A List of Interjections and Exclamations in English

A List of Interjections and Exclamations in English Hey! Lets take a look at a long list of interjections- or, as theyre sometimes called (somewhat misleadingly), exclamations. Theyre words or short phrases that stand apart from the rest of a sentence grammatically (or on their own, without a subject and verb), and are often used to exclaim, like Ow! or Ack! Key Takeaways: Interjections Interjections are short phrases often used to exclaim.They can stand on their own as sentences. Because theyre often used to exclaim, interjections carry some emotion with them and can make fictional dialogue more realistic. Theyre of course all over comic books, especially superheroes fighting evil. Interjections are the outlaws of English grammar as illustrated in this writers other interjections piece: Interjections usually stand apart from normal sentences, defiantly maintaining their syntactic independence. (Yeah!) They arent marked inflectionally for grammatical categories such as tense or number. (No sirree!) And because they show up more frequently in spoken English than in writing, most scholars have chosen to ignore them. (Aw.) List of 100+ Interjections As you read through this list, see if you can pick out the interjections that have more than one meaning or can be used in more than one way. Additional spellings or usages are listed in parentheses. Ah: Ah, I dont know if thats true.A-ha: A-ha! I figured it out!Ahem: Ahem, could you boys stop talking so we could get on with class, please?Alas: Alas, it was not to be.Amen: Amen, hallejulah, amen!Aw: Aw, do we have to?Awesome: You two are dating? Awesome!Aww: Aww, thats so cute!Bada bing (bada-bing, bada-bing, bada-boom): Youve gotta get up close like this and- bada-BING!- you blow their brains all over your nice Ivy League suit. (The Godfather, 1972)Bah: Bah, humbug!Baloney: Oh baloney. I dont believe that.Big deal: Big deal. Who cares?Bingo: Bingo! Right on target!Boo: Boo! Scared you!Boo-hoo: That makes me sad. Boo-hoo.Booyah (boo-yah): Yeah, I aced this test. Booyah!Boy (boy oh boy): Oh boy. Oh boy oh boy. Thats heavy, man.Bravo: Bravo! That was fantastic!Brilliant: Brilliant, luv, absolutely brilliant! (U.K.)Brrr: Brr! Minus 30 degrees? Yuk.Bull: Bull. Its not 30 below zero, not really.Bye (bye-bye): Bye! See you later!Cheers: Cheers, mate. Youre welcome. (U.K.); Raise a toas t! Cheers! (U.S.) Come on (cmon): Come on. Hurry up.Cool: Oh wow, that is so cool!Cowabunga: Cowabunga, dude. (Teenage Mutant Ninja Turtles)Dang: Dang it! Whered I put that?Darn (darn it): Darn it! I cant find the other one either!Dear me: Oh dear me. What are we going to do?Duck: Duck! No, really! Get down!Duh: Well, duh. I cant believe you didnt know that.Eh: Eh? What?Enjoy: Enjoy! I hope you like it!Excellent: Party time, excellent! (Waynes World)Fabulous: Fabulous! Thats just wonderful!Fantastic: Fantastic! I just love it!Fddledeedee  (fiddle-dee-dee): Fiddle-dee-dee! War, war, war; this war talks spoiling all the fun at every party this spring. I get so bored I could scream. (Gone With the Wind)Finally: Finally! I never thought thatd be done.For heavens sake(s): Oh for heavens sake, dont you know your Bible? (Little House on the Prairie)Fore: Fore! (Look out! in golf)Foul: Foul! The baseball went out of bounds.Freeze: Freeze! Stop right there!Gee (gee whiz, gee willikers): Well gee whiz, pa, wh y do I have to do that? Giddyap (giddyup): Giddyup Silver! Go, horse, go!Golly (good golly, golly gee  willikers): Golly, that sure was tasty.Goodbye (good-bye): Goodbye, see you again soon!Good grief: Good grief, Charlie Brown. (Peanuts)Good heavens: Good heavens! How did that happen?Gosh: â€Å"Whatever I feel like I wanna do, gosh!† (Napoleon Dynamite)Great: Great! Im so excited youll come along!Great balls of fire: Goodness gracious, great balls of fire! (Great Balls of Fire, Jerry Lee Lewis)Ha: Ha-ha! Thats funny!Hallelujah: Glory be to God, hallelujah!Heavens (heavens above, heavens to Betsy): Oh heavens! How could you think that?Heigh-ho: Heigh-ho neighbor! How are you?Hello: Hello! How are things with you?Help: Help! I need somebody (Help! The Beatles)Hey (hey there): Hey! Look over there!Hi (hiya): Hi! Whats up?Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray!Hmm (hrm): Hmm. Let me think about that for a bit.Ho-ho-ho: Ho-ho-ho, Merry Christmas!Ho ly mackerel (holy cow, holy moly, holy Moses, holy smokes): Holy mackerel! I cant believe it! Ho-hum: Ho-hum, how boring.Hooray (hurrah, hurray): Hooray! Thats awesome!Howdy (howdy do): Howdy, pardner.Huh: Huh. I have no idea.Ick: Ick! How gross!Indeed: Indeed! Ill bet you didnt know that!Jeez: Jeez, do we really have to go through this now?Kaboom: Kaboom! It blew up!Kapow: And Batman hit the evildoer, kapow!Lordy (lordy, lordy): Oh lordy, lordy, look whos 40!Mama mia: Mama mia, let me go. (Bohemian Rhapsody, Queen)Man: Man, thats unbelievable.Marvelous: Marvelous! Oh, honey, thats just wonderful.My: My! I never once thought of it, Huck! (The Adventures of Tom Sawyer)My goodness (my heavens, my stars, my word): My goodness, isnt that just grand?Nah: Nah, itll never work.No problem: Thank you. No problem.No way (no way Josà ©): No way! I cant believe it.Nope: Nope. I cant do that.Nuts: Nuts! I wish I didnt have to.Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! Thats shocking!OK (okay): OK, sounds great. Thank you.Ouch: Ouch! That hurt! Ow: Ow! That stung!Please: Would you help me, please?Poof: Poof! She just disappeared.Shh: Shh! Quiet in the library!Super: Super! Thats fantastic!Swell: Swell! How great!Welcome: Welcome! Come in!; (Youre) Welcome!Well: Well, I just dont know about that.Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so dont care.Woo-hoo: Woo-hoo! Thats fantastic!Wow: Wow! I love it!Yabba dabba doo: Yabba dabba doo! (The Flinstones)Yadda, yadda, yadda: Well, we were engaged to be married, uh, we bought the wedding invitations, and, uh, yada yada yada, Im still single. (Seinfeld)Yippee: Yippie! Thats exciting!Yummy: Yummy! I love chocolate cake! Single or Double-Duty Parts of Speech Interjections have traditionally been treated as one of the eight parts of speech  (or word classes). But its worth keeping in mind that many interjections  can do double or triple duty as other parts of speech. For instance, when a  word such as boy or awesome appears by itself (often followed by an exclamation point in writing), it functions as an interjection: Boy! You have an answer for everything.The crew chief handed me my first paycheck. Awesome! I said. But when that same word shows up syntactically integrated into a sentence, it usually operates as a different part of speech. In the following examples, boy is a noun, and awesome is an adjective: The boy ate a Snickers bar.Seeing the northern lights for the first time was an awesome experience. Words that are used only  as interjections are called primary interjections, while words that also belong to other word classes are called secondary interjections.   Oh! Heres something else to look out for. The meanings of interjections sometimes change depending on the context  in which theyre used. The word oh, for example, may indicate surprise, disappointment, or delight: Oh! I didnt see you sitting there.Oh. I was hoping you could stay for a while.Oh! Im so glad you came!

Classroom Motivation Climate and Instructional Variables

Classroom Motivation Climate and Instructional Variables Climate variables Climate variables are the factors that relate to the classroom environment. These variables create a suitable environment for learning. The first climate variable is the learning setting. The classroom should be arranged in a manner that promotes learning. Charts which show the learning content of the subject should be hung in the classroom.Advertising We will write a custom case study sample on Classroom Motivation: Climate and Instructional Variables specifically for you for only $16.05 $11/page Learn More Further, the students should be informed of the daily learning objectives and assignments. Based on this variable, Tony introduces the class by stating that â€Å"Im going to write some words on the board and I want you to observe and compare them carefully. Then well see if we can find a pattern in them. Okay? (Pearson Education, 2010). He informs the students precisely on the objectives of his class. Secondly, there is a need to have reciprocated respect  between the students and the tutor. This mutual respect is evident when the students respond to the Tony’s questions. He asks nearly all the students in the class a question and they all respond. Thirdly, safe environment motivates learning. Safe environment is displayed by the students’ ability to express their ideas freely without fear of being intimidated. This can be seen in the answers provided by the students. Such as,  Ã¢â‚¬Å"He continues, Look at the words Ive written on the chalkboard. Tell me something about them. Sonya?,  Theyre all words, Sonya responds.  Indeed they are, Tony smiles† (Pearson Education, 2010). The answers do not relate to the topic of discussion but Tony builds on the answers provided by the students for a better understanding. The example above also shows that Tony created a friendly environment as he smiles at the answers provided by the students and carrying on with the lesson. This shows an encourag ing teacher’s behavior. Finally, Tony enhances student synergy by involving all of them in understanding the topic throughout the class. Instructional variables Instructional variables revolve around increasing concern in learning activities. The first instructional variable is the introductory focus. It entails attracting the attention of students. The second variable is linking the topic to the students lives. It is evident as Tony chose the words the students use in daily life such as cut, get and tip among others. Thirdly, Tony involves all class members in the discussion. He directs the questions to students to respond. For instance, Yes, excellent, Kathy. And what did we add to each of the words? Alysia? (Pearson Education, 2010).Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such active involvement of the students increases intrinsic motivation among them. At the end of the class, there is evidence that the students understand the objectives of the lesson. It is shown in the statement  very well done, Trang. Youve identified the relationship between vowel sounds and spelling when adding  ing (Pearson Education, 2010).  Upon confirming understanding of the subject, Tonny gives the students a class assignment. It is an illustration of meeting the need to understand the topic. Effectiveness of Tony’s lessons for promoting motivation Tony is effective in delivering the content of the topic to the students because he uses of both climate and instructional variables. This can be attributed to his personal teaching efficiency. It is evident in his deep interest to ensure that the students learn the topic. He uses answers provided by the students to build a better understanding of the topic. For instance Good observation, Alesha. Now look at the words in the second and fourth columns. What do you notice about the spelling of those words? Robb ie? They all have  ing  added to them.   Yes. Now look a bit more closely. What kind of pattern do you notice? (Pearson Education, 2010). He uses an active participatory approach to teach the topic. All students kept on trying in a participatory mood until they understood the concept and answered the question correctly. This increases the interest of the students to understand the concept. Reference Pearson Education. (2010). Motivation in the classroom. Web.

Credit Cards Essay Example | Topics and Well Written Essays - 250 words

Credit Cards - Essay Example Being a student credit card can be a very useful first step toward financial independence. It is a way of building the kind of credit that can help secure my loans, housing, even employment in future. I also need immediate communication on my spending without necessarily traveling. A credit card can also be the step number one toward the kind of debt that leads to collection calls and sleepless night. Therefore, I have to make a wise decision to meet the above basic needs and within the shortest time possible. As a student and a young adult, I want to establish a credit history. Therefore, given a chance to make a decision on which credit card type to apply, I will certainly go for a student credit card. This card will allow me as a student to use my time in college to build up credit so that once I graduate I will have a good credit foundation. A student credit card can be from the same institution where I have access; I can check my account anytime. All my financial information is in one place, and payment becomes an easy task of transferring fund between accounts. In addition, just like other credit cards, a student credit card reduces the need for me carrying cash and checks this, therefore, avoids the risk losing it. If I make an unplanned, large purchase, a student credit allows me to buy it at once and settle later. It also gives me the opportunity to spread the cost of a large payment over a long period. It also gives me an opportunity to make purchases abroad without having to worry about local currency.

Moral, Social and Political Philosophy Essay Example | Topics and Well Written Essays - 1250 words

Moral, Social and Political Philosophy - Essay Example Held charged traditional philosophy with presenting masculine morality as gender neutral and superior to those of women. The paradigms used, such as the contractual, conflict, competition and controversy models, are by themselves forms of gender bias and support patterns of domination and subordination. The ratiocinations of Alasdair MacIntyre in his essay Is Patriotism a Virtue, although admittedly an improvement over traditional Western concepts of morality and philosophy is actually founded on its basic masculine bias and interests. It remains to be contract, conflict, competition and controversy driven, resting on public rather than private realities. Espousing the particular characteristics and merits of one's particular nation is relevant only within the framework of physical national boundaries and the competition for resources and relies on a culture of scarcity, selfishness and rivalry. Identity is not really inflexible and set on hard and fast rules. MacIntyre's rejection of objective and impartial moral vantage point from which to view patriotism is superficial. He even acceded that personal morality is colored by its source, the culture of its situs and the ethics of its teachers. It is an admission that the subject is learned by osmosis subconsciously and not from formal education. It is highly susceptible to emotional prodding of self-interest and pride. Patriotism is only partially induced by the maternalist ethics of care which Ms. Held would like to become the foundation of modern morality, philosophy and politics. As such, it cannot cross the chasm of bias and regionalism which would be otherwise in a culture of care where responsible beings would be willing to let go of superficial standards in order to achieve a more enlightened national or even world culture. 2. Current morality and ethics on war and capital punishment depends on the justness of the grounds and the means for doing so. A reactive war on self-defense and self-preservation in response to an invasion or attack is accepted as ethical and moral and so would a pre-emptive one if a threat of invasion or attack is eminent and likely. A just war is not one for invasion and selfish purposes and ends. The convictions of doing away with armed conflict between political communities came about after suffering two world wars and centuries of smaller ones and embodied in the United Nations Charter. Only the possibility of international cooperation could prevent any nation from using force to gain territory, wealth and resources from another. The Clausewitz definition is no longer probable except under the auspices of the United Nations. A disagreement in governance no longer justifies killing of a multitude by another nation. Nevertheless, wars do break out once in a while as long as nations keep arms and manufacture them. Killing as a way of punishment is justified by way of social protection and retaliation for the commission of serious crimes. This is practiced because imprisonment of the criminal for life does not ensure deterrence of criminal behavior and rehabilitation of the convict, in addition to taxing the treasury of necessary funds to keep the criminal behind bars. It has also been asserted that the same goes with capital punishment and death does not reform the criminal nor make amends especially for the murder of another person. There is always the possibility of

Globalization and Its Discontents Essay Example | Topics and Well Written Essays - 1000 words

Globalization and Its Discontents - Essay Example Stiglitz proposed a common explanation with realistic assumptions: agents on one side of the market have much better information than those on the other side. Borrowers know more than the lender about their repayment prospects; the seller knows more than buyers about the quality of his car; and tenants know more than the landowner about their work effort and harvesting conditions (Ibid). In Globalization and Its Discontents, Stiglitz referred to larger players than mere agents of the market, landowners, and tenants - and these are the multilateral institutions and their principal shareholders in pressing developing countries - supposedly to liberalize their economies. In this controversial book, Stiglitz argues that although globalisation should be a powerful force for good, it has been badly mishandled by the West, especially with its lead institutions, the World Bank and the IMF. As Stiglitz contends, those concerned with economic development have seen economic openness and liberalization as panaceas. Instead of progress however, he argues, the result has all too often been devastation. What happens, according to him, is that developing countries open themselves to trade, deregulate their financial markets, and abruptly privatize national enterprise but then experience more economic and social disruption than growth. Foreign direct investment is said to have destroyed potentially viable domestic companies. And liberalized international finance has made emerging-market economies "more vulnerable to erratic shifts in investor sentiment" without giving out any visible benefits. Stiglitz is a respected economist who actually worked as a senior official at the World Bank. In this book, Stiglitz recounts his experiences in some places including Thailand, Indonesia and some other Asian countries, Russia and Brazil, and Argentina. He finds repeatedly that the International Monetary Fund puts the interests of its "largest shareholder," the United States, above those of the poorer nations it was designed to serve. In the end, he said these countries which had enthusiastically embraced free-market policies have been "engulfed in catastrophic financial crises, leading to bankruptcies, unemployment and social unrest". He also strongly criticizes the role that has been played by the U.S. Treasury in many of these crises and occasionally also criticizes the World Bank, an institution where he was once affiliated with as Chief Economist. His main criticism of these institutions is based on their closed-door debates, hence involving precious little participation from the host countries outside of their finance ministries and central banks. While the policies made by these institutions affect billions of people in the developing countries, they have little voice in the whole process, he said. Another point which he labours about in the book is about capital market liberalization, and how he argues that it contributes to "volatility of capital flows into and out of a country." In general, he finds fault with the manner liberalization and privatization has progressed in several of the new and transitional economies because they do not have "the right institutions that are an

An Analysis on the Definition of motivation

An Analysis on the Definition of motivation The term motivation is derived from the Latin word for movement (movere), means to move, push or persuade to act for satisfying a need (Butkus Green, 1999) . Atkinson (1964) defines motivation as the contemporary influence on direction, vigor, and persistence of action whereas Vroom (1964) defines it as a process governing choice made by personsamong alternative forms of voluntary activity. Additionally, motivation is concerned with the factors that influence people to behave in certain ways. The three components of motivation as listed by Arnold et al (1991) are: direction what a person is trying to do; effort how hard a person is trying persistence how long a person keeps on trying. Moreover, motivation is also defined as a set of interrelated beliefs and emotions that influence and direct behavior (Wentzel, 1999; see also Green, Martin, Marsh, 2007; Martin, 2007, 2008a, 2008b, in press). They propose that relationships affect achievement motivation by directly influencing motivations constituent beliefs and emotions. Allport (1954) referred past actions that led to positive outcomes would tend to be repeated, whereas past actions that led to negative outcomes would tend to diminish. Skinner (1953) and others argued that, over time, individuals learn contingent relationships between actions and their consequences and that these contingencies guide future behavior. Reinforcement models continue to thrive today as explanatory vehicles for understanding work motivation and job performance, as well as in the workplace in various performance management programs (Komaki, 2003). 2.1 TYPES OF MOTIVATION Motivation at work can take place in two ways. First, people can motivate themselves by seeking, finding and carrying out work that satisfies their needs or leads them to expect that their goals will be achieved. Secondly, people can be motivated by management through such methods as pay, praise, etc. There are two types of motivation as originally identified by Herzberg et al (1957): 2.1.1 Intrinsic motivation the self-generated factors that influence people to behave in a particular way. These factors include responsibility, autonomy, scope to use and develop skills and abilities, interesting and challenging work and opportunities for advancement. Intrinsic motivation as a predictor of performance is strongly supported by research in sports (Callahan et al., 2003 ) and educational settings (Lin et al.,2003; Vansteenkiste et al.,2004; Wang and Guthrie, 2004). Moreover, a few studies have found a positive relationship between intrinsic motivation and work performance in work organizations cited by Gagne and Deci (2005). 2.1.2 Extrinsic motivation what is done to or for people to motivate them? This includes rewards, such as increased pay, praise, or promotion, and punishments, such as disciplinary action, withholding pay, or criticism. Extrinsic motivators can have an immediate and powerful effect, but it will not necessarily last long. 2.2 Evolution of motivation By the 1950s, several new models of work motivation emerged, which collectively have been referred to as content theories, since their principal aim was to identify factors associated with motivation which includes Maslows (1954) Needs theory, which suggests that, as individuals develop, they work their way up a hierarchy based on the fulfillment of a series of prioritized needs, including physiological, safety and security, belongingness, esteem, and self-actualization. Alderfer (1972) later adapted this model to encompass just three needs: existence, relatedness, and growth. A second need theory of the same era, first introduced by Murray (1938) but more fully developed by McClelland (1961, 1971), ignored the concept of a hierarchy and focused instead on the motivational potency of an array of distinct and clearly defined needs, including achievement, affiliation, power, and autonomy. McClelland argued that, at any given time, individuals possess several often competing needs that serve to motivate behavior when activated. This contrasts with Maslows notion of a steady progression over time up a hypothetical hierarchy as individuals grow and mature. Herzberg (1966; Herzberg, Mausner, Snyderman, 1959) sought to understand how work activities and the nature of ones job influence motivation and performance. In his motivation-hygiene theory, Herzberg argued that work motivation is largely influenced by the extent to which a job is intrinsically challenging and provides opportunities for recognition and reinforcement. Herzberg saw the context surrounding a job (hygiene factors) as being far more temporal in terms of leading to satisfaction and future motivation. Herzberg deserves credit for introducing the field to the role of job design as a key factor in work motivation and job attitudes. In subsequent work, Hackman and Oldham (1976) and others have extended this line of research as it relates to work design, motivation, and job performance, while others, including Deci (1975; Ryan Deci, 2000), have articulated theories focusing specifically on task based intrinsic versus extrinsic factors in motivation (e.g. self-determination theory). 2.3 Models of motivation There are four well-established models of motivation: (1) the rational-economic; (2) the social; (3) the self-actualizing; and (4) the complex models. The first three of these can be regarded as content models of motivation. Content theories of motivation try to explain the factors within persons which motivate them. The complex model introduces some aspects of the process theory of motivation. 2.3.1 The rational-economic model This suggests that people are motivated primarily by economic self-interest, and will act to maximize their own financial and material rewards (F.W Taylor, 1947). Peoples motivation then can be controlled largely by offering or withholding financial rewards. Underlying this model are the assumptions that people are passive, are inclined to assert less rather than more effort, are unwilling to take responsibility, and are interested in work for what they can get out of it financially. 2.3.2 The social model The work of Elton Mayo is famously known as Hawthorne Experiments. This model can be summarized in the following terms (Mayo, 1975): People at work are motivated primarily by social needs, such as the need for friendship and acceptance, and their sense of identity is formed through relationships with other people. As a result of increased mechanization and rationalization, work has lost some of its meaning, and people increasingly seek meaning in social relationships at work. People are more responsive to the pressures of their peer groups at work than to management controls and incentives. People respond when management meets their needs for belonging, acceptance and sense of identity. 2.3.3 The self-actualizing model Maslow (1970) developed the idea of self-actualization needs. According to him self-actualization is the need a person has to fulfil his or her capabilities and potential. The model further indicates that the following motivate people: à ¢Ã¢â€š ¬Ã‚ ¢ Human needs fall into a hierarchy from the most basic physiological needs to needs for self-actualization (Maslow, 1970). As the basic needs are met, energy is released for the satisfaction of higher needs. Everyone seeks a sense of meaning and accomplishment in their work (see Figure 1). Findikci (2006) stated that an individuals level of motivation is dependent on the material and social benefits he/she gains from the institution they work in. à ¢Ã¢â€š ¬Ã‚ ¢ Individuals like to exercise autonomy and independence and to develop skills. à ¢Ã¢â€š ¬Ã‚ ¢ People are primarily self-motivated and self-controlled. à ¢Ã¢â€š ¬Ã‚ ¢There is no inherent conflict between self-actualization and more effective organizational performance. People are happy to integrate their goals with those of the organization. Figure 1 Maslows Hierarchy of Needs Source: Abraham H. Maslow Towards a Psychology of Being, D. Van Nostrand Company, 1968 2.3.4 The complex model Schein (1980) argues that the problem with each of the preceding models of human behaviour is their claim to universality and generality. Schein, instead, sees human nature as complex, with human needs and motivations varying according to the different circumstances people face, their life experience, expectations and age. People are motivated to work when they believe that they can get what they want from their jobs. This might include the satisfaction of safety needs, the excitement of doing challenging work, or the ability to set and achieve goals. Schein also introduces the concept of a psychological contract which is essentially a set of expectations on both sides and where a match is important if efforts to improve motivation are likely to be effective. 2.4 Cognitive theory On the other hand, perhaps best known of the cognitive theories is expectancy theory. Expectancy theory derives from the early work of Lewin (1938) and Tolman (1959), who saw behavior as purposeful, goal directed, and largely based on conscious intentions. Vroom (1964) presented the first systematic formulation of expectancy theory as it related to the workplace. He argued that employees tend to rationally evaluate various on-the-job work behaviors (e.g., working harder) and then choose those behaviors they believe will lead to their most valued work-related rewards and outcomes (e.g., a promotion). On the other hand, Porter and Lawler (1968) expanded Vrooms initial work to recognize the role of individual differences (e.g., employee abilities and skills) and role clarity in linking job effort to actual job performance. They also clarified the relationship between performance and subsequent satisfaction, arguing that this relationship is mediated by the extent and quality of the rewards employees receive in exchange for good job performance. That is, if superior performance in the past failed to lead to superior rewards, future employee effort may suffer as incentives and the reward system lose credibility in the employees eyes. Since its initial publication, a number of scholars have worked to extend or further refine the basic cognitive expectancy framework to reflect emerging research findings and new theoretical developments (e.g., Kanfer, 1990; Mitchell, 1997). For example, expectancy theory has been used to study forms of work behavior other than job performance, including employee absenteeism, turnover, and organizational citizenship behavior (Mobley, 1977; Mowday, Porter, Steers, 1982; Organ, 1988; Porter Steers, 1973; Steers Rhodes, 1978). Researchers have also linked group expectations and social influences to individual work motivation decisions (Porter, Lawler, Hackman, 1975). Finally, basic expectancy principles have been incorporated into several emerging models of cross-cultural influences on work motivation and job performance (Bhagat McQuaid, 1982; Earley, 1997; Steers Sanchez-Runde, 2001; Triandis, 1995). In addition to expectancy theory, another cognitive theory of work motivation has been the Equity theory. Adams (1963) introduced equity theory to explain how employees respond both cognitively and behaviorally to perceived unfairness in the workplace (Mowday Colwell, 2003, and Weick, Bougon, Maruyama, 1976). Stajkovic and Luthans (1998, 2003) found considerable support for the role of self-efficacy in determining work-related performance, particularly as moderated by task complexity and locus of control. 2.5 Frederick Herzbergs motivation-hygiene theory: Herzberg et al. (1957) argued that satis ¬Ã‚ ers or motivators are closely related to self-actualization needs. Motivators include the work itself, recognition, advancement and responsibility. Motivators are intrinsic factors directly related to the job and largely internal to the individual. Dissatis ¬Ã‚ ers or hygiene factors relate to Maslows lower level needs. These include company policy and administration, salary, working conditions and interpersonal relations. Hygienes are extrinsic factors, which the organization largely determines and improvement in these dissatis ¬Ã‚ ers would remove dissatisfaction, but would not elicit positive motivation. Positive motivation comes only from accomplishing a meaningful and challenging task. Herzberg devised his theory on the question: What do people want from their jobs? Later, he concluded that opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics from a job does not necessarily make the job satisfying. He states that presence of certain factors in the organization is natural and the presence of the same does not lead to motivation. However, their non presence leads to demotivation. In similar manner there are certain factors, the absence of which causes no dissatisfaction, but their presence has motivational impact. Hertzbergs study is recognized to have some limitations. The results obtained from his study by professional workers may not be applicable to all groups. Moreover, he uses satisfaction and motivation as interchangeable, and there is an embedded assumption that increased satisfaction leads to increased motivation and this is not always the case. Nevertheless, the distinction between satis ¬Ã‚ ers and dissatis ¬Ã‚ ers is useful, and the recognition that some factors contribute to positive motivation while others can only minimize dissatisfaction is important. 2.5.1 Reservations about Herzbergs theory Herzbergs two-factor model has been criticized because no attempt was made to measure the relationship between satisfaction and performance. The Herzberg theory continues to thrive; partly because for the layman it is easy to understand and seems to be based on real-life rather than academic abstraction, and partly because it fits in well with the highly respected ideas of Maslow (1954) and McGregor (1960) in its emphasis on the positive value of the intrinsic motivating factors. 2.6 Financial rewards Lecturers are appointed to a single salary scale. Their position on that scale is determined by their qualifications and experience, and possibly previous salary, at the time of their appointment. Progression through the scale is by annual increments. In some institutions additional increments may be awarded for special achievements. In some subject areas, notably the professional disciplines, it is possible for academic staff to earn additional income by participation in external, income-generating activities, but arrangements surrounding these opportunities vary between institutions. Deeprose (1994) examined that the effective reward system improve employee motivation and increases employee productivity which contribute to better enhanced organizational performance. 2.7 The culture of teaching and higher education Higher education is by culture a developmental environment. All staff have a signi ¬Ã‚ cant role as lecturers, and are subject to the person-to-person pressure to perform that is inherent in this contact. Most staff gain gratification from working with students and witnessing the achievement and development of those students. This is associated with having a professional pride in their work. It is important for them to be accepted by the students when they work as a leader and facilitator. Frustration may develop from dissatis ¬Ã‚ ers which prevent lecturers from doing a good job towards quality education, including poor timetable organization, inadequate maintenance of educational equipment, or too many assorted demands on their time. A key task of the teacher is to ensure the motivation of students (Deniz et al., 2006). Once achieved this links directly to the teachers own motivation level. 2.8 Diversity of lecturer experience and roles It is easy to view the lecturer in higher education as a body, and to seek to introduce motivation and rewards for the body as a whole. It is important to recognize that lecturers are motivated by different factors, depending on their length of service in higher education, their other work experience, their age, their aspirations with respect to career development and the relative priorities which they attach to achievement and social factors, such as their personal life and being accepted as a team member. 2.9 Strategies for motivation In an environment where there is already a strong culture of quality education, strategies of motivation to support self actualization and growth are strong contenders. These include the following: 2.9.1 Opportunities for personal development It includes: experience in teaching different groups of students; visiting students on work placement; research and publishing activities; consultancy; study for higher degrees; attendance at conferences and workshops; management/team leadership experience; training in teaching and/or management skills. 2.9.2 Managing dissatis ¬Ã‚ ers The manager has a signi ¬Ã‚ cant role in eliminating or reducing dissatis ¬Ã‚ ers. This is often achieved through negotiation and allocation of resources. This must clearly be achieved within organizational constraints, and where it is not possible to modify the dissatis ¬Ã‚ ers, managers should seek to eliminate their effects and communicate the constraints. For example, currently all funding to higher education institutions is based on student numbers. Lecturers need to appreciate that staf ¬Ã‚ ng resources in speci ¬Ã‚ c subject areas are determined by such criteria and not by the number of teaching or contact hours. Communication is necessary to ensure that staff expectations change with the changes in the environment. 2.9.3 The  ¬Ã‚ nancial dimension The usual strategies for  ¬Ã‚ nancial motivation are performance-related pay and promotion. Such strategies are not usually within the control of the individual head of department and will be controlled by institutional norms and Funding Council initiatives. Thus, when the opportunity arises, these strategies can be used by the individual manager to encourage motivation, but their intermittent and uncontrollable nature presents a lot of problems. 2.10 Motivation through Rewards Managers have found that rewards play a significant role in motivating employees to work harder and longer. This section, therefore, attempts to identify the numerous types for rewards that can be administered by managers. There are two types of rewards: Extrinsic and Intrinsic. Extrinsic rewards are external outcomes granted to someone by others, such as money, employee benefits, promotions, recognition, status symbols, and praise. In other words, this kind of reward is provided by another person or by organizational system to individuals. In contrast, intrinsic reward derives internally from individuals and can be experienced through their work, such as the feelings of competency, sense of accomplishment, personal development and self-esteem. The importance of being self-administered offers great advantages and power of motivating from within. Training and development Training is the systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. Gong et al.(1998) stated that quality starts and improves with training. Hence, training acts as an intrinsic motivator, develops the competences of employees and improves their performance. Garvin (1987) examined the impact of training on performance and found that in manufacturing units, quality oriented and job-specific training helps to achieve higher levels of quality in outputs and productivity. 2.11 Definition of Quality Education Despite the prominence of quality as the motivating factor for educational planning, approaches to quality can vary widely. In fact, quality is mostly used in a detached way, assuming consensus both on what the term means and on the desirability of the various educational aims and approaches promoted under the banner of quality. Whether explicit or implicit, a vision of educational quality is always embedded within countries policies and programs. The term quality is derived from the latin word qualitas, which means the degree of excellence of a thing (Oxford Dictionary, 2003). Article 29 of the Convention on the Rights of the Child states that States are requested to recognize that education should be directed at developing the childs personality and talents, preparing the child for active life as an adult, fostering respect for basic human rights and developing respect for the childs own cultural and national values and those of others (United Nations, 1989). Therefore, everyone has the right not only to receive education, but also to receive education of high quality. Quality of education has been described as the success with which an institution provides educational environments which enable students effectively to achieve worthwhile learning goals including appropriate academic standards (Gordon and Partington, 1993). Nightingale and ONeil (1994) suggest that in looking for a meaningful definition of quality in learning among higher education, education should be looked as a transformative process involving a change in roles of the student and the teacher, and geared to an assumption of quality being part of a continuous improvement process. Teaching Experience other studies of the effects of teacher on student learning have found a relationship between teachers effectiveness and their years of experience (Hammond, 2000). 2.12 Visions of quality for education Harvey (1995) provides a useful framework for thinking about quality by outlining five goals for education that define the vision of quality within individual systems. Education systems vary in emphasizing a single vision or, more commonly, a mixture of the five goals: Education quality as exceptionality Education quality as consistency Education quality as fitness-for-purpose Education quality as value for money Education quality as transformative potential (Kubow and Fossum 2003). 2.13 Approaches to quality education The 2005 EFA Monitoring Report: The Quality Imperative points out that agreement about the objectives and aims of education will frame any discussion of quality and that such agreement embodies moral, political, and epistemological issues that are frequently invisible or ignored (UNESCO 2004, p. 37). The report further emphasizes that different notions of quality are associated with different educational traditions and approaches: 2.13.1 The humanist approach It is one of the precursors of constructivism, focuses on learners constructing their own meanings and integrating theory and practice as a basis for social action. Quality within this tradition is interpreted as the extent to which learners translate learning into social action. 2.13.2 The behaviorist approach It means heading in another direction and assumes that students must be led and their behavior controlled to specific ends, with quality measured in precise, incremental learning terms. 2.13.3 Critical approaches On the other hand, focus on inequality in access to and outcomes of education and on educations role in legitimising and reproducing existing social structures. Quality education within this tradition is seen as prompting social change, encouraging critical analysis of social power relations, and ensuring that learners participate actively in the design of their learning experience. 2.13.4 Indigenous approaches This approach to quality reject mainstream education imported from the centers of power, assure relevance to local content, and include the knowledge of the whole community (UNESCO 2004, pp. 32-35). Whatever the broader vision of quality, most countries policies define two key elements as the basis of quality: students cognitive development and social/creative/ emotional development. (UNESCO 2004, p.29). Sculleys (1988) prediction about the global renaissance of higher education is reassuring since he sees every person and every culture, as well as every countrys educational institutions, having much to teach and much to learn. 2.14 Quality Assurance in Tertiary Education The quality assurance in tertiary education has been described by Bogue and Saunders (1992) as a process and practice primarily concerned with conformance to mission speci ¬Ã‚ cations and goal achievement within the publicly accepted standards of accountability and integrity. Frazer (1992), who has classi ¬Ã‚ ed prevailing quality assurance systems, on the basis of their ownership and funding, into university-owned, governmental and non-governmental systems, adopted another approach. From this perspective, ownership is seen to in ¬Ã¢â‚¬Å¡uence the level of institutional autonomy fostered, the value placed on academic freedom, the extent of external political control and the extent of faculty commitment to the quality assurance systems (Gaither, 1998). Tertiary institutions are not unlike other organisations. They rely on quality of service to their customers, i.e. students, in order to remain competitive. Quality in tertiary education is not interested only in tangibles such as lecture venues, course materials and the like. It is also heavily dependent on the institutions human resources to provide a good service to its customers (Yeo, 2009). Acosta (2000) states that university teaching usually takes the form of one of three methods: the lecture; tutorial work; and practical and projects. In order to stimulate involvement in class discussions some lecturers employ formal mechanisms for grading participation (Maznevski, 1996). However, lecturers should explain to students the value of engaging in a brainstorming phase as a stepping stone towards class discussion. Chong and Farago (1999) claimed that visual images are idea catalysts for discussion in the multicultural classroom and hence a key element in the transformation process toward inclusive instruction, thus making an effort to search for relevant video-clips to be shown during workshops, tools which are very powerful in triggering class debates. High-quality interaction and active participation, however, cannot be achieved through good intentions, or mere administrative decree, alone. Good relationships among students and a good rapport between the students and the lecturer are a conditio sine qua non to creating an environment of comfort, trust and mutual respect, in which open discussion, exchange and examination of ideas, as well as active participation are not inhibited by fear (Billingsley, 1999). Tompson and Tompson (1996) observed, the idea that of without trusting relationships learning is stunted  ¬Ã‚ nds theoretical support in Maslows model of hierarchy of needs, according to which individuals are unlikely to engage in self-actualization activities, such as challenging intellectual debates and discussions, unless security, social and esteem needs have already been satisfied. They also suggested a number of strategies such as ice-breaking activities, clear communication, non-threatening atmosphere etc aimed at facilitating students adjustment and social integration and hence at fostering trusting relationships across differences. 2.16 Learning and teaching styles When considering the quality of teaching in higher education, one needs to resist the temptation of seeking simplistic and single dimensional classifications, rankings and explanations. The notion of quality is not a simple one; rather it is problematic, contested and multidimensional and requires examination at institutional, departmental and individual levels (Elton, 1998). It has been argued that many of the factors contributing to high quality education are related to particular teaching and learning styles. The empirical work of Lammers and Murphy (2002), who studied the delivery of sessions in a range of academic disciplines in a US university, indicated that lecturers had a role in giving information. Effective higher education involves the appropriate blend of physical factors such as the course characteristics and classroom arrangement and instructor factors such as enthusiasm, expertise and teaching style. Many students usually value lecturers who are encouraging, constructive and positive and transmit enthusiasm for their subject. Other key style factors which are crucial to the complex interactions of higher education are considered to be democratic participation and transformative, collaborative and critical learning that values and encourages diversity (DAndrea and Gosling, 2001). 2.17 The student/ lecturer relationship Andreson (2000) emphasises on the importance of interactions and stresses that students engagement with the subject and the passion and enthusiasm conveyed to them by lecturers. This passion and enthusiasm helps to demonstrate to students that the lecturer cares about them and that there is concern about their intellectual growth. However, there are worries amongst many academics that the increase in student numbers in higher education (Gibbs, 2001), with the consequent greater use of e-learning and resource-based learning, will adversely affect the student/lecturer relationship. This is because it is considered to be far more difficult to impart enthusiasm and passion through a computer programme than it is with face-to-face contact (Nixon et al., 1998). Andreson (2000) and Nixon et al. (1998) also argue that the nexus between teaching and research is highly influential. Research provides an added dimension to teaching and allows the development of a collaborative relationship between lecturer and students within a learning community. In such a community the subject is therefore more likely to be accessible and transparent to the student. Hill and MacGregor (1998) similarly found that students are greatly supported by those lecturers who are an integral part of their learning experiences and who actively collaborate in the learning process. The importance of lecturer/student interaction and how students welcome lecturers who are easy to be with and who help them to learn is essential. Morton-Cooper and Palmer (1993) argue that students particularly value traits of responsiveness and trustworthiness in their lecturers. On the other hand, Rowland et al. (1998) reject the notion of an automatic synergistic relationship between teaching and research, arguing that they do not necessarily complement each other. They identified a reconceptualisation of the role of academic staff with an increasing separation of research and teaching. This has been largely due to differential funding and an emphasis on research and teaching as two distinct and unrelated functions. This dichotomy has developed through the financial imperative of achieving the highest possible research assessment exercise scores and, contrarily the exhortations of staff development and education development units for staff to improve their teaching skills. Elton (1998) regards high teaching quality as quite essential to excellence in higher education. He argues that there has to be change in attitudes amongst certain academics who believe that their main task is to profess their discipline. Such academics consider

William Shakespeares Othello Essay -- William Shakespeare Othello Ess

William Shakespeare's Othello Every artist needs a subject to draw inspiration from—an idea to develop into a masterpiece. Leonardo da Vinci had Madame Lisa to portray in paint. The Beach Boys had Rhonda to render in rhyme. And William Shakespeare had one of one hundred stories written by Giraldi Cinthio to help him create his masterpiece, Othello. Each artist creates his own interpretation from his source. Shakespeare transformed the core of Cinthio’s story into a tragedy. A tragedy is drama which depicts â€Å"a public struggle between larger-than-life protagonists and universal forces† (Glossary 175). A tragedy also involves a â€Å"hero’s suffering and his consequent moments of tragic insight or knowledge† (McJannet 1). Each subtle change, which Shakespeare adapts from his source, serves to turn an ordinary tale into an extraordinary tragedy. The changes Shakespeare makes create a â€Å"larger-than-life protagonist.† In Cinthio’s work, the Ensign falls in love with Disdemona. The Ensign tries every means available to woo her, yet he fails in every attempt. The Ensign â€Å"imagined that the cause of his ill success was that Disdemona loved the Captain of the troop† (Cinthio 137). As a result, â€Å"the love which [the Ensign] had borne the lady now changed into the bitterest hate, and†¦he devoted all his thought to plot the death of the Captain of the troop and to divert the affection of the Moor from Disdemona† (Cinthio 137). Cinthio’s plot does not center on Othello, it is powered by Disdemona. Shakespeare makes a key change when creating his play. Shakespeare makes Othello the clear protagonist. Iago’s plotting revolves around Othello. Not only does Othello pass Iago over for a rightly deserved position, but â€Å"it is thought a... ...Michelangelo did with a chisel, so Shakespeare does with a pen. Shakespeare took Cinthio’s idea of a Moor. Shakespeare chipped away parts, and patched them back together, in a reconfiguration from his own mind’s eye. Shakespeare creates a tragic flaw, and from this a tragic error occurs. Shakespeare creates an impressive protagonist amid a fateful world. Within this tragic world, the fatal manipulation of Othello is brought to light. In short, Shakespeare turns a tale into a tragedy and a story into a masterpiece. Works Cited: Cinthio, Giraldi. Hecatommithi. Trans. J. E. Taylor. Ed. Alvin Kernan. New York: New American Library, 1998. (134-146). Glossary. (170-175). McJannet, Dr. Linda. â€Å"Short Paper: Shakespeare and Cinthio.† Spring, 2006. (1-2). Shakespeare, William. Othello. Ed. Alvin Kernan. New York: New American Library, 1998. (2-128).

Hamlet Act I Essay

The first time that we are introduced to Hamlet is in Act I Scene II. It is apparent that the predominant thought in the atmosphere is the death of King Hamlet, Hamlet’s father. Claudius says; â€Å"Though yet of Hamlet our dear brother’s death the memory be green†. This first introduces the Hamlet as mourning for his father’s death, setting the scene for Hamlet’s mood. The first time that that hamlet speaks is just after Claudius has called him his cousin and son, where Hamlet replies; â€Å"A little more than kin, and less than kind†. Here he is making a pun on the words kin and kind, saying how feels now too closely related to Claudius. He also says; â€Å"Not so my lord, I am too much I’th’sun†. Here he is saying that he feels too much like Claudius’s ‘son’. Both of these show that Hamlet is quite witty, and also that he is a good listener, and picks up on other things that maybe other people don’t. Hamlet feels that the wedding of his mother and Claudius is too soon after the death of his father, and he planned to go back to school, however when his mother asks him not to he says; â€Å"I shall in all my best obey you madam†. This shows that although he does not want to stay he will to please his mother. His displeasure at the wedding is also shown in his soliloquy at the end of the scene, where he says; â€Å"She married. Oh most wicked speed, to post with such dexterity to incestuous sheets†. Here he is saying how he thought she remarried too quickly and that it is like incest to marry her dead husband’s brother. Although the end of the scene, as Horatio is telling Hamlet that he saw the ghost of his father, Hamlet’s speech becomes quite fast and abrupt, unlike the dialogue before. This shows that he has strong feelings for anything to do with his father, and wishes to see him again, even though he must be a ghost. In scene III Ophelia is talking to her brother Laertes about the move that she thinks her and hamlet share. However, Laertes thinks that it is just a whim and that Hamlet does not really love her; â€Å"Forward, not permanent, sweet, not lasting†. He is saying that although it may seem to Ophelia to be real, it is not and Ophelia should not believe Hamlet when he says he loves her. Polonius also reflects this view, and tells his daughter to ignore Hamlet. The entire of Act IV seems to reflect Hamlet character and mood. He has come to see the ghost, and even though this is most unnatural he has come any way. This could be because he misses his father, but also because he feels that something is ‘rotten in the state of Denmark’. He is unhappy at his mother’s speedy marriage, especially to his ‘satyr’ uncle. Perhaps he feels that the ghost of his father can in some way help him with this. Also he threatens to kill his friends if they do not let him go when the ghost beckons him, even though there is risk; â€Å"By heaven I’ll make a ghost of him that lets me†. He seems to want to speak to the ghost of his father, even more than the risks of following a ghost which may be evil. In Act V, when the ghost tells Hamlet that he was murdered, yet not by whom yet, Hamlet says: â€Å"I with wings as swift as meditation or the thoughts of love may sweep to my revenge. † This shows that already he believes that this apparition is his father, and immediately at the thought that his was murder he says that he will exact revenge. This shows how upset he is at his father’s leaving, reflecting that he thought all along that something strange was going on. Hamlet’s reaction to what the ghost tells him seems to be full of emotion; â€Å"Hold, hold, my heart, and you my sinews grow not instant old†. This how bad he is feeling not only for the spirit of his father but also for the fact that he has just learned that his father was murdered, by his uncle, who is now king. He calls his uncle; â€Å"O villain, villain, smiling damni d villain! † This is because in old plays the villain was usually described as being evil but smiling – pretending to be good as is Claudius. After he has spoken with the Ghost, Hamlet tells his friends not to speak of the ghost, and also to ignore him if he starts acting strangely; â€Å"Nay but swear’t†. He makes them swear on his sword that they will not say anything. This could be because he wants to sort out the thoughts in his head first because this has been quite a big thing he has learned. Also, it may be a way in which he can plan to exact his revenge on Claudius – for he cannot stand to be made to act a son to him. In conclusion, in Act I, Shakespeare sets up the introduction of the story, but also with hints as what is to come later on in the play – he plays on Hamlet use of words to show his distaste for the marriage and his uncle, but also by using the ghost to tell hamlet of its fate and also hamlet pretending to be mad it implies that the rest of the play will be much centred on this, and also make us question as to whether hamlet is still pretending to be mad or whether he has actually crossed over the line to madness. Certainly there are things he does that other people consider madness, but he can also be normal. However, like where he sees Ophelia and is not properly dressed, if he loves her as he says he does it seems that he would not do these things event o her.

The welfare myth essays

The welfare myth essays Advertising is a form of selling. Since 1872 there have been individuals who have tried to persuade others to buy the food they have produced, but none of course like the Chocolate they make at the Hershey Factory. But the mass production of goods resulting from the Industrial revolution in the 19th century made person-to-person selling less efficient than it previously was for most products. The mass distribution of goods that followed the development of rail and highway systems made person-to-person selling too slow and expensive for almost all companies including Hershey. At the same time, however, a growth in mass communication occurred first newspapers and magazines then radio and television that made mass selling possible. Advertising, then, is merely selling or salesmanship functioning in the paid space or time of various mass communication media. The objective of any advertisement is to convince a person that is in their best interest to take an action the advertiser i s recommending. This is the case with the Hershey chocolate bar. Advertising as a business developed first and most rapidly in the United States, the country that uses it to the greatest extent. Those that use it most are companies that must create a demand for several products among many people residing in a large area. Such as, the Hershey Bar in high compulsion for people of all age groups. Advertising makes the product so available. So let me begin by telling you a brief history of chocolate. Everyone thinks of chocolate as a flavoring or desert spice for food. As a food and a flavoring, chocolate is widely popular. People everywhere enjoy chocolate candies, pastries and drinks. Chocolate is made from seeds, or beans, of the tropical cacao tree. The beans grow inside ...

How to Make a Pitfall Trap to Catch Crawling Insects

How to Make a Pitfall Trap to Catch Crawling Insects A pitfall trap is an essential tool for catching and studying ground-dwelling insects, particularly springtails and ground beetles. Its easy. You can build and set up a simple pitfall trap in less than half an hour, about 15-20 minutes, using recycled materials. What You Need: coffee can with a plastic lidfour rocks or objects of equal sizea board or piece of slight large wider than the coffee cana trowel Heres How: Assemble your materials – a trowel, a clean coffee can with a plastic lid, four rocks or similar objects of equal size, and a board or piece of slate 4-6 inches wider than the coffee can.Dig a hole the size of the coffee can. The depth of the hole should be the height of the coffee can, and the can should fit snugly without gaps around the outside.Place the coffee can in the hole so the top is flush with the surface of the soil. If it doesn’t fit correctly, you will need to remove or add soil to the hole until it does.Put the four rocks or other objects on the soil surface an inch or two from the edge of the coffee can. The rocks should be spaced apart from each other to make â€Å"legs† for the board that will cover the pitfall trap.Put the board or piece of slate on top of the four rocks to protect the pitfall trap from rain and debris. It will also create a cool, shady area that will attract ground insects seeking moisture and shade. Tips: Close the coffee can with the plastic lid when you cannot attend to your pitfall trap, or if heavy rain is expected.Make sure to check the trap at least once every 24 hours, and remove any insects you have caught. Keep them for study or release them.If you want specimens for a collection and don’t need the insects to be alive, pour one inch of water in the pitfall trap and add 1-2 drops of dish soap.

Social Media Channels and Websites Essay Example | Topics and Well Written Essays - 1000 words

Social Media Channels and Websites - Essay Example In recent summers, Netflix increased their prices without taking on board the customer’s preferences and their consent and took that decision on unilateral basis. The customers of Netflix recorded their protest on the Social Media Channels and actively showed their anger against such move of Netflix. Blockbuster, the competitor of Netflix was as if in search of this kind of opportunity to prove its presence in the market and actively started off offering its discounted services on the pages of those Social Media Channels. This move of Blockbuster substantially snatched a larger customer base of Netflix and increased its market share. So in this age, where Social Media Channels can play such role of defining new market trends, the companies also need to take very good care of their strategies and their potential impacts upon their customers. Topic 4 With the invent of new health applications in the mobile phones devices especially in the smartphones, the chances of a new market to come in front for the mobile phone manufacturers have become quite bright. These new developments both in the healthcare sector as well as in the smartphones industry can redefine the smartphones markets in the next three years. The biggest motivation that these smartphones manufacturers have obtained is the clearance provided by Food and Drug Administration (FDA). FDA has allowed these companies to provide some of the healthcare applications in the smartphones which include blood-pressure detector, CT scan, MRI and other disease detection and monitoring applications. Currently, FDA is taking fair amount of time in making new rules and regulations for the use of these healthcare applications in samrtphones as well as for their manufacturers. The analysts forecast that around 30% of the smartphone users would be utilizing these healthcare applications by the end of 2015. With these bright outlooks of these new inventions, there are some limitations and challenges that the smartph ones manufacturers might have to face which may affect the future strategies of those companies. There are uncertainties such as the nature of the regulations as how would they impact upon the companies’ strategies, how much time would FDA take to formulate those regulations etc. As long as these new regulations are not promulgated, the smartphones manufacturers will have to adopt the policy of wait and see for the commercial production of those new healthcare application based smartphones. Till that time, they have to undertake more extensive researches to produce better healthcare applications which are compatible as well as consistent and accurate in terms of their use. Topic 5 The eHealth programs have shown some real beneficial prospects with the computerization of the health activities. The emergence of computerization in health industry has played a key role in developing the care delivery process. This new eHealth programs in the province has got some ethical as well as social issues which have also been highlighted by the concerned authorities. While implanting this system, the most common ethical issues involve the security and privacy of the patients’ data as it is the moral responsibility of health ministry to

Analysis of the Film Dr. Strangelove Essay Example | Topics and Well Written Essays - 1250 words

Analysis of the Film Dr. Strangelove - Essay Example In this essay I analyze the movie based on the various points of criticism that it faced. Mockery of nuclear warfare and its seriousness When analyzing a film it is important to take into account the content and the period, which brought the idea about. Despite strong criticism than Stanley Kubrick made a mockery out of nuclear warfare and over simplified the entire process of war and the politics of it. It is hard to ignore that the political climate at the time leaned dangerously towards the concept of â€Å"accidental war† which was the crux of Peter George’s novel. Though the actual scenario is far from the truth and not a possibility the concept did create doubts in the minds of people. America at the time of the release was going through conflicting times and the people were divided in their opinion of the Government policies. President Kennedy was in the process of signing a treaty with the Soviet Union premier Nikita Khrushchev that called for the ban of atmosph eric nuclear testing. It may be an obsolete thought now, but in 1964, the imagery, however, lighthearted of a power hungry Brigadier general who actually made a war happen seemed convincing. Was the issue of an imminent nuclear war really a laughing matter for Stanley Kubrick? I do not think so. One major factor that I will attribute to all of his films is the amount of research and thought that he put into the art of filmmaking. Stanley Kubrick was in no way in the industry for want of nothing better to do. His movies have always made an impact on people and had a clear-cut message to send across. The film was the result of an in-depth analysis of the nuclear war and its danger. He put this strong message across very effectively with the use of satire and his excellent casting. Peter sellers gave a stellar performance in all of his 3 roles as Group Captain Lionel Mandrake, President Mirkin Muffley and, the paraplegic scientist Dr. Strangelove himself. Sterling Hayden, George C Scot t and Slim Pickens played the roles of General Jack D. Ripper, General Turgidson and the crazily lunatic power hungry Major Kong respectively, to perfection. Simplistic approach to a complex situation. There is nothing simple about the movie. The only thing that can be considered simplistic is the analysis hinted at. The movie blatantly points out that military and political powers used war as a tool to give vent to their personal repressions, very obviously hinting towards how men with sexual tensions in their personal life tend to use war as a tool to show their manliness. In this respect the film itself offers no solution to the situation. It is not clear whether Kubrick set out to expose the current climate or propose any solution to it. It was a very subjective and biased analysis of the nations’ foreign policies. If Kubrick’s intention was just to ridicule the situation and expose the callousness in which the powers treated the matter, he more than succeeded. And he did so by taking quite a few liberties and creative licenses. A classic example is the scene where the President intervenes in the scuffle between the Soviet ambassador and General Turgidson by saying "Gentlemen, no fighting in the War Room!† A classic attempt at fantastic comedy tinged with irony earmarked the concept behind the movie. It markedly pointed towards the unthinking and extremely detached view in which people in power viewed war as a whole. The movie no doubt is a gross exaggeration