Depression And Anxiety Of Kirsten Scheimreif - 1518 Words

The patient, Kirsten Scheimreif, has been experiencing episodes of depression and anxiety from a recent family encounter. Kirsten was with her father’s side of the family during a holiday event and she was fully aware of her father’s recent attempt at becoming sober. Kirsten informed her father’s side of the family of her wishes of having a nonalcoholic holiday event in honor of her father trying to become sober. She was told by her family that her wishes would be respected from all family members at the event. During the holiday event, Kirsten was notified by her younger brother, Brendan, that family members were hiding their alcoholic drinks from her. Kirsten was under the impression that everyone had accepted and was respecting her wishes of a zero alcohol policy at this holiday event. Kirsten became very angry and hurt when she discovered that family members were sneaking around with alcohol at the holiday event. Kirsten’s brother Brendan also i nformed her that everyone else knew alcohol was present at the holiday and that they all knew to hide it from her, including her father. As a result of this betrayal from her family, Kirsten has refused to talk and associate herself with her father’s side of the family. Theoretical Orientation- Cognitive-Behavioral Therapy Cognitive behavioral therapy is a â€Å"therapeutic approach based on the principle that maladaptive moods and behavior can be changed by replacing distorted or inappropriate ways of thinking with thought

Evolution And Evolution Of Evolution - 1079 Words

Ever wondered when the course of humans began or better yet if people started the way that they are? Modern humans started 200,000 years ago, but were not alway like this. The process of evolution brought us to humans. According to Evolution: The Human Story, evolution is the process by which organisms change over the course of generations. It is also compelling because ancestors can give rise to other relatives or descendants. Archeologists now know that not only humans evolved because paleontologists discovered a bird that lived up to 1.5 million years ago. Scientists have been studying the past and they discovered ape-like hominids evolved into humans. Many fossils have been discovered all over the world and scientists have proof that there were many other species before people that have finally evolved into humans. Other traces of evidence, such as similarities between related living organisms, were used by Charles Darwin to develop his theory of natural selection, and are still used today. DNA testing, were not available in Darwin s time, but are used by scientists today to learn more about evolution. Evolution has brought us from apes to human, and has a riveting way of its own. Question B According to Evolution, The Human Story, Charles Darwin was one of the most famous scientists back in the 19th century. He discovered how living beings are related, and their geographic distribution reflects their relationships. Charles Darwin figured out that fossils ofShow MoreRelatedEvolution And Evolution Of Evolution957 Words   |  4 Pagesthe theory of evolution. To understand why the teaching of evolution in school is important, it’s important to understand what it is, how it works, and how we benefit from its evolutionary history. Evolution is the steady development of different kinds of living organisms that have diversified from earlier forms throughout the generations. Without evolution, biology wouldn’t make sense because evolution is its key principle that connects and explains many facets of life. Evolution is a very importantRead MoreEvolution And Evolution Of Evolution1333 Words   |  6 PagesWhat is Evolution? Evolution is the modification of characteristics of living organisms over generations (StrangeScience.net, 2015); it is the gradual process of development by which the present diversity of living organisms arose from the earliest forms of life, which is believed to have been ongoing for at least the past 3000 million years (Hine, 2004). Common ancestry are groups of living organisms that share the most recent common ancestor, by which scientific evidence proves that all life onRead MoreEvolution And Evolution Of Evolution1054 Words   |  5 Pages Evolution is something that can be taken into different meanings, from the way you live. Some people can accept evolution and some can’t. The meaning of evolution is the way a different animal or species came to be, and how they are linked to a different of species that all share a common ancestor (an introduction to evolution). There is a lot of evidence to shows that evolution is can be proven like DNA Sequences, Fossil Records, Cladograms, and analogous/homologous structures, because there areRead MoreEvolution And Evolution Of Evolution1337 Words   |  6 Pagesvarious subfields within Anthropology to adapt to the human species. Evolution would be defined as when â€Å"something† can develop from something that is simplistic to something that can adapt to the world around it and is more complex. All human beings in past and present as well as all living organisms have been part of a process of Evolution. Evolution can be viewed as adaptations, as well as growing to better advancment, evolution has taken ahold of all species throughout history. It is human natureRead MoreEvolution And Evolution Of Evolution1328 Words   |  6 PagesWhat is the theory of evolution? Many people who don’t understand science or Biology don’t know how to answer this question. â€Å"Evolution is the process of biological change by which descendants come to differ from their ancestors.† In our society today, there is many conflicts that exist between creationism which is the belief that a higher power created the Earth and made living things and the theory of evolution. Some people are debating whether to teach evolution in schools because theRead MoreEvolution And Evolution Of Evolution884 Words   |  4 Pages Evolution Evolution, a change in the genetic makeup of a subgroup, or population, of a species (Nowicki 10). Every living thing in the world is capable of evolving into something. Cells evolve to perform different tasks and to become stronger. Charles Darwin is the founder of evolution, he realized that species change over time to ensure survival. The future of evolution can not be predicted. Everything in our universe starts out as a single celled organism. All life traces back to three billionRead MoreEvolution Of Evolution And Evolution2000 Words   |  8 Pages Title: Evolution Author: Annette Gonzalez December 9, 2014 Abstract: This paper will cover the topic of evolution of organisms. Evolution is the process of constant change from a lower, more simple to better, complex state (Merriam-Webster, 2014). In this essay, there are different philosophies that support the idea of evolution. For instance, there is anatomical, homology, natural selection evidence. This ideas will be explained in more detail in the body of the paperRead MoreEvolution And Evolution Of Evolution2356 Words   |  10 Pagesideology, people have started to think logically and science has come a long way. It is now believed that evolution has resulted in the changes on planet Earth and human kind was not just simply created by a ‘God’. What is evolution? What was Charles Darwin’s contribution to ideas about evolution? Biological evolution is the descent of organisms with modifications. Simply, the central idea of evolution is that all life forms which exist as of now or had existed share a common ancestor. This theory firstRead MoreEvolution And Evolution Of Evolution983 Words   |  4 PagesMost things in science all eventually lead back to one thing, evolution. Evolution has been an interesting topic since mankind could wrap its mind around the concept. Whether one believes in it or not, it is hard to deny the cold hard facts that back up how every being has changed from its original form of life. From plants to humans, everything has adapted and evolved to be able to adjust to climate changes, habitats disappearing, and new predators. All it takes is for one mutated gene to get aRead MoreEvolution And Evolution Of Evolution1154 Words   |  5 Pages EVOLUTION Evolution is a scientific theory that was first introduced in the mid 1800’s and it refers to the biological changes that take place within a population of a specific species over the course of many generations. This theory was one of the most scientifically groundbreaking discoveries of our time, and since its discovery, scientists have been working hard to find more and more evidence on the subject. Although there is much controversy on the subject of evolution, it is hard to ignore

Same

Same-Sex Marriage Essay You Yu Yeh4-16-99English 1BProfessor RunyanEssay#2Marriage is a coming together for better or for worse, hopefully enduring, and intimate to the degree of being sacred. It is an association that promotes a way of life, not causes; a harmony in living, not political faiths; a bilateral loyalty, not commercial or social projects, from U.S. Supreme Court, Justice Douglas 1965. Should the definition of family include gay and lesbian partnerships? A surprising decision of approving the homosexuals marriage by the Hawaii Supreme Court has awakens the issue of same-sex marriage. Two-thirds of all Americans are reportedly opposed to the idea, but the discussion has just begun. I will present same-sex marriages the historical evidence, its discrimination, and the advantage for gay and lesbian. In many cultures and in many eras, the issue of same-sex marriage has emerged. The early Egyptian and Mesopotamian societies that are considered important antecedents for Western culture apparently tole rated same-sex relationships in their culture, literature, and mythology. Evidence shows that these societies recognized same-sex marriage is speculative. Later, however, one finds more tangible evidence of same-sex marriage in classical Greece, imperial Rome, and medieval Europe. According to The Case for Same-Sex Marriage (1996), about Egyptian, some artifacts have same-sex couples in intimate poses, suggesting that Egyptian society at some points in its history was accepting of same-sex relationships, and the best documented are the same-sex marriages of Romes emperors. There is also strong evidence demonstrating the existence of same-sex unions, including legally recognized marriages, in Native American, African, and Asian cultures. The unions serve important functions for the partners: economic, professional, or social in nature. Throughout human history people have entered into same-sex unions because they loved one another and desired the intimacy that close companionship off ers. These are neither unprecedented nor unnatural. Sullivan believes that marriage is a process in which a person wants to commit to another person in front of their family and country for the rest of their lives. It is also the most simple, the most natural and the most human instinct in the world. Sullivan uses pathos more than logos and ethos, which is in contrast of Bennett. He talks about gays and lesbians being part of the same society that we live in and they should be given the right to marriage and steers people toward their emotions. Sullivan continues to talk about the differences we have overcome within the last hundreds of years to include racial, gender roles and believes that we can look beyond same-sex marriages. Based on both articles, I believe in Sullivan only because I am an emotional person and his argument came from the heart. Morally, I know it is not correct to love a person of the same-sex, but if thats the way that people feel then who are we to deprive them of that love. However, I do not think that getting married as a way to express their unconditional love and commitment to each other is the answer. What matters is that you love each other but you do not need to solidify your marriage with a piece of paper. Sullivan wrote a book called Love Undetectable and wrote an editorial about homosexual marriages called Let Gays Marry which was featured in Newsweek. William Bennett is the editor of The Book of Virtues. Bennett is also one of the creators of Empower America which is an organization that gives access to individuals to be heard on any media technology. William Bennett has served as Secretary of Education and Chairman of the National Endowment for the Humanities under Presiden t Ronald Reagan and as a Director of the Office of National Drug Control Policy under President George H.W. Bush. His editorial entitled Leave Marriage Alone was also published in Newsweek. BIBLIOGRAPHYHoly Bible ( Gay marriages should be allowed, state judge rules, The Wall Street Journal, Dec. 4, 1996Bennett, William

Education in Social and Cultural Context-Free-Samples for Students

Question: Discuss about the Education in Social and Cultural Context. Answer: Introduction As per the Sustainable Development Goal Four, Target One, it has been stated that by the year 2010, every students should ensure free, equitable and quality education that would lead to relevant and effective learning results. Accordingly the historical, cultural and the structural factors in the context of Pakistan prevent the country from achieving the goals of the sustainable development. As per the United Nation Organization, education should be provided to every individual for the development of personality and also for strengthening the respect for the human rights and for fundamental freedoms (Dogar, Butt, Butt Qaisar, 2015). By applying the sociological imagination template and by addressing the educational problems in Pakistan, it is required that the country should apply methods to progress in education before the country achieves the Sustainable Goal four, target one. The thesis statement is that based on the historical, structural factors, there are barriers for achievin g SDG 4, T.1 by 2030 in Pakistan. Discussion Historical Factors In the context of history, Pakistan in its last decades encountered political disrupt, social instability, gender biased. In the year 1947, when Pakistan was established as a separate country, it had very weak administrative system with very little financial resources that could not able to provide education to the children. Therefore, the Government of Pakistan recommended free and compulsory education for all students (Aziz et al., 2014). It has also been stated that in the year 1971, education was being made universal right for all students in Pakistan, but because of inequality among boys and girls, girls were deprived from getting the education. Moreover, many schools were constructed but the quality of education remained poor and schools in the rural areas are deprived of all the facilities such as basic infrastructure, training facilities, teachers and more. This had hinders Pakistan from achieving the Sustainable Development Goals Four, target one. As per the report, it has b een stated that out of the overall population in Pakistan, only 48% of the population is literate that is not the half of the population (Akram, Afzal Ramay, 2017). Moreover, internal conflicts within the country also have a negative impact on the education system in the country. In the context of Pakistan, the country believes in its ideologies that derived from their Islamic religion and or them the fundamental source of education derives from the fundamental source of Islam. Apart from this, the country mainly focussed on the madressas system of education, which is basically attached to the mosque and provides education based on religion (Malik, 2017). This type of education is basically for the low income families that struggle to meet their basic daily needs. All these factors act as a barrier from achieving the targets of SDG 4, Target 1. Cultural Factors In the context of cultural factors, the traditional concept and the Islamic religion mainly influences the educational system in Pakistan. Apart from this, Pakistan mainly believes in providing education through Madressas system of education that is totally based on religious ideologies. Apart from this the country Pakistan is considered as a nation of gender inequality where the women are deprived of getting the basic education especially in the rural areas (Butz, 2015). Women in Pakistan also being dominated by the male culture and are also impeded their freedom and other rights. Moreover, in the rural areas women are not being allowed to go out of the house without any male person, and getting education outside their place is out of the context. Women also have a very low rate of percentage in participation in any societal context and in the areas of the northern parts mainly in the tribal areas; the people are against providing education to their girl children. However the situat ion is more critical in the areas of NWFP and in Baluchistan and literacy rate in that particular area is between 3-8%. This hinders the country from achieving the SDG four, Target one (Hk, Janoukov Moldan, 2016). One of the critical factors is that Government in that particular area did not take any measurable steps to promote education for all children and this had lead to the unequal treatment of boys and girls in Pakistan. In the year 2005, the Government of Pakistan decided to review to educational policy so that the basic education could be provided to all the students of Pakistan, but because of the cultural and social obstruction, the Government of Pakistan was not being able to achieve their targets mainly in the rural areas (Rabia, Rab Shahzadi, 2016). Structural factors In the context of Pakistan in achieving the Sustainable Development Goals four, target 1, there are large numbers of factors that are obstructing from achieving their goals and objectives. Various factors include basic infrastructure, social status and most important the educational system in Pakistan. It is important to note, women in Pakistan had to face many socio-cultural obstruction in terms of acquiring basic education (Mak, 2017). One of the major structural factors that obstructed the basic education in Pakistan is the lack of providing quality education to the students that is the schools in Pakistan is crowded with larger number of students that becomes difficult to provide the basic education. As per the World Bank, it has been stated that in a small classroom more than 80 students tend to study and it also becomes difficult for the teachers to give individual attention to the students (Hammad Singal, 2015). Apart from this, the teachers are not well educated or they do n ot have any proper training to teach the students that result in poor quality of teaching methods. This problem mainly faces by the students in the rural areas and this creates a major barrier from achieving the SDG 4, target 1. As per the report, it has been stated that in the year 1995, majority of the teachers were not being able to answer the basic question that was based on the grade four textbooks (Binzel Carvalho, 2017). Large number of school dropouts is one of the major structural factors that hinder the educational system in Pakistan and also obstructing the country from achieving the target. The basic reason behind the drop out of students is the increase in the family pressure to assist the family in order to increase the income of the family. Other factor that also includes in the obstruction of education includes unsatisfactory relations between the student and the teachers, poor economic condition in families and more. Apart from this, in the year 1970, the schools h ave been made nationalised without any involvement of the overall community has deteriorated the quality of education in Pakistan (Khan, Rehman Rehman, 2015). As per the UNESCO, it has been stated that all the developing countries should be provided with 4% of the GNP to be used for the purpose of education. In the case of Pakistan, it uses only 2.2% of the GNP on the education; this remains a crucial factor that obstructs the education system in Pakistan (Vandekinderen, Roets, Keer Roose, 2018). Moreover social status that is inequality between male and female also creates a barrier in the educational system that is in many parts of the countries, males are dominated by the female and people in the rural areas are mainly against women education. Critical Analysis The historical factors such as mainly the weak administrative system and less developed infrastructure mainly remains a strong barrier from achieving the sustainable development goals four, target 1 that ensures every children should be provided with free basic education by the year 2030 (Qazi, Raza, Jawaid Karim, 2018). However, the younger generation in Pakistan value for better quality education for women and moreover as Pakistan is an Islamic country, they mainly follow Islamic ideologies and also prefer their children to get education from the Madressas schools that follow Islamic principles. Apart from that, lack of educational infrastructure such as no proper educational system, untrained professionals provides a hinder in the educational system (Durrani Halai, 2018). Moreover, Pakistan is a male dominated country, where the women are being suppressed and dominated by the males and therefore in majority parts women are suppressed from getting the basic education. However, in the rural areas women are meant to stay at home and should do the household chores, therefore education is not required for women, and therefore only the male children should get the basic education (Durrani et al., 2017). This traditional and conservative thinking of the people in Pakistan hinders the country from achieving its main target related to education. However, despite the unlikelihood in achieving the SDG 4, Target 1, there are some successful stories that inspires that there is still hope Pakistan would be able to achieve their goals (Antoninis, Delprato Benavot, 2016). There is an increase in the number of private schools in Pakistan that ensures that about one-third of the children are going to school and beside that private schools have also been introduced in the rural areas. In the year 2011, the Prime Minister of Pakistan considered the year as Pakistan Year of Education that aims to give priority to education for better causes. Conclusion From the above report it could be concluded that Pakistan being a low income country lacks behind in providing basic education to the children and moreover, this has been an obstacle from achieving the SDG 4, T. Apart from this, there are many factors that acts as a barrier from achieving the goals by Pakistan that includes social inequality, poor economic condition in the country, poor infrastructure and more. Despite of all the negative factors, there are still some hopes that the country would be able to provide free and basic education to all the children in Pakistan References Akram, M., Afzal, U., Ramay, M. I. (2017). Mediating Role of Organizational Commitment in Relationship between Emotional Intelligence and Job Performance: Evidence from Higher Education Sector of Pakistan.Global Management Journal for Academic Corporate Studies,7(1), 110. GMJACS Volume 7 Number 1 2017 https://gmjacs.bahria.edu.pk/wp-content/uploads/2017/08/Volume-7-Number-1-9.pdf Antoninis, M., Delprato, M., Benavot, A. (2016). 10. Inequality in education: the challenge of measurement.World social science report, 2016: Challenging inequalities; pathways to a just world, 63. 978-92-3-100164-2 (print/pdf) Aziz, M., Bloom, D. E., Humair, S., Jimenez, E., Rosenberg, L., Sathar, Z. (2014).Education system reform in Pakistan: why, when, and how?(No. 76). IZA Policy Paper. https://hdl.handle.net/10419/91762 Binzel, C., Carvalho, J. P. (2017). Education, social mobility and religious movements: The Islamic revival in Egypt.The Economic Journal,127(607), 2553-2580. D10; D63; I24; J24; J62; O10; Z12; Z13 Butz, D. (2015). Education for development in northern Pakistan. Opportunities and constraints for rural households. https://www.jstor.org/stable/24585799 Dogar, A. H., Butt, T. M., Butt, I. H., Qaisar, S. (2015). Revisiting Pakistans Education System: Addressing the Key-Flaw.The Dialogue,10(4). Volume X Number 4 pp: 391 Durrani, N., Halai, A. (2018). Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan.International Journal of Educational Development,61, 27-39. org/10.1016/j.ijedudev.2017.11.010 Durrani, N., Halai, A., Kadiwal, L., Rajput, S. K., Novelli, M., Sayed, Y. (2017). Education and social cohesion in Pakistan. https://sro.sussex.ac.uk/67152/1/__smbhome.uscs.susx.ac.uk_dm50_Desktop_Pakistan%20Summary%20Report_March2017.pdf Hk, T., Janoukov, S., Moldan, B. (2016). Sustainable Development Goals: A need for relevant indicators.Ecological Indicators,60, 565-573. doi.org/10.1016/j.ecolind.2015.08.003 Hammad, T., Singal, N. (2015). Education of women with disabilities in Pakistan: enhanced agency, unfulfilled aspirations.International Journal of Inclusive Education,19(12),1244-1264. https://www.repository.cam.ac.uk/bitstream/handle/1810/248507/Hammad%20and%20Singal%202015%20International%20Journal%20of%20Inclusive%20Education.pdf?sequence=1 Khan, M. Z. U., Rehman, S., Rehman, C. A. (2015). Education and Income Inequality in Pakistan.Management Administrative Science Review,4(1), 134-45. Volume: 4, Issue: 1, Pages: 134-145 Mak, G. C. (2017).Women, Education and Development in Asia: Cross-National Perspectives. Routledge. ISBN 13: 978-0-815-30795-2 (hbk) Volume 12 Malik, N. A. (2017). Challenges to High School STEM Education in Pakistan.Systems Research and Behavioral Science,34(3), 307-309. doi.org/10.1002/sres.2413 Qazi, W., Raza, S. A., Jawaid, S. T., Karim, M. Z. A. (2018). Does expanding higher education reduce income inequality in emerging economy? Evidence from Pakistan.Studies in Higher Education,43(2), 338-358. https://doi.org/10.1080/03075079.2016.1172305 Rabia, M., Rab, M., Shahzadi, M. (2016).Female education in Pakistan. The Impact of Socioeconomic factors. Anchor Academic Publishing. PDF.e Book. ISBN: 978.3.96067.601.0 Vandekinderen, C., Roets, G., Van Keer, H., Roose, R. (2018). Tackling social inequality and exclusion in education: from human capital to capabilities.International Journal of Inclusive Education,22(1), 1-20. https://doi.org/10.1080/13603116.2017.136204

The Effectiveness of Study Habits Essay Example

The Effectiveness of Study Habits Paper Students must know how to analyses the lesson and participate in their class or them to have knowledge. They need to have reference book like textbook, dictionary as well as the e-book but one of the problems that students face while studying is the ability to absorb the information in their minds, especially when to have a good academic performance Study Habits involves activities that require mental alertness, concentration, reflection and analysis. It also requires the ability to select and organize ideas or concepts to be studied. When the topic of study habits mentioned, the next question that is raised by those involved in the education of our young people is whether our students today o possess study habits. This is because it cannot be denied that generally, todays students do not seem to appreciate studying their lessons the way the idea is traditionally understood to mean a regular and consistent way of studying and fulfilling of school related tasks both at home and in school. (See, 1999) With regard to this problem, the researchers want to find out the effectiveness of the study habits developed among the freshmen students here in PUC. We will write a custom essay sample on The Effectiveness of Study Habits specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Background of the Study All educational organizations aim to develop its learners academic competence and facilitate to achieve the finest learning. It is always an achievement for schools to be able to deliver quality education. In the same manner, a teachers effectiveness can also be measured by how much a students a school has. Policies, curriculum, books and even the selection procedures of teachers and students are formulated with this in view. Total development is the greatest concern of every school. The concept of totality implies personal development of all areas such as intellectual, social, physical, spiritual and emotional aspect. (Canada, 2007) The child is the center of the teaching-learning process and the strongest inundation of developing the childs study habits usually starts in the elementary grade should be sensitive to the needs of pupils, their interest, likes and dislikes. They should be motivated so as to develop and be accustomed and correct study habits. A Study Habit is generally understood as a regular systematic effective way of doing related responsibilities and obligation. See (1999) in is study described study habits as a generic term which refers to the attitude, study materials, study techniques, study environment and actual study time that will described the study habits as a very good, good, fair or poor. Et al. Gonzales 2011) Student Involvement: A Developmental Theory for Higher Education (Alexander W. Satin) A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical?I would like to bring some order into the chaos of the literature?and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development and by college administrators and faculty to help them design more effective learning environments. The Cognitive Learning Theory Definition: Cognitive theory is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer. Pure cognitive theory largely rejects behaviorism on the basis that behaviorism reduces complex human behavior to impel cause and effect. However, the trend in past decades has been towards merging the two into a comprehensive cognitive. This allows therapists to use techniques from both schools of thought to help clients achieve their goals. Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias. The Cognitive Learning  Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (ACTS), and the Cognitive Behavioral Theory (CAB). When we say the word learning, we usually mean to think using the brain. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLC). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual. Social Cognitive Theory In the Social Cognitive Theory, we are considering 3 variables: environmental factors (extrinsic) personal factors (intrinsic) behavioral factors These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individuals personal experience can converge tit the behavioral determinants and the environmental factors. Social Cognitive Theory Illustration (Pajamas, 2002) In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and edify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment. In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past. Figure 1 Input Process Output Figure 1 shows the conceptual framework of the study. The input consist of the hurry (Student involvement and cognitive learning theory), used in the study. The demographic profile of the freshmen students were concerned such as: age, gender, religion, types of residency and types of school graduated for the process. The proponents gave questionnaires to float to the selected freshmen. They used statistical treatment and analyzed the data that gathered. For the output, the researchers are going to conduct a seminar entitled: Benefits of acquiring good study habits so that our respondents will gain knowledge and be benefited from this study. Statement of the Problem The Effectiveness of the Study Habits to the Freshmen students of PUC Academic year 2012-2013 What is the demographic profile of the students in terms of: Age Gender Religion Types of residency Types of school graduated What are the factors that affect the study habits of the freshmen of PUC? What are the effects of the study habits to the freshmen students of PUC? Scope and Limitation This study focused on the effectiveness of study habits in the Academic Performance of the Freshmen Students of PUC. The scope of this research is based on six different courses for the total of 498 freshmen students in the school year Assumption The Researchers conducted this study entitled: The Effectiveness of the Stud Habits to the Freshmen students of PUC Academic year 2012-2013, and come up on the following assumption: 1. The demographic profile such as age, gender, religion, types of residency, and types of school graduated affect the students study habit. 2. The factors affecting ones study habit are study environment, time management and different skills such as listening, speaking, reading, writing or note- taking. Significance of the Study This study would show the different kind of study habits that affects the academic performance of the students. This research will be beneficial for all freshmen students for them to realize the importance of having a good study habits and for them to value the education that they have. It will not only give information about Education, but it will also give them sort of knowledge and benefits of acquiring good study habits to achieve their high performance in school. For the students For them to have a future reference in making up their own thesis For the Professors They need to observe first in order for them to know whether they are having difficulties in it comes to studying. For them to know what strategy are they going to SE in order to eject that knowledge in the students. For the Parents. This study can serve as a guide for them in order to take their child in the right track of learning. Definition of Terms: Assignment- refers to conceptually task given by the subject teacher before the last period of the student in the learning center in the library or at home. Education- it is the process of acquiring knowledge, skills and attitudes that makes man do better and it is the right of an individual to attain progress in life. Effectiveness- means the capability of producing an effect. Any result of another action or circumstance. Habit- retains to an act, movement or pattern of behavior that through practice and training has become an easy manner of behaving without hesitancy or concentration. It is the way of living that has become learned. Habit in their totality makes up the characteristics of the individual as he/she appears to other people. Material tools- order to achieve their goals. PUP Q. C. it is the University along Commonwealth Eave. And wherein the study conducted. Academic Performance- it refers to academic grades of the students for the whole semesters as used in the study by getting all the final grades of all Freshmen Students. Study Habits- pertains operationally to habits into which the students accustom themselves, this are methods of approaches with the units of learning by ignoring abstraction, paying attention to specific material being studied and concentrating in the learning process. Review of Related Literature The related literature provided the proponents a substantial background on this study. On the other hand, the review of foreign and local studies provided the proponents with other findings, which could help in the analysis of the study. Foreign Literature 5 Bad Study Habits and Effective Solutions (Grace Fleming) Have you ever wondered how you can bomb a test after studying for hours? A poor test result after many hours of faithful studying is a real confidence buster! If this happens to you, its possible that your current study habits are failing you! But you can turn it around. The process of learning is still a little mysterious, but studies do show that the most effective process for studying involves highly active behavior over a period of time. In other words, to study effectively, you must read, draw, compare, memorize, and test yourself over time. The following study habits are least helpful when used alone. Taking linear notes Linear notes are lecture notes that students take when they attempt to write down every word of a lecture. Linear notes occur when a student tries to write every word a lecturer says in sequence, like writing a rambling essay with no paragraphs. You may be wondering: 1. How can it be bad to capture every word of a lecture? Its not bad to capture every word of a lecture, but it is bad to think youre studying effectively if you dont mess with your linear notes in some way. You must revisit your linear notes and make relationships from one section to another. You should draw arrows from one elated word or concept to another, and make a lot of notes and examples in the margins. Solution: To reinforce information and to make it sink in, you must also recreate all your class notes in another form. You have to revisit the information and put it all into a chart or shrinking outline. Right before every new lecture, you should review your notes from days past and predict the next days material. You should reflect and make relationships between key concepts before you sit down for a new lecture. You should prepare for your exams by creating a fill-in-the-blank test from your notes. 2. Are you guilty of highlighter abuse? Reckless highlighting is the root cause for many bad test grades! Bright colors on a page make a big visual impact, so it seems like a lot of good studying is oing on when you read and highlight. Highlighting does make important information stand out on a page, but that doesnt do you much good if you dont do something active with that information. Reading highlighted words again and again is not active enough. Solution: Use the information you highlight to create a practice exam. Put highlighted words onto flashcards and practice until you know every term and concept. Identify key concepts and use them to create practice essay questions. You should also develop a color-coded highlighting strategy. Highlight new words in one color and new concepts in another, for example. You could also highlight separate topics according to a color code for more impact. 3. Rewriting notes Students rewrite notes under the assumption that repetition is good for memorization. Repetition is valuable as a first step, but its not that effective all alone. You should rewrite your notes in the shrinking outline method, but follow up with self-testing methods. Solution: Switch class notes with a classmate and create a practice exam from his/her notes. Exchange practice exams to test each other. Repeat this process a few times until you are comfortable with the material. 4. Rereading the chapter Students are often encouraged to re-read a chapter on the night before an exam to reinforce what theyve learned. Rereading is a good tactic as a last step. Just like the other study habits mentioned above, rereading is only one part of a puzzle. Solution: Make sure to use active steps like charts, shrinking outlines, and practice tests and follow up with rereading your chapter 5. Memorizing definitions Students spend a lot of time using flashcards to memorize definitions. This is a good study method, as long as its a first step in the process of learning. As students progress through the grade levels, they are expected to progress in cognitive skills. Once youve exited middle school, you cant expect to do well on an exam by memorizing the definitions to terms. You must learn to memorize a definition and then define the significance of the new vocabulary terms you encounter. If youre in high school or college, you should be prepared to explain how terms are relevant in the subject, compare them to similar concepts, and explain why they matter at all. Heres a real life example: In middle school you might learn to memorize the definition of propaganda. In high school you might encounter this as a term, but youll need to memorize the definition and learn to recognize propaganda materials from World War II and other times. In college you should be able to define propaganda, come up with examples from the past and from today, and explain how propaganda has affected different societies at different times. Solution: Once you have memorized the definitions of your terms, give yourself a short essay practice test. Make sure you are able to define a term and or someone of similar significance. The act of testing and retesting yourself somehow makes the information stick. (10 Highly Effective Study Habits Noon M. Growl, Sys. D. ) Students grapple with many issues in their lives, and because of all of the competing things for your attention, its hard to concentrate on studying. And yet if youre in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isnt cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits. 1 . How you approach studying matters Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. Thats fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter. Sometimes you cant force yourself to be in the right mindset, and it is during such times you should simply avoid studying. If youre distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is Just going to be an exercise in frustration. Come back to it when youre not focused or obsessed! By something else going on in your life. Way to help improve your study mindset: Aim to think positively when you study, and remind yourself of your skills and abilities. Avoid catastrophic thinking. Instead of thinking, Im a mess, Ill never have enough time to study for this exam, look at it like, l may be a little late to study as much as Id like, but since Im doing it now, Ill get most of it done. Avoid absolute thinking. Instead of thinking l always mess things up, the more objective view is, l didnt do so well that time, what can I do to improve? Avoid comparing ourselves with others, because you usually Just end up feeling bad about yourself. 2. Where you study is important A lot of people make the mistake of studying in a place that really isnt conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material youre trying to digest. The library, a nook in a student lounge or study hall, or a quiet coffee house is good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus; dont Just pick the first one your find as good enough for your needs and habits. Finding an ideal study place is important, because its one you can reliably count on for the next few years. 3. Bring everything you need, nothing you dont Unfortunately, when you find an ideal place to study, sometimes people bring things they dont need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because Web, and answering emails are all wonderful distractions that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil.   Dont forget the things you need to study for the class, exam or paper youre focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your pod is with you. 4. Outline and rewrite your notes Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called chucking by cognitive psychologists). So while youre welcomed to copy other peoples notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items. It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. Thats why writing notes works in the first place it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense. 5. Use memory games (mnemonic devices) Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string gather words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else the piece of information youre trying to remember. The most common mnemonic device example is Every Good Boy Deserves Fun. Putting the first letters of every word together GIBED gives a music student the five notes for treble clef. The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information youre trying to learn. These dont work or everyone, so if they dont work for you, dont use them. Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember Just a list of items. Using more of your brain means better memory. 6. Practice by yourself or with friends The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and whats available).

Free Essays on The Babe Ruth Story

â€Å"The Babe Ruth Story† On February 6, 1895, Kate Schamberger Ruth gave birth to her first child. George Herman Ruth, Jr. was born in the house of his grandparents in Baltimore, Maryland. He was the first of eight children born to Kate and George Herman Ruth. Unfortunately, most of the children died in infancy, and only George, Jr. and his sister Mamie survived to lead a full life. George experienced little, if any, real love from his parents who made no time for their son. Ultimately, they felt that they could no longer care for their son. On June 13, 1902, George Herman Ruth took his seven year-old to St. Mary's Industrial School for Boys. Not only did he place George in the school, but he also signed over custody of the boy to the Xaverian Brothers, a Catholic Order of Jesuit Missionaries who ran St. Mary's. St. Mary's was both a reformatory and orphanage that was surrounded by a wall similar to a prison with guards on duty. There were approximately 803 children at St. Mary's. The reformatory had four dormitories that housed about 200 kids each. George, Jr., who by the age of seven had already been involved with mischievous altercations, was classified as "incorrigible" upon his admission. For a few brief periods he was returned to live with his family, but he was always sent back to St. Mary's, and no one ever came to visit him while he was there. In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He played all positions on the field, and was an excellent pitcher. He also possessed a superb ability to hit the ball. By his late teens Ruth had developed into a major league baseball prospect. On February 27, 1914, at the age of nineteen, Ruth ... Free Essays on The Babe Ruth Story Free Essays on The Babe Ruth Story â€Å"The Babe Ruth Story† On February 6, 1895, Kate Schamberger Ruth gave birth to her first child. George Herman Ruth, Jr. was born in the house of his grandparents in Baltimore, Maryland. He was the first of eight children born to Kate and George Herman Ruth. Unfortunately, most of the children died in infancy, and only George, Jr. and his sister Mamie survived to lead a full life. George experienced little, if any, real love from his parents who made no time for their son. Ultimately, they felt that they could no longer care for their son. On June 13, 1902, George Herman Ruth took his seven year-old to St. Mary's Industrial School for Boys. Not only did he place George in the school, but he also signed over custody of the boy to the Xaverian Brothers, a Catholic Order of Jesuit Missionaries who ran St. Mary's. St. Mary's was both a reformatory and orphanage that was surrounded by a wall similar to a prison with guards on duty. There were approximately 803 children at St. Mary's. The reformatory had four dormitories that housed about 200 kids each. George, Jr., who by the age of seven had already been involved with mischievous altercations, was classified as "incorrigible" upon his admission. For a few brief periods he was returned to live with his family, but he was always sent back to St. Mary's, and no one ever came to visit him while he was there. In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He played all positions on the field, and was an excellent pitcher. He also possessed a superb ability to hit the ball. By his late teens Ruth had developed into a major league baseball prospect. On February 27, 1914, at the age of nineteen, Ruth ...

Religions Essay Example | Topics and Well Written Essays - 750 words

Religions - Essay Example David, therefore, is a source of authority among Christians. David’s background also indicates that he was a man after God’s heart. When the first king of Israel, Saul, fell from grace, God had to select the next king through Samuel. Samuel had clear instructions from God: the next king of Israel had to be a man after God’s heart. After unsuccessfully pouring the anointing over the eldest sons of Jesse, Samuel asked if there was one left out. David was physically insignificant to the point of being overlooked during such an event. However, he was after God’s heart, and therefore, qualified to become king over Israel. Initially, the Israelites’ perception of kingship was different from God’s. Before King Saul, God ruled over Israel through prophets such as Samuel. But because the Israelites face constant attacks from their enemies, they started pestering Samuel for a king. They needed somebody to lead them to war and protect them with a human military army. God gave them Saul, but he failed miserably as he has too many human weaknesses. This was because he was not after God’s heart but his selfish interests. Consequently, he could not continue being king in Israel. Soon, the Israelites were voicing their regrets over King Saul. God was also displeased with Saul and eventually, the Israelites needed another king. As king of Israel, David trusted in God and was able to succeed where Saul had floundered. First, he was able to reunite all the tribes of Israel. Prior to his kingship, Israel was a ragtag of confederacies, the most notable being the northern confederacy, with its headquarters at Shechem. The tribe of Ephraim dominated this confederacy. As a united front, Israel now presents a vastly stronger adversary to their enemies. Secondly, by trusting and believing in God, David won many wars. The Philistines had posed the greatest threat to the wellbeing of the Israelites, but David was able to vanquish them once and for all. Consequently,

Mycobacterium Leprae and Mycobacterium Tuberculosis Essay

Mycobacterium Leprae and Mycobacterium Tuberculosis - Essay Example An estimate of 1.7 million deaths were reported by WHO caused by tuberculosis (TB) in the year 2004 (St Georgiev, 2009, p. 103). This highlights the destructive and intensely pathogenic nature of M. tuberculosis and the need to study it thoroughly. M. leprae, discovered in 1874, causes a chronic infectious disease leprosy which is found throughout the world. However, the highest prevalence rates are found in India, China and Africa. In India 3.2 million people are suffering from leprosy (Sehgal, 2004, p.5). The considerably higher estimates in the above mentioned states makes this pathogen quite intriguing and worth research. The devastating nature of the M. tuberculosis and M. leprae and the increasing frequency of the infectious diseases caused by them, necessitates further study and awareness about these pathogens. The paper will discuss general characteristics of mycobacterium and the following features of the specific pathogens in the given sequence- nutritional requirements, gr owth rate, general features of pathogen, transmission of disease, disease progression, skin testing, treatment and immunization. The general characteristics of Mycobacterium are applicable to all the members included in this genus. Mycobacteria are strictly aerobic acid-fast bacilli and are neither gram-negative nor gram positive. The reason for this property is the high lipid content in their cell walls. This unusual characteristic of their cell walls make them resistant to many disinfectants, drying and corrosive chemicals. However, they are not resistant to heat or ultraviolent radiation. They mostly cause diseases that lead to the formation of slowly progressing granulomatous lesions (Harvey et al 2007, p. 185; Levinson 2008, p. 161). The highly resistant nature of mycobacterium explains the easy transmission and difficult prevention of the infectious diseases. Mycobacterium tuberculosis The general features about the M. tuberculosis highlight the growth rate of the pathogen, nu tritional requirements, strains of the bacterium which are helpful in assessing the treatment plans and diagnostic therapies. M. tuberculosis grows at a very slow pace and it takes 18 hours to get doubled. Thus, in comparison to other bacteria it has a slower growth rate. As mentioned earlier, M. tuberculosis is an obligate aerobic, hence it requires oxygen majorly for its growth. The media used for its growth is Lowenstein-Jensen medium that uses complex nutrients to support its growth. These include egg yolk and some dyes like malachite green. The dyes are used to inhibit the growth of other bacteria present in the sputum samples (Levinson 2008, p. 161). Although the M. tuberculosis has a very slow doubling rate, it can be grown quite favorably in the laboratory environment by providing supporting nutrients. The important properties of M. tuberculosis include the appearance and dimensions, the virulent strains and the chemical compositions. M. tuberculosis appears as curved slende r rods that are 2 to 4 um long and 0.2to 0.5 um wide. The bacterium possesses a particular â€Å"cord factor† that causes its virulence. The virulent strains grow in a serpentine fashion while the avirulent strains lack this property. The high lipid content in cell wall constituting of mycolic acids and phosphatides are the factors for causing acid-fact property and caseation necrosis, respectively (Levinson 2008, p. 161; St Georgiev 2009, p.106). M. tuberculosis is

Retail Industry in the UK for the Last Quarter of 2011 Essay

Retail Industry in the UK for the Last Quarter of 2011 - Essay Example The UK retail sector contributes 8% towards the country’s GDP which includes the UK retailers going overseas and expansion of e-commerce beyond the borders of the United Kingdom (Farfan, 2011). However, retailers in the UK face a huge challenge as they struggle to cope with the sudden deterioration in consumer demand and willingness to purchase. This report presents an in-depth analysis of the key factors that influence the development of the retail sector while evaluating which sectors offer the most potential. 2. Overview of the retail sector 2.1 Top retailers - UK The top four retailers in the UK include Tesco, Asda, Morrisons and Sainsbury and together they account for about 80% of the retail food sales in the UK (Farfan, 2011). Even though recession impacted the individual retail chains, there were not many substantial changes in the largest retail UK chains. The largest retail chains held their ranking order because there were no changes observed. Two major changes that occurred in 2011 in the UK retailing industry were that the apparel retailer Arcadia group and department store Debenhams lost their spots in the World’s largest retailing list completely. ... 2.2 Causes of decline in consumer shopping The retail sector witnessed a healthy start to 2011 as figures showed that sales on high street were up 9% year-on-year which provided a new boost to the British mid-market retailers (Sillitoe, 2011). Fashion sales, non-fashion trading and homeware sales had all witnessed growth in sales. However, the economic and survey data suggest a slowdown in activity, which poses a challenge for the UK retail sector. Following the recession the economic growth has been slow which reflects the weak consumer sector and the rising unemployment. The economy is expected to grow by 2.0% in 2012 but the retail sector continues to be grim (Retail Economics, 2011). Consumer spending had fallen for four consecutive quarters before September 2011. Consumer spending in the second quarter of 2011 declined by 1.7% compared with the same period last year. Real disposable incomes have been affected due to high levels of inflation and low earnings growth. Besides, taxe s have been imposed and benefits cut, which further affects the household disposable income. Fears about job security and personal finances have contributed to low consumer spending. The consumer spending is expected to slow down further as consumer debt rises, assisted by rising interest rates and inflation (Prospects, 2012) and stagnant wage growth and rising unemployment (Leach, 2011). House prices and job security also affect how people shop. Consumer confidence has waned because people will shop only if they feel optimistic about the situation. When they lack confidence in their own financial security, naturally the spending will be reduced. There has been a slow growth in the retail sector as the operating costs and the cost of credit have risen. The

Administrative Or Conventional And Critical Research Media Essay

Administrative Or Conventional And Critical Research Media Essay The field of mass communications is relatively new and is both multidisciplinary and interdisciplinary in nature. It is therefore not surprising that the approach to mass communications research will be mixed. This essay attempts to look at the issues which gave rise to research theories and distinguish between the terms administrative or conventional and critical research. It will discuss and contrast the similarities of both types of research while evaluating the usefulness and relevance of both approaches and what it meant for the development of the media. Finally, it will look at the different traditions of media research and explain how they manifest either conventional or critical characteristics. The history of mass communications research is a short one. In the 1940s, when communication and media studies came about in the United States of America (USA), research focused on the needs of an expanding society, including the positioning of political and economic interests which (was based on the critical pragmatism) and sociology of the Chicago School (Hardt, 1992, p. 9). However, Wilbur Schramm suggested that communications research was quantitative, rather than speculative and argued that its practitioners such as Lazarsfeld, Lewin, Laswell and Hovland (who were identified as the founding fathers of communications research in the USA) were deeply interested in theory, but in the theory they can test (Hardt, 1992, p. 11). His view ignored the history of concerns about communication and culture that had characterized the Chicago School (Hardt, 1992, p.10). Schramm insisted that they were behavioural researchers and as such interests in the wider social and cultural aspects of media and communication were left unaddressed. Schramms interest was journalistic rather than scientific and communications research is the USA served the system at the time instead of challenging it because of the influence by media and commercial interests. Hardt (1992) concluded that in the USA: Mainstream communication and media research had failed to address critical developments from within and without its boundaries. It had remained within specific categories of interests, reflected in an academic specialization in the study of communication that was interdisciplinary by its commitment to a behavioural science orientation, but without any significant or successful attempt to break out of its modiac circle (p. 19). In Great Britain, media research did not begin until the early 1960s. Halloran noted that a more critical, holistic approach emerged where the approach to research was more disciplined and systematic and focused on media as institutions and communication as a social process. The first review of the field was conducted in Great Britain and published in 1963 (Halloran 1963) and referred to few research exercises which concentrated on media effects which looked at the impact of media on attitudes and behaviour of individuals. Even though a number of studies have been conducted in the field of mass communications, researchers have not been able to gather enough information because of the way research has been defined, initiated, supported and organized, (Halloran,1981, p. 9). He adds that in addition to having limited information, it is also unfair and biased. He emphasized: Research is not initiated, organized, executed or applied in a social/political vacuum. Appreciation of the nature of research and its application calls for an understanding of the historical, economic, political, organizational, disciplinary, professional and personal factors which impinge on the research process in so many ways (p. 33). Halloran (1981) defined conventional research as having value-free, positivistic, empiricist, behaviouristic, psychological emphasis (p.34). He noted that earlier media research conformed to the dominant paradigm at the time and responded to the requirements of modern, industrial, urban society for empirical, quantitative, policy related information about its operations (p.37). Research was basically carried out to improve the effectiveness of the media and assist media entities in achieving its aims and objectives. This type of research used quantitative methods such as surveys, and field experiments (Boyd-Barret, 1995, p. 69) while critical media research was concerned with obtaining data that could easily reproduced (reliable data) through scientific testing as opposed to data that was valid. It was more holistic in approach and was viewed as being service orientated. Critical research was criticised because it was viewed as alternative research which did not support the status quo at the time as most media entities supported administrative research. It challenged the long held values of media establishments and provided the first real challenge to media entities. In this regard, most media organisations viewed critical research as being not scientific, qualitative and having a political agenda. Halloran (1981) points to three main characteristics that differentiate critical research from conventional research and which would have been ignored by the latter. Firstly, he said communication is treated as a social process. While administrative research was described as being media centric and pro -media critical research looked at the institution behind media and those affected by the media. This suggested that administrative research was more occupied by the efficient and effective operation of the media at the expense of other issues such as refining concepts, development of theories and the whole notion of social change. In contrast, critical research is what Halloran called society centric and to this end it addressed issues of public concern and focused on how media addressed these societal or public concerns. One of the striking features is that it looks at the medias role in promoting the democratic process and social reproduction (Boyd-Barret, 1995, p. 188). It also examines the inverse effect of the communications process i.e how social factors affect communication and media operations. One such example is the research of Racism and Mass Media (Hartmann and Husband, 1974) which examined the role of media with regard to racial prejudice. A good example that amply demonstrates both the weaknesses of the administrative approach and the broader, more realistic perspectives of the sociological or critical approach, is to be found in research which has attempted to deal with the alleged media/violence relationship (Halloran, 1995, p. 26). Secondly, media institutions are studied in relation to other institutions and within the wider social context. Critical research examines the whole system rather than just mere individuals which was the focus of administrative research, its unit of measure was society as opposed to the individual and research was not conducted in a vacuum. Critical researchers look at issues of ownership, control and technology. By contrast, administrative research focused on fine tuning media methods to facilitate specific institutional aims and goals. In so doing, it ignored certain factors that affected the communications process as well as what the media produced. The third characteristic, as described by Halloran, is that critical research addressed issues associated with structure, organization, professionalism and participation. Its more independent of institutions, policy and problem orientated and research enquiries are conducted externally with the aim of forming policies. Unlike administrative research, critical research is less likely to be of a social or administrative character and does not stroke the egos of media managers and owners by researching their issues or by accepting their definitions of media problems. Critical research challenged their (administrative) ideologies and attempted to provide alternative research forms to the field. Critical research and its researchers became very unpopular and were viewed with suspicion because it was hoped at the time, that research would support the status quo and the system. The dominant paradigm at the time would have viewed critical theorists as not supporting the status quo. Additionally, critical research was starved for funding while administrative research was financed by the institutions that commissioned the research and as such the results were predetermined. In attempt to make mass communications research scientific, administrative researchers pushed the study of mass communications into positivism and empiricism. Earlier, the entire study of mass communication assumed that mass media have a total and immediate effect and thought audiences to be passive. Early effects studies were preoccupied by persuasion and studies were grounded in psychology, more specifically referred to psychoanalysis and stimulus response and emerged primarily in the USA (Newbold, 1995). The development of the media effects tradition started in the late nineteenth and early twentieth centuries when many social upheavals were being experienced by many countries and the media was viewed to be engaged in social control by moulding behaviour in line with the will of those who controlled the media (Newbold, 1995, p. 7). Then, the content of media was viewed as having direct effects on individuals who relied on the mass media as their only source of information about the world. Newbold (1995) notes that this gave rise to the hypodermic needle theory or magic bullet theory which implied that mass media had a direct, immediate and powerful effect on their audiences (Hypodermic needle model, Wikipedia). The Payne Studies of 1928 were the first major empirical studies to establish effects. Carried out in the USA, these studies looked at how motion pictures impacted children. The findings of the studies indicated that while films provided blue prints for living the effects of these films were not anti-social. Newbold (1995) stated that Cantrils study was among the first to question the magic bullet model and involve social and cultural factors in its analysis. Much criticism of effects studies focused on the media centric approach of researchers and the individualistic approach of the research, thereby being administrative in nature. Researchers were viewed as taking an approach which was purely interested in the direct relationship between the medium and its audience, failing to take into account the social and cultural influences of audiences which might also help shape their views (Newbold, 1995, p. 12). In this regard, social and audience interpretations were seldom taken into account. The Peoples Choice Study, conducted by Lazarsfeld et al and which sought to reveal the importance of interpersonal ties in the mass communications process (two step flow) was heavily criticised by Mills (1959) who described the approach taken in the study as abstracted empiricism because it was viewed as a study of voting in American politics and not necessarily the substance of opinion or dynamics. Newbold (1995) explained that: By abstracted empiricism, Mills is referring to the prevailing high value ascribed to statistical data derived from sampling procedures and interviews data upon which assumptions are made, and the relations between them established. He argued that quantification was pursued for its own sake, and at the expense of other major important issues for which quantifiable data might be difficult to obtain (p. 18). This in itself meant that the research displayed administrative characteristics which was media centric in nature and conducted in a vacuum without any social considerations. Newbold (1995) adds that while abstracted empiricism still appears to be a characteristic of this style of research, the two-step flow is still one of the most important developments in effects tradition because of its sociological orientation and shifting focus from the individual to the primary group thereby making the social context difficult to ignore. Following on from media effects, another tradition in mass communications research which is similar in focus but opposed to its perspectives is the political economy tradition. The political economy tradition searches for answers to the question of power of the media in the analysis of their structures of ownership and control. Mosco (2004) offered two definitions of political economy. Firstly, he described political economy as the study of the social relations, particularly the power relations that mutually constitute the production, distribution and consumption of resources, including communication resources (p. 6). This definition he explained focuses on how the communication business operates. A more general and ambitious definition of political economy is the study of control and survival in social life (Mosco, 2004, p.7). By these definitions, Mosco points to the fact that media institutions are both economic and political in nature. Adopting a fundamentalist Marxist approach, studies of this tradition have been based on the assumption that the dynamics of culture producing industries can be understood primarily in terms of their economic determination (Murdock and Golding, 1977, p. 37, cited in Bussaba, 2008, p. 24), thus the contents of the media and the meaning carried by their messages are determined by the economic base of the organization in which they are produced. Political economy is also characterized by an interest in examining the social whole or the totality of social relations that make up the economic, political, social and cultural areas of life (Mosco, 1995, p. 6) which included moral implications with an interest in social intervention to change society. Mosco (2004) indicates: Traditionally, the political economy of communication studied the major business firms responsible for producing and distributing mass media and the government agencies responsible for regulating and making communication policy. It focused on the power of media companies, demonstrated in the trend towards media concentration, and on how they use this power to influence media content (p. 28). With the aim to broaden the perspective in political economy, recent work addressed major processes such as commodification, spatialization and structuration. These process looked at making communications a market commodity; addressing the growth and spread of media institutions (especially the simplification by governments to do this by developing pro business regulation and policies; media production and access influenced by social, class, gender and race (Mosco, 2004). The precise mechanisms and processes whereby ownership of the media or control of their economics is translated into the message are complex and often problematic. The workings of the control are not easy to demonstrate or easy to explain empirically. The evidence is often circumstantial and is derived from the ideology implicit in the message and the interests of those in control. Mosco (2004) added that cultural studies and policy science are disciplines on the boundaries of political economy (p. 26). The broad based intellectual movement of the cultural studies approach which focuses on the constitution of meaning in texts and defined broadly to include all forms of social communication can contribute to the process of renewing political economy in several ways (Storey, 2003, p. 15, cited in Mosco, 2004, p. 26). Additionally, Mosco (2004) highlighted how cultural studies contributed to a broad based critique of positivism and has defended a more open philosophical approach that concentrates on subjectivity or on how people interpret their world, as well as the social creation of knowledge (p. 26). However, political economy can also contribute to rethinking cultural studies since it insists on epistemology that maintains the value of historical research, of thinking in terms of social totalities, with a well grounded moral philosophy and a commitment to overcome the distinction between social research and social practice (Mosco, 2004, p. 26). British cultural studies arose in the late 1950s and early 1960s with the Marxist informed work of Raymond Williams, Richard Hoggart and Edward Thompson who were all interested in political questions of class culture, democracy and socialism as it related to working class cultures in the UK. Williams work contributed significantly to the development of cultural studies as he attempted the study of relationships between elements in a whole way of life (Williams, 1965, p. 334). In 1964, Hoggart together with Stuart Hall established the Birmingham Centre for Contemporary Cultural Studies (CCCS) which analysed mass media and popular culture and while many researchers did not share Hoggarts view of mass culture and cultural decline they did adopt some culturalist methodologies studying cultural texts and practices including media texts and practices (Gough-Yates, 2007). Structuralist methods allowed cultural studies to explore the rules and practices of culture, including media culture, and to ask how culture might generate the missing (Gough-Yates, 2007, p. 33). Ferdinand de Saussure and Roland Barthes while credited with making significant contributions to structuralism were also criticised for the structuralist assumption that signs can have stable, denotive meanings. Althussers concepts have also contributed to the development of cultural studies by pushing cultural studies to more analysis of popular culture and its role in fixing and containing identities away from the Frankfurt school style focus of the media. The Althusserian approach, because of its view of media products as closed texts that imprison their audiences and denies them any agency in their lives was challenged (Gough- Yates, 2007, p. 20). Gramscis model of hegemony argued that the consumption of poplar and media culture can be empowering as a refusal of subordination or form of resistance to dominant ways of being and doing (Gough-Yates, 2007, p. 32) and it helped scholars to address some of the criticisms of the Althusserians perspectives. Poststructuralists approaches also informed cultural studies and drew more attention to audiences rather than texts because of its approaches to cultural construction of meaning and their power relationships as it related to society and the domination of groups (based on gender, class, sexuality etc). As such, cultural studies shared some of its political interests with feminism and was challenged by feminists theory and politics which argued that cultural studies marginalized feminist issues and concerns (Schiach, 1994). This was evidenced in the CCCS Womens Studies Group (1978) publication Women Take Issue where feminist researchers encountered considerable difficulties in working around definitions of culture and theoretical perspectives that excluded and marginalized women, (Gough-Yates, 2007, p. 28). Post modern theory which has engaged cultural studies since the 1980s has broken down the traditional boundaries between culture and art, high and low culture, and art and the comme rcial which reflects the cultural, economic and technological change of society. Cultural studies especially new audience research offers the study of mass communications a means of researching through qualitative research, the cultures and discourses of media use in a new way (Gough-Yates, 2007, p.33). Hermes (2005) notes that the sudden increase in qualitative audience studies in mass communications research is sometimes know as the ethnographic turn (or new audience research) because key studies involved are inspired by particular traditions of anthropological research called interpretive ethnography (p. 5). Although new audience research is a type of research it is different from other traditions that use comparable research techniques. New audience research practitioners prefer the use of qualitative methods rather than quantitative which allows them to study more social contexts in which the media is used; its focus is more culture and cultural backgrounds that are sometimes marginalized by mainstream research traditions and its research objective is often popular culture. Interactive research methods such as interviews are used and it often has a feminist agenda. One prime example of New Audience Research is Ien Angs study of watching Dallas, the American prime time soap opera (Ang, 1985, cited in Hermes, 2005, p. 6) in which Ien Ang was able to assess, through qualitative methods, audience pleasure in viewing the show. Ethnographic turn was born of three traditions including British or European cultural studies; American cultural studies and qualitative mass communications research and ethnographic refers to four characteristics including the study of the media in a broader social context rather than in isolation as done in the James Lull research of the role of television in the dynamics of family life. The meanings of media practices are of much more interest than media practices in new audience research and stands for a more political investment as the practices of media are mostly researched for specific institutional goals. Finally, its aim is to develop theoretical understandings of the practices that were observed through lengthy, open interviewing (Hermes, 2005, p. 28). The lack of methodology and its revisionist politics has been the most popular criticisms of New Audience Research. In conclusion, much of mass communications research now is neither administrative nor critical and proceeds as if no debates had been held as Livingstone (1993) points out and she advises that all research projects should consider text, audience and context. She adds both research processes and its subject matter can be questioned since much research from either tradition can be, and often is, used to support or critique the status quo (p, 7).

Bernard Shaw :: essays research papers

George Bernard Shaw is known by many as the most significant English playwright since the seventeenth century. He wrote fifty-seven plays in his lifetime, and a vast majority of them were revolutionary in their themes. On July 26, 1856, George Bernard Shaw was born in Dublin, Ireland. Shaw was the first son of his parents, George and Lucille, but had two sisters upon his arrival. Although they lived in Ireland, the Shaws were Protestants and George Bernard was baptized in the Church of England; however, he was never very religious and never enjoyed attending church. He also did not care much for his formal education, even though he attended many different schools. He started his schooling at the Wesleyan Connexional School and ended his fifteenth year at the Dublin English Scientific and Commercial Day School. Overall, Shaw’s childhood was an unhappy one. By the age of fifteen, his parents had split up. His mom deserted her husband and left for England to live with her two daughters. In order to support himself, Shaw left school and got a job working as a clerk and cashier for a firm of land agents for nearly found and a half years. During this time, George Bernard took it upon himself to read and visit the theatre as much as possible. At the age of nineteen, Shaw’s sister Agnes died from food poisoning. Saddened by her death, Shaw left London to live with his mother and sister Lucy in hope of becoming a musician or painter. Being the shy young man that he was, he could not find a place in the arts community there. At the age of twenty-four, Shaw decided to establish himself as a writer. When newspapers and magazines repeatedly rejected his articles, he then decided to become a novelist. Although all publishers rejected his first novel, Shaw continued to write and produced four more novels between 1880 and 1883; he found no publisher for any of them. Finally, in 1886, Shaw’s first novel, Cashel Byron’s Profession was published. This novel was very popular, but after publishing his second novel, An Unsocial Socialist, his novel writing career came to an end.   Ã‚  Ã‚  Ã‚  Ã‚  Shaw finally found his specialty around 1885 when William Archer suggested that he became a playwright. The play he is most well known for is Pygmalion. It is a classic play that comes from an ancient myth in which a statue is made of an ideal woman, and by prayer to the gods she is brought to life.

Job Enrichment Essay

The cost of not applying this people-oriented philosophy is that workers become unmotivated, and dissatisfied which leads to low productivity and quality and high absenteeism and turnover rates. The average turnover rate in the building service industry is more than 100 percent. This means that if you have a crew of 10, you will have to hire more than 10 new people over the course of a year just to maintain your crew. You will spend a lot of time filling in for the employees who quit, adjusting work schedules, training replacements and answering a thousand questions from people who don’t have the authority or the knowledge to make decisions on their own. High turnover in the industry is even more significant for another reason: It means that we aren’t doing our job well as supervisors and managers. All levels of management must know how to work with people. Compensation and the work itself are factors, but management certainly shares responsibility when a worker quits. Study after study shows that workers can be motivated to work hard if they are involved, given responsibility and recognized. Job enrichment is one way to accomplish this. The Case For Job Enrichment Most employees are trying to reach the economic level at which their basic needs for food, shelter, health care, job security and the like will be fulfilled. Usually less fulfilled but equally important, are the employee’s intangible needs for knowledge, achievement and general self-satisfaction. These higher-level needs can be fulfilled only through work that is personally significant or meaningful to the employee. Meaningful work not only improves the motivation of employees and serves their human needs, but also increases their productivity and the overall effectiveness of the organization. 10 Meaningful work: ⠝‹ Involves employees in the identification and solution of problems that affect them and the organization. ⠝‹ Provides employees with the feeling – not the pretense – that they are personally contributing to the organization. ⠝‹ Provides employees with the opportunity to do the work they do best. If employees are performing meaningful work, they are highly involved in solving work problems that touch them personally and they share in the planning, organizing and controlling of what they do. With this comes increased understanding, achievement and stimulation, which combine to boost motivation and the organization’s effectiveness. One of the most effective ways to make work more meaningful is through vertical job loading or job enrichment. It goes a long way toward ensuring that the job satisfies people’s higher level needs and that employees are motivated to greater performance. Job enrichment can reduce turnover and give supervisors more time for work that cannot be easily delegated. Taking the time to build in motivators can result in increased job satisfaction and much smoother operations for your company. The argument for job enrichment can be summed up quite simply: If you have people on the job, use them. If you can’t use them on the job, let them go. If you can’t use them and you can’t let them go, you will have a motivation problem. Principles Of Job Enrichment Job enrichment is essentially a structured system of increasing employee responsibility and authority through effective, welldirected delegation. However, it is important to remember that only responsibility and authority can be delegated; accountability cannot. With that in mind, let’s look at the five principles of job enrichment. Principle 1: Remove controls. The first principle of job enrichment is to remove some controls while still retaining accountability. As dis- BSCAI Services Magazine November 2005 cussed above, the supervisor must always retain accountability but can remove or lessen some of the controls on subordinates when they are ready for it. Obviously, this can’t be done with employees who have just started on the job. If it is, they’ll be overwhelmed and confused, and the results will be disastrous— for them and for their supervisors. But it can and should be done when the employee is ready for it. Example 3. A lead person with a particular knack for training is made an on-the-job trainer. Example. When a cleaner has completed an initial training period, the supervisor checks on his work less often, perhaps weekly instead of nightly. Vertical Versus Horizontal Loading In this example, the employee has achieved a certain level of expertise. That achievement is recognized, not just with words, but also with actions. The fact that some controls are being removed demonstrates confidence in the employee. It increases the employee’s responsibility and control over his or her own work, and that improves motivation. Principle 2: Assign a complete natural unit of work. The second principle of job enrichment is to assign employees a complete project—a complete natural unit of work—whenever possible. Doing this increases their sense of accomplishment. They can see the results of their own work more clearly. It increases their accountability for that work and fosters pride in a job well done. Example. A cleaning team is given complete responsibility for everything within their area. Of course, the employees must see these as positive changes, and be interested in making them. Assigning new or specialized tasks recognizes some special ability in an individual employee, and it provides an opportunity for growth and advancement. One warning: It is important to distinguish between vertical job loading and horizontal job loading. Job enrichment involves vertical loading, or increasing the importance of the job upward. Horizontal loading merely increases the amount of work required without providing for growth and more responsibility. Here are some examples of horizontal job loading: ⠝‹ Rotating the assignments of a number of jobs that need to be enriched. This means general office cleaning for a while, then restrooms, then trash removal, etc. ⠝‹ Removing the most difficult parts of the assignment in order to free the worker to accomplish more of the less challenging assignments. ⠝‹ Challenging employees by increasing the amount of production expected. If the employee cleans 4,000 feet a night, see if he or she can clean 5,000. Principle 3: Give employees additional authority. The third principle of job enrichment is to give employees additional authority and freedom. Whenever possible, people should be given the authority to make decisions about their own work. Example. An experienced work crew is given responsibility for inspecting their own work. Obviously, the additional authority has to be realistic and consistent with the person’s job, and the person has to be ready for it. This is different from just piling on more work. It is giving the person some new authority and responsibility because he or she has demonstrated competence in other areas. This gives people recognition and a sense of achievement, and that again improves their motivation. Principle 4: Make reports directly available. The fourth principle of job enrichment is to make periodic reports available directly to employees rather than just to their supervisors. Example. Inspection reports are given directly to the crew responsible for cleaning the area. Again, this lets employees know that they are important. It gives them recognition, keeps them informed, and gives them direct feedback on their performance. Principle 5: Assign new or specialized tasks. The last principle of job enrichment is to assign people new or specialized tasks, enabling them to become experts. Example 1. A general cleaner is trained to become a floor machine operator. Example 2. An employee is given responsibility for quality control for an entire account or series of accounts. Circle No. 11 on Free Inquiry Card November 2005 BSCAI Services Magazine These examples of horizontal job loading do nothing to make a job meaningful and should be avoided at all costs. They actually reduce the employee’s personal contribution rather than providing an opportunity for growth within the job. In confusing horizontal for vertical loading, supervisors and managers often merely enlarge a job’s meaninglessness instead of enriching it. Developing A Job Enrichment Program Whether or not you apply these job enrichment principles depends on you and the people who work for you. While nearly everyone needs recognition and a sense of accomplishment, not all employees want more challenging work, additional responsibility, and a chance for advancement. Some workers may be meeting their higher level needs off the job, they may have other needs entirely, or they may simply lack the ability. Other employees, though, will have the potential and desire for more. They may need to be coached because of fear or a sense of inadequacy or they may need to be prodded because of a lack of ambition. But they should be encouraged to take advantage of opportunities, if they have the potential to better themselves and the company. For those employees who have the potential and the drive to move up, managers and supervisors have a responsibility to provide opportunities for further training and advancement. According to Steve Garcia, CBSE, of SMI Facility Services of Albuquerque, New Mexico, job enrichment begins when the employee is hired. The employee needs to feel that his or her employment is not a dead-end job. It should be explained to him or her that the goal of the company is to train, develop and promote employees.   And, notes Garcia, it is important that the company follows through with this process. â€Å"In most cases, company training involves learning only how to clean, which is fine, in the beginning, but I think shortly thereafter it should go a step further by teaching employees how to inspect, how to interact with customers and how to train new employees.† â€Å"Imagine telling your cleaner that you will be stopping by tonight to review an inspection report he has filled out himself,† he continues,â€Å"I think you will find in most cases the facility will meet or exceed the expectations of the company and the customer. Your employee will also feel his role with the company is more than just a janitor. He will realize he plays a key role in the entire process.† In addition, Garcia believes job enrichment allows a company to have a pool of well-qualified, loyal employees, which can move into higher positions within the company. Approach these jobs with the positive attitude that they can be changed even though years of tradition may have led managers and supervisors to believe that the content of the jobs is unchangeable. Get Employee Input Once the jobs are selected, the next step is direct participation by the employees whose jobs are to be enriched. Get a group of workers together to develop a list of changes that may enrich these jobs. They will be a valuable source of ideas and their participation will help ensure the success of any changes. Do not be concerned about the practicality of their suggestions at this time. Just generate a list without getting sidetracked into discussions about how they could be implemented. Once the list is complete, you and the group should screen the list to eliminate suggestions that involve dissatisfiers rather than actual motivation. (You may want to implement changes that eliminate dissatisfiers as well, but right now your focus should be on job motivators.) You should also screen the list to eliminate any horizontal loading suggestions. Be sure suggestions are specific and concrete. Generalities, such as â€Å"Give us more responsibility,† are very difficult to implement and are virtually meaningless. You want things you can carry out and measure or observe in some way. For example:The work team will inspect their own work nightly and the supervisor will inspect weekly. This actually gives the team more responsibility but in a specific, defined way that can be implemented and observed for its effectiveness. Use direct participation by the employees whose jobs are to be enriched. They will be a valuable source of ideas and their participation will help ensure the success of any changes. Implement The Program Once the job enrichment program begins, there may initially be a drop in performance. This is because changeover to a new job or way of doing things can lead to a temporary reduction in efficiency. But don’t lose faith! If the above steps are taken and the principles of vertical job enrichment followed, your employees will be motivated to achieve the growth and self-fulfillment they need and want. Clearly, job enrichment takes some work. It has to be built into a job. That takes some time and effort at the beginning but like good training, it will pay off with more motivated employees who are willing to work hard and capable of working independently. Ultimately that means improved motivation and job satisfaction. Select The Right Jobs The first step in putting job enrichment into practice is to select those jobs as candidates for job enrichment that meet the following criteria: $ Current attitudes are poor Motivation will make a difference in performance Changes will not be too costly This article was excerpted from the Building Service Management Program Volume Three – Motivation And Training. The program is a multi-volume training course that covers the technical aspects of cleaning and maintaining buildings as well as the management skills required in an increasingly complex and demanding industry. For more information on the program, contact BSCAI’s Information Central at 1-800-368-3414 or visit www.bscai.org go to the on-line store and click on publications. BSCAI Services Magazine November 2005