Assignment 1 Answers free essay sample

An American call choice gives one the right, yet not a commitment, to purchase a predefined number of portions of a stock at a predetermined cost called exercise or strike cost before the development date or on the development date (a future date). In contrast with European alternatives, American choices can be practiced before the development date. 2. Characterize Skewness and Kurtosis and furthermore clarify why these are useful10 pts Answer Skewness and Kurtosis are proportions of scattering of the information around its mean as they measure state of likelihood appropriation. Skewness gauges the level of asymmetry. Its worth ranges somewhere in the range of 0 and 1, where 0 suggests evenness (ordinary conveyance). A positive skewness demonstrates a generally long right tail and the other way around. Kurtosis demonstrates the degree to which likelihood is moved in the inside and the tail of the circulation. An estimation of 3 shows ordinary dispersion, while an estimation of K gt; 3 demonstrates substantial tails. The skewness and kurtosis of an irregular variable are Sk (n,p) = E {X †E(X)}3/? 3 and K = E {X †E(X)}4/? 4 3. Peruse Sewell (2011) paper and . characterize schedule impacts, and b. talk about quickly seven distinctive schedule impacts recognized in writing (your answer will not surpass one page) 30 pts Answer a. Schedule impacts are seen as repeating oddities in returns, where the recurrent examples in information can be credited to change in volume and movement during certain timeframes. For example intraday impacts, the end of the week impact, the Monday impact, intra-month impacts, the January impact, occasion impacts, the Halloween marker and the sunshine sparing peculiarity. The most significant schedule abnormalities distinguished by Sewell are the January impact and the end of the week impact. b. There are a few unique kinds of schedule impacts distinguished in writing. * Intraday impacts are known to exist, * the end of the week impact appears to have everything except vanished, * intramonth impacts were found in many nations, * the January impact has divided, and * occasion impacts exist in certain nations. Halloween Indiactor: an exchanging procedure of strategic resource distribution dependent on the familiar adage * ‘sell in May and go away’ created anomalous returns in correlation with securities exchange files in many nations * Daylight Saving Effect: Daylight-sparing ends of the week are ordinarily trailed by huge negative profits for money related market lists (around 200 to 500 percent in contrast with end of the week impact), and analysts contend that the impact could be a direct result of changes in rest designs. Part II: R-Cod e Programming 1. A R software engineer ran the accompanying code and he/she got a blunder message. ) gt; testnorm lt;- rnorm(1000) gt; hist(testnorm, prob = TRUE) gt; mu lt;- mean(testnorm) gt; sigma lt;- sd(mynorm) Error in sd(mynorm) : object mynorm not discovered b) gt; x lt;- seq(- 4, 4, length = 1000) gt; y lt;- dnorm(x, mu, sigma) Error in dnorm(x, mu, sigma) : object sigma not discovered c) gt; lines(x, y, col = ‘blue’) Error: surprising contribution to lines(x, y, col = ‘ Please show for each situation what caused the mistake in order if conceivable compose the necessary remedy for the code. 20 Pts a. Answer: The variable mynorm should be made before utilizing in an order. Here the variable we made is testnorm, which is utilized in the count of mu and same variable can be utilized (or renamed) in sigma (SD) computation. Rectification required here is gt; sigma lt;- sd(testnorm) Or on the other hand gt; mynorm lt;- testnorm b. Answer: Same as over, one needs to ascertain sigma and mu before executing the subsequent order line. One needs to include the accompanying code lines. x lt;- seq(- 4, 4, length = 1000) mu lt;- mean(x) sigma lt;- sd(x) y lt;- dnorm(x, mu, sigma) c. Answer: One needs to determine quotes â€Å"† around the alternative ‘blue’ lines(x, y, col = â€Å"blue†) . Do the accompanying utilizing R and connect a printout of diagrams and codes utilized in analysis30 pts You may present a high contrast printout of the chart on the off chance that you don't have a shading printer, however code is required as it will check the orders utilized for shading the diagram. a. Download the manual and information for Time Serie s Analysis with R, Part I by Walter Zucchini, Oleg Nenadi? for reference as you may require it to finish the task. http://www. statoek. wiso. uni-goettingen. de/veranstaltungen/zeitreihen/sommer03/ts_r_intro. pdf b. Download information document tui. ip from the site given in manual http://134. 76. 173. 220/tui. zip and read it in R utilizing suitable code. c. Record last three digit of your understudy ID number __ on the off chance that you are working in a gathering, simply utilize the gathering # rather instead of last digit. d. On the off chance that the last number of the three numbers composed above to some extent ‘c’ (or your gathering number) is: I. Indeed: plot a line diagram of arrangement in second section utilizing red shading [warning: don't do this if the number is odd, rather do (ii)]. Name your chart fittingly ii. On the off chance that your last digit isn't (is odd rather): Plot a line diagram of arrangement in third segment in blue shading. Mark the diagram properly. For Even Number in (c) tui lt;- read. csv(C:/ratsdata/tui. csv, header=T, dec=,, sep=;) plot(tui[,2], type=l, lwd=2, col=red, xlab=time, ylab=opening values, main=Any Title, ylim=c(0,60) ) For Odd Number in (c) tui lt;- read. csv(C:/ratsdata/tui. csv, header=T, dec=,, sep=;) plot(tui[,3], type=l, lwd=2, col=blue, xlab=time, ylab=high values, main=Any Title, ylim=c(0,60) ) |

Mechanics: Statics And Dynamics :: essays research papers fc

Mechanics: Statics and Dynamics Chapter by chapter list INTRODUCTION.........................................................1 Part I. General Principles........................................2 I. Frameworks of Force.........................................4 II. Stress..................................................6 III. Properties of Material.................................7 IV. Catapulted and Welded Joints................................10 V. Shafts - A Practical Application.........................13 VI. Shaft Design.............................................17 VII. Torsional Loading: Shafts, Couplings, and Keys........19 VIII. Conclusion............................................20 BIBLIOGRAPHY.........................................................21 Presentation      Mechanics is the physical science worried about the dynamic conduct of bodies that are followed up on by mechanical unsettling influences. Since such conduct is associated with for all intents and purposes all the circumstances that stand up to an architect, mechanics lie at the center of much building investigation. Truth be told, no physical science assumes a more noteworthy job in building than does mechanics, and it is the most seasoned of every single physical science. The compositions of Archimedes covering bouyancy and the switch were recorded before 200 B.C. Our cutting edge information on gravity and movement was set up by Isaac Newton (1642-1727).      Mechanics can be isolated into two sections: (1) Statics, which identify with bodies very still, and (2) elements, which manage bodies moving. In this paper we will investigate the static component of mechanics and talk about the different kinds of power on an item and the distinctive quality of materials.      The term quality of materials alludes to the capacity of the person portions of a machine or structure to oppose loads. It likewise allows the choice of materials and the assurance of measurements to guarantee the adequate quality of the different parts. General Principles      Before we can dare to clarify statics, one must have a firm handle on traditional mechanics. This is the investigation of Newton's laws and their augmentations. Newton's three laws were initially expressed as follows:  â â â â 1. Each body proceeds in its condition of rest, or of uniform movement in an orderly fashion, except if it is constrained to change that state by powers intrigued on it.  â â â â 2. The difference moving is corresponding to the intention power intrigued what's more, is made toward the path in which that power is intrigued.  â â â â 3. To each activity there is constantly restricted an equivalent response; or the common activities of two bodies on one another are equivalent and direct to opposite parts.      Newton's law of gravitational fascination relates to celestrial bodies or then again any article onto which gravity is a power and states: â€Å"Two particles will be pulled in toward one another along their interfacing line with a power whose extent is legitimately corresponding to the result of the majority and contrarily relative to the separation squared between the particles.      When one of the two articles is the earth and the other item is close the outside of the earth (where r is around 6400 km)/is basically consistent, at that point the fascination law becomes f = mg.      Another fundamental law to consider is the Parallelogram Law.

Life or something like it

Life or something like it Sometimes I secretly wish for exciting things to happen to me so that I can write some sort of blazingly exotic blog entry full of exclamation points and intruige. But alas, my life is full of the same sorts of things every day: School. Drop Date, the last date undergraduates are allowed to drop a class without penalty, was last Wednesday, so Im in all my classes for the long haul. (Truth be told, Ive never dropped a class here. But its kind of nice to know that I can until almost three-quarters of the way through the semester.) Most of my classes are going along swimmingly; for example, we had a great discussion in 7.31 (Current Topics in Mammalian Biology) about stem cell research with Professor Jaenisch, who is basically one of the gods of stem cell research. The man is a pioneer in his field, is routinely quoted in the New York Times, and he knows my name. So cool. Work. My postdoc and I are trying to finish some experiments with publication-quality data by Christmas so we can hopefully get published by the time I graduate. Luckily Ill be at the lab 40(+) hours a week during IAP, so whatever doesnt get finished before Christmas can definitely get finished in January. I have a lot of neurons to image on the confocal microscope between now and Christmas. Cheerleading. We have three basketball games to cheer for this week (one was tonight). I went straight from the lab to the game, and changed into my cheerleading uniform in the lab bathroom. Of course, according to Murphys Law, I passed two professors in the hallway after changing into my uniform. Sweet. Christmas? It was 60 degrees in Cambridge today, which makes it hard to listen to Christmas music on ones iPod. It just doesnt feel very Christmasy. Nonetheless, the intrepid Adam hung some lights so we could tool in the semi-dark. He also decorated our suite door. Grad school apps. Seven are done, one just needs about another half-hour of work (I need to look through faculty bios and pick the professors with whom I could see myself working). My transcripts are in, my GRE scores have been sent, my fees have been paid, my letters of recommendation have been sent (except for one of my writers and I reminded him nicely yesterday to GET IT DONE). Now theres nothing to do but wait. Um, boo? Thats pretty much it. But hey, Im kind of okay with that at the moment. Questions and other such things: 1. War of the Worlds. Ben forgot to mention the major plotline of the movie in which Dakota Fanning screams. A lot. Im with Ben in that I fully believe that anyone capable of planting machines in the earth a million years prior to taking over said earth would be fully capable of marching into any doctors office and raiding their stash of penicillin. Lets not even touch my pedantic bio nerd point: it wouldnt have been possible a million years ago (or, like, 100,000 years ago) to predict that the human population would have experienced such a huge population explosion. Harumph. 2. Clark notes that Christmas tree hunting would be a great deal more entertaining if the trees would just liven up a bit. I have to admit that, although Im not a fan of indiscriminately mopping living things (I am, after all, a quasi-vegetarian), it would be pretty sweet if the trees ran around a little and we could stalk the wild evergreen in its natural habitat.

Leadership Brief Abraham Lincoln - 996 Words

Leadership Brief: Abraham Lincoln One of the greatest presidential leaders goes by the name Abraham Lincoln. Throughout his lifetime, he has a wide range of different accomplishments that has affected thousands of people in various ways. Traits and qualities that Lincoln held led him to become an effective leader. In fact, Abraham knew what was best for his country that would produce the largest impact for the citizens. Literature Review To illustrate Abraham’s intelligence, he bought books to study and teach himself when he was young to become a brilliant man. With the assistance of John Todd Stuart, John let Abraham borrow books to study from to pass the bar exam. With this achievement, Lincoln had the chance to practice being an†¦show more content†¦A speech named the Gettysburg Address that Lincoln presented, which influenced America greatly. Creating the first income tax to gather money for the Union in the civil war was another accomplishment he overcame. Other items were the Homestead, Morrill, and National banking acts, as well as the first railroad bill and that would change thousands of citizen’s lives. An accomplishment that affected the U.S. was creating the US National Banking system; however, it improved the finical system. The Homestead Act- this presented the chance to lower or no cost to family who wanted to own land. Not to mention, when Lincoln proved this act it shows that he cares about all citizens no matter what finical status they are. In fact, Abraham had a multitude of different key traits, strengths and qualities that throughout his life guided him to success. Having the leadership skills that he had, greatly improved every task, he did throughout his career. Skills such as these improved the trust of citizens and working together with other government offices to improve the United States. Another qualities and trait that thousands of people noticed were listening to others and the ideas that they thought of. Not to mention, Lincoln did this for the reason that, it gained the respect from others and what they believe and determine their thoughts may actually improve the situation. In addition, he learned what his job in a quick

Death, Be Not Proud by John Donne - 755 Words

In John Donne’s sonnet â€Å"Death, Be Not Proud† death is closely examined and Donne writes about his views on death and his belief that people should not live in fear of death, but embrace it. â€Å"Death, Be Not Proud† is a Shakespearean sonnet that consists of three quatrains and one concluding couplet, of which I individually analyzed each quatrain and the couplet to elucidate Donne’s arguments with death. Donne converses with death, and argues that death is not the universal destroyer of life. He elaborates on the conflict with death in each quatrain through the use of imagery, figurative language, and structure. These elements not only increase the power of Donne’s message, but also symbolize the meaning of hope of eternal life as the†¦show more content†¦Here death is actually more pleasurable than sleep, and that many people are ready to embrace death in looking forward to eternal life. The third quatrain outright mocks and belittles death’s power, and it again is personified by Donne. Here the personification of death weakens the idea of death to a mere â€Å"slave to fate, chance, kings, and desperate men,† and reinforces that death has to play by the rules just like mortals (Donne 1100). Death is being controlled by many forces that have authority over who, how, and when death may do its job. This argument takes away death’s mystery by making death mortal, which is neither threatening or in control of anything. Donne puts death’s domain in the gutter among â€Å"poison, war, and sickness†, and so all should be treated with equal scorn and disrespect. The power of death is again disregarded when Donne states â€Å"And poppy or charms can make us sleep as well† (Donne 1100). He compares death to charms and drugs, which are simple things to help bring sleep to people â€Å"as well†(Donne 1100). Also he illustrates tha t death does not measure up to â€Å"charms† and â€Å"poppy† because they are the enjoyable experience of death and you can wake up from them. This proves that mortals can achieve exactly what death does, so death lost what was left of its pride. Donne patronizes death, â€Å"And better than thy stroke; why swell’st though then?† which questions and condemns any reasoningShow MoreRelatedDeath Be Not Proud By John Donne1329 Words   |  6 PagesThe progression of societal beliefs regarding our approach towards death is dependent upon the changing nature of both cultural and historical contexts. In Donne’s Holy Sonnet ‘Death be not proud’ he uses second person narration to address â€Å"Death† as â€Å"thou†, â€Å"thee† and â€Å"thy†, death is not considered conceptually but anthropomorphised as the poems fundamental pride. In ‘Death be not proud’, we see how the rumination of death is shaped by Elizabethan values. Through the subverted Petrarchan structureRead MoreDeath, Be Not Proud, By John Donne1303 Words   |  6 PagesDeath and mortality are common themes widely used throughout poetry and other numerous works of literature. As well as this, death is a common occurrence in life, and though most people refuse to accept or acknowledge it, everyone must deal with it at some point in their lifetime. Whether it be the death of a family member, friend, or the final stages of your own life you will experience death in some way. In the poems, â€Å"Death, be not proud† and â€Å"Do Not Go Gentle into That Good Night,† the speakersRead MoreDeath Be Not Proud By John Donne1908 Words   |  8 PagesJohn Donne’s poem, â€Å"Death Be Not Proud† (1633), is only one of the impressive poems in his collection: The Holy Sonnets. In â€Å"Death Be Not Proud†, Donne expresses his Anglican beliefs as he addresses death’s fraudulent image and u njustified pride. Donne’s audience is death, but his poem is also intended for its  readers, who  Ã¢â‚¬Å"some have called [death] / Mighty and dreadful† (1-2). He begins the poem with a calm, conversational tone, but becomes more aggressive and expositive as his poem progresses.Read MoreJohn Donne Death Be Not Proud Analysis799 Words   |  4 PagesIs Death the Finale? Death has always been an intriguing topic in literature. Writers have been confounded by the idea of death and the unknown afterlife for centuries. Some people believe death is the end of all things because nothing can withstand it. In John Donne’s poem, â€Å"Death, be not proud,† the poet explains his personal understanding of death and its permanence. This poem is a narrative sonnet. Although this sonnet follows the rhyme scheme of an Italian sonnet (abba cddc effe gg), it alsoRead MoreAnalysis Of Death Be Not Proud By John Donne745 Words   |  3 PagesThe Holy Sonnet, â€Å"Death Be Not Proud† written by John Donne. He was the founder of metaphysical poems in the Elizabeth period and a religious figure. A Metaphysical Poetic style maybe philosophical and spiritual subjects that were approached with reason and often concluded in paradox. Metaphysical poets examined serious questions about existence of God the Holy Sonnet 10 was one of nineteen other Holy So nnets he wrote. Donne was famous for his poems of life, death, and religion. This poem was writtenRead MoreAnalysis Of Death Be Not Proud By John Donne1488 Words   |  6 PagesThroughout his poems, John Donne uses literary devices, such as imagery and diction, to discuss an overarching theme of death along with its religious implications, done most noticeably in the Holy Sonnet â€Å"Death Be Not Proud† and the lyrical poem â€Å"Hymn to God, My God, In My Sickness.† He also elaborates on the complexity of emotion, particularly in the metaphysical love poem, â€Å"The Flea.† Donne’s witty and clever style paired with his affinity for social and religious commentary allows his works toRead MoreAn Analysis Of Death, Be Not Proud By John Donne916 Words   |  4 PagesMany fear death just simply thinking about it; however, John Donne’s persona in the poem â€Å"Death, Be Not Proud† (published in 1633) interpret death as something pleasant rat her than the absolute end. â€Å"Death, Be Not Proud† is a single stanza consist of fourteen lines, aka a sonnet, which most line contain a word with the letter t (thee, thou, and thy) addressing to death. On the surface, one may think the poem is about one approaching to death with the thought of death can intimidate them as well asRead MoreAn Analysis Of Death Be Not Proud By John Donne849 Words   |  4 PagesJohn Donne automatically tells us who the speaker is addressing in his poem â€Å"Death be Not Proud†; death. The speaker uses apostrophe and addresses death, an abstract idea, as if it were a person. The poet pretends that death is capable of understanding his feelings, as he informally confronts death and belittles him, and tells death to not be arrogant because even though some have called him mighty and fearful, he is not. People call death these things and fear him so much for no reason, becauseRead MoreDefeated by Fate: Death be not Proud, by John Donne i757 Words   |  3 PagesIs death a slave to fate or is it a dreaded reality? People differ on the opinion of death, some people view death as a new beginning which should not be feared, while many people perceive death as an atrocious monster. Death be not proud, by John Donne is a poem that challenges death and the idea of its ferocity. Donne’s work is greatly influenced by the death of his countless family members, friends and spouse. Donne was not only a poet, but he was also a priest in the Church of England, so hisRead MoreThe Rising Sun and Death be not Proud by John Donne Essay2130 Words   |  9 PagesIn this essay I will mainly focus on two poems written by John Donne, The Rising Sun and Death be not proud. These poems were written during the Elizabethan era, which was an era mainly characterized by love and colonialism, on separate terms of course. These principles often influenced poets who lived during this period. Their poetry acts as testimonies of their u nderlying thoughts and desires. Furthermore, metaphysical poets deliver a more divine and profound perspective to their poetry. Within

Oil Production in Newfoundland and Labrador Free Essays

Newfoundland and Labrador is the eastern most province of Canada. The majority of the province’s population can be found on the island of Newfoundland, as most of the province’s source of economy. As the island is located next to the Atlantic ocean, fisheries and fish products have been of the main exports for the province, yet within the last 30-40 years or so, oil has increasingly become an export that contributes to a growing provincial economy. We will write a custom essay sample on Oil Production in Newfoundland and Labrador or any similar topic only for you Order Now Exploration in Newfoundland waters first began in the 1960s although, there was no rush in finding oil in Newfoundland because at the time, it was much less expensive for oil companies to drill elsewhere in the world. Things changed in 1973 when oil prices increased dramatically and the interest in the possibility of finding oil in Newfoundland also increased. Before any oil was found, but exploration was ongoing, the provincial government of Newfoundland set up a series of regulations on how oil resources were to be developed in the event of discovery, to ensure the maximization of local benefits. In 1979, the Hibernia oil field was discovered, proving that Newfoundland and Labrador had economic potential in the oil industry (Fusco, n. d. ). This discovery meant that the regulations that the provincial government created would have to be implemented. The Hibernia oil field discovery ignited a series of disagreements between the federal government of Canada and the provincial government of Newfoundland. The federal government had their own goals for development and believed that Newfoundland should not have the administrative or decision making authorities for offshore mineral resources, stating that â€Å"oil was too important of a commodity to have under provincial control† (Crosbie, 2003). This dispute resulted in years of legal battles over jurisdiction of offshore projects. In 1985 the Atlantic Accord was signed, this accord initiated a joint management system for the province’s offshore resources. The accord also included the creation of the Canada-Newfoundland and Labrador Offshore Petroleum Board (CNLOPB), a board of six members in charge of managing offshore resources on behalf of both the federal and provincial levels of government (Fusco, n. d. , Fraser, 2009) (See Appendix A for more information on the CNLOPB). Hibernia finally began its oil production in 1997 followed by three more oil field productions; Terra Nova in 2002, White Rose in 2005 and Hebron, which is expected to begin production in 2017 (See Appendix B for a map of the locations of oil fields off the coast of Newfoundland). This case study relates to Lesson 9 of the course, which looks at Energy resources that could be found in Canada. Challenges and Opportunities Nearly twenty years passed after the Hibernia oil field was discovered before any official production was made. This demonstrates the magnitude of difficulty the province of Newfoundland experienced just to begin to have oil as one of their main exports. The regulations that Newfoundland and Labrador had implemented after the discovery of Hibernia clearly conflicted with the plans of the federal government, which were to increase profits that would benefit the government of Canada as opposed to the people of Newfoundland. The government of Canada wanted to gain an equity stake in the project with increased royalties during times of high oil prices. Newfoundland’s regulations also limited benefits for the oil companies that would be drilling in Hibernia stating that the province was asking for too much and that the companies wanted a fair share of the benefits. Another large obstacle and devastating event surrounding Hibernia, was the sinking of the Ocean Ranger drilling unit, which not only sank completely, undoing all the work that had been done but also resulted in the death of all 84 crew members (Collier, 2010). Investigations later revealed that there were construction flaws and that the crew lacked appropriate training and equipment in the event of an emergency. After this disaster, it was decided that Hibernia would be a Gravity Base Structure (GBS), which is an oil platform that is held in place by gravity. Even more challenges were faced with this decision because many of the engineers that worked on the GBS had little experience in this type of structure. Additionally, due to the complicated nature of this project, most of the workforce came from other countries who had more experience which ultimately resulted in less jobs for locals (Fusco, n. d. ). In regards to the environment, oil production in Newfoundland waters, although it may serve as economic gold, also brings the possibility of environmental destruction for the ocean. Since fisheries and fish products are some of Newfoundland’s main exports, the fear that exploration and drilling in important areas of fisheries may interfere or damage the overall marine ecosystem is an important challenge. Furthermore, oil spills continue to be one of the oil industry’s largest environmental hazards. Not only would the marine ecosystem be affected but any life surrounding the ocean would be permanently damaged (Higgins, 2011). Despite the overwhelming challenges, the overall opportunities that offshore oil production would bring to the province of Newfoundland and Labrador would be worth all of the difficulties. This venture would serve as a boost in the province’s general economy which was particularly helpful during the 1990s after the cod fishing industry took a dive for the worst (n. a. , 1998 Fisheries). Not only would the economy be benefitting but the local people would also have new opportunities for employment. All of the challenges that the government of Newfoundland faced in the development stages of this venture ultimately gave the government the experience it needed in order to maintain, control, and manage all future oil field developments. This can be seen in the quick and effective development of the Terra Nova and White Rose oil fields. There are other issues surrounding the Hebron field, for example, the type of oil that is found in that location is particularly difficult to extract. These issues are part of the reason as to why oil production at Hebron is scheduled to only begin in 2017 (Fusco, n. d. ). Case Lesson Connection In Lesson 9 of the course, it is discussed that crude oil and petroleum contributes to about 31. 3% of the country’s energy resources (Mulrennan, Lesson 9, slide 7). Although Alberta has about 39% of Canada’s remaining conventional oil reserves, Newfoundland and Labrador offshore developments come second with 28%, not including the oil sands in Alberta, which in that case would account for over 95% of oil in Canada (National Energy Board, 2007). The case study which was examined in Lesson 9 looked implicitly at oil sands in Alberta, in particular, how the extraction of this type of oil is devastating for the environment. Development in Newfoundland is also not environmentally friendly, since drilling in the ocean results in the destruction of certain marine habitats. The threat of possible oil spillage that also continues to be an issue. However, both Alberta and Newfoundland and Labrador have been working to tighten regulations surrounding the environmental hazards in oil sands and offshore oil production respectively. The Alberta government has demonstrated through the implementation of regulations and outlined plans for measures in protecting the environment, as well as the CNLOPB in Newfoundland who have also instilled regulations in regards to environment protection. The benefit of having a joint management system, such as the CNLOPB is that the federal government is as involved in all issues surrounding offshore oil, including the environment (Fraser, 2009). Similarly, as per the reading for Lesson 9, the responsibility of the federal government in pollution control and environmental protection is crucial in attaining results on a national level. References 1. Canada-Newfoundland and Labrador Offshore Petroleum Board. http://www. cnlopb. nl. ca/ 2. Collier, K. (2010). The loss of the Ocean Ranger, 15 February 1982. Newfoundland and Labrador Heritage Web site. http://www. heritage. nf. ca/society/ocean_ranger. html 3. Environmental Defence (2010). Duty calls: Federal responsibility in Canada’s oil sands. Pembina Institute and Equiterre. http://www. econcordia. com/courses/environmental_issues/lesson9/PDF/ed-fedpolicy-report-oct2010-web-redo. pdf 4. Crosbie, J. C. (2003). Overview paper on the 1985 Canada-Newfoundland Atlantic Accord. Royal Commission on Renewing and Strengthening our Position in Canada. 206. Retrieved from http://www. exec. gov. l. ca/royalcomm/research/pdf/Crosbie. pdf 5. Fusco, L. (n. d. ). Offshore oil: an overview of development in Newfoundland and Labrador. Memorial University of Newfoundland. Retrieved from http://www. ucs. mun. ca/~oilpower/documents/NL%20oil%207-25-1. pdf 6. Fraser, G. S. (2009). The Canada-Newfoundland Atlantic Accord implementation act: transparency of the environmental management of offshore oil and gas industry. Marine Policy. 33(2), 312-316. http://0-dx. doi. org. mercury. concordia. ca/10. 1016/j. marpol. 2008. 07. 012 7. Higgins, J. (2011). Oil and the environment. Newfoundland and Labrador Heritage Web site. http://www. heritage. nf. ca/society/oil_environment. html 8. House, J. D. (2003). Myths and realities about petroleum-related development: Lessons for British-Columbia from Atlantic Canada and the North Sea. Journal of Canadian Studies. 37(4), 9-34. http://0-search. proquest. com. mercury. concordia. ca/docview/203556887? accountid=10246 9. National Energy Board. (2007). Canadian Energy Review 2007 – Energy Market Assessment. http://www. neb. gc. a/clf-nsi/rnrgynfmtn/nrgyrprt/nrgyvrvw/cndnnrgyvrvw2007/cndnnrgyvrvw2007-eng. html#s4_4 10. n. a. (1998) Fisheries. Newfoundland and Labrador Heritage Website. http://www. heritage. nf. ca/society/fishery. html 11. Mulrennan, M. E. (2013). Canadian Environmental Issues (GEOG 203) Lesson 9. Concordia University. Appendix A CNLOPB Organization Chart – http://www. cnlopb. nl. ca/pdfs/orgchart. pdf Appendix B Location of Newfoundland oil fiel ds – http://www. cbc. ca/news/canada/newfoundland-labrador/story/2012/05/31/nl-hebron-development-approval-531. html How to cite Oil Production in Newfoundland and Labrador, Essay examples

Culturally Groups On International Campuses -Myassignmenthelp.Com

Question: Discuss About The Culturally Groups On International Campuses? Answer: Introducation With the rapid progress of globalization, organizations are expanding their entire process of business in various geographical boundaries and locations. In order to gain the attention of customers in the international market the business experts have to deal with the people of multi-cultural backgrounds (Taylor, Nicolle Maguire, 2013). While communicating with the people the customer service providers should have multilingual flexibility, based on which they can maintain an effective conversation. In this very specific article, the author has highlighted that most of the customer service providers do not have multilingual flexibility due to the lack of proper training and development session. In this situation, the service providers have to face innumerable challenges in dealing with the customers effectively. On the other hand, in business point of view employees cannot maintain an effective rapport with each other at the workplace due to the language barrier and psychological barrier (Betancourt et al., 2016). In this kind of situation, the employees fail to share their thoughts and ideas towards reaching the business goal due to the lack of communication. Therefore, customers have to wait for long time in receiving services. The reason why Cross Cultural Communication is an ethical issue: In order to run a specific business organizations have to focus on maintaining proper ethics, values and beliefs. As per the ethical beliefs every employees should get equal priority and response from an organization (Kawar, 2012). With the progress of globalization, employees should be recruited as per skill and competency level rather than focusing on cultural and religious backgrounds and attitudes. The role of an efficient business manager should be focusing on giving equal value and priority to every single employee at the workplace. Cultural barrier should not come among the professionals while working together. The author in this very article has stated that communication barrier is one of the most significant reasons due to which business experts do not want to involve the employees of multi-cultural backgrounds and attitudes (Hurn Tomalin, 2013). As a result, employees having proper skill and competency do not get the opportunities in being associated with the business orga nization. Numerous eminent scholars have raised their voice against this kinds of ethical issues related to cross culture. Significance of the quote made by author Recent economic challenges further highlight the need for organizations to develop the internal communication capacity necessary to control and monitor external threats The recent economic challenges in the current business market again have highlighted the fact that organizations need to develop the internal communication capacity necessarily to control and monitor external threats. Volet Ang (2012) opined that customers are not from specific cultural backgrounds. Especially while receiving ecommerce services, customers by sitting at different geographical locations can easily use the services. The role of efficient customer service providers is to interact with every single customer effectively for fulfilling their needs and demands. Therefore, employees from specific cultural backgrounds and attitudes can never show their flexible approach to the customers. Automatically, people would show their reluctant attitude in using the services. Therefore, in order to control the overall external threats business experts should focus in making effective internal communication so that employees can share their views and ideas before delivering services (Pedersen, 2013). In order to become an effective service provider, employees should have a proper internal communication so that they can exchange necessary thoughts and ideas. However, this very specific article portrays that organizations have to face economic challenges and market threats due to the lack of proper communication among the employees. Significance of cultural proficiency doesn't mean memorizing every cultural nuance of every market; it's knowing when to listen, when to ask for help, and whenfinallyto speak With the help of this specific quote, the author tries to portray what should be the actual significance of rendering cultural proficiency within the organization. Ray (2014) opined that every culture and religion has its different nuance and significance. The role of a proper organization is not to memorize and prioritize the differences of various cultures at the workplace. The business experts are not supposed to identify and evaluate the positives and negative aspects of different cultures and differentiate its features in accordingly. The role of business leader is to amalgamate every employee within the organization for conducting group discussion and receive the thoughts and ideas from them. As a business expert, an individual should have the capability of discriminating when to listen, when to ask for help, and whenfinallyto speak. It is undeniable that a business expert should focus on making collective decision for providing constant employee motivation. At the same time, it is easier for the business experts in making strategic decision after gathering collective views and thoughts (Thomas Peterson, 2017). Cultural proficiency should be rendered within the business organization for increasing performance level and meeting organizational productivity. As a result, organization can reach the boundary of global customers all over the World. The reason why focus should be given on individual differences rather than promoting cultural adaptation The author in this specific article has highlighted that business organizations should change the stereotype mindset and beliefs of individuals within workplace regarding cross-cultural effects rather than focusing on promotion on adaptability of cultures. People belonging to various geographical backgrounds do not show their interest in making an effective rapport with each other. As a result, the organization has to face innumerable barriers in satisfying the needs and demands of customers (Pentina, Zhang Basmanova, 2013). This very specific study primarily focuses to improve the cultural and psychological differences of employees rather than social media promotion on cultural adaptability. However, this article has given some of the major recommendations on how a particular business organization by taking some of the most effective measures can take initiatives in changing the cultural differences among individuals. Large number of multinational corporations is there who tend to provide effective training and development session to the employees based on which an individual can evaluate their skills and level of competency. As a result, employees inside the organization can exchange their thoughts and views in order to deliver effective customer services (Stahl Tung, 2015). Only a promotion for adapting cross culture within business organization is not significant for business growth and promotion. The reason why 'Companies that are successful in communicating cross-culture have a competitive advantage' In order to survive amidst the current market threat every business organization has to focus on gaining competitive advantages. Being culturally biased is not the effective ways of expanding business and increasing the rate of target market. Large number of business organizations is there who tend to hire the employees from specific cultural backgrounds in order to maintain effective internal communication (Neuliep, 2017). The role of an efficient manager is to give equal response to every single employee from different backgrounds. Due to the individual differences, organizations do not hire employees from multi-culture. However, this very specific study has focused to make in-depth overview on how multiculturalism has a major impact on the overall process of business. However, in quest of business expansion in different multinational countries the business organizations have to deal with the people of several cultures. Customer support system has to deliver effective services to various people of multi cultures. In return, customers show their level of interest in purchasing products and services (He Vijver, 2012). Automatically the organization does not have to struggle in gaining competitive advantages. This very specific study has focused to make detailed overview on how business process can be increased due to the emergence of multiculturalism in business. Compare and contrast of communication style between home country and Australia The official language of Australian business organization is English. Multinational business organizations always prefer to hire people from various cultural backgrounds for maintaining diversity at the workplace. As a result, English may not be flexible for every individual organization. In this situation, the business organizations of Australia have started to follow both verbal and non-verbal communication (Lin, Chen Song, 2012). Verbal communication is always first preference for business organization. If the employees are not comfortable enough in maintaining an effective verbal communication the business managers tend to follow non-verbal communication as well. The managers tend to show their body language, written communication, facial expression so that it can be convenient to the employees to catch the word. On the other hand, in Asian pacific country like India most of the business managers are very much tend to prefer in following verbal communication only. If employees a re not flexible enough in communicating with the managers or other colleagues the organization provides effective training and development session to those employees for enhancing their communication skill (Hart Mareno, 2014). However, it is very much difficult for employees in being flexible with others without having language fluency. Therefore, the two different countries tend to show two different approaches in order to interact with the employees. Example on how one individual difference has negative impact on business growth In this specific article, the author has highlighted numerous instances on how one individual difference has negative impact on business growth. One particular employee of a multinational corporation believed that group performance is not more effective than individual performance. Therefore, this individual never intended to focus on teamwork. The concern of that employee was focusing on individual performance. As a result, the organization at that year failed to meet the yearly target due to the ineffective performance of team member (Drew, 2014). After evaluating the issue, the business manager of this organization decided to provide an effective training and guidance to that employee. As per business performance, organization needs to work unanimously in order to reach the peak of success. In this situation, the employees should overcome their individual differences and perform towards the business services together. The author in this article has depicted that in order to become a constant threat in market organizational employees should maintain a unity. People of cross-cultural backgrounds by exchanging thoughts and ideas should maintain effective communication with each other for rendering the business success. Justification of the concept that stereotypes can be a major hindrance in communicating with the people of different cultural backgrounds This author in this very specific article has highlighted that current business structure enables the business employees in maintaining multi cultural approaches at the workplace. People having different geographical backgrounds and attitudes are intimately associated within the business organization. As per the traditional belief and thought, employees having different cultural backgrounds and attitudes are not comfortable enough in communicating with each other due to language barrier as well as psychological barrier (Neuliep, 2017). In this kind of situation, organizations lack effective internal communication. People who are from different religious backgrounds have to face major linguistic barrier. Consequently, organizational productivity gets hampered significantly. Therefore, it is undeniable that being stereotype is not effective enough for rendering organizational productivity as well as goodwill. Are the stereotypes accurate? As per the belief of stereotypes people having multi-cultural backgrounds and attitudes can never adjust themselves within the workplace. As a result, they do not wish to interact with the employees having multi-cultural backgrounds. Numerous eminent scholars have expressed their own opinion in this regard. As per the belief of Stahl Tung (2015), business organization would not be able to expand their entire process of business without recruiting multi-cultural people. With the emergence of internet and new technologies business firms would have to be accustomed with the various work cultures. As a result, international customers would like to show their interest in purchasing the products and services due to product and service flexibility. Therefore, the business experts should have the capability of accepting the challenges happened at the workplace due to multiculturalism. In this situation, the perception of stereotypes is not very effective for business expansion (Ray, 2014). With the rhythmic and dynamic process of globalization, organizations have to increase their workforce strength in quest of business expansion and work flexibility. Reference List: Betancourt, J. R., Green, A. R., Carrillo, J. E., Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care.Public health reports. Drew, H. (2014). Overcoming Barriers: Qualitative Interviews With German Elites.Electronic Journal of Business Research Methods,12(2). Froese, F. J., Peltokorpi, V., Ko, K. A. (2012). The influence of intercultural communication on cross-cultural adjustment and work attitudes: Foreign workers in South Korea.International Journal of Intercultural Relations,36(3), 331-342. Hart, P. L., Mareno, N. (2014). Cultural challenges and barriers through the voices of nurses.Journal of clinical nursing,23(15-16), 2223-2233. He, J., van de Vijver, F. (2012). Bias and equivalence in cross-cultural research.Online readings in psychology and culture,2(2), 8. Hurn, B., Tomalin, B. (2013).Cross-cultural communication: Theory and practice. Springer. Kawar, T. I. (2012). Cross-cultural differences in management.International Journal of Business and Social Science,3(6). Lin, Y. C., Chen, A. S. Y., Song, Y. C. (2012). Does your intelligence help to survive in a foreign jungle? The effects of cultural intelligence and emotional intelligence on cross-cultural adjustment.International Journal of Intercultural Relations,36(4), 541-552. Neuliep, J. W. (2017).Intercultural communication: A contextual approach. Sage Publications. Padhi, P. K. (2016). The Rising Importance of Cross Cultural Communication in Global Business Scenario. Pedersen, P. B. (2013). Cross-cultural counseling and psychotherapy.Cross-Cultural Counseling and Psychotherapy: Pergamon General Psychology Series,93, 312. Pentina, I., Zhang, L., Basmanova, O. (2013). Antecedents and consequences of trust in a social media brand: A cross-cultural study of Twitter.Computers in Human Behavior,29(4), 1546-1555. Ray, D. (2014). Overcoming cross-cultural barriers to knowledge management using social media.Journal of Enterprise Information Management,27(1), 45-55. Stahl, G. K., Tung, R. L. (2015). Towards a more balanced treatment of culture in international business studies: The need for positive cross-cultural scholarship.Journal of International Business Studies,46(4), 391-414. Taylor, S. P., Nicolle, C., Maguire, M. (2013). Cross-cultural communication barriers in health care.Nursing Standard,27(31), 35-43. Thomas, D. C., Peterson, M. F. (2017).Cross-cultural management: Essential concepts. Sage Publications. Volet, S. E., Ang, G. (2012). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning.Higher education research development,31(1), 21-37.

Human by Three Days Grace free essay sample

When news came out that Matt Walst of My Darkest Days and the brother of Three Days Graces bass guitarist, Brad Walst, will be the new vocalist, everyone expected it wont be as good as Adam Gontier being in it. I beg to differ as Matt wrote depressing and angry lyrics to the bands new album Human that had a similar tone to Life Starts Now, but the only difference is the voice of Matt Walst. Matt and others who worked on it made the songs sound like a different perspective of humanity than what we are generally seeing everyday. The whole album describes those dark side in form of feelings that most humans had felt. It all starts with a hatred for the human race in the first song of the album, Human Race. It then escalated to the point where some form of pain killers were used to ease the pain of some kind in Pain Killer, but also including that the song may reference to drug addiction, to the anger towards humanity in Landmines. We will write a custom essay sample on Human by Three Days Grace or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Next, it reaches the point where it feels more of being a machine than being a human as the feeling of being human is numbed out by something that has been broken, therefore, becoming more of a machine which has no human feeling. Towards the end of the album, the last time songs The End Is Not The Answer and The Real You presents the feelings of one who is running from their problems with horrible solutions with bad consequences. However, they are sung in the perspective of voice of reasoning. For example, in The End Is Not The Answer, the voice of reasoning is telling not to give up because they are simply not alone in whatever situation. As for The Real You, it presents the idea of a person running from their real self while someone from the outside is trying to make them understand that they know the real them and trying to convince that person to going back to their real selves.

Granny Weatherall Essay Example

Granny Weatherall Essay Example Granny Weatherall Essay Granny Weatherall Essay Granny Weatherall, the central character in Katherine Anne Porters The Jilting of Granny Weatherall, is an 80-year-old elderly woman who is staring death in the face. There is a sense of disappointment with Granny that leads readers to develop their own interpretation of her relationship with her daughter, Cornelia. As the narrator, Granny unintentionally paints the picture of Cornelia as a nuisance and bothersome person. Granny thinks to herself, The thing that most annoyed her was that Cornelia thought she was deaf, dumb, and blind.Little hasty glances and tiny gestures tossed around her and over her head (2). In fact, the reader can rationalize that it is just Cornelias concern for her ailing mother that creates the situation of her seemingly being there all the time. Granny is having mental flashbacks as death approaches like a fog rose over the valley (3). Granny recalls events throughout her life, from being left at the altar on her wedding day, to losing a child, to coming to grips with her own death as the story reaches a close. All of these recollections and the realization of her own death bring together the great ironies of the story, ironies which cause not one, but two jiltings for Granny.As you read the story, the first irony becomes quite clear. On her deathbed, the memory of a lost love, which has been, suppressed for 60 years resurfaces. The memories are magnified in such a way showing that although she had tried to forget George, her former fiancà ¯Ã‚ ¿Ã‚ ½, she never actually did. Find him and be sure to tell him I forgot him. I want him to know I had my husband just the same and my children and my house like any other woman (5), are the words Granny speaks to create the irony. She reminisces about the wedding day and being left standing at the altar. Granny vividly remembers, What does a woman do when she has put on the white veil and set out the white cake for a man and he doesnt come? (3) This recollection causes her to start making profo und statements about, Dont let things get lost and its bitter to lose things (3).Though she never says directly why she has these thoughts, the reader realizes that she has this appreciation because of her loss, which was not marrying George. Of course, she had a nice life with John, whom she married and had children with, but there was always the thought of what might have been had George been her husband. She thinks, He never harmed me but in that (3), a direct reference to being stood up at the altar and that was the greatest harm George could have ever done. She had tried for so long to forget him, now on her deathbed, she wants to see him, find him, and let him know how she feels. Granny reflects, For sixty years she had prayed against remembering him (4). He had always been there serving as a constant reminder of the past, of things envisioned and dreamed of wasted in a single instant, relegating her to think only what if.The second irony of the story is the cause of Grannys g reatest jilting, the realization that she had been stood up twice. This feeling is caused by her perception that in death Christ had not come to meet her to take her to heaven. She asks God to give her a sign, a sign that death was now and that He would be there. Now, For the second time there was no sign (7). The irony behind that is that she wanted God to have given her a sign when George had stood her up. That thought gives the reader a sense that she feels if only she had known prior; she could have done something, anything to change the outcome or at least lessen the pain. She wanted God to give her a sign that Jesus would be there in this moment of death with her. Granny is symbolized as that light that is surrounded by the darkness.This is descriptive of the death scene within her mind. The darkness represents death and the sadness of being left at the altar, both of which just consume and swallow the light. Reading the storys conclusion, the reader can understand what Granny means when she thinks, Again no bridegroom and the priest in the house (7). In this situation, Christ is the bridegroom and He has not shown to be with her in death. In Grannys mind, this is the greatest jilting. Granny indicates this when she says, theres nothing more cruel than this-Ill never forgive it (7). In the footnotes, the author makes the reader aware that Granny is referencing to Christ.Intertwined in these two ironies are Grannys feelings about the loss of her child, Hapsy. Even while thinking about the jilting that she received from George, it was Hapsy she really wanted (4). Porter used a great metaphor in describing Grannys desire to see Hapsy writing, She had to go a long way back through a great many rooms to find Hapsy standing with a baby on her arm (4). The metaphorical statement leaves open some interpretation for the reader. Is she talking about Hapsy actually holding a baby, or is Granny reminiscing about holding Hapsy as a baby? Granny is continually engaged in mental flashbacks that affect the way she looks at tomorrow. She sees so many things left undone that she can do on her own, but it is in direct reference to her belief that her and George left things unfinished and it is something she has never forgot. She loved John, but she wanted and loved George, a jilting she could never forget, until being stood up at death with a priest in the room and no bridegroom, the presence of Christ.As Granny Weatherall stands at the doorstep of death, her mental connection to the real world fades into a sense of disillusionment. Granny experienced two jiltings in her life; jiltings that as death looms bring her thoughts to a dramatic and horrible end. As Granny thinks about these events on the day of her death, the reader learns more about her in those few hours than perhaps even her children ever knew. The reader sees the pain of loosing a child and a mate, the challenge of motherhood, and overcoming the obstacles to help your children grow.Gran ny Weatherall is a depiction of strength and fortitude and as her life draws to a close, the reader does not get a total sense of a bitter old woman, but more of a woman who accomplished much without the one thing she truly wanted, a marriage to George. These two ironies represent the type of reading that makes this story intriguing and great to read. As Granny Weatherall, stretches within herself with a deep breath and blew out the light (7), she dies with an unforgiving heart for the jiltings that consumed her mind in life and death, including the greatest of them all, being left alone by Christ to die.

Personal Mission & Professional Goal Statements for Educational Essay

Personal Mission & Professional Goal Statements for Educational Leadership Class - Essay Example I was given the passion to learn new things in each and every day of my life. I chose to deal out what I have learned to everyone. I was given the freedom to influence other people. I opted to influence others with the knowledge that God gave me. I was called to teach. I agreed to be His disciple, His follower. I was given the voice to speak out His glory. I conceded to be His voice here on earth. This is my calling, my vocation. This is the path that I chose. This is my way to my salvation. I will squeal on top of my lungs. I will teach His words. I will live by His words. I will educate people as long as I can. This is my mission. I am free. I will complete my mission in any way I could as long as I know that I abide by the rules and regulations. I will find ways to further enhance my skills so that I will be able to fulfill my purpose in life. What do I have to do to keep my mission on its correct track? I created a list of things I should keep in mind for me to address my mission. First, as an educator, I will try to keep an open communication with my superiors, with my fellow educators, and with my students and their guardians. I would regularly ask them for their opinions regarding the way I teach and reach them. I will make them feel that every word they say about me and about certain things are appreciated and highly regarded. I would establish a good, healthy relationship with my students. I will try to gather their thoughts and perspectives about education. I would listen to their voices for I know that being an educator is a two-way process, they learn from me and at the same time, I will be able to pick up relevant points from them, views that I could use in my own personal living. I will attend to every meeting especially if the meeting would be comprised of the people I usually encounter. I would try to develop programs that would unite the students’ parents and the faculty members of our school, so that through these programs we will be able

Marketing Report Case Study Example | Topics and Well Written Essays - 1750 words

Marketing Report - Case Study Example Therefore, the recommendations are made considering the major identified attributes for the business success. The methods used to evaluate the marketing strategies include mystery shopping, which is also referred to as the identification of critical incident practically. Therefore, the direct observations are used for the evaluation of marketing strategy to identify the utilization of key marketing elements The report and analysis is based on the assumption that one time live experience is useful for the generalization of marketing strategy. The limitation is the limited time frame to analyze the marketing strategy using only the experience of Singapore based Popeye chicken restaurant, which is very small part of the international food chain. The report analyzes the marketing strategy of Popeye. The Popeye is an American chain of fast food and the chain was founded in the year 1972. Popeye was initially established in New Orleans, Louisiana. The Popeye is famous with the name of Popeye Louisiana. It is often referred to as Popeye’s Chicken & Biscuits. Another name of Popeye is â€Å"Popeye Chicken and Seafood†. After a span of around 19 years Popeye was acquired by US based chicken company named as AFC Enterprises (Smith, 2006). The Popeye has completed its 2000 franchises in all over the world. During the mid of 2014, Popeye claimed that it has re acquired full control of its seasoning. The major factors that affect the operations of the Popeye business include the quality of food, variety of food, prices and serving time. The two main forces that may affect the firm’s ability to serve its customers are the competitive prices and attractive ambience along with good food. In the marketing language these two forces have the implications that low price may reduce the competitive pressure on the company. Secondly, good ambience along with good food may

The Effectiveness Of Technology

The Effectiveness Of Technology Over the years, technology has played a vital role in educational innovation, providing both teachers and students with more options and flexibility in their teaching and learning practices. With the internet and computer technology availability, technology becomes increasingly indispensable in the field of education. In todays schools, multimedia software, content based CD-ROMs, online resources and many other technologies provide students and teachers with many new research tools, limitless wealth of information, shared professional practices, communication tools, and new modes of learning (keane, 2002) in (Eunjoo Russell, 2002). Availability of internet in schools enables both the teachers and students to have a variety of opportunities to expand the curriculum. Todays school continue to be challenged by the increased visibility, roles and cost of instructional technology tools. Considering current trends in education, a modern classroom would not be complete without computers, software, internet connections, projectors and a variety of other high-tech device (Keane, 2002). According to Hasselbring, Barron Risko, (2000), schools will be equipped with the best hardware and software in the near future, but it is unlikely that teachers and students will use them effectively if teachers are not trained. The success of technology infusion in schools depends on training teachers. In the digital age, schools will require teachers to have competent technology skills and be able to effectively implement the use of instructional technology in classrooms. Therefore, it is logical to require teachers to be trained to handle such technologically equipped classrooms. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik Redmann, 2005; Bauer Kenton, 2005; Judson, 2006; Zhao, 2007; Gulbahar, 2007; Anderson Maninger, 2007; Abbit Klett, 2007; and Wood Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. It could also be an effective teaching tool when used to engage all students in the learning process. During the last few years, technology has been adopted in many areas such as business, entertainment, government and education. The global adoption of technology has been the landmark on the educational scene for the last few years (Albirini, 2006). Harvey (1983) envisages that the effectiveness of the use of computers in education may be an important factor in determining which countries will succe ed in the future. In recent years, educational technology has been to a large extent incorporated into teaching and learning practice in many educational institutions across the globe. This phenomenon has taken place as a response to economic, social and pedagogical pressures (Organisation for Economic Co-operation and Development, 2001). From the economic rationale, it is believed that knowledge and competence in technology will enhance graduates opportunity to be professionally employed (Thornburg, 2002). Indeed, it is argued that the measured level of employability will strengthen the economy of a nation (Mutula Bakel, 2007). The social rationale sees competence in the use of technology as a necessary skill for graduate to participate in community development (OECD, 2001). This can aid students to lead the society to meet the challenges of the global information. As regarding the pedagogical rationale, the integration of technology in education claimed to facilitate a transformation of teaching an d learning process from being highly teacher centered to student centered (Trucano, 2005). The student-centered environment is argued to be more favourable than the teacher-centered environment because it gives learners the opportunity to actively participate in knowledge construction (Roblyer, Edward Havriluv, 2004). Teachers are managers of learning experience. As managers, they are meant to ensure that the environment is structured in a way that learners are given the opportunity to engage in a deep and meaningful learning process. A way through which this role can be accomplished is for teachers to assume the responsibility of an educational technologist, i.e., a professional who embarks on the study of theories and practices associated with the use of technology in instruction. According to Seels (2004), in Westergaad (2008), there are general roles that educational technologists must take. First is the regulation and reinforcement of selected media to promote learning, second is to educate teachers and stake holders about the use of media and the third is critique and lobby policies that influence media utilization. Among the three roles, the first is expected from teachers in the classroom. The fact that a lot of factors are responsible for students underachievement is not new to researcher s but amongst those factors could be teachers perception of the effectiveness of technology. Perception refers the way one think about something and ones idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However teachers perception of the effectiveness of technology is in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning. Technology has had a significant impact on teaching and learning in schools (Cuttance, 2001). Reviews of several research projects have substantiated the potential of educational technology to enhance learning environments (Sivin-Kachala Bialo, 1994) and improve student learning outcomes (Hativa Becker, 1994) through active student engagement, collaborative learning, frequent and immediate feedback and real-world contexts for learning (Roschelle, Pea, Hoadley, Gordin Means, 2000). In addition, ICT enhances higher order thinking (Educational Testing Service, 1989), and impacts on student attitudes, motivation, self esteem, social competencies and enjoyment of learning (Joiner, 1996: Rowe, 1993: Tiernay, 1996; Wellburn, 1996). However, the extent to which ICT facilitates and enhance teaching, learning and the learning environment is dependent in part on the adequacy of teachers skills and knowledge (Wenglinsky, 1998). Technology integration into teaching and learning process is an effective way to widen educational opportunities, but this is yet to be fully utilized by teachers as an instructional delivery system. Bauer Kenton (2005) in their research found that some teachers were highly educated and skilled with using technology, but are not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. Technology integration is not a one size fits all (Wepner, Tao, Ziomek, 2006) where teachers do the same thing for their students or where teachers possess the same specific skills to be competent technology users. Teachers need to know how and why to use technology in meaningful ways in the learning process for technology integration t o work. Like many educational reform efforts, the introduction of technology in schools has been less than successful. Over the last century there were several waves of massive investment in technology to improve education, but none has had significant lasting impact on education (Cuban, 1986). Implementation of technology is a complex process that depends on characteristics of technology, workers, environment, and subtle interactions among these components (Bayer and Melone 1989; Yetton, Sharma Southon 1999; Wolfe, 1994). Questions have been asked in studies about many failed educational innovations. In Fullan (1991) a question was raised that Why technology isnt used more in schools? Also in Tyack Cuban (1995) a question was also raised that Why cant innovations that seem to hold great promises be adopted by schools in spite of great efforts? Many researchers have been searching for solutions to this persistent puzzle. In this study, the search continues by the examination of teachers perception of the effectiveness of technology in enhancing teaching and learning. But it is not intend to simply repeat previous research but to search for new factors that may affect technology uses in schools because it is believed that previous research have identified most, if not all, factors that may have an effect on technology integration in schools. What is needed is an integrating framework that can provide new directions for research and specific suggestions for policy and practice. Thus it is taken as a res ponsibility to extend existing research by investigating the relationships among the long list of factors that have already been identified to be related to school technology uses. In particular, teachers perception of the effectiveness of technology to theoretically integrate and organize sets of factors that affect implementation of technology. It is also hoped that this framework will help in better understanding of other educational innovations, since technology, is a special case of innovation. Statement of Problem Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria which include; Adeyemi (2005), Balduf (2009), Chukwu (2009), Patric (2010), Obomanu (2011) and Anakwe (2011) have conducted series of research to investigate what could be responsible for the problem. In their studies, factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on the integration of instructional technology into teaching. Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching in Lagos state. As indicated by Byers (2000), Cope (2002), and also Kahveci (2011) the perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment. Purpose of the Study The purpose of this study is to examine teachers perception of the effectiveness of technology and the rate at which they adopt technology into classroom teaching. Research Question The following questions will guide this study; How do teachers perceptions of the effectiveness of technology affect the rate at which they integrate it in their teaching process? Does the demographic characteristic of teachers such as gender, age, years of teaching experience, grade level taught, content area, and educational level affect the rate at which they integrate instructional technology? Statement of Hypothesis There will be no significant effect of teachers perception of the effectiveness of technology on the rate at which they integrate it in their teaching process. Significance of Study Mode of teaching and instructional tools employed in the teaching process is of a major importance in determining the achievement of students. This study will create in the students, teachers and curriculum builders the awareness of technology, its integration, effect and benefits. These will also help the teachers in knowing there level of technological competency and also factors that might be militating against the integration of these technologies in teaching. It will also highlight the need for teachers to combat deficit thinking. Because only by this will teachers develop positive attitude towards instructional technology utilization in teaching process. This study will also clarify to the teachers the need to use technology as a catalyst for change and improvement in the practice of teaching. Further, it will clarify to the teachers the need to integrate technology into teaching so as to facilitate the constructivist method of teaching which can be used to enhance student lear ning of specific subject matter. For the school administrators and curriculum builders this study will assist in their planning by suggesting specific strategies and procedures that can make technology integration easy and achievable. It will also give empirical support for a need to upgrade and increase the level of instructional technology integration in the classroom in a manner that will enhances student learning. It will also show them the need to orientate teachers on the need for technology integration in their teaching practices. If the findings of this study are adequately applied, the learning facilities available to the students will be enriched in technology by school administrators and this will in turn enhance the students performance and better their achievement. Scope of Study and Delimitation This is a study into the effect of teachers perception of the effectiveness of instructional technology integration in enhancing teaching in selected tertiary institution in Lagos state. CHAPTER 2 REVIEW OF RELATED LITERATURE In this literature, teachers perception of technology integration and factors affecting their level of technology integration will be discussed. This chapter therefore reviews related literature based on the purpose of the study. The literature of this study is derived from researches from 1999 to 2012. Outline of Literature Review Introduction Difference between Technology Integration and Technology Use Impact of Technology Integration on Teachers and students Factors Affecting Teachers Level of Technology Integration Teachers Perceptions of Technology Integration and Gender Differences Barriers Technology Integration 2.1 Introduction The use of technology in education has emerged to become an increasingly indispensible part of higher and professional education (Almekhlafi, 2006a). Technology, in addition to giving learners the opportunity to control their own learning process, also makes available for them ready access to a large amount of information over which the teacher has no control (Lam Lawrence, 2002). Literacy is defined as the ability to read and write, but currently, the definition of literacy has gone beyond this. A new type of literacy is developing as our society makes new technological developments. Teachers are now faced in addition to their preparing students to read and write with the task of educating students to be technologically literate. Definition of literacy according to Mullen and Wedwick (2008) in Catherine (2011) is no longer the traditional definition which is being able to read and write, the definition is now expanding to computer and technology literacy. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share. The main goal of literacy, no matter what type, is to be able to communicate effectively. Digital literacy, computer literacy or technological literacy all enhance a persons ability to communicate by adding another dimension to the arsenal of skills a literate person already possesses (Jones-Kavalier Flannigan, 2008) in (Catherine, 2011). The each day growing complexity of education, the rise of the information to learn, the need for qualified and modern education require the use of computers as a tool in education. The use of technology in education will provide that the education will be carried out in accordance with the needs of the era as well as that the highest appropriate yield will be received from education (Kayri, Genà §oglu and Kayri , 2012). The computer which is one of the technological capabilities and a basic element of culture in our century, has become a tool which its use is rapidly spreading (Arslan, 2003 Odabasi, 2006) in (Kayri, Genà §oglu and Kayri, 2012). 2.2 Difference between Technology Integration and Technology Use When using technology in the classroom, it is important to distinguish between technology use and technology integration. Technology use is just the use of technology; it means much more to integrate technology (Catherine, 2011). The difference between technology use and technology integration for learning is that integration implies full-time, daily operation within lessons. Integration involves daily use of technology in reforming the everyday classroom routines (Gorder, 2008). Technology integration is not about the availability of technology, but more about the teachers effective use of technology that makes a difference in reforming the classroom. The teacher is the most important ingredient for success when using and integrating technology (Mandell, Sorge, Russell, 2002). Beckett, Wetzel, Chishlom, Zambo, Buss, Padgett, Williams and Odom (2003) in Gorder, (2008) said teachers are central to the creation of a technology-integrated environment that is learner-centered and motiva ting. Therefore, without teachers who can integrate technology, students exposure to technology remains limited and inequitable. Ozel, Yetkiner and Capraro (2008) in (Catherin, 2011) claim that there are five phases for properly integrating technology. These five phases employ the following questions: Why should I use a technology-based method? How will I know students have learned? What teaching strategies and activities will work best? Are adequate hardware, software and technical support available? What worked well and what could be improved? By examining each of these questions, a teacher is not just using technology, the teacher is thoughtfully planning how technology can be used in the lesson in order to best suit the needs of the students which is integration. 2.3 Impact of Technology Integration on Teachers and students Technology is appealing to teachers because it addresses the need of learners with visual styles as well as of learners with special needs. Moreover, technology exposes learners to a world of information. It has also enabled some teachers to implement new teaching techniques learned through computer (U.S congress of Technology Assessment, 1995) in (Almekhafi, 2004). There are numerous researchers who have explored the area of technology integration worldwide and have came up with reports indicating its positive impact on teaching and learning for teachers using technology. These studies include; Guha, 2000; Manzo, 2001; Shelly, Bilig, Jesse Acosta (2001); Zorfass and Rivero, 2005; Almekhlafi, 2006. Guha (2000) conducted a study to investigate the personal experience of elementary school teachers using computers in the classroom. He investigated their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. He came up with findings which reported positive correlations and significant differences between the previous training, computer usage in the classroom and comfort level of teachers and their present computer training, level of comfort, and computer usage in the classroom. Manzo (2001) also carried out a study on technology integration in an Art class. He found out that most of the students, who are enrolled in the Electronic Arts Class prior to enrolment, were not able to compete effectively in most of their other classes. But after experiencing the effect of technology utilization, they began to appreciate the importance of doing well in all subjects. Also, Shelly et al. (2001) in their study examine a project titled the WEB Project. The findings of their survey suggest that teachers should as they integrate technology into different areas in the academic content, emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning. Almekhlafi, A.G. (2006a) in his study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students improvement in English as a foreign language (EFL). Results from the study show evidence of the effect of CALL on learning English as a foreign language. It was discovered that a positive attitude was experienced toward CALL, it was also perceived its utility for helping them learn EFL, and the students had a strong intention to use it in the future. The literatures, both in theory and practice, supports the idea that students learning in a community of learners environment using technology as a tool for learning, are able to build on prior knowledge, feel success and grow to their fullest potential. It seems evident that a constructivist-learning environment allows students to experience success with the integration of technology. However, researchers caution us to recognize that technology alone cannot bring about all the needed changes in todays classrooms. 2.4 Factors Affecting Teachers Level of Technology Integration Numerous studies have been carried out as a result of the attention of many researchers drawn to the integration of technology at schools and factors influencing such integration. In a study on teachers who used computer technology in their instruction conducted by Bauer Kenton (2005), to investigate how much they used technology, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. It was observed that the teachers were who are highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues that were noted are; their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were outdated hardware, lack of appropriate software, technical difficulties, and student skill levels. Kotrlik Redmann (2005) examined the extent of technology integration in instruction by adult basic education teachers. The teachers used for this study are in the early stage of technology integration thereby more active in the area of exploration. The findings from the study reveals that that teachers feel some anxiety when it comes to technology integration, they perceived that they are effective in using technology regardless of whether they have integrated technology, and they are encountering barriers. As teachers perceive an increase in barriers, their integration of technology decreases; also, as the availability and increase of ICT tools, such as computers with Internet connection in the classroom and/or lab increases their level of technology integration. In a study conducted by Gulbahar (2007), investigating both student and teachers perception to illustrate how technology planning process was carried out in a private school in Turkey. Findings from the study indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; still, they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Zhao (2007) conducted a qualitative research to investigate the perspectives and experiences of teachers following technology integration training. The findings of his study indicated that teachers view towards technology integration is diverse, and this has an influence on their use of technology in the classroom. It further reveals that; willingness to use technology and positive experiences were related to teachers increased use of technology and to more creative use of technology, because most teachers who are willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. But this did not ensure that teachers would replace their teaching with technology. 2.5 Teachers Perceptions of Technology Integration and Gender Differences The perspective of teachers of their understanding of technology, their utilization of instructional technology, and feelings about the support structure associated with this equipment have been examined with the findings suggesting that teachers believe technology is an integral part of the process of educating their students Almekhlafi Almeqdadi 2010. There are different literatures relating to gender differences in the technology integration. Of these studies include; Hong Koh, 2002; Kian Chee, 2002; Zhou Xu, 2007; Aremu Fasan, 2011; Hon Alison, 2012). Gender discrepancy was studied in both classroom access and use by Hong and Koh (2002), it was found that male teachers were less anxious when compared with the female teachers toward hardware. They also found that there is no significant difference in the overall level of computer anxiety of male teachers was not significantly different from the anxiety levels of female teachers. Only for the hardware anxiety domain was significant differences detected between male and female teachers. Zhou Xu (2007) conducted a study which was aimed at exploring how gender affects the process of technology adoption in post-secondary teaching. Findings from this study suggest that females had lower confidence and less experience in the use of computers in teaching. Also, they tended to learn how to use technology from others, unlike the males who were more likely to learn from their own experience. Also, in a study by Aremu Fasan (2011) which was aimed at investigating factors that could affect technology use and by teachers analysis from the study showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers. Hon Alison (2012) conducted a study which was used to examining the effect of gender difference regarding confidence toward using technology for learning in higher educational institutions. The findings of this study confirmed that male have more confidence in using technology for learning than do females because gender imbalances in computing are socially constructed and not related to a learners innate ability. 2.6 Barriers Technology Integration There are numerous researches that have documented a number of barriers which hinder the integration of technology. Out of these include ; Earle, 2002; Flores, 2002, Brinkerhof, 2006 and Almekhlafi Almeqdadi, 2010. In the study by Robert Ferries (1994) cited by Almekhlafi Almeqdadi, (2010), it was stated that barriers to technology integration included lack of knowledge of the available technological resources, time commitment, the risk associated with the use of technology and also the view of technology as an ever changing thing. According to Earle (2002), in her study, she classified the factors that affect technology integration in the classroom into two. These are extrinsic and intrinsic. These factors are defined as restraining force to the teachers. The extrinsic factors are identified as access, available resources, support, time, and training of teachers while the restraining factors that are intrinsic are identified as teachers attitudes, beliefs, practices, and resistan ce. In the study of Flores (2002), it was identified that in the attempt of teachers to integrate technology in their teaching activity, they were faced by many obstacle. In addition to administrative support and time scheduling for the use of technology, equity is another important issue. The introduction of technology is particularly hard when there are few resources. This is supported by Almekhlafi Almeqdadi, (2010) where he cited Brinkerhof (2006) who grouped the restraining into four (4) main categories: administrative and institutional resources and support, attitudinal or personality factors, and experience and training. CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter highlights how the field work will be carried out. It describes the design, nature of population, sample, instruments used and how the instrument will be administered as well as analyzed. Research Design This study is a descriptive study which will be conducted to investigate the effect of teachers perception of instructional technology and the level at which they integrate these technologies in the process of teaching and learning. Area of Study The study was carried out in Lagos state. Population of Study The population for this study will consists of all lecturers in the tertiary institution in Lagos state with special reference to the lecturers of selected tertiary institutions in Lagos state. Sample and Sampling Technique The tertiary institution in comprises of Colleges of Education, Poly-techniques, and Universities. In Lagos state, there are ____ Colleges of Education, ____ Poly Techniques, and ____ Universities out of which one will be randomly selected from each as a representative sample. In each of the selected schools, 60 lecturers will be selected using a purposeful random selection The sample of this study will be lecturers who will be selected using a purposefully random sampling technique. This will be the sample the questionnaire will be administered to. Instrumentation The instrument that will be used in this study is; The Mills Tincher Technology Integration Standards Configuration Matrix (TISCM). This is a model for determining technology integration by teachers (Mills Tincher, 2003). This instrument will consist of two sections as follows; Section A: Demographic data Section B: 18 Survey questions Validation of Instrument The instruments will be critically examined, scrutinized and amended by my supervisor and experts who are experienced in area of research to ensure the validity its of. Data Collection To answer the research questions in this study, a research tool (Technology Integration Standards Configuration Matrix (TISCM)) which was developed by Dr. Steven Mills, will be used to investigate teachers perception of technology and how they integrated technology on a daily basis. This tool will consist of a number of subthemes that will investigated teachers perceptions of their technology competencies and usage, determined how teachers integrate and use technology. Data Analysis Data gathered from questionnaire items will be analyzed using SPSS 17.0. Descriptive statistics, a multivariate analysis, and analysis of variance (ANOVA) will be used. In addition, items will be analysed using Item Analysis method in order to get a deep understanding of the results from the questionnaire.

Behaviorist BF Skinner

Behaviorist BF Skinner’s work with behavior analysis which led him to develop his theory surrounding operant conditioning methods have had a profound impact on today’s educational system as it led him to research the method of programmed instruction; its use in contemporary education has shaped the minds of countless students and offered an alternative method of teaching through its concept of trying to achieve errorless learning through swift feedback. BF Skinner, the renowned psychologist was known for his controversial scientific approach to human behavior.(Pierce & Cheney, 2003, p.9) The 1938 publication The Behavior of Organisms: An Experimental Analysis became Skinner’s first professional work and contained almost 400 pages of the behaviorist’s research. It has since been described as â€Å"a significant volume in the history of the twentieth-century psychology. † (Todd & Morris, 1995, p. 7) He wrote a number of books and essays focusing on hi s philosophy of behaviorism; however two of the most notable are Science and Behavior and Verbal Behavior. (Todd & Morris, 1995, p. xxi)His theories offered a contemporary definition to the study of behavior and were not well received by his peers. Skinner proposed a â€Å"natural-science approach to human behavior† (Pierce & Cheney, 2004, p. 9) and this contradicted other accepted theories. He believed that the behavior of an organism was determined and a result of genetic and environmental factors. His hypothesis alleged that behavior caused emotions and described them as â€Å"additional activities of people that needed to be explained. † (Pierce & Cheney, 2004, p.9)The opposition believed that human behavior was a product of self-determination – a result of our feelings, thoughts and intentions. Skinner’s achievements were endless; however he’s most noted for his work with experimental behavior analysis, where he developed the theory surroundin g Operant behavior. His theory consisted of operant conditioning or learning by consequences as its major concept. As he was not the first to approach the subject of operant conditioning, he labeled his philosophy, radical behaviorism to separate him from the others who had approached the same topic.(Pierce & Cheney, 2004, p. 9) His analysis of behavior brought him to the conclusion that behavior was influenced by the environment and organisms responded in two fashions – emotional response and by the involuntary response of the nervous system. In order to change an organism’s behavior there must be a new stimulus introduced to the surrounding environment that influenced both areas of human nature. Operant behavior was learned via a series of reinforcements to strengthen the new response. (Staats, 1996, p. 40-41)Skinner’s approach was to offer reinforcement when the organism displayed the defined behavior over a period of time and on a number of occasions  œ the process of operant conditioning. His theory stated that in order to obtain the appropriate response the conditioning process must determine â€Å"the strength of response. † (Staats, 1996, p. 58) Though many of his peers advocated punishment as a deterrent to unwanted behavior Skinner did not agree. His negative response consisted of the simple process of deprivation. (Staats, 1996, p. 58) Through a series of animal experiments, Skinner continued to validate his theory.The Skinner Box was his primary tool for his study of operational conditioning. He designed various versions of the tool to accommodate various species – for example, pigeons could peck to obtain the reinforcement and a rat could not. If the animal performed the desired behavior, a positive reinforcement was automatically provided, if not it was withheld. The box allowed him to study operant conditioning and the contingencies of reinforcement. (Leonard, 2002, p. 98) In the 1950’s Skinnerâ₠¬â„¢s behavior analysis research began to focus on teaching machines.In the 1958 article titled Teaching Machines: From the Experimental Study of Learning Comes Devices Which Arrange Optimal Conditions for Self-Instruction, Skinner stated that the motivation to obtain more education existed and in order to meet that demand we needed to do more than continue to build more schools and train more teachers. He believed that â€Å"Education must become more efficient. † (Skinner, 1958, p. 969) He created teaching devices that arranged specific â€Å"contingencies of reinforcement† that rewarded â€Å"specific forms of behavior. † (Skinner, 1958, p. 970)Once the desired behavior was exerted Skinner was convinced that the â€Å"resulting behavior can be maintained in strength for long periods of time. † (Skinner, 1958, p. 970) Later in the article he addressed specific subjects, â€Å"Teaching spelling is mainly a process of shaping complex forms of behavior. I n other subjects-for example, arithmetic- responses must be brought under the control of appropriate stimuli. † (Skinner, 1958, p. 970) Skinner’s programmed instruction consists of three phases:1) Small steps – obtain small information in a step-by-step fashion.2) Overt responding – provide a clear response to generate reinforcement.3) Self-pacing – working through programmed activity at his or her own pace. (Leonard, 2002, p. 90)In 1958 Skinner incorporated his reinforcement methods into the first class of programmed instruction. (Lysaught & Williams, 1963, p. 10) In a speech titled Psychology in the year 2000 given in 1968 to the Department of Psychology of Wayne University, he not only expressed his opinion of the school system prior to his studies, he addressed what he believed to be the future of America’s schools.He believed that prior to his research that â€Å"educational psychology was primarily a matter of measurement. Mental tests dominated the field. Teaching was generally left to common sense. † (Skinner, 2004, p. 210) He felt that the students â€Å"studied because he feared the consequences of not studying. † (Skinner, 2004, p. 210) He went on to conclude that student’s slow recognition was a result of teachers’ inappropriate approach to teaching. (Skinner, 2004, p. 210)He felt that, â€Å"A good program is simply a reorganization of what is to be learned in such a way that the student is maximally reinforced for learning it in positive ways rather than as a means of escape from undesirable consequences. † (Skinner, 2004, p. 210) Though primitive at the time of inception, over the years and combined with modern technology our students are benefiting from his methods by way of computer-based teaching. Programs have been developed to teach spelling, reading, math, and a number of other subjects, as well as colleges and Universities offer certain Internet-based courses.The program models vary; some programs will not allow the student to advance without giving the appropriate response, others will offer more information to guide students to the appropriate response and universities are creating virtual classrooms that students have access to tools that perform a variety of functions. Though the approach has received mixed feedback, teachers are able to provide more of a one-on-one teaching, as well as further the efficiency of classroom procedure and in the case of universities, students are able to enjoy the convenience of online courses. (â€Å"Programmed Instruction,† 2004)In conclusion, Skinner’s controversial approach to psychology changed the approach to behavior modification and his methods have shaped the educational setting. Student behavior has improved; as positive reinforcement is applied to the learning process builds confidence and a willingness to comply. Students of all ages are able to progress at their own pace, which pr ovides and individualized education plan. College students report that they are able to attend college courses and maintain full time employment due to the convenience of online schooling.Skinner’s over all concern for providing an environment to influence behavior combined with technology creates a setting that is unique to each student and he or she can learn at a pace appropriate for the individual.ReferencesPierce, W. D. , & Cheney, C. D. (2003). Behavior Analysis and Learning. Mawwah, New Jersey: Lawrence Erlbaum Associates.Skinner, B. F. (1958). Teaching Machines: From the experimental study of learning come devices which arrange optimal conditions for self-instruction. Science, 128, 969 – 977.Skinner, B. F. (2004). PSYCHOLOGY IN THE YEAR 2000 Harvard University. JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR, 81, 207 – 213.Programmed Instruction. (2004). In The Columbia Encyclopedia (6th ed. ). New York: Columbia University Press. 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Behavior and Personality: Psychological Behaviori sm. New York: Springer. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=101935859.Todd, J. T. & Morris, E. K. (Eds. ). (1995). Modern Perspectives on B. F. Skinner and Contemporary Behaviorism. Westport, CT: Greenwood Press. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=24397049.