Abuse in the Novel Beloved Essay Example for Free

Abuse in the Novel Beloved Essay Many of the characters from the novel Beloved suffered extreme abuse. Sethe, an independent mother, was no exception to the abuse. Sethe survived through many different accounts of mistreatment. The school teacher’s nephews made Sethe suffer the cruelest oppression. They held her down against her will, while she was pregnant, and brutally stole the milk that her body was producing for her child. This is the worst pain for Sethe because, besides the obvious obtrusions, she feared she would not be able to provide for her baby after it was born. A mother’s worst fear is being unable to provide for her children and this is the fear they instilled in her. This was not the end of the violence toward Sethe from these[insert a word that means a group of abusers here]. When the school teacher founds out that Sethe tells of the mistreatment she suffered because of his nephews he orders them to whip her. Sethe is brutally beaten by this group of young men. The result of the merciless beaten is a form of large scars that shape a tree on Sethe’s back. The tree may be a symbol of a family tree, and in Sethe’s case an incomplete family tree. Sethe’s family tree is incomplete because she killed her daughter, Beloved. The ghost of Sethe’s murdered daughter, Beloved, haunts the house where Sethe and the rest of her family live. The ghost torments them enough to drives away Sethe’s two sons, Howard and Buglar. Sethe undergoes torment from almost every possible angle but she refuses to run away any more.

Strategies for Learning Mathematics

Strategies for Learning Mathematics Introduction: This essay focusses on assessing and monitoring the progress of learners using different strategies during the period of ten lessons focussing on two units of mathematics. School X has structured assessment for learning, every lesson is designed in a way that every student is assessed in different ways. The research is focussed on year 7 mathematics lesson. This class is set 2 mostly high ability students however few students should be achieving their targets. Gould and Roffey-Barentsen (2014) provide a useful definition of assessment as having a key role in the planning process as well as delivery of teaching. Assessment serves a number of important uses in that it helps consolidate and check learning as well as providing feedback to those who require it. My school expects me to use a vast number of assessments when teaching. We use many forms of assessment such as, initial, diagnostic, formative, and/or summative to be able to deliver inclusive teaching and learning. I have selected two units 1) surface area and volume of prisms and 2) Ratios and proportions. The purpose of unit 1 is to help students extend their knowledge of area, perimeter, and volume to include surface area. The major goals NCTM proposes are for students to understand quantifiable characteristics of objects and the units, systems, and procedures of measurement. The purpose of unit 2 is that the concepts of ratio and proportionate fundamental to mathematics and important in many other fields of knowledge. Many phenomena can be expressed as some proportional relationship between specific variables (Chaim,Keret,llany, 2012). Literature Review: Monitoring is the skill of effectively overviewing and analysing a learning situation (Headington, 2000). In schools context, professional monitoring systems (Tymms 1999) exist in parallel with the monitoring of learning in the classroom. Assessment is the closer examination of pupils learning (Headington, 2000). It is reporting as a central issue in teaching and learning throughout education as it lacks consistency primarily due to each teacher within the school has adapted a different method of assessment and this is what makes one teacher a good and another poor. In England, since 1988 Education reform act national testing has taken central stage in monitoring standards in schools (Capel, 2009). Assessment for learning is Any assessment for which the first priority is to serve the purpose of promoting students learning'(Black et al, 2003) . AFL aims to close the gap between a students present situation and where they want to be in their knowledge and attainment. Accomplished teach ers plan tasks which support learners to do achieve their targets. Since 2002 there has been an obvious inclination in some assessment strategy reports in the UK to study alternatives to using external exams for summative valuation of pupils performance. Several research studies have shown that the use of assessment to develop pupils future learning makes a substantial difference, not just to pupils attainment, but to their attitude to learning, their engagement with school subjects and their motivation to do well in these subjects (Black and Wiliam 1998). Formative Assessment A key literature investigation of over 250 sources on formative assessment (Black and Wiliam 1998) found that effective assessment practices can play a influential role in the learning experience, moving an average student, for instance, to the top third of the class but only if certain settings are satisfied. Student tasks required to be aligned, or on target, with learning goals, and students need to obtain meaningful and appropriate response on their performance, as well as targeted follow-up work. To adjust their learning effectually, students need to understand three things: (a) the measures on which they will be judged, (b) where they stand on these measures, and (c) how they can improve (Black and Wiliam 1998, p. 143). Formative assessment has been thought of as providing teachers with more frequent evidence of students mastery of standards to help teachers make useful instructional decisions. In this way, formative assessment is intended to enhance student learning. Research carried out by Balck and Wiliam, and also by projects such as Suffolk Advisory service (2001) into feedback and marking indicates that improving learning through formative learning depends on the following five key factors. These are: Modelling Quality: According to (Bourdillon and Storey, 2002) pupils are more successful when they know what they are learning. This means communicating clearly what the pupils will be learning and how they can recognise their success. Therefore, learning intentions can be shared with pupils through modelling and how learning objective is achieved. According to Lee (2006), objectives can be broken down into small steps called success criteria, therefore its easier for pupils to know what that need to achieve and they can measure it at the end of the lesson. Questioning and dialogue with pupils: Clarke(2005) gives a wide range of suggestions for varying the format of questions in classrooms as it is the quickest and easiest way to assess pupils. I have also developed skills in asking questions across the full range of Blooms taxonomy, from simple recall and comprehension to complex evaluative questioning. The key to success in developing fruitful channels of dialogue with pupils about their learning lies in creating a relaxed and trusting overall climate in the classroom, so that pupils are not afraid to answer, contribute to discussions and make public their thinking or volunteer their uncertainties to you and rest of the class (Clarke,2005). It is best to plan questioning strategy, for instant questions on prior learning to setup the major themes of the lesson, also to check learning and to reinforce learning that has taken place. It is also important to plan how questions will be asked, whether from the whole class, just one group or an individual. Sometimes teachers give no time to students to think and accepts answers from those who raise their hands, and some teachers use no hand policy and giving pupils thinking time (Brooks, Abbott, Bills, 2007). Mini white boards: Another formative assessment idea that engages the entire class and provides evidence of student learning is the white board. Teachers can quickly grasp student understanding and adjust how they move forward. According to Black and Wiliam (1998) teachers need to build in opportunities for pupils to express their understanding. Pupils benefit from opportunities of formal feedback through mini white boards, as this gives chance to pupils to express their knowledge and understanding and to articulate their thinking, and also misconceptions can be spotted straight away. The figure below shows how students learning can be assessed through mini white boards. Dialogue and effective feedback through marking According to the National Research Council report How People Learn (Bransford et al. 2000), timely feedback and revision, on activities congruent with learning goals, is extremely important for developing adaptive expertise, learning, transfer and development. Constructive feedback is vital in helping pupils to progress. Nevertheless, one review of the literature on feedback found that two out of every five feedback effects were negative (Black and Wiliam, 1998). According to Ofsted (1996) marking often fails to guide on how work can be improved, as the information about pupils performance received by the teacher is insufficiently used to inform subsequent work. Target settings can address these difficulties, by taking a defect and converting into a target, offering guidance on how to improve. It has been found to increase pupils motivation and sense of purpose and accelerates rate of progress (Black and Wiliam, 1998). I will be marking books every two weeks, giving pupils targets and showing them example questions to help throug positive feedback on the things they have done well. Marking is guidance to pupils so that they can react upon provided feedback and the aim is for the student to reà ¯Ã‚ ¬Ã¢â‚¬Å¡ect upon their mistakes and answer accurately so that adequate notes are made in their exercise books for revision, it must also include dialogue between the teacher and student so that informed feedback is provided which underlines pupils strengths. School x has a strict book checks every three weeks which focuses on timely and constructive dialogue between teachers and pupils. Self-assessment and understanding how to improve Formative assessment achieves its full potential when pupils become engaged with the process through self-assessment. Pupils who become skilled in self-assessment make impressive learning gains. According to one study, pupils were trained to make regular self-assessment over20-week period and that group made double the progress of the group who were not trained for self-assessment. However, Black and wiliam have concluded that self-assessment is too difficult for pupil, unless they are trained in self-assessment and can understand its main purpose and reflect on their learning effectively. Throughout my lessons self-assessment was vital at the end of each lesson, showing what went well and even better if. Summative assessment: Preparing pupils for external exams and assessment has been an increasingly important part of the secondary teachers role. The purpose behind national external assessments has been clearly formulated, to identify individual achievements, strengths and weaknesses in order to help them in next stages, to enable parents to put their childs attainment in context, to make available to public schools attainment and to help school evaluating their own teaching (Bourdillon and Storey, 2002) . Case study and students progress: My case study includes five students selected after observations and from discussions with my mentor, who I will assess. Their names are coded as Student E,F, G, H and I and in the table below I have mentioned why I would like to assess them during this course of study and check if by the end of the research they have achieved their targets. Table 1: Shows the description of students and their current and target grades I have monitored throughout the course of 10 lessons of the above students when the learning outcome does not meet the learning objective for the class or groups or individuals. Such monitoring when analysed, can provide an insight into the teaching and learning which is taking place. The subject monitoring sheet for maths lessons (Figure 2) shows an example of this. The learning of the five targeted students was monitored for a course of two units against learning objectives drawn from national numeracy strategy. The monitoring was coded as follows: Figure 2: Subject monitoring sheet for maths This data shows the results through the formative assessment I have collected. The research proves one of the best ways to check if pupils understanding is to ask questions. During my first few lessons, the typical response was same children continually have their hands up, and usually in order to elicit the right answers , teachers uses the right children, and I did the same in my first 2 lessons. From third lesson I changed my tactics and targeted students who were not participating in the class, or I used to wait for more hands up, and encouraged students to raise hands through E-praise. Student E is very shy, she was reluctant in the beginning to answer, but I encouraged and praised her to answer, since then I can see her raising hands for not all questions but some Students E, F and H has shown significant improvement during target questioning, they were more attentive and responsive. Setting a routine of target questioning resulted in pupils raising their hands up without asking. I cultivated the classroom atmosphere where more and more pupils are prepared to open up and share their thinking about their uncertainties. To accomplish this approach requires full sensitivity, knowledge of your pupils, first-rate interpersonal skills as well as perceptiveness in formulating adroitly posed questions. In my practice, I always start with open end questions to give students a chance to think and then I try to develop a structure in their mind through these questions and then moving on to close end questions to scaffold their understanding. Target questioning helped me to clear misconceptions throughout my lessons. Refereeing to all my lessons, I have used mini white boards instantly in each lesson, introduce a topic, show them at least two questions and then check their understanding on the mini white boards, I get instant feedback from every child. They arent broadcasting that they think they dont understand something, they give me an actual mathematical answer from which I judge the accuracy and target the misconceptions. It is more subtle than directly admitting you cant do something in front of your peers. They allow algebraic answers just as easily as numerical or wordy ones. You know which kids to differentiate for at both ends. For example student E and H along with some other students showed weakness understanding the concept of surface area of prisms, and picked it up their misconceptions through mini white board activity, it was mostly to do with area of a triangle. Therefore, The next lesson I did a revision lesson on same topic so that all misconceptions were cleared, and in lesson 3, both student E and H showed significant strengths. Similarly in lesson 8, student G showed weakness, which I assessed during white board activity and I made sure that student G understands it properly, as I probed targeted questions throughout lesson. This data also helped me to mark students work, so that I can compare the assessment I performed during class through mini white boards and questioning is correct or not. I marked students work and homework. Homework in school x is given twice a week to each year group. According to Ofsted, marking reinforces underachievement and under expectation be being too generous or unfocused. Therefore, I marked with feedback on each mistake as shown in the example below. I modelled the incorrect questions step by step and asked them to do it again. I also made homework spreadsheet, which showed me exactly how many questions students attempted were correct as shown in table below. Table 3: Shows the percentage of correct answers students did in each homework. This table helped me to understand pupils misconceptions and therefore, I gave questions as starter which I saw were most difficult. I also followed students homework by rechecking if they have corrected the mistakes in the following lesson, as the list provided me clear instructions which students book I have to check. By following this routine, Student G made remarkable change in providing her homework with full potential. The class slowly developed the routine of teacher and student dialogue, by making students aware that if I have made any comments, its students responsibility to check it and comment on it, and if the comment is about redoing the questions than it has to be done again. It can be noticed from the table that students homework percentage got better each week. Year 7s were not aware of self-assessment, therefore I briefed them with three key points with: During my first three lessons I used the slide given below, by giving them examples of how they can think and evaluate their learning. Students were questioned to summarize the learning objectives and success criteria before they embark on the task. From lesson four, when people were confident I used the slide below to make them think themselves without giving the example. Students F, H and I books showed clear evidence that they were honest about their reflection and were trying in the next lesson to make their learning better. Figure 6 and 7 shows some examples of pupils reflection Summative assessment was done by unit test after each unit. Before each unit test, a revision lesson was run to clear the misconceptions as the books were marked before the revision to check students understanding, their homeworks and self-assessment. After each unit test, teacher marked the test and made two comments on what students did well at, and two comments what they need to improve on. As shown in the picture 9 below. Students evaluated their performance in the yellow sheets provided by teacher, on their strengths and on action points. A spreadsheet was also created for each question, which helped me to create green pen questions for students and to check which part of unit test students found most difficult, as shown below in table 7. Green pen questions were prepared by teacher, and were allocated to each student according to the action points as illustrated in the figures below of student E and H. These action questions helps them again to reflect on their mistakes and improve their mistakes. The summative assessment results after two unit test I performed with year 7s are shown below which has shown significant improvement in their grades from previous grades, that they have moved a grade higher from their previous targets. Analysis: Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons. Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example how this question can be made better and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of students teachers dialogue. Similarly self-reflection helped students to start thinking about their strengths and weaknesses and it consolidates their learning more. In each lesson they commented about something to improve and what they did well at, it improved the sequence of learning and each lesson showed evident improvement. Since year 7s started to reflect on their learning during my teaching, it is still very confusing for some students what to write but I still encourage them to summarize their learning objective and think before writing. Finally the summative assessment triangulates the research, Students E,F,G,H and I have made tremendous effort through these weeks and shown that through these assessments they have already reached their targets. References Headington, Rita. (2000). Monitoring, assessment, recording, reporting and accountability. London: David Fulton, 8,9 Last name, First initial. (Year published). Title. Edition. (Only include the edition if it is not the first edition) City published: Publisher, Page(s). Gould, Jimm. And Roffey, Jodi. (2014). Achieving your Diploma in Education and Training. Sage publications ltd. Chaim, Keret, IIany, David, Yaffa, Bat-Sheva. (2012).  Ratio and proportion. Rotterdam: Sense Publishers, 1. Cambridge-Community. Getting started with assessment for learning. [online] Available at: URL [http://www.cambridge-community.org.uk/professional-development/gswafl/index.html] Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan 80(2), 139-148. Bransford, J.D., Brown, A.L. and Cocking (2000). The Design of Learning Environments: Assessment-Centered Environments. How People Learn: Brain, Mind, Experience, and School. Washington, DC, National Academy Press, pp. 131-154. Wilson, M. Scalise, K. 2006, Assessment to Improve Learning in Higher Education: The BEAR Assessment System, Higher Education, vol. 52, no. 4, pp. 635-663. Stiggins, R. 2005, From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools, The Phi Delta Kappan, vol. 87, no. 4, pp. 324-328

Rising Concern On Environmental Issues Marketing Essay

Rising Concern On Environmental Issues Marketing Essay There has been a rising concern on environmental issues worldwide nowadays. Ministry of foreign affairs statistic shows that over the years, the temperature has been rise because of carbon dioxide trapped and green house gases have affected the global climate. This change will affect the people live all over the world. This also includes access to water, health, food and the well being of the environment. Todays consumers have started to realize that their purchasing behavior actually cause a huge impact to the environment. Therefore, companies should practice offering environmentally friendly products and service to people to prevent this world become worse. Although, Malaysia has undergone an excellent development followed governmental efforts to attract foreign investor to come and invest for a green product development in Malaysia, the practices of environmental responsible behavior are still low among Malaysian consumers. An example of the lack of environmental responsible behavior is shown in an article in Bernama whereby garbage thrown by one of the state in Malaysia residents is the main cause of river pollution in the state. According to a survey which was conducted on line by global market insight and information group, on the aspect of eco-friendliness of habits and behaviors only 8% of Malaysian respondents responded that they have changed their behavior in a greatest deal to benefit the environment. In addition 83% respondents reported that their views on a companys and their Colleges friendliness to the environment would influence their purchases of products and services. Therefore, studying the determinants of generation-Y consumers green purchase behavior will be definitely benefit green marketers. Generation-Y (also known as a millennial) is defined as A label attributed to people born during the 1980s and early 1990s. Members of Generation Y are often referred to as echo boomers because they are the children of parents born during the baby boom (baby boomers). Because children born during this time period have had constant access to technology (computers, cell phones) in their youth, they have required many employers to update their hiring strategy in order to incorporate updated forms of technology. In a simple word, generation-Y grew up with a technology and relies on those things to perform their job and their task. In addition, when going through a literature review in Malaysian context, there are still a gap existed between environmental knowledge, intention and behavior towards green product. [Said et al. (2003)]. Even though employees that have vast knowledge about green products in ISO 14001 certified organizations not necessarily would buy a green products. Therefore, factors those determine and affect consumer especially Generation-Y to purchase a green product would be worth to find out. 1.1 BACKGROUND OF THE RESEARCH Nowadays its nearly impossible to go shopping without finding a plethora of products that claim to be environmentally and consumer friendly. Oddly enough, many cheap and eco-friendly substances, such as vinegar, have been used for years as home cleaners. Whether you buy a green cleaning product at a store or use something on hand in your pantry, you can reap the benefits of choosing products that are gentler on you and the environment. Environment is defined as what surrounds a thing or an item or in other words it means the surrounding. It could be a physical element which is physical environment, that includes the built environment, natural environment such as air, water, land, atmosphere and etc or it could be human environment where people surrounding the item or thing which also known as the social environment. Today environment is getting worst and worst. Many environmental issues arise. Environmental concerns have been growing in recent years. One of the examples of environmen tal issue is global warming. Global warming and climate change refer to an increase in average global temperatures. Natural events and human activities such as burning garbage and waste are believed to be contributing to an increase in average global temperatures. This is caused primarily by increases in greenhouse gases such as Carbon Dioxide. The greenhouse effect keeps the earth warm when functioning normally. For the first time in history, human activities are altering the climate of our entire planet. According to (Jack, 2010), in less than 2 centuries, humans have increased the total amount of carbon dioxide in the atmosphere by 25% from the burning of fossil fuels and the destruction of forests. In addition to the natural fluxes of carbon through the Earth system, human activities, particularly fossil fuel burning and deforestation, are also releasing carbon dioxide into the atmosphere (The Carbon Cycle; the Human Role, Earth Observatory, NASA). Green product is define as a product products that produce limited carbon footprints; they may require fewer resources to produce, consume less energy or emit fewer hazardous emissions.  Green product is also a product that is non toxic, water-efficient, and also recyclable and biodegradable. There are many green products that have been produce for people in the market. For example household cleaner. Phosphate-free dishwasher and laundry detergents are green because they do not discharge environment-damaging phosphates into waterways. Other examples of green cleaning products are those labeled certified biodegradable; these have passed several stringent tests relating to biodegradability and environmental impact conducted by an independent certifying agency. According to Consumer Reports, the certified biodegradable label is more meaningful than a general biodegradable label. Glass and metal cleaners, kitchen and bathroom cleaners, and laundry detergents are products that might car ry this label. According to EPA (Environmental Protection Agency) research, the air inside the typical home is on average 2-5 times more polluted than the air just outside its walls. For the most part, indoor air pollution is created by the use of toxic chemical products like household cleaners. An EPA report stated that indoor air pollution is one of the nations most important environmental health problems. The EPA also concluded that household cleaners are 3 times more likely to cause cancer than air pollution. Walk down the cleaning product aisle at the supermarket and notice the strong toxic odors, even though the packages are tightly sealed so they cannot leak. Those same vapors remain in a well sealed home. A 15 year study compared women who worked outside the home and those who did not. They found a 54% higher death rate from cancer in the women who stayed home. The study concluded that the increased death rate was due to daily exposure to hazardous chemicals found in ordinar y household products. What is not being reported are the slow poisonings that occur in every home from continual exposure to household cleaning chemicals. A report by the Consumer Product Safety Commission found that 150 chemicals commonly found in homes have been linked to allergies, birth defects, breast cancer, testicular cancer, prostate cancer, declining sperm counts, and psychological abnormalities. Generation Y are the cool generation, they embrace brand and live in the new world of digitize communication. Thus that might be interesting to find their perception and their level of awareness towards environmental issues that the world is facing nowadays. Gen Y has grown up in a very structure, busy and over planned world. Also, Gen Y is made up of confident, optimistic young people who feel valued and wanted. In a article of science daily, Gen-Y is a people that will go all the way when it comes to saving the environment as long as it benefit to world economic and environment. They are maturing into a pragmatic generation that wants to do the right thing for the environment but also has real economic concerns PROBLEM STATEMENT Consumers or practically customers are the sellers and buyers that boost the countrys economy. Therefore, many firms are actually putting many efforts in order to attract more customers because these customers create businesses opportunities and generate profits to them. As the world nowadays facing so many problems regarding to a environmental issue, the consumers and their attitudes or behaviors to purchase a green product are the important factors to be considered. Consumers nowadays have more choices due to the effects of globalization. They will prefer the function of the product rather than the brand or whatsoever to ensure a healthier future. To determine the current level of consumers preferences towards the green products. To determine what are the determinants or factors of consumer preferences towards the green product. To determine the consequences or effects of consumer preferences towards the green product. RESEARCH OBJECTIVE Awareness towards environmental issue that the world nowadays facing play a major role encourage people to purchase a green product. Thus, this study is attempts to relate on the various variables that influence consumer especially generation-Y to purchase a green product. The objectives are as the following: * To study the factors affecting the consumer especially Gen-Y to purchase green product. Gen-y is a new generation and It is crucial to understand as they are more advance and modernize. Thus, several researches have been conducted in order to understand consumers in a way that how they behave, and what are the factors that cause them to behave or react to the responses of the products. Leading factors such as price and quality are always the top concerns to the consumers. Product attributes will moderate the effects of price on quality judgments. Partial of the consumers may focus on buying low prices goods and neglect the quality of the products. This group of consumers takes the price as a measure of sacrifice. For instance, consumers take the price served as the benchmark for comparing utility gains from the quality of the product. One the other hand, some portion of the consumers will be willing to pay a premium price for the quality and function of the products, as they are very sensitive to the signals of the quality of one product. Thus, it is hope that this stud y will contribute further to the understanding of factors of price and quality that may lead to the consumers prefer for a green product * To understand the awareness level of people about Go Green campaign. Nowadays, there are many environmental campaign have been organized by a government and private sector. This campaign is aim to encourage people to more concern about the environment. Thus ,it is hope that this study will explore how people react to a environmental campaign and what is their level of awareness about the awareness campaign. * To examine the benefit for people involvement in Go Green program. We might be asking, how we will benefit from getting involved in this environmental campaign. Well, recently there has been an increase in events directly related to the availability of natural resources. For example energy shortages that resulted to load shedding, change in weather patterns and water shortages. As a result, civil society is recognizing the need to manage our natural resources more effectively and responsibly. In doing so, we can ensure positive effects on our health, quality of life and even the cost of living. Thus, this study will help people to getting known more about what they will gain if they participate in the environmental campaign. *To discover what consumer perception towards green product green product. In curiosity to identify what are the main components or criteria that consumer especially gen-Y are looking forward in order to purchase a green product. It is true that each and every one of us are special and unique in the way we are, thus, every consumer has their very own perception in purchasing a green product. Different people from different backgrounds may have different perceptions on these products. In addition to that, different demographic groups may have different perceptions to this kind of product as well. Thus, this study will help to identify whether the consumer especially gen-y prefer to buy a green product or not to safe a mother of earth. 1.4 SIGNIFICANCE OF STUDY This study is crucial as there are a lot of green products have been selling nowadays. Obviously, when we talk about green product, the price for that particular item might be so expensive. The study on factors affecting consumer especially Gen-Y buying a green product may allow us to know in depth why are previous efforts taken does not produce as it is thought it would be. Based on the study conducted, motivations towards the environment, knowledge on green product, social norm, awareness and self-image have an impact on the consumer especially Gen-Y buying a green product. Government may need to enhance its program in educating people green product. New and more interesting Go Green program and method is a definite necessity in motivating people to increase their interest/awareness on a green product and indirectly motivates them to purchase it. 1.5 SCOPE OF STUDY The research focus on students in Multimedia University (MMU) Melaka campus which comes from various demographic backgrounds such as the faculty, ethnicity and nationality. The focused respondents are a great resemblance on the exact population in Malaysia. 1.6 ORGANIZATIONAL OF RESEACH 1.6.1 Chapter 1: Introduction Regarding this chapter, it introduce the background of this research such as why do people trade in order to get imported goods from other country. Thus, this will create a preference among the consumers locally and abroad to consume and purchase foreign made products. These sections will explain in details in the of consumers preferences from the Malaysian perspective and as well from the global view for foreign made products. This chapter also recognized the problem statement and the research objectives for this research. Finally, the justification of the research will help to justify the benefits and those who will gain in this research. Chapter 2 : Literature Review A thorough study will be conducted on the dependent variable and independent variables. The main purpose for this chapter is to weigh the pros and cons of the topic and to discuss in details on the ideas and knowledge concerned. In this chapter, every definition of the dependent variable and independent variables will be cited from the journals in order to strengthen every point mentioned. Several of arguments and various points of views from different authors in order to provide a stronger formation of each point can be founded in this chapter. In addition to that, this chapter explains the relationships on several independent variables relate to the dependent variables. 1.6.2 Chapter 3 : Research Methodology Research methodology is usually conducted after the thorough study of literature review. In this chapter, theoretical framework will be form to illustrate the relationships between the dependent variable and the independent variables. Hypotheses or a proposed explanation which were made on the basis of limited evidences will explain the relationships between two or more variables. All the hypotheses stated will be tested together with empirical data. This chapter also includes the description of the sampling data, data collections and as well as the development of the questionnaire for this research. Chapter 4 : Data Analysis After questionnaires are collected from all the respondents, then few tests will be conducted to test on the validity and reliability of the results. The responds of the questionnaires from the respondents are represented by a set of numbers that symbolize their own significant meanings. Whereas the tests that will be carry out are to analyze the responses from the respondents so that it will derive to a stronger conclusion at the end of this research. Chapter 5 : Conclusion This chapter will provide the final outcome of this research. Thus, the final results will be explained and we will be able to identify how the exact hypotheses that formed earlier are hold. Chapter 2 Literature Review In a general definition, green product is known as an ecological product or environmental friendly product. Shamdasami et al., (1993) in their research defined green product as the product that will not pollute the earth or deplore natural resources, and can be recycled or conserved. Green product is a product that has more environmentally sound content or packaging in reducing the environmental impact (Elkington and Makower, 1988; Wasik, 1996). In other words, green product refers to product that incorporates the strategies in recycling or with recycled content, reduced packaging or using less toxic materials to reduce the impact on the natural environment. Krause (1993), found that consumers will becoming more concerned about their habits and the impact on the environment. The consequence of this is that some of the consumers translated their environmental concern into actively purchasing green products commitment (Martin and Simintiras, 1995). Todayà ¢Ã¢â€š ¬Ã… ¸s teenagers are c oncerned about environmental problems (Lyons Breakwell, 1994; Lee, 2008). Studies have shown that youth are more concerned and more informed about environmental problems than the adults (Van Liere Dunlap, 1980; Diamantopoulos, Schelemilch, Sinkovics, Bohlen, 2003), and teens who consider they to be knowledgeable about environmental issues tend to report higher levels of concern (Lyons Breakwell, 1994). There are many reasons and factors that affect consumer especially Gen-Y to buy a green product. Concern for the environment is perceived to be important in encouraging consumer to participate in green program and also buying a green product. Research finding suggest that, moral concerns determine several curtailment behaviors (Goldstein et al., 2008; Hage et al., 2009; Thà ¸gersen, 1996). However, studies on the influence of moral concerns on consumer high involvement buying decisions with environmental implications are rare (Thà ¸gersen, 1999). This is a problem since overlooking an influential determinant might hinder or delay successful diffusion of environmentally friendlier products and innovations. Other researcher also revealed that despite expressing concern towards the environment the consumers were unwilling to purchase or pay a higher price for environmentally friendly products (Jay, 1990; Ottman,1992; Schlossberg, 1991). A more recent report by the RoperASW (2002) prod uced somewhat disappointing results with overall environmental concern among the general population on a decline with 59 per cent of the general population not even thinking of participating in environmentally friendly activities. Kristensen and Grunert (1991) said the levels of general environmental knowledge among consumers have increased significantly over recent years. This may have been expected, since a number of new green product lines have been introduced in a market. (Bohlen et al., 1993). Knowledge and attitude towards environment are very important to influcence consumer especially Gen-Y To buy a green product. There is a general belief among the researchers and environmental activists that through purchasing environmentally friendly products or green products, products with recyclable packaging or properly disposing of non-biodegradable garbage, consumers can contribute significantly to improve the quality of the environment (Abdul-Muhmim, 2007). The quality of the environment depends critically on the level of knowledge, attitudes, values and practices of consumers (Mansaray and Abijoye, 1998). Attitudes are the most consistent explanatory factor in predicting consumers willingness to pay for green products (Chyong et al., 2006). This means that price is not the main factor in preventing consumers from purchasing green products if they are pro-environment. Researcher also found that Influencing consumer behaviour is a complex and difficult task requiring knowledge of its determinants. consumer knowledge and attitudes are determinants of behaviour (Engel et al., 1993), many researchers have attempted to understand the relationship between purchase behaviour and knowledge /attitudes. The studies from those by Arbuthnott and Lingg, (1975); Geller (1981); Maloney and Ward (1973); Muller and Taylor (1991); and Schahn and Holzer, (1990) have shown that environmental knowledge has little impact on purchasing behaviour. However, Dispoto (1977) concluded that environmental knowledge was a good predictor of environmentally sensitive activity. Grunert (1993) found that knowledge of the benefits of a green products use on the environment may have an impact on whether or not that product is purchased and used. Arbuthnott and Linggs (1975) in a study of environmental behaviours, knowledge and attitudes, suggested that environmental knowledge acts as a mediating variable for environmental attitudes and behaviour. Synodinos (1990) stated that more positive a ttitudes may result by increasing knowledge about environmental issues (p. 168). Cohen (1973) found that groups of students who were taught courses with a high environmental content, i.e. were given more environmental knowledge, had different attitudes toward the environment than the control group who were taught courses with a low environmental content. Maloney and Ward (1973) found that the attitude of consumers towards environmental protection was significantly more positive than their knowledge of environmental problems. They also stated that despite its current popularity, the average person appears to know very little about ecology (p. 585). Dispoto (1977) made similar conclusions, stating that subjects à ¢Ã¢â€š ¬Ã‚ ¦ were more emotionally involved with the environment that knowledgeable about it (p. 457). When translating these results into the context of green product lines, these findings would suggest that consumers will have a positive attitudes towards green product lin es without actually knowing how they impact on or preserve the environment. Certain theorists believe that personal norms are the attitudinal factor seen as closest to actual behavior. In relation to green activities, the personal norm reflects a moral obligation to act in an environmentally responsible manner. A key assumption is that personal norms develop through the formation of a consistent personal value system that also incorporates social norms. Several researchers have found personal norms to accurately predict green consumer behavior. Studies have also investigated the effect social influence has affect consumer especially Gen-Y purchase green product.The interest in green initiatives is not expected to emanate only from external impositions and inducements but also from the internal sense of responsibility of a firm towards the society in which it exists. For green issues, such sensitivity is intensified by increasing environmental problems such as global warming and pollution. Such problems may also raise awareness and interest of a firm to behave in a more socially responsible manner and reflect an image of due diligence and commitment to sustainability. Green purchasing is primarily motivated by a certain degree of consumer ecological consciousness. Frey and Stutzer (2006) identify a number reasons behind environmental motivation: intrinsic motivations, altruism, internalized norms and social norms. Social norms lead individuals to take into consideration the opinions of the other members of society when choos ing a green product over another: if they think that their acquaintances approve of green product purchase and disapprove of standard product purchase, there are encouraged to buy green products. (Ewing, 2001) Social norms are an important motivator of ecologically responsible behaviour The strength of the normative influence of the consumers family and social groups on purchasing decisions depends on the characteristics of the product (e.g. luxury rather than a necessity, publiclydisplayed or used in private), the susceptibility of theindividual consumer and the coercive power of the group to which the consumer belongs (Hoyer and MacInnis, 2004). Self image is the conception one has of oneself. Study in marketing influence on consumer purchase decision on green product, self-images was influencing green behaviours. This agrees to Lee(2008) finding on concern for self-image as the third predictor of her study. Apart from behavioral aspects, numerous studies have also looked at the r elationship between demographic and socioeconomic variables and purchase green product involvement. Kinnear, T. And Taylor, J. (1973) stated that there has been no signi ¬Ã‚ cant link found between demographic segmentation and green purchase. This could be due to the notion that different groups of people relate to different parts of the environmental agenda Peattie, K. (1995). There have been contradictory results of younger and older age groups concerns about environmental issues Peattie, K. (1995). There is, however, a belief that environmental concern is directly related to a consumers level of education Balderjahn, I. (1988). Based on four surveys, Hines et al. found no relationship with gender.

Richard Wrights The Man Who Was Almost a Man Essay -- Richard Wright

Richard Wright's The Man Who Was Almost a Man The Man Who Was Almost a Man is a fictitious short story about an uneducated black boy's quest to become a man. Growing up in the early 1900's was a very hard task for most black people. The lack of education was one of the hardest hills they had to overcome to make it in a world dominated by whites. The story centers upon one 17-year boy who has very low self-esteem caused by his peers. He believes that owning a gun will gain him respect with others and thus make him a man. The title of this short story has several different ways of being interpreted because the time and atmosphere in which it was written. The short story was written in first person narrative, which gives a graphic account of the personality of the character Dave. The short story is also written in a dialect of an uneducated black boy which gives the reader the feel of what is was like to be that young man back in the early 1900's. The stories title The Man Who Was Almost a Man holds many different meanings to how Dave must have felt back in those times. Dave's struggle was man versus society in an era where his skin color meant more than his actions. He was unable to interact with the white society and was outcast by his peers because of his age. He believed at this time in his life that being a man was the more important than life itself. Buying a gun and learning to shoot was his solution to becoming a man. This was not the case though. The first time he fired the gun it numbed his hands and fell to the ground. He also shot Mr. Hawkin's mule, which he was unable to cover up. Now everyone would know what he had done which would give his peers a bad impression of him. He would not gain their respect, nor... ... a man. Life was hard back then and being accepted played a big role in all blacks searching for that one thing that would make them accepted within their society. Works Cited Blau, Eleanor. "The Works of Richard Wright, This Time Published as Written." The New York Times 28 Aug. 1991, final ed., sec. B: 1-2. Brignano, Russell Carl. An Introduction to the Man and His Works. Pittsburgh: University of Pittsburgh Press, 1970. Fabre, Michel. The World of Richard Wright. Jackson: University Press of Mississippi, 1985. Hannon, Charles. "Teaching the conflicts as a temporary Instructor." College Literature 6 (1997): 126-141. Joyce, Joyce Ann. Richard Wright's Art of Tragedy. Iowa City: University of Iowa Press, 1986. Walker, Margaret. Richard Wright, Daemonic Genius: A Portrait of the Man, a Critical Look at His Work. New York: Warner Books, 1988.

Hermes :: essays research papers

Hermes - Messager god Essay written by Jamecca The idea of gods and goddesses began as far back as the ancient Egyptians, but the ancient Greeks were the first group to form a religion based on gods and goddesses. They believed that the gods and goddesses were not different from humans. Some of the few ways humans were different from gods were that the gods were stronger and lived forever. Since the Greeks believe in many gods, they are Polytheists. The gods and goddesses were thought to control different parts of the universe. For example, Zeus is the king of the gods, controlled weather. Or like Athena who was the goddess of wisdom. You learn about different gods and goddesses in myths. A myth is a story about a god or goddess. Homer, a blind poet, is famous for telling myths. He told myths because no one could read or write. Hermes (Latin name Mercury) is the messenger of the gods. He is the fastest of all the gods and goddesses. He is the son of Zeus and Maia. He is a guide who knew the way to the underworld. So he would show the dead souls the way to the underworld. Hermes is also known as the patron of traders, merchants, thieves and everyone who lived by their wits. Some characteristics of Hermes include his ingenuity, knowledge, creativity, and is known to be very cunning. He is also quite good at gymnastics. Hermes is an incredibly clever god. He found a tortoise outside of his cave and displayed his godly talent by placing strings over the shell, inventing the first lyre. As a child he was very precious, even for a god. But he caused a great deal of trouble. But one day, he went too far and learned a very important lesson. Hermes is a master thief. He started his career as a thief before he was more than a few hours old! It was his intelligence and theft abilities in the following myth that won him recognition as a god. The worship of Hermes began in his birthplace, Arcadia. People of Arcadia would hold festivals called Hermaea in his honor. The sacrifices offered to him included honey, incense, cakes, pigs, lambs, and young goats. One of the most famous myths about Hermes shows his extreme intellect. One day after his mother fell asleep, Hermes tip-toed to the pasture where his brother Apollo kept a large heard of cows.

Philosophy of Healthcare Essay

This paper analyzes seven view points on the topic of Philosophy of Healthcare. The seven view points are blended into this paper by discussing what factors highly influenced my decision to choose healthcare as my set profession in life. Also discussing the Nature of Mankind, stating a few qualities that are highly important in our society and give examples of how it is used in our everyday life. This paper will further discuss the Brokenness of Mankind and what I believe are my most important qualities that I will be able to bring into the medical field. Discuss different ways how handle conflict and stress that can someday lead to â€Å"burnout† in healthcare. Along the topic of talking about the Brokenness of Mankind, I will debate if there is a difference between healing and curing. Last, I will altercate the Value of Mankind and in what ways this could be appropriate for faith to play a part in giving care in healthcare. Keywords: none. Philosophy of Healthcare Final Project Seven Points of Philosophy of Healthcare Back when I was a young child in elementary school, my first grade teacher asked me and all my other classmates, â€Å"What do you want to be when you grow up?! One girl said a private eye investigator; a boy who played on the peewee football team for our city said he wanted to be the quarterback of any NFL team. When it was finally my turn to say what I wish to do for the rest of my life, I said I wanted to be a professional ice skater! I came to realize six years later that that was never going to be my reality and I had to think about what really would interest me. One good quality everyone said I obtained was caring for others and how I always am the first to aid someone in need. I spent most of my time in the hospital visiting my grandmother and I always thought it was amazing to see the doctors rush to a patient or watch the nurses do their rounds. I told my mother I wanted to work in the hospital as a volunteer and she said I should so I did and I fell even more in love. Seeing all of the things going on in the hospital influenced me to really pursue this profession. What also influenced me was seeing how my pediatrician cared for other kids and was always taking good care of not only myself, but others as well. In this profession people need to possess very important virtues. Some of my personal virtues are dedication, caring, and also integrity. I believe that being dedicated is a cogent virtue to have in general, but specifically as a healthcare professional. While working in the medical field you have to give time and effort to your patients and show them that you care as well. Caring would have to be another virtue that I portray and that is also very good to have. For example, if you have a patient that has been there for a long period of time, you have to show them that you care and put yourself in their position. Philosophy of Healthcare Final Project You have to show that you care, because if you don’t things will only be negative and later on will become complicated and stressful. Integrity is a very strong virtue that anyone can have because it shows that you can be trusted and that you are a very honest person. Nowadays, they have a system called HIPAA, which is used in hospitals nationwide. HIPAA is used for patient confidentiality and is an agreement that you will not discuss why a patient in there in the hospital and what is wrong with them with anyone else. This is why I believe everyone needs to have integrity. Discussion There is a plethora of ways that my top three virtues could be demonstrated. To start off, we will talk about dedication. Dedication can be shown in the medical field by setting aside time to get certain tasks done by a specific time or day. For example, if a nurse has to clean up after a patient, they have to set aside time to aid them and also be dedicated to doing it, along with that, they have to care for the patient while doing this specific task. Caring is another one of my top virtues. Caring is shown in many ways in this specific field. For example, caring for a patient while they are in the hospitality suite is extremely nice. When I did my volunteer service back in Orlando Regional Medical Center, I spent most of my time in the hospitality suite making sure every patient waiting to return home was doing okay and assisting them get into their cars and giving them anything while they waited patiently to leave. Also, integrity is highly demonstrated in healthcare. As I have stated earlier in this paper, HIPAA is a very good example of how integrity can be shown in healthcare. Philosophy of Healthcare In addition, what I believe would be my important qualities that I can bring to healthcare as a professional would have to be my ability to be loyal and true to everyone including my co-workers, the patients, and of course myself. To me, loyalty and being trustworthy are the biggest qualities that anyone can pertain in life because without it, no one can depend on you to accomplish things or to confine things either. Today in the field of healthcare, there are many cases that are conflicting and stressful. Many people try to climb their way out of this by doing numerous of strategies to get themselves out. The best thing to do is to focus on the positive and try to think of ways to make things better. Do not try to blame others for wrong doings and try not to say the first things that comes to mind in a bad situation because that only makes things worse. â€Å"In the hospital or any medical setting, you will be faced with problems and challenges almost every day. † (www. zinearticles. com). Also, building a strong communication with your colleagues can become a great advantage and can cause less burnout in the field. â€Å"Another important way to combat stress is to sharpen one’s communication skills. † (www. fdu. edu). everything nowadays is communicated via e-mail, pager, text, or even social networks to try and get into contact with one another. If you have to talk to someone about a problem, simply approach them and talk face to face and not try to chase down a text or e-mail to have proof of something you said. Discussion Many people say that there is an antithesis between healing and curing. In my opinion I believe that they are both different. â€Å"Healing is a natural process and is within the power of everyone. Curing, which is what doctors are called upon to do, usually consists of an Philosophy of Healthcare Final Project external treatment; medication or surgery is used to mask or eliminate symptoms. † (www. beliefnet. com). Healing is done by our Lord and Savior, Jesus Christ. It takes time for this to happen and it takes a lot of faith to make it possible. On the otherhand, you can show up to a physician’s office or the hospital and say â€Å"Take the pain away! † and it will be gone within the hour thanks to technology today. With healing, you need to have a very positive mind set and pray to our Father in heaven to cure us with his tender loving care, instead of depending on society to cure us. â€Å"The first step is having the intention to heal, to come back into balance. † (www. stepsonthepath. com).

Ancient Greek and Ancient Roman Democracy Essay

â€Å"One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors.† – Plato The question at hand is whether there were any similarities that led to the fall of Ancient Greek and Roman democracies. This essay will discuss how wars and territorial expansion led to a rise in populism, which brought political chaos, and how it is the fundamental cause of the decline of democracy in Ancient Greece and Rome. The first forms of democracy started in Ancient Greece and Ancient Rome. In Ancient Greece, democracy and politics were more related to the Athenian city-state – because Sparta was more of a military dictatorship – than any other city-state in the region. As for Rome, the brief period between the Roman Kingdom and the Roman Empire, known as the Roman Republic, came to be a symbol of democracy in the Ancient Roman time period. Though democracy is defined as a form of government in which its people make decisions that directly influence their daily lives, the ancient forms of democracy were slightly different. It is clear that the Athenian city-state was more democratic than the Roman Republic, but both had forms of oligarchy that tampered with the image of ideal democracy. The Roman Republic had its Senate, and the Athenian city-state had its Areopagos, groups of aristocrats that usually dominated the region’s politics. Some sources even suggest that â€Å"Rome n ever became a democracy in the sense that they (the citizens) ever controlled the government for long.† But whatever democracy existed in these areas was short-lived. Even though these democracies existed in different time periods, they had similar reasons to their downfall. Scholars suggest that these democracies fell because of the sheer landmass each had to control after their numerous victories. The Roman Republic stretched the Italian Peninsula and controlled parts of Northern Africa; Athens ruled much of mainland Greece and the Ionian states (the Delian League basically put the Ionian states under Athenian subjection) along the Mediterranean coastline. The constitutions built for Athens and the Roman Republic were figuratively too small to control these newly added territories. Since the constitutions were made only to satisfy the populations of the homeland itself, the constitutions had gaps in which politicians abused, ultimately  leading to political corruption. Another cause reasoned for the downfall of democracies in both states is the democracies’ fallout with thei r common citizens. Citizens of Rome and Athens consequently wanted a single strong ruler after years of war had created panic among all levels of government. However, though these two reasons are valid, there was another significant cause for the fall of these two democracies. The rise of populism in both the Athenian city-state and the Roman Republic was crucial to the deterioration of their democracies. The Athenian city-state fought many wars such as the Persian Wars and the Peloponnesian Wars. To fight these wars, the Athenians needed income. The common Athenian citizen had to fund the war, similar to the Roman Plebeians and their war taxes, creating heavy discrepancies between the rich and poor. This in turn paved the way for many populist reforms – reforms that favored the working class – most importantly, Pericles’ reforms. Pericles removed the property restrictions on army enlistment to provide more troops in the Athenian war machine. This reform, along with the previous reform of Cleisthenes that enlarged the Council of 400 to five-hundred people, allowed for the â€Å"†¦ involvement of a large part or even the whole of the citizen body in the state’s affairs,† giving the citizens too much power. Citizens, w hom had no experience in politics, started to make decisions for the Athenian public. This proved detrimental in Second Peloponnesian War, when Athens could not effectively place its troops because of quarrels within the Council of 500 (and a weakened Areopagos due to Pericles’ reforms), leading to a defeat that nearly crumbled the existing form of democracy in Athens. This inefficiency of the government moved citizens and thinkers, such as Plato, to view democracy as an ineffective form of rule. Citizens now shifted their sights to Macedonia as their only hope for survival. The case for the Roman Republic is similar. The plebeians funded wars which created discrepancies between the Patrician class and the Plebeians. This allowed the Patricians to dominate the state’s resources, such as land, which started to deteriorate the economy of the Republic. To counter these movements, reformers such as the Gracchus brothers and Gaius Marius turned to populist ideals to gain a strong plebeian holding. In trying to do so, the reformers disobeyed many of the constitution’s preexisting laws which brought  political instability: Tiberius Gracchus tried to illegally obtain another year as tribune, resulting in the first â€Å"daggers in the forum,† Gaius Gracchus tried to start a plebeian reform, which failed, and Gaius Marius and Sulla created a clash between the populares and optimares, creating conflict within Rome. These attempts at populist reforms seemingly started a trend within politicians to undermine the authority of the Roman constitution. Sulla was elected dictator for two consecutive terms – Roman law only allowed for a single term in case of national emergency – and Julius Caesar declared himself dictator-for-life and crossed the Rubicon into Rome with his troops, which were both illegal. All of these attempts at populist reforms created confusion amongst the Roman public, whom now viewed dictatorships more pleasurable than the current Republ ic mess. After the assassination of Julius Caesar, Octavion took over, marking the end of the Roman Republic. As discussed above, wars were the backbone to the populist movements. It is important to note, however, that in Ancient Greece, the fall was associated more with the populist reforms itself, and that in Ancient Rome, the fall was associated more with the push for populism, rather than the reforms itself. Another rather interesting fact was that the increase in democracy in Greece actually led to the demise of the democracy itself. However, in all, populism was a common factor that brought the collapse of the democracies in Ancient Greece and Ancient Rome. ——————————————– [ 1 ]. Roberts, J. M. â€Å"The Making of the Roman World.† The Penguin History of Europe. London, England: Penguin, 1997. 51. Print. [ 2 ]. Roberts, J. M. â€Å"Ancient Greece.† The Penguin History of Europe. London, England: Penguin, 1997. 31. Print. [ 3 ]. A term used to describe the first appearance of violence in the Roman General Assembly; it is blamed for start of the disregard of the Roman constitution by many politicians to follow.