Induction Training Essays

Induction Training Essays Induction Training Essay Induction Training Essay Induction Training is extremely vital for Beginners. Good induction training make sure new comers are retained, and settled in quickly and happily. Induction training is more than skill training. It is about the basics that new employees take. By doing this the employees would know when the shifts are, where the notice-board is, whats the routine for holidays, sick days, where the canteen is, what is the dress code, and where the toilets are, new employees need to understand the organizations tasks, goals, values, personnel practices, health and safety rules, and the job theyre required to do with understandable methods. Proper induction training is a legal requirement. Employers have the duty to provide new employees with all relevant information and training relating to health and safety. As a manager for new employees it is their responsibility to ensure that induction training is properly planned. The trainers must make sure its planned and organized properly for their new comer. An induction training plan must be issued to each new employee, before the new employee starts, and this is copied to everyone in the organization who is involved in providing the training, so the new comer and everyone else involved can see whats happening and that everything is included. Creating and issuing a suitable induction plan for each new comer will help them do their job better and quicker and with less dependence on the employers time in the future. Employees who are not properly inducted need a lot more looking after. On The Job Training  The Advantages of Using On Job Training:  Training can be delivered at a specific time, for example immediately before a job is to be performed for real in the workplace. The trainee will have opportunities to practice immediately and they would have instant feedback. Training an employee in their own working environment, with equipment they are familiar with and people they know, can help them gain direct experience. The Disadvantages of Using On Job Training:  The training may be given little by little and not properly planned; the trainee would then get an unclear picture of the organization. Too much training can be delivered in one session leading to information overload and trainee fatigue. This would make the trainee forget things, miss understand things, or not know things. The trainer may not have sufficient knowledge of the company and this would make the training pointless as he or she would know sufficient things but also insufficient things. The trainer may also pass on bad habits for the trainee to learn. Basics of On The Job Training  Preparation:  Good preparation is essential; the best trainers  have useful examples of practice exercises. The worst thing of on the job training is trying to demonstrate how to use equipment when the trainer has forgotten the password that gives access to the computer program or the key to the equipment cupboard. So preparing the training is vital. Start with the Learner:  The trainee begins by learning how much the trainer knows already. It would save a lot of training time if the trainee knows some information on how to use computers etc. instead of the trainer training them to use them. For example, Tescos have hired two new employees and they have to train on how to work the computers at the till. If the employees know the basic functions of the computer already, then it would save training time, all the trainer has to do is make sure of this and just teach them the parts they dont know about. Picking the Best Time: When employees train, they need to select the best time for them too. Otherwise the training days would clash with something the employee had already planed, if there is a clash, and then the employee would have to tell the Human resources department that, they cannot make that time or day. Also if the employee misses the training day, then he or she would miss information about their job and might also fail the course. Off The Job Training:  Off the job training is basically when, trainees work off the job. This is issued when it is not suitable for training on the job. The sorts of things that need off the job training are things to do with machines. E.g. in Tescos, the machines at the tills would be off the training because trainees would need to know the functions and controls and how to use the machine correctly.  Disciplinary:  Disciplinary is to do with, Health and safety, Attitude and Behavior, Equipment, Uniform and pending investigations.  When an employee or employees are hired, they have to follow the disciplinary procedure. This procedure is used to ensure the health and safety of staff and customers, attitude towards customers, behavior, uniform and equipment. With health and safety, Tescos would use warning signs to show slippery surfaces etc. These sign are put up to ensure that both the Employees and customers are safe, not being able to put up a warning sign whether if the employee didnt spill anything, the risk of safety towards the customers is vast. Also if the employee who did spill something but hasnt put up a warning sign, he or she would probably get a sack or get a warning. The warnings that are issued are, verbal, formal, and if the employee still disapproves then they would get a sack. Customer Service  Customers always expect good customer services in any stop. In Tescos  customers would expect to look for help when they are looking for a particular item. Staff would give guidance to the customers and guide them to the aisle. Without customer service, a customer would have to look all around the store looking for the item, when it would have been far easier if the staff provided the customer service. Customer service do many things one of the out store services is collecting trolleys that have been abandoned or left randomly in a parking space; the staff also collects them in the trolley parks. This is helpful for the customers as it enables them to get a trolley just outside the store instead of walking to the trolley parks to get them. Another Service in store would be smart cars or wheel chairs for the disabled; this helps the disabled big time because if they couldnt push a trolley or walk they can use these instead. So, Tescos provide these to enable disabled people to also shop with ease.  Customer service is all about how the staff treats and helps the customers, the staff have to be in full uniform (if they have one), dressed neatly, correct attitude, handling goods safely and polite. If this were not met then it would be poor customer service and could put a mark on the companies name.

The Fastest Way to Find Money to Write

The Fastest Way to Find Money to Write Got you on the edge of your seat, right? Everyone loves to find money, and in this business, so few people make much of it. I just returned from a conference where publishers and agents alike warned the attendees not to quit their day jobs because the competition is just so fierce. I appeared on three panels at PubSense 2015 in Charleston, South Carolina: One on promotion, one as an example of a small press success, and the third, which I moderated, on funding. My favorite topic. Sowhat was the hot topic of both the panel and the crowd when it came to finding money? Crowdfunding. Some people deflate thinking about the effort of crowdfunding, but it is 1) You set the bar as to how much you need. 2) You establish the rewards to those who donate to your cause. 3) You choose the crowdfunding site/platform that best suits your taste. 4) You are not judged 5) You develop a platform of ambassadors, followers, and fans during the process. 6) You become respected as an entrepreneur. 7) You might become discovered or picked up Projects to post and request money for? First of all, you dont say you need money to live on. Instead, you might show how you are soliciting funds for: 1) Research 2) Travel 3) Cover, editing, formatting 4) Public speaking 5) Performances 6) Part Charity in affiliation with the subject of your book 7) Raising awareness of a subject And if you dont like asking for money for a project? Many people dont like holding their hand out. Then consider using the platform to ask for pre-orders of your book. Hey! Thats not painful at all. My favorite crowdfunding sites: 1) Pubslush.com 2) Kickstarter.com 3) Indiegogo.com

A Raisin in the Sun Essay

A Raisin in the Sun Essay A Raisin in the Sun was an awesome book about many things. It was about a black family struggling with economic hardship and racial prejudice. This play showed the importance of family, the value of dreams, and about racial discrimination. The further the play went the more there was to learn from the Youngers. All of the members of the Younger family had dreams and visions which could either break or make there family depending on what they chose. Even though every member of the Younger family had a dream there dreams were very different from each other. Mama’s dream was for her to have a nice house with a garden in the back yard just like her and her husband wanted. She felt that her dream would help out the whole family, because they could take care of Travis better and he could grow up in a better neighborhood and become a great man. Lena was the only one looking out for the family instead of thinking about herself except for Ruth. She wasn’t part of the blood family, but she wanted the best for everybody. She agreed with Lena. The only thing she wanted was the abortion of the future child that she had recently found out she was having. Beneatha wanted to know about herself. She wanted to know where she came from. She wanted to know more about the â€Å"homeland†. She wants to be a doctor and represent the country from which she came. The one whose dream affected the whole family was Walter’s dre am. He wanted to make a lot of money, and he figured he had a full proof plan to do it. He wanted to invest into a liquor store with a couple of buddies of his, not knowing that this was probably the biggest mistake of his life. Which phrase can express the meaning of â€Å"a real life  journey† through a story â€Å"A Raisin in the Sun†? A real life journey is referred as â€Å"use of space†. It is divided into three elements: city, wild, and place. City is a symbolic city, which represents something else rather than the city. Wild is the place where people learn their life lessons. Rural is the final settlement for their life. What is the main message from these three elements? City is a symbolic city. It is temporary and artificial. The Younger’s family lives in a poor condition, three generations in a small apartment. They do not want to stay in this poor living condition. It is too crowded for their family. They are tired of the small apartment because â€Å"They have clearly had to accommodate the living of too many people for too many years- and they are tired† (Madden 286). They share bathroom with another family on the same floor. Hansberry writes that â€Å"The child, a sturdy, handsome little boy [†¦] goes out to the bathroom, which is in an outside hall and which is shared by another family or families on the same floor† (287). Can one big check change this poor condition? The check represents big Walter’s life and belongs to mother, Lena. Although they know that the check will come on Saturday, somehow, Younger’s family becomes very exciting. In the early Friday morning, Walter asks Ruth that â€Å"Check c oming today?† (Madden 288). Ruth replies to him, â€Å"They said Saturday and this is just Friday and I hope to God you ain’t going to get up here first thing this morning† (Madden 288). Even little boy Travis asks his mother on Friday morning, â€Å"Mama, this is Friday. (Gleefully.) Check coming tomorrow, huh?† (Madden 289). The family expects the check. Everyone in the family has his or her own plan to use the check except mother, Lena. Walter wants to use the part of money to invest little liquor store. He said to Ruth, â€Å"Yeah. You see, little liquor store we got in mind cost seventy-five thousand and we figured the initial investment on the place [†¦]. Course, there’s couple of hundred you got to pay so’s you don’t spent your life just waiting for them clowns to let your license get approved† (Madden 292). This liquor store seems his dream and future. Beneatha also counts on this check. She wants to use this money to pay her college tuition. She said to Walter, â€Å"What do you want from me, Brother- that I quit school or just drop dead, Which!† (Madden 295). Beneatha has already made up her mind but her mother has not yet. Lena plans to use some money for Beneatha education. She said to Ruth, â€Å"I ain’t rightly decided. [†¦] Some of it got to be put away for Beneatha and her schoolin† (Madden 298). Like all other mothers, she will support and pay her children education. On Friday, Lena can not help thinking his husband all the time. She talks about their dream. She said to Ruth, â€Å"I remember just as well the day me and Big Walter moved in there. [†¦]. We was going to set away, little by little [†¦]. But lord, child, you should know all the dream I had ’bout buying that house and fixing it up and making me a little garden in the back- (she waits and stops smiling.) And didn’t none of it happen† (Madden 299). She feels sad becaus e her husband dead. When the check comes on Saturday, Lena does not open it right away. She is staring at it while, â€Å"She finally makes a good strong tear and pulls out the thin blue slice of paper and inspects it closely† (Madden 313). This light check appears to be heavy to her, because this check represents her husband life. She is still missing him. She, of course, will not want to use this money to invest a liquor store. Lena firmly said to Walter, â€Å"I’m sorry ’bout your liquor store, son. It just was’t the thing for us to do. That’s what I want to tell you about† (Madden 315). However, her son does not understand it and do what he wants until he loses all his investing money. Though there are many opportunities through the people’s life, it is important to make good decisions and take good opportunity with less risk. Wild is the place where people learn their life lessons.  Younger’s family learns one of their life lessons during moving day. Mrs. Johnson is a black lady and a neighbor of Younger’s family. She comes to their apartment and brings a newspaper with â€Å"NEGROES INVADE CLYBOURNE PARK – BOMBED† (Madden 332). She wants their family to stay at their community and not to move to the white society. She is a jealous woman, but she represents a voice of the Africa-America community. Contrast to Mrs. Johnson, Mr. Lindner is a white man and represents the white community of Clybourne Park. He introduces â€Å"I am a representative of the Clybourne Park improvement association† (Madden 339). He tries to persuade them not to move into their white community. They worry that the Younger’s family will bring trouble to the white community and reduce the quality of the community. Mr. Lindner said, â€Å"We feel that most of the trouble in this world, when you come right down to it† (Madden 341). He thinks that black people should live in their community and would be happy in their community. Mr. Lindner suggests that â€Å"[†¦] our Negro families are happier when they live in their own communities† (Madden 341). The Younger’s family has to deal with the real pressure. This pressure comes from the real world and is reflected through the real people. Walter learns his life lessons when Bobo tells him that his investing money is gone. This is disaster news for him. For him, this money means his dream and his future. Now, suddenly, all money has gone. He, of course, will get very angry and panic. He cries hard like kids. Hansberry describes that â€Å"He is wandering around, crying out for Willy† (347). Though it is a terribly painful moment, it helps him to think why it happens, how it happens, and what he is going to do. He thinks deeply at the moment. He totally changes his behaviors. He becomes calm a nd quiet, no drunk and no smoking. He lies on the bed in the apartment. Hansberry describes that â€Å"At left we can see Walter wither his room, alone with himself. He is stretched out on the bed, his shirt out and open, his arms under his head. He does not smoke, he does not cry out, he merely lies there, looking up at the ceiling, much as if he were alone in the world† (349). A deep thinking helps Walter building up the strength inside him. He learns the lesson from his failure. Walter tells his mother that â€Å" He’s taught me something. He’s taught me to keep my eye on what counts in this world [†¦] Thanks, Willy!† (Madden 345). Now he looks on the world in a totally different way. He begins to stand up like a man and behavior like a man and think like a man. He said to his mother and his sister that â€Å" Someone tell me –tell me, who decides which women is supposed to wear pearls in this world. I will tell you I am a man- and I think my wife should wear some pearls in this world!† (Madden 355). This is important change. Walter gets supports from his mother. She teaches him that they live here for freedom and not for money. They have to stand up on their feet in this world, nerve shame themselves and never dead inside their mind. She said, â€Å"Son- I come from five generations of people who was slaves and sharcroppers- but ain’t nobody in my family never let nobody pay’em no money that was a way of telling us we wasn’t fit to walk the earth. We ain’t never been that poor. [†¦]We ain’t never been that- dead inside† (Madden 355). The life is not always easy, but it is important to deal with and to learn from it. Rural means that all conflicts are resolved. Walter becomes a real man. When Mr. Lindner comes to their house again, Walter tells Mr. Lindner is that their family is a hard working family as same as other families in his community. In the story, Hansberriy writes that â€Å" I have worked as a chauffeur most of my life- and my wife here, she domestic work in people’s kitchens. So does my mother† (madden 357). Walter also wants Mr. Lindner to know that they are good people and they are proud themselves. He said, â€Å"[†¦] we come from people who had a lot of pride. I mean- we are very proud people† (Madden 358). He wants Mr. Lindner to understand that they have worked hard to achieve their life goal since his father. His father had worked hard for most of his life. They decide to move into this house because of his father. Walter tells Mr. Lindner their final decision, â€Å"we have decided to move into our house because my father- my father- he earned it f or us brick by brick† (Madden 358). Finally, Walter mentions to Mr. Lindner that the white community does not need to worry about their family. They will not bring troubles to the community whereas they will be good neighbors for the community. They do not want the community money. The community money can not represent his father’s life. In the story, Walter said, â€Å" We don’t want to make no trouble for nobody or fight no causes, and will try to be good neighbors. And that’s all we get to say about that. [†¦] We don’t want your money† (Madden 358). After going through the conflict, Walter builds up his confidence and finds his identity. As a mother, Lena is proud to see her children learning their life and becoming the man and the woman. She said, â€Å"they something all right, my children† (Madden 359). Beneahta decides to go to Africa and practices there as a doctor. She wants finding her African root in there. She tells he r mother and her brother that â€Å"To go to Africa, Mama- be a doctor in Africa† (Madden 359) and â€Å"To practice there† (Madden 359). Lena is very happy to see her son finally growing up as a man. She said that â€Å"He finally come into his manhood today, didn’t he? Kind of like a rainbow after the rain† (Madden 360). She is also proud of herself and her husband because their dream becomes true. They own the house and have a good happy family. The â€Å"use of space† presents the real life of the Younger’s family. In the story â€Å"A Raisin in the Sun†, the Younger’s family improves the living condition from poor to good through their hard working. The family experiences the stresses and the conflicts inside the family and outside the society. They are satisfied with their choice and enjoy the new life. Their life experience is just like â€Å"A Raisin in the Sun†. This new home was the only thing that could truly bring his family back together. This home brought a problem in their family that only them together could get them out of. Mr. Linder came to offer them money not to move into their new house. At this point they were at a compromising position. It sounded really good for them to go on and sell the house, but Lena knew that they couldn’t give in to the racial discrimination that they held up to in the previous scene. Walter wanted to get the money back so he could try to redeem himself, but Lena wanted him to become like his father and do the right thing and that’s what he did. He brought the family back together when he said, â€Å"We have decided to move into our house because my father- my father- he earned it for us brick by brick. We dont want to make no trouble for nobody or fight no causes, and we will try to be good neighbors. And thats all we got to say about that. We dont want your money.† (Act 3) This is when everybody believe that Walter has become a man like his father and the family came together against racism and moved into their new home. From ten thousand dollars to zero dollars the Youngers have learned how important each member of the family is no matter what the circumstance and that standing together they could fight and problem even racial discrimination. Another thing that the Youngers have tought the readers are that dreams and visions are very important. Some are better than other and the ones that are better may be the ones that take the most away. Even thought Walter lost all of the money he still became a man like his father and took the responsibility of making up for it. He did just like his momma raised him to do, and that was to fight what he believed in. You can order a custom essay, term paper, research paper, thesis or dissertation on A Raisin in the Sun topics from our professional custom essay writing service which provides students with high-quality custom written papers.

Develop Delphi programs in Windows API (Without VCL)

Develop Delphi programs in Windows API (Without VCL) About the course: intermediate The course is written by Wes Turner, brought to you by Zarko Gajic Overview: This Guide is about developing Delphi programs without the Forms and Controls units or any of the Component Library. You will be shown how to create windows classes and windows, how to use the Message Loop to pass messages to the WndProc message handling function, etc... Prerequisites: Chapters: Introduction: The file size of a standard Delphi application is at least 250 Kb, due to the Forms unit, which will include a lot of code that may not be needed. Without the Forms unit, developing in API means that you will be coding in the .dpr (program) unit of your app. There will not be a usable Object Inspector or any components, this is NOT RAD, it is slow and there is no visual Form to see during development. But by learning how to do this you will begin to see how the Windows OS operates and uses window creation options and windows messages to do things. This is very useful in Delphi RAD with the VCL, and almost essential for VCL component development. If you can find the time and patients to learn about windows messages and message handling methods, you will greatly increase your ability to use Delphi, even if you dont use any API calls and only program with the VCL. CHAPTER 1: When you read the Win32 API help, you see that the C language syntax is used. This article will help you learn the differences between the C language types and the Delphi language types. Discuss about questions, comments, problems and solutions related to this chapter! CHAPTER 2: Lets make a formless program that gets user input and creates a file (populated with system information), using only Windows API calls. Discuss about questions, comments, problems and solutions related to this chapter! CHAPTER 3: Lets see how to create a Windows GUI program with windows and a message loop. Heres what youll find in this chapter: an intro to Windows messaging (with a discussion on message structure) ; about the WndMessageProc function, handles, the CreateWindow function, and much more. Discuss about questions, comments, problems and solutions related to this chapter! More coming...

HMS Warspite - Battleship of World Wars I II

HMS Warspite - Battleship of World Wars I II Launched in 1913, the battleship HMS Warspite saw extensive service during both world wars.  A Queen Elizabeth-class battleship, Warspite was completed in 1915 and fought at Jutland the following year. Retained after World War I, it moved between postings in the Atlantic and Mediterranean. After an extensive modernization in 1934, it fought in the Mediterranean and Indian Oceans during World War II and provided support during the Normandy landings. Construction Laid down on October 31, 1912, at the Devonport Royal Dockyard, HMS Warspite was one of five Queen Elizabeth-class battleships built by the Royal Navy. The brainchild of First Sea Lord Admiral Sir John Jackie Fisher and First Lord of the Admiralty Winston Churchill, the Queen Elizabeth-class became the first battleship class to be designed around the new 15-inch gun. In laying out the ship, designers elected to mount the guns in four twin turrets. This was a change from previous battleships which had featured five twin turrets. The reduction in number of guns was justified as the new 15-inch guns were substantially more powerful than their 13.5-inch predecessors. Also, the removal of the fifth turret reduced weight and allowed for a larger power plant which dramatically increased the ships speed. Capable of 24 knots, the Queen Elizabeths were the first fast battleships. Launched on November 26, 1913, Warspite, and its sisters, were among the most powerful battleships to see action during World War I. With the outbreak of the conflict in August 1914, workers raced to finish the ship and it was commissioned on March 8, 1915. HMS Warspite (03) Nation: Great BritainType: BattleshipShipyard: Devonport Royal DockyardLaid Down: October 31, 1912Launched: November 26, 1913Commissioned: March 8, 1915Fate: Scrapped in 1950Specifications (As Built)Displacement: 33,410 tonsLength: 639 ft., 5 in.Beam: 90 ft. 6 in.Draft: 30 ft. 6 in.Propulsion: 24 Ãâ€" boilers at 285 psi maximum pressure, 4 propellersSpeed: 24 knotsRange: 8,600 miles at 12.5 knotsComplement: 925-1,120 menGuns8 x Mk I 15-inch/42 guns (4 turrets with 2 guns each)12 x single Mk XII 6-inch guns2 x single 3-inch high-angle guns4 x single 3-pdr guns4 x 21-inch submerged torpedo tubesAircraft (After 1920)1 aircraft using 1 catapult World War I Joining the Grand Fleet at Scapa Flow, Warspite was initially assigned to the 2nd Battle Squadron with Captain Edward Montgomery Phillpotts in command. Later that year, the battleship was damaged after running aground in the Firth of Forth. After repairs, it was placed with the 5th Battle Squadron which consisted entirely of Queen Elizabeth-class battleships. On May 31-June 1, 1916, the 5th Battle Squadron saw action in the Battle of Jutland as part of Vice Admiral David Beattys Battlecruiser Fleet. In the fighting, Warspite was hit fifteen times by German heavy shells. HMS Warspite (left) and HMS Malaya (right) at the Battle of Jutland, 1916. Public Domain Badly damaged, the battleships steering jammed after it turned to avoid a collision with HMS Valiant. Steaming in circles, the crippled ship drew German fire away from the British cruisers in the area. After two complete circles, the Warspites steering was repaired, however, it found itself on course to intercept the German High Seas Fleet. With one turret still operational, Warspite opened fire before being ordered to drop out of line to make repairs. Following the battle, the commander of the 5th Battle Squadron, Rear Admiral Hugh Evan-Thomas, directed Warspite to make for Rosyth for repairs. Interwar Years Returning to service, Warspite spent the remainder of the war at Scapa Flow along with the majority of the Grand Fleet. In November 1918, it steamed out to aid in guiding the German High Seas Fleet into internment. After the war, Warspite alternated postings with the Atlantic Fleet and the Mediterranean Fleet. In 1934, it returned home for a large modernization project. Over the next three years, Warspites superstructure was greatly modified, aircraft facilities were built, and improvements were made to the ships propulsion and weapons systems. World War II Begins Rejoining the fleet in 1937, Warspite was sent to the Mediterranean as the flagship of the Mediterranean Fleet. The battleships departure was delayed for several months as the steering problem that had begun at Jutland continued to be an issue. When World War II began, Warspite was cruising the Mediterranean as the flagship of Vice Admiral Andrew Cunningham. Ordered to join the Home Fleet, Warspite took part in the British campaigns in Norway and provided support during the Second Battle of Narvik. Mediterranean Ordered back to the Mediterranean, Warspite saw action against the Italians during the Battles of Calabria (July 9, 1940) and Cape Matapan (March 27-29, 1941). Following these actions, Warspite was sent to the United States for repairs and re-gunning. Entering the Puget Sound Naval Shipyard, the battleship was still there when the Japanese attacked Pearl Harbor in December 1941. HMS Warspite in the Mediterranean, 1941. Public Domain Departing later that month, Warspite joined the Eastern Fleet in the Indian Ocean. Flying the flag of Admiral Sir James Somerville, Warspite took part in the ineffective British efforts to block the Japanese Indian Ocean Raid. Returning to the Mediterranean in 1943, Warspite joined Force H and provided fire support for the Allied invasion of Sicily that June. Remaining in the area, it fulfilled a similar mission when Allied troops landed at Salerno, Italy in September. On September 16, shortly after covering the landings, Warspite was struck by three heavy German glide bombs. One of these tore through the ships funnel and blew a hole in the hull. Crippled, Warspite was towed to Malta for temporary repairs before moving on to Gibraltar and Rosyth. HMS Warspite in the Indian Ocean, 1942. Public Domain D-Day Working quickly, the shipyard completed the repairs in time for Warspite to join the Eastern Task Force off Normandy. On June 6, 1944, Warspite provided gunfire support for Allied troops landing on Gold Beach. Shortly thereafter, it returned to Rosyth to have its guns replaced. En route, Warspite incurred damage after setting off a magnetic mine. After receiving temporary repairs, Warspite took part in bombardment missions off Brest, Le Havre, and Walcheren. With the war moving inland, the Royal Navy placed the battle-worn ship in Category C Reserve on February 1, 1945. Warspite remained in this status for the remainder of the war. Fate After efforts to make Warspite a museum failed, it was sold for scrap in 1947. During the tow to the breakers, the battleship broke loose and ran aground in Prussia Cove, Cornwall. Though defiant until the end, Warspite was recovered and taken to St. Michaels Mount where it was dismantled.

Psychological Journal Article Summary and Analysis Research Paper

Psychological Journal Article Summary and Analysis - Research Paper Example Another explicit purpose of the study was to compare mere exposure (exposure without a reward) to a no-treatment control condition. The role that this control condition played in the experiment was to provide a baseline for the analysis of child responses when external rewards were presented. The authors were also interested several factors that contribute to the discrepancy between the tendency for rewards to increase acceptance in field studies on one hand, but the tendency of rewards to decrease liking in laboratory studies. Implicit in the design of their study, the researchers attempted to study the type of reward used, the initial liking, and the intended outcome of the study and whether those factors play a role. To accomplish these tasks, the researchers used a cluster-randomized experimental design that arranged over 400 children into four conditions: an exposure plus tangible non-food reward, an exposure plus social reward, an exposure alone, and a no-treatment control grou p. Over 12 days, the children were presented daily with the exposure to a vegetable that children find objectionable in taste. Then, the children from the respective conditions were either given an additional reward or, for those in the control condition, left alone. The results measured from these tests of taste were collected at a one-month and a three-month point after the 12 exposures in order to examine the effects of the exposures on acquisition and maintenance of the taste. This research design was intended to either accept or reject the hypothesis that external rewards have a significant effect on changing children’s tastes for vegetables. The children in the study fell in between the range of 4 and 6 years old and were randomly assigned to their conditions. To test each of the children individually, the researchers used a vegetable that the child rated in the middle of five other vegetables so that there was the potential of learning to enjoy the taste of that middle vegetable. During the intervention period, children were given praise as a reward (in the social reward condition), a sticker (in the tangible non-food condition), or minimal social interaction (in the no exposure condition). Through all of this testing, the researchers discovered that liking for the vegetable increased in the three intervention conditions as compared to the control condition, in which children were not exposed to the vegetable. Within these results, there was no significant difference in liking between each of the exposure conditions (that is, social rewards did not increase liking more than non-food tangible rewards). In terms of timing after the initial study, each of the interventions maintained their difference at a significant level for one month, during the acquisition phase. However, children who were rewarded with external rewards maintained their liking for three months or more during the maintenance phase. Likewise, during this maintenance phase, there w as no significant difference between the social reward and the non-food tangible reward condition in terms of who continued to like the vegetables more. Meanwhile, the effect of the no reward exposure because insignificant by that three month point. In other words, external rewards do not produce negative effects and may actually be useful to

Historical Analysis of English Language from 1821-1916 Research Paper

Historical Analysis of English Language from 1821-1916 - Research Paper Example The immigrant groups like Dutch, French and Germans settled in various parts of the nation. However, in these racial enclaves, we find that the conducting of church services was done in the community’s native language and church-affiliated and private schools used the native languages of the children as the major teaching medium (James 126). Additionally, some of the schools did not teach English language as a first language but as a second language; whereas some others used the English language as a second medium of teaching. For the purposes of appealing to the minority communities or groups, bilingual programs were also started by some public schools. The manner in which the language minority groups and languages were treated in a liberal way went on until the First World War. The focus of high school English in American schools is on basic literary, the appropriate language use for public and personal reasons, as well as the development of a gratitude for and appreciation for different kinds of literature. Every year in the English curriculum, we find that the purpose of the study plan is meant to focus on building on the skills learned previously whereas expanding the exposure of the student to the literature’s realm. The National Council of Teachers has in fact described twelve standards that must be taught in the causes of English Language Arts (Ravitch 172). ... this in consideration, below is a sample of example of the courses that an ideal English curriculum study plan in the American high schools may consist of every year of the learning course (Scarvia 47). Year 1 English one This is the introductory for the English in high school. Here students are taught the basics of the process of writing which include the constructions of thesis statements together with the writing of essays. The process also includes the study of vocabulary and grammar (Parkerson & Parkerson 122). In literature terms, students mainly closely look at the style of every author, plot and theme. Eventually students are taught about and practice public speaking and practice research skills. Year 2 English two English two continues with the building on the fundamental principles that the students learn about in English one. The focus of students here is on the expansion of their informal and forma forms of the written expression. The students work through every step of t he process of writing starting from the pre-writing to the final drafts (Parkerson & Parkerson 126). They continue with their learning about grammar and expansion of their vocabulary knowledge. In terms of literature, we find that they continue focusing on enhancing their comprehension and understanding whereas recognizing plot and theme. In addition, they also review the use of literary devices by each and every author. They are expected relay information orally and then learn more concerning the techniques of correct research. Year 3 English three With this section, the students major particularly on the American literature. In most instances, this course can be integrated with the history of America successfully. They continue working on their informal and formal forms of the written