Study Of Family Interaction Essays - Family, Human Development

Investigation of Family Interaction Investigation Of Family Interaction Lead To New Understanding Of Abusive Parents Scientists at the University of Toronto have made significant strides toward creating a profile of an injurious parent. Prof. Gary Walters and doctoral understudy Lynn Oldershaw of the Department of Psychology have built up a framework to portray guardians who genuinely misuse their kids. This could at last permit social assistance experts to recognize guardians in youngster misuse. In the course of the most recent five years, Walters and Oldershaw, in a joint effort with Darlene Hall of the West End Creche, have inspected more than 100 moms and their three to six-year-old kids who have been truly manhandled. In the research center, the mother and youngster go through 30 minutes in organized exercises, for example, playing, gobbling and tidying up. The family cooperation is video-taped and later dissected. The analysts have built up a framework which permits them to record the adequacy of child rearing aptitudes. They are especially inspired by disciplinary procedures since misuse most normally happens when the parent needs the kid to go along. It's an issue of attempting to figure out which sort of parent produces which kind of youngster or which sort of kid evokes which kind of parental conduct, clarifies Oldershaw. Because of their work, Walters and Oldershaw have distinguished unmistakable classifications of injurious guardians and their kids. 'Unforgiving/nosy' moms are too much brutal and continually badger their youngster to act. In spite of the way that these moms mortify and dislike their youngster, there are times when they embrace, kiss or address them heartily. This kind of mothering produces a forceful, disobedientchild. An 'undercover/threatening' mother shows no positive emotions towards her kid. She makes barefaced assaults on the kid's self-esteem and denies him fondness or consideration. As far as concerns him, the kid attempts to connect with his mother's consideration and win her endorsement. A 'sincerely segregated' mother has next to no inclusion with her kid. She seems discouraged and uninterested in the youngster's exercises. The offspring of this sort of mother shows no qualities which set him aside from other kids. So as to assemble a child rearing profile, the two analysts look at the mother/youngster cooperation and their recognition and sentiments. For occurrence, Walters and Oldershaw consider the mother's feeling of herself as a parent and her impression of her kid. The analysts moreover attempt to decide the youngster's impression of oneself and of the parent. Oppressive guardians are frequently accepted to have lacking child rearing aptitudes and are alluded to projects to improve these abilities. These projects are especially fitting for guardians what themselves' identity was, raised by oppressive guardians and therefore are uninformed of some other conduct toward her kid. One of the objectives of the therapists is to give data to specialists which will help tailor treatment to the individual needs of the damaging guardians. Recidivism rates for oppressive guardians are high, says Walters. To an enormous degree, oppressive guardians which require an assortment of treatment. Their examination is financed by the Social Sciences and Humanities Examination Council.Contact: Gary Walters (416)978-7814 Lynn Oldershaw (416)978-3528

New School Essays

New School Essays New School Essay New School Essay I didnt figure I could ever begin to look all starry eyed at, on second thought I never figured I would succumb to Romeo, my closest companion. Lets simply state that adoration gets individuals in manners which you wouldnt expect.It was a Tuesday morning. It had at long last come; the day when I was moving schools. I can in any case recall what was experiencing my head that morning. Thank god Im out of that poo gap I murmured, I was so anxious, imagine a scenario where I dont make any companions consider the possibility that everybody abhors me I moaned once more. Each one of those negative considerations where racing through my head, I was certain I was going to punk out yet I kept my cool. I had quite recently wrapped up a shower and I was going to discover something to wear.Dont misunderstand me I have such a large number of garments, yet trust me its everything about the mind-set the climates in and the temperament Im in. When I opened my closet, garments came heaping out DAMN! I thought I have to do some spring cleaning! I as a rule set aside a long effort to prepare yet observing as this was my first day at another school I HAD to take as much time as is needed. The sun was hitting in through my window so I chose to go ghetto and wear my denim dungarees, white tank top with top gurl composed on it, and my dull blue converses.I put on some lip shine, popped entirety biting gum in my mouth, got my dim blue and light blue Nike Just do it sack and afterward I ran down the steps to the kitchen, to discover a note on the counter, it was from mum; Honey I have gone to work. Well duh I thought. Ten pounds is in the draw. P.s/ensure youre not late.I scrunched up the note and tossed it in the receptacle. I at that point made a beeline for the draw, pulled it open and took out the ten pounds that my mum had left for me.Mum works at a bank, I am thinking about examining law when I go to college. I realize it appears to be quite a while away yet youve got the opportun ity to be readied. I love History and it just appears as though a well paying job.My father kicked the bucket of a liver disease when I was two. So I get it wasnt extremely agonizing for me around then observing as I was still exceptionally youthful and I didnt comprehend what was going on. At the point when I was in elementary school about everybody had a father I was truly befuddled, it more likely than not been hard for my mum since I continued asking her where my father was and shed consistently reveal to me that he was in a flawless spot. Well Im hurt now since I didnt become acquainted with him, and the sum total of what I have is an image of me in his arms when I was an infant. Mum dates however they simply come and go.I took my keys, my ipod, and my telephone from the counter, and opened my front entryway. I understood that I had overlooked something and slid back to my kitchen counter to get my shades. I escaped my home then I bolted the entryway. I at that point opened my carport, and afterward I opened the chains from my electric scooter.The just explanation I utilize an electric bike is to get around in light of the fact that Im too youthful to even think about driving a vehicle and Im too youthful to even think about riding a sulked, its all great however. I needed to set aside and get it with my own cash (no reasonable) in light of the fact that my mum said she wasnt going to squander great cash on an electric bike when she could spend it on something different and I said well then what Im I going to do?, she resembled take open vehicle, I resembled the transport? Goodness HELL NAH!!I strolled my bike out of the carport then I bolted the carport entryway. At that point I was at long last off, I knew the area of the school since I had been there twice to step through exams, and might I include that the entirety of the tests I had taken I had passed. It took around fifteen minutes to arrive on the scooter.It was the start of July, summer; my prefer red piece of the year, the sun was sparkling straightforwardly at me so I put on my shades. I likewise turned my ipod on, and it began playing so what by Field Mob ft. Ciara, that was the jam in those days, and everybody was playing it.Im 5ft5 1/2; I like to imagine that that is a normal stature yet individuals state Im short. I have medium length hair. Im a dark young lady with green eyes, Im 15 years of age and Im a Scorpio, I feel that zodiac is wiped out. I may get a tattoo of a Scorpion on my lower back when Im somewhat more established, my mum would slaughter me I at any point completed a tattoo while living under her roof.2Different SceneryWhen I at long last got to my new school my nerves returned. WELCOME TO ST. JOHNS where written in enormous intense dark letters on the door. I killed my ipod and got off my bike to chain it, I discovered that almost 50% of the school claimed electric bikes. Understudies were entering the school doors. I was advised to go to the gathering w hen I showed up. I strolled on a long way to get to genuine structure. When I got into the structure I went to my first right. There it was the gathering exactly how it was the past time I had been there to visit. I removed my shades. Understudies were advancing toward their structure rooms.May I help you? asked the woman behind the deskShe was a thickset woman, presumably more than 40 and she seemed as though she had been working at St. Johns for a long time.Erm. Howdy Im Khia Williams I answered in a low voiceNice to meet you Khia, you are the new understudy beginning 10a, isn't that so? she askedErm. Yea I answeredWell don't be apprehensive you will be okay. You stroll through the entryway just there she said highlighting a green entryway, she gave me a key with 301 on it that is for your storage, your class is on the second way to one side and you will see 10a composed on the entryway. She explainedOk expresses gratitude toward I said strolling off.All those negative considerati ons that were hurrying through my head prior that morning were racing through my head at that exact moment.I at long last got to the entryway which had 10a composed on it, it wasnt elusive, and close to the homerooms were the storage spaces that the secretary had given me a key for. I took a full breath in and a full breath out. I turned the handle of the door.Ah Khia Williams, I recalled the person, Mr. Ross; I met him at the gathering with the head educator the other time. He was so tall and he wore round glasses and his pants were pulled up so they looked like lower leg pleasure seekers, I made an effort not to snicker. Ideal to see you once more, as you probably are aware I will be your educator for the remainder of the year and this will be your structure for the remainder of the yearEverybody was gazing at me, some grinning and some taking a gander at me vacantly until I heard a voice say:Girl even in dungarees you look sexyBy now all the young men were giggling. I looked to t he rear of the study hall, where I thought I had heard the voice originated from. A kid was shaking on his seat grinning at me, I was certain it was him. He was a dark kid with coolly hair; he had it tied up in a braid. He was wearing a white shirt, denim pants and white air forces.Ok that is sufficient said Mr. Ross Khia take a seatBaby you can come and sit on daddys lap in the event that you wantAaaaaaaaahhhhhhhhhhhh!!!!! all the young men began giggling again.I failed to acknowledge them; I contemplated internally he more likely than not been the most ridiculous kid in the class.I SAID THATS ENOUGH! Said Mr. RossEvery instructor has an exacting side, everybody kicked quite.I off searching for a seat then I saw him, Romeo, dull earthy colored eyes with tight cornrows all back yet convoluted and he had on a white head band, wore loose denim pants, white aviation based armed forces ones with a green tick and a white shirt, on that he had on a green and white Magic pullover. He wore precious stone studded hoops on every ear and a bit chain with a capital R on it. It was correct then that I realized his name needed to begin with the letter R, I can at present recall what he looked like at me; he just grinned recognizing me. I grinned back at him.You can stay here on the off chance that you need he offered, his voice was so deep.For sure I stated, eyes still on himSorry in the interest of my kid T hes insane, dont mind him he apologisedHow sweet I thought, he was sorry for his companion, who mind you was in effect fantastically obnoxious.I guaranteed him Its all rightI sat close to him and might I include how he smelled mmmmmm cologne I thought he was the cutest kid in the class, and I additionally felt that we would set it off.Can everybody turn their course books to page 62 presently said Mr. RossEveryone did as they were told; I and Romeo were sharing a reading material. Despite the fact that we were advised to settle down the room was as yet loud, I contempla ted internally I am going to fit in this class. I put my head down, and sat in silence.At the finish of the math exercise, Mr. Ross gave me a journal and demonstrated me the page were my timetable was. I checked for my next exercise and was baffled to see that it was German. I had been learning German at my old fashioned and I despised it. It was so exhausting however it wasnt discretionary. I put my journal into my sack, got up from my seat and was taking off of the entryway when I heard Romeo state; So what exercise you got now?I marked I got German from that moan he could enlighten that I wasnt upbeat regarding it.Dont stress, I got German as well and I abhor it, yet it aint discretionary, in the event that it was up to me no one would learning dialects trust meI grinned at him. Those words caused me to feel a smidgen better.Do you mind on the off chance that I stroll with you? he askedI addressed SureIm Romeo he disclosed to me.I enjoyed that name, the letter R I grinned to myse lfIm Khia I let him know overlooking that he definitely realized my nameI realize he stated, I become flushed and with that he grinned. I grinned back at him however that was a grin of shame. So what school did you go to before coming here? he askedDouglas High I answeredCool cool I know individuals from that point, from what Ive heard that schools alrightYea that is what I thought when I initially begun the schoolSo for what reason did you leave? he askedI contemplated internally, isnt this kid meddlesome. I didnt answer. Sorry for being so internal. We are here now he enlightened meOh dont stress regarding it I saidHe grinned at that, I didnt truly wanna explain to anybody why I changed schools and I had my reasons. We were remaining outside the class, Romeo chose to change the subject.I like your style he said smilingI like yours as well, I said back, I truly liked his

Dorm Bathrooms

Dorm Bathrooms Every so often I am begged to write a blog entry about a specific subject. Begged. Were talking knees, clasped hands, tears, and offers of first borns. The topic in question? Bathrooms. Apparently bathrooms are a hot topic among applying students. I think back and I realize that Ive gotten asked about bathrooms before and during most of my dorm tours I end up having to explain how bathrooms work here, so I guess I could give you a bathroom primer. Now, I only live in one dorm, so I cant speak for all the dorm bathrooms (which Ill leave to blog readers to describe in the comments), but Ive had some experience with the bathrooms of the other dorms and have heard some stories, so Ill just do the best I can. Burton-Conner, my dorm, has bathrooms. Yay! We dont have to use the bucket! First, the biggies: 1) The bathrooms are coed 2) The bathrooms do not have locks on them 3) Yes, two people may very well be showering in the same bathroom at the same time 4) Nobody cares Thats right guys, if you get into MIT theres a high likelihood that youll get to stand 6 inches away from a naked senior on just your first or second day here! That goes for you too ladies, naked guys standing just 6 inches away! Oo la la! Theres a slight caveat though. Those 6 inches are tiled, so unless youve got x-ray vision or some crazy quantum tunneling ability, those 6 inches might as well be 6 miles. But maybe talking about this is a little abrupt, lets start from the beginning. In Burton-Conner there are suites of people that live together, kind of like mini-apartments. The suite Im sitting in right now houses 8 people, the largest suite on our floor. It is comprised of both males and females (in fact, only one dorm at MIT is single sex, all the rest are coed) and we get along swimmingly. In addition to our suites there are several others, one of which is single sex. Dorms = coed. Floors = coed. Suites = potentially single sex, if you manage to do rooming right (but well save that for a later entry). There are 7 bedrooms, one kitchen, a lounge, and two bathrooms per suite. Each bathroom is normally left open, indicating that nobody is using it. Upon entering a bathroom you are usually faced with one of three things, either sinks, showers, or a toilet. Starting with sinks . . . This particular bathroom has two sinks and a little shelf above it. The shelf is a convenient place for the necessities: gel, deodorant, toothbrushes, razors, contacts, cologne, lalalalala! Variations on a theme As you can see in that last picture, Dorothy is bad at getting out of pictures, and there are additional shelves in each bathroom for more storage. Next are the actual toilets. Nothing too exciting here, just a typical stall with toilet. As a general rule there is only one toilet per bathroom (at least in Burton-Conner), evidence that my dorm doesnt encourage cooperative bowel relief sessions. Other dorms? Well . . . . jk Several dorms have bathrooms with multiple stalls and are coed as well, but again, nobody cares. Its not like somebodys going to walk in, kick open your stall door, plop down on your lap and start up a conversation. Next, duh duh duuuuuh, the showers! As I said earlier, there may be multiple showers per bathroom, but theyre quite separate. Then again, there are also bathrooms with just one shower. There are also some people who are extremely excited about their toothbrushes. Now, since were going to have guys and dolls in the same bathrooms we should probably talk about some rules. These rules probably differ from bathroom to bathroom, but these are the rules for our suite. 1) If the door is open, you may enter the bathroom. 2) If the door is closed you MUST knock. 3) If nobody replies, you may enter, cursing the last restroom user for not propping the door open when they were done. 4) If somebody replies, wait patiently for them to be done using the bathroom. 5) If you hear somebody in the shower, knock hard. Generally they will say come in and then you can shower too. Thats it, just that simple. But college students are slobs, who cleans the bathrooms? In Burton-Conner? The cleaning staff! Not so for all the other dorms. I dont know specifics for each one, but I know that in Simmons nobody cleans the bathrooms for you : ( Two ply? Only on special occasions Fans? Nope, windows! Foot disease? Probably, always wear flip-flops. Accidental walk-ins? None that Ive heard of. From my experience, there are so many things at MIT that are important, difficult, and take adjusting to, worrying about bathrooms just isnt that critical. Were grown ups now, just be civil and polite and everybody gets along alright. You may not be used to having to share a bathroom with a girl or a guy, but youll find that very little changes (except the length of the hair you find in the shower), so dont sweat the small stuff and worry more about, well, anything, more than bathrooms at MIT. Post Tagged #Burton-Conner House

Pros And Cons Of Credit Cards - 746 Words

The Pros and Cons of Credit Cards Credit can be a powerful and beneficial tool, however, there are many pros and cons that accompany credit cards use. When used correctly, credit cards are invaluable, however they can also demolish a person’s credit history, affecting them for years to come. As a society, we are becoming increasingly dependent on using credit cards and recognizing the positives and negatives is key to responsible credit card use. The advantages of credit cards have revolutionized the way society pays for bills, goods and services. Credit cards allow individuals to receive goods and services today in exchange for the â€Å"promise of future payment† (Rommann). Credit cards are extremely quick and convenient, sometimes†¦show more content†¦With all of that said, credit card use has many drawbacks. â€Å"Credit encourages some of us to overspend because it’s very easy to lose track of our spending. Credit can lead us to believe we will have money to repay debt in the future when we really don’t know that for sure. Overspending can lead to debt problems—and even bankruptcy—when payments to creditors exceed our ability to repay† (Thomas G. Carpenter). Using a credit card requires discipline and people have the tendency to overuse credit cards and spend more than they can afford or would spend when using cash. Carrying a monthly balance on a credit card racks up in terest and fees, hence, costing the consumer considerably more to purchase items. The cons of credit include, irresponsible spending, splurging, not thinking when spending and being unaware of how much you are spending. Irresponsible use of credit cards can lead to a low credit scores. Millions of people struggle paying their monthly bills which leads to a cycle of people being trapped in a hole of bad credit. Missing a monthly payment on a credit card hurts your credit and incurs expensive late fees. These lapses in payment effect peoples future credit, when wanting to buy a new car or a new house, they are unable to purchase these goods because the bank now considers them a â€Å"bad risk† and doesn’t trust that they will pay them back. The costs of bad credit may also include, â€Å"trouble getting a job or security clearance, trouble getting a cell phoneShow MoreRelatedPros And Cons Of Credit Cards2174 Words   |  9 PagesCredit Cards-- some people might think of this as a dirty word; others might think of it as their saving grace. No matter w hat your stance on credit cards may be there are many pros and cons to owning and using one. When I was 18, I got my first credit card offer in the mail. As a person who is very bad at saving money, I quickly responded YES! SIGN ME UP! and was soon sent a nice pink plastic card that, in my young eyes, was the key to open so many doors for things I never was able to affordRead MoreCash And Credit Cards : Cash Or Credit Card965 Words   |  4 PagesIn today’s economy, cash or a credit card is needed to meet the basic human needs. It is an apparent fact that we need cash or credit cards to purchase items such as food, clothing, and to buy gas. Also, when you are out shopping and discover that you have used all the cash in your possession, it is then that you realize that the advantage of having a credit card. Furthermore, with cash, you are restricted to the amount in your wallet or purse; however, a credit card allows you to pay for your purchaseRead MoreCredit Card Vs. Cr edit Cards886 Words   |  4 PagesIn today’s economy cash or a credit card is needed to meet the basic human need. It is a clear fact that we need cash or credit to purchase items such as food, clothing, to pay bills, as well as buy gas for our daily travels. However, when you are out shopping and discover that you have used all the cash in your possession, which is when we realize that the benefit of having a credit card is very beneficial. Although cash and credit cards are similar in that, they both are used to pay for goodsRead MoreWhy Are Ebates Is A Reward Program?1247 Words   |  5 Pagesin handy, and over the course of a year can add up to a hefty sum. Shopping Ebates. Ebates is a reward program that will return a percentage of your total online shopping bill to you if you enter the store s online site through an Ebates link. Pros: Ebates is a reputable company that actually sends you checks for your shopping experience. There is a plethora of stores to choose from, including almost every large chain in America including online giants like eBay and Amazon. The cash back rewardsRead MoreThe Key Facts About Raydar Electronics1343 Words   |  6 Pagesother technologies such as unique identification card and biometrics (finger prints). ïÆ'Ëœ To continue tagging using RFID technology. COA EVALUATION: ï  ¶ Making use of other technologies such as unique identification card (swipe card) and biometrics (finger prints). Pros: †¢ A very few seconds of time is required for finger print scanning system. †¢ Finger prints are very unique identifier specific to individuals. †¢ By using a unique identification card, once the customer visits the store all the customerRead MoreCase analysis for Hyundai Card1338 Words   |  6 Pagesï » ¿Executive Summary As a latecomer in Korean credit card market, Hyundai Card has gradually increased the market share since it entered the business in 1999. With its tie with Hyundai motor group, the company branded itself as Hyundai M Card. It started off by attracting buyer to consider using the card to purchase Hyundai automobile by offering discount. In later stages, the company has adopted the customer segmentation strategy to diversify its target groups of clients. With the emphasisRead MoreWhy Credit Counseling Is The Right Solution For Your Particular Needs842 Words   |  4 Pagesfor profit credit counseling service. Before determining if credit counseling is the right solution for your particular needs, it is important to understand the pros and cons as well as alternatives that might work better. Basics of Credit Counseling: Before looking into a credit counseling company, it is important to understand the basics of the service. Understanding what credit counseling does will make it easier to determine if it is the service you need. A for profit credit counselingRead MorePros And Cons939 Words   |  4 Pagesas considering which style, or styles, are perfect for every room, and which accessories to add for enhanced comfort and beauty. So, lets talk about several options you can use to pay for your new Renewal by Andersen replacement windows. The Pros Cons of Financing Modern Replacement Windows Financing a large purchase like a new house or a new car often means financing at least part of the total price. Some homeowners hesitate to add another monthly payment, but there are a few advantages, ifRead MoreThe Pros and Cons of Owning a Cell Phone790 Words   |  4 PagesThe pros and cons of owning a cell phone Broc Barchard COMM/112 April-08-2013 Kerry Moquett The pros and cons of owning a cell phone Annotated Bibliography: Are cell phones controlling us? I generally like this source because it goes into great detail about the evolution of cell phones. Starting back in 1984 the first cell phone was basically a brick, and now the cell phones used today are way smaller. Also this source talks about devices becomingRead MoreAlpen Bank1311 Words   |  6 Pagessuccessful implementation of Alpen Bank in Romania in the years 2000, Gregory Carle the country manager is wondering whether Alpen Bank should consider launching a credit card in the market. In order for the launch to be profitable several points have to be clarified such as who would the company target, what would be the positioning of this new card and how should it be marketed. Situation Analysis Context: After a period of recession, the economy in Romania is on a rising trend. The total disposable

Ielts Essay Samples Band 9 Book Reviews & Tips

Ielts Essay Samples Band 9 Book Reviews & Tips The Foolproof Ielts Essay Samples Band 9 Book Strategy Complex sentences are accurate and there's also passive voice used. Check out whether it is possible to turn the page with some arrow keys or click a particular part of the display, aside from using the mouse to handle everything. Check out whether you may turn the page with some arrow keys or click a distinctive part of the display, apart from utilizing the mouse to control everything. Check out whether it is possible to turn the page with some arrow keys or click a particular portion of the display, aside from utilizing the mouse to deal with everything. Choosing Good Ielts Essay Samples Band 9 Book Our sample essay has a straightforward but superior introduction in which it demonstrates that the examinee has knowledge of this issue and clearly states the writer's position to establish the remainder of the essay. Within this book we show you how you can analyze the Tas k 2 question, and we explain the different sorts of essay you might be requested to write. By utilizing different techniques of page turn you may also improve your eBook encounter. When you buy the book or books you're going to be sent a link at which you may download the complete PDF of the ebook. It's possible that you try many techniques to turn the pages of eBook to boost your reading experience. But if you're doing the overall training, the Task 2 book will nonetheless be suitable as you need to compose an essay. Download here The book is made to be a self-study guide. Besides offering somewhere to save all of your valuable eBooks, the eBook reader software even provide you with a significant number of features in order to boost your eBook reading experience in connection with the typical paper books. Aside from offering a place to save all your precious eBooks, it even give you a great number of attributes to be able to improve your eBook reading experience than the standard paper books. Besides offering a place to save all your valuable eBooks, it even give you a high number of features to be able to enhance your eBook reading experience in relation to the conventional paper books. The exorbitant price of purchasing and keeping up a private vehicle will encourage many folks to begin utilizing the public transport instead. What's more, taking away the subject could indirectly decrease the total amount of perceived options available to students. While the procedure for making cement ut ilizes numerous tools, the creation of concrete requires only a concrete mixer. 1 way to solve the issue of congestion on the roads is to raise the tax on private vehicles. The Tried and True Method for Ielts Essay Samples Band 9 Book in Step by Step Detail Please be aware that you DO NOT require a paypal account to generate a payment. Hence, it's said, marry for money is right in a point. A big disadvantage of an admission fee is the chance of cutting back the amount of visitors. Imposing a greater tax on car ownership is among the best methods to lower traffic congestion. The Hidden Gem of Ielts Essay Samples Band 9 Book This is precisely what you should do to allow it to be clear to the examiner what you consider the question and also enables them to follow the remainder of your essay. As a consequence the essays are rather interesting in addition to being instructive. I've taken a different approach simply to show you a different method of answering the identical quest ion. Examine the model essay and read the comments. All About Ielts Essay Samples Band 9 Book Consider utilizing the mouse if you're comfortable sitting back. For instance, it is valid to argue that lots of young folks want to emulate the fashion styles of their idols. To a lot of individuals, it's appropriate to marry for money as opposed to love. So, for lots of people, it may appear appropriate to marry for money as opposed to love. Accordingly, by being merely conscious of their place in the planet, readers or viewers can greatly increase their knowledge of the conflict. I am very pleased I managed to assist you reach this goal and I hope you may continue at this level later on. You've used cohesion in a manner that attracts no attention. However, I think that it isn't the sole element that contributes to the trend. The Tried and True Method for Ielts Essay Samples Band 9 Book in Step by Step Detail By following the tips within this book, you can maximise your poss ibility of obtaining a high band in IELTS writing, even if your English isn't perfect. Thus don't get intimidated if you believe you can't write such essays. Looking at IELTS essay topics with answers is a significant approach to assist you to get ready for the test. The Meaning of Ielts Essay Samples Band 9 Book Certainly, money is a significant role in our lives. Certainly, it plays an important part in our lives. It's hard for any persons to accept a partner who doesn't have money or no less than a job to look after their upcoming family. It's hard for any persons to accept a partner that does not have money or no less than a job to manage future family.

A Study in Changing Policy and Education Free Essays

This paper is traveling to discourse the early old ages policy within instruction today. It acknowledges the new authorities that has come in topographic point believe the Foundation Stage model is no longer the statutory demand to be used in schools today ( DfE, 2010 ) . However, some of the cardinal arguments in the policy and the quandary practicians have faced. We will write a custom essay sample on A Study in Changing Policy and Education or any similar topic only for you Order Now The principle for to analyze the early old ages policy relates to the purpose of the policy. Throughout the old ages at that place have been many alterations within the early old ages policy although there are still some facets which remain the same. Boyle and Bragg ( 2006 ) argue that many facets of old policies such as a ‘target driven curricular theoretical account ‘ remain present today although some of them are ‘grotesquely inappropriate ‘ today ( Moss, 2003 ) . Palaiologou ( 2010 ) research suggested the demand for raising farther policy and course of study development within early old ages. However, alterations in early old ages proviso began as a manner to cut down poorness and to assist kids to hold better chances in life. The conservative authorities aimed to supply a better start in life for disadvantaged kids, utilizing instruction as a tool. The authorities gave instruction as a manner of assisting kids break the ‘cycle of want ‘ ( Ba ldock et al. , 2009 ) . However, Cohen et Al. ( 2004 ) found there was a split duty between public assistance and instruction in early old ages services. Therefore, it can be criticised that there would a large different between the quality of proviso. As a consequence, this split effected support, the construction of proviso and different degrees of work force ( Cohen et al. 2004 ) . Then Labours ( 1997 ) motto of ‘Education, Education, Education ‘ brought upon the foundation phase model. There will be treatments on past early old ages policies every bit good as the principle for following the foundation phase model and it affects on instruction. Subsequently there will be a critical integrating of the policy, which may conflict with other policies. Play-based acquisition is an issue this paper wishes to analyze. A cardinal constitution of the foundation phase refers to the importance of play-based acquisition. There contrasting positions related to this portion of the policy who believe drama based acquisition to be ‘ absurd ‘ ( Hofkins, 2008 ) . There will besides be a critical treatment related to some cardinal contractions the policy nowadayss. There are inquiries raised based on some of the cardinal subjects and rules. For illustration, a cardinal purpose of the foundation phase is puting the criterions for all kids can be criticised as an issue related to the criterions docket ( Alexander, 2010 ) . The purposes to do certain all kids are doing advancement so improve attainment. There is farther treatment of other equivocal facets of the policy. There will besides be treatments related to international positi ons of early old ages policy compared to the foundation phase. For illustration, the Reggio Emilia attack take a socio cultural position on instruction ( Bennet, 2001 ) , which take a more child-centred attack to acquisition ( Soler and Miller, 2003 ) . Therefore, this paper aims to detect the true value and effects of the foundation phase has on all kids. However, the undermentioned subdivision will first analyze the principle for the policy. Changing times: Early old ages The authorities was determined to implement alterations. The socio-constructive attack to acquisition has helped authorities draws attending to understand how pupils engage within the course of study puting. Solar and Miller province: ‘this gave addition concerns with how kids interact within the scene and how kids speak and interact with other students, artifacts, and the instructor ‘ ( 2003:59 ) . The foundations for early old ages should be on understanding the rational, emotional, societal, and physical demands of kids ( Woodhead, 2000 ) . Research has shown the positive effects of ‘high quality proviso ‘ on kids ‘s development in all countries mention above ( Sammons et al. , 2002, Sylva et al. , 2004 ) and besides make fix them for formal schooling. However, local governments believed they could non use these in pattern. Hargreaves and Hopper ( 2006 ) support this claim and believe it gave a ‘low position ‘ perceptual experience of earl y old ages instructors ( p.1 ) . However, kids bring their experiences into their scene and the early acquisition ends account for this assortment. This implies that steps of student larning through proving will non expose the quality of experiences kids have in the early old ages. However, it can be criticised that the authorities have made premises about where the degrees begin and end for all kids. It is concurred by Miller et Al ( 2003 ) that argue the authorities assume it is clear what exact accomplishments and cognition can be learnt in the scene. Those people who do non work with kids ‘s experiences alongside the procedure of instructor have framed the counsel for early old ages. These policy shapers are more concerned about what instruction is for instead than what the experience of instruction might affect ( Miller et al. , 2003 ) . The shapers of the foundation phase have attempted to look at the holistic kids through Every Child Matters ( ECM ) ( Palaiologou, 2010 ) . However, they lack the apprehension of the importance of kids ‘s experiences due to their ain deficiency of experience in the schoolroom ( Maybin and Woodhead, 2003 ) . This suggests practicians every bit good as instruction philosophers should make the preparation of the instruction policy. Alternatively, practicians with high quality experience would be better organizing policies because they are able to understand that acquisition should be based on student experiences, background, and demands ( Solar, 2003 ) . Harmonizing to these policy shapers attainment and accomplishing good academic results seems to be the cardinal importance of instruction. In the foundation phase, the early acquisition ends help kids to achieve a clear set of results ( DfES, 2008 ) . It is argued that the ends provide a shelters base for good accomplishment. Staggs ( 2000 ) believes these ends give kids an first-class start to future acquisition and fix the kids with the ideal ‘knowledge, accomplishments, and apprehensions ‘ ( Solar and Miller, 2003, p. 5 ) which will be needed for better employment as they grow into maturity. However, in contrast, opposing trusters view this perceptual experience as an sole environment because the early acquisition ends aim to concentrate on the importance of economic well-being instead than kids ‘s larning experience ( Kelly, 1994 ) . Anning and Edwards ( 1999 ) besides strongly knock this attack to be about the well-being of the economic system and fight. Theref ore, it can be argued that it is non an inclusive course of study because it fails to admit that non all kids will be capable of employment. For illustration, some kids with terrible particular educational demand ( SEN ) will non be capable of employment ; hence, the policy fails to provide for the demands of all kids ( Staggs, 2000 ) . It maintains the impression to force the kids who are able to be successful and reach attainment marks instead than concentrate on the importance of kids as persons ( Potter, 2007 ) . To reason, this subdivision of the paper has acknowledged the cardinal purpose for the policy is to drive economic well-being. Despite the impression of the holistic kid, the purpose for the authorities is to drive these kids to accomplish the best possible results. It suggests the policy tends to belie itself because it fails to admit kids with SEN. Therefore, it is questionable to inquire is at that place a important difference in the foundation phase compared to old policies. Therefore, the undermentioned subdivision of this paper will analyze the quality of proviso to old old ages. In add-on, examine the different reading of a high quality proviso within the policy. High quality proviso The foundation phase underscore the importance of high quality proviso, which can better cognitive, linguistic communication and societal development ( DfES, 2008 ) . Labour ( 1997 ) felt the foundation phase would assist disfavor kids through high quality proviso. It would let giving these kids a good start in instruction and perchance extinguishing the ‘cycle of want ‘ ( Baldock et al. , 2009 ) . However, before analyzing the effects of high quality proviso the word ‘quality ‘ demands to crucially incorporate. High quality proviso related to many facets. The importance of practician ‘s degree of making and pedagogical accomplishments is the cardinal portion of high quality proviso. Sylva and Pugh ( 2005 ) strongly agree that instructors and staff that are good qualified can do the proviso more valuable for kids. Practitioners are able to understand the importance of a schoolroom puting that will provide for all kids ‘s demands, through print rich environment ( DfES, 2008 ) . However, it is questionable how Ofsted would believe high quality proviso to be outstanding. Practitioners have to follow the reading of high quality proviso harmonizing to Ofsted which is authorities based, despite holding contrasting position. Merely a few developments of intercession have shown betterments in cognitive development. Research has revealed that kids societal accomplishments ( National Audit Office, 2004 ) . It suggest that kids and improved in the quality of larning and less outlooks of kids traveling through intercession programmes. Again, it is debateable that the importance of high quality proviso to take kids from neglecting in schools and better their development for better readying for the grownup universe of economic well-being ( Sammons et al. , 2002 ) . Although research has pointed out that high quality of proviso has increased success in employment ( National Audit Office, 2004 ) . Phillips et Al. ( 2001 ) found that higher q uality proviso led to kids higher degree of equal drama and higher degrees of self-awareness and competency. There is grounds to propose that there are benefits of high quality pre-school educational proviso to a scope of different results ( Sylva et al. , 2003a, 2003b ) . Melhuish ( 2004 ) states that high quality child care can bring forth benefits for cognitive, linguistic communication and societal development. Again, this paper has discovered the concluding behind high quality of proviso is once more related back to the importance of good attainment and advancement for the benefit of economic well-being. It is get downing to go clear that the purpose of the foundation phase is non concentrating on the importance of kids but to fix them for the hereafter of wining. The undermentioned subdivision will critically incorporate some mojor cardinal facets within the policy. Play-based acquisition This paper will research drama based acquisition and its importance in immature kids ‘s acquisition. Play performs an of import map in immature kids ‘s lives and enables them to experiment in a safe environment ( Broadhead, 2004 ) . It allows kids to research and develop their cognition, apprehension, and accomplishments. Learning through child-initiated activities is cardinal to any early old ages puting. Structured and unstructured drama Sessionss develop societal and physical accomplishments and careful mediated intercession, kids ‘s nature wonder can be enhanced and their apprehension of their universe challenged ( DfE 2008 ; Harrison and Howard, 2009 ; Siraj-Blatchford et al. , 2004 ) . Play has held a major function in early childhood development. The benefit of drama based acquisition has stimulate and involvement kids into acquisition ( Russell, 2010 ) . Symbolic actions and representations are believed to be the ways in which kids learn to do sense of their milieus and their ideas. Vygotsky states that ‘children work out practical undertakings with the aid of their address every bit good as their eyes and custodies ‘ . Claxton ( 2008 ) goes on to state that, play-based acquisition instils a desire to larn and leads to greater accomplishment throughout life. He supports this with grounds from European experiences leting for play-based larning up to age seven, beyond the age that most UK schools encourage it. However, there have been many critics of the impression of play-based acquisition as House ( 2008 ) states that ‘to Teach kids through drama ‘ compactly sums up all that ‘s incorrect with it ‘ . This suggests that instruction is about developing kids ‘s larning through didactic attacks. Critics believe that the thought of play-based acquisition allows kids to inquire aimlessly as practicians look after them. House ( 2010 ) goes on to state that this thought of play-based acquisition is ‘absurd ‘ . It is believed to represents an inappropriate thought of a school political orientation for kids ( Hofkins 2008 ) . The BERA-SIG reappraisal ( 2003 ) besides raised a figure of troubles with drama as a manner of larning. It may propose that the foundation phase will non be taken earnestly as a portion of instruction kids but instead looking after kids until they are ready for formal acquisition. Sutton-Smith ( 1997 ) argues that drama is progressive and can assist develop kids ‘s. However besides he besides believes that it is non the lone manner of acquisition of larning. This paper acknowledges contrasting positions of drama based larning but believes that elusive undertakings and activities can assist to supply kids with rich larning experience prior to that they have been embedded decently by practicians ( Bennett et al. , 1997 ) . The undermentioned sub-section will look at some of the cardinal contradiction in the policy. A alone kid? The foundation phase is intended to play a cardinal function in assisting kids achieve the five results enshrined within the overarching ECM model ( DfES, 2004 ) . However, it is argued to knock with the national course of study ( Cambridge reexamine 2009 ) . As reference earlier, the foundation phase aims to look at the holistic kids. In contrast, the state course of study is based on more topics based acquisition. Therefore, the contrasting policies make it hard for practicians. Policy shapers need to take into consideration the difference in policy. Critics can oppugn the ground for contrasting policies. It can be suggested that there should be one policy for all kids in primary. This paper believes there should be one policy that practicians should follow because the foundation phase does non see those kids who may be exceeded and besides the national course of study does non grok those kids who are accomplishing believe the national outlooks. This can be hard for practician who have non received efficient sum of preparation in within that policy. The National Union of Teachers ( NUT ) remarks on the deficiency of sufficient kid development within the EYFS papers: The papers should take to widen and enrich practicians ‘ cognition and apprehension of this, through explicit and elaborate counsel within the papers itself and besides by signposting practicians to where more information could be found, to supply the evidence-base and the underpinning rules for the EYFS ‘s design. ( NUT, 2006, p. 7 ) . Others have expressed concern at the continuance of an overly normative attack to what is to be offered to immature kids. The deficiency of elaborate counsel in the foundation phase makes it hard for practicians to understand what they need to make Locke et Al. ( 2002 ) particularly in linguistic communication and communicating. As most deprived kids enter the foundation phase with low degrees of linguistic communication. Therefore, the foundation phase is non able to assist practician to get the better of these barriers even thought the purpose of the policy is to assist take kids from deprived and disadvantaged backgrounds. It does non state the practician how to accomplish this. This paper believes there are some contradictions within the policy as it let the practician the purpose but fails to assist to accomplish the purpose sufficiently. It can besides be argued to be a sole course of study despite trying to be inclusive to those kids. The undermentioned subjugation will lookin g at the recommendation brand by Alexander ( 2010 ) in relation the foundation phase. Alexander Review Alexander ( 2010 ) argues the foundation phase period needs to re-considered. Presently the foundation phase is till the age of 5 old ages. However, Alexander argues that kids should remain within the foundation phase till the age of 6. An illustration of this type of policy is in Reggio Emilia schools where kids start formal schooling at the age of 6 old ages ( Miller et al. 2005 ) . Research has shown that the longer age in play-based scene has had a better impact on kids ‘s development Carr and May, 2000 ) . As the kids are able to travel off from the type of larning to formalised learning when they enter formal lessons they are able to hold on the construct much easier and better. Widening it to age six so it will give kids the best possible foundation for oracy, literacy, numeracy ( Cambridge Review, 2010 ) . Therefore, this recommendation is of import to see because there is research back uping the thought. Passage is a challenge in all schools ( Sylva and Pugh, 2005 ) . Therefore, if this recommendation is taken to consideration so it could assist to ease the force per unit area of passages and let kids to ease their manner into formal acquisition. This suggest that it will assist the kids to accomplish better once they are in that formal scene as they will be older and aware of what is expected from them. Tickell ( 2010 ) will describe the thought of widening the foundation phase for deprived biennial olds. Again, this suggests that it is all about undertaking those deprived kids in society. This manner those kids can accomplish better results for themselves and forestall them from underachievement because they are non able to acquire the support needed. However, issues with policy and the media have besides effected the perceptual experience of widening the foundation phase. As the media are able to pull strings study to provide for their demands and so impact the ideas of spectator ‘s perceptual experience of instruction. For illustration, the Cambridge reappraisal ( 2009 ) mentions the proposal of widening the foundation phase down to age two and up to age six. However, the media have portrayed this as the authorities of desiring to maintain kids off from instruction until age six. Therefore, is it questionable that the media are seeking to demo the foundation phase as a manner of kids being looked after instead than a manner of kids larning before formal acquisition. It is problematic that the media have a negative deceptive perceptual experience of the foundation phase and proposing portraying to households that the authorities are taking kids from instruction. However, they fail to understand the contrasting position that the foundation phase will assist those deprived kids from a immature age and aid to fix all kids from the passage to formal acquisition. This paper believes that the extension the foundation phase should be considered as seen in ascertained pattern, kids have found it hard to travel from a free low manner of larning to an hr of literacy and mathematics. Therefore, an extension will let the practician aid kids to see longer formal acquisition in that extension period. The concluding subdivision of this paper will discourse some international perceptive on early old ages instruction and compare it to the foundation phase in England. International positions Carr ( 2000 ) argues that the early childhood course of study can be conceived of as a cultural site affecting the building of societal world, which leads to the building of communicative interactions between instructors and pupils ( Smith, 1999, p. 6 ) . This model have been based on socio-constructivist theories. The Reggio Emilia attack does non utilize a policy framewotk. Alternatively it uses a kids centred attack to larning. This context enables the Reggio Emilia attack expression at the sociocultural positions of kids instead than the importance of effectual pegeagody and force per unit areas from a stiff course of study. The kids are seen to ease their ain acquisition and who are able to larn efficaciously they manner they wish to. However, there is tenseness towards this attack as there is excessively much accent given to the socio-constructivist model of larning. As opposing theoreticians argue that kids learn in set ways and grownups need to supply kids with enabling envir onments instead than puting kids to larn what they feel. However, the impression of the ‘spider web ‘ in the Te Whariki course of study is the key to understanding the linking of a child-centred acquisition which underpins this course of study ( Carr and May, 2000 ) . Early old ages pedagogues should accept the thought that larning is related to kids ‘s experience. As reference earlier kids use their experiences to develop further and retrieve what they have learnt antecedently. This implies that kids larning through proving are non able to derive and accomplish positive experience that will assist them in their acquisition. Therefore, the importance for high quality proviso and exciting and manus on environments allows kids to derive more memorable experience that they are able to take away with them to utilize in the hereafter. However, Bertram and Pascal ( 2002 ) believe there are issues in early old ages proviso in Hong Kong. They argue that there is an addition between the addition development western manner of acquisition and the traditional manner of larning. It is believed that instructors are ‘transmitters ‘ so that kids focus on a more didactiv manner of larning instead than concentrating on the child-centred attack ( P ascal, 2002 ) . In contrast, there are some schools which are get downing to take the socio constructive manner of larning to consideration in their schools. Kwon ( 2003 ) critics the early old ages proviso in Hang Kong to pattern in England. He argues that the importance of independency in early acquisition reflects the English values kids to single rights and freedom to make what they feel is appropriate to them. However, the political manner in Hang Kong differs to the political relations in England ; hence, there is bound to be tenseness between the contrasting ways of acquisition. However, despite the contrasting positions within these states, they all suggest a holistic position of acquisition. Decision The EPPE undertaking ( 2003 ) suggested that effectual pattern needed non merely pedagogical apprehension of early old ages larning but besides an appropriate environment of proviso. Bowman et Al ( 2000 ) argues the contractions of the policy and debating the state that the purpose of the policy towards economic factors, drama based acquisition or adult-child relationships fails to admit the importance of the function of the practician. Through the practicians, involved kids are able to derive high quality experiences. In add-on, although there are critics against the policy, it is of import to retrieve that it attempts to lend to the holistic attack of kids and non merely the topic based acquisition. Policy, societal and economic positions are the cardinal factors that can impact the outlooks of early old ages instruction. AS this paper has realized many facets of the policy is to take to add to future economic affairs and economic loads. Most significantly the purpose of the foundation phase is to fix kids for formal school and prevent hereafter attainment failure ( Heckman A ; Masterov, 2004 ; National Audit Office, 2004 ) . Therefore, this paper has discovered the purpose of the foundation phase is to take kids from that ‘cycle of want ‘ and assist disadvantaged kids ( Ball and Vincent, 2005, Sylva, 2000 ) . The statement is that the intent of foundation phase is to fix kids for another phase of instruction ( Moss and Petrie, 2002 ; Bertram and Pascal, 2002 ) . Therefore, this paper feels it still fails to provide for all kids as non all kids will travel off from the foundation phase. As there is such a strong perceptual experience that the foundation phase is to fix, it fails to admit kids with SEN that have nil to fix for. Children with SEN, may non be able to achievement the academic success as most kids. Therefore, it is arguable the foundation phase is sole to kids with terrible SEN and is providing for a norm society to better the economic system. It seems that the whole intent of the policy is to profit the economic system and train kids and bring forth ideal people who will suit into a society to be successful. However, with the current recession in society even the most academic and deeply successful grownups are at hazard from losing their occupations. It is hard to understand that the foundation phase will forestall economic devastation taking topographic point. How to cite A Study in Changing Policy and Education, Essay examples

Oliver Twist Essays (1003 words) - English-language Films

Oliver Twist OLIVER TWIST With all of the symbolism and moral issues represented in Oliver Twist, all seem to come from real events from the life of its author, Charles Dickens. The novels protagonist, Oliver, is a good person at heart surrounded by the filth of the London streets. Filth that Dickens himself was forced to deal with in his everyday life. But through morals and mere chance Oliver becomes a living symbol. It?s probable that the reason Oliver Twist contains so much fear and agony is because it?s a reflection of occurrences in Charles Dickens' past. During his childhood, Charles Dickens suffered much abuse from his parents. This abuse is often expressed in his novel. While at the orphanage, Oliver experienced a great amount of abuse. For example, while suffering from starvation and malnutrition for a long period of time, Oliver was chosen by the other boys at the orphanage to request more gruel at dinner one night. After making this simple request, the master (at the orphanage) aimed a blow at Oliver's head with the ladle; pinioned him in his arms; and shrieked aloud for the beadle. The whole beginning of Oliver Twist's story was created from memories which related to Charles Dickens' childhood in a blacking factory (which was overshadowed by the Marshalsea Prison ). While working in the blacking factory, Dickens suffered tremendous humiliation. This humiliation is greatly expressed thr ough Oliver's adventures at the orphanage before he is sent away. Throughout his lifetime, Dickens appeared to have acquired a fondness for the bleak, the sordid, and the austere.? (Bloom 231) Most of Oliver Twist, for example, takes place in London's lowest slums. The city is described as a maze which involves a mystery of darkness, anonymity, and peril. (Bloom 232) Many of the settings, such as the pickpocket's hideout, the surrounding streets, and the bars, are also described as dark, gloomy, and bland. Even while his life was in danger while in the hands of Fagin and Bill Sikes, two conniving pickpockets, he refused to participate in the stealing which he so greatly opposed. All Oliver really longed for was ?to escape from harsh living conditions and evil surroundings which he had grown up in.? (Walder 299) However, no matter how tempting the evil may have been, Oliver stood by his beliefs. Therefore, he can be referred to as: Unfortunately, many critics have found it hard to believe that a boy such as Oliver Twist could remain so innocent, pure, and well spoken given the long period of time in which he was surrounded by evil and injustices. Fagin the head of a group of young thieves, spends most of his time trying to demoralize and corrupt Oliver and prevent him from ever coming into his inheritance. (Hobsbaum 72) To Oliver, he is seen as an escape from all previous misery. He also helps Oliver to ease any fears about starvation and loneliness. One element relied heavily upon in this novel is symbolism. Obviously, escape is an important symbol in Oliver Twist. Oliver is seeking various forms of escape from conditions which makes him unhappy and from his loneliness and starvation. Since dealing with escapism, it is not surprising that death also plays a major role as a symbol in this story. In the novel, death and coffins symbolize a happy and peaceful manner of escape. It is suggested that only loneliness and brutality exist on earth. Supposedly, there is no sanctity on the planet, which is a belief that goes against the idea of a ?Heaven on earth.? (Praz 54) Another important symbol within the novel is two separate and conflicting dualisms: one, social, between the individual and the institution; the second, moral, between the respectable and the criminal. (Praz 56) Most of Oliver Twist seems to imply that it is better to be a thief than to be alone. (Walder 152) This tends to make the reader think that Dickens favors the criminal aspect of his novel over the moral side. However, the conflict between the individual and the institution leads to Dickens' criticism of social injustices such as injusticestowards the poor. Also in the form of satire, Dickens attempts to challenge the pleasurability of fortune. (Romano 81) Aside from satire,

Reasoning, Realism and Experience, The Case of Posterior Judgements Essays

Reasoning, Realism and Experience, The Case of Posterior Judgements Essays Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning, Realism and Experience, The Case of Posterior Judgements Essay Reasoning is a key area in cognitive research, involving the use of logical thinking to find results or conclusions. The topic consists of two main areas: deductive and inductive reasoning. Realism is another area of focus, this is the theory that every statement is true or false regardless of whether this can be verified. One final area is experience, an alternative focusing on knowledge acquired through the senses rather than abstract reasoning. The nature of this study is to investigate the relationship between these three areas and posterior judgements. Such judgements are formed through assessing the likelihood of an event by updating a prior probability in light of new evidence. Reasoning is one of the oldest research topics in cognitive psychology. For Eysenck and Keane (2000) [1], a key question regarding human nature and reasoning is Are human beings rational? . Many philosophers believe that the laws of logic are the laws of thought and therefore reply yes to such a question. The psychology of reasoning has progressively developed since early research. Researchers have often drawn distinctions between two models of reasoning, deductive and inductive reasoning. Both relate to types of decisions made about particular instances or premises. A premise is formed when a number of propositions are related together by a logical operator. Eysenck (1993) [3], states that inductive reasoning is a form of reasoning whereby a generalised conclusion is drawn from specific information, therefore the conclusion cannot be shown to be necessarily true. He defines deductive reasoning as a form of reasoning in which definite conclusions follow on the basis that certain statements or premises are assumed to be true. In order to develop a greater understanding of these distinctions they need top be researched further. According to Johnson-Laird and Byrne (1991) [1] deductive reasoning is a central intellectual ability. This ability is vital for various human functions such as: formulating plans; determining consequences; interpreting and formulating instructions; pursuing arguments and solving problems. For Eysenck and Keane (2000) [1], a world without deduction would be a world without science, technology, laws, social conventions and cultures. Deductive reasoning makes use of logical systems to characterise the abstract structure of reasoning problems. One particular logical system used is the propositional calculus, a logic where propositions are manipulated using a small set of logical operators, for example, if. then. Eysenck and Keane (2000) [1], change their earlier question slightly to investigate deductive research, it becomes Are humans logical? . In simple terms, do people conform to logical interpretations such as if. hen, and if so, will they make valid inferences and reject invalid inferences provided by the propositional calculus. In Problem-Solving research, Newell and Simon (1972) [1] devised the problem-space theory. This takes the notion of an idealised problem space to characterise abstract structures of problems independently of any psychological proposals (Eysenck and Keane, 2000 [1]). Some logics have been used in a similar way in reasoning research. Such logics are devised to characterise the abstract structure of reasoning problems and to determine categories of responses (i. . correct or incorrect responses). Logical systems are similar to mathematical systems in that symbols are used to represent things, for example, the length of a car is represented by L1 and the length of a bus is represented by L2. Mathematical operators can then be used to manipulate the two variables and produce a new statement. In the case of reasoning, logical symbols are used in place of sentences and logical operators such as: not, or and if. then, if and only if, are used to manipulate the situation. Although logical operators use common words, it is essential to remember that they all have very different meanings. Eysenck and Keane (2000) [1], demonstrate the use of logical operators in more detail. Using the propositional calculus, they choose the letter P to represent the sentence If it is raining, and Q to represent Alicia gets wet. A logical operator is then applied to relate the two together creating: If P then Q, therefore If it is raining, then Alicia gets wet. Truth tables are used to determine conclusions from such logical statements as provided by Eysenck and Keane (2000) [1]. In logical systems such as the one they provided, only one of two truth values are possible, these being true and false. P can only be true or false because in the statement it is raining, therefore it is either raining or it isnt. The truth tables lay out the possibilities for a proposition and consequently explain how logical act on that proposition. The tables make it possible to define valid and invalid inferences. If someone concludes that if P then Q and P as a valid inference, this is called a modus ponens. If they conclude if P then Q and not Q as a valid inference it is known as a modus tollens. Many people make a modus ponens, however not many people are willing to state a modus tollens. For Eysenck and Keane (2000) [1], the importance of the logical analysis presented here is that it allows us to characterise the abstract structure of reasoning problems and gives us a criterion for determining whether certain conclusions are valid or invalid, correct or in error. In 1993, Eysenck [3], stated that affirmation of the consequent and denial of the antecedent are important matters of focus. A demonstration of affirmation of the consequent is : Premises: If it is raining, then Alicia gets wet. Alicia gets wet. Conclusion: Therefore, it is raining. A demonstration of denial of the antecedent is: Premises: If it is raining, then Alicia gets wet. It is not raining Conclusion: Alicia does not get wet. Evans, 1989 [3], stated that most people regard these conclusions as being valid. They are in fact, invalid. In the first example, it does not need to be raining for Alicia to get wet she may have been swimming or taken a shower. This is also applicable for the second example. Therefore, it is evident that deductive reasoning is prone to error when it comes to affirmation on the consequent and denial of the antecedent. Evans (1989 [3]) found that few errors are made with modus ponens but that error rates for modus tollens often exceed thirty per cent. There is no clear definition as to why such errors are made with modus tollens. It is thought to be partly due to a lack of practice in thinking about what is not the case (Eysenck 1993 [3]). The key element in research on deductive reasoning is whether or not people think rationally and logically. Henle (1962) [3], stated that consistent errors may be a result of people misunderstanding the question, even if they apply logical thinking to it. She also claimed that some errors were due to the subjects failure to accept the logical task. Braine, Reiser and Rumain, 1984 [3], developed Henles theory further. According to their natural deduction theory, most errors found in deductive reasoning occur due to a failure of comprehension. For Braine et al. (1984), people have a mental rule corresponding to modus ponens. As a result, premises based on modus ponens are easier to handle and therefore pose no comprehension problems. Deductive reasoning research covers a wide variety of tasks, any adequate theory of deduction should be able to explain the phenomena rising from such research (Eysenck and Keane 2000 [1]). Two main theories meet such a challenge, the Abstract-Rule theory and Mental Models theory. The Abstract-Rule theory assumes people reason validly by applying abstract, content-free rules of inference. It suggests people adopt a mental logic in order to make conclusions from statements or premises. Evidence from conditional reasoning shows that people are not completely rational, invalid inferences are often made in place of valid inferences. The Abstract-Rule theory proposes that humans use sets of comprehensive rules and apply them to any area of knowledge. The theory was used by Braine et al. (1984 [3]) in demonstrating that people only make invalid inferences due to a lack of understanding for the logical task. A representative case is that of Braine and OBriens (1991 [3]) Abstract-Rule theory. This theory states that deductive reasoning is mediated by basic abstract rules. The premises or arguments are encoded into abstract rules and inferences are then created. It predicts that people are natural logicians who are slightly fallible at the edges (Eysenck and Keane 2000 [1]). Most abstract rule theories have a reasoning rule corresponding to the modus ponens and the modus tollens is a harder inference to make due to the fact that no single rule can be applied to it. For Eysenck and Keane (2000) [1] people still apply their logically valid rules but because the input to the rules is erroneous, the output is often erroneous too. The Mental Models theory assumes that people reason by manipulating mental models of a set of premises, in a similar manner to semantic methods of proof in logic. This theoretical approach on deductive reasoning was proposed by Johnson-Laird in 1983 [1]. In simple form, the model is a representation of the state of affairs described in the premises of a problem and it may be in the form of imagery (Eysenck 1993 [3]). Such a representation depends on the interpretation of the premises. The Mental Model differs to the Abstract-Rule model because it creates a central role for comprehension in reasoning. Humans develop models through their comprehension of linguistic description, their description is therefore reliable on these models. Eysenck and Keane demonstrate a construction of a mental model (1990 [3]). Premises: The lamp is on the right of the pad. The book is on the left of the pad. The clock is in front of the book. The vase is in front of the lamp. Conclusion: The clock is to the left of the vase. Johnson-Laird (1983 [3]) believed people construct such a model in a simplified form, using the information contained in the premises: Book Pad Lamp Clock Vase It is often the case that people use more than one model in consistence with the premises. A second model often constructed differs slightly from the one above: Lamp Pad Book Vase Clock Johnson-Laird (1983 [3]) states that someone who constructed only the first mental model would mistakenly conclude the clock to be on the left of the vase. It would be evident to someone who constructed both models that the clock is not necessarily to the left of the vase. Eysenck (1993 [3]) summarises Johnson-Lairds Mental Model theory in the following points. Firstly, comprehension of the premises of a problem leads to construction of one or more mental models. Secondly, the model or models constructed are used to produce novel conclusions not specified by the premises directly. He stated that there is a check to decide whether there are any additional models to invalidate conclusions. Finally, the above three processes all depend on the processing, resources of working memory. It can therefore be affected by limited capacity. Research shows that deduction has received vas amounts of attention. It is evident that people construct mental models or constructions to try and resolve a situation by making the correct inference. Posterior judgements involve incorporating new evidence to update previous judgements. For Lance Rips (1994 [5]), one reason deduction has played a role in cognitive psychology is that it has been difficult for psychologists to envision what purpose deduction serves. Logical operators are combined with variables or premises to provide a model enabling cognitive processes such as problem solving or categorisation. Rips (1994 [5]) states that categorisation is of importance due to the fact that beliefs about category membership are not deducible from evidence available to us. It is more often the case that evidence provides an inductive warrant for categorising, as in more judgemental situations. It is clear that as people receive more information and evidence they build constructions to represent problems which may or may not lead to their predictions and previous judgements changing. The alternative aspect to deductive reasoning is that of inductive reasoning. Eysenck (1993 [3]) states that much of the research on inductive reasoning has been concerned with concept learning. Bourne, 1966 [3], described a concept as existing whenever two or more distinguishable objects or events have been grouped or classified together and set apart from other objects on the basis of some common feature or property characteristic of each. Bruner, Goodnow and Austin, 1956 [3], conducted a well known piece of research on concept learning. They used stimuli consisting of rectangular cards picturing various shapes. The cards varied in four dimensions as follows: the number of borders around the edges, the number of shapes in the centre of the cards, the shapes themselves and the colour of the shapes. Bruner et al. (1956 [3]) used typically conjunctive concepts in their experiment, it involved a number of features being presented together to produce a positive card, for example, three black circles. Many of their studies employed a selection paradigm. The subjects were offered all cards and selected one at a time, the concept was not revealed to them. After each selection they were told whether they had chosen a positive or negative instance of the concept. They could volunteer hypothesis to the experimenter about the concept of the experiment. Subjects appeared to use limited strategies, one being conservative focusing. This is focusing on a first positive instance and then choosing a following card that differs in only one attribute. If this card is also positive then the attribute changed is clearly irrelevant to the concept. Yet, if the second card chosen is a negative instance, then the attribute which varied is part of the concept. Another strategy used is successive scanning. This strategy is used to begin with a specific hypothesis which subjects attempt to test by selecting cards that will provide useful information. Bruner et al (1956 [3]) discovered that focusing was generally more successful than scanning because fewer cards needed to be selected before the concept was identified. Wason (1960 [1,3]) devised an interesting approach to concept learning resembling the work of Bruner et al. (1956 [3]) and their selection paradigm. His task involved four cards lying on a table, each card had a letter on one side and a number on the other. The subject is informed of a rule applicable to all four cards. For example, if there is an R on one side of the card then there is a 2 on the other side of it. Wasons task was to select only the cards that would not need to be turned over to determine the if rule is correct or not. The findings of this task were taken as evidence to confirm a persons tendency to confirm hypotheses in reasoning situations, although it is considered valuable, there is still a lot of controversy about its utility as a tool to examine human reasoning. Inductive reasoning shows a generalised conclusion is drawn from specific information, the conclusion cannot be proven as true. In the case of posterior judgements, inductive reasoning would have not have much effect on previous probabilities to the same extent as deductive reasoning. Specific judgements are made and no concrete conclusion is produced.

3 Tips for Writing Stellar Yale Supplement Essays

3 Tips for Writing Stellar Yale Supplement Essays SAT / ACT Prep Online Guides and Tips Yale admits just under 7% of their total applicant pool every year. If you want to be one of those admitted students, you’ll need to write amazing Yale essays as part of your Yale University application. In this article, we’ll outline the different types of essays you need to write for your Yale University application and teach you how to write a Yale supplement essay that will help you stand out from the thousands of other applicants. What Are the Yale Essay Prompts? Yale University requires you to submit one or two long essays, depending on whether you are submitting the Common Application or Coalition Application. You will choose from a selection of three topics for the longer Yale supplement essay questions. The prompts are the same for both the Common and the Coalition application, but the number of prompts you’ll choose to answer is different depending on which application you use to apply. You’ll also complete a total of six short answer questions regardless of which application you’re using. The six short answer questions for the Yale essays range in word limit from 35 words to 300 words. These essays are specific to the Yale application - you won’t find them on any other college or university’s application. Although they are short, the Yale supplement essays are just as important as the longer essays. The Yale supplemental essay questions offer you plenty of opportunity to show off your qualifications as an applicant and wow the admissions committee. 2018-19 Yale Supplement Essay Questions There are three Yale supplement essay questions, as well as an essay specifically for students applying to the engineering program. Let’s take a look at the three prompts. Then, we’ll talk about who needs to answer them. Think about an idea or topic that has been intellectually exciting for you. Why are you drawn to it? Reflect on your engagement with a community to which you belong. How do you feel you have contributed to this community? Yale students, faculty, and alumni engage issues of local, national, and international importance. Discuss an issue that is significant to you and how your college experience might help you address it. If you’re applying with the Common Application, you’ll choose two of those prompts and answer them in 250 words or fewer. If you’re applying with the Coalition Application, you’ll answer one prompt in 300 words or fewer. You’ll also include an audio, video, image, or document file that you have created this is meaningful to you and related in some way to your essay. You’ll write one sentence to show how this relates to your essay. Yale Supplemental Essays Analyzed There are three longer supplemental essays that applicants submitting the Common or Coalition applications must choose from. The prompts are the same for both applications. Remember, if you’re submitting the Common Application, you must respond to two of the three prompts. If you’re submitting the Coalition Application, you must respond to one and include a piece of media that’s meaningful to you. Essay Prompt 1 Think about an idea or topic that has been intellectually exciting for you. Why are you drawn to it? Here you can show off all your nerdy school-related passions with abandon. Well, maybe not too much abandon. The prompt requires you to discuss one idea or topic, so think carefully about what you want to write about. When thinking of a topic, you can choose anything from your favorite subject in school to a facet of the judicial system that you’ve been learning about through podcasts. The point here is that whatever you pick should be somehow tied to your academic interests. In this longer essay you have the chance to show how your interests relate to your ambitions as a Yale student and graduate. Do the best you can to be clear about how your chosen topic or idea could potentially influence your course of study at Yale and maybe even your life in the professional world. Essay Prompt 2 Reflect on your engagement with a community to which you belong. How do you feel you have contributed to this community? This essay provides a great place to let the committee see a side of you that has nothing to do with academics. There are so many possible answers here: family, sports teams, religious school, AV club - these are all communities and they all have been affected by your presence Have fun with this Yale essay. Don’t feel pressure to talk about how much charity work you do - chances are a lot of applicants will go that route and it will seem inauthentic. (unless charity work is actually your jam. If that’s the case, go for it!) Let your voice shine through in this one and don’t be a raid to be creative. Since you have a larger word allotment you can show off some of your prosaic chops. Don’t try too hard though! Be yourself - the committee will appreciate you for it. Essay Prompt 3 Yale students, faculty, and alumni engage issues of local, national, and international importance. Discuss an issue that is significant to you and how your college experience might help you address it. This prompt is pretty straightforward. Once again, don’t write what you think the application committee wants to read. Do research your answer before you write your essay and be honest in your writing. If nothing comes immediately to mind when you read this prompt, don’t panic. Take a moment to make a list of broad issues that interest you. For example, you may be interested in diversity in your hometown, the debate over national health care in America, or drinking water conditions in Africa. Once you’ve thought of a general topic, get online and look up a few articles about the issues. In your actual essay answer be as specific as possible. You want to show that you care about the topic, took time to research it, and didn’t just scroll through a bunch of trending hashtags related to social justice. Want to get into Yale or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Optional Engineering Essay Students applying to Yale’s engineering program must also submit the engineering essay as part of their application. If you selected one of the engineering majors, please tell us more about what has led you to an interest in this field of study, what experiences (if any) you have had in engineering, and what it is about Yale’s engineering program that appeals to you. Please respond in 300 words or fewer. If you are applying for this program, chances are you have a very real idea of what an engineering degree means in terms of undergraduate study and career opportunities. If you have no real-world experience with engineering, don’t make it up. Be sure you have research and real-life examples to back up your claim. Once more, we’ll mention how crucial research and specificity is. Engineering can be a broad area of study, but generally leads to very specific careers. Do your research and plan out this essay in as detailed a fashion as possible. You know, like an engineer would! 2018-19 Yale Short Answer Questions Every applicant must respond to six Yale-specific short answer questions on their application. Every student must respond to these short answer questions, The Yale short answer questions are just that: very short. Some only require 35 word answers. We will talk about how to answer these questions later. For now, let’s take a look at the prompts themselves. Students at Yale have plenty of time to explore their academic interests before committing to one or more major fields of study. Many students either modify their original academic direction or change their minds entirely. As of this moment, what academic areas seem to fit your interests or goals most comfortably? Please indicate up to three from the list provided. Why do these areas appeal to you? (100 words or fewer) What is it about Yale that has led you to apply? (125 words or fewer) What inspires you? (35 words or fewer) Yale’s residential colleges regularly host conversations with guests representing a wide range of experiences and accomplishments. What person, past or present, would you invite to speak? What question would you ask? (35 words or fewer) You are teaching a Yale course. What is it called? (35 words or fewer) Most first-year Yale students live in suites of four to six people. What do you hope to add to your suitemates’ experience? What do you hope they will add to yours? (35 words or fewer) Yale Short Answer Questions Analyzed In this section, we’ll be looking at the short answer Yale supplement essays in depth. Remember, every applicant must answer all essay prompts, so you don’t get to choose which essay you would like to write. It is important that you answer each of the Yale essay prompts strongly as they are all of equal importance. Let’s take a look at each Yale short essay questions and see how to write something meaningful for each. Yale Short Answer Question 1 Students at Yale have plenty of time to explore their academic interests before committing to one or more major fields of study. Many students either modify their original academic direction or change their minds entirely. As of this moment, what academic areas seem to fit your interests or goals most comfortably? Please indicate up to three from the list provided. Why do these areas appeal to you? (100 words or fewer) First off - follow the directions here exactly. ONLY use areas of study from the list provided in the above link and be sure to mention no more than three. Here, Yale is giving you the opportunity to show some range in your interests, but keeping your writing brief and honest is key. Less is more here - don’t be afraid to only list one interest. Although it may be unrealistic to choose a major before you enter college, there is no harm in expressing what excites you right now. You will not have to stick to this major throughout your Yale career, unless of course you want to. Just remember that 100 words is not a lot of space, so you may be able to express more if you choose one subject rather than three. Yale Short Answer Question 2 What is it about Yale that has led you to apply? (125 words or fewer) The best advice we can give you here is to be specific. Do your research before you start in on this prompt. The best answer will have mention of professors, programs and classes that are only available at Yale. One way to approach this essay is to base it around a conversation you may have had with an alumnus or professor from Yale. The application committee is looking to see how truthful and deep your desire to attend Yale is, so go the extra mile. Reach out to people who have experienced Yale for themselves. Your high school guidance counselor can help you find these connections. Yale Short Answer Question 3 What inspires you? (35 words or fewer) Caution! Due to its small word requirement here, you may be tempted to be witty or sardonic in your answer. Resist the urge! Again, go with authenticity rather than cleverness. If something charming or funny arises from your answer naturally, check with your guidance counselor, English teacher, or another trusted editor before turning it in. Humor can read as flippant and the application committee could think that you are not taking your application seriously. Good answers to this question range from inspirational people, to remarkable landscapes, to fine dining. There is no correct answer, so have fun answering! Think about what this prompt is asking: what inspires you? What gets you excited and motivated? Avoid trite answers at all costs. Don’t say how inspired you are by â€Å"the world in all its vastness.† Instead look inward, and think about when you have felt the best about yourself, and most energized to do the things you love. What made you feel that way? Who? And how did you act on that inspiration? Yale Short Answer Question 4 Yale’s residential colleges regularly host conversations with guests representing a wide range of experiences and accomplishments. What person, past or present, would you invite to speak? What question would you ask? (35 words or fewer) Here is another prompt you can have fun with. Again, avoid cliches! Don’t say â€Å"Gandhi† or â€Å"MLK† - those are obvious answers that are impossible to achieve. Choose someone that has truly inspired you - not someone you think will impress the admissions committee. They don’t have to be hugely famous, rich or successful. They should, however, have made a tangible impact on your life. Yale Short Answer Question 5 You are teaching a Yale course. What is it called? Another fun one! Once again: no cliches, no obvious answers, and please no comedy. Here’s a chance to show off something you feel you have mastery over. Instead of projecting into the future when you are a famous playwright and have the chops to teach a class on fantastic realism in modern theater, pick something that you know about right now. Maybe you speak a second language. Maybe you collect insects or press flowers. Maybe you are an expert at self-care for busy students. This question is not designed to get a better sense of your ambitions or goals. Here the committee wants to learn about the abilities and passions in which you already feel confident. Yale Short Answer Question 6 Most first-year Yale students live in suites of four to six people. What do you hope to add to your suitemates’ experience? What do you hope they will add to yours? (35 words or fewer) This question gives you the opportunity to share about different sides of your personality. If you’re a great hobby cook, for instance, you can show off those skills here. The important things to highlight in this question are the unique aspects of what makes you, you. Maybe you’ll contribute special edition DVDs of all the Lord of the Rings movies, or an epic poster collection. No matter what, you’ll want to show that you appreciate the community. Finally, you’ll want to share what you’re looking for in a suitemate - friendship, support, a buddy to go to the Yale-Harvard football game with. Showing how you appreciate others is equally important. How to Write a Great Yale Essay Regardless of which Yale short answer question you’re responding to, you should keep in mind the following tips for how to write a great Yale essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Yale wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Yale essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. #3: Check Your Work It should almost go without saying, but you want to make sure your Yale essays are the strongest example of your work possible. Before you turn in your Yale application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Yale essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Recap: The Key to Yale Essays That Work The Yale essays cover a wide range of topics. Regardless of the question you’re answering, remember to follow these basic dos and don’ts as you’re writing: DO Be authentic and honest Be specific when citing people, places and things Strive for brevity and simplicity; less is more! Be yourself, and do your research - both will shine through in your essays! DON’T Base your essays on what you think the Yale application committee wants to hear Use cliches or broad sweeping statements Try too hard to be funny and original - be genuine and your positive attributes will be visible to the committee. What’s Next? Trying to figure out what to study in college?Have no fear- our guide will help you choose the best major for you, one step at a time. Really want to get into Yale? Using an acceptance calculator will help you figure out your chances of getting into the schools at the top of your listso you know how to up your odds. It's a great time to start researching scholarships. It's never too early to start thinking about how you're going to pay for college! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

E-commerce Essay Example | Topics and Well Written Essays - 3000 words - 2

E-commerce - Essay Example (Chaffey, 2004) This internet culture has resulted in the germination of certain expectations amongst customers. Customers’, due to the evolution of internet technology have come to expect online services for purchasing goods and services, connecting with colleagues and even maintain business relationship with vendors, customers, and employees. This new internet culture is global and is even connecting business partners which are situated across the globe (Chaffey and Smith, 2008). This age of information is propelled by the information technology. Information technology refers to all of the computer-based information systems used by an organisation, along with their underlying technologies. These information technologies and systems are slowly but gradually revolutionising the operations of the firms, industries and markets. In order for a business to keep pace with this information age, it needs to understand the transformation process and identify the opportunities which th is process is creating (Darby, Jones, and AL Madani, 2003). Since the emergence of this information age, information technology has become the largest component of capital investment for many firms. In many industries survival and existence without extensive use of information systems has become totally impossible. ... Experts believe that in this information age, there is a growing interdependence between a firm’s ability to use information technology and its ability to implement corporate strategies and achieve corporate goals. Corporate objectives are heavily dependent upon the depth of their systems. In order for a business to increase its market share, become a high quality or low-cost producer, developing new products and increasing employee productivity is now heavily dependent upon the variety and performance capabilities of the information systems of the organisation (Souder and Sherman, 1994). The more the firm understands this relationship the more valuable it will be in its industry. This information age has also created the utility for the information systems to cope with governmental regulations or other environmental changes (Deitel, Deitel, and Steinbuhler, 2001). A substantial and growing body of research is supporting the fact that information technology is playing a vital role in increasing organisational productivity and providing a fertile ground for cultivating an innovative environment. If a firm needs to take advantage of an opportunity in its marketplace, create new product, and come up with new services, than it needs to commit itself to make a substantial investment in information technology (Stair and Reynolds, 2009). Also, if a firm needs to differentiate itself from its competitors’ in the domain of business practices and management than it needs to employ information systems which enable it to indentify these minute opportunities (Fillis, Johannson, and Wagner, 2004). Having realised the importance of