Got Milk Study Essay

â€Å" Got Milk? † 1. You are the California Mike Processor Board (CMPB) and your advertising agency was the originator of the successful â€Å"got milk? † campaign. Now all milk producers, including your competition are using the same advertising. How might you establish points of difference from your competitors selling milk? * Spread a new kind of portable packaged dairy beverage. It’s mainly made from milk but with fresh taste, which is distinguished from the pure milk. Also, it has many flavors, like peanut, almond, cashew nut, coffee, blueberry, banana, apple and other fruits. Expand â€Å"Got milk? † meaning, added it with â€Å"Got Milk Today? † and â€Å"Just Drinking Milk for Fun†. * Switching consumers’ traditional concepts that â€Å"I should† to â€Å"I want†. The new message aims to remind customers the possibility of â€Å"drinking milk when you just want a drink† instead of regarding milk only as â€Å"a necessity with cereal†, †an accompaniment with cookies and sandwiches† or â€Å"an ingredient in coffee, milkshakes and soup†. * Launching a new campaign to persuade consumers that the new milk beverage can be drunk not only in the breakfast, but also in any occasions people want to have a drink. Also, this kind of new dairy drink is suitable for any age, not specific for the youth or children. * Expand the distribution channels that consumers can easily access to this dairy beverage, especially in the restaurant, fast food chains, convenient stores, vender machine, etc. 2. Create your â€Å"brand image† of milk. What are the key associations of milk in the minds of consumers and how have you arrived at your answer? * Our brand image is â€Å"Got Milk For Fun Today! †, which means consumers can drink this dairy beverage anytime and anywhere, when they want to drink something, as the same as they want to drink sodas, juice, coffee, tea or hot chocolate. The new California dairy beverage is made from milk containing rich calcium and protein, which is healthier than sodas; it is more tasty than milk itself since it has been made into various flavored beverages; and it has convenient bottled-package as other beverages which can be drunk in the fancy restaurant, at school, in the gym, in driving-car, even in a bar. * According to the UDIA national consumer survey results, most people think milk is a healthy drink, a good source of calcium, a need for youth, as well as adults. And usually people drink milk when they eat breakfast with cereal, lunch with sandwiches, dinner with family meal. In a word, people are seldom â€Å"willing† to drink milk itself and few people would think of milk as beverage outside home. * Therefore, we want to change the â€Å"serious food† image into a kind of â€Å"entertainment† with the idea â€Å"Drink Milk for Fun†. We attempt to impress consumers that this flavored healthy dairy beverage is also can drink outside when you talk with friends, walk to somewhere, dine out with family, etc. The â€Å"end-users health benefits of milk† are just moderately motivation, but â€Å"have fun† can be a more effective motivator. We want to build up a new connection between fluid dairy and consumers’ interests in our brand image to remind consumers that milk is not a â€Å"forgettable† beverage in everyone’s life. 3. What is more important for the successful long—term growth of milk, â€Å"brand performance† or â€Å"brand imagery† and why? * â€Å"Brand performance† describes how well the product or service meets customers’ more functional needs. * â€Å"Brand imagery† depends on the extrinsic properties of the product or service, including the ways in which the brand attempts to meet customers’ psychological or social needs. * Brand imagery is more important for the long-term success of milk growth. * Since milk is a kind of product which owns high awareness among end-users, everyone knows it’s healthy, but it doesn’t mean that they have desire to consume it, especially for its old-fashion and serious image. Therefore, it’s more important for us to change the traditional brand imagery in customers’ mind, especially the purchase and usage situations. As most customers consume milk only with other food and only at home for breakfast, to increase the purchase and consume of milk, the first thing is to increase the possible occasions for milk consume in customers’ mind. * In addition, customers know milk’s brand performance well, so it won’t be that helpful for long-term growth if we focus on the functional needs. However, consumers who are high â€Å"self-monitors† and sensitive to how others see them are more likely to choose brands whose personalities fit the consumption situation. So it’s more effective to advertise psychological and social needs, to establish the associations with â€Å"fun†, and provide customers with fresh feelings and ideas about milk, like what â€Å"Got Milk? † have done years ago. 4. What are the Points of Parity and the Points of difference for milk versus other beverages consumed at breakfast? * Since there are various beverages, we discuss the parity and difference based on the different kinds of beverage. * Point of Parity of milk versus other beverage: Fruit juice, coffee, tea & Milk: necessary for people at breakfast Fruit juice & Milk: contain rich nutrition. Coffee, tea & Milk: various flavors * Point of difference of milk versus other beverages: First, milk is a necessity with cereal and some other food in the breakfast. Unlike fruit juice, milk can be an ingredient in the morning coffee and tea. Second, it’s a healthy benefit for growth and good source of calcium, which cannot be replaced by any other beverage. In addition, comparing with addiction to caffeine by drinking coffee, milk drinking for years only benefits people’s health. Last but not least, milk is relatively cheaper than other beverage. 5. The â€Å"Got milk? † advertising campaign in some form has run for over ten years. What can the California Milk Processors Board do to keep the message and strategy fresh in the consumer’s minds? * In this more than-ten year campaign, the â€Å"Got Milk† and â€Å"Milk Mustache† are still fun but not enough to catch consumers’ eyes. No matter how wonderful the â€Å"Got Milk? † campaign is, year after year, people will be fed up with the same message and strategy. * To retrieve the energy of advertising, we deliver some new messages and strategy to bring some fresh air into â€Å"Got Milk? † campaign. Adding the new element â€Å"Drink Milk for Fun† in the â€Å"Got Milk? † means changing the â€Å"milk is as boring as a beverage could possibly be† image in consumers’ minds. As a result, it appeals consumers to keep the interests in consuming more milk. * Engage consumers in the new campaign. Increase consumers’ awareness of drinking more milk by lunching promotion include the free sample-drinking on the downtown street, direct mail with coupon, social activity like dairy fan club etc. * Ultimate goal is to remind consumers to think of milk as a kind of beverage and to drink milk itself, or better, drink more. The new element in advertise will also recall people’s good memory of the â€Å"Got Milk? † in the past.

Acc349 Reflection Summary

Weekly Summary Love accounting! Another great week with lots of much needed information to grasp. One advantage of Activity-Based Costing system is it has more accurate overhead cost allocation because there are more cost pools, the costs in each pool are more similar, and allocation is based on activities that cause overhead costs. It is more effective overhead cost control by focusing on processes or activities and focuses on relevant factors by assigning costs to any cost object that is of interest to management.Lastly, it allows better management of activities by helping managers identify the causes of costs and the activities driving them. The disadvantages of Activity-Based Costing are its cost to implement and maintain ABC requires management commitment and financial resources and its uncertainty with decisions remain and management must interpret ABC data with caution in making managerial decisions.Cost drivers are selected based on the casual relation, benefits received and reasonableness or fairness. Most of the cost drivers are related either to the volume of production or to the complexity of the production or marketing process. An overhead rate is calculated for each cost pool using the following formula: Costs in activity cost pool/base. The base is, of course, the cost driver. Overhead costs are then allocated to each product according to how much of each base the product uses.Activity-based costing allocates overhead to multiple activity cost pools and assigns the activity cost pools to products and services by means of cost drivers. In ABC, an activity is any event, action, transaction, or work sequence that causes the incurrence of cost in producing a product or providing a service. A cost driver is any factor or activity that has a direct cause-effect relationship with the resources consumed.

Springdale Health Research Paper Example | Topics and Well Written Essays - 2500 words

Springdale Health - Research Paper Example The apprehension or the uncertainty affects the motivation of each of the employees of both companies. It should be noted that the acquisition is also an opportunity for Springdale to assess its own organization to determine if their current pool of talents is already the best in the industry. It is also an opportunity for Springdale to learn new and better ways of handling operations. The similarity in the operation of the both Springdale and St Mary could be an opportunity for Springdale to learn from the current resources of St. Mary the best possible practice for a more efficient operation. In the same manner that it is also an opportunity to learn new and better ways of resolving issues if not fresh strategies for their operations. However, there are several legal aspects that needs to be resolved first if not legal processes that needs to be adhered to before an actual movement and changes in the roster of personnel can be affected by Springdale. The collective psychological ce nter of all the employees should also be taken into consideration to ensure that any apprehension originating from the employees because of the merger will not affect the operation. A comprehensive plan that will take into consideration the legal aspect and operational imperatives of Springdale will be described in the next couple of pages. Discussion The following solutions will not only tackle the legal aspect of the immersion into Springdale of St. Mary’s staff but its acculturation as well. In merging the operation of two entities that has the same operation it is imperative to maximize the possible benefit that Springdale can get from the deal. In terms of operational strategies it is prudent to know the current efficiency, effectiveness and quality of both the companies for each department. Surveying the processes of each of the departments from each company to come up with the best possible permutation of processes that works to come up with the best possible strategy and process will be the onus of any process improvement targets by Springdale. Evaluating the performance and qualification of the personnel from each company will enable Springdale to determine who amongst the Springdale and St Mary’s roster of employee has been a consistent top performer. To erase any apprehension from the staff especially for the effective staffs that will be retained a good communication strategy will have to be devised to ensure that proper communication of the intent and desire of the management is conducted. The legal aspect of any personnel action will have to abide with the affirmative action (The President of the United States, 1965) executive order of President John F. Kennedy which was later modified by Lyndon B. Johnson. Any action directly affecting the employess will also have to abide by the Labor Laws of the United States that would include the National Labor Relations Act or the Wagner Act (United States Senate, 1935). Other pertinent laws p rotecting the rights of the employees that will be laid off should be protected therfore all pertinent procedures should be adhered to. Diversity Workplace diversity is a personnel integration and management issue that focuses on the differences and similarities that people contribute to the organization (Bormann, Schmidle, & Miller, 2010). It is usually explained broadly to

Survival Guide for Online College Essay Example | Topics and Well Written Essays - 1000 words

Survival Guide for Online College - Essay Example First, an individual can go directly to the site he wants to visit by typing the url address in the address bar. A researcher can also find a lot of interesting facts by browsing different websites which offers information on a single topic. Next, explore a subject directory. In general, there are two basic types of directories: "academic and professional directories often created and maintained by subject experts to support the needs of researchers, and directories featured on commercial portals that cater to the general public and are competing for traffic." While Infomine is a good academic subject directory, Yahoo is a famous commercial portal. A researcher can also make use of search engines in order to find the needed information. Recommended search engines include Google, Ask.com, Yahoo, MSN, and Ixquick. As there are a lot of materials in the internet, quality of research can be enhanced by querying a service solely devoted to digitized scholarly materials or books. Though th ese have not become prevalent, a good starting point is to use Google Scholar and Windows Live Academic. Other methods which can be used in exploring the "deep Web" which are not shown in search engine searches. The sites in the "deep Web" usually deal with specialized knowledge and can be a good source of information. Joining an email or discussion group will also contribute in finding information as one can ask other people on a wealth of topics. ... It should be noted that some information on the internet are outdated, developed by an amateur, or even false. Information on the internet should be evaluated thoroughly in order to produce a quality output. Upholding Academic Honesty Academic honesty is imperative in upholding the integrity of an educational institution. Thus, each student is expected to uphold the rules and regulations mandated by a college or university. Cheating and academic misconduct is detrimental to both parties. Educational institutions are misled and students rob themselves of the precious opportunity to learn. The first step in upholding academic honesty is an understanding the policies of educational institutions on academic honesty and misconducts. The knowledge of what is academically acceptable and unacceptable should be a guiding principle for each student. This section will list some of the common misconducts that a student should avoid. Plagiarism is strictly prohibited to all educational institution. Plagiarism can be in a lot of form-using another writer's word, idea, argument, phrases or sentences without proper citation, borrowing a part or the whole outline of a person's paper to write your own, and employing a paper writing service or a friend for a paper (University of Washington 2004). Misconducts are also usually associated with cheating. Students cheat when they use crib sheets, supplementary notes, or comparable aids during an examination without the approval of a professor. Communication with another student during quizzes and examinations are also not allowed. Other misconducts include: forging, changing, and altering academic records; multiple submissions; falsification of data

Reducing mental health recidivism in corectional facilities Article

Reducing mental health recidivism in corectional facilities - Article Example The research revealed that mental illness treatment and employment services are the most effective methods that can be used to reduce mental health recidivism in correctional facilities. Introduction Mental health recidivism refers to the relapse of a prisoner’s mental health due to provision of improper rehabilitation services. Criminals, who do not receive proper mental health treatment during imprisonment, show a higher degree of recidivism as compared to the prisoners who receive proper rehabilitation services. Rate of recidivism is the degree to which criminals come back to prison either for the same offense or for some other criminal offense. A higher rate of recidivism indicates lack of rehabilitation services for prisoners because of which they cannot stop themselves from relapsing into criminal activities upon release from the prisons. It also increases government expenses in terms of incarceration and trial expenses, as well as causes threat to the overall peace of s ociety. On the other hand, a lower degree of mental health recidivism indicates presence of a proper correctional management system which performs its role efficiently to improve the negative mindset of criminals. A number of mental health recidivism-reduction methods are available which can help correctional officers reduce the rate of recidivism among prison inmates. Some of those methods include educational programs, employment programs, treatment programs, parole based programs, and faith based programs. However, mental illness treatment and employment programs work best for reducing mental health recidivism rates. In this paper, we will examine the extent to which mental illness treatment and employment programs help prisoners recover from mental illness and serve the society as normal citizens. We will review existing literature to gather detailed information. Methodology We used questionnaires and personal interviews to determine the role of mental illness treatment and emplo yment programs in reducing the rate of mental health recidivism. We interviewed ten correctional officers and twenty-five prisoners from three different prisons to gather information about the current rate of recidivism and the types of rehabilitation services that are provided to prisoners. The questionnaire was able to obtain relevant information about the past imprisonment histories of the prisoners. The prisons visited for research included Albion Correctional Facility, Bare Hill Correctional Facility, and Buffalo Correctional Facility. All of these prisons are located in New York. Results The results of the research indicated that rehabilitation services being provided to prisoners in these prisons are not up to the standards. The recidivism reduction programs implemented in Albion Correctional Facility and Bare Hill Correctional Facility include treatment for substance abuse, treatment for mental illness, and employment programs. On the other hand, the recidivism reduction tec hniques being used in Buffalo Correctional Facility include employment and educational programs. One-third of the mentally ill prisoners revealed that they have been imprisoned for more than two times in their lives. They said that correctional officers do not give proper attention to the needs of mentally

TK Klaveness Coursework Example | Topics and Well Written Essays - 3250 words

TK Klaveness - Coursework Example In the given case, the Torvald Klaveness or TK had many children from his two marriages. There were future grandchildren too which also increased the family number. So, in such a huge family matters related with share and dividends becomes obvious. 2. What insights can you gather on how family enterprises compete and think differently? (Compare the family business to the non?family owned business). There are certain inherent traits that rare seen in the business family enterprises compared with the non business enterprises. The business families will be found to be always engaging in increasing their interests’ specially the shares in the company. They will be found to be concerned about their family shares too. This may not be seen on non business families at the first sight. As in the case study, Tom Erik was seen to be concerned about the future of his two daughters. Same was seen in case of the two sons of Trond named Morten and Jan as they were quite young and he was anxi ous about their inheritance. Though the family was well related it seemed they were more eager in protecting the wealth of their individual shares. 3. What are the key issues that lie ahead for the Klaveness family and the Group? (think in terms of family, ownership and strategy) Firstly, there was the issue of choosing the right heir for the company. There were differences between tom Erik and Trond Klaveness. They had different business approaches and personalities. Their leadership styles would vary accordingly. The issue was if only one was chosen as the leader, according to the company guidelines what would happen to the rest of the family members. There were issues related with the off springs of the two sons of TK , about how they would contribute to the business affairs. Also the female members of the family were showing their interests in the family business. And Secondly, in terms of ownership, the family was at a fix of how much shares to be allotted. In terms of strategy there were differences between the two brothers about retaining the company legacy and passing it to the next generation intact. While Trond wanted to change the shareholders agreements. 4. What is your diagnosis or interpretation of the situation they face? The family was not able to form a single conclusion where they would arrive at a single consensus. There were many members like Trond who had different aspirations and did not wish to remain with the company for ever. The issues related with share allotments and succession complicated the matter more as there were differences in ideologies between the two main members of the family. 5. What should Trond propose at the August 2002 meeting? At the meeting of 2002, Trond should propose that a proper family meeting be announced that would be mediated by the third party council. This would help to bring uniformity in the discussed issues. 6. How should he and the family proceed? Trond will have to proceed in a way so as to retain hi s father’s legacy and also address his own personal goals. He has to maintain a share level in the company that would benefit his sons who were quite young for inheritance in the company. 7. From your cultural perspective and your family experience, what recommendations would you offer the Klaveness family? The Klaveness family was a huge and an extended one. They needed to spend more time with each so s to prevent the formation of any rivalry between them. Money is important for any family to run but it is the people who hold the family together that are essential to continue a huge business empire like the Klaveness’. Tetra Pak Converting Technologies Dr. Kristian J. Sund Read the case and consider the following questions: 1. What were the

Criminal justice Essay Example | Topics and Well Written Essays - 750 words

Criminal justice - Essay Example Aunt Sara complied. Upon her arrival, Officer Jack asked if she would mind if they asked John Doe a few questions. Aunt Sara consented. John Doe made incriminating statements that lead the police to file charges. Doe’s attorney made a motion to suppress the statements Doe made during the conversation on the grounds that Doe had not been read his Miranda rights and officers did not have permission from his parents to conduct the interrogation. The role of the criminal courts is to settle disputes and administer justice. The court consists of a judge, a prosecutor and the defence attorney. In some instances a magistrate will fulfil the role of the judge. In all cases both the judge and the magistrate will be knowledgeable in the law and it is their role to ensure that the proceedings are administered objectively and to then give a decision on the disposal of the case. The guilt or innocence of the accused is decided through the adversarial system. Within this system both the accused and the victim of the crime are allowed to give their version of the events and can argue their case before the court. The courts have to decide on the arguments presented to them whose argument is more compelling and more likely to be true. Within the adversarial system the charges against the accused are brought by the prosecutor whose duty it is to explain to the courts the facts of the case against the accused. In order to prove the guilt of the accused the prosecutor has to produce to the court the evidence against the accused. The defence attorney consults with the accused and prepares a defence to the charges brought by the prosecutor. A defence attorney has a duty to rebut the charges against their client where the accused is pleading not guilty. In cases where the accused enters a guilty plea the defence lawyer is under a duty to put forward to the judge an argument supporting an application for leniency being applied in the handing down

Intellectual Wellness Essay Example | Topics and Well Written Essays - 750 words

Intellectual Wellness - Essay Example Essentially, intellectual wellness focuses on learning.  Any doing that assists an individual to explore the world around him or her, learn more regarding oneself or expand his or her mind in whichever way promotes healthy intellectual wellness.  One can accomplish the attainment and maintenance of self intellectual wellness in a number of ways including reading, participating in hobbies, learning new skills, appreciating art as well as being creative. In effect, every time one is learning something new regarding any of the other seven aspects of wellness, he or she is as well supporting his or her intellectual wellness (The 123 Feel Better Company, para2).   Patterson asserts that wellness does not only mean exploring one’s spirituality and emotional welfare, but it is also just as important to have a sharp, active mind. She quotes a book entitled Rich Dad, Poor Dad, which stresses that exercising the mind is a vital life practice as well as an important skill essential for a wealthy, flourishing life. In her view, while majority of people want an abundant life, just a few of them remember to keep their minds healthy, engaged and in good use. Although it is sometimes hard to accomplish this in the rush of life since to many it appears like an additional chore to engage their mind to think hard when there is already so much contending for their attention, having and maintaining a sharp, active mind is a vital ingredient for an abundant life. Beamans International points out that an intellectually well individual understands the fact that completion of formal education does not indicate the end of learning. Instead, he or she seeks to understand and discover other viewpoints and is able to construe and articulate what he or she thinks regarding what he or she has learnt. Individuals can take various actions in order to keep their minds engaged. He or she can join an organization from which he or she would receive for instance, a word,

Evaluating Sociological Theories Essay Example | Topics and Well Written Essays - 2000 words

Evaluating Sociological Theories - Essay Example He emphasized on the moral role of education in the socialization of the children for them to become a part of the society. The main purpose of education according to Durkheim was the development of social solidarity. This was carried out in a way that the collective culture was taught to the children of the society in school. The role was to create a bridge between individualism and collective sharing. For this Durkheim explains two forms of solidarity: mechanical solidarity and organic solidarity. Mechanic solidarity was a characteristic of pre-industrial societies with the absence of division of labor. On the other hand organic solidarity was a part of industrial societies where there is division of labor and interdependence on each other. (www.sociology.org.uk ) Durkheim further elaborates that education has two basic functions. Firstly, it is the education itself to train the students for their future roles. The other role is to create social solidarity and cohesion in the socie ty. Functionalism as a sociological perspective evolved mostly in America. It was developed by American Sociologists like Talcott Parsons and Davis and Moore between the 1930s and 1960s. The central role in their works was to identify the role of education in the society. ... This is seen to be because the adult roles that are seen to be the most functionally important must be filled by the most able, capable and competent members of society. Talent as we all know are unequally distributed and different people have different areas and different levels of expertise. Therefore, the most talented people are allocated to the most important roles in the society- roles which are extremely important for its proper functioning. This leads to the idea of meritocratic society. The importance of a particular position or job in the society depends on the level of expertise and the skills and length of time dedicated to gain that expertise. For example a brain surgeon needs more skill and time required to train for their task as compared to a nurse. Therefore, the amount of work put in should get an equitable reward (Kirby, 2000). Functionalists have been criticized relating to their explanations of education. Firstly, they are criticized for their assumption that all the children are on level ground. However, this is not the case as some children enter the school with a strong background equipped with cultural capital which includes language, confidence and manners. Children are â€Å"sifted and sorted† in schools that may take little account of their levels of intelligence. In this respect, there seems to be no guarantee that the people who achieve the highest levels of qualification are necessarily the â€Å"most able† in our society. The best may not fit into the system of education but it does not mean that they are not capable enough. Prominent examples can be of Albert Einstein and Thomas Alva Edison.

Feminist Perspectives on Land Law Essay Example | Topics and Well Written Essays - 3000 words

Feminist Perspectives on Land Law - Essay Example One of the important social factors contributing to this question has resulted from the fact that in recent year's family home has been used to secure for business borrowings in which both spouses are required to sign the relevant documents. There have been other economic and political factors which has supported this economic decision. This presents a new situation which brought to surface the impact of 'undue influence' on the minority and weaker section representing wives; on the ground of emotional and financial dependence on the husband. Some of the other factors have been increased owner-occupation since second World war, government encouragement to small businesses in 1980's and increasing trend for spouses to hold jointly the legal title to the family home.. The real source of the problem has emerged from the fact that though wife is now required to execute documents charging the family home, it does not necessarily mean that she has an equal involvement with her husband in planning the transaction or an equal voice when it comes to making the decision to sign. The role of the courts in the English law, is significant, while they respond to an increasing rhetoric of equality in English society througho... And it can be seen that judges have been even more creative in the way they have managed to limit women's rights to a successful claim or defence, to limit women's claims even when they appear to 'win' their case, and to ensure that men generally do better out of these disputes than women. The equality and justice is hard to sustain on the facts. (Auchmuty,2005)1 The focus of this discussion is evaluation and examination of the unfair justice practiced with regard to the position of the women, when it comes to equal treatment, in the matters concerning property disputes. On many instances it can be seen in the context of English Law that men and commercial lenders and other individual have been the greater beneficiary in comparison to women. The law and the judges have invariably favoured the possession of property to male members and commercial lenders with bias against their social disposition to manage and maintain property. English women have not been treated equally in relation to property; they have consistently been denied their fair share in property ownership. The biggest test for the courts and the judges have been in the cases where there is legal rhetoric and legal reasoning, which have supported unfair shares between the two genders in attaining court resolutions of informal co-ownership disputes and unfair outcomes in undue influence cases involving mortgagees. The rules of equity need to protect women as in many cases even judges lean towards male bias. "Married women could and probably should benefit from special protection in property law; that is , because married women suffer special disadvantage on account of their structural

University of California Application Essay Essay Example for Free

University of California Application Essay Essay As a person, I believe that every trait and characteristic that I posses is an essential component that defines who I am. If some aspect of it is changed, then it could most likely be describing another person other than me. Everything that happened to me, every experience that has come and passed definitely molded me to the person I am now. I am eager to share every detail of my experiences, both ups and downs, so that people will be able to know me more. I grew up having a strong sense of responsibility with me. Even as a child, I know what I should do and where I should position myself so that I will be able to achieve my goals and aspirations. I was and still am very eager to learn, that’s why all my life, I was in pursuit of knowledge. My eagerness to learn is one trait that I’m proud of. It has guided me all throughout my academic life, even now, as my pursuit of knowledge goes on. Life itself is a learning process. For children to run, they must first learn to stand up and walk, for adults to go into a relationship, they must first learn to love and appreciate. For me, the best way to learn is to live life to the fullest. Life’s lessons come in various ways, and one of this is through the challenges that we encounter every day. These challenges are there to educate us, thus raising our awareness of our strong points and weak points. For me, as I know more about these points, specifically my assets and liabilities, I am able to determine which areas in my life needs my attention more. I could further strengthen my weaknesses and use it to my advantage, while keeping up with my strengths so that they won’t backfire and be my weaknesses. For me, this would further improve the life that I live. Another trait that I value is optimism. I am a person who looks at things positively, at an angle which is always on my advantage. In everything that happens to me, I always try to look on the bright side. It comes with my belief that everything happens for a reason, and everything that happens to me makes me a better person. I can attest to the saying â€Å"what doesn’t kill you makes you stronger†. These challenges, problems and difficulties are there to help us in shaping the best future for us. I am a very competitive person. This is what opened me to my interest in sports. I have a strong love for sports, because the values that a person may develop in it are closely related to my beliefs and ideals. I enjoy a healthy competition, and it can help drive a person to aim for excellence. In this field, I was able to develop sportsmanship, perseverance, and self-control. These traits are all important not only in sports but are a necessity when we engage in the real world. These games are not there to tire us or to just to strengthen us physically; it is also there to help us build our character. I was able to discover the inner leader in me because of my love for sports. It is a team game, and I learned to follow the team because of sports. I’ve had my share of ups and downs with different sports, like basketball, golf, and soccer. I value every lesson I’ve learned from these events, and I wouldn’t trade my experiences for anything else. Learning has always been a big part of my life. It is what brought me to what I am now, and will guide me to what I will be in the future. I believe that life is one big learning process, and that everything we learn makes us a better person. So if I would be given another chance to learn more in a new learning environment like the University of California, I will surely make the most out of it. I am very sure of that.

Spotify The Way Forward Information Technology Essay

Spotify The Way Forward Information Technology Essay Peer-to-peer file swapping websites are becoming increasingly popular across the world as the next generation of the music sharing industry is developed. Peer-to-peer networking allows users to connect with each other to search for and share information. This information is decentralized, it does not require a central database server to search for locations of music files, it requires the use of peer-to-peer client software. The client software needs to be installed on users local machines (nodes), which then gather information on media files available for sharing and stores the information into a catalogue. When the user searches for media files the client software connects to other nodes across the networks (called hops) which search their catalogues, and this process continues. If a positive result occurs the client software connects directly with the peer that has the file and the media will be transferred. Users of the network can be both a supplier (information provider) and a consumer (information requester), the user can connect with multiple users all with the required resource, as the files transfer they can also be forwarded onto further users requesting the same files, saving time. Advantages of peer-to-peer include the ease of setting up, the speed of transfer of information, large numbers of peers can be contacted quickly, the network is not vulnerable to failure as there is such a wide spread of data not reliant on one centralized source. However disadvantages can include the potential for bugs and viruss during installation of client software, data is less secure, the provider may not be reliable and you may be breaching copyright and licensing laws. Peer-to-peer can be inefficient as its unknown which peers have the required information, a large number of hops can occur in a short space of time, potentially clogging the networks, but they will not be indefinite as a time to live countdown is in place which decreases with each hop until reaching zero at which point the search will end. A new internet music website is taking the industry by storm called Spotify, the site differs to normal peer-to-peer sites, you cant buy (or download) free music, but you can create a playlist or collection of your favourite songs to listen to just as you would on a radio station. Also there is an option to create or join collaborative playlists that are independent from the site and shared via websites, these can be added to by individual users. The tracks come with some advertisements between songs. A daily advert free listening package is an option for a small fee, or by subscribing monthly it can be entirely free of advertisements. Because there is no downloading of files Spotify is fast to use. It has a vast collection of songs, artists and albums. This is makes it very popular, however it has recently been forced to remove thousands of songs by the record labels who maintain control of what can be played where. Spotify argue that because tracks are only being listened to this could reduce the desire to illegally download and limit piracy. Spotify has recently released an Application Programing Interface (API) which it hopes will spread through other media devices such as gaming consoles, mobile phones and other media devices. An API is a way for website or service to talk to another website or service. APIs let you mix information and media from other services into your own site or application. (Wibbels 2009) The API is a set of predefined programming behaviour that Spotify have developed, which they can release to programmers to enable them to develop their own products to incorporate Spotify. This enables the company to reach out to many new users with a broad range of devices, for example an Apple iphone user may discover an application for Spotify to download to his device, having not previously heard of the service. In recent months a mobile device HTC Hero has become available with Spotify included. The Spotify subscription is paid in with the device contract, effectively seeming that the mobile device is giving free access to songs. With around 40,000 new users a day signing up to Spotify, there is no doubting its popularity, however does this imply that if free music is available then users will not need to make a music purchase again? There are mixed reviews, some alleged music pirates say they dont need to download illegally now, Spotify meets all their needs, other users are saying they will never buy music again. On the other hand some people are using Spotify to listen to music before going to purchase, on a try before you buy basis. It seems that Spotify is proving very useful for a wide spread of users. I think the release of the API will, as in the case of the HTC Hero device, spread the word of Spotify even further, however because of the ongoing problems with the music industry and copyright and licensing issues potential manufacturers of new devices need to move with caution, if licensing laws were favourable to the music industry and caused the demise of Spotify, with no API a lot of devices could potentially be useless. To conclude, I think that Spotify could be very successful in the future, the main barrier being its lack of support from the music industry. If more support, trust and guidance was provided by record and marketing companies then perhaps we would see developments of a more secure data transfer system, removing the chances of bugs and viruss for the users. The programing and network system on which it is based could prove to be the future of all online music sharing. I believe that this approach to the industry is a way forward, however I believe the software developers have a responsibility to behave ethically and responsibly so not to infringe the rights of all involved in the music industry. [989 words] Bibliography Spotify Ltd (2007 2010) About Spotify Available from http://www.spotify.com/uk/about/what/ Accessed 7th May 2010 Wikipedia The Free Encyclopedia (9th May 2010) Peer-to-Peer Available from http://en.wikipedia.org/wiki/Peer-to-peer Accessed 12th May 2010 Kayne (2010) What is P2P? Available from http://www.wisegeek.com/what-is-p2p.htm Accessed 12th May 2010 uCertify (2008) What are the advantages and disadvantages of a peer-to-peer network? Available from http://www.ucertify.com/article/what-are-the-advantages-and-disadvantages-of-a-peer-to-peer-network.html Accessed 17th May 2010 Johnson B and Arthur C (2009) Spotify opens doors to UK as record industry slams them shut. Available from http://www.guardian.co.uk/technology/2009/feb/11/digitalmusic-downloads Accessed 23rd May 2010 Johnson (2009) Spotify plots launch of new API. Available from http://www.guardian.co.uk/technology/blog/2009/apr/06/spotify-to-launch-api Accessed 23rd May 2010

Fear Of Crime Female Vs Male Criminology Essay

Fear Of Crime Female Vs Male Criminology Essay Introduction The level of fear of crime across different groups within the community is a major contributor to the Governments focus on the type of support communities require to maintain the feeling of safety. By understanding the dynamics of fear, we are able to predict areas of likely crime through understanding the psyche of the predator and alpha type crimes along with other illegal activities. Due to the generally accepted level of safety within the majority of Australias westernised communities, a common low level of continuous fear to immediate self is evident. Therefore, to qualify this assessment, the Fear of Crime between genders will be considered across multiple situations rather than localities. The analyses derived in this paper are borne from research surveys delivered across a general and random sample of the local community. This will provide an insight into the relationship between gender and vulnerability to crime; whether it is perceived or actual. The study is limited by num ber of people in one country and can be treated as base for developing further research. Previous Research We all must know and understand fear of crime which is explained as peoples emotional response to crime. It can be safely admitted from the surveys conducted that women has more fear of crime than other population groups. Fear of crime is associated with perceptions of local problems, derived mainly from a high incidence of physical and social incivility. Women have been observed to be amongst the most vulnerable groups. There are number of communities having large fear of crime amongst all the population. The problem can be classified as crime as it serious for any segment of population to live with fear of crime. The fear problem has emerged as serious concern since last three decades, and statistical figures of Australian women indicate that womens fear of crime is greater among those who have lower incomes, those in the older age groups, and those living with a partner. Women fear is characterised by dual nature namely: concrete and formless fear. Concrete fear is the fear associated with certain crimes. The implicit assumption here is that some criminal activities cause more fear than others. For example, rape fear is much more than fear than theft. Formless fear, however, is a more generic or less specific fear of crime. Younger generations have reported higher levels of both types of fear. Studies conclude that younger women reported highest results for concrete fear, or fear of specific crimes. Women consider fear of rape equivalent to fear of murder. Fear is stronger in single as compared to married women. Additionally, experiencing specific offences is better predictor of fear from specific happenings than others. The degree of fear may differ from low to high level. Studies are conducted by providing specific situations to the respondents about the degree of anxiety and fear from the situations. The situations are common in our general routin e e.g. a) walking in their neighborhood at night, b) taking public transport, c) using a parking garage, and d) being home. The response categories are segregated as level of fear as: not at all worried (0), and worried (1). Logistic regression was utilized to determine the effect of demographic, experiential, and behavioral variables on fear in four situations. Majority of women narrated having at least once incidence of violence in last 12 months, approximately two thirds (66.4%) of respondents reported receiving an obscene phone call, while three out of five reported receiving unwanted attention from a stranger. Almost one third (32.4%) reported being followed by a stranger in a way that frightened them. A large proportion of women reported being somewhat or very worried walking in their neighborhood at night (61.0%). Factor of personal income is not significant factor in predicting fear while using public transportation. Women with higher levels of education were 5.2 percent mor e likely to be worried while in the transportation situation, 5.1 percent more likely to report being worried while in a parking garage alone at night, but 3.2 percent less likely to report fear while home alone in the evening (Scott, 2003). Research studies also indicate that women who have already experienced violence, especially victims of domestic violence, become more fearful for crime as against other women. It was surprising to note from the revelations that 58 per cent of female homicide victims have assailants who are intimates/former intimates. These facts provide a strong argument for early intervention to prevent domestic violence and provide assistance to dysfunctional and violent families. In another survey from the sample of 6333 respondents, approximately 70% of the Women felt unsafe when walking alone in their area after dark, which is higher than the percentages reported by the 1996 British Crime Survey (47%) and the 1991 Queensland Crime Victims Survey (45.3%). However, these figures are much lower than the result obtained in a study carried out in Edinburgh in 1992 (Carcarh, Mukherjee, 1999). Fear of Crime in the Home Under the crimes at home, there is important contribution of domestic violence. Under this aspect though domestic violence can impact both genders but the history confirms that chances of crime against women are high. This is mainly due to reason that women may be exposed to domestic violence at home on regular basis. The domestic violence is a crime and involves sexual abuse (whether you are married to the other person or not); physical abuse or assault (for example, slapping, biting, kicking, and threats of physical violence); damage to property or anything you value; economic abuse, that is, when the other person keeps money to which you are legally entitled, emotional abuse (that is, degrading or humiliating behaviour, including repeated insults, belittling, cursing and threats), and any other controlling or abusive behaviour which poses a threat to your safety, health or well-being. It was been amazing to observe that Women living with a partner are likely to experience greater fear of violence. The research shows that even the conclusion drawn by Madrizs (1997) indicated that women victims of domestic violence have to face violence at home and violence on the streets that other women face, which increase their level of fear of crime in the community. Women facing physical violence by males will report fear from crime double than the women who have not experience physical violence at all. These results support Madrizs (1997) finding that women victims of domestic violence have to face violence at home and violence on the streets that other women face, which would increase their level of fear of crime in the community (Carcach, Mukherjee, 1999). The Gender Difference in Fear of Crime Studies have indicated that though both genders are prone to crime but majority of the studies confirm the gender differential is the most consistent finding in the literature on fear of crime. There is reporting of fear of crime by women at levels that are three times that of men (Chan, 2008). Since last three decades, there has been lot of concern about women safety in the police communication in Australia, England, Canada and Wales. Police and local authorities issued safety advice to women. One of the research studies conducted (Grade 1989) focus on crime prevention indicating women as prime consumers of targeted advice about personal safety. However, review of data shows that young men are most at risk to personal violence in public. Despite this, women are considered the most important constituency for guidance about danger. Literature Review The effects of demographic variables on fear are mixed. There may be number of incidents of events which can create fear in the minds. One of such thinking is when people walk alone in ones neighborhood at night. Where many demographic variables increase fear while walking in ones neighborhood or being home alone at night (i.e. lower education levels, lower reported personal income, and living in an urban area). Majority of people understand fear of crime centered on findings using respondents feelings of fear or worry while walking in their neighborhood at night. There is another fear i.e fear of strangers which has been suitably referred to as stranger danger. During childhood, all of us are told to be wary of strangers. Women fear the danger posed by strange men even though statistics show that women are more likely to be victimized by individuals they know. It would appear that they are most afraid of the surprise sexual attack by the unknown assailant, despite the fact that stat istics and public service media campaigns are making women aware of dangers of dating and marital situations. Number of survey reports discuss about the fear of crime and indicate relatively small but statistically significant differences between fear rates expressed by men and women. Majority of women are believed to be fearful of crime; and all men fearless (Gilchrist, 1988). Studies are limited to explain why women might harbor anxiety about their personal safety. Skogan and Maxfield (1981) suggest that womens fear of crime is because of their physical and social openness. Womens fear of sexual assault i.e. fear of rape also causes lack of safety amongst the women. Research Questions This research is to assist with the targeting of safety programs and the determination of focus for future community groups and activities. This paper will address the problem of which gender within the local community fears crime, whether actual or perceived, and the times that they feel most unsafe. By understanding this, programs can be directed towards these groups and the understanding of safety and their options when confronted with a situation can be addressed. Based on collected statically data this paper will directly address the aspects of the genders influence of the fear of crime: Do the different genders fear crime differently? What affect does age have on females fear of crime? Do females feel safer at home during the day or evening? Due to the results of the above previous research and general perception within the Westernised Urban Australian culture, it is expected that females will report a higher level of fear of crime. Because of this the second and third questions within this report will focus on the different generations and locations in which females fear crime; including showing the amounts in which it various. If the results unexpectedly show that males are more fearful of crime, then the questions regarding the female generations and locations effects of their perceived fear are still warranted and are able to be used to target female related programs. Method This analysis utilises data collected by previous research groups over the past few years. This offers the advantage of including the indexing of generations over time allowing a slightly more average and round return compared to a frozen snapshot in time. The survey was conducted across all age groups from varying social-economic backgrounds and cultures. Also the location spread of the survey focuses on South East Queensland however reaches into other states and some samples are returned from overseas (Micronesia). Sampling was conducted via a take home survey with instructions included. There was a directed expectation of integrity of answers, which created minimal cross-contamination. Immediately upon completion, surveys were to be returned via either mail or in person allowing coalition and further reducing the possibility of corrupted samples. Fear of crime will be the dependent variable and will indicate the level of felt across the genders in varying situations. The gender of respondent is the independent variable which is being assessed as to whether it relates to the fear of crime and in addition to gender, age  [1]  and time of day will also be independent variables. All these variables will be determined by the survey responses and the dependent variable will be tested for statistical independence. Analytic Techniques Summary of analysis completed The data is presented in tabular format along with graphs and charts. All descriptive statistics is calculated for each variable on interval or ratio scale. Further, data is analysed using statistical techniques such as chi-square test, one- way ANOVA followed by POST HOC tests, Z-test for comparing mean etc. Level of significance is fixed at 5%. All p-value less than 0.05 will be treated as significant. Dealing with missing data Missing data is almost part of every research. In this study, missing data is limited to a small number of subjects. Hence we opted a list-wise deletion of subjects. Only the subjects with missing data will be eliminated from the study. That is if a subject is missing data on any of the variables used in the analysis, it is completed eliminated. Dealing with outliers, errors etc. Dealing with outliers and errors is very difficult. In this study, we found very less outliers and errors. All subjects with outliers or errors are excluded from the study. Since errors are at random, it makes no much effect on study, if we remove them from the study. Any other problems in completing the analysis (e.g. violations of requirements) Before conducting all parametric tests, all the necessary required conditions are checked and further analysis is done. For parametric tests, normality assumption is checked. All data is found to be approximated normally distributed. Age-wise distribution Gender Frequency Percent Male 162 45.6 Female 193 54.4 Total 355 100.0 Findings Question one or Hypothesis One: Does fear of crime differ by gender? Table gender * Afraid group Cross tabulation Afraid Score Total Afraid Score less than 4 Afraid score between 4-6 Afraid Score above 6 gender Male Count 83 61 16 160 % of Total 23.5% 17.3% 4.5% 45.3% Female Count 53 76 64 193 % of Total 15.0% 21.5% 18.1% 54.7% Total Count 136 137 80 353 % of Total 38.5% 38.8% 22.7% 100.0% Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 34.275a 2 .000 Likelihood Ratio 36.068 2 .000 Linear-by-Linear Association 33.650 1 .000 N of Valid Cases 353 Conclusion: Parsons Chi-square is found to be 34.275 with p-value Respondents Perceived Level of Unsafety While at Home During the Day and Gender gender * safe day Cross tabulation safe day Total Very Unsafe Unsafe Neither safe nor unsafe Safe Very safe Never home alone during the day gender Male Count 1 3 4 35 111 1 155 % of Total .3% .9% 1.2% 10% 32.3% .3% 451% Female Count 3 7 24 72 83 0 189 % of Total .9% 2.0% 7.0% 20% 24.1% .0% 55% Total Count 4 10 28 107 194 1 344 % of Total 1.2% 2.9% 8.1% 31% 56.4% .3% 100% Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 31.670a 5 .000 Likelihood Ratio 33.680 5 .000 Linear-by-Linear Association 24.327 1 .000 N of Valid Cases 344 Conclusion: Parsons Chi-square is found to be 31.670 with p-value Question Two or Hypothesis Two: Are older women more fearful than younger women? Graph age * Fear Group Cross tabulation Fear Group Total Fear Score less than 3 Fear Score between 4 -6 Fear Score above 6 age Age Group 18 -24 Count 12 14 14 40 % of Total 6.3% 7.3% 7.3% 20.8% Age Group 25-34 Count 15 30 13 58 % of Total 7.8% 15.6% 6.8% 30.2% Age Group 34-44 Count 13 14 11 38 % of Total 7.3% 5.7% 19.8% Age Group 45-54 Count 8 9 10 27 % of Total 4.7% 5.2% 14.1% Age Group 55-64 Count 6 6 4 16 % of Total 3.1% 6.8% 2.1% 8.3% Age group 65 and over Count 2 5 6 13 % of Total 1.0% 4.2% 3.1% 6.8% Total Count 56 78 6 192 % of Total 29.2% 40.6% 30.2% 100.0% Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 7.544a 10 .673 Likelihood Ratio 7.512 10 .676 Linear-by-Linear Association .284 1 .594 N of Valid Cases 192 Conclusion: Parsons Chi-square is found to be 7.544 with p-value > 0.05; hence there is no significant association between fear and age group. Hence we can conclude that, age is not associated with fear. Average Score of Female Respondents Fear of Crime and Age e.g. Table or graph, ANOVA Test Descriptive (Fear) N Mean Std. Deviation 95% Confidence Interval for Mean Lower Bound Upper Bound Age Group 18 -24 40 5.1162 2.44853 4.3332 5.8993 Age Group 25-34 58 4.3498 1.91327 3.8468 4.8529 Age Group 34-44 38 4.3447 2.24761 3.6060 5.0835 Age Group 45-54 27 4.8770 2.42666 3.9171 5.8370 Age Group 55-64 16 4.6325 2.57747 3.2591 6.0059 Age group 65 and over 13 6.0692 2.60333 4.4961 7.6424 Total 192 4.7226 2.29671 4.3957 5.0495 ANOVA fear2 Sum of Squares df Mean Square F Sig. Between Groups 44.032 5 8.806 1.700 .137 Within Groups 963.469 186 5.180 Total 1007.500 191 Conclusion: there is no significant difference in fear score among various age groups. F= 1.70, p > 0.05, hence we can conclude that the fear score is almost same among persons of all age groups. Female Respondents Received Level of Unsafety While at Home During the Day and Age e.g. Table or graph, ANOVA Test Descriptive (safe day) N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Upper Bound Age Group 18 -24 39 4.3846 .84652 .13555 4.1102 4.6590 Age Group 25-34 57 4.2456 .66227 .08772 4.0699 4.4213 Age Group 34-44 37 4.0000 1.20185 .19758 3.5993 4.4007 Age Group 45-54 26 4.3846 .75243 .14756 4.0807 4.6885 Age Group 55-64 16 4.0625 1.06262 .26566 3.4963 4.6287 Age group 65 and over 13 3.6923 1.03155 .28610 3.0689 4.3157 Total 188 4.1915 .91074 .06642 4.0605 4.3225 ANOVA safe day Sum of Squares df Mean Square F Sig. Between Groups 7.454 5 1.491 1.838 .108 Within Groups 147.653 182 .811 Total 155.106 187 Conclusion: there is no significant difference in safe day score among various age groups. F= 7.454, p > 0.05, there is no significant difference between feeling safety during day score and age. Female Respondents Perceived Level of Unsafety While At Home Alone After Dark and Age e.g. Table or graph, ANOVA Test N Mean Std. Deviation 95% Confidence Interval for Mean Lower Bound Upper Bound Age Group 18 -24 34 9.1765 2.25637 1.3036 17.0493 Age Group 25-34 46 7.9130 1.94569 2.1351 13.6910 Age Group 34-44 33 3.5758 1.25076 3.1323 4.0193 Age Group 45-54 25 1.1760 2.59700 1.0401 22.4799 Age Group 55-64 16 1.5125 3.23787 -2.1284 32.3784 Age group 65 and over 11 2.6364 .92442 2.0153 3.2574 Total 165 8.2364 2.035861 5.1069 11.3658 ANOVA safenite Sum of Squares df Mean Square F Sig. Between Groups 2166.272 5 433.254 1.047 .392 Within Groups 65807.509 159 413.884 Total 67973.782 164 Conclusion: there is no significant difference in safe night score among various age groups. F= 1.047, p > 0.05, there is no significant difference between feeling safety during night score and age. Question Three or Hypothesis Three: Average Score of Female Respondents Fear of Crime and Live Alone E.g. Table or graph, z-test of mean differences Descriptive (Fear) N Mean Std. Deviation 95% Confidence Interval for Mean Lower Bound Upper Bound Live Alone 121 4.6625 2.32150 4.2446 5.0803 Dont live alone 17 6.1000 2.13131 5.0042 7.1958 Total 138 4.8396 2.34008 4.4457 5.2335 ANOVA fear2 Sum of Squares df Mean Square F Sig. Between Groups 30.802 1 30.802 5.823 .017 Within Groups 719.406 136 5.290 Total 750.208 137 Conclusion: there is significant difference in fear score women who live alone and dont live alone at home. F= 5.823, p Female Respondents Received Level of Unsafety While at Home Alone During the Day and Lives Alone E.g. Table or graph, z-test of mean differences Female Respondents Received Level of Unsafety While a Home Alone After Dark and Lives Alone E.g. Table or graph, z-test of mean differences N Mean Std. Deviation 95% Confidence Interval for Mean Lower Bound Upper Bound safe day Live Alone 119 4.1176 .91296 3.9519 4.2834 Dont live alone 16 3.6875 1.07819 3.1130 4.2620 Total 135 4.0667 .93999 3.9067 4.2267 safenite Live Alone 102 5.5000 13.19747 2.9078 8.0922 Dont live alone 14 2.1429 .77033 1.6981 2.5876 Total 116 5.0948 12.41946 2.8107 7.3789 ANOVA Sum of Squares df Mean Square F Sig. safe day Between Groups 2.610 1 2.610 2.997 .086 Within Groups 115.790 133 .871 Total 118.400 134 safenite Between Groups 138.743 1 138.743 .899 .345 Within Groups 17599.214 114 154.379 Total 17737.957 115 Conclusion: There is no significant difference in fear score of women who live alone and dont live alone at home during day. F= 2.997, p > 0.05, there is significant difference between feeling safety during day score and living alone status. There is no significant difference in fear score of women who live alone and dont live alone at home during day. F= 2.997, p > 0.05, there is significant difference between feeling safety during day score and living alone status. Discussion/Conclusion Summary of Results: how did you answer each question/hypothesis? Each hypothesis is tested for rejection with appropriate test of significance. The level of significance is set at 5%. All p-values greater than 0.05 will be treated as insignificant and the null hypothesis will be accepted. Implications of findings for theoretical explanations In this, out of 355 respondents, 162 (45.4%) are males and 193 (55.6%) are females. This study clearly shows that there is significant association between gender and fear of crime (p 0.05). The level of fear is almost equal among all age groups in women. No significant difference was found in the average score of fear between different age groups of women (p-value > 0.05). There is no significant difference in safe night score among various age groups in women (p-value > 0.05). There is significant difference in fear score among women who live alone and dont live alone at home (p Limitations of the Research There are limitations to this study. Firstly the sample size only pertains to only one country and considering all are local population, the data does not give diversity of opinion. Australia is a country where population has settled form wide range of countries and their cultural differences have not been considered. The survey is conducted only in English and non English speaking women must be unable to report their experiences of victimization. As a result, these indicators lack sufficient data regarding the prevalence of violence against immigrant women as well as some groups of Aboriginal women. Majority of countries are carving out funds for preventing violence against women. The real effect is yet to be seen. Future research is required to look into use of these funds and any improvement the funds could generate. Moreover, due to the different sources of data used in this document, comparisons over time and between jurisdictions have been done. Moreover, quantitative data may have serious limitations. They cannot portray the reality of violence in the lives of individual women the fear such violence instills and the trauma it causes. It is the answers of women themselves that is necessary to provide the context and texture of that reality. Quantitative data always need to be complemented by qualitative data to give an accurate and complete picture of violence against women. The sample sizes do not permit the disaggregation of data on violence against immigrant and refugee women, women of color, women with disabilities, teenage women and girls, older women, women living in poverty, homeless women, women in rural and remote communities and bisexual women. In the absence of sufficient data on women in all their diversity, these indicators cannot provide a complete profile of the experiences of all women in Australia or their experiences of violence through their lifecycles. It was also noted that there is a lack of national data on the individual economic costs of violence against women including costs of the loss of financial supports, legal services, housing, mental and physical health etc. The study has not assumed the percentage of people not reporting crime because of loss of their self reputation. In certain areas, such as violence against women, methodological shortcomings and lack of reporting, or under-reporting, led to inaccurate data collection, and such unreliable or mislea

Cow disaster :: essays research papers

OTTAWA (CP) - Canada's $8-billion mad cow disaster can be squarely attributed the failure of the Canadian Food Inspection Agency to assess economic consequences of even a single infection, says a leading expert. ADVERTISEMENT I'm a WomanMan seeking a ManWoman Age: to Postal Code: William Leiss of the University of Ottawa, who is also a past president of the Royal Society of Canada, said the CFIA assessed the risk of mad cow to animal health and human health, but not the risk of losing export markets. Yet Canada was party to an international agreement providing for a ban on exports from any country with even a single case of the disease. The policy was known as "one cow and you're out." "What would be the economic impact of one or just a few cases of BSE (bovine spongiform encepalopathy) in the Canadian herd?" Leiss asked at a World Health Organization conference on risk management. "We failed completely to manage or even to recognize this risk at our great cost." He said Canada followed U.S. policies in adopting a minimal testing program. But Canada's risk profile is completely different from that of the United States. At the time, Canada exported 75 per cent of beef production while the United States exported only 10 per cent. Losing export markets was not a serious problem for the Americans, he said. "In food issues we are cursed with the political attitude that we've just got to be onside with the U.S. and nothing else matters." He said the CFIA also followed the U.S. lead in making a half-hearted effort to stop recycling infected protein in ruminant food, which is widely believed to be the cause of mad cow disease. Leiss said the CFIA ban on feeding proteins from ruminants to ruminants remains "full of holes." Leiss said the United States conducted a full risk assessment in 1997-98, but Canada did not do one until six years later. CFIA spokesman Marc Richard said the agency didn't include economic consequences in its assessment because that is not the agency's mandate. "We don't usually address the economic stuff," said Richard in an interview. "The risk assessment was based strictly on the disease. Overall we're the administrators of the Animal Health Act. "The CFIA's risk assessments have to do with animal disease. That is our mandate and in our mandate we specifically don't address economics." But another CFIA official, senior veterinarian Darcy Undseth, said economic consequences of a mad cow infection in Canada were considered in a 2002 risk assessment even though they were not quantified.

major themes of the scarlet letter :: essays research papers

Many of the major themes of The Scarlet Letter are introduced in the opening scene. Some of these themes were sin, nature's kindness to the condemned and the dreary lifestyle of puritan society. The first chapter has little action but it sets up these major themes. The tone of the whole story was set in this chapter. The opening scene of The Scarlet Letter, many major themes were introduced. One of the major themes of The Scarket Letter was sin. Much of Puritan society was based on sin. The first thing built in the town was the prison. There was a gathering outside ofthe elaborate prison. The prison was a major emphasis in the town. This was portrayed in part by "...have invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetary, and another portion as the site for the prison." The prison was the first priority for the town to build. Sin and crime was the major emphasis of the town. Sin was a major theme of The Scarlet Letter. Another major theme introduced in the forst chapter was nature's kindness to the condemned. The prison was very bleak and worn down and old. It was very unforgiving for the prisoners. The only sign of hope was a rosebush that grew near the prison. "But on one side of the porta land rooted almost on the threshhold, was a wild rosebush, covered, in this month of june, with its delicate jems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom." Nature was the only thing kind to the condemned. This theme was very important later in the book when Dimmesdale, Hester and Pearl met in the forest. A major them in The Scarlet Letter was nature's kindness to the condomned.

Economic Freedom Vs. Interdependence :: essays research papers

Economic freedom cannot be fully instated as long as interdependence exists. The reasoning for this is that interdependence directly effects economic freedom. The basic idea in these two terms is options. Economic freedom means having unlimited and unrestricted options, while interdependence equals limited options. It is impossible for these two ideas to completely coexist to the entirety of their definitions. The government is forever creating and amending rules, regulations, and laws, which constitutes in limiting economic choices and options. Economic freedom is the aspect of choice. It is a concept that allows each individual to fully choose exactly how they use their money while having unlimited options when making economic decisions, with the advantage of unbounded possibilities. If there were unlimited options, it would mean that anything that is desired should be able to become reality. With the absence of restrictions, having unlimited options allows individuals to act independently with their decisions. Interdependence, relating to the consumer, is practically the opposite of economic freedom. Interdependence means limited options and added restrictions. With interdependence, the choices the consumer makes and the options he has are dependent on the decisions made by others. They could be other consumers, entrepreneurs, or the government. Laws, taxes, and the role of Alan Greenspan are also part of this idea. Interdependence means that all the consumer's economic decisions are out of his control because they depend on the decisions of others. Based on this definition, interdependence and economic freedom are opposing concepts. The concepts are similar in that they are both economic terms that entail a system of making decisions based on the consumer. Both also deal with the concept of options. However, that is also exactly how they are different. It is like two sides of a coin, one is for options, and one is against them. Economic freedom is all about unlimited options; therefore, it could not possibly coexist with a governing that relies on limiting options. Achieving complete economic freedom depends on interdependence and what limits are being set. It is possible that both concepts could coexist in a watered down state, like a compromise. There may be a variety of choices in one area for the consumer, but not in another area. It is also possible that complete economic freedom does not exist. In the American economy, the government is the main source of interdependence, but without the government, America's economy would be shattered.

Analysing Their Implications For Classroom Teachers Education Essay

Learning is the â€Å" procedure that consequences in a comparatively abiding alteration in a individual or individuals † ( Alexander et al, 2009: 186 ) . Harmonizing to Winn, 1990, larning is a dynamic procedure whereby the pupils ‘ cognition and accomplishments are different when compared before to after larning. Since ‘teaching ‘ is the publicity of acquisition, our cognition of acquisition and the corresponding theories in how we learn should inform our instruction ( Muijs, 2007 ) . Understanding how cognition is developed can let instructors to determine the methodological bringing of their capable content to fit the theoretical models underpinning how cognition is enhanced. Attending to the manner pupils learn can be used to foster effectual instruction patterns, leting instructors to better their pattern, and finally enhacne the quality of the scholars ‘ experience ( Macleod & A ; Golby, 2003 ) . A figure of educational research workers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974 ; Bandura 1986 amongst others, offer larning paradigms to explicate how persons learn. For the intents of this assignment the extremes of this larning theory spectrum, which are represented by the Behaviourist and Constructivist theories of acquisition, will be discussed. Inevitably, larning and learning airss a interactive relationship, reenforcing the demand for instructors to learn with an attack that reflects how pupils of course learn ( Muijs, 2007 ) , and later see the deductions of the learning theories on their schoolroom pattern. The behavioristic theory of larning Learning, harmonizing to behaviorists ( Skinner 1974 ; Bandura 1986 ) , is defined as the acquisition of new behavior. The focal point of behaviorism is the conditioning of discernible human behavior and revolves around the chief construct that a reaction is made in response to a specific stimulation ( Prittard, 2009 ) . This reaction leads to a effect. If the effect is pleasant and positive, the behavior alteration becomes strengthened via positive support. With consistent support, the behavior form becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behavioristic theories propose that acquisition is achieved through support of a peculiar nervous tract, which links the stimulations and response in the encephalon. This perennial activation and support finally strengthens the nervous tracts and connexions between the stimulation and specific responses, ensuing in a faster, smoother execution of certain responses ( Pritchard, 2009 ) . Behaviorists identify this signifier of larning as ‘conditioning ‘ , where with consistent support the behavior form becomes conditioned. Classical conditioning involves the support of a natural physiological reaction or behavior which occur of course as a response to a specific stimulation. In contrast, ‘operant conditioning ‘ involves reenforcing behavior by praising it, or detering unwanted behavior with penalty ( Prittard, 2009 ) . Constructivist advocators, including Vygotsky 1986 and Piaget ( 1970 ; 1976 ) amongst others, began to knock the behaviorist attack, as it was seen excessively teacher centred and directed, nothingness of meaningful acquisition and the instructor procedure was focused excessively much on single instead than collaborative group work. In add-on, the constructivist theoreticians challenged the behaviorist proposed separation between mental processing and cognition, which had to be bridged by the function of a instructor ( Prittard, 2009 ) . The Constructivist Theory The constructivist motion was formed on Piaget ‘s ( 1976 ) and Vygotsky ( 1986 ) work who viewed acquisition as the consequence of mental building, whereby scholars combined their bing cognition with new information, to build significance and formulated their understanding Cholewinski, 2009. The constructivist theory proposes that larning is an active, contextual procedure, a societal activity, centred on building significance and see the scholar as a responsible agent in their cognition acquisition ( Loyens 2007 ; Cholewinski 2009 ) . In constructivist acquisition, persons use world-based experiences in an attempt to do sense of what they perceive and set up their apprehension of their milieus ( Harris, 1994 ) . Since constructivism involves scholars to interact with their immediate acquisition environment, acquisition has been considered to be situation-specific and context-bound activity ( McInerney and McInerney, 2002 ) . Constructivism is an umbrella term to embrace the broad scope of constructivist positions, which can be separated into two subdivisions ; cognitive constructivism ( Piaget, 1976 ) and societal constructivism ( Vygotsky, 1986 ) . Both sub-types believe that cognition is actively constructed by persons ( Birenbaum 2003 ) , nevertheless through the usage of different mediums ; either through a series of internal, rational phases ( cognitive constructivism ) , or by societal interaction ( societal constructivism ) . The legion positions on constructivism within these two sub-types could be basically grouped around a rooted premise about larning. That is, cognition is actively constructed by the scholar ( Birenbaum 2003 ; Harris and Alexander 1998 ) . Jean piagets ‘ ( 2001 ) ‘developmental phase ‘ theory, which represents cognitive constructivism, presents four age-referenced development phases which provide a theory of gradual cognitive development up to the age of 11 old ages old. The phases refer to an expressed age scope and characterize the cognitive abilities necessary at each phase to build significance of one ‘s environment. Social constructivism emphasises the function of linguistic communication in the procedure of rational development. Vygotsky considered duologue, normally with a more knowing other, as a vehicle by which constructs are considered, shared and developed. The duologue, which is based on scholars ‘ pre bing and current cognition ( scheme ) , is so exploited to develop and build new thoughts and understanding. Vygotsky advocates that the procedure of larning involves traveling into and across a zone of proximal development, which is aided by the intercession of another through support. The zone of proximal development is a theoretical infinite of understanding which is merely above the degree of an person ‘s current apprehension. The procedure of giving support to scholars at the appropriate clip and degree of edification to run into the single demands is termed scaffolding. Scaffolding can let the motion from one zone to another and aids in the passing through the zone of pro ximal development. From reexamining the literature, educational research workers which employ these constructivist rules select facets from both strands of this larning theory ( Biggs, 1979 ) , and use constructivist theories as a generalized term. Therefore, for the intent of this assignment, the term constructivism will reflect a coaction of both societal and cognitive strands ; nevertheless specific subdivisions and the deductions of these strands are highlighted where necessary. Critique of larning theories and associated deductions upon schoolroom pattern A reappraisal of the literature suggests that behavioristic acquisition does non offer pupils the opportunity to develop deep significance and apprehension ( Einworth & A ; Collins 2002 ) , but alternatively has a inclination to advance superficial acquisition of accomplishments ( Fosnot, 1996 ) . Making a ‘correct ‘ response and retrieving content does non needfully connote understanding, and accordingly the existent apprehension achieved through behavioral attacks is challenged. Marton et Al, ( 1997 ) conclude that the usage of rote memorization represents a learning attack to a surface degree of apprehension, whilst set uping connexions with current cognition, as encouraged by constructivists, reflects an attack for a deeper degree of understanding. This suggests that academic and capable cognition acquisition, based on the behavioristic theory, may non be academically supported. Furthermore, from a constructivist position, the rule of larning utilizing anterior experience is besides good in advancing a deeper and richer apprehension ( Pressley, Harris & A ; Marks, 1992 ) . Demerici 2009 advises that information which is connected to a scholar ‘s anterior experiences is more likely to be retained, explicating higher keeping rates when a constructivist attack is adopted. ( Demirici and Yavuz, 2009 ) . Research suggests that larning through such constructive mediums, like treatment, engagement and pattern, are academically successful and associated with acquisition additions and cognition keeping ( Demirci & A ; Yavuz, 2009 ) . Dericimi besides reported a important difference in post-test classs and keeping acquisition trials classs, with the constructivist attack being more efficient than the conventional, behavioristic attack. Cumulatively, the research suggests that constructivist attacks lead to a richer and deeper apprehension. It is hence plausible to propose that the quality and deepness of understanding associated to a constructivist learning attack is more likely to transcend that of the behaviorist attack. However, as Entwhistle and Smith ( 2002 ) identify, the association between memorization and surface attack acquisition may be weak. Kember, ( 1996 ) and Watkins and Biggs ( 1996 ) reported that memorization can be used to larn unfamiliar nomenclature, as the first phase to set uping understanding. This construct, where memorization is portion of meaningful acquisition, is defined as memorizing with apprehension ( Marton, Watkins, & A ; Tang, 1997 ; Meyer, 2000 ) and has been conducted by pupils as a successful alteration tool ( Entwistle & A ; Entwistle, 2001 ) . Controversially, Fox ( 2001 ) suggests that the constructivist theory may connote that retrieving is non of import, and that acquisition is entirely centred on understanding constructs. However, neither of these are true, and being able to retrieve cognition is an of import requirement of larning. In add-on, Biggs, ( 1998 ) and Jin and Cortazzi, ( 1998 ) have reported that constructivist learning attacks do n't systematically vouch learning effectiveness. Alternatively, traditional, more behavioristic attacks to larning in big categories has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the function of memorization and mechanical acquisition techniques Arguably, due to the variable nature of intending which is uncontrollably constructed by pupils, in some instances, rote larning and memorization may be more utile when learning factual constructs and where lucidity in apprehension is required. Rote acquisition may be used to assist pupils get by better with some facets of work that they find hard. In add-on, Smith ( 2001, 2002 ) affirms that rote acquisition can lend to understanding. However, instructors must see that rote acquisition is non an attack to develop understanding and hence where possible, should be followed by efforts to promote and advance apprehension. For illustration instructors could see prosecuting with the topic content and arousing treatment of the content in an attempt to promote more meaningful apprehension. Group work may play a really of import function in reenforcing capable cognition and worki ng together and join forcesing with equals could be a utile instruction and larning tool. Ultimately, it appears that behavioristic acquisition attacks can be good for peculiar undertakings such as set uping schoolroom behavior ( Prittard, 2009 ) . For illustration, Muijs & A ; Reynolds ( 2003 ) study that standard school and schoolroom modus operandis and outlooks for behavior can be successfully learnt through behavioristic attacks. Therefore, instructors need to see whether the acquisition is academic or behavioral before learning the category. In the instance of behavior direction, a scheme to hush the category, such as elevation of the manus, or numbering down from three could be efficaciously used. In this instance, the stimulation, such as the instructor raising their manus or naming out the figure three, must be to the full explained to the category. In add-on, the stimulations must be to the full seeable and hearable to the pupils, which is possible with a clearly risen manus or an self-asserting voice. The response desired, such as a pupil elevation of the manus and silence, must be to the full understood by pupils. It is of import that the stimulus-response happening is repeated by the instructor and used on a regular basis. The same scheme should be employed every clip the instructor wants to hush the category, set uping consistence of stimulations and behavioral response. This perennial activation strengthens the tracts, affording for a drum sander and faster execution of the response. Students should be made cognizant of the negative and positive effects if they do non react to the stimulation as desired and the effects need to be kept consistent. Therefore, consistence of behaviour direction schemes is important and schoolroom pattern must adhere to the same strategise as the same stimulation is presented for a specific response. Behaviourism relies on support which is employed to condition the behavior, and hence is basically the tool which brings about larning. Therefore wagess and penalties for behavior must play a important function and actively administered within schoolroom pattern. Behaviourism may therefore stimulate and promote more usage of positive support which has been a good recognized effectual schoolroom pattern ( Elliott and Busse, 1991 ) . However instructors must see that honoring kids who are already extremely motivated may non be as effectual, and may really take to a loss of involvement ( Prittard, 2009 ) Rewards and congratulations have been shown to heighten motive, and serve as an effectual behavior direction tool, nevertheless, praising pupils may non come of course to instructors. Behavioristic attacks to larning look to be more favorable to certain persons, and instructors need to see the students concerned and whether this attack to larning suits their acquisition manners, demands and ability. For illustration, Prittard ( 2009 ) studies that behavioristic methods are more advantageous for those students who display dying inclinations and low motive. In contrast, those of higher academic ability perceive simplistic drill and pattern unsatisfying and dull ( Prittard 2009 ) . In add-on, some pupils demand understanding, yet adhering to behavioristic acquisition attacks does non suit this demand. In other state of affairss, the constructs of larning without understanding can fuel defeat, lead to misconceptions and bring forth a hard acquisition environment ( Prittard 2009 ) Another of import consideration is that behaviorist attacks do n't take history of mental cognitive processing involved in larning. In contrast, constructivism accents that the scholars must develop their apprehension for themselves and constructivist research workers ‘ advocator that mental activity is the lifeblood of acquisition and the extent of what is learnt ( Jonassen & A ; Rohrer-Murphy, 1999 ) . However, the constructivist theory may connote that all single differences in larning come down to the effects of each scholar ‘s history of acquisition ( Loyens, 2008 ) . Furthermore, although we do larn by geting cognition from our environments through interacting with the external universe, Fox high spots that the environment besides acts upon scholars. That is, we act and respond, and acquisition can be achieved from both experiences. However, constructivism appears to neglect to admit adaptative natural responses as reactive signifiers of acquisition ( Fox, 2001 ) and the function of endowment in cognitive development. Furthermore, Fox ( 2001 ) and Bredo, ( 2000 ) argue that constructivism discounts the function of innate, motivational and familial factors in cognition building, which have been proven to play a function in cognitive development and acquisition ( Carey & A ; Spelke, 1994 ) . Teachers hence can non presume that the merchandises of larning are entirely the instructors ‘ attempt and thought ; alternatively acquisition is externally and internally influenced. Importantly, instructors need to supply activities which engage and challenge scholars. This demands a board array of work which is differentiated to the scholars ‘ intellect.. Teachers need to offer range of activities where the accustomed attempt and activity falls on the scholars ‘ duty. Differentiation is a critical deduction in the schoolroom to guarantee that all students have to use mental attempt and take an active function in their ain acquisition. Such chances would afford scholar battle and optimize the possibility of effectual enduring larning taking topographic point ( Prittard, 2009 ) . Personalisation is besides important to guarantee all scholars, despite familial and innate differences which may impact their acquisition are accounted for. If a student is set undertakin gs which do non necessitate idea or challenge, larning constructively will neglect. Piaget ‘s phase developmental theory offers counsel covering the degree of complexness that may be expected in a kid ‘s thought procedures at approximative phases in their development. Jean piagets Theory may steer a instructor ‘s distinction as to the ability of students, and the needed staging and support in order to ease the motion between zones of cognitive development. Whilst Piaget ‘s developmental phase theory influences chiefly primary school instruction patterns, given the ages this theory is related to, the grasp and consciousness that cognitive ability develops with age is of import to see when learning all ages. The exactitude of the Piaget ( 2001 ) phase of development has been criticised since in it ill-defined and assumptive to presume kids will go through through the phases at specific ages, nevertheless, as a developmental procedure ; this theory is utile in learning patterns Another deduction for instructors is the oppugning they employ within the schoolroom. To let students to build their ain cognition and apprehension, inquiries need to be higher order, in conformity with Blooms Taxonomy, to include bid words such as ‘evaluate ‘ and synthesise ‘ . Furthermore, inquiries need to be open-ended and let students to develop their personal apprehension though replying the inquiries, instead than simple closed inquiries, where the replies are already pre-determined. Students need to be given the chance to bit by bit larn procedures and build their ain replies. Teachers can advance this utilizing inquiries which encourage pupils to bit by bit build their apprehension, such as evaluate, synthesise and analytical inquiries. Another premise refers to an epistemic premise that pupils actively seek resources and experiences, which are anchored by their preexistent cognition. In add-on, it is assumed that scholars utilise the construed informations to actively build their cognition ( Renkl, 1999 ) . Therefore, this attack to larning relies on pupils meeting experiences and using these experiences to their preexistent cognition to develop their apprehension. However, such experiences and world-based interactions may non be executable or available to pupils due to their lifestyle fortunes. Consequently, instructors need to be cognizant that understanding and significance is limited to the single experiences of the pupils. In conformity with this premise, the constructivist theory can explicate why students ‘ constructs and intending do vary between each other ( Taber, 2000 ) . In add-on, if the building of cognition is the activity of the scholar, so the scholar can merely understand what they have cons tructed ( Duffy & A ; Cunningham ) . Therefore, constructivism may be seen as subjective and comparative ( Duffy and Cunningham, 1996 ) . This may take to taging standards disagreements, confusion and incompatibility, and pupil misconceptions, which do non fit world. In add-on, Duffy and Cunningham propose that if the buildings and significances are different amongst pupils, the small shared apprehension may dispute the easiness of communicating between scholars and the category. This may endanger the effectivity of category treatments and societal interactions as a tool to heighten acquisition. Similarly, as building is activity on portion of the scholar ( Bruner 1966, 1971 ) , what is constructed can non be controlled by the instructor. Alternatively the scholar has autonomy and self-regulates what apprehension is established. Therefore the pupils constructed understanding may non parallel with other pupils, with world or with the instructors building and apprehension. Consequently, instructors must non presume that the building and apprehension of a construct is cosmopolitan between all pupils. Alternatively instructors must actively entree and see the alternate perceptual experiences and apprehension of the scholars, therefore why a transmittal learning attack is bootless. On the other manus, instructors come into the schoolroom with their ain building and constructs of capable content, and harmonizing to Patrick ( 1988 ) , are non ‘neutral ‘ . Therefore, a instructor ‘s apprehension can color the pupils understanding, and together, Patrick ( 1998 ) and Marton and Booth ( 1997 ) suggested that some instructors ‘moulded ‘ the pupils ‘ building of a construct to aline with their construct reading. Einsworth and Collins ( 2002 ) conclude that the signifier of understanding impressed onto pupils is mostly dependent on the instructor ‘s personal reading of the topic content. Therefore, although the constructivist theory assumes that the building of apprehension is the merchandise of the scholar ‘s reading entirely, the constructivist theory does non account for the interplay between instructors ‘ and scholars ‘ comprehension. To suit these pre-requisites of acquisition, the person ‘s cognition needs to be continually assessed. As a regular schoolroom pattern, formative appraisal could be used as a regular attack to measure bing and new apprehension, before traveling to the following lesson. Formative appraisal is a regular, informal manner of appraisal, leting instructors to supervise pupils ‘ advancement, gain an grasp of what has been learnt and accommodate their instruction patterns to optimize farther acquisition ( Black and Wiliam, 1998 ) . Consequently, given that acquisition is an active and germinating procedures, formative appraisal can be used by instructors to measure, proctor, challenge ill-defined positions and adapt schoolroom patterns to suit the constructivist rules of larning. Therefore, it is sensible to believe that constructivist attacks to larning favor the usage of formative appraisal and may motivate its usage in the schoolrooms, which Atkin et Al, ( 2001 ) studies as be ing really valuable. Since formative appraisal entirely is associated with acquisition additions, ( Black and Wiliam 1998 ) , larning is positively influenced indirectly via following learning schemes which are aligned to larning constructively. Formative appraisal may be undertaken through inquiring, instructor and pupil treatment, equal and self appraisal and interaction with equals. Formative appraisal will besides place students ‘ single acquisition demands, back uping instructors conduct in distinction to guarantee students are traveling frontward, across their ZPD and optimize acquisition additions. However, with behaviorism, the chances for feedback are confined to merely whether the response desired is right or non. There is small range for acquisition, or how to better in order to run into the desired response. Therefore, under behaviorist attacks, feedback can non be used for larning intents, therefore chances for appraisal for acquisition, which have shown to heighten acquisition, may non be fruitful. Consequently, limited feedback combined with the nonsubjective results of behaviorist attacks mean that single pupil demands are non needfully portion of the expression when sing learning schemes and capable content. The demand to see single demands is undeniable, hence such restraints of feedback extent presents a battalion of jobs to the instruction and acquisition of pupils. Importantly, to assist progressive acquisition and avoid developing misconceptions, instructors need to supply a clear focal point and ends, with expressed larning aims, which are rooted within students ‘ bing cognition. The clear aims allow pupils to build their thoughts utilizing current cognition and understand the overarching way and patterned advance of their acquisition. Triping anterior cognition is of import to arouse pre-knowledge, leting instructors to decode the conceptual model they are runing within. Teachers need to foreground the links between pupils ‘ bing cognition and the new capable cognition, to assist the scholar signifier Bridgess and ease their mental building and cognitive procedures ( REF ) . By organizing these links, pupils can trip and remember their preexistent cognition, and utilize this foundation to construct and incorporate new constructs. Teachers should promote pupils to associate new cognition to current cognition and external experiences, leting the new capable content to go embedded within the bing cognition constructions, lending to or amending to the pupils schema. Since larning constructively is based on the add-on of new content to current cognition, the scholar must hold sufficient degrees of understanding before new content can be used to build more complex significance and advancement. Teachers and pedagogues need to see that new content can non be built up until the foundations, such as current cognition, is secured. When building new constructs and developing understanding, reexamining and reflecting on what has already been learnt besides helps to set up and unafraid pupils ‘ old cognition. In add-on, by inquiring what pupils understand before shiping on a new construct would assist pupils organize links between new and old cognition ( Fulton ) . This reviewing could be done as a starting motor, but besides plays a function at the terminal of the lesson, organizing a plenary. Teachers should see, incorporate and program for good managed plenary to consolidate cognition. Time to reflect upon what has been undertaken, the procedures and the content gives the chance for internalization and for a deeper degree of understanding to be developed. Similarly, larning is most effectual when scholars become engaged, which means that instructors need to follow an active attack to acquisition and affect prosecuting undertakings to advance acquisition in the schoolroom. Learning utilizing reliable undertakings, which allow students to associate to their ain experience inside and outside the schoolroom ( Selinger, 2001 ) increases the chance of battle with the undertaking and supports findings that larning in a familiar context is most effectual. Authentic undertakings are likely to keep the attending and involvement of kids, and lead to a deeper degree of battle than with non-authentic or less reliable undertakings ( Fulton ) . Favorably, the constructivist rules match those basicss associated with effectual contextual acquisition. Evidence suggests that larning occurs in ‘real-life ‘ contexts and acquisition is really linked to a context, as deduced by Macleod and Goldby 2003. Children working with new thoughts in a familiar content are more likely to prosecute with the thoughts, than if the same thoughts were present in an foreigner context. Therefore instructors should endeavor to include more reliable undertakings and put acquisition constructs which are aligned with pupils ‘ familiar contexts. If a acquisition activity falls beyond the cultural apprehension of the acquisition, so larning is likely to be less successful than if it had been situated in a more familiar scene. .Meaningful contexts for larning are really of import ; nevertheless, what is meaningful for a instructor is non needfully meaningful for the pupil. The association between the construct of larning being situated and the demand for reliable acquisition undertakings is grounds ( McFarlane, 1997 ) . However, the recommended attack to state of affairs larning in meaningful contexts ( e.g. Lave & A ; Wenger, 1991 ) has been argued against. Walkerdine, 1988, for illustration argued that if school acquisition became located entirely within the lived universe of day-to-day experiences, the chances for abstract logical thinking and brooding activity, which are all components of constructivism, would go limited and sacrificed, whilst restricting pupils to their local environment. This active position of constructive acquisition ( Phillips, 1995 ) is frequently contrasted with behavioristic stimulus-response relationship, which has been defined as a inactive position in acquisition. However, reading and listening are included within this constructive attack to instruction, which could be argued to be more inactive attacks. Whilst this suggests that all knowledge is active, to speaking and composing, listening and reading are comparatively inactive. Traditionalists do non deny the importance of duologue, and this may be utilised in oppugning and replying, it is more that behaviourists topographic point greater accent on cognition and on the instructor as being knowing, instead than scholars and their existing cognition ( Fox ) . A balance is needed between accent on the instructors and scholars, since excessively much accent on either portion can take to prescriptions for learning which may disregard the pupils ‘ demands or disregard the instructors as a important resource of cognition. An active acquisition attack can be achieved by promoting pupils to research constructs and thoughts, and to follow their inherent aptitudes ( Wray and Lewis, 1997 ) . Given that geographic expedition can advance consecutive development of thoughts, it is likely to help in the building of new cognition ; the roots to constructivism. Classroom pattern could be based on a discovery-based attack Huitt, 2004 ; , where pupils can happen replies out for themselves, reply their ain inquiries through experimenting with new thoughts and discourse their beliefs and believing forms with their equals. Importantly, prosecuting with each other reflects societal interactions, which can be a vehicle to develop understanding utilizing societal interaction. Unlike behaviorist attacks where the instructor is the primary resources of cognition and is influenced by their involvements and position ; knowledge building offers the chance of larning to go dynamic and varied, opposed to being inactive and prescribed ( Sudizna, 1997 ) . The usage of resources promotes more synergistic acquisition and involvement, which are both shown to positively act upon acquisition. Behaviorist attacks have been criticised for non turn toing this dynamic nature of larning as its theory assumes a inactive and standardized position of cognition acquisition. Supported by Winn 1990, pupil cognition is dynamic and alterations, that is knowledge and accomplishments are different before larning to after direction, and behaviorism does non take this into history. In add-on, behaviorism theory does non appreciate that pupils come into schoolrooms with anterior cognition. Conversely, the constructivist theory acknowledges that pre-existing cognition is needed of larning and that pupils enter schoolrooms with pre-conceptions, cognition and beliefs which they deploy in building new apprehension. ( Jones, Carter, & A ; Rua, 1999 ) As already discussed, scaffolding is important for the scholar to go through through their zone of proximal development, and can be undertaken by the instructor. Scaffolding can be practiced in the schoolroom in many ways, and instructors need to appreciate that this is cardinal to the educational patterned advance of pupils and how this may be achieved. Support stuffs need to be widely available, such as a authorship frame to back up a peculiar manner of prose, or a list of words to assist in the procedure of finishing an exercising, designed to help understanding The proviso of practical setup, particularly in scientific discipline, may assist to explicate the solution to a job and is an piquant attack. Students can grounds world and attach a sense of position and world to their acquisition. Given the explorative nature of constructivism, schoolroom pattern demands to be supportive and bring forth an environment where the pupil feels safe to inquire for aid and comfy in nearing the instructor. The instructor must be cognizant of the different supportive demands of the category, and meet these through distinction and leting clip for category treatment, misconceptions and any deficiency of understanding. To assist the instructor identify those who need more support than others, formative appraisal can be incorporated to foreground the pupils ‘ single demands that need to be addressed. Ultimately, this will let undertakings to be designed and geared towards the person ‘s learning ability. Unlike, behaviorism theories, constructivist theory histories for the function of societal acquisition and potency of interaction and recognises the importance of societal interaction ( Phillips, 1995 ) . Integrating societal interaction chances, utilizing linguistic communication as a medium to build thoughts in groups of changing sizes, both with and without the instructor are encouraged and popular in schoolroom pattern today ( Jones and Brader-anjerie, 2002 ) . Dialouge is proposed to constitue a important constituent of the constructivism paradigm ( Greeno et al. 1996 ; Steffe and Gale 1995 ; Loyens, 2008 ) . Discussion is cardinal and can be used through augmenting, debating, discoursing constructs, teacher oppugning and students ‘ presenting. Teachers should promote pupils to work collaboratively, in braces or little groups, and let them to assist each other and build their ain significance in their ain words of a construct. Dialogue with others allows extra and alternate positions to be taken into history when developing personal decisions. Different cognition, points of position and apprehension can be given and considered before traveling on. Teachers should listen to pupils, and utilize their words for explicating constructs and pull on other sentiments of category members. Becoming a constructivist instructor may show a ambitious transmutation. Principally, behavioristic instruction methods appear to be organised and nonsubjective, whilst constructivists learning attacks may look to be unstructured and subjective. Eggen and Kauchek ( 1994 ) reinforced that despite it may look constructivist learning demands less from the instructors due to the discursive and steering function they fulfil, as opposed to a talking ‘dispenser ‘ , the instructor ‘s function really becomes even more important in student-centred acquisition. The instructor ‘s function is n't emphasised on talking content, but more of a usher to advance students to follow constructive, cognitive schemes and to prosecute students larning. Teachers need to pass on content in a constructive attack and promote geographic expedition and battle within students, but besides anticipate and manage a wide arrange of pupil responses, misinterpretations and troubles with new capab le cognition Unfortunately the bulk of instructors have non been trained or had much experience utilizing this manner of instruction, but instead have been prepared to learn in the traditional, objectivist mode ( Brooks & A ; Brooks, 1993 ) . Therefore instructors need to appreciate the troubles they may confront in defying the more natural and erudite conventional attacks to instruction, and promote a more student-directed and discovery bringing manner within the schoolroom. In add-on, the greater experiences they can derive in constructive acquisition environments, and the opportunity to witness the benefits of using constructive schemes, such as larning success, may advance and ease the passages to more constructive schoolroom pattern. Decision Constructivism appears to be the most favoured ( Mayer, 1992 ; Sudzina, 1997 ) and trusty, acknowledged text edition history of modern acquisition ( Fosnot, 1996 ; Woolfolk, 1995 ) . However, as discussed, constructivism larning theory does hold its defects and it is of import to admit Fox, 2001 and Phillips 1995 unfavorable judgment. However, each constructivist discrepancy offers and holds different premises and rules, and hence the generalizations which are made by Fox and Phillips may be oversimplified and lose their significance. Such unfavorable judgments are non a just representative, which compromises their cogency and position ( Liu and Matthews 2005 ) . Fardanesh, 2002 suggests that there is a preferment in using different acquisition and instruction attacks. That is, where behavioral attacks can be used for the simple, early lower ability scholars and constructivist attacks for progress scholars and experts. In add-on, some schoolroom pattern may underpin a mix of both larning theories, for illustration, mutual instruction ( e.g. , Palinscar & A ; Brown, 1984 ) is frequently cited as a constructivist learning scheme, yet it is really much instructor led, which adopts a more behavioristic attack. Similarly, group problem-based acquisition intercessions ( Savery & A ; Duffy, 1995 ) might concentrate on the single accomplishment of prescribed larning results, instead than on any kind of form of corporate engagement. Renkl and Atkinson 2007 in a recent article argues that constructivist acquisition should non be perceived to be acutely conflicting with that of traditional or inactive acquisition. Renkl ‘s research amongst others ( Baeten et al. 2008 ; Berthold et Al. 2007 ; ) have offered grounds to demo that meaningful acquisition in ‘traditional ‘ acquisition environments is besides a constructive act. The constructivist theory evolved to integrate mental procedures within larning and incorporate the mental procedures with the external universe ; that is where interactions with the societal universe and cognitive processing were embedded. However, Liu and Matthews argue, that what the constructivist theory sets out to accomplish, has non really been met, and alternatively constructivists continue to concentrate on the relationship between head and organic structure, stand foring a separation between mental procedure and the external universe. Saint matthews and Lieu continue to recommend that constructivists and behaviorists despite their seeming dissension, are likewise rooted in a dualist doctrine and a subsequent segregation of the human head and external universe. Liu and Matthews continue to province that dualism is the paradigmatic model back uping constructivist theories, and that constructivism and behaviorism operate within the same paradigm. 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