Thursday, March 5, 2020
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                          Country                     Country code            GNI per capita PPP 139                       Pakistan                                  PAK                           2,570 103                       china                                      CHN                          5,370 137                       India                                       IND                            2,740 30                         Spain                                      ESP                            30,110 65                         Libya                                      LBY                           11,500 153                       Nigeria                                               NGA                          1,770 27                         France                                    FRA                           33,470 168                       Tanzania                                 TZA                           1,200 Compared with United Kingdom 22                         United Kingdom                    GBR                           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:         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:         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:         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.
Tuesday, February 18, 2020
Money Transactions Essay Example | Topics and Well Written Essays - 2500 words
Money Transactions - Essay Example While focusing specifically on the transactions demand of money, this paper is aimed at examining the relationship between the interest rate and money demand in the context of a general assumption held by the financial experts that the transactions demand for money may be interest elastic. In this regard the issues related with the interest elasticity of transactions demand for money are discussed to have deep understanding of the issue. In order to find out the evidences about the interest elasticity of the transactions demand for money it is imperative to have deep understanding of the concept of transactions demand for money and its relationship with interest rate within a market. The transactions demand for money could be denoted by M or Lt that refers to the volume of money that is required to meet the financial expenditures. The equation of exchange is a crucial element for the transactions demand of money. According to the equation of exchange M * v = P * Y. In this equation the Lt or M stands for the transactions demand for money, v is the velocity of the money, P refers to the GDP deflator whereas Y represents the real income. The relationship between the transactions demand fo... ionship between the transactions demand for money and the interest rate possesses great important from the perspective that states that there is a pressure to economize on one's transactional case balance and this pressure is originated from the rate of interest. The holders of the transactions money used to buy bonds and also pay fee and brokerage services and as a result they expect high return on their money due to interest rate. In a market the higher is the interest, the more people get as a final return for their money. Due to this reason most of the households use the transaction money to get benefit from the high rates of interest and for this purpose they make investments in bonds etc. (Nouriel Backus, p6, 1998) The relationship between transaction money demand and interest rates has been a major concern for the economists for a long period of time. The transactions demand is believed to be interest elastic because the interest rate and the transactions demand are closely linked with each other. The holder of the cash strived to take maximum benefit from the money he holds and in such situation the equilibrium balance of money is held. In the transactions demand of money the holder has to deal with the Marginal cost as well as with the Marginal revenues. The marginal cost is the interest that has to be certainly paid by the holder and the marginal revenue is the psychological interest rate that is earned by the holder of money due to overcoming the worries that he might face about non having cash money in hand. It is believed by he economists that the more income a person earns, the more cash he might holds and more he became in a position to afford the loss of interest (Robert, p2, 2007). There are two important implications associated with interest
Monday, February 3, 2020
Managing in an IS Environment Case Study Example | Topics and Well Written Essays - 1500 words
Managing in an IS Environment - Case Study Example Alex has also engaged in monitoring the daily routine work so as to make sure that all things are done in a standardised way. Alex is also involved in interaction with people in form of scheduled meetings to discuss the daily issues with the regional manager. Alex also communicates through telephone conversations usually with suppliers about orders and deliveries. The unscheduled meetings are mainly either brief exchanges with customers as they pay their bill or they are interruptions from staff - requests for information or assistance. Alex doesn't perform any type of decisional role in his job. Because his job is predominantly one of routine paperwork and helping out' to the staff members. Rose who is a manager of domestic service unit is responsible for the cleaning and housekeeping of a large National Health hospital plays various managerial roles while on job. Rose is involved in a little bit of office paper work to manage the hospitals legal documents and other important documents. She is involved in lot of external work for the hospital. She spends a significant amount of her time out of the office, either at meetings or touring the hospital, speaking to domestics, nurses or administrative staff and checking the progress and quality of work. She also plays her informational role while monitoring the day to day activities of her staff members that all the work is done accordingly and the quality is maintainted well. She also helds scheduled meetings like committee meetings, policy meetings or negotiations, involving a wide variety of people, and unscheduled meetings or conversations - with domestic, nursing and administrative staff. As a decisional role she is eng aged in negotiations with the different authority levels of the hospital and is involved in seeking out people to obtain or give information, to deal with problems and to request or give assistance. Stewart's Demands, Constraints and Choices' Model: ALEX Alex is bounded by certain demands that he has to fulfil while on job that includes Ordering and controlling materials, Controlling money, Monitoring operational performance, Maintaining company quality standards, Planning and maintaining staff levels. These are some of the most important demands of Alex job. Along with it he has certain contraints given the number of rules and procedures within which alex has to work like standard menus and prices, methods of food preparation and presentation and etc. That's why he make choices according to situation and does spend much of his time in office doing paper work. ROSE Rose is bounded my certain important tasks that she has to do which includes Planning and ensuring staff level, Good industrial relations, Standard of cleanliness, Cost of domestic service function and etc. Although there are many constraints that she faces in day to day activities like Atmospheric crisis and uncertainity, restructuring issues is what must peoccupy her she has many restictions from within the organizations from different factors. But although she makes considerable choices about how she handles it. She chooses to make the job people-oriented and political', trying to reconcile competing interests, ameliorating the impact of change on domestic staff. The Internal Environment ALEX Alex is influenced by many factors of the organizations internal
Sunday, January 26, 2020
Critical Analysis Of Arrow
Critical Analysis Of Arrow Arrow is a American television series which can be classified in the action adventure genre. The central character is Oliver Queen a playboy billionaire who was lost at sea when his yacht capsized and had to struggle for survival for five years alone on an uncharted island. The series starts with his return back home and his changed outlook on life. He takes up a persona of a masked vigilante and starts to fight crime with his weapon of choice being a bow and an arrow. The series is based on the fictional DC comic character Green Arrow and moves backwards in time as much as it does forward, to justify the actions of the now vigilante by keeping viewers a briefed by introducing flashbacks of events that happened to the the playboy/soft Oliver Queen to turn him into this darker character. The first episode premiered in North America on the CW (CBS and Warner Bros.) network on 10th October 2012 with international broadcasting taking place later in the year. The series being in its first season and having aired at this point a total of nine episodes world wide has been at the centre of a massive cross over from comic books to feature length films that is becoming a predominant theme at the Hollywood Box office. The reason why television series are playing such an effective role in this cross over is because of the depth of the character they can provide over a long series as compared to a feature film. With Chris Nolans Batman trilogy completed in 2012, the origins of Superman to be retold to a new generation in Zack Snyders The Man of Steel schedule for release in 2013, Green Lantern established as a character in the self titled 2011 release, the stage has been set for all of them coming together in the 2015 release of the Justice League (DC comics answer to Marvel comics Avengers). The character missing from this equation is Oliver Queen alias The Green Arrow who now stars as the central character in the television series Arrow. Arrow not surprisingly coincides with the 2011 television series finale of Smallville, which chronicled Supermans journey from childhood to becoming a superhero, taking over the 8pm time slot that was formerly held by Smallville on CW network. This has strategically worked on multiple fronts. Firstly it is being compared from the outset to Smallville, two shows that are inspired by DC comic characters which is working in raising interest amidst Smallville viewers and fans, secondly it is showing Green Arrow in a different light than his care free persona which guest starred in Smallville and lastly it has been placed before the very popular show Super Natural, both shows mirror each other in theme of being suspense action thrillers with central characters being hunters. The core team that has developed the series and has been successful in bringing it on air comprises of Andrew Kreisberg, Greg Berlanti, Marc Guggenheim and David Nutter. The first three names have developed the story and script together or in part, for most of the season, while David was the director of the first three episodes, including the pilot, playing an intrinsic role in getting the series approved. In terms of familiarity with the central character, the DC universe and experience with successful shows, Arrow could not have hoped for a better team. Andrew Kreisberg in 2009 was the co-executive producer and writer for the hugely successful series Fringe and has actually written a comic book ongoing series Green Arrow and the Black Canary published by DC Comics starring Green Arrow. He was further involved in the marketing of the television series when he wrote the 10 page preview comic produced by DC for the 2012 San Diego Comic-Con,, sharing the same plot structure as the tele vision series which Kreisberg commented by saying, Anyone who grabs a copy: Hold onto it and as the (television) series progresses, youll appreciate it more and more. Greg Berlanti on the other hand has written the script for the movie Green Lantern, based on another DC character who will be paired with Green Arrow in the 2015 release of the Justice League while Marc Guggenheim has written television scripts for e.g The Practice and has also written for DC comics The Flash and Justice Society of America. Interestingly Dave Nutter is known for directing pilot episodes for television series and is often referred to as the pilot whisperer. His break came when he directed episodes of the X-Files but his claim to fame are still the first sixteen pilot episodes that he directed which all went on to become series, including Smallville. From an aesthetic viewpoint Arrow really has to be divided into 3 different segments for a fair analysis which are present Olivers public life, the flashbacks which take us back to the island and the action scenes in which Oliver acts out as the vigilante in costume. Firstly the lighting and color tones in all three are noticeably different. In the flashbacks the color tone turns to grey playing into the theme of his isolation, fear and confusion, instinctively pointing to the viewer that this is indeed a flashback/memory. Then we have the public life of Oliver Queen in which he continues to keep up his playboy faà §ade to cover up his darker alter ego. These scenes are often spent among family and friends or making public addresses, which are all well lit almost to the point of having a yellow tone to them, playing into the notion of the rich and famous, all glitter and gold. Then there are the night scenes in which the vigilante comes out to extract his idea of justice, in which t here is a lot of usage of shadows, setting the feeling of mystic and playing an important role in hiding Olivers face, from the villains as well as the viewers. In the flashback scenes the camera work remains edgy, almost has a hand free look to it while the editing in terms of cuts is very quick and often this technique is used to suggest lapses in time, from passage of hours, in some instances passing of days. The framing in these scenes, to compliment the editing, normally sticks to mid close up shots to extreme close ups so that the rush of the moment tempo can be sustained. Olivers public life scenes in the contemporary timeline show a range from close ups frames to long shots. There are a lot of establishing shots to justify the setting of the place from house, restaurants, night clubs etc, also the long shots are used to show the grandeur of the way Oliver and his family live. The editing cuts slow down as well and more time is spent in establishing one scene from one angle before switching to the next angle. The vigilante scenes revert back to the same formulae as the flashback scenes in terms of their framing and editing but differ in the way the camera is handled. The camera are more steady shots which are improvised by use of tracks and cranes but still are very different from the handheld look used in the flashback scenes. Diegetic sound has been used amply to justify certain scenes, examples of this are gunshots, the sound of the arrow leaving the bow, the sound of moving water in the flashback scenes reminding the audience that Oliver is on an island even at times when the water isnt shown, not to mention the music in the background from a party taking place downstairs when Oliver and other characters are having a conversation in a room upstairs etc. In non-diegetic sound, music from other artists is used in the romance scenes and other emotional situations but the most intriguing is the original music score that was composed by Blake Neely. The dark music theme sets the mood for this dark take on the Green Arrow character. Blake Neely admits in a promotional video released about the composition of the music, prior to the airing of the series, that he was pleasantly surprised when the writers of the show asked him to go as dark and menacing as he could. Most of the vigilante scenes and the flashbacks use only the original theme, which plays well in keeping the link alive in the audiences mind, that what happened to Oliver on the island has led to him becoming what he is now, the vigilante Green Arrow. The critical reception towards Arrow has been favourable with Metacritic giving it a score of 73%, based on reviews from 25 critics. Mary McNamara (Los Angeles Times) said the series has a quality look to it and an interesting setting ,Smooth without being slick, textured but not self-indulgent, Arrow reminds us that the best stories we tell are both revelatory and a whole lot of fun to watch. Robert Bianco (USA Today) stated Granted, its all standard superhero stuff but the action scenes are well-handled, the emotions and the characters mostly ring true, and the plot offers enough twists to keep you intrigued. while David Hinckley (NewYork Daily News) wrote Arrow turns out to be a lively show, probably better than hard-core Green Arrow fans expected. Thats a good start.. While there are praises for Arrow by and large by critics, the articles have an undertone of a pleasant surprise like they were expecting worse and I think that worked for Arrow as it took people by surprise, not for being that great but for being far better than they expected. Not all reviews were full of praise though for e.g Brian Lowery (Variety) called the characters as strictly two dimensional and argued that there is over use of action scenes for a hour long episode. He also compared the over all setting of the series and the central character as being a surrogate Batman story. The most telling of reviews was probably that of Ken Tucker (Entertainment Weekly) suggesting that Your interest in Arrow depends on how much you miss the troubled-in-love, conflicted-by-family heroics of Smallvilleit mirrors that series setup. I think Ken Tuckers review has nailed the essence of the fans reaction to the show. Arrow has appealed to Smallville fans who have adopted it as their logical replacement after the Smallvilles tenth season finale bringing the series to a close. Those who didnt take well to Smallville are having the same objections to Arrow, with common complaints being of the characters being too involved in their emotional family sagas and their love lives rather than taking the plot of the mystery forward. Some fans of Batman are viewing it as a step down as the background stories of the two characters have a lot of similarities, playboy billionaires coming back after many years to their respective fictitious cities (Gotham and Starling City), becoming maske d vigilantes fighting against crime and injustice. Luckily for Arrow, Smallville did have a large viewership and the comic book fans of Green Arrow have reacted well to the new television series which has enabled it to amass a descent following. Arrow has lived up to its hype through the cinematic way that its been written, filmed and edited. Use of the original music/score has allowed the viewers to follow the journey of Oliver from the present narrative to his flashes back in time with ease, while the diegetic sound is used amply and with good effect in the action scenes to capture the intensity of the moment. If the first nine episodes are any indication, which they are as Arrow has become CW networks first major success since the Vampire Diaries in terms of ratings, the series has all the potential of enduring against its competition. The co-writers past experience with writing for DC comics have aided them in bringing the best rendition of the character of Oliver Queen to the television screen, while the plot deepening in each e pisode, with the mystery surrounding his enemies and his past, is sure to keep the audience intrigued for what seems to be at least a couple more seasons to come. 3 ACT STRUCTURE ACT 1 The time period is contemporary London. The story follows our protagonist Jeremy, who is a successful banker in his mid 30s, coming from an affluent family. His commitment to his profession and ambition to climb up the corporate ladder has made it difficult for him to find his soul mate. After several years of attempting to find someone he lets Tim, his childhood friend, set him up on a blind date with Kelly, Tims neighbour. Kelly is in her mid 20s, a free spirited, care free personality, working in a local restaurant. Plot Point 1: Jeremy meets Kelly in a local diner and intrigued by her spontaneity is instantaneously attracted to her, as Kelly is to his ambitious nature. Jeremy decides to keep seeing Kelly which Kelly agrees to although deep down she realizes how different they really are. ACT 2 Eight months have passed since Jeremy first met Kelly. Jeremy keeps falling deeper in love with her and wants to marry her. In the back of his mind he also feels that Kelly might be interested in someone else as she has been acting emotionally distant recently, the truth being that he doesnt realize that Kelly is scared of a serious commitment. Despite all the troubles they have had on account of differences in their personality, and his suspicions, he feels that if she agrees to marry him all the problems between them will be resolved. Middle point: Jeremy proposes to Kelly in the diner where they first met, taken aback as she was expecting a more serious build-up, like a formal dinner, in which she would have been better prepared to make a well thought out decision, she is taken in by the moment and decides to say Yes. After further contemplation Kelly decides that she does love Jeremy but could not spend the rest of her life with someone so different. She wants to get break off the engagement. Although knowing it will be extremely heartbreaking for her, she is more concerned about Jeremy, as the last thing she wants to do is hurt him. Plot Point 2: Jeremys suspicions increase as Kelly seems even more detached after the engagement. Against his better judgement he goes through her mobile text messages in which he sees a text from her to Tim saying I rather be with you. This sends Jeremy in a rage of fury and he decides if Kelly is having an affair with his best friend, then their engagement is over. ACT 3 Jeremy has an altercation with Tim in which Tim denies any involvement with Kelly. Jeremy then decides that he should call Kelly to his place and give her a chance to explain. He would be willing to forgive her anything but this and wants her to tell him it isnt true. As Kelly is on her way over Tim calls her and tells her what Jeremy was accusing Tim off. She is hurt as through all their problems Kelly never thought of anyone else while she was with Jeremy. The text message was completely unrelated to Jeremy and was a joke between two friends on a unrelated topic. Climax: Kelly arrives at Jeremys house only to find that he has adopted a very cold demeanour towards her. He asks her whether she had cheated on him with Tim. She thinks about telling the truth but sees this as the only way she can break the engagement without making Jeremy feel that he is not worthy of her. With bitter sadness she says Yes and leaves the house with tears rolling down her eyes. For the first time since they met, Jeremy and Kelly are on the same emotional place, they do love each other, but understand they were never meant to be. Synopsis of the Pitch Idea In contemporary London, Jeremy a successful banker in his 30s, driven by ambition and overburdened by his work hasnt found the time to find his soul mate. After much hesitation he lets his childhood friend Tim set him up on a blind date with a girl named Kelly. Kelly in her mid 20s, works in a local restaurant as a waitress and is the polar opposite in personality to Jeremy. When they meet opposites attract and Jeremy asks Kelly if he can continue seeing her to which she agrees. Half a year later they have grown to love each other but that doesnt stop them from having major fights on account of their personality differences because of which Kelly starts becoming emotionally distant. Jeremy being blinded by love mistakes this as Kelly being interested in someone else. He feels that whatever the reasons for their problems in the relation, internally and externally, will resolve themselves if he proposed to Kelly. Jeremy proposes to Kelly in the diner where they first met, taken aback by the suddenness of the gesture, Kelly is taken in by the moment and decides to say Yes. Only a few weeks later to realize that love is not enough when two people are just not compatible. Although she loves him, she realizes for both of their sake she needs to end things with Jeremy but she cant think of a way in which it wont Jeremys suspicions increase as Kelly seems even more detached after the engagement. Against his better judgement he goes through her mobile text messages in which he sees a text from her to Tim saying I rather be with you. This sends Jeremy in a rage of fury and he decides if Kelly is having an affair with his best friend, then their engagement is over. Kelly arrives at Jeremys house only to find that he has adopted a very cold demeanour towards her. He asks her whether she had cheated on him with Tim. She thinks about telling the truth but sees this as the only way she can break the engagement without making Jeremy feel that he is not worthy of her. With bitter sadness she says Yes and leaves the house with tears rolling down her eyes. For the first time since they met, Jeremy and Kelly are on the same emotional place, they do love each other, but understand they were never meant to be. COLD CHARACHTERIZATION OF LEAD CHARACTERS IN THE SCRIPT KELLY JEREMY OUTER MOTIVATION (Goal) To make the relationship work To make the relationship work OUTER CONFLICT Not coping well with Jeremys seriousness of life A bit too dependent on Kelly INNER MOTIVATION (Dramatic Need) To remain care free To control things INNER CONFLICT Loves Jeremy but cant be herself with him Largely discontent with himself EXTRA-PERSONAL CONFLICT None Dissatisfied and disillusioned by the world in general SECOND LEVEL OF SELL To bring happiness to whom ever she meets None TRANSFORMATION ARC From care free to being heart broken (negative) From being caring to becoming cold hearted (negative) WORST ATTRIBUTE Blunt Controlling BEST ATTRIBUTE Idealistic Determined Kelly Is a strong woman who likes to live life one day at a time. She is 24 years old and has lived in London through out her life. Her blunt and care free nature make it very easy for her to make friends with strangers but as she doesnt believe in staying in one place or dependant on anyone, she has a way of losing touch with friends, although never on a bad note. The most important people in her life have been her parents, her dad is still alive but her mother passed away when she was 16 years old. Shes what one would consider conventionally pretty, not that tall and has a tendency to act and dress casual at most times. Shell often be seen in her favourite pair of jeans, a short shirt and a wool cap. She is down to earth but firm in her beliefs of being herself and is blunt, more out of spontaneity than rudeness. She met Jeremy in a casual conversation in a bus and decided to stay in touch with him after he asked to exchange numbers. Over time she has fallen in love with him but deep dow n is concerned about the contrast between his controlling nature and her care free attitude. Jeremy Jeremy has also lived in London his whole life and is the only son of an extremely wealthy couple. He is a successful banker in his mid 30s and ran into Kelly in a bus on the way back from work when his car broke down. Hes tall, blonde and considered to be handsome. He is the strong silent type, who doesnt say much and feels he can freely speak in front of very few people. His love for Kelly has grown as he sees himself quite differently when hes with her than when around other people. As much as he loves her he understands that his habit of always wanting to be in control of things is an inherit part of him and doesnt understand how that would play out in the future with someone like Kelly. He also has a obnoxious side to him as his rich upbringing makes him feel that he is better than the common folk. He is extremely determined to stay set in his ways and finds it hard to take no for an answer. Research Idea (Research on the Project) Trials and tribulations in any relationship have always intrigued me especially the dynamics of two people trying to make a serious commitment to each other yet failing to end up together when, for all intents and purposes, they seem like nice people in their own right. When a friend of mine from another University in England mentioned working together and wanting to make a short film on problems faced by young couples in the contemporary British society, we got to work searching for material online. I looked through articles on the internet and some interesting statistics that I came across were suggesting that dwelling over the past and your ex, was a strong cause of emotional stress and depression. According to the 2011 survey carried out by YourTango.com, an online website dedicated to articles on relationship aspects and advice on matters, most people are still hung up on their ex: 71% of people say they think about their ex too much; narrowed to singles the figure goes up to 81%. More than half (57%) of singletons say thinking about their ex prevents them from finding new love. Both women and men remain attached to their exes. 74% of women and 64% of men think about their ex too much 76% of women and 70% of men have looked up an ex on the internet 50% of women and 40% of men say they look at their exs Facebook or other online profile too often. I felt the only way to make it intriguing for the viewer would be if the story revolved around everything that one shouldnt do in a relationship rather than discussing what one should. So after reading another article What Is The Best Way To Overcome Jealousy? I though the male counterpart in the story should suffer from jealousy as chronic jealousy according to the article leads to jumping to conclusions, suffering from paranoia, putting yourself in stress with recurring negative thoughts ultimately leading to moments of lashing out which make it difficult for the other person to stay with you. Having characterized to male character, I wanted the story to be balanced, so it was imperative that the female character embodies certain traits that cause the rift between them and blame isnt one sided. So the female character being free spirited is scared of a serious commitment to someone slightly older and more grounded than her. Although they have gotten engaged and she does love him, how does she react to realizing that they just arent compatible in the long run and would end up making each other miserable. I helpful article on this front was one written in 2009 by Simon Oaks titled How To Break Up With A Man: Dont Be Ambiguous. The article suggested that the best way to go about breaking of your relationship was to Make A Clean Break, by not hinting about it but rather saying the words Its over so it makes matters clear , secondly to Be Direct and not leave messages, letters etc, but by having the conversation face to face. So to make the story more complex, the female character spends more time trying to break off their engagement by suggesting, hinting and growing emotionally distant thinking that would be a better ploy and less heartbreaking for the male character but instead leads to more paranoia, suspicion and stress on his part. The feel/tone of the film is inspired by two different films, a French 70 minute film written and directed by Olivier Roberge and Patrick Boivin called Fall Finally that I saw online which follows a couples love affair and eventual breakup. I felt the cinematography for a low budget film, with interesting and crisp color toning and camera movements was inspirational. The camera movements could be done without excessive or expensive equipment and the up and do of the relationship were handled well. The other is a short film Symmetry made by filmmakers Will Hoffman, Daniel Mercadante, and Julius Metoyer, which plays with our yearning for balance, and reveals how beautiful imperfect matches can be, which has inspired the editing style of the flashback/memory scenes in which Ill attempt to use point of view (POV) shots a time lapse effects in post editing to make it visually different from the rest of the film.
Saturday, January 18, 2020
A Persistant Lichen Sclerosus Case Health And Social Care Essay
Lichen sclerosus is a lymphocyte-mediated chronic inflammatory dermatitis that most normally involves the anogenital country. Treatment options include topical corticoids, tacrolismus, C dioxide optical maser extirpation and eventually vulvectomy as surgical attack. The aim of this survey is to describe a stubborn anogenital LS topic and depict the usage of V-Y promotion flap for the Reconstruction of the perineal defect after vulvectomy. Case: A relentless LS instance who was treated succesfully with surgery is reported and literature is reviewed. The patient had good tolerated the surgical process with satisfactory decorative consequences.Decision:A multidisciplinary squad work would be ideal in the direction of relentless LS instances. Surgical intervention of LS should be reserved as a last resort for patients who were furnace lining to other medical options and in the instance of a surgical effort recontruction of the vulva should be good known. Cardinal words: Lichen sclerosus, Vulvectomy, Vulvar Reconstruction..Introduction:Lichen sclerosus ( LS ) is a benign, chronic tegument disease that most normally occures in the anogenital epithelial tissue ( 1 ) . It affects both gender and kids particularly adult females in postmenopausal ages. Although the exact aetiology is still unknown, there is a strong association between LS and autoimmune upsets such as ; alopecia areata, vitiligo, thyroid upsets and diabetes mellitus ( 2 ) . Besides the autoimmune diseases in association with HLA category II antigens, hormonal factors, infective causes, and familial influence have besides been associated with LS ( 1 ) . Authoritative LS is characterized by pronounced redness, epithelial cutting and typical cuticular alterations with an visual aspect of all right â€Å" coffin nail paper †-like pursing accompanied by symptoms of pruritus, dyspareunia and dysuria ( 3,4 ) . A considerable figure of patients ( 33 % ) are symptomless but have the clinical marks of LS on physical scrutiny. The diagnosing of LS is based upon the presence of characteristic clinical manifestations, ideally with histological verification obtained from a vulvar clout biopsy. A hold in the diagnosing may originate, due to the patients ‘ embarrassment and/or reluctance of the doctor to to the full measure the symptoms every bit good as strangeness with the disease ( 5 ) . The optimum direction of LS could be achieved with a multidisciplinary attack. Surgical intervention is preferred in the instance of a post-inflammatory sequelae, phimosis or in a malignant province. Although the presence of vulval cicatrixs or the features of the defect will restrict our surgical preferance there are many surgical options proposed for the perineal Reconstruction, including local musculus and fasciocutaneous tegument flaps ( 6,7,8 ) . We are depicting a persistant lichen induration instance who was treated surgically and recontructed with V-Y promotion vulvar flaps.Case study:A 49 twelvemonth old Caucasian adult female married for 30 old ages G3, P2, A1 enduring from vulvadynia because of relentless vulvar LS for 16 old ages, admitted to our clinic. She has been having medicine with carbamezepine for ungratified leg syndrome for six old ages. She had two cesarean subdivisions and three lumbar phonograph record hernia operations in which an internal fixator was placed to the lumbar vertebras. She used to hold local cortisol, estrogen and testosterone therapies since she received her initial diagnosing. She has had vulvar alcohol injection one time and vulvar betametasone, lidocain injections and phototherapy several times. Her history revealed a vulval denervation operation to the pudental nervus with the diagnosing of vulvadynia. Furthermore she had three times simple vulvectomy and vulval Reconstruction operations. These intervention modes failed to relieve her symptoms, and sclerosing alterations of vulvar country which extends to posterior, affecting the perineum and anus. The singular findings in her pelvic scrutiny were the hyperkerotic lichen plaques spread to anus, vaginal orifis and periclitoral country ( Figure 1a ) . We observed the vaginal orifis as narrow shaped and labia majora – minora were absent. Hyperkeratotic scars were noticable on her mons pubis due to her old surgical operations and lichen plaques. In her speculum scrutiny, vagina and neck were normal in form and uterus – bilateral ovaries were normal by transvaginal ultrasound and no malignant cells were reported in her pablum smear trial. Histopathological diagnosing of the topic was confirmed with two antecedently performed consecutive vulvar biopsies that revealed characteristic cuticular wasting and cuticular hyalinisation ( homogenisation of the collagen in the upper corium ) . Our patient had relentless and worsening symptoms and we decided to execute simple vulvectomy and V-Y promotion flap for the Reconstruction of vulvar defect ( Figure 1a ) and obtained informed consent consequently. Briefly ; urinary catheterisation was needed to forestall urethral hurt and to supply plenty wound hygiene after surgery. After vulvectomy ( Figure 1b ) , we performed V form scratchs bilaterally widening to median part of the thigh without any complication ( Figure 1c ) . The scratchs were profoundly performed until the superficial genital facia to travel the flaps freely and punctilious haemostasis was done. The mobility of the cutaneal flaps are tested. Following the release of the flap, this extra block of hypodermic tissue is folded into the defect. The sidelong transverse defect which was formed when the island flap moved medially is closed horizontally, therefore giving the concluding cicatrix a horizontal â€Å" Y †form. We aproximated the hypodermic tissue with 2/0 polyglactin 910 [ Ethicon, Edinburgh, UK ] . The tegument was closed by interrupted 3/0 polyglactin 910 [ Ethicon, Edinburgh, UK ] suturas ( Figure 1d ) . We repaired the round defect above the vaginal orifis with free rotary motion flap. No drains were placed. Postoperative closing of vulvar defect was seen perfect in form. She was hospitalized for the undermentioned two yearss ( Figure 2a ) and uretral catheterisation was removed on her 2nd twenty-four hours. All the critical marks of the patient were usual without any wound infection or haematoma in the closing. In the early postoperative period, the healing of vulva was uneventful and completed after three hebdomads ( Figure 2b ) .Discussion:A assortment of names and descriptions have been used for the disease that is presently named lichen sclerosus. In 1887, Hallopeau was the first to depict the histological characteristics of the disease ( 9 ) . LS occurs at all ages but non in newborns and is rare in the first twel vemonth of life. The disease has a bimodal extremum incidence in prepubescent misss and menopausal adult females. In a survey the prevalence of lichen sclerosus in childhood was found to be 1:900. The bulk of patients consists of adult females aged between 50-70 old ages, while 5-15 % of the LS topics were kids. Lifelong surveillance of all adult females with LS is considered indispensable because of the hazard of malignant patterned advance, ( 10 ) . Although adult females with vulval LS are at increased hazard of developing invasive squamous cell malignant neoplastic disease ( SCC ) of the vulva ( 4 ) , the estimated hazard is to be less than 5 % ( 11 ) . No grounds exists that regular check-ups cut down the hazard of malignant patterned advance. Nevertheless, patients with vulval LS should be examined at least annually and localized, relentless, nonresolving lesions should be biopsied ( 4 ) . In contrast to vulvar LS extragenital LS lesions are non associated with an increased hazard of malignance ( 9,12 ) . There is non a universally recognized direction scheme for adult females with LS. It normally provides diagnostic alleviation, without needfully rectifying the implicit in upset. The intervention of LS consists of instruction and support, behavioural alteration to keep good perineal hygiene and turning away of any local thorns, medicine and surgery. Assorted conservative curative options such as, topical testosterone, topical Lipo-Lutin, topical corticoids, estrogens, retinoic acid, retinoids, vitamin A, chloroquine and a short class of systemic corticoids are wholly accepted as intervention options ( 13 ) . All published studies on the direction of LS indicate centrist to strong topical steroids as the intervention option of pick ( 12,14,15 ) . Mild to chair authority topical corticoids are besides normally used for intervention of grownup vulvar LS ( 3 ) . Recently, ace potent topical steroids were found to be an effectual intervention for this job with both short- ( 16 ) and long-run ( 17 ) efficaciousness. Topical steroid therapy is non without complications, including the possibility of wasting, contact sensitisation, tegument alterations, and secondary infection. Although there are no good studied therapies in adult females who failed to react to corticoids, Lipo-Lutin, testosterone, retinoids, topical immune system modulating agents ( tacrolismus, pimecrolimus ) and cyclosporine has been used in some randomised tests ( 4 ) . Small randomized tests showed that Lipo-Lutin and testosterone picks are less effectual than corticoids ( clobetasol ) with more side effects ( 18 ) . Treatment with an unwritten retinoid ( acitretin ) was found to be effectual in one randomised test ( 19 ) . Successful interventions with tacrolimus oinment was reported ( 20 ) but frequently discontinued due to Burnss on application sites. As presented in our instance furnace lining instances have been treated with intradermic intoxicant injections with variable consequences ( 21 ) . Another concern must be the physicological jobs that may look ( i.e. narcotic maltreatment ) in relentless LS topics due to chronic vulvar hurting. The American College of Obstetricians and Gynaecologists suggests one-year scrutinies for patients whose LS is good controlled and more frequent visits for those with ill controlled disease ( 15 ) . Surgery does non hold a cardinal function in the intervention scheme of LS and could be considered as a last resort to handle complications secondary to the LS ( 22,23 ) . Surgical intercession in LS should non be aimed at taking the disease but at deciding complications of the disease: to let go of a inhumed button, to divide fused labia, or to widen a narrowed introitus in instance of ailments about clitoric symptoms ( hurting or sexual clitoric disfunction ) ( 22 ) . Its usage is limited since scars and contractures may look after surgery. However, if surgery is the preferable intervention mode, it is of import to cognize how to retrace the vulva. Patients wish to go on their sexual life every bit shortly as possible. V-Y promotion flap is an effectual method for Reconstruction of the perineal part. This technique will supply better blood supply and nervus esthesis and will let the expanding of the vaginal orifis. The principle behind the surgical therapy is chiefly to handle those patients who did non or react ill to medical intervention and secondly to forestall the development of invasive carcinoma of the vulva ( 23 ) . Our patient had a long medical history about LS in which she had received several local therapies, phototherapy, surgical efforts and systemic medicines for 16 old ages. All intervention modes were discussed with the household and the concluding determination of the patient was surgery due to her exhaustion and better decorative outlook. Consequently, surgical intercession must be deferred until LS has been controlled with medicine or should be reserved for pull offing postinflammatory sequelae. If an excisional process ( i.e. vulvectomy ) is the preferable intervention mode, Reconstruction of the vulvar defect with V-Y promotion flap seems to be an applicable and extremely effectual surgical technique with its good decorative consequences and rapid healing after surgery.LegendsFigure 1: Pre and intraoperative images of vulvar lichen sclerosus patient. 1a ; hyperkerotic lichen plaques spread to anus, vaginal orifis and periclitoral country, 1b ; vulvectomy was performed, 1c ; V form scratchs bilaterally widening to median part of the thigh, 1d. closing of the tegument, giving the concluding cicatrix a horizontal â€Å" Y †form. Figure 2: Postoperative images of vulvar lichen sclerosus patient. 2a ; station operative 2nd twenty-four hours, 2b ; completed vulvar mending three hebdomads subsequently.
Friday, January 10, 2020
Fun Time
http://www. ehow. com/facts_5788552_benefits-open-campus-lunch_. html Budget * If students are allowed to leave campus and their parents' homes are nearby, students can save money on lunch and eat from home. Social Contact * Students may spend time with others who they may not see if the lunch was confined to on campus. Students can go out and eat with friends. Outside * If it's a great day outside, students can eat outdoors and enjoy the sun for a half-hour or so. This could lead to a fresh burst of energy and creativity.Independence * Open campus lunch allows the students to leave the premise of the school. This grants the student freedom to eat where he wants. Physical Activity * When students are allowed to leave campus, they can get out and stretch their legs a little more than if they were confined to a lunch room. http://www. masters. edu/undergrad/student-perspective/offcampuseats. aspx Line too long in the cafeteria and not a lot of change in your wallet? In need of a good q uick fix?There are several places in Santa Clarita that can satisfy your food cravings at an affordable price of $10 and under. Egg Plantation, Urbane Cafe, Chronic Tacos, La Cocina, Qdoba Mexican Grill, Corner Bakery, El Taco Llama, Saugus Cafe and Panera Bread are just a few of the delicious options to choose from. It all just depends on what type of food you are in the mood for. Don‘t know where they are located? Simply go to Yelp, Map Quest, or Google Maps and enter the destination. Here are a few off-campus favorites to whet your appetite: Breakfast ?Breakfast is offered at Egg Plantation, Corner Bakery, and Panera Bread. All have price ranges between $6-$10. These bakery cafes also offer a comfortable, friendly, fashionable place to study or hang out with friends. Egg Plantation in Newhall is home of 101 delicious omelets. Panera Bread and Corner Bakery not only offer breakfast, lunch, and dinner but free wire-less Internet as well. Way Station Coffee Shop and Eggs N Thi ngs are some mom and pop cafes that offer a wide variety of delectable breakfasts. Lunch/Dinner ? In the mood for Mexican food?Chronic Tacos (breakfast available), El Taco Llama, Qdoba Mexican Grill, and La Cocina Restaurant have good tasting lunch and dinner dishes that range anywhere from $5-10. The great thing about Qdoba is if you bring in a student ID then you are qualified for a free drink with your meal. Talk about a deal. Urbane Cafe is an excellent lunch or dinner stop that offer‘s some of the best sandwiches in Santa Clarita. Not only do you get a sandwich but a salad as well, both for $7. Just take a pick from their wide selection of sandwiches, soups, and salads. 4-Hour-Breakfast/Lunch/Dinner? If it is late and you are getting the munchies The Saugus Cafe is open 24 hours (Wednesday to Friday) with breakfast, lunch, and dinner all located within minutes from campus. Good service, friendly staff, a nice atmosphere, and affordable prices. That‘s what they all h ave in common. Just grab a friend and enjoy your meal. http://www. thetitanchronicle. com/editorials/2011/03/31/off-campus-lunches/ What if upperclassmen could have lunch off campus? That would be great news to 11th and 12th graders.It would mean upper-classmen would no longer be cooped up in school all-day; after all, this isn’t elementary school. We are young adults capable of handling the responsibility of leaving school. Set the bar high administrators, and if students decide not to come back, then consequences should be handed out. For example, if a student doesn’t come back to school, they would face suspension. Consider the age difference between the lower-class and the upper-class. Since the 11th graders and 12th graders have reached a certain level of maturity, they can handle eating lunch off campus.Upperclassmen are basically young adults and should continue to experience increased responsibilities so that they can become more productive members of our commu nity. Not everyone should enjoy off campus lunch; only students with good grades. Not only should upper-classmen have good grades, they should also have a good reputation with all administrators. Students allowed the privilege of eating off campus must be doing well in school. Just like in sports, if you have two failing grades you can’t play, well, if you have two failing grades, you can’t eat out off school grounds.School comes first for every student and needing to do well in order to eat off campus could influence some low achieving students to do better in class. There also should be record on who goes in and out of school, since keeping track of students who leave school grounds is a concern. The remedy is to have a sign in sheet. If students did not sign in and out, then suspension or other consequences would be doled out. The object is not to give students a chance to have extra free time or skip classes but to have them do something different and enjoy their s chool lunch at the same time.
Thursday, January 2, 2020
Brevity in Speech and Writing
Brevity is shortness in duration and/or conciseness of expression in a speech or a written text. Contrast with verbosity. Brevity is generally considered a stylistic virtue as long as its not achieved at the expense of clarity. Examples and Observations If you would be pungent, be brief; for it is with words as with sunbeams--the more they are condensed, the deeper they burn.(Robert Southey)Brevity is a great charm of eloquence.(Cicero)How brief? Well, as brief as possible but not so brief that the message doesnt get across. But messages vary so. Beat it! is short enough but very long when you reckon in the attitude that comes with it. . . . Brevity, then, depends on the message. . .Brevity, in most human communication, remains a variable governed by social relationships as much as by factual baggage. One is brief in all kinds of ways, and Poloniuss objection, This is too long, always means Too long for this person, place, and time.(Richard Lanham, Analyzing Prose, 2nd ed. Continuum, 2003)[S]ince brevity is the soul of wit,And tediousness the limbs and outward flourishes,I will be brief . . ..(Polonius in William Shakespeares Hamlet, Act 2, scene 2)There are no hard and fast rules in writing for the ear, but after more than fifty ye ars of working at it, I believe in some rough guidelines.Two of them are: short is usually better than long and dont waste words. The bank robber Willie Sutton got it right when he was asked why he robbed banks. Thats where the money is, he replied. Have you ever heard three words that convey a message better than stick em up, or Ive had it! or Im outta here? Have you ever heard anyone express himself better, faster, or more to the point than the judge who had the following exchange in his courtroom: As God is my judge, the defendant said, I am not guilty. To which the magistrate answered, Hes not! I am! You are!Now thats good writing. No unnecessary adverbs or adjectives, just telling it like it is. Dont be afraid to write the way people talk.(Don Hewitt, Tell Me a Story: Fifty Years and 60 Minutes in Television, PublicAffairs, 2001) Brevity in Presentations Edit ruthlessly. Brevity, always a virtue, is doubly so when youre trying to avoid watering down your impact. Matt Eventoff, principal of Princeton Public Speaking, in Princeton, N.J., says: This is stuff we’ve all known instinctively--anyone who’s sat in a corporate meeting over the past 20 years, with slide after slide after slide of information. It can be very powerful information, but it’s overwhelming--you don’t know what it’s saying. Are we in good shape or in bad shape? You can’t tell. When all the points of your presentation don’t back up your streamlined theme, you really risk losing people and also potentially turning them off. (Christopher Bonanos, Quit While Youre Ahead. Bloomberg Businessweek, Dec. 3-Dec. 9, 2012) Brevity and Conciseness Brevity is often used indifferently with conciseness; but when any difference is implied, then properly speaking, brevity refers to the matter, conciseness to the style. In fact, when brevity of style is spoken of, it may be considered synonymous with conciseness. Strictly speaking, however, brevity merely implies the use of few words, while conciseness implies a great deal of matter concentrated in a small space. (Elizabeth Jane Whately, A Selection of English Synonyms, 1852) Brevity and Clarity It must be recognized that it is very difficult for those giving attention to brevity also to give due care to clarity; for often we either make the language unclear for the sake of clarity or for claritys sake we have to speak at length. It is necessary, then, to be on the lookout whether the brevity is proportional, neither leaving out anything necessary nor including more than is needed. (Nicolaus the Sophist, quoted by George A. Kennedy in Progymnasmata: Greek Textbooks of Prose Composition and Rhetoric. Society of Biblical Literature, 2003) Safires Contrarian View of Brevity Every book on writing you can find these days says essentially the same thing: keep it short. Take it a bite at a time. Dispense with the adjectival frills. Put the punch in the verb and not the adverb (he added weakly). Edit, edit, edit, and avoid repetition. Less is more, spare is fair. . . Maybe we are going overboard. The burst of the business memo, the snap-and-spit of the television news bite, the mincing sentences of post-Hemingway novelists--all have led to the canonization of brevity.. Introduce it, lay it out, sum it up. The dash is dead. It is not for nothing, as the Communists say, that the hottest word in communication is briefing. (William Safire, Introduction: Watch My Style. Language Maven Strikes Again. Doubleday, 1990) The Lighter Side of Brevity People whose vision is perfect in every other respect suffer from a curious astigmatism which prevents them from recognizing a stopping point when they come to it. We suggest to some ingenious inventor that he devise a combination of time clock and trip hammer by which a dull, blunt instrument shall be liberated at the end of five minutes so that it may fall with great force, killing the after dinner speaker and amusing the spectators. (Heywood Broun, We Have With Us This Evening. Pieces of Hate and Other Enthusiasms. Charles H. Doran, 1922)[Calvin Coolidges] most celebrated trait was his taciturnity. An oft-told story, which has never been verified, is that a woman sitting next to him at dinner gushed, Mr. President, my friend bet me that I wouldnt be able to get you to say three words tonight. You lose, the president supposedly responded.(Bill Bryson, One Summer: America, 1927. Doubleday, 2013) EtymologyFrom the Latin, short
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