New Labour as Thatcherism with a Human Face Essay

New Labour as Thatcherism with a Human Face - Essay Example The move was said partly elicit greater support from the middle class and to support more liberal market policies, afford greater access to welfare and government services and to increase leverage for workers' rights and compensation equity initiatives not by prescribed or direct political intervention but through free market frameworks (Webber, 2009). Evaluation and Analysis There are key differences that have to be recognized by the two sets of policies. To achieve her political objectives, Hill points out that Thatcher essentially had to centralize power. In contrast, New Labour policies revived local governance and accountability including the restoration of the Greater London Authority. Both sought to address bureaucratic issues that were deemed as a deterrent to the effectiveness of governance (Talshir, 2005). Both sets of policies migrated away from the traditional politics of both of their respective parties to adapt approaches most associated more commonly with other political parties (Needham and Nou, 2005). Thatcher adapted liberal policies in contrast with her conservative background and Blair adapted free market policies that diverged from the socialist roots of the Labour party. The most often referred to contrast of the two policies has been in their policies on welfare (Hill, 2001). The Thatcher administration reduced welfare allocations a nd place more stringent criteria to its access. On the other hand, the Blair administration increased welfare funding and expanded services and coverage (Howard, 2004). Comparing the two policies their main similarities lies in their espousing free market principles: both Thatcher and Blair emphasized the need for market driven economies... Both sought to address bureaucratic issues that were deemed as a deterrent to the effectiveness of governance (Talshir, 2005). Both sets of policies migrated away from the traditional politics of both of their respective parties to adapt approaches most associated more commonly with other political parties (Needham   and Nou, 2005). Thatcher adapted liberal policies in contrast with her conservative background and Blair adapted free market policies that diverged from the socialist roots of the Labour party. The most often referred to contrast of the two policies has been in their policies on welfare (Hill, 2001). The Thatcher administration reduced welfare allocations and place more stringent criteria to its access. On the other hand, the Blair administration increased welfare funding and expanded services and coverage (Howard, 2004). Comparing the two policies their main similarities lies in their espousing free market principles: both Thatcher and Blair emphasized the need for ma rket driven economies that encourage productivity and efficiency.   Areas that they had contrasting policies, such as in their perspectives regarding welfare states, had similar consequences (Hills, 1998). Thatcher’s reduction of the welfare state emphasized the need to diminish the dependence on welfare state programs and reserved services to the most socially disadvantaged to reduce cost. In the case of New Labour policies on the same issue, though there was an increase of access pre-Thatcher reforms (Brown,   2004).

Meaning of Education Essay Example for Free

Meaning of Education Essay Recently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldnt put too much weight on the recently released trends in SRA scores of the states high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education. A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didnt even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education? Webster defines education as the process of educating or teaching (now thats really useful, isnt it? ) Educate is further defined as to develop the knowledge, skill, or character of Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character. What is meant by knowledge? Is it a body of information that exists out there—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirschs list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience. This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning to lead out. ) At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state. There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples. â€Å"The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. † ~Eric Hoffer â€Å"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. † ~Emma Goldman â€Å"The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i. e. , conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort. † ~Ayn Rand â€Å"The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. † ~Bill Beattie â€Å"The one real object of education is to leave a man in the condition of continually asking questions. † ~Bishop Creighton â€Å"The central job of schools is to maximize the capacity of each student. † ~Carol Ann Tomlinson These quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, The purpose of education is ? If you ask five of your fellow teachers to complete that sentence, it is likely that youll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet peoples beliefs in the purpose of education lie at the heart of their teaching behaviors. Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in todays classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe. At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity. Purposes and Functions. To make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education. (2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education. Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason its valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning? Acquisition of information about the past and present: includes traditional disciplines such as literature, history, science, mathematics Formation of healthy social and/or formal relationships among and between students, teachers, others Capacity/ability to evaluate information and to predict future outcomes (decision-making) Capacity/ability to seek out alternative solutions and evaluate them (problem solving) Development of mental and physical skills: motor, thinking, communication, social, aesthetic Knowledge of moral practices and ethical standards acceptable by society/culture Capacity/ability to recognize and evaluate different points of view Respect: giving and receiving recognition as human beings Indoctrination into the culture Capacity/ability to live a fulfilling life Capacity/ability to earn a living: career education Sense of well-being: mental and physical health. Capacity/ability to be a good citizen Capacity/ability to think creatively Cultural appreciation: art, music, humanities Understanding of human relations and motivations Acquisition/clarification of values related to the physical environment Acquisition/clarification of personal values Self-realization/self-reflection: awareness of one’s abilities and goals Self-esteem/self-efficacy As Tom Peters reminds us, What gets measured, gets done. Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in todays schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single correct answer? Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students. Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the â€Å"Mom, baseball, and apple pie† variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge. It is time for the focus of education to shift from whats out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.

Comparing Huck Finn and Colden Haufield in The Adventures of Huckleberry Finn by Mark Twain :: essays research papers

Throughout The Adventures of Huckleberry Finn by Mark Twain and Catcher in the Rye by J.D. Salinger, Huck and Holden go through a series of events from which they are able to learn and grow from. They are able to develop opinions that they did not hold at the beginning of the novels but that they have formed from their travels, and both Huck and Holden are changed by the end of each novel. Although both Huck and Holden’s growth is addressed in the endings, both novels fail to provide a definite future for them. During their journeys, the reader wonders what is going to happen to Huck and Holden once this series of adventures is over and what their outlooks are. The reader is left uncertain of their future when different paths are presented from which the characters have to choose.   Ã‚  Ã‚  Ã‚  Ã‚  In Huck Finn and Catcher in the Rye, the authors bring the main characters back to where they begun which makes their growth from their journeys more evident. At the end of Huck Finn, Aunt Sally is planning to ‘sivilize’ Huck, but Huck has already been ‘sivilized’ once and from his journey down the Mississippi he has viewed the ways of society and has rejected them. At the beginning of the novel, Huck holds conflicting beliefs and is not sure whether he should follow society and its rules. By the end, he has decided from his travels that he has to form his own opinions and make his own decisions because society is not all that many believe it to be. In Catcher in the Rye, Holden holds a cynical view of society and the people in it, but in the end, Holden acknowledges his cynical view by revealing that he is under the care of a psychoanalyst and then says, â€Å"Don’t ever tell anybody anything. If you do, you start missing everybo dy† (Catcher 214). Holden has begun to accept the people in society that he criticized throughout the novel and accepted the fact that he cannot protect children from entering the adult world. This shows that from the various incidents in his travels through New York, he has grown and begun to develop a new view on society.   Ã‚  Ã‚  Ã‚  Ã‚   While the changes made by Holden and Huck are apparent in the conclusion of their stories, their futures are left uncertain. At the end of Huck Finn, Aunt Sally plans to ‘sivilize’ Huck while Huck plans to head west.

Video Game Propaganda :: Entertainment Advertising Papers

Video Game Propaganda Propaganda is hidden in our literature, spews from our radios, and is even inside our televisions. Propaganda, information or material spread to advance a cause or to damage an opponent's cause in such a way as to hide negative aspects, surrounds us all in every aspect of our lives. It is unavoidable and now it is gaining ground in yet another technology. Throughout the years technology has always been used to wield propaganda. Even canvas paintings have had their hand in such a form of information with depictions of current events that resemble the style of some of today's political cartoons. The printing press provided the ability to mass produce pamphlets supporting or putting down a cause. Thomas Paine's Common Sense comes to mind when one thinks of propaganda pamphlets because of its large impact it had on informing the thirteen colonies of the importance of the American Revolution. The radio not only allowed a message to be able to reach a wider audience in a shorter amount of time, but messages could even reach those who were illiterate. The television and movies reach a wider audience still and a visual style becomes very important to propaganda and helps immerse the viewer into the information. More recently propaganda has been wielded through computer technology. Web sites for the respective governments and factions of the U.S. military are all over the World Wide Web. Banner ads (essentially mini posters that are sometimes animated) appear on various web sites that are chosen in much the same way that companies choose which television shows to buy advertisement time during. In all occasions of propaganda infiltrating the newest technologies the purpose is always to reach the audience the propaganda is directed towards and that is certainly no exception with propaganda's recent involvement with video game technology. Video game propaganda is just as effective as past incarnations of propaganda if not more so because of its immersive nature. The US Government's History with Video Game Technology In the late 1970s a video games started their long relationship with the U.S. military. An arcade game entitled "Mech War" was introduced into an Army War College. This was the first of quite a few games introduced into colleges to be used as skill-enhancers. The military recognized the ability of video games to hone reflexes and hand-eye coordination. In the 1980s the U.S. Army modified "Battlezone," a futuristic 3D tank battle game that actually introduced the idea of a first person shooter.

“My Bondage and My Freedom”

My Bondage and My Freedom is Frederick Douglass’ second autobiography, written in 1855.   It is important to remember that this work was written before Abraham Lincoln was elected President and before the Civil War. Slavery was becoming a volatile issue in the South and was threatening to split our young nation in two.   Additionally, it is important to remember that while slavery had some supporters in other sections of the nation, it was mainly a Southern issue. This is where the slaves were bought and sold and this is where the plantations depended so heavily on slave labor to be able to produce a product that was then sold and reaped great profits.   White American’s attitude differed depending on where they lived and how close they were to the issue; for the purpose of this paper the focus will be on attitudes in the South. In 1790 all white persons were granted citizenship in the United States.   This indicates how most white people felt about African Americans.   They were seen as, at best, a lower class and, at worst, no better than the animals that helped around the farm; the cows and the horses.   However, in some small towns slaves became part of the family and the family worked alongside their slaves to ensure survival.   This, unfortunately, was not Douglass’ experience.   Douglass writes, â€Å"After the valuation, then came the division.   This was an hour of high excitement and distressing anxiety.   Our destiny was now to be fixed for life, and we had no more voice in the decision of the question, than the oxen and cows that stood chewing at the haymow.† (138) Choices afforded to slaves were few and far between.   They were told where they would work, live, and be.   If they were lucky, they worked in a home where it was warm and relatively comfortable.   If they were unlucky or rebellious they were sent to slave breakers who were considered professionals at breaking the will of slaves who constantly ran or disobeyed their owners.   Douglass writes of his experience with one such man whom he calls Mr. Covey.   â€Å"I was a victim of his violence and brutality.   Such a narration would fill a My Bondage and My Freedom   volume much larger than the present one.   I aim only to give the reader a truthful impression of my slave life, without unnecessarily affecting him with harrowing details.† (170)   As any reader could see, slaves really had no choices.   Little more, yet enough more to make it appealing, were afforded free African Americans in America.   Douglass writes of the isolation of being a free slave, â€Å"For a time, every door seemed closed against me.   A sense of my loneliness and helplessness crept over me, and covered me with something bordering on despair.   In the midst of thousands of my fellowmen, and yet a perfect stranger!† (253) In his life Douglass chose not to give into the helplessness or despair that he writes of.   He chose to speak out and found himself at home with the abolitionist cause.   Douglass was an eloquent orator who constantly strove to bring his people into a different light.   One of his main objectives was to, â€Å"Chang(e) the estimation in which the colored people of the United States were held.† (xxiii)   He would do this through educating himself, through the speeches he gave, through the books he published and through newspapers like the North Star.   It seems he chose to educate rather than violate. The ramification of Douglass’ life and his choices were felt far and wide.   From the early beginnings of the abolitionist movement to the passing of the Fifteenth Amendment, to the eventual de-segregation of schools in the 1950’s, early pioneers of the anti-slavery movement set the wheels in motion for later events. Douglass closes his book by saying, â€Å"I shall labor in the future, as I have labored in the past, to promote the moral, social, religious, and intellectual elevation of the free colored people; never forgetting my own humble origin, nor refusing, while Heaven lends me ability, to use my voice, my pen, or my vote, to advocate the great and primary work of the universal and unconditional emancipation of my entire race.† (300)   His work and his words still continue today.

Free Essays on Capitalism Vs. Socialism

CAPITALISM vs. SOCIALISM Capitalism and Socialism are both types of systems in different societies throughout the world that have been successful at times, but also not so fortunate in it’s success at other times throughout history. When discussing Capitalism and Socialism we are asked if we desire a moral or immoral system, if we’d rather have our own freedom or a tyranny, and if we’d prefer prosperity or poverty!?! What would you choose? One distinct system of economic organizations that exists is Capitalism. Capitalism is a social system based on the recognition of individual rights, including property rights, in which all property is privately owned. Capitalism is based on the right to property. Property is acquired through trade, which is a trade in values. Those who believe in this system believe in the theory â€Å" if you do something good for me, I will do something good for you.† Capitalism is the only system that doesn’t deprive the individual of his rights. The right to life, liberty and the pursuit of happiness, are all fulfilled in Capitalism. People are free from the use unearned force by the government, free to acquire and keep property, and live in an ethical way. Capitalism allows progress through the value of work. Productiveness is the virtue of creating material values, and in a free market, such a virtue is a necessity to trade. Capitalism is fine in many aspects of socie ty, especially when we are interested in wants as opposed to needs. If one were interested in luxuries Capitalism would be an excellent choice. The other distinct system of economical organization is Socialism. Socialism is a system, which is defined by governmental ownership and property, Socialism is against all basic rights: by using unearned force on its citizens, it removes from them the right to property. By using force and forbidding them to use this property, it therefore also affects the right to liberty... Free Essays on Capitalism Vs. Socialism Free Essays on Capitalism Vs. Socialism CAPITALISM vs. SOCIALISM Capitalism and Socialism are both types of systems in different societies throughout the world that have been successful at times, but also not so fortunate in it’s success at other times throughout history. When discussing Capitalism and Socialism we are asked if we desire a moral or immoral system, if we’d rather have our own freedom or a tyranny, and if we’d prefer prosperity or poverty!?! What would you choose? One distinct system of economic organizations that exists is Capitalism. Capitalism is a social system based on the recognition of individual rights, including property rights, in which all property is privately owned. Capitalism is based on the right to property. Property is acquired through trade, which is a trade in values. Those who believe in this system believe in the theory â€Å" if you do something good for me, I will do something good for you.† Capitalism is the only system that doesn’t deprive the individual of his rights. The right to life, liberty and the pursuit of happiness, are all fulfilled in Capitalism. People are free from the use unearned force by the government, free to acquire and keep property, and live in an ethical way. Capitalism allows progress through the value of work. Productiveness is the virtue of creating material values, and in a free market, such a virtue is a necessity to trade. Capitalism is fine in many aspects of socie ty, especially when we are interested in wants as opposed to needs. If one were interested in luxuries Capitalism would be an excellent choice. The other distinct system of economical organization is Socialism. Socialism is a system, which is defined by governmental ownership and property, Socialism is against all basic rights: by using unearned force on its citizens, it removes from them the right to property. By using force and forbidding them to use this property, it therefore also affects the right to liberty...

Memo regarding the current salary of the CEO

Memo regarding the current salary of the CEO The main issue presented within the memo involves the current salary of the present CEO (James) and whether it is in line with standard salaries for CEOs within companies of the same size and within the same market as PDQ.Advertising We will write a custom essay sample on Memo regarding the current salary of the CEO specifically for you for only $16.05 $11/page Learn More The author of the memo contends that based on the performance of the company, the current average salary rate for CEOs within the industry which is $300,000 and the supposed fact that workers at the company dislike James that replacing the current CEO is a matter of great urgency given that his lackluster performance and high salary are detrimental towards the growth and performance of the company. Reasons given The CEO’s salary is too high During his tenure the company has experience significant drops in performance Workers at the company supposedly do not like him He is rich, thus he would not feel the need to work hard He has a low level of performance In order to make the company better a new CEO would be needed Ambiguous Phrases There are several ambiguous phrases that piqued my interest within the memo. The first emphasized the current wealth of the CEO as detrimental towards his performance. The second emphasized on the need to replace him despite the lack of sufficient evidence and third involved an argument involving incentivized performance and compensation which was highly ambiguous given that various studies state otherwise. Descriptive Assumptions The memo explains that it is usually the case that the average salary for a CEO within a company of PDQs size is $300,000 and that due to the financial crisis most companies have actually frozen or cut back on CEO salaries due to lower profits. While this particular aspect of the memo is valid, the memo takes a strange turn stating that James must be fired on the basis of his supposedly lackluster perfo rmance (which the memo does not present sufficient evidence on), the fact that he is wealthy and would supposedly not work for the best interests of the company (similarly has no basis), the fact that the workers at the company supposedly dislike him (has not been confirmed with verifiable facts from the union) and on the fact that he has a high salary which is not commensurate with industry standards (considering the fact that it was based on a contract it should not be an issue). Fallacies in Reasoning While the memo was quite extensive in its use of a variety of statistics in order to properly frame its arguments, it made several assumptions that lacked sufficient evidence to actually prove to be accurate. First off, towards the end of the memo the author makes the following assumption regarding salaries and compensation: everyone in the Human Resources field knows that â€Å"pay for performance† is the most effective compensation method. The creation of this particular st atement is versed in such a way so as to connote a certain degree of factual appropriateness to what was stated. This means that it was created to make people assume that pay for performance is the most effective method by stating that it was a well known practice within the field of human resources.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In reality studies such as those by Goh Gupta (2010) have shown that pay for performance is actually one of the least effective methods of compensation (Goh Gupta, 2010). This finding has been backed up by several other studies and shows that the author of the memo was presenting an assumption as a fact. Examining the Evidence The author of the memo connects the failing performance of the company with the supposedly lackluster performance of the CEO. This particular argument in light of the circumstance is rather strange given the fact that the drop in company performance coincides with the 2008 financial crisis which resulted in considerable performance drops for nearly all corporations within the U.S. The memo fails to show any solid proof of corporate mismanagement by the CEO and merely presents an assumption based on data which has been proven to be outside of the control of the CEO. Not only that, it was stated early on that the increase in the CEOs salary was based on a pre-negotiated contract which should void any arguments regarding subsequent salary increases. While there was sufficient evidence to justify the lowering of the CEOs salary given the financial crisis, there is insufficient evidence to justify firing him. Based on an evaluation of the presented evidence, it can be seen that it is severely lacking in terms of actually showing that the current CEO of the company should be fired and is indicative of a lack of sufficient foresight and research into the performance of the CEO and largely consists of pure speculation and assumptions. Rival Causes The memo in certain sections elaborates on the need to replace the CEO with someone that is more hardworking and willing to do what is necessary. This creates the idea that the present CEO is not hardworking and is in fact lazy. This is rather ambiguous given the fact that the author of the memo fails to show any solid evidence regarding this particular fact and is evidence of a certain dislike by the author for the CEO given that he continually emphasizes firing James. Deceptive Statistics The statistics are definitely deceptive since the CEO had pre-negotiated salary increases that were not dependent on company performance. Not only that, the drop in company performance was not due to mismanagement but was a direct result of the financial crisis. The CEO should actually be commended for ensuring that the companys performance loss was kept to a minimum. Information that has been omitted The most obvious information that has been om itted is whether or not the CEO has been doing a good job despite the adverse circumstances that the company finds itself in as a result of the financial crisis.Advertising We will write a custom essay sample on Memo regarding the current salary of the CEO specifically for you for only $16.05 $11/page Learn More There is no information whatsoever indicating factors relevant to what initiatives he has successfully employed, what cost savings measures were carried out during his tenure, how has he helped to reduce the losses of the company and how has he responded to the adverse market situation. All of this information is relevant given the arguments being presented by the author but it is in fact missing which creates a certain degree of ambiguity regarding the fairness of the way in which the CEO is being portrayed. Reasonable Conclusion that can be Derived Based on the way in which the memo was created which emphasized on the supposedly lackluster perform ance of the CEO without sufficient evidence and the way in which the arguments were formulated to emphasize several negative qualities about the CEO and the need to fire him despite the fact that this was not the original intent of memo shows that the Senior HR manager has negative feelings about James and is actively attempting to have him removed despite the insufficient evidence proving the CEO’s inadequacy. Reference List Goh, L., Gupta, A. (2010). Executive Compensation, Compensation Consultants, and Shopping for Opinion: Evidence from the United Kingdom. Journal Of  Accounting, Auditing Finance, 25(4), 607-643.

Thorny Devil Lizard Facts

Thorny Devil Lizard Facts Thorny devil lizards are part of class Reptilia and mainly live throughout the arid parts of Australia. Their scientific name, Moloch horridus, is derived from the Latin word meaning rough/bristly (horridus). These lizards get their name from the conical spikes across their whole body, and they can camouflage themselves in their environments. Fast Facts: Thorny Devil Lizards Scientific Name: Moloch horridusCommon Names: Thorny Devil, Mountain DevilOrder: SquamataBasic Animal Group: ReptileDistinguishing Characteristics: Conical spikes on its head, body, and tail with a skin color of yellow and brownish-black.Size: Up to 8 inchesWeight: 0.1 - 0.2 pounds on averageLife Span: Up to 20 yearsDiet: AntsHabitat: Dry desert, grasslands, scrublandConservation Status: Least ConcernFun Fact: Per meal, a thorny devil can eat anywhere from 600 to 2,500 ants with their sticky tongues. Description Thorny devils have cones and shields on their bodies that serve as camouflage and as retainers of any water they come in contact with. The colors of their skin range from brown to yellow as the time of day changes to effectively blend in with their arid environments. They have long tongues that allow them to catch ants, and their teeth are specially adapted to bite through the hard, chitin-rich bodies of ants. Females are generally larger than males, and they live 6 to 20 years in the wild. Head of a Thorny Devil Lizard. Theo Allofs / Getty Images These reptiles do not travel very far from their homes. They are not territorial and have been spotted in overlapping ranges of other thorny devils. They are also active from March through May and August through December. During the hottest (January and February) and coldest parts (June and July) of the year, thorny devils hide in burrows that they dig. Habitat and Distribution Thorny devils live in most of the arid regions of Australia, including the Southern and Western parts of the country. They prefer desert areas and spinifex grasslands. Spinifex is a type of spiky grass that grows in sand dunes. Diet and Behavior Their diet is made up exclusively of ants, eating anywhere from 600 to 2,500 ants in one meal. They locate these ants by moving very slowly to find trails and then waiting for the ants to come. They use their sticky tongues, similar to an anteaters, to pick them up. Additionally, thorny devils’ skin collects water from its environment and channels the liquid to its mouth to drink. In extreme circumstances, they bury themselves in the sand to get moisture from it. Thorny Devil traveling on the sand. Luis Castaneda Inc. / Getty Images Thorny devils are non-territorial and don’t travel very far from their homes. Their daily routine consists of leaving their cover in the morning to warm themselves in the sand, moving to their defecation site, and then returning to their cover along the same path while eating ants along the way. However, they will travel further distances between August and September when in search of mates. To defend against predators, such as buzzards and Australian bustards (large land birds), thorny devils curl themselves to protect their head and expose a bony mass on their neck often referred to as a false head. This fools predators into attacking the knob instead of its real head. Reproduction and Offspring Mating season for thorny devils occurs from August to December. They travel long distances to converge at mating sites. Males attempt to attract females by bobbing their heads and waving their legs. Females fall and roll to throw off any males that meet their disapproval. Females lay 3 to 10 eggs in burrows much deeper than their normal ones and fill in the holes to cover up any signs of the burrow. The eggs incubate anywhere from 90 to 132 days and then the young emerge. Males and females grow at similar rates for the first year, but females grow at faster rates up until age five. Conservation Status Thorny devils are designated as least concern as assessed by the International Union for Conservation of Nature (IUCN). The organization found thorny devils to be very widespread and unlikely to be under any threat. Sources Dewey, Tanya. Moloch Horridus. Animal Diversity Web, 2019, https:// animaldiversity.org/accounts/Moloch_horridus/.Moloch Horridus Adaptations. Dancing With The Devil, 2008, http:// bioweb.uwlax.edu/bio203/s2014/palmer_tayl/adaptation.htm.Thorny Devils. Bush Heritage Australia, 2019, https://www.bushheritage.org.au/species/thorny-devils.ï » ¿Thorny Devil. The IUCN Red List Of Threatened Species, 2019, https://www.iucnredlist.org/species/83492011/83492039.

Case Summary LEGO ( Based on the case reading to answer the four Study

Summary LEGO ( Based on the reading to answer the four questions) - Case Study Example Competition as a criterion for evaluating the different product lines and operations determines what products are the competitors involved in making. Such a criterion goes in hand with lessons learnt, in which LEGO identifies the different areas that require improvement, aimed towards the improvement of future performance. Changes in the marketplace for any product line determine the future that a particular product and organization takes. Regardless of the particular product line, changes are necessary for every organization, as a means of making improvements in areas that have failed, or those that never worked as per the required standards. Toy industry, is indeed an industry that requires significant changes in order to develop products that impress children more. Critical changes needed for the industry include increased innovation, which introduces new products, the establishment of an increased performance competition in the same industry. Additionally, changes contribute to the development of new technologies, an aspect that contributes towards the enhancement and improvement of efficiency and performance, as well as the improvement in quality of the products to meet the demands of the market. LEGO is facing a significant number of internal issues, which are currently affecting the organization’s performance and competitiveness, and which require strategic planning to be effectively addressed. First is management. LEGO, previously, remained a successful player in the toy industry; however, with the continued growth of the company over the years, layers of complexities in operations have been added. Such challenges are attributes of poor leadership and management, and which can only be resolved through strategic planning. Another internal issue of great significance to LEGO is increased production wastes. Costs’ cutting is one of the best ways for an organization to increase its profit margins. LEGO currently experiences high

Personal Responsibility Essay Example | Topics and Well Written Essays - 1250 words

Personal Responsibility - Essay Example Student B is saying, â€Å"The exam was very difficult for me, and I will not be surprised if I get an F, but, I should have known better and spent more time revising instead of playing video games†. Both cases are of course hypothetical; nevertheless they personify common phenomena in schools wherein some students take responsibility of their actions (B) and others like A want to abscond this. Ultimately, by accepting responsibility B has identified the problem hence has an idea of how to rectify the situation in posterity. â€Å"A†, on the other hand, might fail more exams in the future since he is not willing to take responsibility for his inactions and blames a third part whose errors he cannot rectify. This essay discusses the role of personal responsibility in students, as well as some of the strategies they may use to improve their chances of achieving success in their various field of study. It is the onus of every student to ensure they come up with the best pl ans and strategies, so they can guarantee their academic success. For a student to come up with these strategies, it is imperative they put into consideration first several factors, have the strategies they want to use been used before in similar circumstances? If so, were they successful? They could also consider the resources in terms of time and academic resources, so they make strategies, which they will be able to execute from within their budgeted time, and other resources. The past is also an important consideration when it comes to strategizing; before one makes any plans to improve themselves, it is crucial they consider what lead to their lackluster or mediocre performance in the past. A student wishing to see real improvement must first do a thorough post Mortem of the past performance, in order to identify the weak points in past plans and avoid repeating them in the new strategy. Student may apply the following are strategies to improve their performance; They should ta ke to account the learning styles which provide them with the best results this is the individuals preferred orientation toward learning (Bulut andYukselturk, 2007). Some students learn through class discussion others through listening in class and other by active research where they seek out the answers for themselves; the student should hence apply whichever technique, or combination of techniques, that works for them and hence adapt their plan to the most suitable learning theory for the best results. The student directly takes personal responsibility for their performance through setting personal goals, since they dictate, autonomously, the kind performance they wish to achieve. Operating in any situation without predetermined goals is analogous to running a race without a finish line. As such goals are a vital aspect of any accomplishment in academic pursuits, they can be measured in a number of ways depending on individual students such s Grades, or personal fitness and other forms of self-improvement like, read two books a week. Goals should be specific, measurable, and students should write them down and ensure they are in a place where they are seen daily, so they are a constant reminder. One should also have both long-term and short-term goals, the latter, which help them evaluate their

Civil Rights Movement in America Essay Example | Topics and Well Written Essays - 2750 words

Civil Rights Movement in America - Essay Example When it did, he was careful not to lose support from southern politicians by enforcing overly-liberal policies (Patterson, 2001, p. 122-123). This Democratic lack of action was still apparent over thirty years later when President Clinton placed the onus for reform on individual Americans, calling for change in "our minds and our hearts," rather than expending federal funds and energy to bring about change (Klinkner, 1999, p. 27). As a result, government interest in reform has disintegrated while its efforts for populace control have grown "through increased spending on the military, police, prison building, and mechanisms for surveillance" (Giroux, 2004, p. 212). When the government has acted on civil rights, it has often been a pale or nonexistent effort. In the summer of 1997, Clinton formed him Presidential Initiative on Race as a think-tank on how to address race and racial inequality. Steven A. Holmes quoted panel member Thomas Kean in The New York Times as stating, "There is a timidity on this question [of race] We were not encouraged to be bold." (as cited in Klinkner, 1999, p. 26-27). Clinton showed his concern for reform in word, but not in deed. Similarly, the Department of Housing and Urban Development (HUD) was formed following the passage of Title VIII to receive housing complaints, but was not given to authority to act on them. This allowed the government to "do something" about unfair housing without any real action (Judd, 1999, p. 136). In fact, according to Giroux, the overall effect of modern conservatism has been to silence "any discussion of race in mainstream national politics by insisting on colorblind public policy" (2 004, p. 179). There are several instances in which the federal government has specifically shirked its responsibility to remedy racial inequalities. This was very apparent during the Reagan administration, when the momentum of the Civil Rights Movement came "to a standstill" (Fairclough, 2001, p. 332). Rather than citing governmental intervention as a possible solution, Regan claimed that it had been a problem, and went on to denounce student busing and attempt to eliminate the Department of Education (Patterson, 2001, p. 171), successfully pulling federal government away from domestic issues that sorely needed attention. His administration further claimed that "big government handouts had corrupted black communities by creating generations of cheats characterized by laziness, drug addiction, sexual excess, and a general taste for criminality and violence" (Giroux, 2004, p. 189). Even the Democratic Clinton administration rolled back government responsibility with its budget compromise of 1997, in which Clinton cut Medicare and Medicaid and endorsed tax cuts that mainly benefited wealthy Americans. In this one act, Clinton had practically undone the reform created by Roosevelt's New Deal (Klinkner, 1999, p. 11). Presidential administrations, however, have not been alone in turning their backs on racial equality; the judicial branch, since its rightward drift beginning with Nixon's presidency, has also negated the government's role in domestic

Race and Whiteness Essay Example | Topics and Well Written Essays - 1000 words

Race and Whiteness - Essay Example From the discusses it is clear that a concept of whiteness is based on custom and tradition, but it greatly undermines social and scientific principles of race. Racism is a representation of a historical evolution and there is a great degree of the inferiority of an â€Å"other† â€Å"race†. Racial practices are usually degrading and representatives of ethnic minorities are afflicted by negative practices of racism. There are many factors influencing deepening of discrimination practices, such as customs, traditions, social and political factors and even law. Racism by intent in the run of time transformed different cultures and social practices and underlined the superiority of white ethnic groups. This paper stresses that the social construct of race and whiteness are considered in relation to Brazilians and Asian Americans. From the very beginning, Brazilians differed from native inhabitants by skin color and were often referred to as browns or blacks. Race classification on the basis of the skin color differed greatly from color of race. Starting from 2000 in Brazil there was a lot of complaints concerning discard of color of skin and there was a need to introduce numerous social and political changes in order to constrict social gap between native inhabitants and ethnic minorities. There are evident controversies between â€Å"ideological† and â€Å"scientific" positions and representations of race.

Communication eassy 7 Essay Example | Topics and Well Written Essays - 750 words

Communication eassy 7 - Essay Example Earliest films were very short, often just a minute or ten, one or two reels and eventually it goes up to 2 hours. (The Birth and Early Development of   the  Motion Picture,by Robert P. Brooks, Bulletin of the Passaic County Historical Society, April 1959). We can see a gradual development in the field of motion picture. Several inventors set up their projector machine in make shift halls and projected moving pictures on a screen. The ides of longer film with story began in 1895. The man named James .H White produced a picture 500 feet in length. It was called ‘American Fireman’. Today motion pictures have predisposed both in maintaining social order and powerful agents of change. Films are cultural artifacts formed by special cultures. Motion pictures have been a great influence in the cultural field. It affected the society too much. When motion pictures transformed from black-and –white to colour in U.S in the 1950’s the sensors struggled much to eli minate erotic imagery, and immoral treatment of sexuality. Many directors of that time violated the moral side of film industry. A good example for such film is â€Å"Lady Chatterleys Lover†, banned by New York censorship board in 1957. (Vaughn). Nudity, explicit sexual behavior, profane language, gratuitous violence, and themes of promiscuity, homosexuality, abortion, drug use, etc were the chief characteristics of the films of that time. The year 1968 marked tremendous changes in U.S. film industry. A new system of Production Code has been adopted that prevented the government censorship. Censors edited the films before they reached the theatres. A kind of spiritual and moral progress was visible in the films of 1930’s and it also promoted high social life and enlightened thinking. Those Films which were not acceptable to the social morality were severely opposed by the Roman Catholic Church and they were banned in the

Race and Whiteness Essay Example | Topics and Well Written Essays - 1000 words

Race and Whiteness - Essay Example From the discusses it is clear that a concept of whiteness is based on custom and tradition, but it greatly undermines social and scientific principles of race. Racism is a representation of a historical evolution and there is a great degree of the inferiority of an â€Å"other† â€Å"race†. Racial practices are usually degrading and representatives of ethnic minorities are afflicted by negative practices of racism. There are many factors influencing deepening of discrimination practices, such as customs, traditions, social and political factors and even law. Racism by intent in the run of time transformed different cultures and social practices and underlined the superiority of white ethnic groups. This paper stresses that the social construct of race and whiteness are considered in relation to Brazilians and Asian Americans. From the very beginning, Brazilians differed from native inhabitants by skin color and were often referred to as browns or blacks. Race classification on the basis of the skin color differed greatly from color of race. Starting from 2000 in Brazil there was a lot of complaints concerning discard of color of skin and there was a need to introduce numerous social and political changes in order to constrict social gap between native inhabitants and ethnic minorities. There are evident controversies between â€Å"ideological† and â€Å"scientific" positions and representations of race.

Genetics and Evolution Essay Example | Topics and Well Written Essays - 2500 words

Genetics and Evolution - Essay Example Thus in such situations the characters used to recognise the species becomes merely diagnostic, not distinctive. Biologically speaking, these are a connected series of the species in neighbouring areas which interbreed with two end populations which are too phenotypically and geographically separated that they cannot interbreed. These two genetically and phenotypically diverse populations which represent the end populations may exist in the same geographic region, yet due to genetic and phenotypic diversity would not interbreed. As an example, the case of Larus gulls can be taken, the different species of which form a ring around the North Pole. The Lesser Black-beaked Gulls in Siberia form a part of this ring, and although they descend from the same species, adjacent Herring gulls are so different from them that they do not interbreed. Earnst Mayr's Biological species concept tends to recognise species based on defined phenotypic characters. Mayr defined species as groups of interbreeding populations, which do not reproduce across other species. This builds in a concept of reproductive isolation from other such groups. Particular species specific phenotypic characters or attributes prevent interbreeding with other species. Although the biological species concept places the taxonomy of natural species within the concept of population genetics, it fails to explain the ring species. Although there are apparent differences between naturally occurring ring species, the phenotypic distinction within the same or adjacent geographic areas blur, so in actuality, they interbreed. Secondly, the existence of connecting population distinguishes the ring species from two separate species. These features raise questions about the species concept (Liebers et al., 2004). Q2. Neo-Darwinism and Lamarckism The Neo-Darwinism of evolution contends that all life on earth arose from a common ancestor. This was postulated to occur due to random mutations of genes, which survived following the process of natural selection. Where these mutations were beneficial and had survived natural selection, it led to a replicative process leading to more offspring. On the contrary, those with deleterious mutations have fewer or no offspring. Some of these mutations which were beneficial could help new adaptations to altered environments changed or new. These adaptations were incorporated in the genetic traits leading to generation of newer species. It has been postulated that the genetic makeup of the complex organisms is a result of duplication and useful mutation of existing genes of simple organisms. Lamarck's theory of evolution on the other hand posits that when environmental conditions change, an organism goes through the need for changes. With these changes, organs or organ systems may also go th rough the drives of these changes, which ultimately would need use or disuse of some organs. If used, these organs will develop, and if disused, these organs will demonstrate diminution. In this way a new characteristic or genetic trait is acquired. When acquired traits run in generations, these become hereditary, and the organism demonstrates an evolution. These two theories differ in the concept of causation of mutation. While the neo-Darwinian

Sprayer and Probability Questions Essay Example for Free

Sprayer and Probability Questions Essay 1. A real estate office has been averaging 1.8 sales per day for the past several months. What is the probability that the office will make 4 sales today? .0723 2. A washing machine in a Laundromat breaks down an average of two times per month. What is the probability that the machine will break down more than 28 times in the next year? .1775 3. Flaws occur randomly in a particular fabric with a mean rate of occurance of 1.5 every 5 sqare yards. If you purchase 20 square yards of fabric, what is the probability that there will be at least 5 flaws in your fabric? . 5543 4. A coil of wire has 500 metres of wire. Suppose there are 20 nicks (the most common problem with wire) are randomly distributed on a coil. a) What is the probability that in a 50 metre length of wire there will be at least 7 nicks? .0011 b) What is the probability that in a 31 metre length of wire there will be exactly 3 nick(s)? .0920 5. Two students have started a business to seal driveways during the summer months. They rent a pickup truck and a power sprayer. With this they will use a tar based spray to seal asphalt driveways. Past experience has shown that the best time to sign up customers is to ring their doorbells between 5:00 and 8:00 p.m. on any weekday evening. Any jobs that they obtain will be completed the next day. In the months of June. July and August they find that they get an average of 2.9 customers per hour ringing doorbells. a) What is the probability that they will get from 5 to 7 jobs in an evening of soliciting? Â  b) They charge $25 per driveway. If the truck costs $45 per day, and the spraying equipment costs $20 per day and the material to seal one driveway costs $6, what is the probability that they will make a profit on any given day.

Background And Rationale Of The Study English Language Essay

Background And Rationale Of The Study English Language Essay Language assessment is an instrument for language teachers to identify the students strengths and weaknesses in language learning, to place the student into a program and to measure the use of English in four basic skills (reading, writing, listening, and speaking). The assessment can be done by such methods as tests, interviews, or observations. For language teachers, the tests provide evidence of the results of learning and instruction, and hence feedback on the effectiveness of the teaching program (Bachman Palmer, 1996, p. 8). The test results enable the students to develop their performance in language learning effectively. In addition, it is very important to select the most suitable language tests which respond to the specific goals of teaching. Language teachers should also understand the functions and the characteristics of the language tests thoroughly. Many practitioners and researchers in language testing (Bachman Palmer, 1996; Brown, 1996; Hughes, 2003; McNamara, 2000) categorize four kinds of language tests based on the test purposes and functions as follows: (1) Proficiency Tests are designed to measure general language skills, including speaking, listening, reading and writing. In addition, proficiency tests generally help teachers to set up entrance and exit standards for a curriculum (Brown, 1996, p. 9). For instance, the Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS) are currently used by many universities where English language proficiency is required. (2) Achievement Tests are aimed at the degree of learning or how much progress the students have made (McNamara, 2000). So achievement tests are directly relevant to the goals of learning and instruction. These tests can be given in the middle or at the end of the program (Hughes, 2003; McNamara, 2000). (3) Diagnostic Tests are established to analyze the students strengths and weaknesses in the learning process (Brown, 1996; Hughes, 2003). These tests are conducted at the beginning of the program (Brown, 1996). (4) Placement Tests are focused on screening the students to see whether they can study in a program and grouping the students in the same level of language proficiency (Hughes, 2003). Hence, the results of these tests will enable the teachers to accurately place the students entering any institution or program (Bachman Palmer, 1996). In addition to a clear understanding of the functions and the characteristics of language tests, language teachers have to understand the construction of those tests. There are two approaches which have an influence on test construction: the discrete-point approach and the integrative approach (Hughes, 2003). For the discrete-point approach, language teachers view each language component separately, measuring one language skill at a time, such as testing grammar or vocabulary (Brown, 1996; McNamara, 2000). In language testing, discrete-point tests emphasize language form rather than language use (McNamara, 2000). However, the discrete-point test results focusing on a single language component are inadequate to determine the students language proficiency (Jitendra Rohena-Diaz, 1996). As a consequence, Oller (1979) suggests that teachers should construct language tests using the integrative approach instead. In the integrative approach, the language teachers view language as a whole, emphasizing both productive and receptive skills (Brown, 1996; Hughes, 2003; McNamara, 2000). Integrative tests, such as cloze, dictation, writing an essay, and interview, can measure several skills simultaneously (Brown, 1996; Hughes, 2003). Moreover, integrative tests are suitable for assessing language proficiency and communicative skills (Brown, 1996; McNamara, 2000). McNamara (2000) contends that integrative tests take a lot of time to construct and score, as shown in Table 1. However, cloze tests are reported to be less time consuming, easier to score, and more reliable in measuring students English language proficiency (Oller, 1979). The cloze test was initiated by Taylor (1953, cited in Oller Conrad, 1971). Originally, there were two kinds of cloze tests: a rational cloze and a random cloze (see Example 1). The former refers to the deletion of specific types of words in a selected passage, such as prepositions or articles. The latter deals with a consistent deletion of every nth word, such as every fifth or seventh word. The students task is to fill in the deleted part in the cloze passage. Cloze tests can measure grammatical structure, written expression and vocabulary as well as reading comprehension (Steinman, 2002). In addition, some studies (Aitken, 1977; Oller Conrad, 1971; Oller, 1979; Stubbs Tucker, 1974) indicate that the cloze test is an effective instrument which is reliable and valid to measure English language proficiency. But the different deletion rates have an effect on the validity and the measurement of the cloze test (Alderson, 1979, 1980, 1983, 2000). Klein-Braley (1997) adds that the dele tion rates used in cloze tests require long passages. If a cloze test with the deletion of every fifth word provides 50 items, the text length should be at least 250 words (Oller, 1979). This problem has led to the development a new form of the cloze test which is called the C-Test. The C-Test, one of the new cloze tests, was constructed by Raatz and Klein-Braley (1981) in order to see if it could be more effective than the original cloze tests in measuring the students English language proficiency. The construction of the C-Test is based on the same principle as that of the cloze test; however, only the second half of every second word is deleted as can be seen in Example 2. In the C-Test, if the deleted word contains an even number of letters, the second half of this word will be deleted, such as exper i e n c e (10 letters). For a word with an odd number of letters, its larger part must be deleted, such as th e r e (5 letters). Moreover, many research studies indicate that the C-Test is more effective and more reliable than the original cloze (Connelly, 1997; DÃ ¶rnyei Katona, 1992; Klein-Braley, 1985, 1997), and yet, DÃ ¶rnyei and Katona (1992) report that the C-Test is too difficult for non-native students studying a target language such as English. As a result, Thongsa-nga (1998) adopted the original C-Test to make it suitable for Thai students studying English as a foreign language. Imitating the C-Test construction, Thongsa-nga (1998) proposed the New C-Test (the NC-Test) by deleting the second half of every third word in order to provide more clues for the non-native test takers, as can be seen in Example 2. According to the investigation of Thongsa-nga (1998), the NC-Test is employed as a proficiency test for non-native students at a secondary school level. The findings reveal that the NC-Test is reliable to assess the English language proficiency of these Thai Mathayomsuksa Six students. As far as this researcher has been able to establish, there has been no research investigating the use of the NC-Test for non-native university students in Thailand. So the present study is designed to examine the similarities and the differences in using the C-Test and the NC-Test in measuring the English language proficiency of first-yea r Thai undergraduate students. Another form of the cloze test, the Modified C-Test (the MC-Test), also known as the X-Test, was invented by Boonsathorn in 1987 (cited in Boonsathorn, 1990, p. 46). For the MC-Test, the first half of every second word is deleted (see Example 3). In the MC-Test, if the total number letters of the deleted word is an even number, the first half of this word will be deleted, such as d i s a gree (8 letters). For a word with an odd number of letters, its larger part will be deleted, such as o t h er. According to Boonsathorn (1987), the first half deletion in the MC-Test compares with the C-Test. His study reports that the MC-Test is more difficult and discriminates better than the C-Test. Some research findings show that the MC-Test has high reliability and validity and can be used with advanced students (KÃ ¶berl Sigott, 1996; Prapphal, 1994; Sigott KÃ ¶berl, 1993; Wonghiransombat, 1998). So the MC-Test should be further investigated to see its strengths and weaknesses in assessing English language skills. The MC-Test can be an alternative type for a better assessment of the English language proficiency of Thai undergraduate students, although the study of Sigott and KÃ ¶berl (1993) claims that the MC-Test is more difficult for non-native speakers. Wonghiransombat (1998) then proposed the New Modified C-Test (the NMC-Test) in order to make the original MC-Test appropriate for non-native students (p. 23). The construction of the NMC-Test is based on the same principle as the MC-Test; however, the first half of every third word is deleted to provide more clues as shown in Example 3. In addition, Wonghiransombat (1998) reports that the NMC-Test with the third starting point, or the third-word deletion, is easier and has better discrimination than the original MC-Test. Her study, the only research done in Thailand to examine the use of the MC-Test and the NMC-Test at the postgraduate level, also shows that the NMC-Test can be utilized to measure English language proficiency of Thai postgraduate students. Therefore, the present study is also aimed at examining the similarities and the differences in using the original MC-Test and the NMC-Test in measuring English language proficiency of the Thai undergraduate students. In addition to the construction of new language tests, language teachers should further investigate the students test-taking strategies in order to validate the language test and to examine what language abilities the test can measure (Cohen, 1994, 1998). Test-taking strategies can be defined as the processes that the test takers make use of in order to produce acceptable answers to questions and tasks, as well as the perceptions that they have about these questions and tasks before, during, and after responding to them (Cohen, 1998, p. 216). For instance, some students read an entire cloze passage before filling in the missing parts (Cohen, 1998). Moreover, the perceptions of language tests and test-taking strategies of the students with high- or low-language-ability are different (Cohen, 1984; Sasaki, 2000; Yamashita, 2003). As far as the present researcher has been able to determine, there has been no investigation in Thailand on cloze test-taking strategies. Therefore, cloze comp letion processes are also included in this study to examine the strategies used in taking the C-Test, the MC-Test, the NC-Test, and the NMC-Test for non-native undergraduate students. In conclusion, this research is aimed at comparing the new cloze formats (the NMC-Test and the NC-Test) with the older cloze formats (the MC-Test and the C-Test) and to examine the similarities and the differences in these four tests for Thai undergraduate students. Also, this study focuses on examining what test-taking strategies or procedures the students use while responding to the different types of cloze tests. 1.2 Purpose of the Study The present study aims to investigate the differences in the four types of the cloze tests by comparing the use of the MC-Test with that of NMC-Test, and the use of the C-Test with that of the NC-Test. In order to understand the cloze test-taking strategies, the study is also designed to find out to what extent undergraduate students use seven test-taking strategies while answering the different types of cloze tests. The strategies are based on the latest categorization of Sasaki (2000). The new cloze tests including the C-Test, the NC-Test, the MC-Test, and the NMC-Test were taken by first-year science students at Mahidol University in the first semester of academic year 2003. Therefore, the research questions are posed as follows: Does the NMC-Test yield different results from the original MC-Test in measuring students language proficiency? Does the NC-Test yield different results from the original C-Test in measuring students language proficiency? Does using every third-word deletion of the NMC-Test and the NC-Test affect the discrimination power of the test? What test-taking strategies do the first-year undergraduate students in the Faculty of Science at Mahidol University use while taking the C-Test, the MC-Test, the NMC-Test, and the NC-Test? 1.3 Significance of the Study This study is designed to compare the new cloze formats, including the original C-Test with the NC-Test, and the original MC-Test with the NMC-Test. The results of this study may provide an alternative way for language teachers to measure the English language proficiency of Thai undergraduate students learning EFL. Test-taking strategies are also studied to enable the language teachers to understand how effectively the students respond to the new types of cloze passage. 1.4 Scope and Limitation of the Study (1) The study is limited to first year science students at Mahidol University in the first semester of the academic year 2003. The results cannot be generalized to other students, at other university levels, and in other areas. (2) The study focuses on first-year science students with high- and low-language-ability based on the English Entrance Examination scores, which were reported by the coordinator of the science program. (3) Only exact word scoring is employed in this study. (4) It is assumed that all of the first-year science students have had some background knowledge of English up to Mathayomsuksa Six. 1.5 Definitions of Terms Cloze test refers to a test in which the entire words are rationally or randomly deleted and the student is asked to fill in the missing words (Boonsathorn, 1990, 2000; Wonghiransombat, 1998). C-Test is a test in which the second part or the second half of every second word is deleted and the students task is to fill in the deleted parts (Boonsathorn, 1990; Klein-Braley, 1985). New C-Test (NC-Test) is a test in which the second part or the second half of every third word is deleted and the student is required to fill in the missing parts (Thongsa-nga, 1998). New Modified C-Test (NMC-Test) is a test in which the first part or the first half of every third word is deleted and the students task is to fill in the missing parts (Wonghiransombat, 1998). Modified C-Test (MC-Test) is a test in which the first part or the first half of every second word is deleted and the student is required to fill in the deleted parts (Boonsathorn, 1990, 2000; Wonghiransombat, 1998). Readability refers to how easily written materials can be read and understood. Readability depends on many factors, including (a) the average length of sentences in a passage, (b) the number of new words a passage contains, and (c) the grammatical complexity of the language used. Procedures used for measuring readability are known as readability formulae (Richards, Platt, Platt, 1993, p. 306). Test-taking strategies are the processes that the test takers make use of in order to produce acceptable answers to questions and tasks, as well as the perceptions that they have about these questions and tasks before, during, and after responding to the test (Cohen, 1998, p. 216).

Vocabulary Definitions: Chapter 10 Review (psych) :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  Intelligence Quotient - Intelligences quotient is an index of intelligence once calculated by dividing one's tested mental age by one's chronological age and multiplying by 100. Today, IQ is a number that reflects the degree to which a person's score on an intelligence test deviates from the average score of others in his of her age group. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Verbal Scale - Verbal scale is six subtests in the Wechsler scales that measure verbal skills as part of a measure of overall intelligence. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Performance Scale - Performance scale is five subtests in the Wechsler scales that include tasks that require spatial ability and the ability to manipulate materials; these subtests provide a performance IQ. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Aptitude Test - Aptitude tests are tests designed to measure a person's capacity to learn certain things or perform certain tasks. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Achievement Test - Achievement tests are measures of what a person has accomplished or learned in a particular area. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Norms - Norms are 1. a description of the frequency at which a particular score occurs, which allows scores to be compared statistically. and 2. a learned, socially based rule that prescribes what people should or should not do in various situations. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Reliability - Reliability is the degree to which a test can be repeated with the same results. Tests with high reliability yield scores that are less susceptible to insignificant or random changes in the test taker or the testing environment. 8.  Ã‚  Ã‚  Ã‚  Ã‚  Validity - Validity is the degree to which a test measures what it is supposed to measure. 9.  Ã‚  Ã‚  Ã‚  Ã‚  Factor Analysis - Factor analysis is a statistical technique that involves computing correlations between large numbers of variables. Factor analysis is commonly used in the study of intelligence and intelligence tests. 10.  Ã‚  Ã‚  Ã‚  Ã‚  Fluid Intelligence - Fluid intelligence is the basic power of reasoning and problem solving. Fluid produces induction, deduction, reasoning, and understanding of relationships between different ideas. 11.  Ã‚  Ã‚  Ã‚  Ã‚  Crystallized Intelligence - Crystallized intelligence is the specific knowledge gained as a result of applying fluid intelligence. It produces verbal comprehension and skill at manipulating numbers. 12.  Ã‚  Ã‚  Ã‚  Ã‚  Information Processing Approach - Information processing approach is an approach to the study of intelligence that focuses on mental operations, such as attention and memory that underlie intelligent behavior. 13.  Ã‚  Ã‚  Ã‚  Ã‚  Triarchical Theory of Intelligence - Triarchical theory of intelligence is a theory proposed by Robert Sternberg that sees intelligence as involving analytical, creative, and practical dimensions. 14.  Ã‚  Ã‚  Ã‚  Ã‚  Multiple Intelligences - Multiple intelligences are Howard Gardner's theory that people are possessed of eight semi-independent kinds of intelligence, only three of which are measured by standard IQ tests.

Social Protest in Uncle Toms Cabin by Harriet Beecher Stowe :: Uncle Toms Cabin Essays

Uncle Tom's Cabin as Social Protest      Ã‚   Even today, with literature constantly crossing more lines and becoming more shocking, Harriet Beecher Stowe's Uncle Tom's Cabin remains one of the most scandalous, controversial, and powerful literary works ever spilled onto a set of blank pages. Not only does this novel examine the attitudes of white nineteenth-century society toward slavery, but it introduces us to the hearts, minds and souls of several remarkable and unprecedented characters.    In a time when it was quite common for a black woman to see almost all of her children die, Harriet Beecher Stowe created Eliza; a strong and powerful woman fleeing slavery and risking everything to protect her son.    In Chapter Seven, we see through Eliza's eyes, just how painful and heart wrenching her personal sacrifices are to her.    "It is impossible to conceive of a human creature more wholly desolate and forlorn than Eliza, when she turned her footsteps from Uncle Tom's cabin. Her husband's suffering and dangers, and the danger of her child, all blended in her mind, with a confused and stunning sense of the risk she was running, in leaving the only home she had ever known, and cutting loose from the protection of a friend whom she loved and revered. "    Statements like this were not simply crafted to enhance character development; they were created in an attempt to make whites see slaves as mothers, fathers, Christians, and most of all...people. The character of Tom is described as "a man of humanity"   certainly not a description commonly linked to black people at that time.    Tom was truly the first black hero in American fiction. However, Stowe based many of her assessments on her own reality. And while it is obvious that she very much advocated the abolition of slavery, she did not completely rise above her own racism. After all, this work was written during a time in which racial equality was incomprehensible to most whites. Therefore Stowe's ingrained prejudices were bound to seep out occasionally, despite her positive convictions.    There is a section in Chapter 30 which reads as follows:    "Ah, ha! that's right. Go it, boys, -- go it!" said Mr. Skeggs, the keeper. "My people are always so merry! Sambo, I see!" he said, speaking approvingly to a burly negro who was performing tricks of low buffoonery, which occasioned the shouts which Tom had heard. Social Protest in Uncle Tom's Cabin by Harriet Beecher Stowe :: Uncle Tom's Cabin Essays Uncle Tom's Cabin as Social Protest      Ã‚   Even today, with literature constantly crossing more lines and becoming more shocking, Harriet Beecher Stowe's Uncle Tom's Cabin remains one of the most scandalous, controversial, and powerful literary works ever spilled onto a set of blank pages. Not only does this novel examine the attitudes of white nineteenth-century society toward slavery, but it introduces us to the hearts, minds and souls of several remarkable and unprecedented characters.    In a time when it was quite common for a black woman to see almost all of her children die, Harriet Beecher Stowe created Eliza; a strong and powerful woman fleeing slavery and risking everything to protect her son.    In Chapter Seven, we see through Eliza's eyes, just how painful and heart wrenching her personal sacrifices are to her.    "It is impossible to conceive of a human creature more wholly desolate and forlorn than Eliza, when she turned her footsteps from Uncle Tom's cabin. Her husband's suffering and dangers, and the danger of her child, all blended in her mind, with a confused and stunning sense of the risk she was running, in leaving the only home she had ever known, and cutting loose from the protection of a friend whom she loved and revered. "    Statements like this were not simply crafted to enhance character development; they were created in an attempt to make whites see slaves as mothers, fathers, Christians, and most of all...people. The character of Tom is described as "a man of humanity"   certainly not a description commonly linked to black people at that time.    Tom was truly the first black hero in American fiction. However, Stowe based many of her assessments on her own reality. And while it is obvious that she very much advocated the abolition of slavery, she did not completely rise above her own racism. After all, this work was written during a time in which racial equality was incomprehensible to most whites. Therefore Stowe's ingrained prejudices were bound to seep out occasionally, despite her positive convictions.    There is a section in Chapter 30 which reads as follows:    "Ah, ha! that's right. Go it, boys, -- go it!" said Mr. Skeggs, the keeper. "My people are always so merry! Sambo, I see!" he said, speaking approvingly to a burly negro who was performing tricks of low buffoonery, which occasioned the shouts which Tom had heard.

Carl Jung’s Theory Essay

Carl Jung tackled personality and ‘psychological types’ (also referred to as Jung’s psychological types) from a perspective of clinical psychoanalysis. He was one of only a handful of psychologists in his era to maintain that development is never unchanging, but in fact actually grows through childhood, adolescence, mid-life and into old age. He concentrated on establishing and developing a relationship between conscious and unconscious processes. Jung believed that there was a interchange between the conscious and unconscious and without it the unconscious processes could weaken and possibly endanger the personality and this is seen in one of his central concepts of individuation. He believed that individuation is a continuous process of personal development that involves founding a connection between the ego and the self and that it could be brought to its highest realisation if worked with and the unconscious was confronted. Jung, (as did Freud) , referred to the ego when explaining the more conscious aspect of personality. However he (unlike Freud) thought the unconscious side of the personality was equal in status, and complimentary to that of  the conscious. He referred to the integrated personality as Self; the centre of the total psyche, incorporating both the conscious and the unconscious. The Self includes all of a person’s qualities and potentials whether or not they become apparent at a particular stage of life. Therefore the goal of therapy is to guide the client to become a whole a human being as personal circumstances will allow. It was from Jung’s confrontation with the unconscious, in himself and his patients, that he gradually elaborated his psychology. His book Psychological Types (1921) worked as the compass by which he tried to understand how he differed from both Freud and Adler, but more importantly, could begin to chart the internal world of people. He considered spirituality a central part of the human journey (indeed there is a whole literature relating Jungian psychology and spirituality, primarily from a Christian perspective) and had a deep appreciation of creative life. Jung’s description of personality states that in order to identify a psychological type it is necessary to discover whether a person is oriented primarily toward his inner world Introversion or toward external reality Extroversion. These were known as the fundamental attitude of the individual to emphasise its importance: Introverts Are people who prefer their internal world of thoughts, feelings, fantasies, dreams, and so on. Extroverts These people prefer the external world of things and people and activities. In todays world these words have become confused with ideas like shyness and sociability, partially because introverts tend to be shy and extroverts tend to be sociable. But Jung intended for them to refer more to whether you (â€Å"ego†) more often faced toward the persona and outer reality, or toward the collective unconscious and its archetypes. In that sense, the introvert is  somewhat more mature than the extrovert. Our culture, of course, values the extrovert much more. Jung warned that we all tend to value our own type most, This reality is still applicable to therapists today as it is important not to allow personal feelings to take place when working with clients. Both introvert and extravert overrate their strengths and each of them tends to undervalue the other. To the extravert, the introvert seems egotistical and dull, and to the introvert, the extravert appears superficial and insincere. Jung believed that a person remained an extravert or introvert without change for the whole of his life, and that heredity determines whether the libido is directed inward or outward. Whether a person is an introvert or extrovert they need to deal with both their inner and outer world. And each has their preferred way of dealing with it, ways which they are comfortable with and good at. This hypothesised stability of the introversion-extroversion trait is consistent with empircal research using Non-Jungian measures of introversion and extraversion. We now find the introvert-extravert dimension in several theories, notably Hans Eysenck’s. :- Eysenck (1916 – 1997) In Eysenck’s view people are biosocial animals and that psychology stands at the crossroads of biological sciences and social sciences. He states that psychology must become more of a true science with methodology in all that the therapist does in order to permit personality theorists to make predictions that can be tested and therefore make possible the development of the causal theory of personality, which he believes will inevitably help the therapist with clients presenting problems. Eysenck believed that from a scientific angle, Jung’s contribution to the study of personality types had been largely negative as he permitted mystical notions to override empirical data and sought to go beyond descriptive analysis to the causal analysis of personality. Eysenck went on  to review the theories and came to the conclusion that most people fall somewhere between the middle of the two extremes of those whose emotions are liable and easily aroused and those who are stable and less easily aroused. He suggested that the basic dimensions of personality may be summarised as shown in.(Figure 2) below (Figure 2) Further work by Eysenck tied personality differences to visceral brain activity and he showed that because introverts have sensitive nervous systems they are more easily conditioned and that also makes them more vulnerable to anxiety based neuroses if the visceral brain activity is high, whereas the extravert has a less sensitive and more inhibited cortical process and therefore are slow to develop conditioned response. Because socialized behavior depends on a well conditioned response in childhood extraverts were more likely to develop psychopathic disorders if their visceral brain activity is high. This theory is hypthetical and Eysenck realized that his hypothesis â€Å"must stand and fall by empirical confirmation† (1965) Despite his scientific data Eysenck, like Jung, advocated that human behaviour has both biological and social causes but that there is a strong genetic component. Perhaps therapists could look at the behaviour and traits of a client’s close family when working with them in order to better understand the â€Å"nature/nurture debate† Jung associated the conscious part of the psyche (ego) to an island that rises out of the sea. We notice only the part above the water, even though there is a greater land mass below the water – much like an iceberg, the unconscious lies below. The personal unconscious is a reservoir of experience unique to each individual consisting of perceptions, thoughts, feelings and memories that have been put to one side or repressed but not always covered by sea and therefore can be reclaimed. Whereas the personal unconscious is unique to every individual, the collective unconscious is shared or â€Å"transpersonal† and consists of certain potentialities that we all  share because of our human nature, because we all live in groups and in some form of society or family life. He believed that the collective unconscious did not develop individually but was inherited and consisted of pre- existent forms, the archetypes. An archetype is a universal thought form or predisposition to respond to the world in certain ways and is crucial to Jung’s concept of the collective unconscious because it emphasises potentialities in which we may express our humanness. He believed that they appeared to us in dreams, art, ritual, myths and symptoms. Jung suggested that people tend to develop two functions, usually one rational function Jung suggested that people tend to develop two functions, usually one Rational functionand one Irrational function. There are four basic ways, or psychological functions which are thinking, feeling, sensation or intuition; one of these becomes the primary or dominant function and the other the auxiliary function. (See Figure 3) on next page. Jung’s Four Psychological Functions Figure 3 Therefore it is unusual to find thinking and feeling sensation and intuition, develop in the same person. The dominant function is directed toward external reality if the person is an extravert, or toward the inner world if the person in an introvert. The rational functions of thinking and feeling can be conceived as a pair of opposites as can the irrational functions of sensation and intuition. The extraverted thinking sensation type would have an introverted feeling-intuitive shadow and vice-versa. (See Figure 4 below) Thinking Thinking EXTRAVERSION EXTRAVERSION CONSCIOUSNESS CONSCIOUSNESS INTROVERSION INTROVERSION SHADOW SHADOW Feeling Feeling Fig 5. Adapted from Cloniger (2000b) and Engler (1999 These eight psychetypes are useful in giving the therapist a more complete picture of the client’s personality and help to identify the function that the individual uses for dealing with the less preferred direction, known as the auxiliary function. Jung cautioned that types rarely occur in a pure form and that there is a wide range of variation within each type, that people of a specific type may change as their personal collective unconscious changes in response to external or indeed internal influences which will motivate the individual to seek change in their lives. The therapist needs to be aware of that every client responds differently. Jung viewed emotional disturbance as a person’s attempt to reconcile the contradictory aspects of personality. One side of the psyche, such as the conscious, adaptive, social persona, may be exaggerated at the expense of the darker, unconscious aspects, the shadow side :- Example:- The Extraverted sensation types who may appear to be superficial and soulless and actively seek thrills and distractions but have a shadow side of intuition which when activated by an inner event will gives rise to negative hunches that are way off beam and may manifest as paranoid or hostile behaviour for no apparent reason. (Stevens 1994b Critics of Jung A criticism of Jung’s theory was his lack of empirical research in which his theory has been attacked as being â€Å"non-falsifiable and unscientific† (Herenhahn. 994 p.33) Jung based his psychology on explorations of his own inner world, as well as his work with people ranging from â€Å"normal† to those with neurotic problems and even those suffering from psychosis (Snowdon, 2010. P.XXV1). Eysenck was also a critic see section on (Eysenck). However, Jung was unconcerned claiming that he â€Å"cannot experience himself as a scientific problem. Myth is more individual and expresses life more precisely than does science (Stevens. 2001. P.156) How might Jung’s Theory usefully help a client and determine therapeutic goals:- It is necessary to determine whether a person is primarily orientated toward their inner (introversion) or outer world (extraversion) and next to assess which are the dominant and auxillary psychological functions of the client. Jung said that people connect ideas, feelings, experiences and information by way of associations in the unconscious in such a way as to affect their behavior. These groupings he named as Complexes They may be organised around a particular person or object and the therapist may use this knowledge to bring to the forefront of the client’s consciousness a situation which they may be finding difficult to disengage from such as the case that Jung wrote of where a man who knew that he was suffering from an imaginary growth but could not stop himself from believing it. Although in todays world we have such tools as MRI’s and other techniques to help people see that their unconscious worries are unfounded, I still think that counseling and cognitive therapy can/may be appropriate. The therapeutic goal of Jungian therapy is to help the client reconcile unbalanced aspects of their personality which present in a number of differing ways of  Psychological disturbance.:-Examples include: extreme negativity, addictions,  degrees of paranoia, sudden religious conversion, inappropriate attachments to unsuitable partners, hysteria, mania, depression, hypochondria’s or schizoid personality traits ( as Jung himself had as a boy) By understanding his theory and how each type may present the therapist can help them unlock the shadow sides of their personality. It is a process in which the client is helped to come to terms with the place of self within their own world and also to help them see that they are part of a greater collective unconscious. Much of Jung’s work was about the interconnectedness of all people and cultures which in today’s world is a helpful to us. The use of appropriate assessment techniques can be invaluable in helping a therapist to develop the untapped potential within the individual. Jung was of the opinion that treatment along certain prescribed lines according to a certain school of thought does not always work. And finding about the person’s personality type should help a therapist to establish which treatment method should work best for that particular person. For some people it is feeling accepted by others in which case the person centred approach would be most appropriate whereas others are very goal oriented, not so much in touch with their feelings and like to work with targets and see results quickly. For such people the cognitive behaviour approach would be the most appropriate Further Jung believes that the opposite poles attract but at the same time will find themselves in conflict later on in a relationship. By helping the client become aware the therapist will be able to help the client realise what works and does not work in their relationship. People’s values, attitudes or beliefs are not part of a person’s psyche however personality can certainly contribute towards influencing these. Jung was convinced that our personalities never become stati so there is a potential for us to grow throughout our lives and we can never quite say that our growth has finished. Indeed I find myself on this journey of self discovery and am finding the real me as opposed to how others would like to view me. I am unearthing what drives me, what my purpose is and how I want  to get there. These wide possibilities are there also for each client when they come for therapy. The more the counsellor is able to learn about their self and promote growth the better the therapeutic relationship and the more progress the client can make. There might also be a breakthrough for clients who are not very happy in their jobs or for those who are not quite sure about the direction they want to follow in their career choices. Clients might therefore get an idea about the types of jobs that would suit their particular personality and that could signify another turning point in the counselling process. Learning about our personalities can certainly be very enriching but should not be used to make excuses for the behaviour we are not proud of. I myself have taken the Myers Brigg test (which includes an additional further two categories of preference and perceiving – which in turn multiplied by two Jung’s eight personality types to that of sixteen personality types) with a result of INFJ and learned that my first career preference would be a counselor and indeed that is exactly what I am at this moment trying to achieve and hope that I will become a proficient therapist. I found the test to be invaluable and I must stress that the personality type description fits me fully. I am very creative, practical and always on the lookout for new solutions and ideas. I have a strong desire to help people realise their potential. I am very empathetic and show great intuitive abilities. When I was at school other kids always wanted me to describe what a new teacher would be like and I never failed by just looking at her or him once in the corridor. I am aware that I enjoy spending time on my own to renew myself and in order to do that I like to unwind in a really peaceful place. Ever since I was small I never liked conflict and there always seemed a lot of it going around in my family. But I actually am happy to enter it to help resolve it. I certainly enjoy being active and look out for the next challenge. And perhaps some might find me stubborn if I am given advice as I tend to stick to my intuitive feelings. If my clients find out which personality type they are it might help them  make sense of things they did not even understand about themselves – helping them to see how they interact with others and how they view themselves. This essay has been an enlightening journey of discovery of not only Jung’s theory but thins I have discovered about myself on a personal level. I hope that when I eventually become a therapist I can use this skill and my clients can benefit in the same way I have. Conclusion Whilst Jung’s theories are widely used in psychodynamics and personality testing in todays world, it should be recognized that this theory about different types of human personalities is a psychological approach to growth and wholeness. The therapeutic goal of Jungarian therapy is to help the client reconcile unbalanced aspects of their personality which may present in a number of differing ways of psychological disturbances (mentioned above) and physical illness, and obsessions. I therefore feel that understanding Jung’s theory and how each type may present gives me as a therapist the ability to help the client gradually strip away the shadow side of their personality, the negative aspect that they will need to address. This will be a process of individuation in which the client is helped towards the conscious realization and fulfillment of their unique self and to help them see that they are a part of a greater collective unconscious. In conclusion, I agree that understanding personality types, whether it is Jung’s theory or Eysencks is very important in helping me as a therapist, and my client in reaching their goal/s. By my being aware of the strength of my clients psyche it could help me begin to work on weaker areas, therefore helping my client to find meaning within their own world and moving towards their true self. References Boeree G. (2006) Carl Jung 1875 – 1961 http://webspace.ship.edu/cgboer/jung.html Accessed 28/08/10 Cloniger S. C. ( 2000) Theories of personality: understanding Persons(3rd Ed) Engler, B. (1999)Personality theories, an introduction. Eysenck , H.J. (1982) Personality, genetics and behaviour: Selected papers. Eysenck, H. J. (1990). Biological dimensions of personality. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 244-276). Frager, R., & Fadiman, J. (2005). Excerpt from Personality and Personal Growth ( Fordam, F (1953) An introduction to Jung’s psychology.Baltimore. Penguin. In Engler, B. (1999)Personality theories, an introduction Furnam, A (1990) Can people accurately estimate their own personality test scores? European Journal of Personality, 4(4), 319-327 in Engler, B. (1999) Personality theories, an introduction.p87 (5th Ed) Jung C, (1933) Jung ‘Psychological Theory of Types’. Modern Man in Search of a Soul , p. 98 (cf. C.W., 6). http://www.cgjungpage.org/index.php?option=com_content&task=view&id=852&Itemid=41#Contents2 O’Roark, A.M. (1990). Comment on Cowan’s interpretation of the Myers-Briggs Type Indicator and Jung’s psychological functions.Journal of Personality Assessment , 58, 277-299 in Cloniger S. C. ( 2000) Theories of personality: understanding Persons Stevens, A. (1994a)Jung A Very Short Introduction. p38. Stevens, A. (1994b) Jung A Very Short Introduction. Ruth Snowden. The key ideas 2011 Ruth Snowden – Teach yourself Jung