Feminimity and Masculinity in Trifles by Susan Glaspell Essays -- Trif

Feminimity and Masculinity in Trifles by Susan Glaspell Works Cited Not Included Trifles, a one-act play, written by Susan Glaspell, has an interesting plot about an abusive husband?s murder at the hands of his abused wife on a secluded farm in the Midwest (Russell, pg. 1). The opening scene of the play gives us a great deal of information about the people of the play and their opinions. The play portrays the ways in which men treated women during this time period. The men in the reading reflected a male-oriented society, which caused the women feelings of repression and unappreciation. Throughout the play the actions of Mrs. Wright, Mrs. Hale, and Mrs. Peters resemble that of Greek mythology, where three sisters controlled the fate of men (Russell, pg. 1). The setting in which the majority of the action takes place is the kitchen. The room is described as ? a gloomy kitchen?-unwashed pans under the sink, a loaf of bread outside the bread-box, a dish-towel on the table-and other signs of uncompleted works?(Roberts and Jones, pg.1150). This description should alert the reader immediately that something is wrong. In the time when this play was taking place, the woman?s sole responsibility was to keep the house in order. Everything I have read from this time period has portrayed the house as a very clean and organized place for the man to come home to. It was supposed to be a place for rest and relaxation. The fact that Mrs. Wright?s kitchen was in such disarray, symbolizes that something was troubling her. In the paragraph describing the scene it is told that the people entered the kitchen in the order of the sheriff, the county attorney, and Hale. The sheriff?s wife and Mrs. Hale followed behind the men, entering last... ...h some of her own. ?Mrs. Hale symbolically claims her position as the person who spins the thread of life,? (Russell, pg. 1) relating back to Greek mythology. When the men continue to joke about Mrs. Wright?s intention ?to quilt or just knot? it evokes a defensive response in Mrs. Hale which seems to warn them not to tempt fate. The play ends with the women leaving the house without conveying what they had learned to the men. They felt justified in making a decision not to tell because of the condescending attitudes of the men. Their choice was to do what was legally right and report their findings, or to conceal the truth and vindicate all women (Kearns, pg. 1). Mrs. Hale snatches the box from Mrs. Peters and puts it in the pocket of her big coat to conceal it. The women have no intentions of revealing their finds, and seem to protect Mrs. Wright to the end.

Intertextuality in Robert Kroetschs Seed Catalogue Essay -- Kroetsch

Intertextuality in Robert Kroetsch's Seed Catalogue The late poet John Donne said, "No man is an island." Donne passed away in the earliest part of the seventeenth century, and yet he recognized an idea upon which much of modern philosophy and literary criticism is built. Donne said, in effect, that any individual man is nothing outside the body of mankind; Donne thereby supports a theory of cultural subjectivism. In the field of literary criticism, particularly modern and postmodern criticism, the term intertextuality refers to the phenomenon of interconnectedness that exists specifically within literature. Just as Donne believes man to be nothing outside the context of his culture, so too does modern literary criticism support the idea that a text is nothing outside of the whole body of a culture's literature. In this way, it is fair to say that no text is an island. As in any discussion of theoretical topics, it is vitally important for those involved in a discussion of intertextuality to fully understand the definition of the word before any meaningful discussion of the term or its application can occur. According to M. H. Abrams: The term intertextuality, popularized by Julie Kristeva, is used to signify the multiple ways in which one literary text is made up of other texts, by means of its open or covert citations and allusions, its repetitions and transformations of the formal and substantive features of earlier texts, or simply its unavoidable participation in the common stock of linguistic and literary conventions and procedures that are "always already" in place and constitute the discourses into which we are born. In Kristeva's formulation, accordingly, any text is in fact an "intertext"-the site of... ... virtue of their unique relationship. The metaphor of seeds may not be limited to what constitutes the seeds of a prairie town or the seeds of a poet but rather to what constitutes the seeds of a poem. Just as plants grow to maturity and create the seeds for a new generation of plants, the texts of one's life become the beginning of new texts to be created. The seeds catalogued within Seed Catalogue are texts. Works Cited Abrams, M. H. "Text and Writing (Écriture)." A Glossary of Literary Terms. 7th ed. Boston: Heinle & Heinle, 1999. Garret-Petts, W. F. "Novelist as Radical Pedagogue." College English 54.5 (1992): 554-572. Herk, Aretha van. "Robert Kroetsch Biocritical Essay." The Robert Kroetsch Papers: first accession. Calgary: University of Calgary Press, 1986. Kroetsch, Robert. Seed Catalogue. Winnipeg: Turnstone Press, 2001.

Ethics and Utilitarianism Essay

What is Utilitarianism? Utilitarianism is an ethical framework for effective moral action. It’s a philosophical concept that holds an action to be held right if it tends to promote happiness for the greatest number of people. The essence of utilitarianism is in its concept of pleasure and pain. It defines the morally right actions as those actions that maximize pleasure or happiness and minimize pain or evil. Utilitarianism is all about making the right choices that will consequently promote the greatest amount of happiness. It can be traced all the way back to the ancient Greek philosopher Epicurus, but the name most frequently associated with utilitarianism is that of Jeremy Bentham. According to utilitarianism, we should evaluate an action by looking at is consequences, weighing the good effects against the bad effects on all the people affected by it. If the good outweighs the bad, it tends to be a good action; if the bad outweigh the good, it tends to be a bad action. (DeGeorge 45) Ethical principles and theories are the foundations of ethical analysis because bring significant characteristics to the decision-making process. Every single theory shows different points such as predicting the outcome and following one’s duties to others in order to reach an ethical decision. But an ethical theory can only to be useful if the theory is directed towards a common set of goals. Ethical principles are the common goals that each theory tries to achieve in order to be successful. These goals include beneficence, least harm, respect for autonomy and justice. Using utilitarianism in ethical business practice would consider the good and bad consequence for everyone the action would affect, treat everybody as having equal rights, with no bias towards self, and would use it as an objective, quantitative way to make a moral decision. Utilitarianism should be employed in all business decision-making process to maximize effects and minimize negative outcomes. Businesses seek to make a profit. The cost-benefit analysis is a form of utility calculation. Most business often use cost-benefit as a decision making tool. Companies attempt to find out how much something is going to cost them before taking any actions that should result in consequences favorable to everyone involved. Just simply put, the company could make a profit while the consumer benefit from the product. To understand the definitions and concepts of the theory, in relation to business ethics, I will use the Ford Pinto Case as an example. The Ford Pinto was sold with dangerous design faults in the fuel tank in which management knew the problem existed. (bizcovering) In a roll over, the fuel valve had a tendency to leak fuel. That did not stop design and production, they rushed to assemble the vehicle and costs were kept low in order to sell the auto for $2,000. It was successful, until one year four people died and one little boy horribly burned and disfigured. Then there were many other incidents that resulted in Ford being sued and had to pay millions in compensation. The cost-benefit analysis demonstrated an abuse of utilitarian principles to suit their needs, because the engineers were aware of the flaws, yet the company continued to sell the car without safety modifications. Utilitarianism, far from being a self-serving approach to moral issues, demands careful, objective, and impartial evaluation of consequences. This philosophy is based on the belief that the moral and ethical value of one’s action should be judged by the consequence of such action. But utilitarianism states that the morality of an action is best judged by the utility or usefulness of such an action. During the 1980’s, Oliver North had to explain why he lied to congressional committees about his role in the Iran-Contra affair, the sale of U. S. arms to Iran for the release of hostages that were held by Iran, he replied, â€Å"Lying does not come easily to me. But we all had to weigh in the balance the difference between lies and lives. North’s conduct was an example of utilitarianism, his method of justifying his acts of deception is a form of moral reasoning. So long as a course of action produces maximum benefits for everyone, utilitarianism does not care whether the benefits are produced by lies, manipulation, or coercion. Utilitarianism was once a radical philosophy. It attempted to set forth a moral system apart from divine revelation and biblical morality. Utilitarianism focused on results rather than rules. But now has been embraced by so many simply because it seems to make a good deal of sense and seems relatively simple to apply. It provided for a way for people to live moral lives apart from the Bible and its rules. Logic rather than obedience to biblical principles guides the ethical decision-making of utilitarianism. While Jeremy Bentham developed his ethical system around the idea of pleasure and built it on ancient hedonism which pursued physical pleasure and avoided physical pain; John Stuart Mill modified this philosophy and developed it apart from Bentham’s hedonistic foundation. Mill used the same utilitarian calculus but instead focused on maximizing the general happiness by calculating the greatest good for the greatest number. Whereas Bentham established act utilitarianism, Mill established rule utilitarianism. Act utilitarian holds that each individual action, in all its concreteness and in all its details, is what should be to the utilitarian test. (DeGeorge 47) Rule utilitarian holds that utility applies appropriately t classes of actions rant than to given individual actions. (DeGeorge 48) According to Mill, one determines what is right by comparing the consequences of all relevant factors of diffeerent rules for a specific circumstance. In conclusion, utilitarianism is all about making the right choices that will consequently promote the greatest amount of happiness for the greatest number of people. Work Cited DeGeorge, Richard T. Business Ethics. 7th Ed. New Jersey: Prentice Hall. 2010 â€Å"Applying Utilitarianism to Business Ethics: The Ford Pinto Case. † Annie Lundy February 6, 2009 â€Å"Utilitarianism. † utilitarianism. com. Henry R. West. n. d. â€Å"Calculating Consequences: The Utilitarian Approach to Ethics. † Claire Andre and Manuel Velasquez. n. d.

Bed & Breakfast Pet Hotel

When people go on vacation or on a business trip, sometimes it is impractical to bring the family pet. Not long ago many would just ask a neighbor to keep an eye on the pet while the family was gone. Others would leave the pet with enough food and water to survive during the trip, although this was impractical for long trips.These options each come with advantages and disadvantages, but they fail to ensure that the family pet is not just watched, but pampered. This concept of pampering the family has sprouted a whole new industry of pet facilities.With more people seeing the pet as of a family member, the care of the pet is becoming more important. In 2006 families spent approximately $38 billion on their pets and around 63% of household own at least one pet (Koncius, 2006).This has brought about a rise in pet hotels / pet bed and breakfasts. PetsHotel, a division of PetSmart, is a leader in this rising industry. PetSmart purchased a pet hotel in 2000 in the Tucson, AZ area and has e xpanded it to over 50 stores since then. PetSmart’s goal is to eventually have over 400 PetsHotel facilities nationwide and in Canada.However, PetSmart is not the only company getting into this rapidly expanding industry. This report is evaluating PetsHotel and its place in the industry. Specifically this report will demonstrate its position in the market through a Strength, Weakness, Opportunities, and Threats analysis, or SWOT analysis.This analysis will provide a clearer picture of what PetsHotel is facing in regards to the competition, trends, and future expansion. It will demonstrate where PetsHotel has a significant advantage over its competitors and where it has shortfalls. StrengthsThe most notable strength PetsHotel is the strong brand name and familiarity of its parent company, PetSmart. According to PetSmart’s website, the company has almost one thousand stores in the United States and Canada (PetSmart, 2007).PetSmart entered the pet hotel industry in 2000 w hen it recognized â€Å"its huge potential and it fits perfectly into [its] strategy of providing the lifetime needs of pets and their parents† (PetSmart, 2008). Customer loyalty and name recognition provides assurance for those customers who may not want to take a risk with a local, known pet facility.With how important pets have become to the owner, many owners will not want to take the risk of a bad facility. Jim Krack, founder of American Boarding Kennels Association, or ABKA, stated that â€Å"Pet owners expect the same type of amenities from their pet care providers as they receive from their child day care providers† (Shim, 2007).It is assumed that most people would not just place their children in any childcare facility without first ensuring a certain level or standards and safety. The name brand of PetSmart gives PetsHotel that instant recognition. In the fiscal year 2007, PetSmart posted $4.2 billion in sales and has $209 million in cash (Yahoo! Finance, 200 8). This cash cow can aid in the design and construction of new facilities. This will allow PetsHotel to quickly expand into competitive areas and into new, untapped market areas. Other competitors will not have the cash available without going into substantial debt to expand as quickly as PetsHotel can.Economies of scale also provide PetsHotel with a significant strength. Since smaller pet facilities will be unable to purchase items in the bulk level that PetsHotel can, the per item cost will be much greater than PetsHotel.Overhead and other expenses can be spread out amongst the over 50 PetsHotels already built. In comparison, Wags Hotel only has three stores to spread its costs around. Weaknesses Although the size PetsHotel is an advantage, it also lends itself to outside threats.The perception by some is larger companies many not provide as intimate and caring service for the pets. Consequently, many will prefer smaller, local services over the big corporate service of PetsHotel . Others will not want to go to the corporate establishment in favor of the local â€Å"ma and pa† pet facilities.The reasons for this could be the perception of intimate pet care with the smaller facility or it could just be hatred toward corporate America. Another weakness is a lack of accreditation. The American Boarding Kennels Associate, or ABKA, is a non-profit organization that seeks to assure high standards in pet care.ABKA provides pet owners with a set standard of quality of different hotels and kennels through a Pet Owner’s Bill or Rights and certifying different pet hotels. Out of 93 accredited pet facilities, none of them are PetsHotel brand pet facilities.To obtain certification the facilities must be â€Å"in compliance with the standards of the ABKA Voluntary Facilities Accreditation Program and have successfully completed an on-site evaluation by ABKA† (ABKA, 2008). A lack of certification from a reputable firm such as ABKA is a strong weakness for PetsHotel.ABKA’s website does list PetsHotel as a facility that can house a pet, but it also lists their lack of accreditation. This could sway a potential pet owner customer away from PetsHotel in favor of a pet facility that is accredited. OpportunitiesThe nearly 1000 PetSmart locations provide ample opportunity for quick expansion of the PetsHotels. By utilizing the PetSmart facilities, PetsHotels can quickly set up operations and provide services already at the PetSmart stores such as grooming, training, and Bansfield pet hospital. Some of these features have already been added to PetsHotel’s Add-On features.These features include nail clipping, bath time, and access to a Banfield clinic in an emergency (PetsHotel, 2008). By utilizing PetSmart’s other services, PetsHotel could offer other services such as pet training and grooming beyond a simple bath.In 2006, PetsHotel announced that it wanted to reach a total of 435 hotels throughout the United States and Canada (PetSmart, 2008). This is an achievable goal in part because of the huge cash flow PetSmart can generate through its other business segments and because of the already established name brand in those areas. Companies such as Wags Hotels only recently added two more hotels.Those two new hotels are still within the general geographic area of central California (WagsHotel, 2008). However, PetsHotel is already in 26 states and plans three more openings in the next few months (PetsHotel, 2008).Threats PetsHotel’s website lists its hours of operations 7:00 AM to 9:00 PM Monday thru Saturday and 8:00 AM to 6:00 PM on Sundays. PetsHotel has a check-in and check-out time of 12:00 PM (PetsHotel, 2008). The problem that PetsHotel can run into is a 24-hour service such as Wags Hotel. By offering 24-availability, Wags Hotel allows travelers who arrive late at night to pick up their pet once they arrive. PetsHotel’s model would force the traveler to pick up their pet the next day and charge them for that extra night.Smaller pet facility companies are seeing the need for emergency veterinarian services. PetsHotel uses Banfield which is partnered with PetSmart. These smaller companies are starting to team up with the local veterinarians to provide the same quality service.Although the overhead for this service is spread out amongst the larger PetSmart Corporation, PetsHotel will further have to demonstrate that its corporate services are as good, caring and intimate as the local facilities and veterinarians. An example of this is Wagg Inn Pet Hotel with the Animal Hospital of Ashwaubenon, WI.At home pet nannies are another source of threat to PetsHotel’s business. People have been turning to high-class pet hotels because of how much they care about their pets. However, many feel reservations about leaving their pet in a facility at all.The alternative is to leave the pet at home and hire a pet nanny. One concern is whether the other â€Å"gues ts† at the pet hotel are current on their vaccinations. If the pet is left at home, there is no concern at all. Also, the pet will be comfortable in its normal routine and happy places.This alleviates any concerns of trying to settle the pet back into normal routines, especially where to go to the bathroom. Conclusions and Recommendations PetsHotel is in a very good strategic position compared to its competition.Availability of cash in conjunction with the strong brand recognition of PetSmart means it can place a facility anywhere in the United States and Canada and have instant credibility as a company that will provide quality pet care. PetsHotel should continue to innovate in pet quality and care through better designs of its facilities and services.It needs to continue to emphasize its high pet care and quality of service of both PetsHotel and PetSmart. Because PetsHotel is a division of PetSmart, and damage to the brand reputation of PetSmart will instantly translate into damage to the PetsHotel reputation. If the quality of service at the PetSmart stores declines, the perception will be that quality has also decreased in its pet hotels.Where PetsHotel needs to be concerned is in its accreditation and availability. Although AKBA is just one organization, PetsHotel can ill afford to ignore any organization devoted to pet facility quality and care.For people who want to ensure their pets are well taken care of, the lack of accreditation could mean a loss in customers. If the people are happy with both the service of AKBA and the local pet hotel, PetsHotel could lose more potential customers through word of mouth. By gaining accreditation, PetsMart not only retains its corporate brand of quality, but it is substantiated through AKBA.PetsHotel must also find a way to address those who do not want to disrupt their pet’s routine. PetsHotel and other pet hotel websites do list how the pet will re-enter its routine once it goes home.However, more is needed than just a small blurb on the website. PetsHotel needs to reassure anyone who inquires about this and possible provide examples through customer satisfaction surveys and testimonials. References American Boarding Kennel Association. (2008). American Boarding Kennel Association.Retrieved on January 25, 2008 from http://www. abka. com/abka/. Koncius, Jura. (Apr. 2006). Pet Hotels Really Puttin' on the Dog. The Washington Post. Retrieved on January 25, 2008 from http://www. projo. com/pets/content/projo_20060430_petshotel.80bdaa6. html. Petsmart, Inc. (PETM). (2008). Yahoo! Finance. Retrieved on January 26, 2008 from http://finance. yahoo. com/q? s=PETM. Shim, Joan. (Sept. 2007). Pampered pooches, fat cats living large in luxury pet hotels. CNN. Retrieved on January 25, 2008 from http://www. cnn. com/2007/LIVING/worklife/09/12/travel. pets/index. html. Wagg Inn Pet Hotel. (2008). Wagg Inn Pet Hotel, LLC.Retrieved on January 25, 2008 from http://www. wagginn. com/. Wags Hotel. ( 2008). Wags Hotel. Retrieved on January 25, 2008 from http://www. waghotels. com/.

Academic Success A By Product Of Environmental Factors Education Essay

AbstractionThe research inquiry of this essay is, ‘To What Extent is Academic Success a By-product of Environmental Factors? ‘ I investigated this inquiry by researching the consequence that environmental factors have on academic success. This was so moderated by assorted other possible factors, including cognitive and biological 1s. I evaluated my findings by weighing out the significance of each factor and the value of the back uping surveies. Upon finishing the research it was found motive was a really important factor act uponing academic success, non merely because the surveies described were dependable and gave strong support, but besides because motive linked with the other factors excessively, for illustration, it showed up in equal webs and rearing. This brought me to the decision that motive was the most dominant factor impacting academic success. After motive, I evaluated that environmental factors were the following most influential factors, followed by intell igence. It was besides noted that the factors did n't lie on separate continuums and could be combined to increase academic success. Furthermore, the factors should be researched more jointly in future research to measure the research inquiry, instead than look intoing each individually.IntroductionMuch research has gone into instruction in psychological science, peculiarly the factors act uponing academic success. However, non adequate research has focused on finding which factors are the most influential. Such factors may include environmental influences ; such as equal webs, parents, instructors and socioeconomic position, cognitive influences such as motive, and biological influences such as intelligence. The chief failing of the bing research on factors impacting academic success is the focal point on merely one factor, and the deficiency of comparing to other factors. One such illustration is the experiment conducted by Kruse ( 1996 ) , where the influence of socioeconomic position ( SES ) on academic accomplishment was investigated by comparing grade norms of pupils from different income groups. Results showed an undistinguished difference between the groups, nevertheless research cited in Kruse ‘s reappraisal of literature suggested otherwise. Despite the usage of this survey to find the consequence of SES on academic accomplishment, it does non assist to find how influential SES compared to other factors. However, one strength of the bing research is the copiousness and dependability of it. As it is a popular country of research due to its pertinence to instruction, the informations and decisions made can be considered extremely dependable. The chief subject of this essay is factors impacting academic success, but more exactly, the research inquiry is ‘To What Extent is Academic Success a By-product of Environmental Factors? ‘ The footings ‘Academic Success ‘ and ‘Environmental Factors ‘ should be defined ; Academic success is the high accomplishment and public presentation in academic topics most frequently measured in footings of standardised tonss or mean classs in research, and Environmental Factors include peer webs, parents, instructors and socioeconomic position. Both footings will be defined in more item in the reappraisal of literature. Reappraisal of LiteratureAcademic SuccessThe primary intent of schools is seen as fixing pupils to go knowing, responsible, and caring citizens ( Payton et al. , 2000 ; Zins, Elias, Greenberg, & A ; Weissberg, 2000 ) . This is consistent with Combs ( 1986 ) who argued that schools are concerned with making the sorts of experiences that develop productive, healthy people. Fullan argued that the intent of instruction is to construct larning communities- communities that conveying moral intent back into instruction and reconnect instructors with their cardinal intent of doing a difference in immature people ‘s lives ( 2000 ) . Clearly, instruction is about more than merely accomplishing in tests, it is about developing emotionally and socially, and fixing for life beyond school. However, for the intent of this essay a remarkable less nuanced position of instruction: Education ‘s intent is to cultivate high-achieving pupils. Such a narrow focal point has restrictions but it w ill let the subject to be explored within the word bound. Therefore, person who achieves academic success is person who performs good in academics/education. Academic success is the high accomplishment and public presentation in academic topics. Achievement and public presentation is measured through tonss on tests, trials and Grade Point Averages ( GPAs ) . Examples include the International Baccalaureate, the A-Levels and Scholastic Aptitude Tests ( SATs ) . These accomplishment and aptitude trials step cognition and apprehension of a course of study. Students who are non intelligent are still able to accomplish extremely in these tests as there is a whole scope of factors impacting public presentation. The undermentioned subdivisions will discourse factors impacting academic success.Environmental Influencesa ) Socioeconomic positionToday many definitions of socioeconomic position ( SES ) include the thought of capital ( resources, assets ) ( Bradley & A ; Corwyn, 2002 ) . Capital includes fiscal and material resources ( income, assets ) , human or immaterial resources ( e.g. , parental instruction ) , and societal resources ( those obtained through societal webs and connexions ) ( Putnam, 2000 ) . Intuitively, SES seems to be really influential for a kid ‘s motive and academic success. Children from non-low income households have the benefit of interacting with parents of higher educational accomplishment and concern success of some degree. Kruse ( 1996 ) argued that this environment can actuate pupils to endeavor for success and are hence more motivated in this respect. The nexus between household SES and a kid ‘s academic accomplishment is good established ( Meece, 2002 ) . Child from lower socioeconomic backgrounds typically display lower academic accomplishment and are at greater hazard of school failure and dropout ( Borkowski & A ; Thorpe, 1994 ) ; but low SES does non do low accomplishment, instead it is associated with it. In a survey conducted by Kruse ( 1996 ) , to find so if pupils from low socioeconomic environments have lower academic accomplishment compared to the academic accomplishment of pupils from higher socioeconomic environments, research cited in the reappraisal of literature provinces that there is an achievement spread between low income and non-low income pupils ( Yellin & A ; Koetting, 1991 ) . Kruse used a sample of 66 6th-grade scientific discipline pupils at Travis Middle School in Texas. Students were divided into a low income group and a non-low income group. Midterm and concluding grade-averages were determined from each group. The midterm and concluding mean tonss for the non-low income pupils were 86.72 and 88.17. The average tonss for the low income pupils were 76.70 and 80.11. Kruse concluded that there was no important difference in academic accomplishment between pupils from low income environments and those from non-low income environments. However, grounds for the differ ing decisions between Kruse ‘s and the psychologists cited in the literature reappraisal may be Kruse used a little sample of 66 pupils. A larger sample would be necessary to do generalisations to a larger population. Kruse limited academic accomplishment to science norms for two tests. Academic accomplishment could be measured by including all nucleus topics. Besides, the rating clip period should be increased from one academic twelvemonth to several. Kruse and Yellin & A ; Koetting clearly had opposing decisions as to whether socioeconomic position influences academic accomplishment, supplying an unsure overall decision.B ) Peer websAn increasing sum of research has examined the function of equal webs. A equal web is a big group of equals with whom pupils associate. Students in equal webs tend to be extremely similar to each other ( Cairns, Cairns, & A ; Neckerman, 1989 ) , which enhances the likeliness of influence by patterning. Sage and Kindermann ( 1999 ) found that equa l groups tended to back up or disapprove of equals ‘ behaviors depending on whether the behaviors were consistent with group norms. Students with higher academic motive and accomplishment tended to be members of groups more motivated for faculty members and they received group blessing for positive academic behavior. Students who were in academically motivated groups were extrinsically motivated because when academic success was achieved, the group ‘s blessing acted as a wages. Students with lower motive and accomplishment were likely to be members of less motivated groups ; their blessing for positive behaviors chiefly came from instructors. These pupils were less motivated to execute good because it could take to ejection from the group. They concluded that equal webs played a important and direct function in impacting academic success. A survey back uping equal webs being an influence on academic success is that of Steinberg et Al. ( 1996 ) , who tracked pupils over 3 old ages, from 9th class to the terminal of 11th class. They determined whether pupils who entered high school tantamount academically ( classs ) , but who joined different equal webs, remained stable academically. Consequences suggested that the equal web with which a pupil associates is really of import in academic public presentation and delinquency. Children in higher academically orientated groups achieved higher classs during high school compared to those in lower academically orientated crowds. It is clear from both surveies that being in a extremely motivated and academically orientated equal web can take to greater academic success, and the reverse for a less motivated and academic equal web.degree Celsius ) ParentsThere is a great trade of grounds back uping the hypothesis that the quality of a kid ‘s early acquisition in the place environment relates positively to the development of intelligence ( Meece, 2002 ; Senechal & A ; Lefevre, 2002 ) , and parental engagement in schooling besides predicts academic accomplishment ( Englund, Luckner, Whaley, & A ; Egeland, 2004 ) . Gottfried, Fleming, and Gottfried ( 1998 ) conducted a longitudinal survey analyzing the function of cognitive stimulation in the place environment on kids ‘s academic accomplishment. Home environment was measured by household treatments, attending at cultural events, importance of reading, and household involvement in art, music and literature. This was recorded utilizing direct observation in the place every bit good as parental study. There were 107 kids take parting. Each participant ‘s development was examined across a wide array of spheres ( e.g. , cognitive, behavioral, academic ) . Home environment was assessed at age 8, and academic accomplishment at ages 9,10 and 13. Consequences found that a cognitively stimulating place environment is a important and positive forecaster of academic accomplishment. Supplying farther support, even when SES was controlled, place environment continued to positively predict subsequent academic accomplishment. The measuring of place environment through direct observation and parent studies provided ecologically valid informations. The findings were besides consistent with the organic structure of literature, farther heightening its cogency ; nevertheless it is for future research to find the generalisability of the findings for all populations. Rearing manners can besides do a difference in a kid ‘s academic motive, which leads to academic success. Achievement is enhanced when parents allow kids to hold input in determinations, province outlooks as suggestions, acknowledge kids ‘s feelings and demands, and supply kids with picks ( Dornbusch, Ritter, Liederman, Roberts, & A ; Fraleigh, 1987 ) . In contrast, rearing manners that are excessively controlling or excessively permissive can sabotage a kid ‘s motive and accomplishment. Overall, the research supports the theory that parental engagement and place environment can straight impact academic success, and indirectly through increasing motive therefore success.vitamin D ) TeachersThere have been many probes into how teaching patterns affect pupil motive. One such probe was carried out by Veldman and Brophy ( 1974 ) . The purpose of the survey was to find whether instructors influence pupil accomplishment. The participants included 275 female instructors for second- and third-grade participated. The instructor effectivity, schoolroom behavior, and personal features of the participants were measured. The pupils ‘ predicted public presentation on a post-test was based on a ) pretest, B ) student sex, degree Celsius ) twelvemonth of testing, and vitamin D ) instructor. Teacher effectivity was measured by the class norms their pupils achieved. In each comparing, one of these influences was omitted to find its part to the pupil ‘s success on the post- test. Results found that student sex made no important difference. There were systematic differences among the three old ages of proving ; nevertheless this was to be expected. The instructor variable caused a important addition in prognostic efficiency. Therefore, instructors did do a difference. Methodologically, the survey was sound as the instructor choice process eliminated new instructors and instructors who had late switched classs. Velman and Brophy ‘s ( 1974 ) survey contradicted the consequences from statements based on the Coleman Report ( Coleman, et al. , 1966 ) , which shared that schools do n't do a difference, instead the pupils do. However, they used the term schools instead than instructors. Schools are an inappropriate unit for analysis as the instructors vary in ability and dissemble the true quality of schooling. The schoolroom clime refers to the ambiance of the classroom- it ‘s societal, psychological, and emotional features ( Dunkin & A ; Biddle, 1974 ) . The schoolroom clime is of great importance as it relates to student accomplishment. Lewin, Lippitt, and White ( 1939 ) argue that different signifiers of leading affect accomplishment and behavior. They conducted a survey to back up their hypothesis ; grownup leaders supervised 10-year-old male childs as they worked on a group undertaking. The male childs were exposed to three different types of leading ; Autocratic-cold and harsh, took control and told the male childs what to make, presume full duty, and did non let the male childs to lend ; Democratic- worked with the male childs co-operatively, stimulated them about how to finish the undertaking, posed inquiries, encouraged suggestions ; Permissive- hands-off attack, minimum supervising, did non supply construction, suggestions or aid. Productivity was greatest with the autocrat ic and democratic manners. However, under the autocratic leader the male childs were dying, tense and submissive. The male childs preferred the democratic leading. The ambiance was group-orientated, concerted and friendly. Although the survey was non conducted in a school ; the consequences have clear schoolroom deductions: permissive leading creates pandemonium and an unproductive environment. Authoritarian leading leads to high productiveness but besides defeat and negative group atmosphere. Democratic leading leads to productiveness and a positive ambiance. Davis has suggested that one critical variable to this survey is the grade of emotional support or heat provided by the leader ( 2003 ) . Teachers who provide strong emotional support facilitate teacher-student relationships and pupil accomplishment. This concludes that instructors do act upon academic success, and is maximized with the usage of a democratic leading manner combined with heat and support.Biological InfluencesWhile the environment clearly influences academic success, there is besides much research look intoing how byproducts of genetic sciences, such as intelligence can impact success. The undermentioned definition of intelligence comes from â€Å" Mainstream Science on Intelligence † , which was signed by 52 intelligence research workers: A really general mental capableness that, among other things, involves the ability to ground, program, work out jobs, think abstractly, comprehend complex thoughts, learn rapidly and larn from experience. It is non simply book acquisition, a narrow academic accomplishment, or test-taking smarts. Rather, it reflects a broader capableness for groking our surroundings- † catching on † , â€Å" doing sense † of things, or â€Å" calculating out † what to make. ( Gottfredson, 1997 ) Abisamra ( 2000 ) conducted a survey, which aimed to find the relationship between intelligence, both emotional and academic intelligence, and academic accomplishment. The sample consisted of 500 11th graders from public and private schools in Alabama. Emotional intelligence was measured utilizing the EQ-i trial, academic intelligence was measured utilizing an IQ trial, and academic accomplishment was measured by ciphering a mean of all the classs of each pupil. The quantitative information was analyzed and a relationship was established, being that both emotional and academic intelligence were closely relative to academic success. One major defect in this survey is the usage of an IQ trial to mensurate academic intelligence ; IQ trials pose many jobs, such as the cultural prejudices. Therefore, the consequences may be somewhat inaccurate. From Abisamra ‘s experiment, it can be argued that intelligence, which is from a biological position genetically predisposed, plays a significant function in impacting academic success.Cognitive InfluencesAsides from biological influences based on the medical theoretical account, there is research into how knowledge plays a function on academic success, in peculiar, how motive influences it. There is much argument over the absolute definition of the term motive ; nevertheless for the intent of this essay one that captures the cardinal elements of motive will be used: ‘Motivation is the procedure whereby purposive activity is instigated and sustained ‘ ( Pintrich, Schunk, Meece, 2007 p.4 ) There are two types of motive ; intrinsic and extrinsic. Intrinsic motive refers to the motive to prosecute in an action for its ain interest, without obvious external inducements. Intrinsically motivated pupils perform undertakings because they truly enjoy them ; they do n't trust on explicit or touchable wagess because take parting in the undertaking is in itself a wages. They may believe that what they are larning is important or they think that what they are making is of import. Lepper and Hodell ( 1989 ) place four chief beginnings of intrinsic motive: challenge, wonder, control, and phantasy. Activities that test the pupils ‘ accomplishments may be per se actuating ( Deci, 1975 ; Harter, 1978 ; White, 1959 ) . When ends are of intermediate trouble and success is non certain, attainment of disputing ends shows scholars that they are going more competent, which raises self-efficacy and perceived control over results. In bend, scholars are eager to put new, ambitious ends, k eeping the intrinsic motive. Intrinsic motive may besides originate from pupils who are piqued by activities that are surprising or incongruous with bing thoughts. Such incongruousnesss motivate pupils to seek information and decide the disagreement. Curious scholars who believe that the spread is come-at-able feel efficacious and motivated to pull off the spread and learn ( Berlyne, 1960 ) . Students who feel a sense of control over their acquisition and undertaking engagement besides may be per se motivated ( de Charms, 1968 ; Deci, 1980 ) . Leting pupils picks in activities and a function in set uping regulations and processs promotes perceptual experiences of control. Perceived control can excite a sense of self-efficacy for executing good ( Schunk, 1995 ) . Finally, intrinsic motive can be promoted with activities that involve scholars in phantasy and pretense through simulations and games that present them with state of affairss that are non really present ( Lepper & A ; Hodel l, 1989 ) . As shown in Figure 1, game like elements can add intending to what might otherwise be a deadening activity. ee.BMP Question for the bottom format: Player 1 drips ball from terminal to mid-court and passes ball to Player 2. Player 2 drips ball to where Player 3 is and passes it to Player 3, who shoots basket. Down what fraction of the tribunal did the participants dribble? Figure: Fractions are presented in traditional format ( top ) and game like format ( underside ) . Research shows that intrinsic motive for originative public presentation suffers when wagess are offered ( Eisenberger & A ; Armeli, 1997 ; Eisenberger, Armeli & A ; Pretz, 1998 ; Eisenberger & A ; Rhoades, 2001 ) , nevertheless Cameron and Pierce ( 1994 ) reviewed 96 experimental surveies on this subject and found that wagess did non diminish intrinsic motive. The lone negative consequence on intrinsic motive was found when wagess were given merely for working on a undertaking. The differing decisions may hold been due to the criticized conceptual and methodological evidences on Cameron and Pierce ‘s ( 1994 ) portion ( Deci et al. , 1999 ) . There are dissensions about how to utilize processs to sum up across diverse surveies and conceptual concerns such as the definition and measuring of intrinsic and extrinsic motive ( Sansone & A ; Harackiewicz, 2000 ) . Extrinsic motive refers to the motive to prosecute in an activity in order to achieve consequences such as wagess or teacher congratulations. Extrinsically motivated pupils execute undertakings merely because they believe that take parting will ensue in expressed wagess ( money or good classs ) or turning away of penalty. In footings of instruction, Condry & A ; Chamber ( 1978 ) criticize those who use wagess ( e.g. more free clip, stars ) to actuate pupils because such final payments are typically unrelated to the act of larning itself, and are likely to pull attending off from the benefits of larning. Consequently, many fear that larning will go a manner to acquire wagess, and when these wagess are no longer present, the motive to larn lessenings. It should besides be noted that intrinsic and extrinsic motive are non on one continuum, intrinsic being the highest and extrinsic the lowest. They should be thought of on separate continuums, for illustration person can be both extremely per se and extrinsically motivated on a undertaking, and it seems that this would be the most desirable combination ( Lepper, Corpus, & A ; Iyengar, 2005 ) .Motivation in EducationTherefore, it is clear that motive plays a really important function in instruction ; it can act upon what, when and how we learn ( Schunk, 1995 ) . Dennis, Phinney and Chuateco ( 2005 ) conducted a longitudinal survey aimed at look intoing the ways in which motivational features and environmental societal supported contribute to the academic results of college pupils. The survey consisted of 100 college pupils changing in cultural backgrounds, SES and motive. Data refering pupil motive was collected from the participants utilizing studies taken in the autumn and spring of their sophomore twelvemonth. The studies were piloted with freshers. GPAs and informations sing the participants SES were collected from the university records. Consequences found that motive to go to college based on personal involvement, rational wonder and the desire to achieve a successful calling were prognostic of college accommodation and committedness. Family outlook motive, nevertheless, was non significantly related to college results. There are restrictions to this survey. Most of the information was based on self study steps, which can take to inaccuracies due to participant dishonesty. The sample was comprised of cultural minorities ; hence, as is true with any survey, the findings can merely be interpreted to a certain extent. Genralisations to other cultural minority colleges or other cultural groups must be made with cautiousness. This survey suggested that although intrinsic motive is dependable forecaster of academic success, extrinsic motive is non a dependable forecaster. Another survey proposing the influence motive has on academic accomplishment is that of Busato et Al. ( 1999 ) . The purpose of the survey was to look into how rational ability, larning manner, personality and achievement motive relate to academic success. Learning manner was measured utilizing a questionnaire. The Big Five personality factors test measured personality. The â€Å" Prestatie-Motivatie-Test † measured achievement motive. A series of ability trials measured rational ability. Points are allocated to psychology pupils harmonizing to how much work they have completed, so academic success was measured by the sum of points gained at the terminal of each academic twelvemonth. In entire, 409 pupils participated and information was gathered in the first hebdomad of first-year twelvemonth through psychological trials. Harmonizing to the correlational analyses, achievement motive and rational ability were associated positively with academic success. This survey was ecologi cally valid due to its big sample size and clear measuring of variables. The two predating surveies have made it clear that while motive is a cardinal factor in accomplishing academic success, it must be noted that intrinsic motive plays a much greater function than extrinsic.EvaluationAfter holding completed the research, it has become evident that there is a assortment of influences on academic success runing from environmental factors to cognitive and biological. The environmental factors were comprised of SES, equal webs, instructors and rearing. Steinberg et Al. ( 1996 ) suggested that equal webs significantly influence academic accomplishment. Gottfried, Fleming, and Gottfried ( 1998 ) found that a stimulating place environment leads to greater success excessively. On the other manus, Kruse ( 1996 ) concluded that SES had no important affect on academic success ; nevertheless his survey offered several critical defects. Kruse cited Yellin & A ; Koetting ( 1991 ) , who found that SES did, in fact, have an consequence on academic success, go forthing this factor still questionable. Teacher influences were so investigated. Veldman and Brophy ( 1974 ) found that instructors had a strong influence on pupil success, despite research demoing otherwise. This contradictory research was discarded by Veldman and Brophy as weak because of its effort to analyze the consequence of the quality of schools instead than single instructors on academic success. Overall, environmental factors appeared to hold a great consequence on academic success. To chair the statement intelligence was explored and it was found that both emotional and academic intelligence play an of import function in doing academic success ( Abisamra, 2000 ) . Unfortunately, the survey had defects refering the method of measuring for the variables, offering perchance inaccurate consequences. However, it could be concluded that intelligence did hold an consequence on academic success. Finally, I went into deepness when researching motive as a factor. Dennis, Phinney and Chuateco ( 2005 ) suggested that although intrinsic motive is a dependable forecaster of academic success, extrinsic motive is non a dependable forecaster. This was supported by Busato et Al. ( 1999 ) , who illustrated that motive increases success. By and large, it appeared that environmental factors played the biggest function in impacting success chiefly due to the figure of classs within the subdivision. However, at a closer glimpse, it has become evident that motive intertwines with many of the discussed factors. For illustration, refering equal webs, Sage and Kindermann ( 1999 ) claimed that pupils with higher academic motive and accomplishment tended to be members of groups more motivated for faculty members. High academic motive and achievement appear hand-in-hand. Furthermore, Dornbusch, Ritter, Liederman, Roberts, & A ; Fraleigh ( 1987 ) suggested that rearing affects a kid ‘s motive, taking to academic success. It seems good established amongst psychologists that motive can take to academic success. Not merely does motive entwine amongst the other factors but it is besides a factor itself and the support for it is converting. For this ground, I think that motive is the most dominant factor act uponing academic success. It could besides be argued that SES influences academic success to a great extent, mostly due to the fact that it contains sub-topics within it, such as parenting and equal webs, all of which offer back uping grounds.DecisionIt has become clear that environmental factors influence academic success to a big extent, nevertheless it is non the most dominant factor ; motive is. The staying factors must non be discarded though, as they all provide research exemplifying them as factors impacting academic success. It is besides of import to observe that the factors can be combined and are non on separate continuums. Person can hold high intelligence but uneffective instructors and can still accomplish academically. Possible farther research could research the possibility to generalise the grounds cross culturally or would the decision be different for different civilizations.

The psychological effects of people with intellectual disabilities Dissertation

The psychological effects of people with intellectual disabilities experiencing loss and bereavement - Dissertation Example This girl of 19 years and very dependent on her mother was not allowed to come anywhere near her mother’s body before she was taken away. She was being continually picked upon and that left her irritated and lost. The bereavement could not be handled by this girl and the attitude of her aunt made her worse. The community as a whole did not know how to handle grief associated with bereavement. The psychological responses such as yearning, anxiety, depression, distrust of others and complicated grief were expected of the intellectually disabled. Carers and staff were not prepared to recognise or to provide effective support at the time of loss and bereavement. Their ignorance of how to handle the situation could be the main culprit. Searching through the literature, I was surprised to find that little empirical research had been done to specifically look at the normal or complicated grief response in people with learning disabilities. On a personal level the subject is of great interest to me and it is intended that this research will increase my knowledge in theory and practice as well as enhancing the importance of research to my continuing professional development. History My search took me to the university Library. Electronic search engines and databases were looked through. PSYC INFO, CINAHL, PUBMED and the COCHRANE electronic databases helped me gather some material pertaining to the subject. The keywords used were bereavement, psychological reactions, loss, complicated grief, grief and learning disabilities. The Learning Resource Centre (LRC) library, Department of Health and Rowntree Foundation website helped me to retrieve grey literature. Boolean operators were used to narrow the results. Combined randomised controlled trials of bereaved adults with learning disabilities that compared community based interventions were included in the review. Life events with its psychological problems that were emotional, psychiatric and behavioural responses t o bereavement were also included. Recognition and concept of death by people with learning disabilities and their families and carers, as well as inclusion of assessment tools of complicated grief were selected. The exploration of support and interventions were also collected. A number of recent articles had considered the implications of grief and bereavement for people with learning disabilities. This had influenced me to concentrate on the parameters of the years between 2002 and 2010. Because of limited empirical studies I have included some of the articles with case studies illustrations. With eleven journal articles, I was ready to start on my hunt for ways of managing complicated grief in intellectually disabled persons. Could I be signalling off a process which has the outcome of the improved welfare and quality of life of the intellectually disabled at heart where bereavement grief is concerned? Critique of two articles on data collection and analysis Dodd, P., Guerin, S., McEvoy, J., Buckley, S., Tyrrell, J. & Hillery, J. (2008). A study of complicated grief symptoms in people with intellectual disabilities. Journal of Intellectual Disability Research, 52 (5), 415-425. The data were contained in the two assessment tools used for this study: Complicated Grief Questionnaire for People with Intellectual Disabilities (CGQ- ID) and Bereavement History Questionnaire (Adapted). The tools had been described

The Authenticity of Ones Identity Created by the Passport Term Paper

The Authenticity of Ones Identity Created by the Passport - Term Paper Example As Hall maintains, "perhaps instead of thinking of identity as an already accomplished fact, which the new cultural practices they represent, we should think, instead, of identity as a 'production', which is never complete, always in process, and always constituted within, not outside, representation." (Hall, p. 222). In a close analysis if Hall's view, it becomes clear that the very authority and authenticity to which the term 'cultural identity' lays claim are challenged here and it opens up a dialogue or an investigation on the topic of cultural identity and representation. A reflective analysis of Diaspora in relation to identity, particularly investigating whether an individual's passport defines who he is, makes it obvious that, with so many culturally diverse people and people born and living outside their native countries, a document stating one's name, date of birth, sex and place of birth simply cannot define the person. Â  In order to comprehend the relationship between Diaspora and identity, it is fundamental to have a critical, reflective, and unambiguous application of the term 'diaspora' as against the uncritical, unreflective application of the term to any and all contexts of global displacement and movement. When thinking through the category of diaspora and its connection to geopolitical entities such as nation-state, it becomes fundamental to consider the important role of nation formation and construction in the modern world. "Mass migration movements, the multiple waves of political refugees seeking asylum in other countries, the reconfiguration of nation-states demand that the concept of nationhood take account of the specific geopolitical circumstances that precipitate the movement of people and communities in the late twentieth and early twenty-first centuries." (Braziel and Mannur, 2003, p. 3). While cultural and literary critics have been increasingly concerned with how to rethink co ncepts of nationhood and national identity, it is essential that such critical analyses incorporate contemporary forms of movement, displacement, and dislocation - from travel to exile. Indeed, these questions are inextricably linked to a theorization of Diaspora. In a critical analysis of contemporary forms of movement, displacement, and dislocation from travel to exile, in relation to Diaspora and identity, the role of passport in order to define one's identity comes into question. Thus, it is fundamental to analyze whether our passports can define who we are because such critical investigations can reveal different aspects of Diaspora in relation to identity. In the context of the modern world with numerous culturally diverse people and people born and living outside their native countries, the passport which is a document stating one's name, date of birth, sex and place of birth, simply cannot define a person or his cultural identity. Â  In the modern world of globalization, one's identity is mainly determined by one's passport, which is a document stating one's name, date of birth, sex and place of birth, and the authenticity of such a document in defining one's identity in relation to Diaspora is generally questioned.