Elections, Political Parties, and Civil Society in Authoritarian Regimes Essay

Within many Authoritarian Regimes, the conditions are very similar and the political participation becomes severely limited. The following essay will attempt to briefly capture a few key characteristics of two countries in terms of elections, political parties, and the role of civil societies within the state. The two countries that I will be discussing are Iran and China. First of all, after reading page 80-81 in our Comparative Politics textbook written by Carol Ann Drogus and Stephen Orvis, it soon became clear to me that Authoritarian Regime structuring has a heavy political saliency in terms of elections, political parties, and the role of civil societies. It seems that if elections even manage to exist in an authoritarian regime, they do not determine who holds the majority of power in the state. For example, on page 80, the textbook discusses how 1906 a new democratic state within Iran was created in order to provide a real legislature with elections. This democracy was soon polarized, and the central state has limited sovereignty over the other provinces and was able to control most economic profit and most of the military power. Although elections were ushered into Iran’s political system, they had little influence on the government itself. On page 81, the textbook discusses how a left-wing prime minister named Mohammad Mosaddeq was elected in 1951, but due the primary regime’s influence and power, they overthrew this elected prime minister because he did not support their interests. This example shows that even if an election determines something within an Authoritarian Regime, this determination may not last for very long or may not have any power in the first place. An elected official such as Mosaddeq can be overthrown at any point if the people that truly hold the power within a state decide too. This brings me to the next topic of political parties. Within the country of China, it is clear to me that the political system of the Authoritarian Regime has created an extremely powerful political party with little to no opposition. Elections have almost no affect and are just a disguise for the Chinese Communist Party to make the real decisions affecting their country, especially in terms of the economy. As discussed on page 86, after a series of wars ended, the Communist Party of China soon created a Soviet-style command economy with a huge bureaucracy that controlled most of the society. This society is interesting because as time went by, more and more economic freedoms were created, but political freedoms became increasingly denied. It is ironic that one can live in China and possess private property, but when it comes to the decisions governing that person’s society and economic policy, that same individual will have zero rights whatsoever. The book also discusses how these socio-political conditions have created a sense of political uncertainty and fear. This brings me to my final topic of civil society. It is a huge risk for citizens within an Authoritarian Regime to form organized and nonviolent groups in pursuit of political reform. Citizens tend to fear the consequences of their actions and punishment from their government, and when they do attempt to reform, it tends to end up violent. For example, many protests within China in the past century have ended in massive bloodshed or violence. I do not recall ever hearing of a widely successful nonviolent civil society causing politically salient changes within an Authoritarian Regime. I believe that I have never heard of such a thing because civil societies do not have much impact on a society that is restricted by an Authoritarian Regime’s influence and political/economic desires.

Marketing Week

The consumer will have convenient remonstration while traveling and while not having to pay for a taxi or bus service. D. Television Home Shopping Programs: The consumer will experience convenience from not having to go anywhere to shop, and they can find good deals on all sorts of merchandise. 2 Each of the four products, services, or programs in question 1 has substitutes. Respective examples ( a ) a ham and egg breakfast, (b ) regular tennis shoes, (c ) taking a bus, ( d ) a department store.What consumer benefits might these substitutes have in each case that some consumers might value more highly than those mentioned in question 1 ? A. A Ham and egg sandwich: It may be more appealing to a consumer to eat food instead of a drink. The meal may contain more protein and keep the consumer fuller than the drink. B. Regular Tennis Shoes: The shoes can be used for multiple functions, and they may cost much less. C. Taking a Bus: You will not have to deal with any part of the rental car, like papers, picking it up, and driving it back. Taking the bus can be much keeper and you will not have to find a parking spot. What are the characteristics (e. G. Age, income, education) of the target market customers for the following products or services? A ) National Geographic magazine, ( b ) People magazine, ( c ) New York Giants football team, ( d ) the U. S. Open tennis tournament. A. National Geographic: The target would be people interested in nature and photography of any age since that is what the magazine centers around. 8. People Magazine: The target would be people who want to catch up on the latest celebrity and trending news. Think the target audience is older people, possibly teens or older, but any could enjoy this magazine.C. New York Giants Football Team: This target audience is people interested in football. The stereotypical audience would be older ales but of course females and kids like football too. D. The U. S. Open Tennis Tournament: This would target s ports fans, specifically tennis ones. There isn't an age target here since anyone can like tennis. 4 A college in a metropolitan area wishes to increase its evening-school offerings Of business- related courses such as marketing, accounting, finance, and management. Who are the target market customers (students) for these courses? A.The target students would be people with full time day jobs, adults with full time jobs or children/family to take care of, or people who do not like to get up early for school. What actions involving the four marketing mix elements might be used to reach the target market in question 4? Promotion, Product, Place, and Price A. Promotion: Different methods can be used to promote the night classes so people can see that they are being offered. Posters or emails could be sent out to students. B. Product: Night time classes differ from day time ones because of the time they are taught.This will really sell the night time classes to the target group. C. Place : The location will also help get more people involved in the night time classes. If it is convenient to any people, say right n campus, then more will sign up. D. Price: If the price of each class is fairly reasonable, students will sign up through that school instead of a different one. 6 What environmental forces (uncontrollable variables) must the college in question 4 consider in designing Its marketing program? A. 7 Does a firm have the right to â€Å"create† wants and try to persuade consumers to buy goods and services they didn't know about earlier?What are examples of â€Å"good† and â€Å"bad† want creation? Who should decide what is good and bad? A. It is hard to say if a firm can â€Å"create† wants, but I would say they definitely o create them whether they mean to or not. Think they do have a right to, but to a point. They can't force people to want something; people may or may not like it. B. Good Example: A good example would be promoting a 100% fruit juice for children. It is healthy and tastes good. They could want it, and it wouldn't be something harmful to their health. C. Bad Example: A bad example would be something that is dangerous to the target audience.Like say guns or knives that are targeted for middle school children. IT can be harmful to them. D. It is hard to say who should decide what is good and ad. If something is incredibly bad I think something of higher power should decide. Like if it is a food product then the head of the department of agriculture could decide. BUILDING YOUR MARKETING PLAN If your j instructor assigns a marketing plan for your class, don't make a face and complain about the work – for two special reasons. First, you will get insights into trying to actually â€Å"do marketing† that often go beyond what you can get by simply reading the textbook.Second, thousands of graduating students every year get their first job by showing prospective employers a portfolio† of samples of their written work from college – often a marketing plan if they have one. This can work for you. This â€Å"Building Your Marketing Plan† section at the end of each chapter suggests ways to improve and focus your marketing plan. You will use the sample marketing plan in Appendix A (following Chapter 2) as a guide, and this section after each chapter will help you apply those Appendix A ideas to your own marketing plan.The first step in writing a good marketing plan is to have a business or product that enthuses you and for which you can get detailed information, so oh can avoid glittering generalities. We offer these additional bits of advice in selecting a topic: Do pick a topic that has personal interest for you – a family business, a business or product you or a friend might want to launch, or a student organization needing marketing help. Do not pick a topic that is so large it can't be covered adequately or so abstract it will lack specific s. Now to get you started on your marketing plan, list four or five possible topics and compare these with the criteria your instructor suggests and those shown above. Think hard because your decision will be with you all term and ay influence the quality of the resulting marketing plan you show to a prospective employer. Affordable Fashion: From trendy clothing to stylish shoes Pro: Affordable Con: Other Companies like it Dress for a cause: for every special event dress bought, one is donated to girls in need Pro: good cause, many people buy special occasion dresses Con: Price?Spike: trendy shoes for a reasonable price Pro: good prices for shoes, many women want to buy them Con: Other companies, ex. Just FAA, Shoe Dazzle Edam Lips: Cruelty Free, All Natural, good on sensitive skin, lip products Pro: Many women buy cosmetics, good product (all natural/ cruelty free) Con: Many other cosmetic companies, other brands with cruelty free or all natural, ex. ONYX or Burrs Bees 2 When you h ave selected your marketing plan topic, whether the plan is for an actual business, a possible business, or a student organization, write the â€Å"company description† in your plan, as shown in Appendix A.Possible Business- Edam: Edam provides luxury for your lips. With lip sticks, lip gloss, lip stains, lip liners, and more. Have faith in your Edam products. They are never tested on animals, always made with all natural products, and never harmful to hose with sensitive skin. Extravagance you can see, at a price that won't hurt your wallet. Find everything you need for your perfect lip look with Edam. VIDEO CASE QUESTIONS 1 (a) How did m's David Winooski get ideas from college students to help him in designing the final commercial version of the Post-it Flag Highlighter? B) How were these ideas important to the SUCCeSS of the product? A. He first looked in the students' backpacks to get a feel for what many students used on a day to day basis. He early highlighter models an d interviewed students to see what their needs were. B. By seeing what the students would use and want, Winooski was able to create a successful product. His tests and trials were put to good use, as he ditched the failed ones and improved on the successful ones. 2 What (a) special advantages and (b) potential problems did MM have in introducing a new highlighter-with-flags product for college students?A. Special Advantages: They created a brand new product that no one had ever used before. It could be something that only they would make money off of. B. Potential Problems: Since the product was new, it still could not work out for them. People could not buy it as they hoped they would. In turn they could then lose money. 3 Visit your college bookstore before you answer. (a) Where would you display the Post-it Flag Highlighter in a college bookstore, and (b) how can the display increase student awareness of the product?A. Would display it by the other school supplies. I would put it towards the front of the display so students can see it. B. Students can see the product and buy it. Other students can see them with it and in turn buy it as well, thus increase sales. 4 In what ways might MM try to promote its Post- t Flag Highlighter and make students more aware of the product? A. They could put ads in magazine that are targeted to students. When students read the magazine, they will see the product and may want to buy it.

A Detailed Review Of The American Drama Series, The Son Of Anarchy

A Detailed Review Of The American Drama Series, The Son Of Anarchy When we were given the option to write about any television show we wanted to for this essay I immediately thought of Sons of Anarchy as an automatic go to. I started watching this show back in 2008 and still am tuned into the current and final season this year. I was immediately a fan of this show after hearing about if from my Father. Not really being a fan of many television shows at the time this program stood out to me because of the edgy violence, drug abuse, and gunfights. I think a lot of the being is based upon an outlaw motorcycle gang located in California is enough to pull in any teenage male at the time. As I got older and continued to watch the show I could see that it was more than just a show about action and violence. Especially while taking this class I began to look into the deeper meaning of the episodes and began to watch Youtube videos interviewing the director and cast to get a better understanding of it. I want to present what I believe this program aims to ac hieve and identify itself as, also I want to discuss some of the themes in the show that make it relate to the audience at a personal level. Sure not everybody gets up for work and hops on the motorcycle carrying a pistol for whatever the day may bring. However we all can relate to experiences with family struggles, having a sense of belonging, and standing up against something we might not agree with. These are just a few example of themes that this show presents. There are many more and I could probably write this paper on the entire first season but I will stick to the pilot episode. First, to begin with the technicalities of this show I did some research to learn that this show is shot upon live locations quite a bit however most of the common reoccurring scenes such as the clubhouse, are indeed Hollywood studio sets. This leads me to believe that this show utilizes both single camera and multi camera telefilm studio production techniques. I like how in the beginning of the Pilot episode you are right there on the road with main character Jackson Teller while he rides his bike along the California roads in the early morning. The camera work is all over the place on this show and I think that adds to the action aspect quite a bit as I have noticed since upon watching action shows and films. This show is a product of the convergence era seeing as how it kicked off in 2008, you can stream this show, purchase seasons online, and watch it on your phone if you please. Not only that you can catch previews of the upcoming episodes, aftermath specials with cast, and occa sionally a message from creator Kurt Sutter himself. I think these aspects of the modern era in media really engage the viewer to keep the spirit of the show going after the show is over even. Watching the show for a while you will learn that each episode ties in with the next and there is indeed a set reoccurring cast of the show. I believe it is a episodic serial format for those reasons, I would also like to mention how this show is shot in such a way that you feel that you need to know what happens in the next episode immediately after the current one is over. They leave you with perfectly shot cliff hangers. This also causes me to look at the way this show was shot in its entirety as more of a series of short films. If you put together all of the episodes for each season you could have movies with all of the content covered. Another reason why I absolutely love this show. I think you can enjoy this show really at any age around 16 to 17 and older. Although I would be advised to be 18+ to really understand some of the shows heavy content. When you are watching this show about a gang that deals guns, that are outlaws, that all work at a motorcycle shop you see almost two completely different sides of this family. I call them a family because they are that exactly and some really are related. Clay is the leader of the show, it doesn’t take long that connect him with being the dominant antagonist figure, along with him Gemma is at his side as his lover, she is also the mother of protagonist Jackson Teller. The crew themselves is not clearly defined as good or bad until later episodes reveal alliances towards â€Å"Jax† for short, and Clay. The pilot begins with a conflict that causes other gangs in the area to be involved with the Sons at a business and rivalry revengeful level. They must solve the issue to keep the business of selling guns going but that comes with great costs of risking their lives to do so.Leader of the Sons Clay is considered old school and not afraid to play dirty. Besides all of this going on Jax is expecting a baby boy on the way. Jax presented as a good looking, well-mannered bad boy figure right from the beginning of the pilot, he makes a discovery that changes his outlook on how the club was meant to operate, to keep it short, and this causes him to question the direction of the club. The club is structured as a democracy and there is a President, VP, Treasurer, and so on. They take votes and show respect to the hierarchy of the club. I think it is interesting that despite being outlaws they have order and like Italian mafia for example they show respect to one another until things get dirty! So really there is two stories going on at the same time during the pilot. Both focused on Jax primarily and defiantly and example of hailing him as the good guy. One of more of the gang related lifestyle of Jax and the other more human side of his life with his son being born. I think the reason behind this was to really show the viewer who the main character was as a person in all. Within the episode there are a few example of him standing up and doing the right thing. Jax does not believe in killing people if he doesn’t have to. Clay on the other hand does not think twice about killing of anyone pissed him off. This is just one example. Everyone looks out for each other and family is very important to everyone in the gang, for the most part. The themes he is faces with is what I would like to touch up on next because I find them to be very important to what makes the show able to relate to the audience. The show does reflect the life of badass bikers that drink, smoke, shoot people and deal guns. However these people still face hardships such as family struggles, paying bills, drug abuse, hard justice, and living everyday knowing you could get violently killed. The show clearly presents these people as criminal outlaws however you learn that most of them are good people at heart and have a strong love for family and community. Not many o ther shows present the criminal class of society in this way, nor do they show the concern for family and friends like this show does. What sets this television show aside from others is the mature content it carries yes, but also how values and disclosures are presented to the audience. You begin to see the rise of the good bad guy in a sense with Jax. You feel compassion for him as a young father because of his baby boys struggle for life. You also see him look at things differently to veer away from the gun dealing because he sees the violence it brings and the people involved in it. If I really had to put my finger on one dominant idea expressed by this show it would have to be that there are criminals with hearts that look out for one another, respect their community, and face the same issues normal people face. I think what makes this show great is its sense of identity with the motorcycle gang culture. Everyone looks it and acts it perfectly and does a good job convincing you it is there way of life. You start to establish favorite characters early on and side with them in a sense as things tensions rise. This is why I feel like this show does a great job at connecting to the audience.

Nicolas Roegs Bad Timing Movie Review Example | Topics and Well Written Essays - 4000 words

Nicolas Roegs Bad Timing - Movie Review Example It's a completely different discipline, it exists on its own. I would say that the beauty of it is it's not the theater, it's not done over again. It's done in bits and pieces. Things are happening which you can't get again." When the French poet, theorist-filmmaker, Jean Epstein, first delivered his concept of Photogenie to Parisian salons and academic circles at the Sorbonne in 1923 and 1924, film as an art form was in its infancy. The whole idea of film as a medium worthy of serious scholarship, along with the evolution of the auteur theory, was still decades off. Yet, the seeds were planted and if it wasn't for his early, groundbreaking works, (or in Walter Benjamin's case, "shocking" words), we wouldn't have the concept of "independent film" or cinema as an art form onto itself, something we often take for granted today. The films of director Nicolas Roeg, taken as a whole, have been read as experimental, voyeuristic, brilliant and bombastic. Roeg started out working in the British film industry in London and developed his craft working as a camera assistant. He ended up heading second units on two films for director David Lean, the epic masterpieces, Lawrence of Arabia and Doctor Zhivago. Roeg then went on to win high acclaim in his own right as the cinematographer of the classic films; Fahrenheit 451, Far From the Madding Crowd and Petulia, for the influential directors; Francois Truffaut, John Schlesinger, and Richard Lester. When Roeg decided it was time to direct his own films, he proceeded with an instinctual knowledge of what he wanted. It is with this sensibility, a way of pursuing his craft by what appeals to the senses, that he approached the film Bad Timing : A Sensual Obsession, a work that many have argued is one of his best, along side the classic Don't Look Now. I will pursue, in this paper, how Epstein's concept of photogenie and Walter Benjamin's idea of the "optical unconscious", from his essay, "The Work of Art in the Age of Technological Reproducibility"2, are seminal to the work of Roeg in the film Bad Timing; in his use of the camera, his approach to the actors (especially in relationship in their use of props), his development of the story in his editing choices and in the final "re-structuring" of the film. Jean Epstein defined his concept of "photogenie", first coined by Lois Delluc as "the art of cinema", as "any aspect of things, beings or souls whose moral character is enhanced by filmic reproduction". He goes on to say: "The mind travels in time, just as it does in space. But whereas in space we imagine three directions at right angles to each other, in time we conceive only one: the past-future vector. We can conceive a space-time system in which the past-future direction also passes through the point of intersection of the three acknowledged spatial directions, at the precise moment when it is between past and future: the present, a point in time, an instant without duration, as

Lesson Plan Assignment Example | Topics and Well Written Essays - 750 words

Lesson Plan - Assignment Example This study aims: This section of the study as aimed would bring out the possibility of having the children understand the basics of sun activities. To do so, a history on how the sun positions had been predicted by ancient groups of people and how these particular activities actually helped them to tell the time of the day. The history on the use of Stonehenge could be cited alongside this particular discussion. To make the discussion more interactive, through the help of modern technology, a presentation on how and where the sun rises and sun sets would very much help in the explanations. [a perfect source for this is the presentation shown in Astronomy.com: http://www.astronomy.com/asy/default.aspxc=a&id=2270] Since the lecture would last for 15 minutes, the educator is expected to make most of the time, keeping the attention of the children towards the subject through making the presentations rather interesting on the part of the students. Objectives: this section of the lesson plan shall enable the students experience the positioning of the sun as it rises and as it sets on their own personal noting. To be able to do so, the teacher shall give the students a chance to get out during the first day of the lesson and go to their own appointed groups, plan for the process they are to take, appoint individuals to certain tasks and proceed with the process for the next three days as part of both their homework and their class activity. Materials Needed: Note pads/ Chart record Film for eye protection on observing the sun Activities: Depending on the size of the class catered to, the teacher shall divide the children into several groups that would best fit their number. After the groups are formed, they would be instructed to go out and set their own place in the grounds, have that area marked and they would observe the sun from there. Since the time when children are allowed to stay in the school territories is limited, the teacher shall ask if it would be possible for the students to keep their records with them and based from that record, they would be asked to preempt the next positions of the sun during the rest of the day, which includes both the sunset and sunrise. For a three day period, observation of the sun would be pursued. At the end of the third day, the students are to be asked to collect their completed data so as to have them prepared for a presentation on the fourth day of the lesson. PART 3: Presentations of Understanding Duration: 1 hour 20 minutes Type of Teaching: Group Presentations Objectives: To help the children see the situations happening on the sun and why these things happen in their own ways, through their own

War Against Terrorism Assignment Example | Topics and Well Written Essays - 500 words

War Against Terrorism - Assignment Example The war is now affecting even the people who are not directly involved (non-combatants) in its path, and this leads one to question the constitutional rights being violated by the American war on Iraq. This paper will examine the constitutional issue being impacted by this war, and what can be done to eliminate all possible constitutional violations on both sides. After the 9/11 attacks, the American government opted to take away or amend some constitutional rights enjoyed by the American people. It is believed that after the attack, Americans were asked to give up some fundamental rights in order to address the war on terror. Due to fear and uncertainty, people were willing to give these up, not thinking of the future days. It is sad that free people had to give up their civil liberties in order to acquire temporary safety and liberty. This is what most people are up in arms against today, and if the continuous wars are anything to go by, more lobby groups are going to stand and fight for the long forgotten American freedoms. Sadly, America’s allies are also feeling the pressure placed on them by the United States, and are being forced to do the same in their home countries in order to ‘protect’ their citizens from unforeseen threats (Nabeel, Howell & Shryock, 2011). Internationally, the United States is affecting the constitutional rights of the Iraqi government and people by attacking their national sovereignty. There might be a pretext that there is fostered co-operation between the two nations, but this is only what the American government wants people to think. The Iraqi government may be strong-armed to accept the conditions of the American government, while its people are being killed and maimed in the name of the war on terror (Herman, 2011). The trammeling of rights on both sides is alarming, and with advancement in technological fields, there is no telling

Process Analysis Paper Research Example | Topics and Well Written Essays - 750 words

Process Analysis - Research Paper Example Process thinking alerts managers to the pathway to be used in decision making. The inappropriate pathway may cause losses due to lack of understanding processing and informational biases. It helps to optimize the whole organization as it is seen as an entire rather than departments. For instance, the expedient pathway, which relies on, the manager’s level expertise without the benefit of information while the global perspective pathway assumes that available information influences an individual’s perception (Rodgers, 2006). Managers use process thinking as an aid in strategic thinking and organizational design resulting in flexibility in response to both internal and external changes. Ability to adapt to changes gives an organization a competitive edge against its competitors (Goetsch & Davis, 2009). For example, changes that happen outside the organization will require management to rely on a path that focuses more information not to be caught off guard. It is an accep table method to empower employees as well as hone their creative skills in decision making. As the organization embraces process thinking, it allows employees to take the initiative in the interest of the organization’s objectives (Goetsch & Davis, 2009). ... This implies that incase of problems, blame is directed at the process rather than the person. Process thinking, therefore, focuses on optimizing systems and fostering cooperative problem solving and decision making. For instance, it allows managers to examine the fitness of a pathway to organizations needs when a problem occurs as a result of following a laid down process (Goetsch & Davis, 2009). It allows sifting through information for relevance and where to begin because people are bombarded with information from different media coupled with limited processing ability. Quality Management Tools Quality management tools are used to improve activities as well as the decision making process and these tools can be used at all stages of production (Goetsch & Davis, 2009). Two of the tools that facilitate proper decision making are the Pareto chart and Cause and effect diagram. This is because they are clear visual representation of problems and their causes. The Pareto chart is used to focus on analysis process and solution finding. It positions problems and their causes in reference to their frequency and occurrences. It points out opportunities and their priorities for improvement and shows where to concentrate efforts and the biggest causes to the problem. It creates a common view, as success in quality management depends on sharing common views of problems and actions to be taken. Another advantage is that it used in comparison of the before and after situations after improvement action. Therefore, it is an effective tool in determining progress and effectiveness of action taken (Goetsch & Davis, 2009). For example it will show the president the necessary information without dwelling on the non issues saving time and resources

Marketing Systems and Structures, Tesco in the United Kingdom Assignment

Marketing Systems and Structures, Tesco in the United Kingdom - Assignment Example The first store by the name of TESCO opened up in the year 1929 in the north part of London (Tesco PLC- About Us 2010). Tesco has expanded its number of stores widely around the region of UK as well as around the world. They offer retail services according to the need of the customers. The main aim of the grocery retail store is to â€Å"serve the customer†. It is important for any retail store to make sure that their customers are satisfied with them. For the retail stores to be successful, it is necessary that customers make repeat visits to the store, in this case, the grocery retail store Tesco (Tesco PLC- About Us 2010). Focusing on customer satisfaction may allow the grocery retail store to become highly cost-effective as they then would be able to attain a large customer base. The focus of the retail stores should be highly revolving around the issue of customer satisfaction by meeting the demands of the customers (Reichheld 1996). Tesco in the UK alone has around more than 2200 stores. The product range of Tesco includes the groceries, general merchandise, electrical goods, the aspects of banking and insurance services and others of such types (Tesco PLC- About Us 2010). The type of customer that is going to be examined in this specific case is the loyal customers of Tesco. Customer loyalty can be a very important and strategic factor of allowing the organization to become highly successful in the competitive market. Tesco has demonstrated in many areas that they work on developing loyal customers for their grocery retail store. Some of their schemes have been discussed ahead. Tesco has worked on making their outlets a one-stop shopping place for their customers. Now by just visiting Tesco, all the needs of the customers may be fulfilled and this way more customers may be interested in visiting Tesco for their groceries and other needs being fulfilled accordingly.

The Role of Mental Set in Classroom Management Essay - 15

The Role of Mental Set in Classroom Management - Essay Example Mental set helps teachers to cultivate stance in relation to the classroom. Teachers can come up with solutions quickly in a classroom situation. For example, when children disrupt the classroom the teacher acts fast because he or she has experienced a similar problem and had a solution to it. This helps to minimize class disruptions because the students know the teacher is in control (Marzano, R. J., Marzano, J. S., & Pickering, 2003). Every human being has their strong and weak points. It is important for teachers to evaluate themselves in order to know their strengths and weaknesses. It helps a lot in maintaining effective classroom management. As a teacher, my main strength is my ability to maintain a good relationship with the students. Having taught for some years, I have learned the importance of maintaining a good relationship with the students. This helps in improving the students’ performance and also helps in cooperating with them. My ability to accommodate students from different cultural backgrounds is another area I do well. Having taught student from a different culture, I have come to learn the importance of understanding the students (Montgomery, 2001). Different cultures have different practices that if not understood can be misinterpreted. For example, Mexicans expect their children to be obedient, quiet and seek approval before acting. This can be interpreted as been overly dependent on the teacher. As a teacher, I tend to act swiftly in class this is an area I can do better. A case of a situation in class, I tend to act quickly without consulting what had caused the particular incident. Due to the fact, I have encountered similar situations in the classroom. This is an area I can work on in order to be a better classroom manager (Weinstein, Curran, & Tomlinson-Clarke, 2003).

How do you understand a functional approach to studying finance-growth Essay

How do you understand a functional approach to studying finance-growth nexus Explain facilitating risk management, exerting cor - Essay Example Joan Robinson however presents a complete perspective when he opines, â€Å"Where enterprise leads finance follows† (1952, 86), thus implicating that it is the nature of the country’s economic growth that creates demands for certain types of financial institutions, and the systems simply respond to these growing demands. Some economists also disregard the theory that places importance on the finance- growth. Robert Lucas in his papers contends that economists tend to â€Å"badly over-stress† the part played by the financial systems (1988, 6), while Chandavarkar (1992) in papers observes that development economists frequently overlook the role played by the financial systems in augmenting economic growth and simply ignore it (Meir and Seers, 1984). ... Financial development is the route through which nations can aim towards furthering the competencies of their present economic systems (comprising of markets and resources), banking sectors, supervising investment projects, and overall strengthening the position of the financial systems within a country. Thus, one can view financial development as a major aspect in affecting a country’s economic growth and welfare (Huang, 2006). Strong empirical evidences reaffirm the theory that finance is at the base of a state’s economic developmental curve. Modern academic scholars are increasingly putting their faith on the efficient, smoothly running financial systems, opining that these systems are essential for processing funds for use in various financial activities, and in apportioning the risks management arena to those who can bear it, thus fostering economic development, enhancing infrastructural growth chances, balanced income distribution, and alleviating poverty (World B ank 2001). While measuring the functional objectives of the financial structures and analysing the process of financial development in a country, focus must be on the financial services, like institutions and markets; understanding the factors that are causing certain sections of the market to remain underdeveloped; and segregating the potential and perceivable barriers within the financial services (Rajan and Zingales, 1998). The dimensions along with the provisions made for the financial developments of a country are assessed are the efficiency, size, and reach of the institutions, services, and markets, along with the quality and cost of the financial services availed for the economic growth of that country (ibid). Thus,

Teen Eating Disorders Essay Example for Free

Teen Eating Disorders Essay The teenage community today is based on the views and opinions of society. Though this may seem harmless on the outside, these opinions have become the poison apple of today’s culture, tearing teenagers lives apart. Specifically, teenagers are falling to eating disorders due to the pictures and habits in the everyday community. Large billboards of flawless models, magazines with dieting tips and get-skinny schemes flood the minds of teenage girls and boys, imprinting the thought that they are obligated to look perfect. Eating disorders have very serious health risks, which can be aided by extensive treatment. Specific habits and signs can identify each disorder. The signs of anorexia nervosa and bulimia are vastly different. Girls that suffer from Anorexia tend to be perfectionists who want to control the amount of food consumed, where Bulimics tend to eat large amounts of food and purge the calories consumed. In anorexia, girls will start â€Å"Wearing baggy clothing, or clothing inappropriate for the season (long sleeves on a hot day)† (Is Your Child Showing Signs of an Eating Disorder?, PR Newswire). This is due to their need to hide the extreme amount of weight loss. Bulimics will hide their purges by spending a lot of time in the bathroom and running the water to cover the sound. Girls with these disorders are sneaky and manipulative. They will go great lengths to hide what they are doing. Although the person that is affected will be in denial these signs are easy to spot and more noticeable then they think. Some times these signs are what can save a persons life. Anorexia Nervosa and Bulimia are detrimental to the human body. Anorexia can lead to dizzy spells, irregular menstrual cycles, hair loss and breakage and eventually death. Bulimia can lead to damaged teeth, rips in esophagus, sores in the mouth and eventually death as well. The health risks are beyond physical but mental as well. Girls with eating disorders almost always have another psychiatric disorder. Some can suffer from depression and anxiety. Eating disorders are often classified as a â€Å"Dual Diagnosis†. With the correct treatment, both disorders can be reversed. It is important for the patient to recognize their symptoms and realize that they are not alone in their situation. Parental support is normally the most important factor in recovery â€Å"The most important thing a parent can do is listen, says Susan McClanahan, Ph.D., a clinical psychologist who specializes in the treatment of anorexia and bulimia.† Treatment is the best answer and is an important step to recovery. Recovery is a slow process that needs a lot of understanding and patience. If the treatment is rushed the patient is more likely to fall back into old habits and relapse. These disorders should been taken seriously watched for in girls of all ages. The ages of teenagers affected by the disorders varies greatly. â€Å"In the United States, as many as 10 in 100 young women suffer from an eating disorder.† (The American Academy of Child and Adolescent Psychiatry.) Due to societies pressure for perfection, the battle with each disorder is in many cases deadly. With the right treatment, severe health risks can be reversed and the disorder will begin to fade, as the signs of a healthy individual will shine through. PR Newswire (2012). Is Your Child Showing Signs of an Eating Disorder? Journal of Business and Economics. http://aacap.org/page.ww?name=Teenagers+with+Eating+Disorders §ion=Facts+for+Families

NVQ and Competence - Essay Essay Example for Free

NVQ and Competence Essay Essay In this supporting paper to the presentation, the purpose, the nature and the advantages and disadvantages of NVQ will be stated and analysed; finishing with a conclusion as to whether to follow a NVQ or not. The definition of an NVQ is â€Å"A statement of competence clearly relevant to work and intended to facilitate entry into, or progression in, employment and further learning, issued to an individual by a recognized awarding body†. A national vocational qualification (NVQ) is a collection of vocational qualifications (previously unstructured), which have been integrated into a single assessment standard. This has been done in order to have a nationally recognised level of academic achievement which enables employees to have a clearer level of each job applicant’s respective competency. Competency can be defined as:- ‘An underlying characteristic of a person which results in effective and/or superior performance in a job’ (Boyatis 1982, p21) Due to the heavy promotion by the Learning Skills Councils, (LSC’s) and the Department for Education and Employment; the majority of vocational qualifications are either part of the NVQ scheme, and in the rare occasion that it isn’t, most commonly when the qualification is of different nature of those offered by the NVQ syllabus, the qualification will have its equivalence identified to its respective, specific, level of the NVQ system in order for those nationwide (familiar with the NVQs) can have more clarity as to where such candidates stand on the level of competency. NVQs have been developed to suit all occupational areas, with each occupational area there are eight levels with the NVQ system to complete to attain ‘full competency’. This is structured in such a way that level one is the most basic and level eight, the most advanced level of NVQ. The ideal situation of training for competence is done by the manifestation of the development of candidates’ abilities to perform the specific tasks which coincide directly with the nature of the job in its respective department, in terms of performance results (grading), with specific indicators. NVQs have originally been developed with the purpose to serve as a reaction to the ‘confetti-scattering’ style of training which is sometimes carried out by some establishments e.g. a company which sends their staff on off-the-job training with just the objective to learn one particular skill. This training style results in the candidates becoming one-dimensional, due to  having a limited knowledge of skills. NVQs have, in fact been developed in order to give these candidates a more rounded knowledge, thus enabling them to be more versatile, efficient in their respective job positions. The design of NVQ has been structured in such a way that in each of the eight levels, there are mandatory and optional roles (or modules); these are comprised of a collection of several units, those of which are to be completed to be able to progress onto the succeeding level. The table beneath can be used in aid to understand the structural layout of each level in NVQ. There are several advantageous principles adopted by the NVQ system. These include:- 1.The NVQ qualifications are open access in the sense that no prior professional attainment or experience, nor qualifications are required, each candidate will be categorised level (1-8) after a means of analysis (be it a test or a review of current skills/ experience currently obtained). 2.The focus-based learning format of the NVQs. Progression from one level to next is based on when the criteria to advance has been met, this can be as quick or long as the individual will take to learn, opposed to other assessment standards where the timescale restricts the learner to learn in its set time. An example of this is that it is impossible to complete a Master’s Degree quicker than in a year. 3.Flexibility is a key aspect of NVQs, as they are not generally attendance based – in conjunction with the focus based learning aspect of the qualification where the learner can take as long/short as they want. This also enables candidates to continue with their respective business demands of their external employment, in conjunction with following NVQs. 4.School Integration is available to the NVQs (GNVQs), this enables candidates to have early access to the hands on approach, which runs alongside other assessment standards (e.g. An alternative run in the same centres as A –levels etc.), thus showing equivalence in value and progression routes, thus giving more viable options to the candidates). 5.Portfolio based work proves to prospective employees that a track record is available showing day to day skills being learnt, thus proving the levels of understanding and competence of each candidate. 6.Prior Accreditation being put into consideration as to which level they will be categorised, enables the candidate to use their  qualifications/experience regardless of where from, as long as relevant (i.e. A-levels, training at work etc., enabling an individual to start in a more advance d level). NVQs also have a few disadvantageous aspects when following their assessment standards, these include. 1.Labour intensive nature of assessment there is a lot of practical work undergone in the NVQs 2.More focus in gaining evidence than actual learning, lack of cognitive learning amongst candidates. As most of the proof (to validate competency level) is done via the production of a portfolio and the presenting of a track-record , this can easily turn into a ‘paper-chase’ rather than the actual focus on the learning processes of the qualification. The also, ‘going through the motion’ nature of the NVQ can also enable the candidate to not be able to reason, simply performing tasks without having true understanding. 3.Quality of assessment can, due to the large numbers of assessors, have a large variance as the marking of each individual can differ. Especially with the different interpretations of some of the jargon developed by the NVQs assessment grading schem es 4.Partial Competence due to selection of optional modules/ reduced definitions and details, as each candidate can choose their modules in the option roles category and each module having different aspects and natures, the candidate may be subject to effectively not gaining an entire knowledge in their respective occupational fields. An example of this would be (referring to table above) where each module has a code which labels the nature of the unit. Take ‘C5’, With C symbolising say, ‘Managing Self and Personal Skills’, one opting out of such a unit, could prove to give them less than the complete set of skills an NVQ could offer, thus lowering competence. To conclude, NVQs are a system devised by the government to help those in various situations, both academically and professionally in order to make them more competent in their respective field in a nationally recognised manner to potential employers. There are a range of advantages and disadvantages to the candidates as well as the employers, such as not having to follow a timescale in learning and also in not receiving a full knowledge due to optional module selection, but as to whether one should be followed  or not, according to the studies that have been carried, out should go hand in hand in the individuals situation.. For instance, one that is currently employed may not be able to dedicate a lot of time to their qualification course, would suit an NVQ whereas, an individual wishing to say, be a medical doctor, a career where having extensive knowledge of their occupational area is vital, would not suit following an NVQ course, where modules are optional and perhaps having re duced knowledge. Bibliography 1.Armstrong,M(2012)Armstrong’s Handbook Of Human Resource Management Practice, 11th edition, Philadelphia: Kogan Page Limited. 2.Hall,L. Taylor,S. Torrington, D. (2008) â€Å"Human Resource Management†, 7th Edition. Pp. 399-407 3.Blosi,W.(2007)An Introduction To Human Resource Management, London: McGraw-Hill Education 4.Marchington,M. Wilkinson, A. (2005) Human Resource Management At Work People and development, London: Chartered Institute of Personnel and Development 5.Lundy,O. Cowling, AG, (1996)Strategic Human Resource Management, London: Routledge

Secure Barcode Authentication using Genetic Algorithm

Secure Barcode Authentication using Genetic Algorithm Dr. Poornima G. Naik Mr. Girish R. Naik Abstract— Genetic Algorithm (GA) is an invaluable tool for solving optimization problems due to its robustness. It does not break even if the inputs are changed slightly or in the presence of a reasonable noise. GA offers significant benefits over other optimization techniques in searching a large state space or n-dimensional surface. In todays information age information sharing and transfer has increased exponentially. With the popularization of Internet and exponential increase in e-commerce transactions security has become an inevitable and an integral part of any e-commerce application. Data integrity, confidentiality, authenticity, non-repudiation have gained tremendous importance and have become important components of information security. In this paper we have made an attempt to exploit the randomness involved in crossover and mutation processes of GA for generating a barcode for authentication process. The number of crossover points and number of mutation points is f ixed and cannot be altered by the user. In the current work we have employed a single crossover point and two mutation points. We have used Code-39 and Code-128 encoding techniques for generating a barcode. The barcode data comprises of 12 randomly generated decimal digits. Each decimal digit is represented using 4 bits. Hence the length of the barcode data is 36 bits. The randomly generated data is transformed into encoded form by applying crossover, mutation and XOR operations before generating a bar code. The randomness together with encoding makes the password robust and hard to track. Finally, the algorithm is implemented in Java and applied for authentication of employee data in a hypothetical organization. The methodology is general and can be applied to any task where authentication is required. Index Terms— Genetic Algorithm, Cross-over, Mutation, Barcode, Encoding. The paper is organized as follows. The first section gives an introduction to Genetic Algorithm under the heading of Introduction. Section II covers the literature survey and the current scenario of application of soft computing in implementing security. Section III focuses on the proposed method of barcode generation using Genetic Algorithm. Section IV covers implementation of the algorithm in Java. Finally, Section V is devoted for conclusion and scope for future enhancements. I. Introduction Genetic algorithms (GA) are adaptive heuristic search algorithms based on the evolutionary ideas of natural selection and genetics [1]. They are based on the principle of Darwinian idea of survival of the fittest and natural genetics. Genetic Algorithm Generally, a Genetic Algorithm consists of three basic operations. Selection Crossover Mutation The first step consists of searching individuals for reproduction. In our problem, we have selected two vectors of 16 bytes each as parents for reproduction. Since the problem is of encryption, there is no special preference given to any particular selection method. All the vectors are selected sequentially based on their order of appearance in a text file. Cross-over is the process of taking two parents and producing from them a child. In an optimization problem, crossover operator is applied to the mating pool with the hope that it creates a better offspring. For the problem under consideration, crossover is taken as one of the steps in producing a decrypted vector. We have employed four-point crossover method. In the case of optimization problem, selecting more than four crossover points will result in the disruption of building blocks whereas in the case of encryption larger the disruption better is the algorithm which makes it robust and difficult to break. After crossover, the vectors are subject to mutation. In optimization problem, mutation prevents the algorithm from being trapped in a local minimum. Mutation plays the role of recovering the lost genetic matter as well for randomly distributed genetic information. In encryption problem, mutation is employed for inducing disorder into the vector. It introduces a new genetic structure in the population by randomly modifying some of the building blocks and maintains diversity into the population. We have employed flipping method, in which for a character 1 in mutation chromosome, the corresponding character b in the parent chromosome is flipped from b to (9-b) and corresponding child chromosome is produced. In the following example 1 occurs at two random places of mutation chromosome, the corresponding characters in parent chromosomes are flipped and the child chromosomes are generated. Structure of Code128 Bar Code Barcodes are made up of a series of lines that vary in width and correspond to various numeric, alphanumeric, or multicode configurations which can then be read in by a laser barcode scanner.Code 128 is a very effective, high-density symbology which permits the encoding of alphanumeric data. It includes verification protection both via a checksum digit and byte parity checking. This symbology has been widely implemented in many applications where a relatively large amount of data must be encoded in a relatively small amount of space. Itsspecific structure also allows numeric data to be encoded at, effectively, double-density. A Code 128 barcode consists of a leading quiet zone, one of three start codes, the data itself, a check character, a stop character, and a trailing quiet zone as shown in Fig. 1. The Code 128 data is encoded in strips of bars and spaces. The sequences of zeros or ones simply appear as thicker bars or spaces. The checksum is included in the barcode, and is a digi t that verifies that the data just read in was correct. The checksum digit is based on a modulo 103 calculation based on the weighted sum of the values of each of the digits in the message that is being encoded, including the start character. Fig. 1. Code-128 Barcode Similar structure exists for Code-39 Barcode. ii Literature survey In literature to date, many GA based encryption algorithms have been proposed. A. Tragha et.al [2] have describe a new symmetric block cipher system namely, ICIGA (Improved Cryptographic Inspired by Genetic Algorithm) which generates a session key in a random process. The block size and key length are variables and can be fixed by the end user in the beginning of the cipher process. ICIGA is an enhancement of the system GIC (Genetic Algorithm inspired Cryptography) [3]. There are various proposed methods for image encryption such as quad tree approach, cellular automata [4, 5]. There are wide applications of GA in solving non-linear optimization problems in various domains [6,7]. But very few papers exist which exploit the randomness in the algorithm for implementation of security. Chaos theory and entropy have large application in secure data communication and the desired disorder is provided by inherent nature of genetic algorithm [8, 10]. Mohammad SazzadulHoque et.al [11] have pre sented an intrusion detection system by applying GA to efficiently detect various types of network intrusions. They have used evolutionary theory to filter the traffic data and thus reduce the complexity [12]. There are several papers related to IDS all of which use GA in deriving classification rules [13, 15]. But to the best of our knowledge very few papers exist which exploit randomness in generating barcode for authentication purpose. III Proposed Method Fig. 2. Application Architecture We have used Code-39 and Code-128 encoding techniques for generating a barcode. The barcode data comprises of 12 randomly generated decimal digits. Each decimal digit is represented using 4 bits. Hence the length of the barcode data is 36 bits.The randomly generated data is transformed into encoded form by applying crossover, mutation and XOR operations before generating a bar code. The application architecture is shown in Fig. 2. Pseudocode The pseudo code for barcode generation process using GA is depicted in Fig 3. Step 1 : Generate a 12 digit random number and store it in a vector. Step 2 : Each decimal digit in step 1 can be represented using 4 binary digits. Hence the total number of binary digits required to represent the data is 4 x 12 = 48 bits. Generate a hash H, by repeating digits 0 and 1 (if the digit is > 8) and 0 and 0, otherwise, required number of times. Step 3 : Perform the XOR operation between the data and a 48-bit hash computed above. Step 4 : Split the vector into two vectors of size six each. Step 5 : Compute 10’s complement of each digit. Step 6 : Perform the crossover operation at the midpoint. Step 7 : Perform the mutation at the extreme positions of the vector. The mutation operation consists of flipping the digit from its original value to its complement. Step 8 : Combine the vectors to reconstruct a 12-digit vector. Step 9 : Perform the XOR operation between the data and a 48-bit hash computed above. Step 10 : Use the 12-digit number generated above to generate a barcode in code-128 fromat. Step 11 : End Fig 3 Pseudo code for barcode generation using GA Mathematical Formulation. Let the original vector be represented by VOriginal. Let H be the hash constructed as follows. H= ∑’ Hi where 1 Hi = 0000, for i = 8 or 9 = 0101, otherwise. H is the generated hash of length 48 bits. Compute the hash of VOriginal as shown below: VOriginal ÃŽ ¸ H = VHash Split the hash into two vectors of size six each. Let the two parts be represented by, V1Hash and V2Hash, respectively. VHash = V1Hash + V2Hash Compute 10’s complement of each digit. Let the two parts be represented by ( V1Hash)ÃÅ'  and (V2Hash )ÃÅ' , respectively. Perform the crossover operation at the midpoint. Let the two new parts now be represented by C( V1Hash )ÃÅ'  and C(V2Hash ), respectively, where C is the crossover operator. Perform the mutation at the extreme positions of the vector. Let the two parts now be represented by MC( V1Hash )ÃÅ'  and MC(V2Hash ) ÃÅ' , respectively, where M is the crossover operator. Combine the vectors to reconstruct a 12-digit vector. Perform the XOR operation between the data and a 48-bit hash, H computed above to generate a final vector. Let it be VTransformed. We get, VTransformed = [ MC( V1Hash )ÃÅ'  + MC(V2Hash ) ÃÅ' ] ÃŽ ¸ H (1) Decoding Vector into original Vector Perform XOR operation between H and VTransformed given by equ(1) to get, [ MC( V1Hash )ÃÅ'  + MC(V2Hash ) ÃÅ' ]. Split the hash into two vectors of size six each. Let the two parts be represented by, MC( V1Hash )ÃÅ'  and MC(V2Hash ) ÃÅ'  respectively. Perform reverse mutation operation and then reverse cross0ver operation on two individual parts to get, ( V1Hash)ÃÅ'  and (V2Hash ) ÃÅ' , respectively. Take 10’s complement of each digit in the two vectors to get, ( V1Hash) and (V2Hash ), respectively. Combine the two vectors to get VHash, where VHash =VOriginal ÃŽ ¸ H Perform XOR operation between H and VHashto get the original vector. The entire process of generating the barcode is illustrated below with the help of an example. Step 1: Generate a 12 digit random number and store it in a vector. Let the number be represented by Step 2 : Generate Hash H as shown below. Step 3 : Perform the XOR operation between the data and a 48-bit hash computed above. Step 4 : Split the vector into two vectors of size six each. and Step 5 : Compute 10’s complement of each digit. and Step 6 : Perform the crossover operation at the midpoint. and Step 7 : Perform the mutation at the extreme positions of the vector. Step 8 : Combine the vectors to reconstruct a 12-digit vector. Step 9 :Generate Hash H as shown below.. Step 10 : Perform the XOR operation between the data and a 48-bit hash computed above Step 11 : Use the 12-digit number generated above to generate a barcode in code-128 fromat. CODE128- 996108946439. Decoding the barcode Step 1: Extract the rightmost 12 digits from the barcode. Step 2 : Generate a hash as shown below: Step 3 : Perform the XOR operation between the data and a 48-bit hash computed above Step 4 : Split the vector into two vectors of size six each. Step 5 : Perform reverse mutation at the extreme positions of the vector. and Step 6 : Perform the crossover operation at the midpoint. and Step 7 : Compute 10’s complement of each digit. and Step 8 : Combine the vectors to reconstruct a 12-digit vector. Step 9 : Generate a hash as shown below: Step 10 : Perform the XOR operation between the data and a 48-bit hash computed above which represents the original vector iv implementation in JAVA The model proposed above is implemented in Java using MS Access as backend and Swing for GUI development. JDBC Type-I driver is used. The structure of the Barcode table used in the implementation is as follows : The following figures 4.1 to 4.4 show the output windows generated by Barcode tool developed in Java. Fig. 4.1 Java Barcode Generation Tool Fig. 4.2 Generation of Barcode Fig. 4.3 Barcode generated in Code-39 Format Fig. 4.4 Barcode Authentication Process. V.CONCLUSION AND SCOPE FOR FUTURE WORK In this paper we have proposed a model for barcode generation based on genetic algorithm and is implemented in Java for authentication of employees in a hypothetical organization. The password is encrypted by applying crossover, mutation and XOR operations and is difficult to track. This model provides a unique security layer on top of existing barcode security layer which makes the password more robust and difficult to break. Even if the database is hacked, the password cannot be stolen because the relationship between barcode and ID is not known. The model can be employed in situations where authentication is of prime significance and can be used for secure transmission of limited data such as credit card number. It provides a cheaper solution to RFID for authentication. Due to the symmetry in the operations involved and symmetry of XOR operation, the coding and encoding processes are reversible. Our future work consists of interfacing the software with barcode scanner and study of various coding techniques with reference to their applicability. References David. E. Goldberg, â€Å"Genetic Algorithms in Search, Optimization, and Machine Learning†, Pearson Education, 1989, ISBN-13: 978-020115767. X. F. Liao, S. Y.Lai and Q. Zhou. Signal Processing. 90 (2010) 2714–2722. H. Cheng and X. Li. IEEE Transactions on Signal Processive. 48 (8) (2000) 2439–2451. O. Lafe. Engineering Applications of Artificial Intelligence. 10 (6) (1998) 581–591. R. J. Chen and J. L. Lai. Pattern Recognition. 40 (2007) 1621–1631 Dr.Poornima G. Naik, Girish R. Naik, Application of Genetic Algorithm to Mass Production Line for Productivity Improvement, International Journal of Latest Trends in Engineering and Technology (IJLTET) Special Issue – IDEAS-2013 ISSN:2278-621X. S. Li, G. Chen and X. Zheng. Multimedia security handbook. LLC, Boca Raton, FL, USA: CRC Press; (2004) [chapter 4]. Y. Mao and G. Chen. Handbook of computational geometry for pattern recognition, computer vision, neural computing and robotics. Springer; (2003). H. S. Kwok, W. K. S. Tang, Chaos Solitons and Fractals, (2007) 1518–1529. Mohammad SazzadulHoque, Md. Abdul Mukit and Md. Abu NaserBikas,An Implementation of Intrusion Detection System Using Genetic Algorithm, International Journal of Network Security Its Applications (IJNSA), Vol.4, No.2, March 2012 L.M.R.J Lobo, Suhas B. Chavan, Use of Genetic Algorithm in Network Security, International Journal of Computer Applications (0975 – 8887)Volume 53– No.8, September 2012 W. Lu, I. Traore, â€Å"Detecting New Forms of Network Intrusion Using Genetic Programming†. Computational Intelligence, vol. 20, pp. 3, Blackwell Publishing, Malden, pp. 475-494, 2004. M. M. Pillai, J. H. P. Eloff, H. S. Venter, â€Å"An Approach to Implement a Network Intrusion Detection System using Genetic Algorithms†, Proceedings of SAICSIT, pp:221-228, 2004. S. M. Bridges, R. B. Vaughn, â€Å"Fuzzy Data Mining And Genetic Algorithms Applied To Intrusion Detection†, Proceedings of 12th Annual Canadian Information Technology Security Symposium, pp. 109-122, 2000. M. Middlemiss, G. Dick, â€Å"Feature selection of intrusion detection data using a hybrid geneticalgorithm/KNN approach†, Design and application of hybrid intelligent systems, IOS Press Amsterdam, pp.519-527, 2003.

How does neglect during infancy affect cognitive development in young c

Child maltreatment takes on many forms and child neglect is the most common. Studies have found that child neglect can be more detrimental to development than physical abuse (Colvert, E., Rutter, M., Kreppner, J., Beckett, C., Castle, J., Groothues, C. & Sonuga-Barke, 2008). Despite this fact, neglect is the least commonly reported form of maltreatment, as it does not leave bruises and marks like physical abuse (DiPanfilis, D., 2006). Neglect during infancy has been found to affect all aspects of development: physical, cognitive, and psychosocial (Hawley, T., Gunner, M., 2000). This paper will examine the effects neglect has on specific areas of cognitive functioning. According to Jean Piaget we all go through stages of cognitive development that aid us in constructing our knowledge of the world. During infancy we are in Piaget’s sensorimotor stage where we begin our construction of the world by coordinating what we think, touch, smell and taste with how we move (Santrock, J., 2011). When an infant is not given the opportunity to explore their world they are not able to progress through the sensorimotor phase effectively. Various factors may lead to the insufficient progression through the sensorimotor stage but this paper will focus specifically on neglect. Neglect is difficult to define in terms of a set of behaviors that are synonymous with neglect because what is considered neglect varies based on the age and developmental level of the child. For the purpose of this paper neglect will be defined as the denial of proper physical, educational, emotional and moral attention and care (DiPanfilis, D., 2006). In 2008 Child Protective Services received 3.3 million reports of child maltreatment and seventy-one percent of them we... ...uncil on the Developing Child, & National Forum on Early Childhood Policy and Programs. (2011). Building the Brain’s â€Å"Air Traffic Control† System: How Early Experiences Shape the Development of Executive Function. Center on the Developing Child at Harvard University. Retrieved from http://developingchild.harvard.edu/ 8. Eigsti, I., & Cicchetti, D. (2004). The impact of child maltreatment on expressive syntax at 60 months. Developmental Science, 7(1), 88-102. doi:10.1111/j.1467-7687.2004.00325.x 9. Majer, M., Nater, U. M., Lin, J.-M. S., Capuron, L., & Reeves, W. C. (2010). Association of Childhood Trauma with Cognitive Function in Healthy Adults: A Pilot Study. BMC Neurology. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/ pdfviewer?sid=95e34d47-cde9-4f93-b9ba-82931731842d%40sessionmgr14&vid=1&hid=25

Affirmative Action Essay -- Discrimination Race Racism Essays

Affirmative Action Because economic, social, gender and racial inequalities exist within the American population, it is in the best interest of its people and government to take action to amend these problems. Since the U.S has a capitalistic based economy, there is little that the government can do to completely end all inequalities. However, it can try to remedy racial and gender discrimination. The most realistic and supported program is Affirmative Action, which has many key issues: does the government have the right to enforce â€Å"reverse discrimination† or is it right to take race or gender into account for purposes of diversity and equality when evaluating college or job applications? The United States has a history of treating minorities, women and immigrants like 2nd-class citizens while favoring affluent white males (Schrag). In 1857, the Scott vs. Sanford decision stated that blacks have â€Å"no rights which the white man is bound to respect† (Davis). However, changes were made in the legal treatment of women and minorities with the 1866 Civil Rights Act that guaranteed every citizen â€Å"the same right to make and enforce contracts†¦as enjoyed by white citizens† (Sykes) and the 14th Amendment, which â€Å"grants citizenship to everyone born in the US, forbids states from denying ‘life, liberty, or property’ without due process of law, and guarantees equal protection under the laws† (DCLU). Despite such legislation, a major setback took place in the 1896 Plessy vs. Ferguson court decision upholding that â€Å"separate but equal† accommodations were constitutional (DCLU). Because of this forced inequality, many et hnicities were kept out of upper levels of American businesses and educational institutions (Hudson). The mid-20th cent... ...parently credible} The Hopwood Aftermath. University of Texas. 1 May 1997. . {unrestricted; print via internet; reputable} Wydick, Bruce. â€Å"Affirmative Action in college admissions: Examining labor market effects of four alternative policies.† Contemporary Economic Policy. 20.1 (Jan 2003): 12-25. {primary scholarly; print via internet; reputable} US Census Bureau. â€Å"Poverty Rates by Race and Hispanic Origin: 2001 and 2002.† {unrestricted; print via internet; reputable} US Census Bureau. â€Å"Table 1: Income in the United States: 2002† pg. 3. {unrestricted; print via internet; reputable} US Census Bureau. â€Å"Table 2: Median usual weekly earnings of full-time wage and salary workers by occupation and sex, 1983 and 2002 annual averages.† {unrestricted; print via internet; reputable} Affirmative Action Essay -- Discrimination Race Racism Essays Affirmative Action Because economic, social, gender and racial inequalities exist within the American population, it is in the best interest of its people and government to take action to amend these problems. Since the U.S has a capitalistic based economy, there is little that the government can do to completely end all inequalities. However, it can try to remedy racial and gender discrimination. The most realistic and supported program is Affirmative Action, which has many key issues: does the government have the right to enforce â€Å"reverse discrimination† or is it right to take race or gender into account for purposes of diversity and equality when evaluating college or job applications? The United States has a history of treating minorities, women and immigrants like 2nd-class citizens while favoring affluent white males (Schrag). In 1857, the Scott vs. Sanford decision stated that blacks have â€Å"no rights which the white man is bound to respect† (Davis). However, changes were made in the legal treatment of women and minorities with the 1866 Civil Rights Act that guaranteed every citizen â€Å"the same right to make and enforce contracts†¦as enjoyed by white citizens† (Sykes) and the 14th Amendment, which â€Å"grants citizenship to everyone born in the US, forbids states from denying ‘life, liberty, or property’ without due process of law, and guarantees equal protection under the laws† (DCLU). Despite such legislation, a major setback took place in the 1896 Plessy vs. Ferguson court decision upholding that â€Å"separate but equal† accommodations were constitutional (DCLU). Because of this forced inequality, many et hnicities were kept out of upper levels of American businesses and educational institutions (Hudson). The mid-20th cent... ...parently credible} The Hopwood Aftermath. University of Texas. 1 May 1997. . {unrestricted; print via internet; reputable} Wydick, Bruce. â€Å"Affirmative Action in college admissions: Examining labor market effects of four alternative policies.† Contemporary Economic Policy. 20.1 (Jan 2003): 12-25. {primary scholarly; print via internet; reputable} US Census Bureau. â€Å"Poverty Rates by Race and Hispanic Origin: 2001 and 2002.† {unrestricted; print via internet; reputable} US Census Bureau. â€Å"Table 1: Income in the United States: 2002† pg. 3. {unrestricted; print via internet; reputable} US Census Bureau. â€Å"Table 2: Median usual weekly earnings of full-time wage and salary workers by occupation and sex, 1983 and 2002 annual averages.† {unrestricted; print via internet; reputable}

Lifes Simple Pleasures in William Wordsworths I Wandered Lonely as a

Life's Simple Pleasures in William Wordsworth's I Wandered Lonely as a Cloud Edna St. Vincent Millay once wrote, "And all the loveliest things there be come simply, so it seems to me." This aphorism clearly accents the meaning of William Wordsworth's poem "I Wandered Lonely as a Cloud." In his work, the speaker reminisces about a past experience in which he saw a beautiful multitude of daffodils swaying in the breeze. As he recollects this scene, the speaker gradually realizes the true beauty he had found that day. Often, some of the simplest things in life go unnoticed and untouched, when, in reality, they are the most precious. Consequently, it is not until after these extraordinary things are gone forever that their significance is truly understood. Through careful choice of similes, personification, and diction, William Wordsworth clearly expresses that it is the simple things in life, such as Nature, that is so important. One element Wordsworth incorporates in his poem to signify the necessity of simplicity in one's life is the simile. The speaker begins his recollection with the emptiness he holds inside as he "wandered lonely as a cloud / That floats on high o'er vales and hills" (Wordsworth 1-2). This simile symbolizes the speaker's yearning for something more fulfilling as he wanders through life. Often, clouds become separated from the rest and are left to wander aimlessly through the sky until they find more clouds to fulfill their emptiness. Wordsworth chooses a cloud to echo the speaker's state because, like a cloud, the speaker perhaps feels separated from everything in life and is simply floating through the patches of daffodils without a destination or purpose in hopes that someday he will discover fulfil... ...t: Gale Research, 1986. 389. Perkins, David. Wordsworth and the Poetry of Sincerity. Cambridge: Belknap, 1964. Pottle, Frederick A. "They Eye and the Object in the Poetry of Wordsworth." Wordsworth: Centenary Studies Presented at Cornell and Princeton Universities by Douglas Bush and Others (1951): 23-42. Rpt. in <http://www.galenet.com/servlet/LitRC>. Salvesen, Christopher. The Landscape of Memory: A Study of Wordsworth's Poetry. Lincoln: U of Nebraska P, 1965. Wordsworth, William. "I Wandered Lonely as a Cloud." The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Ed. Michael Meyer. Boston: Bedford/St. Martin's, 1999. 1127. -. "Preface." Lyrical Ballads. By William Wordsworth. 1957. 111-133. Rpt. in Nineteenth-Century Criticism. Ed. Laurie Lanzen Harris and Cherie D. Abbey. Detroit: Gale Research, 1986. 388-389.

Why alcohol should not be legal?

Why alcohol should not be legal 1 Why alcohol should not be legal Delono Walker Devry University April 10, 2011 Why alcohol should not be 2 In the 1920’s during world war one, the churches mostly Protestants began to lobby against the sales of alcohol: in order to slow crime and domestic abuse. Furthermore many saloons or bars were selling German products. On January 16, 1919 the lobbyist won and under the Eighteenth Amendment prohibition was created and made legal. Unfortunately it didn’t last long since bootleggers were now creating their own spirits.The bootleggers were becoming wealthy by selling illegal spirits and the States were becoming more, and more unable to police them. Crime rates were rising to new heights as the bootleggers formed mobs and syndicates gaining control of the streets. In the year 1933 prohibition was repealed, congress felt that it would weaken organized crime as well as be used to generate moneys through taxation. In my opinion this shows t hat people became desperate during the Great Depression for Alcohol. Just like marijuana, coke, and heroin: the government made a drug illegal and people found a way to obtain it.In my opinion our society feels that there is a need for it and they are right. Alcohol is a drug that stimulates economic growth and development, but not with out consequences. People have different reasons for abusing alcohol. Drinking Alcohol has many consequences. I have personally seen the effects of alcohol abuse. Alcohol should be illegal, because it is a drug that can ruin many lives, can cause mental illness, and causes crime rates to increase like other drugs. People have different reasons for abusing alcohol.Many people drink socially, while others binge drink. A person might want to take the edge off by drinking a few beers. Alcohol has become a household drug. It is served at parties and at dinners. The majority of people drink in order to enjoy themselves, however many people drink for the wro ng reasons, such as drinking to forget your problems which results in abuse. Drinking alcohol has many consequences. Alcohol also leads to physical ailments such as hypertension. If a drinker continues a pattern of binge drinking he/she might become a victim of heart disease.Alcohol also causes jaundice, which is caused by cirrhosis of the liver, as well as cause kidney damage. It can cause families to break apart. It can cause people to lose their jobs and homes. Alcohol increases chances for communicable disease. There are many people in prison, because of choices made while drinking. According to Crime in America’s statistics â€Å"drugs and alcohol implicated in 78 percent of violent crimes†(Crime in America, 2010 ). Alcohol should be illegal, because it is a drug that can ruin many lives. Thousands of people have lost love ones due hospitalization and car wrecks. According to NHTSA, 35 percent of all traffic deaths occurred in crashes in which at least one driver or non occupant had a BAC of 0. 08 percent or more and that any alcohol was present in 41 percent of all fatal crashes in 2002. †(Hingson & Micheal, 2003; Hanson) Sadly it’s not always the user that is harmed; many accidents involve pedestrians, or passengers. Furthermore drinking has long term effects, it can kill someone quickly, or slowly. â€Å"In 2006 a total of 22,073 persons died of alcohol-induced causes in the United States† (Annual causes of death in the United States, 2011 para 6) Alcohol can increase the chances of mental illness.People who suffer from anxiety or depression tend to self medicate. The user only feels a deeper feeling ofanxiety or depression, so they drink more only building a tolerance. This is known as the Vicious Circle. â€Å"Moderate doses of alcohol, nicotine, or caffeine can induce psychotic symptoms in a person with schizophrenia, and small amounts of marijuana, cocaine, or other drugs can precipitate prolonged psychotic relaps es. † (Drake, 1994 para 2) People with mental illness are more vulnerable to the affects of alcohol.This is the concept behind the idea of Dual Disorder: a patient has two defined diseases. Normal people have been noted to gain mental issues from drug abuse, while people with mental problems gain drugs abuse. Many people that abuse alcohol are prone to have relationship issues. Problems controlling finances, and working their job. These contribute to an individuals need to medicate. Considering that alcohol is a depressant, in individuals that suffer from depression spirits can lead to suicide. An estimated five million of the 32 million people 65 and older suffer from depression. Russel, 2007 para 2) The chances of suicide due to drinking increases with age, because of the responsibilities that come with age. Alcohol seems to be a tool for people to evacuate the everyday life. Alcohol increases crime rates just like other drugs. There are however casual drinkers that just hav e a drink on occasion. The regular social drinkers that don’t abuse alcohol and treat it as a privilege, should they be punished for what others have, and are doing? Honestly I don’t feel as though they should. Alcohol generates money for our Government by State Tax.So why not make other drugs legal? Our Government will then be able to generate money by taxing Marijuana. It’s the same as what was happening during the prohibition: prohibited drugs are still being used without regulation and criminals are making money from it. Drug related crime on our streets can possibly be slowed by making certain drugs legal: certain dealers would no longer be able to supply if people got those drugs from a local store or pharmacy. That is why crime is lower in places like Northern California, were marijuana has been made legal in some parts.As I stated prior it seems that people are going out of their way to obtain the drug that suits them and that’s why alcohol is a d rug like the rest. I have personally seen the effects of alcohol abuse. While being a member of the Armed Forces, my associates, and I would often go to bars. While there we would go on all night binges and drink until the bar closed. One particular night we were out drinking and having a good time. One of my friends got completely intoxicated, although he was able to handle is liquor, so we didn’t see how bad off he was. We drove home and left him the car to take with him.He made it four blocks before he called us. We found him hanging on the side of a fence and the car had crashed into the side of a facility. He needed medical attention, but he didn’t want to go, because that meant discharge from the Service. So the guys and I called the local authorities and they picked him up. I wonder if he realizes that he could’ve died that night. Why alcohol should not be legal 3 References Annual causes of death in the United States. (2011). Retrieved 04 02, 2011, from http://www. drugwarfacts. org/cms/node/30 Crime in America. (2010 , march 3). Retrieved from Crime in America. Net:

How Far Do You Agree with Death Penalty Essay

Do you agree or disagree. There is never a reason for death penalty to be used. In some countries, serious criminals such as serial murderers and terrorist bomber hardly escape death sentence. While many complement on such tough justice, others condemn it mainly for religious reasons. It appears to me that those who are against the death penalty have failed to notice the more humane aspects behind this seemingly inhumane charge. My essay will look at those humane aspects as against those to the opposite. First of all, death penalty proves to be an effective ‘kill one to warn all’ approach I law enforcement. Crime rates in China have reportedly been fallen to a certain level since the implementation of death penalty. By nature, whether it has to do with the fear caused by uncertainty of afterlife or not, human beings would be afraid of death. Death sentence, in as sense, is kind of psychological approach to put off the evil flame in mankind. Secondly, some people do deserve this harsh punishment for their wicked act against humanity. A serial murderer who slaughtered dozens of innocent children, a terrorist who launched an attack that killed hundreds—can you figure out a better penalty to resort to for paying the blood these beasts have spilled? Even relatively lighter crime like corruption might result in life long imprisonment, what then, the crime a degree higher like mass murder should be punished with other than ‘an early road to hell’? I just wonder how many people in the world would be willing to spare a terrorist who blasted off 3200 lives in 9.11 attack†¦ Thirdly, death sentence can serve as a means of psychological therapy and mental compensation for the victims and their loved ones. For instance, the Tokyo Trial, which ended up sentencing to death a group of Japanese chief war criminals, is said to provide an efficient psychological relief for those victimized Asian nations during the war. Death sentence, apparently, is not aimed against morals and ethics, it is, on the contrary, put up to preserve humanitarian codes by assuring the security of the society and the safety of each individual as it can intimidate potential criminals. Considering the matter this way, it becomes evident that death penalty is more of help than harm. Be it psychologically or politically beneficial, it contributes to the maintenance of social order. I, therefore, suggest we be for it.

Adult And Child Motivation

Earlier understanding on human motivation was based on early psychological milestones: Freudian Theory of Id, Behaviorist Theory of Watson, Humanistic Theory of Maslow. For example, according to Freud, the basic biological urges, that he called â€Å"id† were instinctive by nature and drove human behavior according to uncontrollable urges, i.e, â€Å"negative† urges that humans needed to learn how to control.Freud speculated further that human â€Å"ego† was there to â€Å"subdue† (i.e. control) those â€Å"negative† urges thus rendering the owner more socially adaptable (Pelham, 1997). Under the same umbrella, there are instinct theories of human motivation, so progressively mentioned in the work of Stacey, DeMartino, Stacey, and DeMartino (1958).In it, these particular authors take the readers back to what was known Evolutionary Theory (a.k.a. Pawlov’s Theory of Evolution), and yet, so masterfully suggest that human motivation can be viewed through these lenses.   In the same arena the readers can place what contemporary psychologists understand under Need Theory of Human Motivation.Referring back to Maslow, they might recall that he developed that particular milestone under guidance of human needs. In particular, he saw the hierarchy of human needs in the form of the pyramid in which the bottom portion occupied the most primary ones.According to Pelham, (1997), Watson and his followers maintained that humans are born with a â€Å"blank state† which, as the human child grows, his mind is filled with the content influenced by the environmental factors. To extrapolate, their perspective suggested that external stimuli are responsible for the human motivation.It is curious to inquire further, would the human produce motivational impulses if completely isolated for an extended period of time? If the human motivation is viewed only from behaviorist perspective, the answer to this question can become logical as fol lows.If deprived from any external stimuli from his/her birth, the human will be completely and absolutely amotivated in every aspect of his or her life. Such supposition was evidenced as wrong through and with research on stimuli deprived children (Pelham, 1997).Pelham (1997) also argued that humanistic psychologists discussed human motivation from the self-actualization point of view. He made a case that every one of us has the internal need to learn to naturally develop self be it conditioned or vicarious learning situations.Maslow and Rogers gave a thrust to a completely new group of psychologists who began considering a combination of cognitive, social-cognitive, and social-behaviorists angles on the human motivation. The names of the motivational theories, as descriptive as they are, imply on important differentiation.Each framework refers to the specific perspective, as in human consciousness being the great part of the motivational impulse, or human consciousness being influ enced by a social structure, or even social structure having a full impact on the human motivation thus his or her behavior.From this perspective, one would find a great point of interest to consider that humanistic and Gestalt theories tend to view the human being as the whole with implied emphasis on the positive state of mind (i.e. mental health versus mental illness) whereas behaviorist and Freudian theories view human behavior from the point of view on the negative state of mind (i.e. mental illness versus mental health). Obviously, to view human motivation through either lenses would shift the educator’s approach.  According to Stacey et al. (1958), especially, there is an interest in note of the fact that Gestalt psychologists argued in favor of free will as the necessary ingredient of human motivation. Cognitivists defended the position of the necessity of good memory and importance of perception in order for the learner to develop a strong motivational impulse. The irs gave birth to the Learning Theory of Human Motivation.With the more insight, cognitivists and humanists alike started considering integration of different theoretical perspectives. For example, Pelham, (1997) wrote in one of his articles that an individual as the wholesome being can be better understood from the point of view of social, cognitive, conative, affective, and biological perspective. The attention here is placed more on emphasis of how mind configure and organize the external and internal experiences.Learning theory suggests that learning is a need and thus must be met. Usually it is most prevalent through and with vicarious mode. A young child is in the constant learning when observing and trying to copy others. Thus, there is a constant motivation of the said child to be with others, to copy from others, to learn from others.Naturally, the name of the Learning Theory implies that such is either practiced or observed in the classroom situation. In the above-mentione d work it was upheld that this particular theory is viewed from the perspective of three components, as in a) cognitive function, b) stimulus-response relationship, and c) human interaction. Certainly, it would be naà ¯ve to attribute such a complex human activity as learning to one and only domain, as in vicarious learning.It is integration and combination of different modes, that is different ways to absorb, relate, and react to the external stimuli. The cognitive theory provides a window into a conjecture that the human has a need to develop cognitively. Thus, these theories might explain why people have such a strong motivation to read, to discuss what they read, to apply what they read.The intrinsic motivation to learn in children differs from that in adult learners. It is propelled by curiosity, fantasy, and flight of imagination. The skilled teachers long noticed that they get the best results in teaching young students when they integrate the element of story telling into t heir instructional input. The young students most often respond with increased interest, desire, and motivation (Pajares, 2001).Adult learners are driven by pragmatism. Their presence in the classrooms are more defined of the present or future need of the information they are receiving. Alderman (1999) looked at motivation as the educator’s tool to develop the learners’ potentials.Obviously, such motivation (any degree of it) must be recognized first and then manipulated to higher levels. The knowledgeable and intuitive educator must be able to tell when the students amotivated and through the personal research to identify the causes for such. The causes of motivation can vary but specific identification of them can mean the whole difference for the students.Alderman   divided various causes of amotivation into the specific frameworks. For example, Effort and Ability Framework groups the causes that are personal by nature. Students with such causes created a construc t of self, being unable to achieve and unable to break the certain level of standard. As the result, their self-efficacy is low and their self-perception is that of a person who cannot achieve. When students are in the classroom situation, they cannot avoid comparing themselves (their personal achievement) to that of others.If the classroom climate was set for competition there are always going to be students who create low effort, low ability self-construct. Understanding this, the effective instructor must change the class climate transforming it into the mutual supportive, no inter-student-competing, and focus-on-personal achievements milieu.Those students who already have a low efficacy construct must be dealt with individually. The instructor’s duty in this case is to pay more attention on the student’s inner construct giving him/her tasks broken down into smaller increments.Such increments become easier to master and when mastered, the personal sense of achieveme nt becomes the only mechanism to change the low-efficacy construct into the high-efficacy construct. The student will feel that his ability improved, and his/her approach to the whole of educational experience will start transforming. With that, the motivation will jump to the new higher levels that, in turn, will manifest with more participation in class.Alderman (1999) separated lack of effort into another content for the framework, but if to look analytically for the causes of the lack of effort one might discover the cause behind it – low motivational drive. When the student experiences high-efficacy construct, the higher motivational drive will transform lack of effort into the strong effort for he or she will start feeling able to achieve.It is worthy to notice the comparison between American and Chinese (or Japanese) students (Alderman, 1999). While American students operate from the inner sense of personal ability, their Asian counterparts view the personal success fr om the perspective of applying more effort. In the former case, the students are difficult to motivate if they have a low-ability construct of themselves.The Asian students know that all they have to do to achieve higher results is to apply more effort. Such difference in perception of self as a student can be as well cultural. The higher-effort perspective is practiced in Japanese/Chinese families from within of their micro-culture with children growing up believing that all they need is more effort.Another obstacle that is mentioned by this researcher is the student disengagement. Certainly and logically, such should be noted more often among the high school students than their post-secondary counterparts. The pragmatism on the post-secondary education levels should act as an effective deterrent to students’ disengagement from their studies.However, this is not always the case. Sometimes, even higher-level university students loose their pragmatic goals and become trapped b y non-educative elements of campus life. In such a case, it is the job of their instructors to identify the outside interests and redirect their attention to the initial goal of them being in a class.Covington (2000) focused his readers’ attention on the motivating properties of set academic and pragmatic goals. He pointed out that motivation is rather a criterion for academic success and thus has to be in the center of any education establishment.From this perspective, this researcher viewed the dynamics behind identifying and working with the students’ motivation as three causal effects: 1) students’ personal perception as far as their own attitudes toward their own social and academic goals, 2) how strong these goals motivate them toward their academic success, 3) what is available (set up by the instructor) as the reward structure to influence the students’ personal achievement.These three criteria can be viewed as the circle-oriented continuum in whi ch the reward structure promotes students’ personal perception on his or her academic success.Examining carefully this continuum, the instructor can notice what specific types of the external reward system are more influential in its affect of the personal student perception. Basically, it can be rephrased into what elements of the reward system affect the student’s perception of self-worth.It is logical than to assume that students of all ages will benefit from the correct set up and implementation of the reward system: one just have to know how to individualize its elements to achieve highest possible affect with each student in his or her classroom.   For example, certain students’ self-worth will scientifically improve if the instructor will design successful experiences.Smaller increments of comprehensive input without significant gaps in between the complexity steps with frequent opportunity to practice and self-correct of the practical applications of t he subject matter will do wonders to the personal self-worth. Insensitive instructors, however, undermine the students’ development of self-worth when try rushing with the content and do not give the students an opportunity to clarify their confusion.Nuckles (2000) called such teaching as student-centered approach. From its name, this approach is centered on the students, driven by the students, and modified by the students. His pro-humanistic values make it obvious his views on who is responsible for the students’ motivation bringing into the central focus the skills and aptitude of the instructor.The implication here directs the attention on the instructor’s ability toa) identify the students’ motivation level,b) if low with individual students, identify the causes (discussed earlier in this paper) which practically means to view and approach each student as an individual,c) devise a plan of intervention to raise each student’s motivational drive by eliminating the obstacles (the causes) one-by-one,d) evaluate the class climate and decide whether there are counterproductive elements,e) transform the class climate into more of each-student-driven success mode by celebrating and talking about each student’s achievement,f) the latter can be practiced in cognizant fashion by purposely comparing the yesterday’s achievement with the today’s achievement of the same student thus diverting the students’ attention from inter-student competition,g) and finally (but not the least), set up time to personally meet and have an individual discourse with each and every student of the class.The above elements and actions of the student-driven classroom render their instructor to become skilled and knowledgeable in cognitive and inter-personal psychology. It cannot be otherwise; the times passed when an instructor was perceived as a mere medium to transfer knowledge on to his or her students.One might argue that th ere seem to be no need for such intense and time-consuming practice in the societies of China, Japan, and other alike. This discourse is not contradictive or suggestive to other than Western cultures. It is of the opinion of this writer that such approach will serve as the â€Å"corrective† measure to produce results similar in the Asian education establishments.There, the teachers do not have to find the ways to manipulate with the students’ motivation drives – the students have been brought up skilled in that themselves. If they feel the fall of their motivational impulse or social diversion taking their attention away from their purpose, they self compensate by deliberately increasing amount of effort.Their American (and Western?) counterparts cannot do that due to the fact that their internal perception is tied up with the self-evaluation of their own ability level.   In other words, they come into the education milieu with already preset self-concept or p sychological construct of their own self judged by their own ability.They are far away from mere â€Å"turning on† the engine of their effort to produce more man-hours at the specific task. They simply believe that their ability level is set to the certain level and nothing will change it. Returning to Alderman (1999), such believe simply manifests itself as the set construct of their own ability: â€Å"Why to try (produce more effort) if this is what I am capable of?†Such attitude is self-defeatist and thus needs the external mechanism in order for it to be manipulated with. Such an external mechanism is the instructor who performs with the double duty of a psychologist. That leads to the more careful review of type of instructors Western teacher preparation programs produce.The number and quality of psychology content in their course work is simply inadequate. No wonder, why only experienced and seasoned professionals come up with the logical outcome (that is they co ntinually searching for self-improvement) that such an external mechanism is the way they set up the class climate and retrain their students to look at themselves from a different perspective. Such external mechanism becomes a motivation faucet in the hands of the skilled instructor.The practical application of such approach can lead to a variety of strategies. One thing to remember, however, that the instructor always must act as the facilitator, not necessarily as the source of knowledge. Only when the students will discover the knowledge through their own effort because they felt motivated to do so, that knowledge becomes relevant to their purposes and important/practical in their lives.The variety of strategies can be as simple as small group instructional regime (Brewer, Klein, and Mann, 2003) or paired work – it does not have a particular significance or preference. What is important is the perspective of the instructional design that is that external mechanism needed to manipulate the students’ motivational drive.