The Phoenician Resort Essays - Religion, Culture, Western Asia

The Phoenician Resort Essays - Religion, Culture, Western Asia The Phoenician Resort Presentation By what method can 130 sections of land of resort settle anyplace, particularly in the core of a flourishing city known as The Valley of the Sun? However, through the mix of arranging and engineering, this cut of desert paradise appears to circumspectly settle against Camelback Mountain, its sandstone porches scarcely detectable. Indeed, even in the core of Arizona's Sonoran desert, the very much manicured arranging is lavish and full grown, complemented with a beautiful prickly plant garden bragging 350 assortments blossoming succulents that pull in bright desert hummingbirds. Engineering is without a moment's delay noteworthy and subtle. The Phoenician Resort, an extravagant stretch of desert chic, is home to 18 PGA-endorsed gaps dissipated across lavish green fairways. The Resort flaunts 580 exquisite rooms, suites, and casitas; a lit 11-court tennis complex; seven pools; in addition to a Center for Well Being that alleviates and challenges body and soul. Cafés take into account tastes extending from Mediterranean Country to Southwestern Casual to customary English tea. A gifted and mindful inn staff give flawless visitor administration (Rice, 1994). The Phoenician additionally offers magnificent gathering offices with 60,000 square feet of meeting space, a 22,000 square-foot great assembly hall, 21 meeting rooms, and two meeting rooms. A Business Center, an individualized Butler Program, just as in-house Audio-Visual and Destination Services Departments take into account a gathering's and all participant's needs. From the earliest starting point, the Phoenician was imagined as a retreat that would consolidate the advantage of Europe's top hostelries with the hues, surfaces, and feeling of the Southwest. Since its opening in October, 1988, The Phoenician has pulled in vacationers, business customer base, and reputation from around the globe. An anteroom graced with imported Italian marble, Persian mats, precious stone light fixtures, delicate rugs, profound love seats, gold leaf itemizing, and mile-high blossom game plans flown in from Europe and Hawaii (Davis, 1993) proposes in excess of a standard lavish lodging. Every one of the Phoenician's sumptuous visitor room housing have a view, including the Resort's two 3,200-square-foot presidential suites that come total with infant terrific piano, gourmet kitchen, formal lounge area, easygoing family room with chimney, and 24-hour steward administration. With Charles Keating's monogram deleted from the center of the shocking hall's star burst-design marble floor, and in the possession of new proprietors Sheraton ITT, The Phoenician is a tribute to progress, not pathetic abundance (Reinman, 1994). What keeps on making The Phoenician fruitful is its capacity to complete its essentially expressed objective: furnish visitors with unrivaled extravagance administration. Unquestionably, all around refined authoritative relational abilities are vital so as to achieve this objective effectively. This part of the perception plan centers around the viability of correspondence between the Resort and the client in understanding the client's needs and desires for a gathering capacity, just as the adequacy of correspondence between the Resort the executives and representatives in effectively addressing the client's needs and desires for a gathering capacity. Furthermore, the perception plan takes a gander at the types of criticism got from clients after an occasion, which w! ould help the Resort in offering proceeded with prevalent support in future occasions. Perceptions Pre-Conference Meeting Concentrating on the composed, verbal, and non-verbal correspondence inside the Convention Services and Banquet Operations Departments, I went to a pre-gathering meeting with the visitor/bunch delegates of the International Association of Convention and Visitors Bureau (IACVB) and The Phoenician administration. Every office influenced by the planned occasion was spoken to, including both the Resort and General Manager. In an open, all around pointed gathering room set up with water administration, rewards, composing tablets and pencils, inn members assembled preceding the appearance of the visitor/bunch delegates. Resort staff individuals looked like cast entertainers in a long running Broadway play, made up to seem overwhelming in the creation they were going to participate. Stylishly wearing traditionalist business clothing, all around prepared, and with brilliant, mindful looks, every member showed up knowledgeable with the Group's Resume, just as the Time and Event Schedule for a ! aggregate of 182 individual occasions, every one of which had been disseminated to the offices preceding the pre-gathering meeting. At the proper beginning of the gathering, Mr. Steve Therriault, Convention Services Manager, presented Ms. Wendy Shapiro as the visitor/bunch agent for the IACVB, and he presented the nearby delegate from the Phoenix Convention and Visitors Bureau. Ms. Shapiro profiled the IACVB as a worldwide association, speaking to

Admission essay for a postgraduate in fashion marketing

When I finished my college class, I understood that my future vocation would be in style, despite the fact that my instruction was in the travel industry management.Today, glancing back at a broad encounter I aggregated in the field, I feel that opportunity has arrived for me to improve my instructive foundation with the goal that my hypothetical information coordinated my handy abilities. I am sure that increasing postgraduate training in Fashion Marketing will make me fully aware of new energizing open doors for my business.My way in the style business started directly after graduation when I went to Italy to examine workmanship history and photography. I took up an establishment in my own nation, an undertaking that began as an interest, as a tribute to my drawn out adoration for style and plan, yet soon it transformed into my occupation. My style for good structure, a great comprehension of the business, and an enthusiastic love for what I was doing helped me open two stores of m y own inside a brief timeframe. Our organization holds the Franchise Havaianas Brazilians shoes in Ecuador, spoke to by 60 of offer everywhere throughout the country.In the procedure of arduous work coordinated at business development, I understood that I additionally needed to use my enterprise aptitudes and capacities to improve the life of our locale. In light of this reason, I joined the positions of the nearby Chamber of Commerce.At the time, this is the activity that empowers me to have any kind of effect in the life of individuals around me through starting a large group of tasks and meeting with other representatives with an end goal to cause conditions for business to improve in the zone. Following two years of my commitment in the load, I can glance back at various effective ventures including instructional classes, courses, and exertion to improve the procedure of fabric imports in Ecuador.My pioneering experience, the way that I own two organizations at 22 years old, and my investment in the Chamber of Commerce gave one well known Ecuadorian magazine grounds to choose me for the â€Å"Woman of the Year† grant. In spite of the fact that I didn't win this profoundly serious honor, I enjoyed giving meetings and showing other ladies how to run their own business.Now that I have learned that style business can turn into the reason for my life, I am anxious to supplement my useful involvement in hypothetical establishments. Since my first degree is in Tourism Management, I accept that my expert information will be truly increased by courses explicitly identified with style and promoting specifically. Realizing how to best market style items to various objective gatherings, I will have the option to make a more prominent commitment to the design business and develop my business at a quickened rate.The explanation behind my decision of the program was its magnificent notoriety in proficient circles. Another significant factor was the London area. Ge tting a charge out of London life, I would be excited to concentrate in a city where design is a piece of mainstream society and the very air is soaked with new ideas.This degree will propel my objective of speaking to an assortment of style brands and beginning my own image eventually. I intend to follow my instructive way of thinking in all courses I am going to take, seeking after two objectives: share the information and experience I have gained during my work as business person and incorporate practice with theory.I realize I have the potential and enough foundation to put to utilize the information obtained in the style business. In the wake of taking part in such huge numbers of design weeks, I know a great deal of brands and their staff, so my strong notoriety in the business world can permit me to get suggestions from different organizations to speak to them in Ecuador.One thing I think about creation such associations a triumph is that I must be enamored with the brand and have a solid confidence in its future. Another is that I need to improve my instruction in the region to prove my involvement in a strong hypothetical foundation. To this point, I could generally make my fantasies work out as expected. I am sure that enrolment in the program can assist me with understanding my aggressive designs for what's to come.

How to write a Perfect Article Review

How to write a Perfect Article Review Any article review is a constructive and critical evaluation of literature in a specific field through a comparison, summary, analysis, or classification. If you need to write a scientific article review, use relevant database searches in your research process. This academic assignment provides you a great opportunity to evaluate and analyze the works of other experts in the chosen field. How to write an article review? You need to evaluate a given article for its originality, clarity, and contribution to a specific study. Understand the depth of evaluation and analysis that professors seek. Intro How should you write an article review? Sometimes, teachers don’t ask to use articles as primary sources, so you can write a review on any academic, scientific, or scholarly work. This type of assignment shows how well you can find relevant articles through your in-depth research. An article review is the essay that contains your well-structured and critical assessment of the chosen literary work. To earn good grades, it’s not enough to make a summary of the chosen article. What is article review? It’s a type of custom academic writing that requires high standards and your in-depth presentation of strong arguments. The main goal is to review a specific subject, summarize relevant facts, and give your clear understanding. Writing a good article review involves: Critiques and comparisons; Classifications and summarizations. You need to use different ideas, theories, and research related to a particular subject area. Your review won’t succeed if it doesn’t introduce any new information and it only presents a response to the works of other authors. What to describe article review? You need to clearly define the elements of your article review, including: A summary of the chosen article (identification of key facts, concepts, and claims without any non-informative compression of authors’ thoughts); A description of positive aspects (present your ideas about the objectivity, persuasiveness, and credibility of authors’ thoughts while evaluating their writing style, structure, and vocabulary); Your analysis of negative aspects (determine authors’ ideas that stay elaborated insufficiently or uncovered); Directions for future research or studies (make a strong statement why a further development of a specific subject is needed). Elements of good article review A good article review should include the following: Your hook or an attention-grabbing sentence that contains an interesting fact, life story, statistics, anecdote, literature or famous quote, or article extract; A great article abstract that must contain your summary of key points (use information from concluding and introductory parts); A powerful introduction with a strong thesis that reflects the main point of your article review; Transition words that make your paper logical; Indirect citations from the article, including interesting stats, facts, and other relevant data; Direct citations to support your writing; Subjective or objective critique through a definition of weak points in research, content disparities, and opposing views; A results section or discussion that summarizes the essence of everything important. Article review outline As you keep reading the chosen article, organize all ideas into coherent sections in your outline. Jot down all significant contributions, facts, and contradictions while identifying all strengths and shortcomings. Start mapping your article review outline accordingly. If you have any problems with brainstorming, check available samples. Your outline serves as a detailed plan of your future paper that helps you save a lot of time. Structure of article review A good article review must contain these basic parts: A pre-title page where you list the article that you will review, its title, authors, and their affiliations; Optional authors’ details, such as their phone numbers, email, and others; The title of your paper; A summary page (optional) that uses a simple language, provides a relevant background, summarizes results, and explains the importance of your work; A title page with a title and an abstract; The introduction with a strong thesis; Body with a few paragraphs and evidence to support your thesis; References or works cited; Tables and figures when needed. How to write an article review Read the chosen article attentively and take notes of interesting phrases, words, and concepts that you need to define and research. Find unknown terms online or in libraries and take clear notes that you can turn into strong paragraphs later. Discuss the chosen subject with other people. Gather enough materials to write a perfect article review. Schedule enough time to spend on researching and writing it. Start writing your first draft and ensure that you use the style that critiques, summarizes, or reviews the chosen material. Your successful article review must be something more than only a description because you need to analyze, understand, and interpret while offering a personal opinion when required. Write an introductory paragraph last to present your detailed analysis in a proper way. Put all paragraphs together and review your paper. The process of writing article review Summarize a specific article by revisiting everything that authors wrote. Take notes of relevant findings and facts while including authors’ conclusions. Critique the chosen article and present its strong and weak sides. Don’t forget to highlight the knowledge contributed to the field. Write about its contradictions and gaps to take your standpoint of either supporting or oppose authors’ assertions. It’s also necessary to support all of your arguments with strong facts and relevant theories pertinent to a particular field. Use relevant templates and rubrics to grade and evaluate your article. Crafting a conclusion When writing a conclusion of your article review, you need to revisit all key points, findings, and your critique. Write about the validity, accuracy, and relevance of results while giving your way forward for future studies or research. Topic ideas Draw attention to modern employment issues; Evaluate the effectiveness of remote learning; Determine differences between project and portfolio management; Dealing with multicultural identity; Role modeling and body size; Describe irony in articles; Same-gender couples growing kids in a healthy setting; Backgrounds of the chosen author; Character evolution; The system of evaluation in private colleges. How to choose a right topic In most cases, teachers assign specific topics to their students who need to write article reviews. Sometimes, you have a freedom to choose a good topic on your own. Don’t make a mistake of selecting the articles or subjects that aren’t interesting to you. If you have no idea of the article that you want to review, talk to your friends and family to get their useful suggestions. It’s advisable to peer through the textbooks relevant to the chosen subject because they usually contain many helpful references. When choosing the best article to review, ensure that its content appeals to you and you can easily understand it. Read some excerpts from it and pay attention to its style and vocabulary. Tips for writing To make the process of writing your article review easier, check these helpful tips. First, read the chosen article and organize all of your ideas. That’s because the pre-stage of article review writing involves repeated reading and jotting down relevant thoughts. Focus on inconsistencies and gaps. Create a detailed outline to save your time. It can have two types because it’s possible to either re-write the chosen text in your own words or list down its weak and strong sides. If you’re sure that there are wrong notions in the chosen article, mark them all down. Get a better understanding of abstract variations (informative and descriptive). The latter one is focused on general subjects, while an informative abstract spares a few lines for every analysis chapter. You should know the basic elements that go into this type of academic writing. A good article review consists of its title, abstract, introduction, body, conclusion, etc. If teachers require a special illustration section, map it out carefully. It serves as a visual representation of your paper structure. Feel free to include boxes to describe rare terms or concepts. Pay close attention to the main body of your article review, which contains a few paragraphs based on the number of your major points. Every paragraph should start with a separate point and continue with supporting facts or data. You aren’t required to including your personal likes or dislikes. The concluding paragraph of your article review should contain a hope for future research or studies. You need to reiterate the entire piece and include certain implications of the analysis to earn better grades. Article review samples and examples To learn how to write this academic paper, you should look at available article review examples and samples based on your grade level. They are easily available online and can guide the entire writing process. Use them as your helpful guides to avoid common pitfalls and use effective methods. Conclusion Whether you have a rough article review draft or a blank slate, you may need extra help. Don’t worry because you can easily get professional paper writing help online. Our qualified writers are highly professional and can successfully complete any academic assignment within any urgent deadlines.

Cosmetic surgery is a globally well-known term, which is...

Cosmetic surgery is a globally well-known term, which is undertaken to alter and enhance human self-imageand esteem.Cosmetic surgery is different from all other forms of surgeries and is a treatment for â€Å"want† rather than for â€Å"need†. Along with gaining popularity due to social obsession, it also creates health risks due to invasive surgery. This essay will argue for government control of cosmetic surgery in the areas of advertisement, medical malpractices and human welfare. Media advertising industry is playing a vital role in an exponential increase in cosmetic surgery. These advertisements need to be regulated that mislead viewers by showing unrealistic programs, for example rapid weight reduction reality shows. Recent data released†¦show more content†¦According to Niselle, legal claims against medical professionals have increased up to 50% during the year 1992 and 1996(as cited in Mcsherry, 2007). Major cause of this increase is inadequate knowledge and skills of medical practitioners who performs surgery with negligence that results into its failure and patient dissatisfaction. In December 2011, a press report outlined the case of silicon breast implant. The matter comes up when it was discovered that the silicon that was ruptured is of industrial quality suitable for mattresses and not for human breast. Latham asserts that this is the case of negligence and lack of regulation in surgical field (as cited in Mchale, 2012, p.190). Therefo re American board of medical specialties has approved 24 boards that certify surgeons who should act as per set code of ethics while treating their patient (as cited in Newell, 2011, p. 334). Proponent’s claim that medical practitioners should be well qualified, registered and expertise in their own specified field that gives assurance and quality service to patient. Although cosmetic surgery is totally individual decision but doctor should evaluate patient condition and should act in the best interest of patient that outweighs any harm or danger. Final reason for cosmetic surgery regulation is to provide patient with adequate knowledge and possible outcome of riskShow MoreRelatedGeneral Electric60506 Words   |  243 PagesChapter 1 explores the concepts surrounding organizational strategy. It begins with an explanation of the term strategy and offers a basis for how to identify a company’s particular strategy. Next, it explores the importance of striving for competitive advantage in the marketplace and examines the role strategy plays in achieving this advantage. The chapter then explores the idea that strategy is partly proactive and partly reactive. Next, a discussion on strategy and ethics is given. 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American Schools Are Not Providing A Quality Education

It is a fact that global society is becoming increasingly competitive. There is great concern that American schools are not providing a quality education. The widespread concern is fueled in part by international comparisons of student achievement. These same studies also indicate that American students spend less time in school compared to other countries. â€Å"Out of 20 nations, the U.S. average school year of 180 days was one of the shortest, and Japan s with 243 days was the longest† (Cite). Overall, American students do not perform as well academically as those from other countries around the globe. Business and civic leaders argue that the short school days and short school year in the United States will leave us lagging behind other industrialized nations of the world. So, is it possible that there is a correlation between the length of the school day and the children’s academic development in elementary school? Is â€Å"more† better when it comes to time in education? The question of how much time to require in education has been visited periodically. However, the basic school calendar has remained largely unchanged since the 19th century (Cite). The present school system came into existence in a time when most of the population lived in rural areas. Also, farming was one of the major industries of the United States. Oftentimes, the responsibilities that went with operating farms, including planting and harvesting, fell to the children of the family. Also, inShow MoreRelatedChecklist for Effective Reading Instruction1685 Words   |  7 Pages Equality of Educational Opportunities in the United States Education has an immense impact on the human society. The quality of human resource of a nation is easily judged by the number of literate population living in it. This is to say that education is a must if a nation aspires to achieve growth and development and more importantly sustain it. 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The Bombing of Hiroshima and Nagasaki Free Essays

Anton Ermakov Period 4 US History Essay The Bombing of Hiroshima and Nagasaki On August 6th, 1945, the United States dropped an atomic bomb on Hiroshima, Japan, and then, three days later, dropped another bomb on Nagasaki. Since both bombs were dropped, there has been controversy over this important event. Some people feel strongly that the United States was justified in the decision to drop the bombs, whereas many other people believe that it was not necessary to bomb Japan at that point in the war. We will write a custom essay sample on The Bombing of Hiroshima and Nagasaki or any similar topic only for you Order Now Write a five-paragraph essay in which you state your opinion on this difficult issue and then explain, describe, and support your point of view with examples and details. The atomic bombings of the Japanese cities of Hiroshima and Nagasaki occupy an important place among the most controversial events in the history of humanity. Even though almost seventy years passes since these events, their morality and justification are still questioned extensively by both scholars and ordinary people. In my opinion, the bombings were a grim necessity, which gave the US an opportunity to avoid heavy casualties and conclude the war triumphantly. In this essay, I am going to explain my views and provide arguments in favor of my point of view. Personally, I believe that using the deadliest weapon ever created by a man played a crucial role in crushing the Japanese morale and battle spirit. At the end of World War II, the Japanese society was heavily militarized and fanatically devoted to serving Emperor Hirohito, who was viewed as a living god by his subjects. Therefore, the entire country of Japan lived by the warrior code of bushido, ready to fight for the defense of their mainland. Despite this fatalistic readiness for a final fight, the Japanese were not ready for experiencing the terror of nuclear warfare. The tragic events at Hiroshima and Nagasaki forced the Japanese nation to abandon their will to fight to death, causing the Japanese government to agree with the American terms of surrender. Second of all, I believe that the bombings actually helped save tens of housands of lives from both sides of the conflict by helping the US military to bypass the need for a massive invasion of the Japanese mainland. Before the completion of the Manhattan Project, the military planned to mount an invasion from the newly-captured islands of Iwo Jima and Okinawa. Considering the scale of the defensive preparations conducted by the Japanese government leads to me to believe that a conventional invasion of Japan would result in a massive number of A merican casualties. The operation of this magnitude would also be extremely harmful for the civilian population of Japan. These reasons make me believe that the unfortunate eradication of the two Japanese cities was a lesser evil. Finally the atomic bombings provided the United States with an opportunity to establish its position as a new superpower, demonstrating its military might to the prospective rival superpower of the USSR. Even though demonstrating the capabilities of a weapon of such destructive power on the civilian population is definitely immoral, it was the best way to showcase the atomic bomb, which eventually became an important asset in keeping the Soviet aggression in check. By using nuclear weapons in combat, the US managed to get an upper hand in an early arms race with the Soviet Union and maintain that position until the testing of the first Soviet nuclear bomb in 1949. In conclusion, I would like to say that, even though the bombing raids on Hiroshima and Nagasaki resulted in tens of thousands of civilian deaths, they were instrumental in overcoming the stubborn resistance of the Japanese government, bringing the war to an end, and saving a far greater number of lives in other Japanese cities. Beyond all doubt, these events are tragic, but they should not be perceived as a horrible and unnecessary atrocity. How to cite The Bombing of Hiroshima and Nagasaki, Essay examples

Operational Definition.Pdf free essay sample

Operational definitions serve two essential reposes: (1) They establish the rules and procedures the research investigator will use to measure the key variables of the study, and (2) they provide unambiguous meaning to terms that otherwise might be Interpreted in different ways. Every research proposal must include operational definitions of major variables and terms. Operational Definitions of Variables Suppose that a dependent variable of a study is knowledge about how HIATUS is transmitted.Before this variable can be measured, It is necessary first to establish the operational procedures that specify how the measurement will be made and at he same time define what the researcher means by the words knowledge about how HIATUS is transmitted. This variable must be defined in terms of events that are observable by the senses and therefore measurable. The observable events serve as an indicator of the variable, knowledge about HIVE AIDS transmission. Alone and by Itself, knowledge Is not observable by the senses. It Is an abstract concept. You cannot touch knowledge, see It, smell It, taste It, or hear It. What Is needed Is an observable event that can be measured and that Indicates knowledge. Usually, such an indicator of knowledge in an HIATUS study is based on a series of questions. For example, you might ask a respondent, Do you know how a person can become infected with AIDS? Please list all the ways you know a person can get AIDS. Can a person get AIDS from a mosquito bite? Can HIATUS be transmitted through a mothers breast milk? Each of these questions Indicates whether the respondent knows about certain aspects of HIVE/AIDS transmission. Asking a question and hearing a response is an observable event that can be measured. A research study might ask ten HIATUS knowledge questions. Each time a respondent gives an answer that indicates knowledge about HIATUS transmission, the researcher could record a score of one. Every time an answer is given that does not indicate knowledge about HIATUS transmission, the researcher could record a score of O.For each respondent, the researcher could then add the total number of score would range from O correct answers to ten correct answers. Persons with a score of O would be operationally defined as having no knowledge about HIVE/AIDS transmission. Persons with a score of ten would be operationally defined as having a gig level of knowledge about HIVE AIDS transmission. In your research proposal, the operational definition of knowledge might appear as: Knowledge about HIVE/AIDS transmission This is not the only way the variable could be defined operationally.You might wish to establish categories of HIVE/AIDS knowledge, distinguishing between those respondents who have high HIVE AIDS knowledge, medium knowledge, low knowledge, and no knowledge. Each of these levels is a category of the variable, and each category requires an operational rule that tells you how to assign any given respondent to the category. One way of operationally defining the categories might be as follows: High knowledge Correct responses to eight or more of the ten questions. Correct responses to between four and seven of the ten questions.Medium knowledge Low knowledge Correct responses to between one and three of the ten questions. No correct answers to any of the ten questions. No knowledge The number of correct answers a respondent gives to ten questions on HIATUS transmission. Note that the four categories of the variable are mutually exclusive, that is, they do not overlap. According to the operational rules established, a person cannot be laced in the category High Knowledge and at the same time be placed in the Medium, Low, or No category. The categories are also totally inclusive.Thus, in the example above, each of the four categories of the variable-?knowledge about HOW AIDS transmission-?should have approximately 25 percent of the respondents in the study population. If it is necessary to examine the response distribution of a variable before the procedures for establishing categories can be determined, then in the operational definition section of a study proposal the category names can be specified, but you should include a note indicating that each category will consist of approximately equal numbers of respondents.All variables must have at least two or more categories, or they are not variables but instead are constants. Whenever you are operationally defining a variable, it is always better to divide the variable into many categories instead of Just a few. In the examples given above, the variable knowledge about HIVE/AIDS transmission ranges from O to ten. That range gives a total of 1 1 categories. Subsequently, in the second example shown below, we collapsed these 11 categories into Just four categories consisting of high, medium, low, and no knowledge.If we wanted to, we could go even further and collapse the four categories into Just two: Knowledge of HIVE/AIDS transmission No knowledge of HOW AIDS transmission If you start with many categories, it is always easy to collapse these down to Just a few. But do not make the mistake of starting with Just a few categories, because subsequently you cannot expand them. Collapsing the categories of a variable is usually done after data collection has been completed and the frequency distribution of the variable has been examined. Sometimes it is possible to determine the disagrees of a variable on the basis of a good questionnaire pretest.Examples of Operationally Defined Variables Condom use The reported use of a condom at the last act of intercourse. The reported use of a condom during the last five or more acts of intercourse. Any peer educator who holds at least one group meeting on HIVE/AIDS per month or visits at least two homes of PLEA per month. Any village that has three or more of the following facilities: electricity, a government health clinic, a paved road within half a mile, a primary school, a bank, a post office, irrigation for 50 percent or more of the farmland. Peer educator performance Modern village A correct response to one or more of the ten questions.No correct answers to any of the ten questions. 41 Operational Definitions of Terms Recall that a hypothesis is a statement about an expected relationship between two or more variables. Just as it is necessary to define variables operationally, it is also necessary to operationally define the terms that indicate the nature of the relationship between the variables. For example, in many hypothesis statements, you will find such terms as those shown below: more than less than higher than lower Han greater than larger than bigger than smaller than In this example, the training program is the independent variable. In the hypothesis, this variable is already defined, at least partially, as five weeks long and field-based. Knowledge about HIVE/AIDS transmission is the dependent variable. We already have defined this variable as the number of correct responses to ten questions. What remains to be done is to define the term increase. If you do not define this term, you will find it impossible to know when the hypothesis has been proved or disproved. In there words, you need a standard of comparison that will tell you increase by how much.One way to define increase might be the following: Increase = Among peer educators, a mean HIVE AIDS knowledge score on the postposition test that is significantly greater (p 05) than the mean HIV/AIDS knowledge score of a control group of peer educators who did not participate in the training program. Note that this operational definition not only tells us the meaning of increase but also gives us the procedures that will be used to measure the increase. The mean HIV/AIDS gainst the mean HIV/AIDS knowledge score of a control group.The hypothesis will be accepted only if the mean score of the peer educators in the experimental group is greater than and significantly different from the mean score of the control group. To be absolutely clear, we also should define the word significantly: You are also likely to see in hypothesis statements such words as these: safer acceptable improved significant expanded increased Each of these terms can have a variety of meanings, so each requires an operational definition for the research proposal.The basic problem with such terms as more than or less than or increased is that they suggest a comparison but do not indica te the standard for the comparison. We need to know how much more and how much less and increased by how much. Suppose a study has the following simple hypothesis: A five-week, field-based training program will increase the knowledge about HIVE/AIDS transmission among peer educators who have taken the program. Significantly = A probability equal to or greater than . 95 that the mean score of the peer educators in the experimental group is higher than the control group mean core. 2 To summarize, operational definitions establish the rules and procedures an investigator plans to use to measure and give meaning to variables and terms. The operational definition identifies indicators that are observable events. We must be able to ask a question, hear a response, see a behavior, record an action, and measure an attribute. The definition establishes categories for variables. The categories must be mutually exclusive and totally inclusive. Operational definitions also establish the standard of comparison the investigator will use to either accept or reject a hypothesis.

Argumentative free essay sample

Money is the root of all evil The old adage money is the root of all evil is a phrase that has been thrown around for centuries. Originally derived from scripture, it is a belief that is rarely held by those that are in possession of money and, similarly, it is a belief that is often lost to those that gain money later in life. Whether it is a war fuelled by desire to possess valuable resources, a crime born of greed or the creation of a get rich quick scheme designed to fleece unsuspecting investors out of their hard earned savings, there re thousands of historically documented events that lend credibility to this age old saying, however, like so many other generalised statements, it is used more as an excuse than as a reason. This essay will present evidence to refute the claim that Money is the root of all evil. We will write a custom essay sample on Argumentative or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Money is not the root of all evil. Money is simply a means used by people to obtain what they already desire in life. In order to demonstrate this point, we need to have a look at some relevant statistics. The Victoria Police crime statistics 2011/2012 state that All categories of crime against the person except for robbery increased between 2010/2011 and 2011/2012. This shows that evil is not always based on monetary gain, nor does it require money to be present. In actual fact, robbery offences in this period decreased by 2. 0%. other categories in Crime against the person include crimes such as Murder, Rape, Assault and Property Damage, none of which are manifestly associated with money. What this shows is that, although in some cases crimes are committed as a direct result of a need or desire to obtain money, money is not a common denominator in all crimes committed. Hate crimes brought against people based on race, sexual preference or religion are very rarely based on any monetary gain, nor do the perpetrators fit in to any specific socioeconomic status. These crimes are committed based on a preconceived idea that the victim has a belief or way of life that goes against the beliefs of the perpetrator. These crimes can consist of horrible acts of ruelty needing the perpetrator to have a great deal of evil within them to allow this type of crime to be committed. Recently in London, England, an off duty British Soldier named Lee Rigby was run down by a vehicle, stabbed and beheaded in broad daylight by 2 Islamic extremists, who claim the attack, was an act of revenge against the British Military. The assailants showed no apparent remorse for their actions, and seem to celebrate their efforts. These actions required a large amount of evil and yet the reasoning behind these actions has no associations with money. All crime is generally associated with evil of some description; however, as I have Just demonstrated that not all crimes are based on money, it is only logical to draw the conclusion that money cannot be the root of all evil. The phrase money is the root of all evil originated in the Bible. It is the Latin translation from the original Greek manuscripts of 1 Timothy 6:10. In Latin, this phrase is Radix malorum est cupiditas which actually translates into the root of evil is greed. The direct translation of the

Investigating Motivation in International Students for getting Admission in the UK The WritePass Journal

Investigating Motivation in International Students for getting Admission in the UK Chapter 1 Investigating Motivation in International Students for getting Admission in the UK Chapter 1INTRODUCTIONSubstantive Focus and Central QuestionBackground and rationaleAimsSummary of key research questionsOutline of the dissertation  Chapter 2Review of LiteratureIntroductionReview SummaryChapter 3Research DesignIntroductionKey research questionsResearch methods and methodology reviewResearch TechniquesDescription of population and sampleData analysisEthical IssuesTriangulation SummaryChapter 4Presentation of FindingsIntroductionResults Analysis Analysis Related Chapter 1 INTRODUCTION Substantive Focus and Central Question My research aim was to explore what motivates international students in getting admission to higher education institutions in theUK. Many students try every year to get admission in universities and colleges in theUK. However, not all are successful. My central question is: What motivates international students to seek admission in theUK? Background and rationale The focus of my research was to highlight the factors/reasons regarding the students from other countries preferring to seek admission in institutions especially in theUKwhilst there were many well known and well-recognised universities in other countries. There could be many reasons behind this extreme step of leaving family for studies. One reason might be that English is an international language spoken in theUKand is common in most of the parts of the world. We know, in most of the parts of the world, degrees in theUKare well recognized. Students might think that they could boost the chances of success in later life. With the recognition of degree and chances of success, students must be attracted to the multi-cultural society of theUK. People from different countries live together, respect each other’s traditions and customs. In this multicultural society, foreign students think that they can adapt more easily. There is another possibility that may attract international s tudents is that the family or any member of family who is already settled inUK. Being an international student, I can visualize the position of a newcomer who feels himself or herself as an alien. In this situation, this could be valid reason that a person would prefer a country where his or her any family member is living rather than those countries, which are totally strange and new. Sometimes a person gets inspiration from his or her teacher, national hero, or parents who studied in theUK. For future, this type of research could be helpful to understand the behavior of students coming from different context and countries. These are some reason to give some idea about the background rationale of my study. Aims To explore why international students seek admission in universities and colleges in theUKat higher education level? Summary of key research questions The key area of my study can be divided into three main categories. I am going to explain them under the bullet points: What motivates students to study in theUK? as it is showing that it is related to explore the factors that motivate international students to seek admission in theUK. Why they prefer theUK? Even there are many other countries other than theUKthat are offering well recognized degrees. What is international students’ experience while studying in theUK? For depicting broader vision, I discovered international students’ social experience, their pre-arrival expectations by categorizing them fulfilled and unfulfilled. What differences do international students see in teaching and learning in theUKcompared with their home context? This was last area of my key focus that was related to the contextual comparison of teaching learning process with theUK. This area of my research identified the comprehensive and solid reasons that why international student seek admission in theUK. They were asked to compare teaching learning process in theUKwith their home countries. It helped to find out the motives more logically and reasonably. These areas were based on the key research question of the research. Outline of the dissertation   This dissertation has been divided into six chapters. The first chapter contains the introduction of the research that elaborates the substantive focus of the research. It showed the link between the key research questions and rationale of the research. Chapter 2 is related to the critical review of the related literature. Growing body of the literature has the strong link with the central focus of my research. Chapter 3 presented the research methods and research methodology that researcher used in accordance with the title of the research. In this chapter, a methodology review has also given to express why a particular research tools and research methods has been used and how researcher used them for data collection. To sustain the validity and reliability of the research, the researcher adopted multiple data collection tools. In qualitative paradigm, the researcher arranged semi-structured interviews and semi-structured questionnaire. Moreover, to analyse the data, content analysi s approach has been used. This chapter has also commented on the ethical consideration defined by British Educational Research Association (BERA 2004, online). Researcher tried to demonstrate complete honesty and loyalty to those people who participated in the research. By giving respect to the privacy and confidentiality, researcher fulfilled the requirement of the objectivity of the research. In chapter 4 the researcher presented the findings in tabular format and analysed the findings by adopting content analysis approach. While analyzing and collected data, the researcher tried to maintain the direction of the dissertation towards the central focus of the study. Analysed finding also demonstrated the link back to the critical review of the related literature. Chapter 5 contains the discussion of the findings of the study that has findings met the demands of central focus of the research and key questions. Chapter 6 kept the conclusion, recommendations and implications of the res earch. While discussing the major conclusions of the research, researcher tried to demonstrate a comprehensive but brief review and link between substantive focus of the study, review of the related literature, findings and results. Implications dealt with the suggestion for future research. And recommendations were given for other researchers that have been evident from this study. Chapter 2 Review of Literature Introduction In this chapter, a growing body of literature will be reviewed in light of various perceptions about motivation. Moreover, the comprehensive discussion on numerous well-known motivational theories will help out to understand the central focus of study. In addition, it will facilitate to increase understanding the regarding multi dimensional concept of motivation and its models presented by different educationists and psychologists. Review Generally, motivation is defined as goal-oriented behaviour. There are number of theories connected with motivation. In the light of academic readings, it has been proven that need or deficiency is very forceful motive that stimulate an individual to perform particular task. Maslow’s Theory of Growth motivation is the most influential theory of motivation. It emphasized on the need as a motive. As Biehler (1974, p.411) says that Maslow’s theory is based on â€Å"need gratification† that is essential for every type of development. Maslow defines his theory of growth motivation as a gradual or eventual achievement. He arranges needs like this 1. Physiological, 2. Safety, 3. Love and belongingness and 4. Esteem. He starts from the lower level of needs when satisfied, person feels motivation to satisfy higher level of needs and at the end a new state of motivation starts from the self-actualization. This is the final phase of motivation. In this phase person feels po wer to be efficient in a joy able way. It is a travel from extrinsic motivation to intrinsic motivation. Biehler (1974, p. 412) states that Maslow categorizes needs into deficiency needs and growth needs. The difference between them two is, first one gives relief and second one gives pleasure. A person wants to get rid of deficiency need (for example hunger) and after having food, will feel relief and will not feel to have more food. But gratification of growth needs produce more thirst and eagerness for growth needs because it gives pleasure and joy. The sample international students could have felt the need to upgrade the social life or the need of well recognized degree or the need to satisfy passion for studying abroad or need to avail good career prospects. These needs are very forceful that could be the possible the motive for the sample international students to seek admission in theUK. Sapru (2008, p. 222) defines Frederick herzberg’s theory of motivation. It is called Dual factor theory of motivation that has similarities with the Maslow’s theory of motivation.   Herzberg gave few more titles to this theory such as motivation-Hygiene theory or satisfier-dissatisfier or two-factor theory. Herzberg describes motivators as factors that increase motivation to achieve goals and satisfy the needs. These factors are quite similar to intrinsic motives for example advancement and recognition. As I have discussed earlier that the sample international student may get motivated by the need to up-grad their professional and personal life. On the other hand hygiene factors make the person dissatisfied and create hurdle to show full potential. In case of discouragement in the international students by any external factor, it will be the dissatisfier of Herzberg’s theory of Motivation. It could be ineffective teaching method or improper library facilities o r lack of guidance regarding on going assessment. Griffinat el. (2010, p. 88,89) explains ERG theory. It is developed by Clayton Alderfer. ERG theory is also inspired by Maslow’s hierarchy of needs. ERG stands for: E: existence needs (necessary for survival food, safety etc) R: relatedness needs (love and belongingness) G: growth needs (self-esteem and self actualization) To uphold the grip on the central focus of the research, the support and base of concrete academic referencing is essential. This theory is making strengthen the previous need theories. Fulfillment of the above given needs accelerates the pace of achieving the learning targets. We can assume that if the need of the sample international students that force them to seek admission in theUKis fulfilled then it would definitely accelerate their performance and creativity in terms of academic and social life. Borkowski (2011, p. 219,120) explains McClelland’ motivational theory under three major types. n-Ach: this type of needs motivate the person to achieve targets. It refines and polishes person’s performance and success level n-Pow: need of power is related to the desire to control others. This can be positive or negative. n-Aff: need of affiliation and belongingness enhance the interpersonal skills and develop desired social behaviors. McClelland believes that the combination of these needs motivates most of the people. This theory of motivation articulate the Maslow’s theory of needs, Frederick Herzberg’s theory of motivation and ERG theory of motivation in different words. Koontz at el (2007, p. 293) defines that psychologist Victor H. Vroom presented â€Å"The Expectancy Theory of Motivation†. This theory is based on the idea of giving worth to goals. Now I transplant this theory in the education system, if the students understand the importance and worth of output and goals, they will do due effort for the desired target until it is achieved. According to vroom, valence and expectancy multiply the energy to attain the goal. Stronger worth of goal adds more efforts, passion and enthusiasm to achieve the outcomes. In teaching-learning environment, a student do hard work to get desired result by getting motivation from the teacher (valence) and then expect good grades (expectancy) vroom divided his theory into four stages: Outcome: overall goal Valence: attractiveness, particular outcome Instrumentality: perceived relationship between two levels of outcomes Expectancy:   belief or probability that individual will achieve expected goals In perspective of the focus of the research, this theory of motivation generates some points that could be related to the findings of the study. Generally, all of the international students pay more than double tuition fee from the home students. They assumed all the risk whether it is financial or emotional (leaving family and social life of their home countries). They are supposed to give maximum out put because all of them must be well aware of their objective to seek admission in theUK. On later stage, they may expect in the response of the input for example, the sample students may expect the teaching staff should be more cooperative than they are and they could find the difference in teaching resource in comparison of their home countries. The last stage of the theory can not be explored because we have to wait until the sample students finish their degrees. Then they will be able to tell, whether they achieve their targets or not. Locke’s goal setting theory (1968) of motivation is quite resembled with Vroom’s theory. Mukherjee (2009, p. 154) explains that conscious goals and intentions influence on the human behavior. Human behaviour is like a mirror that reflects his intentional goals. For example, some students come to college just to enjoy with the friends. This is their intentional goals and their behavior tells clearly about their intentions. Some students come to college to achieve their academic targets, this type of the students spend their time in the library or in the classroom or with the teacher. It shows their intentional targets. One reservation may be possible while studying human behavior, when students set un-realistic and unachievable targets. It creates frustration and anxiety in the students because even many efforts they are failed to achieve. So Teacher should keep the eye on the students if feel anything not normal, through counseling, help the student to identify achievab le goal. As in the start of this theory, it is mentioned that this is similar to Vroom’s theory of motivation. Therefore, we can relate it with the discussion that demonstrated the possible relation between key area of the study and the theory. The international students’ possible motive could be their passion for studying abroad or they could have strong desire to get admission in theUKfor the recognition of the degree etc. Therefore we can say that getting admission in theUKshows the international students’ intention as I have discussed it before. After discussing major theories of motivation, I would like to give some critically reviewed literature about the main types of motivation and general perception of different educationists and psychologist about motivation. Moreover, in the light of behaviourist management practices regarding teaching methods and assessment system would also be elaborated. If we have look at the academic readings, there are two major types of motivation identified. That is intrinsic and extrinsic motivation. Both are totally opposite from each other and have their own characteristics. Now I am going to explain the concept and meaning of intrinsic and extrinsic motivation. Tileston (2004, p.3) explains intrinsic motivation as something comes from inside to stimulate someone to do a specific task. On the completion of task, if the person feels joy and happiness, it is due to intrinsic motivation. The objective of intrinsic motivation is ‘self-accomplishment’. Thomas (2002, p. 246) cited Bruner to explain extrinsic motivation   that punishments and reward can develop particular pattern and disciplines in the students but could destroy the creativity of students badly. Whereas, intrinsic motivation makes them creative and gives internal pleasure on the successful completion of the task. This could be a person’s opinion but sometimes extrinsic motivation plays a very vital role regarding the person’s success. An academic reading makes this point more strengthened. Thomas (2002, p. 248) defined the extrinsic and intrinsic motivation. Intrinsic motivation is always conducive to achieve targets but extrinsic motivation could be ve ry conducive to motivate someone because some people motivate extrinsically and some motivate intrinsically. In perspective of my research, international students demonstrates their creativity even they get motivated extrinsically for example they get admission abroad to upgrade their living and to enhance the career prospects. Generally we don’t work without salary so we demonstrate our innovative performance on extrinsic rewards (salary, promotion, bonuses, medals etc.). So to enhance person’s performance, both extrinsic motivation and intrinsic motivation contribute and remain impact on person’s personality. Now some detail will be given to develop the understanding the financial factors that motivates international sample students to seek admission in theUK. For this purpose, a chart will be given having the figure about Gross National Income (GNI) per capita and PPP (Purchasing power parity) per year in international Dollars. And we will be able to compare theUK’s citizen’s year’s salary to the citizens of other sample countries. Moreover, on the bases of economy, we can classify any country as developed or developing, I figured out ranking because the financial condition counts. Our basic survival needs cannot be gratified without money. Therefore, to understand the motives of international students, it is very necessary to know the economical condition of different sample countries. According to an online resource, the list of different countries on the bases of Gross National Income (GNI) per capita and PPP (Purchasing power parity) per year in international Dollars distinguishes the developing and developed countries. The detail of those countries is given under, from where my target population is belonging. Rank  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Country  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Country code  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   GNI per capita PPP 139   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pakistan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   PAK  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2,570 103  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   china  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CHN  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5,370 137  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  India  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  IND  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2,740 30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spain  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ESP  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   30,110 65  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Libya  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   LBY  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   11,500 153  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nigeria  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NGA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1,770 27  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  France  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FRA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   33,470 168  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tanzania  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   TZA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1,200 Compared with United Kingdom 22  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  United Kingdom  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   GBR  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   34,370 (nationsonline, online) Pakistan,China,India,Tanzania,NigeriaandLibyaare the developing countries. After having look on the above given chart and reference from different academic readings regarding extrinsic motivation, it is possible that students from developing countries may get motivated by external factors. A person comes from the poverty, is normally motivated by external factors. As Tileston (2004, p. 6) says that students who come from poverty, most of the time, are headed toward extrinsic rewards for achieving positive and productive targets and tasks that they do or they want to do. If we have a look on the key areas of the study, it is cleared that the purpose of this study is to explore the sample international students’ personal experiences regarding social and academic life.   The above given chart is showing that theUK’s financial condition is strong compared with all sample countries. Moreover, with the factor of finance, in light of the background and rationale of the study , English spoken society could be the motive that forces the sample international students to seek admission in theUK. About extrinsic motivation, Tileston (2004, p.3) comments that it is something driven from outer surface for example a sticker, a candy, a hug or pat etc. If a student has grown up in that sort of environment that is based on tangible rewards then they cannot be able to feel motivation intrinsically very often. However, this pattern can be broken with the help of class teacher. The constant and steady attempts and persistence of a teacher can bring student from the extrinsic motivation towards the intrinsic motivation. to achieve this target, teacher can change his/her teaching approach and by starting to skip the tangible rewards gradually, a stage will come when student will feel joy and happiness in learning new things and do the assignments for inner satisfaction. In the perspective of this study, an international student could be motivated by the family member who has already settled in theUKbut it may be possible that on later stage, the student starts to feel joy and internal happiness after completion of the degree. It has been acknowledged academically that theUKis using modern teaching techniques that transform the holistic personality of the students in the positive side. Furthermore, Tileston (2004), p.5) tries to develop in-depth, understanding about extrinsic motivation, for that we need to comprehend the difference between ‘reward’ and ‘celebration’. In the author’s viewpoint, if a teacher says, I will give you a candy on successful completion of the task or if you finish your assignment on time, you can watch television for one hour extra. In this situation, students will complete the task for expected reward not for learning or something like that. In another situation, the teacher gives candy or any tangible reward on successful completion of task. That reward is unexpected. Because students do not know about the reward that they get after finishing assignment, this is celebration. Teacher can develop intrinsic motivation by using celebration rather than rewards. As I have discussed about the sample of international students that they could move from extrinsic motivation to intrinsic motivation through creative teaching strategies and reflective practice. Before getting admission in theUK, the sample international students would have the idea that what type of the reward they will be given after completion their degrees that is reward and on the other hand after completion of the degree they might get the unexpected rewards in form of profession maturity or promotion etc. it is celebration. Therefore, most probably the sample international students may move from rewards to celebrations. After having idea about the motivation and its major types, and few famous theories of motivation, the multidimensional aspects of motivation with its complexity and density would be explained with the reference of academic readings. I would try to relate the key areas of the research with the different concepts of motivation which will be emerged in the different definitions of the motivation. Mackay (2007, p. 19) defines motivation as something conflicting and complex to understand. Because on one hand, it is demonstrating that motivation can be something or someone because sometimes a person persuade someone else to perform in a certain way. At the same time a person can use something to force a person to act in a particular way. Therefore, if we go with this definition, we have to believe that motive can be a person or thing. Moreover, Mackay (2007, p.194) shows another aspect of motivation. According to him, motivation is always intentional and under control of the person. To develop the link of this definition to the major focus of the research, I would try to be more critical. The purpose of the study is to explore motives that force the sample international students to get admission in theUK. The sample international students are studying at the higher level and logically, they must have sense to make decisions. Therefore it is possible that they have chosen theUKby choice. In a classroom context, behavior of the students towards attentiveness, attendance, participation in the classroom activities, and cooperation and coordination with peers and teachers, everything is influenced by motivation. They intentionally try to keep and follow the discipline. Wiseman at el. (2008, p.43) says that motivation can be defined as an internal state that forces the students to achieve specific targets by focusing on a desired direction. This internal force arouses students’ persistence and enthusiasm towards the goals. In terms of internal force or self energy to perform duties, sometimes a person feels strong stimulation towards particular target. This force is motivation that needs appropriate guideline and mentoring about desired and required direction. Blairs at el. (1952, p.166) say that every human has force/energy to cope up with rigidity and softness of the life. In teaching and learning perspective, if these forces focused onto right the direction and under control, it generates highly intelligent and learning behaviour that is essential to attain and accomplish the targets. And by developing motivation, this force can be under controlled and determined towards the target. Then the learning out comes can be multiplied. In all thi s process, role of teacher is very important and influential. Teachers can enhance the human energies and enthusiasm to enlighten and strengthen the teaching and learning process by motivating students. A similar point is made by Piaget,Furth cited Piaget (1970, p. 73) that motivation supplies energy to achieve targets. Another dimension discovered by Beard (1980, p.3), where he cited Bruner (1966) about motivation. He thinks motivation comes from inside of the person that generates its sources and rewards â€Å"in its own exercise†. The task it self is reward for the person. He does not need to be motivated externally. The phase of intrinsic motivation could be started from the extrinsic motivation but experiences or the teacher takes the person to the higher stage of motivation that Beard (1980, p.3) is trying to elaborate. Moreover, Beard (1980, p.20) points out the factors that make students successful at higher education level. In light of recent researches, he explored few motives such as method of instruction, expectation of courses and teacher. At a higher level of education, most of the time, students get motivated by courses and teachers. In the perspective of the teachers’ role, Beard says (1980, p.54, 55) that teaching methods motivate students and â€Å"no teaching method is effective and ineffective†. All teaching method can be used well and poorly at the same time. Beard (1980, p. 57) furthermore explains that the experience in the classroom in which learning takes place, at any time motivation can be enhanced and the consequential learning can be reached at its maximum. Later on, I will discuss the contextual comparison about the teaching methods that have been adopted in the sample countries and in theUK. At higher level of education, it is more than possible that the sample international students got motivated by the modern teaching techniques adopted in the classrooms of theUK. Therefore, the teaching method can be the powerful motive that fascinated international students to seek admission in theUK. Moreover, by defining the strength of motivation, Beard (1980, p.20) says that the number of investigations has shown that success and intelligence are not correlated.   â€Å"Highly selected population of British sixth forms and colleges students who do well are usually no more intelligent on average than those who do poorly.† The distinction between these two different type of the group of the students, is motivation. Motivation is that powerful phenomenon that can make poor, an average and an average can perform as above average. In absence of motivation, situation could be reversed. Another dimension is explored by Amesat el. (1984, p.81). They elaborate motivation as â€Å"self perception of competency†. In context of classroom, self-perception becomes the central demonstration to achieve the targets for example if students think they are good and they can achieve then they will whereas if they think negative about their potentials they will never achieve. Author calls it â€Å"self-worth-motive.† In the perspective of major focus of the study, it is possible that the sample international students got confidence on their internal force. This could be the possible motive. Another author explains similar aspect of motivation but in different words. Gilbert (2002, p.165) uses word of â€Å"Hope† for motivation. According to him, hope changes human minds and brains. Hope helps to heal the patient up from any physical disease, whereas hopeless person feels himself frustrated, depressed and physically ill.   In professional and learning paradigm, it gives success. So writer emphasized on â€Å"teach optimism†. This definition is making more strengthened the previous definition of the motivation. Motivation can be defined as a deficiency. It persuades a person to fulfill the deficiency. As Mackay (2007, p. 21) states that motivation can be defined as a â€Å"deficiency†. For example, when a person feels hunger, this strong need force him to cook or buy food. Therefore hunger is motive. The findings may show that sample international students had the need of better career prospects and to fulfill this need they decided to leave their home country for studies. The Reinforcement to enhance the performance is essential. In perspective of external motivation, Beard (1980, p.3) says that reinforcement in particular situation increase the level of responding. Therefore, motivation is not possible without reinforcement. He cited Lewis (1952) that† learning feeds on success†. If teachers or parents discourage the students by saying them lazy and dull, in that situation, students would be de-motivated (similar to self-worth-motive or self-perception), does not matter what age of the student is. Lewis believes on extrinsic motivation because action necessitates for success. And motivation is like enjoying in attaining the targets, task and success. Through this study I am trying to develop understanding about the possible motives that compel the international students to get admission in theUK. We can assume that a very influential motive could be modern strategies of classroom management in theUK. And in most of the sample developing countries, behaviourist practices (traditional teaching method, summative assessment and seating arrangement in the rows) are adopted in a forceful way. AsFontana(1984, p.15) says that good social behavior in the classroom generates good learning. To some extend, we can agree with the writer. If a student’s interpersonal skills are high then he can learn from his peers. In context of modern teaching strategy, positive social behavior in the classroom has a fundamental role to play in achieving the targets of cooperative learning. To understand the perspective of behaviourists in context of the central focus of my study., we need to have a look on some contextual comparison of sample countries with theUK. As the research’s focus is to explore the views of international students about the difference in teaching and learning process in theUKcompared their home countries.Pakistan’s teaching learning system, Siddiqui (2010, online) says that in the most of the mainstream schools inPakistan, teachers use behaviorist approach in teaching, because it is easy to use. In passive teaching and learning process, teachers tell and transmit. Students drill or reproduce information without making sense or understanding and get good grades. According to the writer, this approach is not effective to achieve broader goals such as socio-economic development, social justice and individual freedom. Writer draws a very clear portrait of teaching and learning process. In this modern era of education, teachers inPakista nstill stick to use traditional strategies of teaching. Now the question is why do teachers not change their typical teaching pattern. Siddidqui (2009, online) highlights few but very strong reasons. He says that inPakistanteachers are given training but rely on very closed and confined way. Teachers are supposed to consume knowledge and in the name of teacher training and they are given some strategies and technique to use in their teaching practice. But there is no space of teacher’s own reflection/personality and creativity in teaching. This brief comparison rose very thought provoking reason that why teachers inPakistanusing behaviorist approach in teaching unlike theUK. If we have, a look on thePakistan’s teaching and learning pattern, another reason emerged that is the large number of students in the classroom. This is impossible for the teacher to use group-learning techniques. Therefore, we cannot blame the teachers and teacher training courses only for this cu rable hurdle in developing the cooperative teaching-learning in the classrooms ofPakistan. If any teacher who wants to adopt child centered teaching techniques but the large number of the students in the classroom becomes the hurdle in cooperative teaching in the classrooms. According to the some of the above given academic references, it is obvious that at higher level, student may have the motivation and attraction by effective and modern teaching techniques. Moreover, I would give the example of few other developing countries that use traditional teaching methods. In contextual comparison, Harber (2002, p. 50, 51) gives the example ofChina,TanzaniaandNigeriathat adopt old teaching strategies in the classrooms. In teacher dominating classrooms, students sit passively and listen the teacher. Through lecture method, recall of factual knowledge is the basic responsibility of whole teaching and learning process. The schoolwork is limited to the textbooks, notebooks and workbooks. In t he classrooms of these countries teachers are supposed to be the center of the class with all authority. The main reason of adopting traditional teaching strategies is that schools are more concern with the number of students in the classroom and recall of factual knowledge by using lecture method. And this is the ideal and easy tactic to handle large number of students with minimum expenditure. Now I would give some idea about the teaching and learning environment created in theUK’s schools. Loh (2006, online) says that inUK,USA,Australia, andNew Zealand, Schools adopt humanistic approach of teaching and learning. In child-centered classrooms, students work in-group by using cooperative learning techniques. They explore new things and solve the problems with cooperation and pleasure. Teachers are supposed to play the role of assistant, instructor, advisor and counselor with innovative and new teaching techniques. Rehman (2004, p.200) also explains that in the developed count ries like the UK and USA etc use modern teaching techniques with the help of films, video tapes and CCTV. Peer supervision has also got a very important place in those countries. Now I would give a precise comparison of assessment system adopted in the developing countries with theUK. In most of the traditional education system summative assessment is adopted. Dove (1986, p.70) says that most of the teachers are known to assess the students at the end/termination of the term. The purpose of summative assessment is to evaluate that what the students has learnt during the whole term. According to Pollard (2002, p. 283) summative assessment is different from formative assessment. Formative assessment refers to evaluate students for particular time and it is ongoing evaluation. The quality of student’s learning is directly influenced by the formative assessment. But the purpose of summative assessment is to sum up the whole semester at the end of the term. It helps teachers to ev aluate the students’ learning of the whole academic year. It is more concerned with the level of achievement of the student at various points when they quit or while they are in their schooling. Formative assessment gives importance to the students and teachers’ reflection. As Suskie (2009) tells about the importance of reflection that it helps teacher and students to assess attitudes, behaviour and values in qualitative way. Reflection enables students to learn in the best way with comprehensive awareness about what they have learnt so far.   Siddiqui (2011, online) is showing opposite situation of reflection based assessment system. He says that inPakistan, transmission method of teaching, memory based assessment system and unattractive textbooks are the salient features of most of the main stream schools. For fulfilling the dream of development, we need a revolutionary change in the system of education. Moreover, Siddiqui (2011, online) explains the reasons that w hy the education system ofPakistanis traditional. According to him, since the day of independence,Pakistanhas been ruled by the Feudal Lords and authoritarians. Lack of true democracy in politics generates authority and dominance in every field of country even in the field of education. Memory based assessment system and transmission teaching methods are the outcomes of authoritarian governments. The solution of this problem is true democracy in thePakistan. Now, in light of different academic readings, I would comment on the assessment system that is used in the developed countries especially in theUK. OECD (2006, p.135) says that in most of the OECD (organization for economic cooperation and development) (including theUK) teachers emphasis on the formative assessment. In these countries, for teachers, the motto of assessment is â€Å"assess to learn†. Teachers use formative assessment method by reviewing current and modern assessment tools. Formative assessment is the most comprehensive and imperative way to increase student learning in the proper direction. Similar point rose by Scott (2001, p. 43). He says that in the England, Scotland, Australia, New Zealand, Canada and USA formative assessment has become the most integral and popular practice of the teaching. It has been successfully in practice in these countries because it is effective to evaluate the holistic personality of the students. It is most helpful phenomenon for teachers and students to get the appropriate direction towards their targets. Now I would give some critical review about the seating arrangement in the schools ofPakistan. Ahmad (online) has discovered in his research that in the most of the schools of thePakistan, seats are arranged in the rows. And this seating arrangement supports the traditional teaching practice. As siddiqui (2010, online) says that visible features like seating arrangement, classroom condition and comfortable seats play a very critical and important role in the success of teaching method and school both. So this brief contextual comparison can show possible reason that why international students seek admission in theUK. Motivation has been discussed in relation to intrinsic and extrinsic approaches. It is possible that the international students are both extrinsically motivated to gain better position and career prospects and intrinsically motivated to improve their professional practices. Presentation of different approaches of motivation and brief comparison of teaching-learning process of the sample countries with theUKgive a comprehensive picture of possible motives that compel the international students to study in theUK. A review of literature about the differences in teaching methods, assessment system and the visible condition of the classrooms in theUKcompared with their home countries. Summary This chapter has reviewed the literature containing conceptual understanding about motivation and its major types with different motivational models. It is evident in the light of different academic readings that there is no unified or single definition of motivation. It is multifaceted and complex phenomena defined by different educationists and psychologists. Like definition of motivation, there is no single theory on motivation that can explain it with all its depth and aspects. Therefore, multiple definitions and theories of motivation have been reviewed in this chapter. These theories and definitions of motivation would be helpful to understand the multiple motives that force the sample international students to get admission in theUK. Through this reviewed related literature, the researcher tried to present the possible holistic picture of the sample international students’ social and educational experience before and after getting admission in theUK. A growing body of l iterature has demonstrated that a comprehensive contextual comparison of teaching and learning process that could be worthy to understand the sample international students’ perception about the comparison of different teaching and learning aspect(teaching methods, assessment type etc) between the UK and their home countries. By the help of reviewed literature, the main focus of the research would be elaborated and would be easy to understand the motivation in international students regarding getting admission specifically in theUK. Related literature has showed that the financial condition of the sample students’ home countries. Emotional attraction and belongingness or passion for studying abroad and effective teaching strategies and modern assessment system may be the possible motives of sample international students that force them to seek admission in theUK.   This chapter will lead to presentation of findings that has been assembled on the base of the research q uestions. Chapter 3 Research Design Introduction In this chapter, the researcher presents key research questions and then defines the suitable research methods and research techniques to collect data with maximum variation. Key research questions What motivates students to study in theUK? What is their experience while studying in theUK? What differences do international students see in teaching and learning in theUKcompared with their home context? Research methods and methodology review For fulfilling the requirement of triangulation in research and to maintain the reliability and validity of research, I collected the information through quantitative and qualitative research techniques. Mainly my aim was to develop in depth understanding of human behaviour.   And qualitative research method provided me the opportunity to gather and explore the motives in precise way. Ereaut (2007, online) defines qualitative research that it is used to develop in-depth understanding about peoples’ behaviour, attitude, systems, culture, lifestyle, motivation, concern and values. And the aim of my study was to study closely the attitude of defined group of study about particular subject. Similar view was presented by Merriam (2009, p. 1) about qualitative research method, she says that the objective of qualitative method is to develop insightful understanding   about different perceptions and researcher tried to discover the variety of aspects of everyday exercises of people’s lives. It is a systematic, well-organized process of collecting information. This process gives more knowledge about something than before this process we know. Merriam (2009, p. 5) says that q ualitative research makes the researcher able to know the way people elaborate and define their experiences. Through qualitative research, we know how people build up their world and in what way, they learn from their experiences. Marshall at el. (2011, p.1) says that the qualitative research method enables researcher to do discovery and inquiry for social sciences and applied fields such as education, regional planning, social work and community development. Thomas (2003, p. 1) defined qualitative research as a tool which engages researcher to interpret and define characteristics of people’s life. Moreover, qualitative research approach analyses holistically and contextually and permits the researcher to explore and discover new things as my research was supposed to do. Therefore, I adopted qualitative research method and I tried to be more critical and neutral as qualitative research demands for. Stake (2010, p. 11) describes quantitative research as similar to science. Science gives us facts and does not add or remove anything on the bases of perception and quantitative research performs in the same way as science does.   Therefore, scientific research relies on quantitative research such as measurement and statistical analysis. Muijs (2011, p.1) cited Aliaga and Gunderson (2000) to explain quantitative research and they say that quantitative research is something which elaborates and explains phenomena through numerical form. Normally, mathematical methods are used to analyse the numerical data (in particular statistics). Thomas (2003, p. 1) describes that quantitative research is more concerned to be more concentrated and attentive on measurements and amounts such as â€Å"more or less, larger or smaller, often or seldom, similar or different.† Quantitative research gives the conclusions straightforward. And in my study I was needed to explore the reasons and it i s demanded to be more focused and straightforward. Therefore, I would use the blend of qualitative and quantitative research. Research Techniques I collected my data through multiple research techniques to make sure the validity of my research. Questionnaire technique is more likely used in quantitative paradigm.   I had prepared a semi-structured questionnaire. Morse at el. (2002, p. 76) says that semi-structured questionnaire permits the freedom to the participants to explain the asked situation in their own words. My study was supposed to identify and to explore the hidden area or un-described area of my sample population. Therefore, for fulfilling the objective of my research, the most appropriate source of collecting data was using a semi-structured questionnaire. A structured questionnaire might not allow me to be insightful. And structured questionnaire is meant to be inflexible and straightforward. Bechhofer at el. (2000, p. 72) defines a structured questionnaire as a suitable tool for a large-scale survey research. Another tool, I used to gather data was a semi-structured interview. Morse (2002, p.76) tries to show the positive aspect of semi-structured interview. It allowed researcher to adopt conversational tone while interviewing. And it helped researcher to pick the relevant matter up whilst interviewee is talking, telling stories and describing experiences. Mainly my aim was to develop in-depth understanding of human behavior.   And qualitative research method provided me with the opportunity to gather and explore the motives in a precise way. A good semi-structured questionnaire does not confuse participants by asking multiple questions in one question. Each question should deals only one aspect of the topic. Arksey at el. (2007, p. 172) explains the difference between structured and semi structured interviews. They say that a structured interview is based on standardized questionnaire with easy and straightforward questions. Researcher reads out the questions to the interview/respondent. And respondent is supposed to give answer precisely. Whereas semi structured interview is highly favorable if researcher’s aim is to explore in depth information about particular aspect. It contains the questions with ‘how’ and ‘why’. The semi-structured interviews are more flexible compared with structured interview s. For example, if the researcher needs to know straightforward information such as whether students live at home or in residences, through structured questions researcher can easily have the answers of this type of questions. However, if a researcher wants to know whether the students feel ‘at home’ on campus. The answer of this type of questions needs flexibility in the questions. My research demands to explore my sample’s minds. For example while exploring the reasons of getting admission in the UK even they had to leave their home country and family. So I arranged the semi structured interviews to gather information about framework of themes. I set my questions by following the criteria of semi structured interviews. Therefore, semi structured interviews were more appropriate. Cohen at el. (2007, p. 133,146) defines the validity and reliability in the research. According to authors using different data collecting devices called validity in the research. In qu alitative research, some other things are also essential to make the data valid, for example, â€Å"honesty, depth, richness, scope of data achieved the extent of triangulation and objectivity of research†. We call a research reliable when we get similar data from similar respondents by using different data collection tools. The researcher used multiple research technique like questionnaire and semi structured interviews to make the data valid and reliable. Description of population and sample The samples were from international students from different parts of the world. They were studying in different universities and colleges of theUK. Some of them were known and some were unknown to the researcher. One Student from each country (Nigeria,France,Spain,India,Libya, andChina) was selected as a sample. Two students were selected fromPakistanbecause both students belong to the entirely different part of thePakistanand went through the different circumstances inPakistan. And findings showed that these circumstances changed the perception about leaving the home country for studies. Samples were selected from the people I knew. The student fromIndiawas studying in the college rest of all sample students were studying in the different universities of theUK. Data analysis To analyze survey research, I displayed the data in tables. And in context of qualitative research, I adopted content analysis method to analyse the findings. Ethical Issues I considered the ethical boundaries defined by British Educational Research Association (BERA 2004, online). By keeping identity of my sample population confidential and anonymous, I tried to explore the facts regarding my substantive focus. Triangulation Cohen at el. (2007, p.141) explains triangulation as a blend of data collection techniques. When a researcher uses two or more methods to gather data in the study of some aspect of human behavior called triangulation in the research. In my research, I used quantitative and qualitative research techniques to fulfill the requirement of triangulation. Summary This chapter starts from the key questions and then argued the research method and techniques to explore the answer of those questions. The research title shows that qualitative research is more suitable and adaptive for this study because this study is required to develop in depth understanding regarding human behavior towards particular direction. And for fulfilling the requirement of triangulation, data was collected through qualitative and quantitative techniques. Moreover, it reviewed the strengths and weaknesses of different data collection techniques that how they were helpful to collect reliable and valid data. This chapter also discusses the specific data analysis approach. The ethical boundaries defined by BERA has been considered at the front position to make sure the intellectual truthfulness and cohesiveness of the study. Then to make the data valid and reliable, samples were given questionnaire and then interviewed. Chapter 4 Presentation of Findings Introduction This chapter will present the findings collected by two data tools questionnaire and interviews. Both tools were used to gather information from the same samples with same question to make sure the data is valid and reliable. The findings were analyzed by using tabular format. Moreover, a comprehensive discussion about the results in relation to key will be included in this chapter to make the link between results and key questions. Results Table 1:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   General opinion about leaving home for studies Note: refer back to original questionnaire in the appendices B. Sr. No.       statements Names of the Countries Pak Istan Tan zania Pak istan (North ern Ar ea) Chi na Sp ain Fra nce Nig eria India Li bya 1. Recognition Of Degree 1 3    1 1 1 1 1 1 2. Economy of the Country of Prospect Institution 3 1    3 2 4 3 3 3 3. Better prospects after completion of the degree 2 4    4 3 3 2 2 4 4. A relative who is   settled in that country, a person is going for studies 4 2    2 4 2 4 4 2 5. Other reasons       War                   Analysis Table 1 shows that response to the question on students’ general opinion about leaving home country for studies, most of the students said recognition of degree could be the strong reason.   A relative who is already settled in that country, a person is going for studies, this reason comes at second position. The reason on third position was economy of the prospect’s country. Most of the students set the option of better prospects at fourth position. On student gave unique answer that the reason could be war that destroys education system then person has no option left to leave home land for studies. If we have a look on the central focus of the research and key research questions, the above table is showing a strong link with that. General opinion about reason of leaving home country could be recognition of the degree. In later table, the findings have shown that this is actually a strong reason and motive that force international students to leave their home countries for studies. Table 2:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Names of the Countries other than the UK, respondents would consider for further studies    Serial No. Names of the countries Names of the desired countries for studies other than the UK 1 2 3 1. Pakistan (university student) USA Germany Canada 2. Tanzania (university student) Canada Australia USA 3. Pakistan(northern area) (university student) Saudi Arabia Egypt    4. China (university student) Australia Canada USA 5. Spain(university student) Germany USA Canada 6. France(university student) USA Australia Germany 7. Nigeria (university student) USA Norway Canada 8. India (college student) USA Australia Germany 9. Libya (university student) Australia Canada Pakistan    In table 2 Countries in order of favorite USA Canada Australia Germany Pakistan Saudi Arabia Norway 7 6 5 4 1 1 1 Analysis the response to the question on respondents’ choice about the countries for further studies other than theUK, 7 students said that they might selectUSA, 6 respondents chosen Canada, 5 students’ choice wasAustraliaandGermanyis on fourth number by getting 3 votes. WhereasSaudi Arabia,PakistanandNorwaywere at the same level by getting 1 vote. Table 2 clearly shows that respondents’ option was in favor ofUSA,Canada, and Australiarespectively. The purpose of this question was to explore students opionion about their favourite coutries other than theUKfor studies. It was really important to know their opinion about that because I could help us to understand the motives to select theUKfor studies even there are many other countries that are offering well recognized degrees. Table 3:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reasons why respondents selected the UK for further studies    Serial No. Names of the countries 1st 2nd 3rd 1. Pakistan (university student) Better facilities More opportunities Better future 2. Tanzania (university student) Better future Better facilities More opportunities 3. Pakistan(northern area) (university student) Education system has been defected because of war so left the country 4. China (university student) Recognition of degree Multicultural society   Weather 5. Spain(university student) Multicultural society Better education and future 6. France(university student) Friend settled in theUK Good institute Wanted to learn English language 7. Nigeria (university student) Recognition of degree Better career Multicultural society 8.