Staffing Ethics for HR in a Globalized World Research Paper

Staffing Ethics for HR in a Globalized World - Research Paper Example Each contributes insights. Some are specific to that culture, but several cross-cultural themes emerge from the literature. One cross-cultural pattern that emerged was challenges to ethical staffing, especially in the face of multinational companies with HRM that are not in touch with the influence of cultural dimensions on staffing. Another pattern was resistance due to tradition, which was revealed in Canada, India, Mexico, and Poland. A third cross-cultural pattern was the overwhelming agreement that HR must lead the way to a more ethical workplace. Recommendations are offered to facilitate protection, ethical leadership, cultural sensitivity, and the balance of rights and agenda that HR faces. Staffing Ethics for HR in a Globalized World Human Resources is probably the most crucial component of any company. They must, after all, negotiate a delicate balance between the needs of the company and the needs of applicants and employees. They must not only do so within the context of t he law, but must traverse the netherworld of ethics, which applies even when the law is unclear, insufficient, or when there is not yet a law specific to the issue. The latter case is seen with online privacy issues, for example, when utilized by to screen applicants. In an increasingly globalized world, Human Resource departments find increasingly complex demands on their role. Change is rapid and it is not enough to stay updated. Instead, Human Resource Managers must serve as leaders in the company. This is especially so in the arena of ethics. This paper is a thematic literature review with a global focus. Too often, globalization imposes Western standards. As developing nations increase their involvement in and concern for fair practices in HR, the world has an opportunity to gain new insights from new voices. This paper will review the literature from ten selected cross-cultural sources, including Romania, Poland, India, Mexico, Canada and the USA, in order to understand how to ethically staff in a way that balances privacy rights with company need-to-know; affirmative action with profit and tradition; local culture with globalized standards. This cross-cultural dialogue can make HR management an even stronger ethical force and inspiration to companies and their employees around the world. Methodology A Google Scholar search was conducted, utilizing a relevant search phrase, HR and ethical hiring practices. A strong effort was made to locate peer-reviewed journals, particularly in the business management area. A special effort was made to select articles that reflected the voices of other cultures beyond the US, as well as articles that mentioned globalization. Effort was made to reflect both male and female authored articles. Both theoretical and research-based articles were selected. Current articles were selected since, given the rapid changes, engendered by globalization, HR should be currently informed. The oldest article was published six years ago, but most articles were published within the past couple of years. This is particularly important in the area of ethics. No effort was made, during the article selection process, to support a particular point of view, nor to narrow the themes down any more than those already mentioned. Rather than considering an hypothesis, the selection process held a central organizing question: What is the role of HR in an ethical hiring process?

Multi-faceted character Essay Example for Free

Multi-faceted character Essay In Shakespeares The Tempest, Prospero has been represented variously as a good, caring man or as a manipulating, devious puppeteer. Compare and contrast how he has been represented and make your conclusion as to what kind of character Prospero actually is. A-Prospero, the protagonist of Shakespeares Tempest, has been variously presented as a kind, wise man as well as an uncaring, power hungry tyrant. A very real and multifaceted character with plenty of grey shades, Prospero has been seen as some as a manifestation of the play writer himself. I believe that, although Prospero has his faults, all his seemingly callous actions are directed towards a happy ending for every one. The best side of his personality is reserved for his daughter, Miranda. Though he is, at times, domineering towards her (Hence! Hang not on my garments! ) he loves her deeply. He tells her that he done nothing but in care of her, and all his actions are for her benefit ad to secure her future. He calls her a cherubin and uses various terms of endearment for her wench which bring out his love for her. However, Prospero also meddles a lot with his daughters emotions. She is led to fall in love with Ferdinand, and Prosperos comments, It goes on, I see shows that the relationship is all part of his master plan. He spies on her clandestine meeting with Ferdinand, and he is, often, a puppet master and she is his puppet, docile and obedient. This underlines the control he has over her, and his lust for power, but he is redeemed by the fact that he is doing it all for her good, after all, the end justifies the means. His test for Ferdinand is because Elizabethan romantic convention holds that a mans love must be proved to be true through feats of tests. Towards his estranged brother, Antonio, and his companions, Prospero is less kind. He subjects them to mental torture by conjuring a violent tempest, leading them to believe they are ship wrecked. He is portrayed as a master puppeteer manipulating his puppets as he watches the company blunder about the island. But however sinister his attitude was, the fact remained that Prospero instructed Ariel to keep them unharmed. His frequent praise of Gonzalo, honest old lord shows the audience that he does not really intend any malice. He did not want to use physical violence, even though it could be justified by the cruel actions of Antonio. Even though Antonio is a thoroughly bad character, Prosperos lack of violence redeems him to the audience. At the end of the play, Prospero forgives all his misdeed that had taken place and it is this forgiveness that labels him as a kind wise man. The only time Prospero shows a truly ugly side to his character is when he deals with Caliban. He hurls epithets such as tortoise and earth to him and inflicts him with cramps and side stitches. Caliban terror on seeing Stephano shows the fear instilled in him by Prosperos spirits. Prosperos actions towards Caliban are also, however, justified. Calibans attempted rape of Miranda and his repulsive desire to people the island with Calibans rightly earns a harsh punishment from Prospero. The only unjustified act of Prospero is that he seems to put too much stock by Calibans birth and appearance. He calls him a freckled whelp, hag born. But even here, the prevailing Elizabethan belief was that anyone so misshapen was evil and deserved to be treated as such. Towards his other servant, the airy and light Ariel, Prospero is much kinder. He frequently calls her a brave spirit and my tricksy Ariel, using possessive pronouns to signal acceptance and pride. The only time he is angry with Ariel is when the spirit demand its freedom, just when Prosperos master plan is about to unfold. He is understandably angry: she is the key to a plan he has waited twelve years to operate and it is an opportunity not be given again. Prospero is a man who is multi-faceted and perhaps that is why he is so human. Though he has shades of grey, he is essentially a good man, who has been usurped of his dukedom. Shakespeare realised that Prospero was dealing with great evil, and could not afford to be too good and therefore nai ve. He had to be written as a firm, stern man who knew what he wanted and how to achieve it. Prospero may have manipulated his daughter, but only to restore her future and her status. He is callous to Ariel, but promises to set it free. He leads the company all over the island, but reunites them in the end. Alls well that ends well and Prospero delivers, restoring his dukedom, marrying the lovers and ensuring happy endings.

Marlow and Human Limitations Essay -- Africa Philosophy Essays

Marlow and Human Limitations In Heart of Darkness Marlow takes us on a journey into the heart of darkest Africa, at a time when explorers and treasure seekers were venturing up the Congo River in search of the riches of ivory. What separates Marlow’s tale from a mere adventure story, however, are the uncomfortable truths about civilization and humanity that Marlow uncovers during his voyage. One of the inescapable truths he runs up against concerns the basic limitations of the human species. While humans may become so utterly confident in our civilization’s prowess, and sometimes even believe we can act like gods, the truth is that we are still human and are bound by the basic human limitations that are inherent to our world and species. Although in a rush of confidence we humans may believe ourselves to be immortal, omnipotent, and omniscient, Marlow realizes the reality is that humans are limited by death, have weaknesses, and sometimes must contend with knowing less than the absolute truth. It is Marlow’s contending with human limitation and weakness that provides a major focus for Heart of Darkness. In the following passage, Marlow states his attitude towards the human limitations implied by the act of lying. In order to reach an understanding of the significance of lies to Marlow it is important to note how he finds in lies â€Å"a taint of death†: â€Å"You know I hate, detest, and can’t bear a lie, not because I am straighter than the rest of us, but simply because it appals me. There is a taint of death, a flavour of mortality in lies,—which is exactly what I hate and detest in the world—what I want to forget†[1] This quote shows how the inevitability of never knowing the absolute t... ...art of his own self-knowledge. But he deliberately lies, submerging himself in the detested taint of death and mortality, for the greater protection of civilization and humanity from the subversiveness of naked truth. Marlow comes to the realization that he must live and sometimes bathe in the appalling waters of human limitations in order not to disrupt the whole human world. [1] Joseph Conrad, Heart of Darkness, London, Penguin, 1995, 49-50. [2] Conrad, 101. [3] Conrad, 92. [4] Conrad, 16. [5] Conrad, 20. [6] Conrad, 60. [7] Conrad, 58. [8] Conrad, 62. [9] Conrad, 106. [10] Conrad, 62-63. [11] Conrad, 60. [12] Conrad, 63. [13] Conrad, 28. [14] Conrad, 20. [15] Conrad, 20. [16] Conrad, 28. [17] Conrad, 28. [18] Conrad, 115. [19] Conrad, 115. [20] Conrad, 80. [21] Conrad, 114. [22] Conrad, 104.

Personal goals and accomplishments Essay

Today the accomplishment of ideas and goals encourages people to do extremely well. The achievement of a degree in Bachelor of Science in Information Technology is a very important aspect in satisfying my goals. This accomplishment should permit me to become an individual with expertise that will equip me to overcome obstacles that I am seeing day after day. As a computer and network specialist, I am seeking a more stable yet structured job in the Information Technology field. This is because one must have quality knowledge in order to find such a job. A specialist should be like a leader, in which they always need to display good character, and I need to be professional at all times. I also need to be reliable and accountable in our work. I believe this can be obtained through guidance at The University of Phoenix. There are computer certifications and conferences available to me; which I plan to utilize. These conferences and certifications will help me with new equipment and techniques to apply the knowledge to my profession. At this point in my life, I feel that I have a strong aspiration to improve certain areas in my profession. In order for me to accomplish these goals, I need to keep a positive mind in achieving them. Every day I interact with the director, manager, office staff, and the whole local government through phone, e-mail, and direct contact. On a daily basis I receive several trouble calls which need to be resolved and researched in a timely manner. Therefore, my systematic thinking skills need to be exact; since I have to communicate and demonstrate my knowledge to several people. There are times that I am asked to teach what I have learned to our department, and interested users in other departments. My teaching structure  needs to be clear and understandable. This is through using words that people can comprehend, instead of using complicated computer jargon. Though I have realized it takes practice to teach, but I am certain that I will become a better teacher and a better computer and network specialist through the University of Phoenix. Obtaining a Bachelor’s degree in Information Technology will help me to become more marketable. There are plenty of job opportunities that will be available to me with this degree. I also will not be restricted in what I do. As a specialist, I will be able to break away from where I am and go into a pc repair business of my own. This is because I will be able to apply the knowledge that I have learned, along with the experience that I have. In the technical field, professional opportunities can be gained or lost through skills and job performance. Through my interaction with co-workers, I will learn how to develop my presentation skills to encourage learning. This is because it will give me additional skills that could allow me to demonstrate my skills more professionally. While it is important to focus on learning a trade, it is equally important to have people skills. With a degree in Information Technology I will have the necessary tools to effectively demonstrate skills. As a student of University of Phoenix, I can pursue my goal of earning my degree and furthering my education as a professional technologist. An additional goal I hope to accomplish, while pursing my degree, is to master management skills. This is because in most organizations it is necessary to establish good management skills. This could reduce the possibility of a hostile work environment. It can be difficult at times to organize projects and trouble calls, because I would like to know how I should prioritize each assignment that has a deadline. Then there are those aggravating e-mails and how to respond to them. Therefore, my days become overwhelming at times. If I do not pay attention this could affect my working relationship, along with my private relationships. This includes church, home, and civic clubs. I stay so busy with so many things that I may  forget what is going on, and I will let somebody down. So I am hopping that I will learn how to manage time while at University of Phoenix, and to become better organized in time management.

American Colonies Essay

The journey to America by Christopher Columbus in 1492 marked a new path for explorers from all over the world. England was one of those countries to explore the Newfoundland and settled into colonial America. By the 1700’s, Britain’s settlers divided into three distinct cultures within America. The New England, Middle, and Southern colonies were formed because of their differences in religious beliefs, geographic aspects, and occupation types. The variety of religious view in the New England, Middle, and Southern colonies helped evolve the differences between them. The New England colonies heavily practiced puritanism. Puritanism was a strict religion that’s main ideal was â€Å"everything you do affects all of us.† The puritans highly prioritized work ethic and were not afraid to publicly shun their members if the puritans disapproved of their actions. They believed their religion should be involved in all aspects of their life. The puritans strongly opposed the Quakers who, by the 1700’s, had settled into the Middle colonies. Quakers, also called the Religious Society of Friends, greatly differed to New England’s religious beliefs. The Quakers were a diverse group of people of deep conviction. They were advocates of passive resistance, but also devoted democratic people. The Quakers believed that they were all children in the sight of God. To the Puritans, the Bible supplied all religious authority, but Quakers believed that God could and did speak directly to the people. The Southern colonies largely supported the Church of England. The Church of England, whose members are called Anglicans, clung to a faith less severe and worldlier than the Puritanical New England. All three religions in all three different societies differed majorly in their beliefs. The Puritans strict ways clashed with the Quakers diverse and open views. The Church of England conflicted with the goal of the Puritans to purify the Church. The varied beliefs of the people divided them into the three colonies in early America. In addition, the distinct geography of each colony furthered the separation of their societies. The heavily glaciated soil in New England colony was filled with rocks. This rocky soil left New England less ethnically mixed. European immigrants were not attracted to the rocky soil of New England and decided to move elsewhere. Unlike the rocky soil of the New England  colonies, the Middle colonies became known as the â€Å"breadbasket† colonies because of the fertile soil and heavily exports of grain. Rivers also played a vital role in the difference of the Middle colonies from the others. The broad streams like the Susquehanna, Delaware and Hudson attracted fur trade and some adventurous spirits of the colonists. Unlike the New England’s many waterfalls, the Middle colonies waterways allowed little power with a water wheel. The Southern soil created a major difference to the rest of the colonies. The soil of the South was rich and fertile. Unlike New England’s hot summers and cruelly cold winters, the Southern heat was very humid and made the Southern colonies perfect for farming. The geographic differences between the colonies, including the variances of soil, rivers and weather, caused each colony to become more unique. As a result of the geographic aspects of the three colonies, specific occupations were found more often in certain colonies. The New England soil and climate created a diverse agriculture and industry. Unable to farm on rocks, some New England people turned to the harbors for fishing while others turned to dense forests, to work on cutting down trees and building ships. These jobs created a town-like atmosphere in the New England colony. The Middle colonies occupations proved very similar to the New England colonies. With the dense Virginal forest many became a lumberjacks or a ship builders. However, the Southern colonies fertile soil and humid weather created a farming franchise. Men had big farms called plantations. They grew crops to get cash and sold these crops to Great Britain. Because of the demanding work of owning a plantation, many slaves from Africa worked for the English farmers. The spread of slavery in the South created major gaps in their social structure. At the top of social ladder stood the small group of powerful plantation owners. Beneath them were small farmers, the biggest social group. Still lower on the social ladder were the landless whites, and beneath them were the indentured servants who were soon replaced with black slaves. The South created a separation between them and the other colonies because of their immigration of slaves. The variety of occupation types in each colony created majorly different societies. The major differences in each society helped evolve three distinct colonies. Each society had different beliefs and religions. The strict ways of the New England puritans clashed with the free spirit of the Quakers in the Middle colonies and the Anglican ways of the Southern colonies. The variety of soil, rivers, and weather helped create three distinct colonies. The rocky soil in the New England colonies, large rivers in the Middle colonies, and good soil and humid weather in the Southern colonies also helped create a vast assortment of occupations in each colony. With lumberjacks and ship builders in the New England and Middle colonies, and farming in the South, the jobs of the people in each society were majorly varied. The difference in each colony allowed groups of people to regulate their own lives. This later the creation of different states and governments, further separated the America. This separation in beliefs helped cause the civil war. The early difference in society in the 1700’s helped pave the way for many other conflicted views later on in America.

Word Order Activity Essay Example

Word Order Activity Essay Example Word Order Activity Essay Word Order Activity Essay Essay Topic: A Raisin in the Sun Axia College Material Appendix G Word Order Activity 1. Choose one poem from the assigned reading in Week Six, and insert the poem, as well as its title and author, below. Harlem- by Langston Hughes (1902-1967) What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over- Like a syrupy sweet? Maybe it just sags Like a heavy load. Or does it explode? 2. Rearrange the words of the poem in any order you choose. Review your poem to ensure that each word is included. To a dream deferred, what happens? It does dry up and then run Like a raisin in the sun Or like a sore, fester Like rotten meat, it does stink Or crust over and sugar like a syrupy sweet It does explode like a heavy load. Or, maybe it just sags. 3. Explain how changing the word order of the poem affected its meaning. When the words were rearranged they answered questions instead of asking them. 4. Determine whether your poem or the original more effectively uses literary devices and conventions of poetry, and explain your reasoning. I know everyone appreciates the original version by Hughes because it uses untamed emotion to make the reader think about the dreams they have deferred. My new version is kind of funny as a twist to the original, the actual process of deferring dreams

World Culture Essay Example

World Culture Essay Example World Culture Essay World Culture Essay It is a fact that human race is entirely diverse and that cultures from different walks of life may not entirely share the same values and social norms. However, philosophically speaking, can we consider that what is good for us is universally good for everybody?In general, the term â€Å"good† has several meanings in its context. Many use the word â€Å"good† to imply what is moral. However, in another context, the word â€Å"good† entails being in a desirable or pleasing state; a condition that benefits, promotes, or enhances our well-being. All things considered, this argues that the word â€Å"good† may be universally applicable only if it means that good is a word that promotes the obstruction of harm to human race in general.Such condition may be clearly depicted in the processes of groups such as the United Nations wherein its topmost function is to eradicate what is generally harmful to the human race as stated by the Baha’i International Co mmunity Statement Library. Thus, good, in the context of forces such as this organization, is something that is moral in its perspective, desirable to the status quo, and pleasing to social norms. For this group, the utmost priority is to make sure that the human race is protected with basic human rights, is not deprived of the necessities of life, and is not innocently harmed by forces which are too big to be fought by individuals. This kind of underpinning makes the organization an assembly which depicts good as something that is integrated and beyond the boundaries of cultural diversity.For instance, it is a universal moral standard that everyone should not be deprived of the basic necessity of food. Thus, intentional hording of food which consequently deprives others their right to eat is a violation of human rights. To make it moral, acceptable, and desirable, everyone should not be hungered. Therefore, the concept of the eradication of hunger is deemed something good not only for us but for everyone among the rest of the world.In conclusion, the word good may be interpreted in many perspectives. Nonetheless, the question of the applicability of the word â€Å"good† universally is subjective to what is moral, acceptable, and desirable in different cultures. However, we can consider the idea that what is good for us may be good in entirety only if these are upheld by institutions that act as a universal aid to the issues of human race that hinders the promotion of its perspective of what is good.Work CitedBahà ­ International Communitys. â€Å"Freedom to Believe: Upholding the Standard of the Universal Declaration of Human Rights.† Statement on the Freedom of Religion or Belief. BIC Document #05-1001. October 2005. Bahà ­ International Community: History of Active Cooperation with the United Nations. 15 December 2008 ;bic-un.bahai.org/05-1001.htm;.;

USS New Mexico (BB-40) during World War II

USS New Mexico (BB-40) during World War II USS New Mexico (BB-40) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York  Navy Yard Laid Down:  October 14, 1915 Launched:  April 13, 1917 Commissioned:  May 20, 1918 Fate:  Sold for scrap, 1947 USS New Mexico  (BB-40) - Specifications (as built) Displacement:  32,000 tons Length:  624  ft. Beam:  97  ft. Draft:  30 ft. Propulsion:  Electric drive turbines turning 4 propellers Speed:  21  knots Complement:  1,084  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes USS New Mexico (BB-40) - Design Construction: After commencing construction of five classes of dreadnought battleships (, , , Wyoming, and New York), the US Navy concluded that future designs should utilize a set of common tactical and operational characteristics.   This would allow these ships to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes made use of oil-fired boilers instead of coal, eliminated amidships turrets, and utilized an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be required in any future naval conflict with Japan.   The new all or nothing armor arrangement called for key areas of the ship, such as magazines and engineering, to be heavily protected while less vital spaces were left unarmored.   Also, Standard-type battleships were to have a minimum top speed of 21 knots and a tactical turn radius of 7 00 yards.   The concepts of the Standard-type were first employed in the Nevada- and Pennsylvania-classes.   As a follow-on to the latter, the New Mexico-class originally was conceived as the US Navys first class to mount 16 guns.   Due to arguments over designs and rising costs, the Secretary of the Navy elected forgo using the new guns and directed that the new type replicate the Pennsylvania-class with only minor modifications.   As a result, the three ships of the New Mexico-class, USS New Mexico (BB-40), USS Mississippi (BB-41), and USS Idaho (BB-42), each mounted a main armament consisting of twelve 14 guns placed in four triple turrets.   These were supported by a secondary battery of fourteen 5 guns.   In an experiment, New Mexico received a turbo-electric transmission as part of its power plant while the other two vessels used more traditional geared turbines.      Ã‚        Ã‚   Assigned to the New York Navy Yard, work on New Mexico began on October 14, 1915.   Construction advanced over the next year and a half and on April 13, 1917, the new battleship slid into the water with Margaret Cabeza De Baca, daughter of the late Governor of New Mexico, Ezequiel Cabeza De Baca, serving as sponsor.   Launched a week after the United States entered World War I, work moved forward over the next year to complete the vessel.   Finished a year later, New Mexico entered commission on May 20, 1918, with Captain Ashley H. Robertson in command. USS New Mexico (BB-40) - Interwar Service: Conducting initial training through the summer and fall,  New Mexico  departed home waters in January 1919 to escort President Woodrow Wilson, aboard the liner  George Washington, back from the Versailles peace conference.   Completing this voyage in February, the battleship received orders to join the Pacific Fleet as flagship five months later.   Transiting the Panama Canal,  New Mexico  reached San Pedro, CA on August 9.   The next dozen years saw the battleship move through routine peacetime exercises and various fleet maneuvers.   Some of these required New Mexico  operate in conjunction with elements of the Atlantic Fleet.   A highlight of this period was a long-distance training cruise to New Zealand and Australia in 1925.    In March 1931,  New Mexico  entered the Philadelphia Navy Yard for an extensive modernization.   This saw the replacement of the turbo-electric drive with conventional geared turbines, the addition of eight 5 anti-aircraft guns, as well as major alterations to the ships superstructure.   Completed in January 1933,  New Mexico  departed Philadelphia and returned to the Pacific Fleet.   Operating in the Pacific, the battleship remained there and in December 1940 was ordered to shift its home port to Pearl Harbor.   That May,  New Mexico  received orders to transfer to the Atlantic for service with the Neutrality Patrol.   Joining this force, the battleship worked to protect shipping in the western Atlantic from German U-boats. USS New Mexico (BB-40) - World War II: Three days after the attack on Pearl Harbor and American entry into World War II,  New Mexico  accidentally  collided with and sank the freighter SS  Oregon  while steaming south of Nantucket Lightship.   Proceeding on to Hampton Roads, the battleship entered the yard and had alterations made to its anti-aircraft armament.   Departing that summer,  New Mexico passed through the Panama Canal and stopped at San Francisco en route to Hawaii.   In December, the battleship escorted transports to Fiji before shifting to patrol duty in the southwest Pacific.   Returning to Pearl Harbor in March 1943,  New Mexico  trained in preparation for the campaign in the Aleutian Islands.    Steaming north in May,  New Mexico arrived at Adak on the 17th.   In July, it took part in the bombardment of Kiska and aided in forcing the Japanese to evacuate the island.   With the successful conclusion of the campaign,  New Mexico  underwent a refit at Puget Sound Navy Yard prior to returning to Pearl Harbor.   Reaching Hawaii in October, it began training for the landings in the Gilbert Islands.   Sailing with the invasion force,  New Mexico  provided fire support for American troops during the Battle of Makin Island on November 20-24.   Sortieing in January 1944, the battleship took part in the fighting in the Marshall Islands including the landings on Kwajalein.   Rearming at Majuro, New Mexico then steamed north to strike Wotje before turning south to attack Kavieng, New Ireland.   Proceeding on to Sydney, it made a port call prior to commencing training in the Solomon Islands.      Ã‚      This complete, New Mexico moved north to participate in the Marianas Campaign.   Bombarding Tinian (June 14), Saipan (June 15), and Guam (June 16), the battleship defeated air attacks on June 18 and guarded American transports during the Battle of the Philippine Sea.   After spending the beginning of July in an escort role, New Mexico provided naval gunfire support for the liberation of Guam on July 12-30.   Returning to Puget Sound, it underwent an overhaul from August to October.   Complete, New Mexico proceeded to the Philippines where it protected Allied shipping.   In December, it aided in the landings on Mindoro before joining the bombardment force for an attack on Luzon the following month.   While firing as part of the pre-invasion bombardment at Lingayen Gulf on January 6, New Mexico sustained damage when a kamikaze struck the battleships bridge.   The hit killed 31, including the battleships commanding officer, Captain Robert W. Fleming. USS New Mexico (BB-40) - Final Actions: Despite this damage, New Mexico stayed in the vicinity and supported the landings three days later.   Quickly repaired at Pearl Harbor, the battleship returned to action in late March and aided in bombarding Okinawa.   Commencing fire on March 26, New Mexico engaged targets ashore until April 17.   Remaining in the area, it fired on targets later in April and on May 11 sunk eight Japanese suicide boats.   The following day, New Mexico came under attack from kamikazes.   One struck the ship and another succeeded in scoring a bomb hit.   The combined damage saw 54 killed and 119 wounded.    Ordered to Leyte for repairs, New Mexico then began training for the invasion of Japan.   Operating in this capacity near Saipan, it learned of the wars end on August 15.   Joining the occupation force off Okinawa, New Mexico steamed north and arrived in Tokyo Bay on August 28.   The battleship was present when the Japanese formally surrendered aboard USS Missouri (BB-63). Ordered back to the United States, New Mexico ultimately arrived at Boston on October 17.   An older ship, it was decommissioned the following year on July 19 and struck from the Naval Vessel Register on February 25, 1947.   On November 9, the US Navy sold New Mexico for scrap to the Lipsett Division of Luria Brothers.   Towed to Newark, NJ, the battleship was a centerpiece of a dispute between the city and Lipsett as the former did not wish to have additional ships scrapped on its waterfront.   The dispute eventually was resolved and work began on New Mexico later in the month.   By July 1948, the ship was completely dismantled. Selected Sources: DANFS: USS  New Mexico  (BB-40)NHHC: USS  New Mexico  (BB-40)USS  New Mexico  (BB-40)

Online Store Popularity vs. Retail Outlets Research Paper

Online Store Popularity vs. Retail Outlets - Research Paper Example How to target consumers buying over the internet and how to make online store fruitful? The chief objective of the research is to estimate and inspect the consequences and decide is it worthy of time and effort when opening an online store (Laura, 2011). Online shopping turned out to be widely held 10 years ago. 94 percent of Americans use PCs for individual purposes. Nearly two-thirds have "a great level of dependency†. Nearly 70 percent of Americans shop online and 88 percent of that number has shopped online to some degree in the previous six months. Profits for products bought online now average over and above $34 billion annually, up to 500 percent further from the year 1999. According to a website which gives people a lot of discount vouchers, â€Å"The highest percentage of both men (77 percent) and women (68 percent) shop online in the mornings before lunch. Top level professional males and females prefer to shop at night. Stay-at-home moms tend to shop in the mid-afte rnoon, perhaps during nap time† The research also states that twenty-nine percent of males and 30 percent of females said their picks are "recurrently" inclined by online ads while 43 percent say choices are "from time to time" swayed. For this research, the use of random sampling method will be employed, since every living person has an equal right of being carefully chosen. The objective is to define the age group as well as gender from the people who purchase online. Likewise, the aim is to determine how repeatedly people shop online and what is the attractiveness of online shopping, and similarly to observe the most repeatedly bought products online. Literature Review Referring to an article by Gerald & Trifts (2003; n.p.), it is evident that a distinctive characteristic of online shopping is that they permit sellers to form retail crossing point with extremely intricate communication types. One looked-for method of interactivity from a customer viewpoint is putting into p ractice refined tools to help customers in their buying choices by adapting the electronic shopping environment to their separate preferences. The most important objective of this paper is to explore the environment of special effects that communication decision supports may have on customer choice-making in online shopping environment. Although while making buying-choices, customers are every so often incapable to assess all accessible substitutes in great deepness and, as a consequence, have a habit of using two-stage procedures to influence their judgments. At the major phase, customers naturally monitor a great set of offered goods and categorize a subcategory of the most auspicious substitutions. Afterwards, they appraise the latter with more gravity, carry out comparative judgments across goods on significant qualities, and make a buying choice. The two interactive tools used: RA (Recommendation Agent) and CM (Comparison Matrix) are used in the first and second stage respectiv ely. In conclusion the major findings by the two authors put forward are that the communication tools, used to support customers in the early selection of accessible substitutes and to assist in-depth judgments among carefully chosen substitutes in an online shopping environs, may have strong promising effects on both the superiority and the good organization of buying decisions-shoppers; this can make much improved choices by buyers who can spend considerably less energy this

AAD252 Essay Example | Topics and Well Written Essays - 250 words

AAD252 - Essay Example I believe women should no longer be taught to give up athletic activity all for less energetic activities like midwifery and being housewives. History reflects on the weak image of women who could not participate in sports because of the â€Å"permanent injury† stage in their reproductive cycle. This image stuck in society for more than a hundred years, particularly amongst the opposite gender (Balsamo 42). Past literature sheds light on the procedure in which one series of beliefs is expressed with another broad system. In this case, the series of beliefs entailed female bodily inferiority especially when it came to sports and the broad system entailed women’s insignificant athletic contributions. The sexualization of the female body replaced these series of beliefs gradually (Balsamo 44). I believe this radically, but slow process cured because of the media’s less dramatic portrayal of skillfully trained female athletes. This treatment spurred the â€Å"criminal, deviant, and/or socially unacceptable† point of view on such athletes. The media branded the sexualization process as ordinary culture behavior, which only allowed women to embrace technology as a means of improving their

Literacy Narrative Essay Example | Topics and Well Written Essays - 500 words - 2

Literacy Narrative - Essay Example When I reached the school-going age, I enrolled into the elementary school, where my teachers taught some of the simple aspects of language and pronunciations. I developed a keen interest in reading picture stories; I could easily connect the pictures to form coherent stories. My elder brother was very supportive and could often help me collect several picture books, which I could read and narrate the stories to him and my parents. Sometimes, they were very excited not because I could tell the stories well, but because I could spell and pronounced some words in a comical way just because I had developed proper literacy skills. I remember a day when my brother took me for a walk in the nearest town, I forced him to take me to the bookshop and see if I could find some nice story books. Though he was reluctant, he agreed to take me on condition that I would not cry for a book because he did not have enough money. However, the carving for a certain interesting book at the bookshop made me to hide it in my shirt, thinking that no one would know about it. When we reached at the door, I was surprised when the door scanner sounded an alarm; the attendant smiled at me and asked my brother to pay and never to scold at me since I was just a small boy. I was very embarrassed and vowed never to do it again. I went home and was happy to have the book inasmuch as it had disappointed my elder brother. During a function at school, I was chosen to make a presentation to the visitors who were gracing the occasion. I received a great applause from the audience and encouragement from my teachers, who noted that my literacy skills had really improved. The love for reading has propelled me to excel I my passion for research. So far, I have written various novels that explain about my life into written literature and research and others that are mere fictions. I

W4As Premier Kayak Essay Example | Topics and Well Written Essays - 500 words

W4As Premier Kayak - Essay Example As such, the inefficiencies in previous booking and reservations system required designing a new model which would address the disclosed gaps. The model was noted to provide access to an accurate schedule of booked customers who already paid and the information is provided to crucial personnel at Premier Kayak to enable staff members, especially tour guides, to provide the needed service. The model thereby prevents overbooking and ensures accuracy in making reservations for scheduled tours only in defined number of kayaks at a particular available date and time. The key innovations that Premier Kayak’s reservation system which avoided making the reservation system a painful process to customers included defining the available slots for the kayaks in any particular day, time, and location to prevent overbooking. Likewise, only customers who confirmed reservations through payments made online would be confirmed for the kayak tours. In addition, these schedules have defined tour guides who could access the information and abide by the reservations made. As such, the reservation system, which is available and accessible to customers and employees, would avoid overbooking or the need for rescheduling. This prevented having to refund customers due to unavailable tour guides or lack of kayaks at preferred booking dates. The new method also prevented having to contend with irate customers or the need to make refunds. Overall, the system improved Premier Kayak’s image as a reliable and dependable organization in their field of endeavor. The evaluation method that is recommended to make certain that the innovations perform as expected is through customer feedback surveys (Foot, 2013). The survey would gather information pertinent to the customers’ satisfaction on services rendered by Premier Kayak. Likewise, the 360 degree assessment is another evaluation tool that solicits information from various

Chapter review Essay Example | Topics and Well Written Essays - 500 words

Chapter review - Essay Example In Chapter 9, Poets and Revolutionaries: Three Women of Calcutta, she reveals the lives and insights of three strong-willed and talented women in the city, Aparna Sen, a film maker, Nabaneeta Dev Sen, a poet and Veena Bhargava, a painter. The chapter discussed their careers and their womanhood. In this chapter, you’ll be able to see their individuality and how they achieved their independence and uniqueness. This chapter provided Bumiller the contrast she needed in showing the different lives of the women in the rural villages and the women in the cities. Her interviews with the three successful women of the city showed that none of them think they faced problems because of their womanhood. This is in contrast to the other women she was able to interview during the previous chapters. It shows here in this chapter that these three women were leading their lives not very different from their Western counterparts. They grew up having dinners with their families. They also have differences with themselves to the point that sometimes they question their own actions, choosing between their family life and their careers. Though they might not have any problems or issues that they encounter that will make them feel oppressed and exploited, far different from the other women of India living outside the cities, they have the common problem of the dilemma of doing one thing over another. This can be seen in the sacrifices that they have to make in order to become successful. The women in this chapter were only a few of those that were able to define their personal and social identities. They were able to master control over their lives, sometimes even the control over the men. Much different from the women of the rurals, where most are slaves to a very oppressing and explo itative society. Here, it showed how they used the many issues of oppression and exploitation of other women of India to push their own

Case Analysis on Ryan Air Essay Example | Topics and Well Written Essays - 2500 words

Case Analysis on Ryan Air - Essay Example The Ireland-UK market was Ryanair’s initial target market, which it successfully managed to capture. By 2003, however, its route system had expanded to serve 86 destinations on 133 routes across 16 different countries. The heart of Ryanair’s current strategy is based on providing no frills service with low fares designed to stimulate demand, particularly from budget conscious leisure and business travelers who might otherwise have used alternative forms of transportation or who might not have travelled at all. Another strategic position adopted is Ryanair’s point-to-point short haul flights. Ryanair chooses to fly to regional airports rather than the larger national airports due to the favorable cost terms received. This facilitates the passing of low fares and has the added bonus of being less congested therefore aiding in flight punctuality. This offers convenience to clients, especially those constantly undertaking business trips, in terms of time and cost. The possession of both Regional and secondary airports is another current strategy. Airport charges include: Landing fees, loading fees, aircraft parking fees and noise charges. By acquiring regional and secondary airports, Ryanair is able to reduce these fees. This is because these airports are less congested and are anxious to increase their passenger output. The external environment refers to the factors that are out of control of the firm. These are factors tat the firm cannot be able to control could be because of market forces among other reasons. The external environment within which a business operates has a great influence on its mode and extent of its operations. The PESTEL framework (Appendix A) categorizes environmental influence into six main types: Political, Economic, Social and Technological, Environmental and Legal (Johnson and Scholes, 2002). Focusing on the Political environment, there has been

Chapter review Essay Example | Topics and Well Written Essays - 500 words

Chapter review - Essay Example In Chapter 9, Poets and Revolutionaries: Three Women of Calcutta, she reveals the lives and insights of three strong-willed and talented women in the city, Aparna Sen, a film maker, Nabaneeta Dev Sen, a poet and Veena Bhargava, a painter. The chapter discussed their careers and their womanhood. In this chapter, you’ll be able to see their individuality and how they achieved their independence and uniqueness. This chapter provided Bumiller the contrast she needed in showing the different lives of the women in the rural villages and the women in the cities. Her interviews with the three successful women of the city showed that none of them think they faced problems because of their womanhood. This is in contrast to the other women she was able to interview during the previous chapters. It shows here in this chapter that these three women were leading their lives not very different from their Western counterparts. They grew up having dinners with their families. They also have differences with themselves to the point that sometimes they question their own actions, choosing between their family life and their careers. Though they might not have any problems or issues that they encounter that will make them feel oppressed and exploited, far different from the other women of India living outside the cities, they have the common problem of the dilemma of doing one thing over another. This can be seen in the sacrifices that they have to make in order to become successful. The women in this chapter were only a few of those that were able to define their personal and social identities. They were able to master control over their lives, sometimes even the control over the men. Much different from the women of the rurals, where most are slaves to a very oppressing and explo itative society. Here, it showed how they used the many issues of oppression and exploitation of other women of India to push their own

Criminal Liability -Theft and Fraud Essay Example | Topics and Well Written Essays - 2000 words

Criminal Liability -Theft and Fraud - Essay Example The British Criminal Code provides for a number of ways to become involved in the commission of an offence: by actually committing the offence, by aiding and abetting the principal, by engaging oneself with others in a criminal activity with a common intention (Aquinas, 1988) (Ali was participant in Junaid's activity), by counselling another to commit an offence and by being an accessory after the fact. In general, anyone who knowingly encourages or facilitates the commission of an offense or impedes its prevention is a party to the offense (Aquinas, 1988). While one commonly uses the expression "aiding and abetting", the two are different concepts and either of them is ample to engage criminal liability. Whether liability for one's action lies through either concept, it must be accomplished "for the purpose of" aiding or abetting, which simply means "intentionally" as opposed to by accident. There is no need to show that the accused desire the illegal end to occur. One who is indifferent to the fact that his action aids or abets the perpetrator of an offense is therefore guilty. The fact that the principal cannot be convicted is not a block to a successful prosecution of other parties. An attempt to commit an offense is also prohibited.   The acts do not have to be illegal or morally wrong. "Conspiracy is an inchoate or preliminary crime, dating from the time of Edward, but much refined in the Court of Star Chamber in the 17th century. Notwithstanding its antiquity, the law of conspiracy is still uncertain. It can, however, be said that the indictment for conspiracy is a formidable weapon in the armory of the prosecutor. According to the cases, it permits a vague definition of the offense; broader standards of admissibility of evidence apply; it may provide the solution to prosecutorial problems as to situs and jurisdiction: see Director of Public Prosecutions v. Doot, [1973] A.C. 807." These words capture the reality of the conspiracy offense (Aquinas, 1988). The essence of the crime is the agreement between two or more persons to commit an offense. When the agreement is reached, a conspiracy is complete and one cannot withdraw from it. It is irrelevant that the object of the conspiracy is not achieved. A person may become part of a conspiracy by aiding or abetting the conspirators. The Supreme Court of Canada also decided that a conspiracy may be prosecuted in Canada even if the actual crime is committed in another country, as long as there is some important link with Canada. Essentially, theft is committed when anything is fraudulently and without color of right taken or converted with a target to leave without thereof the owner or person who has a special property or concern in it of the thing or his property or concern in it. The intent may be to deprive the person of the property either temporarily or absolutely, although this is not the only proscribed intent.  

Catering and Marketing Essay Example for Free

Catering and Marketing Essay To perform successfully, a catering service must be market-oriented and should apply the marketing concept, which is derived from the assumption that a product should be capable of meeting the needs of consumers, foremost, through its quality. To fully meet the needs and wants of costumers on the one hand, and to accomplish its business goals on the other hand, a catering business needs to combine the elements of the marketing mix in order to be as successful as possible in selling its product on the market. Guest satisfaction must be ensured. I. INTRODUCTION â€Å"Marketing is not only much broader than selling; it is not a specialized activity at all. It encompasses the entire business. It is the whole business seen from the point of view of the final result, that is, from the customer’s point of view. Concern and responsibility for marketing must therefore permeate all areas of the enterprise.† – Peter Drucker Food is an indispensable part of the human needs and wants that is always present in every circumstance. It is a usual unison that people have in an event which covers a large number of people dining and feasting meaning a reason for the essence of catering services. Catering services is one of the most dynamic business groups in the food and beverage industry. By industry definition, catering is the planned service of food and beverages – in contrast to restaurants, where food and beverages are generally served on demand. The opportunity for catering services to provide planned food and beverages is far greater than it is for restaurants. While restaurants are business units that serve the general public within their operating facilities, catering services, for the most part, can be provided in any venue, public or private. Unlimited types of settings, both indoors and out, are used for catering functions. The number of people who can be served at a catering function range from one to many, many more – often totalling in the thousands. For a service organization such as catering to acquire customers, it is important that marketing strategies be deployed to improve its own ability to compete with other catering services gain a competitive advantage and thus retain a greater number of customers. Marketing is an important aspect of every catering operation. As customer demands increase for catering-related services, corresponding marketing efforts must be developed. Catering business can live and die by the strength of their marketing efforts, particularly in areas with high levels of competition. An effective marketing plan can lead to the growth of your customer base, larger catering jobs, and increased profits. As consumers grow increasingly, the role of advertising and publicity become the primary vehicles for information about food and service. Definition of Terms Marketing. It is the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging oï ¬â‚¬erings that have value for customers, clients, partners, and society at large. Strategy. It is the direction and scope of an organization over the long-term: which achieves advantage for the organization through its configuration of resources within a challenging environment, to meet the needs of markets and to fulfil stakeholder expectations. Catering. The activity of providing food and beverage for events. Marketing Mix. A planned mix of the controllable elements of a products marketing plan commonly termed as 4Ps: product, price, place, and promotion. Product. Represents a set of tangible and intangible elements used to satisfy the needs and wants of consumers. Promotion. The publicization of a product to increase sales or public awareness Price. A value that will purchase a finite quantity of a product or service. Product Distribution. It is the process of making a product or service available for use or consumption by a consumer. Scope and Delimitation of the Study This study is conducted specifically on eleven (11) Catering Services in the locality of Bataan. Specifically the eleven (11) catering services are as follows: 1. Tony and Ann Catering Services – located in Balanga City 2. Mommy-Tah’s Catering – located in Orion 3. Petrius Resto and Bar Catering – located in Balanga City 4. Goldiluz Catering – located in Balanga City 5. Ysiad’s Catering located in Balanga City 6. Cora’s Catering located in Orion 7. Junifred Catering Service and Accessories- located in Orani 8. Cj’s Catering Services – located in Dinalupihan 9. Mattro Catering Services- located in Hermosa 10. Gourmet Catering and Flower Shop- located in Orani 11. Know- Well Catering Services- located in Abucay The eleven (11) Catering Services were subjected to survey questionnaire. One catering services at a time. Furthermore, this study was limited to finding only the effectiveness of the marketing strategies used by the different catering services. Statement of the Problem The main purpose of this study was to find out the effectiveness of marketing strategies used by different catering services in the locality of Bataan. Specifically, the study sought to answer the following questions. 1. Is there a significant relationship between the location of the business and its marketing strategies? 2. Is there a significant relationship between the number of years of the business and its marketing strategies? Significance of the Study A study such as this enabled the different catering services in the locale to see if their marketing strategies were effective to increase their income. Furthermore, this is also important to all the catering services for this will help them in the promotion of their services using different marketing strategies. With the use of various marketing strategies, catering services may lead to higher income. Moreover, the useful and relevant information acquired from this study may help future researchers in the same field of study. This study will further help the catering services to develop more effective marketing strategies. Related Literature According to Scanlon (2007), the marketing mix includes the marketing strategy elements and may be conducted either as an alternative to the marketing cycle or as a continuing activity in the market process. The marketing mix incorporates the four basic elements into the overall strategy of marketing a product or service. The four basic elements consist of: †¢ a product (product) †¢ the price of the product (price) †¢ the promotion of the product, and (promotion) †¢ the distribution of the product. (place) The product. This is the primary element of the marketing mix, with the other elements adjusting to it depending on the given situation. The product represents a set of tangible and intangible elements used to satisfy the needs and wants of consumers. The product has all the attributes of a service, and it is designated for the market. What is a service, and which are the attributes of a product as a service? A service represents the result of the interaction of three basic elements: the user (guest), equipment (facility), and the service staff (staff). This result should meet the needs of guests (for example, wedding reception). The process of building a service brand is vital to the product as a service. Becoming distinctive in the marketplace and building a brand helps to gain the trust of guests. Product price. The pricing should be based on three key elements: †¢ service demand, †¢ costs incurred in creating services, and †¢ comparing and adjusting prices to those of rivals on the market. Some potential customers are more sensitive to prices than others. For some, price is the single variable on which they base their decision to buy (or not to buy) a product, while others care nothing for the price, as long as it guarantees the quality of services provided. Hence, businesses need to be elastic in pricing. They must carefully monitor the reactions of customers to prices and, accordingly, adjust or change prices depending upon demand. Costs clearly influence the price of a product, and they determine the bottom price below which a business will begin to loss money. Prices should not, however, be overly cost-oriented, and they should not be increased to cover costs. Instead, they should be based on demand and adjusted to changes on the market. Rivals also play an important role in pricing. A business will often be compelled to change its pricing policy as a result of changes in the prices of rivals. Considering how fierce competition is today, it must be analyzed and mon itored. This means that prices, once fixed, cannot be allowed to remain unchanged, but rather, their adjustment to change should be taken as a sign of their flexibility. Product promotion. To promote a product, the business communicates with the market of demand. The market of demand comprises potential customers, various business organisations and organisations belonging to non-economic branches, and media. In promoting a product, a variety of promotional methods are used to present the product to potential customers and attract their attention. Considering the growing number of promotional methods available today in promoting a product, businesses choose to use a combination of promotional elements.

Civil War Essay -- essays research papers

The Universe of Battles Episode Five   Ã‚  Ã‚  Ã‚  Ã‚  1863 a series of battles were fought between the Confederate army and the Union Army. Battles such as: Gettysburg, Viscksburg, Battery Wagner, Chickamauga Creek, and Chattanooga. Along with these battles the Gettysburg Address was presented, the role of women was noticed, and riots in New York broke out. Many say that these battles were the turning point of the U.S. Civil War. General Robert E. Lee, from the south and George G. Meade from the north lead their troops. On July 4th Robert E. Lee surrendered to the north, and the south was defeated. The Battle of Gettysburg is considered to be the turning point of the Civil War. Late in May the Confederate army marched toward Pennsylvania with shoes in mind. Their soar feet were aching and it was understood to be a large supply of shoes in the state of Pennsylvania. General Robert E. Lee’s 70,000 men were dived up into three different cores. The leaders of the three cores were James Longstreet, Stonewall Jackson, and A.P. Hill. As the Confederates traveled through Pennsylvania they had no respect for the civilians. The Confederate troops stole livestock, clothing and food from the civilians. They sent African Americans back into the south. The Union army followed the confederates through Maryland to see what they were up to. The commander in charge of the union army was George Mede.   Ã‚  Ã‚  Ã‚  Ã‚  The confederate army marched into Gettysberg, and overwhelmed General John Beufords union army. Eventually all of the soldiers in the area from both north and south were now on the battlefield. Toward the end of the first day, the unions were in the lead. The second day, 65,000 confederates were up against 85,000 federal troops. Four hills surrounded the area; Colps Hill, Cemetery Hill, and the Big and little Round top. General Lee wanted all of the hills to be covered, so Longstreet ordered his men to cover the four hills. Sickles disobeyed orders and marched his men past little round top and into a peach orchard. Kernel C. Oats saw that the little round top had no men covering it and saw the defeat. General sickles men were in trouble. Private Robert H. Carter quoted that this was a â€Å" perfect hell on earth†. The confederates and union men ran up to the top of the hill. This is where three hundred and sixty men hid behind large bou... ...nd did not have enough money to run projects like the sanitary commissions. The women in the south did get food together and help the wounded men.   Ã‚  Ã‚  Ã‚  Ã‚  During the Civil War, there was a draft put up in the north. During this time New York City wanted to break away and become an independent city. The New York draft riot consisted of mainly immigrant Irish men in NY. These men had low paying jobs and did not feel they should go to war. On July 12th a draft was posted, and a predominately Irish mob attacked and lashed out. This mob lynched blacks and set buildings on fire. This riot lasted three days, mainly in Manhattan. On the third day, troops from Gettysburg can and stopped this riot.   Ã‚  Ã‚  Ã‚  Ã‚   The Gettysberg Address is a famous speech by Abraham Lincoln. This speech was â€Å"healing words† that was addressed on November 19, 1863. This speech stated his feelings for the dead soldiers, and what they were fighting for. The Gettysberg Address was only 269 words, and this was said to be too short. Usually speeches during this age did not end until hours later. Speeches were a form of entertainment for the people and many were disappointed.

James Dickey All American Poet Essay -- essays papers

James Dickey All American Poet James Dickey was an American Poet whose life has been very diverse, and in his poetry that diversity is shown. He has a lifestyle that most poets do not get to experience. He has lived in many states and countries. That gives me the reason to think that his poetry resembles this life’s diversity. James Lafayette Dickey, III was born in the town of Atlanta, Georgia on February 2, 1923. His parents were Maibelle and Eugene Dickey. He went to Ed S. Cook Elementary School and North Fulton High School as a kid, both of which are in Atlanta. He was athletic as a child. He played football and track, but his football career led him to a scholarship at the University of Clemson, in Clemson, South Carolina. But, before he went off to college he spent one year at the Darlington School in Rome, Georgia for one year in preparation for a college. He didn’t last longer than a year in Clemson though because he enlisted into the Army Air Corps. He served in WWII as a flight radar observer and navigator. After serving in the army he went to school at Vanderbilt University in Tennessee. He went there on the G. I. Bill. After graduating from Vanderbilt with a M. A. in English, he started to teach. He taught first at the Rice Institute in Houston, Texas. His time there was cut short because he was recalled to duty in Korea as flight training instructor. But as soon as he was discharged from the Corps he returned to teach again at Rice University. He taught at Rice until 1954 when he left to go to Europe on the Sewanee Review fellowship. After returning to the U.S. he joined the English Department at the University of Florida. He did not stay there long because he resigned after a dispute after he h... ...veryone else. He wakes up every day ready to crow his symbol to bring on that day. In the poem he is ready to protect all the female chickens, from another cock that could be in there house. He is ready to battle to the death for what he thinks is his. In this poem he uses ridicule, when he is talking about the old man in a terminal ward, and he also uses connotations. Some example of connotations are when he uses words like; enraged, sullenly, savagery, unappeased and terminal. The life of James Dickey was very diverse and involved many different people. His poetry showed this diversity in many ways too. He has over 2,000 poems, all of which have different genres and different places they have came from. Some of which could have been from past jobs, and others could have been from his past places of residence. That is why he was a very popular poet for his time.

Transfer of Learning

1. IntroductionTransportation of Learning â€Å" That about charming nexus between schoolroom public presentation and something which is supposed to go on in the existent universe † – J. M. Swinney. ( Everett, 2010 ) Transportation of larning occurs when larning in one context or with one set of stuffs impacts on public presentation in another context or with other related stuffs. It is the application of cognition, attitudes and accomplishments acquired in a course of study at a university ( Perkins, 1992 ) . Transportation of larning occurs when larning in one context enhances ( positive transportation ) or undermines ( negative transportation ) a related public presentation in another context. Transfer includes near transportation ( to closely related contexts and public presentations ) and far transportation ( to instead different contexts and public presentations ) . ( Perkins, 1992 ) . One of the major constructs in instruction and larning theory is the transportation of larning construct. Typically the ultimate contexts of application ( occupation, calling ) diverge conspicuously from the context of larning ( schoolrooms, exercising books, trials, simple streamlined undertakings ) . As a consequence, the concluding ends of instruction are non realized unless transportation occurs. Furthermore, transportation of knowledge/learning can non be taken for granted ; as it is shown in assorted surveies were frequently the hoped transportation from larning experiences did non happen ( Perkins, 1992 ) . In add-on, for bettering instruction non merely this transportation of larning construct is of importance but besides the development of the teaching staff is indispensable The subject of this survey is to look into if instructors within the module of wellness medical specialty and life scientific disciplines ( FHML ) of the University of Maastricht besides are cognizant of this â€Å"transfer of learning† . Additionally, I would wish to look into if the instructor has a certain scheme refering transportation of acquisition and is portion of a professional development plan to better the instruction aka the transportation of cognition / acquisition.2. Description of the instructor.Dr. Herman Popeijus, is learning for approximately 4 at the University of Maastricht. He is chiefly learning first twelvemonth pupils, because since a twelvemonth he is the unit coordinator of the 2nd unit in the first twelvemonth of Health Sciences at the FHML. Furthermore he is involved in other units as a coach or as a accomplishments ( or practical ) trainer, although this is more in the course of study of Bio Medical Life Sciences at the FHML. In his function as unit coordinator, Herman, is involved in all facets of instruction, giving talks, steering workgroups and helping accomplishments developing for the first twelvemonth pupils. This interview was held Thursday, 25-03-2010, from 14:00 – 14:20 in the office of the interviewer. The interview was held in Dutch and taped utilizing a digital voice recording equipment. To hold a more natural treatment about the instruction methods and to bury about the voice recording equipment, the first 5 proceedingss of the interview were about day-to-day topics. Although the interviewer had some inquiries prepared as a guideline to direct the interview. An English interlingual rendition of the transcript is given in appendix A.3. AnalysisNo one method of content analysis can be used for all types of interview informations. Contented analysis is a widely used qualitative research technique. Rather than being a individual method, current applications of content analysis show three distinguishable attacks: conventional, directed, or summational ( Hsieh & A ; Shannon, 2005 ) . These attacks are used to construe significance from the content of text informations or transcrip t informations of an interview. In conventional content analysis, coding classs are derived straight from the text informations. With a directed attack, analysis starts with a theory or relevant research findings as counsel for initial codifications. A summational content analysis involves numbering and comparings, normally of keywords or content, followed by the reading of the underlying context. In this paper I choose the directed attack, with counsel for initial codifications. The focal point of the analysis is to look for schemes and for indicant of transportation of cognition by the instructor. The undermentioned codes/chategories were chosen: 1. Personal engagement in learning ; 2. Problems identified by the instructor ; 3. Solutions to the jobs ; 4. Professional development.4. Consequences4.1. Personal engagement in learningThe instructor gave multiple statements about this subject, as he is a unit coordinator his personal engagement in instruction is really profound. Due to this function, he is besides really involved in the content and may experience responsible for the result, ( e.g. class of his pupils ) . Therefore he is really focussed on transportation of cognition. He is besides cognizant of he ‘s possible short approachs, and is interested in the sentiments of the pupils about his instruction method. He tries to look into if transportation of cognition has occurred, coming back in his coach group on the subject, besides repeat indispensable stairss once more at the terminal of the coach group, or inquiring directed inquiry during his talks.4.2. Problems identified by the instructorAlthough, the instructor mentioned that there are several hard subjects or constructs in his unit, merely one illustration was given, but this was discussed extensively. Furthermore, he was cognizant that these jobs may besides be due to the fact that a big portion of the pupils have no anterior cognition of biological science and that biological science is card inal for this unit in which he is the unit coordinator.4.3. Solutions to the jobsThe chief focal point on work outing the jobs or job discussed was the usage of new electronic AIDSs. Such as available alive films, which are demoing these new constructs or jobs in great item. It has to be noted that the instructor was cognizant of the defects of this solution. However, the instructor did non advert other options, such as analogies which may be used alternatively every bit good.4.4. Professional developmentIt became clear from the interview that there is some kind of professional development plan available at his organisation, but so far he has non got any rating. The instructor feels this deficiency of aid a great girl. Although he mention that he took action on this point on his ain, by delegating to a specific instruction class, which is provide by his organisation. The instructor is really focused on the results from the pupils, and besides gives great value to the ratings from th e pupils, even though these are most in paper formats and non unwritten.5. Conclusion/Advice to the instructorDr. H. Popeijus ( HP ) has a clear position on his unit and what are the jobs within this unit, as became clear that for his unit some biological science background is necessary. His consciousness on instruction is really unfastened and modern ; he is integrating new techniques or characteristics in his talks. He is unfastened for the sentiments of the pupils and is clearly involved in transportation of cognition or acquisition, even though he might non be cognizant of this. From assorted surveies is known that the attending span of pupils is limited in the context of long talks. The â€Å"information transfer† theoretical account of the traditional talks does non fit what current cognitive scientific discipline research tells us of human acquisition ( Middendorf, 1996 ) . So by utilizing extra tools HP is seeking to act upon the information transportation during his talks. He besides mentions that he is cognizant of the drawback of utilizing alive films in his talks. However, with consciousness of the possible drawbacks of the big format, talks can be used as valuable tools for larning besides in a PBL course of study ( Fyrenius, Bergdahl, & A ; Silen, 2005 ) . Furthermore, it might besides be helpful to utilize analogies next to alive films because it can assist pupils to utilize the information they already understand to develop an apprehension of new constructs. Analogies are comparings between two spheres that are neither, wholly similar nor wholly different. These comparings are used to advance transportation of information from one specific job to another peculiar job ( MaryKay & A ; George, 2006 ) . Due to the fact that some pupils lack the biological science background it may useful to utilize analogies which domain is non in biological science but in another more basic field ( eg. Book with chapters as an analogy for DNA codification with cistrons ) . To better instruction or the instruction by staff members a high-quality professional development constituent would be of great value to the administration every bit good as add-on to the professional development of HP. â€Å"It is good recognized by policymakers that schools can be no better than the instructors and decision makers who work within them† ( Guskey, 2002 ) . It is good known that staff members or module members are passionate about their discipline/profession. They are besides really acute to reassign their cognition and the significance of this cognition to their pupils. Regardless of these good purposes, they may be so occupied with covering the capable affair that they lose path of how much of that stuff truly gets conveyed ( Montgomery, 1998 ) . It is hence that there are good developmental plans inside the institute or university to develop and alter the manner the instructors work. For most instructors, to go a better instructor means heightening pupils la rning results ( Guskey, 2002 ) . Harmonizing to the theoretical account from Guskey, of import alteration in instructors ‘ mentalities take topographic point after the instructors ‘ see grounds of betterments in pupil acquisition. When instructors have used new instructional attacks, or utilizing new stuff these betterments may happen. It is hence that there is a good ratings system for the instructors non merely on the degree of pupils outcome but besides on the public presentation as a instructor ego. An advice to HP is to seek such rating and counsel from his ain institute or administration. In drumhead the advice to HP is, maintain up with the new inventions in your talks, but besides seek to utilize analogies to clear up some hard jobs and seek to happen out if the university has some teacher staff development plans to better the instruction. Transfer of Learning Transfer of learning is the study of the dependency of human conduct, learning, or performance on prior experience. The notion was originally introduced as transfer of practice by Edward Thorndike and Robert S. Woodworth. They explored how individuals would transfer learning in one context to another context that shared similar characteristics – or more formally how â€Å"improvement in one mental function† could influence another related one.Their theory implied that transfer of learning depends on the proportion to which the learning task and the transfer task are similar, or where â€Å"identical elements are concerned in the influencing and influenced function†, now known as identical element theory. Transfer research has since attracted much attention in numerous domains, producing a wealth of empirical findings and theoretical interpretations.However, there remains considerable controversy about how transfer of learning should be conceptualized and explaine d, what its probability occurrence is, what its relation is to learning in general, or whether it may be said to exist at all. Most discussions of transfer to date can be developed from a common operational definition, describing it as the process and the effective extent to which past experiences (also referred to as the transfer source) affect learning and performance in a current novel situation (the transfer target) (Ellis, 1965; Woodworth, 1938).This, however, is usually where the general consensus between various research approaches ends. Transfer taxonomies Of the various attempts to delineate transfer, typological and taxonomic approaches belong to the more common ones (see, e. g. , Barnett & Ceci, 2002; Butterfield, 1988; Detterman, 1993; Gagne, 1977; Reeves & Weisberg, 1994; Salomon & Perkins, 1989; Singley & Anderson, 1989). Taxonomies are concerned with distinguishing different types of transfer, and therefore less involved with labeling the actual vehicle of transfer, i . e. , what is the explanatory mental unit of transfer that is carried over.Hence, a key problem with many transfer taxonomies is that they offer an excessive number of labels for different types of transfer without engaging in a discussion of the underlying concepts that would justify their distinction; i. e. , similarity and the nature of transferred information. This makes it very difficult to appreciate the internal validity of the models. The following table presents different types of transfer, as adapted from Schunk (2004, p. 220). TypeCharacteristics NearOverlap between situations, original and transfer contexts are similar. FarLittle overlap between situations, original and transfer settings are dissimilar.PositiveWhat is learned in one context enhances learning in a different setting. NegativeWhat is learned in one context hinders or delays learning in a different setting. VerticalKnowledge of a previous topic is essential to acquire new knowledge. HorizontalKnowledge of a previous topic is not essential but helpful to learn a new topic. LiteralIntact knowledge transfers to new task. FiguralUse some aspect of general knowledge to think or learn about a problem. Low RoadTransfer of well-established skills in almost automatic fashion. High RoadTransfer involves abstraction so conscious formulations of connections between contexts.High Road/Forward ReachingAbstracting situations from a learning context to a potential transfer context. High Road/Backward ReachingAbstracting in the transfer context features of a previous situation where new skills and knowledge were learned. Apart from the effect-based distinction between negative and positive transfer, taxonomies have largely been constructed along two, mostly tacit, dimensions. One concerns the predicted relationship between the primary and secondary learning situation in terms of the categorical overlap of features and knowledge specificity constraints.The other concerns general assumptions about how t ransfer relationships are established, in terms of mental effort and cognitive process. The effect-perspective: positive vs. negative transfer Starting by looking at the effect side of transfer – in terms of the common performance criteria, speed and accuracy – transfer theories distinguish between two broad classes that underlie all other classifications: negative andpositive transfer. Negative transfer refers to the impairment of current learning and performance due to the application of non-adaptive or inappropriate information or behavior.Therefore, negative transfer is a type of interference effect of prior experience causing a slow-down in learning, completion or solving of a new task when compared to the performance of a hypothetical control group with no respective prior experience. Positive transfer, in contrast, emphasizes the beneficial effects of prior experience on current thinking and action. It is important to understand that the positive and negative ef fects of transfer are not mutually exclusive, and therefore real-life transfer effects are probably mostly a mixture of both.Positive transfer: transfer of learning or training is said to be positive when the learning or training carried out in one situation proves helpful to learning in another situation. Examples of such transfer are: †¢the knowledge and skills related to school mathematics help in the learning of statistical computation; †¢the knowledge and skills acquired in terms of addition and subtraction in mathematics in school may help a child in the acquisition of knowledge and skills regarding multiplication and division; †¢learning to play badminton may help an individual to play ping pong (table tennis) and lawn tennis.The situation perspective: specific vs. general, near vs. far transfer The situation-driven perspective on transfer taxonomies is concerned with describing the relation between transfer source (i. e. , the prior experience) and transfer ta rget (i. e. , the novel situation). In other words, the notion of novelty of the target situation per se is worthless without specifying the degree of novelty in relation to something that existed before. Butterfield and Nelson (1991), for example, distinguish between within-task, across-task, and inventive transfer.A similar classification approach reappears in many situation-driven transfer taxonomies (e. g. , similar vs. different situations, example-to-principle and vice versa, simple-to-complex and vice versa) and can be noted as distinctions made along the specific vs. general dimension. Mayer and Wittrock (1996, pp. 49ff. ) discuss transfer under the labels of general â€Å"transfer of general skill† (e. g. , â€Å"Formal Discipline†, Binet, 1899), â€Å"specific transfer of specific skill† (e. g. , Thorndike’s, 1924a, b, â€Å"identical elements† theory), â€Å"specific transfer of general skill† (e. g. Gestaltists' transfer theory, see origins with Judd, 1908), and â€Å"meta-cognitive control of general and specific skills† as a sort of combination of the previous three views (see, e. g. , Brown, 1989). Haskell's (2001) taxonomy proposes a more gradual scheme of similarity between tasks and situations. It distinguishes between non-specific transfer (i. e. , the constructivist idea that all learning builds on present knowledge), application transfer (i. e. , the retrieval and use of knowledge on a previously learned task), context transfer (actually meaning context-free transfer between similar tasks), near vs. ar transfer, and finally displacement or creative transfer (i. e. , an inventive or analytic type of transfer that refers to the creation of a new solution during problem solving as a result of a synthesis of past and current learning experiences). Both near and far transfer are widely used terms in the literature. The former refers to transfer of learning when task and/or context change slightly but remain largely similar, the latter to the application of learning experiences to related but largely dissimilar problems. The process perspectiveThe specific vs. general dimension applies not just to the focus on the relation between source and target, i. e. , from where to where is transferred, but also to the question about the transfer process itself, i. e. , what is transferred and how. Reproductive vs. productive transfer (see Robertson, 2001) are good examples of this type of distinction, whereas reproductive transfer refers to the simple application of knowledge to a novel task, productive transfer implies adaptation; i. e. mutation and enhancement of retained information.A similar dichotomous distinction is the one between knowledge transfer and problem-solving transfer (Mayer & Wittrock, 1996). Knowledge transfer takes place when knowing something after learning task A facilitates or interferes with the learning process or performance in task B. Knowledge used is refer red to by many different terms, such as declarative or procedural types (Anderson, 1976), but it means that there are representational elements that suit A and B. Problem solving transfer, on the other hand, is described as somewhat more â€Å"fluid knowledge† transfer, so that experience in solving a problem A helps finding a solution to problem B.This can mean that the two problems share little in terms of specific declarative knowledge entities or procedures, but call for a similar approach, or solution search strategies (e. g. , heuristics and problem solving methods). The issues discussed in problem-solving transfer literature are also closely related to the concepts of strategic and theoretic transfer (Haskell, 2001, p. 31), and cognitive research on analogical reasoning, rule-based thinking and meta-cognition.Indeed, far transfer can be considered as the prototypical type of transfer, and it is closely related to the study of analogical reasoning (see also Barnett & Ce ci, 2002, for a taxonomy of far transfer). Within the problem-solving literature the distinction between specific and general methods is made mostly with reference to Newell and Simon's (1972) strong vs. weak problem solving methods (Chi, Glaser & Farr, 1988; Ericsson & Smith, 1991; Singley & Anderson, 1989; Sternberg & Frensch, 1991). Another concern that is frequently addressed in transfer taxonomies is the question of conscious effort.High-road vs. low-road transfer (Mayer & Wittrock, 1996; Salomon & Perkins, 1989) expresses a distinction between such instances of transfer where active retrieval, mapping, and inference processes take place, as opposed to those instances that occur rather spontaneously or automatically. Hence, low-road transfer concerns frequently employed mental representations and automated, proceduralized knowledge, and occurs preferably in near transfer settings. In contrast, high-road transfer is more conception-driven, and requires cognitive and meta-cogniti ve effort. Traditional fields of transfer researchThere are a nearly unlimited number of research fields that share some applied interest into the study of transfer, as it pertains to learning in general. Three fields that contributed in most substantial ways to the progress of transfer research, both from a conception and empirical point of view, are the fields of education science, linguistics, and human-computer interaction (HCI). In fact, most transfer research has been conducted in reference to one of these applied settings, rather than in basic cognitive psychological laboratory conditions. Education science: teaching for transferDue to their core concern with learning, educational science and practice are the classic fields of interest regarding transfer research, and probably the prime target for the application of theories. Transfer of learning represents much of the very basis of the educational purpose itself. What is learned inside one classroom about a certain subject s hould aid in the attainment of related goals in other classroom settings, and beyond that it should be applicable to the student's developmental tasks outside the school; the need for transfer becomes more accentuated.This is because the world educators teach in today is different from the world they themselves experienced as students, and differs equally from the one their students will have to cope with in the future. By nature of their applied interest, educationalists' main concern has been less with the question of how transfer takes place, and much more with under what conditions, or, that it happens at all. The basic conviction that student's learning and achievement levels depend primarily on learning and achievement prerequisites, has constituted a central part in educational learning theories for quite some time (Gage & Berliner, 1983; Glaser, 984). The major focus in educational transfer studies has, therefore, been on what kind of initial learning enables subsequent tran sfer: teaching for transfer. Research on learning and transfer has identified key characteristics with implications for educational practice. From Formal Discipline to meta-cognition Educational transfer paradigms have been changing quite radically over the last one hundred years.According to the doctrinaire beliefs of the Formal Discipline (Binet, 1899) transfer was initially viewed as a kind of global spread of capabilities accomplished by training basic mental faculties (e. g. , logic, attention, memory) in the exercise of suitable subjects, such as Latin or geometry. With the turn of the 20th century, learning, and therefore transfer of learning, was increasingly captured in behavioral and empiricist terms, as in the Connectionist and Associationist theories of Thorndike (e. g. , 1932), Guthrie (e. g. , 1935), Hull (e. g. , 1943), and Skinner (e. g. , 1938).Thorndike (1923, 1924a and b) attacked the Formal Discipline empirically and theoretically and introduced the theory of â⠂¬Å"identical elements†, which is probably still today the most influential conception about transfer (Thorndike, 1906; Thorndike & Woodworth, 1901a, b and c). Thorndike's belief that transfer of learning occurs when learning source and learning target share common stimulus-response elements prompted calls for a hierarchical curricular structure in education. â€Å"Lower† and specific skills should be learned before more complex skills, which were presumed to consist largely of configuration of basic skills.This small-to-large learning, also referred to as part-to-whole or vertical transfer, has been popular with theories of learning hierarchies (Gagne, 1968). It has later been challenged from conceptualistic point of views, which argue that learning is not just an accumulation of pieces of knowledge (i. e. , rote memorization), but rather a process and product of active construction of cognitive knowledge structures (Bruner, 1986; Bruner, Goodnow & Austin, 1956). Knowl edge, from a constructivist perspective, was no more believed to be a simple transfer by generalization to all kinds of situations and tasks that contain similar components (i. . , stimulus-response patterns; see also Logan, 1988; Meyers & Fisk, 1987; Osgood, 1949; Pavlov, 1927). The critical issue was the identification of similarities in general principles and concepts behind the facades of two dissimilar problems; i. e. , transfer by insight. This idea became popular in the Gestaltists' view on transfer (e. g. , Katona, 1940), and, in combination with growing interest in learners as self activated problem-solvers (Bruner, 1986), encouraged the search for abstract problem-solving methods and mental schemata, which serve as analogy-enhancing transfer-bridges between different task situations.Emerging from these developments, a new theme started to dominate educationalists' research in transfer: meta-cognition (Brown, 1978; Brown & Campione, 1981; Campione & Brown, 1987; Flavell, 19 76). In contrast to classical knowledge forms like declarative and procedural knowledge, different types of meta-knowledge and meta-cognitive skills such as strategic knowledge, heuristics, self-monitoring skills, and self-regulation quickly became the road to learning and transfer.Characterized as self-conscious management and organization of acquired knowledge (Brown, 1987) it is evident that meta-cognitive awareness of task features, problem structures, and solution methods makes relations between different situations cognitively salient: only an individual who learns from learning, learns for future learning. Soini (1999) developed on the same core ideas an examination of the preconditions for active transfer. Her emphasis is on the active and self-reflected management of knowledge to increase its accessibility.To some researchers, meta-cognition and transfer have become so entangled that the argument was generated that only the measurement of positive transfer effects truly sup ports inferences that meta-cognitive learning has taken place (e. g. MacLeod, Butler & Syer, 1996). The generality predicament: return to the specificity view Ever since the introduction of the meta-knowledge theme in education science, transfer discussions have been oscillating between the position taken by those representing the meta-cognitive view and those who stress that generic knowledge forms alone do not allow an effective transfer of learning.When knowledge stays â€Å"on the tip of the tongue†, just knowing that one knows a solution to a problem, without being able to transfer specific declarative knowledge (i. e. , know-what) or automated procedural knowledge (i. e. , know-how), does not suffice. Specific teaching of the cognitive and behavioral requisites for transfer marked in principle a return to the identical element view, and can be summarized with Dettermann's (1993) conclusion that transfer does not substantially go beyond the restricted boundaries of what has been specifically taught and learned.The basic transfer paradigms in educational psychology keep replicating themselves, and fundamental promotion of transfer itself is seen to be achievable through sensibilization of students by creating a general culture and â€Å"a spirit of transfer† inside the classroom on the one hand, and by allowing concrete learning from transfer models on the other (Haskell, 2001). Learning and transfer: implications for educational practice A modern view of transfer in the context of educational practice shows little need to distinguish between the general and specific paradigms, recognizing the role of both identical elements and metacognition.In this view, the work of Bransford, Brown and Cocking (1999) identified four key characteristics of learning as applied to transfer. They are: 1. The necessity of initial learning; 2. The importance of abstract and contextual knowledge; 3. The conception of learning as an active and dynamic process; and 4. The notion that all learning is transfer. First, the necessity of initial learning for transfer specifies that mere exposure or memorization is not learning; there must be understanding.Learning as understanding takes time, such that expertise with deep, organized knowledge improves transfer. Teaching that emphasizes how to use knowledge or that improves motivation should enhance transfer. Second, while knowledge anchored in context is important for initial learning, it is also inflexible without some level of abstraction that goes beyond the context. Practices to improve transfer include having students specify connections across multiple contexts or having them develop general solutions and strategies that would apply beyond a single-context case.Third, learning should be considered an active and dynamic process, not a static product. Instead of one-shot tests that follow learning tasks, students can improve transfer by engaging in assessments that extend beyond current abilit ies. Improving transfer in this way requires instructor prompts to assist students – such as dynamic assessments – or student development of metacognitive skills without prompting. Finally, the fourth characteristic defines all learning as transfer.New learning builds on previous learning, which implies that teachers can facilitate transfer by activating what students know and by making their thinking visible. This includes addressing student misconceptions and recognizing cultural behaviors that students bring to learning situations. A student-learning centered view of transfer embodies these four characteristics. With this conception, teachers can help students transfer learning not just between contexts in academics, but also to common home, work, or community environments. Inter-language transferAnother traditional field of applied research is inter-language transfer. Here, the central questions were: how does learning one language (L1) facilitate or interfere (Wei nreich, 1953) with the acquisition of and proficiency in a second language (L2), and how does the training and use of L2, in turn, affect L1? Several variations of this conception of inter-language transfer can be found in the literature, also referred to as mother tongue influence or cross language interference (Corder, 1983, 1994; Faerch & Kasper, 1987; Jiang & Kuehn, 2001; Odlin, 1989; O’Malley nd Chamot, 1990). What makes inter-language transfer a complex and valuable research matter is the fact that language knowledge skills continuously develop. This is so for L1, as well as for L2, when only bilingualism is considered, while alternately at least one of them is continuously in use. This has led to the development of very different models of how languages are mentally represented and managed, with L1 and L2 seen as two independent or autonomous mental systems (e. g. Genesee, 1989; Grosjean, 1989), as being represented in a single unified system (e. g.Redlinger & Park, 19 80; Swain, 1977), and as rooting in a common underlying, multi-lingual conceptual base (CUCB; see Kecskes & Papp, 2000). Human-Computer Interaction: designing for transfer A third research area that has produced a variety of transfer models and empirical results can be located within the field of Human-Computer Interaction (HCI). With the start of the user age in the 1980s, HCI and all kinds of virtual environments have, in many ways, become something like psychological micro-worlds for cognitive research. This is naturally also reflected in the study of transfer.Developments in favor of cognitive approaches to transfer research were especially accelerated by rapid changes in modern lifestyles, resulting in a virtual upsurge of cognitive demands in interaction with technology. Thus, the call was on clearly domain-focused cognitive models to study the way users learn and perform when interacting with information technological systems (Card, Moran & Newell, 1980a and b, 1983; Olson & Olson, 1990; Payne & Green, 1986; Polson, 1987, 1988). Transfer based on the user complexity theory Thorough investigations of cognitive skills involved in HCI tasks have their origins with the research on text editing (e. . , Kieras & Polson, 1982, 1985; Singley & Anderson, 1985). The offspring of this type of research were computational cognitive models and architectures of various degrees of sophistication, suitable for all kinds of man-machine interaction studies, as well as studies outside of the HCI domain. The original examples for these have become Kieras and Polson's (1985) user complexity theory (later rephrased as cognitive complexity theory) and the GOMS family (i. e. , Goals, Operators, Methods, Selection) rules based on the Model Human Processor framework (Card et al. , 1980a and b, 1983; John & Kieras, 1996a and b).All of these models have their roots in the basic principles of production systems and can be comprehended with the help of ends-means-selections and If-Th en-rules, combined with the necessary declarative and procedural knowledge (Anderson, 1995; Newell & Simon, 1972). The crucial perspective for transfer became that of technology design. By applying cognitive models, scientists and practitioners aimed at minimizing the amount and complexity of new knowledge necessary to understand and perform tasks on a device, without trading off too much utility value (Polson & Lewis, 1990).A key responsibility was given to skill and knowledge transfer. Due to the fact that the cognitive complexity theory is a psychological theory of transfer applied to HCI (Bovair, Kieras, & Polson, 1990; Polson & Kieras, 1985), the central question was how these models, united under the GOMS umbrella, can be used to explain and predict transfer of learning. The basic transfer-relevant assumptions of the emerging models were that production rules are cognitive units, they are all equally difficult to learn, and that learned rules can be transferred to a new task w ithout any cost.Because learning time for any task is seen as a function of the number of new rules that the user must learn, total learning time is directly reduced by inclusion of productions the user is already familiar with. The basic message of the cognitive complexity theory is to conceptualize and induce transfer from one system to another by function of shared production rules, which is a new interpretation of Thorndike's (1923, 1924a and b) identical element premise and eventually echoed in Singley and Anderson's (1989) theory of transfer (Bovair et al. 1990; Kieras & Bovair, 1986; Polson & Kieras, 1985; Polson, Muncher & Engelbeck, 1986). A practical implication of the procedural communality principle has been formulated by Lewis and Rieman (1993), who suggest something like â€Å"transfer of design† on the side of the industry: â€Å"You should find existing interfaces that work for users and then build ideas from those interfaces into your systems as much as prac tically and legally possible. † Emergence of holistic views of useDiscouraged by the confined character of the GOMS-related transfer models, many research groups began to import and advance new concepts, such as schemata principles and general methods; a general development encouraged by the emerging cognitive approach to transfer that was also witnessed by other applied fields. Bhavnani and John (2000) analyzed different computer applications and strived to identify such user strategies (i. e. , general methods to perform a certain task), which generalize across three distinct computer domains (word processor, spreadsheet, and CAD).Their conclusive argument is that â€Å"strategy-conducive systems could facilitate the transfer of knowledge† (p. 338). Other research groups' authors that assessed the questions about how people learn in interaction with information systems, evaluated the usefulness of metaphors and how these should be taken into consideration when designi ng for exploratory environments (e. g. Baecker, Grudin, Buxton, & Greenberg, 1995; Carroll & Mack, 1985, Condon, 1999).As researchers became increasingly interested in the quality of a user's knowledge representation (e. g. , Gott, Hall, Pokorny, Dibble, & Glaser, 1993), mental models and adaptive expertise, as knowledge and skills which generalizes across different contexts of complex problem-solving tasks, became of paramount concern (Gentner & Stevens, 1983; Gott, 1989; Kieras & Bovair, 1984). In contrast to the knowledge of strategies (Bhavnani & John, 2000), the accentuation shifted towards strategic knowledge (Gott et al. 1993). Gott et al. demonstrated that surface similarities between different technical domains alone did not essentially facilitate transfer of learning because they limited the user's flexibility in the adaptation process. In accordance with the ideas of schema-based and meta-cognitive transfer, the authors further formulated that â€Å"robust performance is one in which procedural steps are not just naked, rule-based actions, but instead are supported by explanations that perform like theories to enable adaptiveness† (p. 60). Gott et al. (1993) finally noted that mental models might be powerful instruments to analyze similarities between tasks as represented within a formulated cognitive architecture. However, they do not explain what particular similarities and differences are sufficiently salient from the individual's mental point of view to affect transfer of learning, nor can they predict motivational or emotional conditions of transfer that are essential requisites for every learning process.