to cover over 100 yards. Just imagine the remarkable destruction that could be done driving across that amount of road with unopened eyes. That is the danger that you put yourself in by just sending one text message. It should be illegal for people to take on the act of any type of distracted driving. For someone to respond to a message their eyes have to be looking down at their phone, completely off the road. When texting and driving you are missing one of the main components that it takes to drive and that is vision. Without vision, it is impossible to have a safe ride. Texting while driving will take that completely away. No matter how good of a driver you claim to be, without vision anything could happen at any given time. No matter how quick you think you are at texting, there is always that slim chance that when you look down you could be the number one cause of a serious car accident and cause not only cause harm to yourself but you could also cause serious harm to others as well. Eyes are key factor when it comes to driving a motor vehicle and when they are not on the road that can cause many dangerous and harmful situations to become created. Even if you think you can send a text message without looking at your phone, do not even try it because it is not safe what so ever. Focus is also a main component in driving as well. When on the road the driver needs to be fully aware of his or her surroundings, they need to be able to see the road and hear what is going on around them. Anything could happen at any point in time and having complete focus is crucial. When a text message is being written the drivers attention is solely focused on what message is being relayed in that text, not on what is happening on the road in front of them. Without complete focus, it is impossible to have a safe ride. Being a teenager, I come face to face with the urge to text and drive on a daily basis. Focusing on the road alone is already hard enough as it is, I could not even imagine the immense distraction that using my phone while driving would cause. No status update or text message is worth my life or one of the passengers in my cars life so I completely refrain from doing it. Texting while driving has always made me feel uncomfortable when being a passenger in someone’s car. No matter what anyone says, the distraction that has been brought forth by using any type of electronic device while in control of a motor vehicle is tremendous. Texting and driving is not the only type of distracted driving that is prevalent in today’s fast growing society. Another leading cause of accidents and dangerous driving extends far beyond texting. Accessing the internet while on a cell phone while driving increased from 29% in 2009 to 43% in 2011 (Professional Safety). Using the internet while in control of a vehicle can be far more distracting and complex then just sending a text message. Reading social media networks while driving increased from 21% in 2009 to 37% in 2011. Updating social networks such as Facebook, Twitter and Instagram increased from 20% in 2009 to 33% in 2011 (Professional Safety). These â€Å"simple tasks† becomes a lot more risky when put in the mix of operating a motor vehicle. On January 12th 2012 Taylor Sauer’s made a fatal mistake. While making a four-hour drive from her college Utah State University she was messaging a friend on Facebook very frequently discussing the Denver Broncos Football Team. Moments later, Sauer going more than 80 mph crashed into a tanker truck. She was killed instantly, investigators saw no signs that she applied brakes before the fatal crash occurred. After checking her cell phone records it was clear to authority that she was posting on the web every 90 seconds during her drive. The parents of Taylor are still grieving over their 18-year old daughter’s death and urge state legislators to pass a ban on texting and driving in Idaho (Inbar). Just several days ago, the city of Beaufort banned texting and driving and distracted driving in general. The city claimed that studies have shown that minors utilizing a cell phone while operating a motor vehicle pose a special danger to other vehicles, bicycles and pedestrians on the roadway and whereas, City Council finds that it is in the best interest of the citizens and residents of Beaufort to prohibit the use of cell phones by minors operating a motor vehicle in the city. The order also prohibits the use of a cell phone by anyone under the age of 18 while driving. If caught the operator of the vehicle will be fined between $50 and $150 dollars (Hawkins). Hopefully this will cause a significant cut in the distracted driving that takes place in our home town and make our road ways a safer place for us to travel. Distracted driving is a very serious crime and should not be disregarded. An 18 year old boy by the name of Aaron Deveau, was just recently found guilty of motor vehicle homicide by texting. Aaron was the first resident of Massachusetts to be convicted of these chargers. ABC News claimed that on February 20th 2011 while Deveau was in the process of sending a text message his truck swerved across the center line of Haverhill, Massachusetts and crashed head on into Daniel Bowley. This crash caused the death of Bowley who was a 55 year old resident of New Hampshire and the father of three children. On June 6, 2012 Deveau was sentenced to a year in prison and also the loss of his license for 15 years for causing a fatal crash by distracted driving (Davis 1). Unless a complete emergency has been brought upon you, there is not excuse for using an electronic device while operating a motor vehicle. This habit is completely un-acceptable and needs to be brought to an end. Distracted driving causes serious accidents, major injuries and deaths. No text is worth your, or somebody else’s life no matter what. Death and injuries are devastating and can cause immense pain to your friends and family. So next time before you go to send that text while driving just think to yourself, is it worth it?

Economic Impact of Pollution on Health Essay

Environmental abjection has indirect relationship with frugal performance of signs by affecting their wellness. Diseases borne by surroundingsal defilement result in button of income, loss of working hours, low task productivity and heavy wasting disease on wellness by households. This research assessed the economic impact of environmental pollution on human health. It was a micro take study conducted in the district of Rawalpindi. For this purpose, uncomplicated data was collected through converse schedule by using sincere random technique. The extent of relationship between pollution borne diseases and income loss, expenditure on health and working hours was estimated through ANCOVA regression sample using mixture of quantitative and soft variables.Results revealed the fact that there is both urine and air pollution in Rawalpindi. axenic drinking water is seldom available. nation atomic number 18 widely suffering from pollution borne diseases. Due to incidence of pollution borne diseases uniform malaria, hepatitis and bronchial asthma households expenditure increases signifi pottytly. Of three diseases malaria is less dangerous match to economic point of view, because its treatment takes less resources out of total expenditure, while asthma and hepatitis occupies a large shargon of household expenditure. Income of households did not acquaint significant response towards diseases, this result is warrant by the logic, as when any phallus of family gets ill, other members or he/she himself castigate to earn more to meet health expenditure.On the other hand, outbreaks of such diseases in a country transmit a great shock to GDP of that country, because Govt. has to portion certain hand about amount of calculate to deal with such serious health issues. Similarly, it was observed that working hours of labor are seriously affected by the incidence of such diseases. Moreover, an affected persons productivity also differs significantly from those who are healthy. Pollution is a negative distinctive of environment which causes degradation and affects the activities of individuals living in the environment. It is suggested that there must be some sound policy to defend the environment of Rawalpindi, so that quality of life can be better off for citizens. sluttish environment is the pre-requisite for the citizens to play some positive role in nations development.