Information Processing And Implications To Teaching And Learning

In Journal 1, the research worker carefully examines the construction of the information treating theoretical account. This is done so that we can understand how each of the construction works and to see the connexion between cognitive schemes and tactic and how it influences the efficiency of acquisition. Learning is done in a assortment of ways. Some instructors would desire their pupils to memorise certain information, or even utilize some expressions like in topics like Mathematicss and Science to work out jobs or have the accomplishments to utilize certain equipment or tools to execute a undertaking. For case, the usage of power point for undertaking work, the usage of any musical instruments in playing music, usage of cock or wrench in mending occupations and so on. Therefore, the scholar shapes his cognition by retrieving, memorizing, practising and others. In both the diaries, they emphasize on the importance of Information-Processing Model and how or what happens when the information is received by the scholar. Harmonizing to Babadogan ( 1995 ) and Ozden ( 1998 ) in Ali Ozel ( 2009 ) , larning is the scholar ‘s ascription to the things go oning or environing the person like his past life, memory and theoretical account. The person is described as active and looking for information. The learner than interprets the information with his progress cognition and attempts to do a meaningful apprehension of the cognition he has gained. In Information-Processing Model, the chief accent is the scholar and the environment harmonizing to both diaries. The scholar interacts with the environment when the simulation activates the receptors. The information is so transferred to the short-run memory ( STM ) . It merely keeps of import information in STM with the aid of selective perceptual experience. In the Journal 2 by Ali Ozel ( 2009 ) , the research worker negotiations about larning schemes used and gives accent on them and on how to larn and what to larn to organize one ‘s ain acquisition ( Weinstein & A ; Mayer, 1956, Wittrock, 1986 ) . These larning schemes are the key points in forming of an single information processing theoretical account. The person ‘s cognitive tactics determines the signifier of storage like in the signifier of tabular arraies, diagrams, charts or images. These can be done by repeat, forming, remembering, directing knowledge consistently in order to better our ability to understand, retrieve and memorise the information for subsequently demands. In short, it helps in organizing the information received in a systematic manner. Both the diaries wrote about cognitive schemes and how these schemes help in bettering a more systematic acquisition signifier. A cognitive scheme is a combination of a figure of cognitive tactics.STAGE MODEL OF INFORMATION ProcessingShort-run memory is besides called working memory and relates to what we are believing about at any clip. In Freudian footings, this is witting memory. It is created by our paying attending to an external stimulation, an internal idea, or even both ( Huitt, W. ,2003 ) . Another major bound on information processing in Short-term memory is in footings of the figure of units that can be processed at any one clip. Harmonizing to Miller ( 1956 ) , he gave the figure as 7 + 2, but more recent research suggests the figure may be more like 5 + 2 for most things we are seeking to retrieve. Because of the variableness in how much persons can work with. For some persons it could be three and for some it could be seven. Therefore, it is necessary to indicate out of import information. If some pupils can merely treat three units of information at a clip, so as pedagogue we must do it a point to do them understand that of import three units of information. Each person has different reading of the information received. Therefore, it may differ from one person to another ( Gagne et al, 1993 ) . In the Short Term Memory, the information received corsets for a short period of clip like 15-20 seconds ( George Miller, 1956 ) . By transporting out coding and forming information good, the information in our Short Term Memory can be transferred to the Long Term memory ( LTM ) . In the Long Term Memory, the capacity is limitless and the continuance is much longer in maintaining the information. Here is where meaningful acquisition signifiers take topographic point. The theoretical account below proposes that information is processed and stored in 3 phases.Figure 2.1: The information processing attack to knowledge ( Huitt, W. ,2003 ) .It is critical that the scholar attends to the information at this initial phase in order to reassign it to the following 1. There are two major constructs for acquiring information into the Short Term Memory. First, persons are likely to pay attending to a stimulation if it has an interesting characteristic. We are more likely to acquire an orienting response if this is present. Second, persons are more likely to pay attending if the stimulation activates a known form. Students try to retrieve relevant anterior cognition. There are four major types of organisation that are most frequently used in instructional design: Component ( part/whole ) — categorization by class or certain facet ( e.g. , when learning a diagram or theoretical account ) Sequential — chronological ; ( e.g. , transporting out an experiment measure by measure ) Relevance – manage thoughts to do it meaningful. Transitional ( conjunction ) – words or phrases that is related and doing meaningful connexion with the alterations over clip ( Huitt, 2003 ) . Chunking is a major technique for maintaining information in short-run memory ; it is besides helps in hive awaying information into the long-run memory. Repeat or rote-learning is a technique we all use to seek to larn something. Simply memorising something does non take to larning. We all have anecdotal grounds that we can retrieve something we memorized, for illustration an essay or short verse form, but the truth is how much or are we able to retrieve it after some clip?3.0 Long TERM MEMORYLong-run memory is besides called preconscious and unconscious memory in Freudian term. Preconscious means that the information is easy recalled or remembered while unconscious refers to informations that is non available during normal consciousness. It is preconscious memory that is the focal point of cognitive psychological science as it relates to long-run memory. The two procedures most likely to travel information into long-run memory are amplification and pattern. There are several illustrations of amplification that are normally used in the instruction and acquisition procedure. Some illustrations are as below: Imaging – to be able to make a mental image. Method of locations-to be able to recover information which is good organized and located. Rhyming – information to be remembered is arranged in a rime. As information is stored in long-run memory, it is organized utilizing one or more constructions like indicative mood, procedural, or imagination. Declarative Memory is information that we can speak about. Semantic Memory are facts, problem-solving schemes and larning schemes. Schema / Schemata is about linking thoughts of a specific experience into a meaningful system. Script is a declaratory cognition that captures general information about a everyday series of events ( Stillings et al. , 1987 ) Program is a set of regulations that explains what to make in a peculiar state of affairs Model is a set of propositions that describes some facets of our experience. Episodic Memory is our personal experience. Procedural Memory is a accomplishment that we learn like driving a auto or siting a motorcycle. Imagination is from images4.0 REVIEW OF JOURNALSThe diaries reviewed are quantitative and qualitative diaries. Journal 1 is a qualitative diary whereby the research worker gives feedback on his reappraisals on information processing and its deductions to learning and larning. On the other manus, Journal 2 is a quantitative diary where the research worker negotiations about the pattern of information processing theoretical account in the instruction of cognitive schemes and examines which schemes are most normally used by primary school instructors. In Journal 1, gives a image of how information is stored and how an person can do a meaningful larning out of an effectual scheme used in hive awaying information. As mentioned earlier, both the research workers in both the diaries talk about the importance of environment and how it influences an person ‘s learning procedure. In Journal 1, the research worker says that each person has different ways of construing information received. For illustration, when utilizing the hearing stimulation, for one person, the sound of birds peeping may be fantastic and quieting but for another person the same sound may annoy him as he finds them upseting. Therefore the information received may differ from one person to another person. In Journal 1, the research worker besides talks about the procedure how information is transferred from the short-run memory to the long-run memory. The research worker explains the term cognitive tactics and cognitive schemes. Below is an illustration of what is cognitive maneuver used by a pupil who is fixing for an English scrutiny. In this instance, the pupil prepares for the Unified Chinese School Examination ( UEC ) . The pupil looks through all the past twelvemonth inquiries in order to fix for the scrutiny particularly looking at the composing subjects and the linguistic communication constituents tested in the past old ages. The pupil so tries to foretell inquiries that might come out for that peculiar twelvemonth by analysing the inquiries carefully. After that, taking the past twelvemonth inquiries, he will fix the replies for each inquiry by memorising what is already in the mention books or will seek to reply the inquiries by using the cognition that he has gathered from larning that peculiar subject. Hence, the scholar is transporting out rote-learning or memorizing and besides critical thought takes topographic point based on his prior cognition which he has assimilated throughout his acquisition procedure. Therefore, the scholar applies his cognitive scheme by transporting out all these tactics. A scholar has to make up one's mind which cognitive maneuver is suited to be used in certain state of affairss in order to hold a meaningful acquisition. Learning schemes processed harmonizing to the information processing theoretical account can supply a more meaningful and lasting acquisition. In journal 1, the research worker besides emphasizes the importance of meaning-making and understanding what is taught and learnt. As an pedagogue, it is our duty in assisting the scholars to develop information processing accomplishments and use them efficaciously. As it was mentioned in 3.0, there are a figure of techniques that a scholar can utilize in assisting to hive away information consistently and understand the memorized information good. Again in diary 1, the research worker has given importance and stressed on the usage of cognitive schemes in steering the scholars ‘ when thought, memorising and taking the most suited cognitive tactics that can be used. This is because a scholar has to cognize which maneuver is used for a peculiar state of affairs as non every maneuver is suited. This is where metacognitive is really of import because a metacognitive scholar will be able to supervise and look into his ain acquisition schemes and to look into if it works for him. Therefore it is of import for instructors to learn her pupils to utilize cognitive tactics metacognitively. However, harmonizing to Biggs ( 1988 ) and Schoenfeld ( 1987 ) , to utilize develop these accomplishments are non that easy and it takes clip. That is why it is of import for instructors to utilize assorted learning techniques that will assist their pupils with. This will heighten their apprehension, retrieval and problem-solving accomplishments. The deductions of information processing in instruction and acquisition have been summarized as below harmonizing to the diary reviewed: Learners will be metacognitively in control of their ain acquisition Learners are more motivated to larn because they have a clearer end. Good scholars will be able to utilize selective perceptual experience to larn the most of import things in a topic or subject. Good scholars will be able to differenciate between the more of import inside informations and the less of import 1s. Good scholars will cognize how to utilize information and when to utilize it. Metacognitive scholars will be able to invent cognitive tactics to assist them remember something easy.USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOMPrincipleExample1. Derive the pupils ‘ attending. Use cues to signal when you are ready to get down like voice projection to bespeak you are get downing a lesson. 2. Bring to mind relevant anterior acquisition. Revision on the old twenty-four hours ‘s lesson. 3. Stress of import information. Provide handouts or compose on the board. 4. Information organized decently. Use logical sequence to constructs and accomplishments. Travel from simple to complex when showing new stuff. 5. Show pupils how to lump information. Present information in classs. Teach inductive logical thinking. 6. Give chances to pupils to lucubrate on new information. Connect new information to something already known. Expression for similarities and differences among constructs. Have group treatments. 7. Show pupils how to utilize coding when memorising lists. Use mental imagination techniques such as the keyword method, acronyms and etc. 8. Give chance for repeat of acquisition. State of import points several times in different ways during presentation of information ( STM ) . Have points on each twenty-four hours ‘s lesson from old lesson ( LTM ) 9. Give chances to larn of import concepts/skills. Drill on of import facts daily.Table 4.1: Using the Information Processing Approach in the schoolroom ( Huitt, W. ,2003 )In Journal 2, as it is a quantitative survey, the research worker surveies which learning scheme is spent more clip in organizing information processing, how clip intervals are spared for larning schemes and if there is a meaningful difference between the schemes at the facet of the clip for learning larning schemes? In this quantitative attack, the research worker had used a general study to see if there is a difference between the spared clip for learning larning schemes by category instructors in primary schools and organizing and treating information processing theoretical account. About 260 instructors in primary schools working in Istanbul Directory of Education were chosen based on convenience sampling. 51.9 % were females and 48.1 % were males. All of them were alumnuss from different subdivisions. A bulk of them have an experience between 6-10 old ages. The scheme learning tactics developed by Weinstein and Mayer ( 1986 ) and applied by Ozturk about learning larning schemes was used. The facets tested are attending, repeat, meaning, forming, callback, directing knowledge and instruction perceptual experience schemes. The study comprises two parts. The first portion is the clip span spared for learning larning schemes by instructors participated in the study. The 2nd portion is to find which larning schemes out of the seven tested has the most clip spared. The research worker used SPSS 7 bundle plan to find the meaningful differences of frequence, per centum and discrepancy. Data was collected utilizing the study method. Likert Scale of five was used to change over the replies into numeral informations. Harmonizing to the consequences of this survey, instructors spent more clip for repeat schemes ( 41.2 % ) and the least clip for forming. Teachers besides spend more clip to develop attending schemes ( 35.9 % ) . Therefore, the survey indicates that instructors want to organize an information processing profile related to attending schemes. They do this in every lesson and some instructors ne'er taught larning schemes at all from the survey conducted. Time spent for repeat and attending schemes were the highest because they provided pupils to organize a information processing theoretical account supplying them to mean their progress information with their anterior cognition at the facet of the clip spared for learning meaning schemes. From the research, it was besides found that there is a meaningful difference in instructors who spend more clip in learning schemes and instructors who spend less clip in learning schemes.DecisionThe decision after reexamining both diaries are, larning schemes should be taught to pupils in every lesson as they can steer in determining and organizing their acquisition consistently particularly when we use the learner-centered attack. Students should be taught to utilize organisation schemes and follow it decently. They should besides utilize the information processing theoretical account with the schemes that belongs to these tactics. The information processing theoretical accounts in learning and larning schemes should be developed and pupils should be encouraged to alter harmonizing to the current state of affairs and be independent scholars and minds. A good scholar will be able to utilize the information gathered and will cognize when and how to utilize it when they taught the effectual attacks of information processing. Information processing is of import and every instructor has to be familiar with this as by cognizing this, we can help our pupils in relation to retrieving things more efficaciously within the schoolroom scene. In information processing, the system involves the procedure of encoding, retrieval and storage whereby it explains how our centripetal registries and how the short-run and long-run operates. It is impossible to learn pupils new information in a short period of clip but we can learn them in â€Å" balls † to better their overall memory. This will assist pupils to be more focussed in their attending on acquisition by doing it more meaningful to them. It is besides of import to utilize acknowledgment in which instructor will demo their pupils how to utilize their imaginativeness or the procedure of association in order to retrieve new things. Encoding enables pupils to larn and retrieve and associate new information to old information. Use of images, concrete words and ocular AIDSs in the schoolroom will heighten this farther. Organization is a scheme used to better pupils ‘ memory and acquisition. This can be done by learning pupils an sum of information over certain period of clip. Rehearsing what has been taught is besides an effectual manner to increase memory. One could retrieve new stuff through practising, reiterating and associating new information to prior cognition. As an pedagogue, it is indispensable to ever happen new and interesting methods in assisting pupils retrieve new information that is taught to heighten their understanding better. As mentioned in Journal 2, clip spent more for repeat and attending schemes were the highest. However, it depends on the instructors ‘ lesson programs, course of study and instruction manners in order to run into the demands of single pupils. It is of import to utilize a assortment of schemes and attacks to assist pupils with retrieving what they have learnt particularly the new stuffs that they have learnt. It is a known fact that every pupils is able to larn and retrieve good if we provide them with the proper tools, techniques and counsel. Learning is an on-going procedure and every twenty-four hours in our lives we are larning new information. Therefore it is of import how we organize our acquisition and absorb new information on top of the old information that we already have.

History Of Statistics Essay

Ancient Times (3000 BC – 27 BC) * Pictorial representation and other symbols were used for Statistics back in the days. (To record numbers of people, animals, etc.) * In Babylonia and China, population is already recorded. * Sumerians, record population for taxation purposes. * Egyptians, analyze population and material wealth of the country before building pyramids. * Papyrus – where early scriptures of Statistics were written. * In Biblical times, censuses were done by Moses (1491 BC) followed by David (1017 BC) * In China, during the Zhou Dynasty, censuses were done to evaluate the available people for the army and taxation (1027 to 256 BC) * Ancient Greeks (594 BC) already did censuses * Roman Empire – first one to do expensive data collection. * Servius Tullius, the 6th King of Rome, was given credit for instituting the gathering of population data, who initiated the first census. * King William I, King of England, required the compilation of data completed in 1086 called â€Å"The Domes Day Book† or â€Å"The Book of Winchester† – first book of British statistics 18th Century * Achenwall is the man noted to be the first to introduce the word â€Å"statistics† (1719-1772) * Zimmerman and Sinclair introduced and popularized the name â€Å"statistics† in their books * The method of least squares was first described by Carl Friedrich Gauss around 1794 19th Century * Laplace’s â€Å"Theories Analytique des Probabilities† of 1812 further supported and stabilized the said theory. * The meaning of â€Å"statistics† broadened, then including the discipline concerned with the collection, summary, and analysis of data. * Social scientists used statistical reasoning and probability models to advance the new sciences. * Lambert Adolfe Quetelet applied the theory of probability to anthropological measurements and expanded the same principle to different fields of science. Because of his continued emphasis on the importance of using statistical methods, he is referred to as the â€Å"Father of Modern Statistics†. * Also, he established the Central Commission for Statistics. * Francis Galton (1822-1911) developed the use of percentiles and the correlation method. * Karl Pearson (1857-1936) originated the basic statistical concepts and procedures as standard deviation, the random walk and the chi-squares. * Ronald Aylmer Fisher (1890-1962) contributed in the field of statistics the use of Fisher Test (F-Test), analysis of variance (ANOVA) and covariance in inferential statistics. 20th century * At present, statistics is a reliable means of describing accurately the values of economic, political, social, biological and physical data and serves as tool to analyze such data. Much data can be approximated accurately by certain distributions and the results of probability distributions can be used in analyzing statistical data. Statistics is widely employed in government, business, and the natural and social sciences. Electronic computers have expedited statistical computation, and have allowed statisticians to develop â€Å"computer-intensive† methods.

Strategy Business Planning report Essay Example | Topics and Well Written Essays - 1500 words

Strategy Business Planning report - Essay Example The company possesses about 1770 stores that are distributed in about 86 countries; and it produces about 450 million items a year. The company aspires to expand its market command, and improve their marketing communications. They also want to expand their online advertising to allow for the access of a larger market that is beneficial to the organization. To achieve these objectives, Zara requires formulating the most formidable strategies in their business practices. Therefore, the business planning strategies are important for the growth of the Zara stores, and achievement of their objectives. The business planning strategy that this company is employing is very vital to its growth. It ensures that the company utilizes their resources in an optimum manner. Every business organization aims at minimizing costs and maximizing output. Zara Company is able to come up with better investment decisions that are creative and optimal. Therefore, with the strategic planning, they are able to invest in areas that have a high business potential. Planning also assists the future preparations of Zara Company. It projects the future, and devices the way of shaping this future in alignment with the company objectives. This can be achieved through influencing the business environment factors towards the business expectations (Simerson, 2011 pg. 17). The company can, therefore, anticipate the trends that enable it to acquire the benefits of effective decision-making. Strategic planning also gives a competitive advantage to Zara Company over the other competitors in the clothing industry. Si nce the clothing and accessories industry experiences a great dynamism in trade, it is a mandate for Zara Company to be highly competitive. Therefore, strategic planning is a vital venture that potentiates the existence of Zara Company in this environment (Esty & Winston, 2009 pg. 07). Zara Company is experiencing a

Humans and The origins of civilization Essay Example | Topics and Well Written Essays - 750 words

Humans and The origins of civilization - Essay Example In Hebrew civilization, one god is worshiped and revered. The gods protect the society from plagues, misfortunes, thus offering assistance at all times. The gods are worshiped and revered. For instance, when plagues inflict Achaeans, they offer sacrifices in form of blemish goats and lambs to King Apollo in order to get protection. Consequently, when Job loses his wealth and children, he prays and offers sacrifices to god in order to seek forgiveness and protection. Job lost wealth and children as well as got attacked by a dreadful skin disease. However, he prayed and never lamented to God despite receiving pressure from friends. Instead of cursing and abusing God, he cursed the day his mother conceived him as well as the day he was born (King James Version, Job. 1. 3 - 15). Therefore, Job prays to his God while Atrues prays to Apollo who is the god of silver bow. Consequently, Job offered sacrifices to God on learning of the misfortune on his family. Consequently, Greeks consider pe rsistence of plagues as result of continuous provocation of god just like the Hebrews. Moreover, Goddess Minerva tells Achilles to obey the command from the two gods since they hear prayers from people who obey their command (Homer, 2). Agamemnon, the son of Atreus robed Achilles the daughter of Briseus, his prize by offered to him by Achaeans, thus causing misery to her father. The Greek and Hebrew civilizations consider that their gods live in heaven (Perry, 46). They recognize priests and their role, thus, disobedience to them results into misfortune. Therefore, the Greeks and Hebrews value priests and respect their instructions and teachings. Among Greeks, misfortune occurred when Atrues dishonored the priest, Chryses (Homer, 4). For instance, when Apollo attacks Achaeans, they seek help from priests, prophets, readers of dreams. Just like Greeks, Hebrews believes God protects the poor from harm caused by the mighty. Consequently, in replying to the demands from friends, Job ass erts that life, strength come from (King James Version, Job. 1. 20 - 21). Moreover, both Greeks and Hebrews organized feasting parties. Job’s sons organized feasting parties in their houses and invited their sisters to celebrate together. Consequently, the son of Atreus organized purifying ceremonies for the Achaeans after returning the daughter of Chryseis. The ceremony involved slaughtering of goats and bulls without blemish in order to purify society from the plaques placed upon them by King Apollo (Homer, 7). The Greeks and Hebrews also value wealth, children, and servants, seen as gifts and blessing from the supernatural beings. However, there are differences in their values and worldviews. Among Hebrews, God is revered. They also value perfection and upright living with avoidance or shunning of evil (King James Version, Job. 1. 1-2). Conversely, the Greeks recognize many gods and goddess such as Juve, King Apollo, and Pallas among others who they revere and value (Homer , 1). Among Hebrews, there is only one God while Greeks recognize many gods and goddess. Theses gods and goddess have varied powers and strength unlike the Hebrew god who is alone and the very powerful King James Version, Job. 12. 1-14). Greeks consider King Apollo as the most powerful of all the gods and goddess. This is because, gods such as Jove; husband to Juno and son of Saturn, Juno; mother of men and gods and mother to Vulcan, Pallas Minerva and Neptune have varied powers

Family experiencing child protection and family violence issues Essay

Family experiencing child protection and family violence issues - Essay Example There are many issues that need to be taken care of before a real solution is found. Lets take a case study of a boy called Aldo who was a victim of both, physical and mental abuse at the hands of his parents. The case study is taken from ‘Good Practice in Child Protection’ by Tilbury, C., Osmond, J., Wilson, S., & Clark, J. (2007). Aldo is a nine year old boy who was placed in foster care three weeks ago because of physical and emotional abuse. Specifically, Aldo was regularly hit with a piece of wood by his father and often had bruises and marks all over his body. In addition, his mother and father regularly told him that he was useless, an idiot and they wished they had never had him. Aldo often witnessed domestic violence in the household. His mother has been hospitalized six times in the last twelve months with significant injuries. After an initial period of being shy and withdrawn, Aldos behavior is becoming more challenging at home and in the school environment. Behaviors currently being exhibited are regular aggressive behavior with peers and other foster children, destroying property, resisting direction, difficulty in making friends, rejecting signs of attention and affection, and poor school performance. Aldo has supervised contact with his parents each Wednesday. The school has reported that lately , he has had detention during lunchtime on Thursdays and Fridays, mainly for aggressive, bullying behavior with his peers. Aldo’s case is an example of a child whose behavior is completely changed into an aggressive one because of the treatment he got from his family and the violent environment that he experienced at

Building a Strong Brand Case Study Example | Topics and Well Written Essays - 4000 words

Building a Strong Brand - Case Study Example Within the industry some are questioning the long-term strategy of confectionery in the Nestl group, after the company announced that it wants to position itself as a "health, nutrition and wellness company". Competition - Nestl owns more than 25% of the L'Oral beauty business. When L'Oral purchased The Body Shop in May 2006, L'Oral handed back a 14% stake in the fair trade Day Chocolate Company, formally held by The Body Shop. Nestl has been dogged with adverse publicity surrounding its ethics in baby milk production, and it would seem that a share in The Day Chocolate company would have been untenable. Nestl launched a fair trade coffee, Partners' Blend, in 2005, which may signal a company intention to enter the fair trade chocolate market. Product Strategy - Nestl appears to be following a different premium strategy, bundling non-edible products to enhance gift status and encourage price trade up. To some degree this may be due to an over-reliance on child-targeted products and character licences in the portfolio. However, by offering non-edible components the amount of chocolate is limited and products might be perceived as healthier, thereby dovetailing into the over-arching Nestl Strategy towards health. Across the child-targeted everyday chocolate products, Nestl has followed a strategy of reformulating recipes to replace artificial ingredients with natural flavouring and colouring. This is a different aspect to the wider healthy eating agenda. Brand offering/product portfolio A large range of seasonal products are available, with a strong presence in novelties. Nestl uses the boxed chocolate brands to offer seasonal packaging formats and purchases character licences to offer products targeted to children. Easter - Value-added non-edible gifts are being added to products as an alternative strategy to encourage premium trade up. For Easter 2006, Nestle mugs and games featured on a Yorkie Subbuteo football egg and also a Milkybar Buckaroo egg. Christmas - The chunky chocolate brand Yorkie follows a masculine strategy and this was used for several Christmas products. 'Hot Stuff' was a rum flavoured version launched for the winter season 2005. A pint glass filled with Yorkie chunks, and a roulette game featuring a spicy chocolate were also available. Nestl claim that the products satisfied men's most popular hobbies of drinking and eating spicy food. Other occasions - A packaging strategy is used on the Yorkie brand to

Motivation Plays a Major Part in Second Language Acquisition Research Paper

Motivation Plays a Major Part in Second Language Acquisition - Research Paper Example As the paper outlines, there are some people who seem to patronize their own language so much that they refuse or find it hard to learn a second language. As every individual talk with ease in their native tongue, learning to communicate in a second language becomes more difficult particularly if the learner's environment is unsupportive. If the learner's family, workmates, and friends are not proficient at the new language the learning process would be hard to attain as the learner will not be able to apply the second language in everyday life.  Motivation is one of the keys to acquiring a second language. A number of students are motivated to learn a second language with their desire to travel and have a better future, or when a student has developed a particular liking in knowing about the customs and language of a country of interest. The educators also play a vital role in keeping the second language learner motivated.  Recently, discussion on the role that motivation plays in second language acquisition is prevalent. In this paper, I would like to present the arguments for and against the idea that motivation indeed plays a major part in learning a second language.  Motivation can lead to language acquisition when done in a manner which is higher than what would be the case when it would be inexplicably missing. In such circumstances, there is a need to inculcate the right kind of attitude and feelings in individuals who want to acquire a second language for their own betterment that they understand the need to be motivated at all possible times [Dornyei, Csizer & Nemeth, 2006]. It is for this reason that Gardner and Lambert (1972) opined that there are in essence a couple of different types when one talks about motivation in the related segments. These could be attributed to the integrative motivation and instrumental motivation. The difference between these is that integrative form of motivation is more inclined with the establishment of the secon d language within the environs of a particular individual; on the other hand, a learner who has an instrumental motivation aims to learn the second language due to the sound performance of a single function or reason for that matter. Thus, there is a huge difference as far as their overlapping methodologies are concerned. In the integrative form of motivation, the learner has generated positive vibes and feelings with the purpose; but in the instrumental sense of motivation, the feeling is just present to capture the functional basis than anything else. The role here is to integrate the language that is being learned rather than use it for a functional reason and then discard when the intent was consummated. The second language acquisition process thus becomes more significant when the need is to seek it from the integrative stance rather than the instrumental basis. The integrative motivation of second language learning does wonders to the learner than instrumental motivation since the individual's interest grows beyond the mere curiosity of mastering the new lingo; the student/learner also delves into the various cultural ideologies, the people, and the set of customs that surround the new language learned.

Report writing Essay Example | Topics and Well Written Essays - 500 words

Report writing - Essay Example Hence, writing report is a serious responsibility that should be done correctly in form and essence – â€Å"accurate, concise, clear, well structured† (Sikazwe 2003: 2). To achieve this is both hard and time consuming (‘Project Proposal Reports’ 2007: 1). Writing reports generally goes through three stages: preparation/planning, actual writing stage, and finalizing. The preparation/planning stage goes through three steps: prepare by identifying and defining the problem and analyzing target reader; research by determining the methodology and collecting the information of the report; and analyze by organizing and evaluating gathered information, draw conclusions and make recommendations (‘Business Communication’ n.d: 8). Remember to gather as much information available because it is easier to discard useless information than recreate or recall data that are not gathered (Gaffney 2001: 1). When everything needed is prepared, actual writing can commence. Writing usually undergoes drafting, revising, and editing (‘Business Communication’ n.d: 8). In writing report, always remember to: use credible sources only and cite sources accurately following the required style; use good standard English attending to its peculiarities -- spelling, meaning, prepositions, linking words, punctuations (Airola, et al. 2000: 4); focus on fulfilling the purpose of the report; be concise, coherent, direct, logical, and objective; use headings and sub-headings for easier reading; and follow a standard format required by the writing style used – one of the most defining characteristics of written reports, be they long or short (Airola, et al. 2000: 3). To avoid confusion in referencing right after citing a source, list down its reference immediately. Before finalizing the report, review it by considering the following: â€Å"context, organization, presentation, content,

Three Men in Boat Essay Example for Free

Three Men in Boat Essay The book is narrated in the first person by the author, who is referred to as J by his friends. It begins with J, and his friends harris and George, deciding to take a boat trip up the Thames from Kingston to oxford, and then back again (the book was written in 1888, when boating on the Thames was enormously popular). They are unanimous in agreeing that this is a good idea (except for Js dog, Montmorency, who doesnt care for boating). They have trouble getting packed, and in the morning Harris and J take a train to Kingston, where the boat is waiting for them. George is joining them later when he has finished his work at the bank. They row up past Hampton Court, where Harris describes an incident when he got lost in Hampton Court maze with some friends (this is one of the funniest parts of the book). George joins the party, and they have trouble towing the boat, and later they have even more trouble trying to put the cover over the boat for the night. They all get fed up with each other, but cheer up when they have a good Tea. There is a long passage about the signing of Magna Carta (there are several passages like this in the book, where the author gets serious for a bit). They have various other mishaps as they travel up the river, like the time when they are having tinned pineapple for tea, and cant find the tin-opener. They spend a lot of time trying to open it with no success. And there are stories of other trips they made up the river, like the time J was ou tin a boat with his cousin, and they thought they were going crazy because they couldnt find Wallingford Lock (it turns out the lock had been demolished some years earlier). And there ere is the time when they are in an inn which has a stuffed trout in a case on the wall, and several different people come in and claim to have been the one who caught it, but when George stands on a chair to look at it, he knocks it down and it breaks it turns out to be plaster of Paris! When they reach Oxford, and start to travel back, it starts to rain, and they arent enjoying themselves so much. So they abandon the boat and take the train back to London, where they go to a show and then have a good dinner in a restaurant. They make a toast Heres to three men well out of a boat!

Bob Jones University Essay Example for Free

Bob Jones University Essay Freedom of speech, freedom of religion, freedom of choice, and more recently freedom from racial persecution; all of these freedoms belong to each and every person who is a citizen of the United States. Yet can any one of these freedoms be compromised to let another prevail? Take freedom of religion and racial discrimination, can one be discriminated against because of his color just because another’s religion teaches racism? Or can a certain religion be discriminated against because it teaches racism. Even more importantly can the federal government legally force people to change how they believe or deprive them of certain benefits because of their beliefs? These exact arguments were at the center of a highly controversial court case that was brought before the Supreme Court in 1975. The case was between the Internal Revenue Service and a Christian college, Bob Jones University. The IRS claimed that Bob Jones University’s admittances policies were racially discriminatory and subsequently revoked their tax-exempt status as a private school. However BJU countersued on the basis of encroaching their First Amendment rights of freedom of religion. Bob Jones University was founded as a â€Å"whites only† college in 1927 by evangelist Bob Jones Sr. in a small town called College Point, Florida. In 1933, the school moved to Cleveland, Tennessee; then it moved again in 1947 to Greenville, South Carolina, its present location. BJU students, around 5000 from kindergarten through college and onto graduate school, are studying for ministry or some other type of Christian service. Over the course of its existence, the university has had upwards of 70,000 students sit under the teachings of Bob Jones. The school has over 100 academic majors for undergraduates and another 50 for graduate students to choose from. Bob Jones University has been a â€Å"whites only† institution from the time it was founded in 1927. Bob Jones Sr. in a radio address that he gave in 1960 outlined his philosophy on the subject of segregation. In the address titled â€Å"Is Segregation Scriptural? † he stated: â€Å"God is the author of segregation and if you are against it then you are against God. † Before 1964 no African Americans were admitted to the school, however after the Civil Rights Act only married African Americans students were admitted, the after 1975 all African Americans were admitted. BJU adheres to a strict code of conduct in regards to the on-campus behavior of its students. According to the handbook, â€Å"Dishonesty, lewdness, sensual behavior, adultery, homosexuality, sexual perversion of any kind, pornography, illegal use of drugs, and drunkennessall are clearly condemned by Gods word and prohibited here† (13). It is perhaps understandable that a strict Christian university would condemn immoral behavior of students and faculty. When the IRS revoked the university’s tax-exempt status, the United States was at a key point in the understanding of its internal culture. Freedoms of religion and speech were marked everywhere either through political demonstration, or the tolerance and acceptance of differing religious viewpoints. BJU, however, believed interracial dating and marriage went against God and their religious ethos. It was this particular factor that contributed to the IRS first informing the university in 1970 that their tax-exempt status would be revoked. By law, universities were granted this exempt as an educational, charitable and/or religious institution. BJU’s policies were based on racism, according to the IRS, and therefore exempted them. The university’s response to this claim was a lawsuit filed in 1971. Appeals and injunctions led to the case being dismissed, much to the chagrin of BJU. With the IRS informing them again of the revoking of their tax-exempt status, the university filed another lawsuit in 1975. What followed was an intricate game of taxes, as prefaced in the case documents: â€Å"After paying a portion of the federal unemployment taxes for a certain taxable year, the University filed a refund action in Federal District Court, and the Government counterclaimed for unpaid taxes for that and other taxable years. Holding that the IRS exceeded its powers in revoking the Universitys tax-exempt status and violated the Universitys rights under the Religion Clauses of the First Amendment, the District Court ordered the IRS to refund the taxes paid and rejected the counterclaim. † (461 U. S. 574, 1983). The case was held before the Supreme Court, where it was argued that the IRS had not misinterpreted the laws governing tax-exemption for a charitable, religious or educational institution and that â€Å"the right of a student not to be segregated on racial grounds in schools . . . is indeed so fundamental and pervasive that it is embraced in the concept of due process of law. (1983). It can be argued, that religion plays an integral role in the development of a person. Everyone has some form of a belief system or may follow a particular religion, or have faith in a creed. Recent research finds that in universities and colleges, a level of spirituality can help students in their educational experiences. According to Muller and Dennis, â€Å"college students, who reported experiencing higher levels of life change, both positive and negative, also scored lower on spirituality. Nevertheless, these students had scores indicative of a higher desire to find spirituality, even though their motivation to do so was low† (60). Universities that basis their education and courses around religious studies or practices perhaps enhance the university experience, however, does the belief of a university outweigh the belief of an individual? BJU believed that their educational policies were their right to uphold, despite staunch views on interracial dating and marriages. Around the time of the court case, they extended their admission policies to include single African Americans, and by the time the case was in full swing, were readily admitting all African American students. A change of heart towards their policies though was not enough for the IRS. They insisted that the university’s status still be revoked. Schools and universities have been bastions for molding a country’s future and in persisting with this case, the government and indeed the IRS were making more than just a stand against unethical policies. America was changing, and showcasing that there was no tolerance towards racism was not only monumental, but a necessity. Pascal Mubenga argues, that â€Å"desegregation in public schools has resolved on issue of financial support† (Struggle, p9). Indeed the struggle for many schools at the time in the southern parts of America, was understanding that segregation only hurt the country. In order for America to fully adopt a culture of freedom, it would have to learn tolerance and understanding. The â€Å"slavery† mentality was still marring organizations and communities. The decision of BJU v the U. S. was one that would finally put into action what was going to be acceptable practice, and what was not. In short, if educational institutes were going to keep their tax-exempt status, then it would mean the difference between tolerance and freedom of religion; or keeping to ‘slavery mentality’. BJU insisted that their First Amendment rights were being ignored. The Supreme Court, led by Justice Burger, disagreed. They voted 8-1 that it was in the public’s interest that they based their decision, and â€Å"that governmental interest substantially outweighs whatever burden denial of tax benefits places on petitioners exercise of their religious beliefs† (Hanna, 1983). It meant that in order to protect the freedom of religion and rights of the public, and of those rights of future students at BJU, it was imperative that the government apply the law as it was written. The IRS had not misused the law, and the message was clear: if a university wanted to keep their tax-exempt, then they were going to have to progress into more encompassing policies. The Supreme Court stated that, in the case of Bob Jones University, it did not meet the requirement of â€Å"providing beneficial and stabilizing influences in community life to be supported by taxpayers with a special tax status† – largely due to their racial policies, and it was these policies in particular which were racially discriminatory and therefore violated â€Å"fundamental national public policy† (Oyez, 2007). It had been argued that religious freedoms were as justified as any other. The Supreme Court rationalized that not all religious burdens are unconstitutional. It is perhaps alarming to realize that such policies at a university existed 35 years ago. It wasn’t that long ago when BJU had marked clearly in their student handbook that â€Å"students who date outside of their own race will be expelled† (Oyez). We live in a millennium where tolerance is vital and some communities in America still struggle with issues of racism. A university setting is one, traditionally centered around education, but true learning is not necessarily gained within a classroom, but from those we attend those classes with. Religious schools have just as much right to practice and educate as ones that are non-denominational, and arguably, their rights must also be protected. There should be tolerance towards religious school as well. However, such institutions should not endorse racism or discrimination. Their policies should be allowed to be guided by faith and beliefs, but not be considered a burden or provocative of hatred. At the heart of the BJU case, were policies on racism. The IRS was revoking their tax-exempt status because under law, the university failed to meet criteria to be considered as tax-exempt. Rightfully so, as was stated by the Supreme Court. Whilst it was a numbers game and an issue of taxes which led to this case being filed, the underlying message sent was one centered on freedoms. The United States government was not prepared to recognize any positive value in discriminatory procedures or policies, and while the Constitution protected the rights of the individual and their free will, the government was prepared to protect the rights of the public. In a country which has become increasingly multi-cultural the conclusion of this monumental case was a precedent for this occurring. Americans were reassured that the government were not going to recognize slavery mentality or endorse any form of segregation – they would and continue to protect the rights of the whole, so that we can all be individuals. Works Cited _. BOB JONES UNIVERSITY v. UNITED STATES, 461 U. S. 574 (1983), May 1983. FindLaw Case Resources http://laws. findlaw. com/us/461/574. html _. Bob Jones University v. US Oral Arguments. 1982, No 81-1. Oyez, US Supreme Court Media, http://www. oyez. org/cases/1980-1989/1982/1982_81_3/ _. Bob Jones University Handbook. Bob Jones University, 2005-2006. p13. _. The Oyez Project, Bob Jones University v. U. S. , 461 U. S. 574 (1983), available at: http://www. oyez. org/cases/1980-1989/1982/1982_81_3/ Hanna, Stanley J. â€Å"Bob Jones University v. United States: Interpretation and Conclusions. † Journal of Education Finance, v9 n2 p235-40 Fall 1983 Muller, Susan M. ; Dennis, Dixie L. â€Å"Life Change and Spirituality among a College Student Cohort†. Journal of American College Health, v56 n1 p55-60 Jul-Aug 2007 Mubenga, Pascal. â€Å"The Struggle of African American Students in the Public Schools† ERIC ID# ED491396, 2006 Online Submission http://www. eric. ed. gov/ERICWebPortal/contentdelivery/servlet/ERICServlet? accno=ED491396

The Music of Star Wars

The Music of Star Wars The music of Star Wars has become a character of the films much as the characters of the films have become global icons. John Williams contribution to the films (he composed for all six Star Wars films) is among the most widely-known and popular contributions to modern film music. When Williams set out to compose the music for the first film, Star Wars (later re-titled, Star Wars Episode IV: A New Hope) in 1977, he only had one Oscar to his name for the score to the 1975 summer blockbuster Jaws. He utilized a variety of musical styles drawing from the golden age of Hollywood and the scores of Max Steiner as well as the late romantic period of Richard Strauss. George Lucas, the creator of Star Wars, wanted the feel of the old movie serials like Flash Gordon and Buck Rogers. Williams is credited with reviving the symphonic scores because of his Star War compositions and of using a technique called leitmotiv most often associated with the operas of Wagner and with Steiner-esque film scores. The use of the leitmotiv anchors the characters of the Star Wars original trilogy, which I will discuss in detail. These themes signify the individual characters as well as plot elements, locations, moods and relationships. This use of motifs is the films are strong enough to latch the audience onto the elements of the film while being strong enough to undergo variation and development, which we will see in the development of the sequels from the original film. Star Wars (1977) Principle Motifs Main Title Used in all six films, this is the anthem of the film series. It is recognizable globally and is generally associated with the rebel forces, Luke Skywalker and elements involving heroism and adventure. This theme is heard over the opening crawl and is used as a base for the end credits. Rebel Fanfare Used in all six films as well, this is a short motif used mostly in Episode IV: A New Hope to represent the Rebel Alliance. It is used less in Episode V: The Empire Strikes Back and brought back but with less frequency in Episode VI: Return of the Jedi. It uses brass elements to give it the fanfare flavor. Jedi Theme This theme is also titled Binary Sunset in the film score from the scene in which Luke is watching the sunset on Tatooine and contemplating his future in Episode IV. This is the one motif in the trilogy that is consistently developed throughout all three films. The theme represents Obi-Wan Kenobi, the Jedi Knights and The Force. In later films, it is used to represent ideas of fate and destiny. It is an uplifting theme and can be heard throughout the trilogy. There are also brief instances of it in Episode I: The Phantom Menace, Episode II: Attack of the Clones, and Episode III: Revenge of the Sith. Princess Leias Theme (aka Love Theme) This theme represents the romantic side of the trilogy. It is most often used in Episode IV to represent Leia when she is alone (on the merchant ship in the beginning), vulnerable (when she is about to be tortured for information on the Death Star) or shown on the screen. In subsequent episodes, it is developed into a Love Theme between her and Han Solo. This theme also appears later in Episode III after she is born. Imperial Motif Used only in Episode IV, this motif represents the Empire and Darth Vader for this film (although it makes a cameo when Grand Moff Tarkin, commander of the Death Star, is seen in Episode III: Revenge of the Sith). The music is militaristic and not as ominous as the Imperial March introduced in Episode V. The rhythmic and harmonic aspects are developed into the Imperial March in The Empire Strikes Back. Death Star Motif Introduced in Episode IV, it is a four chord motif that plays when the Death Star is shown or when its place is suggested. It is also heard as a more developed theme when the Star Destroyer hits the second Death Star in Episode VI. Jawa Theme/Droid Theme A playful theme used in Episode IV when the Jawas are introduced and later developed into a motif to represent the droids in Episodes V and VI when R2D2 and C3PO are together. The Empire Strikes Back (1980) Principle Motifs Imperial March (aka Darth Vaders Theme) This theme represents the Galactic Empire and, more specifically Darth Vader, starting with Episode V and carrying on through the rest of the films. This theme has achieved an iconic status as representing evil and is used outside of the films to introduce evil (i.e. when Mr. Burns shows up on The Simpsons). Williams retrogrades the theme for the prequel trilogy, embedding it into Anakins theme and his downward spiral to the dark side as well as the rise of the Republic into the Empire. Williams also uses it effectively when Vader dies in Episode VI. Love Theme Developed from Leias Theme in Episode IV, it is heard in Episode V and VI in scenes of romance and when the two characters are sacrificing, including the scene in which Han is frozen and the final moments of Empire when Lando Calrissian is leaving to rescue Han from Jabba The Hut. Yodas Theme This theme is introduced in Episode V and is used throughout the original trilogy and the prequel trilogy. It is mostly associated with Yodas teachings and abilities but can be heard when Luke is utilizing what Yoda has taught him. It is used sparingly in the prequels and mostly for key moments with Yoda. As a side, Williams uses this theme in E.T.: The Extra-Terrestrial when a little kid is seen in a Yoda costume. Landos Theme (Cloud City Theme) A march that is heard during the Bespin scenes in Episode V. It is used throughout the Cloud City scenes and a variation is used when Luke arrives to save Leia and Han. Return of the Jedi (1983) Principle Motifs Jabbas Theme This is heard in the opening of Episode VI when the scene takes place in Jabbas Palace. It is mostly tuba and is rolling and bulbous. It was added in the special edition version of Episode IV when a young (and much leaner?!) Jabba confront Han Solo in the hanger of the Millennium Falcon. There is also a disguised version of it in Episode I when Jabba officiates the pod race. Emperors Theme An ominous theme first used in Episode VI, and developed more in the prequel trilogies. It represents the Emperor whenever he is on screen. Williams also uses it conspicuously in the victory celebration at the end of Phantom Menace. Ewoks Theme Titled Parade of the Ewoks in the score for Episode VI, it is a light-hearted theme played during scenes in the Ewok village, during the Endor battle and in the end credits. Luke and Leias Theme This theme is heard only twice and only in Episode VI. It links Luke and Leia as brother and sister. It is more mature than the Love Theme and Leias Theme from the previous films. Victory Celebration This theme is used for the victory of the Alliance. In addition to these major motifs, there are minor themes used throughout the series that are used to represent some of the other characters and scenes in the original trilogy. These motifs are generally heard once and not much development took place for further use. Minor Motifs Arrival on Tatooine This is used in Episode IV and then again in Episode I. Tusken Raiders Theme Used when the Tusken Raiders are first introduced in Episode IV and when they attack Luke. Later used when Anakin destroys their camp in Episode II. Throne Room March Used in the original trilogy when Vader is present and later when the Emperor is shown in Episode VI. The final elements of music John Williams wrote for the original trilogy were the pieces that were performed as part of ‘live sequences. Before he became a film composer, John Williams was a jazz pianist going by the name of Johnny Williams. The ‘live elements reflect his earlier musical career with the use of jazz, classical and world music elements. These were: The two songs played in the Cantina on Tatooine entitled, Cantina Band and Cantina Band #2. They were in a swing style and the first tune became popular on the radio after the initial film release in 1977, while #2 could only be heard when Obi-Wan is speaking with Han Solo for the first time. Jabbas Baroque Recital is heard when R2D2 and C3PO arrive to give Jabba the message from Luke Skywalker in Episode VI. Jedi Rocks is also from Episode VI heard in Jabbas Palace just before Leia (disguised as a bounty hunter) brings Chewbacca in for a ransom. This song replaced Lapti Nek, when the special editions were releas ed and it was not included on the re-release of the soundtrack.[1] Max Rebo Band Jams is heard twice in the film, once after Chewbacca is sent to the jail cell and on the sail barge. This song doesnt appear on the soundtrack as recordings of it have apparently been lost forever. The music of the Ewoks is heard throughout Episode VI when Luke and company are in the village and after the battle of Endor. They are titled Ewok Feast, Part of the Tribe, and Ewok Celebration. Sources 8notes.com (2008) Williams, John [Online]. Available from: http://www.8notes.com/biographies/john_williams.asp [Accessed: 11 October 2009] Star Wars Episode IV: A New Hope. 1997. Producer, Gary Kurtz; director: George Lucas. Lucasfilms, Ltd. [DVD Recording] Star Wars Episode V: The Empire Strikes Back. 1997. Producer, Gary Kurtz; director: Irving Kershner. Lucasfilms, Ltd. [DVD Recording] Star Wars Episode VI: Return of the Jedi. 1997. Producer, Howard Kazanjian; director: Richard Marquand. Lucasfilms, Ltd. [DVD Recording] Empire of Dreams: The Story of the ‘Star Wars Trilogy. 2004. Producer, Edith Becker; directors: Edith Becker and Kevin Burns. Prometheus Entertainment. [DVD Recording] Williams, John. (2000). Star Wars Episode I: The Phantom Menace (Ultimate Edition). [CD] USA. Sony Classical. Williams, John. (2002). Star Wars Episode II: Attack of the Clones Original Motion Picture Soundtrack [CD] USA. Sony Classical. Williams, John. (2005). Star Wars Episode III: Revenge of the Sith Original Motion Picture Soundtrack [CD] USA. Sony Classical. Williams, John. (1997). Star Wars Episode IV: A New Hope (Special Edition). [CD] USA. RCA Victor. Williams, John. (1997). Star Wars Episode V: The Empire Strikes Back (Special Edition). [CD] USA. RCA Victor. Williams, John. (1997). Star Wars Episode VI: Return of the Jedi (Special Edition). [CD] USA. RCA Victor.

Macbeth: What Is Being Said About Influence And Manipulation :: essays research papers fc

What are we as humans far more afraid of free choice or a forced decision? Manipulation and influence are presented in many ways through out the course of this book. This essay will be more of a comparative analysis between two novels The Tragedy Of Macbeth and Paradise Lost. Though influence may be a large section of our lives manipulation is what gets us to do things. In both stories prophecies were told, but there were told in a malicious way. In the novel Macbeth the main character was told he would some day become king in an ill begotten fashion. It doesn’t seem possible to gain a crown in a bad way. There words are very deceitful. Then there prophecies turn to Macbeth’s friend Banquo, witches say â€Å"lesser than Macbeth, and greater,†(William Shakespeare act I scene III) and â€Å"not so happy, yet much happier†(W.S. act I scene III); then they tell him that he will never be king but that his children will sit upon the throne. After they say these things they simply disappear. This doesn’t show much free choice. When true meanings are hidden in lies and you become confused and no longer do you understand simple truths you have been manipulated. In Paradise Lost manipulations were conceded in a similar fashion. A snake told Eve of a great fruit. He told her he was now as a man is and she would be as a god. The tyrannical serpent woes her with his blasphemous flattery. She reasons that God claimed that eating from this tree meant death, but the serpent ate (or so he claims) and not only does he still live, but can speak and think. He essentially is lying to poor foolish Eve. Being naive she trust the serpent. Eve had never experienced a lie before, so she was influenced by the snake. All living things fear death. Macbeth had Banquo murdered and an attempted murder on Banquo’s son. Macbeth killed from fear of the witches’ prophecy coming true. He never really wanted to kill his best friend and he suffered mentally for it. Macbeth didn’t want to kill King Duncan. â€Å"If it were done when 'tis done, then 'twere well It were done quickly. If the assassination could trammel up the consequence, and catch, with his surcease, success; that but this blow Might be the be-all and the end-all—here, But here, upon this bank and shoal of time, — we’d jump the life to come.

The Discovery of Toumai †An Old Hominid :: Exploratory Essays Research Papers

The Discovery of Toumai – An Old Hominid Introduction: The current idea of the evolution of humans is about to make a huge turnabout. The cranium, a jaw fragment, and several teeth of a hominid (a primitive human) were found in the Djurab Desert. The fossils are thought to be, amazingly, between 6 and 7 millions years old. The authorities in Chad have nicknamed the cranium â€Å"Toumai†, which means, â€Å"hope of life† in the Goran language (Walton). Where was it found? The fossils were found in the Djurab Desert in Northern Chad, Central Africa. Of the four areas in the Chad basin, the remains were found in the oldest locality, TM 266 (Toros – Menalla). The remains are well preserved and the cranium is almost complete, considering the difficult detection of fossil layers and the constant sand blowing winds. The cranium has been designated TM 266-01-060-1 (Wood). Only two other hominid fossils have been found in Chad. The first, which was found in 1961, turned out to be a modern human skull that had become so eroded that is looked like an australopith (an early form of hominids). The second set of remains was found in 1995. This hominid was a real australopith and was named Australopithecus bahrelghazali (Wood). But because of where the fossils were found, scientists had to think of another way to date the bones. Absolute – isotope-based – dating methods cannot be applied to the fossil layers at Toros – Menalla because there are no ash layers to provide the necessary argon and potassium. Nor are the sediments suitable for magnetism-based dating methods. Instead, the team matched the rich vertebrate fossil record at TM 266, consisting of examples of 44 different groups, with the equivalent record from sites in East Africa that have absolute dates. The best matches are with two sites in Kenya: The Lukeino Formation of the Tugen Hills (which dates to about 6 million years ago) and the Nawata Formation at Lothagam (5.3-7.4 million years). The upshot is a reliable age estimate of about 6-7 million years for the Toros – Menalla fossils (Wood). How it is different? For over a century and a half, it was believed that humans and African apes are more closely related than humans and orangutans.

The Unwanted

I am writing this letter because I want to recommend the book –â€Å"The Unwanted† by Kien Nguyen to 11th graders in high school. â€Å"The Unwanted† is a work of nonfiction and it is about the Vietnam War. This is the true story about Kien’s childhood life after the communist takeover Vietnam in 1975. In my opinion, war is cruel for people, and it causes many different social issues. The students in 11th grade are studying history, and history is a requirement subject in high school. The major theme in this book for 11th graders is the effect of war. Since teens need to study history at school, they only learn from the book.However, they never imagine a war is always related to our life. The reason for 11th graders to learn from war is discrimination. Discrimination happens in every country and discrimination still exists in our life, especially in the United States. The United States is a multi-ethnic country, and there are many different races’ p eople live in the same community. Discrimination not only happens during the war, but it is also happens in school. At school, teens are studying with different races of classmates, and they have different cultures and backgrounds. So teens should learn how to get alone with each other.For example, Kien is a mix-raced and he is a good student whom his teachers are proud of his accomplishments. His teacher recommends him to be a leader in front of parade. He is very proud and it is a good challenge for him to do his best. He wants his mother to be proud of him too. However, his dean cancels his qualification before the parade begins because of his mix-raced. His mother is ashamed about Kien’s mix-raced and she is very worry about him. When the police go to check their family status after the fall of Saigon; his mother worries about his identity.If the police know about Kien’s identity, they might take him to jail. So his mother dyes his hair to make him looks like a Vie tnamese. To dye Kien’s hair and hide his identity shows Kien is discriminated by social community. Although racial discrimination exists in our society, people take pride in mix-raced. Most people nowadays consider mix-raced kids as beautiful or handsome. However, mix-raced kids are discriminated during the Vietnam War; their fates are terrible because the communist take over Vietnam and American help their opposite side. Therefore, the communist consider American as enemies. So the discrimination nfluences teens 11th graders because they need to know more about the social problem in the war. Also, teens should learn the racial discrimination from Kien’s experience. It could always remind teens to get alone with others when they have discrimination at school or in community. Besides, learning more discrimination information also helps them to improve their historical knowledge. Another reason for me to recommend this book to 11th grader is appreciation of Kien’s hard life after the war. Now, our living standard is better than the life in war; however, some families are still facing financial problem.Also, Kien’s life is affected by Vietnam War which he must work hard to support his family’s financial problem. Moreover, 11th graders can learn from Kien’s experience, begin to live independently. So, this is a good chance for the teens to learn a lesson from Kien’s experience. For example, Kien was living in a wealthy family, and he doesn’t need to worry about his life. However, his life has changed after Vietnam War. He works hard to less his mother’s burden. Sometimes he feels helpless because no one can help him; everyone is worrying about their life at the same time.He finally learns how to take care of his family and earn money for his family. He is matured by his life and he acts like an adult. No matter how bad the living environment Kien has, he still accepts it. As teenagers, we should learn from Kien’s life experience to handle our difficulties. Also, this is the useful and helpful message for 11th grader; they can learn a lesson from Kien’s hard life and learn how to handle the difficulties if they have family financial problem. On the other hand, survival and hope are the most important factors in our life.Everyone has a hope when they live in the world and works hard to find a living way. If people do not have a hope to survive, they might live like a person without soul. Also, some of people never give up when they lose their hope; they try to find their hope to survive. But some teens do not think so, sometimes they feel hopeless when they are facing difficulties without any helps. In this book, Kien is hopeless just after the fall of Vietnam. He is too little to handle all of his difficulties in his life. Because he is the oldest son for his mother, he has to take all of the responsibilities.Kien never gives up when he is facing his difficulties. He tries his best to help his family out of Vietnam. His father is an American and he is looking for his father; he needs his father’s help, and he wants his father takes him out of his misfortune. From his difficulties to a way out of Vietnam, it gives him a hope in his life. When 11th graders study many different wars around the world, some of them might feel people in the war are hopeless and helpless; they don’t want to accept their misfortune. It also helps teens to understand even the environment is terrible, they still can find their way to live.As a result, survival is very important in everyone’s life. I like this book very much after I finish it. I am so excited and nervous by Kien’s life changes in this book. I really want to recommend this book to 11th graders who are interest in history and want to study history, because students in 11th grade begin to study history and it is the requirement subject in high school. So, this book can helps them to know more details of historical events in Vietnam War. From Kien’s life, hope and discrimination in the war, they can get the different point of view in the book.Also, they will learn how Kien helps his family and handles his hardship in his life. Now, the teenagers don’t understand the difficulties after the war, because they live under their parents’ protection. For some teens are mix-raced like Kien, they can compare the different situation about the discrimination with Kien’s experience. Before, I had heard some histories from my parents about the Vietnam War and I had learned a little bit at school, and I don’t know how people live during the war. Now, I can image how Kien’s life in Vietnam and how hard he lives under the community society.

Organisational Design

Nine tests of organisation design The weight of research and insight into organisational design is heavy and growing. Michael Goold and Andrew Campbell cut through the complexity and emerge with a new approach to organisation design which includes a rigorous framework for design choices based on nine key tests of organisational effectiveness. Michael Goold is a director of the Ashridge Strategic Management Centre. His research interests are concerned with corporate strategy and the management of multi-business companies, and he runs the Centre’s programme on Group Level Strategy. Product-market strategies What are the factors that should guide the choice of organisation design? There are many managerial rules of thumb about things such as spans of control and reporting relationships. In addition, academics and consultants have produced a huge amount of work on organisation design. But our research told us that managers still lack a practical and systematic framework to guide their organisation choices. An important purpose of our work has been to condense previous ideas on organisation design into a few core principles, on which to base a usable framework. Less an intellectual triumph than a practical checklist for addressing the most important issues, FIGURE 1: FRAMEWORK FOR ORGANISATION DESIGN GOOD DESIGN PRINCIPLES Specialisation principle Email: michael. goold Corporate strategy Co-ordination principle @ashridge. org. uk ORGANISATION DESIGN People Control and commitment principle Knowledge and competence principle Constraints Innovation and adaptation principle 4 DIRECTIONS FIT DRIVERS www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk FIGURE 2: NINE TESTS FOR ORGANISATIONAL DESIGN Product-market strategies GOOD DESIGN TESTS Specialist cultures test Specialisation principle Andrew Campbell is a director of the Ashridge Strategic Management Centre and visiting professor at City University. Previously Redundant hierarchy test Knowledge and competence principle Market advantage test Corporate strategy Difficult links test Co-ordination principle Parenting advantage test ORGANISATION DESIGN People he was a Fellow in the Centre for Business Strategy People test Accountability test Constraints Control and commitment principle t the London Business School, and a consultant at Feasibility test Flexibility test FIT TESTS Innovation and adaptation principle McKinsey & Co. Email: andrew. campbell our framework is grounded on some basic principles. The first and most important, the fit principle, embraces four drivers of fit – productmarket strategies, corporate strategies, people and constraints. The other good design principles are the specialisation principle, the co-ordination principle, the knowledge and competence principle, the control and commitment principle, and the innovation and adaptation principle (Figure 1). The principles are broad in nature and not always easy to convert into prescriptive guidance. They are more valuable in orienting managers than in resolving particular organisational dilemmas. However, as we worked with the principles, we found ways to convert them into some practical tests. Perhaps the most important contribution of this lies in the insights and understandings that the tests produce. The tests match the fit drivers and the good design principles. (See Figure 2). @ashridge. org. uk The fit tests One almost universally agreed proposition is that organisations need to be fit for purpose. Strategy, 5 DIRECTIONS www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk Nine tests of organisation design therefore, should be a key driver of organisation design, and we have found it useful to distinguish between product-market strategies and corporatelevel strategy. But strategy is not the only driver of organisational design. At least as important are people. Many authorities counsel against designing an organisation around people, preferring to build around the strategy and change the people if necessary. However, people cannot always be changed and new ones with the required attitudes may be hard to find. So designs should take account of the people available to lead and work in them. Finally, organisation design is subject to various constraints, ranging from laws laid down by governments to organisational capabilities or resources that are deeply embedded. The people test: â€Å"Does the design adequately reflect the motivations, strengths and weaknesses of the available people? † The feasibility test: â€Å"Does the design take account of the constraints that may make the proposal unworkable? The fit tests bring out the most important inputs that should guide organisation design choices. Provided the design has been selected with these inputs in mind, there should be no problem in passing the fit tests. However, organisation design choices are not always so rational. All too often, organisations evolve in ways that are not sufficiently related to the strategy of the compan y, or else pay scant attention to the limitations of managers who will fill key positions. In one company, we were told that the structure had always been primarily driven by the balance of All too often, organisations evolve in ways that are not sufficiently related to the strategy of the company, or else pay scant attention to the limitations of managers who will fill key positions. power between the four barons who ran the main divisions, resulting in business unit groupings that had little to do with the opportunities in the markets being served. Under these circumstances, the organisation will be a barrier to successful strategy implementation and will damage competitiveness. The fit tests ensure that organisations that are evidently not fit for purpose will be exposed, and that more suitable alternatives will be adopted. The good design tests The fit drivers lead to four fit tests: While the four drivers of the fit principle are The market advantage test: â€Å"Does the design allocate sufficient management attention to the operating priorities and intended sources of advantage in each product-market area? † recognised by most managers, we believe the good design principles and tests represent more of an advance. They synthesise the vast quantity of academic research and managerial experience about what makes an organisation work well into The parenting advantage test: â€Å"Does the design allocate sufficient attention to the intended 6 DIRECTIONS few basic tests that should guide any organisation designer. The specialisation principle and co-ordination principle both concern the boundaries between sources of added-value and strategic initiatives of the corporate parent? † www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk units. The specialisation principle states that boundaries should exist to encourage the development of specialist skills, whereas the co-ordination principle emphasises that activities that need to be co-ordinated should be located within the boundaries of a single unit. Although these basic principles are clear, there are unfortunately often trade-offs between specialisation and co-ordination. A broadly-based product structure may give economies in purchasing and manufacturing, but be detrimental to the development of specialist products for particular markets. A disaggregated geographical structure with many local units may support the special skills needed for different regions, but prevent effective co-ordination in product development or IT infrastructure. The difficult organisational problems arise when there are trade-offs between different ways of grouping responsibilities. In order to help with these trade-offs, we have developed two tests, which give more precision to the basic principles and make them more practically useful. business unit, with little or no contact with the rest of the company. Alternatively, instead of setting up a separate unit, it may be possible for the corporate parent to ensure that the specialist culture receives sufficient protection by flexing corporate policies and procedures or by giving it certain powers. The test focuses attention on the dangers of suppressing or damaging activities that fall outside the mainstream corporate culture, dangers which are easy to overlook. The difficult links test recognises that many co-ordination benefits can be achieved through spontaneous networking between units, but that others will be more difficult. For example, best practice sharing can often be left to networking between units, whereas the establishment of common technical standards is unlikely without a corporate policy which makes them mandatory. Organisation designers should focus only on the few co-ordination benefits that will be difficult: where networking will not deliver the benefits. For these difficult links, it is necessary to develop appropriate co-ordination mechanisms or interventions to overcome the difficulty, or to The specialist cultures test: â€Å"Do any ‘specialist cultures’, units with cultures that need to be different from sister units and the layers above, have sufficient protection from the influence of the dominant culture? † readjust the design so that the co-ordination lies within the responsibilities of a single unit. This test makes managers assess which co-ordination benefits will be difficult to achieve if left to the network, and to think through whether and how the difficulty can be overcome. The difficult links test: â€Å"Does the organisation design call for any ‘difficult links’, co-ordination benefits that will be hard to achieve on a networking basis, and does it include ‘solutions’ that will ease the difficulty? † Together, the specialist cultures test and difficult links test give managers a powerful means of assessing the trade-offs between the benefits that can be gained from co-ordination and from specialisation. In the 1980s, IBM decided to set up its PC division as a very separate unit, free from the influence of the IBM corporate culture and The specialist cultures test questions whether the required specialist skills will thrive only if the managers concerned are insulated from the influence of other parts of the organisation. For example, sometimes the best way to develop and market a new product is to set it up as a separate policies. This promoted a specialist PC culture that was highly successful in bringing the new product to market rapidly. Using a similar logic, many commentators argued that, when faced with performance problems in the early 1990s, IBM should break up the whole company into separate, 7 DIRECTIONS www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk Nine tests of organisation design independent units. Lou Gerstner, however, believed that the opportunity for IBM lay in providing integrated customer solutions. He therefore kept the company together. But he recognised that co-ordination between separate product divisions was not proving a satisfactory means of offering integrated solutions, due to conflicting divisional priorities and incompatible technologies. He therefore gave authority to IBM Sales and Distribution division and to a new unit, the Global Services division, to concentrate, respectively, on customer solutions and services, using both IBM and competitor products. These divisions have the power to offer a unified approach to customers and have dealt well with the previously difficult links between IBM divisions. At the same time, Gerstner has encouraged new business activities, such as Business Innovation Services, IBM’s e-business initiative, not to be bound by IBM’s traditional policies nd ways of doing things. IBM’s structure now takes account of both the difficult links and the specialist cultures tests. The difficult links and specialist cultures tests help managers to address the organisation design issues faced by companies such as IBM, where there are evident advantages both from specialisation and co-ordination. The tests identify the real trade-offs between co-ordination and specialisation and h elp managers to find ways of gaining the benefits of co-ordination without undermining the development of specialist skills. The knowledge and competence principle is mainly concerned with delegation. It states that responsibilities should be allocated to the person or team best placed to assemble the relevant knowledge and competence at reasonable cost. The practical test that follows from the principle is: This test is based on the premise that the default option should be to decentralise to operating units, only retaining responsibilities at higher levels if there is a knowledge and competence rationale. As we have argued in previous work, hierarchy can only be justified if it adds some value to the functioning of the organisation. 1 Questions about whether and how the hierarchy adds value have helped numerous companies to sharpen their thinking about the design of their headquarters, group and division levels. The redundant hierarchy test is a way of formalising these questions. The control and commitment principle concerns two challenges that arise in any decentralised organisation: how to maintain appropriate control and how to ensure high levels of motivation. Units should feel strong pressures to self-correct if they are failing to deliver, and parent-level managers to whom the units report should be able to identify problems easily and promptly. This leads to a further test: The accountability test: â€Å"Does the design facilitate the creation of a control process for each unit that is appropriate to the unit’s responsibilities, economical to implement, and motivating for the managers in the unit? † The accountability test focuses managers on the pressures that exist for a unit to self-correct. These depend on the relationships the unit has with ts internal and external customers, the performance measures for the unit, and the unit’s reporting relationship. Market-facing business units with arms-length customer relationships and bottomline performance measures are relatively easy to control and motivate. Corporate functions with no external customers, tied internal relationships and The redundant hierarchy test: â⠂¬Å"Are all levels in the hierarchy and all responsibilities retained by higher levels based on a knowledge and 8 DIRECTIONS subjective performance measures present more accountability problems. In a complex structure, it is all too easy to create a design that looks good on paper, but leaves unit managers de-motivated and unclear about their performance objectives, and competence advantage? † www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk parent managers unable to control those who report to them. The accountability test helps managers design units and establish performance measures that produce effective, low-cost controls that are highly motivating. The innovation and adaptation principle states that structures should be designed to innovate and adapt as uncertainties become clarified and environments change. An organisation design that is perfect for today is of little use if it cannot adapt to cope with the conditions of tomorrow. The principle yields our last test. under-attending to product or from underattending to geography? † Often there is no clear The flexibility test: â€Å"Will the design help the development of new strategies and be flexible enough to adapt to future changes? answer to these trade-offs, but making sure that the question is asked helps managers to find a reasonable balance between competing interests. By pointing out the trade-offs and weak points in a The test recognises that some structures allow for evolution and adaptation, whereas others build in rigidity and power bases that resist change. It ensures that the designer considers the changes which may be needed and whether the design will b e flexible enough to make them. chosen design, the tests help managers to be more thoughtful about problems that may occur and future changes that may be needed. The tests also help managers weigh the advantages and disadvantages of different designs and provide a rigorous analytical structure for making design choices. An organisation design that is perfect for today is of little use if it cannot adapt to cope with the conditions of tomorrow. Using the tests The purpose of the tests is to raise issues. Some can be addressed by refining the structure, by designing process solutions, or by appointing different managers. A key benefit from using the tests comes from the ideas for design improvements that they suggest. For example, a common problem is the creation of a layer of management, say a geographic region or a product group, without specifying what responsibilities should be retained by this layer and why. The redundant hierarchy test helps point out this design weakness, alerting managers to the need either to eliminate the layer or to define the responsibilities, skills, management processes and leadership style that is needed to make the layer a positive influence on performance. Some issues raised by the tests point to unavoidable trade-offs: â€Å"do we lose more from The nine tests are the core around which we have built our new approach to organisation design. This article is drawn from Michael Goold and Andrew Campbell’s new book, Designing Effective Organizations (John Wiley & Sons, 2002). REFERENCE 1. Goold, Michael; Campbell, Andrew and Alexander, Marcus. (1994). Corporate-level Strategy, John Wiley & Sons and Goold, Michael; Pettifer, David and Young, David, â€Å"Redefining the Corporate Centre† , European Management Journal, February 2001. 9 DIRECTIONS www. ashridge. com/directions The Ashridge Journal Summer 2002 Ashridge Business School http://www. ashridge. org. uk

Maternal Deprivation Essay

An understanding of my feelings regarding Maternal deprivation Maternal deprivation was a term used by British psychologist John Bowlby. Bowlbys theory of maternal deprivation was that any disruption to the continuity of a loving and mutual bond between child and mother/mother figure can be potentially damaging to a child’s emotional, intellectual and social development. Bowlby believed that if a bond is broken between child and mother between the crucial period of 6 months and 5 years, then the child is at high risk of developing things like anti social behaviour and mental retardation. There are different kinds of separation: Short term separation: This occurs when working mothers/ mother figure make use of daycare or child or mother figure has a short stay in hospital. Long term separation: Occurs when families split up and one parent has custody or when both parents die. Privation: Occurs when a child is orphaned very young and receives institutional care, or when a child is severely neglected or abused by carers so that an atypical attachment is formed. Maternal Privation: this occurs when an infant is never allowed to bond with their mother figure. Prived children do not experience the close relationship most of us get to enjoy. He believed that The first 5 years of life are the most important in a persons development. Separation from a parent especially the mother is a major cause in psychological trauma in childhood Such deprivation and consequent psychological trauma has long lasting affects on the over all development of a child The attachment is monotropic meaning it is between the child and one other person. There is a critical period for attachment formation, he thought was between 6 months and 3 years. The child must form an attachment by around 6 months, after which they will have a strong need to be continually close to the mother/mother figure. Any obstacle to the forming of attachment or any subsequent disruption of the relationship constitutes â€Å"Maternal deprivation. The secure attachment and continuous relationship a child needs is far more likely to be provided within the natural family than  anywhere else. Bowlby believed that there are huge psychological consequences for a child who has experienced separation from their mother/mother figure. Bowlby based his research on a group of children who had been sent to his clinic for stealing, this was known as â€Å" The thieves study† The aim of this study was to see if juvenile criminals who displayed affectionless psychopathy were likely to have had an early separation than those who had not. Eighty eight children half of whom had criminal records for theft. Fourteen of the thieves displayed a lack of normal affection, a sense of responsibility or shame. Almost all of these children suffered early or prolonged separation from their mothers/mother figure. The remaining seventy four children who were not affectionless, only seven had been separated from their mother figures. This appears to strongly support Bowlbys theory. Bowbly said that â€Å"mother love in Infancy and childhood is as important for mental health as vitamins and proteins are for physical health† I agree, Children need a stable, permanent, loving figure in their lives, for comfort, support, safety and to know and feel love. A happy child is a thriving child.

Love Blinds

The course of true love is not only unsmooth, it is also irrational, whimsical, and unpredictable. This truth written by William Shakespeare is on ample display in one of his most popular romantic comedies, A Midsummer Night's Dream. Theseus formulates the correlation that exists between the insanity often expressed in the actions of desire and the words of a poet during his speech near the end of the play when he observes that â€Å"The lunatic, the lover, and the poet / Are of imagination all compact† (V. i. 7-8).The lunatic, lover and poet share the trait of achieving a state of consciousness that lifts them high over the hindrances that come with logic and allows them to glide sweetly over the chasm that will place them gently at the feet of the object of their desire. Theseus asserts that this leap of faith translate allows heaven to be transformed into hell for the lunatic, while the lover is allowed to transform the ugly into the beautiful, or hell into heaven. The poet is allowed his own special power; that of a God who can create from nothing either a heaven or hell.The implication found in Theseus' observation is that desire is really just a fantastic illusion stripped of its truth. Is Shakespeare asserting that desire is simply a false emotion? If so, then would not that mean that Theseus' desire for Hippolyta is a desire that is somehow released from this bondage of fantasy? But if that is so, then how to explain how he so readily fixed his desire upon another? Shakespeare gives no facile answer to these questions. Shakespeare chooses instead to make the paradox in question here the theme of the play.Throughout A Midsummer Night's Dream, the unpredictability of love and desire is surveyed as the characters set forth on their respective journeys toward a love that is completely off-kilter while also maintaining a foundation of reality that belies the magic of the forest. Helena's speech in the opening scene is the play's most direct evidence o f Shakespeare's thematic concern: â€Å"Things base and vile, holding no quantity / Love can transpose to form and dignity./ Love looks not with the eyes, but with the mind, /And therefore is winged Cupid painted blind† (I. i. 232-235). What Helena intuits is that desire is exempt from explanation, that it is contradictory and maddeningly and, ultimately, has the single greatest influence on human actions. Distraught over the revelation that her own beloved, Demetrius, is in love with Hermia instead of her, Helena asserts that though Demetrius is incapable of seeing she is as beautiful as Hermia.She believes that love is endowed with the authority to convert â€Å"base and vile† qualities into â€Å"form and dignity†-even ugliness and bad behavior can seem attractive to someone you love. She argues that since â€Å"love looks not with the eyes, but with the mind† that love therefore is not based on objective analysis, but subjective perception. These line s anticipate facts of the play's assessment of love to come, including Titania's desire for the ass-headed Bottom, which stands as the apex of the transformation of the â€Å"base and vile† into â€Å"form and dignity.†The theme of love's unsmooth path is portrayed through the conceit of things being off-center and out of balance throughout the multiple romantic entanglements, focusing especially on the asymmetrical relationships between the four young Athenians: Hermia loves Lysander, Lysander loves Hermia, Helena loves Demetrius, and Demetrius loves Hermia instead of Helena. The course of true love in this play is in actuality a quest to restore balance and set the world on an even keel once again.The goal is to get back to symmetry. Even the relationship between Titania and Oberon is subject to the power of balance being lost. In this case, the off-kilter quality arises from Oberon's coveting of Titania's Indian boy, which she believes is greater than his love for h er. Of course, Titania herself will submit to the tilted perception in her desire for Bottom. A Midsummer Night's Dream proposes that no easy route exists that reaches the object of anyone's desire.This is even true when both parties on are the same path and headed toward each other. Lysander and Hermia take this route, yet eventually discover a hindrance in the form of her father's wish that she marry another. Shakespeare is remarkably subtle at demonstrating how desire can influence the course of true love even when that desire is not carnal. In the end, Shakespeare seems to posit the idea that desire is not really in itself a false emotion, but is an illusion that often serves to make love false.