Summary of Evermore by Alyson Noel free essay sample

Journey Analysis Summary In the book Evermore by Alyson Noel the Journey being taken is mostly emotional, but also physical and mental. The character taking this Journey In the book is a sixteen year old girl named Ever Bloom. This book being the first In a series of six books, called the Immortals, this is only the beginning of her Journey. The book begins with Ever at lunch with Haven, blocking out her surroundings with her pod all the way up and hood up. Now the truth is, Veers Journey begins a bit before that, when she still had her family with her. Ever was the only one to survive a car accident that took the lives of err mom, dad, little sister. And their dog. After the accident Ever goes to live with her aunt Sabine and is left with psychic abilities which she sees as a punishment. She is able to hear thoughts, get life stories by touch, see auras, and see her dead sister which is why she blocks things out. We will write a custom essay sample on Summary of Evermore by Alyson Noel or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She blames herself for her familys death throughout the book until the end when she learns the truth. This is the emotional part of her journey and her primary Journey as well. Her physical and mental Journeys are also some to the conflicts she faced that take place toward the end of the book. Her mental Journey takes place when she discovers that alcohol cloaks her psychic abilities which leaves her feeling normal. Or at least as normal as she could be with alcohol In her system. She starts thinking she has to keep drinking to keep her abilities away, so much so, she gets suspended from school because of It. Now her physical Journey takes place when she ends up in a fight with an immortal named Drain. Drain, being immortal, heals fast and is also a lot stronger than Ever. But Ever still fights her, getting thrown around and hurt quite a bit. In the end, she hits Drain in her weakest spot. Which kills her. Ever discovers that Drain was the one who caused the car accident that claimed the lives of her family. She also realizes that she was being selfish by wanting her sister to stay with her she was also keeping her from crossing over and being with the rest of their family. She learns about these people called immortals which can live for eternity, although they all have a different weak spot that If hit in Just the right way will kill them. She figures out that she is in love with Admen who is her guide through out the book. Over the few months of her Journey Veers emotional, physical, and mental states change. Her mental state changes because she stops depending on alcohol and visits from her dead little sister. Her physical state changes at the very end when she decides to become Immortal. Her emotional state changes because she stops believing that she was the cause of her familys death. Veers emotional state also changes because Admen is so mysterious to her throughout this book, they finally decide they should be together at the very end. Summary of Evermore by Alyson Noel By S_Developer emotional, but also physical and mental. The character taking this Journey in the book is a sixteen year old girl named Ever Bloom. This book being the first in a series of six books, called the immortals, this is only the beginning of her Journey. The book begins with Ever at lunch with Haven, blocking out her surroundings with her pod all her mom, dad, little sister, and their dog. After the accident Ever goes to live with her part of her Journey and her primary Journey as well. Her physical and mental Journeys are also some of the conflicts she faced that discovers that alcohol cloaks her psychic abilities which leaves her feeling normal. Or at least as normal as she could be with alcohol in her system. She starts thinking she school because of it. Now her physical Journey takes place when she ends up in a fight with an immortal named Drain. Drain, being immortal, heals fast and is also a lot bit. In the end, she hits Drain in her weakest spot, which kills her. Live for eternity, although they all have a different weak spot that if hit in Just the right way will kill them. She figures out that she is in love with Admen who is her Over the few months of her Journey Veers emotional, physical, and mental states decides to become immortal. Her emotional state changes because she stops

Free Essays on Orwell Elephant

In George Orwell's short story Shooting an Elephant, he writes about racial prejudice and injustice. Orwell, which is the author’s pen name, (his real name is Eric Arthur Blair,) is a police officer in Moulmein, lower Burma and takes place during the rainy season. Orwell is as much a victim as the people he protects and secretly loves, but because of circumstances he cannot control, he actually becomes part of the vicious cycle he abhors. The author is, "for the Burmese and all against their oppressors, the British" and â€Å"I hated it more bitterly than I can perhaps make clear.†(1539) Orwell feels caught in the middle of this cultural struggle. He sympathizes with the oppressed people, secretly feeling that Imperialism is wrong, and yet he is treated poorly by the Burmese, since they perceive him as one of their oppressors. He comes to terms with the role he plays in this vicious cycle of oppression, as an Imperial servant, and the influence it has on him to shoot th e elephant. The Burmese people are treated as second-class citizens in their own country. They are oppressed, by the British Empire, which has invaded their land. Being a police officer, Orwell sees first hand the brutality prisoners experience, "huddling in the stinking cages of the lock-ups, the grey, cowed faces of the long-term convicts, the scared buttocks of the men who had been flogged with bamboos."(1539) but like so many Europeans he feels helpless to do anything about the atrocities he witnesses. Orwell is not forced to acknowledge these atrocities until he is put into the position to shoot an elephant. After, the elephant kills a native, the Burmese people look for the elephant to be killed. While contemplating on whether to shoot the elephant or not, his motives become personal. The author views himself as a victim, much the same as the Burmese people he was protecting and becomes pressured into doing what he did not want to do.... Free Essays on Orwell Elephant Free Essays on Orwell Elephant In George Orwell's short story Shooting an Elephant, he writes about racial prejudice and injustice. Orwell, which is the author’s pen name, (his real name is Eric Arthur Blair,) is a police officer in Moulmein, lower Burma and takes place during the rainy season. Orwell is as much a victim as the people he protects and secretly loves, but because of circumstances he cannot control, he actually becomes part of the vicious cycle he abhors. The author is, "for the Burmese and all against their oppressors, the British" and â€Å"I hated it more bitterly than I can perhaps make clear.†(1539) Orwell feels caught in the middle of this cultural struggle. He sympathizes with the oppressed people, secretly feeling that Imperialism is wrong, and yet he is treated poorly by the Burmese, since they perceive him as one of their oppressors. He comes to terms with the role he plays in this vicious cycle of oppression, as an Imperial servant, and the influence it has on him to shoot th e elephant. The Burmese people are treated as second-class citizens in their own country. They are oppressed, by the British Empire, which has invaded their land. Being a police officer, Orwell sees first hand the brutality prisoners experience, "huddling in the stinking cages of the lock-ups, the grey, cowed faces of the long-term convicts, the scared buttocks of the men who had been flogged with bamboos."(1539) but like so many Europeans he feels helpless to do anything about the atrocities he witnesses. Orwell is not forced to acknowledge these atrocities until he is put into the position to shoot an elephant. After, the elephant kills a native, the Burmese people look for the elephant to be killed. While contemplating on whether to shoot the elephant or not, his motives become personal. The author views himself as a victim, much the same as the Burmese people he was protecting and becomes pressured into doing what he did not want to do....

A-Maze-Ing Laughter Article Example | Topics and Well Written Essays - 750 words

A-Maze-Ing Laughter - Article Example The whole environment occupies approximately 20 square meters of land. However, the environment is well lit such that the iconic laughter sculptures are visible clearly even during the night. Although the sculptures are placed together, they are evenly distributed across the small area and each one of the sculptures faces a different direction. It is claimed that each of the sculptures weighs approximately 250 kilograms. Whereas some of the sculptures are fully clothed, others are half-naked. The primary idea of the sculptures is to represent reality through art. Although it is difficult to determine the exact reason why the figures are laughing, any person can have their own interpretation of the cause of such exaggerated laughter. Laughter can represent a wide variety of human feelings. Laughter can be ironic, skeptical, sarcastic, genuine, or simply, an expression of pure happiness. Laughter is a form of relief from issues affecting society. This manmade environment represents the realities of life through artwork. ... Most importantly, the site has already become a tourist attraction and soon enough, it will become a major attraction site attracting people from all over the world. This manmade environment holds dear to the people of Vancouver. Indeed, the artist, Yue Minjun, sold the sculptures at a price of 1.5 million dollars. Artistic director of the Biennale, Barrie Mowatt, agreed to give the A-Maze-ing Laughter manmade site to Parks Board for a period of 20 years without a lease fee. This shows the importance of the site to the people of Vancouver. However, the public was expected to show their commitment and desire to have the site retained in the present position by sending emails to the board. The A-Maze-ing Laughter campaign seems to be successful and presently, the site is in hopes of being retained. Potential donors to buy the sculptures have been found. However, they have reserved their offer until the site is fully secured so that the sculptures can have a permanent home (Griffin web) . The manmade site has a very significant relationship with the surrounding. Notably, A-Maze-ing Laughter manmade site is located in Vancouver in British Columbia, Canada. This is one of the most metropolitan areas in Canada with a very diverse population. The exaggerated laughter iconic sculptures are a tourist attraction site for the large population around the city. Additionally, the site is located within the town where it can easily be accessed. It is worth noting that the site compliments the busy lifestyle of the city.  

African American history assessing the antebellum slavery Essay

African American history assessing the antebellum slavery - Essay Example The aristocrats were very wealthy and owned vast pieces of land which were developed by the slaves. One factor that had an effect on slave institution was need for labor to work in the white farms. Slave trade was viewed by slave masters as necessary evil because there was sparse population and therefore they needed labor to work in their farms. In order to get this labor they had to force the blacks to work in their farms. The effect of this on the slaves is that they were forced to leave their homes to go and provide the required labor. The greatest oppressor of antebellum slaves was lack of education. There were also limited opportunities to professionals. They were denied education because the masters wanted to ensure that accumulation of property was easy. Lack of education was also contributed to by the fact that the slaves no property that could help them subsidize for a good education. As per the nature of work done, slavery involved involuntary servitude. It involved securin g labor services by means of force and treating the slaves so acquired as property. Work was assigned according to one’s physical capability where a day’s hours of work ranged from 15-16 hours. Moreover work was not assigned according to sex differentiation. Therefore even pregnant women could find themselves doing hard tasks like hoeing. An accident of birth is what determined the status of the slaves. Human nature coupled with inequality in power is the greatest factor that influenced slavery. The slavery had negative effects on the slaves. Effect of the slave trade on slaves was that they were subjected to very little or no privacy at all. They were put in various concentration camps in very large numbers. As a result there was a lot of overcrowding such that there could be no longer private life for the slaves. There was also a lot of work for the slaves. Due to this they had no free time for them. They were always expected to be working all the time. There was als o no time for the family. This was mainly due to the amount of work that they were expected to do. Secondly, due to the manner in which different tasks were allocated to different slaves, it meant that there was little time for the family. They were not able to see each other occasionally. Their children were usually sold or given away by the slave masters therefore they could not be closely knit together as a family. Furthermore, the slaves were not allowed to marry. This was because the slave masters thought that if the slaves were allowed to form families, they could have other responsibilities and thus they could not be able to work as they were expected to. To avoid this, they prohibited them from marrying. Another negative effect of the slavery is that they were subjected to very many rapes. They were raped by other slaves as well as by the slave masters. Profitability of slave trade To the holding master Slave trade though considered as a vice, it brought with it a number of considerable benefits. There were different benefits that accrued to different people. Since this was controlled workforce, coupled with economies of scale, ensured that there was free labor. The greatest beneficiary of this system was the white master. The system ensured that they produced more than they could have if they worked on their own. Benefit of slavery to the slave masters was that they were able to amass great wealth owing to the fact that slaves made doing of work in the firms easier. To the slaves The benefits that accrued to the slaves were that they were able to access better housing, better food and better clothing. There was also increased freedom of movement as well as more

Discuss how the American criminal justice system has impacted the Essay

Discuss how the American criminal justice system has impacted the Black community, 1880-2011 - Essay Example One can find extensive research material on African American criminal justice system. There is a great inequality visible in the criminal justice system of America. It has been pointed out by Pastore and Maguire (2000) that African Americans comprise of only 12 percent of U.S total population but they make 29.7 of all arrests. Since beginning of the court system in America, black people have been given fewer privileges and rights. Dred Scott decision considered the black slaves as property of their masters who purchased and brought them to America. According to one report of Justice Department, quoted by Free (2003), illustrates that number of African American youth is six times more than that of white people found in jails. These black criminals often get harsher punishments than White criminals. These disparities are crystal clear when comparison is made between non-Hispanic African American females and non-Hispanic White criminal females arrested by authorities (Beck & Karberg, 20 01). With passage of time, the condition of these detained African American criminals has worsened . It has been found that when cases of these people are brought into courts they mostly take more time than the cases related to white criminals.

Definition And Types Of Anxiety English Language Essay

Definition And Types Of Anxiety English Language Essay In order to understand the specific type of anxiety that learners experience in a foreign language classroom, it is important to first consider anxiety in general terms. As a psychological construct, anxiety is described as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991, cited in Tanveer, 2007, p. 3). Speiberger (1976, cited in Wang, 2005, p. 13) distinguished anxiety from fear by pointing out that although anxiety and fear are both unpleasant emotional reactions to the stimulus conditions perceived as threatening, fear is usually derived from a real, objective danger in the external environment while the threatening stimulus of anxiety may not be known. Spielberger (1983, cited in Wilson, 2006, p. 41) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system. More specifically, Morris, David, Hutchings (1981, cited in Wilson, 2006, p. 41) claimed that general anxiety consists of two components: worry and emotionality. Worry or cognitive anxiety refers to negative expectations and cognitive concerns about oneself, the situation at hand, and possible consequences, and emotionality or somatic anxiety concerns ones perceptions of the physiological-affective elements of the anxiety experience, which are indications of autonomic arousal and unpleasant feeling states, such as nervousness, upset stomach, pounding heart, sweating, and tension (Morris, David, Hutchings, 1981, cited in Wilson, 2006, p. 41, cited in Cubucku, 2007, p. 134). Trait Anxiety, State Anxiety, and Situation-specific Anxiety MacIntyre Gardner (1991, p. 87-92) identified three approaches to the study of anxiety, which are: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is an individuals likelihood of becoming anxious in any situation (Spielberger, 1983, cited in MacIntyre Gardner, 1991, p. 87). As trait anxiety is a relatively stable personality characteristic, a person who is trait anxious would probably become anxious in many different kinds of situations, more frequently or more intensely than most people do (Woodrow, 2006, p. 309). This approach to anxiety research has been criticized in that the interpretation of trait anxiety would be meaningless without being considered in interaction with situations because a particular situation may be perceived as anxiety-provoking by some but not by others although those people may have similar trait anxiety scores (MacIntyre Gardner, 1991, p. 88). State anxiety, in contrast to the stable nature of trait anxiety, is momentary and thus not an enduring characteristic of an individuals personality. It is the apprehension that is experienced at a particular moment in time (MacIntyre Gardner, 1991, p. 90). In other words, it is a transient anxiety, an unpleasant emotional temporary state, a response to a particular anxiety-provoking stimulus such as an important test (Spielberger, 1983, cited in Wang, 2005, p.13, and cited in Tanveer, 2007, p. 4). The higher the level of trait anxiety an individual possess, the higher the level of state anxiety he or she may experience in stressful situations (MacIntyre Gardner, 1991, p. 90). The state-anxiety approach to anxiety research has been criticized for asking the question Are you nervous now? instead of Did this situation make you nervous?; in other words, it does not the subjects to ascribe their anxiety experience to any particular source (MacIntyre Gardner, 1991, p. 90). Situation-specific anxiety re ¬Ã¢â‚¬Å¡ects a trait anxiety that recurs consistently over time within a given situation (MacIntyre Gardner, 1991, p. 87; Spielberger, Anton and Bedell, 1976, cited in Woodrow, 2006, p. 309). Zheng (2008, p. 2) proposed that the three categories of anxiety can be identified on a continuum from stability to transience, with trait anxiety related to a generally stable predisposition to be anxious across situations on one end, state anxiety related to a temporary unpleasant emotional state on the other, and situational-specific anxiety related to the probability of becoming anxious in particular situations in the middle of the continuum. According to MacIntyre and Gardner (1991, p. 90), situation-specific anxiety can be considered as trait anxiety, which is limited to a specific context. This perspective examines anxiety reactions in a well-defined situation such as public speaking, during tests, when solving mathematics problems, or in a foreign languag e class (MacIntyre Gardner, 1991, p. 90). Facilitating Anxiety and Debilitating Anxiety Facilitating anxiety improves learning and performance, while debilitating anxiety is associated with poor learning and performance. According to Scovel (1978, cited in Tanveer, 2007, p. 10), anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the learner. Facilitating anxiety occurs when the difficulty level of the task triggers the proper amount of anxiety (Scovel, 1978, cited in Zheng, 2008, p. 2). In such case, facilitating anxiety motivates the learner to fight the new learning task; it gears the learner emotionally for approach behavior (Scovel, 1991, cited in Tanveer, 2007, p. 11). However, although a certain level of anxiety may be beneficial, too much anxiety can become debilitating: it motivates the learner to flee the new learning task; and stimulates the individual emotionally to adopt avoidance behavior which may lead to avoidance of work and inefficient work performance (Scovel, 1978, cited in Zheng, 2008, p. 2; Scovel, 199 1, cited in Tanveer, 2007, p. 11). Such phenomenon can be best described by the Yerkes-Dodson Law, which suggests a curvilinear association between arousal and performance (Wilson, 2006, p. 45). When represented graphically on an inverted U-shaped curve, the Yerkes-Dodson Law shows that too little arousal produces minimum performance; moderate arousal enhances performance and reaches a peak at the top of the curve; after that, too much arousal will again hinder performance (MacIntyre, 1995, p. 92). FIGURE 1 (MacIntyre, 1995, p. 92) Anxiety in Foreign Language Learning Language learning anxiety has been classified as a situation-speci ¬Ã‚ c anxiety, or a trait which recurs consistently over time within the given context of language learning situations, that is, the language classrooms (MacIntyre and Gardner, 1991; Horwitz, 2001). Horwitz et al. (1986) were the first to treat foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991, cited in Wang, 2005, p. 16). According to Horwitz et al. (1986, p. 128), foreign language anxiety is a distinct complex of self-perceptions, feelings, and behaviors related to classroom learning arising from the uniqueness of the language learning process. Other researchers also proposed similar definitions. Oh (1992, cited in Wang, 2005, p. 16) perceived of foreign language anxiety as a situation-specific anxiety students experience in the classroom, which is characterized by negative self-centered thoughts, feelings of inadequacy, fear of failure, and emotional reactions. In a similar vein, MacIntyre and Gardner (1994, cited in Wang, 2005, p. 16) described foreign language anxiety as the feelings of tension and apprehension, which are particularly associated with activities in a second language learning context. According to Horwitz (1986, p. 126), anxiety centers on the two basic task requirements of foreign language learning: listening and speaking, and difficulty in speaking in class is probably the most frequently cited concern of the anxious foreign language students. On the other hand, Hilleson (1996, cited in Matsuda Gobel, 2004, p. 22), in his diary study, identified various types of anxiety related to different skill areas: the participants in his research demonstrated anxiety related to not only speaking and listening but also reading and writing. Although research into foreign language anxiety has been almost entirely associated with the oral aspects of language use, there has been a recent trend to identify the relationship between anxiety and other language proficiencies ((Horwitz, 2001, p. 120; Matsuda Gobel, 2004, p. 22). According to Tallon (2008, p. 7), while previous studies suggested that foreign language classroom anxiety is a more general type of anxiety about learning a second language with a strong speaking anxiety element, recent research on foreign language anxiety showed the existence of language-skill-specific anxieties: listening, reading, and writing. The Measurement of Anxiety in Foreign Language Learning Generally, there are three major ways of measuring anxiety in research, including behavioral observation; physiological assessment such as heart rates or blood pressure tests; and participants self-reports of their internal feelings and reactions (Casado Dereshiwsky, 2001; Daly, 1991; cited in Zheng, 2008, p. 3). According to Zheng (2008, p. 3), participants self-reports are by far the most common way of examining the anxiety phenomenon in educational research. Early Research on Foreign Language Anxiety As anxiety is a complex, multi-faceted construct (Phillips, 1992, p. 14), it is not surprising that early studies of the relationship between anxiety and language learning provided mixed and confusing results. Youngs (1991, p. 438-439) review of sixteen studies that examining how anxiety interferes with language learning and performance showed inconsistent results both within and across studies, and she concluded that research in the area of anxiety as it relates to second or foreign language learning and performance was scattered and inconclusive. According to Horwitz (2010, p. 157), Scovels review of the then available literature on anxiety and language learning can be considered a turning point in the study of foreign language learning anxiety. Scovel (1978, cited in Horwitz, 2001, p. 113) attributed the truly conflicting set of findings to ambiguity in the conceptualization and measurement of anxiety. He argued that since the early studies employed different anxiety measures such as test anxiety or facilitating-debilitating anxiety, etc, it was understandable that they found different relationships between anxiety and language learning. Some studies found the anticipated negative relationship between anxiety and language achievement, but there were also several studies which found no relationship, and positive relationships between anxiety and second language achievement were also identified. For example, in a research conducted by Chastain in 1975 (cited in Horwitz, 2010, p. 156), the directions of the correlations between anxiety (test anxiety) and language learning (course grades) in three languages (French, German, and Spanish) were not consistent, indicating three levels of correlation: positive, negative, and near zero. Backman (1976, cited in Aida, 1994, p. 156) examined Venezuelan students learning English in the US, whose language progress measured by a placement test, a listening comprehension test, and teachers ratings did not show a significant correlation with any of the anxiety measures. Kleinmann (1977, cited in Horwitz, 2010, p. 156) utilized the facilitating-debilitating anxiety framework to study Spanish-speaking and Arabic-speaking ESL students, and found that learners with more facilitating anxiety had a lower tendency toward avoidance behavior in the oral production of linguistically difficult English structures while there was no evidence that debilitating anxiety negatively influenced their oral performance. Horwitz, Horwitz, and Copes Construct of Foreign Language Anxiety It is essential to trace the development and subsequent use of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986), as this instrument has been employed so widely (in its original form, or translated, or adapted) and with such consistent results since it first appeared. As it has been observed to be highly reliable (Horwitz, 1986; Aida, 1994; Rodriguez Abreu, 2003), I was interested in using it for my research. 3.2.1. Development of the FLCAS According to Horwitz (1986b, p. 559), research into the relationship between anxiety and language achievement had been held back by the lack of a reliable and valid measure of anxiety specific to language learning. She further stated that although teachers and students generally felt that anxiety is an obstacle to be overcome in learning a second language, the empirical literature at that time failed to adequately define second language anxiety and to demonstrate a clear-cut relationship between anxiety and language achievement or performance. She suggested that one likely explanation for the inconclusive results of previous studies was that existing measures of anxiety did not test an individuals response to the specific stimulus of language learning. The Foreign Language Classroom Anxiety Scale was developed so as to provide researchers with a standard instrument for such purpose (Horwitz, 1986b, p. 559). This self-report measure was claimed to evaluate the degree of anxiety, as ev idenced by negative performance expectancies and social comparisons, psycho-physiological symptoms, and avoidance behaviors (Horwitz, 1986b, p. 559). The author stated that the scales items were developed from student reports, clinical experience, and a review of related instruments. 3.2.2. Conceptual Foundations of Foreign Language Anxiety From a theoretical viewpoint, Horwitz et al. (1986, p. 127) argued that foreign language anxiety implies performance evaluation within an academic and social context. They therefore identified the three related performance anxieties: communication apprehension test anxiety; and fear of negative evaluation, which are believed to provide useful conceptual building blocks for a description of foreign language anxiety (Horwitz, 1986, p. 128). However, Horwitz (1986, p. 128; 2010, p. 158) also emphasized that foreign language anxiety is not a simple combination of these performance anxieties transferred to foreign language learning. Instead, it is perceived as a distinct complex of self-perceptions, beliefs, feelings, and behaviors à ¢Ã¢â€š ¬Ã‚ ¦ arising from the uniqueness of the language learning process (Horwitz, 1986, p. 128). Communication apprehension was originally defined by McCroskey (1977, cited in Aida, 1994, p. 156) as an individuals level of fear or anxiety associated with either real or anticipated communication with another person or persons. According to McCroskey (1984, cited in Wang, 2005, p. 17), the typical behavior patterns of communicatively apprehensive people are communication avoidance, communication withdrawal, and communication disruption. According to Horwitz (1986, p. 127), due to its emphasis on interpersonal interactions, the construct of communication apprehension plays an important role in language learning. Difficulty in speaking in groups (oral communication anxiety) or in front of the class (stage fright), or in listening to or learning a spoken message (receiver anxiety) are suggested to be all manifestations of communication apprehension (Horwitz, 1986, p. 127). People whose typical communication apprehension is high tend to encounter even greater difficulty communicating in a foreign language class where they have little control of the communicative situation, there exists a disparity between learners mature thoughts and their immature foreign language proficiency, and their performance is constantly monitored (Horwitz, 1986; Horwitz and Gregersen, 2002, p. 562). The inability to express oneself fully or to understand others not only lead to frustration and apprehension in typical apprehensive communicators but also make many otherwise talkative people become silent in a foreign language class (Horwitz, 1986, p. 127). Test-anxiety, or the tendency to view with alarm the consequences of inadequate performance in an evaluative situation (Sarason, 1984, cited in Aida, 1994, p. 157), is also relevant to a discussion of foreign language anxiety because performance evaluation is an ongoing feature of most foreign language classes (Horwitz, 1986, p. 127). Some learners may inappropriately view foreign or second language production as a test situation rather than as an opportunity for communication (Horwitz, 1986, cited in Horwitz and Gregersen, 2002, p. 562). According to Horwitz (1986, p. 126), test-anxious students often put unrealistic demands on themselves and feel that anything less than a perfect test performance is a failure. Unfortunately, students who are test-anxious may suffer considerable stress and difficulty in foreign language classrooms since daily evaluation of skills are quite common and frequent in most foreign language classes. Moreover, making mistakes is inevitable in the language l earning process, and even the brightest and most prepared students often make errors (Horwitz, 1986, p. 128). Fear of negative evaluation, the third performance anxiety related to foreign language learning, is defined as apprehension about others evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively (Watson and Friend, 1969, cited in Horwitz, 1986, p. 128). Although similar to test anxiety to some extent, fear of negative evaluation is broader in scope in that it applies to any social and/or evaluative situation in which an individual worries about the possibility of being unfavorably evaluated by others (Wilson, 2006, p. 68). Horwitz (1986, p. 128) pointed out what distinguishes foreign language learning from other academic subjects is that language learners are continually evaluated by the teacher and may also feel they are subject to the evaluation of their peers. Unfortunately, learners who are highly concerned about the impressions others are forming of them tend to behave in ways that minimize the possibility of negative eva luations (Horwitz and Gregersen, 2002, p. 562). In foreign language classrooms, students with a fear of negative evaluation tend to sit passively in the classroom, withdrawing from classroom activities that could otherwise enhance their improvement of the language skills or even cutting class to avoid anxiety situations (Aida, 1994, p. 157). 3.2.3. Reliability and Validity of the FLCAS Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) as a 33-item self-report instrument scored on the basis of a 5-point Likert-type scale, from strongly agree to strongly disagree. Students respond to statements regarding their reactions to foreign/second language classes. Possible scores on the FLCAS range from 33 to 165: the higher the score, the higher the anxiety level. Items were developed from student reports, interviews with specialists about their clinical experiences with anxious language learners, the authors teaching experiences, and a review of related measures of anxiety. According to Horwitz (1986, p. 129), pilot testing of the scale with seventy five introductory Spanish students at the University of Texas at Austin demonstrated its reliability and validity. In terms of internal reliability, the FLCAS achieved internal reliability, achieving an alpha coefficient of .93 with all items producing significant corrected item-total scale correlations. Test- retest reliability over eight weeks yielded an r = .83 (p In one sample of 108 introductory students of Spanish, scores ranged from 45 to 147 (M = 94.5, Mdn = 95.0, SD = 21.4). Internal consistency, as measured by Cronbachs alpha coefficient, was .93, and test-retest reliability over 8 weeks was r = .83, p = .001, n = .78. Aida (1994) tested Horwitz et al.s construct of foreign language anxiety by validating an adapted FLCAS for students of Japanese. She aimed to discover the underlying structure of the FLCAS and to examine whether or not the structure reflects the three kinds of anxiety presented earlier. Her study, using ninety-six students of Japanese, yielded internal consistency of .94 (X = 96.7 and SD = 22.1), using Cronbachs alpha coefficient. The reliability, mean, standard deviation, and range obtained in this study were very similar to those of Horwitz (1986), whose sample was a group of students in introductory Spanish classes. FIGURE 2 (Aida, 1994, p. 159) Manifestations of Foreign Language Learning Anxiety Anxiety, in general, can have physical/physiological, emotional, and behavioral manifestations, and these manifestations can differ with each individual. According to Oxford (1999, cited in Williams Andrade, 2009, p. 4, and cited in Yanling Guizheng, 2006, p. 98): Physical symptoms can include, for example, rapid heartbeat, muscle tension, dry mouth, and excessive perspiration. Psychological symptoms can include embarrassment, feelings of helplessness, fear, going blank, inability to concentrate, as well as poor memory recall and retention. Behavioral symptoms can include physical actions such as squirming, fidgeting, playing with hair or clothing ¼Ã…’ nervously touching objects, stuttering or stammering ¼Ã…’ displaying jittery behavior, being unable to reproduce the sounds or intonation of the target language even after repeated practice. More importantly, behavioral symptoms of anxiety can be manifested in negative avoidance behaviors like inappropriate silence, monosyllabic or non-committal responses, lack of eye contact, unwillingness to participate, coming late, arriving unprepared, showing indifference, cutting class, and withdrawal from the course. Other signs which might reflect language anxiety: overstudying, perfectionism, hostility, excessive competitiveness, as well as excessive self-effacement and self-criticism (e.g. I am so stupid). Causes of Foreign Language Learning Anxiety Research has indicated a number of ways that learning a foreign language can cause anxiety for language learners. Young (1991, p. 427), in a comprehensive review, summarized the personal factors and instructional factors contributing to language anxiety into six categories: 1) personal and interpersonal anxieties, 2) learner beliefs about language learning, 3) instructor beliefs about language teaching, 4) instructor learner interactions, 5) classroom procedures, and 6) language testing. Generally, the six factors proposed by Young (1991) combine with other factors indicated by other researchers to form three main sources of foreign language anxiety: learners characteristics, teachers characteristics, and classrooms characteristics (Tallon, 2009, p. 2). Personal factors (Learner characteristics) Personal and interpersonal issues, according to Young (1991, p. 427), are possibly the most commonly cited and discussed sources of language anxiety. Several studies have discovered the link between anxiety and proficiency (Aida, 1994; Gardner, 1985; Gardner et al., 1997, cited in Zhang, 2010, p. 9). There are significant differences between high proficiency and low proficiency students in language anxiety level with the low proficiency students being much more anxious (Young, 1991). In a similar vein, Horwitz (1986) attributed anxiety to learners immature communicative ability in the foreign language. On the other hand, several other researchers argued that low self-esteem and competitiveness are the two significant sources of learner anxiety. Bailey (1983, cited in Young, 1991, p. 427) studied the diary entries of 11 students and reported that competitiveness can lead to anxiety when language learners compare themselves to others or to an idealized self-image. Likewise, Price (1991 , cited in Young, 1991, p. 427) stated that the majority of her subjects believed their language skills to be weaker than those of the others in class; that they werent doing a good job and that everyone else looked down on them. As regards to self-esteem, Hembree (1988, cited in Young, 1991, p. 427) implied that students who start out with a self-perceived low ability level in a foreign or second language are most likely to experience language anxiety. Krashen (1981, cited in Ohata, 2005, p. 5) also suggests that anxiety can arise according to ones degree of self-esteem as those students tend to worry about what their peers or friends think, in fear of their negative responses or evaluation. In addition, Gregersen and Horwitz (2002) examined the relationship between foreign language anxiety and perfectionism, and found some common characteristics between anxious language learners and perfectionists (e.g., higher standards for their English performance, a greater tendency toward pro crastination, more worry over the opinions of others, and a higher level of concern over their errors). The authors supposed that such characteristics may make language learning unpleasant and less successful for the perfectionist students than for others. Another personality trait that has a positive correlation with foreign language anxiety is shyness: Chu (2008, cited in Zhang, 2010, p. 11) affirmed that anxiety, willingness to communicate, and shyness function together to create a negative impact on Taiwanese students study of English. Learner beliefs about language learning, if erroneous and unrealistic, are also a major factor contributing to language anxiety (Young, 1991, p. 428). According to Tallon (2008, p. 4) when students unrealistic expectations about language learning are not met it can lead to negative feelings about ones intelligence and abilities. For example, the language learners in Horwitzs study (1988, cited in Young, 1991, p. 428): 1) expressed great concern over the correctness of their utterances; 2) placed a great deal of stress on speaking with an excellent accent; 3) supported the notion that language learning is primarily translating from English and memorizing vocabulary words and grammatical rules; as well as 4) believed that two years is enough time to become fluent in another language; and believed some people were more able to learn a foreign language than others. Such erroneous beliefs may make the students later become disappointed and frustrated. In addition, Horwitz (1989, cited in Tallon, 2008, p. 5) found a link between several language learning beliefs and levels of foreign language anxiety in university Spanish students: the more anxious learners judged language learning to be relatively difficult and themselves to possess relatively low levels of foreign language aptitude. Palacios (1998, cited in Tallon, 2008, p. 5) also found that the following beliefs are associated with learner anxiety: the feeling that mastering a language is an overwhelming task; the feeling that one needs to go through a translation process in order to communicate in the target language; the difficulty of keeping everything in ones head; and the belief that learning a language is easier at an earlier age. Tallon (2008, p. 5) concluded that all of those faulty beliefs may cause the students to have unrealistic expectations about the language learning process, and thus lead to anxiety. Instructional factors Teacher characteristics Instructor beliefs about language teaching, which determines instructor-learner interactions, are a further source of language anxiety because the teachers assumption on the role of language teachers may not always correspond to the students needs or expectations toward the him or her (Ohata, 2005, p. 7). Young (1991, p. 428) listed the following teacher beliefs which have been shown to evoke feelings of anxiety in students: it is necessary for the teacher to be intimidating at times; the instructor is supposed to correct every single mistake made by the students; group or partner work is not appropriate because it can get out of control; the teacher should do most of the talking; and the instructors role is that of a drill sergeant. According to Tallon (2008, p. 5), a judgmental teaching attitude (Samimy, 1994) and a harsh manner of teaching (Aida, 1994) are closely linked to student fear in the classroom. Besides, Palacios (1998, cited in Tallon, 2008, p. 5) found the following characteristics of the teacher to be associated with anxiety: absence of teacher support, unsympathetic personalities, lack of time for personal attention, favoritism, absence that the class does not provide students with the tools necessary to match up with the teachers expectations, and the sense of being judged by the teacher or wanting to impress the teacher. Moreover, Young (1999, cited in Tallon, 2008, p. 6) stated that using speaking activities that put the learner on the spot in front of their classmates without allowing adequate preparation are also sources of anxiety for many students. Additionally, Ando (1999, cited in Tallon, 2008, p. 6) argued that having a native speaker for a teacher can cause anxiety because the teacher may lack the sensitivity of the learning process or the teachers English may be hard for students to understand. Classroom characteristics Classroom procedures and other classrooms characteristics are the third major source of foreign language learning anxiety. Young (1990, cited in Tallon, p. 6) proposed a list of classroom activities which are perceived as anxiety-provoking: (1) spontaneous role play in front of the class; (2) speaking in front of the class; (3) oral presentations or skits in front of the class; (4) presenting a prepared dialogue in front of the class; and (5) writing work on the board. Similarly, Palacios (1998, cited in Tallon, p. 6) found demands of oral production, feelings of being put on the spot, the pace of the class, and the element of being evaluated (i.e., fear of negative evaluation) to be anxiety-producing to students. Notably, Oxford (1999, cited in Tallon, p. 7) emphasized learning and teaching styles as a potential source of language anxiety. If the instructors teaching style and a students learning style are not compatible, style wars can trigger or heighten anxiety levels. In addition, it is understandable that language testing may lead to foreign language anxiety (Young, 1991, p. 428). For example, difficult tests, especially tests that do not match the teaching in class, as well as unclear or unfamiliar test tasks and formats can all create learner anxiety. Effects of Foreign Language Learning Anxiety Foreign Language Learning Anxiety and its Associations with the three stages of the Language Acquisition process (Input, Processing, and Output) The effects of language anxiety can be explained with reference to the cognitive consequences of anxiety arousal (Eysenck, 1979; Schwazer, 1986; cited in MacIntyre Gardner, 1994, p. 2). When an individual becomes anxious, negative self-related cognition begins: thoughts of failure (e.g. I will never be able to finish this), self-deprecation (I am just no good at this), and avoidance (I wish this was over) begin to emerge. They consume cognitive resources that might otherwise be applied to the learning task. This then creates even more difficulties in cognitive processing because fewer available resources may lead to failure, which results in more negative cognitions that further consume cognitive resources, and so on. According to MacIntyre (1995, p. 26), anxiety can be problematic for the language learner because language learning itself is a fairly intense cognitive activity that relies on encoding, storage, and retrieval processes (MacIntyre, 1995, p. 26), and anxiety interferes with each of these cognitive processes by creating a divided attention scenario (Krashe

Economy and Society in Europe During 1848 Essay -- European History Ec

Economy and Society in Europe During 1848 The revolutionary year of 1848 was an extraordinary period in which popular disturbances brought down the government of many countries. The revolts were very widespread, seriously affecting about fifty countries in Europe.1 It ranged from an enormous area, ranging from the Atlantic to the Ukraine, from the Baltic to the Mediterranean. Factors that contributed to these revolts included: the potato crop had been destroyed, food riots broke out, and financial crises sprung about due to the high rate of unemployment.2 The development of major cities, such as Prague, Berlin, Liepzig, etc. contributed to the creation of the revolution. Also, anger arose over political issues because the middle class was taking control, and the peasants were starving due to this. Another point that caused rage was tax collection. People threatened to beat tax collectors and burn down revenue offices. Europe, at this time, was fighting a battle that would last many years and change many different aspects of European countries. For the most part, the revolts were due to the bourgeoisie (upper class citizens) and how they controlled everything, including factories, machines, and people. The proletariat (working class that consisted of the factory laborers) were dominated by the bourgeoisie and began to look for a social change.3 The different changes in Europe in 1848 resulted in economic revolts, the Industrial Revolution, and how Karl Marx had an impact on society. The economic revolts took place right before 1848. This economic crisis resulted from the agricultural failures, which set off a serious industrial and commercial crisis, as high food prices would not let people buy anything else. Due to thes... ...ompany Inc, 1970), 198-206. 6. Breunig, 226. 7. Jones, 24. 8. Hugh McLeod, Secularisation in Western Europe, 1848-1914 (London: MacMillian Press Ltd., 2000), 31. 9. Jones, 15. 10. Priscilla Robertson, Revolutions of 1848: A Social History (New Jersey: Princeton University Press, 1952), 6. Bibliography Breunig, Charles. The Age of Revolution and Reaction, 1789-1850. New York: Norton and Company Inc., 1970. Goldstein, Robert Justin. "The European Revolutoin of 1848 and 1989." 24 February 1999. http://cscwww.ohiou.edu/~Chastain/dh/eurorev.htm (22 October 2001). Jones, Peter. The 1848 Revolutions. New York: Longman Inc., 1991. McLeod, Hugh. Secularisation In Western Europe, 1848-1914. London: MacMillian Press Ltd., 2000. Robertson, Priscilla. Revolutions of 1848: A Social History. New Jersey: Princeton University Press, 1952.

Memories of my childhood Essay

Thinking back when I was ten brings up a lot of memories of my childhood. I was a tom boy and a big eater because of my high metabolism and extremely high energy level. I look back at my favorite foods and there are many that come to mind. I loved Chef Boyardee Ravioli and Spaghetti O’s. I also loved my mom’s homemade chicken and dumplings and bisquits, peanut butter and banana sandwiches, and mom’s cookies. These have been my favorites throughout the years with the exception of the Chef Boyardee Ravioli and Spaghetti O’s. My mom has taught me how to prepare some of her recipes so that I may pass them on to my children and them to theirs. I think I will continue to eat these dishes until my body can no longer handle the ingredients that make these dishes so scrumptious. My mother is 52yrs old and still enjoys these foods she is in very good health with the exception of her osteoporosis so if I continue taking care of myself and my body and nothing bad happens besides what already has happened, I think I should be able to eat these dishes for a very long time. There are several reasons why dietary modifications need to be changed throughout the different stages of life. From birth the old age are metabolism is constantly changing, we go from a high energy intake to a slowed metabolism. Healthful diets help promote the growth of infancy into your older adulthood, and it helps with the productivity to help prevent obesity, high blood pressure and cholesterol, certain diseases, strokes, heart attacks, and osteoporosis.

7 ways to avoid letting envy ruin your career growth

7 ways to avoid letting envy ruin your career growth Even though it’s ideal to always keep your eyes on your own career, we’re only human. It’s almost impossible not to look at your friends and colleagues to see where they are in their job, what they’ve done by a certain age, and how much they’re making compared to you. In fact, envy can be a very useful tool and motivator for personal and professional success, provided it comes in the appropriate doses and is put to the best possible use. But if you let it spiral out of its bounds, it can eat you alive- and even ruin your life.Here are a few tips you can follow to make sure you’re comparing yourself to others for the good of self-evaluation and motivation, rather than endless comparison that will only lead to anger or unhappiness about others’ successes.1. Check your reactions.When a close friend or colleague scores a lucky break or achieves something great, what is your reaction? Are you a seething green monster, or are you excited for them, no matter how motivated you are to accomplish great things yourself? And when something bad happens to someone, are you quietly doing a happy dance or are you truly sympathetic for their hardship? Hint: You want to feel good when good things happen to the good people in your life and bad when bad things happen to them. If your reactions are reversed, you have some work to do.2. Get off the Internet.There’s nothing worse for stoking spirals of negative emotion and envy than social media. If you can’t be trusted to use Facebook or Instagram without losing oodles of time and your own humanity, just suspend your accounts. Take a break or cut yourself off entirely- especially if you spend most of the time looking at your high school acquaintance’s successful lifestyle blog. It’s just not worth the risk to your soul.3. Only compete with yourself.If you’re comparing yourself constantly with others, restructure your focus. Instead, start comparing y our present self against your past. How much progress have you made? Enough? Too little? Are you actually killing it by this metric? Remember, you usually have no idea where anybody else began, and with what benefits. It’s no use playing a silent competition game that you can’t win.4. Become the best version of yourself.It is impossible to be authentic and yourself if you’re constantly looking outward. Instead, start caring more about your own personal development and less about how others see you, what they do, or what they are. Be original and authentic and get noticed for who you are, not who you envy.5. Focus on taking action to get what you want.You want the momentum that gets you chugging your way to the top? That requires focus, determination, and hard work- none of which you’re doing if you’re constantly in the hamster wheel of envying your co-workers and friends. You’re also compromising your ability to be an effective networker- al so a crucial piece to your success. Trust yourself enough to be able to sell your capabilities and capacities at the highest possible value, and trust everyone else to take care of themselves.6. Be empathetic.Try putting yourself in someone else’s shoes. That person whose successes have you blowing steam out of your ears is impressive and shiny on the outside, but might be harboring all sorts of hurts and challenges within. Try to see past the social media posts to the human underneath.7. Practice gratitude.Instead of coveting every little thing you don’t have, try being more grateful for what you do have: Your current job. Your current rung on the ladder. How far you’ve come. This doesn’t mean you can’t strive for more or better; it just means you shouldn’t dismiss what you’ve already earned.

Advanced Database Management System Project Essays

Advanced Database Management System Project Essays Advanced Database Management System Project Essay Advanced Database Management System Project Essay Introduction Background of the Study This survey is about the scaling system in English of class thee to rate six pupils of Tambo Munti Kulit Elemantary School. under the counsel of Mrs. Gina G. Espineli. instructor of English. The school is located at barangay Tambo Munti Kulit. Indang. Cavite. The public school is besides under the Department of Education ( well-known as DepEd ) . Vision Tambo Munti Kulit Elementary School is committed to educate the young person of Cavite for the new millenary. to exert dynamic. proactive and advanced leading It shall be a school wherein leaders are developed to go competent and responsible members of the Filipino society ; equipped with maximal potencies so that they shall be valued and respected in the planetary community ; antiphonal to the demands of a technologically forward society ; and who are above all. humane and morally unsloped. It shall continuously function by its doctrine of Quality Education for All and shall ever be guided by its end of living up to a national civilization of excellence . Mission Tambo Munti Kulit Elementary school is committed to supply cognition and values necessary for the attainment of higher academic public presentation. It will supply young person and grownups with wonts and accomplishments needed for life-long acquisition and present effectual services for the common good. Problems addressed by the DBMS Pre-DBMS Typographic Mistake: Misspelled words caused by rapid input of informations as they have to go through it to the higher section every bit shortly as pressing. Time-wasting: It can take a piece to manually add or seek informations. Improper categorization of informations: It is hard to screen tonss of informations into groups. Misplace of Data: There are some instances that the records can be lost or misplaced doing it difficult to recover. Limited: They can non make back-ups. as they have to take it a long clip. Not Secured: There’s merely one authorised room to put all of informations. Current DBMS Crashing plan and can non be retrieved: One of the jobs that is caused by bugs. Slow procedure of informations: This is due to low memory ( largely hardware jobs ) Typographical Mistake: Misspelled words caused by rapid input of informations as they have to go through it to the higher section every bit shortly as pressing. Godhead of the System The Grading system is provided by the Department of Education The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education bureau underwent many reorganisation attempts in the twentieth century in order to better specify its intent vis a vis the altering disposals and charters. The present twenty-four hours Department of Education was finally mandated through Republic Act 9155. otherwise known as the Governance of Basic Education act of 2001 which establishes the authorization of this bureau. The Department of Education ( DepEd ) formulates. implements. and coordinates policies. programs. plans and undertakings in the countries of formal and non-formal basic instruction. It supervises all simple and secondary instruction establishments. including alternate learning systems. both public and private ; and provides for the constitution and care of a complete. adequate. and incorporate s ystem of basic instruction relevant to the ends of national development. The Rating System in English consists the followers: Quizs: 15 % Recitation: 20 % Performance: 15 % Subject: 10 % Homework: 5 % Undertaking: 10 % - - - - - - - - - - - - - - - - - Periodic Exam: 25 % Entire: 100 % Improvements with the usage of the DBMS lt ; State the betterments in the topics company in the execution of the system with the DBMS gt ; DESIGN AND CODING Entity Relationship Diagram ( ERD ) Relational Schema Questions used Query| Description| select* from tblstudent ; | expose all informations from tbl student| select* from tblquizzes ; | displays all informations from tblquizzes| select* from tblhomework ; | expose all informations from tblhomework| select* from tbltheme ; | expose all informations from tbltheme| select* from tblothers ; | displays all informations from tblothers| choice tblstudent. lname as Last Name . tblquizzes. quiz_no as Quiz Number . tblquizzes. class as Grade from tblstudent inner articulation tblquizzes on tblstudent. sid=tblquizzes. sid order by sid ; | displays the last name of the pupil. together with its quizzes ( quiz figure and the class ) | choice tblstudent. lname as Last Name . tblhomework. homework_no as Homework Number . tblhomework. class as Grade from tblstudent inner articulation tblhomework on tblstudent. sid=tblhomework. sid order by sid ; | displays the last name of the pupil. together with its preps ( prep figure figure and the class ) | choice tblstudent. lname as Last Name . tbltheme. theme_no as Theme Number . tbltheme. class as Grade from tblstudent inner articulation tbltheme on tblstudent. sid=tbltheme. sid order by sid ; | displays the last name of the pupil. together with its subjects ( theme figure and the class ) | choice tblstudent. lname as Last Name . tblothers. reci_grade as Recitation from tblstudent inner articulation tblothers on tblstudent. sid=tblothers. sid order by sid ; | displays the last name of pupil. and its recitation grade| choice tblstudent. lname as Last Name . tblothers. perf_grade as Performance from tblstudent inner articulation tblothers on tblstudent. sid=tblothers. sid order by sid ; | displays the last name of the pupil. and its public presentation grade| choice tblstudent. lname as Last Name . tblothers. proj_grade as Project from tblstudent inner articulation tblothers on tblstudent. sid=tblothers. sid order by sid ; | displays the last name of the pupil. and its undertaking grade| choice tblstudent. lname as Last Name . tblothers. peri_grade as Periodical from tblstudent inner articulation tblothers on tblstudent. sid=tblothers. sid order by sid ; | displays the class of the pupil. and its periodical test class. | mysql gt ; choice tblstudent. sid. tblstudent. lname as Last Name . tblstu dent. fname as FirstName . tblstudent. mname as Middle Name . tblstudent. degree as Grade . avg ( tblquizzes. grad vitamin E ) as Quizzes . tblothers. reci_grade as Recitation . tblothers. perf_grade as Performance . avg ( tbltheme. class ) as Themes . avg ( tblhomework. class ) as Homework . tblothers. proj_ class as Project . tblothers. peri_grade as Periodical . ( ( avg ( tblquizzes. class ) *0. 15 ) + ( tblothers. reci_grade*0. 20 ) + ( tblothers. perf_grade*0. 15 ) + ( avg ( tbltheme. class ) *0. 10 ) + ( avg ( tblh omework. class ) *0. 05 ) + ( tblothers. proj_grade*0. 10 ) + ( tblothers. peri_grade*0. 25 ) ) as Final gt ; from tblstudent gt ; interior articulation tblquizzes on tblstudent. sid=tblquizzes. sid gt ; interior articulation tblothers on tblstudent. sid=tblothers. sid gt ; interior articulation tblhomework on tblstudent. sid=tblhomework. sid gt ; interior articulations tbltheme on tblstudent. sid=tbltheme. sid gt ; group by sid gt ; order by lname ; | displays the pupil umber. last name. first name. in-between name. class. quizzes. recitation. public presentation. subjects. prep. undertaking. periodical test. and laso the concluding class based on the expression given by the section of educaton. | Recommendation lt ; Recommendations that you can give if you will heighten the system and/or the database use gt ; Appendixs Screenshots lt ; You will put of import screenshots of the system. Along with the screenshot. there should be a brief treatment on what they are about. 2- 4 sentences would be plenty. gt ; Data Dictionary lt ; This will incorporate the tabular arraies and field names of your topic. gt ; Ex. STUDENT lt ; table name gt ; | Field Name| Data type| Description| S_fname | Text| First name of the student| S_age| Number| Age of the student| Interview Images lt ; This will incorporate the images that shows the interview conducted with the topic. gt ; Interview questionaire lt ; Questionnaire/s used for obtaining the information for this research gt ;

Influence of Perception on Interpersonal Communication Essay

Influence of Perception on Interpersonal Communication - Essay Example As noted by Wood (2010), there is a need to distinguish facts from inferences for interpersonal communication to be considered competent. The author clearly defined facts as â€Å"an objective statement based on observation; (while) an inference involves an interpretation that goes beyond the facts† (p. 85). In this regard, the essay aims to present instances when languages are used to accurately signify facts as contrasted to inferences. Through observing conversations with people one normally interacts with, the discourse would find and discuss instances when tentative language would be more accurate; and when there is a need to distinguish between fact and inferences, and to address them, as required. Using Tentative Language In addressing the requirements of becoming more sensitive to the difference between facts and inferences, one observed interpersonal communication that occurred within one’s family members and noted the following: In one instance, I asked my hus band to load the washer and empty the dryer. I specifically said: â€Å"Honey, I am still finishing up preparing for lunch. Would you please see that the washer is loaded and find out if the drying is likewise empty?† I proceeded preparing our meal and by the time I remembered what I asked my husband to do, I found out that nothing was done. I could have easily inferred based on one’s initial perception that â€Å"My God! Honey, you are such as irresponsible person. The tasks I requested you to do is so simple; yet, you did not comply! You are so insensitive and selfish!† By using tentative words, one could initially reflect that â€Å"my husband may be irresponsible or may be insensitive or selfish† so as not to treat the inference as a fact. However, by analyzing the situation, the fact is that the washer was not loaded and the dryer was not emptied. Now, one would like to know the reasons why these tasks were not complied as requested. Therefore, I ask ed my husband: â€Å"Honey, I told you earlier to please see that the washer is loaded and find out if the drying is likewise empty. How come you did not comply?† My husband replied: â€Å"Oh, I am so sorry dear. I did not hear what you said. I went out for a while this morning to take the garbage out. You must have thought I was still in the living room when you gave the instructions. I will do it now.† So, apparently, the reason why the tasks were not complied, as instructed was that my husband was not even there when I relayed the message. Had I barged and shouted the terms I inferred such as â€Å"irresponsible, insensitive and selfish† I would have definitely gone beyond the facts. Extending the Observation When the observation was extended to other people, the work setting is the most appropriate environment where facts and inferences abound. My husband relayed to me his experience in the workplace as he was requested by his boss to work with other personn el, as a team in complying with a new project of targeting new customers to increase their monthly sales. The boss specifically identified a colleague, Mr. X, to conduct a simple market research on a Friday afternoon at the nearby supermarket to determine if their products are fast moving and who their competitors are. The details are needed

Relationship Marketing Assignment Example | Topics and Well Written Essays - 2750 words

Relationship Marketing - Assignment Example In order to get a deeper insight into the matter, various concepts of traditional marketing and relationship marketing have been compared and evaluated. The slow decline of traditional marketing is a signal that marketers need to revive their strategies and shift their focus from suppliers to customers. The research will also throw light on the critical matter of relationship establishment and its influence as well as importance in overall success of relationship marketing. The topic will also discuss the emergence of relationship marketing as well as its fundamental values. This will be followed by a discussion on a strategic alliance between traditional marketing as well as relationship marketing. Finally, various application of relationship marketing will be discussed. Table of Contents Table of Contents 3 3 Introduction 4 The Case Study 4 Conclusion 11 Reference List 13 Introduction Economic conditions as well as market environment have changed dramatically, sometimes through qua ntum leaps and discontinuities. The changes are continuous and in some situations, are quiet progressive. A simple corollary to this announcement is that the marketing scholars and marketing practitioners will also have to change. This declaration is so evident that there is no denying as it comes naturally (Moller and Halinen, 2000). Traditional concepts of marketing are becoming desolate and marketers are in dire need of new strategies and technologies. The rapid evolution of consumers’ tendencies is accompanied with increasing complexities in understanding them as well as devising the right strategies to attract them. Services and products are offering similar services and consumers are now exposed to a host of available options. The reduced loyalty towards brands has created a new sensation among marketers and they have started shifting the focus of their marketing strategies towards relationship building with the consumers. Establishing relationship with the customers no t only helps in maintaining consumer base but also reduces the cost of attracting new customers every now and then. According to Gronroos (1995, p. 252) relationship marketing can be described as a way â€Å"to identify and establish, maintain and enhance network perspective, relationship with customers and other stakeholders, at profit so that the objectives of the partners’ interest are met, and this is achieved by a mutual exchange and fulfilment of promises.† The purpose of the current research is to identify the paradigm shift from traditional marketing to relationship marketing and the reasons behind this shift. The paper will also evaluate the critical differences between the philosophies and concepts of traditional marketing and relationship marketing and how the application of these theories could contribute to the success in the present business environment. The Case Study Concepts and emergence The last half of the decade had faced barriers in case of intern ational trade and a host of firms have adapted global strategies for achieving competitive advantage. However, these benefits related to globalization are found to differ from organization to organization. To successfully create a global strategy and sustainable competitive advantage, it is very important to understand the nature and functioning of the industries in a global environment as well as the dynamics of relationship mark