Applying Learning Theories - 3548 Words

Introduction to Learning Theories EDU622-0603A-01: Applying Learning Theories Unit 1 IP Dr. Trude Fawson American Intercontinental University June 17, 2006 Introduction How do we come to know what we know? What is knowledge? These questions are important not only for epistemologists or philosophers who study knowledge, but, as well for those interested in the sciences and education. Whether knowledge is seen as absolute, separate from the knower and corresponding to a knowable, external reality or as seen as part of the knower and relative to the individuals experiences with his environment have far-reaching implications. In ancient times, people believed that only God could provide glimpses of the ‘real world. During the†¦show more content†¦Skinner believed that radical behaviorism should not be considered a theory but as an experimental analysis of behavior studying functional relationships between environmental variables and behavior (Driscoll, 2005). Kimble, (2000) defined behaviorism as any psychology that views its necessity as the understanding of behavior and accepts stimuli (situations and responses). That if behaviorism wants to be a science it must take on some form of that approach aiming at comprehending observable events in the world, and the only such events available to psychology are responses and the situations in which the occur. Websters defines cognition as the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas. Learning is defined as a change of knowledge state. Whereas knowledge acquisition can be described as a mental activity that entails internal coding and structuring by the learner. Bruner believes that theories of development and instruction should be considered together. He has stated that a well-developed intelligent mind creates from experience and that the goal of education is to make the learner an independent self-motivated thinker (Driscoll, 2005). Ernest (1995) as cited by Murphy (1997) derived a set of theoretical underpinngs common to the different schools of constructivism: 1. Knowledge as a whole is problematized, not just theShow MoreRelatedApplying Adult Learning Theory Through Character Analysis Essay1448 Words   |  6 PagesAbstract This assignment explores the learning theories of Mezirow and Bandura through the character analysis of Malcolm X, portrayed by actor Denzel Washington from the film â€Å"Malcolm X†. The focus is to examine the theoretical perspective of adult learning theories transformative learning and that of social learning and how they impact character learning and development. Applying Adult Learning Theory through A character Analysis The film â€Å"Malcolm X,† produced by Worth, written and directedRead MoreApplying Learning Theories Of Learning1469 Words   |  6 Pages Applying Learning Theory to Life PSY 331 Catherine Vivi Ashford University Instructor: Steven Peters February 9, 2015 â€Æ' Applying Learning Theory to Life Epistemology, or in other words, the theory of knowledge, is the study of knowledge, what it is, how we acquire it, and our justifiable beliefs that are included in that study. Generally, the study of knowledge is done through a philosophical method. There are four basic theories of learning; those are behaviorism, cognitivism, constructivismRead MoreApplying Learning Theory Of Life1507 Words   |  7 Pages Applying Learning Theory to Life Kristen Lewis PSY331: Psychology of Learning Nina Dulabaum 2 Feb 2015 Introduction: Learning can be defined as a lasting change in behavior of an entity that is down to the experience gained by the entity. The basic purpose of this paper is to apply the learning principles to by presenting and teaching the information to others in the workforce, to help people learn in the best way. We have to choose the best methods and best principles of learningRead MoreApplying Learning Theory to Life1015 Words   |  5 PagesEffective training begins with managers who are able to create an environment that engages different learning types (multiple Intelligences). While it is important, to remember that none can be applied across the panel to all learners in all situations; nevertheless some interconnections are apparent. Blends of pedagogical and embracing various learning panaches help meet the need of a larger portion of the employees. Fundamentally vital is the well-defined material assembled in right sequencesRead MoreKolb s Theory Of Experimental Learning Theory1705 Wo rds   |  7 PagesTheories are the bases for everything that we do as a nurse. Theories are the bases for nursing as we care for patients, and theories are also the bases for the way that we learn and grow as nurses. Kolb’s theory of Experimental Learning is one of the theories that can be used to describe the cycle of learning that occurs in the class room. This article is dedicated to describing how the Kolb’s theory of Experimental Learning can be used in a classroom for the purpose of teaching undergraduate studentsRead MoreConstructivist Theory Of Constructivist Learning Theory969 Words   |  4 PagesConstructivist Learning theory is a theory that is based on observation and in a scientific study about how people learn. The theory is a philosophy that enhances the students’ logical and conceptual growth. The underlying concept within the constructivist learning theory is the role which experiences or connections witha the adjoining atmosphere that plays in the students’ education. So, the constructivist learning theory says that people construct their own understanding and knowledge of the worldRead MoreLet me point out a few common misconceptions that you might create while conceptualising your own600 Words   |  3 Pagescommon misconceptions that you might create while conceptualising your own version of Biggs ideas. Surface and deep are characteristics of the approaches that students might make, not characteristics of the students themselves. The three learning theories I want to discuss are Constructivist, Humanist and Congnitivism. According to constructivist theorists it is important that students do not have misconceptions before they start to learn a new concept. Teachers should identify the studentsRead MoreLearning And Its Implications For Education Essay1271 Words   |  6 PagesLearning is an important process in education and in life in general. One cannot simply grow, adapt, and manage life without learning. However, everyone learns in various different ways. Shuell (2016) states, â€Å"When a particular word is used, people usually assume everyone has a common understanding of what the word means. Unfortunately, such is not always the case. In trying to understand the various theories of learning and their implications for education, it is helpful to realize that the termRead MoreThe Is The Art And Science Of Helping Adults Learn945 Words   |  4 Pagesout daily to streamline the learning curve. Someone is always coming up with new applications or YouTube videos to assist in teaching individuals a step-by-step process on how to do something. Malcolm Knowles and David Kolb both were innovators, and they both wanted adults to be able to learn new things and feel comfortable that they would be able to. As you read this paper, you will discover the different concepts that they both had a hand in to improve the learning curve of the adult populationRead MoreResearch On The Distance Learning Student Essay1118 Words   |  5 PagesResearch on the Distance Learning Student Ting Wang Emporia State University In Sahin’s research (2008), he was trying to find if the selection of technologies chosen for online learning could be used to reflect learners’ preferences and related characteristics. According to the research among 279 students in five online undergraduate courses, the Moore’s Transactional Distance Theory may connect with Kolb’s theory, which means three dimensions learning may link with two-dimensional

Attempts to Mends the Nation During the Reconstruction Era

Historians are right to call Reconstruction one of the â€Å"darkest† times in American history. Nobody was sure of anything. After the Union victory over the Confederacy, politicians were tasked with trying to mend a nation divided down the middle. It was a time of many questions (Independence Hall Association in Philadelphia, 2008). Questions ranging from: What would be the conditions of readmitting the Confederate States back into the Union? Who would be tasked with creating the terms, Congress or the President? What was to become of the Confederate leaders? What labor system would be replacing slavery? What would former slaves social status be (Independence Hall Association in Philadelphia, 2008)? In the end, three different plans†¦show more content†¦The Wade Davis bill demanded that fifty percent of a Confederate states male voter population take the â€Å"ironclad† oath before reentering the Union. However, President Lincoln used his pocket veto to keep the Wade-Davis Bill from ever becoming a law. By the end of the Civil War President Lincoln’s plan for reconstruction was ultimately a bust. States like Louisiana, Arkansas, Tennessee, and Virginia followed President Lincoln’s plan for readmission to the Union, but Congress refused to seat the Senators and Representatives elected from those states. President Lincolns assassination followed shortly after and his plan for reconstruction died along with him (HighBeam Research, LLC, 2005). After President Lincoln’s assassination his Vice President Andrew Johnson became the new President and began his own version of reconstruction. Although it was common knowledge at the time President Johnson did not like southern planter elites, he was surprisingly lenient towards them. He even blocked radicals in Congress attempts to pass punitive legislation on the Confederate states (ushistory.org, 2008). Just as his predecessor, President Johnson’s main reconstruction goal was to get the Confederate states back into the Union as fast as possible. To help speed up this process President Johnson returned property confiscated by the Union’s army to southerners. He issued pardons to bothShow MoreRelatedThe Legacy Of The Great Depression3599 Words   |  15 PagesThe election of 1932 focused primarily on the Great Depression, the recent economic crisis that had swallowed the nation. At this time, thirteen million people were unemployed and 774 banks were shutting down annually. Economically unstable, Americans turned to Franklin Delano Roosevelt who claimed, â€Å"better days were ahead† with his New Deal reformation. He promised economic â€Å"recovery, job creation, investment in public works, and civic uplift† (Harvey 88). Immediately upon entering the white houseRead MoreA Comparison Between Booker T. Washington (19th century) and Martin Luther King Jr. (2 0th century)5383 Words   |  22 Pageskeynote speaker at the March on Washington, youngest Nobel Peace Prize laureate. But in retrospect, single events are less important than the fact that King, and his policy of nonviolent protest, was the dominant force in the civil rights movement during its decade of greatest achievement, from 1957 to 1968. II.BOOKER T. WASHINGTON A. HISTORY Booker T. Washington was born a slave in Hales Ford, Virginia, reportedly on April 5, 1856. After emancipation, his family was so poverty stricken that heRead MorePerformance of Development Financial Institutions in India4877 Words   |  20 PagesLevel Industrial Development Banks Industrial Development Bank of India (IDBI) Industrial Finance Corporation of India (IFCI) Industrial Credit and Investment Corpn. of India (ICICI) Small Industries Development Bank of India (SIDBI) Industrial Reconstruction Bank of India (IRBI) Shipping Credit and Investment Company of India (SCICI) Specialised Financial Institutions Technology Development Information Company of India Limited (TDICI) Risk Capital Technology Finance Corporation Limited (RCTC)Read MoreEssay on The Glory and The Dream9497 Words   |  38 PagesRugged Individualism? a. Rugged Individualism was when someone was called upon for advice, he or she â€Å"was impelled by the conventional wisdom to offer proposals designed to make things worse.† (pg. 21) Chapter 1 1. What businesses flourished during the Great Depression? Why? a. Radio production businesses and radio stations flourished because it was cheap entertainment, in which people could listen to whenever they were. Advertising flourished too because they would act as the Depression was

MLK And Malcolm X Essay Research Paper free essay sample

MLK And Malcolm X Essay, Research Paper MLK and Malcolm Ten: Different Tacticss Same Results Martin Luther King, Jr. and Malcolm X grew up in different environments. King was raised in a comfy middle-class household where instruction was steadfastly stressed. Malcolm X, on the other manus came from an underprivileged place, where instruction was non such a large trade. Malcolm X was a self taught adult male, who received small schooling and rose to greatness on his ain due to his ain intelligence and finding. The early backgrounds of the two were clearly responsible for the distinguishable different responses to their battle against American racism. With King being a knowing adult male, he had read up on non-violence, and would utilize non-violence as the maneuver of the Civil Rights Movement in which he led. Malcolm X, nevertheless chose self-defence and force as the method for acquiring his point across. Although Martin Luther King, Jr. and Malcolm X used different methods, they were both after the same thing, and that was racial and societal equality for all races. Martin Luther King, Jr. was born into a household whose name was already good established in Atlanta, GA. King? s parents made sure that their kid was secured and good taken attention of. Malcolm X nevertheless was raised in a wholly different atmosphere. He was raised in an ambiance of fright and choler, where his seeds of resentment were planted. When Malcolm X ( his name was Malcolm Little at this point in clip ) was little his household was force to travel to Michigan due to changeless torment from the Klu Klux Klan. Once the household arrived in Michigan, things merely seemed to acquire worse. His male parent was killed, his female parent had a nervous dislocation, and was placed in mental infirmary, and the remainder of his household was split up. Malcolm was haunted by this early incubus for most of his life. From that point in his life hatred and a desire for retaliation drove him. Through the motions, King had a more positive attitude towards integrating than that of Malcolm X. King believed that through peaceable presentations and statements, that inkinesss would someday accomplish full equality with Whites. Malcolm X? s desperation about life was reflected in his angry, pessimistic belief that equality is impossible because Whites had no ethical motives towards inkinesss. King had a more integrationalist type doctrine, where he felt that inkinesss and Whites should be united and unrecorded together in peace. Malcolm X, nevertheless believed in a breakaway doctrine. He believed that merely through revolution and force that inkinesss could obtain their rightful topographic point in society. Both Malcolm X and Martin Luther King, Jr. delivered their messages through powerful, trenchant addresss. However, their purposes were delivered in different manners with different intents. ? King was fundamentally a peaceable leader who urged non-violence to his followings. He traveled about the state giving addresss that inspired black and white hearers to work together for racial harmony. ? ( pg. 135, Martin Luther King Jr. and the Freedom Movement ) Malcolm X, for the most portion believed that non-violence and integrating was a fast one by Whites to maintain inkinesss in the topographic point the they wanted to maintain them in. He was ferocious with white racism and encouraged his followings, through his addresss to lift up and support themselves against their white enemies. Malcolm X and Martin Luther King childhood # 8217 ; s had powerful influences on the work forces they became and their addresss. Malcolm X was brought up in an ambiance on force. During his childhood, Malcolm X saw all the maltreatment that his female parent and male parent had received from Whites, due to the colour of their tegument. Malcolm X? s bitterness towards Whites increased as he suffered through the depredations of incorporate schooling. Malcolm X was an intelligent pupil who shared the dream of being a attorney. That dream was shot down by one of his instructors who told him to concentrate on things that were in world, gettable. Although Malcolm X was an intelligent pupil, Malcolm X? s choler caused him to drop out of school. He so moved to Boston with his half sister, Ella, where he began to acquire involved into the street life and offense. From Boston, he went on to Harlem, New York, where he began to sell and utilize drugs and would subsequently, back in Boston, set up a burglary ring to back up his wont of drug usage. Malcolm X? s ill will and publicity of force as a manner of acquiring alteration was clearly something he had learned from the experiences of his childhood. Martin Luther King Jr. lived in an wholly different environment. He was a smart pupil, who skipped two classs before come ining an Ivy League college at merely the age of 15. He was the category valedictory speaker with an A mean. King paraded his graduation nowadays in a new green Chevrolet before his fellow alumnuss. He was raised in the perfect environment where dreams and love were generated. Martin Luther King Jr. and Malcolm X childhood # 8217 ; s were? a survey in polarity. ? ( pg. 254, Reflecting Black ) Whereas, Malcolm X was raised in bloodcurdling conditions, King? s place was about dream-like. He was raised in a comfy middle-class place where strong values natured his sense of dignity. Sure, many have admired Malcolm X and Martin Luther King Jr. for the manner that they preached. ? Both King and Malcolm X promoted self-knowledge and regard for one? s history and civilization as a footing of unity. ? ( pg. 253, Reflecting Black. ) Other than the fact that they were similar in some ways, they besides had many differences that people admired, both in address and belief. Malcolm X, in many ways, was known to many as an extremist. For most of the clip that he spent as an Islamic curate, he preached about segregation between inkinesss and Whites. He besides preached about Black Nationalism, some would name it black domination. Malcolm X was a individual who had been misled all through his life. This can be easy shown particularly at the clip when he broke off from the Black Muslim Party, because he realized that they were misdirecting him by stating him that segregation between inkinesss and Whites is the lone manner to travel. They besides misled him by stating him that segregation was portion of the Islamic faith. He realized that he had been lied to on a pilgrims journey to Mecca. Malcolm X? s life was seen by many as a incubus because he was abused and haunted by both inkinesss and Whites. He repeatedly talked about how the white adult male still saw the black adult male as a slave. He saw the white adult male as a Satan. He described America as a house with a bomb indoors, and he saw it as a topographic point that was about to detonate. Martin Luther King, Jr. , besides sometimes referred to as an extremist, appeared to many as unagitated and idealistic. Many say his composure came from his peaceable middle-class life. For case, King preached about equality for inkinesss and Whites. He besides preached about acquiring this equality trough a non-violent manner. King? s was seen as the most popular of the many black leaders. ? King urged inkinesss to win their rightful topographic point in society by deriving self-respect, high moral criterions, difficult work, and leading. He besides urged inkinesss to make this in a non-violent manner. ? ( pg. 255, Reflecting Black ) The difference between the Malcolm X and Martin Luther King Jr. backgrounds had a direct influence on their ulterior point of views. As a black young person, Malcolm X was rebellious and angry. He blamed the hapless societal conditions that inkinesss lived in on the Whites. While life in the ghetto Malcolm learned to reject the non-violence impression and integrating. Alternatively he chose to accept a breakaway doctrine. As a consequence, ? Malcolm X recommended a separationist and nationalist scheme for black survival. ? ( pg. 57, Malcolm Ten: The Man and His Timess ) He believed that merely through force would condition alteration. He saw no grounds that white society had any moral scruples and he promoted the function of the angry black race against a racialist America. King? s doctrines present a crisp contrast to those of Malcolm X. He believe that through difficult work, strong leading, and non-violent tactics, that inkinesss could accomplish full equality with Whites. His belief in non-violence even extended to a adult female who about killed him. King was reported as stating, ? wear? t persecute her, acquire her healed. ? ( pg. 52, Martin Luther King, Jr. and the Freedom Movement ) Near the terminal of their lives, Martin Luther King, Jr. and Malcolm X? s beliefs became more similar. Malcolm X corrected himself after his interruption with the Black Muslim motion. He now emphasized integrity and alteration through black pride instead than through hatred and retaliation. King, on the other manus, became slightly angry at the deficiency of advancement made on racial equality. At one point in clip, Malcolm X really wanted? to fall in forces with King and the progressive elements of the Civil Right? s Movement. ? ( pg. 262, Malcolm Ten: The Man and His Timess ) To many, Martin Luther King Jr. and Malcolm X were heroes of the Civil Rights Movement. However, many have seen a really pessimistic side to King, while Malcolm X was more optimistic towards segregation for most of his life. Some have said that later on in their lives, the two began taking opposite functions and changed. The addresss of Martin Luther King Jr. and Malcolm X reflected both work forces? s visions on bettering America. Both work forces believed that if inkinesss were to achieve freedom, they foremost needed to accomplish dignity. However, Malcolm X? s addresss were delivered in a radical tone which could motivate his hearers and followings into the hate of white America. Malcolm X used direct and to the point linguistic communication which could be understood by all degrees of society. Malcolm X? s creativeness with linguistic communication helped construct the Black Muslim Movement in the United States. In his? Definition of a Revolution? address, delivered in November 1963, Malcolm X openly justifies force as a manner of deriving equality. ? And if it is fight for America to outline us and learn us how to be violent in defence of the state, so isn? t it right for you and me to make whatever is necessary to support our ain people right here in this country. ? ( pg. 253, Malcolm Ten: The Man and His Timess ) He encouraged inkinesss to detest white America and to revolt against them. ? Revolution is bloody, revolution is hostile, revolution knows no via media, revolution upsets and destroys everything that gets in its way. ? ( pg. 255, Malcolm Ten: The Man and His Timess ) In his address? God? s Judgement of White America, ? delivered on December 1, 1963, Malcolm X once more promoted his separationist doctrine. ? America must put aside some separate district here n the Western Hemisphere where the two races can populate apart from each other, since we surely wear? t get along peacefully while we are here together. ? ( pg. 287, Malcolm Ten: The Man a nd His Timess ) After Malcolm X? s pilgrims journey to Mecca in 1964, he reappraised white America and modified slightly his racialist and anti-white beliefs. This alteration is reflected in his? Communication and Reality? spoken to the American Domestic Peace Corps. ? I am against any signifier of racism. We are all against racism. I believe in Allah. I believe in the brotherhood of adult male, all work forces, but I do non believe in the brotherhood with anybody who does non desire brotherhood with me. ? ( pg. 289, Malcolm Ten: The Man and His Timess ) Martin Luther King Jr. was and every bit strong talker. Dr. King on the other manus used a more sophisticated manner in order to make the educated. He used most of his addresss to promote white and black people to work together for racial harmoniousness. He particularly wanted to learn waxy black young person that equality could be gained through non-violent methods. King stated that, ? nonviolent action, the Negro saw, was the manner to supplement-not replace-the procedure of alteration through legal resort. It was a manner to deprive himself of passiveness without ranging himself in revengeful force. ? ( pg. 36, Why We Can? t Wait ) These ideals are brooding in his celebrated? I have a dream? address, where Martin Luther King, Jr. addressed to over 250,000 people. In this address, King urges black people to neer bury their dreams. King preaches that in the eyes of God, the inkinesss are every bit good as any other race and should be treated as peers. ? I have a dream that one twent y-four hours every vale will be exalted, every hill and mountain shall be made low, the unsmooth topographic points shall be made field, and the crooked topographic points shall be made consecutive, and the glorification of the Godhead shall be revealed, and all shall see it together. ? ( Internet, Martin Luther King? s I Have a Dream Speech ) Unlike Malcolm X, King does non motivate his followings to riot and detest, but encourages his followings to retrieve that all people are God # 8217 ; s Children and that hopefully one twenty-four hours all Americans can fall in together to sing? My state? Ti of thee, Sweet land of autonomy, of thee I sing? ? ( cyberspace, Martin Luther King? s I Have a Dream Speech ) Martin Luther King? s eventual disenchantment became because of the deficiency of success the inkinesss were doing in America. This uncomfortableness is reflected in many of Dr. King? s addresss. In some of his addresss, Dr. King openly condemns American engagement in the Vietnam War. He believed that America should work out its ain racial and societal job before directing vulnerable immature work forces, particularly black work forces, to contend for something that was traveling on in the topographic point in which they lived. Dr. King along with the remainder of the state were forced to watch the barbarous sarcasm of watching black and white work forces in the intelligence and on telecasting as they killed and died together for a state that was unable to accept populating along side one another because of race or the colour of their tegument. Martin Luther King Jr. and Malcolm X are both remembered as leaders who fought for a difference in black America. Both tried to convey hope to inkinesss in a state where the white America did non socially accept them. Even though the two had different ways of advancing their message both tried to transfuse within inkinesss the power and strength the race needed in order rise above all the hatred that surrounded them. Malcolm X had a much more radical attack, that could be good traced to his background. He had gone through so much, seen so many things, but still wanted his people as a race to endeavor in a socially challenged America, where they had non been accepted since being transported to America from their fatherland of Africa. Martin Luther King Jr. had a much more unagitated attack to acquiring the state of affairss solved. Many have said that this non-violent attack came from his safe, middle-class environment. Although King did non digest the many adversities that Malcolm X endured, he knew what was traveling on, but his parents instilled in him the attitudes of making what he thought was morally right. King used that attitude to implement his non-violence direct action maneuver. The kineticss of King? s Moral value of non-violence was really apparent in the brand up of his character. This is why the maneuver of active non-violence ( sit-ins, protest Marches ) had put civil rights straight on the national docket, and this is why Martin Luther King, Jr. , the American civil rights leader is known for his leading excellence. In the terminal even though the two were different in turn toing their messages about black regard and pride, they both had a common end. That end was to accomplish equality between all races. Although they were different in the beginning, in the terminal the two both gave their lives making what was right, and the sunglassess off the eyes of an America that was blinded by racism.

Interpreting Financial Results free essay sample

When analyzing a business, financial statements provide a detailed look into the company and the success or failure which lies within in. Financial ratios are calculated to determine these numbers and to identify other number related variables that have an impact on the company and those investing in the business. Once determined they offer information concerning the businesses return on investment and the ability of the business to pay its bills on time, as well as what their projected future earnings will be. The following depicts the financial status of ABC SDN. We will write a custom essay sample on Interpreting Financial Results or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page BHD with financial ratio analysis. Financial Ratio Calculations Return on Investment Calculation: Return on Investment (ROI) = Net Income/ Stockholder’s Equity (total assets minus total liabilities) ABC SDN. BHD Calculation: -0. 018% = $1,881,000/ ($32,175,990 $32,209,990) $-34,000 Explanation: A return on investment ratio measures the businesses gain in comparison to cost and determines if it is headed in a favorable financial position. ABC SDN. BHD has a ROI of -0. 18% currently, which as it is does not appear to be favorable for the firm. Current Ratio Calculation: Current Ratio = Current Assets/ Current Liabilities ABC SDN. BHD Calculation: A current ratio is calculated in order to measure whether or not a company can successfully pay short term debt obligations. With a current ratio of 1. 43%, ABC SDN. BHD has a healthy current ratio. Assets Turnover Ratios Total Asset Turnover Calculation: Total Asset Turnover = Net Sales/ Total Assets ABC SDN. BHD Calculation: 3. 78% = $121,777,000 /$32,175,990 Explanation: Asset turnover determines how much a company sells for each dollar worth of assets they own. ABC SDN. BHD has a total asset turnover ratio of 3. 78%, which means they are selling3. 78% for every dollar’s worth of assets they own. Fixed Asset Turnover Calculation: Fixed Asset Turnover = Net Sales/ Net Fixed Assets ABC SDN. BHD Calculation: 4. 15% = $121,777,000/ $29,307,990 Explanation: The fixed asset turnover ratio takes into account how much sales the company generates from fixed assets and then considers depreciation. Total Debt Ratio Calculation. Total Debt Ratio = Total Debt/ Total Assets ABC SDN. BHD Calculation: 0. 11% = $983,578/ $8,650,245 Explanation: The total debt ratio determines how much leverage is being utilized by the business. ABC SDN. BHD is currently using 0.  11%. Interpretation of Results The interpretation of the financial analysis results compared against historical data allow a firm to assess the firms past performance; comparing it to current performance and projected future performance; this determines new goals and objectives that the company must strive for to increase chance of success. Conducting a benchmark on a firm is simply comparing the business with another to see where they are the same, different, and identify improvements and successes. An industry benchmark is completing the benchmark on a company within the same industry. An industry benchmark is conducted using ABC SDN. BHD financial statements in comparison to the logistics leader, Agility. Agility primarily specializes in freight forwarding, warehousing distribution, and haulage. Return on Investment Agility Calculation: 1. 79% = $1,705,442/ ($1,784, 173 $831, 237) $952,936 Benchmark Explanation: Return on Investment of ABC SDN. BHD is equal to -0. 018%, not favorable, as compared to Agility’s ROI which comes in as a positive number at 1. 79%; the higher the ROI the better the investment. Current Ratio Agility Calculation: Benchmark Explanation: Current Ratio of ABC SDN. BHD is equal to 1. 43%; in comparison Agility is doing a little better when considering current assets and current liabilities. Assets Turnover Ratios Total Asset Turnover Agility Calculation: 0. 35% = $627,174/ $1,784,173 Explanation: Total Asset Turnover Ratio of ABC SDN. BHD is equal to 3. 78%; Agility’s total asset turnover ratio is much lower indicating that they own more assets proportionally to the sales that they are making. Fixed Asset Turnover Agility Calculation: Explanation: Fixed Asset Turnover for ABC SDN. BHD is equal to 4. 15%. Agility’s net sales divided by net fixed assets determines the sales they make in comparison to their fixed assets. ABC SDN. BHD fixed asset turnover ratio is significantly higher than Agility’s. Total Debt Ratio Agility Calculation: 0. 47% = $831,237/$1,784,173 Explanation: Total Debt Ratio for ABC SDN. BHD is equal to 0. 11%; Agility comes in last in the total debt ratio once again with a higher number, displaying that the leverage used by Agility is higher than what ABC SDN. BHD is using. In conclusion, interpreting financial results are of high importance when it comes to analyzing a business. Analyzing financial statements are beneficial to the business in several ways; net worth of the business at a specific period of time, value of assets, liabilities of the business, profit, and income. This paper has determined financial ratios of the business ABC SDN. BHD and compared them to a business that specializes in the same industry; the results were interestingly different.

The Novotel Value Chain Essays

The Novotel Value Chain Essays The Novotel Value Chain Essay The Novotel Value Chain Essay Novel gains its competitive advantage by ensuring customer expectations are met with personal warmth and consistent service standards are delivered. Their multi- killing approach allows staff to work as a team to perform tasks and duties flexibly. This will reduce core staff levels and it creates a more resourceful workforce. They have standardized procedures that are delivered to all locations worldwide. The use of the value chain analysis can provide a number of benefits to the management of Novel by identifying linkages between value activities within the organization. A system was set up to monitor standard procedures which became a template for learning and every staff was given a booklet with all the procedures. Standards were monitored by mystery shoppers. Nonvoters capabilities are valuable due to its hospitality concept being customer responsive welcoming their customers. They have the capabilities to attract and retain their customers by targeted approach to sales and marketing and this will win over their competitors. Nonvoters resources and capabilities are not rare although Novel Is a well-known hotel. It would not be hard to Imitate them on the basic level since hotel Industries have similar marketing and promotion schemes as well as partnership programs. But it would be extremely hard to Imitate them In terms of size, the number of hotels they already have worldwide and name brand Image. The organization Is strong and stable as they have been established for a long time and they managed to change system In order to maintain universal quality standards. They can exploit new areas fairly quickly and easily, largely due to the fact that they have management control.

7 Great Websites for Writers

7 Great Websites for Writers 7 Great Websites for Writers 7 Great Websites for Writers By Mark Nichol From usual suspects to obscure gems, from grammar guides to usage resources, here are some websites of great value to writers: 1. Amazon.com You may have heard of this website a good place, I understand, to find books (or anything else manufactured). But what I appreciate even more is the â€Å"Search inside this book† link under the image of the book cover on most pages in the Books section. No longer does one need to own a book or go to a bookstore or a library to thumb through it in search of that name or bon mot or expression you can’t quite remember. And even if you do have access to the book in question, it’s easier to search online (assuming you have a keyword in mind that’s proximal in location or locution to your evasive prey) than to try to remember on what part of what page in what part of the book you remember seeing something last week or last month or years ago. And then, of course, there are the site’s â€Å"Frequently Bought Together† and â€Å"Customers Who Bought This Item Also Bought† features but the book search can be a writer’s salvation. 2. Banned for Life Newspaper editor Tom Mangan’s site lists reader contributions of clichà ©s and redundancies. 3. The Chicago Manual of Style Online My review on this site of The Chicago Manual of Style notes that buying the bulky book, despite its abundance of useful information, is overkill for writers (but not editors), but editorial professionals of all kinds will benefit from the CMOS website’s Style QA feature, which responds authoritatively, sensibly, and often humorously to visitors’ queries. 4. GrammarBook.com The late Jane Straus, author of The Blue Book on Grammar and Punctuation, created this site to promote her book, but it also features many simple grammar lessons (with quizzes), as well as video lessons, an e-newsletter, and blog entries that discuss various grammar topics. 5. The Phrase Finder A useful key to proverbs, phrases from the Bible and Shakespeare, nautical expressions, and American idiom (the site originates in the United Kingdom), plus a feature called â€Å"Famous Last Words† and, for about $50 a year, subscription to a phrase thesaurus. (Subscribers include many well-known media companies and other businesses as well as universities.) 6. The Vocabula Review The Principal Web Destination for Anyone Interested in Words and Language Essays about language and usage; $25 per year by email, $35 for the print version. 7. The Word Detective Words and Language in a Humorous Vein on the Web Since 1995 This online version of Evan Morris’s newspaper column of the same name (some were also published in the book The Word Detective) features humorous QA entries about word origins. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:What Does [sic] Mean?Using the Active Voice to Strengthen Your WritingShow, Don't Tell

Character Analysis Assignment Example | Topics and Well Written Essays - 750 words

Character Analysis - Assignment Example Amir has a great friend Hassan and a wealthy father. He greatly adores his father. In his first year of friendship with Hassan, he is joyful about the friendship and values Hassan very much. However, things begin to change and jealousy, cruelty and the power struggle are witnessed. Amir’s mother died while giving birth to him (Hosseini 12). He therefore lives with his father who means everything to him. He comes out as someone who has a great lack in his life because of the death of his mother. He also feels somehow responsible for the death of his mother. As a tribute to her dead mother, he throws himself into writing and poetry. Things start changing for the worse when Amir starts believing that his father also holds him responsible for the death of her mother. Amir starts getting jealous with Hassan because of the attention that Hassan is receiving from his father, Baba. Amir admires Baba very much, but Baba does not seem to have time for him. Lack of ‘manliness’ seem to be the reason for the behavior and attitude of Baba towards Amir. Baba cannot understand how his son cannot stand up for himself. All the tension finally comes to breaking point when Amir wins a Kite –fighting tournament and Baba finally shows him some love (Clapsaddle 3). This does not however end the jealousy and cruelty he bears towards Hassan because of the affection Hassan gets from Baba. Amir shows his disapproval of Hassan by not helping him when he is raped by Assef. He goes ahead to accuse Hassan of theft and this leads to Hassan being thrown out of Baba’s house. When Amir and Baba arrive in the USA, he no longer views his father as legendary father. To him he is now just a normal father. America allows the young man to forget the betrayals and power struggles he had with Hassan in Afghanistan. Amir now starts to take care of his father. He goes ahead to meet a Saroya who he

DeVeaux, Scott. Constructing the Jazz Tradition Essay

DeVeaux, Scott. Constructing the Jazz Tradition - Essay Example Jazz history’s linear history came into being through the acknowledgement of its African roots by the American people (i.e., dubbed as a â€Å"rare and valuable national American treasure†), which reinforced the un-ambiguity and clear ‘linear’ path of jazz history (DeVeaux 2). In the process of this history’s unmaking, Tirro (291) pointed out how it lost its â€Å"historical strand that linked contemporary jazz to its roots...† (qtd. in Deveaux 2). On the other hand, it gained more forms or terms such as â€Å"cool jazz, hard bop, modal jazz, Third Stream, and New Thing† (DeVeaux 2). Interestingly, this unmaking story of jazz history is a common pattern among other music history; the original or traditional music has to become obsolete to pave the way for the creation of another music of similar ilk. The bebop era left a series of casualties in the jazz history. First, it successfully caused the dissolution of jazz’s â€Å"evolutionary lineage† through the percolation of different, â€Å"and in some cases mutually hostile styles† (DeVeaux 2). Second, the era pulled the traditional jazz to â€Å"contrasting directions,† through emerging music genres such as free jazz and jazz/rock fusion, and placed jazz music in a very pluralistic standpoint (DeVeaux 3). DeVeaux’s view evidently places the bebop era and influence as the main culprits in obscuring the official jazz

History and Principles of Education Essay Example for Free

History and Principles of Education Essay The principles which should control educational methods are to be sought in human nature. During a considerable period of early man life, life is helpless and ignorant and without strength and knowledge necessary it is difficult to maintain an independent existence (Painter, 1904). Therefore it is in this fact that renders education a necessity. Function of Education The function of education is to give the processes of physical and mental growth which assist and direct a person during the formative periods of childhood and youth. The end of education is complete human development which is attained by leading the several parts of man’s nature to a harmonious realization of their highest possibilities (Davidson, 1990). Aim of Education Education aims at developing a noble type of manhood and man has various duties to perform in the world which need special training and a wide range of knowledge. Education also aims to develop its subjects for their place in the established order of things. Its object is to impress upon each generation traditional ideas and customs and hence prepare it to take its place, in the established order of society. Elements of Education The two elements of education which are inseparable are development and acquisition of knowledge. Without development the individual lacks strength to grapple with the problem of life and without knowledge the person remains a cipher in society. (Painter, 1904) History of Education For the purpose of education villages in the ancient times had their schools, districts their academics, departments their colleges and principalities their universities. The wealthy in China made education respectable and popular as it opened the only road to political ambition as all officers of government had to study and pass examinations. The ancient classical nations, Greece and Rome are earliest representatives of European civilization as they contributed to Christianity and modern science and invention. Modern nation achievement and importance now demand recognition. Science has developed and made contribution to modern progress and commerce and invention has largely broken down narrow national prejudice. The history of education has left people with complete records of thoughts and achievements which have been incorporated in education. In education they mark an obvious advance upon the defective systems of the orient (Anthony Benson, 2003). In Greece, in the history of education two cities, that is, Sparta and Athens used records to complete a system of education which was developed. During this heroic age of Troy education possessed a single character which was patriarchial. The fathers trained the sons to physical strength and the mother trained the daughter on household duties and domestic virtues. Greece had a supply of luxuries for the market place and along with their wares; merchants also provided abundance of stories about customs and local traditions which formed part of education. Cultural patterns from distant lands were accepted and assimilated into their own as Greek civilization sought to assimilate the best from foreign lands and accepted views of people even if they were differing. The Greek knew literature, art, poetry, drama, music, rhetoric which was included in education (Anthony Benson, 2003). Education from the Reformation to the Present Time The reformation of the 16th century is the greatest event of education in modern history. It opened the literacy content of Greece and Rome which provided a new culture of education. The costly method of copying books by hand increased the sources of knowledge and brought it within reach to a lot of people who are readers. The Roman education was dominated by the family in the 753-272 B. C. and the father held the role of supreme authority. The family was the unit of the roman constitution, the custodian of ancestral tradition and the focal point of religious and educational activities. Cicero, one of the men in Rome, held Greek literary and philosophical education which he thought was useful and necessary in the basic educational curriculum of every roman citizen for them to be a contributing member of society. This way many roman citizen understood both classic Greek and Latin as well as Christian education hence it was a fine blend of both education systems ( Rowman Littlefield, 1976) Christian education led to increase in schools like county schools, town schools, Latin schools and university in protestant countries due to religion. The relation of Christianity to education came about when education of paganism was thought imperfect as it was controlled by the wrong principles and did not look at the worth of individual in all its fullness. Christian education is indebted to the Old Testament people which provided on how to live in a rightful way (Graves, 1915). After Jews returned from exile they established schools for the education of their children. In the early Sumerian civilization the Sumer’s achievement were the development of the system of writing and the formal system of education. The subjects of instructors were originally catechism and singing but reading, writing and arithmetic’s were added later. The 18th century witnessed a new movement which was characterised by human education which based its educational principles on nature only. Here education was important as in the mind of the enlightened philosophers it prepared people to live according to the principles of nature which used scientific methods. Education in 19th Century The field of knowledge had widened and was within reach by 19th century. Pestalozzi is an educational reformer since the reformation who did much to popularise education by devoting his life in the educational world. He was distinguished for learning and became the medium through which all that was best educational theory obtained permanent recognition. Principles of Education The principles of education intend to provide a foundation on how to develop and teach courses which should have long impacts on individual lives, as teaching and learning is the reason of a learning institution. These principles will guide the learning institution into the future. The learning institution should maintain a learning environment that values the process of learning as much as the knowledge taught. This environment should encourage independent thinking and divergent activities which inspires students and elevate them. The learners should be inspired to develop independent, interdependent life long learning strategies, nurture their aspirations, imagination and confidence and possess self determination with a realistic assessment of ones attitude and inclinations. Education should promote effective expression in many forms for making public meaning and personal skills for individuals to be able to communicate with others effectively. Education should increase knowledge and thinking of an individual to be able to think critically and conduct discipline inquiry in order to understand complexity and simplicity of ideas and to prioritise and make decisions. Reform and education innovation most be addressed in the context of universal principles of human nature as the goal of education is success. Curriculum of education should be vigorous with standards alighted and necessary resources, professional teachers and maintain the assessment and accountability system to be effective. Opinion Education is a vital part in human development and it is important in our day lives. The principles of education have to be followed for there to be effective learning. The learning institutions should hire staffs that have the relevant skills for knowledge to be administered fully. Education has evolved through many centuries through the Roman, Greek and Christianity ages. An individual who has educations should be able to solve problems because that person has analytical skills and problem solving skills which are acquired through education. Education is still evolving as new ways of learning are being discovered and the introduction of technology has made it easy for people to learn through programs which facilitate e-learning hence education is a continuous process. Reference Christian Education; Principles for The Twenty-First Century, Kregel Publication, ISBN 0825420237. Frank Pierrepont Graves, (1915) A Student’s history of Education, Macmillan Co. Francosco Cordasco, (1976) A Brief History of Education; A handbook of Information on Greek, Roman, Medieral, Renaissance, Rowman and Littlefield, ISBN 0822600676. Franklin Verzelius Newton Painter, (1904) A History of Education, D. Appleton and company. Michael J. Anthony and Warren S. Benson, (200) Exploring the history and Philosophy of Thomas Davidson, (1900) A History of Education, Constable.

Agricultural Household Model Essay -- Globalization, Open Economy

Nowadays, the world is being globalized.; Globalized or open economy is the one which has liberalized the trade and capital movement (Thorbecke et al 2003, p.154). Thorbecke et al also noted that openness through trade, foreign direct investment and financial market increase the flow of good and capital across the national borders (ibid. p.156). Consequently, most countries participate in international trade as their economies are opened to compete with others. The most affected by this competition are the emergent industries. Emergent or infant industry is a nuance of industries in their earliest stage of development/growth (Tribe 2000, p.31). Emergent industries can be divided into two groups; : absolute emergent is a new industry which does not exist elsewhere, usually is technology intensive and are predominant in developed countries (Castel-Branco 2002, p.46); and relative emergent industries are often new in the countries of origin, usually developing countries, but in other countries, such as industrialized world, they are already mature or develop (Castel-Branco 2002, p.48). The termsDefinitions of developing economy, under developed or less developed are used to describe countries that are economically backward and that need enhancement of living condition (Sen 1988 p.11). The essay will analyze the challenges of emergent firms in a context of globalized and underdeveloped world. Because of the narrow scope, the essay will only be discussing three challenges, namely, technology capability, industries reputation and availability capital for investment. Firstly, it will discuss the problems related to technology capability. Secondly, it will examine the role of reputation for emergent industries in national and internati... ...ty of the firms to provide stronger credibility and the capacity of the countries to create a good environment to develop these industries throughout better infrastructures. The solution of these problems is the intervention of the State by selecting some potential infant industries to protect. This intervention is necessary because the market per se can notcannot manage to deal with these issues. This must be done by taking into account first of all the domestic market so that it may well encourage openness to foreign trade (UNIDO 1997, p.27). Therefore, the Government must formulate policies in order to protect the new industries to guide them to the right direction for competing in international market otherwise the industries alone can not achieve this stage of mature. This means the infant industries in developing countries can die before achieve its mature.

Proton Holdings Berhad Company Vision & Mission Critique Essay

The Critiques on Vision & Mission of Perusahaan Automobil Nasional (PROTON) Vision can be define as an inspire statement that consists of goal and objective that an organization would like to achieve or accomplish in the mid-term or long term future. It is intended to serves as a clear guide for choosing current and future course of action. It also becomes the driver statement that will lead the organization to achieve its objective and goals. Mission is a statement or a written declaration that consist of organization core purposes. Normally a mission statement remains unchanged over time. Mission statement serve as filters to separate what is important from what is not, a statement that clearly state which markets will be served and how for business organization and a statement that communicate a sense of future direction to the whole organization. Vision and Mission statement for an organization must be clear and understandable by all staff  in the organization. Mission statement is slightly different from Vision statement, although both statements carry same objective which lead and drive the company by act as a railway path in order for a company keep track on all course of action to achieve the organization objective and target. A mission is something to be accomplished whereas a vision is something to be pursued for that accomplishment. As mentioned earlier, it is important for a company to have its own Vision and Mission statement and it is import for both statements are logically achievable and understandable. A vision helps to lead the company to its main objective. A mission defines the organization purposes. Vision of PROTON is to be â€Å"A Leading Globally Mobility Solutions Provider†. Mission statement of PROTON is to â€Å"continuously create innovative processes, products & services that win people’s hearts & minds†. In my opinion, I do agree with the both Vision and Mission statements due to some reason and factors that will be briefly explain and critique on the next paragraph. The reason I agree with the Vision statement because of several factors that physically may be observe and analyze on the result that related to the statement. The word of â€Å"A Leading† describes the position of PROTON in the automotive industries in Malaysia. For past a few years back, PROTON did achieve on that level as a No 1 ranking car manufacturer and volume of sales in Malaysia Automotive industries. The ranking drop and become No 2 since year of Myvi launched by Perodua. The only reason PROTON drop in ranking due to several factors that makes the Brand name losing its customers confidence. Since PROTON share being bought by DRB-Hicom, this Vision statement has been impose and to lead the company to get back on the No 1 ranking not only in Malaysia Automotive Industries but ranking No 1 globally in term of mobility solution provider which will further explain on next paragraph. The word â€Å"Global† being used and presence since PROTON start to export car to United Kingdom and acquired LOTUS. For the financial year of 14/15, PROTON had exported almost 600 Units of various model of car (Proton Models) to almost 45% big automotive market around the globe. The emergence of Research & Development (RND) Division in Proton is also one of the main factors that the Vision statement has been setup as the Global Mobility Solutions Provider. With the ability to perform research and development on car engine, safety features and other related technology for developing a new car that meet the demand and current  requirement of global environmental act, PROTON set a target to be the leading Global Mobility solution provider which resulted to ensure PROTON excel in future. In order to perform this, a knowledge transfer and adoption of new technology being done by PROTON and it resulted from joint venture projects, exchange technology and others with various othe r automotive manufacturers around the world. The word of ‘Mobility† in the vision statement is referring to 6 main pillars of PROTON Business Structure. There are motor vehicles, technology provider, engineering services, manufacturing services, human capital development and supporting business. Motor vehicles manufacture refers to the development of passenger vehicles (Exora), Performance-niche (Preve, Suprima & Iriz), alternative propulsion (Saga EV, Exora EV, Preve EEV & Iriz EV-Prototype and has high intension to be develop and produce in future), commercial vehicles (All Model) and others (Prototype Engine). All this activity has shown a various results and this justify a positive feedback on the vision statement setup by PROTON. It also inline with the objective to be a leading global mobility solution provider where all the 6 pillars had to be works together, by having a good human capital development through a professional training and supporting business through increase number of sales volume and high thro ughput of Service revenue. Besides that, PROTON has various strategy implemented to ensure all this 6 pillar working together, by having a contract assembly, component manufacturing (Proton Parts Centre), Sales & Service, Financing, Insurance and other for PROTON to build and develop a good platform to achieve the level in leading global mobility solution provider. Besides that PROTON has the capacity to serve the concept of mobility solution provider because, under PROTON there is more than 1 brand that joint with PROTON such as LOTUS, MIYAZU, POTENZA and others. PROTON also has experienced adoption of different management, business operation for sales and service brand such as Mitsubishi and Honda. With all this, it shows that the Vision is achievable and logically states the ability of PROTON to be at that particular level in future. On the mission statement, it is verified that PROTON mission give and defines the organization as a whole. The word â€Å"Continuously Create† refers to the PROTON activity that continuous and constantly put an effort to deliver better solutions to target recipients which is the customers. A rapid development of new product technology and to rapidly close all issues  related to products failure become one of the major priority by PROTON. It is true that there is quite a lot of complaint on products but most of case solve within the time period set by the company. PROTON continuously develops an efficient and effective process in line with the needs and preference of the customer. For example, the appointment booking for service job done through phone call, reminder of service done by Customer Retention Executive, delivery of cars at the customer doors, and others. The words of â€Å"Innovative† give the definition of new or improved solutions that is beneficial to users or customer and environment. Customer always becomes the first priority to PROTON. In inventing a new te chnology and process, environmental issues and local act remain to be one of the factors to be looks into before any changes made. As at 2015, there is a zero cases Proton involvement in Environmental Issues in Malaysia. All environmental rules and regulation fully complied by PROTON. All PROTON Service equipment being certified with Jabatan Kesihatan dan Keselamatan Pekerja (JKKP) and follow the standard set by the government and local authority. â€Å"Process, Products and Services† refer to the Outcomes from the efforts and initiatives by PROTON. This can be seen by PROTON had impose rapidly training for all staff on the process operation, products knowledge and Service quality in order to ensure a good service provide to the customer. This also to ensure all service provided in line with the statement of â€Å"Win People’s Hearts & Minds† which desirable benefits by all stakeholders, especially to the customers and business partners. The main focus is to produce a quality services to all customers and to retain customer confidence on the service provided. This shows the commitment of PROTON to serve customer, stakeholders, employees and business partners by offering preferred and desired products and excellent services, delivering sustainable profit together with financial growth and sharing successes within the business process. As a conclusion, the Vision and Mission statement done by PROTON is clearly defines its objective and its target. It’s reflecting the management aspirations for PROTON perform in high performance with support of its capabilities and creates the competitive conditions. The mission statement clearly identifies PROTON products service, specifies the customer needs and strategy to fulfil it’s and shows PROTON identities. Furthermore, the Vision statement shows clearly the company future strategic core and direction  where PROTON should be in the future.

The History of Chocolate

Chocolate is one of the oldest treats enjoyed by many people. By a show of hands, how many people love chocolate? I have loved chocolate ever since I was a little girl. I have enjoyed the different tastes, textures, and styles of it. Chocolate has been one of the oldest treats enjoyed by many people. I want to share with you the history of chocolate, types of chocolate, and some benefits from eating chocolate. Let’s start with the History of Chocolate! Chocolate's history started over 2,000 years ago. It began in the tropical rainforests of Central and South America from the seed of the cacao tree. This small tree grows best in the tropical atmosphere because it receives the best amount of rain, shade, humidity, wind, and nutrients. According to Susan J. Terrio, the author of Crafting the Culture and History of French Chocolate, the first people known to have made chocolate were the ancient cultures of Mexico and Central America. These people, including the Maya and Aztec, mixed ground cacao seeds with various seasonings to make a spicy, frothy drink. This was the very first way that chocolate was consumed. When the Spanish conquered the Aztecs, they brought the cacao seeds back home to Spain. 1. The chocolate drink was very popular in Spain. It then spread to Europe where new technologies and innovations changed the texture and taste of chocolate. 2. By the mid-1700s, the blossoming Industrial Revolution saw the emergence of innovations that changed the future of chocolate.

The Brief History of the Elderly Barriers Essays

The Brief History of the Elderly Barriers Essays The Brief History of the Elderly Barriers Paper The Brief History of the Elderly Barriers Paper Mental ailment is a significant determinant giving rise to the disease burdens of the elderly people. While the elderly people do not seem to suffer from disproportionate share of most distinct mental ailment such as depression or schizophrenia they do have a much higher prevalence of dementing ailment like Alzheimer’s disease and are subjected to enhanced rates of interpersonal losses. Irrespective of substantial rates of morbidity the proportion of older people acknowledged to be incapacitated and those really receiving sufficient treatment is remarkably low than that of the younger age groups. Deficiency in the treatment of mental illness in the elderly emerge to be a considerable factor in the enhanced suicide rates among the elderly population along with the premature or unsuitable placement of elderly persons in nursing homes. The studies on mental ailment in the elderly people has been disregarded and deserted till very recently. Even with the attention that has been accorded to the prevalence of large number of patients with Alzheimer’s disease, funding for research in relation to the incidence and distressing nature of mental ailment in the elderly continues to be insufficient. (Mental Health and the Elderly Position Statement) Considerable impediments prevail for the elderly in accessing and utilizing mental health services. Community based prevention programs for older people supported by federal and state funds are limited. This is combined with the absence of institutionalized consultancy and treatment programs including medication goals set particularly for older mentally impaired people. (Mental Health Services: Reaching Out to the Elderly. (Part One)) An analysis brought out in the Journal of the American Geriatrics Society reveals that while the rates of diagnosis for depression for patients at an age of 65 and older was enhanced radically during the 1990s, considerable differentiations by age, ethnicity, and supplemental insurance coverage still continues in relation to the treatment for those diagnosed patients. The elderly people also perceive themselves to be more stigmatized about having a psychiatric diagnosis and taking medication for treatment. (Books, Articles and Research) Stereotypes related to people who belong to the elderly group and have mental illnesses may intervene with their successful health care delivery. The prospective therapies may not be organized, covered or medications supplied as a result of the prejudice that such persons cannot improve or do not have enough time left in their lives to improve. The elderly are regularly being diagnosed and provided psychoanalysis with disregard or negatively talked about when their health is narrated. Such stereotypes regularly flow into delusions about the professionals delivering their care in diagnosis or entailing medications or counseling. Stigma and ageism are two incidents that largely influence the real assessment of people who are elderly and have mental illnesses and finally their health care. (Books, Articles and Research) The coverage under Medicare is insufficient and serves to enhance the myth that mental illness in the elderly is both to be anticipated and not reactive to the treatment. (Mental Health and the Elderly Position Statement) There exists a large differentiation in Medicare and Medicaid reimbursement between psychiatric care and medical care. This has discouraged many prospective psychiatrists, social workers and psychologists from having a career in geriatric mental health. (Overlooked and Underserved: Elders in Need of Mental Health Care) Another significant element in the lives of our elderly patients is that practically all of the elderly population are dealing with co-morbidities that may incorporate physical ill health along with mental illness and the settings that entail meticulous collaboration among patients, caregivers of the families and practitioners from a variety of health care disciplines. The reimbursement for services under such settings is awkward and is sometimes an impediment to best practices. Medicare imposes a 20 percent co-insurance rate on most outpatient services except for mental health services that necessitates 50 percent co-insurance rate. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) This unjust inclination in the system is considered to be the consequence and the cause for the persistent impediment to the stigma related to mental illness and is considered to be a major impediment for reaching care. Additionally, the distinction creates confusion and improper carrier reimbursement decisions like the continuing decisions by carriers to reimburse only 50 percent for medication management services in patients with Alzheimer’s disease and other dementias in contravention to the particular directives forwarded by the Center for Medicare and Medicaid Services. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) A number of researches have revealed that when mental health services are seriously confined, the consequence is higher costs in terms of medication and over utilization of general medical visits. Elderly adults with the mental problems regularly seek health care services in primary care environments where the detection and management of this ailment condition may be less than optimal. (Mental Health and the Elderly Position Statement) The approach of the mental health professionals influences the service of care. Such personnel may demonstrate the same ageism and believe the same typecast about the elderly as those detected in the general population. They are inclined to misinterpret some problems as confronted by the elders in their normal course of ageing instead of the problems necessitating assistance. In addition to this younger, more articulate and more introspective clients may hold more appeal for many professionals. (Mental Health Services: Reaching Out to the Elderly. (Part One)) Hence the elderly adults with mental ailments continue to be segregated in nursing homes and other separating environments even as other age groups have started to gain full membership in the community. (Books, Articles and Research) It has been visualized that in no other age group is the combination and interrelationship of physical, social and economic problems as important as that of the elderly. The elderly people continue to take for granted the ailments like sleep disturbances, changes in appetite and mood differences as physical problems. This trend is strengthened by the physicians who sometimes take such symptoms to be the out come of the aging process. The medical practice presently does not necessarily assign time for the detailed medical and social trend that would foster a more real diagnosis. The absence of such organized and complete health care has an adverse impact on all age groups in the United States. However, for elderly adults who appear to have multiple needs, such health systems are largely divided up and become a surprising source of patient confusion. Most elders remove from service emotions which are besieged by the long detentions and complex procedures. For administrators facing the budgetary limits, it has more often been that the elder population has been set aside on the plea that they are older enough to take advantage from the services. It would position to cause that a society that places such great significance on youth and the significance of looking young does not lend encouraging support to improve the mental health care for the geriatric population. (Overlooked and Underserved: Elders in Need of Mental Health Care) To conclude, the accessibility to the suitable mental health services is at the center of entailing secular care to elderly Americans in the way that is most preferred by patients, their families and health care practitioners. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) A promising consumer and family movement through energetic advocacy are necessitated to defeat stigma and prevent discrimination against elderly people with mental illness. The reach to elderly mental health services can be developed immediately if we develop the abilities of primary care providers, public schools, the child welfare system and others to assist the elderly with mental health disorders looking for treatment. (Mental Health Gets Noticed) The prescribed drugs are necessary elements for treatment of a number of mental ailments and an outpatient prescribed drug assists along with a complete coverage of psychotropic medications and must be prioritized in the Congressional agenda. Other variations to the Medicare strategy which would be advantageous for geriatric patients with mental health needs are that it include extensive coverage of case management and care plan oversight, which are presently confined to patients who are being delivered with home care or hospice care; complete coverage of Medicare/Medicaid cost sharing for low income patients and revisions in reimbursement policies for services offered in assisted living facilities. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) The serious confinements on Medicare reimbursement for mental health services are required to be avoided. The National Institute of Mental Health- NIMH is required to continue financial assistance at appropriate levels of devising the training programs in interdisciplinary mental health care for the elderly that incorporates the disciplines of medicine psychiatry, psychology, psychiatric nursing and clinical social work. Training programs are required to acknowledge that most mental health care takes place in the primary care environment. Instant expansion of the research programs is required to be funded by the NIMH and other agencies on the etiology and treatment of anxiety and depressive problems, paranoia, dementing problems and other behavioral problems which have profound impact on the elderly patients. (Mental Health and the Elderly Position Statement) Bibliography : â€Å"Books, Articles and Research† Retrieved from adscenter. org/topics_materials/o-books. htm Accessed on 14 April, 2005 Craven, Scott M; Parker, Marcie. â€Å"Mental Health Services: Reaching Out to the Elderly. (Part One)† Retrieved from optumanswers. com/research/articles/mentalhealth. shtml Accessed on 14 April, 2005 â€Å"Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate† (20 June, 2004) American Association for Geriatric Psychiatry. Retrieved from aagponline. org/advocacy/testimony. asp? viewfull=8 Accessed on 14 April, 2005 â€Å"Mental Health and the Elderly Position Statement† (January 1, 1993) Mental Health American Geriatrics Society (AGS). Retrieved from americangeriatrics. org/products/positionpapers/mentalhl. shtml Accessed on 14 April, 2005 Persky, Trudy. â€Å"Overlooked and Underserved: Elders in Need of Mental Health Care† Retrieved from mhaging. org/info/olus. html Accessed on 14 April, 2005 Satcher, David. â€Å"Mental Health Gets Noticed† Retrieved from http://cms. psychologytoday. com/articles/pto-20000101-000031. html Accessed on 14 April, 2005

Biography of Rosa Parks, Civil Rights Pioneer

Biography of Rosa Parks, Civil Rights Pioneer Rosa Parks (February 4, 1913–October 24, 2005) was a civil rights activist in Alabama when she refused to give up her seat on a Montgomery bus to a white person: her case touched off the Montgomery Bus Boycott and was a significant milestone forcing the Supreme Court to end segregation. She once said, When people made up their minds that they wanted to be free and took action, then there was change. But they couldnt rest on just that change. It has to continue. Parks words encapsulate her work as a symbol of the Civil Rights Movement. Fast Facts Known For: Civil rights activist in the American south of 1950s and 1960sBorn: February 4, 1913, in Tuskegee, Alabama, USAParents: James and Leona Edwards McCauley  Died: October 24, 2005, in Detroit, MichiganEducation: Alabama State Teachers College for NegroesSpouse: Raymond ParksChildren: None Early Life Born Rosa Louise McCauley on February 4, 1913 in Tuskegee, Alabama. Her mother, Leona Edwards was a teacher and her father James McCauley, was a carpenter. Early in Parks childhood, she moved to Pine Level, right outside the capitol of Montgomery. Parks was a member of the African Methodist Episcopal Church (AME) and attended primary school until the age of 11. Everyday Parks walked to school and realized the disparity between black and white children. In her biography, Parks recalled Id see the bus pass every day. But to me, that was a way of life; we had no choice but to accept what was the custom. The bus was among the first ways I realized there was a black world and white world. Education and Family Parks continued her education at the Alabama State Teachers College for Negroes for Secondary Education. However, after a few semesters, Parks returned home to care for her ailing mother and grandmother. In 1932, Parks married Raymond Parks, a barber and member of the NAACP. Through her husband, Parks became involved in the NAACP as well, helping to raise money for the Scottsboro Boys. In the daytime, Parks worked as a maid and hospital aide before finally receiving her high school diploma in 1933. Civil Rights Movement In 1943, Parks became even more involved in the Civil Rights Movement and was elected secretary of the NAACP. Of this experience, Parks said, I was the only woman there, and they needed a secretary, and I was too timid to say no. The following year, Parks used her role as secretary to research the gang rape of Recy Taylor. As a result, other local activist established the Committee for Equal Justice for Mrs. Recy Taylor. Through the help of newspapers such as Chicago Defender the incident received national attention. While working for a liberal white couple, Parks was encouraged to attend the Highlander Folk School, a center for activism in workers rights and social equality. Following her education at this school, Parks attended a meeting in Montgomery address the Emmitt Till case. At the end of the meeting, it was decided that African-Americans needed to do more to fight for their rights. The Montgomery Bus Boycott It was 1955 and just a few weeks before Christmas and Rosa Parks boarded a bus after working as a seamstress. Taking a seat in the colored section of the bus, Parks was asked by a white man to get up and move so that he could sit. Parks refused. As a result, the police were called and Parks was arrested. Parks refusal ignited the Montgomery Bus Boycott, a protest that lasted 381 days and pushed Martin Luther King Jr. into the national spotlight. Throughout the boycott, King referred to Parks as the great fuse that led to the modern stride toward freedom. Parks was not the first woman to refuse to give up her seat on a public bus. In 1945, Irene Morgan was arrested for the same act. And several months before Parks, Sarah Louise Keys and Claudette Covin committed the same transgression. However, NAACP leaders argued that Parks- with her long history as a local activist- would be able to see a court challenge through. As a result, Parks was considered an iconic figure in the Civil Rights Movement and the fight against racism and segregation in the United States. Following the Boycott Although Parks courage allowed her to become a symbol of the growing movement, she and her husband suffered severely. Park was fired from her job at the local department store. No longer feeling safe in Montgomery, the Parks moved to Detroit as part of the Great Migration. While living in Detroit, Parks served as secretary for U.S. Representative John Conyers from 1965 to 1969. Following her retirement, Parks wrote an autobiography and lived a private life. In 1979, Parks received the Spingarn Medal from the NAACP. She was also the recipient of the Presidential Medal of Freedom, the Congressional Gold Medal When Parks died in Detroit on October 24, 2005, she became the first woman and second non-U.S. government official to lie in honor at the Capitol Rotunda. Sources Rosa Parks, civil rights pioneer, dies. The New York Times, October 25, 2005.  Rowbotham, Sheila. Rosa Parks: Activist whose refusal to give up her bus seat ignited the US civil rights movement. The Guardian, October 25, 2005.Sullivan, Patricia. Bus Ride Shook a Nations Conscience. Washington Post, October 25, 2005.  Theoharis, Jeanne. The Rebellious Life of Mrs. Rosa Parks. Boston: Beacon Press, 2013.

The processes of evolution Essay Example | Topics and Well Written Essays - 500 words

The processes of evolution - Essay Example terbreeding natural populations, which are reproductively isolated from other groups, (Hausdorf, 2011).’In essence a species is considered the biggest gene pool that can occur under natural conditions. Populations connected by gene flow are often hard to classify. While a species concept defines the conditions under which a population should be classified as a species a population are individuals that belong to a specific species and are usually located in an area that is able to be defined. Populations interact with other populations in their environments and their physical environment; also interacting with those populations of another species. Populations that grow exponentially can reach the maximum sustainable of their population in a certain environment. There are four different forces of evolution; natural selection, mutation, gene flow, and genetic drift. Natural selection has four different components which struggle with each other to change certain traits within populations (University of Michigan, 2010). Natural selection is subject to inheritance, whereas traits are passed on through heredity, variation such as hair color and eye color or other individual characteristics. An increased rate of population growth means that each population is subject to struggle for a dwindling supply of resources. Finally differential survival and reproduction means that those individual’s more suited to the struggles will pass on more offspring and genes which are able to withstand different conditions. Natural selection depends on traits that are inheritable. Mutation causes new genetic variations in a certain gene pool. These mutations cause the variation in genetics that allow others evolutionary forces to act such as natural selection, gene flow and genetic drift. Gene flow occurs when individual’s move into and out of certain populations. An example of this would be Americans resettling in other Countries and producing offspring. This affects that

Psychology, types of Anger Research Paper Example | Topics and Well Written Essays - 2750 words

Psychology, types of Anger - Research Paper Example Anger is a normal emotion undergone by every individual, without exception, at some, or the other stage of life; definitely many. And still, anger is one of the most poorly understood as an acceptable, negative but still, normal experience or a conscious feeling. Most researchers have used the term anger as synonymous with aggression, hostility etc (Martin and Watson, 1997); making a literature search inaccurate and difficult. Though its true that expression of anger may vary from imperceptible annoyance to destructive aggression depending on individual behavioural attributes to circumstantial demands. The first aspect of anger essential in understanding it, is to remember that anger in itself is not negative, but the mode of expression of anger can render it so. There are three specific attributes of anger: physiological (heightened secretion of stress hormone, followed by activation of senses), cognitive (thought process unidirectional and antagonistic), behavioural (expression of anger, which may be repressing, suppressing, expressing and confessing). The overall inclination projected by all these responses is to attack and/or injure the target (Berkowitz, 2002). An in depth understanding of anger is simplified by the categorisation of anger based on different criteria. The aim of this essay is to make a comprehensive study of the types of anger based on the available literature. A. ON THE BASIS OF FEELING: Pleasant or unpleasant. The two types of anger are not mutually exclusive but widely overlapping, with the actual expression involving a mixture of the two feelings in different proportions at different stages of anger. B. ON THE BASIS OF STATE OF MIND: Exciting and calm. The excited form of anger is characterized by more aggressiveness and passion and much less coordination of thought or action. However motor process is intense while mental activity is weakened. It is transient in contrast

History the world Essay Example | Topics and Well Written Essays - 750 words - 3

History the world - Essay Example Other factors that lay behind the flourishing of commerce along Indian Ocean in the postclassical millennium included: the sudden rise of Islam, the spread of Arab communities across the coastal lines, technological advances such as larger ships and magnetic compass, the availability of goods that were desired by other cultures around the Indian Ocean, coherence and unity among the traders and Muslims, the efficiency of the long distance trade, the increasing high demand for trade goods across the coastal lines, and the dependence on each other through the linked agricultural and pastoral societies across the Indian Ocean. The flourishing of the Indian Ocean commerce can also be attributed to the relationship between the world of Indian Ocean and the rise of Srivijaya. The controlling of the Malacca strait was a factor, this is because Srivijaya was the shortest and the closest way that led to China and Indian Ocean. Boats were taxed at Srivijaya when they passed through the Malacca strait which led to the production of wealth. There were also rare and expensive objects such as spices and gold which attracted traders. Srivijaya was also a center of Buddhism teaching and practice, this also flourished commerce in the region. The operations of trading network in the Indian Ocean differs from the one in the Silk Roads from the fact that ships in the Indian Ocean could accommodate heavier and larger cargoes than camels along the Silk Roads. This means that the trade networks in the Indian Ocean had more goods and bulk products carried to the market, while the Silk Roads were largely limited to luxury goods for the few traders in the mass market. The trading network in the Indian Ocean involved large ships which were less expensive and carried more cargo. The trade also had multiple locations with many direct routes, more efficient times of travel, and centered in India. The agricultural and pastoral people that were linked by the trade network also

Effects of Culture in Teaching and Learning

Effects of Culture in Teaching and Learning Teaching English in Saudi Arabia – The Cultural Context Introduction In this essay, I aim to examine the cultural context predominant in the Kingdom of Saudi Arabia (KSA) in so far as it might affect effective teaching and learning styles and strategies in the EFL classroom. My interest in this topic is grounded in the reality of the post-9/11 world where the Western world has been pitted against the Arabic world as if there is a great social, cultural and religious divide that might never be bridged – or so the message in the media goes. This poses a great challenge and temptation for EFL teachers working in or curious about the region. The KSA makes for a particularly interesting study into how the local cultural and religious context might impact on successful English teaching and learning, because of the Kingdoms â€Å"politically sensitive geography† (Marcinkiewicz, 1995). The holy cities of Mekkah and Madinah are situated right within its borders and the KSA has thus â€Å"undertaken a protectoral role in religion.† It follows then that the Islamic religion is not only the most pervasive aspect of local culture, impacting directly on teaching method and content, it is also a significant motivating force for KSA learners who are â€Å"intensely religious, Islam having a strong influence on their minds and hearts.† (Al Haq and Smadi, 1996). It can thus be expected then that the religious dynamics in the KSA will â€Å"cause friction in the classroom† (Traynham, 2006). With Islam being the â€Å"strongest denominator† of students in the KSA (Kniffka, 1996), cultural awareness must inform any teaching methodology in order to achieve successful outcomes. Outline of essay I will introduce the cultural context underpinning effective language teaching and learning and give a brief background of the history of English instruction in the KSA as a way of introducing the larger historical and cultural context in which English-language instruction occurs. I will next consider some of the specific sociocultural and sociolinguistic issues that impact on the learning styles and strategies preferred by students and teachers in the KSA. Referring to the relevant literature, I will suggest connections between the local cultural context and the effectiveness of learning and teaching methods and strategies employed. Finally, I will conclude that while the local culture affects both students and teachers – and teachers must respond to this at the practical and theoretical levels – teachers must, at the same time, avoid overgeneralizing about cultural and religious factors and understand that each and every classroom exhibits a unique dynamic between a g iven set of individual students and their teacher and that, in fact, in many cases a universal education culture exists in all EFL classrooms regardless of social and cultural geography and context. The cultural context underpinning effective language teaching and learning In the past decade the concepts of context and culture have become increasingly more important in the literature on language teaching (Byram and Grundy, 2003). This is due to the increased acknowledgement of the significance of socio-political factors in teaching and learning and of the perception of learners as social beings who respond to learning a new language with â€Å"feelings and identities† (p. 1). In language teaching, cultural context is â€Å"usually defined as a/the culture associated with a language being learnt† (p. 1). As far as the English language is concerned, English has been taught in the KSA ever since the Kingdom was established, in 1932 (Al-Seghayer, 2005). The explosion of economic activity within the oil industry resulted in rapid development of English language programs in the 1970s, so that Saudis could successfully communicate in English with imported manpower and outside interests. Today, English is used as the major medium of instruction in universities where science, medicine, engineering and technology subjects are taught. English instruction begins in elementary school and is centralized and controlled by the Ministry of Education. Despite the ever-increasing importance of English in Saudi Arabia â€Å"as an essential vehicle for personal and national growth,† (Al-Seghayer, 2005, pp129), the system still fails to produce a satisfactory level of English language proficiency in Saudi learners. This seems to be an incongruous result, considering that the socio-cultural motivations for learning English are quite significant. Al Haq and Smadi (1996) find that a good knowledge of English rewards with social prestige and is considered to be a kind of duty to help Saudi Arabia advance economically, culturally and religiously at both the Islamic and international levels. With English being the lingua franca, in so far as technology and the sciences are concerned, Saudi citizens see English as a vital tool in advancing in this modern world. But this might be part of the problem. The English language – as the bearer of the goods of technology and science – necessarily comes with Western culture. Languages are expressions of national, historical and cultural identities. Languages are also â€Å"ideological because they are associated with aspirations of unity, loyalty and patriotism,† and â€Å"social because they are perceived as symbols of status, power, group identity, and belonging,† (Wesche, 2004, p. 279). As such, there is a fear in the KSA that the â€Å"use of English entails Westernization, detachment to the country, and a source of corruption to [] religious commitment.† (Al Haq and Samdi, 1996, p. 308). The sociolinguistic features of the English language – the grammar, phonetics and vocabulary – necessarily impact socio-affectively on the society of EFL learners (Khuwaileh, 2000, p. 287) wherever they might be situated in the world. In the case of Saudi Arabia, English language instruction often relies on Western cultural content that conflicts with Islamic culture and ideals. For example, Traynham (2006) explains how many EFL textbooks contain vocabulary – dating, alcohol, music, dance – that is offensive to Saudi students and to the Islamic faith. Khuwaileh (2000) also found similar sociolinguistic obstacles and cultural barriers when learners in an English for Science and Technology class refused to write on topics that included â€Å"taboo vocabulary† such as, AIDS, sexual diseases and contraception (p. 286), because for one student, at least, â€Å"religion,† â€Å"honor† and â€Å"politeness† were more important than gaining the certificate in English. Khuwaileh concluded that, unless modified, â€Å"course material rich in taboo content can significantly hinder the learning process.† (p. 287) Moreover, in a study of EFL textbooks – largely those written by non-Saudis and non-Muslims – used to teach freshman English in Saudi Arabia, Alhaidari (2003) found that they contained images and vocabulary â€Å"that clashed directly with Islamic and Saudi cultures.† These issues might seem easily solved, if common sense prevails even before theoretical and pragmatic considerations are examined. Offensive material should be avoided by designing unique material adapted to the socio-cultural reality of the student group. Even so, the pervasive presence of the textbook as the â€Å"dominant tool in teaching† holds a â€Å"powerful influence† over both cognitive and affective factors in individual students (Alhaidari, 2003, p. 3). Cultural revulsion towards a given text might impact on a students attitude to authority (in this case, the English language and English teacher) and on a students attitude to how important a text might be. A negative response, which is likely to be expected, will surely result in â€Å"learning difficulties, probably lost teaching objectives and, consequently, useless curricula.† (Khuwaileh, 2000, p. 287). Cultural issues in Saudi Arabia affecting effective language learning strategies For all of these reasons, awareness of cultural issues is not only beneficial, but a necessity, and Kniffka (1992) stresses that EFL instructors need to increase their level of expertise in cultural awareness and teaching language within a cultural context. Cultural awareness begins with the understanding that culture is a concept that concerns the role of the individual in the â€Å"unending kaleidoscope of life situations of every kind and the rules or models for attitudes and conduct in them† Oxford (1996, p ix). Context includes the beliefs, perceptions and assumptions that directly influence two things: language learning styles (the general approaches that guide learning) and language learning strategies (the specific steps or techniques used by learners). Of the six types of learning strategies – cognitive, metacognitive, memory, compensatory, affective and social – outlined by Oxford (2003, pp. 12-15), studies (introduced below) find that Arabic students tend to use cognitive and metacognitive strategies with greater frequency, and socio-affective strategies with lesser frequency, though students also exhibit an optimistic flexibility toward using a wide range of learning strategies. Abu-Ghararah (1996) found that â€Å"a wide variety of learning strategies were used† even while the majority of the EFL students surveyed in three public schools in Madinah â€Å"tended to use more cognitive strategies [more] than socio-affective strategies [] in acquiring English as a foreign language† (p. 6). Abdan and Almuarik (1992) also found that students exhibited a preference for multiple learning styles. In fact, gender and subject major, in their study, made no difference at all to their preferences. Riazi and Rahimi (2005) similarly found that while their Iranian student subjects used metacognitive strategies â€Å"at a high frequency,† overall they were â€Å" medium strategy users.† This can be extended to Saudi Arabia, because both Arab countries have a â€Å"similar history, culture and language† (p. 282). These studies show that students regularly â€Å"combine all the learning orientations.† Riazi and Rahimi (2005, p. 110) suggest that this openness and flexibility results from a â€Å"specific philosophy of life† where â€Å"a human being can only be perfect, when he studies all of the sciences and arts.† Reasons pointing to more frequent use of cognitive and metacognitive strategies might be that these strategies offer students direct ways to control learning and are strategies that can be employed in private study, rather than in group situations, which seem to be less preferred. Another factor suggested was that these students might not have much exposure to English in social situations so as to â€Å"pick up† the target language â€Å"unconsciously.† Reasons pointing to the minimal use of other strategies might be, apart from cultural background, â€Å"improper teaching,† and again lack of exposure to English in a native environment with native speakers. For Riazi and Rahimi, at least, it is up to the English instructors to introduce other strategies by discussing them with their students and providing appropriate opportunities to develop and use those â€Å"neglected strategies† (p. 123). To this end, Zaid (1996) evaluated the methodological preferences of teachers in an English department at a major KSA university and found that the overall preference was for a communicative style of teaching. This is interesting when considered against the findings of Riazi and Rahimi (2005, p. 103) where social learning strategies were the least frequently used strategies of EFL students. In fact, Khuwaileh (2005, p. 282) also concluded that social strategies, such as group work and openly expressing opinions in the classroom are â€Å"culturally bound practices which seem to hinder English language learning.† Zaid (1996) warns against teachers developing â€Å"personalized theories† of teaching when it might result in a â₠¬Å"methodological gap† between what they are doing in the classroom and what program administrators – working within the socio-cultural framework of the KSA – expect. Personalized teaching might also result in a preferential gap between how the teacher prefers to teach and how the students prefer to learn. Good practice then is clearly a collaboration between program administration, teacher preference, and the expectations of students as a group and as individuals. â€Å"Individual† is stressed here because, as Oxford (2003, p. 16) emphasizes, a teacher needs â€Å"adequate knowledge about their individual students style preferences† in order to provide the most effective classroom instruction. The literature examined in this essay, while clearly suggesting learning trends and preferences based on cultural background, also suggest an openness and flexibility in the learning strategy preferences of Saudi, and other Arab, students. In fact, the impact of culture is often found to be influenced by other factors, such as individual personality traits (Oxford, 2003), gender, as well as motivation (Kaylani, 1996, p75). Individual learners who are more motivated – regardless of cultural background – will use a wider range of learning strategies thus ensuring greate r success in their learning (Oxford, 1996a, p118). This may further imply that students may successfully adjust preference and expectation if a teacher introduces new activities â€Å"on trial† (Tomlinson, 2005), in the first instance, and only incorporate lesser used strategies should students find them useful and enjoyable. In fact, Tomlinson (2005) suggests that while learners may well have expectations based on cultural norms and experiences, the level of innovation introduced by any given individual teacher into the EFL classroom may have the effect of creating a new and unique to the classroom â€Å"temporary culture.† Tomlinson finds that even in significantly different cultural contexts, â€Å"educational cultures seem to be remarkably similar† (p. 139), what he refers to as a â€Å"universal† education culture. He calls it a Tomlinson seeks to stress the â€Å"teachers attitude† in response to the perceived cultural context in which they work and warns against the â€Å"dangers of cultural overgeneralization.† He concludes that teachers should remember that in a classroom teachers teach to a â€Å"class of diverging individuals rather than to a convergent group of cultural stereotypes.† Conclusion In conclusion then, the sociocultural and religious context in the KSA clearly influences teaching and learning. Teachers should not only be aware of the cultural context in which they teach and but this context should directly inform their choices of method and materials. However, teachers should avoid, on the one hand, making methodological choices based on overgeneralizations and preconceived ideas about how cultural issues influence their students, and on the other hand, should also avoid personalizing their methodology to suit their preferences and ideology. Methods and strategies employed in EFL instruction should always be negotiated anew between the teacher and the group of individual students. And all of this, of course, within the general framework of the sociocultural and religious dynamic prevalent in the KSA. References Abdan, A.A., and Almuarik, S.A., 1992. The Learning Style Preference of Saudi EFL University Students. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 4, No. 1, Abstract from King Saud University Journal Digital Library, Available from: http://digital.library.ksu.edu.sa/paper2214.html. [Accessed 15 November 2008]. Abu-Ghararah, A.H., 1996. The Learning Strategy Uses of EFL Students. [online] In Educational Journal, Faculty of Education, Kuwait University. Vol. 10, No, 38, pp. 15-32, Available from: http://abughararah.com/App_content/File/Researches/07.pdf  [Accessed 16 November 2008]. Alhaidari, A.O., 2003. The Compatibility of Freshman EFL Textbooks Used by Saudi Universities with Islamic Culture. [online] In Journal of King Saud University. Educational Sciences Islamic Studies. Vol. 15, No 2, pp1-41, Available from: http://wwww.ksu.edu.sa/printpress/researches/V28M206R2970.pdf, King Saud University Journal Digital Library.  [Accessed 17 November 2008]. Al Haq, F.A., and Smadi, O., 1996. Spread of English and Westernization in Saudi Arabia. In World Englishes, Vol. 15, No. 3, pp 307-317. Al-Seghayer, K., 2005. Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. In G Braine, ed. Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, p 125-191. Byram, M., and Grundy, P., eds., 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Kaylani, C., 1996. The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan, p 75-88. In Oxford, R.L., ed., 1996. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. : University of Hawaii Press. Khuwaileh, A.A., 2000. Cultural Barriers of Language Teaching: A Case Study of  Classroom Cultural Obstacles. In Computer Assisted Language Learning, Vol. 13, No. 3, pp. 281–290. Kniffka, H., 1992. Cultural Identity, Life Cycles and Intercultural Communication: Teaching  German to Adults in Saudi Arabia. In Language Teaching Journal, Vol. 2, pp. 75–80. Marcinkiewicz, H.R., 1995. Educational Technology Transcends the Saudi Desert and Cultural Mores. [online] In TechTrends, Vol. 40, No. 2. Preview available from http://www.springerlink.com/content/m415w713355677h4/fulltext.pdf?page=1, Springer Boston  [Accessed: 16 November 2008]. Oxford, R.L., 2003. Language Learning Styles and Strategies: An Overview. In Learning Styles Strategies: Oxford, GALA. Oxford, R.L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R.L., 1996. Language Learning Motivation. Manoa: University of Hawaii Press. Oxford, R.L., ed., 1996a. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press. Riazi, A., and Rahimi, M., 2005. Iranian EFL Learners’ Pattern of Language Learning Strategy Use. In The Journal of Asia TEFL, Vol. 2, No. 1, pp. 103-129. Tomlinson, B., 2005. English as a Foreign Language: Matching Procedures to the Context of Learning. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, p. 137-154. Traynham, M.S., 2006. Challenges for EFL Students and Teachers in Saudi Arabia [online] TESOL Courses.  Available from: http://www.tesolonline.com/articles/complete_articles.php?index=177category=59  [Accessed: 15 November 2008]. Wesche, M., 2004. Teaching Languages and Cultures in a Post-9/11 World. [online] In The Modern Language Journal, Vol. 88, No. 2, pp. 278-285.  Available from: http://www.jstor.org/stable/3588759, Blackwell Publishing.  [Accessed: 16 November 2008]. Zaid, M., 1996. Ascertaining the Pedagogical Preferences of EFL Teaches in Saudi Arabia. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 8, No. 2. pp. 1-20. 20. Available from http://digital.library.ksu.edu.sa/V8M317R2260.pdf Abstract from King Saud University Journal Digital Library.  [Accessed 15 November 2008]. 9/ 9