Influences Woman

ence womanPlease discuss the relationship between desire and permission to have sex. Is desire necessary for permission? Is permission necessary for desire? What if someone is torn between having desire but not permission—what recourse does he or she have? To see the relationship between desire and permission to have sex I would like to start with ‘desire’, so what is desire – its sense of longing for a person or object or hoping for an outcome. Desire is the fire that sets action aflame.When a person desires something or someone, their sense of longing is excited by the enjoyment or the thought of the item or person, and they want to take actions to obtain their goal. I think the relationship between desire and sex, is a sexual desire that involves the lustful, sexually passionate feelings people have for each other. Sexual desire is a very intense and powerful emotion; it can cloud one’s judgmental and prompt risk-taking. For example, man’s sexual desire is typically omnipresent, ready to spring into action at the slightest hint of a sexual encounter.His desire is, for all practical purposes, an automatic response, requiring nothing more than suggestion. His goal is sexual gratification; most typically, self-gratification and his thoughts generally are of pleasure rather than intimacy and relationship. If to talk about women†¦we are complex beings. We differ greatly from men and even between ourselves when it comes to feeling and experiencing sexual desire. If we are to comprehend the true nature of our sexual desire, we must appreciate the role of the female sex standard.Our sexual desire lies deep within our souls; slumbering, awaiting an awakening that requires a specific degree of commitment and psychic receptivity on behalf of our partner. It is anything but automatic. Our goal is intimacy, relationship, and ultimately, transformation of our lover. Our thoughts too are of pleasure, but in a different contextà ¢â‚¬â€we relish pleasure, not so much for itself, but for the transformation it brings to our partner. In my opinion desire doesn’t need permission or permission for desire.Your desire†¦the longing to do and act†¦is all the permission you need. The moment that the wanting of a new, more delicious form of expression rears its glorious head, you have all the permission you will ever  need. Willingness and permission must be communicated clearly and unambiguously. Just because a person fails to resist sexual desires does not mean that s/he is willing, and that’s when the person have to find other resources like, fantasizing, masturbating or having a nocturnal orgasms (orgasm during sleep) .

AGRANA †From a local supplier to a global player Essay

The home market from the European Union is one market which everyone has free movement with goods, services, capital and people. This was not always the way if we look back before the time of the EU we had a Europe which was overfilled with conflicts and wars. Because of the foundation of the EU we got a lot of opportunities in the Western Europe and in Central and Eastern Europe but also challenges because it’s not easy to bring so many different countries together with different rules, cultures, norms and ethics under one big Union. Western Europe The Western Europe refers to the countries in the west of Europe, where the distinction is different depending on the context. But the borders between Western Europe and CEE were once determined by the ratio of power between USA and UDSSR during the Cold War. Europe was then divided in half by the Iron Curtain. Opportunities: One big opportunity for Western Europe is that the firms can get cheap human capital for their own work. Even today a blue-collar worker in Germany earns a lot more than in Poland. Another point is that the firms can invest in other enterprises from the CEE. So they can grow extremely fast as we have seen this with the AGRANA Company. With the difference in culture between Western Europe and CEE the firms can enter in a new market which can be really profitable. Challenges: But the fact, that the firms can get so cheap human resources, is on the other hand also a problem. Because of the cheap human resources, the own home country workers will lose their job and the unemployment rate of the country will rise. Another challenges is, that firms from the CEE area can expand to the Western Europe area, so there is the danger, that it will get dumping prices. The other culture and norms makes the whole situation a lot harder. The firms have to consider lots of different aspects. When they don’t do that the new branches cannot rise and flourish in the CEE countries. These are a few challenges for the Western part of Europe and it is not easy to solve these problems. Central and Eastern Europe The Central and Eastern Europe countries include all the Eastern bloc countries west of the Iron Curtain, which was collapsed in 1989-90. Also included are the three Baltic States Estonia, Latvia and Lithuania. Opportunities: For the CEE states the integration of EU markets brought with it many opportunities to grow economically and politically. One of the big opportunities is that the CEE countries can benefit from the higher level of living from the Western Europe countries. Everybody can work easier and live in another country. So if you want to leave your home country and settle down somewhere else that is no longer a problem. We still see this phenomenon to this very day in the Western European countries. More and more people are coming to live in the country than emigrate. The firms which can make business in the CEE countries are creating new workplaces and paying taxes on the profit. So the whole country and the government have the chance to raise their level of living. Challenges: Of course there are on the other side also challenges for the CEE countries. One of them is that the countries have to pay attention to their own experts in the country. A lot of firms in the Western part of Europe want to win the elite of the country over. This can be very dangerous for the own economy. The second aspect is that because of the globalization the poverty gap is getting bigger and bigger every day. The CEE countries have to be very careful that they don’t lose the access to the industry states. Question 2: From a resource-based view, what is behind AGRANA ´s impressive growth? â€Å"AGRANA was founded in 1988 as a holding company for the Austrian sugar and Starch industry. Operations started with 3 sugar plants, a potato starch plant and a corn starch plant.† â€Å"Nowadays, AGRANA is one of the leading suppliers to the multinational brands around the world with revenues of US $ 2.6 billion and capitalization of $1.4 billion. In the last two decades, it has become a global player with 52 production plants in 26 countries with three strategic pillars: sugar, starch and fruit.† The resource-based view focuses on a firm ´s internal resources and capabilities, for instance rare knowledge in the refining and processing of agricultural raw materials like AGRANA. These specific knowledge is a big advantage for the AGRANA company and not easy to copy by other competitors. â€Å"After the reorganization of the European sugar market by the European Union, AGRANA was motivated to look for new directions to ensure future growth of the enterprise. AGRANA decided to diversify into the fruit-processing sector in the future.† This was a really well-chosen decision, because AGRANA was able to transmit their core competence of the refinement process comparatively easy to the fruit sector. With the existing knowledge â€Å"AGRANA focused on fruit preparations and the manufacturing of fruit juice concentrates to sell them globally to fruit juice and beverage bottlers and fillers.† An analysis of the dates of the Tables 4.1a and c (AGRANA plant locations) shows, that the fruit sector is mostly responsible for the impressive growth of the AGRANA Company in the last years. In only four years (from 2002/3 to 2006/7) AGRANA ´s plant locations increased from totally 20 plant locations (15 Sugar, 5 Starch, 0 Fruit) to 53 (10 Sugar, 4 Starch, 39 Fruit). It is noticeable that during these four years the reduction of the number of sugar and starch plants was completely compensated by the new fruit plant locations. Moreover, AGRANA expanded during the growth period across the world. Especially with the fruit sector AGRANA practiced plant ´s in countries like Argentina, Brazil, China and USA for example. The key to the impressive growth of AGRANA and particular the fruit sector were firstly acquisitions and secondly â€Å"the ability to integrate those acquired into the group to realize synergistic effects† . It started with the acquisitions of Denmark ´s Vallo Saft (presence in Denmark and Poland) and Austria ´s Steirerobst (presence in Austria, Hungary, Poland Romania, Ukraine and Russia) in 2003. Furthermore, this was followed by acquisitions of France Atys Group (largest acquisition, 20 plants across every continent), Belgium ´s Dirafrost and Germany ´s Wink Group. â€Å"AGRANA ´s most recent expansion was a 50-50 joint venture with Xianyang Andre Juice Co. Ltd. in China.† The chosen consistent acquisitions policy of AGRANA ´s CEO Johann Marihart was only possible because of existing relationships and a huge amount of capital. AGRANA benefited from existing relationships to the food and beverage industry from the sugar and starch sector, whereby the diversification into a new sector was a bit more straightforward. With the existing relationships it was easier to find on the one hand acceptors for the new AGRANA products and on the other hand new business partners in the area of distribution for example. Furthermore, â€Å"Johann Marihart believes that growth is an essential requirement for the manufacturing of high-grade products at competitive prices.† For this very reason, AGRANA is prospecting for new growth opportunities in the future. Hence, AGRANA has started to diversify into the biofuel sector to ensure future growth and expansion of the company. Question 3: From an international perspective what challenges do you foresee AGRANA facing as it continues its expansion into other regions such as Asia? The impressive growth of the AGRANA Company is connected with an expanding strategy in Europe as well as in other continents like America and Asia. With this strategy AGRANA discovers new regional, cultural and language challenges for instance. AGRANDA already have a lot of experience in Asia because in 2006 they acquired a 50 % stake in concentrates manufacturer Xianyang Andre Juice Co. Ltd the company is located in the province Shaanxi China and also in 2008 AGRANA started a second joint venture for apple juice concentrate in Yongji China. But maybe they might have the problem of adapting to a different business culture. The business model that AGRANA use in Europe and the western world might not work as well in Asia. AGRANA will have to be flexible and adapt to the business characteristics of that certain country that they expand too. Many Asian countries have certain business characteristics that are deeply related to the countries tradition and these traditions will not in most cases be changed. Because of this many of AGRANA’s business standards such as work ethics and management styles may not match up well with Asian culture. In Asia a lot of administrative tasks that have been made easy in the west can be very time consuming. Many procedures that would be handled electronically in the West need a lot of paperwork which need to be filled out and stamped by hand. Cultural misunderstanding from miscommunication could be one of the biggest challenges that AGRANA will have to face. It might be very hard to make a business deal in Asia because of communication problems as there are a lot of English speakers in Asia but not many of them would have a strong enough understanding of both Chinese and western culture to help in business negotiation situation. Also Many Asian countries have high context cultures and AGRANDA would be more used to operating in low context cultures like in most of Europe. â€Å"In high context cultures communication relies upon unspoken conditions or assumptions.† This means that â€Å"yes† does not necessarily mean â€Å"yes† and this could be a major challenge for AGRANDA as they would not be used to this. Also another challenge that AGRANA might face would be that their products might not be as popular in these regions and because of this it might not be as profitable for the company to open a branch in Asia. Some of the infrastructure might not be very good in some eastern Asian countries so things like transportation of their products might not be delivered very safe or as efficient as in their European branches. Also because of climate and pollution it might cost more money to keep the products fresh. ARGANDA might have trouble with human resources because in the western world employees give a lot of responsibility and would have more flexible lines of authority whereas most of the Asian workers are more accustoms to a hierarchical structure in which each worker has their own role. All in all AGRANDA cannot guarantee success in another region but if they stay sensitive to the areas culture and local traditions for instance they can at least avoid some basic mistakes. Question 4: Compare the growth strategy of AGRANA to that of Danisco, one of its competitors in the sugar market. Which strategy do you expect to be more sustainable in the long run? To sum up the second question, AGRANA ´s impressive growth strategy is affected by acquisition associated with the diversification into the fruit sector. AGRANA acquired competitors particularly in Europe and expanded around the World and led them to be one of the biggest players. â€Å"The Danisco Company is a Danish bio-based company with activities in food production, enzymes and other bioproducts as well as a wide variety of pharmaceutical grade excipients.† â€Å"Danisco employed 6800 people in 17 countries† and â€Å"is one of the world’s leading producers of ingredients for food and other consumer products and was also one of the biggest sugar producers in Europe until the divestment of its sugar division to Nordzucker in 2009.† However, to look at the things in the right sequences: â€Å"Danisco had been created in 1989 by a merger of three companies aiming to create a strong Danish company that could compete in the EU common market after its completion† The new company reinforced the foods, food ingredients and packaging businesses, particularly in the sugar sector, â€Å"Danisco first consolidated its dominant position and Denmark, and then grew by acquisitions.† But after the reorganization of the European sugar market and also because of the intensity of competition in the sugar market, Danisco was motivated to alter and started a longtime transformation process. In 1997, the new CEO Alf Duch-Pedersen of Danisco â€Å"started focusing on becoming a global food ingredients company.† During the following years, Danisco started to acquire lots of ingredient and similar companies to initiate the transformation. The first step to become a global food ingredients company was to acquire the Finnish ingredient company Cultor in 1999 and at the same time the divestment of the De Danske Spritfabrikker Company (spirits and liqueurs) and branded foods and food packaging. In June 2004, â€Å"Danisco acquired the Rhodia Food Ingredients Company which becomes Danisco ´s dairy cultures division. The division is one of the two leading producers of dairy cultures and food safety products†. Rhodia is located in France and is an international operating company with a worldwide presence in Asia Pacific, Latin America and North America for instance. This will be followed by the acquisition of Genencor International in 2005, â€Å"which became Danisco ´s enzymes and bio-chemicals division†. Furthermore, Danisco invested in new research establishments in Shanghai, China for example. In contrast to AGRANA, Danisco divested as well, for example the flavor division to Firmenich. But the most important decision was the divestment of Danisco ´s sugar division to the German Nordzucker AG. With the divestment of the sugar division, which was one of its main divisions in the past, the transformation process was completed. During the transformation process the internationalization of sales of the company increased rapidly. It is mentioned that the sales outside of Denmark rose from â€Å"69 per cent 1995 to 88 per cent in 2004 and over 95 per cent after the sale of the sugar division†. In addition, it is impressive to see that the turnover of Danisco was â‚ ¬ 1.7 million in 2009 and that the turnover consisted mostly of all the continents, that means that Daniso has become a global player operating all over the world. â€Å"After the transformation, Danisco was positioned as a specialized supplier of food ingredients based natural raw materials. Its customers included global food giants such as Unilever, Kraft, DANONE and Nestlà ©, as well as regional and local players in all major economies.† In a final step, Danisco were acquired by the DuPont Company in 2011. â€Å"Danisco ´s attractive industrial enzymes and specialty food ingredients businesses have clear synergies with the DuPont Applied BioSciences and Nutrition and Health businesses.† This merger advances both companies ‘global efforts to provide sustainable solutions and to ensure future growth and expansion of the company. Summing up one can say that AGRANA grew by acquiring a lot around the world and by diversifying their business. Danisco grew by internationalizing their sales, transforming their business to the leading producers of ingredients for food and selling their previous businesses in order to focus on the new ones. The most important difference between these two growth strategies is that AGRANA wanted to ensure future growth by diversifying into other products with their existing knowledge. Danisco wanted to guarantee future growth by transforming themselves into a leader in a niche market. To answer the last question we want to define â€Å"Sustainability in the long run†. Sustainability or sustainable strategy at its most basic level â€Å"suggests that a company will improve its chances of survival in the future by ensuring that resources used by the business are responsibly managed and maintained.† Moreover, â€Å"in business, it is the ability of a company to develop and implement winning strategies that lead to long-term success† and the ability to decide â€Å"when to stay on course with the proven strategies or when it is time for change.† We expect the AGRANA’s strategy to be more sustainable in the long run thanks to their diversified sources of income such as their three main pillars: starch, sugar and fruit. AGRANA has more sectors to play on so AGRANA is not as dependent of a specific product sector like Danisco if business does not go as planned. The opportunities of growth are also bigger, because AGRANA has more capital and AGRANA has more companies to sell their AGRANA products to in the future because AGRANA is present worldwide and especially in emerging markets. In addition, AGRANA is part of a safe market, AGRANA ´s three pillars are always in demand also due to the fact that the earth population will grow. Moreover, AGRANA could enlarge their product line by diversifying to another sector with their existing knowledge as well as the fruit sector. All in all, AGRANA has a very good sustainable business strategy and we think that AGRANA will continue to be very successful in the future. Resources: http://www.danisco.com/about-dupont/duponttm-daniscor/history/ http://www.agrana.com/en/agrana-group/about-agrana/history-of-agrana/ http://www.us-pacific-rim.net/the-five-biggest-challenges-for-businesses-in-china.html http://www.mapconsulting.com/articles1-177/BusinessSustainabilityTheStrategiestoAchievetheLeadershiptha- tMakesItHappen http://www.wisegeek.com/what-is-long-term-sustainability.htm http://www.rhodia.com/en/about_us/worldwide_presence/index.tcm http://en.wikipedia.org/wiki/Agrana#History

Bloody Sunday 1972

Bloody Sunday 1972 On the afternoon of Sunday the 30th of January 1972 soldiers from the British Parachute Regiment, one of the fearsome UK militia units fighting the battle in the north of Ireland, attacked a civil rights march in the town of Derry, killing or fatally wounding fourteen civilians and injuring two dozen more in an event the international press quickly to be known as â€Å"Bloody Sunday Massacre†. That same group of soldiers had carried out similar murder spree just months earlier in Belfast, shooting dead eleven people in cold blood, including a local catholic priest, in a two day reign of terror known as the â€Å"Ballymurphy Massacre† of August 1971. Praised by their officers and British politicians for their work in the previous massacre much the same was expected of them in the western Town of Derry and sure enough they delivered on those expectations. However as in Belfast, the war crimes of the Parachute Regiment simply served to increase local support for armed resi stance to Britain’s continued presence in particular for the still Provisional Irish Republican Army,[I.R.A] contributing to making a temporary conflict all but permanent. Bloody Sunday was one of the most Brutal events of the Troubles because a large number of catholic citizens were killed, by forces of the British army, in full view of the public and the press. It was the highest number of people killed in a single shooting during the troubles in Northern Ireland. Bloody Sunday increased Catholic and republican nationalist hostility towards the British Army and increased the conflict. Support for the Provisional Irish Republican Army (IRA) rose and there was a surge of recruitment into the organisation, especially in Derry and Belfast. At 4:07pm, the soldiers were ordered to go through the barriers and arrest the republican protesters. The soldiers, on foot and in armoured vehicles, chased people down Rossville Street and into the Bogside. Two people were hit by the armoured British vehicles. Brigadier MacLellan had ordered that only one set of soldiers be sent through the barriers, on foot, and that they should not chase people down Rossville Street. Colonel Wilford disobeyed this order, which meant there was no separation between republican rioters and marchers. The soldiers disembarked and began arresting people. There were many claims of soldiers beating people, hitting them with rifle butts, firing rubber bullets at them from close range, making threats to kill, and shouting abuse. The Saville Report agreed that soldiers used excessive force when arresting people as well as seriously assaulting them for no good reason while in their custody. A large group of people were chased into the car park of Rossville Flats. This area was like a courtyard, surrounded on three sides by high-rise flats. The soldiers opened fire, killing one civilian and wounding six others. This fatality, Jackie Duddy, was running alongside a priest, Father Edward Daly, when he was shot in the back. Some of those shot were given first aid by civilian volunteers, either on the scene or after being carried into nearby homes. They were then driven to the hospital, either in civilian cars or in ambulances. The first ambulances arrived at 4:28pm. The three boys killed at the rubble barricade were driven to hospital by the British soldiers. Witnesses said paratroopers lifted the bodies by the hands and feet and dumped them in the back of their armoured vehicles, as if they were pieces of meat. The Saville Report agreed that this is an accurate description of what happened. It says the paratroopers might well have felt themselves at risk, but in our view this does not excuse them. In all, 26 people were shot by the British soldiers; 13 died on the day and another died four months later. Most of them were killed in four main areas: the rubble across Rossville Street, the car park of Rossville Flats (on the north side of the flats), the courtyard car park of Glenfada Park, and the forecourt of Rossville Flats (on the south side of the flats). All of the soldiers responsible insisted that they had shot at, and hit, gunmen or bomb-throwers. The Saville Report insisted that all of those shot were unarmed and that none were posing a serious threat. It also concluded that none of the soldiers fired in response to attacks, or threatened attacks, by gunmen or bomb-throwers. Thirteen people were shot and killed, with another man later dying of his wounds. The official army position, backed by the British Home Secretary the next day in the House of Commons, was that the soldiers had reacted to gun and nail bomb attacks from suspected IRA members. Apart from the soldiers, all eyewitnesses including marchers, local residents, and British and Irish journalists present maintain that soldiers fired into an unarmed crowd, or were aiming at fleeing people and those tending the wounded, whereas the soldiers themselves were not fired upon. No British soldier was wounded by gunfire or reported any injuries, nor were any bullets or nail bombs recovered to back up their claims. Although there were many IRA men both Official and Provisional at the protest, it is claimed they were all unarmed, apparently because it was anticipated that the British soldiers would attempt to draw them out. March organiser and MP Ivan Cooper had been promised beforehand that no armed IRA men would be near the march. One soldier who gave evidence at the tribunal testified that they were told by an officer to expect a gunfight and We want some kills. In the event, one man was witnessed by Father Edward Daly and others haphazardly firing a revolver in the direction of the paratroopers. Later identified as a member of the Official IRA, this man was also photographed in the act of drawing his weapon, but was apparently not seen or targeted by the soldiers. Various other claims have been made to the Saville Inquiry about gunmen on the day. This Sunday became known as Bloody Sunday and bloody it was. It was quite unnecessary. It strikes me that the Army ran amok that day and shot without thinking what they were doing. They were shooting innocent people. These people may have been taking part in a march that was banned but that does not justify the troops coming in and firing live rounds indiscriminately. I would say without hesitation that it was sheer, unadulterated murder. It was murder.

Shakespeare Research Paper Example | Topics and Well Written Essays - 1250 words

Shakespeare - Research Paper Example He grows more and more insane as the play progresses. displayed in the cast-away sister. In this way, Lear can be seen to be craving for the sort of blindness that he is already in the process of imposing upon himself when he says, â€Å"Old fond eyes, beweep this cause again, I’ll pluck ye out, and cast you, with the waters that you lose, to temper clay. Yea, is it come to this? Let it be so: I have another daughter†¦Ã¢â‚¬  (Shakespeare I,iv,292-294). A close reading of these words show that Lear is still using emotion to convey meaning, and also to convey the theme of blindness mentioned above, which is strong throughout the work. Lear is the one being portrayed as blind. The work can be shown through a close reading of how Goneril talks to Lear. In a chosen scene, Goneril states, â€Å"I do beseech you To understand my purposes aright: As you are old and reverend, you should be wise. Here do you keep a hundred knights and squires; Men so disorderd, so deboshd and bold, That this our court, infected with their manners, Shows like a riotous inn: epicurism and lust Make it more like a tavern or a brothel Than a graced palace. The shame itself doth speak For instant remedy† (Shakespeare, I, iv, 140-7). A close reading of this passage shows how Goneril starts off with a rhyming couplet that signifies important speech, and then goes on to flowery flattering of her father which is evident to the reader, but not to Lear, as false. This passage also shows that Goneril clearly thinks that she knows better than her father the king how the land should be ruled. â€Å"Angered by what he perceives as Cordelias insufficient love, Lear splits the kingdom be tween Regan and Goneril. Their treachery, however, soon becomes clear as they strip their father of all his authority and possessions. Lear then realizes the sincerity of Cordelias love† (King, 2000). Lear is essentially a tragic play. Its action focuses on a character through, surefit of pride,

Marketing topic Essay Example | Topics and Well Written Essays - 2500 words

Marketing topic - Essay Example The findings suggest that Qatar Airways cargo services are dealing with certain issues, which are mostly owing to its lack of brand equity in the cargo sector. As recommended, the company has the need to strategize it branding policies, especially in the domain of cargo business with the deliverance of proper and innovative services to the customers, so that it can move ahead in competition with the rivals. Hence, it can be stated that branding indeed is quite vital for the growth and sustainability of the business in the present day context. Strategies often refer to the actions that the organisations of this present day context adopt with the aim of enhancing their respective competitive positioning and sustaining in this competitive landscape for longer time. The approaches of conducting business by modern organisations within the global business arena have changed rapidly in the contemporary scenario, which may be owing to the increasing competitiveness of the market. Furthermore, due to the continuous fluctuating demand of the market, companies are dealing with severe challenges in the course of conducting their respective business operations (Smith & Round, 1998). Thus, in this regard, companies need to frame effective decisions in the domain of operations, marketing, human resource and finance among others to ensure a sustainable future for their businesses. However, proper marketing strategies are deemed to be a vital component for enhancing the competitiveness of the businesses in the global business sector (Pea rson, n.d.). In the contemporary business scenario, business operations need to undergo immense transformation in order to meet the ever-changing demands of the stakeholders (Fernando, 2010). The importance of diverse marketing roles in business generally appears in this scenario. It will be significant to state that marketing is one of the valuable functions, which directly works towards enhancing the brand image and

The proposal for an annotated bibliography Research

The for an annotated bibliography - Research Proposal Example Zhu, Jieming, â€Å"Local growth coalition: the context and implications of China’s gradualist urban land reforms,† International Journal of Urban and Regional Research, Vol. 23, No. 3 (1999): 534−548 In the above journal, Zhu discusses the process and end results of changes in China’s land tenure system. This paper will be employed in the analysis the Policy implication of China’s urbanization. The paper above discusses of the ways in which the China is adapting to the fast urbanization process. It focuses on the land economic behind reproduction of spaces. This will be used to analyze ways in which China has mitigated effects of scarcity of land amid urbanization. The above authors examine the importance of research in determining public administration of Cities undergoing urbanization such as those in China. This paper will be used to identify forms of governance which China has employed to embrace changes associated with urbanization. Song Yan, and Chengri Ding analyze factors associated with fast growth and development of Chinese cities. This paper will be of vital use in determining how problems associated with urbanization can be minimized while its benefits are internalized. The Novel above describes the changes which China has been generally experiencing in its growth and urbanization phase. The novel will be used to aid in practical understanding of the direct cases and impacts associated with urbanization in China. The above topic will serve well in appreciating Urban Geography concepts as they appear in the real world. China is one of the best countries to study since it is currently one of the fastest growing economies in the world. This led to rapid urbanization and

Stretching Assignment Example | Topics and Well Written Essays - 250 words

Stretching - Assignment Example Yoga stretches are different from conventional forms of stretches in that they are rhythmic and are designed to boost flexibility. Borden particularly prefers the â€Å"Stretch and Fire† which entails stretching one muscle group while contacting the others (Sherman 5). In the process, a muscle reflex is triggered and this deepens the stretch while increasing the range of motion. What is more, the exercise lasts only about 20 minutes a day. For effective results, one would repeat the regimen five times a week. Yoga also helps the mind to focus. It increases mental alertness and reduces lethargy. Research reveals that Yoga reduces anxiety and depression (Sherman 4). According Borden, people who practice yoga are better performers across various realms of life, whether they are at work or in other social events. Muscle flexibility improves posture and leads to that chisel-shaped body or lean shape that both men and women crave for (Sherman 4). Even most important is the fact that yoga boosts confidence. Want to be flexible? Stretch for enhanced

What Can Affect the Availability of Food Research Paper - 57

What Can Affect the Availability of Food - Research Paper Example Availability of natural resources like water, land, and energy affects the current food system. Food producers are competing for scarce natural resources to produce food, which can satisfy the growing population. About 90% of the food supply is coming from the land which becoming scarcer as time goes. The land has been affected by factors like soil erosion and mining making it unproductive leading to little availability of food to the people. The increased infection of diseases and malnutrition has affected most people making them migrate to urban areas where they can get access to medical facilities. This people in urban areas will rely on food systems for the supply of food thereby exerting pressure to the current food system. Energy is another resource used for food production; energy is used to production of pesticides, irrigation, fertilizers and machines to replace human labour. Technical constraints are another factor affecting food systems. This is because the farmers cannot get accessed to skills and knowledge which are necessary to increase food production. This makes them incur more expenses when producing food, which will discourage them from participating in food production as the costs incurred, is more than the returns. Transport and market infrastructure are another factor that affects food systems. This is because when the infrastructure is poor, and it is hard to get market for the products, producers will have to incur an additional cost of storing the goods in the warehouse when looking for a market. In addition, poor road network will increase transport costs. This will discourage the production of enough food that satisfies the population, hence, affect the food systems.

Sympathy for macbeth Essay Example | Topics and Well Written Essays - 1000 words

Sympathy for macbeth - Essay Example Despite his actions, Shakespeare encourages sympathy for Macbeth throughout the play. At first, Macbeth is displayed as a hero. However, this image changes drastically when he begins to thirst for power. Macbeth is a hero among his friends and soldiers for his loyalty and bravery to Scotland. He respects his country and does not want to interfere with his friends and king; however, greed begins to impede on Macbeth’s loyalty to his motherland. He struggles with an appropriate way to become the leader of his country. This is shown when he states: â€Å"If chance will have me king, why chance may crown me without my stir† (1.3.142-143). Although Macbeth greatly desires to become king, his decision to not actively seek this dream encourages sympathy from the reader. These thoughts show that Macbeth still has good moral beliefs; this allows for hope that he will remain a hero. Additionally, Macbeth knows that he does not have a chance for the throne while the king lives. As Macbeth thinks of himself as a loyal subject and Duncan as a good lea der, he does not want evil thoughts to overpower his loyalty. Macbeth begins with hope to one day rule his country. To achieve this, he decides that he must become king. Macbeth realizes that if he does not attempt to become king, then it will not happen. This thinking is demonstrated with his statement: â€Å"That is a step on which I must fall down, or else o’erleap, for in my way it lies† (1.4.49-50). Macbeth recognizes the enormity of this decision and that he must act upon his murderous thoughts to fulfill his destiny. His ambition to become king overrides his loyalty to his country and king. Because of this, Macbeth develops a plan to overthrow Duncan and rule in his place. This dilemma ensures that the reader feels sorry for Macbeth, as he struggles between remaining loyal and his obsession for power.  Macbeth struggles to stick to his

Lengthy lag Essay Example for Free

Lengthy lag Essay From regular lag, another type of lag can developÐ ° delay that becomes too long for one of the speakers Lengthy lag occurs when Ð ° speaker perceives that the ensuing verbalizing or silence is taking too much time and reacts verbally or nonverbally. Typically this produces one of two results, the speaker who is uncomfortable begins to talk again, creating Ð ° pause, or exhibits some discomfort while waiting. In this example, which occurs moments after the meeting begins, the Professor explains that she scheduled Ð ° TV/VCR for next weeks class to show the Students ASL story. 4 After waiting one second, while the interpreting occurs, the Professor begins to speak again. The Professor speaks one utterance and pauses. Meanwhile, an interpretation into ASL is produced which lasts one line segment (Ð ° full second), and then the Professor speaks again. Later, in while viewing this portion on videotape, she indicated that she continued for Ð ° reason: І am waiting for Ð ° response, and it doesnt seem to come, so І say something. The lag becomes lengthy, not because of Ð ° time count, but because of the Professors perception that the ensuing silence lasts too long. One of the factors that may have prompted the Professor to continue talking is that, after the interpretation, the Student begins to respond by nodding his head. As the Professor finishes in line 65, she hears nothing for Ð ° full second, although it is possible that she sees the interpreter signing. This lack of any speaking may have increased the perception of silence (or that there might not be Ð ° response) by the Professor. The Professors wait for Ð ° response in this example becomes important in the light of future silences. The next example of Ð ° lengthy lag, Ð ° segment that occurs near the end of the meeting, is when the Professor waits but signals her discomfort nonverbally. Interestingly, however, she continues to wait without adding more talk. The Student wants to hand his paper in at Ð ° later date. The Professor wants to see if other students in the class are finished with their transcripts the following week rather than today. After two line segments, the Professor is finished. The Interpreter is interpreting from what was said before and continues interpreting for the Professor. The Interpreter actually starts interpreting this segment on line 187 and continues for six lines. The interpretation continues on and on while the Student says nothing and the Professor says nothing. At line 192, after waiting for three and Ð ° half lines or transcript or more than three seconds, the Professor turns, looks at the Interpreter, and then looks back to the Student. Her movement and her facial expression seem indicative of Ð ° sense of puzzlement, but she does not initiate any talk and continues to wait for Ð ° response. І consider this another example of lengthy lag because of the discourse time that elapses and also because of the discomfort displayed by the Professor. It is not hard to note examples of lengthy silences during which primary participants display uneasiness. In her interview, the Professor commented several times that because she heard no response in what seemed to her Ð ° reasonable delay, she continued talking. This can be attributed to her own conversational style of faster pacing and pausing discussed in her book Conversational Style: Analyzing Talk among Friends (Tannen 1984). More interesting, however, is that her tolerance for Ð ° reasonable delay grew from Ð ° length of two clauses to five clauses or from one second to slightly more than five seconds. Learning about Lag From studies of ordinary discourse we know that although participants begin to talk in Ð ° context, they continue to contribute to contextual features, changing the context as the interaction proceeds (Goffman 1981; Gumperz 1982, Schiffrin 1994). In so doing, they learn how to interact with their conversational partners. Thus, it is not unique to learn that primary speakers who lack experience with interpreters seem to learn about interpreted interaction as they progress through Ð ° meeting. However, it is unique in the sense that this learning, for the most part, remains un-described and unaccounted for. In this meeting, the Professor learns how interpreted conversations proceed so that her tolerance for lag and her wait for Ð ° response grow, gradually increasing in length. At the beginning of the meeting, she turns several instances of lag into pauses by speaking again. As the meeting continues, she tolerates longer periods of silence but still turns these delays into pauses. Later, she accepts another long silence which the Student changes into Ð ° pause to shift to Ð ° new subtopic. Toward the end of the event, she waits for Ð ° response even when it becomes longer than she normally tolerates. Here are segments of talk demonstrating that the Professor is learning about lag through the course of the event. The first example has already been presented as turning lag into Ð ° pause by adding more talk.

Effect of Binocular Cues Removal on Skill Abilities

Effect of Binocular Cues Removal on Skill Abilities How the removal of binocular cues affects males and females skill ability performance Abstract: To test whether skill ability was impaired when binocular cues were removed, participants completed a buzz-wire task under three different conditions. Participants completed this task using binocular vision or with vision in their dominant or non-dominant eye only. As well as this, to test the hunter-gatherer hypothesis that females will perform better than males at a the task as it used near-sight vision the sample was divided into males and females. The results found that participants performance was consistently enhanced when they completed the task using binocular vision rather than monocular vision, however there was no significant difference found in performance between genders. The results from this experiment suggest that binocular cues do have an importance in performing skill ability tasks but this performance does not differ between genders. Introduction: Numerous research into vision has shown that individuals have binocular cues which allow them to perceive three-dimensional images and judge the distance of objects. Due to the eyes different position on the head each eye perceives an image slightly different in terms of its location, this is known as binocular disparity. Therefore when viewing an object the brain combines information it receives from both eyes, it is this disparity which when converged together allows an individual to recognise depth. Studies such as Loftus, Servos, Goodale, Mendarozqueta Mon-Williams (2004) investigated the difference between binocular and monocular vision in various tasks that involved prehension. Their results found that binocular information provides an important role in the position of the hand relative to target, this suggests that binocular vision provides information which helps individuals judge distance. Research has also found that participants are better at skills that involve movements of the body when they have binocular vision rather than monocular vision. Oliver, Weeks, Lyons, Ricker Elliott (1998) studied participants ability to catch a ball when using binocular and monocular vision. As expected, participants consistently performed better when they had binocular vision, supporting the theory that binocular vision provides an individual with additional information about distance and depth of objects. Research has found an advantage in binocular vision in prehension and movement tasks, however the aim of this study is to look at the difference between binocular and monocular vision when participants have to perform a task that involves them using a tool. A study conducted by Read, Begum, McDonald Trowbridge (2013) aimed to look at participants performance on task which involves them using tools. Participants completed a standard Morrisby Fine Dexterity Test, a modified Morrisby Test and a buzz wire task, they completed the task with binocular vision or vision in their left or right eye only. Results found that participants performance was enhanced when they used both of their eyes to complete the task, furthermore, the binocular advantage was greater in tasks that required them to use a tool. It can be argued that research in to the advantage of binocular vision ignores the differences across genders. Abramov, Gordon, Feldman Chavarga (2012), found that previous research repeatedly neglects the idea that there may be gender differences in vision. Out of approximately four-hundred studies they found that only a small percentage of studies (23.4%) took in to consideration gender differences within their samples. Many other sensory modalities, such as audition, has found sex differences, suggesting that it is likely that there will also be a difference in vision. Abramov et al (2012) conducted research that found sex differences in vision; the hunter-gatherer- hypothesis can be used to explain this difference. The hypothesis suggests that due to the different roles males and females had in early hunter-gatherers , males have adapted to be better at far-sight vision whereas females adapted to be better at near-sight vision. This is because in the past males were seen to be the more powerful gender so would take on the role of hunting possible prey, while females gathered food from nearby. It could be argued that this difference in early-hunter gathers resulted in a gender difference in terms of vision. This study will replicate the buzz wire task used in Read et al (2013) study in order to investigate whether participants ability to use tools is impaired when binocular depth cues are removed, as well as looking at gender difference within performance. This will provide advancements on Read et al (2013) and provide further research on the binocular advantage which occurs on tasks that require an individual to use tools. The study expects that overall, participants performance will be enhanced when they have binocular vision rather that monocular vision, moreover, there will be an expectancy for females to perform better than males throughout all tasks. Method: Participants: Forty-one males and forty-three females students were recruited to take part in the experiment. Half of the students took part as a compulsory part of their second year of Psychology, the remaining half were recruited by opportunity sampling. Apparatus: A buzz wire task , based on a childrens toy, was used to complete the experiment. This involved a wire (74cm) which travelled across a base (35cm). In order to make the test more challenging the wire was curved and adjusted to construct a three dimensional shape. Participants were provide with glasses which had one side blacked out with tape, the glasses were reversible so the same frame could be used for each condition. The time it took for participants to complete the task was timed manually using a stopwatch. Design: This experiment used a within-subjects design which consisted of three levels. There were two dependent variables within this study, how long it takes participants to complete the tasks and the amount of times they came into contact with the wire. The independent variables was whether participants completed the task using binocular vision or with vision in either their dominant or non-dominant eye. The experiment was counterbalanced to avoid extraneous variables, participants were randomly allocated to one out of a possible six orders in which they completed the task. Procedure: Participants first had to identify their dominant eye before completing the experiment. To do this the participants had to hold their thumb at arms lengths and align it against a vertical line. They were then told to shut each eye one at a time, the eye which the thumb appeared most aligned with was classed as their dominant eye. After identifying the dominant eye the participants were then told which order they had to complete the experiment. Participants then completed the experiment three times, either without the glasses (binocular vision), or wearing the glasses so that their dominant or non-dominant eye was covered (monocular vision). The experiment involved participants guiding the wire loop around the complex track trying to be efficient but accurate. Each time the participant came into contact with the track a buzzing sound occurred, indicating that the participant had made one error. Results: Each participant produced a total of six scores, three scores represent how long it took the participant to complete the task (time score) and a score of how many times they came into contact with the wire (buzz score) for each of the three levels. All participants scores where then combined together to produce an average time and buzz score for each of the three levels. These averages are represented in figure 1 and figure 2. Figure 1: Participants mean and (standard deviation) of how long to complete the buzz wire task in seconds Figure 2: Participant mean (standard deviation) for the amount of times participant came into contact with wire A paired samples t-test was conducted to test whether there was a difference between participants performance when using their dominant and non-dominant eye in how long it took them to complete the task. The t-test found no significant difference in how long it took participants to complete the experiment, t (83) = 1.010, p = .316, suggesting that no matter which eye they used it had no effect on how long it took them to complete the task. As there was no difference found, participants times score on the dominant eye and non-dominant eye condition were combined together to produce an overall monocular time score. This times score had a mean (standard deviation) of 40.33 (19.35). However, a paired samples t-test did find a significant difference between the amount of times participants came into contact with the wire when using their dominant and non-dominant eye, t (83) = 2.313, p = .023., this suggest that participants came into contact with the wire significantly more when using their non-dominant eye rather than their dominant eye. To test whether participants performance was impaired when binocular depth cues were removed a t-test was conducted between participants buzz score in the binocular condition and their buzz score when using their dominant eye t (83) = 11.580, p t (83), 13.183, p A significant difference was also found when comparing participants time score in the monocular and binocular condition, t (83) = 7.069, p In order to see how much improvement participants made when using binocular vision rather than monocular vision a ratio was calculated. To do this each condition was divided by one another. The ratios found that in the binocular task participants on average were 1.4 times more quicker at completing the task in the monocular condition. They also made 2.6 times more errors when using their dominant eye rather than both eyes and made 2.9 times more errors when using their non-dominant eye rather than both eyes. The data file was then divided into males and females in order to test for any gender differences in their performance throughout the study, the means and standard deviation are shown in table 1 and table 2. To test for any significant difference numerous independent t-test were performed. No significant difference was found when comparing males and females time score when they completed the task using only monocular vision, t (82) = .419, p = .676. Similarly, no significant difference was found between genders time score in the binocular condition t (82) = 1.744, p = .085. Suggesting it took males and females the same amount of time to complete the task. Moreover, there was no gender difference found when comparing participants buzz scores in the binocular condition, t (82) = .961, p = .340, the dominant eye condition t (82) = .280, p = .780 or the non- dominant eye condition t (82) = 1.047, p = .298. From this we can assume that there was no gender difference in performance throughout the entire experiment. Table 1: Mean and standard deviation on how long it took males and females complete the experiment in seconds with monocular and binocular vision. Table 2: Mean and standard deviation of how many times male and female participants came in to contact with the wire in each of the conditions. Discussion: As results found that performance was consistently enhanced when using binocular vision rather than monocular vision, it supports the hypothesis that an individual skill ability is impaired when depth cues are removed. This is consistent with Read et al (2013) who also found a greater advantage when using binocular vision in terms of the the number of errors made and the time taken to complete the experiment. Similarly, this experiment found that participants took the same amount of time in completing the experiment, irrespective to whether they used their dominant or non-dominant eye to complete the experiment. However, unlike the results of Read et al (2013) this experiment found a significant difference between participants performance in the non-dominant eye and dominant eye conditions in the amount of times they came into contact with the wire. This difference found between these experiments could be due to the different methodological measures that were use. Read et al (2013), timed how long the participants wire hoop came into contact with the wire whereas in this experiment the amount of times the participant made the game buzz was recorded. Measuring the amount of times the participant made the game buzz can be criticised for being subjective. This is because what is classified as one buzz can differ between experimenters or across participants. To minimize the subjectivity of this experiment if it was to be replicated it could adopt methods used in the Read et al (2013) study by timing how long the participant stayed in contact with the wire. Furthermore, where this experiment found that participants were 1.4 times quicker at completing the task when using both eyes rather than one eye, Read et al (2013) found that participants were only 0.3 times faster in their experiment. This suggests that their experiment found a smaller binocular advantage. This difference may be due to the different participants used in these experiments. Read et al (2013) used participants from a large range of ages (seven to eighty-two), whereas this study consisted mainly of young adults. Previous research has found that there may be a difference in brain activity when being shown visual information, Sutija et al (1990), suggesting that there may be a difference in the visual process individuals go through at different ages. If this study was to be replicated on participants from a variety of age groups, it would allow comparison to be made directly between specific ages, providing a more representative sample. The hunter-gatherer hypothesis proposes that female participants would perform better than male participants in this task as females are arguably better at near-sighted vision. However, results found no significant difference between genders throughout the entire experiment, this is unsupportive on the proposed hypothesis. To test this hypothesis further, an experiment could be conducted which measures males and females performance in tasks which involves recognising a moving object. It would be expected that males would perform better on tasks that involves identifying a moving object. Furthermore, to test the hypothesis, participants performance on a task that involves using far-vision could be tested, again we would expect males to perform better on this task. It could be argued that no gender difference may have been found within this experiment as a results of males and females adapting to modernised society. Males and females now have similar roles within society and so previous hunter-gatherer roles such as hunting for prey are no longer needed. Furthermore, it can be argued that the sample used in this study (students), would be very familiar with the buzz wire game regardless of their gender. Previous exposure to playing this game may have influenced their performance and minimised the gender difference that may have occurred. This study has provided further evidence and supported previous studies in the idea that binocular vision has an advantage over monocular vision. Furthering the understanding in the way in which vision works helps develop further treatment to those who suffer from visual impairments and allows psychologist to develop measures suitable for testing individuals visual capabilities. Learning the importance of binocular cues not only explain vision but provides further information on the link between what we see and a process of the human brain. Reference: Abramov, I. G. (2012). Sex and vision 1: spatiotemporal resolution. Biology of Sex Differences, 3,1-14. Loftus, A. S.-W. (2004). When two eyes are better than one in prehension: monocular viewing and end-point variance. Experimental Brain Research,3,317-327. Olivier I, W. D. (1998). Monocular and binocular vision in one-hand ball catching: interocular integration. Journal of Motor Behavior , 10, 343-351. Read, J. B. (2013). The binocular advantage in visuomoter tasks involving tools. iPerception,4, 101-110. Sutija V.G, F. A. (1990). Age and binocular advantage: A VEP assessment. Optometry and vision science: official publication of the American Academy of Optometry, 2, 111.

Essay --

Within the past 20 years dropout rates have become a worldwide pandemic. Not to mention the ripples that follow that. These ripples include a higher percentage of the populous under the poverty line, with could then result in a global impact. This creates a serious problem, for not only the United States, but the rest of the world as the world economy is a reflection of our own. With that said, how will the teen pregnancy rates affect the dropout percentage? And how will informing the populous about America’s teen pregnancy issue lower the percentage of dropouts in American Schooling. In 2011, a total of 329,797 babies were born to teenagers of the ages from fifteen to nineteen, with â€Å"a live birth rate of 31.3 per 1,000 women in this age group.† (Centers for Disease Control and Prevention [CDC]) This becomes a record low within this age group, and a drop from â€Å"8% from 2010. Birth rates fell 11% for women aged 15–17 years, and 7% for women aged 18–19 years.† (CDC) This drop is acceptable but it’s not something to rely on, as all of this depends how sexually active those teens are, there may theoretically be a birth rate to jump up to fifty percent. Additionally, research by both Claus C Pà ¶rtner and D. Mark Anderson, who are both respectable professors in the University of Washington’s economic department, have established that â€Å"increasing the minimum drop out age leads to higher income, better health, higher self-reported happiness, [and] less crime† (Lochner and Moretti; Oreopoulos; Black, Devereu x and Salvanes; Anderson) If the only outcome is something positive, why has it not been changed? Some would say that it is all theoretical and untrustworthy. Yet it has still not been addressed. Another possible cause to this is the ne... ...sex. Furthermore, none of these programs showed promise in the delaying of sexual initiation among youth enrolled in these programs. Additionally, none of the programs showed promise in obtaining factual data to conclude that abstinence can reduce other sexual risk-taking behaviors among participants. More specifically, a â€Å"2003 Pennsylvania evaluation found that the state-sponsored programs were largely ineffective in delaying sexual onset or promoting skills and attitudes consistent with sexual abstinence. Arizona and Kansas had similar findings of no change in behaviors. A 2004 evaluation from Texas found no significant changes in the percentage of students who pledged not to have sex until marriage. As in two other studies, the Texas analysis revealed that the percentage of students who reported having engaged in sexual intercourse increased for nearly all ages.†

The Age of the Global Interactive Agency Essay -- Business, Technology

It was only a matter of time before the fledgling web design firms and online advertising agencies that were spawned in the late 1990s grew and coalesced into mature national companies. Now, these companies have grown too large for a single country and the age of the global interactive agency is upon us. Led by companies such as 7 Strategy, a combination of design, e-commerce, database management and a host of other marketing and technical skills are combined under one roof to provide companies from around the world with multi-national exposure on the Internet. In a unique twist, 7 Strategy has several main offices. One is dedicated to Europe, one to the Far East and one each for the Eastern and Western halves of the United States. While each office is responsible for a certain section of the world, all of their clients have access to the full breadth and range of 7 Strategy’s marketing experience and technical expertise. When asked about their success, Director of Client Services, Chase Welles, states, matter-of-factly, â€Å"It’s our ability to integrate a uniform, company-wide, back-end database and e-commerce platform with various front end designs customized to regional marketplaces that differentiates us from less well-diversified interactive organizations.† He then pauses to take a breath. This statement is rather sweeping and encompasses quite a broad swathe of technological know how and marketing expertise. Indeed, these abilities that do not seem to be in short supply at 7 Strategy. Founded in 2001, this company has never been a boutique design firm. Instead, they have focused on offering their business clients a full range of interactive marketing products that can achieve real and measurable business growth. Chief ... ...e implementation of 7 Strategy as the company has experienced significant annual growth since its inception. 7 strategy has engineered some remarkable success stories throughout its history. They have created search engine optimizations that have produced results on the first page of the Google search engine. They have also crafted award winning website designs for clients in North America, Europe and Asia. Despite these successes, the management and team at 7 Strategy would argue that, most importantly, they have delivered significant and measurable increases in the business metrics that are most important to their clients. In short, years of focused research and practical strategy testing are combined by 7 Strategy with extremely talented and innovative designers and engineers to produce highly functional and exceptionally attractive interactive experiences.

The Mandala Archetype in Intertidal Life by Audrey Thomas :: Audrey Thomas Intertidal Life

The Significance of the Mandala Archetype in Intertidal Life      Ã‚  Ã‚  Ã‚  Ã‚   Audrey Thomas' novel Intertidal Life, is an account of a woman's struggle for Emmersonian self-reliance and identity. The main character, Alice Hoyle, is forced by her husband to undertake a perilous, painful, and chaotic journey into her subconscious, in order to find her "self". This struggle to obtain a new "self" identity and self-reliance is symbolized throughout the novel by the Jungian archetype of the Mandala; a circular image with a center that represents the: "wholeness of personality, [and] the center of the whole... It is the archetype of inner order; and it is always used in that sense, either to make arrangements of the many, many aspects of the universe-a world scheme-or to arrange the complicated aspects of our psyche into a scheme " (Psych,86). Therefore, in Intertidal Life, the Mandala is an archetype arising "when there is a great disorder and chaos in a [woman's] mind... It appears to bring order, showing the possibility of order and centeredn ess" (Psych,86) Alice Hoyle first experiences chaos and despair when Peter admits to Alice that he no longer loves Alice, and he wants to seek out and find himself. She interprets that the move to the island was simply a tact to get Alice easily out of Peter's life. As Alice says,"It's so strange. I've felt so close to you these last few months. I saw the new room, the move over here as something wonderful, a new beginning to our marriage. I guess what I saw as a sunrise, you saw as a sunset" (20). Moreover, as Alice realizes that her husband, Peter is having an affair with Anne-Marie, and her worldly values and ambitions are tossed upside down, she encounters her first Mandala type dream: one night, Alice had a dream of apples. She was holding Flora in her arms and people were pelting at them both with fruit... She was calling and calling for help (24).    In this dream, Alice is the focus of the center of attention, surrounded by people pelting her with apples. A schematic image is presented which is in the form of a Mandala. Out of this dream, she comes to the realization for the first time, that "the other woman" in Peter's life is Anne-Marie (24). Thus, this Mandala represents, that she is unwanted by Peter, must find away to protect herself from her emotions, and she must seek help, in redefining her life. The Mandala Archetype in Intertidal Life by Audrey Thomas :: Audrey Thomas Intertidal Life The Significance of the Mandala Archetype in Intertidal Life      Ã‚  Ã‚  Ã‚  Ã‚   Audrey Thomas' novel Intertidal Life, is an account of a woman's struggle for Emmersonian self-reliance and identity. The main character, Alice Hoyle, is forced by her husband to undertake a perilous, painful, and chaotic journey into her subconscious, in order to find her "self". This struggle to obtain a new "self" identity and self-reliance is symbolized throughout the novel by the Jungian archetype of the Mandala; a circular image with a center that represents the: "wholeness of personality, [and] the center of the whole... It is the archetype of inner order; and it is always used in that sense, either to make arrangements of the many, many aspects of the universe-a world scheme-or to arrange the complicated aspects of our psyche into a scheme " (Psych,86). Therefore, in Intertidal Life, the Mandala is an archetype arising "when there is a great disorder and chaos in a [woman's] mind... It appears to bring order, showing the possibility of order and centeredn ess" (Psych,86) Alice Hoyle first experiences chaos and despair when Peter admits to Alice that he no longer loves Alice, and he wants to seek out and find himself. She interprets that the move to the island was simply a tact to get Alice easily out of Peter's life. As Alice says,"It's so strange. I've felt so close to you these last few months. I saw the new room, the move over here as something wonderful, a new beginning to our marriage. I guess what I saw as a sunrise, you saw as a sunset" (20). Moreover, as Alice realizes that her husband, Peter is having an affair with Anne-Marie, and her worldly values and ambitions are tossed upside down, she encounters her first Mandala type dream: one night, Alice had a dream of apples. She was holding Flora in her arms and people were pelting at them both with fruit... She was calling and calling for help (24).    In this dream, Alice is the focus of the center of attention, surrounded by people pelting her with apples. A schematic image is presented which is in the form of a Mandala. Out of this dream, she comes to the realization for the first time, that "the other woman" in Peter's life is Anne-Marie (24). Thus, this Mandala represents, that she is unwanted by Peter, must find away to protect herself from her emotions, and she must seek help, in redefining her life.

Individual Learner Differences In Second Language Acquisition Education Essay

1. IntroductionThe fact that competence degrees attained by 2nd linguistic communication scholars fluctuate so greatly ( Lightbown and Spada, 2006: 53 ) , raises an challenging inquiry with respects to 2nd linguistic communication acquisition ( SLA ) , why are some persons better at geting linguistic communication than others? A major ground for this fluctuation in L2 proficiency degrees is normally attributed to single scholar differences ( ILDs ) , ( D & A ; ouml ; rnyei, 2005: 2 ) . This essay sets out to explicate the of import function that ILDs play in SLA, through an in-depth treatment on the part made by L2 motive. Three influential theories offering different positions on L2 motive: the Socio-educational theoretical account, self-government theory and the Process theoretical account will be discussed in item. I will besides look at the theoretical displacements presently taking topographic point in L2 motive research, before reasoning with a treatment on the schemes that instructors can utilize to instil and nurture motive in their pupils.2. Role of ILDs in SLAIndividual differences are alone larning features which are present in all scholars to changing grades. They can assist to separate acquisition demands and place the extent to which scholars will win in geting a 2nd linguistic communication ( Lightbown and Spada, 2006 ) . These differences are societal, cognitive and affectional in nature, and include aptitude, motive, age, personality, larning schem es, larning manners and anxiousness ( for detailed reappraisals, see for illustration, Naiman et al 1995 ; Skehan 1989 ; D & A ; ouml ; rnyei 2005 ) . Their relevancy to linguistic communication accomplishment has made ILDs, a focal point of considerable attending in SLA research ( D & A ; ouml ; rnyei, 2005 ) . Developments in research, particularly in relation to aptitude and motive, has seen a displacement from a product-orientated attack to a more process-orientated stance ( ibid: 6 ) . Recent surveies have highlighted the importance of the temporal nature and situational context of scholar features ( D & A ; ouml ; rnyei, 2009 ) . Current statements nevertheless, have suggested that instead than being massive variables, ILDs are complex properties dwelling of a combination of sub-components and sub-processes ( ibid ) . All ILDs are implicated in linguistic communication acquisition, nevertheless they do non work in isolation and some even have elements in common ( Gardner, 2008 ) . A expression at some of the influential theories which have emerged from research on L2 motive over the last 50 old ages will assist to explicate the complex function that ILDs can play in the linguistic communication larning procedure.3. L2 MotivationMotivation is a scholars ‘ orientation towards larning ends ( Gardner, 1985 ) , and is regarded by many as the most influential ILD in the linguistic communication larning procedure ( Ellis, 1985 ) . Therefore its relevancy to the schoolroom environment becomes apparent, and to cognize what drives this motive is of great pedagogic involvement. Many of the scholar features involved in the SLA procedure are dependent on, and in some instances wholly overridden by motive ( Gardner, 2006 ) . A scholar with a natural aptitude for larning linguistic communications, for illustration, may happen it hard to achieve long-run linguistic communication ends without the necessary motive ( ibid ) . On the other manus, high degrees of motive may take to successful acquisition, even where small aptitude exists for linguistic communication ( ibid ) . Theories looking to explicate the function of motive in linguistic communication acquisition have evolved through four chief phases. D & A ; ouml ; rnyei ( 2005 ) categorises these as: the Social Psychological period ( 1959-1990 ) ; the Cognitive-Situated period ( 1990 ‘s ) ; the Process-orientated phase ( late 1990 ‘s ) ; and eventually a period ( last decennary ) consisting of new attacks that have focused on a scholars sense of self-identity. Table 1 summarises the chief L2 motive theories and constructs.3.1. The Social Psychological attack to L2 motiveInterest in L2 motive was initiated by societal psychologists Wallace Lambert, Robert Gardner and associates every bit early as 1959, looking to understand the linguistic communication and culturalApproach to motiveExamplesSocial-psychologicalSocio-educational theoretical account, ( Gardner, 1985 ) .Cardinal constructs: Integrative motive, Integrativeness, integrative orientation.Theory of Linguistic assurance, ( Clement , 1986 ) .Cardinal constructs: Self-confidence – a self-belief of holding the ability to pull off the acquisition procedure. Cognitive – SituatedSelf-determination theory, ( Brown, 1994 ; Noels et al. , 2000 ) .Cardinal constructs: intrinsic/extrinsic motive, amotivation.Attribution theory, ( Weiner, 1992 ) .Cardinal constructs: imputing past success or failure to current actions.Goal puting theory, ( Oxford and Shearin, 1994 ) .Cardinal constructs: Cognitive perceptual experience of ends as a motivation factor.Goal orientation theory, ( Ames, 1992 ) .Cardinal constructs: Goal command andperformance orientations.Motivation and scholar scheme usage, ( Oxford and Nyikos ; 1989, Macintyre et al. , 1996 ) .Cardinal constructs: Motivation as a cardinal factor in exciting scheme usage.Task Motivation, ( Julkunen, 2001 ; Dornyei, 2003 ) .Cardinal constructs: undertaking executing, assessment, action control. Assorted attackI. Willingness to pass on, ( Macintyre et al. , 1998, 2003 ) .Cardinal constructs: Willingness to pass on as a cardinal factor for accomplishing communicative competence. Process-orientatedProcess theoretical account, ( Dornyei and Otto, 1998 ; Dornyei, 2001b ) .Cardinal constructs: temporal nature of motive, which includes a preactional/actional/postactional phase. Current and futureL2 motivational ego system, ( Dornyei, 2005 ) .Cardinal constructs: ideal L2 ego, ought-to L2 ego.Complex dynamic systems, ( Larsen-Freeman, 2007 ) .Cardinal constructs: incorporating different theoretical positions.Table 1. Some of the different attacks used in L2 motive researchstruggles between English and Gallic speech production communities in Canada. Their research adopted a socio-psychological attack, based on the cardinal thought that a scholar ‘s success in geting a 2nd linguistic communication is dictated by an attitude towards the mark linguistic communication community ( Gardner, 1985 ) . Their research on pupils larning Gallic showed that aptitude and motive are closely associated with accomplishment in linguistic communication acquisition ( ibid ) . They concluded that motive is characterised by an person ‘s willingness to be like members of the mark community ( ibid ) . A theoretical account based on a socio-psychological attack that has been really influential in L2 motive research is Gardner ‘s socio-educational theoretical account ( see for illustration, Gardner and Lambert, 1972 ; Gardner, 1985 ; Gardner and MacIntyre, 1991 ) . The most recent version of this theoretical account is shown in figure 1.LANGUAGE ACHIEVMENTOther Factors( for illustration, Learning schemes, linguistic communication ANXIETY ( Gardner, 2001 ) )Other SupportLANGUAGE APTITUDEINTEGRATIVE MOTIVATIONINTEGRATIVENESSMotivationATTITUDE TOWARDS THE LEARNING SIITUATIONFigure 1. A basic theoretical account of the function of motive in SLA ( adapted from Gardner ( 2001b ) ) .The most luxuriant and researched facet of Gardner ‘s theoretical account is ‘integrative motive ‘ , which he defines as the motive to larn a L2 because of a positive attitude towards, and a desire to incorporate with that community ( Gardner, 2001b ) . The three variables that constitut e integrative motive are ( ibid ) : Integrativeness – this represents a desire to larn a 2nd linguistic communication to place with the mark community, and is reflected in a scholar ‘s behavior through the followers: An integrative orientation, stand foring the ground for acquisition, which in this instance is an involvement in larning an L2 to interact with the mark community. A positive attitude towards the mark linguistic communication group. An involvement in foreign linguistic communications or a general openness to all linguistic communication groups. Attitudes towards the acquisition state of affairs ( ATLS ) – this refers to attitudes towards the linguistic communication instructor, the class in general, the class stuffs and other factors related to the larning context. Motivation – this is a scholar ‘s end driven behaviour. A motivated scholar: makes a conjunct attempt to larn a linguistic communication, for illustration by making excess work and seeking more learning chances, displays a strong desire to larn a linguistic communication and is focused on accomplishing the end, enjoys acquisition and has an overall positive attitude towards the acquisition procedure. An integratively motivated scholar is hence: motivated to larn a 2nd linguistic communication, lament to interact and be associated with the mark community, and has a positive mentality on the learning state of affairs. To prolong consistent degrees of motive, integrativeness and/or a positive ATLS are indispensable features, nevertheless, it is the motive component of the ‘Integrative Motivation ‘ composite that is the active variable and which straight influences ‘Language Achievement ‘ ( Gardner, 2001b: 6 ) . Therefore, a scholar who has a high degree of integrativeness and/or a positive attitude towards larning, but is low in motive is improbable to accomplish high degrees of proficiency. The affect of instrumental factors on L2 motive was non included in Gardner ‘s nucleus theory, but he suggests that they could be one of the ‘other supports ‘ impacting motive ( Gardner, 2001a: 7 ) . Based on this, it is possible to replace integrativeness with instrumentality in the representation of the theoretical account in figure 1, to give what Gardner calls ‘Instrumental Motivation ‘ ( ibid ) . This is a motive to larn a L2 for instrumental additions, such as better employment or instruction. An instrumentally motivated scholar has specific communicative demands, which provide a intent for larning and an drift for successful linguistic communication acquisition ( Gardner and Lambert, 1972 ) . Gardner ‘s theoretical account makes small mention to other properties, for illustration, personal aspirations and past experiences, which could impact an integratively motivated scholar. However, empirical research in different contexts is continuously conveying to illume the possibility of including more factors in the general L2 motivational concept. To look into Gardner ‘s theoretical account for adaptability, Tremblay and Gardner ( 1995 ) integrated other measurings of motive, such as anxiousness and goal-setting schemes. Empirical testing of the drawn-out theoretical account showed that add-on of the excess variables did non impact the construction of the original theoretical account ( ibid ) . Research on motive in different context has led some applied linguists to propose the impression of the linguistic communication community associated with integrative motive is indefensible for international scholars of English ( Ushioda and D & A ; ouml ; rnyei, 2009 ) . In a multi-lingual society like China, for illustration, few chances exist for interacting with native English communities. In such a context, instrumental motive or external factors ( for illustration, tests and employment ) are more prevailing among scholars than a desire for incorporating with native talkers of English ( Warden and Lin, 2008 ) . For this ground, other research workers have suggested that the integrative concept should at least be re-examined by including the planetary L2 larning context and the multi-dimensionality of a scholar ‘s individuality. D & A ; ouml ; rnyei and Csizer, ( 2002 ) suggested that instead than placing with an external linguistic communication community, the integrative construct could be more accurately linked to a scholar ‘s internal procedure of designation with a self-concept. D & A ; ouml ; rnyei ‘s ( 2005 ) motivational self-system which developed from this thought is discussed in subdivision 3.4.3.2. Self-government Theory and SLAInfluenced by progresss in motivational psychological science, and a demand to understand the classroom-situated nature of motive, L2 research moved on from a socio-psychological attack, to look at affects of classroom-situated factors on motive. Self-government theory ( SDT ) is a extremely influential attack in motivational psychological science, and several surveies have attempted to integrate some of its constituents to explicate L2 motive ( for illustration, Brown, 1994 ; Noels et al. , 2000 ) . Harmonizing to this theory there are three types of scholar motives: intrinsic motive, extrinsic motive, and amotivation ( Deci and Ryan, 2002 ) . These motives form a continuum depending on the grade of scholar self-government, where self-government is as an person ‘s sense of pick and control over the learning procedure ( ibid ) . Intrinsic Motivation ( IM ) refers to an person ‘s motive to set about an activity, strictly for personal feelings of pleasance and enjoyment associated with that activity, and is driven by a desire for competency and self-government ( Noel et al. , 2000 ) . Intrinsically motivated pupils are considered more likely to accomplish liberty, competency and fulfil long-run linguistic communication ends ( Ramage, 1990 ) . Extrinsic motive ( EM ) , on the other manus, relates to actions carried out for: instrumental additions, in hunt for wages or to avoid penalty ( Noels et al. , 2000 ) . This motive can change in degree depending on the extent to which the activity is controlled by the scholar or other variables ( Deci and Ryan, 2002 ) . Vallerand et al. , ( 1993 ) have suggested six subtypes of IM and EM which lie on a continuum of self-government ( see table 2 ) . Christmass ( 2001 ) suggests that L2 learner motive can be assessed utilizing the intrinsic and extrinsic concepts. These motives nevertheless, do non needfully hold to be sole, for illustration, a scholar whose behavior is consistent with ‘identified ordinance ‘ may besides exhibit some of the next motives on the continuum ( ibid ) .Self-governmentType of MotivationDescriptionHigh Nothing Intrinsic Motivation to cognize Performing an activity for the pleasance associated with acquisition or researching new cognition. E.g. , when reading a new book. Intrinsic Motivation to carry through Performing an activity for the pleasance associated with carry throughing or making something. E.g. , a pupil making more prep than is required. Intrinsic Motivation to see stimulation Performing an activity for the stirred esthesiss ( e.g. pleasance and exhilaration ) associated with battle with the activity. E.g. , a pupil who goes to category for the pleasance of take parting in treatments. Extrinsic Motivation – Identified Regulation Extrinsic motive is internalised to the extent that learner behavior is regulated by a sense of value and utility of the activity to the ego. E.g. , a pupil who surveies the dark before an test because they think it is of import to them. Extrinsic Motivation – Introjected Regulation Learner behavior is regulated by internalization of past external agencies. E.g. , analyzing the dark before an test because it is expected of a good pupil. Extrinsic Motivation – External Regulation Learner behavior is regulated wholly by external agencies ( wagess or restraints ) – demoing the least self-determined signifier of extrinsic motive. E.g. , Analyzing the dark before an test because of force per unit area from parents. Amotivation A deficiency of extrinsic and intrinsic motive. A scholar feels their behavior is regulated by factors out of their control, and may finally drop out of the acquisition procedure.Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation ( adapted from Vallerand et al. , ( 1993 ) ) .Intrinsic motive is characterised by a strong sense of self-government, and is closely associated with integrative motive ( Noels, 2001 ) . This suggests that pupils larning a linguistic communication for pleasance may besides be seeking interaction with the L2 community. Intrinsic motive nevertheless, is identified more with attitudes towards larning, than the mark community ( ibid: 54 ) . The societal environment ( for illustration, the instructor, household members and the L2 community ) has considerable influence on a pupil ‘s perceptual experience of self-government. A instructor plays a important function in this respect, and can advance intrinsic motive by promoting learner liberty and supplying positive feedback ( Noels, 2000: 55 ) . Similarly, pupils larning for intrinsic grounds are more sensitive to the instructor ‘s instructional manner ( ibid ) . In contrast, the less self-determined external ordinance constituent of extrinsic motive is linked to instrumental behavior ( Noels, 2001: 53 ) . A restriction of extrinsic behavior is that it can hold short-run features. A survey carried out by Ramage ( 1990 ) showed that pupils who learnt a linguistic communication for academic grounds are more likely to stop future linguistic communication categories. Extrinsic class force per unit areas, for illustration, compulsory reading, can besides negatively impact a scholar ‘s intrinsic involvements ( D & A ; ouml ; rnyei, 1994a ) .3.3. A Process-orientated attack to motiveD & A ; ouml ; rnyei and Otto ‘s ( 1998 ) procedure theoretical account of motive integrates assorted theoretical positions of L2 motive, and draws attending to the temporal nature of motive in schoolroom acquisition. The theoretical account is influenced by Heckhausen and Kuhl ‘s Action control theory, which proposes two consecutive stages of motivatio nal behavior: an person ‘s motive to organize an attending, and a motive to originate and prolong the intended action ( Heckhausen, 1991 ) . D & A ; ouml ; rnyei and Otto ‘s theoretical account interruptions down the motivational procedure into three temporal stages. The first relates to the transmutation of initial desires to ends, and so purposes. The following sees these purposes being enacted, taking to the successful/unsuccessful achievement of ends, and the concluding stage is an overall rating of the acquisition procedure ( see figure 2 ) .Preactional Phase( Choice Motivation )Motivational Functions: generate motive to choose a end ; organize an purpose to move ; choose an action program to ordain the purpose. Possible factors act uponing motive: end belongingss ; attitude towards the acquisition procedure ; attitude towards the mark community ; perceptual experience of self-ability ; societal environmental encouragement or disheartenment.Actional Phase( Executive Motivation )Motivational Functions: transport out sub-tasks to keep motive ; ongoing assessment of accomplishment ; action control ( self-regulation to assist persist with larning ) . Possible factors act uponing motive: quality of the learning experience ; grade of liberty ; teacher, learner group and household influence/support ; schoolroom construction ( competitory or co-operative ) ; cognition and ability to utilize self-motivating, goal-setting and learning schemes.Postactional Phase( Motivational Retrospection )Motivational Functions: property grounds to success or failure ; elaborate internal criterions and action-specific schemes ; disregard original purpose and farther planning. Possible factors act uponing motive: personal ascription manner ; assurance ; feedback.Figure 2. Process theoretical account of L2 larning motive ( adapted from Dornyei, ( 2003: 19 ) ) .An of import averment made by the process-orientated theoretical account is that motivational behavior is influenced by different factors. Consequently, different theories of motive can be associated with each stage ( D & A ; ouml ; rnyei, 2003: 18 ) . Integrativeness, for illustration, may be the motivational influence on end scene in the preactional phase. In the executive stage, situated facets of motive drama a greater function, mechanisms of the undertaking processing system are more relevant here ( D & A ; ouml ; rnyei, 2003 ) . The retrospective links that scholars make between the original end and existent accomplishment in the post-actional phase are likely to be attributed to past acquisition experiences, a motivational behavior addressed by Weiner ( 1992 ) in the ascription theory. Two facets that the theoretical account overlooks are: the possibility of several actional procedures running at the same time, or an actional procedure with multiple motivational influences ( D & A ; ouml ; rnyei, 2003 ) . This is likely in a school scene, where pupils frequently have multiple ends ( for illustration, societal and academic ) and overlapping motivational influences ( for illustration, undertaking, class or course of study related ) ( ibid ) . The theoretical account assumes that the actional procedures have defined boundaries, nevertheless in an educational context it may be hard to place where one actional procedure starts and the following Begins.3.4. Present and future: The motivational self-system and a Dynamic systems attack.Since the socio-psychological period of motive research, the planetary world of English has changed vastly. The rapid globalization of English has challenged the cogency of many SLA theories ( Kachru, 1988 ) , because these theories fail to see the context of the universe Englishes scholar ( Sridhar and Sridhar, 1992 ) . With limited or no contact opportunities with the native mark community, the impression of a ‘self-concept ‘ ( mentioning to an person ‘s images and knowledges of the ego ) suggested by D & A ; ouml ; rnyei and Csizer ( 2002 ) , is perchance a more relevant motivational characteristic in many EFL contexts. D & A ; ouml ; rnyei developed this thought farther, in his L2 motivational self-system, which equated integrativeness with an ‘ideal L2 ego ‘ ( D & A ; ouml ; rnyei, 2005 ; 2010 ) . The chief constituents of this system are: ( D & A ; ouml ; rnyei, 2010 ) ‘Ideal L2 Self ‘ – a L2-specific image of the properties that one would wish to possess. For illustration, hopes, desires, aspirations. ‘Ought-to L2 Self ‘ – a self-guide which refers to those properties one thinks one ought to possess to run into outlooks and avoid negative results. ‘L2 Learning Experience ‘ – this refers to the executive motivations ( similar to those identified in the Process theoretical account ) associated with the immediate acquisition environment and experience. For illustration, impact of the instructor, other scholars, the class, the experience of success. The hypothesis behind the self-system is that a scholars desire to go a individual proficient in the L2, serves as a powerful actuating force to larn a linguistic communication ( Ushioda and D & A ; ouml ; rnyei, 2009: 3-4 ) . A recent survey in the Nipponese context showed that this desire represented by the ideal L2 ego is tantamount to the construct of integrativeness in Gardner ‘s socio-educational theoretical account, but the ideal L2 ego is likely more accurate in explicating motivated behavior ( Ryan, 2009 ) D & A ; ouml ; rnyei ‘s thought of puting the ‘self ‘ at the Centre of the conceptual function of motive offers a new position, nevertheless it overlooks the process-orientated, and contextually dynamic nature of motive. Justifying this complex nature of L2 motive, can merely be possible by incorporating more than one attack ( Macintyre et al. , 2010 ) . A possibility of uniting different positions of motive is suggested by Ushioda ( 2009 ) with her person-in-context, relational position of emergent motive. She suggests that incorporating relevant theoretical models to back up future analysis of the complex nature of interactive procedures and contextual factors in motivational behavior can assist to supply a better apprehension of how L2 motive is shaped ( ibid ) . A similar possibility is offered by the theoretical paradigms of dynamic systems theory ( for a elaborate reappraisal, see Larsen-Freeman and Cameron, 2008 ) . This theory involves a survey of systems, where the system is analysed as a whole instead than as its single parts ( ibid ) . Learner fluctuation is seen as the consequence of a complex system of relevant factors working in unison, instead than as a consequence of differences in single determiners ( for illustration, aptitude or motive ) ( D & A ; ouml ; rnyei, 2009 ) . As an illustration of an application of a dynamic systems attack to L2 acquisition, D & A ; ouml ; rnyei suggests the possibility of placing an optimum combination of motivational, cognitive and affectional factors with respect to task behavior, that map as an incorporate unit ( for a elaborate reappraisal see, ibid ) .4. The practical value of theory – motivational schemes for the schoolroomChomsky ( 1988 ) emphasises the critical function played by ins tructors in scholar motive by proposing that 90 nine per cent of learning involves acquiring pupils interested in larning. A linguistic communication instructor ‘s motivational pattern is besides linked straight to increased degrees of scholar motive ( Guilloteaux and D & A ; ouml ; rnyei, 2008 ) . Therefore, the demand to utilize appropriate schemes to pull off schoolroom motive is highly relevant to L2 practicians. Motivational schemes are techniques used by a instructor to pull off learner motive, or used by single scholars to modulate their ain motive degrees ( Guilloteaux and D & A ; ouml ; rnyei, 2008 ) . Although, several motive schemes have been proposed in L2 literature ( for illustration, Williams and Burden, 1997 ; D & A ; ouml ; rnyei, 2001a ; Alison and Halliwell, 2002 ) , really few are supported by empirical grounds. Self-motivating schemes for scholars are an even less researched country of L2 motive ( D & A ; ouml ; rnyei, 2006 ) . An illustration of an luxuriant, theory-based model which looks at motivational schemes from both a instructor and leaner position is proposed by D & A ; ouml ; rnyei ( 2001a ) . This theoretical account consists of four stages ( ibid ) : Making the basic motivational status, by set uping a good student-teacher relationship, a relaxed acquisition atmosphere and a cohesive scholar group. Generating initial motive by: Strengthening linguistic communication related values and attitudes ( intrinsic, integrative or instrumental values ) . Increasing the anticipation of success. Increasing goal-orientedness, for illustration, by doing scholars cognizant of the practical ( non-syllabus related ) grounds or value of making an activity. Making learning stuffs relevant. Making realistic scholar beliefs. Many new scholars have inaccurate beliefs about linguistic communication acquisition, a realization of their falsity can hold a demotivating influence. Keeping and protecting motive, to maintain sight of ends, and keep involvement and concentration. The most relevant schemes in this stage include: Making the acquisition procedure stimulating and interesting. Showing undertakings in a motivation mode, doing them exciting and relevant. Puting specific scholar ends. Continuing the scholar ‘s self-esteem and advancing their assurance. Making scholar liberty. Promoting self-motivating scholar schemes in order to: Continue the original end committedness, for illustration, by promoting scholars to retrieve favorable outlooks or positive wagess. Maintain concentration, for illustration, by promoting scholars to: place and pull off distractions ; and concentrate on the first stairss to take when get downing an activity. Eliminate ennui and add excess involvement in a undertaking, for illustration, by demoing scholars how to add a turn to a undertaking and utilizing their imaginativeness to do it more stimulating. Manage riotous emotions and bring forth a positive emotional province, for illustration, by acquiring pupils to self-encourage and presenting them to relaxation techniques. Remove negative and utilise positive environmental influences, for illustration, by promoting pupils to take distractions and inquiring for equal aid. Promoting positive retrospective self-evaluation, by: Promoting positive scholar ascriptions ( an thought supported by the Attribution theory, Weiner, 1992 ) Supplying motivational feedback, that is enlightening and encouraging. This can assist to increase learner satisfaction and assurance, and encourages constructive self-reflection on failings. Using wagess and classs carefully, as they can deflect the scholar from the existent intent of the undertaking ( D & A ; ouml ; rnyei, 2006:730 ) . When they are used, they should be offered in a motivational mode. The most motivation of instructors are considered to be those who rely on a few simple and carefully selected techniques ( D & A ; ouml ; rnyei, 2006: 730-731 ) . Therefore, accomplishing optimum degrees of scholar motive are more likely if motivational schemes are matched by a instructor selectively, to scholars ‘ specific demands.5. DecisionThis essay discussed the important function that motive, as an illustration of an ILD variable, plays in the long and backbreaking undertaking of 2nd linguistic communication acquisition. I presented three influential theories that have approached L2 motive from different positions, and looked at some of the current tendencies in motivational research. A expression at some possible motivational schemes demonstrated how theoretical constructs can be applied to better the quality of schoolroom acquisition. The motivational features of the L2 scholar highlight the complex but influential function played by ILDs in SLA. Many of the variables involved in L2 motive have a grade of convergence, and interact both with each other and other ILDs ( Gardner, 2008 ) . In order to understand the true nature of these webs of interactions and their affect on L2 accomplishment, the possibilities offered by a dynamic systems attack is likely the best manner frontward.