MHCC is just for Me Essay Example for Free

MHCC is just for Me Essay When I graduated high school, I knew that if I wanted to get ahead in life I was going to have to get into college. Not knowing exactly what I wanted to be when I grew up, made me worry about spending money on a traditional four year university. I realized that there were several cheaper options for a higher education were around my area. Starting my education at a community college seemed like the right step for me once I understood that the credits would all transfer to a university that I could choose at a later date. This was my first sensible step towards furthering my education. The problem was trying to decide which college to go to. I had to choose from Portland community college (PCC), Clackamas (CCC) or Mount Hood (MHCC). After sorting through the pros and cons, some of which were proximity to home and work, class availability and, helpful resources, it became clear which college was right for me. MHCC was my choice because it convenient for me. When choosing which community college to attend, the first thought was the distance from both work and home. I knew that I needed a place that was close enough to where I work so that I could take as many classes as I needed and not have to worry that I am going to be late for work because of traffic or some other distraction. Another reason that I need a place that was close is to save gas, as I am currently paying my own tuition and saving money is essential for a financially deprived student. It turns out Mt. Hood is only five miles away from my house, and even more convenient was that it was right down the street from where I work. With MHCC being so close to my work and home and I am only late to class because of my oversleeping. I have also been able to fit in extra classes every semester because of the time I save to squeeze it in without having to ask for any additional time off from work. I am currently working part time job at Bi-Mart so flexibility with scheduling is necessity for my schooling. My current situation for school is that I get to decide which two days I am off, and with those two days I can create my school schedule. MHCC scheduling is so convenient because that the same class that I may need could be taught by several different instructors which all have different times and different days allowing me to shape a schedule that will fit. This has really allowed me to appreciate the classes that are held twice a week for that reason. My usually schedule for school can sometimes take me all day. It starts with a morning class around eight all the way through the day until an evening course till around eight. Without the classes held only two days a week I don’t know how long it would take for me to graduate. One of the resources that I keep constantly using at Mt. Hood is the Learning Center’s tutors up on the second floor of the main campus l ibrary. I know that I am not the only student in the class room, so when I cannot get a meeting with the teacher to go over class items that I do not understand clearly I go to the tutor center. When I am up there I can receive all the help that I need for any school work that I am behind in. I know this because I go to the math tutor all the time for help just to get help that I need. I also have gone to the writing tutor in the past to help with papers that I get stuck on. I know that I am not a very strong writer and not all the rules of grammar stick with me, so knowing that there is a person that can help me makes me a more confident student and it makes me feel like I can achieve more. The convenience of the tutoring center has allowed me to be a better student. To be honest without MHCC, I don’t know if I would have the drive to go to another school. When thinking about the future it makes me cringe sometimes. If anything I have learned from working at Bi-Mart, I know that working dead end jobs as a lifestyle is not going to be in my best interest if I want to achieve something in my life. For that I consider Mount Hood to be a great school to attend. I am glad that I could find a school that could fit into my life and my future goals. At MHCC I have learned so much, and have improved both my writing and math. I know that furthering myself with an education is only going to benefit me in the time ahead and with the education at Mt. Hood I know that when I am able to transfer to that four year university I know that I will have the tools to be able to succeed not only there but beyond the university as well.

Treaty of Versailles :: essays research papers

At eleven O' clock on the morning of November 11, 1918, the fighting ceased on the western front in France, Belgium. For almost four years the world watched the bloodiest and most expensive wars in history. Now at last, the return of peace that was so desperately desired became a reality.   Ã‚  Ã‚  Ã‚  Ã‚  Two months later the representatives of the victorious powers in Paris to write the treaties of peace. The most important of these agreements was first to be completed. In less than four months the representatives of the German government were summoned to a suburb of Paris. There, in the Hall of Mirrors in the Great Palace of the French Kings, they signed the documents that formally brought World War I to an end. The Versailles Palace thus gave the name to one of the most important treaties of Paris and in History. Out of the Versailles Treaty came the league of Nations, one of mankinds attempts to find a means of abolishing war. Many people that signed the Treaty of Versailles struggled with each other. Some people believed there were there to find a just and lasting peace, while others were there with vengeance on the mind towards Germany. The treaty also brought about conditions that aided Adolf Hitlers rise to power in Germany. It also played a significant role in causing World War II, only twenty years later.   Ã‚  Ã‚  Ã‚  Ã‚  With the signing of the armistice, discussion in Europe had turned to where the Peace Conference would be held. The question of where this meeting would take place caused discord. The United States and Great Britain favored small cities such as Geneva or Lausanne in neutral Switzerland, but the French insisted on Paris.(Vaughan 10) The reason behind this was because forty-eight years earlier, France suffered a crushing defeat in the Franco-Prussian War, The citizens of Paris watched a Prussian army match down the Champs Elysees and under the Arc de Triomphe(Hankey 23). On January 18, 1871, Bismarck and the German princes had proclaimed the birth of the German Empire in the Hall of Mirrors of the Versailles Palace(Knapton173). Now that the tables were turned, France wanted to pay back Germany for the humiliation they suffered. The setting for this conference was much different from the 1815 Congress of Vienna. There, a defeated France stood at the mercy of Russia, Prussia, Austria, and British Conquerors. So it was decided on that the conference would take place in Paris.

How Does Steinbeck Use The Character Of Crooks To Highlight Certain Issues Essay

1930’s hit, America lay in financial ruins and deep devastation as the great depression strikes. Causing economic depression throughout the 20th century and leaving many lives in tatters as American citizens face losing money, stock, homes, savings and more importantly jobs. Dealing with unemployment men turn helplessly to migrant working. Moving away from home (if they have one) and getting into manual labour on farms for low pay and a place to stay although it wasn’t structured employment and they found themselves moving from place to place. As Poverty led to working on ranches ‘of mice and men’ was born, a novel written in the late 1930’s to unravel the issues and unfair ways of the 30’s and the great depression. Highlighting poverty, loneliness, sexism and more importantly Racism, the main theme of the story. Being a major issue Racism swarmed America and started taking over most white peoples heads. Black slavery was behind them but unfortunately racism/discrimination towards different races wasn’t and the Jim Crow laws were soon introduced quickly segregating coloured people and making them outcasts in there own countries. So we were 100 years after slavery, but we were smack bang in the middle of segregation and this, was also not a nice experience for the black race. In a bid to stop the black Americans from being equal, the southern states passed a series of laws known as Jim Crow laws which discriminated against blacks and made sure that they were segregated from whites. Blacks were gradually fired from most jobs and had to use different transport, bathrooms ect. To white people, whites started to rule America. ‘Crooks’ Is a character Steinbeck created to highlight how unfairly this time was and with no real importance to the story crooks has a major importance in the book as he was put there to show us how wrong segregation really was and how lonely and miss treated these people were. We first get an idea of crooks in chapter two where he is first bought up, not being on the scene yet we get a little picture of what he’s like and what his role is. Candy explains how when the boss is in a bad mood it’s always taken out on the stable buck stating â€Å"An’ he give the stable buck hell, too'† meaning Crooks, Instantly the first time Crooks is mentioned in the whole book its in a negative way as through innocence he’s treated as if done something wrong. Candy informs George and Lenny why the stable buck gets hell by simply adding on â€Å"ya see the stablebucks a nigger† in those days racial slurs such as the language used towards black pe ople wasn’t looked upon as bad but looked upon as normal, they were allowed to say things like that whereas now days you’d get in a lot of trouble as racism isn’t accepted. Candy goes on to tell them how Crooks isn’t allowed in the bunk house, the small typically western and simple room full of beds were they all sleep. He isn’t allowed in simply because he’s black and segregation prevents him from doing so as its mixing with white people which was frowned upon at the time. He says â€Å"they let the nigger in that night† reminiscing one Christmas when Crooks was allowed in the bunk house â€Å"smitty took after the nigger, done pretty good too† he tells of how a white man called smitty decided to beat crooks up just for fun and says â€Å"the guys wouldn’t let him use his feet† on account of crooks having a crooked back they thought although beating him up for no reason, just entertainment they think its fair because he couldn’t use feet. But were not getting all negative trades from crooks, candy also says â€Å"Nice Fella,too.† â€Å"He Reads a lot, got a lot of books in his room† Steinbeck has made crooks intelligent, he’s made it so crooks won the fight against smitty and has made him a ‘nice guy’ because he wanted to avoid the typical stereotype victim of a black man he does so by giving him pride, identity and not showing major weekness. He’s also made him crippled to give him more strength and more of a heroic side. It also means he’s trapped at the ranch as it would be rare for any other place to take him in so already before we meet this character we have a lot of sympathy and respect for him and all he’s going through. We finally do get to meet him in chapter 3, although it is fairly brief. Crooks pokes his head through the door of the bunkhouse as he isn’t allowed to step into it, knowing he cant step any further he calls slim but instead of saying slim he says â€Å"Mr slim†, black people had to formally address white people so crooks was expected to use Mr and Mrs or Ma’am and Sir when approaching a white person, if approaching one at all otherwise he’d get in a lot of trouble and maybe be hung, he was thought to respect white people as if not worthy to them. We then officially meet Crooks in chapter 4, a whole chapter dedicated to him which in such a short novel with such an unimportant character is very rare but Steinbeck obviously felt very strongly about racism and getting an image across that crooks had an identity and personality, he was just like the rest of them but was hated because of the colour of his skin. Crooks has the longest introduction to his character and where he lives in the book so that we get a vivid description and a chance to get to know him, and that he is a real character with a personality and feelings. Crooks is said to live in â€Å"a little shed that leaned off the wall of the barn† , putting crooks in the barn and saying â€Å"crooks had an apple box over his bunk, and in it a range of medicine bottles, both for himself and the horses† shows his status is that of an animal, they class him as dirt, lower then the horses. His bed is just a box on hay and blankets as well, which is also Steinbeck creating an image of a man treated like an animal. Stereotypes would of thought he was a dirty black man but in actual fact crooks is a â€Å"proud† and clean man. Being old, crippled and most importantly black crooks has been unable to get himself a girlfriend and being like he is never will, so as a substitute to a female he has â€Å"dirty books†. When Lenny Meets Crooks he doesn’t have a clue about racism, he isn’t racist in any shape or form as he has the mind of a child and doesn’t understand it. He asks â€Å"why ain’t you wanted† because he cant see why crooks wouldn’t be allowed in the bunk house which shows racism isn’t natural or in genes or occurs to you as a kid, racism is taught to you by the people you grow up with and by pictures you see in the society. Lenny doesn’t use his white status in his discussion with crooks what so ever and in the conversation crooks actually has the upper hand for once. Crooks says â€Å"this here’s my room. Nobody got any right in here but me† and trys to get rid of Lenny, but its not that he doesn’t want the company because he does, that’s what he craves the most but it’s a matter of principle, he has the idea that white people don’t let him in there room, so why should he let them in his room? He’s read up his place in society and he knows his rights, and one of his rights is his room. Crooks snaps at Lenny saying â€Å"I aint no southern nigro† showing he hasn’t accepted the fact that he’s less of a man then Lenny, he knows he’s the same apart from a colour and he has a confidence. He starts patronizing and teasing Lenny to make himself feel better as he see’s someone that’s an easier target then himself to pick of which proves a nasty streak. Upsetting Lenny saying things like â€Å"spose George went into town and you never heard of him no more† and â€Å"they’ll take you to the booby hatch. They’ll tie you up with a collar, like a dog†. Crooks didn’t always used to be segregated either, he went to a normal school and had white friends but his dad didn’t approve as he knew it wouldn’t last and they’d grow up and turn on him. â€Å"on my old mans chicken ranch† his family owned a chicken ranch so he wasn’t from a poor typical black slave family, showing the great depression could put you in circumstances unlike the ones you grew up in. he says â€Å"its just a nigger saying it† recognising nothing he says means anything and he doesn’t have a say because he’s black. In Lenny and Crooks conversation there on completely different wave lengths, speaking on different levels completely. Its easy for crooks to tell his story and to have someone to talk to about his feelings and loneliness because he knows Lenny isn’t taking anything in and wont remember a thing, its just a physical presence to talk to so he isn’t talking to himself. Crooks only picks on Lenny because of power and status, most his life he’s been teased and tortured and the boss gives him such hell so he’s finally found someone he can tease and torture back. We get an insight of crooks loneliness and understand how much its really getting to him so we forgive him for the teasing because we know Lenny’s situation is no were near as bad as Crooks, crooks has no one but Lenny has always had George, Crooks expresses this crying â€Å"you know he’s going to come back, spose you didn’t have nobody, spose you couldn’t go into the bunk house and play rummy because your black† he obviously is so desperately lonely, he wants someone to talk to more then anything and its made even worse as he hasn’t always been like this. He explains how he â€Å"had two brothers, they were always near me, always there. Used to sleep in the same room† so he was used to having his brothers around, sharing a room and having someone to talk to all the time. He’s been separated from family and friends for a lifetime alone and with social levels rock bottom stifling loneliness Is putting him in a mental state and he’s trying to put Lenny in his shoes. Crooks seems very cynical and sceptical about Lennys dream and has given up all hope in religion saying â€Å"nobody ever gets to heaven† he doesn’t believe a god would put him through this. Crooks also defends himself saying â€Å"you say I smell, well you all smell to me† he most probably doesn’t really thing white people ‘smell’ it’s just a matter of if you can say it to me, I can say it to you. It’s almost childish, you smell, no you do! Then Candy comes onto the scene and joins Crooks and Lenny. Crooks is happy to have all this sudden company, something he’d dreamed of happening and is more then pleased to have people in the barn with him not that he’d let that on. Candy says â€Å"I been here a long time, an crooks been here a long time. This is the first time I’ve been in this room† he’s proving the real depth of segregation as they’ve both been there years and years but they have never seen each other’s rooms but segregation like this was normal. Crooks proves just how lonely he is when he offers to give up all freedom and pay to work for nothing and become almost a slave for George, Lenny and Candy and in return, just some company hesitatingly saying â€Å"if you†¦guys would want a hand to work for nothing-just his keep, why I’d come an lend a hand.†. Then it’s all unsettled by Curley’s wife’s appearance. She’s nearly as lonely as crooks, not allowed to talk to anyone but her husband who she doesn’t feel for at all. He leaves her alone to go to the whore house and she’s expected to talk to nobody. She’s hurt and looking for some company, just someone to talk to. She expresses her loneliness saying â€Å"what am I doing? Talking to a bunch of bindle stiffs- a nigger an a dum-dum and a lousy ol sheep and im liking it† although she’s insulting them she’s just as desperate for some company and wants them to talk to her, but they have other ideas. They have it drummed into there heads she’s trouble and Crook’s especially knows he shouldn’t be talking to her. He coldly shouts at her saying â€Å"I had enough, you got no rights coming in a coloured mans room. You got no rights messing around in here at all. Now you just get out an get out quick. If you don’t, im gonna ask the boss not to ever let you come in the barn no more† crook’s overstepped the mark in the society he lives in. he can’t in reality boss around a white woman. He hasn’t said anything unreasonable, he knows his rights but he’s threatening her giving himself a level of authority. She reply’s to that in a bad way snapping at him â€Å"listen, nigger you know what I can do to you if you open your trap? You know what I could do?† he realises he’s overdone it and returns to his normal lonely self responding with a simple â€Å"yes ma’am† and ‘sits down on his bunk drawing into himself’. After having Candy and Lenny in the room and being able to have normal conversations leaving out any racism he’s almost forgotten himself and segregation, the time he had with the other two was more like a bit of fantasy not reality. He thought for a minute he could have an equal friendship but then Curley’s wife comes and snaps him out of it and reminds him of his place and status. What he did was paralyse his childhood when he played with white kids, he just fooled himself into thinking they were maybe his friends but after the argument he soon realises that this would never happen, he would never be accepted so after she leaves he changes. He turns cold on the other two again and withdraws his offer to work for company although he’d still love to do it, he thinks it’s just a far away dream as black people will never have equal friendships with white people. Curley’s wife has proved she’s racist but she’s not alone in that, she threatened to have him hung. All she’d of had to do was run back to the ranch and tell the boss or Curley he touched her and he’d be killed without trial, just as a form of revenge. Crook’s would just have to be accused by a white person and there authority would get him killed, that was the reality of being a black man, that was the reality of crook’s situation. Taking the racism and unfairness of segregation in the 1930’s Steinbeck has successfully created this character of a black man, trapped in his crippled body, desperately lonely and abused but given him an identity, a personality, a proper background and family and made him a real person. He’s highlighted how badly they were treated, how they felt, what they went through and what we cant let happen again in the future. Crooks wasn’t a part of the story as such but he was there to represent what it was like at the time and the seriousness of the horrors of racism that went on and he’s done that outstandingly giving a perfect picture and make us as an audience feel for the character of Crooks and actually think about what went on back then and to help ensure segregation will never return.

Psychological Bases of the Learning Process Essay

I. Introduction The nature of the learning process has been studied by psychologists and physiologists. Many experiments have been performed and the literature on the subject is voluminous. There has been continual progress in exploring what is not known about learning. Each year sees new discoveries hew hypotheses. Some proposed hypotheses were proven wrong and some older discoveries were made eligible for major modification. Subjecting individuals and classes to scientific measurements has lifted certain phases of learning from the realm of speculation to the realm of science. At present, there is no comprehensive theory concerning all aspects of learning. There is considerable disagreement about the language to be used in describing learning. Different writers hold conflicting positions on the degree of specificity of generality appropriate in talking about learning (Baxter Magolda, 2000). The science of psychology is of significance for the light that it throws upon the nature of the learning process and upon the conditions most favourable to learning. Many other sciences have contributed a great deal to an understanding of the nature of the learning process and to the principal issues involved in the education of boys and girls. For example, sociology, physiology, biology, and biochemistry have added much to the improvement of educational procedures. In order to understand the teaching process, the students or the teacher must first know something about the learning process concerns the teacher no less than the pupils. Although the teacher cannot do the actual learning for the pupil, he can facilitate learning through effective teaching. Effective teaching and learning demand mutual understanding between teacher and learner. It is imperative, therefore, that the nature of the learning process be clearly understood by the teachers so that the instructional activities may proceed in accordance with the basic factors of normal learning. It is apparent that of the teachers do not know how learning takes place they will not be able to accomplish in directing and guiding the learning activities of the pupils (Woodworth, 2004). They should know not only how learning takes place, but also how activities of the pupils are sufficiently and effectively directed to bring about the desired growth and development of the pupils. Thesis Statement:   Ã‚  This study intends to: (1) develop the ability to understand the meaning of the learning process; (2) develop the ability to understand the major laws if learning and their application to teaching; (3) to acquaint the students with the different factors which affect learning and: (4) develop an understanding of the psychological principles of learning. II. Discussion A. Learning from different point of view As in other areas of science there are, in the field of learning, various theories which attempt to explain its basic processes. Both in method and conclusion these theories have differed greatly, for they have sharply focused attention on only certain aspects of the total learning process. As a consequence, the behaviour which various experimenters and teachers have observed has been different. These various experimental studies have led to several ways of looking at the process of learning. Each has attempted to derive basic principles. At present time, however, it would be unwise for a teacher to adopt any one method as the way. Dealing with complex human learning demands that one give attention to all aspects of learning process (Gates, 2003). A fundamental aspect of the present conception of learning is its meaning. The meaning of the learning process, explained from different point of views, is given as follows. 1. Learning from the point of view of the Mind Theory— This theory of the Faculty psychology was formulated by Christian Wolff in 1731. This doctrine held that the mind has mental powers or faculties, such as memory, reason, judgment, attention, will observation, and the like, each of which functions as a separate entity that can be improved through exercise or use. For example, faculty psychologists believed that the strengthening of memory could be achieved through the memorization of long and difficult passages.   Such exercise was assumed to develop in the learner the power to remember well whatever material by which he later might be stimulated. According to the mind theory, all learning is training of the mind and developing the powers of its faculties. The believers of this theory assume that exercise of these powers in one area of content makes one more competent in the use of these same powers with other materials (Stephens, 2001). 2. Learning from the viewpoint of Connectionist’s Theory— This theory refers to the famous stimulus-response or S-R bond theory advanced by Thorndike. This point of view is based on the concepts that bonds or connections between situations and responses. The basis of learning is association between sense impression and impulses to action. This point of view, learning occurs through a change in the connection between a particular stimulus and a response, thus this theory regards a connection as the key to the understanding of the learning process. To the connectionists, the stimulus-response (S-R) explanation of learning covers all types of learning. This point of view is based on the old synaptic resistance theory. The S-R bond theory is now known as S-O-R theory (Woodworth, 2004). 3. Learning from the viewpoint of Behaviourism—Learning from the Behaviourist’s point of view, refers to the building up of conditioned reflexes or habit formation resulting from conditioning. According to Watson, conditioned reflex is central to learning as the unit out of which habits are formed. Watson used Pavlov’s experiments as the epitome of learning and made of the condition reflex as the unit of habit, and built his system on that foundation (Woodworth, 2004). 4. Learning from the viewpoint of the Gestaltists— Gestalt mean pattern, shape, form, or configuration. It implies that a set of stimulating circumstances takes place according to the relative value of various stimuli acting at the same time. This point of view recognizes that the whole is more than the sum of its parts, or that the whole gets its meaning from the parts. It can be seen that the parts can be understood only in relation to one another and that this relationship is determined by the nature of the whole (Stephens, 2001). 5. Learning from the viewpoint of the Progressivists— The concept of learning from the progressivists’ point of view is in conformity with the integrative point of view which is based on Gestalt theory of learning. Both recognize the importance of the learner in the learning process, his interests, his attitudes, and above all, his ability to utilize the past experiences in meeting new situations. Both believe that there is no substitute for experience in the process. Likewise, learning is conceived by both in terms of total growth of the child rather than the mastery of the subject-matter or change in behaviour. Both views are complementary and supplementary to each other (Stephens, 2001). B. The Major Laws of Learning Learning, whether it be that of an animal or of a human being, goes on in accordance with the laws of life. Improvement in teaching and learning can scarcely be made without a careful recognition of laws and principles upon which to base any valuable structure for the betterment of the learners. The results of experiments on learning have been generalized and stated as laws of learning. The laws of learning are attempts to state the more fundamental conditions favourable to the learning process. There is need for laws whether it be in a certain fields of knowledge, a particular course of study, or in the learning process itself. They are designed to make learning a continuous process of development when properly handled and controlled. The more the teacher understands the laws and conditions of learning, the more fully he brings his knowledge into relationship with the situation in the classroom, and the better and more effective his instruction is likely to become (Kohler, 2005). C. Factors which may affect the Learning Process It has been found out that the pupil’s difficulty in learning may be due to many factors within the child himself. Some of the important factors which may affect the learning process are as follows: 1. Intellectual factor—The term refers to the individual mental level. Success in school is generally closely related to the level of the intellect. Pupils with low intelligence often encounter serious difficulty in mastering schoolwork. Sometimes pupils do not learn because of special intellectual disabilities. A low score in one subject and his scores in other subjects indicate the possible presence of a special deficiency. Psychology reveals to us that an individual possesses different kind of intelligence. Knowledge of the nature of the pupils’ intellect is of considerable value in the guidance and the diagnosis of disability (Lashley, 2004). 2. Learning factors— Factors owing to lack of mastery of what has been taught, faulty methods of work or study, and narrowness of experimental background may affect the learning process of any student. If the good school proceeds to rapidly and does not constantly check up on the extent to which the student is mastering what is being taught, the student accumulates a number of deficiencies that interfere with successful progress (Lashley, 2004). 3. Physical factors— Under this group are included such factors such as health, physical development, nutrition, visual and physical defects, and glandular abnormality. It is generally recognized that ill health retards physical and motor development, and malnutrition interfere with learning and physical growth. Children suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spelling (Lashley, 2004). 4. Mental factors— Attitude falls under mental factors. Attitudes are made up of organic and kinaesthetic elements. They are not to be confused with emotions that are characterized by internal visceral disturbance. Attitudes are more or less of definite sort. They play a large part in the mental organization and general behaviour of the individual. Attitudes are also important in the development of personality. Among these attitudes are interest, cheerfulness, affection, prejudice, openmindedness, and loyalty. Attitudes exercise a stimulating effect upon the rate of learning and teaching and upon the progress in school (Lashley, 2004). 5. Emotional and social factors— Personal factors, such as instincts and emotions, and social factors, such as cooperation and rivalry, are directly related to a complex psychology of motivation. It is a recognized fact that the various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies. Some of these innate tendencies are constructive and others are harmful. For some reason a student may have developed a dislike for some subject because he may fail to see its value, or may lack foundation. This dislike results in a bad emotional state (Lashley, 2004). 6. Teacher’s Personality— The teacher as an individual personality is an important element in the learning environment or in the failures and success of the learner. The way in which his personality interacts with the personalities of the pupils being taught helps to determine the kind of behaviour which emerges from the learning situation. The supreme value of a teacher is not in the regular performance of routine duties, but in his power to lead and to inspire his learners through the influence of his moral personality and example (Lashley, 2004). 7. Environmental factor— Physical conditions need for learning is under environmental factor. One of the factors that affect the efficiency of learning is the condition in which learning takes place. This includes the classroom, textbooks, equipment, school supplies, and other instructional materials. In the school and at the home, the conditions for learning must be favourable and adequate if teaching is to produce the desired results. It cannot be denied that the type and quality of instructional materials and equipment play an important part in the instructional efficiency of the school (Lashley, 2004). D. Psychological Principles of Learning To teach effectively, the teacher must understand the basic principles of learning. Based on the different concepts of the learning process and the laws that govern them, the following general principles of learning are presented for guidance in teaching: 1. Learning is considered as the acquisition of knowledge, habits, skills, abilities, and attitudes through the interaction of the whole individual and his total environment (Guthrie, 2002). 2. Learning is meaningful if it is organized in such a way as to emphasize and call for understanding, insight, initiative, and cooperation. When the learner is capable of gaining insight or understanding into the learning situation, then and only then will learning take place (Guthrie, 2002). 3. Learning is facilitated by motives or drives. Needs, interests, and goals are fundamental to the learning process. If the individual has to learn, he must have some goal to be accomplished. Learning is best when the learner knows and understands his motive in learning (Guthrie, 2002). IV. Conclusion As a conclusion, learning is often confused with maturation or physical growth. It is obvious that some of the ways in which man becomes different are tied up very closely with his physical growth. Our knowledge concerning learning and the teaching process has thus undergone profound development in the last twenty-five years. Once it seemed sufficient for the educational psychologist to formulate a set of principles of learning around fairly simple concepts of exercise and effect. The teacher applied these principles through the techniques of drill, reward and punishment.   But with the development of theory and research, the psychologist has found it necessary to expand and to refine his understanding of learning with consequent important implication for teaching.

25 Synonyms for Sign and Symbol

25 Synonyms for Sign and Symbol 25 Synonyms for â€Å"Sign† and â€Å"Symbol† 25 Synonyms for â€Å"Sign† and â€Å"Symbol† By Mark Nichol Various words referring to pictorial representations of objects or ideas often have precise connotations. Here are many words conveying subtle shades of meaning about signs and symbols. 1. Attribute: an object, especially in representational art, signifying a person or place, or authority (also, a characteristic or quality or a word describing a quality) 2. Badge: a sign symbolizing achievement, authority, or membership 3. Cachet: a seal used to denote official approval, or an indication of prestigious approval (plus additional meanings, including â€Å"prestige†) 4. Coat of arms: a heraldic symbol or combination of symbols, or one or more symbols serving a similar function (also, a garment on which such symbols are employed) 5. Cognizance: a distinguishing sign (plus additional meanings) 6. Colophon: a printer’s or publisher’s symbol (also, an inscription providing information about the production of a publication) 7. Crest: see â€Å"coat of arms† (plus additional meanings) 8. Cryptograph (and cryptogram): a sign with hidden meaning or significance (also, a coded message) 9. Device: a heraldic symbol (plus additional meanings) 10. Emblem: a symbol associated with a particular thing or concept 11. Ensign: a sign of authority, or a sign or a flag (also, a military rank or someone holding that rank) 12. Hallmark: a mark signifying approval or authenticity (also, a distinguishing feature or trait) 13. Homologation: official approval or confirmation 14. Icon: a symbolic image 15. Impresa: a heraldic symbol 16. Imprimatur: approval, license, or sanction, or a mark thereof 17. Insignia: a sign of authority, honor, or rank 18. Logo (also logograph and logogram): a statement or symbol of identification, or a motto 19. Monogram: an identifying sign often consisting of conjoined initials 20. Pictograph: a symbol in a pictorial system of communication 21. Rune: a particular type of alphabetical character later associated with magic (plus additional meanings) 22. Stamp: a distinctive character, indication, or mark, or a lasting impression (also, the act of stamping or the device used for stamping, as well as a piece of paper fastened to another object as proof of payment) 23. Token: an expression, sign, or symbol (also, among other meanings, a characteristic, or a keepsake) 24. Totem: an object or symbol representing kinship 25. Trademark: a word or other symbol applying to a product or service (also, a distinguishing feature) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Whimsical Words8 Proofreading Tips And TechniquesMood vs. Tense

Internal Analysis and Strengths & Weaknesses for Costco in US Research Paper

Internal Analysis and Strengths & Weaknesses for Costco in US - Research Paper Example Firstly, Costco US’ organizational structure experienced a dramatic change when its depot restructured its working hours by reducing them from 16 to 9 operational hours a day. This streamlined their entire working schedule by saving them on the employment remuneration packages. In addition, the company resorted to readjusting their day-to-day operations to fit into their new working timeline. This increased the efficiency of all employees who had to maximize their efforts in order to keep up with the demands brought about by their new working schedules (Hoovers, 2012). Secondly, Costco’s Human Resources sector also experienced a change. Employees’ wages and benefits packages increased considerably. This ensured their employees remained dedicated to working hard throughout the restructuring phase, which brought about several changes within the organization’s structure. As a result, the company recorded extremely low employee turnover rates despite the new, intensive working hours introduced by the company’s management. Therefore, this provided the management with an opportunity to boost the morale of employees in a crucial time, which entailed the company undergoing some massive organizational changes. Most organizations are aware of the repercussions brought about by demoralized employees resulting from the introduction of changes affecting the entire organization. Therefore, Costco’s decision to increase the wages and benefits awarded to employees was a strategic move that would help counter future problems resulting from the organization deviating from the norms. Just like other organizations, Costco relies on the satisfaction of their stakeholders. Meaning, appeasing them is the first item on their priority. Since, its establishment, Costco continues to rely on customer loyalty as an integral part of sustaining business operations. Therefore, they approach their CSR strategies from the point of view of their stakehol ders. This means that they ensure the company operates in a way that their stakeholders would approve of without causing any negative reactions. Therefore, the pricing of their products occurs in a way that attracts and maintains the loyalty of their members. Furthermore, they also ensure the quality, and the uniqueness of goods and services offered remain high. Costco strives to maintain an exceptional relationship with its stakeholders. An analysis of Costco’s internal operations presents the following strengths or capabilities (Goldberg 2006). They include: †¢Low mark-up policy- the 15% and below profit mark-up policy on their goods allows Costco’s to set low, affordable prices for their clients. This helps to maintain customer loyalty while attracting new customers. Clients are also able to purchase goods for future sale at prices which will allow them to price their goods at reasonable prices. †¢Rarity in the goods they stock- this provides customers wit h unique goods rarely stocked by other stores. The fact that these goods’ prices are also cheap makes Costco people’s preferred place to shop. †¢Consistent, reliable supply of goods- Costco’ US depot receives goods from 17 other Costco depots ensuring that there is a consistent supply of the various goods stocked by the store. †¢High employee satisfaction within the organization- Costco increased their

Essay 3 Example | Topics and Well Written Essays - 250 words - 3

3 - Essay Example In the environment, particularly one such as an island, most of the ecological niches are usually unoccupied. In the new ecosystem, the species have to evolve and adapt first if they want to survive. In the process of adapting, the species may change so much that in the end it becomes a different species. This is when the species is said to be going through convergent evolution. Convergent evolution refers to the process where unrelated species evolve into similar uniqueness the due to environmental pressures (Wilson 100). Therefore, the process of adaptive radiation takes place when the new species has to evolve so as to make use of the available ecological niches. It is crucial to note that adaptive radiation occurs when the species are under high pressure in the new environment. It is also crucial to note that when adaptive radiation occurs speciation does not take place consciously (Wilson 118). In speciation process, new species are formed. Animals in the new environment are never conscious when adapting into new species. Additionally, in the environment, evolutionary development of adaptive radiation only occurs mostly in animals and a few times in plants. This is because plants do not disperse in new environments like the