Which equation is correct Essay Example | Topics and Well Written Essays - 750 words

Which equation is correct - Essay Example Because, copper has two oxides Copper (I) oxide Cu2O and Copper (II) oxide CuO; therefore, there can be following two possible equations for thermal decomposition of Copper (II) carbonate: It is to be determined as which of the two equations is the correct equation. Looking at the right side of equation, we find the clue for designing an experiment to determine the correct equation of the thermal decomposition. There are two clues – 1. Mass of the black residue and 2. Volume of the gas liberated. If one starts the thermal decomposition experiment with two moles i.e. 247 grams (2x123.5 grams) of copper carbonate and mass of the black residue is 143 gram, then Equation 1 is correct; on the other hand the mass of black residue being 159 grams implies Equation two being correct. One can measure the volume of the gas released as well. In case of Equation 1 being correct, two moles of copper carbonate will give two and a half moles of carbon dioxide gas, which is 2.5x22.4 liters = 56 liters at STP (Standard Temperature and Pressure, which is 273.16 K and 1 Atmosphere). In case of Equation 2 being correct, two moles of copper carbonate will give only two moles of gases, which will occupy 44.8 liters at STP. Based on these clues, we design the following experiment to determine the correct equation for thermal decomposition of copper carbonate. Pneumatic trough, test tube (13 x 100 mm), one hole stopper to fit test tube, plastic tube (from pulled Beral), graduated cylinder (100 mL), thermometer, laboratory burner, test tube clamp, CuCO3 (solid), balance 5. Bubbles started getting into the graduated cylinder. Towards the end of the decomposition reaction the rate of CO2 release slowed down. When the bubbling stopped, the burner and the delivery tube were removed. Because 2.5x10-3 moles of copper nitrate gives 2.5x10-3 moles of carbon dioxide gas, therefore, Equation 2 is the correct equation for decomposition of the copper carbonate.

Consumer Learning and Attitude Formation

Consumer Learning and Attitude Formation Emily Keegan Because not all learning theorists agree on how learning takes place, it is difficult to come up with a generally accepted definition of learning (†¦) first, consumer learning is a process; that is, it continually evolves and changes as a result of newly-acquired knowledge (†¦) both newly-acquired knowledge and personal experience serve as feedback to the individual and provide the basis for future behaviour in similar situations (Schiffman, Kanuck and Hansen 2008). In relation to the above quote, it is imperative to first understand that there are many different theories regarding how consumers learn. However this essay intends to discuss and analyse the topic of how consumers learn and formulate their attitudes, by researching two different theories, which is learning by behaviour and learning by knowledge. Through these two different schools of thought we shall be discussing the study of ‘conditioning’, both classical and operant. This will be done by discussing the works of famous learning theorists, such as Ivan Pavlov, and BF Skinner. In terms of attitude formation, it is of course closely linked to our learning, as our attitudes are linked and are informed by our knowledge and feelings towards certain things, for example such as brand names. We shall then be applying this knowledge and these theories to relevant media examples, such as advertising, celebrities and media debates. It has long been a question in the study of consumer behaviour, are the behaviours and attitudes we possess, something we learn or something that we just inherently have. Theorists who agree with the notion of behavioural learning theories believe that: People’s experiences are shaped by the feedback they receive as they go through life. Similarly, consumers respond to brand names, scents, jingles and other marketing stimuli based on the learned connections they have formed over time (Solomon et al. 2010). Effectively meaning that any behaviours learned are a result of external occurrences in your life. This belief led to two of the most influential approaches to learning, the first of which was classical conditioning. Antonides and Raaij (1999, p.221) define classic conditioning as ‘a process in which a previously neutral stimulus acquires the ability to elicit a response by repeated association with a stimulus that naturally produces a similar response’ (Antonides and Raaij 1999). The most famous example of classic conditioning would of course be Ivan Pavlov and the salivating dogs experiment. In short Pavlov presented a dog with an unconditioned stimulus (which was food) and the dog’s unconditioned response was to salivate. He then introduced a neutral stimulus (which was a bell), when the bell was rung, there was no conditioned response from the dog as he did not salivate. However during the conditioning process anytime Pavlov produced food to the dog he also rang the bell. During this process the dog began to associate the sound of the bell with food and after conditioning, when Pavlov simply rang the bell (the conditioned stimulus) without producing any food the dog would salivate, this became known as a conditioned response. Psychologist B.F. Skinner is probably best known for his role in demonstrating the effects of operant conditioning. Bernstein (2010, p.181) defines operant conditioning as ‘a process in which responses are learned on the basis of their rewarding or punishing consequences’ (Bernstein 2010). Skinner created what is now commonly known as the ‘Skinner Box’ to study the learning patterns of animals. The skinner box is a cage that contains a food-release mechanism the animal activates when it responds in a certain way – for example, by pressing a lever or pushing a button. Through operant conditioning, organisms learn responses, such as pressing a bar that produces changes in the environment (release of food). In this form of learning the consequences of a response determine the likelihood that the response will occur again. In this form of learning, the consequences of a response determine the likelihood that the response will occur again (Nevid 2011). A typical example of operational learning and conditioning in relation to the media, is advertisements. In our everyday life the media surrounds or more specifically bombards us with adverts. Solomon et al (2010, p. 253) proposes that ‘advertisements often pair a product with a positive stimulus to create a desirable association’. In fact, most advertisements are so well conducted semiotically, with the intention that they remain in your memory and consciousness. One such commercial that stuck in my mind was conducted by Lancome cosmetics. For their newest perfume ‘Tresor Midnight Rose’. For the advertisement Lancome hired famous young actress Emma Watson to be the star or the face of its advert. As Egan (2007) explains, Advertisers are willing to pay large sums of money for celebrities who would hold the greatest influence on the target audiences and who will, hopefully, influence the consumer’s attitudes and behaviours in a positive way towards the said brand. Lancome describes the perfume itself as ‘sexy, sweet and playful’ and clearly felt that by using Emma Watson they were representing the perfume by using an actress who they felt embodied all those elements. So this would be a symbolic code employed within the advertisement itself. As codes are used in media texts to make them coherent and meaningful. In the commercial (AutoCurate 2011) Emma is portrayed as an independent, beautiful young women living in Paris. Who one day visits a book shop and by chance meets the handsome young man who works there. However she leaves behind her hat, which the young man clings on to in case he sees her again. One night sitting outside a cafà © he notices her walking down the street and runs after her. His chase leads him to a boat which is just pulling away, so he thinks he has missed her. Then he turns around and there she is standing behind him, its faith. It’s meant to be. In reference to positive stimuli, we can look at the name of the fragrance. Midnight could connote magic and enchantment, as some people know midnight as the ‘Witching hour’. Or the word rose, as a rose is one of the most romantic flowers particularly associated with Valentine’s Day and love. The concept of a midnight rose is also significant as the rose is a flower which is supposed to bloom at this time. Which could stimulate a response that the woman who wears this perfume comes alive at night and blossoms. That by wearing this fragrance you will become this enchanting, magical, mysterious women. Thus creating in the mind of the consumer a desirable association with the brand. Perfume is a particularly relevant example of operant conditioning. For example if a woman purchased ‘Tresor Midnight Rose’ and received compliments on her scent (a reward) then she is a lot more likely to continue to purchase the perfume. However if she received negative comments on her perfume (punishment), she is a lot less likely to wear it again. Now in terms of attitude formation: Attitudes can be based on cognitive, affective, and behavioural information (†¦) knowledge about an object can come either from direct experience with the object or from indirect sources such as parents, peers, and the media (Millon and Lerner 2003). One of the most popular models used to describe how an attitude is formulated is the ABC Model. As explained by Augoustinos, Walker and Donaghue (2006) The ABC model takes three elements into account, Affect, Behaviour and Cognition. Affect meaning, how the consumer feels about a certain object or product. Behaviour, essentially meaning an overt behaviour or intention towards an object. Finally by cognition, it is the cognitive response, meaning the convictions and beliefs a consumer has towards a product, brand, person etc. An example that springs to mind, of the power that the media has in changing and shaping people’s attitudes is the Angelina Jolie case. As noted by biographer Kathleen Tracy (2008), Jolie first began to be properly noticed in the late nineties with some very daring and interesting film choices, such as ‘Gia’ and ‘Girl, Interrupted’. However it wasn’t until her breakthrough role as popular video game heroine Lara Croft in Tomb raider that she really came into prominence. Besides her daring film role choices Jolie was known as a bit of a wild child, due to her estranged relationship with her father (acting legend Jon Voight) and her controversial marriages to both actors Johnny Lee Miller and Billy Bob Thornton. Then of course there was her involvement in the divorce of Americas ‘it’ couple Brad Pitt and Jennifer Aniston. While Jolie was once before seen as a rebellious and provocative young woman, she is now seen by many as a loving mother to six children and as an ambassador for some of the most global and world renowned organisations, such as UNICEF. So the questions begs to be asked, how can strong opinions and attitudes towards someone or something change so drastically? Well what is an attitude? An attitude is the individual predisposition to evaluate an object or an aspect of the world in a favourable or unfavourable manner (Antonides and Raaij 1999). These attitudes of course can be changed. This is due to a number of reasons, for example the ‘knowledge function’. Meaning that our knowledge of a topic or a product can change how we feel about them. Like in the Angelina Jolie example, if your only knowledge of her, was her role in the Pitt and Aniston divorce, you may be inclined to have a negative attitude towards her. However after learning about all her humanitarian work and loving relationship between herself and her six children (that she has gone on to have with Brad Pitt), your attitude towards her is likely to change in a positive way. Another example of attitude formation, could be the recent debate on homophobia in the Irish Media. This debate sprung to the forefront after last weeks ‘The Saturday Night Show’ on RTE. During the show, presenter Brendan O’Connor was interviewing gay rights activist Rory O’Neill (also known by his drag name Miss Panti Bliss). During this interview Mr O’Neil made a number of comments about writers John Waters, Breda O’Brien and the Iona Institute (a Catholic organisation, which promotes marriage and religious values), claiming that these people/organisation were homophobic. Since the show was aired, Brendan O’Connor publically apologised on his Twitter for any offense that may have been caused and RTE paid the Iona institute compensation. This has caused outrage among many different groups in society and in a follow up; A statement from RTE confirmed: The Saturday Night Show will host a debate on homophobia; what constitutes homophobia and who gets to define the word? (Irish Independent 2014). Theory of reasoned action – social pressure! P291. Self-perception theory and social judgement theory! P285. Conclude!!! Bibliography Antonides, G. Raaij, F.V.W. 1999. Learning Processes IN: Antonides, G. Raaij, F.V.W. (ed.) Consumer Behaviour: A European Perspective. New York: John Wiley Sons Ltd, p. 221. Augoustinos, M. Walker, I. Donaghue, N. 2006. Social Cognition: An Integrated Introduction. 2nd ed. London: Sage Publications Ltd. AutoCurate 2011. Emma Watson in Lancà ´me Trà ©sor Midnight Rose Advertisement [Online]. Available From: http://www.youtube.com/watch?v=yVZ1wz7pz4U [Accessed 31 January 2014]. Bernstein, D. 2010. Instrumental and Operant Conditioning: Learning the Consequences of Behaviour IN: Hague, J.D. (eds.) Essentials of Psychology. 5th ed. USA: Wadsworth, Cengage Learning, p. 181. Egan, J. 2007. Marketing Communications. London: Thomson Learning. Irish Independent. 2014. RTEs The Saturday Night Show to host debate on homophobia. Irish Independent: Irish News [Online], 31 January. Available From: http://www.independent.ie/irish-news/rtes-the-saturday-night-show-to-host-debate-on-homophobia-29966413.html [Accessed 1 January 2014]. Millon, T. Lerner, M.J. 2003. Attitude Formation IN: Weiner, I.B. (eds.) Handbook of Psychology, Personality and Social Psychology. 6th ed. New York: John Wiley Sons Ltd, p. 311. Nevid, J. 2011. Operant Conditioning: Learning Through Consequences. IN: Hague, J.D. (eds.) Essentials of Psychology: Concepts and Applications. 3rd ed. USA: Wadsworth, Cengage Learning, p.175. Schiffman, L.G. Kanuck, L.L. Hansen, H. 2008. Consumer Learning IN: Schiffman, L.G. Kanuck, L.L. Hansen, H. (eds.) Consumer Behaviour: A European Outlook. Essex: Pearson Education Limited, p. 208. Solomon, M.R. Bamossy, G. Askegaard, S. Hogg, M.K. Learning and Memory IN: Solomon, M.R. Bamossy, G. Askegaard, S. Hogg, M.K. (eds.) Consumer Behaviour: A European Perspective. 4th ed. Essex: Pearson Educated Limited, p. 246. Solomon, M.R. Bamossy, G. Askegaard, S. Hogg, M.K. Learning and Memory IN: Solomon, M.R. Bamossy, G. Askegaard, S. Hogg, M.K. (eds.) Consumer Behaviour: A European Perspective. 4th ed. Essex: Pearson Educated Limited, p. 253. Tracy, K. 2008. Angelina Jolie: A Biography. Washington: Greenwood Publishing Group. 1

On the Road: Jack Kerouacs Rejection of the Middle Class American Drea

Jack Kerouac was one of a group of young men who, immediately after the Second World War, protested against what they saw as the blandness, conformity and lack of cultural purpose of middle-class life in America. The priorities of people of their age, in the mainstream of society, were to get married, to move the suburbs, to have children and to accumulate wealth and possessions. Jack Kerouac and his friends consciously rejected this pursuit of stability and instead looked elsewhere for personal fulfillment. They were the Beats, the pioneers of a counterculture that came to be known as the Beat Generation. The Beats saw mainstream life as a prison. They wanted freedom, the freedom to pick up and go at a moments notice. This search for the true meaning of life was given a literary voice in Jack Kerouac's novel On the Road, written in 1951 but not published until 1957. This essay will investigate some of the aspects of the novel that make it a forceful and complex rejection of the white middle class American dream. Beginning in the winter of 1947 Jack Kerouac undertook a series of journeys by car across the United States and finally into Mexico that he then wrote about in On the Road. The novel conveys a feeling of constant motion, a frenetic search for meaning in an America that is very different from the middle class ideal. Sal Paradise, the narrator of the story, describes an America of constantly changing landscapes peopled by a multitude of colourful characters. Sal Paradise's America is an America where the only commitment seems to be to the immediate gratification found in fast cars, sex, drugs and jazz. Sal's idol and travelling companion is Dean Moriarty, a reckless and hyperactive womanizer who, to Sal, is the phy... ...tual values but also a search for a personal identity that had been lost or maybe had never even existed in the first place. In On the Road, the narrator, Sal Paradise, recounts the details of a search that, ultimately, is not rewarded. Sal's infatuation with Dean Moriarty leads him only to a parting of the ways. When he is abandoned by Dean, whilst seriously ill in Mexico, Sal finally realizes what Dean really stands for. Sal, at last, comes to the understanding that his friend's philosophy is based on the premise that personal authenticity requires the complete abandonment of personal ties. Dean believes that all your energy must be focussed on obtaining your own kicks to the exclusion of everyone else. As Sal says in the final paragraph of the novel, " I realized what a rat he was" (302). Works Cited Kerouac, Jack. On the Road. New York: Viking Press, 1957.

Developments in Migration Theory, Feminisation, Diaspora & Transnationalism, and Asylum as a Migration Flow

Abstract This research presents how the push-pull model of migration has been deflated by developments in migration theory.It discusses the concept of feminisation as a major trend in contemporary migration, caused by the dynamics of corporate globalisation. Diaspora and transnationalism are described as ‘two dance partners,’ explaining this metaphor within the prism of migration. Asylum is the chosen migration flow for this research, alongside considerations of how the analysis of global migration and its regulation becomes complicated. This research adopts the qualitative research design, which harmonises with the interpretive paradigm. An in-depth semi-structured interview is conducted with a Sierra Leonean migrant who sought asylum in the UK. The research concludes the presence of feminisation, the partnership of Diaspora and transnationalism, and the irrelevance of the push-pull model in the example of an asylum seeker as an interview participant. 1.Introduction According to de Haas (2008), one’s decision to migrate is influenced by a number of factors, including the area of destination; intervening variables (distance, immigration policies, etc.); and personal factors. Migration occurs within definite streams, from certain places of origin and destination (de Haas, 2008). Globalisation has created a channel for individuals to become increasingly mobile. Coupled with globalisation, the existence of skilled workers has tended to marginalise the less skilled, who encounter limitations on their permanent migration, thereby making it difficult for them to move from temporary to permanent work and obtain residence permits (Kofman, 2005). Emphasis on stratification within labour migration research can potentially tackle queries on the consequences that emerge from the manner of inclusion or exclusion of different groups from labour markets (Gabriel and Pellerin, 2008). The growing social differentiation of migration is seen amongst skilled Mexicans, considered as the new ‘high tech braceros’ (Smith and Favell, 2006: 24) that utilise a variety of visa channels to work in the US economy. Smith and Favell (2006) bring forward the evidence that the migration movement is more than about ‘brain drain’, as brain circulation, which underp ins new forms of global competition, is being encouraged.1.1 Aims and objectivesThis brief aims to discuss how the limitations of the individualistic ‘push-pull’ model are overcome by developments in migration theory. It also explains the reasons for the feminisation trend identified by Castles and Miller (2009). Along with these two topics are the attempt to describe what Faist (2010b) means by the metaphor ‘two awkward dance partners’ to describe Diaspora and transnationalism, and whether he is right. Moreover, this research explains how asylum complicates the analysis of global migration and their regulation. The objectives are the following: To review the extant literature on the developments in migration theory, feminisation in migration, Diaspora and transnationalism, and asylum in the midst of global migration To conduct an interview on the subject of asylum and link it to migration concept 2. Literature Review2. 1 The ‘push-pull’ model of migrationThe push-pull model allows the assumption that migration decisions are motivated by economic, environmental, and demographic reasons. The pushes and pulls in migration are created by either rural population growth or economic conditions. The first applies a Malthusian principle that such migration is due to pressures on natural and agricultural resources. The second, on the other hand, pushes people to be lured into cities and industrialised countries (de Haas, 2008). At first, the push-pull model seems to integrate all the factors that contribute to migration decision-making because of its seeming propensity to incorporate other theoretical ideas. However, dubious insights have come to forward the insight of whether the push-pull model offers much analytical use, and whether it can qualify as a theory at all. A more problematic view is its tendency to puzzle various (individual and global) scales of analysis and not to allow designating relative weights to the various factors impacting migration decisions. The model also tends to overlook the internal stratification and heterogeneous character of societies and is instead likely to work out on the individual level. There are therefore certain limitations posed by the push-pull model in the analysis of migration (de Haas, 2008). The triviality and limitation of the model is mirrored in the relativity of migration pressure. Finding a better environment or less population pressure are not the typical reasons why people move, but due to their expectation of a more satisfying living elsewhere (de Haas, 2008). The transnational approach to migration is one of those that attempt to overcome the limitations embodied in the push-pull model. The transnational community creates social bonds that allow migrants to tend to remit considerable amounts of money to their relatives, contrary to the push-pull model. The often transnational identity characters of migrants provide a huge explanation for the usual maintenance of bonds with communities of origin, as well as the creation of trans-local and transnational social links (de Haas, 2008). In support of de Haas, Amelina and Faist (2012) describe the transnational approach as one that discards the nation-state as the only source of empirical analysis – which is also posited by Faist (2000) and Portes (2000). Methodological transnationalism, which is constructed by Amelina and Faist, covers a range of research methods that complement current epistemological approaches to the link between space and social mobility. Linked to this are migrant’s investments and entrepreneurship (as a way in which they pursue a wide range of transnational economic activities), which is an important concern of policy makers (Olesen, 2003). As migration can be understood through interdisciplinary and multidisciplinary viewpoints, developments in migration theory such as those by Castles and Miller (2009) fully describe this view, which only suggests an attempt to overcome the limitations of the ‘push-pull’ model2.2 Feminisation as a major trend in contemporary migra tionFeminisation as a major trend in contemporary migration is seen in the example of Indonesia and Sri Lanka, which obtained the labour market for domestic workers, thereby spurring the feminisation of migration in the Gulf region. Female migrants are found in such fields as medical/health, sales, hospitality, and maintenance. The largest number of women migrants is in domestic work (Asis, 2005; Mateos, 2005). According to Asis (2005), Sri Lanka, Indonesia, and the Philippines deploy female workers annually at 62-75 per cent; and deployment is associated with feminisation of migration. There are circumstances that feminisation of migration would broaden to include other countries, as illustrated by the example of Thai women migrants who may face underrepresentation in legal migration, but are predominant in terms of irregular migration (Asis, 2005). It may be seen based on Asis’ (2005) discussion that the wider significance of feminisation as a major trend in contemporary migration is driven by labour migration. Piper (2013), on the other hand, surmised that the relevance of gender is found in most aspects of migration. Feminisation has been acknowledged as one of the major issues of current migration streams, as noted by academic studies since the 80s. Piper cited the reason for this: improvement in statistical visibility, increased women participation in most migration flows, increased failure of men to seek full-time jobs in their countries of origin, and an increasing demand for female employment in destination countries. In support to this, Engle (2004) claims that foreign women are tremendously regarded as commodities and carriers of service. If in the past, the movement of women was often due to family reunification or dependent on a male migrant; today, such movement features them as main migrants in their own right, generally as low-wage earners, where the dynamics of corporate globalisation are the ones directing female employment. The wider significance of this feminisation trend for understanding migration is that it plays an important role in the institutionalisation of corporate globalisation in the process of migration, which offers further understanding of migration.2.3 Diaspora and transnationalism as two awkward dance partnersDiaspora and transnationalism are described by Faist (2010b) as ‘two awkward dance partners’ that function as prominent research lenses for seeing the upshot of international migration. Albeit both ‘globalisation’ and ‘multiculturalism’ describe cross-border processes, the concept of Diaspora has often denoted national or religious groupings of people that live outside an imagined native land. Transnationalism, on the other hand, is used narrowly (to describe the strong ties amongst migrants) and widely (to depict communities and social formations) (Faist, 2010b). Why Diaspora and transnationalism are two awkward dance partners is because of the discussion below: Transnational social spaces, which are depicted in transnationalism, describe migrants’ daily practices as they engage in a range of activities, such as reciprocity and unity, political participation in both countries of emigration and immigration, and migrants’ small-scale entrepreneurship, to name some. Transnationalism is not broadly used compared to Diaspora and is not as politicised, but it is entangled with political connotations. Despite the indicated presence of ideology in the ‘ism’ in transnationalism, the adherents of this ideology is not apparent. Moreover, discussions on immigrants’ integration have been sparked by transnationalism ever since transnationalism was introduced to migration studies (Faist, 2010a). It has been made clear that both Diaspora and transnationalism cannot be taken apart in any way since doing so would mean neglecting the panoply of constantly overlapping definitions. Diaspora faced an absolute increase in applications and interpretations and these characteristics sum up most of its definitions. The first pertains to the causes of migration. Forced dispersal has been affixed to the older notions, which can be traced from the experience of Jews. Newer notions, on the other hand, relate to any form of dispersal, such as trade dispersal. The second refers to homeland’s cross-border experiences with destination, as implied in older notions that indicate a revisit to an imagined homeland. Newer notion, on the other hand, replace revisit with dense and continuous connections across borders, which include countries of onward migration, thereby highlighting lateral ties. Thus, Diaspora can be referred to include ethnic and religious groups/communities. Lastly, the th ird characteristic suggests the â€Å"integration of migrants and/or minorities into the countries of settlement† (Faist, 2010b: 13). It may be inferred that based on these discussions, Faist is right in describing Diaspora and transnationalism as awkward dance partners.2.4 The Increasingly Differentiated Migration Flows Focused on AsylumThis section discusses the increasingly differentiated migration flows, focused on asylum migration. According to Lasailly-Jacob (2010), policies on asylum have been the main focus of academic research and public debates. The point of view of the host countries has been given much attention, with particular emphasis on the foresights of the receiving ones who manage the effects of population movements in their country. Doomernik and Jandl (2008) observe that a tough policy on asylum migration has been undertaken to balance global recruitment strategies. Whether a strong asylum policy only intends to mask an increasing volume of immigration is open to interpretation. Published reports indicate refused asylum applications alongside approximately 60,000 deportation targets. The European Union (EU) compromises certain democratic norms in dealing with neighbouring counties like Libya or Ukraine to adopt migration activities. Questions that arise include proper access to asylum, protection from persecution, and detention conditions. Physical safety has been used as a prism for greater cooperation to regulate the flow of asylum seekers across countries. Common legally binding policy – in relation to asylum and policing – has been undertaken (Charmie and Powers, 2008). Both asylum and immigration policies face the issues of visas, family unification, social integration, equal treatment and inclusivity, and admission criteria, to name a few (Peers and Rogers, 2006). 3. Research Methodology3.1 Research Design: QualitativeThe specific research design for this study is qualitative, which is defined as â€Å"multi-method in focus, involving an interpretive, naturalistic approach to its subject matter† (Denzin and Lincoln, 2011: 5). This indicates that qualitative research undertakes investigations in natural settings, whereby people attempt to interpret phenomena based on the meanings brought to them. Some of the empirical materials used in qualitative studies are interviews, case studies, visual texts, and focus groups, to name a few. The justification for using the qualitative design for this research is its direction to present the research questions involving migration, which cannot be adequately discussed if a quantitative or a mixed method design is applied.3.2 Research Paradigm: InterpretiveSince this research pursues the qualitative design, it hence correspondingly employs an interpretive paradigm. This paradigm states that people con tinuously produce social constructions from the world around them. The ultimate purpose of interpretive paradigm is to understand the experiences of people as the study takes place in natural settings (Chilisa and Preece, 2005). On the point of view of interpretivism, knowledge is subjective because of its nature to create social constructions. This is differentiated from the positivist paradigm, which is based on measurement and quantification (Cohen, Manion, and Morrison, 2011).3.3 Data CollectionBoth primary and secondary data collection methods are applied to this research to address the research questions. Primary data are those collected afresh for the specific use of the researcher and are therefore original (Mooi and Sarstedt, 2011). Examples of these are survey data, interview data, observation data, field notes, etc. Secondary data, on the other hand, are those already collected by someone else for their own purpose, which is being used again by another (Kothari, 2004). Ex amples of these are data from books, journal articles, corporate reports, online data, and the like. This current research employs interview data as well as data from books and academic journals. The interview thus conducted is in-depth and semi-structured, involving an asylum seeker from Sierra Leone. 4. Presentation and Analysis of Results According to the interview participant, the civil war in her homeland caused her to come to the UK in 2002. Her purpose of migration was to obtain safety from the war and to have a better chance of good education. This is coherent with the notion of forced dispersal embodying the concept of Diaspora (Faist, 2010a; Faist, 2010b). There was a strong belief from the participant that Britain is more accommodating towards asylum seekers than other countries, as she was reminded that Sierra Leone was once a colony of Britain. The presence of a strong Sierra Leone community in Britain, to which she is able to identify and rely strongly, also served as a reason for her search for asylum in the country. Physical safety is the reason for her search for asylum, which the literature also claims as the prism that precipitates greater cooperation to regulate the flow of asylum seekers (e.g. Charmie and Powers, 2008). Apparently, the push-pull model does not harmonise with the participant’ s situation because of the model’s focus on the individual level and its propensity to overlook the internal stratification and heterogeneous character of societies (e.g. de Haas, 2008). The participant states that despite her strong Sierra Leone culture, there were changes in her priorities along the way. She claims that she goes home every year, communicates with her family via phone or Skype, and sends money to her people. This is congruent with de Haas’ (2008) description of the transnational community. The participant now sees the UK as her home because this is where she lives, works, and pays her taxes. The strong cultural ties and community spirit with her people is seen in the fact that if any Sierra Leonean is in difficulty, she participates (along with the others) in contributing money, buying food, or helping the person to take care of their children if they cannot. It may be suggested that within this community is a form of people’s cooperative union, showing Diaspora that includes ethnic and religious groups/communities as described by Faist (2010b), as well as an â€Å"imagined homeland† (Faist, 2010a). This also demonstrates how m igration systems link people in transnational communities, consequently resulting in a geographical clustering of migration streams (de Haas, 2008), as how the Sierra Leone community (where the participant belongs) is formed. Having lived in the UK for quite a long time, the participant appreciates the idea of the multicultural community, coupled with friends of different nationalities who are generally more accepting. Faist (2010b) calls such integration into the country of settlement ‘Diaspora’. According to the participant, some countries do not apply equal opportunities, fairness, and human rights as they do in the UK. Amongst those she appreciates the most in the UK are free education, respect for human rights, safety and security, a feeling of independence, and economic and political stability. She says that this is unlike the civil war, corruption, and lack of economic growth in Sierra Leone. However, she stresses the importance of having family members around, since being alone can be isolating. Despite having lived in the UK for a long time, she claims that the Sierra Leonean culture has influenced her character more than the British culture. The notion of transnationalism is seen i n this context, specifically transnational social spaces, such as reciprocity and unity in both countries of emigration and immigration (Faist, 2010a). Her country of origin benefits from her living in the UK by working with the Red Cross as a way to give back to the country that rescued her from persecution in her homeland. The war in Sierra Leone created an avenue for her to come to the UK and pursue her goals, including education, which is valued in her family as a means to sustain financial and social statuses. Amelina and Faist (2012) describe this in their ‘methodological transnationalism’ as a development that takes place between space and social mobility. It must be noted that the concept of feminisation (e.g. Piper, 2013; Engle, 2004; Asis, 2005) may also be applied to this example, as the asylum seeker is a woman who was eventually able to integrate to the UK society as a student and a worker. It has been forwarded that the relevance of gender can be seen in most aspects of migration (including asylum) (Piper, 2013), to which the participant’s situation is applicable. 3. Evaluation and Conclusion 3.1 Evaluation The participant in the study demonstrates the irrelevance of the push-pull model of migration to the stream of migration. Rather, the transnational approach reveals a more applicable position to the situation, as shown by the social bonds thus created amongst Sierra Leoneans and with other UK residents, and the tendency of the participant to remit some money to her family and friends way back in her country (e.g. de Haas, 2008; Amelina and Faist, 2012). Albeit faminisation is not the major issue in the interview, it can be surmised that its essence is nonetheless existent since the asylum seeker eventually became a worker in the UK, and her deployment may be associated with feminisation of migration (Asis, 2005). Diaspora is evident in the groups of Sierra Leonean people who live outside an imagined native land (e.g. Faist, 2010b). Transnationalism, on the other hand, is seen in the description of the migrants’ strong ties and social formations (e.g. Faist, 2010a; Faist, 2010b). Thus, the partnership between Diaspora and transnationalism is relevant to the migrant as an asylum seeker. Moreover, regulation processes create and mould migration flows, which are involved in labour market segmentation insofar as polices are supported by gendered and classed postulations. Legal channels are concluded to have opened up due to the upsurge of irregular migration, including asylum. 3.2 ConclusionThis research deals with the developments in migration theory and how these developments addressed the limitations of the push-pull model. It explains feminisation as a major trend in contemporary migration, as well as the metaphor that Diaspora and transnationalism are ‘two awkward dance partners’. Further, it focuses on asylum and how it complicates the analysis of global migration and their regulation. Developments in migration theory have caused an attempt for the surmounting of the limitations of the ‘push-pull’ model, an individual choice and equilibrium model. The relativity of migration pressure shows the triviality of the model. The transnational approach deals with this triviality and limitations, whereby it rejects the nation-state as the sole basis of empirical analysis. Feminisation, on the other hand, is seen as a major trend in contemporary migration, as evidenced by the proliferation of women workers in the fields of medical/health, sales, hospitality, and maintenance. Labour migration drives the occurrence of feminisation as a major trend in contemporary migration. Gendered norms also mediate the way migrants perform their roles in the migration process. There are prevailing stereotyped assumptions amongst labour recruiters set at the heart of the feminisation of migration, offering both demand and opportunities for female workers. Through migration systems, people, families and communities are linked in transnational communities, and it consequently leads to an orderly geographical arrangement and clustering of migration streams, just as the participant in the study seems to depict. The concept of Diaspora denotes national or religious groupings of people that live outside an imagined native land. Transnationalism is used to explain the strong ties that prevail amongst migrants as well as to describe communities and social formations. A balance between tough policy on asylum migration and global recruitment processes has been established in migration process. Physical safety has been the precipitating prism for regulating the stream of asylum seekers across countries, which is the same reason for asylum seeking by the participant in the study. Bibliography Amelina, A. and Faist, T. (2012) De-naturalizing the National in Research Methodologies: Key Concepts of Transnational Studies in Migration. Ethnic and Racial Studies, 35 (10): 1707-1724. Asis, M. M. B. (2005) Recent Trends in International Migration in Asia and the Pacific. Asia Pacific Population Journal, 20 (3): 15-38. Castle, S & Miller, R. (2009) The Age of Migration: International Population Movements in the Modern World. Fourth Edition. New York: Macmillan. Charmie, J. and Powers, M. G. (2008) International Migration and Development: Continuing the Dialogue: Legal and Policy Perspectives. Geneva: International Organization for Migration. Chilisa, B. and Preece, J. (2005) Research Methods for Adult Educators in Africa. NY: Pearson Education. Cohen, L., Manion, L., and Morrison, K. (2011) Research Methods in Education. Seventh Edition. Oxon: Routledge. de Haas, H. (2008) Migration and Development: A Theoretical Perspective. Paper 9. Working Papers. Oxford: International Migration Institute, James 21st Century School, University of Oxford. Denzin, N. K. and Lincoln, Y. S. (2011) The SAGE Handbook of Qualitative Research. London: SAGE Publications, Inc. Doomernik, J. and Jandl, M. (2008) Modes of Migration Regulation and Control in Europe. Amsterdam: Amsterdam University Press. Engle, L. B. (2004) The World in Motion: Short Essays on Migration and Gender. Geneva: International Organization for Migration. Faist, T. (2000a) The Volume and Dynamics of International Migration and Transnational Social Spaces. Oxford: Oxford University Press. Faist, T. (2010b) Diaspora and transnationalism: What kind of dance partnersR. Baubock & T. Faist (Eds.) Diaspora and Transnationalism: Concepts, Theories and Methods (pp. 9-34). Amsterdam: Amsterdam University Press. Gabriel, C. and Pellerin, H. (2008) Governing International Labour Migration: Current Issues, Challenges and Dilemmas. Oxon: Routledge. Kofman, E. (2005) Citizenship, Migration, and the Reassertion of National Identity. Citizenship Studies, 9 (5): 453-467. Kothari, C. R. (2004) Research Methodology: Methods and Techniques. Second Edition. Delhi: New Age International. Lasailly-Jacob, V. (2010) â€Å"Forced migration in Africa: A new but overlooked category of refugees†. In C. Audebert and M. K. Morai (Eds.) Migration in a Globalised World: New Research Issues and Prospects. Amsterdam: Amsterdam University Press. Mateos, N. R. (2005) The Mediterranean in the Age of Globalization: Migration, Welfare, and Borders. NJ: Transaction Publishers. Mooi, E. and Sarstedt, M. (2011) A Concise Guide to Market Research: The Process, Data, and Methods Using IBM SPSS Statistics. Berlin: Springer-Verlag. Olesen, H. (2003) ‘Migration, Return, and Development: An Institutional Perspective’. In N. V. Hear and N. N. Sorensen (Eds.) Geneva: The Migration Development Nexus. Peers, S. and Rogers, N. (2006) EU Immigration and Asylum Law: Text and Commentary. The Netherlands: Konikliije Brill NV, Leiden. Piper, N. (2013) New Perspectives on Gender and Migration: Livelihood, Rights and Entitlements. United Nations Research Institute for Social Development. Oxon: Routledge. Portes, A. (2000) ‘Globalization from below: The rise of transnational communities. In D. Kalb et al. (Eds.). The End of Globalization: Bringing Society Back in. Lanham, MD: Rowman & Littlefield, p. 253-270. Smith, M. P. and Favell, A. (2006) The Human Face of Mobile Mobility: International Highly Skilled Migration in Europe, North America and the Asia-Pacific. New Jersey: Transaction Publishers.

Brontie’ Swanston Essay

Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden & Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, &Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, &Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, &Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, &Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, &Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, &Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, &Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, &Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, & Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, & Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas & Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia & Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, & Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , &Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , & Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , &Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. &Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. &Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , & Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.