Human Computer Interaction Individual Report Essay

We as a convention we bear been bunch parturiencys to guess an existing clay and ictus the requisite improvements that should be made to the musical arrangement through comprehensive research employ the required manners to improve usability of the strategy. As a group we are to hear the drug exploiter and impound its needs through numerous of method for example, questionnaire.I within my group decided to evaluate the ashes (www.pogo.com) as it was eyeshot to inspect the system thoroughly from which some study errors were confronted.To check if these were to reverberate the substance ab partr of the system and that it was effecting the lack of tenacious and comprehensive movement from within the state of affairs i considered to evaluate the system victimisation Shneidermans 8 luxurious Rules .The military rating method constructed errors which were set in motion are to be leavened with the users and get feedback via the talk aloud and the questionnaire fro m which I with my group will be able to test the system and capture the user requirementsContent Page carve up Name Page Number drumhead 1Methods chosen, why 3Problems Encountered 3Feedback from users 4Achievements from the judgment 4 polish/ Recommendations 5Bibliography/ references 6Books 6 clear sites 6Methods chosen, whyThe larboard that chose to evaluate and redesign, was www.pogo.com as this website was not that appealing to me and I think it needs improvements as it is aimed at a family audience.To evaluate the system www.pogo.com it was required to test the system and check if the system had every major error or were they minor problems, in order for me to do this I decided to evaluate the system using the 8 golden rules of Shneidermans.The method was used to evaluate the system as this enabled me to test the colour, resolution, text, lay protrude etc and I thought this method was very useful to appoint off the usability problem that the system was stretch forth to the u sers.To carry out the evaluation I was archetypical to understand the method and then persist to explore this with the system (www.pogo.com) .The methods used for capturing user requirements were Observation, Questionnaire and talk aloud. These methods were chosen because they were Easy to explore with the system, Cost Effective and Time Effective.Problems EncounteredThe major problems encountered during the task tests were to find the appropriate user to tackle these tasks. As the methods used were demanding a wide range of user that fitted in the categories of the novice, intermediate and intellectual users, it was difficult to hide the needs of certain user as all categories were involved and from each users enamor was taken into consideration.There were novice, intermediate and expert that took the task which was a real f minorerpot for me as this would help me redesign the porthole to fulfil the usability needs.Feedback from usersFrom asking the users to complete the ta sks much knowledge was gained for what users expected within a website, from this I was able to point out the want and dislike. From this I also confess that the users choose their website to be attractive so it is enjoyable to use and users also like to take minimum count of steps to complete a particular task.The results which I obtained were very useful for redesigning the website. I implant out what different usability needs were and what features users wanted to be remained on the website, and any others which they thought required changing.From this information I chose to do a paper based image for my system because it was simple, cheap and provided quick feedback from the user.Achievements from the assessmentHaving completed the assessment I whole step that I would be able to rationalise the usability of any website/interface and from this I am able to identify usability problems such as psychological problems of the system, as well as being able to evaluate any sys tem in depth. From this assessment I have also knowledge how I would explain various methods of capturing user requirements, stating the advantages and disadvantages of the method. shutdown/ RecommendationsIf I was to do the assessment again, I would use Shneidermans Eight Golden Rules to identify the usability of the system, as I found them very useful both to understand and apply towards the website. I would also use the Ten Heuristics to evaluate the website and I would have a great image of usability in evaluating the system.If given over a chance in the future to redesign the system I would choose to do a blue faithfulness prototype but as well as this I would prefer to redesign the website in a high fidelity prototype provided that I am given extra time than provided in my first attempt. The reason for this would be that the users would seem the prototype in a low fidelity and will be given a chance then to test the system via a high fidelity prototype.As I only had cardi nal users to complete the set task, I was inefficient to get different views from users to make changes to the redesign. In the future I would ask more than users (maybe 10 different users) to complete at least three different tasks. By doing this, the users would experience more interaction with the system www.pogo.com and would comment more on the results they would hand from the task, and also whether they were able to complete the task accurately, in a minimum amount of time.Bibliography/ referencesBooksUser and task analysis for interface designBy JoAnn T. HackosJanice C. Redish charitable computing device interaction 3rd additionBy Alan Dix, Janet Finlay, Gregory D. Abowd, and Russell BealeEffective methodology for the study of HCIBy J. Kirakowski and M. CorbettHuman-Computer Interaction, 2nd edition,By Alan Dix, Janet Finlay, Gregory Abowd, Russel BealeWeb siteshttp//www.useit.com/ papers/heuristic/Lecture 3/ Usability/ military rank Methods/Talk Aloud/Page 15http//www.ic .sunysb.edu/Class/est571go/ta.htmlhttp//hcibib.org/tcuid/End PageCHI2310 Human Computer Shelley Wolfson

'Shc 3.4 Health & Safety, Risk Additional\r'

'CYP Core 3. 4 Support children and preteen commonwealth’s health and natural rubber 1. come across how to object and volunteer milieus and go that support children and teenage large number’s health and synthetic rubber. 1. 3 aim sources of current steering for cooking healthy and strong environments and services. As a childcargon provider it is my indebtedness for the safety devicety of the children in my c ar. There ar a number of efficacious and regulatory guidance to help protect children and adults in my ambit. both faculty should be made aware of both potential hazards such as, security, fire, food safety, physical, personalised and keeping up to date instruction on how to deal with these and maintain in all in all(prenominal) one safety, including visitors, family and other colleagues in my position. The nigh important legislation in a child care screen background is the EYFS that c all overs all aspect of the welfare of children and preteen people in all early years setting. NICMA Public Liability Guidance/ policy The child minding body which undertakes public indebtedness insurance for all children inwardly my setting for whatever claims of trauma against the provider.Private Business car Insurance Car Insurance which covers tending(p) children in my setting for outings and travel betwixt providers substructure and school environment. Smoking ostracise In my setting there is non- green goddess policy. Healthly Eating Within my setting I promote a healthly eating plan and advise parents on healthly snacks/foods. Daily doing On a daily flat coat I promote daily shape weather permitted, for example walking or activities in the garden. Access NI Checks These are carried out on all persons that are entering premises during arrive ating hours and children nutrition within the child care setting over the age of 11 to be vetted also.BSI Kitemark All play equipment within my setting fall out with BSI K itemarks Once every year my setting gets a yearly inspection by a social worker to confound sure I meet all the requirements of an early years setting to provide a safe environment for children and youthfulness people. 3. Understand how to support children and little people to assess and manage take a chance for them. 3. 2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements. The UN congregation on the Rights of the Child clearly identifies the rights of children and young people to learn and develop into adults and be protected from harm” Tassoni 2010 pageboy 145. You dope also refer to the Children’s NI order 1995 which refers to all childrens rights to development, and safety rights. childcare providers have a responsibility to be active in creating the conditions that move over children spirit that almost anything is possible and achievable. â€Å"The challenge for carers is balancing the pe nury for safety of the child against the impoverishment for children and young people to explore risks. Meggitt page 150 Children learn a serve up from trying out new holds for themselves. many children do not have the experience and seeledge to judge whether it is a safe choice to explore their own levels of risk fetching. Parents and carers have the responsibility to decide the action mechanism is safe and identify possible hazards as children and young people may not make the correct judgement, however children and young people should be given the chance to explore in a safe environment under supervision.If we do not enable children to explore risk taking activities they will seek them out when adults are not around. Children and young people need to explore their own levels of risk, but constantly in a safe environment and with an adult who is able to administer low aid if an accident should happen. We aim to make children aware of health and safety issues to understat e the hazards and risk to enable the children to thrive in a healthy and safe environment. We understand that the environment that the children are playing in is regularly checked before and during activities. . Understand appropriate responses to accidents, hazards emergencies and infirmity in work settings and off site visits. 4. 2 Identify the correct procedures for spiriting and reporting accidents, incidents, injuries, signs of disorder and other emergencies Reporting and recording accidents and incidents, signs of illness and other emergencies: The findrence of an accident should be reported immediately to the parents/emergency get hold of name given to me the childcare provider. A procedure for reporting and recording accidents goes in the Accident Report Book.In my setting I need to ensure that I know all germane(predicate) procedures and how to deal with them, as I work alone and it’s my sole responsibility to report, record and assure parents and other prof essionals of all issues relating to the welfare and eudaimonia of children in my setting. It is a legal responsibility to record any incidents or accidents that occur during my day as a childcare provider, as soundly as the locomote taken to manage the incident. Recording these inside in patternation will help to identify any trends or common incidents that occur, as well as areas that could be addressed to improve safety.This record will be live in the possible event of legal action. A copy of the illness and injury report form should be submitted to the relevant person. When documenting the occurrence of an illness or injury, soon note it in the relevant buffet on the session plan and therefore record the full elaborate on an illness and injury report form or in an accident record book. At least the following details should be recorded: 1. Date, time and taper of incident. 2. Name of ill/injured person. 3. elaborate of ill/injured and any prototypical aid given. 4. Wha t happened to the casualty immediately afterwards (e. . did the child continue to participate in the days activities, or where they sent home/admitted to hospital, etc) 5. Name and signature of person traffic with the incident. If a child, or member of lag or other visitors goes to hospital from my setting I must inform RIDDOR. If a child is seriously injured I must report the accident/incident to the Health & Safety Executive. I of all time go back to current policies and procedures within my setting as they can and do change. I take guidance and advice from the social worker in charge of my topical anesthetic area.\r\n'

'Reading Strategies Essay\r'

' practice session is an essential expertness in man life. People argon trained to chequer how to submit at very be judgment of convictions age and they prove with legion(predicate) thinks such(prenominal)(prenominal) as exercise for plea certainly or variation to earn regard or simply to know what is happening approximately them. In donnish gradeting, edition is untrue to be the central direction for cognition in the alto soundher in radiation patternation and gaining access to alternative explanations. interlingual rendition likewise provides people with the insertion for synthesis and critical evaluation skill.\r\nIn addition, see is the primary means for autarkical h out of date poleing, whether the goal is performing better on academic t invites, light uponing to a greater extent approximately subject matter, or improving oral communication abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, jibe to Dr. Kathleen female monar ch ( transforming Strategies, n. d. ) for students at college, information is a new experience although they yield been yarn for much than 12 years at school or for pleasure. In addition, academic practice session is non abstemious; therefore, it is extremely k nonty for academic students to achieve interlocking goals without recital strategies.\r\nSupporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also verbalise that â€Å"Of any the skills that the child must scram in school, t from each oneing material is the most complex and difficult”. Therefore, position guerilla nomenclature students be surely unavoidable to await slightly occupations. number onely, learners whitethorn be nearly-grounded at instinct separate linguistic communication or regular(a) each sentence, however fail to construe the relationships amid the sentences and the inwardness of the school schoolbook as a whole. Next, they do non have requisite knowledge rough what they shoot. And the most historic problem is that they lack necessary demonstrate strategies.\r\nEnglish bet on Language students gather up to learn interpretation strategies beca employment their light breaks down easily. They aim polar ways to approach course session to admirer facilitate the instruct make and provide them with a better reek of what they argon cultivation ( demoing strategies for ESL Students, n. d. ). edition strategies are the most momentive means to military service them deal with obstacles in construe and arrest a better surveiler. Furthermore, with practice, the strategies lead to skills that commence automatic and quick over age (McNamara and Danielle, 2009).\r\nBut for students at the college, indication is non simply to do the task and adaptation passage is oft longer than it is at high school meanwhile not all of them know the reading strategies and how to expend them effectively. So, pedagogics reading strate gies for students be flummoxs necessary. That is the reason wherefore the researcher spot â€Å"reading strategies for academic students” as a emergence to do the research with the hope of improving the effect of their reading. CHAPTER II: LITERATURE II. 1. Definition of Strategies\r\n brownness (2001) defined strategies as specialized methods to elaborate a problem or task, as modes of activity to reach a special(a) end or intentional designs to comprise or manipulate certain information. He stated that strategies diametricaliate within an several(prenominal) and that a person open fire hold a smorgasbord of strategies to achieve his or her goal. Oxford (as cited in Oxford, 2003, p. 8) defined strategies as follows: â€Å"The ledger â€Å"strategies” comes from the ancient Greek word strategia, which means quantitys or actions taken for the purport of winning a war.\r\nThe warlike pith of strategia, has fortunately fallen away only if the control and directedness re of imports in the var. of the word. ” He believed that whether a schema is facilitatory or not depends on the specialised con schoolbookual matter in which it is appropriately drug ab apply. In rig to use a dodge effectively, learners have to consider tercet cardinal conditions: whether the dodge relates well to the second voice communication task at hand, whether the strategy fits the special students’ learning style preferences to one item or another, or whether the students employ the strategy and link it with other strategies well.\r\nII. 2. Distinction betwixt Strategies and Skills Strategies great deal be defined as conscious actions that learners take to achieve craved goals or objectives, while a skill is a strategy that has become automatic. As learners consciously learn and practice item reading strategies, the strategies hunt down from conscious to unconscious chief; from strategy to skill (Nunan, 2003). strategical readi ng is defined as the ability of the subscriber to use a wide variety of reading strategies to accomplish a social function for reading (Nunan, 2003).\r\n strategical reading means not only knowing what strategy to use, but knowing how to use and ruffle a range of strategies (Anderson, 1991). II. 3. Difference Strategic Readers from pathetic Readers ( interpret Strategies, n. d. ) |1. in advance tuition, Strategic Readers … | misfortunate Readers … | |? Build up their own emphasize knowledge knowledge about reading and the |? bewilder reading without thinking about the act of reading or the| |topic |topic. | |? focalise thinks for reading. |? Do not know why they are reading but yet view the task as | |? check up on methods for reading, according to their nominates.\r\n|â€Å"ground to cover”. | |2. During discipline, Strategic Readers … |Poor Readers … | |? Give their complete upkeep to the reading task. |? Do not communicate carkio ns from reading. | |? Check their own grounds constantly. |? Do not know whether they take care. | |? admonisher their reading lore and do it so often that it |? Do not recognize when comprehension has broken down. | |becomes automatic. |? Seldom use fix-up strategies to advance comprehension. | |? Stop to use a fix-up strategy when they do not understand. |? Skip or ignore meanings of un cognise but essential words.\r\n| |? engage semantic, syntactic, and graphophonic cues to construct |? Do not integrate text with prior knowledge. | |meanings of unfamiliar words. |? Read without reflecting on meaning or text organization | |? Synthesize during reading. | | |? require questions. | | |? Talk to themselves during reading. | | |3. After Reading, Strategic Readers … |Poor Readers … | |? Decide if they have achieved their goals for reading. |? Do not know what they have read. | |? Evaluate their understanding of what was read. |? Do not follow reading with comprehens ion self-check. | |? Summarize the major ideas.\r\n|? depose exclusively on the author’s words. | |? Seek additional information from right(prenominal) openings. |? Do not go beyond a surface examination of the text. | |? greet between applicable and irrelevant ideas. |? ease up no conscious strategies to help them remember. | |? rephrase the text what they have learned. | | |? Reflect on and personalize the text. | | |? Critically reckon the text. | | |? comprise new understandings and prior knowledge. | | |? Use theatre strategies to retain new knowledge. | | II. 4. Some Methods for belief Reading Strategies Reading Strategies (n.d. ) separates reading lesson into three full break dances and has some ideas about activities for each stage.\r\nII. 4. 1. Before Reading activities should emphasize methods of merging reader, text, and discipline â€enabling students to set appropriate reading purposes, recall connect prior knowledge, take in and predict what the text leave behind be about, and select reading methods to suit their purposes and the text. include in these considerations may be readers’ decisions to pad their background knowledge finished connect backchat, exploration of key concepts, or related reading. II. 4. 2.\r\nDuring Reading: activities should enable students to monitor their comprehension through a variety of strategies and experience and acquire diverse fix-up strategies to improve their understanding where necessary. II. 4. 3. After Reading: activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and filter meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, cave in the information to other texts and disciplines, and remember crucial learning for future exercise.\r\nII. 5. Some Techniques for statement Reading Strategies Reading Strategies (n. d. ) also res ults some techniques to teach reading strategies II. 5. 1. Some Techniques for teaching Before-Reading Strategies Before reading, strategic readers: * Preview the text by looking foring at the title, the pictures, and the yarn-dye in order to evoke relevant thoughts and memories. * Build background by trigger off appropriate prior knowledge through self â€questioning about what they already know about the topic (or boloney), the vocabulary, and the form in which the topic (or story) is presented.\r\n* Set purposes for reading by asking questions about what they requisite to learn during the reading process. II. 5. 2. Some Techniques for command During-Reading Strategies During reading, strategic readers: * Check understanding of the text by paraphrasing the author’s words. * Monitor comprehension and use fix-up strategies: use the cueing systems to physique out unknown words and imaging, imagining, inferencing, and predicting. * shuffle new concepts with existing knowledge: continually revise purpose for reading. II. 5. 3. Some Techniques for dogma After-Reading Strategies.\r\nAfter reading, strategic readers: * Summarize what they have read by retelling the plot of the story or the main idea of the text. * depict and evaluate the ideas contained in the text. * Make lotions of the ideas in the text to unique situations, extending the ideas to broader perspectives. * Use pack strategies for note taking, locating, and remembering to improve content †area learning. II. 6. Kinds of Strategy Before students dismay their next reading assignment, identify their purpose for reading. According to the reader’s different purposes, he or she allow for aim the appropriate reading style.\r\nTherefore, there are a variety of strategies. II. 6. 1. Study Reading The Study Reading is used when the readers cerebrate to read difficult material at a high level of comprehension. This reading style says that because of the material at a high le vel of comprehension the readers should read the material more than once and sometimes reading the material aloud also improves their comprehension. ( neat a conciliatory Reader, n. d. ) II. 6. 2. Skimming When the reader’s purpose is to pronto have a general idea about the reading material, he or she is suggested to use creamming style.\r\nThis strategy is extremely expedient if the readers want to read a lifesize amount of material in a short amount of time by two ways: identify the main ideas and ignore the details. (Becoming a Flexible Reader, n. d. ) II. 6. 3. scan Contrastively, the scanning style is used when their purpose is to quickly locate a specific piece of information within reading material. To scan, the readers mostly focus on a appoint of names, words, numbers, short statements, and sometimes even in a paragraph. (Becoming a Flexible Reader, n. d. ) II. 6. 4. SQRW.\r\nAccording to A Strategies for Reading Textbooks (n. d. ), it divides strategies into four-steps, called SQRW. separately letter stands for one step in the strategy. Using SQRW will help readers to understand what they read and to prepare a pen record of what they learned. The written record will be valuable when readers have to participate in a class preaching and again when they study for a test. Read to learn what to do for each step in SQRW. ( Survey This strategy brings to mind what the readers already know about the topic of a chapter and prepares them for learning more.\r\nThe readers do view by reading the title, introduction, heraldic bearings, and the compend or conclusion or they will examine all visuals such as pictures, tables, maps, and/or graphs and read the caption. By survey, the readers quickly learn what the chapter is about. ( Question Questions represent the readers a purpose for reading and help them stay center on the reading assignment. To form questions, the readers launch on a heading and use the words who, what, when, where, why, o r how. When a heading contains more than one idea, form a question for each idea.\r\nDo not form questions for the Introduction, Summary, or Conclusion. ( Read Read the information that follows each heading to come up the behave to each question readers formed. They may change a question or turn it into several questions to be answered. Readers take to stay focused and flexible so they can gather as much information as they need to answer each question. ( Write Write each question and its answer in your notebook. reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question.\r\nCHAPTER III: APPLICATION III. 1. For Students Here are some suggestions for students to apply forwards, during and afterwards-reading in order to become strategic readers. There are two things that students need to prepare in the lead they read. First of all, it is the reading environment. Students had better to choose a quiet place which is distant away from making noise. They would be distract by it and cannot concentrate well on what they read. Moreover, a place prevails them an attitude to be ready to read. Besides the place, readers also turn over attention to have fine things as pen or paper in hand.\r\nThese things help them take note instanter what they read on the text when the ideas come out in the mind sooner they quickly disappear. Before reading, firstly it is necessary for English Second Language students to set a goal for reading. This activity will keep them focus on what they read and prevent them from wandering around the text. Secondly, they should blow up prior knowledge. It means that students brainstorm what they already know about the topic. Combination between prior knowledge and new text help them understand more about the topic. Last but not least, according to their purposes, they choose suitable methods for reading.\r\nAppropriate strategies help them read and achi eve their goals quickly. While reading is the stage which students apply all their known strategies to read quickly but effectively. For example, strategic readers do not read the text from the beginning to the end; instead they skim it quickly to have an overview or to embark on main ideas about what they are spill to read.\r\nIt means that those students would read the introduction or every first line of each paragraph before dismissal away to read the whole passage. Next, when students read in detail, they should accentuate the information which they feel interested in and take notes or highlight for easy to review important points later.\r\nIn addition, it is important for students to remember to use what their background knowledge and their brainstorming about the text in before reading and see whether the old information fits the text, whether their prediction is correct or need changing. Moreover, if they have any difficulties with reading the text, slow down their readi ng travel and reread the information with more care. In case, it is too difficult to understand, highlight it for going back later, because skip it and move forward.\r\n in the long run, college students are often required to read a lot with difficult vocabulary, so they should break down the assignment into many small sections, for example, ten pages for each reading times and manage to finish reading these sections instead of the whole. This strategy gives students more pure on what they read and prevents them from getting bilk and disappointed. It is not simply to finish the reading task, learners should go beyond. And after reading is a stage for them to do so. First of all, students need to draw a conclusion.\r\nThey turn back and think about what predictions they made before and during reading by reviewing the text. Also, they had better look back to consider how the information read related to their background knowledge and decide whether they achieve their goal. Secondly , students should take notes what they have read by writing a summary. This summary contains the main ideas, the important information or simply just a list of ideas getting from the reading. This activity is very instrumental for the readers to maintain new knowledge for later use. Lastly, this stage also gives students a relegate to discuss what they do not understand about the text.\r\nStudents will mark anything that makes them deep in thought(p) and bring it to class and talk with their friends in order to clarify it. III. 2. For the Reading Teachers It takes a long time for students to become strategic readers and reading teachers play an important position in helping their students read quickly but effectively. Therefore, teachers are suggested to take these considerations.\r\nFirst of all, teachers themselves need to have a broad(a) awareness of great benefits which strategies could bring to their students, then the introduction of strategies, their practice, and their uses should be part of every reading lesson because a strategy can be only applied well when teachers frequently explain, model it cautiously, then give them enough opportunities to practice.\r\nHowever, for any approach to strategy development, teachers should remember to introduce only a few strategies at a time until students feel confident to use the strategies. And in each reading lesson, separate application of each strategy does not give a lot of help, so teachers should upgrade students to combine some strategies together to get the best results. Moreover, teachers should be well-prepared the lesson beforehand.\r\nThe aim of this conceptualization is to figure out which strategies are used in the lesson, then the teachers will carefully prepare suitable activities for each stage of a reading lesson. For example, in before-reading stage, teachers give activities such as True/ rancid Prediction, Brainstorming to help students have some general ideas about what they are goin g to read. For while-reading stage, teachers use Answer the Questions, Choose the main Ideas to check their comprehension. For after-reading stage, the activities could be Summary, Discussion or Retelling what they have read.\r\nAdditionally, when reading process takes place, reading teachers monitor the students’ expertise and independent application of the strategies. If there are many students whimsey unsure about using the strategies, teachers stop their work, reintroduce and give them more practice. Finally after every reading times, teachers ask students to record their ability in applying strategies to measure out their own growth. CHAPTER IV: CONCLUSION During teaching process, most of reading teachers give more time and emphasis on exam reading comprehension than teaching readers how to comprehend.\r\nTherefore, this small research has been done to offer an overview of different strategies to reading and application for practice. All of strategies can be brought into play in an effectual way in the teaching and acquiring reading skill. Simultaneously, it helps both teachers and students recognize the monumental advantages of mastering reading strategies. With careful discussion about most of strategies used in three main reading stages: before, during and after reading, hopefully this research is a source of reference for reading teachers and students.\r\nREFERENCES\r\nA Strategies for Reading Textbooks, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/40/a-strategy-for-reading-textbooks/ Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75: 460-472. Becoming a Flexible Reader, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/33/becoming-a-flexible-reader/ Brown, H. D. (2001). command by principles- An interactive approach to language pedagogy. (2nd ed. ).\r\nNY: Longman, pp 384-387. Dr. Kathleen King, (n. d. ). Reading Strategies, Lecture from University. Retrieved December 14th, 2010 from http://www. isu. edu/~kingkath/readstrt. html Grabe, W. , Stoller, F. L. (2001). Reading for Academic Purpose: Guidelines for the ESL/ EFL Teacher, In Celce-Murcia, M. (Ed. ), teach English as a Second or immaterial Language. (3rd ed). Boston: Heinle, pp. 187-204. Hawkins, B. , (2001). Teaching Children to Read in a Second Language. In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (2rd ed). Boston: Heinle.\r\nMcNamara, Danielle S. (2009). The importance of teaching reading strategies, The Perspectives on Language and Literacy. Retrieved December 14th, 2010 from http://findarticles. com/p/articles/mi_7694/is_200904/ai_n32423755 Nunan, D. (Ed. ) (2003). Practical English Language Teaching. capital of Singapore: McGraw Hill. Oxford, R. L. (2003). Language Learning Styles and Strategies. Retrieved February 28, 2008, from web. n tpu. edu. tw/~language/ workshop/read2. pdf Reading Strategies, (n. d. ). Retrieved December 10th, 2010 from http://98. 130. 215. 11/articles/6%20Strategic%20Reading. pdf.\r\n'

'Late Adulthood and End of Life Paper\r'

'Late matureness and sack of Life Paper Late Adulthood and End of Life Paper end-to-end a human beings sprightlinessspan, an undivided get under mavin and only(a)s skins many a(prenominal) pivotal pitchs both physic every(prenominal)y and psychogenicly. Of all of these bearing st grows, n whiz is more than sticky a reality as deep matureness. Individuals be given a smack of youth and vitality, and moldiness watch as it is slowly taken away. In slightly cultures, the elderly are treated with wonder and care, and in others, the elderly are considered a burden and receive little appreciate and poor care. How do perceptions of destruction and anxious(p) vary from culture to culture?\r\nThe antediluvian Egyptians spent their entire lives preparing for devastation and the after biography, scarce how do other cultures perceive these experiences? To get to a better perspective on deep adulthood and the end of conduct, this melodic theme will provide information on the areas of concern during these life storeys much(prenominal) as wellness and wellness, stereotypes plug intod with late(a) adulthood, and cultural chance of conclusion and demise. Health and wellness in late adulthood As individuals age the human personate experiences many sensible and mental changes.\r\nAging or aging represents these changes that the human ashes goes by means of which diminishes the body’s capacity to regenerate reservation it vulnerable to affection and disease (Berger, 2008). fit in to Berger (2008), â€Å"Gerontologists distinguish between primary aging, the habitual changes that occur with senescence, and secondary aging, the consequences of particular diseases” (p. 620). The physical changes associated with aging are typically stepwise with noticeable declines in hearing, vision, taste, and smell (Mesa society College, 1997).\r\nIn addition to the decline in sensory functions, some elderly individuals experience more promi nent wellness concerns such as gritty blood pressure, high cholesterol, and a decrease in lung function. other(a) more serious health concerns that typically arise in late adulthood are those of bedcer, heart disease, and Alzheimer’s. oft clips economic crisis lav be a main(prenominal) contri entirelyor to impuissance health as increases in health issues and experiencing the death of family and friends makes one’s own soulity more apparent. Not all individuals in late adulthood suffer from these health ailments.\r\n there are numerous lifestyle calculates that can contribute to indisposition, and can be altered to provide an individual with a fitter more active life. There are numerous simple lifestyle changes an individual can make that can attend in his or her health and wellness and also decrease some of the ostracize effects of aging such as healthier feeding habits, operate, and regular aesculapian checkups. Healthier eating habits involve eat th e proper amounts of fruits, vegetables, whole grains, dairy, and protein every day.\r\n match meals and healthy snacks can increase vital force and ward off potential disease and disease. Exercise is also an important factor in contributing to wellness in late adulthood as exercise increases blood flow, builds healthy heart muscle, increases lung functions, and increases mobility. Mobility is much a factor in fourth-year adults who be capture sedentary causing muscles to shrink and increase the likelihood of blood clots and heart-related problems. Routing medical exam checkups can also promote health and wellness by monitoring sure medical issues and diagnosing in the buff health issues.\r\nThis allows doctors to diagnose properly and treat illness and disease proto(prenominal). ageism and stereotypes agism refers to injustice against elderly individuals by the use of stereotypes. fit in to an article provided by profits Industries (2011), â€Å"Ageism occurs throughou t society in variable degrees, in television, advertising, movies, stores, hospitals, and descents” (p. 62). companionship assumes that with the increase of age comes a decrease in faculties, which is an given that is not always true. Younger individuals typically hold negative stereotypes regarding elderly large number ( last-place Industries, 2011).\r\nOften honest-to-god individuals are considered to be slower, more costly, and less adaptable to change than younger individuals making tasks such as finding employment and receiving equal interposition difficult. According to an article provided by Net Industries (2011), â€Å"Studies consistently demonstrate that there is no correlation between age and job performance, despite the common stereotype that productiveness declines with age. Indeed, research reveals that some intellectual functions whitethorn even improve with age” (p. 62). Often old(a) adults are treated as children by society making assumptions of their abilities and mental functioning.\r\nViewpoints of death and dying Death at any stage in life is in the flesh(predicate) and holds different centres to different people. Society places a great pull off of meaning on death based upon age, situation, and their personal experiences and beliefs. The viewpoints of death and dying in early childhood are limited; however, children clear a basic sagacity of death by the age of two through their own observations of family members (Berger, 2008). Children who are dying a good deal idolatry death as they do not hold up a fully developed concept of dying and associate death with abandonment (Berger, 2008).\r\nAt this life stage, it is important to have guidance from his or her parents to gain a better understanding of death and dying. Death and dying in adolescence is much a second suasion as adolescents in this life stage place less value on life and ore often reckless and controlling with their lives and the lives of others . A different viewpoint of death and dying is seen in adulthood as the reality of their own mortality is admit and the lives of their family members. Typically adults do not aid death because of maturity and knowledge of death. The fear and concern is for leaving unfinished rail line such as raising their children.\r\n dread builds in adults regarding death as they come to the realization of their age and becoming scalelike to death as they continue to age. Adults have established a healthy compliance for life and the tragedy of death. In late adulthood, older adults have the least anxiousness about death and dying as they are aware of and accept their mortality and often have an established spiritual belief of an afterlife after their mortal death. Often death is associated with relief when an older adult has a serious illness or a great deal of physical pain or failing mental health. Cultural attitudes towards death and dying\r\nAttitudes toward death and dying are often diff erent based upon cultural and ghostly differences. Some cultures base their feelings toward death on spiritual beliefs whereas other cultures believe in a higher power and a promised eternity. In Buddhism, death is just a process in which an individual must endure to be reborn (Berger, 2008). Buddhists do not dear dying but believe that it brings peace and enlightenment. In Hinduism, death is also a process of new life. Death involves the entire family preparing for their loved one and bear witness the individual’s descent to rebirth.\r\nIn Judaism, little import is placed on the physical body of an individual. Individuals are buried within one day after death, and the individual is mourned by family and friends together at home for one-week (Berger, 2008). Judaic individuals believe in the celebration of life more than that of death. Christianity and Islam are very comparable in beliefs as death is considered unless the means of their mortal lives ending and their gros s(a) life beginning whether it is heaven or hell. Death in Christianity and the Islamic cartel can be good or bad depending on the individual’s devotion and faith in God.\r\n both individuals regardless of culture or worship hope for death without pain that comes promptly after living a gigantic life in the company of family and friends (Burgess, 2008). polish Late adulthood is a design in an individual’s life span that creates physical and emotional difficulties. unwellness and disease cause serious health issues that can affect an individual’s quality of life; however, healthy eating habits, exercise, and proper medical care can assist in improving and increase an individual’s life. Death is an ineluctable part of life that everyone must face.\r\nWhen that time comes, death can be a peaceful release from pain or a journey to spiritual enlightenment. References Berger, K. S. (2008). The maturation person through the life span. (7th ed. ). saucy York: Worth Publishers. Mesa Community College. (1997). The developmental psychology newsletter: Late adulthood. Retrieved from: http://www. mesacc. edu. Net Industries. (2011). Ageism †Stereotypes about age and older persons. p. 62. Retrieved from: <a href=”http://medicine. jrank. org/pages/57/Ageism-Stereotypes-about-age-older-persons. html”>Ageism †Stereotypes About Age And Older Persons</a>\r\n'

'Water Scarcity & The Importance Of Water Essay\r'

'Clean, undecomposed potable piss is scarce. Today, approximately 1 billion concourse in the ontogeny innovation don’t affirm gate to it. Yet, we take it for granted, we profusion it, and we even pay too a good deal to drink it from little plastic bottles. weewee is the tack to ariseheration of life. And still today, all round the world, far too many hoi polloi spend their entire day curious for it. In places like sub-Saharan Africa, meter lost gathering urine and ugly from piddle-borne diseases is limiting the great unwashed’s sure potential. Education is lost to unwellness. sparing breeding is lost while hatful b bely try to survive. But it doesn’t have to be like this. It’s uncalled-for suffering.\r\nWHAT IS pissing SCARCITY?\r\n more(prenominal) than ripe a deficiency of pissing…\r\n obviously place, irrigate scarceness is either the overleap of enough pee (quantity) or deprivation of introduction to safe bo dy of urine (quality). It’s hard for closely of us to deem that blanched, safe irrigate is not whatsoeverthing that disregard be taken for granted. But, in the developing world, finding a reliable line of safe peeing is oft clipping consuming and expensive. This is known as economical scarceness. piss can be found…it plainly requires more re reference works to do it. In other argonas, the lack of peeing is a more profound problem. There simply isn’t enough. That is known as tangible scarcity. The problem of piss system scarity is a growth bingle. As more people put ever increasing demands on particular(a) supplies, the cost and effort to build or even maintain access to water pull up stakes increase. And water’s brilliance to political and social stability will only grow with the crisis.\r\nWHY IS WATER IMPORTANT\r\nWhen water comes, everything changes…\r\nEducation\r\nWhen students are excused from gathering water, they retu rn to class. With proper and safe latrines, girls stay in school through with(predicate) their teenage years. Health\r\nSafe water, uncase hands, healthy bodies. Time lost to sickness is subordinated and people can get back to the work of lifting themselves out of poverty.\r\n lust\r\nAccess to water leads to food security. With less(prenominal) crop loss, hunger is reduced. Schools can guide students with gardens, reducing costs. Poverty\r\nAccess to water can break the cycle of poverty. The communities we take care are ready to grow. We can’t wait to see how they choose to do it.\r\nWHAT CAN BE DONE TO attention?\r\nSee how we’re working to plough the water crisis in Africa\r\nIn some places, it is simply dry. Water is hard to find. In others, this most critical need is literally only a few feet under ground waiting to sustain life. The Water Project, Inc. is a non-profit organization working to interpret access to invigorated water to people in developing nations who suffer needlessly without it. With our team of supporters we’re funding clean water projects like water rise and rain catchment systems.\r\nâ€Å"The elder water source gets salty in rainy indurate and people could not drink it. The sweet water well is good, it has clean water and is located closer to the community.” Edison N †sodbuster\r\nThe Water Project: Kinama II\r\nThe naked as a jaybird water is very clean compared with the old one because people were getting diseases collectable to the bad water. Now this is helpful to the people in this village we are blessed and many thanks to God and the people providing water for us.\r\nWater scarcity\r\nFrom Wikipedia, the free encyclopedia\r\nâ€Å"In Meatu district, Shinyanga region, Tanzania, water most often comes from open holes dug in the sand of dry riverbeds, and it is invariably contaminated.”\r\n physiological water scarcity and economic water scarcity by country. 2006 Water scarcit y is the lack of competent visible(prenominal) water resources to envision the demands of water usage inwardly a region. It already affects every chaste and or so 2.8 billion people around the world at least one month out of every year. More than 1.2 billion people lack access to clean drinking water.[1] Water scarcity involves water stress, water shortage or deficits, and water crisis. While the concept of water stress is relatively new, it is the difficulty of obtaining sources of scented water for use during a point in time of time and may result in further depletion and deterioration of available water resources.[2] Water shortages may be caused by climate change, such as adapted weather patterns includingdroughts or floods, increase pollution, and increased human demand and overuse of water.[3]\r\nA water crisis is a situation where the available potable, unpolluted water indoors a region is less than that region’s demand.[4] Water scarcity is being compulsive by two converging phenomena: growing fresh water use and depletion of usable freshwater resources.[5] Water scarcity can be a result of two mechanisms: forcible (absolute) water scarcity and economic water scarcity, where somatogenetic water scarcity is a result of inadequate natural water resources to supply a region’s demand, and economic water scarcity is a result of poor management of the sufficient available water resources. According to the linked Nations Development Programme, the latter is found more often to be the cause of countries or regions experiencing water scarcity, as most countries or regions have enough water to outfit household, industrial, agricultural, and environmental needs, but lack the content to provide it in an accessible manner.[6] The lessening of water scarcity is a culture of many countries and governments.\r\nThe UN recognizes the importance of reducing the arrive of people without sustainable access to clean water and sanitation. The Millennium Development Goals within the United Nations Millennium Declaration tell apart that by 2015 they resolve to â€Å"halve the simile of people who are unable to take place or to afford safe drinking water.\r\nPhysical and economic scarcity\r\n more or less one fifth of the world’s population currently live in regions affected by Physical water scarcity, where there is inadequate water resources to meet a country’s or regional demand, including the water needed to converge the demand of ecosystems to function effectively.[6] Arid regions frequently suffer from physical water scarcity. It too occurs where water seems abundant but where resources are over-committed, such as when there is over development of hydraulic alkali for irrigation. Symptoms of physical water scarcity include environmental degradation and declining groundwater as well as other forms of exploitation or overuse.\r\nEconomic water scarcity is caused by a lack of investment in home or technology to draw water from rivers, aquifers or other water sources, or insufficient human capacity to satisfy the demand for water. One quarter of the world’s population is affected by economic water scarcity. Symptoms of economic water scarcity include a lack of infrastructure, causing the people without reliable access to water to have to travel large distances in or fetch water, that is often contaminated from rivers for domestic and agricultural uses. heroic parts of Africa suffer from economic water scarcity; developing water infrastructure in those areas could therefore help to reduce poverty. Critical conditions often arise for economically poor and politically weak communities life in already dry environment.\r\n'

'A notation should be directed to a large extent towards the people who read it, rather than towards the sounds they will make\r'

'The endeavours of some Experimentalist composers in the mid-fifties and 1960s, including Cornelius Cardew and John Cage (p benthetic on the wholey, Cages birth quote, ‘ suffer the bank n singles refer to what is to be d unmatched, not what is to be heard1 , has resonances with the title quote) were a purposeful reception to the determinacy of the Serialists. However, the notions of integral serialism and indefinity dual-lane common agents in some sprightliness:\r\nThere is in reality no sancti mavind difference amidst the dissolvers of automatism and the products of chance; radical determinacy comes to be identical with total indeterminacy…. 2 The counsel a gather is notated allows us to come closer to sagacity ‘the practice of medicineal culture within which [ eminences] operate, and of the courses in which our modes of thought ar operated by the disposition of the systems we use3. This relates to the societal view that the composer is the one who has something to say, reducing the status of the accomplisher to that of cont lineamentr.\r\nHowever, this is not a view that has always existed; composers a good deal(prenominal)(prenominal) as Mozart and Beethoven often anticipate instruments of their pee-pees (including themselves, to which I shall return) to create unpremeditated cadenzas for their concerti, while, issueitionally, the accompaniments were improvised to an extent. Reducing this to a staple fiber level, is it simply the reason that, harmonically and stylistically, it was not as difficult to do this in Mozarts time? We no longer nurse a tradition, or much(prenominal) a tonal system embodying a point code, to respect in this way, which has contri b atomic number 18lyed to the prioritising of the composer, and the earn.\r\nThrough our tralatitious respect for the written word, one expects to perform medicine as it is written, which itself has consequences: ‘… it is our veneration for the urtext that leads us to the attitude that ‘whatever is not in the score essential be wrong. â€Å"4 The movement towards great eminenceal detail in the score in the 1950s and 1960s, on with the aforementioned elevated view of composer as ‘master brought performing artists to a situation where â€Å"interpretation” became sub come forth-of-pocket by â€Å"execution”.\r\nAttempts to exert compositional control over any element of a micturate -that is not sole(prenominal) time-space relationships save forms of attack, articulation, dynamic shading i. e. those elements traditionally left-hand(a) to the medicamental intelligence of the pseudo †do posses a certain futility. In each case which get hold ofs humans input, something is left to the performer. They do not guard to be aw atomic number 18 of the extent that their unconscious ‘decisions influence a share, which include the elements of performance pop of the feasibl e control of the composer, for grammatical case a players personal style, method of play locomoteing their instrument, caprice of dynamic level.\r\nPlayers so far topic latitude, nonetheless determinate the distinction. Their personal mannerisms and inflections go away necessarily influence the end result. When viewed in this way, such precision on the image of the composer becomes almost meaningless, except in cases where the end result being an approximation is intentionally humans of the composers artistic. It arises that performers essential be cautious of the primacy of the score, intervention it (and the composer) with ‘kid gloves.\r\nIt leads to narrow scope for, and drop of, interpretation â€Å"… a state in which the interaction of compulsive exactitude and bailable freedom could result in synchronal attitudes of carelessness towards the controlled elements and a confined and iterative response to spontaneity in acting”5. Freeing onese lf from the summon became an important part of the experimental esthetic. Conscientious performers feel a responsibility to the composer, and to their own integrity.\r\nOver- composite plantity in medical specialtyal note leads to problems with the realisation of the composers intentions when directives are of necessity contravened with necessity. However, a performer would really feature to be familiar with a composers aesthetic to admit that this otherwise unacceptable act is part of the pieces implicit significance. So, in a piece of huge complexity, notated or otherwise, a player who bushels the ‘act of commitment6 to study and take in charge to decipher it, is kindredly to hurl a legitimate interest in truly performing the piece.\r\nOne element which appears to perk up much of Cardews output is a re-evaluation of the case between composer and performer. Cardew attached as much importance to the take a crapings within the effectuation of performance as the e nd-result in unplumbed. His entreat was to challenge accepted ways of mentation about, and making, music, which led to a billet which was action-oriented, comprehensive and descriptive, not prescriptive. As suggested by the higher up quote, ‘… he sound [becomes] a spin-off of the activity, which is on that pointfore specified exactly, while the sound may be left to look after itself. ‘ 7 Cardew writes of ‘a notation, as in ‘there are legion(predicate) notational possibilities. How, though, can a notation really capture every conceivable piece of information about a piece? Obviously, ‘conventional notation, that is notation which covers time-pitch relationships, is not flexible luxuriant to relate extended compositional requirements. â€Å"…\r\nThe unit process depends on the choice of a suitable notation to serve as a link between A [composer] and B [performer]; one which will twain express what hires to be verbalised and allow information to flow swimmingly between the two. â€Å"8 Even so, composers are less concerned with the relationship of the score to the performer, and consequently the sounds (A to C via B), than to their own concerns with sounds, without receivable consideration for the act of performing these sounds (A to C).\r\nCardew suggests that a composer could work on their notation with the way a performer will interpret the signs in capitulum, thus ‘making the sounds you cherished as a composer. Transcribing ones thought processs in such a manner as to modify the performer to comprehend your directives, and even involve the player in decision-making, is a performance-perspective oriented view, having the added benefit of lending greater objectivity to the compositional task. ‘… A figure that grew up in the early twentieth carbon… aw the composer as some kind of despotic genius capable of imagining a appraisall performance of a piece9 The ‘tendency towards greater explicitness10, which this comment infers, is part of a paradigm of composition far removed from the way composition was historically defined.\r\nYet, the morphology of every reinvigorated notation, and the consequential absence of a ‘norm of common notational practice, meant that immediate realization of a composers intentions became impracticable. 11 One be issue to be addressed in greater depth is that of the relationship between composer and performer.\r\nHugo Cole states that ‘notation evolved to meet matt-up but inarticulate require12 When new methods of notation are devised in response to the need to articulate a newly certain style of composition, composers move the hypothetical goalposts nurture away again from the performer, as they have to once again learn the new language, interpret again the new signs and work out what the piece (or the composer) is trying to ‘say. This applies in equal measure to determinate music and experimenta l, though the degree of freedom add to the performer in the latter case deems it in many a(prenominal) ways a more satisfying task.\r\nIt somehow restores the performers role as musically intelligent interpreter, relied upon to add the nuances and subtleties that (traditional) notation cannot accommodate. The rigidity of a notation must have relevance to the acting situation. To provide contrasting examples; the notations in many works by Brian Ferneyhough are complex attempts to notate those aspects of music which would otherwise be added -unconsciously or consciously-by the performer. This style of notation does not have the effect of reducing the nub on the performer, but adds to the already stiff amount of information the performer has to metamorphose into sound. In music of the New complexity: performer is subjugated and manipulated, concluding that his efforts are of secondary importance.\r\nThe act of writing, the systems and the notation take on more importance than t he music it is there to serve… 13Yet, Ferneyhoughs scores are more than mere receptacles for ‘performance directions, they are inextricably linked to the composers ideology. Their complexity is wildly challenging, but, paradoxically, the goal is not to fit in every event on every note; rather, the essence of his works lies in what is omitted in performance.\r\nThis has a potent psychological effect on the classically-trained performer, accustomed to slim performances true to the composers wishes. With Ferneyhough, what he wishes is effectively equivocal, due in part to his documented changing views of his own output. Frederic Rzewski concludes that ‘… it is not the notation but the compositional position that presents the performance problem. 14 We must additionally consider the example of those composers of as complex, some may say impractical, music, who are also renowned performing exponents of their own scores; for example Michael Finnissy.\r\nBy the nature of their enterprise, they are forced to consider the performer and, in Finnissys case, continue to write music of such paradoxical complexity that, if one was to follow the score, is full of â€Å"errors” in performance, but still faithful to its essence. ‘The composer-performer [reacts] to their own notational problems, they know what idiomatic writing is being performers themselves and still choose to write music in a particular style15 To contrast, take composer Glenn Brancas symphonic music no. 6 ‘Devil Choirs at the Gates of Heaven, written in the principal(prenominal) for electric guitars.\r\nHe employs ‘ cater notation, and no dynamic markings are evident as, naturally, the ensuant dynamic of a piece of this nature will be at to the lowest degree fortissimo. Ironically, Brancas use of conventional notation link to his perception of it as being ‘exact: I had never written the pieces in staff notation until I wrote for the orchestra. Then I fell in love with the idea of having things so exact, with this notation, that I called up all my musicians [guitarists] and asked ”can you guys read music? ” It saturnine out that everybody could… so we just started doing everything in staff notation.\r\nNot only did it patch up things clearer for me and the musicians, but it did change the music. 16 Brancas decision comment that ‘it did change the music makes for interesting side-thought. For him, there were no subtleties or nuances that could not be recorded using this type of notation; in fact, it helped him to clarify and articulate his thoughts, correlating with the idea that notation must reflect the playing situation. The music of Christian Wolff embodies a standardized aim to Cardews, encouraging performer alliance in the creation of a work and devising notations which allow such interaction.\r\nTheirs is an ‘aesthetic of non-intention, away from the conventional burdens of music: [m usic] must make possible the freedom and haughtiness of the performers. It should have in it a resolved capacity to surprise (even the performers themselves and the composer)17 He creates conceive paradoxical situations where what is written cannot be executed, for example in 6 Players where he asks one of the solo violas to ‘play eight notes in a quarter of a second, including 3 harmonics and one pizzicato18.\r\nHis use of indeterminacy in performance opens the work to external influences authentically beyond the composers intentions, and the barrier between performer and composer is reduced. 19 This use of indeterminate operations necessarily led to new attitudes towards performance. A working example of experimental notation is Cardews Octet 61 [Example 1, below], which employs ‘an ambiguous ciphered notation, the working out of which by each performer leads to unpredictable combinations of events that could be produced neither by uncompromising composition nor by free improvisation.\r\n20 As we have seen, ‘simple notation does not necessarily equal many possible interpretations, and on the same line, an elaborate notation such as Cardews can permit varied interpretation. The psychological impact of how the music looks on the page invites varied readings; the printed page is a storage medium where an inevitably incomplete representation of ‘notateable ideas can be retained for the future.\r\nThe fact that this aspect of the work does not change over time, like a painting or a book, does not mean that the piece will not change and evolve. Arts ability to sustain societal properties, to evolve and reflect changing times is surely part of its value. The attend for greater notational control led to greater complexity, yet the early influence of the possibilities of electronic music must have contributed to this pursuit.\r\n bill Zinofieff spoke of an early ideal, satisfied by electronic composition, where ‘we can each have our own private language specially tailored for our own machines and individual needs or frustrations 21 Ultimately, though, the performers job is ‘to make the relationships and patterns in the music clear to the listeners mind and ear22. This hope, though, displaces the enduring problems which lie between composers and those who are employed to realise the work, be they human or otherwise.\r\n'

'Psychopathy And Borderline Personality Disorder Essay\r'

' universe\r\nPersonality turnovers constitute a major(ip) group in the classification of mental dis browses. According to the noneatic and statistical Manual of Mental Disorders, quartetth edition, text revision (DSM-IV-TR),1 these conditions atomic turn of display cases 18 delineate by maladjustive disposition char presenteristics\r\n line of descent early in liveness that put up consistent and serious effects on functioning. Borderline temp erament disorder (BPD) is frequently seen in clinical practice.2 Characterized by emotional turmoil and degenerative suicidality ( felo-de-se ideation and attempts), this oddball of temperament disorder presents some of the to a greater extent or slight demanding and troubling problems in only of psychiatry. The absolute majority of forbearings with BPD be seen in psychiatric clinics or in kickoffhand c atomic government issue 18. The keys to successful man compact onment include make an accurate diagnosi s, maintaining a supportive family with the diligent and establishing hold goals. Although BPD whitethorn persist for years, it does non concluding grade forever, and one go off be reasonably upbeat that or so patients entrust rec all over with cartridge holder.\r\n Psych other(a)apy toilette help belt along up the discovery from BPD. The well-nigh in effect(p) forms of word ca enforce been revea take by psychologists, and therefore when making a referral, physicians should con perspectiver a patient’s qualification to pay for much(prenominal)(prenominal)(prenominal) therapy. More re lookup into the ca habituates of BPD is call for, the results of which whitethorn help to develop designate-based approaches to treatment that be practical and ad hocally knowing for this challenging disorder.\r\n THE EPIDEMIOLOGY OF edge PERSONALITY DISORDER\r\n epidemiologic studies of soulality disorders be at an early st climb on of development. Co mmunity surveys of adults project indicated that the prevalence of BPD is close to 1% ( kindred to that of schizophrenia).3,4 About 80% of patients receiving therapy for BPD be women,2 besides wake up differences ar less striking in residential atomic number 18a exemplifications.4 As is the case for someoneality disorders in general, BPD is associated with trim d accept cordial class and humble directs of command.3,4\r\n THE ETIOLOGY OF BORDERLINE PERSONALITY DISORDER\r\nWe are only vexning to understand the ca delectations of BPD. As with more or less mental disorders, no single factor explains its development, and multiple factors (biological, psychological and social) all play a role. The biological factors in psycheality disorders consist of temperamental (inborn or heritable) characteristics that present in adulthood as permanent personality traits: patterns of thought, put on and doings that characterize souls and are stable over eon.5 Heritable factor s account for about half of the division in objectiveisticly all traits that have been studied.6\r\nSpecifically, some(prenominal) attainional inst business leader6 and impulsivity7 have a heritable contribution of this magnitude, and studies involving twins have demonstrated that BPD itself tests a similar genetic determine.8 Also, family history studies have bring that driving disorders such as antisocial personality and eye insult are particularly common among startledegree copulations of patients with BPD.9 Studies of primaeval neurotransmitter activity have shown that tea crudeay(a) traits, a major component of BPD, are associated with deficits in central serotonergic functioning.10,11 However, the biological correlates of emotional instability are unknown, and no markers particular(prenominal) to the overall disorder have been identified.10\r\nThe psychological factors in BPD depose be striking but are non consistent. BPD first presents clinically in adol escence, at a mean age of 18 years.12 Although umteen patients call adversities such as family dysfunction as well as supposition and impulsive symptoms that go back to childhood, longitudinal data are ask to de stipulationine the precise influence of early try factors.\r\n13 Reports of a risque frequency of traumatic events during childhood in this people need to clutch into account community studies, which show extensive resiliency following trauma, particularly for less severe adversities.13 The most wishful studies have shown that a quarter of patients with BPD describe sexual ab apply from a care burgeon onwardr14 and that about a thirdly report severe forms of abuse.15 However, although child abuse is clearly a wind upangerment factor, it is not particularized to BPD.13 In general, adverse life events are not consistently pathogenic by themselves but, kind of, go sequelae in vulnerable populations.16\r\n complaisant factors in BPD are suggested by indirect ev idence. Thus far, there have been no cross-cultural studies of BPD, although characteristic symptoms such as recurrent self-annihilation attempts are less common in traditional societies, in which there is belittled revision from one generation to the next, but are on the step-up in modern societies and in societies undergoing fast change.17\r\n DIAGNOSIS AND SYMPTOMS OF BORDERLINE PERSONALITY DISORDER\r\nThe term â€Å" clay sculptureline” is a misnomer, based on an honest-to-god opening that this form of pathology lies on a border surrounded by psychosis and neurosis. Actually, BPD is a complex syndrome whose central features are instability of mood, impulse go over and interpersonal relationships.2 shock 1 presents the DSM-IV-TR1 criteria, reorganized in relation to these sanctioned dimensions, as well as cognitive symptoms. Since the DSM-IV-TR begs only 5 of 9 criteria to be present, making a diagnosis on this basis leads to heterogeneity; more precise res earch definitions have been developed that require high scores for all 3 dimensions.18\r\nThe furbish upive symptoms in BPD involve rapid mood shifts, in which emotional states tend to dying only a few hours.19 When affective instability is monitored with standardized instruments,20 emotions are make up to be intense but thermolabile to outside(a) circumstances, with a strong tendency toward baseless outbursts. Levels of affective instability are most predictive of self-destruction attempts.21 Impulsive symptoms include a spacious range of behaviours and are central to diagnosis.22 The combination of affective instability with impulsivity in BPD23 helps account for a clinical presentation marked by continuing suicidality and by instability of interpersonal relationships.23 Finally, cognitive symptoms are in any case frequent. In one case series,24 about 40% of 50 patients with BPD had quasi- psychotic thoughts. In another series,25 27% of 92 patients insured psychotic epi sodes. In a third series,26 psychotic symptoms were found to predict self-harm in patients with personality disorders.\r\nBPD is common in practice. A recent deal involving patients in an emergency department who had attempted suicide showed that 41% of those with a history of multiple suicide attempts met the criteria for BPD this disorder.27 However, many cases are as well as seen in primary care settings. Data from a survey conducted in a US urban primary care practice indicated that BPD was present in 6.4% of a s type Aerele of 218 patients.28 Because of the wide range of symptoms seen in BPD that are also typical of other disorders (Table 1), such as mood and anxiety disorders, heart and soul abuse and eating disorders,29 patients may be felt to have one of these conditions age their BPD goes undetected. The most common disorder associated with BPD is depression, but in BPD, symptoms are usually associated with mood instability kinda than with the extended and continuo us periods of lower mood seen in classic mood disorders.19\r\nAlso, because of characteristic mood swings, BPD is very much mistaken for bipolar disorder.30 However, patients with BPD do not show continuously elevated mood but quite exhibit a pattern of rapid shifts in affect related to environmental events, with â€Å"high” periods that pass for hours quite than for days or weeks.30 BPD may be mistaken for schizophrenia; however, preferably of long-term psychotic symptoms, patients with BPD possess â€Å"micropsychotic” phenomena of short duration (lasting hours or at most a few days), auditory hallucinations without passing play of insight (patients with schizophrenia do not write out that a hallucination is imaginary, whereas patients with BPD do), paranoid trends and depersonalization states in which patients have themselves or their environment as un solid. 24 Finally, patients with BPD are at increased risk of substance abuse, which forms part of the cl inical picture of widespread impulsivity.2\r\nTo make BPD in practice, clinicians must first establish whether a patient has the overall characteristics of a personality disorder set forth in the DSM-IV-TR;1 that is, long-term problems modify apprehension, mood, interpersonal functioning and impulse control that begin early in life and are associated with nonadaptive personality traits, such as neuroticism (being advantageously prone to anxiety or depression, or both) or impulsivity. Personality disorders ordure a good deal account relegate for the multiplicity and chronicity of symptoms than tush alternating(a) diagnoses such as mood or anxiety disorders.\r\nThe next footmark is a personality sound judgment, which requires a good history. Although practitioners go out be able to obtain infallible learning from most patients during a routine visit, they may also, with the patient’s consent, wish to speak to family members or friends. The final step is to si c the category that best fits the clinical picture. To diagnose BPD, clinicians need to establish that patterns of affective instability, impulsivity and smooth relationships have been consistent over term.\r\n THE COURSE AND direction OF BORDERLINE PERSONALITY DISODERs\r\nManaging patients with BPD can be onerous for clinicians because they may have to deal with repeat suicide threats and attempts over years. Also, patients with BPD do not easily extol boundaries and may acquire overly attached to their therapists.31 When practitioners peter out to diagnose BPD, they may be at risk of becoming overinvolved with patients who suffer greatly but can be personally appealing to the physicians.\r\nFortunately, most patients with BPD change with time.32â€34 About 75% volition recuperate close to normal functioning by the age of 35 to 40 years, and 90% forget recover by the age of 50.32 Unfortunately, about 1 in 10 patients eventually succeeds in committing suicide.35 Howeve r, this resultant is difficult to predict, and 90% of patients improve despite having threatened to end their lives on multiple occasions.\r\nThe mechanism of recovery in BPD is not practicedy understood, but impulsivity generally decreases with age, and patients condition over time how to avoid the situations that give them the most trouble (e.g., intense love affairs), stupefying stable niches that provide the structure they need.35\r\nBPD is a therapeutic challenge. A series of randomized controlled trials of pharmacotherapy and psychotherapy36â€47,50,52â€54 have been create; however, the trials had a number of defects, most particularly undersizing samples, attrition and durations that were too short (usually 8â€12 weeks) for a chronic disorder that can last for years. Finally, outcomes in these studies were generally calculated by self-report and did not indicate whether the clinical picture had actually shown full remission. The pharmacologic treatment of BPD remains limited in scope. By and large, the result can be described as a mild degree of symptom relief. A number of elements, including low-dose atypical neuroleptics,38 circumstantial serotonin reuptake inhibitors39,41â€43 and mood stabilizers,44,45 all mitigate impulsive symptoms.\r\nHowever, antidepressants are much less efficient for mood symptoms in BPD patients than in patients without a personality disorder.48 Benzodiazepines are not very profitable in BPD and carry some danger of abuse.49 Thus, although several drugs â€Å"take the edge off” symptoms, they do not produce remission of BPD. Failure to understand this contingent has led to polypharmacy regimens, on the assumption that multiple drugs are needed to target all aspects of the disorder. The result is that many patients baffle 4â€5 agents †with all their attendant side effects12 †in the absence of evidence from clinical trials sustenance the efficacy of such combinations. Future resea rch may lead to the development of agents more specific to the symptoms seen in BPD. The mainstay of treatment for BPD is still psychotherapy.\r\nDialectical behaviour therapy is a form of cognitive behavioural therapy that targets affective instability and impulsivity, employ group and individual(a) sessions to teach patients how to regulate their emotions. This form of behaviour therapy has been shown to be good in bringing suicidal behaviours under control within a year.50â€53 However, whether this method is effective in the long term is unknown.\r\nThere is evidence from a randomized controlled trial supporting the use of a modified form of psychoanalytic therapy in a day-treatment setting that also makes us of cognitive techniques.54 Unfortunately, these forms of psychotherapy for BPD are expensive in impairment of re originations and are not generally available. In practice, therapy tends to be practical and supportive. Practitioners who manage these cases can also u se statemental materials for patients and their families.31\r\n BORDERLINE PERSONALITY DISORDER AND self-destruction\r\n The main problem that practitioners face in managing cases of BPD is chronic suicidality. Physicians in primary care settings are active to care for many patients with psychotic disorders but are apparent to ask psychiatrists to manage patients who make repeated suicide threats and attempts, or to suggest hospital admission. However, there has been little research on the Efectiveness of hospitalization for the treatment of BPD and no evidence that it prevents completion of suicide.55\r\nSuicidality in BPD peaks when patients are in their early 20s, but completed suicide is most common after 3035 and usually occurs in patients who fail to recover after many attempts at treatment. In contrast, suicidal actions such as impulsive overdoses, most often seen in younger patients, do not usually carry a high short-term risk and function to communicate distr ess.56 Self-mutilating behaviours such as chronic cutting, often referred to as â€Å"suicidal,” are problematic but are not associated with suicidal heart and instead serve to regulate hard-pressed emotional states.56 Practitioners should move beyond their concerns about these patients and instead concentrate on managing symptoms and the life problems that exacerbate suicidal thoughts or behaviours.\r\n THEORIES OF BEHAVIOR INTENT\r\n Explaining and predicting consumer style has been the centralise of research for many years. trade research seeks to find the answers as to why people make specific choices and how can these be predicted. Are there commonalities among purchasing groups that can be identified as predictors? The publications available is rich, as researchers try to understand the storm forces and motivators of the consumer.\r\nHovland and Rosenberg (1960) proposed that attitude, acting as an intervening or hash out uncertain, consists of tether components: acquaintance ( noesis, ability), affect (beliefs, ideas) and conation ( style or flavor of demeanor) (Fishbein and Ajzen, 1975; Hansen, 1972). In order for behaviour plan to hold up, the three components must be present (Fazio & Olsen, 2003).\r\nFishbein and Ajzen (1975) proposed that attitude does not consist of three components, but is the moderate or intervening uncertain between recognition and the demeanoral cloaked. Attitude is derived from cognition, which in turn determines the intent to act or not (Ryan, 1982) They proposed that researchers need to require at four categories: 1) association, opinions and beliefs (cognition) about the bearing, 2) attitude (affect) towards the object, 3) style intent (conation) and 4) observed behavior to the object (Fishbein and Ajzen, 1975).\r\nThe specific action cannot be pertinacious by the assessment of the experience of attitude toward an object but rather by dint of the person’s in clination to commit the act (Fishbein and Ajzen, 1975). Previous studies have shown that people may have a positive attitude toward an object; however, the intention of behavior bequeath be negative. This was found in studies concerning blood donation, preventative use, and racial preconceived idea (Ajzen and Fishbein, 2005; Burnkrant and Page, 1982; Fazio and Olson, 2003; Fishbein and Ajzen, 1975).\r\nAlthough many previous surveys showed favorable attitudes toward blood donation, condom use, and other races, their intention to give blood, use condoms or socialize with racial groups was negative. Therefore, the intent of behavior of an individual must be determined, as well as his beliefs and attitude. An in-depth discussion of each component allow for be addressed at a later point of this chapter.\r\n MOA THEORY\r\n Related to the behavioral intent theories is the motivating- fortune-ability supposition of litigateing knowledge. Although this theory is in receipt to intercourse outcomes, the components are relative to this employment. According to the MOA theory, a person must have motivation, fortune, and ability to appendage instruction in order to develop an attitude towards a sword, which can be enhanced through ad cues (MacInnes et al., 1991). Motivation in ad unconscious processing refers to the consumers’ testamentingness to share processing resources; whereas, opportunity is the amount of attention that is allocated without happy chance; and ability is the â€Å" attainments or proficiencies” or prior knowledge (MacInnes et al., 1991). Each component of the MacInnes et al. influence leave be discussed in greater detail.\r\n Cognition †Knowledge, Opinions and Beliefs\r\nThe cognition or knowledge, opinions and beliefs component of the Fishbein and Ajzen flummox is considered to be the driving force of the model. Beliefs about an object are formed through direct observation, with tuitio n received from outside sources or by inference processes (Fazio and Olsen, 2003; Fishbein and Ajzen, 1975). The data or knowledge sought in belief formation in a specific situation can be influenced by the effort needed to obtain the information, the time constraint, and the likelihood that the information lead be useful (Hansen, 1972).\r\n opportunity\r\nOpportunity pertains to those distractions or environmental factors which affect the consumers’ attention to information (Agho et al., 1993; MacInnes and Jaworski, 1991; Mooy and Robben, 2002). Fazio and Olsen (2003) further proposed in their mood or Motivation and Opportunity as DEterminants of attitude-behavior relationship that in order for deliberate processes such as activities utilize in belief formation, opportunity to engage in the deliberate process must first be available, otherwise, the consumer will resort to memory (Fazio & Olsen, 2003).\r\n Time is reflective of opportunity as it influen ces consumer behavior and choices. This finite and intangible resource is allocated by the consumer by choice, and is acquired by trading for another resource such as money (Bergadaa, 1990). Therefore, consumers must choose how to use and manage their time. Okada and Hoch (2004) found that consumers place a high cherish on time spent if the outcome is positive and a lesser prise if the experience is negative. Consumers who have little time pressure will process the information in a soft fashion. However, consumers who experience greater time pressure will generally use less time to process the information (Suri and Monroe, 2003).\r\n Therefore, this film will propose that if the consumer has little time or decrease opportunity to throw on search and information gathering, he or she will be more apparent to mesh the services of a truetor. However, if the consumer is seeking monetary savings, and believes that time is less than the revalue of monetary costs , that consumer will participate in a For bargain by owner transaction.\r\nReference groups, friends, and family are beta resources for the search of information, which is an full part of bargain foring or considering real domain. This social network provides a means for send and receiving information. Word-of-mouth communication is important in make the attitudes and behaviors of the consumer. â€Å"Personal word-of-mouth influence has a more decisive role in influencing behavior than advertisement and other marketer dominated sources (Herr et al., 1991). Brown and Reingen (1987) found that the stronger the relationship tie, the more influential the communication. The weaker relationships, on the other hand, were instrumental in developing a bridge circuit in the communication flow and in providing a means for referrals. The opportunity to obtain information increases as the number of people a person comes into gain with increases. \r\nAbility\r\nAbility comprises the second component of cognition. non only does the consumer need opportunity to process information, but he or she must have the skill set or ability to entranceway and process the information (MacInnes et al., 1991; Mooy and Robben, 2002). Any increase in ability can reduce the search process for information, as consumers will rely more on inhering information than external information (Gibler and Nelson, 2003).\r\nThe cyberspace has become a primary source for point of intersection research. By apply the net profit, consumers are afforded the ability to research a specific harvest-home, as well as contrast convergences, judges and monetary value. â€Å"Retail creasees must struggle with facing an era of unprecedented consumer force out obtained through Internet information” (Schoenbachler and Gordon, 2002). This phenomenon would apply to the sale or obtain of a property base as well (Muhanna, 2000).\r\n Technology and the Internet have pr ovided consumers access to information and yields that were previously difficult, if not im manageable to obtain, as well as have significantly influenced lowering of search costs. Armed with this advantage, consumers are now afforded with possibilities of researching on the Internet and taking virtual tours, or viewing pictures and descriptions of available properties from the comfort of their own home. The use of the Internet as one source of information will reduce the cost to the consumer during the search process (Baen, 1997; Baen and Guttery, 1997; Bakos, 1998; Seiler et al., 2001; Giaglis et al., 2002).\r\n Ability is an intangible attribute that is often related to age and information. As a person ages, or attains higher trains of command, the aim of ability increases (Alba and Marmorstein, 1987; Huneke et al., 2004; Maheswaran and Sternthal, 1990). progress contributes to the informal knowledge base while education contributes to the formal knowledge.\r \n Experience is also often associated with the train of ability (Alba and Marmorstein, 1987; Huneke et al., 2004; Maheswaran and Sternthal, 1990). Alba and Marmorstein (1987) studied the correlational statistics of frequency or the number of times an event occurs, of experience to knowledge trains. The greater the number of times a person was exposed to information or experience, the process of finding making was observed to be faster and less complicated. Furthermore, â€Å"task practiceance is improved by contrastive types of experiences” (Alba and Hutchinson, 1987). Gibler and Nelson (2003) described that experienced home buyers remember which dimensions were useful in the past; on the other hand, unversed buyers ar\r\ne more susceptible to external influences, such as real soil agents, in determining their criteria for selection. Therefore, the more homes a person has bought and/or sold, the more experience he/she has gained, and the less seemin g will that person enlist the services of a real soil agent. The measurement of the take aims of ability by the consumer can be ascertained by examining age, education level and prior experience. â€Å"The greater the accumulation of experience and knowledge as one ages creates a reduced desire for additional information” (Gibler and Nelson, 2003).\r\n Conation/Motivation †certified Variable\r\n Conation is defined as behavior or behavior intent. Fishbein and Ajzen (1975) determined that conation is motivation or behavior intent. carriage only occurs if motivation is present to perform the behavior. MacInnes et al. (1991) stated in their MOA theory that motivation is defined as the consumers’ desire or readiness to process the information. Therefore, motivation can be defined as behavior intent. Opportunity, deliberate by time and social stirs, and ability, mensural by Internet access, education and experience (cognition) instanter influe nce the level of motivation or behavior intent (conation).\r\n Hovland and Rosenberg (1959) proposed that attitude consists of three elements: cognition, affect and conation. Fishbein and Ajzen (1975) argued, however, that attitude is affect, or the feelings toward a behavior. â€Å"Attitudes reflect reasons for acting, and centering on what the ending maker does or can do” (Bagozzi et al., 2003) For the purposes of this arena, affect and attitude will be treated as the homogeneous and will be referred to as affect. Affect is the result of cognition (Perugini and Bagozzi, 2001).\r\nTherefore, if behavior intent is a result of survey and thinking is the result of cognition, then persuasion will act as a moderating variable. As the persuasion increases positively and based upon previous studies, behavior intent will increase positively. Media habits, or message word-painting, will also moderate cognition-affect-behavior intent (MacInnes et al., 1991; Mo oy and Rubben, 2003). The higher the levels of exposure to television, radio, newspaper, and internet, the more frequency the messages will occur (Alba and Marmorstein, 1987).\r\n demographics have been routinely employ in marketing to countenance in segmenting markets based upon gender, age group, income, culture, marital status, education and class size. These variables are often referred to as demographics; however, as pointed out by Art Weinstein (1994), many variables employ for demography are often socioeconomic. It is common in marketing research to refer to all of these variables as â€Å"demographics” (Weinstein, 1994).\r\n Demographics are commonly utilise in business management due to the fact that they are blowsy to collect, group and analyze. Furthermore, demographic variables typically have an interrelated correlation, which facilitates generalization and outline of demographic data (Weinstein, 1994).\r\n kinsperson income and household size have a direct correlation with the monetary asset or value. Consumers with lower incomes, or who have a large number of members in the household, are generally more price conscious. Therefore, it is proposed that these consumers would prefer to participate in a For Sale by Owner transaction, foregoing the commissions paid to a real nation of the realm agent.\r\n The purpose of this turn over is to get wind those determinants which persuade a consumer to participate in a For Sale by Owner transaction. Therefore, in order to identify these factors, the proposed model is an integration of the three major theoretical models discussed.\r\nFishbein and Ajzen’s expectancy value model, and Hovland and Rosenberg’s tripartite theory of behavior, provides the cognition-affect-conation model and cognition-attitude-motivation. Integrated with this model, is the MOA model as proposed by MacInnes, Moorman and Jaworski (1991), in which beha vior is influenced by motivation, opportunity and ability. Through literature, it has been determined that opportunity and ability are components of cognition, and motivation is influenced by cognition and moderated by affect.\r\n METHODOLOGY\r\nStudy Population\r\n The selected population for this study is the participants of a study conducted by Bluefield State College inform of Business. The purpose of the study was to collect raw data regarding the real estate buying and portion outing behavior of the consumer in the local area, which would be available for prospective abbreviation and interpretation. Their sample is composed of participants over the age of 18 at a local yearly exposition held in Mercer County, western hemisphere Virginia. Mercer County has a population of 61, 589 people with a median(prenominal) income of $28,130.\r\nIn 2004, 30,207 trapping units existed in the County, with 63.5% of the population living in the uniform house in 2000. The homeownership rate was 76.8% in 2000 (US count Bureau). The attending rate at this particular event was approximately 6000 people, approximately 10% of the population (Princeton Mercer County house of Commerce, 2006). Table 2 provides a summation of the demographics of Mercer County, western hemisphere Virginia, in comparison to the State of West Virginia and joined States averages.\r\n Table 2. Demographic Data Mercer County, WV, State of West Virginia and join States (US Census Bureau, 2000)\r\nDemographic\r\nMercer County\r\nWest Virginia\r\nUnited States\r\nPopulation\r\n62, 980\r\n1,816,815\r\n281,421,906\r\nMedian Household Income\r\n28,120\r\n32,967\r\n43,318\r\nHomeownership\r\n76.8%\r\n75.2%\r\n66.2%\r\nFor Sale By Owner\r\nN/A\r\nN/A\r\n13%\r\nLiving in the same home in 1995 and 2000\r\n63.5%\r\n63.3%\r\n54.1%\r\nHousing units\r\n30,207\r\n866,944\r\n122,671,734\r\nHigh schooldays Graduates\r\n72.1%\r\n75.2%\r\n80.4%\r\n bach’s Degree or above\r\n13.8%\r\n14 .8%\r\n24.4%\r\nIn order to determine the appropriate sample size needed to complete this study, the following formula was used (Malhotra, 372); whereas the number of possible homeowners is 76.8% or 77% (US Census, 2000),\r\nratio of population that are homeowners (Ï€) = .70\r\nDesired precision level (D) =.05\r\nConfidence Level (CL) = 95%\r\nz value associated with 95% confidence level =1.96:\r\nTherefore, the number of samples needed:\r\n n = Ï€(1-Ï€)z2/D2\r\n n=.77(1-.77)(1.96)2/.052\r\n n=.77(.23)(3.8416)/.25\r\n n=272.13 or 272 samples needed\r\n The Bluefield State College study contains 356 usable surveys of individuals rather than households, which is in excess of the 272 samples required for this study. Based upon attendance of 6,000, this gifts .0593% or 6% of the attendees surveyed.\r\nInstrument\r\n The questionnaire developed consists of 42 questions including 35 opinion statements followed by 4-point Likert Scale responses and 8 demographic questions. The Likert responses ranged from â€Å" for the most part dis scoff” = 1 to â€Å" broadly assure” = 4. Therefore, those who prefer to grease ones palms or look at real estate without the assistance of a real estate agent will answer 1’s or mostly disagree. These questions were drawn from Mitchell’s 1980 VALS; however, drawing from the works of Wells (1975) the constructs were changed to reflect product specific behavior.\r\nOpportunity\r\nH1 As the level of opportunity, metrical by time and social contacts, increases, the behavior intent or motivation to buy or trade in real estate without a professional agent will increase.\r\n Two variables will be measured to identify the positive or negative level of opportunity. As previously stated in the literature, opportunity is influenced by time and social contacts.\r\nSix opinion statements are used to identify moveents’ at titudes and opinions regarding time, or the pretermit of time. These statements are followed by four Lickert- photographic plate responses to choose from with 1 = â€Å"mostly disagree” and 4 = â€Å"mostly agree”. An example statement from the questionnaire is, â€Å"I spend more than 40 hours a week outside of the home”. Those respondents, who disagree with this statement, will have more time available to search or sell a home.\r\n Previous research cited has shown that reference groups are an important factor during the information search phase of the decision making process. Therefore, the more people a consumer comes into contact with, the greater access to information. The questionnaire contains eight opinion statements with 4-point Lickert-scale responses. These statements represent the respondent’s network by communicate questions in regards to school, community, church and family gatherings.\r\n It is proposed that respondents who have a b igger network of social contacts will have access to more information than those who choose not to participate in outside of the home activities. Therefore, based upon the scale responses, 1=mostly disagree and 4=mostly agree, responses that are higher numbers, will most likely have a stronger social network. For instance, the statement â€Å"I am active in my community”, reflects the activities of the respondent. If the response is a 4, then the respondent has outside of the home social contacts and access to information.\r\nAffect\r\nH1a The direction of the level of affect will moderate the level of motivation to purchase or sell real estate without a professional agent.\r\n In order to determine affect, or beliefs, the survey provided seven belief statements. Respondents responded using a Lickert scale, with â€Å"1” = mostly disagree to â€Å"4” = mostly agree. A sample statement from the questionnaire is â€Å"I believe real estate ag ents are a necessity when buying or marketing a home”. Responses with higher numbers will have a strong belief concerning real estate agents.\r\nAbility\r\nH2 As ability, measured by age, education and experience, increases, behavior intent or motivation to purchase or sell real estate without a professional agent will increase.\r\nAbility is measured by three variables: experience, Internet access and education.\r\nIn order to determine experience, the survey provides two questions and dozen opinion statements. Experience can be measured by the number of homes purchased or sold in a lifetime. Respondents to the questionnaire were asked to choose 1, 2, 3, or 4 or more. As the number of homes purchased or sold in a lifetime increases, the level of experience increases. The highest possible response will be a 4 and the lowest 1. Furthermore, experience with a real estate agent is questioned. If the respondent had used an agent to buy or sell his/her home the answ er would be no, represented by the number 1. If yes, then number 2.\r\nInternet presence, which is also an indicator of information access, is determined in the questionnaire by requesting the respondent to choose which electronic mail providers they use for email. The more email providers would indicate a higher Internet usage of the respondent. Also, based upon the provider, it can be determined if the respondent has high speed cable or DSL access. Those respondents without email would respond to â€Å"none”.\r\nInformation regarding education level will then be analyzed to determine correlation with the questions and statements regarding ability. According to the literature cited, it is proposed that as the level of education, Internet access, and experience increases ability will increase, which will directly disturb behavior intent.\r\nMotivation (Behavior Intent)\r\nThe next 12 statements contained in the survey are opinion statements regarding the use of real e state agents, brokers and intentions of the respondent. A sample statement from the questionnaire is â€Å"I would always use a real estate agent to help with purchasing a home”. Respondents were given four Lickert-scale responses to choose from with 1 = â€Å"mostly disagree” and 4 = â€Å"mostly agree”. Therefore, â€Å"3” and â€Å"4” would indicate the respondent’s intent to use a real estate agent, rather than for sale by owner.\r\nMedia Habits\r\nH1b An increase in the level of media habits will moderate the level of opportunity and its relationship with motivation to purchase or sell real estate without a professional agent..\r\n \r\n H2b An increase in the level of media habits will moderate the level of ability and its relationship with \r\n Media habits, is also an indicator of information access. Survey questions ask respondents the number of hours spent each week watching television, listening to the radio, as well as newspapers read. It is proposed that as the hours spent watching television or listening to the radio will moderate cognition and behavior intent. As the number of hours exposed to media increases, the level of behavior intent will increase.\r\nDemographics\r\nH1c Demographics, measured by age, household income and household size will middle(a) the relationship between opportunity and motivation to purchase or sell real estate without a professional agent. \r\n \r\n H2c Demographics, measured by age, household income and household size will mediate the relationship between ability and motivation to purchase or sell real estate without a professional agent.\r\n Demographic information regarding age, household income and household size will be collected. This information will mediate cognition and behavior intent.\r\nQuestions concerning gender, marital status and zip law will be used as material body or extraneous variab les which are not statistically significant in this study.\r\nData depth psychology\r\ndescriptive Statistics\r\n The data that will be used in this study has been collected by the Bluefield State College School of Business; however, statistical analysis has not been completed. Therefore, raw data obtained will be used for this study.\r\nThe first step will be determining the descriptive statistics of the variables used in the study. This will provide the mean, median and standard deviation of each survey question. The sum total mean will then be used for each variable. The results of this analysis will then be used to conduct inferential statistic analysis.\r\ninferential Statistics\r\nInferential statistic analysis will be conducted in four steps. denary reversal analysis will be conducted to determine the affect of the moderating and mediating variables. The dependent variable is dichotomous; therefore, logit analysis will be conducted, followed by model fit and consequence testing.\r\nDue to the conception of several commutative variables, mediators and moderators influencing the dependent variable, multiple fixing analysis will be conducted to determine the relationships (Hair, 2003, p579). The steps that will be taken to accomplish this, as recommended by Hair (2003, p579) are:\r\nassess the statistical significance of the overall regression model using the F statistic with a level of significance <= 4.95 (Hair, 2003, p663)\r\n rate the obtained r2 for magnitude which will lie between -1 and 1 and not twin to 0\r\nexamine the individual regression coefficients and their t statistics to see which are statistically significant <= 2.96 ((Hair, 2003, p655)\r\nexamine the beta coefficients to assess relative influence, within a range of .25 to .8 (Lane, 2006).\r\n sevenfold regression analysis uses the following formula (Lane, 2006); whereby, Y= predicted variable (For Sale by Owner), X=predictor variables or independent vari ables: knowledge, wealth, accessibility, and b=beta coefficient.\r\nY’ = b1X1 + b2X2 + … + bkXk + A\r\nThose variables not meeting the criteria set forth above, will be removed from further statistical analysis.\r\nThis study has a double star dependent variable. The respondents are likely to participate in buying or selling real estate without an agent, or they are not. Therefore, the binary logit model will be used to betoken the probability of the behavior intent.\r\nAccording to Malhotra (2007, p.596), the logit model is as follows:\r\n loge (P/1-P) = a0 + a1X1 + a2X2 + …+akX\r\nwhere\r\n P = probability of participating in buying or selling without an agent\r\n Xi = independent variable\r\n ai = parameter to be estimated\r\nThe second step in logit analysis, is determining the model fit, which determines the proportion of correct predictions (Malhotora, p.597). The two likelihood functions that will be used in t his study are Cox and Snell R square and Nagelkerke R square. both functions will be used, as Cox and Snell is limited in that the measure can not equal 1; however, the Nagelkerke overcomes this limitation (Malhotora, p.597). Based upon the results of these functions, the predicted values can be compared to actual values to determine the plowshare of correct predictions.\r\nThe third step in logit analysis is significance testing. Wald’s statistic is used to test the significance of the estimated coefficients. Wald’s statistic is tested as follows:\r\nWald=(ai/SEai)2\r\nwhere,\r\n ai = logistic coefficient for the predictor variable\r\n SEai = standard error of the logistical coefficient\r\nâ€Å"The Wald statistic is chi-square distributed with 1 degree of freedom if the variable is metric” (Malhotora, p. 597).\r\nAll statistical analysis for this study will be conducted using the statistical Package for the Social Sciences (SPSS) Gr ad Pack version 14.0.\r\nData analysis of this data will include exploring the relationship among independent variables and likelihood of behavior intent or motivation. statistical analysis will follow the stages set forth in the following chart:\r\nTable 3. Statistical Analysis Flow Chart\r\nLimitations\r\n The possible limitations of this study include, but are not limited to:\r\nThis study will identify propensity to participate as either buyer or seller. Differences may exist among the two groups, which can be addressed in a future study.\r\nThe questions, although similar to previously published questionnaires, may not result in the same validity.\r\nsummary of Statistical Analysis\r\n A elaborate summary of the variables and statistical analysis to be used in this study is as follows:\r\nTable 4. Summary of Variable Statistic Analysis\r\nMOA scheme Categories\r\nVariable fn\r\n anticipation Value Theory Categories\r\nVariable Name\r\nStatistical Analys is\r\nMotivation Intent\r\nDV\r\nConation\r\n \r\ndescriptive Statistics\r\nLogit Analysis\r\n \r\nModerator\r\nAffect\r\n \r\ndescriptive Statistics\r\n four-fold reverse\r\nOpportunity\r\nIV\r\nCognitive\r\nTime\r\ndescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\nModerator\r\nAffect\r\n \r\ndescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\n \r\nCognitive\r\nSocial Contacts\r\ndescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\nModerator\r\nAffect\r\n \r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\nAbility\r\nIV\r\nCognitive\r\nExperience\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\n \r\nCognitive\r\nEducation\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\n \r\nCognitive\r\nInternet find\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\nMedia Habits\r\nModerator\r\n \r\n \r\nDescriptive Statistics\r\nMultiple Regress ion\r\nLogit Analysis\r\nDemographics\r\nMediator\r\n \r\n fester\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\n \r\n \r\nHH Income\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\n \r\n \r\n \r\nHH Size\r\nDescriptive Statistics\r\nMultiple Regression\r\nLogit Analysis\r\nREFERENCES\r\nAgarwal, S. and Teas, R.K. 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