Educational psychology Essay

â€Å"I want my child’s education to be holistic! † â€Å"I don’t like cramming and the loads of homework. † â€Å"I want my child to grow in a stress-free environment. † â€Å"The curriculum must stimulate reasoning and analytical skills. † At the beginning of every academic year this is what you hear from your parents. Newspaper and magazines highlight the stress and strain students undergo during examinations. Good as it may seem, this generate a false hope parents have woken up to view education from a different dimensions. It makes educator believe that they do not want to support a system that evaluates a child’s potential through marks and grades. The success of every child initially depends on parents only. But unfortunately parents suddenly realize the importance of exams, results, percentage and college admissions and begin to rethink and re-valuate their personal convictions. Then they say :†I must prepare my child to enter this competitive world†. â€Å"I must help my child to succeed in life†. What is this success they talk about? Is it a fulfillment of the child’s dream ? Have they channelled the child’s talents to achieve? Instead they run from pillar to post collecting question papers and application forms for all the competitive exams. There is no time to consider what the child wants and need. Children are not perceived as individual. Schools become factories churning out prize commodities. As long as parents fail to consider their children as growing individual with aspirations and talents, institutions will continue to capitalize on mass production. No doubt education is a necessity, but what do you want your child to be? Surely, not automatons and generators of wealth. The goal is to develop them into thinking individuals. Only then will we see change. It is the duty of educationists and the governing bodies to give a new meaning, a new direction and strike a new path towards a meaningful education. This is the foundation for a generation of sensitive and cultured human beings. I think this speech will bring a change in parents mind about child’s problems about their life. Thank you 2: A Parent’s Role in Education Home Education Parents have a vital role in their child’s education. By taking a few simple steps at home, you can help them enjoy school more, improve their studying and homework skills and prepare for college. The articles in this category, A Parent’s Role in Education, are full of tips on to help them with their schoolwork, such as creating a positive learning environment to making learning fun. There are also articles on warning signs to help you identify potential learning or school problems. A Parent’s Role in Education Nothing helps a child succeed like an involved parent. A little willingness from a child’s parents can work wonders in the classroom. Read on to learn more about your role as a parent in the education of your child. Creating a Positive Home Learning Environment Your child needs a special place to call their own. Setting aside a room or nook in your home dedicated to your child’s education will show him or her that you’re serious about their education. Read on to learn more about creating a positive†¦ Evaluating Educational Resources on the Web There are many options available when looking for additional educational help online for your child. An awareness of the costs, services, advantages and disadvantages is crucial. Read on to learn how you can best evaluate educational resources†¦ Improving Your Child’s Grades Parents play an important role in a child’s education. This article examines some very simple things you can do every day provide your child with the support and encouragement they need to take on the challenge of improving their grades. Improving your Child’s Study Habits Learning skills need to be fostered at home. This article provides tips for parents who want to create a home environment that will help their children develop and maintain positive study habits. Preparing a Child for High School The transition from middle school to high school can be challenging and bewildering for some students. Parents can help make this period of great change easier on their children and themselves. Read on to learn more about preparing a child for†¦ Preparing a Child for Junior High School The transition from elementary to middle school or junior high is a difficult one, filled with new social and academic challenges. Here are some tips to help your child prepare for this big change. Reasons Your Child May Be Struggling in School Is your child struggling in school? This article details several of the common reasons why a child might fall behind in their studies — and what parents can do to help. Recognizing Student Struggles 1 of 7: The Importance of Identifying Warning Signs The first in a 7 part series, this feature stresses the importance of recognizing your child’s classroom difficulties and resolving them quickly. Read on to learn more about the importance of identify warning signs and recognizing student†¦ Recognizing Student Struggles 2 of 7: Identifying the Warning Sign–Confidence Levels This article is the second in a seven part series aimed to help parents recognize the warning signs given off by struggling students. Read on to learn more about how you can remain aware of your child’s confidence level, and how you can help†¦ Recognizing Student Struggles 3 of 7: Identifying the Warning Sign–Grades As part of the Recognizing Student Struggles series, this feature explains what a sudden decline in grades might say about a student’s curricular experience. It also offers suggestions for the most appropriate methods of correction should your†¦ Recognizing Student Struggles 4 of 7: Identifying the Warning Sign–Attitude As part of the Recognizing Student Struggles series, this article explores the attitude changes to look for in struggling students and offers suggestions for improving a child’s educational experience. Recognizing Student Struggles 5 of 7: Identifying the Warning Sign–Homework Is your child struggling with their homework. A new approach and an involved parent can work wonders for a child’s success in the classroom. This is the fifth article in the Recognizing Student Struggles series. Recognizing Student Struggles 6 of 7: Identifying the Warning Sign–Class Standing This feature in the Recognizing Student Struggles series discusses the importance listening to your child’s teacher and making use of their feedback. It also highlights what can be done if you’re told that your child has fallen behind in his or†¦ Recognizing Student Struggles 7 of 7: Identifying the Warning Sign–(Lack of ) Determination This article (the last in the Recognizing Student Struggles series) explains several ways to assess a student’s progress and level of determination based on their responses to failure. The 28 educational standards of the state of New York The state of New York has 28 standards that guide elementary and middle school education. This article outlines those standards in detail. The Educational Advantages of Using Computers and the Internet Computer programs and the Internet create educational opportunities not available to previous generations. Read on to learn how modern technologies can become valuable educational tools. Transform Your Child’s Poor Report Card Have your child’s grades taken a turn for the worse? Did they just bring home their first poor report card? Don’t worry. Read on to learn more about how you can help your child transform his or her poor report card.

Nanotechnology: newest technological wonder

Current researches are optimistic on the potentials of nanotechnology as the latest technological wonders with both environmental soundness and promise for health applications. Its advent has created promising application in various areas of human endeavors. It has made impression in the areas of novel foods, medical devices, chemical coatings, personal health testing kits, sensors for security systems, water purification units for manned space craft, displays for hand-held computer games, and high-resolution cinema screens (European Commission 2008). Recent discoveries point to the application of these minute biological machines in health and genetics. Seferos, D. S., Giljohann, D.A., Hill, H. D., Prigodich, A. E. and. Mirkin, C. A. (2007) use nano-flares in their research to study the structures of RNA in living cells. The nano-flares, made of oligonucleotide-functionalized nanoparticle conjugates, are designed to provide an intracellular fluorescence signal that correlates with the relative amount of a specific intracellular RNA (Seferos et al. 2007). Nano-flares would become the newest class of intracellular probe and can make possible applications as cellular transfection, enzymatic protection, RNA detection and quantification, cell sorting, gene profiling, and real-time drug validation studies, and as gene regulation agents. This particular technology application is an illustration of how versatile the nanotechnology is. The relative advantage is that it penetrates into areas where conventional technologies cannot. While we agree that you only have to spend millions marketing something if its worth is in doubt, we see the promise of nanotechnology as revolutionizing. Investment in these area maybe huge initially but as the advantage of its effects is felt, more industries would be expected to adopt the technology and more people would benefit from it. References European Commission. (2008). Nanotechnology application areas. Retrieved February 15, 2008 Industrial Technology Research Institute. (2008, January 18). Application of nanotechnology in traditional industry. Retrieved February 15, 2008 Meadows, D. (1999, August 26). Seven-Plus Wonders of Sustainability. Retrieved February 15, 2008, from http://www.pcdf.org/meadows/7wonders.html Seferos, D. S., Giljohann, D.A., Hill, H. D., Prigodich, A. E. and. Mirkin, C. A. (2007). Nano-Flares: Probes for Transfection and mRNA Detection in Living Cells. Journal of American Chemical Society, 129.50, 15477-15479. Retrieved February 15, 2008, from http://pubs.acs.org/cgi-bin/sample.cgi/jacsat/2007/129/i50/pdf/ja0776529.pdf   

Favorite Brand Paper Research Example | Topics and Well Written Essays - 1000 words

Favorite Brand - Research Paper Example The brands quality is evidenced by celebrity endorsing it, particularly by the athletes. For instance, Lance Armstrong chose to wear Oakley products in the Winter Olympics in 2006. Also, in 2010, the miners who got trapped in a mine for seventeen days in Chile were offered Oakley sunglasses to protect their retinas after reaching the ground during the saving pursuit. The military, Hollywood stars, and royalties are also among the users of Oakley products. Eldridge (2011) asserts that, Oakley products are not only worn for fashion purposes, but owing to the quality thereof. Indeed the fusion of science with art has enabled athletes redefine what is thought to be impossible physically. The exclusive research and technology as evidenced by the ideal balance 3-point frames, which are calculated at providing the user with optimum optical alignment, comfort and stability makes the Oakley brand stand out. The pressure points inherent in ordinary frames are obviated from Oakley frames while facilitating an accurate and sharp vision. Much emphasis is paid on the clarity and sharpness of the image that the prospective user should acquire, as such; the Oakley products have High Definition Optics (HDO) lenses. Oakley lenses also ensure that no harmful ultraviolet or blue light penetrates to the eyes of the user (Eldridge, 2011). The lenses are designed is such a way that the harmful rays get filtered into the lens as opposed to a mere coating that can run out with the passage of time. Oakley offers a variety of options for the prospective user in terms of color and style. For instance, there are iridium and polarized lenses, whereby iridium refers to a coating with the ability of cutting some light and enhancing others, whereas polarized lenses prevents bouncing light from other surfaces from reaching the eye. The SwitchLock feature enables users to vary the lenses promptly in order to grant optimum visibility in various situations.

African-American family sitcoms Assignment Example | Topics and Well Written Essays - 2000 words

African-American family sitcoms - Assignment Example The Jeffersons showed that poor, uneducated blacks could make a great success of themselves with some hard work and pluck, and this show, too, showed good family values. The Cosby Show was a show that did not really reference the black experience, but their family values were also excellent. Their message was that blacks can be well-educated and wealthy. This essay will examine each of these shows. The first black sitcom that will be analyzed will be Good Times. The particular episode is titled Black Jesus.The basic premise of Good Times is that it follows a struggling black family who are living in the ghetto – Michael, who is the youngest child and eventually is a militant black man, but,in the early days, he was a young boy who was very much into black power and black rights; JJ, the oldest child who was a gifted artist and a wisecracker;Thelma, the middle child, who's identity was somewhat nebulous, although she did seem to be into black rights as well, but not as much as Michael; Florida,the mother, who is very religious and had an iron will and was intelligent and kept her family in line;and James, the father, who was struggling for work and could sometimes be temperamental and dominant,but was also very loving.This episode was a typical episode – the jokes came from various aspects of what it meant to be poor and black. This was a sitcom in the 1970s, but its jokes still seem fresh and relevant and timeless today. In this episode, JJ was working to enter an art contest, and his topic was a pimp who lived in the neighborhood. Thelma didn't think that this was an appropriate thing to paint, but JJ pointed out that this pimp made a lot of money not doing much of anything, and that he was the â€Å"same dude who got shot and ran seven miles to the hospital† (Good Times). This line was good for a laugh. JJ also showed that he painted a portrait of Jesus who was black, and this Jesus was based upon â€Å"Ned the wino,† a local alcoh olic who everybody knew. Michael loved the idea of a black Jesus, so he put the picture on the wall in place of the real Jesus. Florida, the Christian woman, didn't like the idea of the black Jesus, until Michael pointed out that The Bible indicated that Jesus had â€Å"hair like wool, and eyes like fire,† which means that Jesus might have really been black. At that point, Florida changed her mind about having the painting on the wall. Then, everybody in the family started to experience luck. James' bet on the horses paid off, and he went to the IRS for an audit and found that they owed him money. Thelma was asked out by somebody she liked. Winona, the neighbor, who had a disastrous date, but it turned out that the guy was rich. James decided that it was black Jesus who was bringing the family luck, so he wanted to keep it on the wall. In the end, JJ entered the black Jesus in the art contest, but lost, but the black Jesus was hung on the wall alongside the traditional Jesus. This was a typical episode of Good Times. JJ had most of the cracks, and these cracks were jokes that reflected the ghetto black experience. The crack about the pimp being the same guy who got shot and had to run 7 miles to the hospital got many laughs. Another crack came when the family debated on whether Jesus really was black, and Michael pointed out that Jesus was lost in the desert, and JJ said â€Å"that makes sense. If ever people were lost, we are it.† This shows the type of gallows humor, where people who are oppressed make light of their situation, which is often seen in black sitcoms that focus around poor blacks. Other jokes make light of the

Gas turbine science Coursework Example | Topics and Well Written Essays - 1500 words

Gas turbine science - Coursework Example .. 3 2.1.2 Compressor †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2.1.3 Combustion chamber †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2.1.4 Turbine †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.1.5 Exhaust nozzle †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.2 Turbofan Theory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 2.2.1 Fluid mechanics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 2.2.2 Thermodynamics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Works Cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Gas Turbine Design One of the technological leaps in the history of science that led us to a wide spectrum of newer prospects of energy production and transportation was that of the gas turbines engines or what we simply call gas turbines. Today, they have developed into more efficient and dependable machines and have surpassed other types of mechanical prime movers, such as internal combustion engines, both in efficiency and mechanical robustness. The aim of this report is to explore the design ideas and scientific and thermodynamic principles that have helped us develop these valuable machines. Our study will revolve around the design of a turbofan that is a type of gas turbine engine commonly used in airplanes and energy production. 1. The Turbofan Turbofan is a type of gas turbine engine that itself is a common type of air-breathing engine. In order to understand its design, its construction and the function of its important components should be understood. The important parts of a turbofan are as follows: 1. Inlet 2. Compressor 3. Combustor 4. Turbine 5. Exhaust nozzle Figure 1 shows the location of each of these components in a turbofan. To understand the importance and function of every component mentioned above, we will briefly describe the working principle of a turbofan. 1.1 Gas Turbine Operation The operation of an air breathing engine can be understood by looking at the path of the air through the engine and the temperature and pressure variations that it undergoes. Figure 1: Turbofan (2-spool) schematic. (Turbofan) Air from the atmosphere is received by the engine through its inlet and is di vided into bypass stream and the engine core stream. The fan along with the compressor increases the pressure of the air in order to enable a greater air mass flow rate through the engine core, which in turn in required for efficient fuel combustion and the production of sufficient thrust. The compressed air from the compressor is brought into the combustor – or the combustion chamber – where a fine stream of fuel is added into the compressed air and ignited using a flame torch setup. The temperature of the air rises substantially during combustion and as it tends to expand, it is directed towards the turbine which uses the energy of this very hot air to drive the compressor. The rest of the energy gained by the air makes it expel the exhaust nozzle at a high speed and provides the thrust required to accelerate the plane. 2. Design issues of the turbofan Having looked into the operation and role of every component in it, we can classify the design problems of a turbofa n into two categories: 1. Aerodynamics 2. Theory or Science Now we will delve deeper into these modes of design separately and identify the design complexities and the solutions that have been proposed to them. 2.1 Turbofan Aerodynamics

Analyzing the Yield Curve Essay Example | Topics and Well Written Essays - 500 words

Analyzing the Yield Curve - Essay Example The figure below shows the yield curve of US Treasury of 11th February 2011. The key point here is that only bonds with different maturities of US Treasury have been selected since they are default free and do not have credit risk associated with them. Despite the fact that these bonds are risk free than why the yield curve is positive sloping that is its yield is increasing with an increase in maturities. Figure 1: US Treasury bond yields as of Feb 11, 2011 (Source: www.bondsonline.com) Table 1: Yield on US Treasury bonds with different maturities The reason why it’s upward sloping is because the curve shows the expectations of the investors about future interest rates. The investors require a higher rate of return as a compensation for lending their money for a longer period of time. In addition to that, the figure also reveals that as the Fed rate is currently on a very lower side therefore the market believes that in the future the returns will adjust due to inflation and other macroeconomic factors. This is more related with the expectations theory of the investors. The yield curve shifts over the period of time that is interest rate of different maturities increase or decrease on similar risk bonds. This is for a number of reasons that causes shifts in yield curves. Firstly, the economic scenario in a country determines how the yield curve should behave.

A Problem In the Field of Finance Annotated Bibliography

A Problem In the Field of Finance - Annotated Bibliography Example This will provide important information and guidance about scholarly sources relating to earning management. This journal article examines the relationship between firm size and earnings management. To this end, the article is based on an empirical study into small and large organizations to identify which organizations are more prone to earnings management. The study indicates that both large and small organizations undertake earnings management to avoid presenting negative results. The study shows that most small firms undertake earnings management to avoid reporting losses. On the other hand, larger and medium sized organizations use aggressive earning management to avoid profit decreases than smaller firms. The journal involves a study of the relationship between earnings management and accounting standards. It identifies that earnings management are increasingly done in areas where organizations and business are allowed to pass judgments. These areas are increasingly being regulated by accounting standards. However firms continue to use methods of overriding accounting standards because most of these elements and aspects of earnings management causes firms to incur serious losses. Fundamentally, this journal examines the relationship between earnings management and corporate governance. It answers the question of which practices of earnings management affects earnings management and how. The study critically evaluates 100 S&P firms and their accounting practices and auditing trends between 1994 and 2003. The study identifies that in organizations where there is a strong presence of institutional investors, earnings management are minimal because there is control and care that is induced in the affairs of the firm. However, where there are many individual shareholders, earnings management is common. This study involved an examination of elements of managers’ manipulation of

Jesus Christ Teachings Essay Example | Topics and Well Written Essays - 500 words

Jesus Christ Teachings - Essay Example But I have never hated anyone for a long period of time. I am a human being who like everyone has weaknesses. If I find someone being rude to me without any reason or showing hostility with no apparent cause, I experience an instantaneous rise of hatred in me. But after some time I am able to overcome it. There are many reasons for me believing in the teaching of forgiveness. I have come across so many researchers in the field of medicine which suggests that emotions such as hatred, depression, self-pity, and hostility are extremely destructive to one’s body. The root of many such abnormalities is being unforgiving. An anger which arises instantaneously isn’t harmful but holding grudges and seeking revenge is something which destroys one’s peace of mind. Peace of mind is inextricably linked to the well-being of the body. When the mind is happy and peaceful, the body undergoes a healing process. The nerves get their proper rest, breathing is harmonious and hormonal balance is perfect. On the contrary unforgiving nature leads to resentment, grudges and other destructive emotions which harm the body. There was an event in my life where I had a fight with one of my friends. It wasn’t a physical scuffle but a verbal spat. Our friendship hit rock bottom and we didn’t speak to each other for many months. But even after the fight and being of the opinion that the fault was his, I never held any animosity against him. He, on the other hand, did not forgive me. He began to devise schemes about bringing me down or humiliating me. But I could see that he had lost his peace of mind and all his tricks were causing harm to him. He started to lose other friends also because of his this attitude. After a few months, I persuaded him to come out of his hatred and become friends with me again.  

What are the Marketing-Related Problems of Apple Essay

What are the Marketing-Related Problems of Apple - Essay Example Marketing is an important tool because it helps in boosting up the sales of the brand. It also helps to create the brand image in the minds of the consumers. In case of Apple marketing holds a very great importance because it has not only helped in creating the strong brand image of Apple but has contributed immensely to bridge the gap between the customers and the products offered by Apple. Apple has strong marketing practices but it is true that there are some problems associated as well. The first problem is related to the high innovation rate at Apple. Customers expect innovative products from Apple. But the problem that lies in is that the ads made by Apple usually do not provide the relevant information about the new innovations that have taken place. The ads project the product but do not project its essence and history or information. Customers know that the company is providing with fancy and expensive products and are lost in the charm of owning such products. Most of the c ustomers are least concerned about what the product is all about. But there are customers who want to know each and every detail of the product. So this poses a challenge for Apple to come up with a marketing strategy which could satisfy both type of the consumers. It causes a problem because Apple cannot afford to lose any one segment just because of the risky marketing. Another marketing-related problem faced by Apple is again regarding the new products. Customers expect that every marketing campaign will focus on a new product because rate of innovation at Apple is high. For Apple it is very difficult to keep up with the customers’ expectation and come up with innovative products and marketing campaigns at the same time. Failing to do so can tarnish the image of the brand. The third marketing related problem faced by Apple is its undefined target market. As mentioned before, Apple first innovates and then focuses on the target market for its products. In order to so it use s its marketing practices. An inefficient marketing campaign results in a failure and creates a huge problem for the company. Marketing is not a cheap game. It requires lot of resources. Its ads need to target the desired market segment. Marketing practices at Apple are not just related to ads and online advertising. It also includes opening up of retail stores in different parts of the world. Managing this practice is in itself a problem. Apple is critical of its marketing practice because it is afraid that what if the marketed product does not meet the customers’ expectations. This means that the marketing showed a totally different side of the product but in actual the product was different. Apple’s marketing practices creates hype for its products and at times it causes a problem for the company. An example that can be quoted here is of the iPhone. When it was launched, it was heavily promoted, resulting in long customer lines and a spot shortage. iPhone was initia lly very expensive but after the first 8 weeks of its launch, the company decreased the price of iPhone by $200. Loyal customers of Apple were caught short and this damaged the customer loyalty. In order to regain its customers Apple had to apologize publically (HARVARD BUSINESS SCHOOL 2007) The last and the most important marketing related problem faced by Apple is that of comparative advertising. Apple operates in a highly competitive industry. Since the very beginning Microsoft has been the largest competitor

Understanding Children and Young People Essay Example for Free

Understanding Children and Young People Essay Parenting is a most challenging yet rewarding experience. Baumrind, who studied parenting styles during the early 1960s, concluded that they differ in four important areas: parents warmth/nurturance, discipline strategy, communication skills, and expectations of maturity. She posited three types of parenting styles: authoritarian, permissive, and authoritative (Berger 2001). Parents are the major influence in their childrens lives. Thus their perception of how children think, and should be raised is crucial in determining childrens behavior. Other factors, such as genes, peers, culture, gender, and financial status, are of lesser importance. Studies reveal a correlalion between parenting styles and school competence, delinquency, violence, sexual activity, antisocial behavior, alcohol and substance abuse, depression, anxiety, and self-perception. Authoritarian Parents Authoritarian parenting, also termed dictatorial or harsh, is low on warmth/nurturance, strict on discipline, high in parent-to-child communication but low in child-to-parent communication, and high on expectation. This style has been predominant throughout Western history: It was effective in status quo times, for example in agrarian-industrial societies (Dinwiddie 1995). Authoritarian parents show little affection and seem aloof from their children (Berger 2001, 283). Parents instruct and order, do not consider the childrens opinion as a group, and discourage verbal give-and-take (Gonzalez-Mena 1993). Obedience, respect, and tradition are highly valued. Rules are non-nogoliable, parents are always right, and disobedient children are punished-often physically. However, parents do not cross the line to physical abuse (Berger 2001, 283). As children obey their parents in order to avoid punishment, they become passive. Authoritarian parents also expect a level of maturity higher than the norm for their childs particular age group: The authoritarian parents assign the child the same responsibilities as adults (Scarr, Weinberg, and Levine 1986, 306). Responsiveness is low, as the approach is parent-centered and stresses the parents needs. This almost noninteractive style has serious developmental drawbacks (Daniel, Wassell, and Gilligan 1999). Children are more susceptible to antisocial peer pressure during adolescence, a time when peer influence is the greatest (Collins et al. 2000); learn not to discuss issues with their parents (why bother if you are always wrong or ignored?); and are influenced greatly by their peers. Often frustrated, they distance themselves from their parents by rebelling against the latters values and beliefs. Steinberg et al. (1994) reveals that boys in this category have the highest level of violence. Steinberg (1996) shows that these teenagers are less self-reliant, persistent, and socially poised, and have lower self-esteem. In addition, there is a strong inverse correlation between such authoritarianism and good grades. Other research indicates that they lack social competence and rarely initiate activities: They show less intellectual curiosity, are not spontaneous and usually rely on the voice of authority (Parenting n.d.). Permissive Parents Permissive parenting, also labeled as neglectful or disengaged parenting, is high on warmth, very low on discipline and structure, low in parent-to-child communication but high in child-to-parent communication, and low on expectation. This style was popular in the 1950s and 1960s. The fact that many German children and adults had followed Hitler led people to attribute this to Germanys authoritarian home environment, which demanded unquestioning obedience. Thus their parents conditioned them for Hitler. (Dinwiddie 1995). Hoping to counteract such undesirable side-effects, they became permissive. Permissive parents are nurturing, warm, and accepting. Their main concerns are to let children express their creativity and individuality and to make them happy (Neal 2000), in the belief that this will teach them right from wrong (Berger 2001). Permissive parents find it hard to set clear limits, provide structure, are inconsistent disciplinarians (Huxley 1998), and reward bad behavior regularly (Dworkin 1997). Children are not pushed to obey guidelines or standards that, even when they do exist, are not enforced (Barakat and Clark 1999). Permissive parents take orders and instructions from their children, are passive, endow children with power (Gonzalez-Mena 1993; Garbarino and Abramowitz 1992), have low expectations, use minimal discipline, and do not feel responsible for how their children turn out. Ironically, these children turn out to be the unhappiest of all (Neal 2000). They are more likely to exhibit such psychological problems as anxiety and depression (Steinberg 1996), are the second group (after authoritarian) most likely to commit violence (Steinberg et al. 1994), and engage in antisocial behavior (Simons, Lin, and Gordon 1998). Research links permissive parents with delinquency, substance abuse, and sexual activity (Snyder and Sickmund 2000; Jacobson and Crockett 2000]. In effect, parents teach their children that they can get their way by manipulating others: Children learn a false sense of control over adults that increases their manipulative behavior (Huxley 1998). Later on, they do poorly in school, have higher rates of misbehavior in areas involving adult authority, and may also grow up manipulating around rules because those are not firm (Thinking n.d.). As they have not been taught how to control or discipline themselves, they are less likely to develop self-respect. This lack of discipline and structure engenders a desire for some type of control, and so they put a lot of energy into controlling parents and trying to get parents to control them (Gonzalez-Mena 1993, 157). Their unmet psychological needs make them vulnerable to being easily discouraged by everyday problems and turns the child away from full and satisfying participation in the world (Garbarino and Abramowilz 1992, 42). This, in turn, hinders their social development, self-esteem, and positive self-concept. Without high expectations to realize, children of permissive parents generally have difficulty controlling their impulses, are immature, and reluctant to accept responsibility (Parenting n.d.). Steinberg (1996) shows a strong correlation between permissive parenting and poor grades in families where parents are not involved in their childrens education and do not initiate a give-and-take relationship with their children. Other negative outcomes are sleep disturbances (Dworkin 1997) and feelings of insecurity. Authoritative Parents Authoritative parenting is high on warmth, moderate on discipline, high in communication, and moderate in expectations of maturity. This style is becoming more pervasive in the West. Authoritative parents are warm and nurturing, create a loving home environment, and provide a high degree of emotional support (Ingersoll 1989). Unlike permissive parents, they are firm, consistent, and fair (Barakat and Clark 1999). Authoritative parents discipline through rational and issue-oriented strategies in order to promote their childrens autonomy while ensuring conformity to group standards (Marion 1999). They establish and enforce behavior standards (Glasgow et al. 1997) and stay in control. Family rule is democratic [rather] than dictatorial (Berger 2001, 283). Parents use reason, negotiation, and persuasion-not force-to gain their childrens cooperation (Marion 1999). Their listening-demanding ratio is roughly equal. Children are given alternatives, encouraged to decide, and accept responsibility for their actions and decisions. The end result is self-empowerment (Barakat arid Clark 1999). When the childrens opinions are valued and respected, both children and parents benefit (Marion 1999; Gonzalez-Mena 1993). Authoritative parents set developmentally appropriate limits and standards for behavior. They make it clear that they will help their children. If their demands are not met, they are forgiving and understanding rather than punitive (Glasgow et al. 1997; Berger 2000). Overall, this parenting style is high on mutual understanding and based on reciprocity. In fact, both parties benefit. Developmental opportunities are provided for children, as the quality of interaction and nurturance is high and expectations are realistic (Garbarino and Abramowilz 1992). In addition, such parents are more likely to encourage academic success (Glasgow et al. 1997), which has a positive correlation with good grades (Steinberg, 1996). This can be attributed to parental involvement in their childrens education and their use of open, give-and-take communication through family reading, writing, and discussions. Research also shows that these children are less influenced by negative pefir pressure and develop successful peer relationships (Collins et al. 2000). As authoritative parenting provides a balance between control and independence, il produces competent, socially responsible, self-assured, and independent children (Gonzalez-Mena 1993). Children are more likely to develop high self-esteem, positive self-concept, greater self-worth, less rebellion, and generally are more successful in life. Furthermore, they are the best adjusted of all children. According to Thinking (n.d), they ranked highest in self-respect, capacity to conform to authority, and greater interest in the parents faith in God. They also respect authority, are accountable, and control their impulses. Steinberg (1996) shows that they are more confident and responsible, less likely to use or abuse drugs or alcohol, and less likely to be involved in delinquency. These children also reported less anxiety and depression and the least amount of violence (Steinberg et al. 1994). Conclusion Western culture places great importance on planning for children and their upbringing. Hence, parents-to-be spend a great deal of time thinking about everything-from which brand of diapers to use to which college they want their child to attend. However, less importance is given to parenting style. Research has proven repeatedly that parenting styles have a direct correlation with how children will grow up, how they live and whether they will abide by the rules in society (Thinking n.d.). Therefore parents-to-be must analyze different parenting styles, their effects, and what works best for them and their child.

Oligopoly Market Conditions

Oligopoly Market Conditions Oligopoly is such a market situation wherein the number of sellers is few and the numbers of buyer are many. That is unlike the monopolistic competition the seller are not one but at least two and could range up to ten. This is because of the following reasons. Heavy input costs of producing the product making it difficult for every firm to make investments. Entry barriers made by the bigger firms in the form of government regulations, price competition, brand setting and other pressure tactics. The method of production requires specialization which is not available with other firms. Product enjoys monopoly in the market. Thus the above mentioned few reasons can become the cause of set up of an oligopoly market. Number of sellers and buyers in oligopoly: Now Oligopoly, as mentioned above can have from two to tens suppliers, rather than one in the case of monopoly market. Thus they together become the price setters instead of price takers. Any rise in price will benefit the rise in sales of other company products that may be similar or differentiated. Reason being the other companies wont follow in rising their product prices as they would be expecting an increase in sales. On the other side, any fall in price will not help gain many customers, as the other companies will respond in a similar pattern and the result will be price war. Thus declining the price level would not help gain as many customers as expected. Price Equilibrium in Oligopoly: An equilibrium condition is when the prices remain unstable and the supply remains same. To increase the demand of the products and meet the competition of other products in the market, these firms indulge in heavy advertising campaigns. Through advertisements they teach the customers about the new feature that is added in their product and various other benefits of using their product. This sometimes results in putting stains on the other companys product in indirect words. Examples of Oligopoly: A number of examples of Oligopoly market situation can be figured out around us. These are explained as follows. PepsiCo and Coca Cola Co. are the two market leader and sellers of soft drinks around the world. Thus two numbers of firms selling to large number of buyers makes it an Oligopoly market. Furthermore these companies are always making heavy investments on advertisements around the globe. Some of the advertisements may be meant to harm the brand image of other. The result in another advertisement in response. Sometimes these matters are even taken to courts for settlement. Boeing and Airbus are another two large companies that makes planes to foster the need of various countries. Again these are two companies, which are the sign of Oligopoly market conditions. These companies although do not make much advertisements, but offers latest techniques at competitive prices by making product differentiation and attracting customers around the globe. OPEC includes a few numbers of sellers of petroleum product throughout the world. As the number of seller is not two but not many either. The numbers of buyers are large, including countries in Asia, Africa, Europe etc. Diagrammatic representation of Oligopoly: As we know that in the Oligopoly is a market where in the number of seller are more than two but not higher in number, whereas the buyers are many. Moreover the price rise results in benefitting the other companys product sales. And on the other hand the price fall results in attracting only a few customers. This type of market conditions can be displayed as follows. From the above diagram its clear that this diagram is very similar to monopoly market situation. But the difference is this type of condition remains for a definite price period. That is if any firm try to raise its prices from Pc to Po the result would be benefit to other firms. Whereas if a firm try to reduce its product prices than that would not foster him more customers than expected. The result would be affecting the profit margins. Thus a Cooperative Oligopoly price level is administered where in all the companies agree to follow a minimum price levels to earn good profits. Any displacement from the agreed price would affect the changer or so called the Cheater, either by fall in demand or fall in profits. Thus a Nash Equilibrium point can be accepted by all the companies in the Oligopoly where in all the companies earn good profits at the present output and price levels. Features of Oligopoly: Now we can conclude the features of the Oligopoly market conditions. These are as follows. Few producers or sellers and high numbers of buyers. Product differentiation is up to some level or no product differentiation. The firms enjoy normal profits in normal market conditions. The firms depend on advertisements, quality rivalry and generally accepted by the group of firms. Economies of scale will exist, as heavy investment and improved technology is needed to get similar quality output at the competitive costs. New firms cannot enter the market, as the old firms create a barrier through government restrictions, heavy investments, pressure techniques like takeover of the uprising company. Swift action is taken on the change in price level and defaming advertising campaign by according price change and responsive advertisements. Conclusion: In the nutshell we can say that the Oligopoly market situation is very similar to Monopoly market situation but with more than one number of seller up to limit extent. The pricing is done by proper agreement between the firms. The product differentiation may or may not present. The firms spend heavy on the advertising campaign and keep a close look at the advertising of other companies and response accordingly. The firms earn normal profits but input barriers on the new entrants.

Eating Disorders Essay -- Food Health Anorexia Research Papers

Researchers study eating disorders to try to understand their many complexities. â€Å"Eating disorders are complicated psychiatric illnesses in which food is used to deal with unsettling emotions and difficult life issues† (Michel & Willard, 2003, p. 2). To help those with eating disorders, one must understand the causes, effects and treatments associated with the disorders. Anorexia Nervosa, Bulimia Nervosa and Compulsive Overeating are three common eating disorders found in society today. â€Å"No one knows exactly what causes eating disorders. However, all socioeconomic, ethnic and cultural groups are at risk† (Matthews, 2001, p.3). Eating disorders are difficult to diagnose but can be deadly if left untreated. Background The Alliance for Eating Disorder Awareness (n.d.) observes, Eating disorders affect five to ten million Americans adolescent girls and women and approximately one million American boys and men. In addition, approximately 70 million individuals in the world struggle with this disorder. In a single person’s lifetime, approximately 450,000 individuals will die because of this terrifying disease. Eating disorders know no race, age, class or gender. They can happen to anyone. Eating disorders have been present in children as young as three years old and in adults as old as ninety. However, typical age of onset is anywhere from 12-18 years of age. Eating disorders often develop in adolescence because it is a time of numerous changes including sexual, physical, and emotional ones. Rachel Bryant-Waugh and Bryan Lask (2004) conclude that with adolescent changes, weight fluctuations often occur and many individuals may not feel ready to handle the differences (p.38). The inability to deal with change during this time often leads to anorexia, bulimia, or compulsive overeating. The American Academy of Family Physicians (2003) states, â€Å"People with anorexia starve themselves, avoid high-calorie foods and exercise constantly.† The person suffering from anorexia is abnormally sensitive about being fat or has a massive fear of becoming fat. Low self esteem and a constant need for acceptance commonly is seen in anorexics. Michel and Willard (2003) contend the most prevalent characteristic with this disorder is reduced calorie intake. The initial need to lose just a few pounds is somewhere forgotten and the cycle of the disorder takes over. Anorexic... ...nab Bryant-Waugh, R. & Lask, B. (2004). Eating disorders: A parent’s guide (Rev. ed.). New York: Brunner-Routledge. Kirkpatrick, J. & Caldwell, P. (2001). Eating disorders: Everything you need to know. Buffalo, NY: Firefly Books. Levine, M. & Maine, M. (2004). Some basic facts about eating disorders. Retrieved April 28, 2005 from http://www.brooklane.org/whitepgs Matthews, D. (Ed.). (2001). Eating disorders sourcebook (1st ed.). Detroit, MI: Omnigraphics. Michel, D. & Willard, S. (2003). When dieting becomes dangerous: A guide to understanding and treating anorexia and bulimia. New haven, CT: Yale University Press. Missouri Department of Mental Health. (n.d.). Eating disorders. Retrieved May 1, 2005 from http://www.dmh.missouri.gov/cps/facts/eating.htm Simon-Kumar, R. (2001). Eating disorders. Retrieved May 1, 2005 from http:// www.psychology4all.com/EatingDisorders.htm The Alliance for Eating Disorders Awareness. (n.d.). Eating disorders statistics. Retrieved April 28, 2005, from http://www.1st-eating-disorders.info The American Academy of Family Physicians. (June 2003). Anorexia nervosa. Retrieved April 18, 2005, from http://www.familydoctor.org/063.xml

Dyslexia: What It Can Teach Us :: Biology Essays Research Papers

Dyslexia: What It Can Teach Us What is a learning disorder and what can knowing more about learning disorders tell us about our own learning? Scientific research has acknowledged that many learning disorders are really just the edge of what is the normal spectrum in human capabilities.(1) Children with reading disabilities differ from one another and from other readers along a continuous distribution.(2) The aptitude to read depends upon fast and precise understanding and decoding of single words.(2) A disabled readers IQ tells very little about their skills. Disabled readers with varying IQ can display exactly the same progress, and neurobiological symptoms. This tells us that the IQ is not a suitable indicator of disability in basic reading skills. That is just one example of the many things that we can learn from people with learning disabilities that we can apply to all people. We will also see that by studying students with dyslexia we can see some of the important brain functions in reading. For a long time, research in the scientific community in respect to learning disabilities was slim. One problem in recent decades is that scientists have spent a lot of time searching for the basis of the disorder as opposed to the solution. This has created a chasm between the scientific and the educational worlds. Teachers were experiencing frustration with the influence that PhD's and MD's have on their curriculum.(2) Some teachers feel that when help is provided it can be in a non-helpful manner. Researchers don't always take into consideration what it was really like to be teaching. When we think about learning in a broad scale we think about it as repetition of memorization. On a cellular level learning is the result of change in the strength of a connection due to synaptic activity.(3) At larger levels Hebbian ideals can't really be taken much farther than simple behaviors. We can use Hebbian learning to explain repetitive actions that allow us to learn, say a piece of music. A musician plays a piece of music over and over again, until he/she knows it really well. At this point the synapses that were being used in the musicians brain have physically and chemically changed so that there is now a stronger connection. Can we explain learning disorders with Hebbian theory? Surprisingly we can. It turns out that dyslexics fail to increase activation in order to make the connections between phonologic structures and sounds.

Ernest Hemingway :: essays research papers

Ernest Hemingway lived his life as he wanted. His writing touched the hearts of millions. His sentences were short and to the point but his novels strong and unforgettable. He wrote about what he felt like writing about. On July 21, 1899, Ernest Hemingway was born. He was created by Dr. Clarence Edmonds and Grace Hall Hemingway. His hometown was a small town named Oak Park. Oak Park was in Illinois. His father was a practicing doctor, and later taught him how to hunt and fish. His mother on the other hand had wished that he would become a professional musician. Hemingway did not like his mother and when he grew up he would call her "the old bitch". He grew up in a somewhat religious environment. He went to Oak Park and River Forest High School, which is where he realized his writing gift. Besides writing, other activities that he loved included swimming, and boxing. When he was18 years old he had an important decision to make he could either move to Kansas city, which was growing more and more every day, or he could go to collage. His final choice was that he would move to Kansas City. In Kansas City he got a job as a cub reporter on the Kansas City Star. At the train station his father, who latter on in Ernest's life would commit suicide which would totally disgust Ernest, kissed his son goodbye with tears in his eyes. This exact moment in time would be the soul purpose for a book he wrote called "For Whom the Bell Tolls". One of the reasons why he wrote that book is because he felt so much older than his father at that time that he could hardly bear it any longer. While he was at Kansas City he was quite and did not stand out much. He stayed to himself. He went through a little culture shock due to the fact that Kansas City was a lot more complex than Oak Hill was. His writing style was first introduced by the Star. His writing was brief, and to the point. His writing had to be like that at the time because he was a news writer, but he would carry that style over to fiction when the time came. In May of 1918, Hemingway wanted to join the Army but could not due to a defective left eye which he inherited from his mother.

Leading Strategic Program Management Essay

Some people might say a good leaders is born that way. It is true that some individuals have a natural instinct to lead people, but they also have tools to help them in their success. In watching the movie Twelve O’clock High we see different types of leadership. Why is Colonel Keith Davenport’s leadership ineffective in comparison to General Frank Savage’s leadership? With all the men of the 918th Bomb Group loyal to Colonel Davenport, what steps does Gen Savage take to not only win their loyalty but make them an effective team? While working on a project is a lot different than fighting a war, we see how good leadership techniques, trust, good communication, developing leaders, and instilling a sense of pride can turn around the poorest of teams. If you have an ineffective leader, chances are the team will be ineffective. There were many deficiencies in Colonel Davenport’s leadership style. Colonel Davenport was more focused on each individual in his group than he was on the mission at hand. He had the loyalty of his men but failed to lead them. When one of his men failed to accomplish their mission or messed up, Colonel Davenport assumed responsibility and failed to discipline them. When Colonel Davenport received orders to push his men to the maximum potential, he wouldn’t, for fear of burning them out. While Colonel Davenport could not see his deficiencies in his leadership, it could be seen by the commanding General of the VIII Bomber Command, Eighth Air Force. General Pritchard brought Brigadier General Frank Savage in to see if he could fix not only the leadership problem but the productivity of the men in the 918th Bomb Group. When Brigadier Frank Savage arrived at the 918th Bomb Group he went right to work. One of the first items on his agenda was restoring the military standards that had become very laidback. We see this in a couple of scenes. He reprimands the gate guard for not checking his identification card upon entering the base. When he walks into his new office he catches Sergeant Mclllheny typing without his uniform top on. Brigadier General Savage immediately reduces him in rank and tells him why. Word soon travels around the base that they must adhere to the military standards and rules. Once Brigadier General Savage has made it clear that he will restore accountability and standards he calls a meeting to set his expectations clear. In this meeting Brigadier General Savage lets everyone know that they have a job to do and they need to stop feeling sorry for themselves. He tells everyone that from this point on they will be held accountable for their mistakes. Brigadier General Savage then informs everyone that since they are performing poorly, they will practice over and over again until they get it right. This infuriates the pilots and they immediately put in for a transfer. Once Brigadier General Savage has made his expectations clear, he begins gathering support from others. Major Stovall is the group Adjutant who works directly for Brigadier General Savage. Brigadier General Savage begins asking Major Stovall’s opinions on individuals in the unit. He takes the advice given to him by Major Stovall. Major Stovall begins to see that Brigadier General Savage is a great leader and he has a plan to get the 918th Bomb Group back on track. Major Stovall becomes a loyal hard working member of the 918th Bomb Group. He can see that Brigadier General Savage is committed to his job. A trust is built between the two men. â€Å"Trust is at the core of all meaningful relationships. Without trust there can be no giving, no bonding, no risk-taking† (Berkun, 2008, p. 242). He then begins to talk to the other men and gather support and trust for Brigadier General Savage. The next item on Brigadier General Savage’s agenda is to develop leaders in the 918th Bomb Group. When Brigadier General Savage is reviewing everyone’s personnel records he  notices that the second in charge is underperforming. Lt Colonel Ben Gately is immediately fired from his position and place in charge of a plane full of underachievers. He informs Lt Colonel Gately that he will receive every lazy nonperforming person who comes into the 918th Bomb Group. If Lt Colonel Gately wants to survive he needs to step up to the plate and become a good leader. The plane that Lt Colonel Gately is in charge of is called the Leper Colony. By doing this, Brigadier General Savage is giving Lt Colonel Gately a way to prove his leadership. This method of leadership works very well on Lt Colonel Gately, because he begins to perform exceptionally well. Lt Colonel Gately even flies with an injured spine. Brigadier General Savage can see the 918th Bomb Group is turning around into an effective unit. He then sets out to develop a sense of pride in the group. Savage praises them for their performance and what they have achieved as a group. He begins promoting excellence in everything they do. On days where there is no mission they practice to get it perfect. Individuals who show outstanding performance in the Leper Colony get promoted out and those who make mistakes move to the Leper Colony. Results from all their hard team work began to pay off. When the 918th Bomb Group goes on a dangerous mission they return with everyone. The whole unit is put in for a commendation. While Savage has turned the unit around he still has trouble communicating to his people. Communication is a major part of being an effective leader. While Savage has begun communicating very well with Major Stovall, he still had trouble communicating with his pilots and ground crew. Only when he finally sits down and communicates with a young pilot named Bishop, do the other pilots removed their request to be transferred to another unit. Savage was trying to keep his distance from his pilots. He felt that not becoming emotionally involved with his pilots would help create a barrier. Savage cared about every single person in his unit, but he kept his emotions inside which was the cause of his breakdown. Looking at a project manager or leader of a company, it is easy to see why you would want someone like Brigadier General Savage in charge. He arrived  at the 918th Bomb Group with a clear and direct sense of responsibility. He knew what he had to do and he knew it was not going to be a popularity contest. While Brigadier General Savage had trouble communicating to everyone, he understood his people, their motivations, and the emotions they were feeling. It is important when you are in charge of a project to know the people you will be working with. There needs to be trust between you and your employees. As the project manager when you say you will do something, you must ensure you follow through. Brigadier General Savage demanded that the members of the 918th Bomb Group give him loyalty, respect, integrity, and selfless service. He in turn not only gave the same right back, he gave them leadership, direction, and a sense of self-worth. By the time Brigadier General Savage left the 918th Bomb Group, they were able to continue their mission under any good leader who took over. As a leader, you have to take responsibility for the decisions you make. You must inspire your people and establish teamwork. Sometimes being a leader is not an easy job, but with the right set of tools you can be an effective leader. â€Å"Where there is no guidance the people fall, but in the abundance of counselors there is a victory† (Proverbs 11: 14). Reference Berkun, S. (2008). Making Things Happen. Sebastopol, CA: O’Reilly Media, Inc. New International Version. (1970). Thomas Nelson Inc.

Research Paper Topics Essay

It is confusing on, but this is often even an issue in America today. Let’s see the topic. The first thing is â€Å"illegal†. Ineligible is all you have to be compelled to need to frame your mind on the issue! These people square measure breaking the law. They sneak into this country illicitly and live here, most of them committing various crimes in addition, and take jobs and housing from the national folks that work and provide for themselves and their families’ argument. however if they will work blue-collar jobs and do labor, I’m positive they will muster the strength to elevate hands to fill out citizenship applications and devour a book to be told English and yank history. Anyone United Nations agency is throughout this country illicitly, unless they are unfinished citizenship approval, have to be compelled to be straightaway deported, no queries. If it is nice, people is not an issue, some may okay be, but they are BREAKING THE LAW. Recently there was a story among the news some lycee kid in town, Arizona United Nations agency went into school. He was a freshman, and had been management back once or twice. once his family was referred to as in to the Principal’s geographic point to dialogue the case it completely was discovered that they were here illicitly, and had been for 6 years. Immigration was referred to as and conjointly the family was deported. Good. But, presently we’ve migrant â€Å"rights† activists protestant regarding but it wasn’t honest to the rest of the family. square measure you kidding me? I mean, come on. OK, sure, the fogeys weren’t those caught with associate ineligible drug, but they were living here illicitly for 6 YEARS! On-top-of-which, it’s not like pot is also a drug that’s alone ineligible in town, it’s a FEDERAL LAW! One migrant â€Å"rights† activist (I place â€Å"rights† in quotations as a results of i don’t understand but one can have the rights of associate yank if they are not one) expose the sickly, stupid argument of fogeys weren’t, have to be compelled to the fogeys are still left? Entirely altogether totally different situation, but, YES! I see where this half-wit is strolling back from though, but still, he forgets that just because they’d not be breaking the pot law, they are still breaking the immigration one! last, ineligible immigrants square measure criminals. they have to be compelled to be treated intrinsically. it’s wisdom, people.

Analysis of the Voice by Thomas Hardy

POEM: THE VOICE BY THOMAS HARDY What is the genre of this poem? To me this poem speaks about â€Å"Woman Much Missed† Meaning there is someone very dear to the poet that is much missed & is no longer seen. The poem has a sense of Reminiscence, Depression, Sorrow & Death. What is the tone of voice? The tone of voice is rather Nostalgic, Emotive and Anxious. Because he says â€Å"Let me view you, then, Standing as when I drew near to the town Where you would wait for me: yes as I knew you then,†What is the theme? The theme is rather about love and a great loss. Because it says â€Å"Saying that now you are not as you were, When you had changed from the one who was all to me† What is the structure? The structure is rather Emphatic, because he emphasizes when he says â€Å"How you call to me, call to me† twice. What is the setting? The setting is in a rather sad & depressed/scared mood. He says â€Å"Thus I; faltering forward† shows he’s fear to move on without this woman. What is the Image being Portrayed?The poet is setting a rather mysterious/miserable image. Mysterious because as he says â€Å"Can it be you that I hear? † It makes you wonder if the poet is going mad. Miserable because he shows how much he misses this woman by saying â€Å"Woman much missed† What is the Key Statement? The key statement to me is in the title because the title in itself makes you reason out what the poem is about. The title is THE VOICE, this title would make me ask, Why the voice? , Who is the voice? What about the voice? So in short it’s all about the voice. What is the sound being portrayed? The impression being portrayed to me is that life is all about love and that life cannot continue without it, for others. What is the Language use? The poet is using the language rather narratively because rather than describing his emotions he’s narrating the events that are happening e. g. â€Å"Traveling across the we t mead to me here† What are the qualities that resonate/evoke with the reader?The poem is rather much private because he says â€Å"Woman much missed, how you call to me call to me† which confirms the poets love for someone missing. He indirectly channels the reader to his feelings through someone else. In the third stanza he starts to question the authenticity of the voice. â€Å"Can it be you that I hear? † The poet uses a mixture of alliteration and assonance to guideaid the reader with these lines. What is the value of this poem? Value the people you love for you never know what the future holds for you or your spouse/partner in life. Related essay: In Exile Poem Line by Line Analysis

Men vs women

Men vs.. Women Along the last centuries women have fought to be treated as equals to men. They have tried to have the same opportunities, the same rights and to fulfill the same roles. The battle between sexes seems to have ended some decades ago. As a result, in modern times the lives of women and men are similar as regards responsibilities and privileges. But being born a woman I have always thought that the sole fact of being a man could make my life easier in different aspects. To start with, men grow old with more dignity than women.Wrinkles, grey hairs and beer bellies are signs of aging which men accept and which look well on them while women, on the other hand, will make everything possible to look younger since beauty, for most of them, is related to youth. For this, they will starve week after week to look slimmer; they will use any kind of cream that promises effective results and they will even undergo painful surgeries to change their appearance. What ‘s more, to l ook good women need more time than men. Choosing the perfect outfit, wearing a natural make-up, axing their whole bodies and doing their hair takes a lot of effort and preparation.Men only need to grab any clean shirt at hand, shave and wear a nice perfume and they are ready to go out. But the most important advantage of being a man, as regards physical differences, is none of the ones mentioned up to this point. Men do not need a toilet when they feel the need to pass water; any bush, tree or corner is enough for them to do so. At any moment, they may relieve themselves in the road while traveling, In the street or at any place they feel like. For women It Is not so ass. Women need toilets. The main problem Is that. At public places. Staterooms are always full and do not usually have toilet paper or clean seat covers. Besides all this, men have more freedom than women. They do not usually take care of the children or change their schedules because one of them has a high temperature . They do not worry about their meals, homework or daily activities because they have a wife that does so. They just go out with their couples or friends having their minds in peace because someone else has taken care of everything before they left the house. In addition, they do not even need company to go to a bar to have a drink or to any other social event.It is very common to see men alone enjoying to be by themselves. In contrast, although women socialize more than men because they are more talkative and open to meet new people, they generally do not go out alone to relax or have fun. They try to plan a get-together with friends whenever their nannies are available to keep an eye on their children. Another reason for women to go out In groups Is that there Is an Implicit knowledge among our society that women alone In social events are not just enjoying the moment but looking for something else, for example men.Socially speaking, men have been benefited over women. Finally, mu ch has been said about women s and men's intelligence. Men have simple minds and use better thinking strategies. One clear example of this is that they have made women believe they are useless in chores related to the house. But it is not true that men cannot do the cleaning or the laundry In the same way women do. Fact, do things wrongly on purpose to avoid offering help again in the future. Moreover, they can only handle one task at a time.So while they lay the table, with a stroke of luck, a woman is cooking with the four hobs turned on with a boiling pot on each of them and at the same time watching a TV show and answering her children s demands. For men being â€Å"useless† ends being a benefit. Another point to take into account as regards men's and women's intelligence is that the first usually speak using short sentences to get to the point and avoid details. This has been proved to be a very effective technique in many fields, as for giving instructions, explaining o ne's ideas or scold the children.Women instead need the double of words to express the same and end being criticized or laugh at. To sum up, life would be much easier if I were a man. I would not have to work so hard every day to look beautiful, I would have plenty of free time to do whatever I like and I would not complicate my life trying to explain ideas that would never be understood. This may not sound well to the ears of feminists but men are still enjoying the benefits of their gender and they will keep doing so for many years to come.

Modern European history (18th century till today) Essay

Modern European history (18th century till today) - Essay Example The gradual evolution of early modern Europe gets discussed by making reference to the scientific revolution, the French revolution, and the industrial revolution. Focus shall get placed on the effects of these revolutions from the 18th century to present day influence on the history of modern Europe. The French revolution left an indelible mark on both the French and European history. The revolution took place in the 18th century and represented a period characterized by political and social upheaval in France (Barber 30). The revolution gets attributed to the enlightenment period in Europe, which advocated for the ideals of science and reason over those of faith and religion. The revolution led to the collapse of the absolute monarchy, which had governed France for centuries. The revolution brought up the principles of equality, liberty, and fraternity to the French society. These principles replaced those of aristocracy, feudalism, and religious privileges’ that got marked by the absolute monarchy rule. ... The revolution also led to the rise of the human rights concept through the declaration of the rights of man and its citizens (Mason 132). The revolution marked the end of both the middle ages and abolishment of feudalism. The scientific revolution also marks the modern Europe history. The scientific revolution in Europe in the 18th century built on the ideas of the previous century as they got implemented on large scale. The revolution marked a cultural revolution that led to the understanding of the physical world better. Developments in medicine, chemistry, biology, mathematics, and physics changed the views of society and nature in Europe (Lisa 164). Developments in these fields influence the thoughts on how the universe worked at the time. Inventions in these fields defined the history of modern Europe. The scientific revolution began after the end of the renaissance period and greatly influenced the enlightenment period. This revolution was vital in cementing a foundation for m odern science. Science became a vital part of the public domain. The 18th century saw widespread interest in science through increased circulation of academic writings. The scientific revolution brought along the ideals of experimentation and observation in the verification of phenomena. These ideals led to the development of instruments of measurement. An increase in experimentation and observation led to an increase in skepticism about past authority figures and religion across Europe. The scientific revolution marked the birth of the printing press, a rise of a literate middle class in urban centers, and the development of vernacular languages (Hayes 125). The growth of a literate population during the scientific revolution

Justice & Pluralism Essay Example | Topics and Well Written Essays - 3250 words

Justice & Pluralism - Essay Example (Baker, 1997 & Kymlicka, 1995) J.S. Furnivall was the first known person to coin the term pluralistic society and distinguish as a separate form of society. A Banker by profession, he had travelled a lot particularly to the colonial Far East where he discovered the wide range of culture and ethnic diversity that existed within that society. He described his experience and observation in the following words â€Å"in the strictest sense, a medley for they mix but do not combine†. As Furnivall tried to convey his idea and observation of a society that is a cultural melting pot, similarly this prose incorporates the same ideology and tries to observe pluralism in the light of justice and the importance of establishing a state that is beyond religion or religious beliefs. (Baker, 1997 & Young, 1979) Justice and pluralism have a high correlation and for a just system to be established in a society, social pluralism must prevail. The depth of their relationship will be further elabor ated. However, the following parts of the prose will discuss and analyze the philosophy and science of social pluralism; its essence and importance in order to establish social order in the society. Pluralism is generally a philosophical term; however the term has now become synonymous with social and political science as well. During the last few decades, political and social scientists have carried out intense debates regarding the validity of a pluralistic analysis and evaluation of modern societies. (Conn, 1973) The argument presented against pluralistic interpretation of the society is vastly polemic and based on abstract. As researches continue to study the phenomenon extensively and produce copious amounts of data on the subject; however, the subject of pluralism remains in the shroud of ambiguities. Pluralism is in fact a multifaceted phenomenon and there has been numerous that, if not completely elucidate the subject but does provide sufficient amount of insight. M. G. Smit h, a renowned social scientist has been known for organizing the concept that made Social pluralism a central concept in the society. He defined pluralism as the division of the society into small units on the basis of race, culture, ethnicity, language and language. These units were politically meaningful and this stratification of society was responsible determining or influencing people’s behaviour in a society. (Quong, 2004, 43-67) These units later evolve into sophisticated corporate units that were responsible for the amount of wealth a society generates and the level of discord. However, on the down side the more stratified a society became the likelihood of collective violence and discord amongst the units increased. The prime focus of studies was on the correlation between collective violence and a pluralistic society and he stated: â€Å"Having spent my life trying to clarify the conception of pluralism, I now wish to test and demonstrate its relevance for the solu tion of many urgent problems in the modern world. To that end I have compiled information on the demographic, economic, social and political characteristics of all sovereign nation-states, together with such detailed records as I can gather of internal

Annotated Bibliography for Utilitarianism in the health care system Essay

Annotated Bibliography for Utilitarianism in the health care system - Essay Example The book further illustrates that utilitarianism leads to maximization of the common goods. In this case, the author uses the word â€Å"good† referring to optimal achievement that all members of the society tend to receive in matters related to health. This situation emerges because of various political interests and agendas in the health care system. Moreover, the book further discusses that the utilitarian perspective does not support the desired good in the healthcare system. This means that the utilitarianism does not support access to affordable and essential health care services. This is because utilitarian perspective tends to concentrate much on the policy priorities. Another significant issue discussed in the book is the fact that the concept utilitarianism is far behind access to recommendable healthcare services. This is because individuals tend to put their personal priorities ahead of health issues. This book tends to be of significant important in relation to the issues associated with utilitarianism especially in the health sector. The book will be of significant help in my research work because it supports the fact utilitarianism is not of any importance in the health sector. Utilitarianism only indicates negative outcomes especially in relation to health

Reducing Errors by Improving Pain Medication Knowledge Thesis Proposal

Reducing Errors by Improving Pain Medication Knowledge - Thesis Proposal Example Therefore, it is necessary for the post-anesthesia care unit nurse to be familiar with these medications such that medication errors or overdoses may be avoided. In order to prepare a nurse to be adequate in the PACU, proper procedure should be reviewed with regards to these medications so that he or she is well-prepared to face challenges in pain management, which include: being able to manage the control of pain with dilaudid and fentanyl, being able to alleviate loneliness or other psychological challenges of the patient; and helping the family to be supportive of the patient in the post-anesthesia care unit. Area I: The Problem and its Environmental Context The specific problem is that the subject of this study works in the Post-Anesthesia Care Unit (PACU) at UC Davis Medical Center in Sacramento, California. The Unit has a staff of 60 RN's who are certified nurses at levels I, II, and III. At times the Unit will receive patients that have received medications for specific reasons or they have received pain medications for post-surgery purposes. Typically, the patients have received both fentanyl (a short-acting pain medication) and dilaudid (long-acting) pain medication. At times the anesthesiologist will not report when they gave the last dose of pain medication. The medication has been administered early in some cases, or late in the case of the patient having been in the operating room. However, this information is documented on the anesthesia work sheet. The Unit receives the patient from the operating room (OR) in the PACU and the patient may screaming or saying they are in pain. Also, at times they are not breathing very well at all and need stimulation, oral...However, this information is documented on the anesthesia work sheet. The Unit receives the patient from the operating room (OR) in the PACU and the patient may screaming or saying they are in pain. Also, at times they are not breathing very well at all and need stimulation, oral airways, nasal airways, and Narcan. Nurses tend to give a lot of dilaudid in five-minute increments per the anesthesia orders, not knowing it peaks in one hour. It is difficult to determine where patients are in the opioid cycle as they may be still sedated from anesthesia and not the pain meds. Thus, the patients may have too much dilaudid or fentanyl on board upon arrival to the PACU. Sometimes the best choice is to use the fentanyl-which is short-acting and has a peak time of 30 minutes and small amounts of the dilaudid. If a nurse gives a patient too much of either fentanyl or dilaudid, the patient may stop breathing or have complications which is considered a medication error and/or overdose. Managing pain medication in the PACU based on assessment is an art. It takes experience, great assessment skills, and knowing one's medications. Administering too much may slow the patient's breathing down and narcan may be needed to be given.

Marketing Essay Example | Topics and Well Written Essays - 500 words - 35

Marketing - Essay Example Buzz.greatfxbusinesscards.com). It also helps to minimize risks associated with business operations and also enables the creation of benchmarks to help measure progress. Marketing research is often outsourced to different companies and this functions as a disadvantage because the data obtained may be too general and may not reflect the elements that only an organization can collect based upon its intimate knowledge of its customers (Gordon, 2008). Contemporary research suggests that companies allot the lion’s share of their resources towards marketing their products rather than on doing research. (Gordon, 2008). Most companies also use third parties, i.e, market research companies, to carry out their research which helps to prevent bias but may also have disadvantages, as indicated above. There is a general tendency to use electronic methods for data collection, through the use of surveys. Additional qualitative research methods may be used to gather general information about companies, while quantitative studies may focus upon quarterly, half yearly or annual measurement of key metrics in assessing changing customer trends over time.(www.lifestyledynamics.com) The process of marketing requires considerable thought and a comprehensive study of the market. Firstly, there must be an adequate level of consumer demand for the product. Secondly, knowledge about the product needs to be communicated to consumers through the use of effective advertising. A product is likely to succeed if it is able to address a demand and is priced reasonably but if consumers are unaware of the availability of the product, or if it is priced too high, it may fail to garner adequate levels of sales. The sale of certain products will also depend upon the place where they are sold, for example, warm clothes sell in cold locations. If a product is to be successful, Price, Promotion and Place must all be considered. Kotler has identified ten

Analysis of Education in Bushwick, Brooklyn Essay

Analysis of Education in Bushwick, Brooklyn - Essay Example ool and New Utrecht High School with each other has been attempted to measure the result and search the reason behind the differences in available data on the usage of ICT in education. Education in Bushwick has been a cause of concern. The issue of communication rights has been raised in the context of digital divide. The term ‘digital divide’ is used on a number of parameters; haves and have-nots being one of them comprising those who have access to information technology and those who don’t have access (Matwyshyn, 2003). Students learn the information and communication technologies fast. In that context, it is significant that the benefits of ICT reach the students through the class rooms. Bolt and Crawford have rightly remarked, â€Å"This is not a question of newer school texts or better school uniforms, it is literally a social fulcrum point that we†¦ have come to which will determine the face of our society well into the next century†(Digital Divide, 2000: 32). While there is evidence that access to computers in schools has increased, the question remains to be answered whether low socio-economic status (SES) schools provide students with justifiable backing to attain information communication technology (ICT) literacy (Hohlfeld et al., 2008). Education technology should be used as a tool to better students’ proficiency in English language, arts, mathematics, and science. The New York State Education department sanctions funds to meet the federal goals of computer literacy in students by the finish of eighth grade (NYSED.gov 2008-09) To what extent the computers and related technologies integration should happen in the classroom is a big issue in itself. Burniske and Monke, former high school teachers, suggest being cautious in their book Breaking down the Digital Walls. Students don’t necessarily become a part of their community to serve after attaining proficiency to the extreme. They utilize the technological expertise to find a job of their

Crew Resource Management Essay Example | Topics and Well Written Essays - 3250 words

Crew Resource Management - Essay Example This is done for the purpose of problem solving and for efficient decision making. In the same context, the interpersonal skills refer to the behaviours, communication skills and activities which occasionally or frequently relate to the technical attributes. Moreover, these are limited to the multi crew equipment or aircraft, when spoken in terms of aviation. They are also in relation with the single operator aircraft and equipments as they have to communicate with other crafts invariably so that the ultimate mission is accomplished (O'Connor, 2008). The recruitment and training under crew resource management has been developed and introduced by the organizations involved in aviation business. These include military aviation and major airlines. Hence, the crew resource management recruitment and training and has been made mandatory all over the world. It is mandated for commercial pilots and military pilots as well. Discussion The importance of crew resource management is mentioned i n many researches and has been attributed for preventing numerous events in the past. This system is well designed and properly monitored throughout organizations. The health care system owes a great deal to the crew resource management as numerous flights require paramedical staff for coping with medical mishaps (Morey, 2003). History of crew resource management The cabin and flight crew in the present world are significantly different from the ones that existed in the commercial aviation business years back. In those days the captain of an airplane was always considered the right one and his decisions were never questioned. Other pilots on the aircraft never doubted the decision making abilities of the... The main focus of this paper was to learn and document the different aspects of crew resource management. The assignment also focuses on discussing the different crucial elements of this system and its implementation health care system. Special attention has been given to the implications of this system in paramedical practice in aviation system. The elements of communication, assertion, teamwork, leadership and decision making are not only important in the prevention of human errors in the cockpit but also in the reduction of medical conditions. These medical conditions can be life-threatening. Hence, the role of a paramedical practitioner is very important in the aviation system. The in-depth understanding of crew resource management and its implementation in regular practice is important for all the health care workers. This report makes a conclusion that communication plays an important role in the encouragement of multiculturalism, authority and teamwork. It enhances the main objectives of crew resource management such as self awareness, situational awareness, assertiveness, leadership skills, innovation, flexibility, assertiveness, decision making, event management, adaptability and mission analysis. Communication is also involved in the analysis of the disagreements between situations and events. The communication strategy can be implemented by teaching team members how to listen to each other, talk to each other, acknowledge feelings and be assertive. The administration has to take part in this regard

Sludge Lab Report Essay Example for Free

Sludge Lab Report Essay For the first physical observation, I tried smelling the mixture. It smelled like permanent marker. Next I tried sticking a spoon in it and stirring the tan solid lightly. It looked like it was an extremely smooth sand. Finally, I tried drinking the liquid. Nah, I’m kidding! To start off, I will describe the liquid. I separated it simply by using the decanting technique. I carefully poured it off of the mixture of solids and into a separate plastic cup. Easy. The physical property of phase was used for separation. It was the only liquid in the mixture. Then I had to identify it. I smelled it and it had a permanent marker smell to it. That led me to believe it was an alcohol. Next, I tried measuring the density using a graduated cylinder and a balance. I measured the amount of alcohol I put in the graduated cylinder (volume) and how many grams it was on the balance (mass). The volume was 9. 2cm3, the mass was 7. 25g, and the overall density was . 79cm3. That proved my liquid was not water. Finally, I tested the boiling point to determine what type of alcohol it was. I used a ring stand, thermometer, hot plate, test tube, and a beaker full of water. I placed the beaker full of water on the hot plate. I then filled the test tube with my liquid and attached it to the ring stand. Finally, I put the thermometer in the test tube and turned the hot plate on high. The liquid really started boiling around 78 degrees (Celsius), so I concluded that my alcohol was ethyl alcohol. Next we have the blackish/brownish particle layer. To separate it, I used the magnetic retrieval technique. This tests the physical property of magnetism. I simply used a magnet to retrieve the particles and a toothbrush to remove them from the magnet into a separate paper cup. There’s only one substance that is magnetic, but I had to do two more tests. I simply checked solubility in water in alcohol. It wasn’t soluble in either. It was, obviously, iron filings. The third substance I decided to separate from the mixture was the tan sand. After the liquid was removed, the solid wasn’t as silky and it was more like normal sand. I also discovered the â€Å"rocks† were actually clumps of this substance. ANOTHER thing I discovered was white/clear grains. Yes, it was a salt! That means there’s only one way to separate this stuff: dissolve and filter. I poured water onto the rest of the mixture and stirred it up for a solid minute or so. After that, I poured the water into a funnel lined with filter paper which dripped down into another cup. This left me with only the tan sand. First I tried smelling it. It had a REALLY strong smell. Secondly, I recalled it being in the alcohol with a few particles floating around. This got me to believe it was slightly soluble in alcohol. Finally, I tried testing solubility in water. It just floated at the top without any particles floating around in the water, so it wasn’t soluble in water. Due to these factors, I determined it was sulfur. Last, but certainly not least, the white/clear grains. Before I evaporated the water, I took note that it’s soluble in water. To separate it from the water, I evaporated it off. I simply put it on a hot plate, set it on high, and poof. Only grains. By now I identified it as a salt. My next test was alcohol solubility. Turns out, it’s only slightly because the alcohol was very cloudy after the dissolving process. Lastly, I put a sample on a watch glass with some water and left it out over night to check crystal shape. In the end, the crystals were spear shaped, leading me to the conclusion that it was potassium nitrate. All in all, my sludge consisted of ethyl alcohol, iron filings, sulfur, and potassium nitrate. I think my only difficulty was that I discovered the salt fairly late in the process. Overall, I enjoyed this lab because I really felt like I was doing something a real scientist would do. Oh yeah, and I felt a feeling of loss once I had to throw my work away. Sniff.

Charles Dickens Essay Example for Free

Charles Dickens Essay Examine the presentation of the three spirits and Marleys ghost in A Christmas carol and show the differences and similarities in their appearance, attitude towards Scrooge and the effect upon him. Consider also the spectre in The Signalman In a Christmas carol by Charles Dickens, the four ghosts are all described differently. They all help to change scrooge into a nicer person. The ghosts all act disparately and look disparately. Scrooge has a different effect on each one of the ghosts, two of the ghosts he likes and one of the ghosts he dislikes. Scrooge is also treated dissimilar, some ghosts care for him, and others are forceful. The ghost of Marley appears first, he is described as In his pigtail, usual waistcoat, tights and boots; the tassels on the latter bristling, like his pigtail, and his coat-skirts, and the hair upon his head. Marley also had a chain around his middle, which was long and wound about him like a tail. The chain was made of cash boxes, keys, padlocks, ledgers, deed and heavy purses wrought in steel. Marleys body was transparent, so Scrooge could see the 2 buttons on his coat behind. He also had a handkerchief wrapped around his head and chin which held his jaw up. The ghost of Christmas past turns up next. He is described as a strange figure-like a child; yet not so like a child as like an old man, viewed through some supernatural medium. Which gave him the appearance of having receded from the view, and being diminished to a Childs proportions. The ghosts hair hung about its neck and down its back. His hair was white, as if with age; but his face wasnt old, and didnt have any wrinkles in it. He had long and muscular arms, like his hands. Its legs and feet were delicately formed. The ghost wore a white tunic, and round its waist was a lustrous belt. It held a branch of fresh green holly in its hand; and in singular contradiction of that wintry emblem, had its dress trimmed with summer flowers. The strangest thing about the ghost was that from the crown of its head sprang a clear jet of light, which by all was visible to see and was doubtless the occasion of its using, in its duller moments, a great extinguisher for a cap, which it now held under its arm. The next ghost was the ghost of Christmas present, he was clothed in one simple deep green robe, which was bordered with white fur. This garment hung so loosely on the figure, that its capacious breast was bare, as if disdaining to be warded or concealed by any artifice. His feet was also bare, and on its head it wore no other covering than a holly wreath with shining icicles. Its dark brown curls were long and free; free as its genial face, its sparkling eye. Its open hand, its cheery voice, its unconstrained demeanour, and its joyful air. Around the ghosts middle was an antique scabbard; but there wasnt a sword in it, and the ancient sheath was eaten up with rust. The last of the ghosts to meet Scrooge was the ghost of Christmas yet to come. You couldnt see any of its facial features because it was shrouded in a deep black garment, which concealed its face, its head and its form, and left nothing of it visible, save one outstretched hand. Because of this it would have been difficult to detach its figure from the night, and separate it from the darkness by which it was surrounded. The spectre in the signalman by Charles Dickens isnt described very well in the story, all we know is that the spectre is a man and he has a sleeve over his arm. His voice was hoarse with shouting halloa, below there! In the Christmas carol, Marley is a friendly ghost and he is very nice, he enjoys being in the company of Scrooge, Scrooge says you were always a good friend to me. He obviously cares about Scrooge because he wouldnt have gone there to warn him about the three ghosts and what would happen to him if he kept hating Christmas. Marley was the only true friend Scrooge has had. The ghost of Christmas past is nice, friendly and reasonable. The ghost cared for Scrooge, he once asked him whats the matter? Even though he is nice and friendly, he forces Scrooge into seeing things that he doesnt want to see. For example Scrooge says leave me, take me back, haunt me no longer. But the relentless ghost pinched him in both arms and forced him to observe what happened next. The ghost of Christmas present is a kind and jolly ghost. The ghost and Scrooge were cheerful when they visited homes. The spirit stood besides sickbeds, and they were cheerful and they were patient in their greater hope, by poverty and it was rich. The ghost makes Scrooge more relaxed around him, he isnt frightened, and he is calm in the ghosts presence. Like the ghost of Christmas past, this spirit is also forceful and makes him see what he doesnt want to see. The ghost of Christmas yet to come doesnt speak at all, this ghost is the one Scrooge is scared of most. Scrooge feared the silent shape so much that his legs trembled beneath him, and he found that he could hardly stand when he prepared to follow it. Scrooge is frightened of him the most because he doesnt know what his personality is like; with the other ghosts they were kind and caring. This ghost just points to places. But when Scrooge saw his grave then he got worried and cried hear me! I am not the man I was, I will not be the man I must have been but for this intercourse. Why show me this if I am past all hope? When Marley visits Scrooge, he is scared at first, because he doesnt know who it is, until the ghost got a bit closer, Scrooge was surprised to see his old friend, when Marley walked off to the window it beckoned Scrooge to approach, which he did.

The Social Effect Of Extracurricular Activities English Language Essay

The Social Effect Of Extracurricular Activities English Language Essay The present chapter intends to present some of the most prominent issues concerning employing extracurricular activities and their effect on the learners achievement in writing in general and in the ELT in particular. Also, its relation with attitude of the learners, writing apprehension, and the emergence of different strategies will be under study. Extracurricular Activities in ESL/EFL Context Extracurricular activities play an important role in todays secondary education programs (Holland Andre, 1987).The development of extracurricular activities was slow in the beginning, with many seeing it simply as a temporary fashion that would pass and quickly lose its style (Millard, 1930, as cited in Broh, 2002). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, grow out of curricular activities and return to curricular activities to enrich them (Millard, 1930, p. 12, cited in Broh, 2002, p. 71). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to assimilate with the new trend. In fact, before 1900, educators were suspicious of participation in extracurricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged (Marsh Kleitman, 2002, p. 5). Early experts on extracurricular activities including Millard (1930, cited in Broh, 2002) believed that Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day (p. 16). It was not until recently that educational practitioners and researchers have taken a more positive perspective and asserting that extracurricular activities may have positive effects on life skills and may also benefit acade mic achievements (Marsh Kleitman, 2002). Kuh (1993) asserted that more than70% of what students learn in college comes from extra-curricular activities and that most students believe that the activities they do out of class provide the most significant learning experiences (Moffatt, 1989). In addition to the confirmations made by these researchers, the students themselves asserted that extracurricular activities contributed to their maturation (Kuh, 1993). Jugovics (2011) positive perspective about extracurricular activities was concerned about the power of such activities to overcome some difficulties in the language classroom. He believed that it is advantageous to think outside the box, and in various contexts, to consider and apply the physical aspect of language learning such as integrating simple activities like talking and walking, which occur in natural communicative situations (Jugovic, 2011). There have been some studies devoted to studying the relationship between student involvement in activities and student academic achievement and the optimal proficiency in a foreign language (Jogovic, 2011; Marsh Kleitman, 2002). Although a positive correlation has been shown in many of these studies, there is still a fierce battle among educators concerning the need for extracurricular activities. Even some researches took a more neutral stand and attribute the ultimate influence of extracurricular activities to the context in which they occur (Shephard, 1996). They assert that extracurricular activities can have a positive or negative impact on students, depending on the context in which they are experienced. One way of viewing the impact of after-school activities is to apply a risk and resilience framework to them. Under certain circumstances after-school programs may present deficiencies (detract from positive growth and development); while under others they may provide protect ive impacts (prevent students who are at risk for negative outcomes from experiencing those outcomes). Two positions appear to be prevalent in todays academic community regarding extracurricular activities (Marsh, 1992). These are referred to as either the academic or developmental perspective. The academic perspective considers extracurricular activities as purely leisure and not part of the purpose of schools. The developmental perspective considers extracurricular activities necessary to the total development of the student in todays schools (Holland Andre, 1987). Educators who believe in the developmental perspective see activities as an extension of the educational program. Furthermore, participation in these activities is positively associated with many student characteristics. Activities allow students to develop skills such as leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive conditions. Participation is associated with higher levels of self-esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is also related to lower delinquency rates (Marsh, 1992; Newman, 1991). Howley and Huang (1991) found that extracurricular activity across different schools exhibited a positive correlation on academic achievement. McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for