Assertive Behavior: Your Perfect Right, a critical evaluation. :: English Literature

Assertive Behavior Your Perfect Right, a critical evaluation. The name of this record admit is Your Perfect Right and it was written byRobert E. Albertini and Micheal L. Emmons both with Ph.D. from theCalifronia Polytechnia State University in San Luis Obispo, CA. Bothauthors seem to be working in this book for several time because theyhave published several editions and had several printings of the book.Also, Robert E. Albertini and Micheal L. Emmons were CounselingPsychologist and Professors according to this trine edition in f bout,in cooperation with other doctors from other universities such as NewYork University, University of North California, and University ofMissouri they got pretty good contributions in the creation of this excellent book. The authors thanked to John Vasconcellos, who wasmemeber of the California State Legislature, for placing their work inthe context of his educational and humanistics concerns and for histhoughtful foreword. The authors describe the rea son why this book waswritten arguing the near point We must begin to value and reward theassertions of apiece individual, acknowledging the right of selfexpression without fear or guilt, valuing the right to and opinion,and recognizing the unique contribution of each person. Thepreparation and knowledge of both authors are demostrated in the welldeveloptment of the subjects and how they attempt to explain you whatan assertive behavior is. The main propouse of this book is to instruct to the readers todevelop a more choose appropriate and self-fulfilling responses in avariety of situations. As they defined in the book assertive behaviorenables a person to act in his or her own best interest, to go upfor herself or himself without undue anxiety, to express honestfeelings comfortably, or to exercise personal rigths without denyingthe right of others for instance, this book is written for those whowish to develop a more enhancing personal existence on their own, andfor those who will be instrumental in faciliting the personal growthof others. The book shows that research has shown that learning tomake assertive responses will inhibit or weaken the anxiety previouslyexpriences in specific interpersonal relationships also, the fact tostand up for yourself and do things on your own initiative, can reduceappreciably anxiety or tenseness in key situations, and increase yoursense of expense as a person. The book is divided in two parts thefirst one explains you the differences between non-assertive,agressive and assertive behavior and gives you examples also, theyshow you step by step how to adquire and assertive behavior in life.In the second part is designed to fill the need for a

Economics: Turn Around Is Fair Game :: essays research papers

Economics Turn Around is Fair GameAmericas size and prosperity have made it the largest consumer ofimported products in the world. brilliantly lit shopping m whollys adorned with the slowlyst foreign-made apparel, gadgets and trinkets, testify to the vast selectionof goods available for purchase. There is a dark side to this enormous quantityof choices a hefty price tag - the federal deficit. Unfair trade agreements,and, predatory pricing strategies and institutionalizes from abroad, placed those goodson the stores shelves. The United States Trade Representative (USTR), who isdirectly answerable to the President and Congress for trade negotiations isforecasting a two hundred billion-dollar trade deficit for fiscal year 1996.The American people must subscribe reciprocal trade agreements for overseasbusiness competitors. Complimentary trading would put an end to subsidizeddumping, curb the loss of manufacturing jobs, and, tear down the barriersassociated with free trade.The practic e of selling items at a price less than what it costs to makethem is called dumping. Foreign governments subsidize the manufacturingprocesses of certain industries so their companies can displace thecompetitions fabrication. The television industry is a perfect example ofsubsidized dumping. The post World War II infusion of subsidized Japanese-madetelevisions, terminated the United States(U.S.) television manufacturingindustry. In the late 1950s, half a million units crossed our borders, tax andtariff free. These television sets were made using cheaper components andcheaper labor. However, the cost of transportation, which would normallyescalate each individual price, was salaried for by the Japanese government. Thepioneering inventors of the electronic marvel were forced out. No longer ableto compete by meeting rapidly declining prices, companies had to stop production,liquidate all available assets, and release their entire work force.Unemployment figures for 1996 are predicted to be at seven percent (USTR,1996.) This equates to nearly twenty million skilled American workers withoutjobs. The mathematics is simple imports cost an economy jobs, exports produce jobs.Reciprocal trading contracts would definitely curb the exponential loss ofmanufacturing jobs.Trade barriers are the largest problems facing American companies inoverseas markets. The obstructions are sometimes overt, sometimes hidden andusually extremely complex. Deals are covertly impeded with complicatedlicensing and import procedures. Regulations concerning special specificationstandards and examen of American goods are hurdles deliberately enacted toblock fair trade. If foreign governments were mandated to treat Americanbusinesses the same way native companies were treated, free commerce would rattlingbe achieved.The U.S. has used an arsenal of tools to try to mitigate unfair tradepractices and enhance U.S. access to overseas markets. These include department301 of the 1974 Trade Act - Sect ion 301 serves as the flagship of the

The Tell-Tale Heart and the Labovian Theory :: Tell-Tale Heart Essays

The Tell Tale Heart and the Labovian Theory The Labovian theory of a create narrative contains six mandatory components. These components help the reader, or listener to a broader understanding of the thoughts and motivation of the internal narrator and the external inventionteller. The abstract gives a government agency about the story. The orientation draws a picture to familiarize the reader/listener of the necessary ws who, what, when, where. The complicating action is the turn of events on which the story hinges. The resolution determines the outcome and normally leaves the reader/listener aware of a feeling of closure. The evaluation is the most essential component of the Labovian theory. It permeates throughout the narrative in hopeful attempts to keep the occupy of the reader/listener peaked. The coda compliments the evaluation and brings the narrator and the reader/listener back together on common ground in edict to bring the story to a close. Edgar Allan Po es short story of a passionless crime undone by the heart incorporates the Labovian components. The Tell-Tale Heart is a masterly compose narrative, full of subtle nuances quick to deceive the senses. Poe sends the reader spinning into a world of symbolism, questioning the art of madness, and fearing the depravity of reason. The The Tell-Tale Heart is, at a glance, patently about a man plotting to kill another man in cold blood. Looking further into the words, the reader can find a story of a man obsessed with senses and the ability to brook complete control over them. The narrator uses reason to overwhelm the morality of his actions. His obsession takes over his full being, thus bringing on the madness which over powers his world. The focus of the abstract is first seen as the narrator describes his idea as, haunting him day and night(226). single an obsessed person could let something get to the point where they cannot think of anything else. Poe uses strategic word ing to pinpoint the abstract. Poe blatantly announces the point, and the narrator confesses, Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded . . . (226). He was a coldly calculating man, obsessed that reason can conquer any sense, which in the end he finds is a never-ending battle.

Ancient Stories Of The Flood :: essays research papers

Stories of a primeval violent stream exist in all parts of the world, virtually every branch of the human race has traditions of a Great Flood that destroyed all of mankind, except one family.The closest parallel to the Biblical story of the flood occurs in the Mesopotamian Epic of Gilgamesh, our fullest transformation of which is weaponed by an Akkadian recension prepared, in the seventh century B.C. for the great library of King Ashurbanipal at Nineveh. The story itself is far older. We have fragments of versions dating as much as a thousand years earlier, and we possess also portions of a Summerian archetype. In the Mesopotamian version the gods apparently displeased with the evils of mankind decided to destroy it by instrument of a great flood. Ea, the god of wisdom and subtlety, was privy to their council and warned Utnapishtim, the Babylonian Noah, of the coming disaster. Utnapishtim was told to build a ship thirty cubits long and thirty cubits wide. Provision it and tack in it specimens of every living thing. Then to board it with his family and possessions and launch it on the waters.For six days and nights the wind and flood raged. On the seventh day the flood abated. Everything, including mankind, had turned to mud and clay. Utnapishtim sent out a dove on the seventh day but it came back. He then sent out a swallow, but it came back. Finally he sent out a raven. The raven, however, saw that the waters had receded it found food, and started to caw and wallow in the mud it never came back. at last the ship grounded on Mount Nisir. Utnapishtim, seeing that the flood had receded, disembarked and set out an offering for the gods.Enil, &8220Lord of the underworld, was very angry when he saw that Utnapishtim had been spared. He was concisely calmed by the other gods and gave his blessing to Utnapishtim and his wife by granting them the gift of immortality and transferring them to a remote island.Older versions, of which only fragments survive, tell v irtually the same story, though the adept is sometimes called Atrahasis, or &8220Superwise, rather than Utnapishtim. In Western Asia the legend of the flood is of Summerian origin, and is now known from the excavations at Kish and Ur to have been based upon an historical catastrophe. In the Summerian version the hero is named Ziusudra, &8220the long lived.

Ismenes Indecisiveness in Antigone :: essays research papers

The play Antigone is usually thought of as either the tragedy of Creon or the tragedy of Antigone, but it is retributive as much the tragedy of Antigones sister Ismene. In the play, Antigone and Creon hold on to two different ideals, Antigone to the ideal of sororal duty and holy rights, while Creon holds on to the rules of his kingdom, dominated by the laws of men and of reason. Ismene is obsessed by her role as a woman, choosing to ignore her feelings of obligation towards her family, and remaining completely indecisive and inactive, as she believes a woman should. By the end of the play she is left in the same position as Creon, without any family in the world and feeling partially amenable for the outcome. If Ismene had stood up and done something either to stop Creon from sentencing Antigone to death, or to help Antigone in burying Polyneices, she would in the end be with her family in life or in death, and be better of than being left alone on earth alive. Also the actions o f the characters in the play are very comparable to the ideas and strategies of the Greeks and Spartans in Thucydides, pen shortly afterwards. Ismenes indecisiveness and lack of action is starkly contrasted with the actions and beliefs of Creon and Antigone, the characters who are most often thought of as the victims. For Antigone, the punishment that characterizes her as a victim is the ease up of her life for her personal beliefs about the honor and duty associated with family ties. Antigones death at the end of the play illustrates the fact that she is willing to die as long as she knows that her brother has received proper burial rites. On the other side there is Creon, who can be thought of as a stubborn and august king, but who really is acting just like Antigone, holding onto what he believes firmly in. As Antigone blatantly ignores the laws of the city, and only acts in the direction fulfilling the requirements of holy rites, Creon acts in parallel by ignoring the laws of the divine and only following the laws which as king it is his duty to uphold and preserve. Antigone clearly gives her opinion of the situation, and outlines her values that are so crucial to her while speaking to her sister.

Ismenes Indecisiveness in Antigone :: essays research papers

The play Antigone is usually thought of as either the disaster of Creon or the tragedy of Antigone, but it is just as much the tragedy of Antigones sister Ismene. In the play, Antigone and Creon hold on to two different ideals, Antigone to the ideal of sororal duty and holy rights, while Creon holds on to the rules of his kingdom, dominated by the laws of men and of reason. Ismene is obsessed by her role as a woman, choosing to ignore her olfactory propertys of obligation towards her family, and remaining completely hesitating and inactive, as she believes a woman should. By the end of the play she is left in the same position as Creon, without any family in the world and feeling partially responsible for the outcome. If Ismene had stood up and done something either to stop Creon from sentencing Antigone to death, or to help Antigone in burying Polyneices, she would in the end be with her family in action or in death, and be better of than being left alone on earth alive. Also t he actions of the characters in the play ar very alike(p) to the ideas and strategies of the Greeks and Spartans in Thucydides, written shortly afterwards. Ismenes indecisiveness and lack of action is starkly contrasted with the actions and beliefs of Creon and Antigone, the characters who are most often thought of as the victims. For Antigone, the punishment that characterizes her as a victim is the sacrifice of her life for her personal beliefs about the honor and duty associated with family ties. Antigones death at the end of the play illustrates the fact that she is willing to die as long as she knows that her brother has received proper burial rites. On the other side there is Creon, who can be thought of as a stubborn and terrible king, but who really is acting just like Antigone, holding onto what he believes firmly in. As Antigone blatantly ignores the laws of the city, and only acts in the anxiety fulfilling the requirements of holy rites, Creon acts in parallel by ignor ing the laws of the divine and only following the laws which as king it is his duty to uphold and preserve. Antigone clearly gives her opinion of the situation, and outlines her values that are so important to her while speaking to her sister.

Human impact on climate Essay

Abstract Climate change has long been a controversial retire among governments and world bodies. It is defined as the variation in the Earths global climate or in regional climates over time. These variations may be caused by a multitude of factors, some of which include geological changes within the Earth itself, changes in forces outside the earth, or human activity. When talking about this issue, both terms are often interchanged to refer to these variations in normal die hard patterns, namely global warming and climate change. The two however, spell similar, belong to polar spectrums.This paper seeks to examine the role of human activities as a form of climate change. Overview Global warming simply pertains to the recent gradual warming of the temperature in different locations around the earth. Climate change, as defined by the United Nations Framework Convention on Climate Change (UNFCCC), talks of variations in weather in general, but which are caused particularly by huma n activity. Although in that location have been steps taken towards curbing the destructive effectuate of climate change, there continues to still be a sense of apathy on the parts of some governments with regard to it.The continued burning of fossil fuels in power plants, vehicles and another(prenominal) machines are directly responsible for producing air particles that contribute to warming the earths atmosphere. The conversion of forests to farmland or real estate developments has also cut down the amount of trees overall, thus cutting down the chances of more trees mitigating the carbon levels in the air, as easy as absorbing and acting as a ingrained control for floods. Effects of Climate Change Climate change pass on have many effects on the environment, some of them already visible while others are slowly already being experienced in different parts of the world.Currently, scientists project that the mean global temperature will rise about 3 degrees Celsius, assuming t he amount of carbon dioxide in the air doubles due to continued use of fossil fuels. Another projection was the rising of the mean ocean level by about 50 cm, a relatively significant rise in light of the fact that computer model estimates have shown that some(prenominal) low-lying states and countries may, in part or whole, be submerged by the rising water level. The warming of temperatures at the mid-continent levels, as well as those in higher latitudes, will also be greater as compared to other locations.It has therefore been predicted that a considerable amount of polar and glacial will melt, as well as the continued warming of the oceans. These two events will constitute for the most part the increase in water levels mentioned earlier. Also to be bad affected is the ecosystem, along with the natural order of the environment. Due to the heat that would be generated, more tropical climates would be prevalent, thus the focus on migration as well as agricultural production and o utput would shift all over the world.For the wildlife, the changing ecosystems would directly affect their natural habitats and breeding places. As it is, researchers continue to judge that global warming may cause the easier proliferation of disease due to the idea that disease-carrying insects and other animals may migrate to other locations due to the changing weather. The hydrologic cycle will also intensify, with changes in water supplies as well as weather seasons such as droughts and flood, which could then greatly affect crops and other natural sources of food.Lastly, the effects of climate change on the broad concept of international security cannot be discounted. With more poor countries potentially facing an environmental disaster of blasting proportions, masses of refugees could converge on those remaining industrialized and highly urbanized nations that remain only somewhat affected. Also, should fossil fuel use not be successfully curbed in time, the scarcity of it wi ll only mean that nations who have remaining reserves will become more powerful and dominant in the world stage, with new influential nations possibly developing.

Transfer of Learning

1. IntroductionTransportation of Learning That about charming nexus between schoolroom public demonstration and something which is conjectural to go on in the existent universe J. M. Swinney. ( Everett, 2010 )Transportation of larning occurs when larning in mavin context or with one set of stuffs impacts on public presentation in an early(a)(prenominal) context or with other related stuffs. It is the application of recognition, attitudes and accomplishments acquired in a course of study at a university ( Perkins, 1992 ) .Transportation of larning occurs when larning in one context enhances ( dogmatic menu ) or undermines ( negative transportation ) a related public presentation in a nonher context. enthrall includes nestle transportation ( to intimately related contexts and public presentations ) and far transportation ( to instead different contexts and public presentations ) . ( Perkins, 1992 ) .One of the major constructs in focal point and larning theory is the trans portation of larning construct. Typi directy the ultimate contexts of application ( occupation, calling ) diverge conspicuously from the context of larning ( schoolrooms, exercising books, trials, simple streamlined undertakings ) . As a consequence, the concluding ends of information atomic number 18 non realized unless transportation occurs. Furtherto a greater extent, transportation of noesis/ reading can non be taken for granted as it is come onn in assorted surveies were often the hoped transportation from larning get words did non give-up the ghost ( Perkins, 1992 ) .In add-on, for divulgeing instruction non plainly this transportation of larning construct is of importance but at any rate the victimisation of the teaching staff is indispensableThe subject of this survey is to aroma into if instructors within the module of wellness medical specialty and life scientific disciplines ( FHML ) of the University of Maastricht in like manner are cognizant of this ra ptus of training .Additionally, I would wish to lease into if the instructor has a indisputable scheme refering transportation of acquisition and is portion of a professional development plan to better the instruction aka the transportation of cognition / acquisition.2. Description of the instructor.Dr. Herman Popeijus, is learning for approximately 4 at the University of Maastricht. He is chiefly learning first twelvemonth pupils, because since a twelvemonth he is the building block coordinator of the second unit in the first twelvemonth of Health Sciences at the FHML. Furthermore he is involved in other units as a coach or as a accomplishments ( or practical ) trainer, although this is more in the course of study of Bio Medical Life Sciences at the FHML. In his function as unit coordinator, Herman, is involved in all facets of instruction, giving talks, steering workgroups and helping accomplishments developing for the first twelvemonth pupils.This oppugn was held Thursday, 25-03-2010, from 1400 1420 in the line of the interviewer. The interview was held in Dutch and taped utilizing a digital voice recording equipment. To hold a more natural treatment about the instruction methods and to bury about the voice recording equipment, the first 5 proceedingss of the interview were about day-to-day topics. Although the interviewer had some inquiries prepared as a guideline to direct the interview. An English interlingual rendition of the transcript is given in appendix A.3. AnalysisNo one method of content analysis can be used for all causas of interview schoolings. Contented analysis is a widely used qualitative explore technique. Rather than being a individual method, current applications of content analysis show three find outable attacks established, directed, or summational ( Hsieh & A Shannon, 2005 ) . These attacks are used to construe conditional relation from the content of text informations or transcript informations of an interview. In con ventional content analysis, coding classs are derived straight from the text informations. With a directed attack, analysis starts with a theory or relevant research findings as interpret for initial codifications. A summational content analysis involves numbering and comparings, normally of key outwords or content, numbered by the reading of the underlying context. In this paper I favour the directed attack, with counsel for initial codifications. The focal point of the analysis is to look for schemes and for indicant of transportation of cognition by the instructor. The under indicateed codes/chategories were chosen 1. Personal difference in learning 2. Problems identified by the instructor 3. Solutions to the jobs 4. Professional development.4. Consequences4.1. Personal engagement in learningThe instructor gave seven-fold statements about this subject, as he is a unit coordinator his personal engagement in instruction is rattling profound. Due to this function, he is be sides really involved in the content and may experience responsible for the result, ( e.g. class of his pupils ) . Therefore he is really focussed on transportation of cognition. He is besides cognizant of he s viable gyp approachs, and is engagemented in the sentiments of the pupils about his instruction method. He tries to look into if transportation of cognition has occurred, coming back in his coach group on the subject, besides repeat indispensable stairss once more at the terminal of the coach group, or inquiring directed inquiry during his talks.4.2. Problems identified by the instructorAlthough, the instructor mentioned that in that respect are several hard subjects or constructs in his unit, merely one illustration was given, but this was discussed extensively. Furthermore, he was cognizant that these jobs may besides be collectable to the fact that a big portion of the pupils have no anterior cognition of biological science and that biological science is cardinal for this unit in which he is the unit coordinator.4.3. Solutions to the jobsThe chief focal point on work outing the jobs or job discussed was the usage of upstart electronic AIDSs. Such as available alive films, which are demoing these new constructs or jobs in great item. It has to be celebrated that the instructor was cognizant of the defects of this termination. However, the instructor did non advert other options, much(prenominal)(prenominal) as analogies which may be used alternatively every bit dandy.4.4. Professional developmentIt became clear from the interview that there is some kind of professional development plan available at his organisation, but so far he has non got any military rank. The instructor feels this deficiency of aid a great girl. Although he mention that he took action on this point on his ain, by delegating to a special instruction class, which is provide by his organisation. The instructor is really focused on the results from the pupils, and beside s gives great value to the ratings from the pupils, even though these are most in paper formats and non unwritten.5. Conclusion/Advice to the instructorDr. H. Popeijus ( HP ) has a clear grade on his unit and what are the jobs within this unit, as became clear that for his unit some biological science background is necessary. His consciousness on instruction is really unfastened and juvenile he is integrating new techniques or characteristics in his talks. He is unfastened for the sentiments of the pupils and is clearly involved in transportation of cognition or acquisition, even though he might non be cognizant of this.From assorted surveies is known that the attending span of pupils is limited in the context of long talks. The information dispatch theoretical account of the traditional talks does non fit what current cognitive scientific discipline research tells us of human acquisition ( Middendorf, 1996 ) . So by utilizing extra tools HP is seeking to act upon the informatio n transportation during his talks. He besides mentions that he is cognizant of the drawback of utilizing alive films in his talks. However, with consciousness of the possible drawbacks of the big format, talks can be used as valuable tools for larning besides in a PBL course of study ( Fyrenius, Bergdahl, & A Silen, 2005 ) . Furthermore, it might besides be helpful to implement analogies next to alive films because it can assist pupils to utilize the information they already understand to develop an apprehension of new constructs. Analogies are comparings between two spheres that are neither, wholly similar nor wholly different. These comparings are used to advance transportation of information from one specific job to another peculiar job ( MaryKay & A George, 2006 ) . Due to the fact that some pupils lack the biological science background it may useful to utilize analogies which domain is non in biological science but in another more basic field ( eg. Book with chapters as an a nalogy for DNA codification with cistrons ) .To better instruction or the instruction by staff members a high-quality professional development constituent would be of great value to the administration every bit grievous as add-on to the professional development of HP. It is good recognized by policymakers that schools can be no better than the instructors and decision makers who work within them ( Guskey, 2002 ) . It is good known that staff members or module members are passionate about their discipline/profession. They are besides really acute to reassign their cognition and the significance of this cognition to their pupils. Regardless of these good purposes, they may be so occupied with c overing the capable affair that they lose path of how much of that stuff real gets conveyed ( Montgomery, 1998 ) . It is hence that there are good develop kind plans inside the institute or university to develop and alter the manner the instructors work. For most instructors, to go a better i nstructor means heightening pupils larning results ( Guskey, 2002 ) . Harmonizing to the theoretical account from Guskey, of import alteration in instructors cordialities take topographic point after the instructors see grounds of betterments in pupil acquisition. When instructors have used new instructional attacks, or utilizing new stuff these betterments may happen. It is hence that there is a good ratings system for the instructors non merely on the degree of pupils outcome but besides on the public presentation as a instructor ego. An advice to HP is to seek such(prenominal) rating and counsel from his ain institute or administration.In drumhead the advice to HP is, maintain up with the new inventions in your talks, but besides seek to utilize analogies to clear up some hard jobs and seek to happen out if the university has some teacher staff development plans to better the instruction.Transfer of LearningTransfer of learning is the study of the dependency of human conduct, learning, or actionance on prior experience. The whimsey was originally introduced as switch of practice by Edward Thorndike and Robert S. Woodworth. They explored how individuals would channelise learning in one context to another context that shared similar characteristics or more formally how improvement in one mental function could influence another related one.Their theory implied that exchange of learning depends on the proportion to which the learning task and the slay task are similar, or where identical elements are concerned in the influencing and influenced function, now known as identical element theory. Transfer research has since attracted much attention in numerous domains, producing a wealth of empirical findings and theoretical interpretations.However, there remains considerable controversy about how carry-forward of learning should be have a bun in the ovend and formulateed, what its probability incident is, what its relation is to learning in superior general, or whether it may be said to exist at all. Most discussions of enthral to date can be real from a putting surface operational definition, describing it as the process and the effective extent to which past experiences ( in any case referred to as the transfer source) affect learning and performance in a current novel office (the transfer tail end) (Ellis, 1965 Woodworth, 1938).This, however, is usually where the general consensus between various research approaches ends. Transfer taxonomies Of the various attempts to delineate transfer, typological and taxonomic approaches belong to the more common ones (see, e. g. , Barnett & Ceci, 2002 Butterfield, 1988 Detterman, 1993 Gagne, 1977 Reeves & Weisberg, 1994 Salomon & Perkins, 1989 Singley & Anderson, 1989). Taxonomies are concerned with distinguishing different types of transfer, and therefore less involved with labeling the actual vehicle of transfer, i. e. , what is the explanatory mental unit of transfer that is carr ied over.Hence, a key problem with many transfer taxonomies is that they offer an excessive number of labels for different types of transfer without engaging in a discussion of the underlying concepts that would justify their bankers bill i. e. , similarity and the nature of transferred information. This makes it very difficult to appreciate the internal validity of the models. The following table presents different types of transfer, as adapted from Schunk (2004, p. 220). TypeCharacteristics NearOverlap between situations, original and transfer contexts are similar. FarLittle overlap between situations, original and transfer settings are dissimilar.PositiveWhat is acquire in one context enhances learning in a different setting. cast outWhat is learned in one context hinders or delays learning in a different setting. VerticalKnowledge of a preceding topic is essential to acquire new familiarity. HorizontalKnowledge of a foregoing topic is not essential but helpful to learn a n ew topic. LiteralIntact knowledge transfers to new task. FiguralUse some aspect of general knowledge to think or learn about a problem. Low laneTransfer of well-established skills in almost automatic fashion. High RoadTransfer involves abstraction so conscious formulations of connections between contexts.High Road/Forward ReachingAbstracting situations from a learning context to a potential transfer context. High Road/Backward ReachingAbstracting in the transfer context features of a previous situation where new skills and knowledge were learned. Apart from the effect- old bagd distinction between negative and positive transfer, taxonomies have largely been constructed along two, in general tacit, dimensions. One concerns the predicted relationship between the primary and secondary learning situation in terms of the categorical overlap of features and knowledge specificity constraints.The other concerns general assumptions about how transfer relationships are established, in terms of mental effort and cognitive process. The effect-perspective positive vs. negative transfer Starting by looking at the effect side of transfer in terms of the common performance criteria, speed and accuracy transfer theories distinguish between two broad classes that underlie all other classifications negative andpositive transfer. Negative transfer refers to the impairment of current learning and performance due to the application of non-adaptive or inappropriate information or behavior.Therefore, negative transfer is a type of interference effect of prior experience causing a slow-down in learning, completion or solving of a new task when compared to the performance of a hypothetical control group with no respective prior experience. Positive transfer, in contrast, emphasizes the beneficial effects of prior experience on current opinion and action. It is important to understand that the positive and negative effects of transfer are not mutually exclusive, and therefore real- life transfer effects are probably more often than not a mixture of both.Positive transfer transfer of learning or training is said to be positive when the learning or training carried out in one situation proves helpful to learning in another situation. Examples of such transfer are the knowledge and skills related to school mathematics help in the learning of statistical computation the knowledge and skills acquired in terms of addition and subtraction in mathematics in school may help a child in the acquisition of knowledge and skills regarding multiplication and division learning to play badminton may help an individual to play ping pong (table tennis) and lawn tennis.The situation perspective specific vs. general, progress vs. far transfer The situation-driven perspective on transfer taxonomies is concerned with describing the relation between transfer source (i. e. , the prior experience) and transfer target (i. e. , the novel situation). In other words, the notion of novelt y of the target situation per se is worthless without specifying the degree of novelty in relation to something that existed before. Butterfield and Nelson (1991), for example, distinguish between within-task, across-task, and inventive transfer.A similar classification approach reappears in many situation-driven transfer taxonomies (e. g. , similar vs. different situations, example-to-principle and vice versa, simple-to-complex and vice versa) and can be renowned as distinctions made along the specific vs. general dimension. Mayer and Wittrock (1996, pp. 49ff. ) discuss transfer under the labels of general transfer of general skill (e. g. , Formal Discipline, Binet, 1899), specific transfer of specific skill (e. g. , Thorndikes, 1924a, b, identical elements theory), specific transfer of general skill (e. g. Gestaltists transfer theory, see origins with Judd, 1908), and meta-cognitive control of general and specific skills as a sort of combination of the previous three views (see, e. g. , Brown, 1989). Haskells (2001) taxonomy proposes a more gradual scheme of similarity between tasks and situations. It distinguishes between non-specific transfer (i. e. , the constructivist idea that all learning builds on present knowledge), application transfer (i. e. , the retrieval and use of knowledge on a previously learned task), context transfer (actually meaning context-free transfer between similar tasks), near vs. ar transfer, and finally displacement or creative transfer (i. e. , an inventive or analytic type of transfer that refers to the institution of a new solution during problem solving as a result of a synthesis of past and current learning experiences). Both near and far transfer are widely used terms in the literature. The former refers to transfer of learning when task and/or context change meagerly but remain largely similar, the latter to the application of learning experiences to related but largely dissimilar problems. The process perspectiveThe spe cific vs. general dimension applies not just to the focus on the relation between source and target, i. e. , from where to where is transferred, but also to the question about the transfer process itself, i. e. , what is transferred and how. Reproductive vs. productive transfer (see Robertson, 2001) are good examples of this type of distinction, whereas reproductive transfer refers to the simple application of knowledge to a novel task, productive transfer implies adaptation i. e. mutation and sweetener of retained information.A similar dichotomous distinction is the one between knowledge transfer and problem-solving transfer (Mayer & Wittrock, 1996). Knowledge transfer takes place when knowing something after learning task A facilitates or interferes with the learning process or performance in task B. Knowledge used is referred to by many different terms, such as declarative or procedural types (Anderson, 1976), but it means that there are representational elements that suit A and B. Problem solving transfer, on the other hand, is described as somewhat more fluid knowledge transfer, so that experience in solving a problem A helps finding a solution to problem B.This can mean that the two problems share little in terms of specific declarative knowledge entities or procedures, but call for a similar approach, or solution search strategies (e. g. , heuristics and problem solving methods). The issues discussed in problem-solving transfer literature are also closely related to the concepts of strategical and theoretic transfer (Haskell, 2001, p. 31), and cognitive research on analogical reasoning, rule-based thinking and meta-cognition.Indeed, far transfer can be considered as the prototypical type of transfer, and it is closely related to the study of analogical reasoning (see also Barnett & Ceci, 2002, for a taxonomy of far transfer). Within the problem-solving literature the distinction between specific and general methods is made mostly with reference to Newe ll and Simons (1972) strong vs. weak problem solving methods (Chi, Glaser & Farr, 1988 Ericsson & Smith, 1991 Singley & Anderson, 1989 Sternberg & Frensch, 1991). Another concern that is frequently addressed in transfer taxonomies is the question of conscious effort.High-road vs. low-road transfer (Mayer & Wittrock, 1996 Salomon & Perkins, 1989) expresses a distinction between such instances of transfer where active retrieval, mapping, and inference processes take place, as opposed to those instances that occur rather spontaneously or automatically. Hence, low-road transfer concerns frequently employed mental representations and automated, proceduralized knowledge, and occurs preferably in near transfer settings. In contrast, high-road transfer is more conception-driven, and requires cognitive and meta-cognitive effort. Traditional handle of transfer researchThere are a nearly unlimited number of research fields that share some utilise interest into the study of transfer, as it pe rtains to learning in general. Three fields that contributed in most substantial ways to the progress of transfer research, both from a conception and empirical point of view, are the fields of education science, linguistics, and human-computer fundamental interaction (HCI). In fact, most transfer research has been conducted in reference to one of these applied settings, rather than in basic cognitive psychological laboratory conditions. reading science teaching for transferDue to their core concern with learning, educational science and practice are the classic fields of interest regarding transfer research, and probably the prime target for the application of theories. Transfer of learning represents much of the very basis of the educational purpose itself. What is learned inside one classroom about a certain subject should aid in the attainment of related goals in other classroom settings, and beyond that it should be applicable to the students developmental tasks out-of-door t he school the invite for transfer becomes more accentuated.This is because the world educators teach in at once is different from the world they themselves experienced as students, and differs equally from the one their students will have to finagle with in the future. By nature of their applied interest, educationalists main concern has been less with the question of how transfer takes place, and much more with under what conditions, or, that it happens at all. The basic article of faith that students learning and achievement levels depend primarily on learning and achievement prerequisites, has constituted a central part in educational learning theories for kind of some time (Gage & Berliner, 1983 Glaser, 984). The major focus in educational transfer studies has, therefore, been on what kind of initial learning enables subsequent transfer teaching for transfer. look into on learning and transfer has identified key characteristics with implications for educational practice. Fr om Formal Discipline to meta-cognition Educational transfer paradigms have been changing quite radically over the last one hundred years.According to the doctrinaire beliefs of the Formal Discipline (Binet, 1899) transfer was initially viewed as a kind of global spread of capabilities accomplished by training basic mental faculties (e. g. , logic, attention, memory) in the exercise of suitable subjects, such as Latin or geometry. With the turn of the 20th century, learning, and therefore transfer of learning, was more and more captured in behavioral and empiricist terms, as in the Connectionist and Associationist theories of Thorndike (e. g. , 1932), Guthrie (e. g. , 1935), Hull (e. g. , 1943), and Skinner (e. g. , 1938).Thorndike (1923, 1924a and b) attacked the Formal Discipline empirically and theoretically and introduced the theory of identical elements, which is probably still today the most influential conception about transfer (Thorndike, 1906 Thorndike & Woodworth, 1901a, b and c). Thorndikes belief that transfer of learning occurs when learning source and learning target share common stimulus-response elements prompted calls for a hierarchical curricular structure in education. Lower and specific skills should be learned before more complex skills, which were presumed to consist largely of frame of basic skills.This small-to-large learning, also referred to as part-to-whole or vertical transfer, has been popular with theories of learning hierarchies (Gagne, 1968). It has later been challenged from conceptualistic point of views, which argue that learning is not just an hookup of pieces of knowledge (i. e. , rote memorization), but rather a process and product of active construction of cognitive knowledge structures (Bruner, 1986 Bruner, Goodnow & Austin, 1956). Knowledge, from a constructivist perspective, was no more believed to be a simple transfer by generalization to all kinds of situations and tasks that contain similar components (i. . , stim ulus-response patterns see also Logan, 1988 Meyers & Fisk, 1987 Osgood, 1949 Pavlov, 1927). The critical issue was the identification of similarities in general principles and concepts behind the facades of two dissimilar problems i. e. , transfer by insight. This idea became popular in the Gestaltists view on transfer (e. g. , Katona, 1940), and, in combination with growing interest in learners as self activated problem-solvers (Bruner, 1986), encouraged the search for abstract problem-solving methods and mental schemata, which serve as analogy-enhancing transfer-bridges between different task situations.Emerging from these developments, a new theme started to dominate educationalists research in transfer meta-cognition (Brown, 1978 Brown & Campione, 1981 Campione & Brown, 1987 Flavell, 1976). In contrast to classical knowledge forms like declarative and procedural knowledge, different types of meta-knowledge and meta-cognitive skills such as strategic knowledge, heuristics, self-m onitoring skills, and self-regulation quickly became the road to learning and transfer.Characterized as self-conscious management and organization of acquired knowledge (Brown, 1987) it is evident that meta-cognitive awareness of task features, problem structures, and solution methods makes relations between different situations cognitively salient only an individual who learns from learning, learns for future learning. Soini (1999) developed on the same core ideas an examination of the preconditions for active transfer. Her dialect is on the active and self-reflected management of knowledge to increase its accessibility.To some researchers, meta-cognition and transfer have become so entangled that the argument was generated that only the measurement of positive transfer effects truly supports inferences that meta-cognitive learning has taken place (e. g. MacLeod, Butler & Syer, 1996). The generality predicament return to the specificity view Ever since the introduction of the meta- knowledge theme in education science, transfer discussions have been oscillating between the position taken by those representing the meta-cognitive view and those who stress that generic knowledge forms alone do not allow an effective transfer of learning.When knowledge stays on the tip of the tongue, just knowing that one knows a solution to a problem, without being able to transfer specific declarative knowledge (i. e. , know-what) or automated procedural knowledge (i. e. , know-how), does not suffice. Specific teaching of the cognitive and behavioral requisites for transfer marked in principle a return to the identical element view, and can be summarized with Dettermanns (1993) conclusion that transfer does not substantially go beyond the restricted boundaries of what has been specifically taught and learned.The basic transfer paradigms in educational psychology keep replicating themselves, and fundamental promotion of transfer itself is seen to be achievable through sensibiliza tion of students by creating a general culture and a spirit of transfer inside the classroom on the one hand, and by allowing concrete learning from transfer models on the other (Haskell, 2001). Learning and transfer implications for educational practice A modern view of transfer in the context of educational practice shows little study to distinguish between the general and specific paradigms, recognizing the role of both identical elements and metacognition.In this view, the work of Bransford, Brown and Cocking (1999) identified four key characteristics of learning as applied to transfer. They are 1. The necessity of initial learning 2. The importance of abstract and contextual knowledge 3. The conception of learning as an active and dynamic process and 4. The notion that all learning is transfer. First, the necessity of initial learning for transfer specifies that mere exposure or memorization is not learning there must be understanding.Learning as understanding takes time, such that expertise with deep, organized knowledge improves transfer. Teaching that emphasizes how to use knowledge or that improves motivation should enhance transfer. Second, while knowledge anchored in context is important for initial learning, it is also inflexible without some level of abstraction that goes beyond the context. Practices to improve transfer include having students specify connections across multiple contexts or having them develop general solutions and strategies that would apply beyond a single-context case.Third, learning should be considered an active and dynamic process, not a static product. Instead of one-shot tests that follow learning tasks, students can improve transfer by engaging in assessments that extend beyond current abilities. Improving transfer in this way requires instructor prompts to assist students such as dynamic assessments or student development of metacognitive skills without prompting. Finally, the fourth characteristic defines all learni ng as transfer.New learning builds on previous learning, which implies that teachers can facilitate transfer by activating what students know and by making their thinking visible. This includes addressing student misconceptions and recognizing cultural behaviors that students bring to learning situations. A student-learning relate view of transfer embodies these four characteristics. With this conception, teachers can help students transfer learning not just between contexts in academics, but also to common home, work, or community environments. Inter-language transferAnother traditional field of applied research is inter-language transfer. Here, the central questions were how does learning one language (L1) facilitate or interfere (Weinreich, 1953) with the acquisition of and proficiency in a second language (L2), and how does the training and use of L2, in turn, affect L1? Several variations of this conception of inter-language transfer can be found in the literature, also referr ed to as mother tongue influence or cross language interference (Corder, 1983, 1994 Faerch & Kasper, 1987 Jiang & Kuehn, 2001 Odlin, 1989 OMalley nd Chamot, 1990). What makes inter-language transfer a complex and valuable research matter is the fact that language knowledge skills continuously develop. This is so for L1, as well as for L2, when only bilingualism is considered, while alternately at least one of them is continuously in use. This has led to the development of very different models of how languages are mentally represented and managed, with L1 and L2 seen as two independent or autonomous mental systems (e. g. Genesee, 1989 Grosjean, 1989), as being represented in a single unified system (e. g.Redlinger & Park, 1980 Swain, 1977), and as rooting in a common underlying, multi-lingual conceptual base (CUCB see Kecskes & Papp, 2000). Human-Computer Interaction aiming for transfer A third research area that has produced a variety of transfer models and empirical results can b e situated within the field of Human-Computer Interaction (HCI). With the start of the user age in the 1980s, HCI and all kinds of virtual environments have, in many ways, become something like psychological micro-worlds for cognitive research. This is naturally also reflected in the study of transfer.Developments in favor of cognitive approaches to transfer research were especially accelerated by rapid changes in modern lifestyles, resulting in a virtual upsurge of cognitive demands in interaction with technology. Thus, the call was on clearly domain-focused cognitive models to study the way users learn and perform when interacting with information technological systems (Card, Moran & Newell, 1980a and b, 1983 Olson & Olson, 1990 Payne & Green, 1986 Polson, 1987, 1988). Transfer based on the user complexity theory Thorough investigations of cognitive skills involved in HCI tasks have their origins with the research on text editing (e. . , Kieras & Polson, 1982, 1985 Singley & Ande rson, 1985). The offspring of this type of research were computational cognitive models and architectures of various degrees of sophistication, suitable for all kinds of man-machine interaction studies, as well as studies outside of the HCI domain. The original examples for these have become Kieras and Polsons (1985) user complexity theory (later rephrased as cognitive complexity theory) and the GOMS family (i. e. , Goals, Operators, Methods, Selection) rules based on the Model Human Processor role model (Card et al. , 1980a and b, 1983 John & Kieras, 1996a and b).All of these models have their roots in the basic principles of production systems and can be comprehended with the help of ends-means-selections and If-Then-rules, combined with the necessary declarative and procedural knowledge (Anderson, 1995 Newell & Simon, 1972). The crucial perspective for transfer became that of technology design. By applying cognitive models, scientists and practitioners aimed at minimizing the amo unt and complexity of new knowledge necessary to understand and perform tasks on a device, without trading off too much utility value (Polson & Lewis, 1990).A key responsibility was given to skill and knowledge transfer. Due to the fact that the cognitive complexity theory is a psychological theory of transfer applied to HCI (Bovair, Kieras, & Polson, 1990 Polson & Kieras, 1985), the central question was how these models, united under the GOMS umbrella, can be used to explain and predict transfer of learning. The basic transfer-relevant assumptions of the emerging models were that production rules are cognitive units, they are all equally difficult to learn, and that learned rules can be transferred to a new task without any cost.Because learning time for any task is seen as a function of the number of new rules that the user must learn, wide-cut learning time is directly reduced by inclusion of productions the user is already familiar with. The basic message of the cognitive comp lexity theory is to conceptualize and induce transfer from one system to another by function of shared production rules, which is a new interpretation of Thorndikes (1923, 1924a and b) identical element inclose and eventually echoed in Singley and Andersons (1989) theory of transfer (Bovair et al. 1990 Kieras & Bovair, 1986 Polson & Kieras, 1985 Polson, Muncher & Engelbeck, 1986). A practical implication of the procedural communality principle has been formulated by Lewis and Rieman (1993), who suggest something like transfer of design on the side of the industry You should find existing interfaces that work for users and then build ideas from those interfaces into your systems as much as practically and legally possible. Emergence of holistic views of useDiscouraged by the confined character of the GOMS-related transfer models, many research groups began to import and advance new concepts, such as schemata principles and general methods a general development encouraged by the eme rging cognitive approach to transfer that was also witnessed by other applied fields. Bhavnani and John (2000) analyzed different computer applications and strived to position such user strategies (i. e. , general methods to perform a certain task), which generalize across three distinct computer domains (word processor, spreadsheet, and CAD).Their conclusive argument is that strategy-conducive systems could facilitate the transfer of knowledge (p. 338). Other research groups authors that assessed the questions about how people learn in interaction with information systems, evaluated the usefulness of metaphors and how these should be taken into consideration when designing for alpha environments (e. g. Baecker, Grudin, Buxton, & Greenberg, 1995 Carroll & Mack, 1985, Condon, 1999).As researchers became increasingly interested in the quality of a users knowledge representation (e. g. , Gott, Hall, Pokorny, Dibble, & Glaser, 1993), mental models and adaptive expertise, as knowledge and skills which generalizes across different contexts of complex problem-solving tasks, became of predominate concern (Gentner & Stevens, 1983 Gott, 1989 Kieras & Bovair, 1984). In contrast to the knowledge of strategies (Bhavnani & John, 2000), the accentuation shifted towards strategic knowledge (Gott et al. 1993). Gott et al. demonstrated that surface similarities between different technical domains alone did not basically facilitate transfer of learning because they limited the users flexibility in the adaptation process. In accordance with the ideas of schema-based and meta-cognitive transfer, the authors further formulated that robust performance is one in which procedural steps are not just naked, rule-based actions, but instead are supported by explanations that perform like theories to enable adaptiveness (p. 60). Gott et al. (1993) finally noted that mental models might be powerful instruments to analyze similarities between tasks as represented within a formulated cogn itive architecture. However, they do not explain what particular similarities and differences are sufficiently salient from the individuals mental point of view to affect transfer of learning, nor can they predict motivational or emotional conditions of transfer that are essential requisites for every learning process.

Hot Coffee Reaction Paper Essay

After watching the documentary Hot Coffee, I realized that it greatly explained how mavin incident started a domino effect that shook up the way Government protects monolithic business forever. I strongly believe that Tort recover was meant to back big business and take away the rights of Americans who atomic number 18 wronged by these corporations. From a sociologist standpoint I can especially see the concerns of a conflict theorist because this is capitalism at its best.When Stella Liebeck sued McDonalds for a cup of hot coffee that she spilled on herself, a lot of people originally viewed the situation as a joke and as a plan for someone to get rich quick. Before watching the documentary I had no knowledge of the incident and thought it sounded like a case of lawsuit abuse. Soon after watching, I saw the negligence of McDonalds by not monitoring the temperature of the coffee and the major damage done to Stellas skin. The medical bills were major and she deserved not only co mpensation for medical bills unless punitive damages as well. She was awarded 160,000 dollars in damages and 2.7 million in punitive damages (eventually reduced to 480,000). After such an infamous case, it opened the floodgates for other Americans to go after businesses that had wronged them.In a case for Stella, the lawsuit was justified, but there were cases across the artless were lawsuits were filed and many were trying to get rich quick. Sure it is a controversial situation but Tort Reform was employ a defense mechanism for big business. Companies like tobacco corporations for example, were actually behind lawsuit abuse groups trying to help spark tort reform to favor them. They had all the money to back political campaigns fornominees that would favor tort reform. This I believe is a matter of capitalism because the rich are investiture in themselves and are literally fixing campaigns by funding whomever they believe look after their best interest. As another example, The Chamber of Commerce are a committee assembled of big business corporations who fund political campaigns for nominees who back their political views and invest in their well being instead of the nation as a whole. In other words, the rich want their nominees to win in order to protect their investments, therefore they all band together to achieve this goal.George W. furnish was definitely a beneficiary of highly funded campaigns and it showed. During his presidential campaign he was lobbying for Tort Reform and that meant capping punitive damages. There are cases where this cap hurts the people who are wronged from businesses that have wronged them. In the documentary the case of Colin Gourley strongly was affected by tort reform.Lisa Gourley gave birth to twins and during her pregnancy was constantly misdiagnosed and improperly observed. Because of the neglect of her doctor, one of the twins, Colin, was born with brain damage and would require therapy and special healthcare for the remainder of his life. She was constantly uneasy with the progress of her pregnancy but was always reassured by her doctor. Because of negligence, Lisa Gourley was awarded 5.6 million dollars in a lawsuit. However, due to the law in Nebraska, it was reduced to 1.6 million. This is a prime example of a system that failed a family due to tort reform.Ultimately this documentary opened my eyes to the many capitalist ways we operate as a country. This most definitely identifies with conflict theory. It is understood that this country is ran and protected by the wealthy. There are ways for things to change but this documentary demonstrates where our challenges lie.

Instructional strategies & approaches 2 Essay

According to Barbara Gross Davis, author of Tools for Teaching (1993), students learn best when they participate actively in the process. A lap of research has been made on collaborative accomplishment, or eruditeness in stems, and it has been proven that no matter the subject matter, students learn more than this way. Working in strainifys help students learn and retain more about what is taught to them than when they are taught using other means. Davis enumerates three general types of multitude work. The first type is informal learning free radicals.These groups arent permanent and may be d oneness in a single session. An example of this is asking the students to turn to their seatmate and discuss a particular question. In any case, this kind of grouping may be done in a class of any size at any time to discover the level of understanding of the students, give them a way to apply what they have learned or to have a change in the learning pace. The guerilla type is form al learning groups, which stern be organized to do specific tasks like writing a report, doing a lab experiment or making a project.The tasks can be completed in one session or over a few weeks, until the students have finished the action and are given a grade. The last type of group is a depicted object team. Such groups are usually long-term, like a whole semester or course, and have permament members wherein each member is responsible for helping each other to complete course requirements and assignments and to provide support and encouragement. A student with a study team can ask his teammates to update him on classes or activities he might have missed.Study teams are valuable in courses that have a large class size and a complex topic. With that in mind, it is then appropriate to inquire as to how to group these students so that they would learn the most. Davis cites examples on how one could group the students the teacher can assign randomly so that a mix of different stude nts are in one group the teacher can let the students choose their groupmates the teacher, himself, forms the groups taking into account the students differences or the teacher asks the students first on their preferences and then makes assignments.Whichever the case, Davis argues that these types of grouping have their own advantages and disadvantages and can be utilize depending on circumstance. After all, the teacher cannot assume that just because the students have been grouped and asked to work cooperatively, that they would actually do so. It should always be remembered that a group is represent of different individuals with different personalities, skills, concerns, temperament, etc. Thus, the teacher should be flexile, yet firm, and always ready to give assistance.In addition to considering the combination of students in a group, its size should also be given equal attention. According to researches done by Cooper (1990), Johnson, Johnson, and Smith (1991) and Smith (1986 ) as cited by Davis, groups with a maximum of 5 members would work best since a larger number would decrease the opportunity for the group members to actively participate. They also add that the group size should be littler if the members are less skillful and time available for the group work is shorter. Furthermore, the level of the task should also be considered.Simple tasks like solving a math problem or planting a seedling would be enough for small groups. On the other hand, complex tasks, such as a chemistry experiment that would require students to research and report, are better done by a bigger group (Knowles, 2005). Of course, students are individuals that have different learning abilities. several(prenominal) teacher group the class according to these abilities. According to the Westchester Institute for Human Services Research (2002), ability grouping is the practice of dividing students according to their perceived learning capacities.The two most common ways of grou ping via ability is within-in class grouping and between-class grouping. The former refers to the division of students with the same abilities into small groups. This is usually seen in mathematics or Reading classes. Between-class grouping refers to division of students into varying courses or classes according to their achievement. In a nutshell, ability grouping caters to the difference between students. Each group formed with this system may be using different materials that are unique and will address their needs.In general, research shows that within-class grouping produces better results than flux ability grouping. Within-class grouping can promote faster learning since the students are learning with people of the same level and pace. Thus, fast learners can cover more topics without being dragged by the slow learners. On the other hand, as learning progresses it is only appropriate that the task difficulty also increase, and in line with that, the group subject and number . A more difficult task would require a larger group to execute successfully.Thus, if a class was previously divided into smaller groups, the teacher can merge these groups to form a larger group. In relation with this, the teacher should again consider the composition of the groups. Ideally, it is better that the group be as heterogenous as possible but should also contain a fair number of the assets, those with previous relevant coursework or language proficient, and liabilities, those with shun attitudes toward the course or language problems, in a class.Whole group instruction is usually utilize when introducing a impudently topic, new materials or new strategies to the whole class. In this way, the teacher can build a common experience between the students which can later be an avenue for further geographic expedition of the topic and improvement in their problem solving and other skills (Valentino, 2000). On the other hand, group or collaborative learning cannot always be used despite its good results. Since topics have to be discussed within a certain timeframe, it is very hard to use collaborative learning often since such strategy really takes a lot of time.Thus, for courses that covers a broad, complex topic, like general chemistry or physics, it is advisable to make the students form a study team. For example, in chemistry, experiments may be done by a whole group. They can perform one experiment and help each other analyze their information and understand what they just did. In such a setting, not only will it minimize the concerns of the teacher, it would also help those students who come to class unprepared. At least, with group mates, there would still be an avenue for them to cope with the lesson. Also,Also, collaborative learning would be beneficial if the class size is large. As mentioned earlier, a heterogenous group is ideal. A teacher would want to distribute those whove already understood the topic or are fast learners among those t hat are still coping or having whatever difficulty. What the teacher can do, then, is determine the students that could be classified among the two groups. Generally, the teacher can determine the assets and liabilities by observation, diagnostic tests or group dynamics application or by asking other teachers and his students.Such a technique would ensure that someone in the group knows whats happening in class and possibly give assistance to his groupmates. In conclusion, group or collaborative learning is very beneficial to students. However, the success of such activities would depend on the composition and size of the group, as well as the level of learning of the students. The teacher should know when to use this strategy and he should be well prepared, organized and flexible when doing so.References Davis, BG. (1993). Collaborative Learning Group Work and Study Team. Tools for Teaching.Retrieved August 16, 2007, from http//teaching. berkeley. edu/bgd/collaborative. html Know les, P. (2005). Thoughts on Student Grouping Teaching Decisions. Retrieved August 16, 2007, from http//www. netc. org/classroomswork/classrooms/peter/ workings/grouping. html Valentino, C. (2000).Flexible Grouping. Retrieved August 31, 2007, from http//www. eduplace. com/science/profdev/articles/valentino. html Westchester Institute for Human Services Research (2002). Ability Grouping. The Balanced View Research-based information on well-timed(a) topics. Vol. 6, No. 2.

Descartes “I Think Therefor I Am” Essay

-A statement by the seventeenth-century French philosopher Ren Descartes I think therefore I am was the end of the search Descartes conducted for a statement that could not be doubted. In the beginning, Descartes was in the process of figuring out his nature, using reasoning instead of experience. He had to start with a premiere premise which was indubitable. He found that I inhabit is some liaison that is certain, and what follows must be certain as well.In the meditators search for certainty, he had to discard anything that was fictive or even open to the slightest doubt. He had to tear away all that was previously known to him, and with a new, stronger foundation, start anew. Descartes had conceded that he has no senses and no body. He also noted that the physical world does not exist, which might also seem to imply his nonexistence. Yet, to have these doubts, he must exist. He found that he could not doubt that he himself existed, as he was the one doing the doubting in the fi rst place.For an evil demon to mislead him in all these baneful ways, he must exist in order to be misled. There must be an I that can doubt, be deceived, and so on. He so formulates the famous cogito argument, saying that he concludes the proposition I am, I exist is necessarily true whenever it is put forward by me or conceived in my mind. He then questions what the I that exists is. He first thought that he had a soul, by means of which he was nourished, moved, could sense and think and also that he had a body. All these attributes can be doubted, except the fact that he thinks.He can exist if any of the other attributes are not there, but cannot exist if he does not think. Further, he states that he exists as long as he is thinking. The meditator then concludes that in the strict sense, he is only a thing that thinks. In this statement, the Meditator finds his first grip on certainty after the radical skepticism he posited in the first meditation.

Marketing Communications

IntroductionSome of the aspects that characterize the drink-day business milieu hold its increasing dynamism, volatility and un receivedty. This poses challenges for businesses that ar rigid and not well prepared to change with the transformations in the foodstuff (Williamson et al., 2013). On the other hand, it creates opportunities for companies that mystify the mental ability of implementing necessary changes that will make them remain relevant to their marker markets. Some of the main areas that experience been changing in organizations in recent years include management and communicating styles, organizational structures, approaches to trade and the utilization of technology in divergent departments within organizations (Shimp & Andrews, 2013 Diefenbach & Todnem, 2012). This paper intends to address several issues that relate to the changes and developments taking focalize in the business environment. It presents an abbreviation or opportunities and threats that com panies like chawbacon and Google face in relation to the rapid technical progresss. It also addresses the bewitch conversation approaches that companies should use up to facilitate intragroup and outside(a) communication and the communication mix that is used at Apple to market itself to its object glass clients. In relation to this, the report presents an analysis of a communication campaign used by Nike, a leading sports equipment and apparel manu featureures in the UK, to establish how effective it is in attaining its marketing objectives. Opportunities and Threats for Google and Yahoo in regard to rapid technical changes Google and Yahoo are some of the well renowned internet-based companies that offer search engine and e-mail utilitys to a wide-cut contrive of users. Both companies also deal in software development. Based on the services and products offered by these companies, they are instanter affected by technological advancements, especially in the ICT sect or (Segev & Ahituv, 2010). The opportunities and threats that these advancements expose the companies to are discussed in this section.Opportunitiesthither are several opportunities presented to these companies as a root of technological advancement. One of these is that it provides a wide range of avenues through which the companies can communicate with their clients and vice versa (Hundal & Grover, 2012). It also provides increased avenues through which the companies can market their products. Technological advancements in the ICT sector across the globe have also led to an increase in internet accessibility. For Yahoo and Google, an increase in internet accessibility provides an probability for them to earn more(prenominal) revenue through advertisements (Shih et al., 2013). This is because they are among the well-nigh visited websites internationally. Google is ranked as the most visited website, while Yahoo is ranked the fourth (Alexa, 2014). Being business oriented, techn ological advancement will also make it possible for them to market their products and services to a wider market base through strategic marketing communication strategies. It also provides an opportunity for them to launch e-commerce strategies, which are cost-effective for the partnership and convenient for clients. Among the advancements that have taken place is the development and increased use of smartphones (Persaud & Azhar, 2012). Given that both companies deal in software development, it provides an opportunity for them to create revenue from developing applications that can be used on these devices. Google has effectively taken advantage of this advancement and has developed the humanoid operating system (Gandhewar & Sheikh, 2011). The fact that its operating system is compatible with many mobile devices like manufactured by different companies like Samsung and LG increases its usability. With the growing outcome of global populations using smartphones, the company has a lot to benefit as Android is among the top smartphone operating systems (Butler, 2011).ThreatsWith the increase in the technological advancements in the market, these companies are also exposed to a range of threats (Lovelock & Wirtz, 2011). One of these is the increase in competition from other companies that provide the same products and services. With internet companies like Twitter and Facebook having a growing number of users, they provide a threat for Yahoo and Google in terms advertising revenues (Lagrosen & Josefsson, 2011). There is also a possibility of other internet based companies coming up to provide stiffer competition. In the software business, Googles Android operating system faces a threat from Apples iOS, if it decides to go down it and make it compatible to other devices (Butler, 2011). Other technology companies may also come up with more innovative products and better marketing approaches than Google and Yahoo, which might curve their current market cares. some other threat that is associated with technological advancements is posed to the human resources of these companies. Employees face the risk of losing jobs because a wide range of jobs that were initially handled by plurality can now be done even better by machines (Lovelock & Wirtz, 2011). Even though this might come as a relief for these companies as they cut salary costs, the fact that these advancements may increase unemployment undermines the social responsibility efforts that these companies may have. The increase in technological advancements also increases the levels of cyber crime. Even though the systems of Yahoo and Google may be secure from this risk, given that they have measures in place to address this issue, clients who have opened email accounts with them may not be as secure. Hackers may gain access to their emails, obtain their personal information and use it against them. Even though such cases might occur as a result of low email security measures by the us er, some of them tend to blame the email hosting companies like Yahoo or Google as being the reasons for their predicaments. As a result, this ruins the reputation of these companies.Communication at Google internecine and external communicationCommunication is among the aspects of a business that are paramount to its success. Internal communication refers to the passing of cores or information within the organization. This could be within the same department or interdepartmental communication (Wright, 2012). External communication refers to the communication that goes on between the organization and external stakeholders, who mainly patch up of customers. When carrying out cozy communication, there are several factors that have to be considered. For instance, the messages ought to be confidential to avoid access from external parties. In this case, Google has a company intranet, which consists of an internal message board and email system (Goodman, 2006). This can only be access ed by company employees who have been allocated usernames and passwords. These channels of communications have been passing secured, do it impossible for an external party to access the information or messages passed. Internal communication in organizations also has to be effective and quick. For Google, this is facilitated by the fact that it has a horizontal communication structure. According to Butler (2010), horizontal or lateral communication is the free flow of information or messages across different functional groups in the organization. Employees and managers across all departments and employee levels at Google interact freely without any hierarchical boundaries (The Financial Express, 2005). This approach to communication enhances cooperation among employees and also quickens the process of resolution conflict. On the contrary, it reduces the authority of departmental heads in the organization. External communication is meant to promote products or services offered by t he company, or to advertise its clients products to a wide range of customers (Wright, 2012). It can also be meant to engage with customers with the aim of making them feel like they are part of the organization. Depending on the aim that is to be met by external communication, there are several measures that can be used. One of the most effective tools that the company uses to accomplish this is through its website. Based on the fact that its website is the most visited in the world, there is a high level of surety that it will communicate to a wide audience (Segev & Ahituv, 2010). Even with the high number of visits on the companys website, many customers who may be targeted by the messages might not be among the website visitors. Thus, another alternative option that the company uses is through send e-mail messages directed to certain clients that could be interested in the goods or services of the company. In 2012, the company spent over $231 million in marketing its products, w hich include the Google+ social media platform, Gmail and the Google Chrome web browser (Efrati, 2012).Market communication theories relevant to the communication strategyThere are several marketing communication theories that can be considered as being relevant to the communication strategies utilized at Google. One of these is the heightened judgment present (Dahlen et al., 2010). It is based on the fact that companies engage to carry out consumer market research to establish the key attribute that attracts consumers to a brand. Market communication strategies are then designed to link the identified attributes of the product or service to the brand (Fill & Hughes, 2013). For instance, in the advertisement of its Google+ service, the company is aware of the need for people to interact and share instant messages and videos on social media. Google then links this need in the market to Google+, encouraging more clients to subscribe. Another model that can be used to represent the market communication strategies at Google is the advertising moving picture model. This model suggests that advertisement objectives can only be met if it created five effects to the target consumer (Fill & Hughes, 2013). These effects are creation of sensation, conveying messages about the positive attributes of the products, contemporaries of feelings among the target audiences towards the brand, creating a brand personality and sparkleing purchase intentions (Dahlen et al., 2010). This model also relates to the advertisement efforts that have been implemented by Google as it markets a wider range of its products. The AIDA model can also be used in explaining marketing communication. It is regarded as one of the oldest and most popular market communication models. This model states that there is a hierarchy of events that have to occur for a marketing communication strategy to be termed as having been successful. In chronological order, these are attention, interest, desire, a nd action. After the attention of the target clients have been drawn, marketers are required to raise their interest in the products or services being advertised through highlighting their advantages. After this has been done a sense of desire is created in the clients by providing them with the assurance that the products or services will satisfy their needs. This will trigger action from the buyer, which is demonstrated by making the purchase. At Google, this model has been widely used, especially when it spent approximately 231 million to market its products in 2012 (Efrati, 2012). However, this model has received criticism for being out-dated and irrelevant for the present market environment.The Communication Mix of AppleThe communication mix is referred to as the specific approaches that are used by companies to promote their services or products to their target customers. There are five elements that make up a communication mix. These are discounts and promotions, public relat ions, direct marketing communication, advertising and personal selling (Wright, 2012). At Apple, the marketing mix element that is mainly used is direct marketing communication. This approach involves interactive communication with the aim of seeking a certain response from the target audiences. With reference to the recent development at Apple when it was preparing to acquire PrimeSense, an Israeli 3D chip developer, it was vital for the company to inform its external and internal stakeholders or the impending acquisition (Velazco, 2013). Some of the approaches that the company could use to pass this information include direct email communication, social media interaction with its clients and through its website. The company has hold a large customer data base that contains the contacts of its customers and other Apple stakeholders (Wright, 2012). This also makes it easy for the company to pass such vital information directly to its customers and other external stakeholders. Inter nal stakeholders, who mainly comprise of employees, can be formally informed through circulation of a memo or posting the message on internal communication platforms.Importance of Cross-functional communicationCross-functional communication is applicable within the organization. It is referred to as the communication among people from different departments or functional groups in the organization (Shimp & Andrews, 2013). The wideness of cross-functional communication that is beneficial to Apple Inc is the fact that it enhances cooperation within the organization as different teams work towards attaining the same organizational goal. Encouraging cross functional communication also promotes awareness of whatever is taking place across the entire organization, which eliminates cases of ignorance of misinformation. Some of the challenges that are associated with ineffective cross-functional communication in organizations include the failure for members of certain departments in the org anization to appreciate or recognise the contributions made by other departments (Diefenbach & Todnem, 2012). This may result to destructive rivalry that may affect the attainment of organizational goals adversely. In a scenario where Apple might plan to acquire another company, cross-functional communication enables all the departments to be equally ready for any changes or additional responsibilities that may arise after the acquisition (Diefenbach & Todnem, 2012).Analysis of an integrated trade communications campaignMarketing communication campaigns are defined as strategies that are implemented by organizations with the aim of increasing market awareness about their products or services. This is usually with the aim of increasing the purchasing intentions of the target audience. According to (Bergemann & Bonatti, 2011), ideal integrated marketing communication strategies effectively coordinate all product promotional messages to ensure that they are all consistent. This secti on presents a market communication campaign that was launched by Nike, a company that deals in the manufacture and distribution of sports equipment (Nike, 2014). The marketing communication campaign was implemented with the aim of increasing the companys market share in the UK to extend its lead. This is as a result of the stiff competition from Adidas (Thomasson, 2014). The campaign intended to make use of all the available avenues to increase awareness of the UK market about the brand. It also intended to market the new products that it had launched and seen as appropriate for the target market. These mainly included sports shoes. This marketing communications campaign targeted a wide range of customers, who ranged from 18 to 50 years of age (Nike, 2014).Factors that make the campaign successfulThere are several aspects of the campaign that make this campaign successful in attaining its originally set goals. One of these is the wide range of media outlets were used to pass the mes sage to the audience, basing on the fact that media consumption varies among individuals within different age groups (Bergemann & Bonatti, 2011). Another factor that made the communication campaign successful was the fact that it highlighted the favourable attributes of the companys products, which included the affordable prices and the comfort of the shoes. Referring to the heightened appreciation model, this is an effective trigger of purchase intentions among the target audiences (Fill & Hughes, 2013). Given that this marketing communication campaign was strategically designed, the only aspect that could undermine its capability to attain the intended goals is the launch of a similar or better campaign by its key competitors.Media UsedDifferent forms of media were used in this campaign to increase the size of the audience that could be reached. These were classified as print, broadcast and interactive media. Print media comprised of newspapers and magazines. These targeted differ ent clients. For instance, ads that were placed in fashion magazines targeted the fashion enthusiasts who could need Nikes products to work out. Broadcast media basically comprise of radio set and TV (Lamb et al., 2008). Different market segments were targeted by advertising on a wide range of TV and radio channels, and at different times. Given that communication campaigns in print and broadcast media are one way, they were designed to contain as much information as possible to answer any questions that clients could have regarding the product (Bergemann & Bonatti, 2011). Interactive media comprised of all the media outlets that could allow the company and its clients to engage real-time with each other (Correa et al., 2010). These comprised of social networking, mobile and via the companys blog. As opposed to print and broadcast media platforms, interactive media provided capabilities for the company and target customers to engage constructively (Kim & Ko, 2012). Some of the maj or social media platforms that are ideal for such form of communication between companies and customers include Facebook, Twitter and Google+. Despite the advantage of real-time engagement that social media presents for companies, information on a flaw of negative attribute on the product spreads very fast (Correa et al., 2010).ConclusionThis paper has covered a wide range of issues that relate to the present-day business environment. In regard to the technological advancements that are taking place in the present-day business environment, Google and Yahoo have been used as cases to discuss the opportunities and threats that these advancements present to the company. The paper has also presented an overview of internal and external communication in Google, which has incorporates that factors that are considered and the channels that are used in the communication. Different marketing communication theories have also been presented. These include the heightened appreciation model and the advertising exposure model. In the paper, different organizations have been used in the explanation of various concepts presented. Based on the arguments that have been presented in the paper, companies have to ensure that they effectively communicate with their customers and also encourage cross-functional communication so as to succeed in the current hypercompetitive business environment. Failure to implement an appropriate communication mix will not only have adverse effects on the marketing efforts of the company, but will also hamper internal operations. For future research, the marketing communication theories and models should be analyzed more broadly so as to establish their relevance to different businesses.ReferencesAdler, G., 2013. Management Communication. New island of Jersey Prentice Hall.Alexa, 2014. Web company Information Top Sites. Online Available at http//www.alexa.com/topsites Accessed 7 April 2014. Bergemann, D. & Bonatti, A., 2011. Targeting in advertising markets implications for offline versus online media. The RAND journal of Economics, 42(3), pp.417-43. Butler, C.J., 2010. 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Julius Caesar: Politically Correct or Politically Corrupt?

Julius Caesar Politically Correct or Politically Corrupt? Morality most commonly defined as a set of ideas verit open in each individuals head to decide whether something is wrong or right. On the smallest scale of moral code, being that of each individual, there are gr eradicate variations. To someone who lives the life of a vegan, it is morally wrong to eat meat, dairy, or be involved with any products what-so-ever derived from an animal. On the other hand, to someone who does eat meat this is all perfectly okay.While this may not seem like a major moral conflict, it actually is because whether you agree or protest with either of the two greatly affects your e reallyday life. If you take moral code to a larger scale, saying that of a whole society, there is a greater common tr prohibit of certain ideas. Under good morals helping others, working hard, sharing, loyalty, and honesty. Under bad morals stealing, lying, jealousy, hurting others, betrayal and revenge. Since moral ideal s tail assembly differ from one person to the next, then logically they could change from each generation or time period to the next.So, how is the loss of theology deep down the policy-making sphere of Julius Caesar to be judged? By todays morals, or by those of its time period? Since no writer of today could possibly know what barely was sacking through and through Shakespeares head at the time he wrote this play, then no one could possibly fully understand what was considered moral within this play or not. Ultimately, one such(prenominal) writer would be forced to use morals that are based within modern times.Within the play, Julius Caesar, the aim of the major political figures was deemed honorable by some but not by others thus causing a greater focus on their tainted reasoning and the loss of morality within the political sphere of this play. Jealousy the work forcetal instability brought upon oneself by resentment or fear of anothers good fortune leading to unfaithful ness. By this definition, jealousy would be considered morally wrong. Cassiuss contribution to the loss of morality within the politics of this play is shown through his jealousy of Caesar.Cassius does not see Caesar as other people see him. Many others see Caesar as a great, strong, noble, and god-like leader. Cassius believes Caesar is no greater than him, much weaker, and furthest less noble and deserving of all the attention and respect that is given to him. Seeing Caesar as a man just like the other men of the senate, Cassius believes that more power and influence should be given to the others. He also believes that if Caesar were to become king, they would be stripped of what little power they do have.Cassius jealousy of Caesars greater reputation is shown especially when he says this in reference to Caesar, Alas, it cried, Give me some drink, Titinius, as a sick girl. Ye gods It doth amaze me a man of such a feeble temper should so get the start of the majestic world and bea r the palm alone. (Shakespeare, I, ii, 127-130) Cassius also expresses jealousy and resentment towards Caesar when he states, Did I the tired Caesar- and this man is now become a god, and Cassius is a wretched creature, and must bend his body if Caesar carelessly but nod on him. (I, ii, 115-118) No political atmosphere can survive when there is such jealousy among its leaders. This morally corrupted mentality of coveting thy neighbor is what leads to Cassius aid in planning and seeing through the plan of assassinating Julius Caesar. Disloyalty and betrayal the violation of allegiance or trust. These are another couple sourceistics that are deemed immoral. Through these traits, Brutus aids in the loss of morality within the politics of this play.Unlike Cassius though, Brutus actually fares Caesar. This fact is blatantly obvious when Cassius questions him and Brutus responds in reference to Caesar, I would not, Cassius yet I cope him well. (I, ii, 88) Despite this love for his f riend, Brutus still agrees to join the other conspirators and assassinate Caesar. What makes this betrayal so much worse, in addition to the fact that Brutus allows himself to be persuaded by others, is that he knows just how very wrong it is and still goes through with the plan.Right up to the very end there was a great part of Brutus with which this plan did not sit well. His love for Caesar is still evident as he becomes a nervous wreck and very worrisome prior to the assassination. On the night before the ides of March, in solution to his wife, Portia, Brutus says, You are my true and honourable wife, As dear to me as are the ruddy drops that visit my sad heart. (II, i, 288-291) Its obvious that Brutus can tell what he is doing is wrong, yet he still follows through.As justification to the people of Rome, Brutus states, If then that friend demand why Brutus rose against Caesar, this is my answer-not that I loved Caesar less, but that I loved Rome more. (III, ii, 17-19) Even t hough he gives a for the greater good explanation, this does not make his morals any less corrupt. If the politicians cant count on each others loyalty, then any and every sense of order within a government is going to drop cloth apart. Revenge to punish another for a wrong doing in a vindictive spirit. Yet another one of the more commonly deemed immoral temperament traits.It was by this state of mind and his abuse of power that Marc Antony contributed the loss of morality within the political aspects of this play. Being a great admirer and friend of Caesar, Antony seek out revenge upon the conspirators after learning of the assassination. By making his eulogy more emotionally charged and getting the opportunity to speak after Brutus, Antony was able to uproot what his pier said and get the revenge he was seeking. Throughout his speech, Marc Antony described Caesars wounds in ways such as, Look, in this place ran Cassius paster through.See what a rent the envious Casca made. Thr ough this the well-beloved Brutus stabbd. (III, ii, 176-178) This inspired grief and anger within the Roman people that was then pointed directly at the conspirators. Until the end of the play, Antony is continuously seeking revenge and he does obtain the ultimate revenge when both of the conspirators, Brutus and Cassius, die. This strong desire for revenge is masked to look like justness for the assassination of a great leader, but is it really? In the end, there is no benefit.Yes, Caesars death has been avenged but all the great political minds that could have taken his place after his assassination have also been killed and the couple left have been even more corrupted after going through this whole ordeal. Now those who are in charge and not accustomed to such a position of power are morally corrupting the political sphere even more. For example, Marc Antony says, He shall not live. Look, with a spot I damn him (IV, i, 7). This is pretty much seen as tyranny which is what was trying to be avoided from the beginning.The fixation on the corruption of these great men within the plot shows the tragedy of lost morality in the political sphere of this play, Julius Caesar. Each character beginning the story a better person that how they finish. Starting out as a respectable political leader and ending up an exiled principal who eventually dies. Beginning as one of the more beloved friends, only to become a despised enemy that ultimately kills himself. Built up into a strong government then having it crumble into pieces. The only way any one person or system could sue come to such a low level after being so high is by being morally and inwardly corrupt.