Learning Theories Comparative Perspective

Educators have offered different explanations of how learning takes place. The lack of consensus on the ideal learning method has led to emergence of many learning theories. Leonard (2002) defines learning theories as the â€Å"conceptual frameworks that describe how information is absorbed, processed, and retained during learning† (23). Some educators argue that learning is simply a change of behavior.Advertising We will write a custom research paper sample on Learning Theories: Comparative Perspective specifically for you for only $16.05 $11/page Learn More Others feel that change of behavior is too simplistic to encompass all that learning entails. To them, learning is complex and thus employs high mental faculties. Several factors influence how human beings acquire knowledge. The cognitive and emotional state of the learner plays a major role in determining people’s worldview (LefrancÃŒ §ois, 2012). Additionally, the physical environmen t has a profound effect on people’s absorption and retention of new knowledge. This paper will extrapolate three learning theories: behaviorism, cognitive, and constructivism. It will further put the theories side by side and explain their differences. Behaviorism theorists argue that learning takes place through conditioning (Skinner, 1976). To them, learning does not involve mental activities. To measure whether learning has taken place, what one needs to do is to establish whether there has been a change in behavior. Operant and classic conditioning underpins the theory. Pavlov, a psychologist, developed and popularized Classic conditioning. By carrying out experiments with dogs, he established that human beings and animals respond in a specific way to certain stimulus. B.F Skinner reinforced this school of thought through operant conditioning. He taught a pigeon to dance and concluded that a response follows every stimulus (Turner, 2007). If this response attracts a rewar d, it becomes more frequent. The implication for learning is that to encourage or discourage a behavior, teachers can use positive or negative reinforcement. This is the basis on which educators advocate for the use of rewards and punishment in learning. Cognitive theory explains that a child’s cognitive ability develops with age. Jean Piaget developed and popularized the theory. Piaget and Roberts (1976) aver that children â€Å"build cognitive structures and mental maps for understanding and responding to physical experiences within their environment† (56). Educators must therefore desist from â€Å"suffocating† learners with complex knowledge that is not in tandem with their cognitive levels.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More An infant’s capacities are limited to simple reflexes but they develop and become more complex as the child’s grow. In the early life of a child, abstract learning is difficult to conceptualize. Teachers should focus on concrete things especially those that the child can manipulate using motor skills. The complexity of learning materials should increase commensurate with the child’s cognitive structures. The child’s mental map accommodates new learning and creates equilibrium between what the child is capable of absorbing and the experiences emanating from the environment. Constructivism theory is more philosophically grounded than the two theories discussed above. It argues that human beings understand the world through reflection on current and past experiences. Leonard (2002) avers that each human being generates â€Å"his own rules and mental models which he uses to make sense of his experiences† (34). In learning, therefore, people create space for new experiences by simply making a change to their mental models. People search for meaning through reflection. Learning is not a mere regurgitation of knowledge but a deep search for meaning in every thing human beings do. Before teaching, a teacher should establish the perception of the learner in the particular discipline or subject. The teaching should not just focus on the whole but also on the parts (LefrancÃŒ §ois, 2012). The theory discounts the use of tests for assessment. According to constructivists, learning is a product of individual’s reflection as he or she interacts with new knowledge. As such, examinations cannot be effective in establishing whether learning has taken place. Comparative Perspective Educators consider behaviorism theory the traditional approach in teaching and learning. The teacher is the source of knowledge and the learner is the recipient. The teacher delivers the knowledge directly to the learner. If the information is complex, the teacher has the discretion to provide it to the learner through contingencies that incorporate rewards and reinforcement. Ritzer and Sage Publications (2005) aver that in behaviorism, â€Å"students learn without teaching, in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly† (64). Examinations are an indispensable item in learning for behaviorist theorists.Advertising We will write a custom research paper sample on Learning Theories: Comparative Perspective specifically for you for only $16.05 $11/page Learn More Their aim is to measure whether there have been any changes in the behavior of the learner. Educators motivate learners through rewards and reinforcement. If a learner errs, punishment comes in handy to bring about behavioral change. The learners task in this approach is acquire facts and master skills. An educator must praise and reward learners who make small accomplishments. Behaviorist theorists employ progress charts to monitor learnersâ⠂¬â„¢ improvement. The educator can apply his authority to punish learners who show little or no behavioral change. In constructivism, learning takes place through problem solving and discovery. It is not structured. It instead unfolds in a natural and uninhibited manner. Human beings have an innate curiosity. If given the liberty, they are capable of discovering things by themselves as long as there is motivation. Learning is neither teacher-centered nor at the direction of a teacher or an authority. The approach, in the eyes of behaviorist theorists, lacks â€Å"meaningful learning† (Turner, 2007). There are not structured examinations but rather direct tests that correspond to the learners’ skills. The role of the teacher is to reduce threats in the learning environment and make it challenging. This way, learners will become critical thinkers and problem-solvers. The teacher merely facilitates the learning process as learners work in groups. He asks thoughtful and p rovoking questions that stimulate discussions. Learners brainstorm and arrive at original solutions and present them in a way of their choosing. In cognitive theory of learning, learning is a product of well-formulated strategies. The learners’ aim is to acquire facts and master concepts. They observe the teacher as he demonstrates and explains facts. The teacher employs his own strategies to capture and retain the attention of the learners. Visual aids are very important in the learning process. The learners observe graphics and use them to derive meaning through analysis and synthesis. To enhance retention of information, learners can use mnemonics and other retrieval cues. Schunk (1991) propounds that the approach applies learning strategies such as â€Å"review, examine, ask, do, and summarize† (34).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to behaviorist theorists, the major factor that influences learning is the environment. Brain affects learning because it involves internal emotions that cannot be measured. Conditioning is the main way through which to understand learning. Inevitably, therefore, rewards and punishment influence learning. If educators motivate learners for their small accomplishments, learners will achieve more behavioral change. An ideal teacher will transfer facts and skills to the learners and assess their understanding through examinations. Constructivist theories believe that learning motivation influences learning. The role of a teacher is to motivate the learner to develop solutions rather than memorize documented solutions. Apart from motivation, experience also influences learning. The theory propounds that learners come into the learning process with their own experiences; they are not blank. The task of the teacher therefore is not to deposit knowledge on the learners but provok e and elicit discovery of new knowledge. Schunk (1991) further asserts that teacher is an influence â€Å"that performs a minimalist role geared towards most learning for least teaching† (45). The major influence in this approach is experience and motivation. Cognitive theorists hold that cognitive structures and mental maps influence learning (Piaget Roberts, 1976). As a child grows, his cognitive structure develops to be able to absorb abstract materials. The child’s developmental stage inevitably has an influence on the learning process. For instance, children who are below two years in age are in sensor motor stage. They can only interact with its environment at a physical level. Their construct of abstract reality is low. Curriculum developers must therefore formulate a curriculum that is appropriate to children’s cognitive level. Behaviorist theorists acknowledge the role of the brain in learning but their major preoccupation is with what one can observe directly. They consider what is manifest, not the thought process that leads to an action. Emotions have no place in learning according to theorists who propound this learning approach. Rather, students can learn a behavior and unlearn those behaviors that are not acceptable. Rewarding response contributes to learning more than the brain does. Reward and punishment thus form the basis for this theory. Taylor and MacKenney (2008) assert that knowledge â€Å"is separate to the human mind and the teacher must transfer it to the learner† (45). While brain is important in retaining â€Å"deposited† knowledge, the teacher must enforce acceptable behavior. Cognitive theory of learning recognizes that the brain is very important in the learning process. According to Taylor and MacKenney (2008), mental processes come first in learning. He argues that with â€Å"effective cognitive processes, learning is easier and new information can be stored in the memory for a long timeâ₠¬  (35). If the learner adopts ineffective cognitive process, it would be hard to learn and retain new information. The educator should use good instructional strategies to suit the brain processing sequence of the learner. The theorists propound that the brain is â€Å"wired† to receive knowledge in a hierarchical order. The instructor should therefore present information to the learner starting from the simple to the complex. The level of complexity should be in tandem with the learner’s cognitive levels. Constructivist theorists believe that the brain is important for discovery of new knowledge and reflection. Because they are endowed with a brain, human beings can learn without a teacher. The human brain is capable of arriving at solutions with proper guidance. The role of the teacher is therefore to provide the learner’s brain with the needed motivation to pursue knowledge. To constructivist theorists, knowledge is indivisible from the human brain. To a be haviorist theorist, a learner applies knowledge to change behavior. The educator is the source of all knowledge and he deposits this knowledge to the learner’s empty mind. The knowledge is meant to achieve behavioral change. The teacher rewards good behavior until he accomplishes the level he intends to with the learner. To test acquisition of knowledge, the teacher administers examination. In other words, the learner applies new knowledge by changing behavior. Learners apply knowledge in a way that has observable indicators. In constructivism, the learner applies new knowledge to solve problems by discovering solutions. As highlighted earlier, this learning approach is learner-centered. The teacher creates a challenging situation and allows learners to brainstorm and discuss the solution. He then complicates the issue so that in the end, the learner arrives at a solution after deep thinking. The learner then integrates the new knowledge into the old knowledge and obtains a h olistic understanding of an issue. In cognitive theory, new knowledge builds on the old knowledge. As the learner grows, his cognitive abilities increase. Cognitive development puts one in a better position to absorb complex and abstract knowledge. Learners apply new knowledge to â€Å"enhance their logical and conceptual growth† (Turner, p.23, 2007). Human beings construct reality as they interact with the environment and other people. To facilitate the learning process, different theorists design their instruction to suit their purposes of education. Behaviorist theorists are interested with behavior change and their instructional design aims to achieve that purpose. Turner (2007) observes, behaviorists, prepare the instructional design â€Å"to arrange contingencies of reinforcement under which students learn† (56). The design is teacher-centered and systematic. The teacher provides direction to learners who passively participate in the process. The design is object ivist and focused on an individual. The theory lacks the holistic aspect of other theories because of its focus on behavioral observation. The theorists integrate rewards and punishment in the design. A teacher gives compliments and rewards for small achievements from learners. The design premises on the fundamental believe that learners can learn and unlearn behavior. The proponents of constructivism theory recognize the importance of the conditions under which learning takes taking place. The physical and emotional environment plays a big role in shaping the instructional design. Human beings have an innate curiosity. Instructional design therefore recognizes that the learner is the most important person in the learning process. The design is therefore learner-centered. For testing, the design aims to match the skills acquired by the learner to the items assessed. The design is natural and holistic in several ways. The proponents of this theory discourage standardized curriculum b ecause it makes it impossible to incorporate learner’s experiences in the learning process. The design glorifies reflection, discovery of knowledge, and problem solving. Learners brainstorm in groups and the teacher’s roles is to provide a holistic environment that is not only challenging but also stimulating. Turner (2007) argues that a good design should â€Å"reduces the quantity of teaching while leaving everything unchanged† (54). The design is non-directed and learner-centered. It emphasizes the role of cognitive operations in the learning process. Additionally, it pays special focus to the group rather than an individual. Modern educationists consider constructivism theory more holistic than behaviorism theory. Educators in this approach formulate their strategies in a manner that encourages learners to analyze rather than regurgitate knowledge. The classes are usually lively and interactive with the students doing most of the talking. There are not stand ard tests as learners judge their own progress. Cognitive theorists believe that cognitive and mental structures are very important in learning. As Taylor and MacKenney (2008) assert, the instructional design must be â€Å"developmentally appropriate curriculum that enhances their students’ logical and conceptual growth† (43). It is therefore incumbent upon the teachers to take the experience of learners into consideration. The environment plays a big role in shaping the instructional design. The cognitive age of a learner determines the curriculum’s content. For instance, educators should not introduce abstract knowledge to children who have not grown out of the sensor motor stage. Rather, they should structure knowledge hierarchically. The design envisions a situation where instructors will start with easy information and increase the complexity as the learners becomes acquainted with it. Conclusion The paper has addressed three learning theories: behaviorism, cognitive, and constructivism. Each theory is unique in the way it envisions the learning process. Each theory also has its own merits and demerits and it is upon education stakeholders to decide the theory that suits their circumstances. The presence of many learning theories is evident of the attention that philosophers, psychologists, and educationists have attached to the learning process. There is no consensus as to the best theory because each works best under specific situations. For instance, constructivism theory would be inappropriate for learners with special needs. This is because learners with disabilities require specialized attention. However, behaviorism theory has become unpopular because of negating the role of brains in learning. The theories offer insightful information on how to understand and enhance the learning process. References LefrancÃŒ §ois, G. R. (2012). Theories of human learning: What the professor said. Belmont, CA: Wadsworth. Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press. Piaget, J., Roberts, G.-A. (1976). To understand is to invent: The future of education. Harmondsworth: Penguin. Ritzer, G., Sage Publications. (2005). Encyclopedia of social theory. Thousand Oaks, CA: Sage Publications. Schunk, D. H. (1991). Learning theories: An educational perspective. New York, NY: Merrill Publishing Company. Skinner, B. F. (1976). About behaviorism. New York: Vintage Books. Taylor, G. R., MacKenney, L. (2008). Improving human learning in the classroom: Theories and teaching practices. Lanham, Md: Rowman Littlefield Education. Turner, S. (2007). Learning theories. Chandni Chowk, Delhi: Global Media. This research paper on Learning Theories: Comparative Perspective was written and submitted by user Lexie Pate to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Countries of the World in French

The Countries of the World in French Learning the French names for countries is relatively easy if you are already familiar with the name in English. In most instances, the translation is as simple as attaching something like  -ique  or  -ie  to the end of the name.  That means that this a very easy French lesson which students of any level can learn. Les Pays en Franà §ais Below is a list of virtually all of the countries in the world, organized alphabetically from English to French. As you study geography in the French language, you will find it useful to learn how to speak about the countries and be able to use them in sentences. Remember that you need to use a definite article (the the, such as  le or  la)  for countries. Some of the countries do not have a  definite article  because they are islands. Articles are normally not used with islands. You will also need to know the gender of the country in order to use it in a preposition.  Nearly all countries that end in -e are feminine, and the rest are masculine. There are just a few exceptions: le Belizele Cambodgele Mexiquele Mozambiquele Zaà ¯rele Zimbabwe In those cases and for  countries that use  l  as the definitive article, the gender is indicated next to the name. English French Afghanistan l'Afghanistan (m) Albania l'Albanie (f) Algeria l'Algà ©rie (f) Andorra l'Andorre (f) Angola l'Angola (m) Antigua and Barbuda l'Antigua-et-Barbuda (f) Argentina l'Argentine (f) Armenia l'Armà ©nie (f) Australia l'Australie (f) Austria l'Autriche (f) Azerbaijan l'Azerbaà ¯djan (m) Bahamas les Bahamas (f) Bahrain le Bahreà ¯n Bangladesh le Bangladesh Barbados la Barbade Belarus la Bià ©lorussie Belau Belau Belgium la Belgique Belize le Belize (m) Benin le Bà ©nin Bhutan le Bhoutan Bolivia la Bolivie Bosnia la Bosnie-Herzà ©govine Botswana le Botswana Brazil le Brà ©sil Brunei le Brunà ©i Bulgaria la Bulgarie Burkina-Faso le Burkina Burma la Birmanie Burundi le Burundi Cambodia le Cambodge (m) Cameroon le Cameroun Canada (learn the provinces) le Canada Cape Verde Island le Cap-Vert Central African Republic la Rà ©publique centrafricaine Chad le Tchad Chile le Chili China la Chine Colombia la Colombie Comoro Islands les Comores (f) Congo le Congo Cook Islands les ÃŽles Cook Costa Rica le Costa Rica Cà ´te d'Ivoire la Cà ´te d'Ivoire Croatia la Croatie Cuba Cuba Cyprus Chypre (f) Czech Republic la Rà ©publique tchà ¨que Denmark le Danemark Djibouti le Djibouti Dominica la Dominique Dominican Republic la Rà ©publique dominicaine Ecuador l'Équateur (m) Egypt l'Égypte (f) El Salvador le Salvador England l'Angleterre (f) Equatorial Guinea la Guinà ©e à ©quatoriale Eritrea l'Érythrà ©e (f) Estonia l'Estonie (f) Ethiopia l'Éthiopie (f) Fiji les Fidji (f) Finland la Finlande France (learn the regions) la France French Polynesia la Polynà ©sie franà §aise Gabon le Gabon Gambia la Gambie Georgia la Gà ©orgie Germany l'Allemagne (f) Ghana le Ghana Greece la Grà ¨ce Grenada la Grenade Guatemala le Guatemala Guinea la Guinà ©e Guinea Bissau la Guinà ©e-Bissao Guyana la Guyana Haiti Haà ¯ti Honduras le Honduras Hungary la Hongrie Iceland l'Islande (f) India l'Inde (f) Indonesia l'Indonà ©sie (f) Iran l'Iran (m) Iraq l'Irak (m) Ireland l'Irlande (f) Israel Israà «l (m) Italy l'Italie (f) Jamaica la Jamaà ¯que Japan le Japon Jordan la Jordanie Kazakhstan le Kazakhstan Kenya le Kenya Kiribati Kiribati (f) Kuwait le Koweà ¯t Kyrgyzstan le Kirghizstan Laos le Laos Latvia la Lettonie Lebanon le Liban Lesotho le Lesotho Liberia le Libà ©ria Libya la Libye Liechtenstein le Liechtenstein Lithuania la Lituanie Luxembourg le Luxembourg Macedonia la Macà ©doine Madagascar Madagascar (m) Malawi le Malawi Malaysia la Malaisie Maldives les Maldives (f) Mali le Mali Malta Malte (f) Marshall Islands les ÃŽles Marshall Mauritania la Mauritanie Mauritius ÃŽle Maurice (f) Mexico le Mexique (m) Micronesia la Micronà ©sie Moldavia la Moldavie Monaco Monaco Mongolia la Mongolie Montenegro le Montà ©nà ©gro Morocco le Maroc Mozambique le Mozambique Namibia la Namibie Nauru la Nauru Nepal le Nà ©pal Netherlands les Pays-Bas New Zealand la Nouvelle-Zà ©lande Nicaragua le Nicaragua Nieu Niouà © Niger le Niger Nigeria le Nigà ©ria North Korea la Corà ©e du Nord Northern Ireland l'Irelande du Nord (f) Norway la Norvà ¨ge Oman l'Oman (m) Pakistan le Pakistan Panama le Panama Papua New Guinea la Papouasie-Nouvelle-Guinà ©e Paraguay le Paraguay Peru le Pà ©rou Philippines les Philippines (f) Poland la Pologne Portugal le Portugal Qatar le Qatar Romania la Roumanie Russia la Russie Rwanda le Rwanda Saint Kitts-Nevis Saint-Christophe-et-Nià ©và ¨s (m) Saint Lucia Sainte-Lucie Saint Vincent and the Grenadines Saint-Vincent-et-les-Grenadines San Marino Saint-Marin Sao Tomà © and Principe Sao Tomà © et Principe (m) Saudi Arabia l'Arabie saoudite (f) Scotland l'Écosse (f) Senegal le Sà ©nà ©gal Serbia la Serbie Seychelles les Seychelles (f) Sierra Leone la Sierra Leone Slovakia la Slovaquie Slovenia la Slovà ©nie Soloman Islands les ÃŽles Salomon Somalia la Somalie South Africa l'Afrique du Sud (f) South Korea la Corà ©e du Sud Spain l'Espagne (f) Sri Lanka le Sri Lanka Sudan le Soudan Surinam le Surinam Swaziland le Swaziland Sweden la Suà ¨de Switzerland la Suisse Syria la Syrie Tajikistan le Tadjikistan Tanzania la Tanzanie Thailand la Thaà ¯lande Togo le Togo Tonga les Tonga (f) Trinidad and Tobago la Trinità ©-et-Tobago Tunisia la Tunisie Turkey la Turquie Turkmenistan le Turkmà ©nistan Tuvalu le Tuvalu Uganda l'Ouganda (m) Ukraine l'Ukraine (f) United Arab Emirates les Émirats arabes unis (m) United Kingdom le Royaume-Uni United States (learn the states) les États-Unis (m) Uruguay l'Uruguay (m) Uzbekistan l'Ouzbà ©kistan (m) Vanuatu le Vanuatu Vatican le Vatican Venezuela le Venezuela Vietnam le Vià ªt-Nam Wales le pays de Galles Western Samoa les Samoa occidentales Yemen le Yà ©men Yugoslavia la Yougoslavie Zaire (Congo) le Zaà ¯re (m) Zambia la Zambie Zimbabwe le Zimbabwe (m)

Charles Darwin Student WebQuest

Charles Darwin Student WebQuest Learning about the life and work of scientist Charles Darwin can be more engaging with a lesson plan incorporating a WebQuest. Students can do their own research to learn more about the Father of Evolution by using these questions with the links provided. Charles Darwin WebQuest:    Directions:  Go to the webpages listed below and answer the following questions using the information on those pages.    Link #1:  Who Is Charles Darwin?  https://www.thoughtco.com/who-is-charles-darwin-1224477​    1.  When and where was Charles Darwin born?  What were his parents named and did he have any siblings?    2.  Briefly describe Darwin’s schooling and why he did not become a doctor.    3.  How did Darwin get selected to sail on the HMS Beagle?    4.  What year did Darwin first propose the Theory of Evolution through Natural Selection and who was his collaborator?      5.  What was the name of his most famous book, when was it published, and why was he so reluctant to publish it?    6.  When did Charles Darwin die and where is he buried?    Link #2: 5 Interesting Facts About Charles Darwin https://www.thoughtco.com/interesting-facts-about-charles-darwin-1224479​    1.  Who did Charles Darwin marry and how did he meet her?  How many children did they have?    2.  What TWO things did Charles Darwin have in common with Abraham Lincoln?    3.  How did Darwin influence the beginning of Psychology?    4.  What is the name of the book Darwin wrote that was influenced by Buddhism and how is it related to that religion?    Link #3:  People Who Influenced Charles Darwin https://www.thoughtco.com/people-who-influenced-charles-darwin-1224651​ (Note:  In this section, you may have to click on the links of the people’s names to get to their biographies to answer some of the following questions)    1.  Give the birth and death dates of Jean Baptiste Lamarck.    2.  What did Lamarck believe would happen to older, unused structures as new adaptations took over for them?    3.  Who influenced Darwin to come up with the idea of Natural Selection (also sometimes called â€Å"Survival of the Fittest†)?    4.  The Comte de Buffon was not a scientist.  What area was he most known for and what did he help discover?    5.  Alfred Russel Wallace contributed to the Theory of Evolution as well but is far less known outside scientific circles. Briefly describe Wallaces contributions.    6.  What relation was Erasmus Darwin to Charles Darwin and how did he influence Charles Darwin?    Link #4:  Darwin’s Finches  https://www.thoughtco.com/charles-darwins-finches-1224472​    1.  How long did it take the HMS Beagle to reach South America and how long did they stay there?    2.  Besides the finches, what two things did Darwin study while on the Galapagos Islands?    3.  What year did Darwin return to England and whom did he enlist to help him figure out the situation with the finches’ beaks?  (Name the man and his occupation.) Describe the man’s reaction and what he said about Darwin’s information.    4.  Relate why the finches had different beaks to the evolution of the species.  How did this new information compare to Jean Baptiste Lamarck’s ideas?    5.  What is the name of the book Darwin published about his trip to South America?

Family assessment Essay Example | Topics and Well Written Essays - 1250 words

Family assessment - Essay Example The family values its health and therefore invested in numerous health policies. Additionally, the family values its security and therefore takes every precaution to avert any type of accidents that may impair the health of any of its member. Making the home safe is a family responsibility. As such, the family under study strives to make the home safe by ensuring the strategic placement of the equipment and electronics in the house. The family further strives to manage the space of its home efficiently by avoiding any instance of crowding in the home. This facilitates easy movement of both the adults and the children without risking any form of injury. Nutrition is yet another fundamental feature that contributes to the wellbeing of a family. The family strives to have balanced diets in order to curb the manifestation of any nutrition related infections. Balanced diet enhances efficient growth patterns thus enabling faster growth and physical wellbeing of individuals. The family observes consistency in their eating patterns often striving to consume adequate amount of water depending on the weather patterns of the day. Consistency in the eating patterns curbs instances of shock that arise from eating disorders. Eating supplies the body with energy to sustain the daily activities. This underscores the need for adequate physical exercise in order to burn out the excessive calories that often contribute to different types of nutritional disorder. The family admits engaging in different types of physical exercises including walking to work, using the staircase and taking art in different spots among others. Such are effective in burning out the excessive calories in the body thereby resulting in a lean and efficient body. Furthermore, physical fitness contributes to mental alertness. The family contends that taking part in the

Engineering Essay Example | Topics and Well Written Essays - 500 words

Engineering - Essay Example The first smartphone in the United States was the Kyocera 6035, which was launched by Palm, Inc. in the year 2001 (Cross & Szostak, 2004). Since then, the smartphone technology has swiftly grown to encompass iPhones and Samsung galaxies among others. In the context of my grandparent’s lifetime, a significant technological innovation is the development of laptops. The emergence of the computer marked a cultural, social, economic, and political change. Every aspect of society began to experience computerization, with businesses becoming more effective and efficient. Computer use at a personal level was not overlooked. Desktops were complemented by laptops, allowing mobile use of computers. Computer development further took business needs into consideration, linking individual and organizational use of computers. The occurrence of laptops into the picture paved way for continued technological progress. Commercialized use of laptops was realized back in the 1970s when IBM launched its IBM 5100 (Cross & Szostak, 2004). The impact of this technological development is applied in almost every available aspect of the society. Laptops made it easier for people to keep records, store information, and even communicate. The laptop era led to the emergence of diverse use of internet all over the world. The laptop era became the source of many other technological breakthroughs. The transport sector has undergone substantial growth and development right from the 19th century. The period prior to 1900 realized a technological innovation relative to automobile development. Germany became the source of automobile technology back in the 1870s when the first four-stroke internal combustion engine was created by Nicolaus Otto (Cross & Szostak, 2004). What followed were progressive improvements to this engine and automobiles in general. The process finally ushered in the electric

Medmira Case Essay Example for Free

Medmira Case Essay MedMira Case Course: Marketing Planning What changes in the environment made it possible to consider the launch of an OTC Aids Test? Be specific. MedMira is known by developing and manufacturing quality diagnostics to prevent and control the spread of infectious diseases. All tests used a flow-through membrane technology and were fast and easy to use. Medmira was distributing rapid HIV tests in Canada, United States, South Africa, Latin America and China, and selling them to hospitals, pharmacies and aid groups. One of the focuses of MedMira was to expand to Over-the-Counter market as there happened some changes that made it possible to consider this attempt: New infections were happening and about 3.1 million people were dying from HIV. This adds a higher preoccupation to the government and specialists on the health sector and pressure to arrange a solution. During the 80’s, there were few available treatment and when people knew they had the virus they would see it as a death sentence. Nowadays this idea is disappearing as technology is more advanced, it is a â€Å"more manageable illness† and there is an increase of information available about HIV. Due to legal approval of the tests, MedMira was able to distribute rapid HIV tests in Canada, United States, China and European Union. This is a step closer of entering the OTC market. Rapid testing was expected to grow between 20 to 30 per cent of the market. This expected growth was also related to a higher approval by governments as there were changes in the society acceptance and technological improvements on this area. Comparison factor as Medmira’s first rapid HIV test for OTC, Miracare, had a big success in China and this could happen in the rest of the world. Due to this accomplishment, international demand for this product has increased. Prepare a SWOT analysis for MedMira Aids Test. The following SWOT analysis contains the most significant and strategically important internal and external conditions that MedMira faces. The Internal is divided into strengths and weakness and the external is divided into opportunities and threats: Internal Strengths: -HIV test market leader -Easy use Weakness: -Ethical concerns -Cannibalization of revealing G2 External Opportunities: -Partnership with HA -Open door for testing other diseases -Growing rapid test market Threats: -Ethical concerns -Possible partnership of HA with competitors -Entry costs MedMira has some internal strengths by being a HIV test market leader, specially selling to hospitals, and suitable for at-home use. The Aids test is also easier to use and faster on getting the results relative to the competition, result of this was a higher international recognition. Relative to weakness aspects, there are some ethical concerns such as the possibility of testing without another person’s authorization that is a negative aspect. Apart from this, in case MedMira is able to enter the OTC market, there is a possibility of cannibalizing the sales of Reveal G2 to laboratories and hospitals, as the products would be considered as â€Å"substitutes† as they practically have the same objective. One of the opportunities is the partnership with Home Access and develop a revised  version of HA’s Consumer Advocate System. This partnership would eliminate the ethical concerns MedMira couldn’t address and would also help to remain competitiveness, build a barrier to entry of other firms on the phone support system and reduce courier costs. Another opportunity is if MedMira could enter the OTC market, it would be an open door for rapid tests of other infectious diseases that are worth millions. For last, the development of the rapid test market is a favorable trend to higher sales and profits, which is seen as a good opportunity. If Home Access, which possesses a patent on phone support system, joins with one of the competitors, MedMira will eventually lose competitiveness with this partnership, being one of the main threats. For last, entry costs on the OTC market are high and it is not clear if the company could afford the expansion at this moment. To conclude this analysis, the partnership would have a positive impact in the society. Because if consumers are able to buy rapid tests, this could prompt people to be tested earlier in a faster, easier and more accessible way, which would reduce the instances of transmission.

Supernatural in Shakespeares Macbeth - Witches as Heroines :: GCSE English Literature Coursework

The Witches as the Heroines of Macbeth Traditionally, the witches of Shakespeare's Macbeth have been treated as symbolic manifestations of the potential for evil. Many students and critics of Macbeth enjoy blaming the witches, along with Lady Macbeth, for Macbeth's downfall. Regardless, it may be argued that the witches are the heroines of the play. One eminent modern literary critic, Terry Eagleton, has addressed the issue of the witches as heroines directly: To any unprejudiced reader--which would seem to exclude Shakespeare himself, his contemporary audiences and almost all literary critics--it is surely clear that positive value in Macbeth lies with the three witches. The witches are the heroines of the piece, however little the play itself recognizes the fact, and however much the critics may have set out to defame them. (William Shakespeare, p. 2) For Eagleton, the social reality of the witches matters. They are outcasts, much like feminists they live on the fringe of society in a female community, at odds with the male world of "civilization," which values military butchery. The fact that they are female and associated with the natural world beyond the aristocratic oppression in the castles indicates that they are excluded others. Their equality in a female community declares their opposition to the masculine power of the militaristic society. They have no direct power, but they have become expert at manipulating or appealing to the self-destructive contradictions of their military oppressors. They can see Macbeth's destruction as a victory of a sort: one more viciously individualistic, aggressive male oppressor has gone under. This suggestion is not entirely serious (Eagleton observes that the play does not recognize the issue he is calling attention to), but it underscores a key point in the tragic experience of Macbeth, its connection to a willed repudiation of the deep mysterious heart of life, the place where sexuality and the unconscious hold sway. This aspect of life is commonly associated with and hence symbolized by women, for complex reasons which there is not time to go into here (but which would seem to be intimately bound up with women's sexuality and fertility, contacts with the irrational centres of life which men do not understand and commonly fear). In seeking to stamp his own willed vision of the future onto life, the tragic hero rejects a more direct acquaintance with or acceptance of life's mystery.