American Music And Popular Culture

British American folk music tradition refers to the music origin is associated with the British and white Americans while the African American music refers to the music that originated with the black Americans. British American folk music was mostly about cases that needed to be pointed out and occupations respectively. Briton songs are about problems that needed to be pointed out for all to see and reason for the factual basis. American on the other sung about occupations and even criminals. African American music came in a wide variety.The histonces file show that the earliest folk songs originated with the blacks as they went about their work in the vast farms or related in their servant quarters. The African American folk music is so vast and varied that no single image is adequate to embrace it all. There is a picture of a slave at work in the field or steering about or even a rhythmic chanting of work songs which gives multi faced picture of different situations. Both cultures display use of daily happenings as the theme in their songs.In both cultures folk music was disseminated through word of mouth as there were no recorders then. The composer sang it out as a way of teaching the others and it would spread on to the others through hearing. This affected the music in there with closing memory and change in geography. The music and words were altered to fit the singers. There is no original tone of the folk song and most came in different tunes. In both societies the tone depended on who was singing the song. However the British American society acquired print earlier than the African American.In fact so intertwined for centimes is the printed and the over traditions that the notion of a ‘pole’ and tradition is a disputed issue in this society. Many of their folk songs are known to have in and out of print according to the history of these songs. It is evident that many of British American folk songs even though different in reception to geo graphical distribution multiple versions have been discovered to strikingly similar in details. However the African American societies print arrived after the civil war.The aftermath of this was brought whites from the north, many of then abolitionists, into direct contact with the black people for the first time. Even before the wars ended, events such as the formation of the black regiments fighting for the unions cause and the famous’ part of loyal experiment’ which teachers and missionaries were recruited from the north – began acquitting northern with the songs of the slaves. The first print accounts of the African American songs appeared in the periodicals of these northern shortly thereafter, the first spiritual appeared in a street music form.African American development of their folk songs was highly assisted by the early discoveries of the British American. African American folk song music was mostly affected by the music from the African continent. Th is is so because the black people were brought to this continent from Africa in more or less continuous wares of forced migration over a period of about two hundred years. However owing to the small ratio of blacks to whites. Africans was highly suppresses and only survived in certain forms especially customary celebration on specific occasions. British American had pure lands origin without borrowing else where.British American music was done solely with the intent of enhancing the understanding of the principle involved, without giving a touch of the culture involved. Singing style was an integral part of the British American folk song. The tone quality and inflections of the voice, the way a singer earned the rhythm and pitch were subtly varied. These were all parts of the song. On the other hand the African American folk ,music not only did the tone matter but also the kinetic rhythm which enclosed the people to dance which the British American society regarded as the ceseivious immoral and pagan.They dance in very organized ways and never danced to fiddles tone. Musical instruments: The arrangement of the words found in the British American folk music known as ‘play –party carries songs shows an association with dancing for over a long time. There is a considerable overlapping between the vocal and instrumental traditions in this type of a song. It may be treated as a song with instruments compliments or a dance tone to which verses of the song are simply sung intermittently.African American tradition folk music portrays a picture of the slaves rare moments of play – the slave’s quarters ringing with sound of singing and dancing to the compliment of home made fiddles and banjos, and of clapping and stamping. Music accompaniment was pleasant in these two societies in traditional folk music from the beginning. Percussion instruments were the most commonly used musical instrument during those periods and it played a role in enhanci ng a rhythm to the song. In African American music drum sticks or hitters have become one of the moist important instruments that are being used in the music.The drum sticks are not used in the British American music. The types of equipment they use differ greatly. The African American music has the same percussions as the Indian American music both which are similar as compared to the British American. The words and music. The words and music used in both cases differ greatly and they intend to show the origin of each community. The British American words and the African American words differ in the importance to the music. The African American music at times acts as chats while the British American words at times have conations which have a meaning.Generally the British American culture music use octave scale while the African American do not use. They consider tone values such as doh, re, mi, fa so, la ti doh which are musical tones and they show the highness or lowness of the mu sic. The African American music does not keep these standards. In his work Bierhorst argues that the African America music like the Indian music is the like the music of the birds which does not have fixed tones that can be played by the piano. They are like syllable of ordinary speech. The melodies used in the songs range from tones to tones Types of songs.A bailed was used to refer to the folksongs and thus the bailed came in different categories: Cries calls and hollers. It was a kind of musical expression among black’s people that was regarded as primitive and evocative. Those cries and calls of the field, the levees the track were highly individualized expressions for communication for revealing loneliness. For giving vent to feelings or simply expressing the feel of ones existence. Ironically the urban counterparts used these cries to advertise goods and services. These kinds of folk songs were never associated with the British American society.Folk blues: Similar to th e cries cells and hollers the blue were used as intense personal expressions by the African American people. Folk blue underwent an evolution after the emancipation which brought a great change and there was the confrontation most with an entirely new set of social and economic problems that came with freedom including the need for money. The blues were used to express depression and other difficulties they faced. The spiritual: The term spiritual was derived from shortening of the New Testament phrase â€Å"spiritual songs†.It was found in both societies and it associated with Christianity which the whites converted the black immigrant into. Lyrical songs: Songs that were primarily not narratives but once with an easy flow of words found in the way British American folk music. Play party songs/ fiddle songs: These are songs that became widely used as a form of organized dancing called the play party songs. They had their origin from their prohibition in some traditions again st dancing as such but especially with the use of the fiddle considered a sinful instrument of the devil.These songs were mostly found in the British American traditional society. In a nutshell British-America is a type of music categorized in secular type of music and which talks about so many things or issues in the society like male to female relationships, education, sex and even cultures. British-America music originated from the western countries. As it has always been said what is a vice may or not be in a society, culture, tribe or even individuals may be a virtue to others. The African-American side mostly has not recognized it as presentable.This has then created both a global culture to and it and it has been used to strengthen specific local identities to a larger extent especially in Africa. African-American has also created a global culture of dressing especially in Africa. A good example is the Rastafarian music lovers associated with Africa. This people have one same culture that is universal for instance they have a common hair style of dreadlocks and four common colors which are red, green, yellow and black. They also believe in jagging or drooping trousers.Local dressing identifies African-American music hence are seen to have been tampered with language identities. REFERENCES Bierhorst, J. (1979); A Cry from the Earth. New York: Four Winds Press. Bookbinder, D (1979), What Folk Music is All About. New York: Julian Messner, Bruno N. (1992); Excursions in World Music. New Jersey: Prentice-Hall. Bruno, N. (1973); Folk and Traditional Music of the Western Continents. Englewood Cliffs: Prentice-Hall. Sandberg, Larry and Weissman, Dick,(1976); The Folk Music Source Book. New York: Alfred A. Knopf.

Australian Aborigines and Their Complex Kinship Essay

Aborigines have a complex system in relation to their social and marriage laws, based on the grouping of people within their society. To understand the complexities of their social organization, consider it this way: divide it first into three main parts. The first part is the physical structuring of society in terms of numbers – family, horde and tribe. Second, the religious structuring based on beliefs and customs, totems and marriage laws. (Kinship, 2005) These beliefs divide people into sections and subsections, totemic groups and clans. Third, there is also a kinship system that gives a social structuring. The social structuring and kinship system can become very difficult to understand for non-Aboriginal people, but is a natural part of life for Aborigines, and its details vary from tribe to tribe. There are three main aspects of Aboriginal social structure. The first aspect is the geographical structuring of the society. A tribe of around 500 people is made up of bands of about ten to twenty people each. (Australian, 2012) They join together for day to day hunting and food gathering activities. Each band of people can be called a horde. Within each horde are a number of families. The second part is the religious and totemic structuring of the society. On a religious level the society in much of Australia is divided into two moieties. Within each moiety are significant animals, plants, or places, which are of a highly religious nature. Each person, as well as belonging to one or the other moiety, is also connected to one or more of these subjects, called totems. The third part of their social structuring is the relationships between people, otherwise the kinship system. The kinship system allows each person in Aboriginal society to be named in relation to one another. When Aborigines acknowledge an outsider into their group, they have to name that person in relation to themselves, to allow that person to fit into their society, because they need to have in their own minds the kinship relation of that person to themselves, and that person must have a defined social position. The value of a kinship system is that it structures people’s relationships, responsibilities and manners towards each other. This in turn defines such matters as, who they will have look after children if a parent dies, who can marry whom, who is accountable for another person’s debts and who will care for the sick, weak and old. The kinship system allows individual naming for up to 70 connection terms in some tribes. (Australian, 2012) It is the system where brothers of one’s father are also called, in one sense, father. Cousins may be called brother or sister. A person knows who their real mother and father are, but under kinship laws, they may have similar family obligations to their aunts and uncles, the same as they would to their mother and father, and this is shared. These groups are further described as tribes. In Australia, tribes are really language groups, made up of people sharing the same language, customs, and general laws. The people of a tribe share a common bond and in their own language, their word for man is often the word used for the name of the tribe. For example, in Arnhem Land, people are called Yolgnu because Yolgnu name for man. People from another tribe are outsiders, because a tribe is like a small country with its own language, some tribal groups also use the term nation to describe themselves, such as the Larrakeyah tribe around Darwin calling itself the Larrakeyah Nation. (Kinship, 2005) Tribes were generally not a war- making group and people generally use their moiety or clan name to describe themselves individually, rather than their tribal name. There were an estimated 500 Aboriginal tribes in Australia at the time of European settlement. Out of all of those tribes about 400 of them are still together. (Australian, 2012) Throughout Australia the moiety system divides all the members of a tribe into two groups. These two groups are based on a connection with certain animals, plants, or other pieces of their environment. (Kinship, 2005) When a person is born into one or the other group it does not change throughout their life. A person belonging to one moiety has to marry a person of the opposite moiety. This is called an exogamous system, meaning that marriage has to be external to the group. The clan is an important unit in Aboriginal society, having its own name, territory and is the land-owning unit. A clan is a group of about forty to fifty people with a common territory and totems and having their own group name. (Kinship, 2005) It consists of groups of extended families. Usually, men born into the clan remain in the clan territory. Not all members of a clan live on the clan territory. The sisters and daughters of one clan go to live on their husbands’ clan territory. A horde is an economic group that consists of a number of families who band together for hunting and food gathering activities. (Kinship, 2005) A horde is not a distinct group in the minds of Aborigines. Different members of these groups may be contained within the horde. At the main camp, the horde separates into family groups who each have their own camp fire and cook and eat separately. A family group can be quite large, consisting of a man and his wives, the children from each wife, and sometimes his parents or in-laws. A man often has from two to four wives, ranging from one to more than ten. Today, most men have just one wife. Aboriginal custom all over Australia bans a person from talking directly to their mother in law. This rule applies to both men and women talking to their mother in law. (Kinship, 2005) To allow this rule to work, communication took place by using a third person. When food was divided and shared around campfires, a mother in law had a small fire of her own separate to her son in law or daughter in law and their spouse. Her own daughter or son would chat and bring over some of the meat, or perhaps a grandchild would sit with her and act as messenger between herself and her daughter or son’s partner. This is completely different from my own society. A man having more than one wife is frowned upon, we do not need to name a person to welcome them into our lives and we can certainly speak with our mother in laws. Our society is not as strict as that of the Aboriginal when referring to our kinship. Our kinship does not affect behaviors in my own life. I do not need to hunt, garden or eat with other people. References â€Å"Australian Aborigine†. Encyclop? dia Britannica. Encyclop? dia Britannica Online. Encyclop? dia Britannica Inc. , 2012. Web. 11 Jun. 2012 . â€Å"Kinship and Skin Names†. Central Land Council. Central Land Council Inc. ,2005 http://www. clc. org. au/articles/info/aboriginal-kinship.

International Marketing-Core Assessment Term Paper

International Marketing-Core Assessment - Term Paper Example The reduction of the outlet performance due to overcrowding is evident is some parts of the US while in other towns it does not exist making the process complex because of reduced performance of the outlets. In fact, the creation of many outlets in an area reduced the incomes of the outlets by sharing the market among the outlets. The faster rate of growth was affected by the global financial crisis which affected the buying power of the consumers. The development of a strong brand presence and image improved its market share. The green and white package makes Starbucks product identification simple and attractive (Allen, 2010, p. 56). Some customers in the survey of the product indicated their purchase is based on package and not the contents. The provision of diverse range of beverage products offered a platform for growth and expansion. Consequently, the performance of the outlets has increased over the last decade making Starbucks the fastest growing brand in the market. The anal ysis of the company will cover issues of emerging markets, growth strategies, and regional economic and political integration. Likewise, the issues of culture in business performance will be addressed in the process to establish the best possible expansion criteria or process to be employed by the company. The use of expansion strategies such as mergers, acquisition, franchising and exporting will be evaluated to offer recommendations for change and development. Emerging markets After the global financial crisis experienced in 2007 to 2009, changes have been instituted in the financial and banking sectors. The revenue collection of the club was affected by the crisis resulting in the change of taxation. Increase in tax results, in reduction of profit margins of the company. The change in economic growth affects the performance of all the business firms regardless of the specialization. The financial crisis witnessed in the past two years led to closure and withdrawal of companies fr om initially entered markets. The financial crisis brought the need for financial regulation. Higher Interest rates affect the performance of the company by deterring investments. Economic change can have adverse change in the performance of any business. Inflation leads to increase in higher wages due to increased living standards (Shaw, 2011, p. 67). Strong currency conversion affects exportation of products. In the next three years, the company will face the entire economic factor at varying degree. The most significant one is the increasing inflation which leads to rising of the wage level thus increasing the production costs of the company. Despite the negative effect of inflation, it is worth mentioning that the financial report provided indicates, there will be an increase in the living standard resulting, in the increase in purchasing power of the population. The organization has a strategic review and planning will be able to benefit from the focused improvement in the nati onal earnings. The strategic direction chosen by the management will facilitate growth because it takes into consideration the issues that can negatively affect the business performance. The global market is an external factor affecting the business. Yips global strategy frame work deals with the evaluation of the potential market and constraints of the global market. The frame work developed by Yip includes the analysis of position and resources of the

Critical Thinking Essay Example | Topics and Well Written Essays - 250 words - 1

Critical Thinking - Essay Example She made a decision and took action as a result of the decision. She immediately reported to the HR the flaw of the system and Tanya’s behavior. In my case, I took a stand when my I saw my classmate cheating in one of our exams during middle school. Although that classmate is a neighbor, I reported it to our teacher. The issue is cheating during examinations. My classmate used a small piece of paper that contained facts about the exam. I immediately called the attention of the teacher during the examination by writing on my test paper about what I saw. There was a need to suspend judgment for a few minutes before I told the teacher since I had to be certain that she was really cheating. Nevertheless, the decision to turn her in was deliberate since it would be unfair for the rest of the class to let her cheat since we all studied for the difficult exam. My position then was purely logical, we get what we deserve so I was just being objective. My advocacy then was not about honesty, it was all about reward for hard work. My action is a consequence of my decision to not tolerate cheating during examination since we all need to study to get the grade we deserve. Tama, M.C. (1989). Critical thinking: Promoting it in the classroom. Retrieved March 4, 2010 from Indiana University, Clearinghouse on Reading, English, & Communication Web site:

Research Paper Essay Example | Topics and Well Written Essays - 1250 words - 4

Research Paper - Essay Example Traditionally, these problems were not apparent because tourists were very responsible in helping preserving the pristine nature of places they visit. But today the environment are becoming an eye sore because of exploitation through ecotourism. Wildlife is also threatened. Reasons for this could be poor management so that the environment and wildlife are not conserved. Ecoutourism became a form of business rather than appreciation of nature. Thus, most often it hastens the decline of natural resources and causes the imbalance of environmental ecology as a result of some extinction of fauna brought about by extensive tourism. Modern ecotourism should be transformed from its current state to the position where it contributes to ecological preservation, nature protection, and social responsibility. (Make sure you describe the problem fully in introduction. I think the problem was fully described. Besides I will be going beyond 5 pages if I will revise the introduction. I even went beyo nd the number of word count required in your paper)(he said to me need more describe so you can change some words by another words which is more value of describe) Ecotourism is believed to contribute to ecological preservation. This had been observed in the case of turtle based ecotourism at Mon Repos Beach just near Bundaberg, Australia (Tisdell, Clem & Wilson, Clevo, 1). The development of turtle based ecotourism contributed positively in its preservation. It was even adopted by other countries like Sri Lanka as their â€Å"come on† tourist attraction. Observation also reveals that when people are interested in certain place, the more that the host communities are going to exert effort to preserve its natural beauty. An example of this is the Great Wall of China. Ever since it attracted tourist from all over the world, the Chinese government started to pay particular attention in the maintenance of the wall as well as planting

Assighment Essay Example | Topics and Well Written Essays - 1250 words

Assighment - Essay Example It is through this book that various aspects of the hedge fund scheme are being addressed, and how investors should go about resolving the imbalance created by hedge fund managers. It is true that there is a lot of money to be made from hedge funds, because the success of most hedge funds proves that opportunities are present (Lack 42). In an aggressive, fast-changing business environment, individuals are always coming up with ways in which they can benefit from each other. However, the vulnerability of some individuals, especially with regards to finances, is being capitalized on by individuals who are willing to make quick cash from susceptible folks. It is in light of this that the author sought to address some of the aspects that surround hedge funds. The author describes how to tackle the menace that arises from investment managers, and how to become stronger when opportunities are likely to occur once an individual chooses to invest (Lack 46). Summary of the book According to S imon Lack, investors need to be cautious of the risk hedge funds pose on their unsuspecting nature. It is true that hedge funds can be a lucrative source of capital, but the manner in which people are losing their money is not worth ignoring. First and foremost, the charges required to invest in a hedge fund, according to the author, tend to always be ridiculous. It is the author’s belief that half the money invested by investors could make more returns had they put invested in treasury bills (Lack 51). All these assumptions point or lead to one conclusion that; hedge funds are in business for their own interest, and not those of their investors. This bold statement makes one wonder of all that is currently happening to the invested money that happens to find its way into hedge funds. This is also described in the book when the author insinuates that investors lose almost 25% of their invested money to the hedge fund industry. The superior rate of returns, often hyped by hedg e funds, is usually a ploy to have people invest in something that may not necessarily wield high returns (Lack 53). The author believes that even the traditional methods of investment have better luck in having better/higher returns as compared to the glorified schemes of hedge funds. The numbers, as the book suggests, do not add up or are not consistent with what is actually happening in these organizations. It is this claim that leads to the casting of doubt on the whole hedge fund charade. The controversial manner in which the author divulges information about the hedge fund industry brings to light some of the common mistakes people make, and why it is vital to be open-minded when it comes to deals that are too good to be true. Strengths and weaknesses of the book The manner in which the author divulges this information is done in a simple, much easy to understand language. Simple examples have been used to describe scenarios in which individuals are often in, and how they are susceptible to manipulation once the promises of exceptional returns are introduced. No financial or mathematical complexities have been used, so it is easy for even the not so avid reader to comprehend. Moreover, the anecdotes that the author knits into the book form a basis for a relaxed atmosphere where the

Math Speech or Presentation Example | Topics and Well Written Essays - 250 words - 14

Math - Speech or Presentation Example recommended’ puts the public under the impression that the moisturizing lotion must have undergone extensive tests and use by a collective group of skin specialists when no actual number of professionals is stated. On the assumption that people are generally aware that dermatologists constitute a credible skincare authority, the ad necessitates no more of essential statistical details to support the claim. ‘Dermatologist’ is taken to mean a group, especially an adequate number of skincare experts though the ad does not specify whether it is singular or plural so that a critical consumer may ask ‘what if only one dermatologist had the opportunity to test the lotion?’ or if there were several others, ‘why are such facts excluded where at least mentioning a ratio x number out of y number will do?’. So then it appears as if the insufficient information is intended for a strategic marketing to catch the public’s interest toward buying t he product immediately. Explanation: Apparently, the use of double negatives in this case makes the question itself biased in a way that it directs the public to understand that tutoring services are not only meant for students who fail in class. This could result to a range of interpretations where some may readily be swayed to consider that it is important for being an ‘extra’ rather than a ‘mandatory’ task so that because of this loose sense of obligation, people take chances of closing agreement to that option. On another occasion, the query may not be a good measure of obtaining reliable survey outcomes since its statement is more imperative than interrogative, as in demanding to be understood in the light of its implied position. Furthermore, instead of taking one’s original stand on the matter, the person might be misled to an ambiguous thought about ‘extra tutoring’ where it is possible to think that students who pass may need tutoring for an additional activity or it is also possible to assume

Policy-Making in the Federal System Essay Example | Topics and Well Written Essays - 750 words - 2

Policy-Making in the Federal System - Essay Example The health policy had a lot of benefits attached to it which would have revolutionized the way the health care system in the United States operated(ObamaCareFacts, n.d.). The policy recommends a subsidy given to every American on health insurance. This will mean inclusivity of even citizens who before were not eligible for health insurance enrollment. An additional benefit will be the fact that one cannot be denied the right to have health insurance coverage even if such persons have a pre-existing condition that before could not be insured. The policy also sought to prevent the ability to lose coverage when the illness exacerbates to levels that are uninsurable because of the associated rise in costs. Moreover, the government would provide subsidies to households that have low income to ensure that they also are included in health insurance (ObamaCareFacts, n.d.). The ObamaCare policy would also require employers who have full time employees to register them with health insurance. This ensures that every employee is covered with regards to health insurance. Health care reform in the United States has been the top talking point of every administration since the times Bill Clinton was the leader of the largest economy. Bill Clinton tried to reform the health care policy by requiring every employer to provide their employees with health insurance in 1993 but failed because his policy was termed complex. When Obama took over office, health care reform was among the top four items on his agenda. He instituted bills that led to the passing of the ObamaCare bill.

Coca Cola vs. Pepsi Cola Research Paper Example | Topics and Well Written Essays - 1000 words

Coca Cola vs. Pepsi Cola - Research Paper Example The Company recognizes the cost of postretirement benefits, which consist principally of medical benefits, during employees’ periods of active service. The Coca-Cola Co. is adopting a cash-balance pension plan for new and current employees. Under the cash-balance plan design, employees will receive annual age-heighted credits equal to a percentage of pay. Those credits will start at 3 percent of pay and increase with age. Employees’ cash-balance plan accounts also will be credited with interest. Coca-Cola’s move to a cash-balance plan comes at a time when many major employers are phasing out their defined-benefit plans and offering only defined-contribution plans. But Coca-Cola executives rejected such an approach. Coca-Cola, which last year reported $31.9 billion in operating revenue—up from $28.9 billion in 2007—is the third major employer to adopt a cash-balance plan since 2006, when Congress passed the Pension Protection Act. On the other hand a pension from PepsiCo is an important benefit that can help employees make the most of their retirement years. Add Social Security, any benefits payable from other PepsiCo plans as well as personal savings, and employees have the formula for a sound financial future. To be eligible to participate in a PepsiCo pension plan, one must be either a full-time employee or a part-time employee working at least 1,000 hours in a year at PepsiCo or a subsidiary of PepsiCo that sponsors the plan. The best part about Pepsi’s pension benefit is that it is provided to employees at no cost. Employees do not have to contribute any of their current compensation to receive a pension. There are no payroll deductions from their pay check and there are no out-of-pocket costs to pay. PepsiCo contributes amounts on employee’s behalf to the Plan for their exclusive benefit in accordance with Federal tax law. Measurement of Pension Costs and Obligations The determination of pension costs and ob ligations is based on the attribution of pension benefits to periods of employee service and the use of actuarial assumptions to calculate the present value of such benefits. Actuarial assumptions reflect the time value of money and the probability of payment. The following three key economic assumptions determine pension costs: The discount rate The salary scale The expected long-term rate of return on plan assets Pepsi’s Annual pension and retiree medical expense amounts are principally based on following components: (1) the value of benefits earned by employees for working during the year (service cost), (2) increase in the liability due to the passage of time (interest cost), and (3) other gains and losses as discussed below, reduced by (4) expected return on plan assets for their funded plans. Significant assumptions used to measure Pepsi’s annual pension and retiree medical expense include: the interest rate used to determine the present value of liabilities (dis count rate); certain employee-related factors, such as turnover, retirement age and mortality; for pension expense, the expected return on assets in their funded plans and the rate of salary

Global Warming and Drought in The Southwestern U.S. Essay Example for Free

Global Warming and Drought in The Southwestern U.S. Essay Pumphrey (2008) rightly observed that until fairly recently, no one would bought the idea that the worlds climate was changing, let alone that it was been influenced by human activities. The first insight into what is today known as global warming was first conceived by the Swedish scientist Arrhenius, who, late in the 19th century, suggested that the activities of the rapidly developing industries could cause the planet to warm up. Such ideas were often ignored, but over the course of the 20th century, opinions about climate change, â€Å"even rapid climate change† were becoming more apparent (Pumphrey, 2008, p. 1). As things stand now, there appears to be a growing pile of irrefutable evidences that point to the fact that human activities are affecting the heat/energy exchange between the earth, the atmosphere and space (Justus and Susan, 2006). The primary cause of global climate change has been attributed to the accumulation of carbon dioxide and other air pollutants in the earths atmosphere. These green house gases, as they are now known, form a blanket over the earth atmosphere, thus trapping the suns heat inside the planet and causing it to warm up (National Resources Defense Council, 2007). A substantial population of the worlds scientist have agreed that human activities, especially the burning of fossil fuels, have increased atmospheric â€Å"concentrations of carbon dioxide (CO2) by 36% from pre-industrial levels of 280 parts per million (ppm) to 380 ppm over the past 150 years, leading to an increase in global average temperature of 0. 9oF over the past 100 years†. Consequently, there has been considerable increase in global average temperature and sea levels, decreases of sea ice in the Artic and melting of the planets continental ice sheets and mountain glaciers (Justus and Susan, 2006). More frightening, however, is the assertion by scientists that if green house gases continue to accumulate at the present rates, more rapid and devastating consequences could result within a short period of time. While scientists largely agree on the evidences pointing to a warming planet, the severity and ramifications of its consequences is often a subject of controversy, doubts and heated debates. The drought in the Southwestern U. S presents one such example of the controversies and uncertainties surrounding the consequences of global warming. In the history of the Southwestern U. S. , drought has been a relatively periodic occurrence, due to climate variability that characterizes this region. For example, after reviewing the history of climate changes in the region, Thompson and Anderson (2005) concluded that over the long term, the climate of the region is constantly changing and that in the 18,000 years since the last glacial maximum the southwestern United States has experienced conditions that ranged from much colder to somewhat warmer than today. Moisture conditions have also varied, both through time and across the region (Thompson and Anderson, 2005). However, despite these assertions, scientists through several studies have pointed out that the present multi-year drought in the region is not another result of climate variability but a consequence of climate change. They assert that the present climate situation might be the new climate of the region and that drier and more sever droughts lies ahead if urgent measures are not taken. The proposed study intends to support and add weight to the contention that climate changes is already impacting the region and that increasing global warming will increase the severity of drought in the Southwestern U. S. Purpose Statement McNab and Karl (2003) observe that drought is a complex phenomenon that can be very difficult to define. They contend that the problem with defining drought derives partially from the fact that the term could be approached from different perspectives. That, notwithstanding, the central theme that underlie any definition of drought is the absent or deficiency of water. However, they point out that to completely define drought, the â€Å"component(s) of the hydrologic cycle affected by the water deficit and the time period associated with the deficit, must be specified†. The Southwestern U. S is a region vulnerable to droughts due to its variable climatology that derives from its peculiar topography. The entire Southwestern states of the United States fall into a climatic region generally known as the subtropics. These regions are known to be dry and susceptible to drought because the atmosphere moves water out of those regions into higher planes (Thompson, 2007). It is argued that the evaporation is higher in subtropics and the moist air from here is transported to temperate regions at higher latitudes. This climatic condition sometimes causes excessive dryness (drought) in these regions. The infamous dust bowl conditions of the 1930s and the severe droughts of the 1950s are typical examples. Pointing out the vulnerability of the region, Davis (2007) observe that in some years, exceptional drought has engulfed the entire Plains from Canada to Mexico; in other years, crimson conflagrations on weather maps have crept down the Gulf Coast to Louisiana or crossed the Rockies to the interior Northwest (Davies, 2007). Based on this argument, it is convenient to describe the present drought in the region as a result of such climatic variability. Unfortunately, recent data on global warming indicate otherwise. Scientists have shown that this time, the drought in the region is not just a passing phase in climatic conditions, it is a reality that has come to stay. It is evident that this time, it is the base climate that is changing and dire consequences looms ahead. Supporting the argument that the aridity in the Southwestern U. S is different this time, Davis (2007), point out that Lake Powell had fallen by nearly eighty feet in three years, and crucial reservoirs along the Rio Grande were barely more than mud puddles. The Southwestern winter of 2005-06, meanwhile, was one of the driest on record, and Phoenix went 143 days without a single drop of rain. Noting that some scientists have regarded the present situations as the worst drought in 500 years and with the several scientific evidences showing the link between global warming and severe drought, Davis concluded that the present climate condition is not simply episodic drought but the regions new normal weather' (Davies, 2007). Statement of the Problem Both global warming and droughts portend grave dangers for both the region and the world at large. Despite the sometimes dissenting voices in the science world, there is unanimous certainty that the planet is warming up. The Intergovernmental Panel on Climate Change (IPCC) in its 2007 report stated that it is unequivocal that the planet is heating up and that, with utmost certainty, the warming is caused by human activities. It is clearly understood that increased global temperatures will facilitate the propagation of certain deadly bacteria and the spread of diseases. For example, Kolivras and Andrew (2004) carried out a study that revealed that the presence and spread of four diseases; hantavirus, plague, dengue and coccidioidomycosis in the Southwestern U. S could be attributed to the increased in temperature in this region. Again, it is clear that higher global temperatures will lead to increase in the incidence and severity of droughts which will affect agricultural production, causing global food crisis. Also, the melting of continental and Artic ice, due to global warming, will cause flooding and other devastating problems that will affect millions of people globally. Persistent drought, on the other hand, also severely impacts a society. Besides the shortage of food and water that characterizes drought conditions, Davis (2007) also point out that drought rapidly destabilizes the natural ecosystem. Buttressing this fact, he observed that, without sufficient moisture to produce protective sap, millions of acres of pinyon and ponderosa pine have been ravaged by plagues of bark beetles; these dead forests, in turn, have helped to kindle the firestorms that have burst into the suburbs of Los Angeles, San Diego, Phoenix and Denver, as well as destroyed part of Los Alamos (Davies, 2007). However, despite the frightening consequences of droughts and/or global warming, the real issue here is the misunderstanding of the problem at hand. A clear understanding of the real cause and nature of the drought in the Southwestern United States will greatly help in containing the problem before it get out of hand. In a study for the Lamont Doherty Earth Observatory, Columbia University, Richard Seager and other scientists point out that all the models used for the third Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) indicated a general decrease in rainfall in the subtropics during the 21st century and gradual drying up of the region with increasing concentrations of atmospheric carbon dioxide (Seager et al, 2007). The present drought in the region is therefore, evidently a consequence of a much bigger problem, the realization of this fact is important in shaping public attitudes and opinions required for finding a lasting solution to the problem. Theoretical Framework The states of the Southwestern United States fall in a climatic region known as the subtropics. The climate in these regions is characteristically dry because the atmosphere moves water out of these regions. Moist air from these regions is often transported to temperate regions at higher latitudes. This phenomenon is referred to as the Hadley cell (Thompson, 2007). This flow of moist air away from subtropics induces rising air over the equator and descending air over the subtropics. The descending air over the subtropics suppresses precipitation, which further increase dryness of the regions. With global warming, the blanket of greenhouse gas in the atmosphere heat up the air over the subtropics enabling it to carry and transport more moisture away from the region. Furthermore, with increasing global temperatures, Hadley cell (the flow of air out of the subtropics) expands pole ward, bringing the United States Southwestern region under the increasing influence of descending air, further compromising precipitation and further worsening drought. The link between reduced precipitation and drought was established by McNab and Karl (2003) who asserted that precipitation can be considered to be the carrier of the drought signal and stream flow and ground-water levels can be considered to be the last indicators of the occurrence of a drought (McNab and Karl, 2003). It has been argued that whilst past droughts in the region was because La Nina brought cooler ocean temperatures to the equatorial Pacific, which resulted in drier conditions over North America, the present drought is caused by changing climatic conditions characterized by increasing global temperatures that enable more moisture to be transported out of the region and suppressed precipitation.

Quality of Service (QoS): Issues and Recommendations

Quality of Service (QoS): Issues and Recommendations The Effects Of Movement On QoS – As the mobile device moves from a cell protected from one base station to an adjoining cell of a different base station during a connection handover takes place. This hand over time may just result in a short loss of communication which would possibly not be obvious for voice interplay however can outcomes in loss of information for different applications. For mobile computing, the base station may have to provide regional processing, storage or other services as good as communication. Variations in link quality will additionally be caused by atmo ­ circular conditions such as rain or lightning. These effects need additional refined dynamic QoS management than fixed systems. It is therefore the variation in QoS that is that the crucial distinction between mobile systems and communications based on wired networks. This implies for adaptive QoS management that specifies a variety of acceptable QoS levels, instead of attempting to ensure specific values. The QoS management is additionally accountable for cooperation with QoS aware applications to support adaptation, instead of insulating applications from variation in underlying QoS. The effects of quality on QoS need then that algorithms utilized should be capable of managing frequent loss and reappearance of mobile device within the network, and that overhead ought to be reduced in periods of low connectivity. This is in contrast to traditional distributed applications, wherever moderately stable presence and systematically high network quality square measure usually assumed. The Restrictions Of Portable Devices On QoS – Portability of the mobile computing device imposed variety of problems that place limitations on QoS. The main limitation is within the physical size of mobile computers. Systems usually are designed with the limitations of batteries in mind. Current battery technology still needs appreciable area and weight for modest power reserves, and isnt expected to become considerably additional compact in future. This then places limits on the style due to the ought to offer low power consumption as a primary style goal: low power processors, displays and peripherals, and the observe of getting systems powered down or sleeping once not in active use are common measures to reduce power consumption in portable PCs (Personal computer) and PDAs (Personal digital assistant). Low power consumption elements are usually grade of processing power below their higher consumption desktop counterparts, so limiting the complexness of tasks performed. The practice of intermittent activity might seem as frequent failures in some situations. Similarly, mobile technology needs vital power, notably for transmission, thus network association should be intermittent. The second purpose is that of user interfaces: giant screens, large keyboards, and refined and straightforward to use pointer systems are commonplace in a desktop surroundings. These facilitate data wealthy, complicated user interfaces, with precise user management. In portable computers, screen size is reduced, keyboards are typically additional incommodious, and pointer devices less refined. PDAs have tiny, low resolution screens that are usually additional suited to text than graphics and will solely be monochrome. They have stripped miniature keyboards, and pen based mostly, voice, or easy cursor input and selection devices. These limitations in input and show technology need a considerably totally different approach to user interface style. In sush type of environments where users may use a variety of systems in different situations, the interface to applications may then be heterogeneous. QoS management in a mobile environment should enable for scaling of delivered information, and also less complicated user interfaces once connecting using a common combination of portable devices and higher power non-portable devices [1, 6] and field of context aware computing provides groundwork during this area, wherever instead of treating the geographical context (as for mobility), one can treat the choice of end system as giving a resource context. The Effects On Other Non-Functional Parameters – Any style of remote access will increase security risks however wireless based mostly communication is especially likely to unseen undetected therefore mobility complicates traditional security mechanisms. Even nomadic systems can build use of less secure telephone and net based mostly communications than workplace systems using LANs. Some Organizations might place restrictions on what knowledge or services will be accessed remotely, or need a lot of subtle security than is required for workplace systems. In addition, there are legal and moral problems rose within the observance of users locations. Cost is another parameter that might be stricken by the employment of mobile communications. However, whereas wireless connections are frequently more expensive, the basic principles of QoS management in relevancy price are the same as for fixed systems. The only major extra quality is formed by the risk of a bigger range of connection, and therefore price, options, and the risk of performing accounting in multiple currencies. WORK ON MANAGEMENT OF QoS IN MOBILE ENVIRONMENTS Management Adaptivity As declared within the section The Effects of Movement on QoS, one of the key ideas in managing QoS for mobile environments is adaptation to changes in QoS. In the following we tend to discuss 3 categories of change that have to be catered for. Large-grained change is characterized as changes due to varieties of end system, or network connection in use, generally these can vary infrequently, often only between sessions, and therefore are managed mostly at the initialization of interaction with applications, probably by suggests that of context awareness. Hideable changes are those minor fluctuations, some of that could be peculiar to mobile systems, that are sufficiently little in degree and period to be managed by traditional media aware buffering and filtering techniques. Buffering is often used to take away noise by smoothing a variable (bit or frame) rate stream to a constant rate stream. Filtering of packets could differentiate between those containing base and improvement levels of information in multimedia streams, e.g., moving from color to black and white images and are like those in fixed network systems [35]. However, as mobile systems move, connections with totally different base stations have to be set up and connections to remote servers re-routed via the new base stations. This needs moving or putting in filters for these connection, different connection could not give the same QoS as the previous one, and so the needed filter technique could differ. To manage this needs an extension of the traditional interactions for migrating connections between base stations. The choice and handover of management should realize of offered QoS, needed QoS, and the capability of the network to accommodate any needed filters. Wherever the network cannot maintain the current level of service, base stations ought to initiate adaptation in conjunction with handover [14, 41]. Fine-grained change are those changes that are often transient, however vital enough in vary of variation and period to be outside the range of effects that will be hidden by traditional QoS management ways. These include: Environmental effects in wireless networks. Other flows beginning and stopping in a part of the system so affecting resources available. Changes in accessible power inflicting power management Functions to be initiated, or degradation in functions like radio transmission. These types of change should be informed with the applications involved, as they need interation between QoS management and the application for adaptation. In several conditions it is a reasonable to assume that the wireless connection will determine the overall QoS. However, an end-to-end QoS management is still needed, specially for multicast systems, and those using the internet for their connection. The impact of price on patterns of desired adaptivity also becomes more pronounced in mobile systems, wherever connections usually have a charge per unit time or per unit data. Adaptation paths connected with QoS management ought to be able to describe how a lot of the users are willing to pay for a certain level of presentation quality or timeliness. The heterogeneousness inherent in systems that might offer network access through more than one media also will be a issue here, as certain sorts of connection can cost more than others, and cost of connection will vary due to telecoms supplier traffic structures. Resource Management And Reservation – Some researchers contend that resource reservation isnt relevant in mobile systems, as the accessible bandwidth in connections is just too extremely variable for a reservation to be meaningful. However, some resource allocation and admission control would appear reasonable once resources are scarce, even if laborious guarantees of resource provision are not practical. [44, 47] proposes that guarantees be created in admission control on lower bounds of needs, whereas providing best-effort service beyond this. This is achieved by creating advance reservation of minimum levels of resources within the next predicted cell to confirm accessibility and smooth handoff, and maintaining a portion of resources to handle unforeseen events. The issue of resource reservation is given some thought by those engaged on base stations and wired elements of mobile infrastructures, as these high bandwidth elements should be shared by several users, therefore the traditional resource management approach s till applies. Context Awareness – A further aspect of resource management is that of large grained adaptivity, and context awareness. [49] defines situation as the entire set of circumstances close surrounding agent, including the agents own internal state and from this context as the elements of the situation that ought to impact behavior. Context aware adaptation may include migrating data between systems as a results of mobility; dynamic a user interface to reflect location dependent information of interest; choosing a local printer or power conscious scheduling of actions in portable environments. The QoS experienced is also dependant on awareness of context, and applicable adaptation to that context [11]. A elementary paper on context awareness is [13], that emphasizes that context depends on more than location, i.e., vicinity to alternative users and resources or environmental conditions such as lighting, noise or social things. In consideration of QoS presentation, the problems with network connectivity, comm unications price and bandwidth, and location are obvious factors, poignant data for interactions as well as how end systems are used and users preferences, for instance, network bandwidth may be available to supply spoken messages on a PDA (Personal digital assistant) with audio capability, however in several situations text show would still be the most applicable delivery mechanism speech might not be intelligible on a noisy factory floor, and secrecy is also required in conferences with customers. Quality will therefore cover all non-functional characteristics of information poignant any aspect of perceived quality. CONCLUSION We discussed the critical issues faced by QoS in a mobile environment, the time those challenges emerged and the techniques that were put forward to tackle those challenges following literature to discussed work. The Persistence of Memory by Salvador Dalà ­: An Analysis The Persistence of Memory by Salvador Dalà ­: An Analysis The Persistence of Memory is a surreal landscape created in 1931 by the famous Spanish artist, Salvador Dali. This oil painting measures 9 1/2 x 13 inches, or 24.1 x 33 cm and is on display at the Museum of Modern Art in New York (MoMA). It has been displayed in galleries worldwide and is a symbol of Dalis work. The Persistence of Memory contains a light blue horizon, which slowly fades downward from blue to yellow across the top quarter of the painting. Under the skyline sits a body of water, or what looks to be a large lake or a reflecting pool. The body of water traces the skyline until it interacts with neighboring mountains to the right. In front of the mountains there is lone pebble. On the left close to the water, Dali places a reflective, blue, elevated, rectangular platform with dark brown trimming around the edges. Placed in front of this platform, there is another single pebble. A lifeless tree with a hollow top, is in front of it, missing all of its leaves and branches but one. The single branch holds a silver pocket watch which appears to be melting on the end of the branch showing the numbers three through nine. Only one hand of the watch is shown, pointing at the 6. The tree is located on top of a light brown square object that looks desk-like. The brown object takes over the bottom left corner of the painting, and even goes off the canvas. On this object there are two more pocket watches residing. One of them is gold and melted, hanging half way off the light brown cube. The hands of the gold watch are stopped at five of seven and there is a fly on the face near the 1 oclock mark. The fly is also casting a very small shadow, which is shaped more like a human. The other pocket watch is bronze and shut. The exterior of the pocket watch is covered with a swarm of black ants. Unlike the other clocks, this is shut, and the only one that is not warped or melted of the four. The ground in The Persistence of Memory is a dark brown that almost turns black in certain areas. On it lies a white figure on its right side with another silver-colored melting clock on its back. The white figure is human-like, with over emphasized large eyelashes. It has a what looks to be a trade mark Salvador Dali moustache and lips where eyebrows would be on a human face. Its nose is flared and has another small brown object coming out of the right nostril. The white figure has no limbs or other human-like characteristics. The rest of the scenery around the white figure is dark and barren. The Persistence of Memory uses the basic elements of art including a plethora of lines, values, shapes, form, colors, and texture (Glatstein). The lines that Dali uses in the painting vary on the shape which he is working with. Most of the painting contains lines that are relatively thin and similar in width, with the exception of the mountains, and the eyelashes of the white figure. The lines on the mountains are noticeable, and give them a rough realistic approach. On the white figure Dali uses different lengths and widths to create individuality in each lash. He also makes everything detailed down to the very last ant on the bronze watch. The lines that make up the watches are so detailed that they even show each number on the faces. The use of lines also improve the realistic look of the reflection of the mountains in the water. The lines on the platform and brown object are straight and symmetric. He does not leave many visible sketch marks in this painting, so it is not clear o r easy to distinguish his lines from shading. The lines that he does show usually complement the dark shadows of his surrealist landscape. The values and shading in this painting are very drawn out and detailed. The shadows in Dalis Persistence of Memory are the heart and soul of the piece, creating a universe that has never been seen before. Thick values highlight details and color, giving a three dimensional illusion to this piece. On the tree, the values are implied to create the illusion of bark, while the limp clock it is holding on its branch uses value to create a tarnished and three dimensional effect. The brown object also uses shading to get this effect. The watches on the brown cube have detailed shading on and around them, and use color to shade and give a shiny effect. The melting one uses a great deal of color on the face, while the watch with the ants draws attention to the insects covering it. The ground is primarily solid brown, with vivid black shadows overpowering the landscape. This stresses the amount of sunlight that is shown in the landscape, reflecting off of other interacting objects. The mounta ins use a combination of light and darkness mixed with color rather than only black to create this style. Some of the ridges on the mountains are shaded with black, along with other parts of the painting such as the white figure and the brown cube where the two pocket watches are placed. The ants are all black, and have very little shading, while the fly on the other watch only has a blue shadow of a human figure. The white figure has shading throughout its entire body. There is heavy shading on his head, nose eyelashes, and where its body touches the ground. This painting contains a variety of shapes and forms that add to the uniqueness of its style. There are noticeable figures and shapes, and unidentifiable ones throughout the painting. The blue platform in the far corner is a solid three dimensional rectangle, as is the large brown cube in front of it. In these objects the lines are straight and solid, and although the object is not identifiable, the geometric shapes are (Jirousek). The way that the clocks are melting adds a sense of movement and flimsiness. The mountains are recognizable shapes, along with the body of water surrounding them. The tree is easily identified, as are ants and the fly. The white figure is almost cubist, missing parts and anatomical structures, somewhat resembling a Picasso or Braque painting. It still contains human qualities, like the eyelashes and the nose but lacks a solid form. Many of the objects in this painting interact with others, either resting on or touching. The clocks are an example of this be cause they almost mold to whatever object they come into contact with. This painting is three dimensional, geometric, and abstract, and does not stick to all traditional shapes or forms (Jirousek). The color scheme along with the shading work to bring the painting to life. The colors are not vivid or bright, but more saturated and dark. Dali uses shadow and color together to create a different experience. The colors in The Persistence of Memory are primarily warm including a lot of yellow, gold, black, and brown (Warm Colors). The browns on the cube and the scenery range from light to dark. The mountains are a shade of yellow, along with a lot of what the sun touches in the painting. The watches are gold, silver, and bronze and have a shine to them because of the color and shading. There are also cool colors in this piece including blue, white, and silver (The Meaning of Color). The faces of the clocks, tree, the flys shadow, the sky and water are all a blue tint, working with the warm colors to balance the painting. The texture of the painting mainly focuses on senses such as sight and touch. From smooth surfaces to rough and jagged objects, Dali intensifies the visual experience to create an imaginary sense of touch. The blue platform appears to have a smooth reflective surface, with a rough wooden underside. The tree in front of it has a course exterior with deteriorating bark. The clock on its weak branch has a flexible but noodle like appearance to it. The large brown object with the other two clocks on top looks smooth and almost wooden. The pocket watch with the ants on it looks smooth and shiny, but still covered in small black ants. The gold pocket watch looks melted and squishy. The hands on the watch appear to go in every direction and never stay in sync with each other. The mountains in the background look narrow, ancient, dangerous, with noticeable signs of erosion. The water looks still, clear, reflecting the mountains in the landscape. The two pebbles that are separated on the far left and right in the background have a smooth exterior. The white figures skin is smooth as well, although the shading gives the impression that the figures body is wavy and ameba-like. Its moustache and lips where his eyebrow appear to be drawn on and unnatural. The large eyelashes have a rough and soft texture, as does his nose and the rest of his face. Salvador Dalis painting The Persistence of Memory, uses a variety of artistic methods and principles (Glatstein). The emphasis of the piece are the four melting clocks scattered throughout the painting. Some may argue that its his mysterious white figure that draws more attention to the work. The painting carries a strong sense of movement as well. The melting clocks create an optical illusion, giving the viewer the impression that they are actually dripping metal. The ant colony on the bronze watch also creates a sense of motion as they scatter on its surface. The cracked and crumbling mountains add to this movement too, while the water below and the white figure stay completely still. The use of shadows in the picture builds a strong contrast between sources of light and darkness. The lighting projects emphasis on several objects and builds three dimensions using shadow and color. The contrast also brings the three dimensional illusion to life, giving the painting its distinguishin g features. The painting lacks a definite pattern or motif, and the only reoccurring object is the pocket watches. Its scenery changes throughout the piece from geometric objects, to empty space, to mountains. In this piece the vanishing point appears to make sense and the water touching the skyline gives an illusion of distance. The proportion of the other objects in the painting however, do not follow traditional standards. The pocket watches seem ridiculously large and warped in every direction, while the tree holding the silver watch up is similar in size to the pocket watch. The overall unity of Dalis painting brings mixed emotions. The interpretation of the piece always has a critics bias either directly or indirectly. The Persistence of Memory seems to have a darker impact on people because of its style and subject matter. It is not seen as a cheerful or happy painting, but more eerie and disturbing. According to the Salvador Dali Museum this painting is known to cause fear a nd anxiety of the unknown surroundings (Clocking in With Salvador Dali). Dalis creation of this painting was not drug induced, but from melting cheese and bizarre dreams (Rochfort). The message Dali is trying to spread is that life is fast paced and full of choices which sometimes produce unfavorable outcomes, but we move on. The clocks are only stepping stones into the real meaning behind the painting. The silver watch on the tree is symbolic of a time which has recently passed (Being second closest to the white figure). The gold watch symbolizes the best years of life slowly escaping. The closed bronze watch with the ants could symbolize a time which the artist wanted to move on and forget. The one on top of the white figure symbolizes the place that he is at now and currently trying to live through. The pebbles painted on opposite sides of the canvas symbolize separation between a lover. The cracks in the mountains are obstacles that one faces before they can reach a stable point in life and find happiness. The raised blue platform in the back symboliz es the path to a higher quality of life, while the dead tree shows mortality and that nothing lives forever. The flys shadow in the form of a person could be another symbol of Dalis love escaping, or that he wishes to escape reality. Many sources state that Salvador Dali had fallen in Gala, his only love and muse included in her many pieces (Salvador Dali-A Soft Self-Portrait). This piece defines surrealism, breaking many of the norms previously adopted by artists and critics. The painting itself reflects a lot on Salvador Dali, and the way which he viewed life. His artistic style is incredible, and his dream photographs (Clocking in with Salvador Dali) are mind blowing. His use of colors and lighting creates a three dimensional experience that was never seen before. The lifelike qualities and absurd creatures that inhabit the piece make it so good, and separate it from the rest. It has even been noted that the white figure seen in the painting is a self portrait of Dali, (looking at the moustache above its eyelashes) (Clocking in with Salvador Dali). The clocks themselves make The Persistence of Memory an iconic piece and have been emulated and parodied in popular culture as well. It surpasses much of the Modern Art of its time, involving more talent than just throwing paint buckets at a canvas. I was able to see this painting in person at the Philadelphia Art Museum in 2005 when the Dali Exhibit was on display.

Movie Essays - Oedipal Hamlet in Film -- Movie Film comparison compare

Oedipal Hamlet on Film      Ã‚  Ã‚  Ã‚   It has commonly been suggested by such disciples of Sigmund Freud as Ernest Jones that Shakespeare's character of Hamlet is the victim of an Oedipus complex. While any reading of the play Hamlet, Prince of Denmark that focuses on the text and not the psychoanalytical fads of the current age disproves any notion of Hamlet's oedipal nature, many film artists have followed popular psychology and have adopted this theory for the screen. Whether out of precedent, pressure, or some need to discover some complex in Hamlet, this has become a very popular trend for filmmakers. Seeing as how it is impossible to do a production of Hamlet without addressing Hamlet's relationship with Gertrude, Hamlet, Sr., and Claudius, the following will be a discussion of several filmic Hamlets, and the presence, or absence of these Freudian notions. While certainly not the first production of Hamlet for the big screen, Laurence Olivier's 1948 adaptation is the first full length commercial version, and is still highly regarded today. In this film Gertrude looks at Hamlet more like a lover than a mother, gazing at him lustfully whenever he is present. Gertrude's affection is not limited to these gazes, however, as upon Hamlet's agreement to remain at Elsinore she kisses him deep and long on the lips, like a lover. Olivier's Hamlet is initially aggressive toward Gertrude during the closet scene, but after the visit from the ghost he becomes as affectionate as Gertrude is in the beginning. Hamlet speaks to Gertrude tenderly, and she responds accordingly. He then gives her a deep long kiss to seal their pact against Claudius. Taken out of context the scene would appear to be a conversation and love-pact between two ... ...ed complexes and have given us Hamlets free of supposed incestuous wishes and confused notions. This reverence for the script and lack of supposition give the viewer a more accurate view of Hamlet that is more in keeping with the complex mind Shakespeare offered his audience.    Works Cited and Consulted Branagh, Kenneth. "Hamlet" by William Shakespeare: Sreenplay, Introduction, and Film Diary. New York: W.W. Norton & Company, 1996. Guerin, Wilfred L., Earle Labor, Lee Morgan, Jeanne C. Reeseman, and John R. Willingham. A Handbook of Critical Approaches to Literature. New York: Oxford University Press, 1992. Leong, Virginia. "Hamlet Article from The Australian." 06 December 1997. (07 December 1997) Shakespeare, William. Hamlet, Prince of Denmark. The Riverside Shakespeare. ED. G. Blakemore Evans. Boston: Haughton Mifflin Company, 1974.

The Importance of the Sea in Chopin’s The Awakening Essay examples --

The Importance of the Sea in Chopin’s The Awakening Unlike Marà ­a Eugenia, Edna in Kate Chopin’s The Awakening chooses not to fill her family’s expectations. As she takes her final steps into the sea she thinks to herself: â€Å"they need not have thought that they could possess her, body and soul† (655). Edna treasures her autonomy and chooses death over familial subjugation. However her transformational journey, alluded to by the title of the novel leads to more than the rejection of her self-sacrificing familial roles as wife and mother and her death. We first meet Edna on her way back from a swim with Robert Lebrun, as Chopin begins to establish Edna’s burgeoning transformation in the context of her relationship with Robert and to the sea. While Robert and Edna’s relationship develops, Edna becomes increasingly dissatisfied with her marriage to Là ©once Pontellier and her traditional roles as wife and mother to her two children, Rauol and Etienne. Edna learns to swim, takes up painting, befriends Madame Reisz, an eccentric old woman that plays the piano, and moves into her own house. After Robert leaves for Mexico, she engages in an affair with Alceà © Arobin, until Robert returns and they affirm their love for one another. However, Robert, afraid of the social repercussions of their affair, leaves town. As a result of losing Robert, failing to find fulfillment in her life without a man, and failing to reconcile her roles as a good and faithful wife and mother while becoming an artist and falling in love, Edna com mits suicide by drowning herself in the sea. The sea, or green-world token is present throughout the novel as Edna engages in her innermost thoughts and her relationship with Robert, the green-world lover. Although ... ...pport of Mr. Pontellier, her children, Madame Ratignolle, Robert, Madame Reisz, and her father. While Edna sees support for herself in these roles the way the other characters see them, she does not believe that she has their support for herself as an individual, apart from these roles, or as a person defining these roles for herself. As she takes her final walk down to the beach, the sea continues to call to her soul: â€Å"The voice of the sea is seductive, never ceasing, whispering, clamoring, murmuring, inviting the soul to wander in abysses of solitude† (654). The sea has helped Edna see into her innermost being and the transformational journey has helped her realize that she wants to fulfill her roles in life as an autonomous individual. But because Edna feels that she cannot achieve her goals, she succumbs to that which is closest to her innermost being, the sea.

Abraham Lincoln Essay -- Biography Biographies Bio essays papers

  Ã‚  Ã‚  Ã‚  Ã‚  Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. (Lincoln) Abraham Lincoln was a true American hero. He brought this country through a time of succession and rebellion, through his thoughtful planning, tyranny like leadership, and amiable individuality. He, with a half a nation of armed forces, liberated the slaves and united a nation. Abraham Lincoln was born on February 12, 1809, in a log cabin on a farm in Hardin county, Kentucky. He was the son of Thomas and Nancy Hanks Lincoln, and was named after his grandfather (Lincoln). Thomas Lincoln was a carpenter and farmer. Both of Abraham's parents were members of a Baptist congregation, which had separated from another church due to the disagreement of slavery. (needy pg 121) He as a young child spent a lot of the day doing one of two things; reading books, or doing household tasks. In 1816, when Abraham was 7, he moved with his family to Indiana. There his mother died in 1818 of a milk sickness, a disease obtained from drinking the milk of cows, which had grazed on poisonous white snakeroot. This devastated Abe "God bless my mother. All that I am and ever hope to be, I owe to her." (Lincoln) When he was 15 years old he often worked as a hired hand on other farms. While he plowed or split fence rails, he usually had book tucked in his shirt to read while on his lunch breaks. Once a farmer loaned him The Life of George Washington, by Parson Weems, and Abe accidentally left it in the rain. To pay for the damage, Abe shucked corn for him for three days. Throughout his life Abraham Lincoln made every effort to do be fair, hence he came to be know as "Honest Abe". This fairness that he learned in his child hood would stay with him the rest of his life. Using his skill as a speaker and Ethics on slavery Abraham and his running mate Hannibal Hamlin ran for the presidential seat for the Republican Party in 1860. They set out on a long campaign, of mostly northern states, sometimes they were the only ones traveling. They spoke many places such as Illinois, Missouri and many others. This devoted work paid off as Lincoln was appointed the 16th president of the United States of America November 6, 1860. (Norton) After the election was over the president and his wife moved to... ...ves in states like Texas, Louisiana, Mississippi and others, to break away from the slave owners and rebel. It also let the union troops have a reason to fight, they from that point on fought for freedom and to help the slaves in the slave states. The act also let black soldiers fight for the union side in the war. As perversely they were not aloud to do so. Although, the emancipation Proclamation was limited, it only applied to the slave states excluding the 4 slave union states. This was a try for Lincoln to help keep the 4 union slave states within the union. If they would have lost them the war would have turned out differently, the south might have won. Also, the emancipation proclamation didn't actually free anyone, as the south was not going to obey any of the union rules that they appointed. They would have to win the war to get the confederate sates to follow, by that point the law could just be changed to abolish slavery outright. Abraham Lincoln was the 16th president of the United States of America. He Was said to Free the slaves he was a great American hero to us all. Not only was he the greatest president to ever live but he was a man that united a broken country Abraham Lincoln Essay -- Biography Biographies Bio essays papers   Ã‚  Ã‚  Ã‚  Ã‚  Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. (Lincoln) Abraham Lincoln was a true American hero. He brought this country through a time of succession and rebellion, through his thoughtful planning, tyranny like leadership, and amiable individuality. He, with a half a nation of armed forces, liberated the slaves and united a nation. Abraham Lincoln was born on February 12, 1809, in a log cabin on a farm in Hardin county, Kentucky. He was the son of Thomas and Nancy Hanks Lincoln, and was named after his grandfather (Lincoln). Thomas Lincoln was a carpenter and farmer. Both of Abraham's parents were members of a Baptist congregation, which had separated from another church due to the disagreement of slavery. (needy pg 121) He as a young child spent a lot of the day doing one of two things; reading books, or doing household tasks. In 1816, when Abraham was 7, he moved with his family to Indiana. There his mother died in 1818 of a milk sickness, a disease obtained from drinking the milk of cows, which had grazed on poisonous white snakeroot. This devastated Abe "God bless my mother. All that I am and ever hope to be, I owe to her." (Lincoln) When he was 15 years old he often worked as a hired hand on other farms. While he plowed or split fence rails, he usually had book tucked in his shirt to read while on his lunch breaks. Once a farmer loaned him The Life of George Washington, by Parson Weems, and Abe accidentally left it in the rain. To pay for the damage, Abe shucked corn for him for three days. Throughout his life Abraham Lincoln made every effort to do be fair, hence he came to be know as "Honest Abe". This fairness that he learned in his child hood would stay with him the rest of his life. Using his skill as a speaker and Ethics on slavery Abraham and his running mate Hannibal Hamlin ran for the presidential seat for the Republican Party in 1860. They set out on a long campaign, of mostly northern states, sometimes they were the only ones traveling. They spoke many places such as Illinois, Missouri and many others. This devoted work paid off as Lincoln was appointed the 16th president of the United States of America November 6, 1860. (Norton) After the election was over the president and his wife moved to... ...ves in states like Texas, Louisiana, Mississippi and others, to break away from the slave owners and rebel. It also let the union troops have a reason to fight, they from that point on fought for freedom and to help the slaves in the slave states. The act also let black soldiers fight for the union side in the war. As perversely they were not aloud to do so. Although, the emancipation Proclamation was limited, it only applied to the slave states excluding the 4 slave union states. This was a try for Lincoln to help keep the 4 union slave states within the union. If they would have lost them the war would have turned out differently, the south might have won. Also, the emancipation proclamation didn't actually free anyone, as the south was not going to obey any of the union rules that they appointed. They would have to win the war to get the confederate sates to follow, by that point the law could just be changed to abolish slavery outright. Abraham Lincoln was the 16th president of the United States of America. He Was said to Free the slaves he was a great American hero to us all. Not only was he the greatest president to ever live but he was a man that united a broken country

Book Report (the Titans Curse by Rick Rordan)

Percy Jackson The Titans Curse In this Percy Jackson and the Olympians book, it starts out when Thalia daughter of Zeus, Annabeth daughter or Athena, and Percy son of Poseidon set out to help Grover who found two really power full half bloods escort them back to camp have blood. But then they run into trouble when this really power monster shows up that works for Cronus try’s to take Bianca and Nico the two really powerful other half bloods. Before there group was about to be defeated Artemis goddess of the hunt and the moon sun of Apollo shows up and rescues them with her huntresses. Also Annabeth saved them but in the process she falls off the cliff and they could not find her, little do they no that she was really just captured by Luke and Cronus, Bianca joined the hunt with Artemis and left Nico at camp half blood to train to become stronger. Artemis left her huntresses to go find the one monster that could destroy Olympus, while trying to find the monster she was captured by Cronus and needs to be rescued before the winter solstice so that she can convince the council that they need to go to war to prevent the titans rise. So a quest was given to Zoe who was the leader of the huntresses that they should go save Artemis before the winter solstice and when she went to go consult the Delphi Oracle it said â€Å"five shall go west hunters and campers combined will not fail one shall be lost in the land without rain and another shall parish by a parents hand. † So since Zoe was the quest leader she got to choose who goes with her, she chose three hunters and two campers but one of the hunters got sick so she couldn’t go so only four of them left for the quest Zoe Bianca, Thalia and Grover but then Percy wanted to go save Annabeth so he snuck off to save her. He ends up meeting up with and saves them from the monster that tries to kill them early. When the got to New Mexico (which is a land with out rain) they go into the gods junk yard and this giant mechanical robot thing comes to life and then Bianca jumped into the robot and defeated it but she was lost and could not be found. They had to go all the way from camp half blood which is right out side New York all the way to California. When they finally go to California the had to go up the mountain of the titans so it is really dangerous also the general is back which is cronus’s number one warrior you no the guy who holds up the sky atlas. When they get up there they see Annabeth laying on the ground over where you hold up the sky and Artemis holding up the sky they also see Luke and Atlas and an army behind them Percy Jackson did the naturally stupid thing and charged Atlas but cause of this curse that was put on Percy his weapon riptide failed him and so he ran over to where Artemis was holding up the sky and took the sky for her so that she could fight Atlas, While that was happening Thalia was fighting Luke after he was defeated by her, he tried to jump at her but her reflexes was to fast and she kicked him off the cliff with was like a 30 foot drop so he should have died but didn’t when Artemis was fighting Atlas she was defeated and before she was about to get seriously hurt Zoe jumped in the way and saved her, which gave Artemis enough time to get up and ready to fight again. In the mean time Zoe was seriously hurt and was about to die and everyone else was about to get defeated but then Artemis kicked Atlas under the sky again and so Percy jumped out of the way and so Atlas was stuck once again under the sky, but there was still a giant army that was surrounding them but out of no where Annabeth’s dad which owned a plane came out and started shooting all the monsters with Celtic bronze bullets which gave Artemis enough time to call down a chariot and so they jumped in to get away. Zoe was still really injured and on her death bed. She ends up dieing and then they find out that Atlas was Zoe’s dad so she perished by a parents hand. When they get back to camp half blood Nico found out his sister died so he got really angry and ran off which on his way finds out he is the son of Hades. Up on mount Olympus on the winter solstice they end up finding the monster which was a harmless cow sea serpent and so if you sacrifice a harmless monster you g ain the power to over throw the gods, Artemis convinces the gods that they need to go to war with the titans.

Android Os

CELLPHONE OPERATING SYSTEM 2010 CP 303 – Operating Systems 5/14/2010 Android is a complete set of software for mobile devices. It consists of: * An operating system * Middleware * Mobile applications Android was built from the ground-up to enable developers to create compelling mobile applications that take full advantage of all a handset has to offer. An application can call upon any of the phone's core functionality such as making calls, sending text messages, or using the camera, allowing developers to create richer and more cohesive experiences for users. Android is built on the open Linux Kernel. Furthermore, it utilizes a custom virtual machine that was designed to optimize memory and hardware resources in a mobile environment. It is open source and can be liberally extended to incorporate new cutting edge technologies as they emerge. Android does not differentiate between the phone's core applications and third-party applications. They can all be built to have equal access to a phone's capabilities providing users with a broad spectrum of applications and services. With devices built on the Android Platform, users are able to fully tailor the phone to their interests. A developer can combine information from the web with data on an individual's mobile phone, also, he/she can build an application that enables users to view the location of their friends and be alerted when they are in the vicinity giving them a chance to connect. ANDROID FEATURES Contacts/ Accounts: * Multiple accounts can be added to a device for email and contact synchronization, including Exchange accounts. * Developers can create sync adapters that provide synchronization with additional data sources. * Quick Contact for Android provides instant access to a contact's information and communication modes. A user can tap a contact photo and select to call, SMS, or email the person. Other applications such as Email, Messaging, and Calendar can also reveal the Quick Contact widget when you touch a contact photo or status icon. Email: * Combined inbox to browse email from multiple accounts in one page. * Exchange support. Messaging: * Search functionality for all saved SMS and MMS messages. * Auto deletes the oldest messages in a conversation when a defined limit is reached. Camera: * Built-in flash support * Digital zoom * Scene mode * White balance * Color effect * Macro focus Virtual Keyboard: Refreshed UI with actionable browser URL bar enables users to directly tap the address bar for instant searches and navigation. * Bookmarks with web page thumbnails. * Support for double-tap zooms. * Support for HTML5 * Database API support, for client-side databases using SQL. * Application cache support, for offline applications. * Geo-location API support to provide location information about the device. ANDROID SUPPORTED DEVICES Smartphones: * Acer Liquid A1 * Bluelans Communication Sciphone N19 * Bluelans Communication SciPhone N21 * Dell Mini3i * Geeks'Phone One * General Mobile DSTL1 Imaginary * HKC HKC Pearl * HKC Imobile v413 HTC Desire * HTC Dream * HTC Hero * Droid Incredible * HTC Legend * HTC Magic * HTC Tattoo * Google Nexus One * T-Mobile Pulse * Lenovo OPhone * GW620 Eve * Motorola CLIQ XT * Motorola Droid * Motorola MB300 * Motorola Devour * MOTO MT710 * MOTO XT800 * Motorola CLIQ * Sirius Sky * Qiji I6 Tablet PCs: * Archos 5 Internet Tablet * Camangi WebStation * Eken M001 (TP701) * Enso zenPad * Smart Devices SmartQ-V5 * Smart Devices SmartQ-V7 * Hardkernel ODROID-T E-Readers: * Barnes & Noble nook * enTourage eDGe * Spring Design Alex Other: * Acer Aspire One D250 REFERENCES www. developer. android. com www. android. com www. wikipedia. com

ex Education Should be Implemented to Grade-schoolers Position Essay

Ladies and gentleman good morning, today we will be debating about sex education. Sex education taught in the school system has long been debated as right or wrong. There are some who believe it is wholly wrong for the school to get involved in such a sensitive topic. They may believe this because they feel parents should do the talking or it may be down to religious reasons. First let’s define sex education so what is sex education. Sex education is instruction on issues relating to human sexuality, including human sexual anatomy, sexual reproduction, sexual activity, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, and birth control. Common avenues for sex education are parents or caregivers, formal school programs, and public health campaigns. The word sex, it is one of the few words that catch our attention. Whenever we see the word â€Å"sex† in magazines, newspapers and other print materials, we tend to stop at some point and become interested to read the article where it is written. It’s not because we simply feel the urge to read about sex but perhaps the â€Å"questioning self† wants to clarify and discover the truth about this matter. In liberal democracies, sex is viewed as a normal activity for both adults and teenagers. In the Philippines, it’s very different. Whenever we say the word â€Å"sex†, we are labeled as â€Å"rude†. No wonder why if we heard of â€Å"sex† we directly associate it to â€Å"vulgarity†. We cannot blame ourselves because we are living in a society with a stronghold of moral standards and conservatism. As a representative of the opposition we strongly oppose the implementation of sex education to grade-schoolers. Those grade school pupil who have pure mind and still immature we cannot afford to change the way of thinking of these innocent grade school pupil. It is still early for them to learn about sex education. Teaching sex education to grade-schooler at early age can greatly affect their way of thinking. A person who is 7-11 years old is still immature, they have a imaginative mind and curious to different things specially one that they still haven’t tried, so introducing them about sex education is very risky. There’s no guarantee that the person teaching it has a healthy attitude about sex, or that the teacher really knows anymore about sex that the students do. Sex education brings the information to the front, possibly giving kids ideas of things that they had never thought of before. Instead of just letting things goes by and take their natural course, kids begin thinking about it. They begin to wonder what it’s like and may make poor choices that they never would have if they hadn’t heard about it in the first place. There is also a possibility that they do what couples because of curiosity and immaturity. For teens and young adult are in the transitional stage or the experimental years wherein they are curious about many things and they are very impulsive to try something new, they always seek their selves from other, teaching them how to use contraceptives is a big no, once they learn about birth control and safe sex. The chances for having unplanned teen pregnancies are possible for they are not yet matured to handle such stuff. There’s a tendency that they might have multiple partners. Students may still also suffer from embarrassment or get excitable by the topic matter. Student curiosity will be set high and their urge to try it will be greater. This will cause them to engage in early sex, sex Education program is not the answer to any sex related problems of young teens and minors that have been undergoing at the moment. the schools responsibility is to teach reading, math, science, social studies, etc. Instead of teaching them sex education program, school should concentrate more in moral values, that sex is responsibility, that once done, you must ready to face the consequences and any challenges in life. That sex is sacred it’s not just for fun and pleasure but, it should only be done by couples for procreation. There is a right time for everything, so just like the sex education there is right time to learn about it. Sex education can be compared to a knife – it is useful to those who understand how to use it, but dangerous for those who do not. As parents, would you leave it to someone else to explain something potentially damaging to your children? If they will pursue with it, isn’t it awkward hearing kids say â€Å"Hey mama, can you review me with this condom, pills etc.

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities

Review of the Literature 1.1 IntroductionTo learn more about education and to be able to improve the system to best provide for the individual needs of its learners, this study aims to investigate the link between an individual’s personality and their preferred learning style and teaching modality. There is a shortage of current research on how a student’s personality influences their learning style and preferred teaching modality. There is however, a large body of research that analyses the relationship between personality and learning. Curry (1983) describes learning as a future focused process that involves adaptation of constructs to bring about a change in an individual’s cognitive, practical, affective, social or moral skills which can be observable as a change in behaviour. The learning approach of an individual reflects the way in which they go about the process of learning with regard to their chosen setting, their internal goals, treatment of information, and desire to succeed. Understanding the motives for these individual differences in ways of learning and how this may apply to disparities in achievement has always been a concern for those studying educational practice. Teaching modalities refer to the way in which information is delivered to the student, and the learning environment that is created by the teacher. Higher Education employs several teaching modalities, including traditional lectures, small tutorial groups and one-to-one mentoring. Teaching modalities can vary as a product of the subject being taught, assessment criteria, and the individual preferences of lecturers, who may emphasise more theoretical or more practical approaches, or a combination of the two (Chamorro-Premuzic, Furnham & Lewis, 2007; Chamorro-Premuzic, Furnam, Dissout & Heaven, 2005). Despite this large scope for variability, there is little research into students’ preferences for different teaching modalities, especially into what factors contribute to these preferences. Fielder (1993) suggested that for the most effective teaching, a variety of approaches to teaching should be recruited in order to appeal to the different learning styles and personalities of the students. This hypothesis is supported by a study showing that a variety of teaching modalities was beneficial in engaging more individual learning styles (Dunn & Dunn, 1979). Whilst there has been debate surrounding whether there is a scientific basis for learning styles (Curry, 1983; Pashler et al., 2009), this evidence appears to highlight their relevance to teaching. The large variation in teaching style, learning approach and academic performance poses several questions. Does student personality and their preferred learning approach account for preference of certain teaching modalitiesWhat is the relationship between personality and an individual’s learning approachIt is therefore important to ask, are certain learning approaches suited to specific teaching modalities? The following hypotheses will be tested to investigate the relationship between student personality, preferred learning approach and preferred teaching modality (a) There is a significant relationship between certain personality characteristics and learning approaches. OR Is there a relationship between student personality traits and preferred learning approach? (b) There is a significant relationship between student personality traits and their preferred teaching modality. OR Is there a relationship between student personality traits and their preferred teaching modality? (c) There is a significant relationship between students’ preferred learning approaches and their preferences for teaching modalities OR Is there a relationship between students’ preferred learning approaches and their preferred teaching modality?1.2 Learning ApproachesRecent research has emphasised the important contribution of students’ learning approaches as determinants of how much knowledge they acquire, and how this translates into academic performance (Duff, 2003; Duff, Boyle, & Dunleavy, 2004). In a series of investigations, Biggs (1987, 1992) conceptualised three major learning approaches to classify the way students approach their learning. These were classified as ‘deep’ surface’ and ‘achieving’. A deep approach to learning is characterised by intrinsic motivation, engagement with subject matter, and the desire to learn more detail and thoroughly understand the subject. Deep learners will aim to make the content of a le sson meaningful and develop a thorough understanding. Conversely, students who adopt a surface approach to learning show less interest in the task, avoid any challenging activities, and aim to pass exams rather than enhance their understanding. These students tend to receive information superficially and memorise isolated and unrelated facts (Biggs & Tang, 2007). The achieving approach to learning is characterised by goal-oriented study strategies; based on competition between other students and ego enhancement. This approach lends to students that are motivated by the desire to achieve the top grades regardless of whether they find interest in the task at hand (Biggs, 1987; 1988). Biggs (1987) further divided each of the ‘deep’, ‘surface’ and ‘achieving’ approaches into ‘motive ‘ and ‘strategy’ as student goals may differ from the ways that these students go about achieving them. Previous research shows support for a direct relationship between student personality characteristics and student’s learning approaches (Zhang, 2003; Disth, 2003;). Zhang (2003) indicated that there are positive relationships between extraversion and surface learning, and between agreeableness and surface learning. This finding is supported in a study by Duff et al. (2004), who demonstrated a positive relationship between extraversion and a deep learning approach. Additionally, individuals with conscientious and open personalities have been shown desire to develop deep learning strategies (Zhang, 2003) and those showing strong openness to experience have shown less propensity to being surface learners. Literature has examined several models of learning styles and proposed criticisms of such tools that purport to measure learning styles. One such tool is the Kolb Experiential Learning Model (ELM) (Kolb, 1976). Kolb’s ELM has received criticism that it is neither valid nor reliable, which has detrimental implications for education that could be if employed (Bergsteiner, Avery & Neumann, 2010; Geiger, Boyle & Pinto, 1993). However, an alternative model, the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1992) has shown good test-retest reliability. Critics have suggested limitations to the LSQ, suggesting that the tool is useful for those students already interested in a particular career choice and would not be reliable enough for students attending non-vocational courses (Reynolds, 1997). Although there has been a debate as to the scientific basis of learning styles (Curry, 1983, Pashler et al., 2009), studies in the literature have provided irrefutable evidence that learning approaches and personality traits are strongly related. It may also be possible to infer that learning approaches have a distinctive value in explaining human behaviour, as learning is such a pervasive feature of being. This is supported by research from Busato, Prins, Elshout and Hamaker (2000), who assert that a learning styles inventory has a diagnostic value for identifying both strengths and weaknesses in the individual study behaviour of students. The present study will explore the extent to which personality and learning styles influence preferred teaching modalities.1.3 Personality The discovery of the â€Å"big five personality traits† can be interpreted as one of the major accomplishments of psychology in the twentieth century. These traits are agreeableness, conscientiousness, culture, emotional stability (versus neuroticism) and extraversion (Goldberg, 1990). Tokar (1995) proposed that the five-factor model is the one of the most â€Å"prominent and heuristic models of personality structure†. Several studies support Tokar’s view finding that the personality traits of the big five model accounts for a large amount of the variability in personality (Goldberg, 1993; Taylor & McDonald, 1999). McCrae and Costa (1995a) acknowledge that personality has many other dimensions, proposing their ‘Model of Person,’ which uses the term ‘characteristic adaptation’ to explain personality traits that are not fundamental characteristics described by the big factor five. These characteristics adaptations are proposed to develop over time and are influenced by environment and experience, yet mediated by personality traits. These include characteristics such as habits and attitudes. The learning approach construct may well be one of such characteristic adaptation. This has been emphasised by a large research base into personality and how it is influences by a variety of variables. These include intellectual satisfaction, student self-esteem, teachers’ perceptions of their control over their students, teaching effectiveness and course type (Lieberman, Stroup-Bernham, & Peel, 1998; McCaffrey, 1996; Parker, 1997; Rimmer, 1997). Additionally the role and influence of thinking styles has been addressed (Zhang & Huang, 2001; Zhang, 2000a; Zhang 2000b). This emphasises the many possible influences that may be at work on the development of one’s learning approach. The work of Costa & McCrae (1985-1992) has been successful in accommodating the big five personality constructs already assessed by Biggs (1987) and Eysenck (1975). They investigated the NEO Five-Factor Inventory and found that it was able to reliably assess the five personality dimensions. Other research into this inventory showed that it provided both good internal validity (Holden; 1994; Furnham 1996) and external validity using Holland’s (1994) Self Directed Search (Tokar & Swanson, 1995; Fuller, Holland & Johnson, 1999). This is all suggestive that these five predominant characteristics are reliable, replicable and representative of distinct traits. Neuroticism (N) at the extreme end of the scale may be characterised by anxiety nervousness and emotional lability. Individuals high on the N scale tend to have a pessimistic outlook and experience negative feelings that include emotional instability, guilt, embarrassment, and low self-esteem. The extraversion (E) subscale tends to be associated with the sociable and assertive individuals who prefer to work in a team with other people. Openness to Experience (O) is characterised by preference for variety, openness to change and variety, active imagination and independence of judgement. Additionally, people who score high on the O scale tend to be less conservative and traditional, however they also value and respect other people’s beliefs and conventions. Individuals scoring high on the culture (C) scale are characterised as being strong-willed, responsive and trustworthy with a strong sense of purpose. They also tend to be focused on task and goal outcome and are achievement oriented (Goldberg, 1990). Murray-Harvey (1994) observed that some descriptions of learning approaches are best formulated in terms of individual personality. For example, Shabolt (1978) demonstrated that those showing introverted or neurotic personality traits performed in conditions of structured teaching than when exposed to unstructured teaching methods. Eysenck (1978) also noted that personality and learning are closely linked, finding that extroverts tend to socialise during learning periods, are easily distracted from academic work and find concentration more difficult. Eysenck (1978) also postulated that those showing the neuroticism trait tend to let nerves interfere with their work. Furnham (1992) expanded this work, using the Eysenck Personality Questionnaire (EPQ) (Eysenck & Eysenck, 1975; 1991) and the Learning Styles Questionnaire (Honey & Mumford, 1992). Findings revealed that all elements of learning style were related to at least one of the elements of the personality traits, suggesting an ine xtricable link between the two. Furthering this hypothesis, Jackson and Lawtey-Jones (1996) found evidence for a reversal of the relationship, finding that whilst learning styles could be fully explained by personality scales, additionally, all learning styles correlated significantly with at least one personality trait. Furnham (1992) however, suggested that an individual’s learning approach may be interpreted as a derivative of personality rather than a separate entity. Findings from Zhang (2003) strongly suggest reason for further research into the field of personality and learning, finding that the two are related, but are individual constructs (reporting a quarter overlap), whereas Duff et. al. (2004) report an even greater relationship between learning approaches and personality traits. Duff (2004) and Zhang (2003) reported similar associations between openness and a deep approach to learning and neuroticism and surface approach. Extroverts were proposed to adopt a surface approach (Zhang, 2003), however Duff et al. (2004) found that agreeableness purported a surface approach. Furthering this, one may deduce that learning approaches act as indirect influences of personality traits on learning success. This may be highlighted by some personality traits being more strongly related to some learning approaches than others. These mediating factors may be identified through the consideration of how an individual may adapt their behaviour to suit their personality. For example, the surface approach, which accounts for a potential of failure and comparison with others, is related to neuroticism, and openness, which is associated with curiosity, imagination, and intellectual values, is related to the deep approach. Again, the personality trait of conscientiousness is reflected in the thorough nature of the deep approach. Other research highlights that it is a variety of personality traits that are associated with each learning approach and that there is not a single distinct contributing trait per approach (Diseth, 2003). There are arguments to suggest a dubious link between personality traits and learning approaches, with belief that it cannot be modelled (Zhang & Sternberg, 2006) due to the dubious nature of learning approaches. Despite this resistance, others authors have found evidence and argument that the learning approach concept is associated strongly with personality (Furnham, 1992; Gelade 2002; Jackson and Lawty-Jones, 1996). Messick (1994) proposed that learning approaches, when in conjunction with other influence and constructs can be seen to provide a metaphorical bridge between cognition and personality. This implies that learning approaches can act as mediators in bringing learning material to the individual and making it relevant. The connection between personality and learning approach has been under investigation for many years (Jung 1921; Myers & Briggs, 1962), which highlights the importance that has been placed on the understanding of this construct. Information on the relationship between personality and learning approaches allows for insight into the motivations and strategies that may be used by individuals when learning from a very young age. This will be especially useful for those personality traits that show persist throughout life, and will enable tailoring of education and learning advice appropriately. Additionally, it is important to know if personality and learning approaches are distinct psychological constructs and if so whether these can account for students’ teaching preferences. This is important as teaching methods are a strong influence on students’ learning and, in turn, their academic performance.Teaching ModalitiesFischer & Fischer (1979) define teaching style as a â€Å"pervasive way of approaching learners that might be consistent with several methods of teaching†. Conversely, Conti (1989) argued that teaching style is less pervasive, suggesting that it a construct of the personal char acteristics and qualities of the teacher and remains consistent in various situations. Knowles (1970) emphasised the importance of teaching style on the learning experience, asserting that â€Å"the behaviour of the teacher influences the character of the learning climate more than any other single factor†. Teaching itself has been suggested to consist of an instructor’s personal behaviour and the media used to transmit or retrieve data to or from the learner (Gregorc, 1982). The success of teaching style and the accomplishment this data transmission and retrieval may depend largely on matching. Matching is defined in terms of a compatibility of the environment and the interactive effects of the person (Hunt 1979). Early studies carried in the US such as that by Simon (1987) aimed to determine the relationship between students’ preferred learning approaches and their preferred teaching styles of college tutors. He administered the Cranfield Learning styles inventory to 4,000 students. His studies revealed that students indicated a preference for fewer lectures and a more hands on experience. Students showed preference for less faculty directed learning and more student independence, also preferring peer and instructor affiliation. Implications from this study were that instructors should decrease the number of lectures in favour for an increase direct experience where students become more involved in the course and programme direction. One of the strongest measures of learning success is academic achievement (Zimmerman, 1990), therefore the success of learning approaches and teaching modalities may be assessed through individual performance. Personality type has been shown to be a predictor of academic performance, with those with conscientious personality types achieving academic success across a range of subjects (Busato et al. 2000). Additionally, Lieberman, Stroup-Benham and Peel (1998) found that conscientiousness, agreeableness and extraversion correlated with intellectual satisfaction at medical school. When considering this relationship, it is important to consider the influences that personality type has on learning approach and how much this may contribute to the outcome of academic success. There have been many further studies relating to personality and academic achievement, which as discussed above is likely mediated through learning style, however there is an absence of research investigating the infl uence of teaching modalities. Current studies pertaining to academic achievement, learning approaches and teaching modalities found that students whose preferred learning approaches matched with their teacher’s preferred teaching modality received higher grades than those whose did not match (Mathews 1995; Rains, 1978; Hunter 1979). This highlights the importance of matching and concordance between student and teacher. This is supported by research suggesting that teaching modalities and students’ learning approaches interact to affect student learning (Saracho, 1990; Saracho & Spodek, 1994; Taylor, 1994; Wentura, 1985). The current research base would be greatly improved by further investigation into the relationship between learning approaches and students’ preferred teaching styles, especially how these are both mediated by the individual student’s personality. Recent research carried out by Furnham (1996) begins to explore this avenue. 221 students took the Neo Five-Factor Personality Inventory, were assessed on their learning approaches and also their preferred teaching modalities. Personality trait correlated with learning approach, and both of these individually had an effect on preference for certain teaching modalities. The study employed Marton and Saljo’s (1976) strategy to assess teaching modalities and covered students’ approaches, styles, motivations and study methods (Entwistle & Ramsden, 1983; Entwistle, 1997). Conclusions were that emotional stability, agreeableness, and deep learning approaches were associated with preference for interactive teaching and lessons. These personality traits were also negatively related learning via a surface approach. Findings showed that those with a preference for interactive teaching were likely to have a personality which combined emotional stability and agreeableness, and thes e students would prefer a deep learning approach. Bibliography Bergsteiner, H., Avery, G. C., & Neuman, R. (2010) Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32 (1), 29-46. Biggs, J. B. (1988) Assessing students approach to learning. Australian Psychologist, 23 (2), 197-206. Biggs, J. B. (1987) student approaches to learning and studying. Hawthorn. Australian Council for Educational research. Busato, V.V., Prins, F J., Elshout, J.J., & Haymaker, C. (2000) Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057-1068. Chamorro-Premuzic, T.,Furnahm A., & Lewis, M. (2007)Personality and approaches to learning predict preferences for different teaching methods. Learning and individual differences, 17, 241-250. Chamorro-Premuzic, T., Furnham, A., Dissout, G., & Heaven. P. (2005) Personality and preference for academic assessment. A study with Australian university students. Learning and Individual Differences, 15 (4), 247-256. Conti, G. J. (1989) Assessing Teaching Style in Continuing Education. New Directions For Continuing Education. San Francisco: Jossey-Bass. Costa, P. T., Jr., & McCrae, R. R. (1992) Revised EO Personality Inventory (NEO-PI-R) and NEO Five-factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources Inc., Costa, P.T., & McCrae, R.R. (1992) The NEO PI/EO-FFI manual. Odessa, FL: psychological Assessment Resources. Curry, L. (1983) An Organisation of learning styles theory and constructs. Paper presented at the annual meeting of the American Educational Research Association Quebec. Diseth, A. (2003) Personality and approaches to learning as predictors of academic achievement. European Journal of Psychology, 17, 143-155. Duff, A. (2004) The role of cognitive learning styles in accounting education. Journal of Accounting Education. 22, 29-52. Duff, A. (2003) Quality of Learning on a MBA programme. The Impact of approaches to learning on academic performance. Personality and Individual Differences. Educational psychology, 23 (2), 123-139. Duff, A. Boyle, E., & Dunleavy, J. F. (2004) The relationship between personality, approach to learning on academic performance. Personality and Individual Differences, 36, 1907-1920. Dunn, R. S., & Dunn, K. J. (1979) Learning styles/teaching styles: Should they : : : can they : : : be matchedEducational Leadership, 36, 238–244. Entwistle, N. (1981) Styles of teaching and learning; an integrated outline of educational psychology for students. Teachers and lecturers. New York. NY: John Wiley & Sons. Entwistle, N. J. (1997) The Approaches to Study skills Inventory for Students (ASSIST). Edinburgh: Centre for Research on Learning and Instruction. Eysenck, H. J. (1978) The development of personality and its relation to learning. In S. Murray-Smith (Ed). Melbourne studies in education. Australia: Melbourne University Press. Eysenck, H. J., & Eysenck, S.B. (1975) Manual of the Eysenck Personality Questionnaire. London: Hodder and Stoughton. Eysenck, H. J. & Eysenck, S.B. (1991) Manual of the Personality Scales. London: Hodder and Stoughton. Fischer, B. B., & Fischer, L. (1979) Styles in teaching and learning. Educational Leadership, 36, 245-254. Furnam, A. (1996) The FIRO-B the learning style Questionnaire and the Five Factor Model. Journal of Social Behaviour and Personality, 11, 285-299. Furnham, A. (1992) Personality and learning Style; a study of three instruments. Personality and Individual Differences, 13, 429-438. Geiger, M. A., Boyle, E. J., & Pinto, J. (1993) An examination of ipsative and normative versions of Kolb’s revised Learning Styles Inventory. Educational and Psychological Measurements, 53, 717-726. Gelade, G. A. (2002) Creative style, personality and artistic endeavour. Social and general Psychology Monograph, 128(3), 213-234. Goldberg, L. R. (1990) An alternative description to personality: The big five structure. Journal of Psychology and Social Psychology. Gregorc, A. F. (1982) Gregorc style delineator: Development technical and administrative manual. Columbia: Gregorc Associates. Holland, J. L. (1994) Self-directed search. Odessa, FL; psychological Assessment Resources. Honey, P., & Mumford, A. (1992) the manual of learning styles. Maidenhead: Peter Honey. Hunt, D. E. (1979) Learning style and student needs: An introduction to conceptual level. In J. W. Keefe (Ed.), Student learning styles: Diagnosing and prescribing programs. 27-38. Reston, VA: National Association of Secondary School Principals. Hunter, W. E. (1979) Relationships between learning styles, grades, and student rating of instruction. Columbia, MO: Department of Higher and Adult Education. Jackson, C., & Lawtey-Jones, M. (1996) Explaining the overlap between personality and learning styles. Personality and Individual differences, 20 (3) 293-300. Jung, C, G. (1921) Psychological Types. NJ: Princeton University Press. Knowles, M. (1970) Andragogy: An emerging technology for adult learning. The Modern Practice of Adult Education. Association Press: New York. Kolb, D. A. (1976) Learning style inventory: technical manual. Boston, MA: McBer 7 Company. Lieberman, S. A., Stroup-Bernham. C. A., & Peel, J. L. (1998) Predictors of intellectual satisfaction in medical school: sociodemographic, cognitive and personality. Academic Medicine, 73 (10), S44-S46. Marton, F., & Saljo, R. (1976) on qualative differences in learning 11: Outcome as a function of the learners conception of the task. British Journal of Educational psychology, 46, 115-127. Matthews, D. B. (1995) An investigation of the learning styles of students at selected postsecondary and secondary institutions in South Carolina. Research Bulletin, 60, 1-151. Mccaffrey, J. D. Jr. (1996) Instructor personality, course type and teaching effectiveness in Higher Education. Humanities and social Sciences, 56(9A), 3472. McCrae, R.R. & Costa, P.T. (1995) Trait explanations in personality psychology. European Journal of Psychology, 9, 231-252. Myers, I. B., & Briggs, K. C. (1962) Myers-Briggs indicator. C.A: Consulting Psychologists Press Inc. Parker, W.D. (1997) a validation of the five-factor model of personality in academically talented youth across observers and instruments. Personality and Individual Differences. 25(6), 1005-1025. Raines, R. H. (1978) A comparative analysis of learning styles and teaching styles of mathematics students and instructors. Unpublished doctoral dissertation, Nova University, Ft. Lauderdale, FL. Reynolds, M. (1997) Learning Styles: a critique. Management Learning, 28, 115-133. Rimmer, R. J. (1997) Personality and teachers’ student control ideology. Dissertation Abstracts International- Section A: Humanities and Social Sciences, 57 (11A), 4617. Steinberg, R. J. (1997) thinking styles. New York: Cambridge University Press. Saracho, O. N. (1990) The match and mismatch of teachers and students’ cognitive styles. Early Child Development and Care, 54, 99-109. Saracho, O. N., & Spodek, B. (1994) Matching preschool children’s and teachers’ cognitive styles. Perceptual and Motor Skills, 78, 683-689. Simon, W. (1987) Public school teaching: an alternative. Science 235 (4786), 267. Taylor, A. L. (1994) The relationship between graduate students’ growth in learning (self-perceived) and the match between their preferred and experienced methods of teaching. Dissertation Abstracts International (Section A): Humanities and Social Sciences, 54 (7A): 2423. Tokar, D. (1995) Evaluation and correspondence between Holland’s vocational personality typology and the five-factor model. Dissertation Abstracts International, 55 (9B) 4217. Tokar, D, M., & Swanson, J. L. (1995) Evaluation of the correspondence between Holland’s vocational personality typology and the five-factor model of personality. Journal of Vocational Behaviour, 46 91) 89-108. Wentura, D. F. (1985) The effects of matching teaching styles and learning styles on student performance in university classes. Dissertation Abstracts International, 46 (3A): 605. Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8, 45-57. Zhang, L. F. (2003) Does the big five predict learning approachesPersonality and Individual differences, 34, 1431-1445. Zhang, L. F. (2000a) University students’ learning approaches in three cultures: an investigation of the Bigg’s 3P model. The Journal of psychology, 134 (1), 37-55. Zhang, L. F. (2000b) are thinking styles and personalities relatedEducational Psychology, 20 (3), 271283. Zhang, L. F. & Steinberg, R. (2006) the nature of intellectual styles. London: Lawrence Erlbaum. Zhang, L. F. (2002) Thinking styles and the Big Five Personality Traits. Educational psychology, 22 (1), 17-31. Zimmerman, B. J. (1996) Enhancing student academic and health functioning: A self regulatory perspective. School Psychology Quarterly, 11 (1), 47.