Mobile Phone use: Reaction Times

Cell Phone use: Reaction Times The motivation behind this examination was to decide the impacts of separated consideration upon reaction time. Members comprised of 51 female and 10 male understudies from the University of Canberra, extending in age from 19-60 years (M = 24.95, SD = 7.99). Members were approached to finish a spatial signaling task while utilizing their cell phone to either send instant messages or make calls. Information was gathered utilizing the colleges PCs on the program Cog Lab 2.0. Results uncovered that the content and talk conditions for all undertaking types (unbiased, substantial, and invalid) had altogether more slow response times than the control condition. The content gathering indicated altogether more slow response times than the discussion gathering. Moreover, the benchmark group indicated that the response times for the legitimate errands was altogether quicker than the nonpartisan, and fundamentally quicker for the substantial than invalid assignments. These outcomes do bolster p ast examination and writing in the region of cell phone use while driving. The utilization of cell phones has become in the course of the most recent five years, with over 21.26 million clients in Australia alone (White, Hyde, Walsh Watson, 2010). Notwithstanding expanding proof that cell phone use while driving presents dangers; drivers despite everything take part in this conduct. A self-report concentrate on cell phone use while driving in Australia, found that 43 percent of cell phone proprietors utilize their telephones while heading to answer their calls, trailed by making calls 36 percent, perusing instant messages 27 percent, and sending instant messages 18 percent. Around 33% of these drivers utilized hand free units, showing that most Australian drivers use hand held cell phones while driving (White Watson, 2010). The hindrance capability of cell phone use while driving has been the focal point of different social and exploratory examinations. In spite of the fact that these examinations contrast in the degree of social changes found, most analysts concur that there is a critical negative impact on various parts of driving execution. The most well-known viewpoints are the withdrawal of consideration and more slow response times (Reed Green, 1999). The effect of driving while at the same time utilizing a cell phone on response time is frequently disclosed concerning a marvel usually alluded to as inattentional visual deficiency or change visual deficiency (Strayer, Drews Johnston, 2003), wherein an individual who is concentrating consideration on one specific errand will neglect to see a startling improvement even while straightforwardly taking a gander at it (Simons Chabris, 1999). Strayer and Johnston (2003), established that drivers bantering on a hands free cell phone were more probable than drivers not utilizing cell phones to neglect to see traffic flags and react more slow to slow down lights. Accordingly drivers were bound to cause backside mishaps and less inclined to have the option to review itemized data about explicit visual upgrades (Strayer et al., 2003). These specialists additionally discovered this conduct in members who focused their vision, proposing that cell phone discussions may initiate inattentional visual impairment with regards to driving. Notwithstanding, Strayer Johnston (2003) thought about that since they utilized a high-loyalty driving test system that these outcomes were definitive of genuine driving. These outcomes may not be precise, all things considered, situations were members would be driving on genuine streets with genuine vehicles. Beede Kass, (2006) additionally utilized a driving test system to quantify the effect of a discussion task on a hands free cell phone and a sign identification task while driving. Results recommended driving execution as far as petty criminal offenses, was essentially debilitated while members talk on the hands free unit and by and large execution in the sign discovery task were low. At long last they found a collaboration between the cell phone discussion and a sign location task in proportions of speed, speed fluctuation, response time and consideration slips (Beede Kass, 2006). Nonetheless, drivers that are not exposed to diverting errands may likewise neglect to see significant highlights of the traffic condition. That is, in any event, when filtering various pieces of the visual scene fittingly, there is a hazard that significant highlights will be remembered fondly in unattended regions (Simons Chabris, 1999). In considering the wonders of inattentional visual deficiency, it merits repeating a key modifier, startling occasions. For the most part, the event of these inattentional disappointments is by all accounts decreased when the eyewitness foresees the item. Consequently, the surprising occasions appear to be the most hazardous. With regards to traffic, these might be fairly harder to characterize quantitatively in light of the fact that these occasions can take on various structures (Simons Chabris, 1999). An investigation led by Posner, Snyder Davidson, (1980) utilizing a spatial prompting task, investigated the hypothesis of expected versus startling occasions. They accept that members reactions to signaled targets are typically quicker and here and there more precise than reactions to uncued targets. Results from the investigation directed by Posner et al., (1980) propose that members were quicker when the sign showed up in a similar area (legitimate) and slowest when the prompt showed up inverse the demonstrated signal (invalid). Posner, Snyder and Davidson, (1980) deciphered these outcomes as demonstrating that members moved their thoughtfulness regarding the area of the objective before its appearance. Similarly, when members were anticipating that the signal should show up in the contrary region, members moved consideration regarding an inappropriate area. Notwithstanding, it might be conceivable to depict these outcomes as being because of members expectation of the objective p osition, or even possibility. Then again, Simons Chabris (1999) gave an audit of trials in which members concentrating on visual assignments neglect to see startling visual improvements, and present their own fundamental clarification of the marvel. Results recommend that the likelihood of seeing the surprising article relied upon the similitude of the specific item inside the presentation and the trouble of the undertaking. Simons Chabris (1999) include that the spatial nearness of the item to went to area didn't influence the location, recommending that members take care of articles and occasions, not positions (Simons et al., 1999). Notwithstanding, this examination didn't investigate whether singular contrasts in seeing, occur from contrasts in the capacity to play out the essential errand. Strayer, Drews Crouch (2006) contrasted drivers utilizing cell phones with alcoholic drivers, concludingthat while controlling for driving trouble and time on task, cell phone drivers displayed a more noteworthy hindrance than inebriated drivers. Consequences of this investigation found that the response time of drivers utilizing a cell phone were more slow by 8.4 percent comparative with drivers who neither had expended liquor nor were utilizing telephones. Likewise drivers utilizing cell phones were in reality bound to have a backside crash than drivers who had devoured liquor (Strayer Crouch, 2003). The effect of utilizing a hands free telephone on driving execution was not found to vary from the effect of utilizing a hand held telephone, which scientists recommended was because of the withdrawal of consideration from the preparing of data in the driving condition while participating in cell phone discussion (Strayer et al., 2003). Be that as it may, the measures utilized for the two disabilities referenced above, are very unordinary. Cell phone hindrance is related with the redirection of consideration and is transitory, while the impedance from liquor continues for longer timeframes. Moreover, while cell phone clients have a control (for example delaying a discussion) drivers who are inebriated can't do a lot to control their presentation. Studies that have taken a gander at the impacts of messaging while at the same time driving have additionally proposed a negative effect on drivers execution (Drews, Yazdani, Celeste, Godfrey Cooper, 2009). Examination by Drews Cooper (2009) found an absence of reaction time in members who utilized their cell phones to send instant messages while driving on a test system. They closed the texters in the driving test system had more crashes, reacted all the more gradually to the brake lights of vehicles before them-and indicated more debilitation in forward and sideways control than drivers who chatted on their cell phones while driving. (Drews et al. likewise found that text informing members longest eyes off the street span was more than six seconds. At 55mph this likens to a driver venturing to every part of the length of a football field without taking a gander at the street. In synopsis, the reason for this examination is to investigate the impacts of isolated consideration on reaction time. To accomplish this reason, this investigation intends to gauge reaction times in the impartial, legitimate, and invalid states of a spatial signaling task, while members utilize their cell phones to talk or text. In light of both hypothesis and past examination, it is theorized that the benchmark group will have fundamentally quicker response times over all gatherings (text and talk). It was additionally speculated that the response times for the benchmark group over all assignment types (legitimate, invalid, and impartial) would be essentially extraordinary. All the more explicitly, it was anticipated that the assignment type for the legitimate condition would be quicker than the impartial undertaking, and fundamentally quicker for the substantial than the invalid errand. It was estimated that there would be a critical distinction between members response times insi de the discussion bunch over each of the three conditions (substantial, invalid, and unbiased) as opposed to the content gathering. All the more explicitly it was anticipated that the response times for the discussion gathering will be fundamentally quicker generally speaking contrasted with the content gathering. Strategy Members The members of this investigation comprised of 61 alumni and college understudies of the unit subjective brain science, from the University of Canberra (51 female and 10 male). Ages extended from 19 to 60 years (M = 24.95

The History of Llamas and Alpacas in South America

The History of Llamas and Alpacas in South America The biggest trained animals in South America are the camelids, quadruped animals which assumed a focal job in the financial, social, and ceremonial existences of past Andean tracker gatherers, herders, and ranchers. Like trained quadrupeds in Europe and Asia, South American camelids were first pursued as prey before being tamed. In contrast to the majority of those tamed quadrupeds, in any case, those wild predecessors are as yet living today. Four Camelids Four camels, or all the more definitely camelids, are perceived in South America today, two wild and two tamed. The two wild structures, the bigger guanaco (Lama guanicoe) and the daintier vicuã ±a (vicugna) veered from a typical progenitor approximately 2,000,000 years back, an occasion inconsequential to taming. Hereditary research demonstrates that the littler alpaca (Lama pacos L.), is the tamed variant of the littler wild structure, the vicuã ±a; while the bigger llama (Lama glama L) is the trained type of the bigger guanaco. Genuinely, the line among llama and alpaca has been obscured because of intentional hybridization between the two species in the course of the most recent 35 years or something like that, yet that hasnt prevented specialists from taking care of business. Each of the four of the camelids are slow eaters or program nibblers, in spite of the fact that they have diverse geographic appropriations today and previously. Generally and in the present, the camelids were completely utilized for meat and fuel, just as fleece for apparel and a wellspring of string for makingâ quipu and bins. The Quechua (the state language of the Inca) word for dried camelid meat is charki, Spanish charqui, and the etymological ancestor of the English expression jerky. Llama and Alpaca Domestication The soonest proof for taming of both llama and alpaca originates from archeological destinations situated in the Puna district of the Peruvian Andes, at between ~4000â€4900 meters (13,000â€14,500 feet) above ocean level. At Telarmachay Rockshelter, found 170 kilometers (105 miles) upper east of Lima, faunal proof from the since quite a while ago involved site follows a development of human means identified with the camelids. The principal trackers in the locale (~9000â€7200 years prior), lived on summed up chasing of guanaco, vicuã ±a and huemul deer. Between 7200â€6000 years prior, they changed to particular chasing of guanaco and vicuã ±a. Control of trained alpacas and llamas was in actuality by 6000â€5500 years back, and an overwhelming grouping economy dependent on llama and alpaca was built up at Telarmachay by 5500 years prior. Proof for training of llama and alpaca acknowledged by researchers remember changes for dental morphology, the nearness of fetal and neonatal camelids in archeological stores, and an expanding dependence on camelids showed by the recurrence of camelid stays in stores. Wheeler has assessed that by 3800 years back, the individuals at Telarmachay put together 73% of their eating regimen with respect to camelids. Llama (Lama glama, Linnaeus 1758) The llama is the bigger of the residential camelids and takes after the guanaco in practically all parts of conduct and morphology. Llama is the Quechua expression for L. glama, which is known as qawra by Aymara speakers. Tamed from the guanaco in the Peruvian Andes some 6000â€7000 years prior, the llama was moved into lower heights by 3,800 years back, and by 1,400 years prior, they were kept in groups on the northern shores of Peru and Ecuador. Specifically, the Inca utilized llamas to move their royal pack trains into southern Colombia and focal Chile. Llamas run in range from 109â€119 centimeters (43â€47 inches) at the wilts, and in weight from 130â€180 kilograms (285â€400 pounds). Previously, llamas were utilized as large animals trouble, just as for meat, stows away, and fuel from their manure. Llamas have upstanding ears, a more slender body, and less wooly legs than the alpacas. As per Spanish records, the Inca had an inherited station of grouping experts, who reproduced creatures with explicit shaded pelts for giving up to various gods. Data on group size and hues are accepted to have been continued utilizing the quipu. Crowds were both exclusively possessed and public. Alpaca (Lama pacos Linnaeus 1758) The alpaca is significantly littler than the llama, and it most takes after the vicuã ±a in parts of social association and appearance. Alpacas go from 94â€104 cm (37â€41 in) in tallness and about 55â€85 kg (120â€190 lb) in weight. Archeological proof recommends that, similar to llamas, alpacas were tamed first in the Puna good countries of focal Peru about 6,000â€7,000 years prior. Alpacas were first brought to bring down heights around 3,800 years back and are in proof at seaside regions by 900â€1000 years prior. Their littler size standards out their utilization as helper animals trouble, however they have a fine downy that is prized all through the world for its fragile, light-weight, cashmere-like fleece that arrives in a scope of hues from white, through grovel, earthy colored, dark, and dark. Formal Role in South American Cultures Archeological proof recommends that the two llamas and alpacas were a piece of a conciliatory ceremony in Chiribaya culture destinations, for example, El Yaral, where normally embalmed creatures were discovered covered underneath house floors. Proof for their utilization in Chavã ­n culture locales, for example, Chavã ­n de Huntar is to some degree obscure yet appears to be likely. Paleologist Nicolas Goepfert found that, among the Mochica at any rate, just residential creatures were a piece of conciliatory functions. Kelly Knudson and associates considered camelid bones from Inca feasts at Tiwanaku in Bolivia and distinguished proof that camelids devoured in the blowouts were similarly as regularly from outside the Lake Titicaca area as neighborhood. Proof that llama and alpaca were what made the broad exchange along the gigantic Inca street arrange potential has been known from recorded references. Prehistorian Emma Pomeroy explored the robusticity of human appendage bones dated between 500â€1450 CE from the site of San Pedro de Atacama in Chile and utilized that to distinguish brokers associated with those camelid convoys, especially after the breakdown of Tiwanaku. Current Alpaca and Llama Herds Quechua and Aymara-talking herders today partition their groups into llama-like (llamawari or waritu) and alpaca-like (pacowari or wayki) creatures, contingent upon physical appearance. Crossbreeding of the two has been endeavored to expand the measure of alpaca fiber (higher caliber), and wool weight (a llama qualities). The consequence has been to diminish the nature of alpaca fiber from a pre-victory weight like cashmere to a thicker weight which gets lower costs in global markets. Sources Chepstow-Lusty, Alex J. Agro-Pastoralism and Social Change in the Cuzco Heartland of Peru: A Brief History Using Environmental Proxies. Artifact 85.328 (2011): 570â€82. Print.Fehrens-Schmitz, Lars, et al. Environmental Change Underlies Global Demographic, Genetic, and Cultural Transitions in Pre-Columbian Southern Peru. Procedures of the National Academy of Sciences 111.26 (2014): 9443â€8. Print.Garcà ­a, Marã ­a Elena. The Taste of Conquest: Colonialism, Cosmopolitics, and the Dark Side of Perus Gastronomic Boom. The Journal of Latin American and Caribbean Anthropology 18.3 (2013): 505â€24. Print.Goepfert, Nicolas. The Llama and the Deer: Dietary and Symbolic Dualism in the Central Andes. Anthropozoologica 45.1 (2010): 25â€45. Print.Grant, Jennifer. Of Hunting and Herding: Isotopic Evidence in Wild and Domesticated Camelids from the Southern Argentine Puna (2120â€420 years BP). Diary of Archeological Science: Reports 11 (2017): 29â€37. Print.Knudson, Kelly J., Kr istin R. Gardella, and Jason Yaeger. Provisioning Inka Feasts at Tiwanaku, Bolivia: The Geographic Origins of Camelids in the Pumapunku Complex. Diary of Archeological Science 39.2 (2012): 479â€91. Print. Lopez, Gabriel E. J., and Federico Restifo. Center Holocene Intensification and Domestication of Camelids in North Argentina, as Tracked by Zooarchaeology and Lithics. Vestige 86.334 (2012): 1041â€54. Print.Marà ­n, J. C., et al. Y-Chromosome and Mtdna Variation Confirms Independent Domestications and Directional Hybridization in South American Camelids. Creature Genetics 48.5 (2017): 591â€95. Print.Pomeroy, Emma. Biomechanical Insights into Activity and Long Distance Trade in the South-Central Andes (AD 500â€1450). Diary of Archeological Science 40.8 (2013): 3129â€40. Print.Russell, Grant. Deciding South American Camelid Domestication through Skeletal Morphology. Rutgers University, 2017. Print.Smith, Scott C., and Maribel Pã ©rez Arias. From Bodies to Bones: Death and Mobility in the Lake Titicaca Basin, Bolivia. Vestige 89.343 (2015): 106â€21. Print.Valverde, Guido, et al. Old DNA Analysis Suggests Negligible Impact of the Wari Empire Expansion in Peru’s Central Coast During the Middle Horizon. PLoS ONE (2016). Print. Yacobaccio, Hugo D., and Bibiana L. Vil. A Model for Llama (Lama Glama Linnaeus, 1758) Domestication in the Southern Andes. Anthropozoologica 51.1 (2016): 5â€13. Print.

Evaluate the Market Research Method Used by a Selected Organization Research Paper Example

Assess the Market Research Method Used by a Selected Organization Paper Assess the Market Research Method Used by a Selected Organization BY nali143 Dl assess the statistical surveying strategy utilized by a chose association Introduction I will assess the statistical surveying techniques IVe utilized in P3 to complete my advertising examination into the eatery business; I will discuss the quality and shortcomings of the strategies. Furthermore I will likewise give proposals for improving the techniques and Justifications for improving them. Rules Strengths Weaknesses Recommendation from improving the strategy Justification for improving the technique Questionnaires The quality of surveys is it can give a knowledge into respondents considerations and conclusions and furthermore cost proficient as it is reasonable. The shortcoming of poll would be that respondents might be affected the analyst and hence bargain its legitimacy. Moreover polls must be kept short to abstain from befuddling the respondent. To improve the strategy for surveys in my examination is utilize a greater example size than 20 as it doesn't give an a lot more extensive knowledge into people groups conclusions. The explanation I would need to improve and utilize a greater example size is that 20 example sizes doesn't give a lot of knowledge into people groups houghts and assessments as its excessively little and to improve my outcomes I would require utilize an a lot greater example size possibly 300 at any rate. Office for National insights (ONS) The quality of utilizing ONS measurements is that its a solid source and very much explored and multiplied checked to ensure its right. We will compose a custom exposition test on Evaluate the Market Research Method Used by a Selected Organization explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Evaluate the Market Research Method Used by a Selected Organization explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Evaluate the Market Research Method Used by a Selected Organization explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The shortcoming of ONS would be that it is tedious as ONS creates wide range insights from economy to showcase industry measurements. For instance as I was exploring for Maliah Miah into the eatery business, I needed to peruse ONS site and discover the data that particular and pertinent to my examination which took I a touch of time. To improve this technique I suggest utilizing the web crawler gave by ONS site to limit the data significant and explicit to your examination. The explanation this technique needs improving is that it very well may be truly tedious to peruse the ONS site for quite a long time searching for data that is applicable to your exploration so it would be faster utilizing web indexes to limit the data by composing into web search tool bar. For instance if youre searching for measurements identified with the eatery business you would type café industry which would restore a hit and results thrilled to the café business and afterward select the data pertinent to your exploration. Web The quality of utilizing the web for your examination is that you approach wide scope of data; its additionally quick and time proficient. The shortcoming of utilizing web if the data youre taking a gander at is right and modern. To improve the strategy for utilizing web for your exploration , I would suggest checking the unwavering quality of the data youre looking and cross check your outcomes to ensure that they are right , moreover additionally check the time and date the data was last refreshed or odified as this gives you a thought of the precision of the data. The explanation you would need to improve this strategy is that if youre doing an exploration , your data should be dependable , forward-thinking and precise and if its not your entire research stops to be substantial as it can't be depended on to decide. Keynotes The quality of utilizing keynotes for your examination is that its dependable and exact as its created by the city of business in Moorgate. What's more it records inclines throughout the years and since its assortment of data its simple to break down. The shortcoming of sing keynotes for your examination are now is the right time expending to discover explicit data that is applicable to your exploration and furthermore it might be costly as you need to buy it from the city of business library in Moorgate. My proposal for improving keynotes as a strategy for your exploration is take a gander at the record page and the substance page to locate the pertinent data that particular to your examination. Utilizing the list you can one after another in order pinpoint the data youre searching for and go to that page to find out about and execute the data into to your exploration. My Justification for improving this technique is that it would simpler and not tedious to pinpoint and discover the data that particular and pertinent to your examination. Nobody needs to filter through bunches of data to discover the date theyre searching for as this would not be time effective technique so utilizing the list and substance page to discover the data youre searching for would spare time and make the scientist time proficient Stages of research The quality of the phases of the exploration is that its compact and handily spread out timetable which shows when every part of the examination would be finished. For instance stage one of the examination which research brief would be finished by fifth walk 2013 followed by stage two which ought to be finished seven days after the fact on twelfth of walk 2013. Stage two :Define the issue The quality of the stage two: characterize the issue is that youre capable decide issue introduced by your customer and plan the ways you to take care of those issues and do your exploration. Stage three: set goals The quality of setting targets is that it gives you a thought of you need to accomplish by the end your exploration and furthermore fills in as rule of what you have to cover all through your examination Stage four: compose an examination proposition plan of work The quality of composing research plan of work is that you as the scientist can determine the data you have to gather for your examination and the timings for gathering every part of your information. Stage five: assortment of information The quality of stage five is that youre ready to assemble the date you proposed to gather for your exploration utilizing the timings and the strategies determined in stage four The quality of stage six is that once the analyst has gathered his information, he can examine and decipher the outcomes from his examination and furthermore explain the uantitative and subjective information he gained. Stage eight: Re-assess the statistical surveying The quality of stage 8 is that once the analyst has finished his exploration his ready to think back looking back and take a gander at anything that may have been missed or could have been improved as this could give helpful criticism to his next research and actualize the things he could have improved and passed up a major opportunity. The shortcoming of utilizing the phases of research course of events is that one of part of the exploration stage may take longer than week which would mean the postponing of different parts of the examination which would not be time effective and cause onfusions. I will list the shortcoming of every part of the exploration underneath Stage two :Define the issue The shortcoming of characterizing the issue is that if the scientist doesn't genuinely comprehend what research to do, it will prompt the specialist undertaking unseemly and superfluous research that isn't applicable to the customer. Stage three: set goals The shortcoming of setting destinations is that if its not sensible and quantifiable it can't be accomplished. Moreover if the scientist doesn't explain what should be secured, it could cause disarrays and along these lines cause delays in completing the exploration. The shortcoming of stage four is that if the specialist doesn't determine what data to gather , how it will be gathered and when to gather , it can create turmoil and postpone the examination in this way its principal to build up the timings and the information that requirements to gathered. Stage five: assortment of information The shortcoming of stage five is that if the scientist doesn't explain the targets and the information that should be gathered it would prompt him gathering insignificant data and pointless information. Stage six: Analysis and assessment The shortcoming of stage six is that if the specialist has gathered unessential and nnecessary information his exploration stops to be substantial in this manner the customer can't believe the aftereffects of his examination as its legitimacy has been undermined. Stage eight : reexamine the statistical surveying There isnt any shortcoming in assessing the statistical surveying as you are Just returning to your examination to check whether youVe missed whatever you expected to cover or some other part of the exploration you could have improved. My proposal for improving utilizing the phases of research is have preliminary run before you attempt or do your exploration as this gets ready as well as gives the esearcher a thought of to what extent every part of the examination would take as far as time. Stage two: Define the issue he totally comprehend the issues before completing his examination. Stage three: My proposal for improving stage three is that the scientist guarantees that he is utilizing the SMART strategy and explains all the destinations he needs to cover. My suggestion for improving stage four is that the scientist sets out a course of events covering all the data that requirements to gathered, when it needs to gathered by and how it will be gathered. Stage five: assortment of information My suggestion for improving stage five is that the analyst explains the destinations and which information should be gathered. My proposal for improving stage six is that the scientist av

A Student Veteran Center - Free Essay Example

Abstract This paper explores ten published peer-reviewed articles, that examines stigmas associated with student veterans diagnosed with a mental health disorder. The research was conducted online through Texas Christian University (TCU) Library. The articles all varied in the research methods by: age, location, sample size, hypothesis, as well as the results. Some articles discussed the importance of student veterans receiving treatment after discharging from active duty and others focused on how the personal stigmas effects the student veterans daily life. This paper examines research conducted by numerous authors in relations to how to properly treat and support veterans with mental diagnosis on college campuses. Keywords: success rate of student veterans, student veterans with mental diagnoses, and challenges of student veterans. Practice Area There is an increase in the number of veterans returning from combat zones each year without receiving the proper treatment. Eventually, this creates more situations that can be critical to their untreated illness (Bull, Thandi, Chesnokov, 2015). The purpose of this research is to address the need for better services on college campuses, by giving them the appropriate resources to reduce the stigma associated with combat veterans receiving treatment. Over the past few years, there has been lack of adequate research studies to examine student veterans success rate. Due to the introduction of the Post 9-11 GI Education Bill, the number of student veterans who attend college has increased. It has given guaranteed financial security to student veterans, once they have separated from active duty (Eisenberg, Downs, Golberstein, 2009). With the Post 9-11 GI Education Bill covering college tuition and paying monthly housing allowance, more student veterans have chosen to pursue some form of college education to receive financial benefits. However, the problem at hand is that most student veterans have been diagnosed with a mental disorder and have not received treatment. Therefore this indicates that not enough resources is being implemented within the student veteran community, to ensure the most effective treatment. Student veterans that choose to seek treatment, will have a higher success rate in college and civilian life, than those who choose not to seek treatment. Also, recent studies revealed that two out of five student veterans experience substance abuse due to an untreated illness or disorder (Bennet Niv, 2017). Therefore, lacking the proper treatment can lead to other health complications or suicide (Vogt, 2011). Research Question What researches have been implemented to improve the availability of student veterans resource center on a college campus, for veterans with mental health disorders? Search Methods Majority of the literature for this research came from Texas Christian University (TCU) library database and EBSCO. The key phrases used to assist with finding articles and information on the stigmas of student veterans with mental health disorders was: success rate of student veterans, student veterans with mental diagnoses, and challenges of student veterans. The required factors for literature to be included in this research had to be peer-review articles, within 10 years of publication, and have research methods that described the effects of a student veteran not receiving treatment for a mental health disorder after separating from active duty service. Description of Articles Similarities All ten articles shared some similarities and was conducted by using exploratory research design. The post positivism paradigm was used, due to the researchers recognizing the possible impact of researcher bias in forming the questions in hopes to eliminate the bias (Maschi and Youdin, 2012). They all contained information of some of the most common student veteran disorders, which gave insight of how big of an issue this is nation wide. The articles also shared the comparison of the effects of not having a veterans resource center on both a university campus and community college, which allowed the researcher to recognize the importance of having a veterans resources center. Differences With the articles having an abundance of similarities, there was also some differences that clarified how this could affect the student veteran. One of the articles described, how many student veterans prefer to attend a community college because of the smaller campus and class size (Britt and Wright, 2012). However, the issue at hand with the community college is lack of resources for student veterans with mental health diagnoses. There was also a one article that discussed how most student veterans that attends a university is not considered a traditional college student and the challenges of adjusting to civilian life (Rusch and Thornicroft, 2014). Another major difference was the sample size and the demographics, in seven out ten articles. Most articles only selected college students with specific diagnosis, at community colleges only, and different locations which affected the research results. Review of Results The conducted research has implied that there is a higher number of student veterans, than traditional college students not receiving the appropriate treatments for mental health disorders.. The peer-reviewed articles indicated that themes impacting the student veterans well-being is averaged nationwide. Some of those themes includes: positive effects of seeking treatment, mental health affects on family members, and long term impact of having a mental health disorder. Positive Impacts of Seeking Treatment The positive impact of seeking treatment is the guarantee to receive treatment as a veteran. Studies has shown that out of 711, 986 veterans treated at a VA hospital, 367,749 are diagnosed with a mental health disorder (Bennet and Niv, 2017). The study also reports that out of that 367,749 diagnosed, only an estimate of 200,000 receives the proper treatment (Bennet and Niv, 2017). Out of of that 200,000, the success rate to receive the needed treatment is higher, especially with student veterans. Those that has received help decided be a statistic, but a success story (Eisenberg, Downs, Golberstein, and Zivin, 2009). Also, student veterans with a veteran resource center on campus had an even higher rate of success due to overcoming the stigma of not being a hero but someone who wants to live a healthy and happy civilian life (Caughill and Dunford, 2015). Mental Health Affects on Family Members The effects of mental health on the family is a difficult challenge for the student veteran also. Some systems put into place has not allowed the family member to receive proper support and the family members feel as if they do not belong in the recovery process (Albright and Pelts, 2015). Some family members also shows signs of guilt and feel like they are the ones to blame for mental disorder. Some articles have shown that theres confusion amongst the family member about the changed behavior, embarrassment, fear, and even in some cases resentment ( Rusch and Thornicroft, 2014). All families agreed that communication is the key to supporting each other during recovery but also protest how difficult it can be due to not understanding the severity (Vogt, 2011). Long Term Impact of Having a Mental Illness For student veterans that refuse to seek help, the mental illness will impact their life long term. Student veterans has to want the will to receive help and if those diagnosis goes untreated, then it will affect their social, physical, and mental well being even more. An untreated illness can cause stress, depression, anxiety, and chemical changes in hormones, just to name a few (Vogt, 2011). One study described how 1 in 4 student veterans cope with their disorders with substance abuse and even suicide (Albright and Pelts, 2015). However, for those student veterans that chose to seek treatment, has a higher rate of becoming more successful and in some cases, have become non-dependent on prescription drugs to cope with daily life (Caughill and Dunford, 2015). They have adjusted to civilian life and have allowed themselves to overcome being just another statistic. Discussion Practice Implications After exploring the research on the stigma of student veterans with mental health disorders, there is many resources and practices that college campuses can implement to increase the student veterans success rate. First, because adjusting to a new environment is always difficult, provide the student veteran with all campus resources as well as non-campus resources to feel supported. Second, because one in six student veterans have been diagnosed with a mental health disorder (Britt, Moore and wright, 2012), provide a center that is designated for that population, their families, and students that may have similar interest to want to learn about that population and how to better improve it for future student veterans. Finally, provide mandatory counseling throughout the semester to document each student veterans progress and continue improving the system for that population. However, there are some specialities that each veteran student resource center should include. First, have co unselors and therapists that have been in the military to provide the student veteran with services. This will allow the student veteran to feel comfortable and supported. Then, make sure each counselor has a file of the student to understand their background and trauma, which if goes untreated can cause the student veterans probable success rate to decline. As of now, there is not much current research on studies to prove if any of these implications have been conducted or effective. Future Directions Currently there is not much research pertaining to the effectiveness of having a student veteran center on a college campus (Bennett and Niv, 2017) and if it has military affiliated personnel as counselors. It would also be beneficial for all parties involved to conduct their own campus study on the effectiveness of a student veteran center and possibly go from there. Since, majority of the most up-to-date research has focused on veterans with combat related mental disorders, maybe implement an idea that would also be supportive of veterans without combat related illnesses. This will allow more participants to be involved in the process for future studies. Finally, researches should analyze how a student veteran center have affected not just the veterans but their entire support system. This will allow researchers the appropriate approach to improving the overall recovery process. References Britt, T. W., Wright K. M., Moore, D. (2012). Leaderships predictor of stigma and practical barriers toward receiving mental health treatment: A multilevel approach. Psychological Services, 9, 26-37. doi:10.1037/a0026412 Bull, S., Thandi G., Keeling, M., Chesnokov, M. (2015). Medical and Welfare Officers beliefs about post-deployment screening for mental health disorders in the armed forces: A qualitative study. BMC Public Health, 15, 338. doi:10.1186/s12889-015-1695-4 Caughill, A., Dunford, D. (2015). A psychiatric mental health nurse practitioner program: Meeting the needs of the community and veterans as students as well as care recipients. Issues in Mental Health Nursing, 36( 10), 836-839. doi:10.3109/01612840.2015.1057784 Coleman, S. J., Stevenlink, S.A., Hatch, S. L., Denny, J. A. (2017). Stigma-related barriers and facilitators to help seeking for mental health issues in the armed forces: A systematic review and thematic synthesis of qualitative literature, Psychological Medicine: Cambridge 47(11), 1880-1892. doi:10.1017/s0033291717000356 Eisenberg, D., Downs, M. F., Golberstein, E., Zivin, K. (2009). Stigma and help seeking for Mental health among college students. Medical Care Research and Review, 66(5), 522-541. doi:10.1177/1077558709335173 Niv, N., Bennett, L. (2017). Veterans mental health in higher education settings: Services and clinician education needs. Psychiatric Services, 68(6), 636-639. doi:10.1176/appi.ps.201600065 Pelts, M. D., Albright, D. L. (2015). An Exploratory Study of Student Service Members/Veterans Mental Health Characteristics by Sexual Orientation. Journal of American College Health, 63(7), 508â€Å"512. https://doi-org.ezproxy.tcu.edu/10.1080/07448481.2014.947992 Rusch, N., Thornicroft G. (2014). Does stigma impair prevention of mental disorders. British Journal of Psychiatry, 204, 249-251. doi:10.1192/bjp.bp.113.131961 Seidman, A., Wade, N., Lannin, D., Heath, P., Brenner, R., Vogel, D. (2018). Self-affirming values to increase student veterans intentions to seek counseling. Journal of Counseling Psychology, 65(5), 653-660. doi:10.1037/cou0000289 Vogt D. (2011). Mental- health related beliefs as a barrier to service use for military personnel and veterans: A review. Psychiatric Services, 62, 135-142. doi:10.1176/ps.62.2.pss6202_0135

Introduction to Stock Markets in Pakistan - 807 Words

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A modern Management Information System (MIS) has been firmly in Place. Clearing House activities are fully computerized, computer ordering has been implemented. Islamabad Stock Exchange: The Islamabad Stock Exchange was incorporated as a guarantee limited company on 25th October, 1989 in Islamabad Capital territory of Pakistan with the main object of setting up of a trading and settlement infrastructure, information system, skilled resources, accessibility and a fair and orderly market place that ranks with the best in the World. The purpose for establishment of the stockShow MoreRelatedEssay Derivatives Users in Pakistan1181 Words   |  5 PagesDERIVATIVES IN PAKISTAN In the year of 2001, the derivative products of equity of Pakistan were started in the Stock Exchange of Karachi. In the start of this launching, a single stock of futures was brought for introduction which was deliverable for just one month. 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Existentialism A Philosophical Position On Mankind

â€Å"Why do we exist? What is the purpose of our life? What is our relation to the world and to other people?† (Gravail, Richard 7). These are the types of questions raised in the heart of philosophy. Existentialism is simply a philosophical approach that focuses on human freedom and responsibilities. Moreover, I agree with the philosophical position on mankind presented in Jean-Paul Sartre’s â€Å"Existentialism.† Man will be what he plans to be, solely depending on his will. Man creates himself and his future because he has full control of the choices he makes. Lastly, the existence of God would not make a difference in the world. From the past century, existentialism has greatly impacted the western culture. When a man has a plan, it is his responsibility to do what it takes to be what he plans to be, and not what he will want to be. 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Leaders We Need Now free essay sample

The generation Y which came after the Xers, born from 1980 to early 2000 was also the children of baby boomers. Here we noticed that Boomers wanted to hold the position and power thinking that the Xers did not have the ability to run the business. Boomers didn’t want to retire from there work and they worked late in their life. In present competitive world we need leader who will possess the ability to build network and make strong communication throughout the business. Leader should have high experience, business-relevant knowledge, vision, decisiveness, and commanding ability. Leader must create an identity of the organization to its customers. This identity will tie its customer to the organization. Future leaders will face a complex, rapidly changing environment and problems of different types. The leader needs to compete with these challenges and seek for success from different viewpoints. The generation Xers has this type of qualities or factors. We will write a custom essay sample on Leaders We Need Now or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are the potential in charge of the business world. Generation X employees will bring a new change to the leadership of corporations, because they are dissatisfied with corporate life badly. Xers are the underappreciated workforces. They are the sandwich generation between two larger cohorts: Baby Boomers and the Generation Y. And they think that they will loose management jobs because Boomers and Gen Y share a natural relationship. But if we give them the chance to lead when their time arrives, their skill, knowledge and authority roles will serve the modern corporate world effectively. Md. Shafquat Husain.

Spartacus Essay Example

Spartacus Essay Spartacus lived between the years 120 BC-70 BC, was a gladiator-slave who was involved in a great slave uprising against the Roman Republic, at the conclusion of the Third Servile War. He is remembered for being a historical figure that fought for his oppressed people, for their rights and freedom. Spartacus fought against a huge State in his quest, which had great authority. Spartacus was a resident of Thracian who served in the Roman army as an auxiliary, who was disgraced and then sold into slavery.   As a Thracian styled combat fighter, Spartacus fought with a round shield and a short sword and became a gladiator because of the greatness of his strength. Spartacus was a part of an army which consisted of over 120,000 escaped slaves and since the number of slaves outnumbered the Roman citizens, Spartacus and his army were a serious threat to the Romans. The Roman Senate sent Claudius Glaber, a praetor to fight against the rebels using an army of 3,000 and besieged the Spartacus and his army on Vesuvius but Spartacus and his army went down the other side of the mountain where they had been fighting and came up behind the Roman soldiers and attacked them with an element of surprise. In this attack, the biggest portion of the Roman soldiers was killed, including Claudius Glaber. We will write a custom essay sample on Spartacus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spartacus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spartacus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Two more Roman legions were defeated by Spartacus and his army of men. They took a break from fighting and sat quiet during the winter, making their weapons on the south coast. Many people joined Spartacus and his army and the people included women, the elderly and children who followed behind the army and when spring arrived, they marched toward the north and were headed to Gaul. The Senate was alerted that Spartacus and his large group were coming and he told two councils, Gellius Publicola and Gnaeus Cornelius Lentulus Clodianus, which each held two legions who were going to fight against this army who were ready to attach them. The Gauls and Germanic groups were slain because they separated from Spartacus and his army. They were attacked and defeated by the Publicola, where Crixus was also slain. Lentilus lost in the battle against Spartacus and then the army of Publicola was defeated, as well. After defeating the consular armies, Spartacus and his men headed toward the north, where they also defeated another legion which was operated by Gaius Cassius Longinus. Spartacus and his followers were later crucified, which was made up of 6,600 followers who were slaves, along the Via Appia, which is also called the Apian Way, between Capua and Rome. For years, the dead bodies were seen by people who passed by the area because Crassus never gave permission to take the bodies down for the army of people to have proper burial. J. Carter translates a story about the Appian Way, (Carter, 1996), which tells us about the area known for the crucifixion of Spartacus and his followers. Spartacus Essay Example Spartacus Essay Spartacus Spartacus, written in 1951 by Howard Fast, is the story of a gladiator, named Spartacus. Spartacus is a slave who is bought by a lanista, a person who owns, sells, and fights gladiators, whose name is Batiatus. Batiatus trains Spartacus to be a gladiator at a gladitorial school in Capua. Because Spartacus is brave, loves life, and has leadership he breaks out of the school and leads a four-year long slave revolt against Rome. Spartacus is brave. This trait is important as he is leading a revolt against what is then the most powerful nation in the world. Spartacus shows his incredible bravery when ?Spartacus rose to his feet?(152) and ?the trainers lashed out their whips and knives?(152). He opposses despite the fact that he knows the trainers could whip or kill him. When Spartacus sees the soldiers of Capua coming to fight the gladiators he does not run but instead tells his men that We will fight like soldiers.(160) Spartacus shows his courage when he tells his soldiers they are to go to war against Rome. Spartacus?s bravery is shown by the fact that he wants to destroy Rome. And after they destroy Rome, he wants We will write a custom essay sample on Spartacus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spartacus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spartacus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer spartacus, slave, shows, leadership, gladiators, bravery, tells, slaves, rome, revolt, life, against, trainers, spartacus?s, senate, out, men, leading, knows, gladiator, fight, virtue, together, third, soldiers, sends, school, roman, one, nation, message, love, glad, fact, destroy

The Invisible Man essays

The Invisible Man essays The novel Invisible Man by Ralph Ellison is the story of a black man and his insights into his place in the world as a black man in a racist society. Throughout Invisible Man, the main character, who narrates the novel, comes to a self-realization by means of his encounters with the individuals he meets. The narrator tells the reader of his journey through life; he walks the reader through the treatment he receives while growing up. Many characters in the novel mistreat the narrator because he is black. Many of these encounters can be compared today. In countless ways racism has decreased since the printing of the book in 1952, but there is still much room for improvement. In Chapter One of the book, the narrator is sent to a hotel for a gathering of the communitys white leaders to give a speech. He and a few other boys at the gathering are given instructions to box each other, and afterwards to pick up money off of a rug they find (only too late) is electrified. Also, during his speech the narrator is ignored and laughed at. Before leaving the meeting, the narrator is given a briefcase and told that someday it will hold important papers that will shape the destiny of his people. The narrator finds later that the briefcase contains a scholarship to the college of black youth. During this experience, the narrator gets by with being blindly obedient. He believes that doing what the white men tell him to do and ignoring their comments will win him praise and respect. The narrator does not believe that protecting himself and standing up for his beliefs will do him any good. Instead of being strong and independent, he follows along with the belittling and ridiculing that the white office holders put him through. If this same event had occurred today, many things would be different. People today could not get away with the verbal mistreatment that they gave to the narrator. Regardless of what the audi...

Walt Disney Animation Studios Essay Example | Topics and Well Written Essays - 1750 words

Walt Disney Animation Studios - Essay Example Its ingenious film-making skills have left a strong mark on the American popular culture. The discussion focuses on the success of Walt Disney Animation Studios and how its production of animation started and improved over these years. In addition, the focus will be on how the company is being built into a kingdom of sorts, soaring up in the world animation industry and how it is positively influencing people in the field of art today. Walt Disney Animation Studios, founded by Walter Elias Disney, have produced around 54 featured films, starting from Snow White and the Seven Dwarfs in 1937 to Big Hero 6 in 2014. Right from the start of the studio in 1923, it produced a wide range of cartoons and animated short films, until it expanded into feature film production in 1934. It exclusively developed various techniques, principles, and concepts, that later became standard practices of conventional animation. Most importantly, it pioneered the art of ‘story boarding’, which had laid the standard technique for today’s both animated and live-action filmmaking. â€Å"The significant element of Disney-Formalist hyperrealism is the lifelike movement- or motor function – of the animation, which reflects both the actual movements of live-action models and the skill of the animator.† (Pallant, 2011). The studios animated features and techniques became Disneys renowned assets, and particularly the animated characters - Mickey Mouse, Goofy, Donald Duck, and Pluto – became the recognizable figures in modern American popular culture. These characters turned out to be the mascots for The Walt Disney Company as a whole. The history of Walt Disney Studios and the early years of Walt in entering the animation industry were not an easy accomplishment. In 1920, he started his career as advertising cartoonist by marketing his first original animated cartoons. After starting his own company, Laugh-O-Gram Films, with his colleague, Ubbe Iwerks, he improved

Business Strategy Essay Example | Topics and Well Written Essays - 1500 words - 1

Business Strategy - Essay Example In the year, 2010 â€Å"Marks and Spencer plc† took the position of the largest cloth retailer in the United Kingdom. With 885 stores in over 40 countries with 600 stores being in the UK, the company boasted that for everyone on three women were wearing their bras. However, analysts were worried about the sustainability of the company in UK; retailing recovery. In the same year, a new CEO took over the running of the company he was faced with several issues that were associated with the reassessment of the company’s competitive strategy and the present challenges of strategic change. The choosing of 50-year-old Mark Bolland, who previously was the CEO of a UK supermarket chain, was greeted with a very positive response from the public, media and shareholders alike. The new CEO faced several challenges in his new position; he had to implement strategies, which would secure the future of the company that had the most famous name in the shopping malls. The company for long had been the largest retailer of clothes in the UK. This was an organization to which analysts referred to when they were reporting whether the high street has a good or a bad season of sales. An organization, which historically is loved and known by the people of Britain. At the end of 2009 and the beginning of 2010, investors were nervous. Below are several questions that were raised about the future of the firm that needed to be resolved (Bevan, 2007 p45). Analysis In the year 2009, the company delivered reasonable results in the 2008-09 financial, trade year. This was a period that was hit by the economic recession. In the previous year, the company had registered a ? 1 billion mark in the pre-tax profits for the first time in the decade. The company’s reputation had suffered a great deal when in 1998, it became the first retailer in Britain to make profits that amounted to ?1 billion, however, within the same year the company was issuing profit warnings. This was a self -inflicted catastrophic injury from its premium position. The company managed to limp through the period with the turbulent changes that were hitting it from all directions. With Sir Stuart’s appointment as the CEO of the company in the year 2004, saw the company regain its lost glory, and, as a result, regained its health and returned to the profit level of ?1 billion (Bevan, 2007 p57). When the company was founded and was still being rum by Simon Mark, he was known for his personal, autocratic and top-down management style. He was also known for his infamous attention that he had to detail. He showed this with the way that he dealt with the suppliers. He ensured that he always got his supplies from specific suppliers and always ensured that the goods that were supplied by these suppliers were to specification. By this, he built a relationship between â€Å"Marks and Spencer plc† and the supplying group. This assured customers with high and consistent quality. The com pany became largely successful in terms of delivery of high quality and reliable brand to the customers. By this, the company earned outstanding rewards in profit and market share (Bevan, 2007 p60). Historically the company was run using a trusted, tried and tested recipe; this is in the way the company did business (Bevan, 2007 p65). It was embedded in several fundamental principles that the company was run on: 1. The customers were to be offered high quality and well designed merchandise that was also

Issues in Second Language Learning Essay Example for Free

Issues in Second Language Learning Essay People today live in a â€Å"global village† – people correspond with each other from around the globe regularly through the Internet, modern transportation enables a person to travel from Africa to Europe in a matter of hours, products are bought and sold with increasing ease from all over the word, services are provided anytime, anywhere in the world, and real time coverage of major international news events is taken for granted. Thus, it seems that learning second language is a requirement in today’s highly globalised environment. However, second language learning (SLL) is a long and difficult process, and is a big task for anyone. After all, learning a first language is a process that involves much of a young child’s day, and ESL students in universities must work even harder in order to learn and acquire a second language. The learning process can be emotionally difficult for university students to take the step into a new language and culture. Adult learners, perhaps even more than children and adolescents, can be shy and embarrassed around others when trying out beginning language skills. Learners acquire a second language in many different ways. There are many similarities in how a second language is learned, but there are also differences based on individual student characteristics and language background. For example, outgoing students may begin to imitate phrases and expressions very early and try them without worrying about making mistakes. Conversely, other learners may not use their new language for some time. Usually, at the outset, learners may experience cultural shock as they are exposed to a new language, therefore, a whole new culture. This common experience, described as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of every SLL program, many learners experience a so-called honeymoon period, during which students are enchanted with the alien language without a true understanding of them. As time progresses, it is common for students to become almost hostile toward learning new language. Second language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints. Furthermore, given the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called improved adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they have acquired and learned into their own lifestyle and their own value set. Cultural Issues Many students of SLL are struggling with learning a new language. These struggles stem above all from linguistic and cultural differences. Often, they experience the â€Å"language shock† phenomenon wherein learners confront anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years before they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. Consider the following example reported by Li (1999): When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would laugh at her in those situations. Moreover, whenever the teacher in her school inquired as to who had made a particular mistake, one of her classmates would point to her and say, The Chinese girl, when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle. Because of the types of ordeal described above, second language learners have negative associations with speaking their native language. Yet when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the use of the native language as a connection to their homeland and heritage. But many second language learners, especially those who immigrated to English-speaking countries, associate proficiency and fluency in English with becoming American and so they want to give up their native language. These learners are caught in a battle: while at home, they are expected by their parents to speak their first language; at school they are pressured to speak the second language. Another important challenge that many second language learners face is understanding the curriculum and pedagogy used in the classroom. Western classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American boy, who was a student in a predominantly Latino Catholic middle school in Chicago. While the teachers and administrators never openly stated that they believed their students were inferior, they treated them as if they were. The boy’s homeroom teacher often used a demeaning tone when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to complete was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. Pedagogical Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approaches amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately applied language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001). The consensus of the research is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies; successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the frequency with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners. Learning strategies are strategies that contribute to the development of the language system which the learner constructs and which affect learning directly. They are steps taken to facilitate the acquisition, storage, retrieval, and use of information. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners’ autonomy in language learning. Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not only help learners become efficient in learning and using a language, but also contribute to increasing learners’ self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently. While one individual prefers a particular learning style over another, such a preference reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early research into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to address the links between strategy use and success. Recent research has focused on determining the connections between strategy use and language proficiency. Such studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students’ perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) affirmed that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demonstrated a significant correlation between the two factors, indicating the higher a student’s language proficiency self-rating, the more frequent strategy use was. Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies fall under four broad categories, i. e. strategies that enable learners to: (1) comprehend, store, retrieve and use information; (2) manage and direct their learning through reflection and planning; (3) control their emotions; and (4) create opportunities to practice the target language with other people. Learning strategy system can be direct or indirect. Basically, direct learning strategies require mental processing of the target language. There are three major groups of direct strategies, each processes the language differently and for different purposes: memory, cognitive, and compensation. Memory learning strategies, also called mnemonics, involve mental processes used in arranging information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes like reasoning and analyzing. Lastly, compensation learning strategies enable second language learners to make up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors. Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self-reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that will foster learners’ understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning. Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to transfer knowledge, but to create circumstances and experiences that engage the students and support their own explanation and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology; it also has roots in several areas, such as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning. The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning; all of these influence how we interact with and interpret our encounters with new ideas and events (p.xii). Guided by theories of constructivism, teachers must recognize that: learning is a search for meaning; meaning requires an understanding of the whole as well as its parts; in seeking meaning, they must understand the mental representations that students use to interpret the world and the assumptions they make to strengthen those representations; and the goal of learning is for the SLL student to develop his or her own understanding. Hence the students’ cultural-social and historical contexts are of importance in their learning. Social constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society together construct the properties of the world. For them, reality does not exist prior to its social invention, thus it cannot be discovered. Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process; meaningful learning among SLL students happens when they are involved in social activities. Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a society’s practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

William Shakespeares The Taming of the Shrew Essay examples -- Shakes

William Shakespeare's The Taming of the Shrew Over the past 400 or so years since Shakespeare wrote _The Taming of the Shrew_, many writers, painters, musicians and directors have adapted and reformed this play of control and subjugation into timeless pieces of art. In _10 Things I Hate About You_ and Kiss Me Kate from two very different times in the twentieth century, and paintings of Katherina and Bianca from the late nineteenth century, the creators of these adaptations have chosen to focus on the role of the two main female characters in the play. The ideas surrounding these women have changed through the years, from Katherina and Bianca simply being young women who deviated from the norm of Shakespeare’s time to women who embody feminist ideals and stereotypes of the more modern world. From the beginning of the play, the differences between Katherina and Bianca are highlighted through their interactions via dialogue. Early in the second act, Bianca pleads with her sister to not â€Å"make a bondmaid and a slave of me† because, as deemed by society, Bianca is not supposed to marry before her older sister (2.1.2). Bianca asks Katherina to â€Å"unbind [her] hands† so that she can get rid of all the gawdy implements she is forced to wear as a polite woman of the time, because if she doesn’t want to follow one rule, she doesn’t see why she should follow any of them (2.1.4). This immediately sets up these two sisters by showing how one depends on the status of the other to be truly happy, or happy as deemed by the doctrines of society anyway. Katherina rebuts this whining after their father enters, and ends the scene with her own speech in which she argues that Nay, now I see She is your treasure, she must have a husband; I mus... ... About You_.† Shakespeare Bulletin: A Journal of Performance Criticism and Scholarship 22.2 (2004): 45-66. Expanded Academic ASAP. Westfield State College Library, MA. 15 April 2005. 15 April 2005. Ostlere, Hilary. â€Å"Taming The Musical.† Dance Magazine 73.12 (1999): 84. Expanded Academic ASAP. Westfield State College Library, MA. 15 April 2005. Schneider, Gary. â€Å"The Public, the Private, and the Shaming of the Shrew.† SEL Studies in English Literature 1500-1900 42.2 (2002): 235-258. Project Muse. Westfield State College Library, MA. 15 April 2005. Schuler, Robert M. â€Å"Bewitching The Shrew.† Texas Studies in Literature and Language 46.4 (2004): 387-431. Project Muse. Westfield State College Library, MA. 15 April 2005. Shakespeare, William. _The Taming of the Shrew_. The Riverside Shakespeare. 2nd ed. Ed. Dean Johnson. Boston: Houghton Mifflin, 1997. 142-171.

Goal Setting Theory

Research conducted in this field has indicated that there is a positive relationship between goal setting and performance outputs. The prime principles of the goal setting theory state that successful goal setting needs to be assessed on five dimensions: goal clarity, goal challenge, goal commitment, performance feedback, and task complexity. The insights Of the empirical studies discussed in this paper imply that when goal setting is done correctly and thoroughly throughout each stage, it leads to a significant increase in motivation.Various methods and strategies have been developed to complement the goal setting theory, an example being, the popular mnemonic acronym S. M. A. R. T. Which uses the words specific, measurable, achievable, realistic, and timely to aid in eating effective goals. Goal setting theory is both measurable and quantifiable. Empirical evidence from both experimental and field settings have supported that the benefits (increase in employee performance, increase in employee motivation, increase in profits, etc. ) far outweigh the drawbacks (results from application error, organization costs, human resource efforts).Based off current research output and the abundance of research still conducted and revised on this theory, it can be concluded that the goal setting theory is an effective theory of motivation and, moving forward, will be a leader in workplace motivation in North America. INTRODUCTION According to Callus's employee study, workplace disengagement is an alarming issue around the world. In North America, the region with the highest ratio of engaged workers compared to the rest of the world, the proportion of engaged workers is only 29% (Gallup, 2011).In other words, the vast majority of workers are not reaching their full potential. This has significant implications to the economy, companies, and individuals. With the great deal of emphasis on productivity in today's marketplace, managers within organizations are constantly search ing for effective strategies in motivating staff to achieving organizational goals. The theory of motivation discussed in this paper will be the goal-setting theory, which is arguably one of the most dominant theories in the field of motivation with over a thousand articles and reviews published within the last 30 to 40 years (Lethal, 2006).The objective of this paper is to produce a summary and evaluation Of the goal setting theory of motivation. The paper will be divided into two sections. The first section will discuss the foundation of the theory along with its main tenets. The second section will provide real life examples of the theory application and critically examine the applicability of the theory in the North American managerial workplace supported by empirical work. FOUNDATION OF THEORY The foundation of the goal setting theory was first developed and refined by the American psychologist, Edwin Locke, in the 1 sass.Locke was inspired by the final cause in Arteriole's the ory of causality, which states â€Å"that for the sake of which† or can be defined as the end or purpose of something. Stemming from Aristotle theory, Locke continued to research on goal setting for thirty years. With the contribution of Locke and other scientists, this theory has now been popularized and become one of the most widely used horses regarding motivation. During Locker's primary research, he studied the relationship between goal setting variables and task performance.There were two major sets of initial studies conducted – the difficulty of the goal (difficult versus easy), and the specificity of the goal (specific versus vague) goals. He concluded that difficult goals led to higher performance than easy goals, given that the difficulty was within an attainable limit. His second conclusion was that specific goals were more effective than vague ones (Locke, 1968). Following Locker's study, Gary Lathe's research established animal conclusions in his workplac e – there was indeed a link between goal setting and workplace performance.Together, in 1990, they published their seminal work in a book called â€Å"A Theory of Goal Setting and Task Performance† (Locke & Lethal, 1990). Along with the two original characteristics of successful goal setting, three additional characteristics have been identified as crucial. The goal setting theory is now guided by five principles: goal clarity, goal challenge, goal commitment, performance feedback, and task complexity. The following paragraphs will briefly discuss each of the five principles and the supporting research.TENETS OF THE THEORY Research indicates that clear goals can reduce absenteeism, tardiness, and turnover, which all aid in increasing organizational productivity (Locke & Lethal, 2002). A clear goal is defined as being specific and measurable. As Locke mentions in his paper, when the goal is specific and measurable, it provides an external reference such as a time frame, which reduces overall ambiguity (Locke & Lethal, 2002). In six of the eight studies that Locke conducted, the level of performance was significantly higher in the group that was given a specific goal compared to the group that was given a vague goal.An example of a specific goal would be to â€Å"complete X amount in Y time† and a vague goal would be to â€Å"do your best†. Another primary issue researched on goal setting was the goal challenge or difficulty. In a meta-analysis of goal setting studies, easy goals were defined as those with greater than 50% probability of attainment and moderate goals being 16%-D% probability of attainment (Klein et al. , 1999). When participants were given these two types of goals, data indicated that, harder goals resulted in higher levels of performance (Klein et al. , 1999).Optimally, a goal should not be too difficult o a point where it is unattainable and motivation suffers (Bennett, 2009). However, overall on average, the perfor mance level in individuals with higher goals was still significantly higher than those with very easy goals (Klein et al. , 1999). This can be explained by the idea that high goals lead to high performance, which is associated with rewards, and rewards often result in high satisfaction. In other words, individuals are motivated by more difficult goals because of the anticipated accomplishment involved (Locke & Lethal, 2002).Goal commitment has been said to be a secondary characteristic cause it interacts with goal difficulty to produce performance. It has been found that commitment is crucial for difficult goals, but does not necessarily result in high performance when given an easy goal (Klein et al. , 1999). In a review of the literature, on average across all goal difficulty, it has been concluded that the higher the level of goal commitment, the higher the level of performance output (Klein et al. , 1999). Commitment to a goal can be increased when the goal is individually set o r when the individual agrees to the assigned goal.In environments with high group cohesion, goal ointment of individuals is also found to be high because of the strong influence of group norms (Locke & Lethal, 1991). Furthermore, self-efficacy is also a topic often discussed when relating to goal setting. Self-efficacy refers to an individual's judgment of their own ability to perform particular activities given their level of skill and ability (Bandeau, 1986). As this is a topic in and of itself, it is important to just note here that self-efficacy plays an important role in goal commitment.A higher level of self-efficacy in relation to goal attainment (I. E. If the individuals believes he can achieve the goal) exults in a higher level of goal commitment (Lethal & Locke 1991). Performance feedback is necessary for goal setting to be effective because it helps individuals gauge how well they are doing and the adjustments required for improvement. It has been found that when people k now they are below their target, they are most likely to increase their effort or devise a new strategy (Lethal & Locke, 1991 Feedback can be provided both during the process of achieving the goal or after the outcome.Additionally, feedback is also linked to increasing self-efficacy, which in turn leads to a higher performance (Lethal & Locke, 1991). Finally, in 1 996, Lethal examined the relationship between complex goals and performance levels. It was found that complex goals result in higher learning within individuals and thus led to a higher performance when compared to less complex goals. This can be explained by the idea that performance is not always achieved because of effort and persistence, but rather due to the cognitive understanding of the task and the development of various methods in solving the complex task (Lethal & Locke, 1991).Although this condition has to be addressed with care, complex tasks have been found to have an overall positive effect on reference level s (Lethal, 1996). THEORY IN ACTION The history of workplace motivation was initially driven by the belief that money was the primary source for employee motivation, but it was later found that various factors are motivators in determining workplace satisfaction, which is a predictor of job performance (Lethal, 2006).In the following decades, it will be crucial for leadership around the world to address the issue of workplace disengagement. In an organization, managers do not have the time and resources to constantly keep track of an employee's work or motivation. Most organizations use some form of goal setting in operation. Setting goals implies that there is a need or desire to attain a certain object or outcome (Locke & Lethal 2006). In essence, goals tell employees what needs to be accomplished and how much effort should be exerted.In the North American workplace, the direction of the goal setting theory appears to be an effective strategy in motivating staff to meeting organiza tional goals; this explains the abundant amount of evidence in us port of the theory and the various strategies constantly being developed. Based off of goal setting theory by Locke and Lethal, a popular mnemonic acronym developed for effective goal setting is S. M. A. R. T by George Doran. The outlined criteria for S. M. A. R. T. Goal setting states that goals should be specific, measurable, assignable, realistic, and time-bound.There have been other variations of S. M. A. R. T. That are also interchangeable such as using â€Å"achievable† and â€Å"relevant† instead of â€Å"assignable† and â€Å"realistic†, respectively. These goal-setting criteria can all be linked back to the five principles summarized by Locke and Lethal and is a popular management strategy used in the workforce. The implications of new strategies and discoveries suggest that goal setting is not an innate attribute that individuals are born tit. It a skill that can be taught, learnt , and practiced.The resources required by an organization to train its employees on successful goal setting is practical and the return can be significant. Large organizations such as General Electric (GE) and Federal Express Company (Faded) have also implemented this theory in their organizations. GE applies goal setting theory in all levels of the organization and refers to goal setting as a key ingredient of their success. After a trial run, Faded found that employees had greater accountability, clearer expectations, and more precise feedback towards their jobs. The initiative was then executed throughout other departments in the organization.In Locke and Lathe's report, they found truck drivers saved the company $250,000 in 9 months when the logs loaded on the trucks were increased as a result of upping the assigned goals (Locke & Lethal, 2002). In 1967, it was found that, United Fund communities that set monetary goals higher than the previous year's performance raised more mon ey than communities that set goals lower than their previous years performance. More recent studies show, negotiators who have clear, challenging, and complex goals achieve higher profits than those with no goals (Locke &Lethal, 2002) and telecommunication employees that set specific high goals had higher job satisfaction and high performance (Locke & Lethal 2002). These are just a few empirical examples of successful goal setting evidence in this field. The goal setting theory is especially prominent in individualistic cultures such as North America. This can be explained by the notion that goals have the ability to function as a self-regulatory mechanism that helps individuals prioritize tasks; also why managers widely accept goal setting as a means to improve and sustain performance (Dublin, 2012).The insights to all he studies show that when goal setting is done correctly and thoroughly throughout each stage, it significantly increases motivation, which is then associated with n umerous other positive outcomes such as an increase in job satisfaction, an increase in organizational commitment, an increase in performance, and more (Locke & Lethal, 2002). Aside from the countless examples of goal setting successes, there are still some limitations and weaknesses of the theory. The goal setting theory cannot be applied in segments and because of that, the outcomes of the set goals can be different than the initial intent.For instance, if a goal is not clear (I. E. It does not address the specific and measurable outcome), it is easy for the individual to lose track of the goal and the goal may never be achieved. Another consequence of the goal being unclear, the performance feedback aspect of the goal can be difficult to execute because there is no measurable component and it will be challenging to determine the adjustments required. On the other hand, if the goal encompasses all five principles, but is too difficult, the individual will not be able to achieve it regardless. It may even result in a hindrance in motivation and performance.Apart from the error in application, some other weaknesses include: individuals setting too many goals and not being able to follow through, individuals concentrating on only one goal and losing sight of the others resulting in tunnel vision, and individuals focusing too much attention on the outcome and forgetting about the process (Lethal, 2004). There are various extensions of the goal setting theory that are beyond the scope of this paper. Advances in the research are currently leaning towards studying how other goal setting variables such as learning goals, goal framing, and subconscious goals, interact with reference (Lethal, 2004).