Obesity And The United States - 1265 Words

Obesity in the United States has been a serious problem affecting Americans and has been continually growing higher in numbers each year. American obesity has nearly doubled within the last 40 years and is now considered to be an epidemic that is affecting millions of people around the nation. According to the National institute of Diabetes and digestive and kidney Diseases, 31% of men and 35% of women are considered seriously overweight, along with 15% of children between the ages of six and nineteen are also overweight. The lack of physical inactivity and extreme poor dieting are catching up to almost the same threat as cigarettes and tobacco smoking. We as a nation are considered to be the fattest country in the world. Obesity is a†¦show more content†¦But now it is found and occurring in many children. At a young age moderate obesity can dramatically increase the risk of getting diabetes. Because of the excess amount of stress put on the knees and hips, obesity can affect the joints in a serious way. Most obese persons cannot receive joint replacement surgery. The additional fat tissue that is formed in the body need oxygen and nutrients in order to live. This causes high blood pressure because the blood vessels cannot circulate more blood to the fat tissue and increases the workload of the heart. The heart now has to pump more blood through the blood vessels. All the extra weight raises the rate of your heart and reduces the body’s ability to transport the blood to where it is needed. The risk of cancer increases tremendously as well. Men that are overweight get a higher risk of colon cancer and prostate cancer. Women that are overweight have a higher chance of breast cancer, colo n, uterus, and gallbladder. Our social culture is defined on the idea of physical attractiveness. When it comes to psychosocial effects, being overweight plays a major role in the health of an individual. Culture believes in the perfect ideal person to be thin and in shape. This is considered the â€Å"sexy† and norm of our society. The people that are overweight and obese are often blamed for their weight and are automatically considered lazy and weak minded. This ultimately results in these people having fewer love lives and being placed in

Communication as a Key Driver of All Business Activities, Three Roles Term Paper

Essays on Communication as a Key Driver of All Business Activities, Three Roles of Leaders as Communicators, Drivers of Effective Communication Term Paper The paper â€Å"Communication as a Key Driver of All Business Activities, Three Roles of Leaders as Communicators,   Drivers of Effective Communication" is an exciting example of term paper on management. A disaster in its context is a serious disruption in a community that is a result of the impact of the disastrous events and requires extensive coordination of different stakeholders including the state and other entities to aid the community to recover from the disruption. Disaster management, on the other hand, is all the arrangements undertaken to manage the adverse effects of an event; this might be either arrangement for preventing, mitigating, responding to, preparing for, and recovering from a disaster. Governments, business institutions, learning institutions, and community-based organizations have disaster management strategic policies that allow them to come up with relevant disaster management programs should any adverse event occur. It is vital to note that communicat ion is an essential aspect of disaster management; for instance, communication helps in coordination of events, staff members, aid groups, and above all disbursement of the critical decisions made with regard to the disaster. Without communication disaster management programs cannot be successfully implemented.From Brisbane’s International Airport case study, it is evident that the company lacked a comprehensive disaster management strategic policy and if it was there, it was a weak policy that could not withstand the situation. There was virtually no coordination of events, the airline staff members, for instance, questioned Fred Smith for which grounds or policy was he using in trying to advise them on the way forward. Consequently, the CEO of the airport was adamant to intervene in the whole scene. Following this observation, this paper is an analytical report that discusses the different strategies and skills of communication that the airline could have put in place to ma ke sure that when adverse or disastrous events occur, the company should be in a position to respond efficiently and effectively.Effective Communication StrategyCommunication in any organization has two main effects; it can be a symptom and a cause for organization failure (Clemmer, 2013). Good communication strategies propagate companies to achieve their mission. Across all organizations, the world over, good communication strategies employed within these entities coupled with good communication practices and systems are key components in ensuring superb performance. Experts in communication have established that, information, knowledge, and understanding within any organization, are the life of that organization (Facey, 2013). Dynamic and performance-oriented firms appreciate the significant value of an effective communication strategy particularly in situations that demand immediate action or response. Effective communication results in, rather it is key in delivering immediate a nd tangible results (Facey, 2013). These range from, customer satisfaction, increased employee satisfaction, quality service, and product delivery and it is also crucial in recruiting and retaining talented personnel for the company (Facey, 2013).Organizations with poor organizational structure, ineffective processes, unaligned rewards, bureaucratic systems, poor customer focus together with unskilled leadership have poor communication strategies (Facey, 2013). Contrastingly, firms with elaborate organizational structures, an organizational culture that fosters performance, strategic leadership, and strong and measurable vision excel in their ventures.A comprehensive communication strategy has vast impact/influence and thus propels the change and improvement agenda. Firms with a strong communication strategy keep every member of the organization with up to date information and hence everyone is made to focus on priorities and goals of the organization (Facey, 2013). Similarly, effec tive communication strategies offer members of the organization with an opportunity to provide feedback on the progress on the course correction required. In essence, an effective communication strategy sets the tone and direction of improvement effort (Facey, 2013).

Students Diversity and Teaching Practices free essay sample

Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student teachers which are on teaching practice, if they are aware about their lacking experience and need of more learning, as well as willing to learn and gain, then they can learn practically much more from experienced teachers and teacher educators. During teaching practice, it is not only that they have opportunity of teaching but they also have the opportunity to observe inside and outside of the classroom. In this connection data was collected from 650 student/prospective teachers who have completed their teaching practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting findings were found in this regard. Key Words: teaching practice, problems, issues, Pakistan Introduction Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et. al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement mostly of a 1Federal 2 College of Education H-9, Islamabad, Pakisatn,[emailprotected] com G C University, Faisalabad,Pakistan 3The niversity of Gujrat, Pakistan 4Federal College of Education H-9, Islamabad, Pakisatn  © 2010 International Online Journal of Educational Sciences ISSN: 1309-2707 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969). Definitions of Teaching Practice A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Teaching practice is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. Objectives of Practice Teaching According to Akbar (2002) Following are the objectives of practice teaching: 1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. 2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. 3. To develop personal relationship with others: administrators, teachers, parents and students. 4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. 340 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. 6. To enable the student teachers effectively to plan and prepare lessons. . To develop skill in the use of fundamental procedures, techniques and methods of teaching. 8. To develop desirable professional interests, attitudes and ideas relative to teaching profession. 9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. 10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefit s of constructive criticism. 11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. 12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. 13. To provide an opportunity to liaison with school environment, its functioning and with community and its resources. 14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school. Stages in teaching practice Following are the stages in teaching practice 341 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Primary Stage It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids. Preparation of Lesson For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Well prepared lecture gives confidence to the teacher in the class. Student teachers and supervisor can reform the teaching learning process after its evaluation. Qualities of a Good Lesson A good lesson has the following qualities: I. II. III. IV. V. VI. VII. Lesson planning should be in complete detail. Lesson should be interesting. Effective and timely use of teaching methods and teaching aids. Student should be ready for learning. Students should be involved practically in teaching learning process. Lesson should be taught in professional and friendly environment. All students should be given same attention by keeping in view their individual differences. 342 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching in Classroom The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson. Evaluation of Teaching Practice In order to evaluate the teaching practice supervisor observes the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson. Participation in other Routine Works of School Teaching in classroom is not the only objective of teaching practice, but also to provide training in all activities which student teachers are going to perform in future during their job as a professional teachers. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e. g. preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice. 343 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Role of Supervisor in Teaching Practice Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his/her all the abilities to make this experience (All the stages of teaching practice) result oriented. He/she should have got all the activities planned before hand. He/she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers. Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counselling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator. Teaching Practice in Pakistan A variety of teacher training courses are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M. Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board. 344 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching practice is doing nothing to serve the purpose and is working on adhoc basis. Those schools in which teaching practice is being conducted are not taking active part in preparing the teachers for future but only tolerating this activity. The administration and teachers of the participating schools are not aware of the required information for evaluation techniques, which are to be used during teaching practice. They are not fully aware of the importance of teaching practice for student teachers and future generations. It is fact that student teachers are not ideal teachers and due to this fact practicing school teachers cannot give them full authority but at least they can trust them. Practically two behaviours are seen here in Pakistan. Firstly these uninvited guests are considered inferior teachers and criticized without any justification. Secondly some teachers transfer their all burden to them. In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used. Research Questions 1. 2. 3. What are the issues and problems of teaching practice in Pakistan? How do the prospective teachers view the trends of teaching practice in Pakistan? How far does the Practice Teaching help the student teachers in anticipating the problems they might face in their professional lives? Research Methodology Population and Sampling The population of the study consisted of all the prospective teachers who are admitted to B. Ed programme in public sector institutions in four provinces of Pakistan. 650 prospective teachers were considered as the sample of the study. These students were selected from 26 teacher training institutions, 25 students from each institute. 345 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Research Tool Development and Data Collection Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a twenty seven item questionnaire was developed out of which seven had the option of â€Å"yes† and â€Å"No; while the remaining 20 items had three options as â€Å"Maximum†, â€Å"To some extent† and â€Å"Not at all†. Administration of Research Tool The questionnaires were administered on prospective teachers personally and responses were received. Data Analysis The data collected through questionnaire was terms of percentage and mean scores. coded and analyzed through SPSS XII in Findings Data collected through the questionnaire was analyzed in terms of percentage and mean score. The findings drawn out from the data analysis are given below. Table 1. I agree with the importance attached to practice teaching. Yes Number of Responses Percentage 87. 6% 12. 4% 569 No 81 650 Total Above table reveals that 87. 6% prospective teachers responded that they agree with the importance of teaching practice and 12. 4% responded in negative. 346 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 2. There is clarity of concepts before the actual process of teaching. Yes Number of Responses Percentage 487 No 163 650 74. 97% 25. 03% Total Above table reveals that 74. 7% prospective teachers reported that they have been given orientation before the start of teaching practice and 25. 03% reported in not. Table 3. The help extended by the Parent institution was quite appropriate. Yes Number of Responses Percentage 63. 54% 25. 46% 413 No 237 650 Total Above table shows 63. 54% respondents were in favour that department /institute extended help provided the criteria for the evaluation of the teaching practice and 25. 47% are not in favour. Table 4. It helps when you replicate the assessment and evaluation procedure adopted by your teachers during the theoretical sessions. Yes Number of Responses Percentage 65. 38% 34. 62% 425 No 225 650 Total 347 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 69. 38% prospective teachers are in favour that they have been provided with the manual of rules and regulation regarding teaching practice and 34. 62% not reported in favour. Table 5. The school provided the necessary infrastructure and the attitude of the staff was encouraging. Yes Number of Responses Percentage 56% 44% 364 No 286 650 Total Above table reveals that 56% respondents have responded in favour that attitude of the staff was encouraging and 44% not responded in favour. Table 6. Peer co-operation develops critical thinking and polishes teaching skills. Yes Number of Responses Percentage 56. 46% 43. 54% 367 No 283 650 Total Above table shows that 56. 46% have reported that they have been provided with separate staff room in the practicing school during teaching practice and 43. 54% reported in negative. Table 7. The school staff often visits the classrooms and gives informative tips. Yes Number of Responses Percentage 54. 6% 45. 24% 348 No 294 Total 356 650 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table reveals that 54. 76% respondents are affirmative that the staff of practicing school is cooperative and 45. 24% are not affirmative. Table 8. Appropriate information in orientation about teaching practice. Maximum Number of Responses Percentage 36. 92% 20. 76% 42. 30% 240 T o Some Extent 135 Not at All 275 650 1. 94 Total Mean Above table reveals that 36. 92%respondents responded for maximum, 20. 76% for to some extent and 42. 30% for not at all and mean score is 1. 4, which shows that appropriate information about teaching practice are mostly not given in orientation. Table 9. The school administration paid due consideration to my preferences while allocating the classes. Maximum Number of Responses Percentage 48% 10. 30% 41. 69% 312 To Some Extent 67 Not at All 271 650 2. 06 Total Mean Above table reveals that 48% prospective teachers opted for maximum, 10. 30% for to some extent and 41. 69% for not at all and mean score is 2. 06, which supports that choice of prospective teachers are mostly not considered for assigning the lesson. Table 10. From the attitude of the school administration, I got a fair experience of how to organize a school. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 30. 15% 11. 07% 58. 76% 349 196 72 382 650 1. 71 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 30. 15% respondents are in favour of maximum, 11. 07% in favour of to some extent and 58. 76% are in favour of not at all, the mean score is 1. 71 which supports that attitude of school administration do not provide a fair experience about the organization of school. Table11. There is a sufficient availability of Audio-Visual Aids. Maximum Number of Responses Percentage 11. 05% 21. 56% 67. 38% 72 To Some Extent 140 Not at All 438 650 1. 44 Total Mean Above table shows that 11. 05% respondents opted for maximum, 21. 56% for to some extent and 67. 38% for not at all, the mean score is 1. 44. This shows that audio visual aids are not available in the practicing school. Table 12. The Supervisors were quite frequent in their visits to the schools. Maximum Number of Responses Percentage 50. 92% 19. 69% 29. 38% 331 To Some Extent 128 Not at All 191 650 2. 21 Total Mean Above table reveals that 60. 92% respondents opted for maximum, 19. 69% for to some extent and 29. 38 %for not at all, the mean score is2. 21 which shows that mostly each lesson plan is checked and remarks are given by the supervisors. 350 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table13. The supervisors regularly assessed the lesson plans before the start of the classes. Maximum Number of Responses Percentage 37. 23% 39. 53% 23. 07% 242 To Some Extent 257 Not at All 150 650 2. 14 Total Mean Above table reveals that 37. 23% respondents opted for maximum, 39. 3% for to some extent and 23. 07% for not at all, the mean score is 2. 14. This shows that to some extent supervisors regularly assessed the lesson plans before the start of the classes. Table14. The supervisors visited the classes regularly. Maximum Number of Responses Percentage 26. 50% 44. 61% 28. 92% 172 To Some Extent 290 Not at All 188 650 1. 98 Total Mean Above table reveals that 26. 50% re spondents opted for maximum, 44. 61% for to some extent and 28. 92% for not at all, the mean score is 1. 98. This shows that supervisor did not visit the classes regularly. Table15. The supervisors often discuss the ongoing teaching practice with the school administration. Maximum Number of Responses Percentage 41. 69% 25. 84% 32. 46% 271 To Some Extent 168 Not at All 211 650 2. 09 Total Mean 351 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 41. 69% respondents favoured for maximum, 25. 84% to some extent and 32. 46% not at all. The mean score is 2. 09, which show that supervisors often discuss the ongoing teaching practice with the school administration. Table16. Teaching practice scheduled is strictly followed. Maximum Number of Responses Percentage 50% 25. 23% 24. 76% 325 To Some Extent 164 Not at All 161 650 2. 25 Total Mean Above table shows that 53. 06% respondents opted for maximum, 32. 65% to some extent and 14. 29 not at all. The mean score is 2. 39, which supports that mostly teaching practice scheduled is strictly followed. Table17. I got enough experience and knowledge of delivering the lessons and organizing the classes. Maximum Number of Responses Percentage 35. 53% 40 % 24. 46% 231 To Some Extent 260 Not at All 159 650 1. 80 Total Mean Above table shows that 38. 3% respondents are in favour of maximum, 40% to some extent and 24. 46% to not at all. The mean score is 1. 80, which proves that mostly student teachers got enough experience and knowledge of delivering the lessons and organizing the classes. 352 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table18. There were enough chances for development of awareness as far as Teaching Skills are concern ed Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 64. 92% 22% 13. 07% 422 143 85 650 2. 58 Above table reveals that 64. 2% respondents opted for maximum, 22% for to some extent and 13. 07% for not at all. The mean score is 2. 58, which proves that mostly there were enough chances for development of awareness as far as teaching skills are concerned. Table19. Performance Assessment should take place during Teaching Practice. Maximum Number of Responses Percentage 35. 23% 22. 30% 42. 46% 229 To Some Extent 145 Not at All 276 650 1. 92 Total Mean The above table reveals that 35. 23% respondents are in favour of maximum, 22. 30% in favour of to some extent and 32. 46% in favour of not at all. The mean score is 1. 2, which shows that the evaluation process for teaching practice is not satisfactory. Table 20. There was a possibility of shifting the Methods from one to the other during the classes Maximum Number of Responses Percentage 22% 50% 28% 353 To Some Ex tent 325 Not at All 182 Total Mean 143 650 2. 05 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table shows that 22% respondents are in favour of maximum, 50% to some extent and 28% not at all. The mean score is 2. 05; this shows that all the teaching methods and techniques studied theoretically were applied practically to some extent. Table 21. There is a need to improve the quality of teaching practice to meet the latest challenges. Maximum Number of Responses Percentage 62. 61% 18. 15% 19. 23% 407 To Some Extent 118 Not at All 125 650 2. 43 Total Mean Above table shows that 62. 61% respondents opted for maximum, 18. 15% for to some extent and 19. 23% for not at all. The mean score is 2. 43, which shows that there is a dire need to improve the quality of teaching practice to meet the latest challenges. Table 22. There was an opportunity after the teaching practice to discuss the problems with the teachers and give suggestions Maximum Number of Responses Percentage 19. 3% 18. 15% 62. 61% 125 To Some Extent 118 Not at All 407 650 1. 56 Total Mean Above table indicates that 19. 23% respondents are in favour of maximum, 18. 15% are in favour of to some extent and 62. 61% in favour of not at all. The mean score is 1. 56, this shows that there was not an opportunity after the teaching practice to discuss the problems with the te achers and give suggestions. 354 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 23. Given the choice, I shall change the techniques and methods I had employed during teaching practice. Maximum Number of Responses Percentage 46. 15% 19. 23% 34. 61% 300 To Some Extent 125 Not at All 225 650 2. 11 Total Mean Above table indicates that 46. 15% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 34. 61% in favour of not at all. The mean score is 2. 11, which shows that mostly students used different methods and techniques during teaching practice. Table 24. More time should be devoted to preparing teachers before teaching practice starts. Maximum Number of Responses Percentage 64. 61% 30. 76% 4. 61% 420 To Some Extent 200 Not at All 30 650 2. 0 Total Mean Above table indicates that 64. 61% respondents are in favour of maximum, 30. 76% are in favour of to some extent and 4. 61% in favour of not at all. The mean score is 2. 60, which shows that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. 355 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Ta ble 25. The student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Maximum Number of Responses Percentage 65. 53% 24. 92% 9. 3% 426 To Some Extent 162 Not at All 62 650 2. 56 Total Mean Above table indicates that 65. 53% respondents are in favour of maximum, 24. 92% are in favour of to some extent and 9. 53% in favour of not at all. The mean score is 2. 56, which shows that students are strongly of the view that student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Table 26. I had the availability of all the instructional material that I needed. Maximum Number of Responses Percentage 30. 76% 11. 53% 57. 69% 200 To Some Extent 75 Not at All 375 650 1. 73 Total Mean Above table indicates that 30. 76% respondents are in favour of maximum, 11. 53% are in favour of to some extent and 57. 69% in favour of not at all. The mean score is 1. 73, which shows that students did not have the availability of all the instructional material that they needed. Table 27. Overall, I am satisfied with the quality of teaching practice as conducted in Pakistan. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 26. 92% 19. 23% 53. 84% 175 125 350 650 1. 73 356 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table indicates that 26. 2% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 53. 84% in favour of not at all. The mean score is 1. 73, which shows that students are not satisfied with the quality of teaching practice as conducted in Pakistan. Discussion Teaching practice is a compulsory component in teacher training programme, but some respondents were denied to have it, one possible reason might be that their institution did not send them for the purpose. Government of Pakistan (2003) states that quality education requires motivated and competent teachers at all levels. Teaching practice is a segment, which provides opportunity to prospective teachers; apply theoretical knowledge practically in real situation. The importance of teaching practice is not recognized practically in the teacher training institutions of Pakistan. Government of Pakistan (1998) accepted that the existing teacher education programme as considered is not being adequately responsive to the demands for quality in the school system. Objective, manual, orientation, rules and regulation of teaching practice are neither prepared nor supplied properly. These are prepared in few institutions but not supplied to all concerned person of the teaching practice. Rashid (1999) quoted that an objective is more specific and describes definite activities. Application of all methods and techniques are very essential for quality training, developing confidence, competency and skills, which are helpful in transfer of learning and knowledge comprehensively. But in prevailing situation teaching practice is based on conventional style. There is no use of latest techniques; the departments/ institutions are also not providing A V aids and other helping material. The role of supervisors in the teaching practice is very rare. The supervisors do not provide proper guidance. Supervisors are seen over loaded and sufficient facilities and incentives are also not being provided by the departments/institutions. Issani and Virk (2004) describe that due to lack of adequate training facilities for university teachers the present position of teacher with proper professional competencies and training is alarming low. 357 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Evaluation and assessment criteria is also very formal like satisfactory, unsatisfactory, good, very good or marks % etc. during evaluation all the aspects of teaching skills are not being considered. The segment of teaching practice in teacher training institution is not considered seriously. Modern techniques are neither supplied nor applied. Rafaquat (2002) quoted that mostly the teacher training institution are following lecture methods. It is recommended to adopt modern and better teaching training methodology like demonstration, discovery or participation methods to attain qualitative improvement. The duration of teacher training should be lengthened to develop favourable attitudes of prospective teachers towards teaching profession. It is need of the new trends of education to improve the quality of teaching practice. New inventions demand that teachers must be well trained, having latest knowledge and be able to apply the new approaches with latest technology. Quality of education and implementation of all policies and plans are depended upon the motivated and quality based teachers. Duration of teaching practice is short. It is not up to the international standard. Farooq (1990) who has pointed out short duration of teacher training programme as compared with the developed countries. Rafaquat (2002) who reported that the duration of teaching practice of teaching may be increased according to the programme of training. The quality of teaching practice may be improved by providing adequate human: physical resources and special consideration must be given to the practical components of teacher training programme for producing quality teachers. Conclusions Teaching practice is an activity, which can play an important role in preparing teachers for future challenges in a classroom. Its effectiveness for the nation is beyond any doubt. It is a milestone for professional adolescence. It is a fuel for an endless journey and a combination of personality, professional skills, knowledge and training. Now it is the duty/responsibility of teacher educators and teachers of practicing schools to make this fuel endless. Brief conclusions on the basis of the findings are as follows. Most of the respondents agreed that manual of rules and regulations of teaching practice were not provided to the 358 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 rospective teachers before going to practicing schools. The supervisors neither indicated shortcomings in the lesson plan nor did they assess practically each lesson of the prospective teachers on daily basis. Objectives of teaching practice were not prepared properly and supplied to all the concerned in writing. Before commencing the teaching practice, orientation was not given to prospective teachers and the concerned staff, where they could be able to share the ambiguities regarding procedure, manual and evaluation process. Time table/schedule of the teaching practice was strictly followed by the departments/institutions but evaluation and supervision criteria were not up to the mark. The interest and choices of the prospective teachers were not considered while assigning the period and timetable during the teaching practice. Feedback from the participating school, administration, supervisors and prospective teachers was not taken so the practice could not play an effective role to develop confidence, vision and competency in the prospective teachers. Recommendations Rules and regulations of teaching practice should be defined by the institutions before the student teachers go for teaching practice. It will not only help the student teachers but also the supervisors to achieve the predefined targets. Specific teachers should be appointed by the concerning departments to observe teaching of student teachers so that they may stay whole day in school to check the activities of the students and comment honestly. Orientations should be given to the student teachers before teaching practice so prepare them mentally for the challenges coming in their way during teaching practice. Teaching practice should be given proper weight age. Students should be informed before hand the process of evaluation of teaching practice so that the teacher students may try their best to improve their performance consciously. It seems that student teachers are not satisfied with their time table and periods during their teaching practice. Institutions should properly contact schools before starting teaching practice and set their time table according to students’ choice other wise students should be prepared accordingly. It would be a good practice if institutions develop permanent sort of links with some specific schools to adjust their students instead of selecting schools haphazardly to improve this 359 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa practice and to make it more effective. School administration can be cooperative if it finds some kind of incentive in it for their school otherwise it might think that student teachers are there only to disturb the school. Feedback from student teachers regarding the problems faced by them in schools should be considered important to improve the practice for next time. Institutions should try to fill the gap between theory and practice because some times the situation in schools is different to that taught to the students in theory so to save the student teachers from any sort of bewilderment. References Akbar, R. A. (2002). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Brwn, P. D. Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England Cohen, A. Carver, N. (1970). A Students’ Guide to Teaching Practice. University of London Press, London. Cohen, L. Manion, L. (1983). A Guide to Teaching Practice. Methuen, London. Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education, Islamabad. Government of Pakistan (2003). Islamabad. Furlong, V. J. ; P. U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the School. Open University Press, Philadelphia. Education for all 2001-2015, Ministry of Education, 360 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Govt. of Pakistan. (1997). Pakistan Vision 2010. Report; Seminar on Education. Planning and Development Division, Islamabad. Issani, C, U. A. G M, L, Virk (2004). Higher Education in Pakistan: A Historical and Futuristic Perspective, National Book Foundation, Islamabad. Malik, S. R. (1992). The System of education in Pakistan. National Book Foundation, Lahore. Muhammad Ashraf (1990). Dictionary of Primary Education. A. P. H. Publishing Corporation, New Delhi. R, A, Farooq (1994). Education System in Pakistan: Issues and Problems, Asia Society for Promotion of Innovation and Reforms in Education, Islamabad. Rashid, M (1999). Teaching Strategies, Allama Iqbal Open University, Islamabad. Shah, R. A. (1995). Education and Teacher education in Pakistan. Pakistan study Centre, University of Sindh, Jamshoro. Taneja, R. P. (2000). Encyclopaedia of Comparative Education, Vol. 4. Anmol Publications Pvt. Ltd. , New Delhi. 361

Kenyon Commencement Speech Essay Essay Example

Kenyon Commencement Speech Essay Paper One of the best beginning addresss that were given was by David Foster Wallace. Many may state that he was a superb adult male. which he genuinely was. In his address you can state he gave a life lesson to his graduating category and the people among them. He gave his position of what â€Å"freedom† truly is. Freedom is to be able to care of others alternatively of merely yourself. to be able to be free from your ain head. to be able to alter your default scene. You can be in control of your bosom and your head ; be their maestro and be able to command them your wants and demands. Always try to believe long and difficult about your life determinations and everything that defines who you are. Peoples can hold or differ with Wallace’s point of position on freedom because freedom is so large and it has different significances for everyone. To truly hold freedom and to be able to populate the manner that you truly want to. is truly all up to you. You need to do your life de terminations for yourself and maintain your fingers crossed that you truly hold yourself figured out and you’re perfectly certain you know what you’re making and where your determinations will take you. We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Your head and your bosom are merely under your control and they will make as you say. Now we all know that the head and the bosom don’t ever acquire along. one can desire one thing and the other one can oppugn that. It’s alright to be confused. but to be able to state yourself to maintain composure and grok what is traveling on with yourself and what is around you will merely fulfill you. Wallace provinces. â€Å"This I submit. is the existent freedom of existent instruction. of larning how to be well-balanced. You get to consciously make up ones mind what has significance and what doesn’t. You get to make up ones mind what to worship† ( 207 ) . This statement that he made is nil but true. You should be able to believe for yourself and respond the manner that you feel. Never make a determination based on the determinations of your parents. co-workers. friends. because you can hold your ain ethical motives and beliefs. and that’s what makes you. you. To hold freedom is to be your ain individual. believe logically. and know the right manner to respond in life. â€Å"It’s the automatic manner that I experience the drilling. frustrating. crowded parts of grownup life when I’m runing the automatic. unconscious belief that I am the centre of the universe. and that my immediate demands and feeling are what should find the universes priorities† ( 206 ) . says Wallace. In everyone’s caput. the universe is all about us and we are the centre of attending. Most of the clip we neer think about the people among us and their feeling or state of affairs. It’s easier for us to believe about our demands and the state of affairs that we are in that 2nd. Wallace besides says how sometimes we need to step out of our ain places and seek to look at the state of affairs from person else’s point of position. Which merely sound superb because every bit much as being â€Å"selfish† is in our nature. there might be people in worse state of affairss than us. It’s ever easy for us to kick about our jobs. which some people may truly hold. and others may overstate over a interruption up and believe that’s the terminal of the universe. Before making or stating something you will repent you need to take others in consideration. You can take full control over your head and alternatively of responding the manner that you automatically would. you could take to do the right determination and understand that non everything is ever about you. You have the power to command yourself if you truly want to. No 1 truly likes to be commanded to make anything. In fact. many of us intentionally do the antonym of what we are told to make because we want to be â€Å"rebels† or because we want to turn out our ain point. One thing that is ever hard for us to travel against is our ain head. It takes dedication and strength to hold the bravery to contend against your head. and to be able to alter your default scene. Like it was mentioned before. our default scene is chiefly to be selfish and think that it’s all about us. â€Å"Think of the old cliche about the head being an first-class retainer but a awful master† ( 202 ) . says Wallace. If you truly look deep into this cliche . you truly get down to recognize how much sense it truly makes. How astonishing would it be if you were ever the maestro of your head and it ever did merely as you said. Never would you have to hold a default scene of your ain. you would be in the scene that you pleased to be in. Most of us suffer in our ain ideas and allow our heads take over our whole organic structure. To be able to put yourself free. you need to larn to put yourself free from your ain head. You need to be the maestro of your head alternatively of being its waiter. In decisions. you can state that Wallace was seeking to learn his fellow graduating category to larn non to takes things for granted. Freedom is fundamentally all about being able to be well-balanced. Bing able to care for others. set yourself in their places and seek to do bad state of affairss look better. Our default scene is all about ourselves ; how we feel. how we look. what we think. what we want. etc. To be able to alter that default scene and be able to believe of others merely every bit much as believing about yourself would reasonably much give you the feeling of being free. To hold the power to command your head alternatively of being under its control. As we all know. it’s ever hard to acquire your bosom and head to acquire along and hold. Well. if you genuinely wanted. you can do them acquire along. Everyone has their ain ideas about this topic. This beginning address that Wallace gave about â€Å"freedom† was one of his brilliant authorship. His address genuinely shows how he feels about freedom. and of class he cared plenty to inform others about it before they all started a life outside of school.

Informative Speech Dreams Essay Example

Informative Speech Dreams Essay Example Informative Speech Dreams Essay Informative Speech Dreams Essay the part that interprets images stays wide awake. So, basically, your brain gets down to business, Eng to makes sense of all the bits of memory and imagination. The human brain is a mysterious little ball of gray matter. After all these y , researchers are still baffled by many aspects of how and why it operates like it does. Scientists have b performing sleep and dream studies for decades now, and we still arent 100 percent sure about the if on of sleep , or exactly how and why we dream. There are several theories as to why we dream. One is this names work hand in hand with sleep to help the brain sort through everything it collects during the waking ours. Your brain is met with hundreds of thousands, if not millions of inputs each day. Some are mini sorry details like the color Of a passing car, while others are far more complex, like the big presentation e putting together for your job. During sleep, the brain works to plow through all of this information to dc what to hang on to and what to forget. Some researchers feel like dreams play a role in this process. These rises are just guesses but there is some research to back up the ideas that dreams are tied to how h, Oromo memories. Studies indicate that as were learning new things in our waking hours, dreams increase w we sleep. Participants in a dream study who were taking a language course showed more dream act Han those who were not. Another theory is that dreams typically reflect our emotions. During the d our brains are working hard to make connections to achieve certain functions. When posed with a tough h problem, your brain is incredibly focused on that one thing. And the brain doesnt only serve me functions. If youre building a bench, your brain is focused on making the right connections to allow you ends to work in concert with a saw and some wood to make an exact cut. The same goes for simple task e hitting a nail with a hammer. Have you ever lost focus and smashed your finger because your mind was else where? Some have proposed that at night everything slows down. We arent required to focus on anything during sleep, so our brains make very loose con injections. Its during sleep that the emotions of the day battle it out in our dream cycle. If something is weighing heavily on your mind during the day, chances are you might dream about it either specifically, or through obvious imagery. For instance, if youre worried about losing your job to company downsizing, you may dream youre a shrunken person living in a woo RL of giants, or youre wandering aimlessly through a great desert abyss. Theres also a theory, define tell the least intriguing of the bunch, that dreams dont really serve any function at all, that theyre just a poi nettles byproduct of the brain firing while we slumber. We know that the rear portion of our brain gets pretty y active during ERM sleep, when most dreaming occurs. Some think that its just the brain winding down for the night and that dreams are random and meaningless firings of the brain that we dont have when we re awake. The truth is, as long as the brain remains such a mystery, we probably wont be able to pinpoint w tit absolute certainty exactly why we dream.

Washington Irving, Father of the American Short Story

Washington Irving, Father of the American Short Story Washington Irving (April 3, 1783–November 28, 1859) was a writer, essayist, historian, biographer, and diplomat most famous for the short stories Rip Van Winkle and The Legend of Sleepy Hollow. These works were both a part of The Sketch Book, the collection of short stories that won him international recognition. Washington Irving has been called the father of the American short story because of his early and unique contributions to the form. Fast Facts: Washington Irving Known For:  Father of the American short story, biographer, historian, diplomatAlso Known As:  Dietrich Knickerbocker, Jonathan Oldstyle, and Geoffrey CrayonBorn:  April 3, 1783 in New York CityParents: William Irving and Sarah SandersDied:  November 28, 1859 in Tarrytown, New YorkEducation: Elementary school, law schoolPublished Works:  A History of New York, The Sketch Book (including the stories Rip Van Winkle and The Legend of Sleepy Hollow), Bracebridge Hall, The Alhambra, The Life of George WashingtonFiancà ©e: Matilda HoffmannNotable Quote: There is a certain relief in change, even though it be from bad to worse; as I have found in travelling in a stage-coach, that it is often a comfort to shift ones position and be bruised in a new place. Early Life and Education Washington Irving was born on April 3, 1783, in New York City. His father William was a Scottish-American merchant, and his mother Sarah Sanders was the daughter of an English clergyman. At the time of his birth, the American Revolution was just ending. His parents were patriotic. His mother said upon the birth of her 11th child,[General] Washingtons work is ended and the child shall be named after him. According to Irving biographer Mary Weatherspoon Bowden, Irving maintained close ties with his family his entire life. Washington Irving read a great deal as a boy, including  Robinson Crusoe, Sinbad the Sailor, and The World Displayed. His formal education consisted of elementary school until he was 16, where he performed without distinction. Early Writing Career Irving began writing when he was 19 as a journalist using the pseudonym Jonathan Oldstyle.  As a reporter for his brother Peter’s newspaper The Morning Chronicle, he covered Aaron Burr’s treason trial. Irving traveled widely in Europe from 1804 to 1806 on a grand tour, paid for by his family. After returning, using the pseudonym Dietrich Knickerbocker, Irving published the 1809 comic history of Dutch life in New York, A History of New York. Some literary scholars consider this work of burlesque fiction to be his greatest book. He then studied law and he passed the bar in 1807. Engagement Washington Irving was engaged to marry Matilda Hoffmann, the daughter of a prominent local family. She died of consumption on April 26, 1809, at the age of 17. Irving never became engaged or married anyone after the tragedy. This loss indeed scarred his life. In response to an inquiry about why he had never married, Irving wrote in a letter, saying: For years I could not talk on the subject of this hopeless regret; I could not even mention her name, but her image was continually before me, and I dreamt of her incessantly. Europe and Literary Acclaim Irving returned to Europe in 1815 and lived there for 17 years. In 1820, he published  The Sketch Book of Geoffrey Crayon, Gent, a collection of stories including his best-known works,  Rip Van Winkle  and  The Legend of Sleepy Hollow. These stories are thought to be the first examples of the genre of the short story, and they are both gothic and humorous. The Sketch-Book was a milestone in American literary history because it was the first piece of American writing to garner European recognition. James Fenimore Cooper was the only other contemporary American writer to receive international acclaim. Later in his life, Irving would encourage the careers of great American authors Nathaniel Hawthorne,  Edgar Allen Poe,  and  Herman Melville. In 1832 while living in Spain, Irving published Alhambra, which described the history and stories of Moorish Spain. After a few years back in the United States, Irving returned to Spain, serving as the U.S. minister to Spain from 1842–1845 under President John Tyler. Other Writing Irving returned to the United States in 1846 and moved back to his home of Sunnyside in Tarrytown, New York.  In his later years, he wrote less fiction. His works include essays, poetry, travel writing, and biography. Over his lifetime, he published biographies of poet Oliver Goldsmith, the prophet Muhammad, and Christopher Columbus. Irvings contributions to the American idiom include coining the word â€Å"Gotham† as a nickname for New York City. Irving was also the first to use the phrase â€Å"the almighty dollar.†Ã‚   Later Years and Death With his popularity high, Irving kept up with work and correspondence into his 70s. He completed his five-volume biography of his namesake George Washington only eight months before his death. Washington Irving died of a heart attack in Tarrytown, New York on November 28, 1859. He seemed to foretell his death, as he said before going to bed: Well, I must arrange my pillows for another weary night! If this could only end! Irving was, fittingly, buried in Sleepy Hollow Cemetery. Legacy American literary scholar Fred Lewis Pattee summarized Irvings contributions as follows: He made short fiction popular; stripped the prose tale of its didactic elements and made it a literary form solely for entertainment; added richness of atmosphere and unity of tone; added definite locality and actual American scenery and people; brought a peculiar nicety of execution and patient workmanship; added humor and lightness of touch; was original; created characters who are always definite individuals; and endowed the short story with a style that is finished and beautiful. In 1940, Irving was the first author to be featured on the â€Å"Famous Americans† series stamps.   Sources â€Å"Concerning Washington Irving.†Ã‚  The Washington Irving Inn, 9 May 2019.Gallagher, Edward J.  Background: Irving the Historian.â€Å"Washington Irving.†Ã‚  Short Stories and Classic Literature.Weatherspoon Bowden, Mary. Washington Irving. Macmillan Publishing Company, Incorporated, 1981.

Critical Review Essay Example | Topics and Well Written Essays - 2000 words - 1

Critical Review - Essay Example From this, five study cohorts were organized with each cohort grouped in two: one group receiving CBT and the other one receiving ST. Data on all participants assessed at baseline, post-treatment, 3 month, and 12-month follow-up on measures of symptoms, mood, self-esteem, insight, social functioning, and hospitalizations by research assistants blind to treatment group were treated with importance and analysed utilising the general linear models (GLM) comparing outcomes (continuous variables) across time for the two treatment groups and also for categorical outcomes. Primary results of the study which centre on the beliefs as to the severity of voices and global auditory hallucinations were measured utilising the Psychotic Symptom Rating Scales for auditory hallucinations (PSYRATS) and the Belief about Voices Questionnaire—Revised (BAVQ-R), while the secondary outcomes which include psychotic symptoms, self-esteem, social functioning, insight, depression, and hospitalization we re measured through interview and self-report utilising Social Functioning Scale (SFS); the Beck Depression Inventory II (BDI-II); the Rosenberg Self-Esteem Scale (RSES); and the Beck Cognitive Insight Scale (BCIS). Results of the study indicate that both interventions are beneficial although on different outcomes: Enhanced ST was specifically effective in reducing auditory hallucinations, while group CBT was found specifically effective in reducing general psychotic symptoms. The inconsistency of these results with other recent group CBT studies – Barrowclough et al. (2006), Bechdolf et al. (2004) nor Wykes et al. (2005) – may be attributed to the basic differences of the participants in this study from those previous current studies which may have resulted to differences in a number of variables. More importantly, although enhance ST and group CBT have proven effective in different outcomes, the positive impact of enhanced ST on beliefs about auditory hallucinations

Interpersonal and Intrapersonal Skills Essay Example | Topics and Well Written Essays - 2000 words

Interpersonal and Intrapersonal Skills - Essay Example In addition to LSP, I intend to rely on learning cycle by Kolb (1984)to know how I can learn from experience and involve myself in reflective a reflective practice. In the second part of this portfolio, I will focus on a Critical Incident that I noticed in my group. The experience made me realise how group conflict is detrimental if, not checked. However, while conflict impacts negatively on productivity, recent studies shows that conflict can improve team effectiveness, if managed constructively (Amason, Hochwarter, Thompson, & Harrison, 1995). As suggested by Peppas (2006), social and cultural considerations affect the workplace environment and as such, I will discuss their impact on my intrapersonal and interpersonal effectiveness. As a personality assessment tool LSP find its use in testing how effectively a person can learn. On the same note, sensation seeking on LSP is considered to elicit curiosity and the desire for exploration. This in turn, enables an individual to explore different learning opportunities. However, when the level of sensation seeking increases, this can lead to either functional or dysfunctional results. In this sense, a functional learner is in a position to re-express sensation seeking by relying on socio-cognitive construct such as conscientiousness. Conversely, learners experiencing a dysfunction find it difficult to re-express sensation seeking. Consequently, the outcome is undesirable and may include dismal performance of a task among other dysfunctions (O’Connor & Jackson, 2008). I believe that, in order to achieve my goal of becoming a successful marketer, operating, as a functional learner is important. From the results of my LSP, I had a higher level of sensation seeking, and this indicates that, I have a strong desire to explore new experiences that can improve my learning (Jackson, 2009). Further, my socio-cognitive constructs such as conscientiousness,

Critical Thinking and Perception Essay Example for Free

Critical Thinking and Perception Essay What is real? Our perception of reality is often a product of the environment in which we live. In general, we formulate ideas of reality based on our own experiences as well as the experiences of the people around us. Our lives are influenced constantly by our surroundings. I truly believe that perception is a learned skill and not instinctive. Outside of our communities, television, radio and movies sculpt our perception of the outside world. I think most of my thinking at the ordinary level is based on perception, language, and information. At the most there is one logic step: If this than that. I think most thinking takes place in the perceptual stage. These are the questions that arise, How much do I take in? and how do I look at things? This perception is based on habits of perceptions and what I hear, what I read and how I express myself. I understand that we do not need to use much explicit logic because we have already built the logic into our language. For example, killing is bad unless justified by war or self-dense. I know that with decisions I followed what was recommended and what my friends were doing and then rationalized it with the following rationalization: Everyone does this and the stock rises for a while and when the market eventually gets a severe correction I rationalize that as well. This rationalization is based on informationnot all-available information but a selection that fits what I was inclined to do anyway. I think that logic can be used to reinforce perceptions (and prejudices) but logic and argument will not change perceptions. Perception is more than sensing; it is processing, reacting, and interpreting. Faith Bryne describes perception as, detecting the nature of both outer and inner worlds. In many cases, it also means responding in some way, either consciously or unconsciously. (Perception, 57) Perception is the way we look at things and I think processing is what we do with that perception. In my view if we take processing for granted then perception becomes even more important, because the way we look at a situation will determine what we can do about it. The influences (family, teachers, religion, race, environment, and economic level) that have shaped or conditioned my identity by instilling values, beliefs, viewpoints or attitudes that I have a ccepted without challenge serves as a perceptual block. The situations in which I am less of an individual because of these influences occur when I refuse to understand someone elses opinion or look for other points of view because of something I have been conditioned to believe is true. I am not one who handles others opinions without asking for them. I am not very consistent in ensuring that my opinions are informed. Often times I have not taken careful consideration of the evidence and have treated opinions as facts especially if I have expressed it to the point that I have begun to believe it as truth. At times, in what matters most I am inclined to assume too much and take too much for granted. I feel the strongest urge to conform when someone is a positive role model and conforming to this type of behavior I believe adds value. However, a situation in which this conformist tendency has interfered with my judgment is following others because it seemed the lesser of two evils. All to often at the workplace this is how some decisions are made just to close an issue that ultimately will recycle. Additionally, I tend to jump or make hasty conclusions more often than I would like. This occurs more so in the area of personal relationships. I have learned that there ar e some errors and bad habits that can lead to shallow or uncritical decisions instead of careful judgments. I have gained the most insight from the following errors and bad habits, which are: Resistance to change (habits), Conformity, Rationalization, Stereotyping, common sense, Oversimplification, Hasty conclusions, and unwarranted assumptions. I think the real key to each the of errors and habits mentioned above is my being conscious of the tendency to do them and to get into the habit of applying and practicing the different ways or approaches to avoiding the blocks to critical thinking. This will be an ongoing process if I am to be in control of my own beliefs, and to somehow gain an understanding of the truth, then I must know what good reasoning is, and be aware of the ways in which my reasoning (and that of others) can go astray. How I tend to perceive certain situations in my life and how others may see it may not always agree with my thinking. This is a big obstacle that I will have to work on being better at and learning how to understand others perceptions. References Brynie, Faith Hickman. (2001). Perception. Blackbirch Press, Inc. (p 57

Hairspray: The Cost of Beauty Is Too High Essay -- Beauty

Throughout the decades, women’s fashion has evolved many times, each time creating a fashion stamp unique to that particular decade. One thing has remained the same and managed to remain a part of every era: hairspray. It is a cosmetic product that is meant to hold hair in its place. A lot of products we use today are may have unseen consequences to daily usage. A product I use almost daily is hairspray. I always knew hairspray was bad for the environment because of the aerosol that was in them would break down the ozone layer, so I began to look at a specific hairspray that I use just about every morning and night, Sebastian Shaper Hairspray, Regular, Styling Mist for Hold & Control. This specific Sebastian Hairspray product is not only bad for the environment; it is also bad for humans and animals. Sebastian Shaper Hairspray Styling Mist for Hold and Control is bad for many reasons. To begin with the people who use the hairspray are slowly harming their body because the hairspray contains many harmful chemicals like alcohol, carcinogens, propellants, propane, and artificial fragrance. These substances can cause irritation of the skin, lungs and eyes, low blood pressure, breathing difficulty, and coma. It is currently unknown whether ingredients in hairspray are safe for humans to use, but many of the ingredients in this hairspray are unstable compounds and have potential to be harmful. For example before the 1970’s hairsprays contained the propellant vinyl chloride (VC), it took more than a decade to ban this ingredient even though it was known to be harmful for humans. According to the National Institute of Health, â€Å"As angiosarcoma of the liver (ASL) is a sentinel cancer from exposure to VC, identification of thes... ... 27 Mar. 2009. Web. 06 June 2012. . "Multilateral Investment Guarantee Agency Environmental Guidelines for Aluminum Manufacturing." Http://www.miga.org/documents/AluminumManufacturing.pdf. Web. "Occupational Safety and Health Guideline for Aluminum." Occupational Safety and Health Guideline for Aluminum. United States Department of Labor. Web. 06 June 2012. . "OCTINOXATE." National Library of Medicine. Web. 06 June 2012. . Wong, Curtis M. "Hungary Factory Reservoir Bursts, Floods Towns With Toxic Waste." The Huffington Post. TheHuffingtonPost.com, 04 Oct. 2010. Web. 06 June 2012. .

How Are Youths’ Perceptions Contributing to Its Popularity?

Exploring the CEO-fashion trend: How are youths' perceptions contributing to its popularity? Introduction Ensuring garments are produced in an environmentally friendly manner in regards to its materials, consumer benefits and the condition in which employees are working is the essence of what CEO-fashion is all about (Hudson, 2012). According to Hudson (2012), 2011 was the leading year fashion industries realized a prosperous opportunity and need for venturing into the businesses of CEO-friendly clothing.CEO- fashion has increased in popularity as a global trend and Anne Salvatore Epstein was he one that discovered this concept in 2009, when she was pregnant. The reason for Epstein to embrace this concept was because of her desire to enhance the organic value in life for her new born. In order to create an organic fashion trend, Epstein first collaboration partnership was with Marc Jacobs (Smith, 2006). Generation Y, the main target market for sustainable fashion, enjoys the quick tr ends presented by fast fashion retailers (Martin ; Bush, 2000, as cited in Hill, 2011).However, the value of being socially responsible and taking into consideration sustainability issues is mongo their concerns as well (Yang, 2003). According to a study by a market research company, Marital, 47% of the participants from generation Y found that they are attracted to environmentally friendly services, products or brands and are often more agreeable to pay extra when purchasing. The explanations behind the enthusiasm of the vast majority were due to reasons such as â€Å"care about the environment†, â€Å"it's the right thing to do† or â€Å"so that people know I'm environmentally aware† (Barcelona, 2007). A significant figure of 47% of Generation Y is willing to shop at a retailer more often if they were environmentally friendly', was the outcome of the study, hence describing their attitudes towards retailers that positioned themselves as environmentally aware ( Barcelona, 2007). A result from another study also showed that a company's social and environmental commitments are factors to be considered by of Generation Y interviewed and 83% find a company more treatable if it practices the societal marketing concept (Kim, Change, Lee ; Huh, 2011).The improved public education that generation Y received in their early childhood consequently resulted in their heightened awareness and concern of becoming more environmentally conscious than previous generations (Meddlesome ; Polygons, 1995, as cited in Kim, Change, Lee ; Huh, 2011). Throughout their lives, Gene Y has faced detrimental issues regarding global climate change and ozone depletion. As a result, increased awareness through sound environmental education is an important element when teaching hence emphasizing the importance of protecting the environment.Additionally, younger consumers are more likely to be fashion leaders (Goldsmith ; Clark, 2009, as cited in Hill, 2011), therefore under standing generation Yes perception towards CEO-fashion may lead to a better understanding of owe they are contributing to its growing popularity (Morgan ; Bristle, 2009). Research Justification Despite the prominently growing trend of CEO-fashion and its popularity in the fashion industry, identification of factors influencing consumers' evaluations and perceptions of sustainable product requires further research.Lack of available options is one of the major barriers to CEO-fashion (Hillier Connell, 2010). Moreover, there is limited research directed towards consumers' views of fashion sustainability (Morgan ; Bristle, 2009). Thus highlighting the need to acquire further insight into generation Yes perceptions of fashion and sustainability. Fashion retailers are seen to have a unique position of being closer to consumers, as their business model and supply chain is driven by consumer demand (Bristle, Squid ; Frito, 2003).Therefore consumer's opinions concerning sustainability are es sential to how retailers conduct business in addition to the fact that they are able to respond quicker to the demand for sustainable products more appropriately. Owner and founder of Coming NYC and a fashion retailer that excelled in CEO-fashion, Anne Bernstein, has proudly dedicated to educating the public about the advantages of CEO-friendly fashion (Pietistic, 2009). According to Bernstein, there are three key factors that CEO-fashion designers take into consideration when creating pieces of fashion that is considered â€Å"sustainable†.They are the health of the planet, health of garments makers, and the quality of products in terms of sustainability essentially serving the purpose of long-term usage (Pietistic, 2009). Bridges & Wilhelm (2008) found a low level of knowledge of sustainability matched with a high level of interest in the concept among Generation Y. Hence, this research seeks to consider Generation Yes perceptions towards the sustainable line of fashion gar ments and how these perceptions will contribute to the expanding popularity of CEO-fashion.Taking the above mentioned into consideration, this study will aim at providing fashion designers and retailers the insight needed into factors Generation Y consumers consider in relation to the concept of CEO-fashion. Understanding this could better equip retailers when creating marketing campaigns when targeting consumers as it is based on their level of knowledge and understanding. Objective of Research This research paper intends to determine the factors that affect the Generation Y consumer's perceptions towards the concept of CEO-fashion, and how these factors result in the mounting popularity of CEO-fashion.Therefore, the objectives of this study are to: 1 . Identify the stimulus affecting perceptions towards CEO-fashion among Generation Y. 2. Examine the relationship between Generation Y consumers' perceptions on CEO-fashion concept and the popularity of the concept in regards to the f ive variables that will be analyzed. Literature Review Price and the purchase intention of CEO-apparel Consumer's price sensitivity has attracted the attention of various researchers throughout the 21st century.The reason being is studies have shown that price is the cost that shoppers are able to best determine thus making it among the most important criteria when deciding to purchase (Dickson ; Hustled, 2009). To further elaborate, in a recent study of shopper's selection, price was consistently indicated as a major influencing factor (Sensei & Todd, 2003). This coincides with the findings of how retailers too, find price to be an important factor for shoppers thus emphasizing its relevance (Sensei & Todd, 2003).Studies have shown that the perception of higher prices may prove to be a barrier to purchasing environmentally friendly apparel and they may be unwilling to pay increased prices for sustainable apparel (Connell, 2010). However the way in which retailers are able to overco me this issue is by producing apparel on a global scale thus increasing sourcing options that allows manufacturers to compete on lower prices (Gamma, 2011). Another solution is sustainable fashion is encouraged to develop current styles and provide increased information to customers through labeling to inform them (Height, 2009).Levis have incorporated this concept into their trendy clothing proving how it can gain customers through style and ethics (Mesa , 22)). The concept is still emerging into the retail business hence showing its potential to grow. Furthermore, it was stated in green marketing literature that consumers that are environmentally conscious are willing to purchase green products that may cost more than the average (Halyard, Ogle & Dunbar, 2006). HI : Price positively affects the purchase intention of CEO-apparel. Perceived quality and the purchase intention of CEO-apparelWhen considering a product, consumers take into account their perceived quality of the products characteristics meaning its overall components that are physical and non-physical (Hill & Lee, 2012). Elements such as reliability, durability and performance are factors that lead to consumer satisfaction or dissatisfaction in accordance with their expectation (Sheen, Wang, Lo & Chum, 2012). As CEO- apparel is still a young concept in the business, consumers may be reluctant in purchasing such goods although they are environmentally conscious.Another barrier that may be faced is the belief among consumers that apparel made of recycled eternal is of reduced quality. The large apparel industry leaves a large carbon footprint in the environment as it is ever changing and growing resulting in increased wastage (Chain & Wong, Wong). Through all stages of its product life cycle: from fiber growth, manufacturing, dyeing, transportation to end users each step leaves a harmful impact (Hill & Lee, 2012). Consequently, designers are taking initiative by engaging in CEO fashion by producing t heir clothes in a way that best suits the environment (Hill, 2012).Utilizing 100% organic fibers, bamboo and hemp are among the biodegradable materials used in the production process. The sturdy fibers of the plants increase the durability of the products promising that the garments made are of strong quality. In addition, for those that are hesitant as it is a new concept, reputable designers such as Guess Scares have altered methods of production to create more CEO-friendly garments (Volitional, 2009). Customers need not make trade-offs in terms of attributes that create quality when selecting CEO- apparel products to purchase due to qualities like 100% organic cotton (Sheen, Wang, Lo & Chum, 2012).By remaining stylish, entities have been able to promote Rene fashion without compromising their cool factor, thus enhancing their brand image to a larger pool of customers besides guaranteeing quality. H2O: Perceived quality positively affects the purchase intention of CEO-apparel. Ope nness to innovation and the purchase intention of CEO-apparel One of the main influences in determining the purchase of CEO-garments depends on an individual's personality and their openness to experience.Each person has a unique self-image they try to portray and remain consistent with in accordance to the type of good or service consumed (Sibilate ; Undervaluation, 2012). A significant indicator of the type of consumers that may be attracted towards this concept are those that indulge in innovative ideas (Cornell ; Heartfelt, 2012). As stated by Coworker , 2011, the CEO-apparel concept is fairly new and is gradually gaining awareness among consumers and businesses thus the need for consumers to be open to new ideas is vital in order for them to accept this idea (Coworker, 2011).Getting a further understanding of the degree to which consumers inhibit a desire to experience unique ideas allows marketers and CEO retailers the opportunity to take advantage increasing the amount of pot ential customers. However, research has shown that the level of generation Yes knowledge regarding this matter is low, yet it also indicates that they put great emphasize on their concern of this issue (Sensei ; Todd, 2003). Their willingness to educate themselves will essentially result in an increased desire to indulge in CEO-friendly goods (Ma, Littered ; NIMH, 2012).Targeting generation Y in an effort to gain increased supporters of CEO-garments is key to its success (Connell, 2010). However, capturing those individuals that are more ailing to engage in such products enables this concept to gain popularity more rapidly. HE: Consumer innovativeness positively affects the purchase intention of CEO- apparel. The socio-cultural impact and the purchase intention of CEO-apparel When discussing the environment as a whole, several factors can be taken into consideration in accordance to an individual's life.CEO-fashion is currently considered to be a niche market hence appropriately tar geting those consumers that are environmentally concerned with products that are designed to fit their lifestyles (Bruno, Mindedness, Reid & Yanks, 2008). Moreover, generation Y consumers that enjoy shopping generally have specific lifestyles, motivations and opinions in relation to shopping (Serbia-Sanchez, Vagary & Hot, 2011). Their motivations to purchase certain goods tend to reflect their social and recreational identities (Serbia-Sanchez, Vagary & Hot, 2011).Hence by purchasing specific goods such as CEO-apparel allows them to communicate to their peers that they are able to incorporate their values and beliefs of being socially aware through the clothes they purchase. Moreover, segmenting research has shown that lifestyle profiles of customers are a more beneficial meaner to differentiate green consumers than demographics thus highlighting the importance of understanding their daily lives (Hill, 2012). In addition, as generation Y makes up a large segment of the retailer busi ness, their interest in fashion and shopping is dominant.They are more prone to seeking new knowledge regarding clothing products which can lead to greater curiosity concerning CEO-garments (Sheen, Wang, Lo & Chum, 2012). They find a sense of self-fulfillment when purchasing CEO-made goods as it promotes an CEO- lifestyle (Macaroon, 2009). Research has shown that by combining an CEO-friendly production process with fashion-orientated behaviors may identify the degree to which consumers are more willing to purchase CEO-apparel (Cornell, Hester & Richard, 2011).For those that want to express their values in regards to being CEO- friendly but also want to be stylish, top designers such as Archie Rich, was able to feature a â€Å"stunning pink and yellow skirt† made entirely from corn fiber. This shows the potential of such raw materials hence allowing them to further advance consumers beliefs and perceptions regarding this industry (Larry, 2012). Moreover, designer he stated how people often perceive the fashion world as superficial. Therefore this could be a stepping stone that proves to the world that by utilizing such resources in their clothing shows their willingness to help (Larry, 2012).Businesses are able to undergo certain actions in their business that allows consumers to form certain perceptions about this issue. This results in the target market discovering certain attitudes, beliefs and values they own that translates into their daily lives. HE: The socio-cultural positively affects the purchase intention of CEO-apparel. Corporate persona and initiatives and the purchase intention of CEO-apparel Throughout the last decade, corporate social responsibility (CARS) has gained incredible momentum across diverse businesses globally as it is being considered as a main objective for firms.This is done in an attempt to emphasize their commitment to environmental, social and economic goals that go beyond their commercial activities Cones, Comfort & Hill ier, 2006). Studies have shown that the generation Y consumer does appreciate activities retailers practice and prefer to purchase from companies that are making a difference in society (Hill & Lee, 2012). As the participation in CARS and sustainability initiatives gains popularity in the market, companies also gain a competitive advantage (Career & Valor, 2012).Companies such as Wall-Mart are confident enough to report the environmental footprint on products it sells to prove to consumers that they are causing lesser damage annually (Hill, 2012). Furthermore, various designers such as Stella McCarty, Gap, Levis and Guess Scares have recently debuted sustainable clothing lines highlighting short-term sustainable acts (Hill, 2012). Barneys NY, a famous U. S. Retail outlet, invested in a green luxury' campaign whereby studies found that it was well received by consumers that expressed interest in the â€Å"green themed window displays† (Hill, 2012).This shows various ways in wh ich companies show their consumers how they are involved as well as how consumers are positively responding. It represents a relatively smaller portion of the marketplace however each step taken to help the sustainable fashion market place grow is effective (Chain ; Wong, Wong). Practicing CARS is an option and not an obligation for entities therefore it verifies that those that practice do care about their consumers and the environment therefore allowing them to improve their value to consumers, enhance their reputation and own a competitive advantage.Finally, another study showed that numerous participants mentioned the proactive measures taken by companies and how it makes a more positive impact thus practicing initiatives has a direct affect towards their purchase intentions of CEO-apparel goods (Regional, 2010), HE: Corporate persona and initiatives positively affects the purchase intention of CEO-apparel. Methodology Three hundred female university students are to participate in this research by completing a self-administered questionnaire.University students are targeted for the sample because they share similar characteristics with fashion leaders and are exposed to a variety of fashion information (Workman ; Kid, 2000). The sample for this study contained only female consumers due to previous research noting that there is a high propensity of female consumers towards fashion (Morgan ; Bristle, 2009). Additionally, research on environmentally conscious consumers has found females being more apt in supporting environmental issues (Mariner, Barnett, Balder, Nubian ; Osama, 1997, as cited in Nodding, 2003).Therefore, in order to eliminate potential sampling biases due to gender, this study utilized data only from female respondents. To guarantee reliability and validity, the large amount of samples used will better reflect reliable results. Data is collected in the Klan Valley area as this area consists of most universities as well as being convenient for the researchers, thus making it a strategic location to gather a large amount of data (Miller ; ROR, 2004). To achieve the objective of this research, non-probability sampling method was adopted, as the focus of the research is only on Generation Y assign consumers.The questions used to measure the variables were adopted from a wide range of relevant past research with the following components: 1. Price (Darker ; Freedman, 1992, as cited in Madman ; Sure, 2001; Vaudevillian ; Gradual, 2008). 2. Perceived Quality (Estimate, 1988, as cited in Joy ; Cigarillos, 2007; Sarasota, 2012). 3. Openness to innovation (Hill, 2012) 4. Socio-cultural (Bruno, Mindedness, Reid ; Yanks, 2008). 5. Corporate person and initiatives (citation) Participants were asked to rate, on a seven point Liker scale.In terms of rating scale, seven point Liker scale will be used to identify categories in the questionnaire where 1= strongly agree, 4= neither agree nor disagree, and 7= strongly disagree. According to Sigmund, Ward, Lowe, WinZip ; Bin (2007), the Liker scale is also known as a popular method to measure attitude because it is easy to administer. Data processing and analysis SPAS 18. 0 will be used for data analyses. Reliability will be estimated by using Cockroach's coefficient alpha for all multi-item scales.Others statistical analyses are such as descriptive statistics, inferential statistics, factors statistics and associative analysis. Functions of these statistics are to reduce the sturdy sum of data matrix collected from the large array of respondents (Burns & Bush, 2006). Tasks such as describing measurable characteristics for entities such as median, range, standard deviation, etc could be performed using descriptive statistics (Wally's, 1978). According to Stephen ; Horny (1995), inferential statistic is using a one-sample test to obtain data for standard error analysis and hypothesis testing to determine population parameters.While associative analysis will determine wh ether the proposed variable in the report are interrelated in a logical way (Pappy ; Sequester, 2006); factor analysis will be used to describe variability among observed, correlated variables in terms of a potentially lower number of unobserved variables (Rumen, 1970). Limitation of the research Few limitations in the research are barriers that might limit the findings of the research but overcoming these weaknesses of the study would be the direction of future research.Firstly, the research only focuses on the perceptions of the Generation Y consumer, thus not being a proper representation of the entire population of CEO-fashion consumers although this target consists of consumers that could be most interested in CEO-apparel. Studying other generational groups of consumers would further build the knowledge of consumers' perceptions toward the CEO-fashion concept (Hill, 2011). Furthermore, the research only analyses university students within the Klan Valley area thus it may not be most applicable in terms of different cultural contexts.To elaborate, consumers react differently to prices across countries 00 & Cigarillos, 2007). Compared to individualistic culture, any changes in price in a collectivist culture tend to have greater corresponding perceived laity differences. Hence, a larger sample covering other distinctive areas would be suggested to provide more accurate results (Cooper, 2005). Additionally, this study is limited in that it only covers variables such as price, perceived quality, openness to innovation, corporate person and initiatives and socio-cultural impact that influences consumers' perceptions toward the CEO-fashion concept.The inclusion of other related features such as personality and family could also influence the consumers' perceptions toward CEO-fashion concept. According to Fernery, Park & Brandon 2005), these factors play a unique role in the perception towards fashion retailers and are especially salient in apparel purchases. Th us, further study into other influences on consumers' perception is needed. Lastly, this research is limited as it focuses only on female respondents. Therefore, this may lead to gender bias in the results.

Long Days Journey into Night: Character Analysis

In this essay I shall be examining two characters and their actions and roles in the book I shall also be comparing the two characters and examining their relationship with one another. I have chosen to examine Jamie and Edmund. Jamie is considered a failure by our standards; he was neglected as a child by his parents and never loved. He has become an alcoholic, like his father, and has no prospects for the future. He is often described as a ‘whoremonger' as he resorts to brothels to make up for the lack of love he receives at home. He is blamed for killing his brother Eugene who died as a baby from illness. Edmund has been ill since he was born and this is often blamed on Jamie. He is the child born after Eugene and is mollycoddled by his mother, Mary who is afraid to let him go. He is beginning to become an alcoholic through his brother's bad influence. He is Eugene O'Neill's double in the play, and has sailed around the world but is now sick with consumption, even though he has no more lines than anyone else the play tends to revolve around him with it climaxing at the forgiveness of his father and brother for all the bad things he has done to him. Both Jamie and Edmund are deeply aware of their mother's drug problem. Read also Analysis of Characters in Flannery O’Connor’s â€Å"The Life You Save May Be Your Own† The first point I am addressing with Jamie is his role as a ‘failure'. During the book Jamie is always portrayed as a failure and as a scapegoat for people's problems, meaning that he is not actually as bigger failure as he is portrayed. He is ashamed of his footing in life, and he is forced to work for his father, doing jobs around the house. Mary sums this up with; â€Å"Poor Jamie! How he hates working in the front where everyone can see him†. He is also following in his fathers footsteps by having far too much pride and caring what the more well off people think of him ; â€Å"Poor Jamie! He bent almost backwards so they (the Chatfields; well off family) wouldn't see him†. Jamie's failure is always blamed upon himself when in fact his parents' neglect of him resorts him not to succeed in life. His mother, the most important to him considers him to be a big let down to the family; â€Å"who would of thought that Jamie would grow up to disgrace us†. On the other hand Edmund is some what succeeding in life compared to his brother, he has sailed around the world and his only stunt is that he is always ill. It is felt through out the book that he is beginning to fail in life and follow in his brothers footsteps. He is similar to his brother in ways, but one difference is that Edmund is spoilt by his mother and she tends to flap if she suspects Edmund is poorly; â€Å"I've been so worried ever since you've been sick†. This shows how Mary grants her children little freedom and independence, by the fact that if Edmund is ever to be sick he knows he can always run to his mother, if Mary had left things maybe Edmund would be away from home and might be succeeding in life. Edmund has always been sick and has never really come to terms with this; â€Å"That's foolishness you know its only a cold†. This is a good point on Edmunds half because with this confidence he should be able to act like a normal healthy man and go out into the wide world but his mothers grasp on him stops him from doing so. Jamie on the other hand is not as mollycoddled by his mother as Edmund and chooses his freedom to get drunk and spend all his money on whores. His father has an alcohol problem and Jamie does only what he knows and has also resorted to drink, like his father. His father is quite a hypocrite by locking up the whisky so Jamie can't drink and become an alcoholic, but is happy to be one himself. Jamie also resorts to going to brothels to try and gain some love from whores, by paying them, they are referred to as the â€Å"fat burlesque queens†. It can be said that Jamie lacks ambition in life and is happy to waste his days in the bar and at the burlesque house. Summed up by â€Å"loftier dreams than whores and whiskey†. Edmund through out the play feels like he doesn't have his father to turn to in times of need so he resorts to Jamie, and also Jamie acts as a father figure when he feels the need to â€Å"Listen, kid. You know me I've never lectured you, but Doc hardy was right† It is thought that Jamie is trying to bring Edmund down in life like him maybe in order to counterbalance his failure, and Jamie acts like a replacement to Tyrone. Jamie is very sarcastic in the play and jumps at any chance to make a sly comment to try and bring down any form of happiness that the family might have; â€Å"another shot in the arm†. This is to do with the fact Jamie doesn't understand and he his only contribution is purely sarcasm. During the play the different stage directions help to show us what the characters are like. Jamie's sarcasm is portrayed with stage directions such as â€Å"(maliciously) (looks away guilty) (dryly) (sneering)† and â€Å"JAMIE takes one look at the bottle and glasses and smiles cynically†. His personality causes conflict within the family where his parents are to blame for their nurturing of his personality. The stage directions for Edmund show him to be disheartend and gloomy; â€Å"(gloomy) (disturbed) (ignoring this)†. He is Naà ¯Ã‚ ¿Ã‚ ½ve at times and acts as if he is not hard done by even though he is treated badly. The stage directions in the play help to add depth to the characters and make them appear more human in the text and gives the characters more credibility as ‘real' people. The rotations of characters are also important to see how the characters interact. The rotation between Jamie and his father, Tyrone, shows how likes repel each other as their views conflict; Tyrone; â€Å"The less you say about Edmund's sickness the better for your conscience†. Jamie is made to feel like he's to blame for Edmund's sickness even though it could be down to Tyrone's neglect. The rotation between Jamie and Edmund shows Jamie out to be a father figure to Edmund; â€Å"I love your guts, I'd do anything for you† this shows Jamie out to be the father Edmund has never had but Jamie often resorts to the ways of his father; â€Å"What are you trying to do, accuse me? Don't play the wise guy with me!† In conclusion we can say that Jamie is doing exactly what his father is doing, even though he dislikes his father's stance in life. We can also say that through each others actions Jamie and Edmund draw out each others strengths and weaknesses.