Personal Statement,The purpose of the study Statement

,The motivation behind the investigation - Personal Statement Example My doctoral qualification in instructive innovation would outfit with immense information and abilities and assist me with adding to growing instructive projects through new mechanism of computerized innovation. Correspondence innovation elevates exceptionally inventive way to deal with instruction and my enthusiasm for online instructive projects would get an extraordinary lift through my doctoral program. As of late, online training has progressively gotten well known over the globe. It offers new would like to individuals who were until now not ready to seek after instruction or advanced education because of individual imperatives. Online training or separation instruction gives individuals tremendous choices to get new abilities and information to address the difficulties of time and contend effectively. I might want to add to the online training through profoundly imaginative strategy of website architecture and present structure instructive activitys. I emphatically accept that sight and sound in instruction massively encourages learning capacities of understudies and helps meet their individual requirements for ideal accomplishment. My PhD would help gain aptitude in the picked field so it could be utilized to accomplish my long haul and momentary objectives throughout everyday life. I am likewise profoundly determined individual with aspiring objectives in the region of online instructive projects. I might want to achieve the most significant level of expert greatness, as far as picking up information and experience in order to arrive at the situation of Professor in a famous college. The advancing instructional innovation is colossally testing and offers tremendous extension for individual and expert turn of events. In particular, in the zone of separation instruction, online courses use innovation sensibly to convey the more extensive objectives of training and make it open to individuals from various segment section over the globe. In addition, the online courses likewise help develop new educational programs and approach that not just

King Claudius is one of the most interesting characters Essay Example for Free

Lord Claudius is one of the most fascinating characters Essay Lord Claudius is one of the most intriguing characters with regards to William Shakespeares play, Hamlet. He is a man who is constantly distracted with keeping up his own capacity, as opposed to securing his nation, Denmark, from peril. Act IV is one of the most huge acts in Hamlet as it gives us how Claudius truly thinks. In this demonstration, we experience Claudiuss vindictive taste and his fixation on power. Claudius is consequently one of the more huge characters in this demonstration, as this is the place we perceive how his brain functions and how he goes to boundaries to recapture his power over his kin and the occasions that have as of late happened. One of the manners in which that Claudius keeps up his capacity is by utilizing others furthering his own potential benefit, in particular Rosencrantz and Guildenstern. Rosencrantz and Guildenstern are two vague retainers who comply with the Claudiuss each order. Claudius additionally utilizes them as his very own government operatives, which is another genuine case of how he utilizes them to further his own potential benefit. Hamlet reflects upon this in perhaps the best statement in the play that appropriately depict Rosencrantz and Guildenstern: Besides, to be requested a wipe! that absorbs the rulers face, his rewards, his specialists: when he needs what you have gathered, it is nevertheless pressing you, and, wipe, you will be dry once more. 1 In this statement, Hamlet portrays Rosencrantz and Guildenstern as wipes. This is a significant decent examination since wipes absorb water and afterward are re-utilized once they are crushed, while Rosencrantz and Guildenstern get together indispensable data for the lord and afterward are re-utilized once their data is imparted to the ruler. Another case of how Claudius endeavors to recover authority over the undertakings happening in Denmark is when Polonius is killed by Hamlet. At the point when Claudius catches wind of the homicide, he starts to think politically in the way that the homicide may destroy his majesty. He understands that to illuminate this issue without compromising his position would require a lot of work and expertise: We should, with all our highness and aptitude,/Both face and reason. 2 Claudius, understanding that Hamlets unique aim was really to kill him3, chooses to send Hamlet promptly to England with the expectation that the English lord would kill him under Claudiuss demand. This can be considered as a genuine case of how Claudius is fixated on keeping up his political force. Since Claudius is presently mindful of Hamlets vindictive state, sending Hamlet to England might be considered as a decent method to get Hamlet far from Claudius. Another valid justification to why Claudius sends Hamlet to be killed in England and not in Denmark is a direct result of dread of losing his political force. On the off chance that Claudius chooses to slaughter Hamlet, both Gertrude and the individuals of Denmark will abhor him as the two of them love Hamlet without a doubt, and therefore, his majesty will be in question. However should not we put the solid law on him: Hes cherished of the occupied huge number, Who like not in their judgment, yet their eyes; And where tis in this way, the guilty parties scourge is weighd But never the offense. To shoulder all smooth and even, This abrupt sending him away should appear to be Deliberate respite 4 Another case of how Claudius recaptures his command over the occasions happening in this demonstration is when Laertes returns requesting to realize who had executed his dad. Claudius doesn't disclose to Laertes the guilty party before Gertrude, expecting that she would betray him. Rather, he chooses to tell Laertes despite her good faith. It is right now that Claudius and Laertes are educated that privateers have returned Hamlet to Denmark, this allows Claudius to hit an arrangement with Laertes: If Claudius lets Laertes murder Hamlet, at that point Laertes will be under Claudiuss order. This is a greater favorable position for Claudius as it disposes of Hamlet without influencing his sovereignty, and it holds Laertes under his order. My ruler, I will be administered: The somewhat, in the event that you could devise it with the goal that I may be the organ. 5 Claudius concocts an idiot proof intend to kill Hamlet. He recommends that a fencing match be held among Laertes and Hamlet, except for a honed blade given to Laertes as opposed to an unpolished blade. He likewise adds that if Hamlet somehow happened to win, Claudius would give him a harmed drink as congrats to his triumph. Also, he calls for drink, Ill have set him up A cup for the nonce; wherepon yet tasting, If he by chance departure your venomd stuck, Our motivation may hold here. 6. This specific scene is amazingly noteworthy as it shows the peruser how really malicious Claudius is and how far he would go to keep up his capacity. Claudius is one of the most significant characters in Hamlet. He is a character of genuine force and disdain, who might go to any outrageous just to keep up his capacity and his authority. His fixation on supreme force is significantly depicted in Act IV of Hamlet, making it one of the most significant and clear acts in the play. 1 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV.ii. 13, 16-16, 20-22. 2 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV. I. 31-33. 3 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV. I. 13 4 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV. iii. 3-9. 5 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV. vii. 69-71. 6 William Shakespeare, Hamlet (Toronto: Harcourt Brace Company Canada Ltd, 1988), IV. vii. 160-163.

Where to Start The Books of Ursula K. Le Guin--List List #288

Where to Start The Books of Ursula K. Le Guin--List List #288 This List List is sponsored by Dara Horn’s Eternal Life, on sale now from W. W. Norton. Rachel has a problem: she can’t die. Her recent troubles are only the latest in a litany spanning dozens of countries, scores of marriages, and hundreds of children. In the 2,000 years since she made a bargain to save the life of her first son back in Jerusalem, she’s tried everything to free herself. As the twenty-first century begins and her children and grandchildren develop technologies that could change her fate, Rachel knows she must find a way out. Eternal Life celebrates the bonds between generations, the power of faith, the purpose of death, and the reasons for being alive. at Signature, Where to Start: Ursula K. Le Guin at Bustle, 7 Novels To Pick Up When You Need Creative Inspiration at Unbound Worlds, 5 Familiar Horror Classics Remixed, Reimagined, and Retold at Cosmopolitan, 10 Books to Help You Beat the January Blues at Electric Literature, 10 Galvanizing Books About Political Protest at LitReactor, The 10 Best Places to Find Quality Short Fiction at Read it Forward, 18 Books Phoebe Robinson Recommends on Instagram at OZY, 5 African Sci-Fi and Fantasy Books to Add to Your Reading List at Off the Shelf, 6 Recommended Reads from a Small Town Library at Entertainment Weekly, 16 Books to Read after the Womens March Anniversary at Goodreads Blog, What to Read Based on Oscar-Nominated Movies at Brightly, 8 Great Adult Books for Teens

The Misunderstood Conception Of Communication Essay

1) What point is MacAulay trying to make when it comes to the belief that sexual assault occurs due to miscommunication? MacAulay in this article discusses the misunderstood conception of communication. More specifically, he critiques the analysis of Kitzinger Frith (1999), and O’Bryne, Hansen Rapley (2008) on the notion of communication issues and the causation of rape. Summarizing the findings of those authors is the explanation of how women refuse sex; in other words, how they work around simply saying no. It has become very common for women to convey refusal without actually using the word â€Å"no.† This can be very problematic in a number of ways. For example, if a woman were to apologize and say she can’t go out tonight because she has work in the morning, it leaves a glimmer of opportunity in the eyes of men; meaning they could keep asking in hopes of her not having to work early on a given day. That could be prevented by a simple no. However, the reason behind this way of refusal is explained by women as a way of refusal that removes the arrogance and rudeness from a re jection. MacAulay states that this is the main problem. He states that rapists are very opportunistic; they wait for a chance to do or say something and pounce on it. Therefore, by refusing sex without actually saying no, you are allowing them to attempt to persuade that refusal into a yes. Their main purpose is to see if they can talk you out of a no. additionally, a major note is that it doesn’tShow MoreRelatedCase Incident : Dianna Abdala Essay775 Words   |  4 Pagescase incident titled Dianna Abdala. This incident was cited from chapter 6: Communication, Conflict, and Negotiation of the Fundamentals of Organizational Behavior. The report examines the summary of an email communication between a law school graduate named Dianna Abdala and Attorney William A. Korman, who is a prospective employer. With whom do you side here – Abdala or Korman? 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Compare And Contrast Packer And Due Process - 1793 Words

The idea of this paper is to ultimately compare Packer s two Models of the Criminal Justice System: The Due Process Model, and Crime Control Model to a popular movie of our choice. I chose the the movie, The Lincoln Lawyer, directed by Brad Furman. My goal is to be able to show how the movie and the Packer reading matchup. In this paper, I am comparing how the main character, Mickey Haller, uses both Due Process and the Crime Control Models of the criminal justice system. Mick Haller is a defense attorney, who is faced with many difficult decisions involving the cases he is a part of during the film. In the movie, Mick uses ideas that come from both models of the criminal justice system. I will then talk about how Mick originally feels†¦show more content†¦Therefore they will most likely be guilty. This is called the presumption of guilt, and according to Packer (1964), â€Å"The presumption of guilt allows the Crime Control Model to deal efficiently with large numbers. The supposition is that the screening processes operated by police and prosecutors are reliable indicators of probable guilt†(11). To get out of a case, the defendant either has to plead guilty to get less time in prison, or there has to be enough evidence presented to prove the innocence of the accused person. Packers Due Process Model is much different than his Crime Control Model. According to Packer (1964), â€Å"If the Crime Control Model resembles an assembly line, the Due Process Model looks very much like an obstacle course† (13). The Due Process model focuses much more on the rights of victims than the Crime Control Model does. It is focused around the premise of the innocent until proven guilty side of court cases. Defendants feel that everyone deserves a fair trial, and every defendant should have all of their rights under the Bill of Rights. They also feels that the powers of police officers should be much less than what the Crime Control Model does. 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Graphene Replaced with Copper Free Essays

string(89) " work with fellow researchers Yinxiao Yang, Kevin Brenner, Thomas Beck and James Meindl\." Graphene replaced with copper Graphene nanoribbons have a current-carrying capacity two orders of magnitude higher than copper Recent research into the properties of graphene nanoribbons provides two new reasons for using the material for interconnects in future computer chips. In widths as narrow as 16 nm, graphene has a current-carrying capacity approximately a thousand times greater than copper while providing improved thermal conductivity. The current-carrying and heat-transfer measurements were reported by a team of researchers from the Georgia Institute of Technology (Atlanta, GA). We will write a custom essay sample on Graphene Replaced with Copper or any similar topic only for you Order Now The same team had previously reported measurements of resistivity in graphene that suggest the material’s conductance would outperform that of copper in future generations of nanometer-scale interconnects. The graphene nanoribbons have a current-carrying capacity two orders of magnitude higher than copper at these size scales, according to Raghunath Murali, a senior research engineer at Georgia Tech. {draw:frame} Composed of thin layers of graphite, graphene has been studied by the Georgia Tech team as a potential replacement for copper in on-chip interconnects wires. The graphene nanoribbons have a current-carrying capacity of more than 108 A/cm2, which makes them very robust in resisting electromigration and should greatly improve chip reliability. This electromigration phenomenon causes transport of material, especially at high-current density and leads to a break in the wire and, consequently, chip failure. The research team also discovered that the graphene nanoribbons also have excellent thermal conductivity properties and can conduct heat away from devices. They found that graphene nanoribbons have a thermal conductivity of more than 1,000 W/m Kelvin for structures less than 20 nm wide. This will help the interconnects serve as heat spreaders in future generations of integrated circuits, according to Murali. They used electron beam lithography to construct four electrode contacts, then used lithography to fabricate devices consisting of parallel nanoribbons of widths ranging between 16 and 52 nm and lengths of between 0. 2 and 1  µm. The breakdown current density of the nanoribbons was then studied by slowly applying an increasing amount of current to the electrodes on either side of the parallel nanoribbons. A drop in current flow indicated the breakdown of one or more of the nanoribbons. In the study of 21 test devices, the researchers found that the breakdown current density of graphene nanoribbons has a reciprocal relationship to the resistivity. Because graphene can be patterned using conventional chip-making processes, manufacturers could make the transition from copper to graphene without a drastic change in chip fabrication. The data they developed so far look very promising for using this material as the basis for future on-chip interconnects. Visit www. youtube. com/watch? v=kd6zzwhfEqw to view a video explaining graphene’s thermal-conductivity capabilities. Though one of graphene’s key properties is reported to be ballistic transport—meaning electrons can flow through it without resistance—the material’s actual conductance is limited by factors that include scattering from impurities, line-edge roughness and from substrate phonons—vibrations in the substrate lattice. Use of graphene interconnects could help facilitate continuing increases in integrated circuit performance once features sizes drop to approximately 20 nanometers, which could happen in the next five years, researchers said. At that scale, the increased resistance of copper interconnects could offset performance increases, meaning that without other improvements, higher density wouldn’t produce faster integrated circuits. This is not a roadblock to achieving scaling from one generation to the next, but it is a roadblock to achieving increased performance. Dimensional scaling could continue, but because we would be giving up so much in terms of resistivity, we wouldn’t get a performance advantage from that. That’s the problem we hope to solve by switching to a different materials system for interconnects Survey in graphene replaced with copper PORTLAND, Ore. —Graphene will carry nearly 1,000-times more current and run over 10-times cooler than conventional copper interconnects below 22-nanometer line widths, according to researchers at the Georgia Institute of Technology (Georgia Tech). The speed (electron mobility) of graphene has already been touted as better than copper, but this Georgia Tech data on nanoribbons as small as 16-nanometers quantifies just how superior carbon is to copper. The graphene nanoribbons tested at Georgia Tech could carry as much as 10 billion amps per square centimeter—nearly a thousand times greater than copper. â€Å"No one had measured graphene’s current carrying capacity before this,† said Raghunath Murali, a senior research engineer in Georgia Tech’s Nanotechnology Research Center. One possible reason that this property of graphene was not touted before is that there were no experimental results until our work. † The superior current carrying capability of carbon formed into graphene nanoribbons is also combined with less heat build-up, since carbon’s thermal conductivity is much higher than copper. Nanoribbons have a thermal conductivity of 1,000-to-5000 watts per meter Kelvin—ten time s greater than copper. The Georgia Tech researchers also claim that graphene nanoribbons will mitigate electro-migration which is an increasing problem for copper as line widths descend to the nanoscale. If the current carried through a wire is close to the current-carrying capacity of the wire, then the chances of electromigration are greater than if the current in the wire is much smaller than the current-carrying capacity,† said Murali. â€Å"Graphene has over two orders of magnitude greater capacity than copper, thus if a graphene wire is compared to a copper wire carrying the same current, then the graphene wire will better resist electromigration. † Murali’s team obtained their graphene samples by removing layers from a graphite block and depositing them on a silicon-on-insulator (SOI) wafer. E-beam lithograhy was used to construct the metal contacts and cut the parallel lines of graphene into lines 16-to-52 nanometers wide and 200-to-1000 nanometers long. There are three hurdles remaining to commercialization of carbon interrconnects, according to the researchers at Georgia Tech: perfecting methods of growing monolayers of graphene over entire wafers (since today only small centimeter-sized areas can be easiliy grown in monolayers), fabricating vias to interrconnect graphene nanowires, and integration of carbon into the back-end of process on a CMOS line. Murali performed the work with fellow researchers Yinxiao Yang, Kevin Brenner, Thomas Beck and James Meindl. You read "Graphene Replaced with Copper" in category "Papers" This research was funded by the Semiconductor Research Corporation, the Defense Advanced Research Projects Agency (DARPA), the Interconnect Focus Center, the Nanoelectronics Research Initiative and the Institute for Nanoelectronics Discovery and Exploration (INDEX). Replacing silicon {draw:frame} Silicon transisitors are approaching the point where further miniturization will no longer be possible. It is expected that once silicon transistors reach 16nm size, optical lithography will no longer be capable of making smaller images. Thus, unless all preogress in transistor size is terminated and performance improvements are limited to processor architecture alone, it is very likely that chip manufacturers will move to graphene as a way to get smaller transisitors. One example is that graphene transistors are very â€Å"leaky† compared to those made of silicon- that is, more charge can escape from them. This means that graphene chips are likely to run much hotter than silicon chips. Graphene has several very appealing traits. Electrons meet much less resistance from graphene than they do from silicon, traveling through it more than 100 times as easily. And because graphene is essentially a two-dimensional material, building smaller devices with it and controlling the flow of electricity within them are easier than with three-dimensional alternatives like silicon transistors. The finding underscores graphene’s potential for serving as an excellent electronic material, such as silicon, that can be used to develop new kinds of transistors based on quantum physics. Because they encounter no obstacles, the electrons in graphene roam freely across the sheet of carbon, conducting electric charge with extremely low resistance. The research team, led by Chun Ning (Jeanie) Lau, found that the electrons in graphene are reflected back by the only obstacle they meet: graphene’s boundaries. â€Å"These electrons meet no other obstacles and behave like quantum billiard balls. â€Å"They display properties that resemble both particles and waves. † when the electrons are reflected from one of the boundaries of graphene, the original and reflected components of the electron can interfere with each other, the way outgoing ripples in a pond might interfere with ripples reflected back from the banks. he â€Å"electronic interference† by measuring graphene’s electrical conductivity at extremely low (0. 26 Kelvin) temperatures. She explained that at such low temperatures the quantum properties of electrons can be studied more easily. The electrons in graphene can display wave-like properties, which could lead to interesting applications such as ballistic transistors, which is a new type of tr ansistor, as well as resonant cavities for electrons, that a resonant cavity is a chamber, like a kitchen microwave, in which waves can bounce back and forth. Scientifically, it has become a new odel system for condensed-matter physics, the branch of physics that deals with the physical properties of solid materials. Graphene enables table-top experimental tests of a number of phenomena in physics involving quantum mechanics and relativity. Bearing excellent material properties, such as high current-carrying capacity and thermal conductivity, graphene ideally is suited for creating components for semiconductor circuits and computers comparing with silicon. Its planar geometry allows the fabrication of electronic devices and the tailoring of a variety of electrical properties. Because it is only one-atom thick, it can potentially be used to make ultra-small devices and further miniaturize electronics. Image shows graphene, which can act as an atomic-scale billiard table, with electric charges acting as billiard balls. (Credit: Lau lab, UC-Riverside) Silicon has been the main ingredient in microchips since they replaced vacuum tubes in electronics. But the common element graphene, found in pencils, may one day supplant silicon on the billion-dollar foundries of IBM, Intel and AMD. Graphene shares the characteristics that make silicon so ubiquitous, not just in computers and cell phones, but in such applications as medical and aviation sensors, ultrahigh-frequency analog electronics for preparing signals for fiber-optic transmission or for radars. Graphene can do what silicon can, only better. Graphene has extraordinary electron-transport properties; its monolayer thickness yields exquisite sensitivity to changes in environment, and its mechanical and thermal properties equal or exceed those of the best conventional materials. The superior properties of graphene and graphene-related materials present an extraordinary opportunity for enabling new classes of electronic, optoelectronic and electromechanical devices and sensors The first commercial use for graphene may be as an electrical coating for LCD screens, solar cells, and touch screens. Thin, transparent, extremely conductive, and strong, it seems ideal for the job. ONE OF THE APPLICATION Graphene Quilts to Keep Things Cool December 21, 2009 {draw:frame} Graphene University of California, Riverside (UCR) Professor of Electrical Engineering and Chair of Materials Science and Engineering Alexander Balandin is leading several projects to explore ways to use the unique capabilities of graphene â€Å"quilts† as heat conductors in high-power electronics. Graphene is a recently discovered single-atom-thick carbon crystal, which reveals many unique properties. In Balandin’s designs, graphene â€Å"quilts† (large-area overlapping networks of graphene flakes) will play quite an opposite role of your grandma’s quilts. They will remove heat instead of retaining it. His work on graphene heat-conducting coats for heat removal from high-power gallium-nitride transistors is being funded by a recently awarded $420,000 grant from U. S. Office of Naval Research (ONR). It aims at an experimental proof-of-concept demonstration to be conducted in Balandin’s Nano-Device Laboratory (NDL). In addition to the ONR grant, Balandin received a new three-year subcontract with the Interconnect Focus Center (IFC), based at the Georgia Institute of Technology, that deals with graphene interconnects and heat spreaders for three-dimensional (3-D) electronics. According to the International Technology Roadmap for Semiconductors, in the next five years, up to 80 percent of microprocessor power will be consumed by the interconnect wiring—a driver for the search for new interconnect materials and innovative methods of heat removal. Another recent subcontract awarded to Balandin is with the Functional Engineered Nano Architectonics (FENA) center based at UCLA. In this center, he investigates the problems of energy dissipation in graphene nanostructures and nanodevices. Combined new funding secured by Balandin this month for the three projects exceeds $1 million. The centers’ funding comes from the Semiconductor Research Corporation (SRC) and Defense Advanced Research Project Agency (DARPA). Because graphene is only one molecule thick, it didn’t lend itself to traditional methods of thermal conductivity measurement. Balandin led a team of researchers that first measured it using an original non-conventional technique in 2008. The procedure involved a non-contact approach on the basis of Raman spectroscopy utilizing the inelastic scattering of photons (light) by phonons (crystal vibrations). The power dissipated in graphene and corresponding temperature rise were detected by extremely small shifts in the wavelength of the light scattered from graphene. That was sufficient to extract the values of the thermal conductivity through an elaborate mathematical procedure. Balandin’s research group discovered that the thermal conductivity of large suspended graphene sheets varies in the range from about 3000 to 5300 W/mK (watts per meter per degree Kelvin) near room temperature. These are very high values, which exceed those of carbon nanotubes (3,000-3,500 W/mK) and diamond (1,000-2,200 W/mK). As a result of his findings, Balandin has proposed several innovative graphene-based approaches for thermal management , which might lead to creation of a new technology for local cooling and hot-spot spreading in the high-power-density and ultra-fast chips. A detailed description of Balandin’s graphene and thermal management research can be found in his invited popular science article, â€Å"Chill Out,† in the October 2009 issue of IEEE Spectrum, the magazine of the The Institute of Electrical and Electronic Engineers (IEEE). How to cite Graphene Replaced with Copper, Papers

Procrastination and College Students free essay sample

Have you ever put something off? Thinking â€Å"Oh, i’ll just do it tomorrow? † Have you ever thought you were showing signs of a mental disorder by doing that? You’ve probably haven’t. Actions such as putting off your task until the next morning would be called procrastination. The definition of procrastination is the act of delaying or postponing something for another time. Procrastination can be either putting off work for something else that the person believes is more important or just to do something more pleasurable. Procrastination is normally just considered a bad habit that unorganized or lazy people tend to undertake in their daily lives, but chronic procrastination may be the sign of an underlying psychological mental disorder. You can identify if you have procrastination with a number of symptoms and at a greater extent this disorder can even be treated. Many physiological studies have been done on procrastination and many people are trying to find the underlying cause for this disorder. We will write a custom essay sample on Procrastination and College Students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is a mental disorder that is not quite understood or accepted by many psychologists. According to Timothy A. Pychyl Ph. D. , â€Å"Immediate mood repair† is controlled by the brain’s limbic system. This system controls automatic responses and is a dominant part of the brain. It can overpower the prefrontal cortex which is a decision-making part of the brain. The prefrontal cortex is what makes an individual decide to engage in a task. The longer the task is put off, the easier it is for the limbic system to dominate and give instant pleasure feelings which the body and mind prefer. It becomes more satisfying to not do the task because of this limbic system. Because of this, people learn that procrastination feels better in the short term and this can begin to control how or when they choose to perform tasks. Procrastination has been thought to originate from our viral age with all our laptops, and smart phones, and facebook, but that’s not true. Procrastination has been around since ancient Greek and Roman times. The Greek poet Hesiod around the year 800 B. C. , promoted people to avoid procrastination and â€Å"to not put off your work till tomorrow and the day after. † And for the Roman civilization, the consul Cicero called the act of delaying actions â€Å"hateful. † Procrastination is just a part of human nature; we as humans are lazy, we try to find the easy way to do anything, and if we can’t do that, then we think that we’ll just do it tomorrow. But what is work? The definition of work is â€Å"activity involving mental or physical effort done in order to achieve a purpose or result. † Therefore procrastination is tied together mentally and physically. The mental aspect of procrastination leads mostly to school. Procrastination is considered a students worst enemy. Every student encounters the feeling of procrastination once or multiple times either as a bad habit or as a mental disorder. Students go through procrastination without even thinking about it, by putting off the less pleasurable for the more pleasurable. We all encounter the bad feeling of procrastination and wish to stop. We could think of procrastination as a dangerous disease feeding off our productivity. Procrastination begins rapidly as time becomes your worst â€Å"enemy. † Looking at a blank piece of paper for English, a blank document for an essay, or even your other homework leads to laziness. We could think its just a lazy bad habit, but actually we’re procrastinating. What happens next after staring down your blank piece of paper desperately wishing it was done? You â€Å"need† food, a drink, naptime, or even a â€Å"break† from stress so then you make a cup of coffee or something to eat. Before we know it, we watch television for a couple of hours. Then what? The homework didn’t get finished by itself! It’s still there collecting dust â€Å"watching† you procrastinate from this mental disorder or bad habit. Furthermore, procrastination leads into older adolescence which stems off of childhood. People don’t realize how procrastination can affect their lives and frustrate their future self into adulthood. Generally, procrastination through older adolescence is the time of actually knowing if this is a chronic psychological disorder or just a lazy bad habit. Academic procrastination in college students is widespread. Procrastination negatively affects college students which impacts their learning along with overall achievements. When pushing off a task because they may be â€Å"busy† or have a more pleasurable task to do affects their organization of work. Work among college students is not only academic work but also physical job work which is affected too. In addition, the Natural Remedies For Total Health â€Å"Procrastination Explained† by Michael Locklear shows that 95% of college students are trapped by procrastination. The more pleasurable tasks outweigh the challenging tasks that the college students have to do. By doing the more pleasurable task instead of the original task, a delay in preparations for exams or other assessments occurs which is known as â€Å"cramming. † The term cramming is â€Å"bestfriends† with procrastination amongst college students who encounter it. Cramming is when college students wait until the last minute, pulling an â€Å"all-nighter† in order to complete the task they had to do that they’ve already known about and had more than enough time to finish. A study reveals that 75% of college students admit themselves to be procrastinators with half of them stating that they procrastinate on a regular everyday basis. The question amongst college students is that is this just a bad habit? , or is this a chronic psychological mental disorder? Well the answer is that it is a mental disorder that is not quite understood or accepted by many psychologists. For the further future self in adulthood may seem as a bad habit but actually as bad â€Å"habits† continuously happen out of laziness leads to chronic procrastination. This creates stress, depression, and anxiety throughout life which affects ambition to complete tasks due from this disorder. The future self encounters procrastination as a psychological disorder which is associated with perfectionism. The definition of perfectionism is â€Å"refusal to accept any standard short of perfection. † This is tied with procrastination negatively due from postponing tasks because the future self feels pressured to meet their high standards so they put off their task for a more pleasurable task. Procrastination in adulthood is a roadblock to complete fulfillment in all kinds of aspects. One may push aside a building job while others may push aside taxes along with other tasks. Then when the deadline is met, it creates a rush in perfectionism. Studies have shown that procrastinators during their tax returns pay an average over $400 due to errors caused by waiting until the last minute confirmed by HR Block. This concluded with overpayments in the United States government in 2002 by $437 million. This disorder impacts adulthood of individuals which causes a great deal of pressure. As a disorder, overwhelming evidence shows that individuals who wait until the last minute is averagely below 70% of effectiveness towards finalizing their task. Procrastination not only impacts the future self, it also impacts the individuals that are involved. The future self in adulthood as job workers, Christmas shoppers, last-minute tax rushers, individuals who avoid seeking proper medical exams and treatments, teachers, or even scientists encounter procrastination as a bad habit or as a psychological disorder. Procrastination is a serious issue when one encounters it as a bad habit which can be a continuous action leading into the disorder. In many cases, it becomes a threat to the qualities of life towards the future self eating away the time it takes to complete the task. http://sidsavara. com/personal-productivity/procrastination/procrastination-survey-results According to this survey, the results of why individuals procrastinate is about putting things off for a more pleasurable task. The question that many psychologists have is, why do people procrastinate? Is it a bad habit? Is it a disorder? Through the lives of individuals who procrastinate encounter the reasons of no time, it’s just not urgent, don’t feel like it, or not sure what to do. So what then leads for the final answer for procrastination? The number one reason why individuals procrastinate is that they don’t feel like doing the tasks they need to do so they push it off for other favorable tasks. The results of the two graphs indicates for encountering procrastination is about self management. The lack of productivity is often tied with time management along with prioritization. Individuals know that the priority of their task is more important but they would rather do the more favorable task. Individuals know that the task needs to be completed but they don’t feel like doing it. This results with the bad habits or the chronic disorder of procrastination. Mental, emotional, and physical focus is important in order to overcome procrastination. The top four reasons are no time, it’s just not urgent, don’t feel like it, and not sure what to do. When needing to complete a task, time management is very important. Individuals push aside their task due to â€Å"not having time†, which then leads into no ambition to do the task because it’s not urgent. Therefore that’s when the more favorable task is encountered. This creates pressure and stress which is overwhelming because now the question is â€Å"What to do? † in addition of not knowing what to do results in pushing away the task. Then the fulfillment of what the individuals wanted to complete doesn’t happen. As procrastination continuously happens, it results with the question of is it considered a chronic disorder or just a bad habit? Conclusion: Procrastination is a mind game that individuals may encounter of delaying or postponing something for another time. The solution is to outsmart procrastination which is harder to do in order to overcome the bad habit or mental disorder. It’s natural to get overwhelmed by a simple task but the key is to attack the task without pushing it off before procrastination becomes the enemy. Break each part of the task down as if it were to be â€Å"cutting a tree. † Instead of looking at the task as a whole like a â€Å"tree,† cut down the â€Å"branches† first of each part of the task which will fade away the whole part. By taking away the idea of what you can’t do and replacing it with what you can do, it defeats procrastination. Make your view of the task as the quality rather than quantity so being overwhelmed by a task doesn’t occur. Try to use time as your â€Å"bestfriend† instead of an enemy. By doing so, procrastination will fade away by blocking out the more favorable tasks to do after the task is completed. Procrastination is the worst enemy one may encounter and there are many questions that are accumulated with it for further research. Why does procrastination get to me so easily? What makes me a procrastinator? Do I just have a bad lazy habit by pushing off my task or do I have this psychological disorder? This mental disorder is not quite understood or accepted by many psychologists. An individual may encounter procrastination as a bad habit while others encounter it as a mental disorder which will eat away the task before it’s fulfilled. Procrastination is the art of keeping up with yesterday and avoiding today. ’ Wayne Dyer

Easy English Proverbs

Easy English Proverbs Learning proverbs - or sayings - are a great way to get insight and improve your English. Unfortunately, some proverbs are easy to understand and others more difficult. This article provides twenty easy proverbs that are right for your level. Each proverb has a definition for you to learn the proverb. Once you have learned these twenty proverbs, match the situations to the appropriate proverb at the end of the article. Teachers can use these activities with proverbs in the classroom to help your learners. List of Proverbs Accidents happen. Mistakes and bad events naturally happen. Its not your fault. Better late than never. Its good you came to something. The customer is always right. People who pay money for something you sell deserve respect. You only die once. Nothing in life is so bad. Easy does it. Be careful, dont go too fast. Every man has his price. Every person will do anything for enough money. Fight fire with fire. If someone is aggressive with you, be aggressive with that person. If you cant be good, be careful. When you do something that mom and dad wont like, dont be too crazy. Home is where the heart is. Your true place is with the people you love. The king can do no wrong. People with a lot of power, the boss, etc. do wrong, but are not criticized by others. Knowledge is power. Learning will help you succeed in life. Live and learn. Living teaches you lessons, take advantage of the lessons. He lives long who lives well. Living healthfully will lead to a long life. Money isnt everything. Money is not the only important thing in life. Never say never. Life will surprise you, dont say no to things. Never too old to learn. No matter how old you are you should learn new things. No news is good news. If you dont hear anything from someone, it means that everything is OK. Out of sight, out of mind. If you dont see or hear about something, you wont worry about it. You get what you pay for. Quality items are never cheap. Every picture tells a story. Each situation tells you something about the people and places involved. Matching Proverbs Test Match the proverbs below with the appropriate situations for the proverb. Better late than never.The king can do no wrong.Never say never.You get what you pay for.He lives long who lives well.No news is good news.Easy does it.Every man has his price.Home is where the heart is.Out of sight, out of mind.Fight fire with fire.Every picture tells a story.The customer is always right.You can only die once.Knowledge is power.Accidents will happen.Never too old to learn.Money isnt everything.Live and learn.If you cant be good, be careful.Dont worry about what you did. Sometimes bad things happen.Im glad you are here, even if the party started three hours ago.Even though that man makes you angry, he is spending money in our shop. Be nice.I know it was bad news, but there are worse things in life.Speak to Peter again. Im sure you can convince him to join our company.If Mary is going to do that to you, you need to do something to Mary.When you go to college, you will probably do some things you shouldnt. Please dont be too crazy!Ive moved all over the world with my w ife. Were happy together no matter where we live. Hes the director of the company, so he can do what he wants.This bad experience is only part of your life. Dont worry about it.You might not want to visit Los Angeles today, but maybe you will someday.I know its hard to find a new job when you are 53, but you can do it!I havent heard from my brother for more than three months.Shes gone so her mother doesnt worry about her so much.Im not surprised it already broke. You only paid $10 for that toy.Look at those two old people holding hands. I think they probably have a good marriage.

Compound Plurals

Compound Plurals Compound Plurals Compound Plurals By Maeve Maddox Most English nouns form their plurals by adding -s: boy/boys; house/houses. When the noun is compound, the question sometimes arises as to which word should get the plural ending. In regard to American usage, the Chicago Manual of Style recommends that writers consult Merriam-Webster’s Collegiate Dictionary for â€Å"tricky† compounds like fathers-in-law, courts-martial, and chefs d’oeuvre, adding, â€Å"For those not listed, common sense can usually provide the answer.† I have a lot of respect for the Chicago Manual of Style, but recommending common sense to determine correct usage seems a bit optimistic. Compound nouns are of three kinds: open, closed, and hyphenated. Not all authorities agree as to which is which or where the plural goes. Open compounds are written as separate words: Grand Jury Knight Templar post office court martial free lunch The principal word in the compound takes the plural: Grand Juries Knights Templar post offices courts martial free lunches Note: According to the OED, court martials is incorrect; M-W gives courts martial as the first plural, but also accepts court martials. Most closed compounds form the plural at the end of the word: toothbrush / toothbrushes haircut / haircuts grasshopper / grasshoppers blackboard / blackboards bedroom / bedrooms BUT, passerby / passersby Like open compounds, hyphenated compound nouns pluralize the principal wordif there is one. The principal word will be a noun. Some compounds have more than one noun; others have none. When the compound has two nouns, common sense will have to tell you which one is the principal word. mother-in-law / mothers-in-law man-of-war / men-of-war merry-go-round / merry-go-rounds (no principal word) forget-me-not / forget-me-nots (no principal word) stand-in / stand-ins (no principal word) Some compounds are hyphenated in the Oxford English Dictionary and written as one word in Merriam-Webster: set-back (OED) setback (M-W) drop-out (OED) dropout (M-W) hold-up (OED) holdup (M-W) half-sister (OED) half sister (M-W) Some speakers have trouble with nouns that end in -ful, puzzling, for example, between cupfuls and cupsful. This is a case in which common sense should probably advise against consulting M-W. Although the M-W entries for cupful, handful, and armful list the plurals cupfuls, handfuls, and armfuls first, they give cupsful, handsful, and armsful as alternative spellings. In addition, the spelling handfull is in there as an â€Å"also.† My American spellchecker does not countenance any of these alternatives. Cupsful doesn’t cut it because compound nouns are made up of two or more words that can be used on their own. For example, the words in the compound policeman can be used separately: â€Å"The man called for the police.† The element ful in cupful is not a word; it’s a suffix. Common sense tells me that cupsful is incorrect. 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 Grammar category, check our popular posts, or choose a related post below:12 Greek Words You Should KnowHomonyms, Homophones, Homographs and HeteronymsI wish I were...

Organisational Behaviour (Motivation in the Modern Business World) Coursework

Organisational Behaviour (Motivation in the Modern Business World) - Coursework Example Organisational contribution to employee motivation 14 4.1 Role of Organisational culture 14 4.2 Role of organisational systems 14 4.3 Role of leadership 16 5 Current issues and recommendations: 18 6 Conclusions 19 References Appendices Abstract This report explores the role of motivation on organizational behaviour. This is accomplished by understanding the concept of motivation and its implications on organization. A brief understanding of the two types, intrinsic and extrinsic motivation has been obtained. Different motivational theories categorized under content and process theories have been explored. Implications of motivational theories on various management aspects such as employee performance, employee commitment, and organisational performance have been explored by applying content and process theories through specific case studies obtained from the literature. Further, role of organizational aspects such as organizational culture, systems and leadership on employee motivati on have been studied. ... roup dynamics that constantly interact with each other and consequently result in specific outcomes that can have positive and/or negative impact on the individuals as well as organisations. Considering this, workplace motivation has been extensively studied in the present context beginning with its definition and including types and theories of motivation. This report outlines various theories of motivation and their implications on employees. In the process, impact of motivation on individual performance, organisational performance, and employee commitment has been reviewed by applying few case study examples. Further, role of organisational systems, culture, and leadership have been critically assessed in creating workplace motivation for employees. 2. Motivation in organisational behaviour and its definition Organisational behavior considers people’s behavior in the organisation, circumstances that create specific behavior, impact of people’s behavior on organisatio n, groups, and individuals. Organisations are major part of sociological entities that shape the societies, economies and relationships between different companies, and countries. The extent of such impact is dependent upon their performance, which is determined by their systems, processes, technology, and most importantly employee motivation. Wilson and Rosenfeld (1990) explain that motivation is one of the earliest concerns of organisational behaviour and links between a motivated workforce and increased performance led managers to strive toward ‘motivating’ their workforces in an attempt to reduce alienation. Therefore, employee motivation is regarded as one of the key elements of organisational behavior. Motivation is defined as the process of arousing and sustaining goal-directed behavior

ECON 3498 HW7 Assignment Example | Topics and Well Written Essays - 250 words

ECON 3498 HW7 - Assignment Example ovariance matrix without a degrees of freedom correction from a VAR(p)model, cT is a sequence indexed by the sample size T ,and φ(n, p) is a penalty function which penalizes large VAR(p) models. For the last few years, the claim that an increase in economic growth leads to an increase in inflation and that decreased growth reduces inflation. All other things being equal, an increase in economic growth must cause inflation to drop. Under the assumption of sticky nominal wages (traditional Keynesian asymmetry), negative monetary shocks have greater real impact than positive monetary shocks. According to Ravn et al (1999), sticky nominal wages will render the aggregate supply curve convex. In the extreme case, the aggregate supply curve is vertical at the point where the nominal wage is in equilibrium. A positive monetary shock will increase aggregate demand along the vertical segment of the aggregate supply curve leaving real economy unchanged, at least in the short run. Residuals from this regression show changes in the intended funds rate not taken in response to information about future economic developments. The resulting series for monetary shocks should be relatively free of both endogenous and anticipatory actions.† To measure the effects of monetary policy on output it is enough that the shock is orthogonal to output forecasts. The shock does not have to be orthogonal to price, exchange rate, or other forecasts. It may be predictable from time t information; it does not have to be a shock to agents or the Fed’s entire information

Children Learning and Symbolic Play

Children Learning and Symbolic Play Abstract Our understanding of children development and learning is complicated because of the numerous and varied factors that impact it. These include physiological, mental, emotional, social, linguistic, cognitive, socio-cognitive, and cultural aspects. Two of the most considerable theories on the growth and development of cognitive thinking in children were proposed by Jean Piaget and Lev Vygotsky. Both offered explanations for childrens cognitive learning styles and abilities; their explanations and ideas have significantly contributed to the field of learning and instructions. While they have different views into the cognitive development in children, Piaget and Vygotsky both emphasized that much of childrens early learning is achieved through play and symbolic play in particular. The objective of this paper is to examine the major constructs of Piaget and Vygotsky theories about cogitative development in children and to evaluate the implications of their theories for instructions and sy mbolic play practices for children in preschool (kindergarten) age. Cognitive Development Theories: Children Learning and Symbolic Play Cognitive development refers to the development of the ability to think and reason. It is the transformation of the childs undifferentiated, unspecialized cognitive abilities into the adults conceptual competence and problem-solving skills (Driscoll, 2005). For many psychologists, cognitive development answers the questions about how children moves toward reaching the endpoint of gaining the adults skills, what stages they are pass through and how do changes in their thinking occur and what role dose learning play? Among many theories that are introduced to explain the children cognitive and knowledge development, Jean Piaget and Lev Vygotsky proposed the most influential theories that contributes to this component of psychology. Their theories underlined that the way the children learn and mentally grow has a critical role in their learning progress and abilities development. Piaget and Vygotsky were considered as constructivists who believed that learning occurs as a result of mental construction and by fitting the new information into the cognitive structure (scheme) that the learners already have (Driscoll, 2005). Constructivism approach also suggests that learning is affected by the context in which knowledge transfer occurs and by learners beliefs and attitudes . Piaget and Vygotsky also agreed on the societal influences in cognitive growth; however, they differ in the learning progression process. Piaget believed that children learn by interacting with their surroundings but with no impo rtance for the input from others and that learning occurs after development; Vygotsky, on the other hand, held the idea that learning happens before development and that children learn through history and symbolism and they value the input from their surroundings (Slavin, 2003). Further, it is imperative for teachers to understand the progression of cognitive development and the constructs of the major theories in the field in order to be able to attend the unique needs of each child and to develop the learning program, instructions plans and classroom activities in a developmentally appropriate approach. Kindergarten program is an example of these learning programs that is of particular interest because it influences children in very young age and shapes their cognitive development journey. Kindergarten learning programs should be designed on the natural approach for children learning as suggested by the cognitive development theories. The natural approach suggests that the physical, socio-emotional and cognitive development of children depends on activity and interactions with others (Driscoll, 2005). This means the play is a key aspect of the Kindergarten learning programs and that is seen as phenomenon of thoughts and activity growth (Piaget, 1951). Play consists of activities performed for self-amusement that have behavioral, social, and psychomotor rewards. Play is directed towards the child, and the rewards come from within the individual child; it is enjoyable and spontaneous. Children engage in different types of play depending upon situations and different needs. Types of play range from physical play which involves jumping, running and other physical activities to the surrogate play at which ill children watch others play on their behalf. They also range from inactive observation play to active associative in group play that requires planning and co operation. Play types also include expressive play which involves playing with materials (such as clay, play dough,à ¢Ã¢â€š ¬Ã‚ ¦) and the manipulative play that gives children the measure of control over others and their environment (for example, to throw a toy out of a cot, watch a parent pick it up, and then throw it out again). Symbolic play (also be referred to as dramat ic play) is another important type of play at which children enact scenes where they substitute one object for another (for example, a child will use a stick to represent a spoon or a hair brush to represent a microphone). This kind of pretend play takes on various forms: The child may pretend to play using an object to represent other objects, playing without any objects and pretending that they are indeed present. Or the child may pretend to be someone else and imitate adults and experiment what it means to be an adult in a role they are exposed to in their surrounding environment (for example, mother, father, care-giver, doctor and so on). They may also pretend through other inanimate objects (e.g. a toy horse kicks another toy horse). Symbolic play in children can usually be observed during the beginning of the second year of life and it has been linked through the studies and experiments to the cognitive problem solving skills, creative abilities, and emotional well-being. In the following sections of this paper, the major constructs and ideas proposed by Piaget and Vygotsky theories will be examined in relation to symbolic play for cognitive and knowledge development of children; and the implications of each theory for instruction and practice in Kindergarten educational settings. Theories of Cognitive Development: Piaget and Vygotsky It is a fact that most of the methods and approaches for teaching are driven from Piaget and Vygotsky research studies. They both offer teachers good proposals on how to teach certain learning materials in appropriate approach that matches the child developmentally conditions. Piaget (1896-1980) believed that children progress through an invariant sequence of four stages. Theses stages are not arbitrary but are assumed to reflect qualitative differences in children cognitive abilities (Driscoll, 2005, p.149). He proposed that each stage must represent a significant qualitative and quantitative change in children cognitive and that children progress through these stages in a culturally invariant sequence. Each stage will include the cognitive structures and abilities (schemes) of the previous stages (constructivism) which all will act as an integrated cognitive structure (accumulated knowledge) at that given stage (Driscoll, 2005). These schemes can be alerted, changed or developed through assimilation and accommodation. Assimilation occurs when a child perceives new objects or events in term of existing scheme (Driscoll, 2005); in other words, within information the child already knows. Accommodation occurs when existing schemes are modified to adopt (or fit in) a new experience or information. If the new information doesnt fit or it conflicts with the existing scheme then the disequilibrium occurs. Equilibrium, however, is the master developmental process which encompasses both assimilation and accommodation and prepares for the child transaction from one state of the development to the next (Driscoll, 2005). Piaget stages of development are: sensorimotor, preoperational, concrete operations and formal operations. Sensorimotor stage is over the period between the birth to two years. During this stage, the child experiences the surrounding world through the senses and movement. The child develops object permanence which refers to the ability to understand an object exist even if it is not in field of vision (Woolfolk, 2004). Toward the end of this period, children begin to mentally represent object and events but to that point they only can act and during the transaction to the mental representation, they may use simple motor indicators as symbols for other events (Driscoll, 2005). They also begin to understand that their actions could cause another actions developing a goal-director behavior; for an example, throwing a toy from the cot to make parents pick the toy and pressing the doll button to make the sound and so on (kind of the manipulative play). Preoperational stage extends from the child second year to seventh year. According to Piaget, children have not yet mastered the ability of mental operation or to think through the actions (Woolfolk, 2004) but they acquire the semiotic function early in this period. This means that they are able to mentally represent the objects and events, as evidenced in their imitation of some activities long after it occurred (Driscoll, 2005). Hence, pretending, or symbolic play, is highly characteristic stage and the language acquisitions. One more interesting idea proposed by Piaget is that during this stage children are considered to be egocentric assuming that others share their points of view and which makes them engage in self monologue with no interacting with others (Woolfolk, 2004). Concrete operations period that is from seventh year to eleventh, is characteristic to be the hands-on period at which children overcome the limitation of egocentrism and learn through discovery learning while working (operating) with real tangible objects (Woolfolk, 2004). They become more internalized and able to create logical-mathematical knowledge resulting in operations (Driscoll, 2005). Formal operation occurs from eleventh year to adulthood and at which propositional logic is developed. Reaching this stage, children (who become adult) should be able to not only to think hypothetically but to plan systematic approaches to solve problems (Driscoll, 2005). The acquisition of the met-cognitive (thinking about thinking) is also an important characteristic of the formal operations. Piaget also believed in the active role of the child during development. He proposed that children act on their own environment and cognitive is rooted in the action (Driscoll, 2005). He acknowledged the social interaction aspect of the children development but only to move the child away from egocentrism to develop the social knowledge that can be learned only from other people (language, moral rules, values..). Although, Piaget theory of cognitive development proposed an integrated and beneficial framework for children learning that can be utilized by educators and parents to influence and enrich the learning process of the children; the theory has faced serious challenges and especially in the recent years with the contemporary research add to this filed. For an example, Piaget believed that all children, regardless of the culture, progress through four stages and once particular stage is reached, the regression to earlier stage cant occur. Replications of Piagets experiments have shown that children in different cultures do not pass through the same types of reasoning suggested in Piaget stages (Driscoll, 2005). Moreover, there are people, in any culture, who fail to reason at the formal operation level; we experience interacting with these people in our day-to-day life in personal and professional levels. Also, Piaget claimed that there must be a qualitative discontinues change in cognit ive from stage to stage; this has been questioned with the ability to accelerate development and the studies and experiments showed that that children can learn more than Piaget thought they could (Siegler Svetina 2002 as cited in Driscoll, 2005). One more is that children dont exhibit the characteristics of each stage; for example, children are sometimes egocentric beyond the proportional stage and the preoperational children are not egocentric all the time (Driscoll, 2005). However and despite these challenges, understanding Piagets proposed stages and development sequence suggests useful and effective certain learning and teaching strategies at each level. Example of these strategies as implications of Piaget theory will be discussed in the next section. Vygotsky (1896 -1943) proposed an alternative to the Piaget stages of cognitive development, he stated that children learn mainly by social interactions and their culture plays a major role to shape their cognitive (woolfolk, 2004). He believed that individual development could not be understood without reference to the social and cultural context within which such development is embedded (Driscoll, 2005, p.250). His theory suggests a co -constructed process of social interactions at which through children move toward individualized thinking. When a child receives a help through this process, her or she may be able to develop better strategy in the future to deal with a similar problem. This co-constructed channel of communications between the child and his culture will lead to internalization and eventually to independent thinking (Woolfolk, 2004). A good example to understand social dialogue and internalization is what introduced by Vygotsky himself and cited in Driscoll (2005) One a child stretching out her hand for an object she cant quite reach, an adult interprets the gesture of pointing and responds accordingly. Until the adult responds, the child is simply grasping for an object out of reach, however, the situation change with the adult respond to be a social exchange and the act of grasping takes on a shared meaning of pointing. When a child internalizes the meaning and uses the gesture as pointing, the interpersonal activity has been transferred into intrapersonal one. (p.252). The zone of proximate development is another principle introduced by Vygotsky. He agreed with Piaget that there is knowledge and skills associated with the child developmentally range of understanding, but he believed that with given help and support, children can perform problems that Piaget would consider out of their staged mental capabilities (Woolfolk, 2004). Scaffolding is the technique proposed by Vygotsky to support the discovery learning through social interaction and in the zone of approximate development. Scaffolding entails providing the child with a hint or clue for the problem solving and encouraging childs thinking in order to allow him or her to better approach the problem in the future. Further, Vygotsky highlighted the importance of the mediation cultural tools to support learning and higher-level processing in children. These cultural signs and tools involve technological, symbolic and any available resource that aids in social communication (language, signs, symbols, media television, computer, booksà ¢Ã¢â€š ¬Ã‚ ¦). Although the tools at hand may include sophisticated toys, children are successful at creating imaginary situations with sticks and other common objects in their environment. This leads into the symbolic play as a strategy for children teaching. Driscoll (2005) noted that in play, Vygotsky argued, children stretch their conceptual abilities and begin to develop a capacity for abstract thought; the signs they establish in their imaginations, in other word, can make up a very complex symbol system, which they communicate through verbal and nonverbal gestures(P.259). The development of language is another major principle that is proposed by Vygotsky s theory. Althoug didnt address specific implications for instruction of language, he believed that language constitutes the most important sign-using behavior to occur during the cognitive development and this is because it frees children from the constraints of their immediate environment. The language of a certain group of people reflects their own cultural beliefs and value system and children initially associate the words meaning to their contexts and life aspects till they learn to abstract the word from a particular concrete context (decontextualization). This process of decontextualization must occur with any symbol system if it is to serve higher mental functions such as reasoning (Driscoll, 2005, p. 259-260). Once again, Vygotsky suggested that symbolic play is important for language learning in young children. He also emphasized the importance of the private speech as a self-directed regula tion and communication with the self to guide actions and aid in thinking; this is in contrast to Piaget who viewed privative speech as egocentric (or immature) (Woolfolk, 2004). Undoubtedly, both Piaget and Vygotsky provided educators with influential insights and important views on the cognitive development in children. Piaget suggested that the children progress through maturation stages and discovery learning with minimal social impact. Vygotsky, from other hand, stressed the importance of the cultural context and language on cognitive development. The following will browse, in general, some implications of the both theories for instructions in different educational settings then more specific for symbolic play in kindergarten. Implications for Instructions of Piaget and Vygotsky Educators and school systems have been applying the cognitive development theories of Piaget and Vygotsky in classrooms teaching for some time. The most important implications of the both theories are that the learning environment should support the discovery-learning and that child should be effectively involved in the learning process. They stressed the role of peer interaction and the symbolic play. Both also agreed that development may be triggered by cognitive conflict; this entails adopting instructional strategies that make children aware of conflicts and inconsistencies in their thinking (Driscoll, 2005). A good example of this would be the Socratic Dialogs which fosters the critical thinking through a series of questions and answers that enable learner to develop the understanding of the learning materials. However, Piaget and Vygotsky differ in the way to guide the children in the discovery learning. Piaget recommended a very little teacher interference while Vygotsky prompted the teacher to guide the discovery learning offering questions to students and having them discover the answer by testing different options (Scaffolding). According to Piaget, teachers dealing with children in preoperational stage (like in kindergarten) are encouraged to incorporate the play as a pedagogic strategy; in play children are engaged in active self-discovery activities employing concrete object or symbolically. It also helps to understand that and since the children in this stage have not yet mastered the mental operations, the teacher should not only use action and verbal short instructions but also to demonstrate these instructions. Using visual aid is very important in this stage to create attractive and discovery-oriented learning environment (Driscoll, 2005). Moreover, is to pay attention to the egocentrism in this stage as suggested by Piaget and the teacher to be sensitive that children may not realize that not everyone shares their view or understand the word they invented (Woolfolk, 2004). It is important to in the stage to provide the children with a range of experiences and knowledge to build the foundation (basic scheme) for concept learning and languages those children are expected to master in coming stages. Teaching children in the concrete operation stage should involve hands-on learning at which children have the opportunity to test and manipulate objects, perform experiments and solve problems in order to develop logical and analogical thinking skills. Teacher should consider using familiar examples to explain the complex ideas and this is by linking to the existing knowledge of the learners (scheme). While teaching the students in formal operations stage requires teachers to offer student open-ended projects that enhance their advanced problem solving and reasoning skills. It is critical in this stage for the teachers to help learners understanding of the broad concepts and their applications in the real life. The teachers applying Vygotsky teaching methods would be very active player in their students education. The most popular technique to be utilized is the scaffolding at which teachers will provide assistance and the feedback as the knowledge source to support learning of new information. The teachers then will not present information in one sided way but will provide the guidance and assistance required for learners to bridge the gap between their skills level and the desired skills; when they are able to complete tasks on their own, the guidance and support will be withdrawn (Greenfield, 1984 cited in Driscoll 2005). Also teachers applying Vygotsky theory utilized the meditation tools and teach students how to use these tools in their learning (computers, books,à ¢Ã¢â€š ¬Ã‚ ¦). Vygotsky emphasized the language and other sign systems (such as symbolic playing) as important tools for children learning. Language is the cultural communication tool that transmits history and cultural va lues between individuals and from parents and teachers toward children. Most importantly, is incorporating the group or peer learning as an important source of cognitive development. A good application of Vygotsky principles of social learning and the zone of approximate development zone is the strategy at which teachers encourage children with varying level of knowledge to help each other by allowing the child who master the skill to teach and guide his or her peer who still trying to master this skill. It is evident to be an effective learning strategy not only in children learning but also in adult learning. Piaget also believed that peer interactions are essential in helping children move beyond the egocentric and that children are more effective to provide information and feedback to other children about the validity of their logical constructions (Driscoll, 2005); hence the instructional strategies are favored that encourage peer teaching and social negotiation. Applying Piaget or Vygotsky, the teachers main goal should be to support learners and to provide the assistance plan that fulfill the learner needs and promote his thinking skills and cognitive development. Teachers should also prepare the learning environment that attracts children attention and encourages their self-discovery. The instruction plan should be designed on the premises that classrooms have students with different cultural, linguistic and knowledge backgrounds. In preparing learning activities, teachers should be able to get children to play and learn collaboratively and enhance their understanding through teacher feedback, peer feedback and social negotiation. Symbolic Play: Cognitive and Language Development As introduced, the cognitive development theories encourage play and symbolic play-in particular- as a pedagogic strategy for active self learning and language development. In play, the children initiate and take control of their activity (Driscoll, 2005); and this very nature of play along with other criteria are what distinguish play from other behaviors: play is essentially motivated with self-imposed goals, play is activity of spontaneous and pleasure, play is free from imposed rules, player is an active participants in the play; play focuses on means rather than ends, play is characteristics by the as if dimension that encourages children to use objects and gestures as if they were something else ( Hymans, 1991 ; Fein Rivikin as cited in Yan, Yuejuan Hongfen, 2005; Piaget, 1951; Rubin, Waston Jambor, 1978). In symbolic play that starts in second year of life, children use tools of objects, actions, language, signs and roles to represent something from their real or imagined world of experiences. It enables the children to build and express their understanding of either individual or social experience (Driscoll, 2005; Hymans, 1991; Lenningar, n.d; Lyytinen, Poikkeus Laakso, 1997; Piaget, 1951; Woolfolk, 2004). Symbolic play indicates that the child developed the two main cognitive operations: reversibility and decentralization; reversibility refers to the child awareness that he or she can come from the pretended role to the real world at any time while decentralization refers to the child understanding that the child in the play is still him/her at the same time with the person he/she is imitating (Rubin 1980 as cited in Marjanovic Lesnic, 2001). The next intellectual skill noticeable in the symbolic play is conservation which refers to the child ability to preserve the imaginary iden tity of the play materials despite the fact they are perceptually and could be functionally inadequate (Marjanovic Umek Lesnic Musek, 2001). The social element of the symbolic play is also a very important aspect to be considered for the cognitive development in the children. According to Vygotsky, children learn to use the tools and skills they practice with social parents; he also emphasized that learning occurs in social interactions and it is affected cultural context it occurs at. He further proposed that social interaction could lead to developmental delays or abnormal development as well as to normal or accelerated development (Driscoll, 2005). Piaget also highlighted the importance of social interaction for the children to develop beyond the egocentrism that is a characteristic of pre operational stage. The impact of symbolic play in this dimension is supported by Smilansky (1968) studies at which she proposed that social activities influence the development of the childs cognitive and social skills. When children are engaged in a role performance; they have to reach a agreement about the play idea, the course of actions and the transformation of roles and play materials and this can only be achieved when individuals come over their egocentrism and develop the ability to communicate and empathize (cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky then developed the Scale for Evaluation of Dramatic and Socio-Dramatic Play; the scale tracks the progressive development in the use of the objects in the symbolic play over five stages. The first stage includes simple manipulation followed by the stage of imitating the adults activities of adults by using the model of the object as adult do (as using the hair brush as a microphone). In the third stage, the object becomes an instrument for enacting certain roles while in the forth stage the use of object/toy goes together with the speech and gestures. The final stage focuses in the speech without using objects or gestures (Smilansky 1968; Smilansky Shefatya, 1990 as cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky scale supported also the role of symbolic play in the language development that was firstly proposed by Vygotsky and this language-play relation has been investigated all the way since then. The research studies discussed the component of the language in the context of symbolic play and mainly in the role playing part of it. In role playing, children engage in a communication dialogue with their playing parties. It is evident that the role playing and object transformations enable the childe to use lexicographic meanings and clear speech (Pellegrini Galda as cited in Marjanovic Umek Lesnic Musek, 2001). According to Lyytinen, Poikkeus and Lassko (1997); their study to observe and examine the relationship between language and play among 110 18-month-old children showed that early talkers of these children displayed significant more symbolic play than the late talkers ; a significant connection was found between the language comprehensive and percentage of symbolic play. Th is is supported by the study conducted by Marjanovic Umek and Lesnic Musek (2001) at which they compared three age groups of children in preschool settings with different level of play using Smilanskys Scale for the Evaluation of Dramatic and Socio-dramatic Play; the observations and results proved stronger use of the language in the function of defining roles, scenes and materials that are required for the play context. More interesting studies looked into the implications of symbolic play for the education of children with special needs and disorders such as Down syndrome and Autism. Example of these studies is the study conducted Stanley and Kinstantareas (2006) who investigated the relationship between symbolic play and other domains such as nonverbal cognitive abilities, receptive language, expressive language and social development among 131 children diagnosed with Autism Spectrum Disorder (ASD). The result indicates a significant positive relation between symbolic play and development of these domains in children with (ASD). The study also stressed that training in symbolic play will help to improve these children skills in other domains (Stanley Kinstantareas , 2006). Another recent study conducted by Venuti, Falco, Giusti and Bronstein (2008) to investigate the impact of mother-child interaction in the play on the cogitative functions of children with Down Syndrome concluded that such inter action leads to enhanced cognitive functioning (Venuti, Falco, Giusti Bronstein , 2008). Symbolic play, then, inked through the literature to the development of cognitive problem solving skills, linguistic transformation and creative abilities. It also supports the emotional and social development. Role playing is evident to be a way of coping with emotional conflict through which children can escape into a fantasy world in order to make sense out of the real one. From different aspect, it enhances the child self awareness and self directed; when a parent or sibling plays a board game with a child, shares a bike ride, plays baseball, or reads a story, the child learns self-importance. The childs self -esteem gets a boost. Parents send positive messages to their child when they communicate pleasure in providing him or her with daily care. From these early interactions, children develop a vision of the world and gain a sense of their place in it. In term of social development, the children enjoy playful interactions with others staring with parents through which they learn their culture values and aspects. Interaction with other children helps the children helps children to learn about boundaries, taking turns, teamwork, and competition. Children also learn to negotiate with different personalities and the feelings associated with winning and losing. They learn to share, wait, and be kind. Some of the more common functions of play are to facilitate physical and moral development. Physical play develops both fine and gross motor skills. During play, children repeat certain body movements purely for pleasure, and these movements develop body muscles and control. Moreover, when children engage in play with their peers and families, they begin to learn the acceptable and unacceptable behaviors. During playing with peers, they learn that taking turns is rewarding and cheating is not; they learn to appreciate teamwork, share and respect others feelings. Therefore, models of children learning and preschool education in professional settings are mainly driven from different understanding and implications of symbolic play which are in turn based on the premises of different cognitive development theories. Play and Learning: Educational Framework in Kindergarten Settings Children learn through play is the golden rule that any educational frameworks in the preschool (Kindergarten) settings should revolve around. According to the theories and studies

Concept of Management Audit

The Concept of Management Audit The management audit is more recent concept. It focuses on results, evaluating the effectiveness and suitability of controls by challenging underlying rules, procedures and methods. Management audits, which are generally performed internally, are compliance audits plus cause-and-effect analysis. Management audit requires some additional work. It is a systematic technique of evaluating the operation and effectiveness of the management of a firm.This audit is conducted by an independent auditor or auditing firm, who are experts in auditing. This is done yearly or periodically. The audit team collects as many facts and information from office records and personal interviews with the personnel of the firm. The team also collects data through questionnaires distributed among the personnel and customers and/or clients of the firm. The team shall submit recommendations to the management for future actions.Management may use these recommendations for controlli ng the performance and accomplishments of the firm. According to Ferlyn L. Suvillaga â€Å"it is a systematic assessment of methods and policies of an organization’s management in the administration and the use of resources and other more. † From the response of Loria Lyn M. Fernandez â€Å"management audit is audit itself but instead of in accounts, it deals with the management. As explained by Rancy Mendoza â€Å"it is the process of determining the individual or group performance in an organization or business. † Based on the statement of Ivey Anne Muncada â€Å"it is a systematic assessment of company’s organizational policies and administration. † After reading a very reliable references, the researcher finally realized that management audit is very important, whether to organization, company or firm. It also requires some additional work because without work we cannot perform such management audit.