Financial Polynominal Essay Example for Free

Financial Polynominal EssayFor this assignment the following in instruction manual are to complete and review the example of how complete the mat required for the assignment. To solve the problem 90 on page 304 of Elementary and Intermediate Algebra and to be sure that all steps of the squaring of the binominal and multiplication along with any simplification that might be used. Evaluate the polynomial resulting from step 1 usingP= $200 and R=10%, andAlso withP=5670 and R= 3.5%Complete problem 70 on 311 page on Elementary and Intermediate Algebra exhibition all steps of the division then incorporate words like foil, like terms, descending order, dividend, and divisor. Problem 1P (1+r/2)2P (1+r/2)*(1+ r/2)P 1 + r/2 +r/2 + r2 /4P (1+ r + r2/4) Let P + $200 and R = 10%Convert 10% to a decimal which is 10/100 = .1200* (1 + .1 + .12 /4)200 + (200* .1) + (200 * .01/4) =200+ 20+ .5 =220.5So you would make 20.5 dollars in the first course and the second year yourtotal account balance would be $ 243.10Problem 2Let P = 5670 and r = 3.5 %Convert 3.5 % to a decimal 35/1000 = .035P (1 + r +r2 /4)5670* (1 + .035 + .03/4 52)5670 + (5670 * .035) + (5670 * .00123/4) =5670 + 198.45+1.74 = 5870.19Problem 3In this problem we follow the rules of normal division and exponents division Since the exponent in the divisor -3 xs is positive we volition subtract on x from x 3 and that will become x2. So, now that we have 32 the process is the same with the entire exponent in the equation. (-933 +32- 15) / (-3x)(-93/-3x) + (3x/-3x) (15x/-3x)32 x +5This equation cannot be Foil, because it is a quadratic equation.

Consider Thomas Hardys Essay Example for Free

Consider Thomas Hardys EssayIn the dictionary the word Isolation means to be separate or a part from early(a)s. I think if someone is quarantined then it would be a negative aspect because they are alone and fix nothing to do with anyone else. The rea password for the various isolations in the two texts differs because of the different magazine periods they were set in. In the two books I am comparing is the Wi at that placed Arm by Thomas Hardy and Of Mice and Men by throne Steinbeck. I feel that in both texts there are a few characters with their lives or they had bastard children. The text Of mice and Men was pen in the 1930s the time period of the depression.In the most of John Steinbecks books he describes the life of people working on the land and that his characters are all often poor. This was because he wanted to show how real the life was during that time. Within his books men and women rarely understood each other because of the lack of communication. During the time when John Steinbeck wrote Of Mice and Men people would frown upon coloured people, the handicapped, the gray-haired and women. They likewise were prejudice some women. The text the Withered Arm was written in the late 19th century in England.The book is set in a place called Wessex and the expectations at the time are different compared to the ones we subscribe to in todays society. In that time social classes were expected to marry inside their class and not below that. Otherwise this would be considered a disgrace to the family of the high class. Thomas Hardy introduces Rhode as his First character who is isolated. He establishes her isolation as her sitting on her away from the others Where a thin fading women of xxx milked somewhat apart from the rest. The word fading and somewhat apart from the rest reveals that she was separated from the rest of the milkmaids.Further on in the first chapter Hardy also establishes her loneliness by where she lives lay part from tha t of the others, to a lonely spot high above the water-meads this also show her isolation. The characters who are lonely are confect, Crooks and Curleys married woman in the text Of Mice and Men. They are lonely because each one of them is different from everyone else. Such as Crooks is black, Candy is disabled and Curleys wife is a women. The reason for them be lonely is because of the societys attitude, which they lived in. The two characters that are not lonely are George and Lennie.This is as they have each other for company whereas everybody does not. Lennie and George treat each other, as they were family because they have been together for a very long time. Because I got you an___ An I got you. We got each other, thats what, that gives a hot in hell most us. That quote indicates what Lennie say to George closely them having each other to look after and keeping each other company. George expected Lennie because he wanted someone who would listen to him and not say anyth ing. Lennie need Georges because he is not able to handle himself and also George promised Lennies aunt that he would look after him.Thomas Hardy describes Rhodes Brooks house as it antiquated and worn It was built of mud walls, the surface of which had been washed by many rains left none of the original flat face visible here and there in the thatch above a rafter showed like a bone protruding through the skin. This suggests that Rhode did not a great house and that it was old just like her. The quote also indicates that the house had been through some hard times. In the text Of Mice and Men John Steinbeck writes about one pistillate character that is known as Curleys wife. As the reader I feel sympathy for her, as she is the only woman on the ranch.She is also isolated because her married man does not like her talking to any of the other workers, and also her own husband hardly speaks to her. The author has not given her a name because during that time period women were not as important as men, furthermore she is so isolated that the author decided on not given her a name. The force-out this has on the reader is that she belongs to Curley unlike her macrocosm an individual person. So therefore the reader feels a little bit of sympathy for her. Thomas Hardy writes about a little boy in his book Withered Arm who is also nameless like Curleys Wife. In the book he is referred as Rhodes son.Rhodes son is isolated because his mother had an affair with husbandman Lodge. The main reason that he is isolated is that his mother moved further away from the farm, so therefore he does not live close by to anybody. I feel that Rhodes son is a victim of the circumstances between Farmer Lodge and Rhode because he was a product of their affair, and then Rhode moved away so she could be away from society. As a result Rhodes son does not have friends. John Steinbeck writes about another isolated man named Crooks. The reason Crooks is so isolated is because during the ti me period everyone was prejudice against coloured people, and he was black.Another reason he is isolated as that he isolates himself to have some respect in the white world. Crooks was born with a disability, therefore he feels that he need to isolate himself further. He makes friends with Candy and Lennie as they isolated on the farm. When Crooks first meets Candy and Lennie it says he kept is his distance and demanded that other people keep theirs. This indicates that Crooks does not want anyone to be close to him. Though as the story goes on he makes friends with Candy and Lennie.I feel sorry for Crooks for being coloured and handicapped as he is very friendly person. In both the texts that I read there are two more handicapped people, named Gertrude from the Withered Arm and Candy from Of Mice and Men. Candy is isolated as he is old and has only got one arm since it was cut off when he was working on the farm. Gertrude isolated because one nighttime Rhode cast a spell on h er arm. In both texts Gertrude and Candy are alike because of their arms. They are not as isolated as Crooks or Rhode, since they only have a small isolation problem, unlike the rest.In the beginning of the text Withered Arm Farmer Lodge is presented as being bold and proud. He is proud as he has a new wife Gertrude, who is a lot younger than him and plus she is very beautiful. Gertrude starts to get a problem in one of her arms, as time passes her arm gets worse, therefore Farmer Lodge feels as she is not as pretty as before. This makes Farmer Lodge change. He also feels depressed since his son is hung and this changes him. The reason for him to isolate himself is that all these problems are occurring around him and he feels that it is his fault.So he moves away from his farm. In conclusion I consider that isolation is a negative aspect in someones life. I think that when people are isolated dreaming keeps them from get trough. Like for instance Lennie and Georges dream to open u p a farm or their own and Rhodes dream to get back with Farmer Lodge. Show house trailer only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

European Union Bringing Peace To Europe Politics Essay

europiuman sum of money Bringing Peace To atomic number 63 Politics look forThe history of europium was the history of war. The wars bore the modern nations of Europe much(prenominal) as England, France, Germany, Russia, and Italy. Afterwards, they highly-developed their own cultures, which are nationalities, languages, traditions and histories. Due to this characteristic mixed with these heterogeneous cultures and its nation-centred international politics system of Europe, there rarely was period that ceased from wars in Europe. Furthermore, two world wars in XX century caused the collapse of all Europes calm and successfulness and Europe, as a import, was no longer the centre of the world. The world power was already moved on the U.S.A and the U.S.S.R. For this reason, people of Europe started to perceive the fatality of its combination and the European coalescency was made to restore political ataraxis and economic successfulness of Europe (Nugent, 2006).At this point, it is needed to ask that the European Union has truly fetched intermission and prosperity to Europe. It strongly appears to me that the European Union has contributed to political stability and economic growth to Europe. To demonstrate it, this essay will deal with the sideline aspects of the historical efforts and intergovernmental agreements which the European Union has made to contributed to political stability and economic growth of Europe in XX century.-Main BodyAbove all, it is essential to designate the mutual relation between political peace and economic prosperity. These two classical factors which can decide the rise and fall of severally country scarper to move together. It means that it is hard to say that there is prosperity without peace or peace without prosperity. For a recent example, economic status of Ireland was almost the low in the European Union in the past but now is definitely regarded as a wealthy country in the European Union. This unique economic rise led to synchronize the decrease of al large number of armed conflicts in Northern Ireland, one of the most unstable areas in Northern Europe. In other words, this means that it is clear that political stability of a country was highly dependent on economic prosperity (Strong, 2006). Therefore, peace and prosperity are achieved separately rather simultaneously. Equally, it is needed to approach to political peace and economic prosperity of Europe in this way. Peace and prosperity of Europe through the European Union have not gained respectively but coincidently.The first significant movement that brought peace and prosperity to Europe was the treaty of The European Coal and Steel Community. After the Second World War, it was widely diffused to aim at United Europe for its peace and prosperity seeing Europe impoverished by war. Robert Schuman, the French Foreign Minister at that time, suggested epoch-making idea about creation of the consolidated organisation that jointly suppli es and controls strategically important resources such as coal and steel. This is called The European Coal and Steel Community (ECSC) and it became the cornerstone of the European Union (http//europa.eu/ecsc/ issues/index_en.htm). It was obvious that this ECSC treaty brought rise of living standards to general European society with high economic growth of all(prenominal) country, based on common market, common goal and common organisation. In addition, The ECSC provided with not plainly co-operation of the field of Coal and Steel but also political stability of Europe still surrounded with fear of war. It means that it became possible to check each other between nations of Europe by joint distribution and joint control of Coal and Steel, which is indispensible for war.The second important movement with respect to peace and prosperity of Europe is the Single European Act of 1986 (SEA). In the period of 1971-86, Europe was in heavy economic recession. This stagnation could be regar ded as a result that EC members did not successfully cope three serious incidents such as the collapse of the Bretton Woods system, the oil crisis, and the resulting bad economic results (ft, 2005476).Afterwards, in 1985-91, The European Union accomplished prompt growth in the process of economic integration of Europe. However, there was the budgetary crisis, which was an obstruction to progress economic integration of Europe. It was fortunately settled by Mitterrands consent in 1984 about sharing a great amount of the expenses with respective to the Common Agricultural Policy (CAP) budget. Consequently, these incidental events extended into the creation of the Single European Act of 1986 (ibid).Beyond all, the main issue of the SEA was the accomplishment of internal single market of Europe. The SEA became the fortune to support institutionally development of the internal single market and deregulation. Through the SEA, the integration process of European community was changed qual itatively. Internal single market is qualitatively different concept from free trade zone between nations or geographical extends of trade. In other words, this internal single market means that each government should be pushed to adopt common standards such as technology, regulations, and norms and so on. It means that all European countries should be responsible for mutual economic benefits. to a greater extent importantly, needless to say each government, European commission and supranational capitals, this progress was supported by public opinion and even many trade unions such as public consensus (Benink, 1992). It means that the SEA brought economic growth to Europe and, at the same time, drew a conclusion, national consensus which can be developed to political stability. As a consequence, it is seen that peace and prosperity of Europe were not achieved separately. They mostly come together.The third remarkable movement related with peace and prosperity of Europe is the Maastr icht treaty of 1992. This treaty brought the most innovative outcome. The Economic and financial Union of 2000 was inaugurated. This was definitely the climax of exertion of European Communitys countries that had accelerated European financial integration for around 30 years and also the turning point in history, which proceeded to new stage of European integration (Grieco, 1995). As a result of this treaty, European single currency, the Euro was launched in 1999. By launching the Euro, it was vanished to lose the benefits due to extreme fluctuations in the exchange rate and became clear to know prices of other countries merchandise. In addition, there was no longer exchange fee. These advantages of the Euro led to more active international trade between European nations and ultimately brought the economic prosperity of Europe.Moreover, in the Maastricht treaty, the Common Foreign and credential Policy (CFSP) was launched. The CFSP included all areas related to joint security, jo int defense and diplomacy of the European Union. Despite that militarily splendor of the United States of America was relatively reduced by extinction of the USSRs threat, it was still seen that European nations was dependent on the USA. This was mainly because the NATO, which still had important role in European security due to disability regarding dispute resolution of European nations, was practically moved by the USA. In this circumstance, a bond of sympathy that Europe needed its own military strength to cope jointly increasing international terrorism and geopolitical conflicts began to be naturally formed. Subsequently, the Common Foreign and Security Policy (CFSP) was initiated according to the Maastricht treaty (Hurd, 1994). The purposes of the CFSP were to safeguard the common values, thoroughgoing interests and independence of the Union and to develop and consolidate democracy and the rule of law, and the respect for human rights and fundamental freedoms. (Nugent, 200690 ).Hence, it can be told that the Maastricht treaty consequently begot peace and prosperity of Europe by pursuit of two objectives such as The Economic and Monetary Union and the Common Foreign and Security Policy.-ConclusionTo sum up, by examining three significant treaties in this essay, it becomes self-evident that the European Union has constantly pursued peace and prosperity of Europe by advancing the treaties and implementing them and they have finally built the new framework of peace and prosperity of Europe. Additionally, it is also crucial to comprehend that political peace and economic prosperity are concurrently fulfilled. It is true that the European Union has kept a large number of difficulties to stabilise national status for decades. Nevertheless, it is doubtless certain that the European Union will be a high-quality model of many areas where peace and prosperity need.-ReferencesBenink, Harald, A. (1992). monetary Integration in Europe Financial and Monetary Policy S tudies. Dordrecht Boston, Kluwer Academic Publishers.ft, Sabr. (2005). Treaties, Collective Responses and the Determinants of Aggregate Support for European Integration. European Union Politics 2005 Vol 6 469-92. SAGE Publications.Grieco, Joseph, M. (1995). The Maastricht Treaty, Economic and Monetary Union and the neo-realist research programme. Review of International Studies Vol 21 21-40. Printed in Great Britain.http//europa.eu/ecsc/results/index_en.htm (Accessed 09 November 2010).Hurd, Douglas. Developing the Common Foreign and Security Policy. International affairs, Vol 70, No 3 421-28. Blackwell Publishing.Nugent, Neill. (2006). The organization and Politics of the European Union, 6th ed. New York, Palgrave Macmillan.Strong, Michael. (2006). Understanding the Power of Economic Freedom to Create Peace. FLOW, Inc.

Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second verbiage Acquisition (SLA)This paper is an attempt to visualise the abstruse affinity between Second wording delaying (SLA) and motivation. The paper first develops whatever common theories in SLA and attempts to show the difficulties L2 retarders perk up when instruction a sunrise(prenominal) manner of speaking. The paper highlights these difficulties in relation to dustup acquisition and motivation. Motivation is discussed with reference to SLA breeding and shows how our reasonableness of motivation can pass on us to better jibe the assimilator for conquest. The paper develops some row agreeing strategies, used in relation to motivation, and how we can measure them for a better out capture in the classroom. motivating AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS?There atomic number 18 mevery reasons why psyche would learn a new language. Th is paper attempts to show that the relationship between Second language learner and motivation plays a key parting in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to lead to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language larn strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learn strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to antithetic kinds of motivation.The importance of motivation and SLA umteen researchers have used, to some extent, a social-ps ychology model of learning in conjunction with the Second Language Acquisition model. The cognitive social Learning Theory (SLT), which foundations from the Social cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work heightened heavily on behavior and methods that stimulated behavioral change. His theory has three manoeuver principles understand and predict item-by-item and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The formulation of self-importance-efficacy and self-perceptions led to the understanding of self-regulation when it came to mature modification of behavior (Zimmerman 1990).In a study of arc reciprocal ohm language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more(prenominal) motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction undergo in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many some former(a) qualities in attachment to effort, desire, and positive degree effects. Motivated individuals have specific goals to carry through. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001 9).Second Language AcquisitionThe second language acquisition classroom is unique in that it emphasizes oral and written communication, strives fo r authentic info and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to another(prenominal) classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to clutch pedal a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are motley definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary nationals applied linguistics, social psychology, developmental philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist charge of describing language learning (Brecht, 2000).Acquisition of a second language requires an individual to put to work subconsciously the sounds and utterances of the stigma language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). correspond to Krashen, acquisition of a language is very similar to the port children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In public Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This pull is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986 Krashen, 1985).On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious forge of factual fellowship about the language. Learning differs from acquisition in that the individual m akes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language thus, at times, keep fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through with(predicate) a language and allow for endeavor and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus nascency comprehension in the language (Krashen, 1985 Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses the Acquisition-Learning meditation, the Monitor dead reckoning, the Natural Order Hypothesis, the Input Hypothesis, and the emotional Filter Hypothesis.The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the tenet of grammar and hulks does not pass away acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of depicted objects, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985).The Monitor Hypothesis claims that learnt secular acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004).The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as perceivable input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with graspable input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt familiarity towards the end or after CI. Ellis (1985) found Krashen s model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266).When input or instruction is just supra the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contribute intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that grapple with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input.Yet, once the comprehensible input hits the LAD and is then processed, the noesis of the language is acquired. The conscious aspect of the language come to the fores to act as a monitoring dev ice before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a snag to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995).McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are dif ferent than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language.Motivation and Language AcquisitionA number of factors have been shown to influence performance in the second or alien language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985 Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types o f motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985).Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety chemical reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to measure various individual variable differences within the second or foreign language-learning cl assroom (Gardner, 1985 Gardner, Masgoret Tremblay, 1997 Hashimoto, 2002).The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005 Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and orchestration (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005 Maclntyre, MacMaster Baker, 2001).One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the preceding(prenominal) constructs and their effect on language-learning achievement (Gardner et al., 1997).Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997).A random sample of 102 (82 females and 20 males) university students enrolled in introductory french w as studied. Participants were tested in two stages the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were all the way described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution.Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were i dentified as Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that strikes competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L2 proficiency (Gardner et al., 1997).These results led Gardner at al. (1997) to conclude the following 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence some(prenominal) higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997).Language-Learning Strategies and Second Language AcquisitionAccording to OMalley and Chamot (1990), much of the pr ior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is lively and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior knowledge, retain what is important, and retrieve it when necessary (Anderson, 1983 Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994 Krashen 1985).Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the exact for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990 Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or independent learning, involves goal sett ing, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997).Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997 Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on le arning, to gain greater directedness or autonomy as a learner.Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990 Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains sise types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitiv e, Affective, and Social strategies.Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to interpret (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies.The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically classify (Chamot OMalley, 1990 Oxford, 1990).The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arrangin g, planning, and evaluating ones learning (Chamot OMalley, 1994 Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990).Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social p sychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990 Krashen, 1985 Oxford, 1990).As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can judge to learn at a higher rate of proficiency.Lea rner-centered EducationOne of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristicsGoal of learning focused on production rather than knowledge conservation center on learners needs, skills, and personal interestsFocus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a firm andFocus on balance of personal domain, content domain, organizational domain, and technical domain.Focus on self-evaluation and reflection of teaching and learning processIn other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, s kills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery.Chickering Gamson (1991) stated the following septet principles of good practice in learner-centered educationFrequent student-faculty interaction should occurCooperative learning activities should be interspersed among other engaging instructional formats.Students should be actively involved with learning.Instructors should provide prompt, constructive feedback on student performance.Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions.Teachers should communicate high expectations.Teachers must respect diverse talents and ways of learning. (4)ConstructivismConstructivism, one of the ba sic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism asthe term which refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1).In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and active ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences.According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences.While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another.According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment.Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry met hods to start solving the problem. They also need to investigate a main theme or topic and use a shape of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem.Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.).There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) describe d it from three different perspectives behavioristic, cognitive, and constructivistThe behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to

The Primary Obstacle To Success Marketing Essay

The Primary Obstacle To Success Marketing EssayThe primary obstacle to success in international market is a persons self reference criterion (SRC) in devising decision, that is, an unconscious reference to unmatchables own heathenish values, experiences, and knowledge as a basis for decisions. The SRC impedes the readiness to assess a foreign market in its true light. if we talk or so in basic terms then SRC means to forget about self like if a company is going to some another country then the going company will fuck off to take business organization about the culture etc of the host country and will have to forget about our culture like McDonalds when entered India they sold product aloo tikki burger in spite of their crab burger. In international marketing scenarios, we atomic number 18 talking about counterfeiting in different cultural environments and hence a self referenced doings may not be the correct behaviour from the perspective target culture. Hence, realizati on of this balance of culture and the possibility of self reference criterion is big in international marketing. This is not such a big issue in domestic marketing since the cultural difference is not major. Animals provide a good illustration of the impact of the SRC on the thinking process. Americans and Europeans commonly treat dogs as family members, addressing the animals affectionately and even letting dogs sleep on family members beds. However in Arab, view dogs as filthy animals. Some in the Far East go so far as to cook and eat dogs. A expending habit viewed as revolting and comp bed to cannibalism by Americans. Hindus, in contrast, revere cows and do not understand how Americans can eat beef, especially in queen-sized quantity.In order to investigate a phenomenon in another country, a researcher or marketing manager must attempt to eliminate the SRC effect. The marketing challenge is to create a product that fits the requires of a particular culture. The presence of t he SRC, if not controlled, can invalidate the result of a research study. lee(prenominal) suggests a multi step approach to remove the undue influence of the SRC. First the problem should be defined in terms of the culture of the researchers alkali country. Second, the aforementioned(prenominal) problem is defined again, except that it is defined in terms of the cultural norms of the host country. Third, a comparison is made of the cardinal cultural composites. Any difference noted between the composites indicates an existence of the SRC, necessitating another look at the problem with SRC removed.To illustrate the impact of the SRC, consider misunderstanding that can occur about in the flesh(predicate) space between people of different cultures. In the west, unrelated individuals keep a true physical distance between themselves and other when talking to distributively other or in groups. We do not consciously think about that distance we just know what feels right without thi nking. When someone is too well-nigh or too far away, we feel uncomfortable and either move further away or get closer to correct the distance, we are relying on our SRC. In some cultures, the acceptable distance between individuals is substantially less than that comfortable to westerners. When they, unaware of another cultures acceptable distance, are approached too closely by someone from another culture, the unconsciously confusion results for the parties. Westerners assume foreigners are pushy, while foreigners assume westerners are unfriendly and stand-offish. Both react to the values of their own SRCs, qualification them all victims of a cultural misunderstanding.http//www.citeman.com/7414-the-self-reference-criterion-and-ethnocentrism-major-obstacles/Ethnocentrism and the SRC can influence an evaluation of the appropriateness of a domestically designed marketing mix for a foreign market. If US vendors are not aware, they might evaluate a marketing mix based on US experien ces (i.e. their SRC) without fully appreciating the cultural differences that require adaptation. Esso, the brand fig of a gasoline, was a successful name in the unite States and would seem harmless enough for foreign countries however in Japan the name screamtically means stalled car an undesirable image for gasoline. Another example is Pet in ducky Milk. The name has been used for decades, yet in France the word pet means, among other things, flatulence again, not the desired image for canned milk. Both of these examples were real mistakes made by major companies stemming from reliance on their SRC in making a decision. In US culture, a persons SRC would not reveal a problem with either Esso or pet, but in international marketing, relying on ones SRC could put up an inadequately adapted marketing program that ends in failure.Question BTo enter a foreign market, a manufacturer has a number of strategic options. Many companies employ multiple strategies. Polycentricity is a str ong orientation to the host country. The attitude places emphasis on differences between markets that are caused by variations at heart, such as in income, culture, laws and politics. The assumption is that each market is unique and consequently difficult for outsiders to understand. Thus, managers from the host country should be employed and allowed to have a great hired man of discretion in market decisions. A significant degree of decentralization is thus common across the overseas divisions. On the other hand egocentricity is a compromise between the dickens extremes of ethonocentricity and policentricity. It could be argued that this attitude is the most important of the three. Egocentricity is an orientation that considers the whole world rather than any particular country as the target market. A geocentric company might be thought of as denationalized or supranational. As such international or foreign departments or markets do not exist because the company does not designa te anything international or foreign about market. in that location is a high likelihood that a geocentric company does not identify itself with a particular country. Therefore, it is often difficult to determine the firms home country except through the location of its home and its corporate registration.A subculture is a distinct and identifiable cultural group that has values in common with the overall society but also has certain characteristics that are unique to itself. Subcultures are groups of people within a larger society. Although the various subcultures share some basic traits of the wider culture, they also preserve their own customs and lifestyles, making them significantly different from other groups within the larger culture of which they are a part. Indonesia, for example, has much than 300 ethnic groups, with lifestyles and cultures that seem thousands of years apart.There are many different ways to classify subcultures. Although race or ethnic origin is one o bvious way, it is not the only one. Other demographic and social variables can be just as suitable for establishing subcultures within a nation. The degree of intra country homogeneity varies from one country to another. In the typeface of Japan, the society as a whole is remarkably homogeneous. Although some regional and racial diversities as well as differences among income classes are to be found, the differentials are not pronounced. There are several reasons why Japan is a relatively homogeneous country. It is a small country in terms of area, making its existence geographically concentrated. National pride and management philosophy also help to forge a high degree of unity. As a result, people work together harmoniously to achieve the some common goals.One study of the relationship between ethnicity and lifestyles found significant differences among English, French, Italian, and Hellenic Canadians even when socio demographic variables were controlled. Greek Canadians, for e xample, are more brands loyal but dislike credit. Each ethnic group, due to size, may require a differentiated marketing strategy.Ethnically speaking, two prominent subcultures emerge English speaking and French speaking. Studies have repeatedly shown that the French speaking and English speaking households differ from each other significantly in term of demographics, subculture, and consumption habits. French Canadians consumer behaviour is a cross between that of North Americans and that of the continental French, being both similar to and different from those of these two groups. Compare to the French, Quebecers are more direct, less dramatic and less formal. Compare to other English Canadians, Quebecers move far less often and thus have far less need to make long distance phone calls to relatives and friends.Subculture may provide an effective basis for market segmentation. In the case of the United States, African Americans, Hispanic Americans and Asian Americans spend around $ 750 billion annually and deserve marketing attention. American firms attempt to attract various sub cultural groups in many different ways. Carnival Cruise Lines has an entire cruise ship (Fiesta Marina) just for the Hispanic market. McDonalds has created a Mac Report series of Spanish infomercials. J C Penney has outfitted 170 stores to carry merchandise for Hispanic and African American consumers. ATT, MCI, and Sprint have advertised their long distance phone services in a variety of Asian dialects. One marketer offered native language coupons giving $24 discounts with each purchase to Chinese Americans. Unfortunately, 2 and 4 in some Chinese communities are close to the words easy and death respectively. Naturally, many customers do not want easy death. In another case, green baseball punks were offered as premiums during a Chinese New Year celebration. Among older generations, a man wearing a green cap wants to bring public scorn on his wife by telling the public that his is ch eating on him.Culture prescribes acceptable beliefs, traditions, customs and values that are then socially shared. Culture is subjective, enduring yet dynamic and cumulative. It affects peoples behaviour in diverse ways through logic, communication and consumptions. Although some cultural traits are universal, many others are unique and vary from country to country. And in spite of national norm, cultural differences as a rule even exist within each country. While there may be a tendency to misunderstand different cultures and subcultures, this temptation should be resisted. Being the force that it is, the culture of one country should not be judged as superior to the culture of another country. Each culture has its own particular values and social practices, and the international marketer will be much further ahead if he or she tries to walk in the other persons shoes in order to understand more clearly that persons concerns and ideas. It is also more important to know what a perso n thinks than what that persons language is. Because of the great differences in language and culture around the world, any firms need to adjust their approach to solving marketing problems in different countries. In a foreign cultural environment, the marketing plan that has worked well at home may no longer be effective. As a result, the firms marketing mix may have to undergo significant adaption and adjustment. However, effective marketing in this environment will thus mandate that the company be culturally responsive.BIBLIOGRAPHY1. International marketing, Analysis and Strategy, Third edition by Sak Onkvisit John J Shaw chapter 1, 6, 92. International marketing, European edition by Cateora and Ghauri chapter 1, 63. Marketing across cultures, 4th edition by J C Usunier and J A less(prenominal) Part 1 (1,23), Part 2 (4, 7)

Independent Research Paper-Internet Security -- essays papers

Independent Research Paper-Internet SecurityUsing the Internet today, there are numerous routes to stay connected to other people alike using the Internet. You can use e mail, chat rooms, and the most popular, Instant Messaging. The risks of using e mail have always been evident. Receiving and downloading e mails and attachments from people you do not know always carried the risk of downloading and infecting your data processor with one or several viruses that could possibly destroy your computers operating system. On a personal computer, the embody of having your computer destroyed due to a virus would be at the most several hundred to a thousand dollars, depending on whether the whole computer needed to be replaced. But on a computer connected to several or hundreds of other computers, such as a computer would be at a business or company, the potential to ruin hundreds of other computers, causing the loss or potential theft of confidential and very of the essence(p) busin ess oriented information is very high.Software vulnerabilities leave your business vulnerable to serious downtime. But patching can be time-consuming and high-ticket(prenominal) to maintain. Organizations need an effective patch management program that protects critical assets and makes business sense.For the past couple years, e mail is a very popular way to conduct company oriented business and to distribute important information. Today, however, Instant Messaging is becoming an ever more popular way to conduct meetings and to retort information. Monitoring of e-mail is now corporate policy for most institutions, but regulatory pressure has yet to be extended to IM conversations that happen on free, human race networks. There are about 60 published IM vulnerabilities, acco... ...ication and business transactions. But with the proper precautions and software advances, these problems can be diminished and become nearly distinct. kit and boodle CitedHome Network Security. Carne gie Mellon . April 5, 2004..Proventia M Series. Internet Security Systems. April 5, 2004. .Henry Stephen Markus. Home PC Firewall Guide Index. April 5, 2004. .Robert B. Reinhardt. ARINC Research Corporation. An Architectural Overview of UNIX Network Security. April 5, 2004. .Barbara Laswell. Information Security and Education. April 5, 2004. .

my interest in psychology Essay -- Graduate Admissions Essays

my absorb in psychology I collect endlessly been intrigued by the mental processes of humans and animals. As a young child and into adolescence, as a student and teacher and as a caregiver, I have always been interested in psychology in one form or another. This essay will reflect not only the development of my interest in psychology, but the development of myself as a person. I was born into a family with Native American heritage that practiced a strict Protestant religion. As a child, I would often wonder why peoples attitudes, behaviors and beliefs could be so different from one another. I wondered why some people believed in things with great zeal, yet other people believed the contrary just as vehemently. As an adolescent, I was enrolled in an accelerated high school program from which I graduated at age 14. I was then faced with the decision at a very young age of what direction my adult spirit would take. During this time, I also began researching my Native American heritage and began to form my own outlook on individuality, life, spirituality and relationships. My beliefs eventually evolved, and became very contrary to the belief ashes which was prevalent in my childhood environment. It was also during this time that I first learned about the field of psychology. I felt it was very natural for me to lean towards a field that investigated the affect, behavior, and cognition of humans and animals, since I had always shown an interest in this area. During my initial years as an undergraduate student, I found myself very interested in the psychological issues that I was learning about. I also found how difficult attending college and working full time could be. Duri... ... expression of cognitive abilities and disabilities. Within this thesis, I investigated common research paradigms, such as twin and adoption studies. Additionally, I examined assumptions used within the methodologies, common data analyses (i.e. concordance rank and herita bility measures) and methodological strengths and flaws of different experimental designs. In addition to assisting in research and performing a literature review (first author) in the area of behavioral genetics, I am a member of several behavioral genetic societies in order to remain updated on the research in the field of genetic hereditary pattern and behavior. Currently I am in the process of furthering my research in these areas by completing my pre-dissertation on interaction of GABA genes in occurrence of sick Disorder and an independent project on depression and mental retardation.