The Effectiveness of Study Habits Essays

The Effectiveness of Study Habits Essays The Effectiveness of Study Habits Paper 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. 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).

Qu es I-9 para verificar que se puede trabajar en USA

Qu es I-9 para verificar que se puede trabajar en USA El formulario I-9 es la herramienta  que utiliza el gobierno federal para verificar que las personas que buscan empleo  en Estados Unidos cumplen con los requisitos migratorios para trabajar. Por ley, el I-9 es un documento que deben completar todos los empresarios, compaà ±Ãƒ ­as, reclutadores y personas que refieren a un empleado a cambio de una compensacià ³n econà ³mica. Cmo funciona el I-9 para verificar que se puede trabajar en USA Cuando un trabajador busca trabajo y encuentra a un empleador dispuesto a contratar, debe probar su identidad y que est autorizado para aceptar empleo en los Estados Unidos. Por ley, en estos casos el empresario debe colectar documentos que prueben dos cosas. En primer lugar la identidad de la persona que solicita el trabajo, es decir, que es quien dice ser. Y, en segundo lugar, que est autorizado por ley para trabajar en los Estados Unidos. Para cumplir con ese doble requerimiento el formulario I-9 admite como prueba una serie de documentos, divididos en lo que se conoce como listas A, B y C. Documentos incluidos en la lista A Sirven para probar, al mismo tiempo, la identidad del solicitante de empleo y su derecho a trabajar conforme a las leyes migratorias de los Estados Unidos.    Si se presentar un documento de la Lista A, es suficiente con 1 sà ³lo. Por el contrario, si se elige un documento de la lista B, tambià ©n hay que presentar otro de la lista C   Los siguientes son documentos de la lista A para el formulario I-9: Pasaporte americano Tarjeta de pasaporte de los Estados UnidosPasaporte de los Estados Federados de Micronesia, junto con el documento I-94 de entrada y salidaPasaporte de las Islas Marshall con I-94 de registro de entrada y salida. Tarjeta de residencia permanente, tambià ©n conocida como green card. Para trabajar son vlidas las tarjetas que tienen firma de su titular y tambià ©n las que carecen de ella.Pasaportes extranjeros con residencia temporal estampada en pasaporte. Es lo que se   conoce como I-551Pasaportes extranjeros con una anotacià ³n temporal I-551 en una visa de inmigrante que puede ser leà ­da por una mquina. Lo que se conoce en inglà ©s por sus siglas MRIV (machine-readable immigrant visa.Las tarjetas de autorizacià ³n de empleo que se conocen en inglà ©s por las siglas EAD. Deben tener foto de su titular. Pasaportes extranjeros con una visa de trabajo y con el documento I-94 de registro de entrada y de salida. En el caso particular de visas de estudiante o de las J-1 de intercambio puede que resulte necesario presentar ms documentacià ³n. Esto à ºltimo va a depender del caso particular de cada uno. Documentos admitidos para probar la identidad para trabajar: lista B Cuando no es posible presentar un documento de la Lista A seà ±alada anteriormente, entonces es necesario presentar 2  documentos. Uno para probar identidad de la persona que quiere trabajar, que es lo que se conoce como Lista B. Adems, es imprescindible otro documento para demostrar que puede trabajar legalmente en los Estados Unidos, que es lo que se conoce como lista C. En otras palabras, se puede mostrar 1 documento de la lista A, o dos documentos, en cuyo caso 1 tiene que ser de la lista B y el otro de la lista C.   Todos los documentos siguientes estn incluidos en la lista B para demostrar la identidad y, por lo tanto, se puede presentar cualquiera de ellos: Licencia de manejar emitida por uno de los estados de los Estados Unidos o uno de sus territorios, como por ejemplo, Puerto Rico. Debe contener fotografà ­a de su titular y datos como nombre completo, fecha de nacimiento, gà ©nero, altura, color de los ojos y direccià ³n actual.Una tarjeta identificativa (ID card) emitida por una agencia o entidad del gobierno federal, del estado o local. El caso ms comà ºn es el emitido por las autoridades del departamento de vehà ­culos de los estados y que son como una licencia de manejar pero precisamente no sirven para conducir, sino solo para identificarse. En todo caso deben estas tarjetas identificativas deben contener la foto de su titular e informacià ³n como nombre completo, direccià ³n, fecha de nacimiento y datos fà ­sicos como altura, gà ©nero y color de ojos.Licencia de manejar emitida por una autoridad de Canad La tarjeta de registracià ³n para votarUna tarjeta identificativa de la escuela que incluya fotografà ­a de su ti tularTarjeta militarTarjeta de familiar de militar Record del servicio militar Tarjeta de Marineros mercantes de la Guardia Costera de los Estados Unidos, que se conoce por sus siglas en inglà ©s de MMDDocumento de una de las tribus nativas de los Estados Unidos Adems, los menores de 18 aà ±os que no tienen ninguno de esos documentos mencionados, pueden presentar en su lugar cualquiera de los siguientes:   Rà ©cord de la escuela o de las calificacionesRà ©cord de la guarderà ­aRà ©cord mà ©dico de un doctor, clà ­nica u hospital Tener en cuenta que en los casos en los que se presenta un documento de la lista B que justo se acaban de listar, es necesario tambià ©n presentar un documento de la lista C para demostrar que desde el punto de vista de las leyes migratorias se est autorizado para trabajar Documentos de la Lista C para probar que se puede trabajar en USA Una tarjeta del Nà ºmero del Seguro Social sin restricciones. Es decir, NO se puede presentar como documento de la Lista C una tarjeta que incluye limitaciones como not valid for employment o valid for work only with DHS authorization.La Certificacià ³n de Nacimiento en el Extranjero (FS-545) o la Certificacià ³n de Reporte de Nacimiento (DS-1350). Estos documentos son emitidos por el Departamento de Estado a los nià ±os hijos de estadounidenses que nacen fuera de los Estados Unidos y que adquieren la ciudadanà ­a americana al nacer por derecho de sangre. La certificacià ³n de nacimiento emitida por la autoridad de un estado, condado o municipio de los Estados Unidos o de uno de sus territorios. En estos casos se admite tanto el original como copia certificada pero en ambos casos es necesario que contenga el sello de la autoridad que los emite.El certificado de naturalizacià ³n   El certificado de ciudadanà ­a americana, documentos N-560 o el N-561Documento de una tribu Nat ivo-americana.El I-197, que es una tarjeta que identifica a ciudadano de los Estados Unidos o el I-179, que es una tarjeta de identificacià ³n de ciudadanos residentes El registro de ingreso y salida I-94 emitido a un asilado El Permiso de Reentrada que no est expirado, que tambià ©n se conoce como I-327Y, en el caso de residentes condicionales, se puede presentar la planilla que se conoce como I-797 junto con su green card expirada (I-551). A tener en cuenta Si no se cumple con el requisito del I-9, tanto la empresa como el empleado pueden enfrentarse a castigos. Por otro lado, no confundir el I-9, que es obligatorio en todos los casos, con el sistema e-verify, que es voluntario en la mayorà ­a de los casos y tiene como requerimientos siempre el tener que presentar la tarjeta del nà ºmero del seguro social y un I.D. con foto. Este es un artà ­culo informativo. No es asesorà ­a legal.

Buddhism and Hinduism Ethical Systems Essay Example | Topics and Well Written Essays - 1250 words

Buddhism and Hinduism Ethical Systems - Essay Example Buddhism and Hinduism Ethical Systems Analysis presented in this paper is helpful in understanding the Hinduism and Buddhism religions ethical systems with respect to their similarities and differences. On a broad front, comparisons and contrasts between the Buddhism ethical systems has been presented to indicate how the religions has used their religion to uncover their spiritual world, as well as their daily practices. On the similar account, the paper focuses on the subject of ethical system principles and guideline to explore across all the five universal codes, marital moral ethic as well as relationships ethics. Hinduism and Buddhism religious, ethical systems uncover the spiritual meaning to the peoples’ lives. For example, religious values are used subjectively by the associated people to provide a common good, solve a social problem, as well as satisfying life, or making life worthy. Buddhism ethical values are centrally based on the enlightenment of Buddha and his followers. Therefore, the Buddhism ethical system only complies with the Buddhist scriptures that serve as a guideline in shaping the people’s lives. The Buddhism ethical principles and practices act in a way that prevents harm to the people by helping the people to move through life. In comparison, Hinduism ethical systems are mainly personal or subjectively designed. Thus, Hinduism ethical systems are only purposed to maximize the people’s highest goodness and personal values.

Macroeconomics Assignment Essay Example | Topics and Well Written Essays - 1500 words

Macroeconomics Assignment - Essay Example 7). B: i. Figure: Labor Market (Parkin, 2012, p. 22) ii. Figure 2: Effect of greater immigration on Real GDP (Parkin, 2012, p. 23) iii. Due to relaxation of immigration laws large number of immigrants enters into the country and started to work as workers in various industries of the country. This increase in the number of immigrants increases the supply of labor in various industries. This increment in the number of labor supplied increases shifts the equilibrium point in the market for labor. At the existing equilibrium real wage rate (R1), there occurs excess supply for labour which causes the real wage rate to fall in the next period. The new equilibrium is achieved with the increased level of labor employment and lower level of real wage rate in the labor market. At the new equilibrium the amount of labor employed increases from L1Â ­ from L2Â ­ and the real wage rate falls from R1 to R2. These facts are evident from Figure 1. Again this increment in the employment of labor, g iven the production technologies and equipments, increases the total amounts of output produced in each industries and hence, given the number of total population in the country the real GDP of the country rises up. With the help of relaxation of the immigration laws the absolute number of workers available to the sector of production of goods and services in the country rises up. ... These technological advancements help producers of various goods and services to use available production techniques more efficiently and the productivity of each worker increases. Hence, the production function shifts up with the result that after the introduction of better and advanced techniques of production each worker produces higher level of output with the given levels of factors of production. With the same amount of labor employed (L) the output level rises up. These facts are clear from Figure 3 (Parkin, 2012, pp. 24-25). Figure 3: Technological change and shifts in Production Function (Parkin, 2012, pp. 35-36) ii. If the total amount of labor force employed in the process of production of goods and service remain constant in the economy, then in the face of technological advancement the efficiency of production of each of the worker will increase. This is because each worker is now given a better technology to work with which will raise the amount of goods and services pr oduced by each worker per hour. Hence, in the production sector of the economy greater amounts of goods and services will be produced at each point of time, in comparison to the previous period with no technological advancement. Hence, the volume of real GDP will rise up in the economy. Also given the total number of population in the economy, the volume of real GDP per person will rise up too (Parkin, 2012, pp. 35-36). iii. After the introduction of new technology in the process of production of various goods and services the real GDP and the real GDP per person rises up. Also the productivity of each worker or laborer rises up. This increase in the productivity plays the crucial role in the process of

Participant Observation and Grand Theory Essay Example for Free

Participant Observation and Grand Theory Essay Bronislaw Malinowski, with his ground-breaking field work of the Trobriand Islander community in the beginning of the 20th century still today counts as a pioneer, if not the founder of the British Social Anthropology. In his famous book Argonauts of the Western Pacific. An Account of Native Enterprise and Adventure in the Archipelagos of Melanesian New Guinea that was first published in 1922 he develops an elaborate methodological framework for ethnographical research, also known as ‘participant observation’. This method will highly influence the anthropological way of approaching its field of study and hence its theoretical landscape from then on. Looking at Malinowski’s description of the clan system of the Trobriand community, his descriptive and specifying style of formulation becomes apparent: â€Å"Each of the four clans has its own name: Malasi, Lukuba, Lukwasisiga, Lukulabuta. (†¦) There are special combinations of the clan names with formative roots, to descrive men and women and the mixed plurality belonging to the same clan: Tomalasi – a Malasi man; Immalasi – a Malasi women; Memalasi – the Malasi people (†¦). Near the village of Laba’I, on the northern shore of the main island, there is a spot called Obukula, which is marked by a coral outcrop. Obukula is, in fact, a ‘hole’ (dubwadebula), or ‘house’ (bwala); that is to say, one of the points from which the first ancestors of the linage emerged. † (Malinowski 1929: 496 f. , italics in original) This very nuanced and case specific example of the material gained from his methodological approach gives rise to the question if Malinowski’s heritage of participant observation has forever distanced Anthropology from bringing forward grand theories? To be able to consider and discuss this question, it is important to first define what Malinowski circumscribed when he laid out his dogma for ethnographical research by the term participant observation. Secondly, a closer inspection of the dictum ‘grand theory’ is indispensable for our purpose and will be clarified in the second section of this essay. Subsequently, we will look at these two concepts and their relationship to one another in section three in order to approach the question whether Anthropology can be viewed as a science able to produce grand theories. I. Participant observation In the foreword to Argonauts of the Western Pacific Malinowski states that he has â€Å"lived in that [Trobriand Island] archipelago for about two years (†¦), during which time [he] naturally acquired a thorough knowledge of the language. [He] did [his] work entirely alone, living for the greater part of the time right in the village. † (1966: xvi). This statement already contains the essence of participant observation in fieldwork. The hallmark of this methodological way of collecting data is the immersion of the researcher into her or his field of study over a long period of time and the personal part taking in the interactions of the people in the community studied. When Malinowski defined this new approach of ‘first-hand’ observation he broke with the, at that time prevailing tradition of ‘armchair’ ethnography. In this prior approach, ethnographers compiled data gained from historical sources to deduce theories about certain aspects of a usually ‘native’ community (Osterhoudt 2010). One of the main contributions of Malinowski’s new method to anthropological theory was that by participating and observing behaviour in the sample community he found out that a discrepancy between actual behaviour and narrative statements exists. â€Å"The smoothness and uniformity, which the mere verbal statement suggest as the only shape of human conduct, disappears with a better knowledge of cultural reality. † (Malinowski 1979: 83). This discovery in itself already composes a point of criticism towards the preceding ethnographical ‘arm-chair’ approach to data collection and evaluation. Even though participant observation is based on a seemingly broad and intuitive research design, it would, however, be incorrect to assume that this approach would be free of any directive principles on how to collect relevant data. Therefore, Malinowski describes how first, the researcher must â€Å"possess real scientific aims† (Malinowski 1966: 6) and be familiar with the theoretical background of anthropology. Further, the researcher should live in the field among the natives all by herself/ himself, and lastly the researcher has to stick to special and strict scientific methods, such as drawing â€Å"tables of kinship terms, genealogies, maps, plans and diagrams† (idib. 1966: 10) to collect, prepare and record her/his data. The previous example of the clan system provides a sense of the detailed and case specific information that is obtained by the application of participant observation. Besides the kind of the data collected, it should also be looked at the area of research and Malinowski’s suggestion of the subject to be studied. He proposes that the â€Å"field worker observes human beings acting within an environmental setting, natural and artificial; influenced by it, and in turn transforming it in co-operation with each other. † (Malinowski 1939: 940). Thus, he focuses on the individual as a starting point and its relation to, and mutual dependence on a social group. The inquiries of a researcher will hence have to include a â€Å"specific study of the individual, as well as the group within which he has to live and work. † (idib. 1939: 950). The collective life within that group or society is widely to be seen in certain types of activities, ‘institutions’ such as the â€Å"economy, education, or social control and political system in place† (idib. 1939: 954). These institutions, as he points out, can be seen as a fruitful base to investigate the individual’s motives and values and they will provide â€Å"insight into the process by which the individual is conditioned or culturally formed and of the group mechanisms of this process. † (idib. 1939: 954). II. Grand Theory In the following, the dictum ‘grand theory’ will be specified and by doing so distinguished into two different tendencies of understanding the concept. Wiarda (2010) defines a grand theory in his book Grand Theories and Ideologies in the Social Sciences as â€Å"those large, overarching explanations of social and political behavior—liberalism, Marxism, socialism, positivism, corporatism, political culture, institutionalism, psychoanalysis, rational choice theory, environmentalism (Jared Diamond), sociobiology, and now chemistry and genetics—that give coherence to the social sciences, help us to organize and think about change and modernization, and give us models to understand complex behavior. † (Wiarda 2010: x) This definition of grand theory as an ‘overarching explanation’ is in line with Anthony Good’s (1996) understanding of a ‘generalizing science’ that produces â€Å"universal, descriptive and predictive laws† (idib. 1996: 34). Here a grand theory is understood as a theorem providing a universal and structural framework that gives meaning to particular and individual phenomena ‘on the ground’. In this process the â€Å"importance of the local and the contingent, (†¦) the extent to which our own concepts and attitudes have been shaped† (Skinner 1985: 8) builds also a part of the universal framework. The second tendency to conceive the idea of grand theory goes a step further and is mainly characterized by C. Wright Mills application of it. He vigorously criticised the concept in his book The Sociological Imagination (1959): â€Å"The basic cause of grand theory is the initial choice of a level of thinking so general that its practitioners cannot logically get down to observation. They never, as grand theorists, get down from the higher generalities to problems in their historical and structural contexts. This absence of a firm sense of genuine problems, in turn, makes for the unreality so noticeable in their pages. † (idib. 1959: 33) As this quote shows, Mills’ understanding of a grand theory goes beyond our first definition. In this second understanding Mills implies that scientists generating grand theories are engrossed in their endeavour to build abstract, normative and all-embracing frameworks and thus neglect the study of the ‘meaning’ behind their constructs. The individual with its particular values and interpretations, as well as variety on the scale of the actual area of research fall behind. III. Participant Observation and its relation to Grand Theory Taken the just outlined conception of grand theory influenced by Mills and putting it in relationship with Malinowski’s methodology of participant observation, the answer to our question whether or not Malinowski’s heritage barred the way of Anthropology to ever produce grand theories appears unambiguously to be ‘yes’. Participant observation in its very nature is close to the individual and aims to explore, over a long period of time, which social and cultural forces influence the human being in a specific setting. Therefore, with regards to Mills conception of grand theory, Anthropology has a birth defect called participant observation that will always prevent it from producing highly abstract grand theories, which stand in no relation to the circumstances from where they were deduced from. A closer look reveals that Malinowski’s understanding of the anthropological formation of theory aligns with Mills criticism towards highly abstract grand theories: â€Å"It would be easy to quote works of high repute, and with a scientific hall-mark on them, in which wholesale generalisations are laid down before us, and we are not informed at all by what actual experiences the writers have reached their conclusions. (†¦) I consider that only such ethnographic sources are of unquestionable scientific value, in which we can clearly draw the line between, on the one hand, the result of direct observation and of native statements and interpretations and on the other, the inferences of the author, based on his common sense of psychological insight. † (Malinowski 1966: 3) Here Malinowski differences between two approaches of data processing. One approach leads to mere ‘wholesale generalisations’ and the other approach also includes the ‘actual experiences’ the researcher faced on the local level that explain on what assumptions and observations her or his generalizations are based on. He hence supports the notion of Anthropology as a science of producing generalisations, as long as they are comprehensible and in direct relation to the reality on the ground. Malinowski’s ethnographies exist to a vast amount of descriptive details that are very specific to certain social groups or individual preferences and he has hence often been criticized as an ‘empiricist’ (see Firth 1957). Also, one could argue that his attempt to put his findings in a neat structured box with columns, as he has done in his article Group and Individual in Functional Analysis (1966) seem rather compelled. Nevertheless, he was able to provide social science with universal and generalizing frameworks on, inter alia, on how social institutions function in relation to society. He states that â€Å"social institutions have a definite organisation, (†¦) they are governed by authority, law and order in their public and personal relations, while the latter are, besides, under the control of extremely complex ties of kinship and clanship. † (Malinowski 1966: 10). Malinowski’s suggestion to use institution as a starting point for social and cultural analysis has â€Å"produced integrated descriptions instead of loosely classified catalogues of traits, and has stimulated the fuller recording of case material from actual behavior as a supplement to the listing of ideal patterns. † (Murdock 1943: 443). Following Malinowski’s ethnographic method and theory construction therefore aims to create a firm framework of the â€Å"social constitution† that â€Å"disentangle[s] the laws and regularities of all cultural phenomena from the irrelevances. † (Malinowski 1966: 10f. ). His approach is thus far more that only an accumulation of meaningless observations of an individuals life in a very specific society. Considering these arguments, Malinowski approach can, indeed, be seen as congruent with our first tendency to understand grand theory. The answer to our initial question should hence be that Anthropology is a science that can certainly produce grand theories in the sense of generalized frameworks and universalistic theories, without neglecting the importance of the â€Å"local and the contingent† (Skinner 1985: 12). Furthermore, Anthropology can be viewed as an established science with its own field of study being the human being and its social group as well as their mutual dependencies and influences. â€Å"Anthropology stands in a clear relationship to the other basic science, because it is concerned with studying phenomena at one clearly discriminate level vis-a-vis those other sciences. † (Good 1996: 32)

3 Lessons Learned Bird Sings :: essays research papers

Many people in the world have troubles. Lie Marguerite there are many who have troubles. Though we always get saved by our elders and without them we would be scrap metal, but like most elders, Mrs. Flower in the book “I know Why the Caged Bird Sings,'; help out this troubled person by teaching her 3 lessons about way of life.   Ã‚  Ã‚  Ã‚  Ã‚  The troubled person Marguerite has a trouble that she can’t speak because she got assaulted 5 years ago. It is awful that a stranger raped a young person at age 8. Marguerite has to have felt very bad and got a shock, and also because of the assault she hasn’t spoken for 5 years. What kinds of friends does she have? What would people think about her? But because Mrs. Flower taught her why to speak, it looks like she is finally going to speak again like most people.   Ã‚  Ã‚  Ã‚  Ã‚  Also because of the assault Marguerite has doesn’t done 2 other things in her life, one of them were to tolerate people. She probably never tolerated strangers even though it never said. How would a person have any friends if they can’t tolerate any stranger. She is being very mean, you could say to a person who wants to be her friend. But of course she won’t let him/her be her friend because she can’t tolerate any stranger. It is not right to take out your anger on somebody else, but we all understand why.   Ã‚  Ã‚  Ã‚  Ã‚  The 3rd thing that the assault had changed her life with was “mother wit.'; Mother wit is common sense. Marguerite of course did not have any common sense because she never used to talk. But if she had talked, she first would not have learned any lesson from Mrs. Flower, because each of them tie in to each other. An other person who wasn’t very good at teaching this common sense was her granny. She always used to harass her.

Explain how Golding establishes the main themes of The Spire through his portrayal of Jocelin in the first five chapters of The Spire

The bent and twisted hunchback Jocelin is the cornerstone for interpreting and bringing forth the multitude of interesting themes within the novel. Through Golding's experience of World War II, he established many scathing criticisms of humanity in his literature. In The Spire this is represented by the character of Jocelin, a Dean of a nameless cathedral obsessed with the vision of erecting a four-hundred foot spire. Jocelin is the penultimate antihero, the introduction of the story tells us how â€Å"He was laughing chin up, and shaking his head. God the father was exploding in his face. † It defies the expectations of what context a Dean would place God into, especially in humour, so very early on into this novel are these very slight and gentle implications of corruption, this is also exacerbated when the slight phallic pun of â€Å"Eighteen inches† is joked by Golding, and we get a sense of†¦ â€Å"expecting the reverse† in the chapters to come. Jocelin later lustfully examines Goody Pangall, what is interesting to note is to note is how Jocelin refers to her while looking at her, he mentions her only as â€Å"Pangall's wife† which is incredibly reminiscent of Steinbeck's Of Mice And Men where the female of the story is only referred to as â€Å"Curley's wife† and her actual name is not specified, names are quite symbolic in terms of how much value the other characters revere her, and over here in The Spire, Jocelin only seems to associate her as a nameless object, devoid of human definition. When you take away the name of the character, you disassociate that character from the main frame of other characters who actually do have names, and Jocelin plays up further on this, â€Å"She is entirely woman, he thought, loving her;† shows also his frame of mind early on, his definition of the characters is placed onto a spectrum, with women this is shown as either â€Å"Girl† or â€Å"Entirely woman†, this then can be taken further to show how Jocelin categorises people around him according to how much pleasure and pain they cause him. The presentation of Jocelin up to this point is a sexually repressed Dean, and we have the theme of obsession rising for the first time, however expressed in a Freudian shell that Jocelin's initial sexual innuendos of The Spire is in reality, behaviour stemming from his sexual repression of Goody Pangall. This is just one of many forms of Jocelin's twisted obsession, and that his obsessive thoughts is expressed in many facets of his metaphoric ideology and associations of events and people in the cathedral Golding portrays this shapeshifting obsessive compulsive behaviour in the actual narrative of the story as well, there is a constant shift of narrative within the novel, between Third person and First person, â€Å"Then he dared to think again, in the warmth at his back†¦.. It is my guardian angel,† the narrative is unstable, much rather like the mindset of Jocelin himself, and also implies that Jocelin may interpret and view himself in Third person while in his mind, since the form of the narrative is shapeshifting from several perspectives to another, and also occasional parenthesis â€Å"and two men posed so centrally in the sundust with their crows (and what a quarry noise and echo as they lever up the slab and let it back),† to indicate more First person narrative but in a more personal and reflective manner, and its through this First person narrative that we can note the use of archaic language, † I do Thy work; and Thou hast sent Thy messenger to comfort me,† this shows us the biblical self highlighting of Jocelin to make himself seem more important than he really is. Almost, justifying his work of the spire by expelling all qualms. Another frequent theme that Golding has presented in The Spire is immaturity and the role of childhood in the motivations of character. â€Å"to think how the mind touches all things with law, yet decieves itself as easily as a child,† Childhood here represents stupidity, and its from the immaturity of our actions that cause us to do stupid things, Jocelin touches upon this when examining Goody Pangall, â€Å"She is entirely woman, he thought, loving her; and this is foolish, this childish curiosity shows it. † surprisingly this is the rare times where we see Jocelin refuting himself rather than justifying himself. Its also worth noting that this is not the first time that Golding has used children to carry his critique of humanity, in Lord of the Flies we are shown the adult behaviour's and faults reflected in children, Golding uses this as a metonym to describe that the entire faults of human behaviour are the attempts to recreate childhood and to be free from responsibility, that we give birth to the belief that anything is possible and everything is allowed. When the ground underneath the â€Å"Pit† starts moving, and later on in the book when the stone of the tower starts â€Å"singing†, Jocelin has brought the cathedral to such a position by allowing and justifying every absurd suggestion. Its this very childish frame of thought which sets his imagination loose and Jocelin believes he is comforted by â€Å"an angel sent from God† yet ironically this is only the burning sensation of his spine by tuberculosis, this is an important metaphor, since it conveys the theme of the corrupting tendency of arrogance, that Jocelin's own arrogance is the cause for his own physical deformation is a very powerful axiom that Golding relays, since Golding's seeming objectives behind his work are to tell the story of humanities own arrogance by glorifying the evil of his characters in his literature, incredibly similar to John Milton's Poem Paradise Lost where the evil of Satan is intensified by his devious and intelligent planning, is similarly reflected in Jocelin, where his evil is intensified by his metaphoric interpretations of events and arrogance, ironically arrogance was the sin of Satan himself, even more so that Jocelin is supposedly a religious Dean of a cathedral. The main characteristics of Jocelin so far are, a hungry curiosity for women and sex, Self glorification, Childish immaturity, farfetched imagination which creates a metaphorical perception, and arrogance. These are essentially ramifications of one main theme so far, the notion of Escapism. Through these acts and mindframes Jocelin creates an alternate world to ignore the current reality, the idea of escaping or rather creating, in Mary Shelley's Frankenstein Victor creates the creature as a trophy almost to credit his own scientific intellectualism, and Jocelin's view of his seperate reality is still incomplete, and he feels he needs to create The Spire to serve as a metaphor for his seeming â€Å"closeness† to God, â€Å"I am about my father's business,† it almost seems that some part of Jocelin's twisted psyche is not fully dedicated to his dream, and this is perhaps the flaw in Escapism that Golding tries to present, more implied that if Jocelin represents the extreme borderline of human naivety, how can the rest of humanity practice Escapism when it clearly does not work for the rather vacuous Jocelin? In Jocelin's insensitivity to the truth, we find his sensitivity for lies. In the bigger picture we find Jocelin's hunger for power â€Å"I never guessed in my folly that there would be a new lesson and every level, and a new power† and that building a path or a tower to God, will imbue you with the power of God, and with his treatment of other characters, for instance Roger Mason, he tries to invite Roger Mason further into the messianic visions of the spire, â€Å"God revealed it to me, his unprofitable servant. † claiming these own visions as his own, and more relatively, attempting the to grasp the power of God in his own spindly hands. That is not the holiest prophecy; that is the most devious heresy. Its through Jocelin's arrogance does the issue or theme of pride arise, Its when we place ourselves above other people and see ourselves as higher, that we try to recreate our image into some sort of powerful deity or demigod which cannot be dominated, which Golding has shown to have a very ironic sense of humour by using Jocelin to represent religion; the very thing expected to fight pride, becomes the very thing to personify it. Perhaps its inevitable to become the thing you pretend to be. The ultimate Theme of this book is humanity, Golding's written account of the faults in humanity is found clearly in The Spire through Jocelin, its only through relating to Jocelin, and placing ourselves within his persona, can we really understand him deeply The biggest point however, is that when you explain behaviour and people by relating it to yourself, you can no longer hate them or fear them, you will always respect them neutrally, because you can always find the same desires in your own h eart.

Western Union Seeks East and Central African Market

‘WESTERN UNION SHIFTING FOCUS TO TRANSACTIONS WITHIN AFRICA. ’ INTRODUCTION This article under review is taken from the outlook section of The EastAfrican newspaper as for the dates between 19th to the 25th September 2011. It is a Q&A article with Western union’s present regional director southern and East Africa, Karen Jordaan. It was chosen in line with other online articles published two weeks prior that informed of the change in strategy being adopted by the global money transfer company in terms of their operations within the African continent. ARTICLE OVERVIEW With the ever growing number of immigrants standing at around 250 million globally with 30 million of these being from Africa and better still 19 million of them being migrations within Africa and with the ever growing number people moving within the East African region for leisure, business or seeking job opportunities, it was clear that the potential number of transactions within the region was increasing and Western union identifying this decides to apply their marketing mix in terms of place or location by changing their strategy by focusing on the East African region and the African continent as a whole. To cement their operation in the region, western union has taken to invest to train more agents to reach a wider population and enhance service delivery in the region. With over 23,000 locations in 50 African countries and only 3,600 of this being in the East African region, western union is facing a challenging ‘motor and brick’ situation where they have been unable to reach the 39 million Kenyans with most adopting informal ways of money transfer coupled with low penetration of mobile transfer in rural areas. The 700 locations in Kenya coupled with differing data as provided by the local government and international bodies has left western union without proper information of where to invest and that is why they are taking charge and repositioning themselves to grow in the regional market. Besides investing in their people to reach a wider population, they are also running promotions geared to stimulate local money transfer through their formal channels. Some of this are such as changes in pricing as seen in the charges if $1. for transactions between Kenya and Uganda aimed primarily at the foreign students learning there across the other east African region. Articles implication on the economy and general business environment. The move by western unions displays a lot of marketing characteristics that are bound to affect the economy positively. Western unions newly defined market or constituency of potential customers who are willing and able to engage in exchange will drive economic deve lopment up in terms of the pace of doing business due to western union agents offering more places to access their services. This can bring about more investment in the region with the three countries recording a strong balance of trade and balance of payment statements. The economy stands to benefit from the fact that a lot of unrecorded transactions or ‘black market economy transactions’ are avoided realizing a situation where the government is able to raise more money through proper taxation of all transacted amounts. The expansion of western unions outreach will prove to provide and facilitates   inter? ersonal   transactions,   it   could   improve   the   allocation   of   savings   across   households   and   businesses   by   deepening   the   person? to? person   credit   market. This   could   increase   the   average   return   to   capital,   thereby   producing   a   feed? back   to   the   level   of   saving and by   making   transfers   across   large   distances   trivially   cheap, western uni on could   improves   the   investment   in,   and   allocation   of,   human   capital   as   well   as   physical   investment. Households   may   be   more   likely   to   send   members   to   high? aying   jobs   in   distant   locations   (e. g. ,   the   capital),   either   on   a   permanent   or   temporary   basis,   and   to   invest   in   skills   that   are   likely   to   earn   a   return   in   such   places   but   not   necessarily   at   home. Electronic funds transfer as offered   could   bring a situation that affect   the   ability   of    individuals   to   share   risk. Informal   risk? sharing   networks   have   been   found   to   be   an   important,   although   not   fully   effective,   means   by   which   individuals   spread   risk,   making   state? ontingent   transfers   among   group   members. By   expanding   the   geographic   reach   of   these   networks,   western union   may   allow   more   efficient   risk   sharing,   although   the   risk? reducing benefits   might   be   mitigated   due   to   issues   of   observability   and   moral   hazard   when   parties   are   separated   by   large  distances. Risk? related effect arises if western union facilitates timely transfer  of small amounts of money. Instead of waiting for conditions to worsen   to evels   that   cause   long   term   damage,   western unions money transfer  might  enable   support   networks to   keep   negative   shocks   manageable. For example a   household   head   with   access   to   money transfer   who   suffers   a   mild   health   shock   might receive   a   small   amount   of   money   via any western union agen t   that   allows   him   to   keep   his   children   in   school. If   this   money   was   delayed,   or   the   sender   waited   until   the   recipient   Ã¢â‚¬Å"really   needed   it†,   the   children   might   have   quit   school,   the   effects   of   which   may   be   hard   to   reverse. Money received through such electronic channels as western union might and   could most likely   conceivably   alter   bargaining   power   and   weaken   incentives   within   households   or   other   networks. Economically   weaker   family   members   might   expect   larger   and   more   regular   remittances   from   better? off   city? dwelling   relatives,   who   themselves   might   find   it   hard   to   justify   not   sending   money   home. This   could   weaken   incentives   for   rural   household   members   to   work   or   innovate,   offsetting   some   of   the   efficiency? nhancing   benefits   of   improved   geographic   labor   allocation   and   risk   sharing. Money received by certain households   could   have   the   effect   of   empowering members   who   have   traditionally   had   less   bargainin g   power,   in   particular   women. Especially   among   poorer   segments   of   the   population,   remittances   and   transfers   received   (and   sent)   via   western union are   less   visible   than   those   transmitted   by   other   means,   such   as Delivery by a friend or relative. Granted   this   information   advantage,   recipients   could   be   in   a   position   to   keep   more   of   the   funds   they   receive. Evidence   suggesting   the   spending patterns   of   women   and   men   differ   then   implies   that   the   advent   of   western union along other electronic fund transfers   could   have   real   effects   on  the   allocation   of   household    Spending. Articles implication on the market competitiveness. The article address the strong link between marketing and strategy whereby in the marketing strategic mapping of western union, after defining their marketing objectives they carried out a SWOT analysis of their current structure realizing that the potential of the growing east African market is only hindered by the lack of agents within the region. It is this that led them to the need to build competitive marketing strategies that involves segmenting, targeting and positioning themselves closer to their target market. Western union strategy has been seen to change its marketing mix within the region interms of price, place, promotion and its people (agents) though retaining most of its product offering and process. The case analysis its presence in the east African region and business position across its countries of operation though not highlighting much of its distinct competences and competitive advantage with its rival companies such as money gram and the new threat that has been brought about by mobile money transfer systems such as m-pesa and tangaza that have a close to 49% penetration rate due to the high adoption of mobile phones across the region over the last nine years. Western unions improved agent presence is a threat for moneygram which is still operating locally through banking and financial institutions as agents and with increased presence has the distinct advantage of eating into the market share of moneygram due to better presence that is key in such a service driven industry. Presence means access to more people within more regional blocks meaning more transactional volumes for the organization. In terms of whether or not it will be able to able to make a dent on a hold a share of the mobile money transfer market is a question of wait and see. This is due to the fact that the regions for penetration have not being clearly addressed to weigh such factors as to the access of mobile phones and subsequent mobile money transfer penetration, though western union distinct advantage over the regions mobile transfer market is that it can transact across boarder within the east African and central African region unlike m-pesa and the like which have had long standing operational battles on their limitations with central bank and other formal banking institutions, though all in all westerns union change of strategy to better serve the region will bring along with it changes in marketing tactics for established and potential new operators in the money transfer industry.

How To Learn Japanese Well By Yourself †English Composition Informal Essay

How To Learn Japanese Well By Yourself – English Composition Informal Essay Free Online Research Papers How To Learn Japanese Well By Yourself English Composition Informal Essay Nowadays, when it comes to Japan, people would think of its great economic condition and beautiful scenery. Also, most adolescents may think of modern things such as its fashion, music, and dramas, and these are popular among young people. They listen to Japanese songs and watch Japanese dramas, so they would like to sing with the melody and understand the meaning of drama directly without translation. That’s why many young people are apt to learn Japanese. They may go to some language centers like Global Village Language Center to learn Japanese, but it always cost much money. However, if you learn Japanese just for the reasons mentioned above, I will dissuade you from spending much money learning it, for there is a better way to learn Japanese: learn by yourself. Then, how to learn Japanese well by yourself? First, the most important thing is the passion. No matter what you want to learn, the essential thing is whether you have the passion toward what you want to learn. When you encounter frustration and feel depressed, the passion can support you, can give you the power to go on. If you don’t have the passion, even a smallest setback can discourage you like a barrier getting in your way to block you. Now you have the passion, and then the second thing you need is a good conference book. The ideal one should contain texts, analysis of grammar, exercises, and tapes or CDs. And how to use it? You should read the text of the lesson first. After that, listen to the tape or CD, read the text again, and try to imitate the intonation. Then, read the analysis of grammar. Remember to do the exercises and check your answers. You will know what you still don’t understand. Look the grammar again and make sure that you have understood the w hole lesson. Third, a good dictionary is necessary for learning Japanese on your own. When learning Japanese, you will meet many words you don’t understand. Each time this occurred, you have to consult the dictionary. Therefore, a good dictionary is dispensable. What are mentioned above are three main things you should have to learn Japanese. There are also some other ways that can improve your Japanese and speed your learning. Take myself for example. The way I touched Japanese for the first time was listening to Japanese songs. I can still remember the first album I bought: Sweet Nineteen Blues by Namie Amuro. When I listened to it, I wanted to sing with the voice. I looked at the lyrics and memorized some letters’ sounds, but there were still many letters that I didn’t know how to pronounce. Then I happened to find that my father had learned Japanese and had a book about it, so I read the book to memorize the other letters. Finally, I could read all of the letters except Chinese words in Japanese. Listening to Japanese songs is really an efficient way of memorizing its letters and it won’t take much time. You can also read Japanese magazines or watch Japanese dramas. The two are also good ways for you to improve your Japanese. To sum up, as long as you can follow the procedure step by step, you must be able to learn Japanese well by yourself. In doing so, you can actually learn not only Japanese but also other languages well. And remember, passion is the most important thing when you learn everything, so don’t let your passion fade away. Then you can achieve everything successfully. Research Papers on How To Learn Japanese Well By Yourself - English Composition Informal EssayHip-Hop is ArtHarry Potter and the Deathly Hallows EssayStandardized TestingPersonal Experience with Teen PregnancyAnalysis Of A Cosmetics AdvertisementEffects of Television Violence on ChildrenAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andPETSTEL analysis of India

Why Teachers Need Plot, Emotion and Story

Why Teachers Need Plot, Emotion and Story Why Teachers Need Plot, Emotion and Story Why Teachers Need Plot, Emotion and Story By Michael Students like stories. Teachers know that stories keep their interest. But plot, emotion, character, conflict and theme the tools of a fiction writer can be power tools for educators as well. Having an attitude in class Learning theorists have taught that students learn when they feel the need to; that in a sense, they create their own learning. Because emotion and character come from who we are, a lesson with a story motivates students to learn. When a problem is part of a story when it involves people finding a solution feels more urgent. When a California textbook talks about California earthquakes, California students pay attention. When two geological plates slip past each other and the earth quakes under the ocean, thats interesting to some students. But when it causes a tsunami and destroys peoples homes, that introduces conflict, plot, and emotion. Students remember information better in a story form. It helps me remember that Napoleons 1812 invasion of Russia was unsuccessful when I imagine how he must have felt afterwards. For one thing, he must have felt cold which helps me remember the invasion ended in winter. Even math teachers need plot, emotion, and story. Children can understand a word problem better when there is a story line to it. I may not remember the exact answer to a mathematical word problem about John preparing dinner in the kitchen, but I might remember or estimate whether John ends up with too much or too little. Will John get his fill with two cups of food, or must he squeeze by on only half a cup? When the plot (and a hungry boy) depend on the answer, children are more likely to want to understand it. The story makes the problem more interesting to the student. If the teacher or textbook takes no attitude toward the subject, students may not bother to take one either, or even pay any attention. The lecturer ends up sounding like a washing machine, and students can tell he or she is probably not trying very hard. Using emotion to get into college I remember new vocabulary words because I categorize them according to how they make me feel. I may not know the exact definition of equanimity but I know its a happy word. Im not sure I can define opprobrium either, but I know its not a happy word. I didnt learn either word from a dictionary but from my reading, where I have gathered their general meaning by repeatedly seeing them either in happy or unhappy contexts. This technique of finding emotion is at the center of the strategy I teach for taking standardized college entrance exams such as the SAT. It works because many verbal test questions are little stories, with plot and emotion. 14. Though many Americans in late 1864 viewed Lincolns Emancipation Proclamation with opprobrium, they greeted the capture of Atlanta with _______________. a. indifference b. elation c. derision d. trepidation As long as I have the feeling that opprobrium is not a happy word, I can answer that question correctly even if I hardly understand anything else. I dont have to know the history of the American Civil War, the role of President Abraham Lincoln, what the Emancipation Proclamation was, or even what, who, or where Atlanta is. I just need to imagine a crowd of Americans in 1864 hearing the latest news. The key to understanding this class of question is the conjunctive adverb though, which always tells us that the second clause carries a different emotion than the first clause. Now I know that the answer in the second clause must be a happy word, because the first clause has an unhappy word. So to answer the question correctly, I simply need to choose the happy word from the list. Again, I dont need to be able to define any of the words in the list, only to recognize whether they are happy words or not. To make the process simple, I mentally translate the question into: Though the first thingamabob was [not happy], the second thingamabob was __________. a. not happy b. happy c. not happy d. not happy I could use the same simplification technique with the conjunction but, as in The first thingamabob was [attractive, safe, whatever], but the second thingamabob was [the opposite]. The construction not only but tells us the opposite of though, that the second clause is giving us more of the same emotion as in the first clause: Not only was the thingamabob [useful], but it was [very useful, essential]. I use the slang word thingamabob to mean that it doesnt even matter what the thing actually is. What matters is the emotion in the clauses. It may sound like a vague technique, but by using it, I have achieved almost perfect scores on similar test sections in the PSAT, SAT, and GRE. Why tell stories? History is one of my favorite subjects. Even in elementary school, I would read ahead in my history book it had stories, after all. But at an earlier point in my life, I didnt appreciate history. History can be boring when teachers dont relate facts to human nature. I remember asking a teacher why we needed to study it. I wondered why we needed to learn about events that happened to other people long ago. My teacher explained that the stories of others can help us when were in similar situations. I read about a doctor who never expected to use what he had learned in his History of Medicine class, until he found himself in a prison camp without modern tools and treatments. In times of prosperity, we can draw lessons from other prosperous societies. When hard times come, its useful to know how other generations weathered hard times before us. A story is not just a way to make a lesson more interesting. A story can be the lesson itself. In December 1948, Israeli troops found the main road blocked to the central Egyptian garrison in the Negev desert. But Israeli general Yigael Yadin, an archaeologist by training, knew where a second road was. It had been abandoned thousands of years before, but with a little work, his troops made it through because their general knew old stories. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Awoken or Awakened?50 Plain-Language Substitutions for Wordy Phrases

History Assignment Example | Topics and Well Written Essays - 250 words - 3

History - Assignment Example It was the â€Å"’cruel necessity’ that made independence unavoidable† (Maier, 1997) and the â€Å"painful and harrowing† (Thomas, 2001) genesis resulted from the American Revolution. The primary cause for the revolution then was the taxes to claim ‘unlimited jurisdiction’ over the Americans. This began with the Stamp Act. For some, there were impelling economic reasons to remain within the empire for security, but especially during the war after the debacle at Quebec, the American Prohibitory Act which shut all trade with the colonies was perhaps ‘the nail in the coffin’ that â€Å"put the two Countries asunder† (Richard Henry Lee). The later hiring of mercenaries only outraged Americans towards the Crown. The other dimension that made revolution necessary was the British mishandling of their colony, and therefore the need to â€Å"sever ties with a long colonial past† (Ferling, 2004). â€Å"The Royal Navy had bombarded and burned American towns, and the colonists’ commerce had been nearly shut down by a British blockade† (Ferling, 2004). It is the war that enabled the final break because it transformed â€Å"the colonists’ deep-seated love for Britain into enmity† (Ferling, 2004). The hostilities also brought on massive unemployment, heinous cruelties, slave insurrections, and the spread of diseases. The anti-independence faction being ‘the dullest and slowest of sailors’ still needed convincing, as they feared retaliation the most, but eventually it was clear that the sword of the war was ‘opening their veins’ and this compelled Americans to fight for their freedom. At the time of the revolution, those who remained loyal t o the British crown only constituted a third of the colonists. Another third that were ‘true blue’ were prepared to fight the British redcoats arriving in New York. Success had already been achieved in Boston. However, what really precipitated the