Ipad Essay Example | Topics and Well Written Essays - 1000 words

Ipad - Essay Example Let us first look at the features of the iPad. â€Å"There’s more to it. And even less of it.† this is the new tagline of the Apple store for the newly released iPad. The newly released iPad has two cameras for FaceTime and HD video recording. There is a dual core A5 chip, which I don’t even know what it means. It sounds so technical that I can feel that my nose is starting to bleed. I’m just kidding. The battery life of the iPad is 10 hours. That sounds amazing right? All in thinner, lighter design, the new iPad is even more amazing and even less like anything else. Once you pick-up IPad, it would be hard to put down. The iPad and the latest iPad 2, is 33 percent thinner and up to 15 percent lighter so it feels even more comfortable in your hands. There’s incredible technology under your fingers that makes surfing the web, checking the email, watching movies and reading books so natural. iPad has dual-core A5 chip. This technical term makes my head hurt. Kidding aside, the two powerful cores in one A5 chip mean iPad can do twice the work at once. You’ll know these changes when you surf the web, watch the movies, make FaceTime video calls and play games. Aren’t you excited to try the Facetime video calls? This will very useful to those who have their boyfriends or girlfriends. But it will be very scary to use this with our parents, right? I bet we’ll get the same lecture in life like we used to have when we are having dinner with our moms or dads perhaps. The two cameras on iPad, one on front and one on the back, may look tiny but they’re a big deal. The so-called Facetime video calling uses the two cameras so you can talk to your favourite people and see them smile and laugh back at you. For those game enthusiasts, we’ll this is good gadget for you. The graphic performance is nine times better which makes the gameplay on iPad even smoother and more realistic. The iPad also has the world†™s most advanced mobile operating system. iOS 4 lets you browse, read and see everything just by touching the screen. iPad also stays connected though wifi and 3G. Everything is at our fingertips. The multi-touch capability let us use our fingers to do everything. I hope you are all still ok listening to me. Am I boring you? Well, you have no choice, or else you’ll get detention. I’m just kidding. I don’t want to state all the features of the iPad because I believe my nose will bleed due to the technicalities. iPad may have a lot of features that can make us drool to buy one. But what is more important is to know what it can give us or its importance, right? Many new gadgets don't live up to the hype, but the iPad is one gadget that is as good as it looks. You could say that it’s somewhere in between a laptop computer and an iPhone, but really it’s more than that. If you're planning to get an iPad, then the first step should be to find out a bit more about what it can do. First, iPad is the best way to experience the web. iPad is used mainly to surf the internet. It is really convenient to surf the internet anywhere and anytime you want. Second, iPad is ideal for checking e-mail and sending short emails, especially when you’re on the go. iPad has a split-screen view and expansive onscreen keyboard where you can see and touch your email in ways you never could before. Third, iPad can be the world’s biggest cookbook. It is easier to cook having the recipe with you in the kitchen. There are great recipe websites

Outline Essay Example | Topics and Well Written Essays - 250 words - 13

Outline - Essay Example The advertisements through the media, the scenes in the movies, the access to sexual content on the internet, connectivity, and friendships that are easily faked on the social sites have subscribed to these challenges (Gurian, 4). As a result, there has never been a bad time of raising a daughter than today. Teenage is a most important stage of girls’ lives. When they try to experiment and experience the real world at this stage, their characters will be featured by resentment and aggression. However, telling people to stop raising a daughter is impossible. The greatest challenge is helping their daughters through to process of transition from the puberty to adolescent stage. Thus, telling girls information about the emotional and physical changes taking place in their bodies, creating curiosity, and encouraging adventure is the most important thing that every parents need to do to raise a daughter today. Magical thinking, imagination and fantasizing are the elements that characterize the state of mind of girls when they are teenager (Braun, 8). Therefore, helping them to base their thinking on reality of the world, and doing away with their wishful thinking and handling their highs and lows is an important aspect of raising the daughter (Stern, 24). Since the girls’ bodies and physical looks start becoming an important consideration for girls when they are at this stage. Parents should help them to understand what is happening to their body, their emotions, and hormonal changes. Also, parents should try their best to make the conversation appeared as well as normal. Also, avoiding any chance of them being informed on the same from bad company is crucial (McCarthy, 7). When girls are teenagers, their sexual activities and desires starts accelerating. Thus, protecting the girls from interactions and socializations is the difficult thing

Effects of Media on Communication Essay Example | Topics and Well Written Essays - 500 words

Effects of Media on Communication - Essay Example For example, Americans can find virtual friends online from other countries who eventually become their real friends. As communication with the virtual friends become more frequent, communication with real friends and family take an opposite direction. This is true not only in social networking sites but with the effects of other media as well such as the television. While one family member spends his time on the computer, another is in front of the television while still another is speaking on the phone. This causes families to be there but not ‘really being there’ for each other. It could also be similar to a family who may all be in front of the television whose communications become problematic as well because each one is concentrating on what is being shown on TV. Members could speak with each other but their communication is not too involved compared to when they have nothing else to do but communicate. This is because their attention is divided. In conclusion, media affects communication in so many ways, positively and negatively. However, people should bear in mind that the things we use to improve our communication do not simply improve or destroy communication on their own but it will take people to do those. Therefore, it is the decision of a person if media will destroy his communication or improve it. After all, everything that is good always have something bad it brings along but it will always depend on the people how they will let these things affect them.

Italy and Spain Essay Example for Free

Italy and Spain Essay El Greco was a Greek painter, sculptor and architect, active in Italy and Spain. One of the most original and interesting painters of 16th-century Europe, he was renowned in his lifetime for his originality and extravagance. Being brought up as an artist of Byzantine tradition El Greco, on arriving to Italy and later to Spain, fused the Byzantine influences with styles of Western world, like mannerism and Venetian Renaissance. Slide 1 Title Page Born Domenikos Theotokopoulos in Candia, Crete, El Greco may be regarded as one of Spain’s foremost painters. He reached artistic maturity in Toledo, and his career and style are bound to the patronage and spiritual environment he found in the Spanish city. He usually signed his paintings in Greek Letters with his full name, Domenicos Theotokopoulos, underscoring his Greek descent. Slide 2 †¢ El Greco appears to have belonged to a Catholic Greek family of officials who worked for the Venetian colonial service; El Greco was formed in the tradition of Byzantine art current in Crete, where he was a master painter in 1566. His presence in Crete is documented until December 1566. †¢ By 1568 he is recorded in Venice, where he underwent a second artistic education that transformed him into a painter of the Venetian School. The pictures of this period, small tempera paintings, show his progressive assimilation of contemporary Venetian painting. He remained in Venice until late 1570, perhaps studying and working in Titian’s studio or perhaps only visiting it. †¢ In 1570 El Greco went to Rome, and the few paintings done there incorporate artistic models from central Italian 16th-century painting. By the end of the 1572 he had opened a workshop. Information on this period is limited, but there is evidence of enmity between El Greco and Giorgio Vasari, and of his criticizing Michelangelo’s Last Judgment in the Sistine Chapel, which probably caused his later departure for Spain. On the other hand, his stay in Rome aroused his interest in humanist and philosophical questions. It was in this context that El Greco formed his artistic creed as a colorist in the Venetian tradition. El Greco considered the color and light of the Venetians as the only possible means of imitating nature, thereby reinforcing the beauty of reality through art. Dissatisfied with his career in Rome, El Greco went to Spain in 1576. †¢ He is first documented in Toledo in 1577, at work on the Disrobing of Christ. The project that had taken him to Toledo was a commission for three altarpieces for Santo Domingo el Antiguo (1577–9). Having completed one commission for Philip II, the Glory of Philip II he was to embark on a second, the Martyrdom of St Maurice (1580–83), the work did not please Philip, however, and it was removed (though it remained in the King’s collection). At this point, in his forties, the artist decided to settle in Toledo and dedicate himself to a largely local clientele. In the 1580s he tended to give his paintings more clearly sculptural characteristics, closer to Spanish taste, using the portrayal of the mundane to create greater immediacy, and exaggerating features in the representation of divine and supernatural elements. †¢ While El Greco’s basic activity was as painting, he also designed sculptures and architectural decorations. Of greater importance, though not directly influential, was El Greco’s work as a designer of retables in an Italianate style. He introduced a type of retable in contrast to Spanish examples, based on models combining Palladian ideas with motifs derived from Michelangelo, in which the painted canvas is the focus of the composition, and the framework is only a complementary subordinate. Slide 3 The first work with which El Greco is documented in Toledo is Disrobing of Christ, a large canvas for the sacristy of Toledo cathedral. Its rich color and daring brushwork are Venetian in origin, but the composition’s density, spatial compression, and vertical axis reflect the concerns of central Italian Mannerist art. Slide 4 Toledo period was the most fruitful for El Greco. There he developed his specific style and made his greatest contribution to Spanish art. Some of the most distinctive features of his style—lack of space between figures, purplish red and acid olive-green draperies that obscure the underlying bodies—can already be seen in the central pictures for the high altar, the Assumption of the Virgin (Chicago, Art Institute). Slide 5 and 6 El Greco’s most famous work is the Burial of the Count of Orgaz (1586–8) in the church of Santo Tome in Toledo, painted in memory of a 14th-century benefactor of Santo Tome. It depicts the lowering of the Count’s body into his tomb by Santo Augustine and Santo Stephen, and his soul’s ascension to the Heavenly Glory. The Glory makes clear that El Greco had already developed an anti-naturalistic style for figures and space. (Slide5) In the earthly zone, which includes a gallery of portraits of Toledan gentlemen, on the other hand, the figures are only mildly attenuated and their garments are painted with the best Venetian illusionistic technique. Slide 7 The View of Toledo (c. 1597-1599; New York, Metropolitan Museum), El Greco’s only landscape, is formally consistent with his religious pictures. Its transcendental aura is a result of his compositional methods, which create a formidable tension between the patterns on the picture plane and the volumes implicit in the view, and of his characteristic cataclysmic skies and eerie light. The View is not a realistic panorama, but displays instead the city’s most notable monuments in a single image that highlights its past and present grandeur. Slide 8 El Greco also excelled as a portraitist, able not only to record a sitter’s features but also to convey their character. His portraits are fewer in number than his religious paintings, but are of equally high quality. Perhaps the earliest, in which format, composition, and iconography reflect Venetian models, is Giulio Clovio painted in Rome c. 1570–2. His most important one, for its size and superb artistry, is the Portrait of a Cardinal (c. 1600; New York, Metropolitan Museum). Unlike all El Greco’s portraits, austere and on a neutral ground, the Titianesque, colorist and naturalistic Portrait of a Cardinal shows his ability to render psychological and physical traits. These are conveyed through the impression of vitality and dynamism in repose of the sitter. The portrait’s format, a full-length, life-size seated figure, is rare at this date. Slide 9 El Greco’s last works testify development towards a freer, sketchy style. The painting Adoration of the Shepherds (1612–14; Madrid, Prado) is a smaller version of a work which the artist made to hang over his own tomb in the church of Santo Domingo el Antiguo in Toledo. This work has been interpreted as late and extreme witness to El Greco’s mystic and spontaneous expressionism; but it may alternatively be the result of his deliberate manipulation of form, using color and movement to convey the effects of light, mass and space. Extreme distortion of body characterizes the Adoration of the Shepherds like all the last paintings of El Greco. The brilliant, dissonant colors and the strange shapes and poses create a sense of wonder and ecstasy, as the shepherd and angels celebrate the miracle of the newly born child. The infant Christ seems to emit a light which plays off the faces of the barefoot shepherds who have gathered to pay homage to his miraculous birth. A rhythmic energy animates the painting, expressed in the dance-like motions of the figures. Slide 10. Key features of style and his contribution †¢ El Greco transformed the Byzantine style of his early paintings into another, wholly Western manner, which was developed during his Toledo period and brought him to the climax of glory. Stylistically, El Greco’s art is an expression of the Venetian school, and of the anti-naturalistic subjectivism of the international Mannerism of the second half of the 16th century. His deliberately distorted elongated figures, seated n a lurid, unearthly atmosphere are seen as a pre-figuration of modern Expressionism and as an instrument by which he could express his visionary, mystical and religious personality. †¢ His gift of colorist is revealed in the way he uses agitated and flickering light; while striking contrasts between light and dark passages heighten the sense of drama. He prefers Venetian coloring, and reveals taste for complexity which is realized by highly original compositions of elegance and dynamism, executed in a vital style. His consummate use of palette of brilliant color was imitated and refined by Diego Velazquez. In contrast to the portraiture of the court painters of the time of Philip II, El Greco brought a new spirit to a genre not often practiced in Spain and provided Spanish painting with an example of spontaneity, from which Velazquez was to learn. †¢ Because of his late assimilation of a Western style, he tackled certain formal problems and, free from prejudice, rejected norms of proportion and geometrical perspective that he considered superfluous to his purposes, particularly in his search for personal originality. His almost geometrical renderings of bodies and nature give his work â€Å"flatness† that is considered a goal of â€Å"pure† art or abstraction. El Greco’s colors and â€Å"cubistic† feel inspired Spanish modernists starting with Goya and following with Picasso, Dali and Gris.

Different Views About Test Anxiety Psychology Essay

Different Views About Test Anxiety Psychology Essay Walter (2002) describes test as an intentional capacity to explore the interest level, information, ability and tasks achievement. According to Cronbach, (1980) a test is an organized method for weigh against the behavior of two or more people. According to (Cronbach, 1980) A test is an organized method for weigh against the behavior of two or more people. There are varieties of tests which include the following:- 1. Aptitude tests 2. Tests of developed abilities 3. Achievement tests 4. Mental ability tests And much other kind of tests are prepared and organized to evaluate the students abilities and academic performance. Aptitude tests are organized in order to look for the talent and passion of the students in the required field. Tests are also conducted for the skills to check that had been taught, on the other hand achievement tests are required to ,,,,,,,. Definition of Anxiety: Cohen, (1981) stated Anxiety as a basic human passion that was acknowledged even before 5000 years ago ,whereas The British poet W. H. Auden called the 20th the age of anxiety. Crooks and Stein (1988) say that Anxiety is described as feelings of worry, hesitation, nervousness and fear that go along with the commencement of the sensitive nervous system that arouses bodily changes like blood pressure, fast heart beating, perspiration, cramps etc. Test anxiety These days students are facing number of problems and one of the common problems faced by students is tests that cause anxiety. When students are afraid and feel that they will not be able to perform good in their exams that is test anxiety. Test anxiety is a major problem of students at undergraduate level. Students frequently undergo with anxiety that hold up students learning and test taking abilities to the level that students academic performance is affected badly. Students might have prepared efficiently and competent enough to take test but cognitive anxiety engages students in anxiety provoking thoughts such as fear of failure, or wish to do extraordinarily good, they perform poor. Every student want to score good in their exams.students works hard and puts in their efforts to attain their goal.few of students gets reward in terms of good academic performance and results for their efforts they have done but other students don t care about it.hence teachers and counselors making great efforts to help out their students to improve their grades and CGPAs. (Roberts Saxe, 1982) says that Anxiety influence people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Tests plays significant part in our everyday life. An important fact that tests have proven to raise strong anxiety and test anxiety has turned out to be a common modern problem (Spielberger Vagg, 1995; Sarason, 1959) Aderson, (2002) says Test anxiety is describes as a kind of anxiety of performance, a sensation that student have for the coming test, in which performance is essential to the person. Definition of test anxiety According to Zeidner, (1998) the set of physiological, phenomenological and behavioral retorts which go with related possible negative failure or results on a test or alike evaluative circumstances is called anxiety. Sarason, (1988) stated that Anxiety is a natural emotion which has fear and uncertainty that usually happens when a person feels any threat that will hurt his ego or self esteem. Set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation(Zeidner, 1998, p.17). Goonan (2003) stated test anxiety as test anxiety differs from general feelings of anxiety ,it is a specific form of psychological disorder that involves extensive amounts of fear, worry and fear of negative evaluation during or in anticipation of performance or evaluative situations(p.4). It has been defined by many authors, like Dusek (1980) Defined test anxiety as An unpleasant feeling or emotional state that has physiological and behavioral concomitants and that is experienced in formal testing or other evaluative situations.(p.88). Manifestations of anxiety: (Cohen, 1980), has given us four manifestations of anxiety, given as under: Somatic in physical responses 2 Affective in emotions 3 Cognitive in thoughts 4 Motor in actions In cognitive manifestations, it might fluctuate from little worry to fear. Brutal assault could take passion of awaiting disaster, obsession, faces difficulty in sleeping, lack of attention and taking decisions, In motor manifestation, behaviors are frequently exaggerated, worried students shows arbitrary actions that vary from trembling to shaking of the whole skeleton. Complete variety of behaviors like agitation, squirming, fits, nail biting, lip biting, and nervousness could be seen. In somatic changes,changes might come like trivial breathing, dry mouth, cold body, urination, heartbeat, blood pressure. cramps.etc (Antonovsky, 1980).say that Affective domain is the prominent anxiety manifestation. In this situation, students feel persistently nervous and anxious about threats, regardless of the fact thats things are going fine. Psychomotor and academic mistakes, mental performance, that can divert attention and remembrance, and all this occurs due to anxiety which has horrible impacts. However, it is stated by some psychologists verify that anxiety provide motivational purpose Facilitating and Debilitating effects of test anxiety. Meichenbaum Butler(1980) commented about the difficulty and complications of test anxiety and how it influence the students performance: We think test anxiety is more than physiological arousal, more than negative self preoccupation, more than poor study habits, and more than a deficit in stress-related coping skills. In fact, we think it is more than a combination of these factors (p.188). According to Hill Wigfeild (1984) say for many studies have been conducted on the consequences created by test anxiety on students performance. In addition, the connection between performance and anxiety is very significant and composite. Scovel, (1978) have explained two types of anxiety : Facilitating anxiety Debilitating anxiety Scovel (1978) further defines these two types of anxiety and says that facilitating anxiety arouses students to confidently handle the problems and troubles, and to welcome the challenges that come forth. Whereas debilitating anxiety seems to damage students learning results and weakens the required confidence.consquently students affected by debilitating anxiety seems to think inactively and shun failure. Students have Facilitating effects and debilitating effects due to test anxiety describes above. Tryon,(1980) says that Debilitating impact of test anxiety on learning in different cases seems to have spoiled the performance in tests due to test anxiety. Students come across with these debilitating impacts in various forms which damages the students performance in different ways, by worry, hesitation, disbelief and by dropping contribution Models of Test Anxiety There are two models of test anxiety that increases the spectrum of test anxiety. Two models were developed to report the causes of test anxiety. The interference model The skill deficit model. The Interference Model In interference model (Wine 1980; Sarason 1986) says that students having high levels of test anxiety hinder the capacity to recollect the learned information. Interference model covers the Cognitive feature of test anxiety. Benjamin et.al., (1981) described that students have definite ability of processing data and test anxiety may hinder students concentration to use their energy on the retrival of material that they have learned in the testing situations. When the test anxiety will reach to its peak, it will absorb the students processing ability, which will take up the ability that is needed for the tasks. When students dont have the ability of cognitive processing they needed on the spot, it means that the ability has been taken up by the anxiety that interferes learning. Sarson (1984) says that A cognitive interference may be the key factor in lowering the performance of highly test anxious people (p.931). Tobias (1980), says that as students are influenced by cognitive test anxiety, which results in to distract their attention and requires more ability to utilize educational skills. Therefore such kinds of reasons are ascribed to students feeling anxious and it might reduce students performance. Learning is not a problem rather interference with recovery. Wine (1980) says that students having high test anxiety among cognitive ability among giving attention to the task and the attention is given to the cognitions that are not relevant with the task. Both of these factors hinder the capacity to recall and confined the capacity to employ in organized thinking . These points might give description why students by high test anxiety can normally do better on objective/MCQ than on subjective exams where the earlier needs to recall less. Benjamin et, al., (1981) and Tobias (1985) experienced that capable and intelligent students might have done their preparation, yet they will encounter high test anxiety, that confine the thinking process, hinder recalling materials and inhibit to use the techniques to perform well on test. The Skills deficit Model: Hill Wigfields (1984) skill deficit model does not have any direct relationship with test anxiety at first look. Though it tells what activate and produces test anxiety. It permits to know the connection of skill deficit model of test anxiety and poor academic performance. Rather believing that ability to recover data is affected due to interference model, skill deficit model have different point of view.indeed, this gives us the view that students poor academic performance is ascribed with the poor test preparation in learning skills or due to lack of test taking abilities. Hill Wigfield (1984) proposed that the skill deficit model offer reasonable explanation on unforeseen performance of students .the skill deficit model engages two kinds of deficits that endanger the performance of the students, one of them is Learning ability and the second one is Lack of test taking ability. Poor results in academics performance is due to Unsatisfactory preparation before tests came, causes.in addition acquisition problems,problems in remembering and memorizing or retrieving data at initial place. Whereas lack of ability to attempt the test also put in high test anxious students to perform poor ,although students are conscious of their inability of taking test. The skill deficit model says that students with high test anxiety faces problems in learning and arranging learning materials and that gives poor results in performance. (Tobias 1985 ; Naveh -Benjamin, McKeachie and Lin 1987; Birenbaum and Pinku 1997). In spite of, giving different explanations, the skill deficit and interference models may be balancing for each other(Tobias 1985; Birenbaum and Pinku 1997 ).they have suggested different kind of students in addition with different levels of test performance. Students having good learning and organizing abilities, together with low test anxiety ought to do good as they have learned the tests and they do not come across with the difficulty to recall. Whereas other students have the capacity and they learn the test but could not recall in evaluative situations and settings, and when tasks requires more cognitive capacity than they have. yet other fall short to learn and organize materials thats why they perform poor whether they are in test situation and test design. Most of the researchers who hold this model (e.g. Wittmaier, 1972; Desiderato Kokinen, 1969; Culler Holahan, 1980) say those students who show poor academic performance are because of their bad study habits and lack of interest in preparing for their exams. These kinds of students are conscious enough of their study behavior thats why they dont expect good results. These kinds of attitudes amplify anxiety which results in poor academic performance. When students see their academic skills are in enough, they feel anxious and show poor performance. Levels of Test Anxiety: Swanosn and Howell (1996) define the three levels of test anxiety given as under: Low levels test anxiety Moderate test anxiety High test anxiety Spielberger and Sarason,( 1989) further states about the high level test anxiety that helps in the growth the students with low inspiration, lacking academic abilities, lacking use of different techniques for taking test, hopelessness, cheating, carelessness, and thinking negative about himself and lack of attention. It is said students with both high and low levels of test anxiety show good academic performance whereas students with moderate anxiety level perform well. Spielberger and Sarason,( 1989) view and identified three levels of test anxiety .John and Kenneth (1982) says ,students with high level test anxiety badly get in the way with all kinds of performances,and normally students with moderate and low level anxiety helps in improving performance. Components of Test Anxiety (Sarson sarson, 1990) has stated three main components: Cognitive Affective Behavioral Cognitive component: In cognitive view, students having test anxiety due to absence of self confidence.they are surrounded by negative feelings, and feeling incapable of their educational ability and academic skills.(Zeidner, 1998) adds and says, students mostly exaggerate the possible negative results and undergo self-reliant in testing situations. if students want to have good results they should avoid negative thinking. Affective component: In affective view, (Zeidner, 1998) Test anxiety raise some physiological reactions like, fast heart beating, nausea, urination and raises perspiration, stretching of muscles, feeling thirsty, shivering and cold hands. With physiological reactions, emotions like failure threat, worry, might be there. When students are fail to manage their emotions, they feel pressure, tension, fear, thus create more hard and tricky for students to focus. The bodily signs that students feel when they are going through anxiety are linked with the supposed responses to fear and tension. Important physical functions like heart beating, breathing, or rapidity of other body functions, saliva secretions, flow of blood. Students undergo different kind of physical feelings together with nausea, vomiting, cramps in body, feeling dizzy, shivering, and stiffness of joints. Behavioural component: Behaviorally test anxious students states anxiety through reluctance and ineffective learning and test taking ability. Zeidner (1998) says that might test anxious students take more time and problem in assessing information or feel tired during test because of weak students or they are weak in health. State and Trait Anxiety: Spielberger(1972-1983),gave the concept of state and trait anxiety .He described state anxiety as Transitory emotional state or condition of the human organism that is characterized by subjective, consciously perceived feelings of tension and apprehension, and heightened autonomic nervous system activity. Spielberger further states about trait anxiety that Trait anxiety denotes relatively stable individual differences in anxiety proneness and refers to a general tendency to respond with anxiety to perceived threats in the environment.(48) School psychologists have been using state and trait anxiety in 21st century which was introduced by Spielberger in 1972.State anxiety means when horrible feelings and emotions of fear are aroused in danger, whether mentally or bodily. State anxiety is assumes a cognitive insight and judgment of danger, so as to students should know at a stage that particular situation is dangerous. Normally youngsters undergo less anxiety once they are out of hectic occasion is gone. On the other hand, trait anxiety is characteristic of a personality, an ability to encounter state anxiety when came across any difficult situation and danger. but this is different and varies from person to person. Eysenck and Eysenck (1991) describes that high level trait anxiety is strongly associated to neuroticism Terry (1998) tells about the numerous symptoms that shows students test anxiety. following is the symptoms of test anxiety. Emotional reactions such as crying, sensitive hair trigger responses, irritability, excess giggling, sudden changes of expression and general unrest. Bodily manifestation like stomach aches, headache, urination, fatigue, abundant sweating. Dangerous behaviors, like, carelessness, and self defamation. Anxious symptom, such as edgy marks, biting nail, too much blinking, hair chew, finger sucking, swinging action. Misconduct and violence, like breaking pencils, shows anger, slangs language is used, fighting, hounding and destructiveness. Bad exertion routine, for example, day-dreaming, incompetence, dishonesty and absence of attention. Looking for attention: adolescent behaviors, looking for appraisal and positive remarks, demands for attention, construction of weird stories, nonstop curiosity and asking about things around, stick to the teacher, performing. Causes of test anxiety: On the self-defeating consequences of subjective cognitions (Ellsworth Smith, 1988; Lazarus, 1991) suggest that poorer self-beliefs are a major cause of test anxiety. Perceive examinations as more dangerous or threatening and experience more intense levels of state anxiety when taking tests (Spielberger Vagg, 1995, p.6). D Arcylyness, (2004) outlined the following as the causes of test anxiety: a. Lack of preparation by 1 Cramming the night before the test 2 Poor time management 3 Failure to organize test information 4 Poor study habits b. Worry about the following: 1. Past performance on examination 2. How friends and other students are doing 3. The negative consequences of failure. The effects of anxiety on different situations: In different ways the anxiety influences on different kind of human beings. According to Roberts Saxe, (1982) anxiety may affect cognitive functioning badly in any kind of academic setting. Lalonde Gardner, (1993) includes that learning might be affected by anxiety where as Tremblay, Gardner, Heipel, (2000) state that anxiety may affect on performance and success. During specific situation when the manners of apprehension, tension and dread are perceived consciously, it is called General state anxiety which is also called physiological arousal (Endler Kocovski, 2001). Wine (1980) says that the effects anxietyon performance is prominent because of having unbearable impacts on cognitive process. Tremblay, (1998) argues that mostly people are affected through cognitive biases with General trait anxiety which is a firm tendency towards anxiety.Class and test anxiety along with statistics anxiety come into the vast umbrella of Trait anxiety in the view point of (Walsh Ugumba-Agwunobi, 2002). 2.1 Cognitive Style Thinking and perceiving, problem solving and remembering , all these types of actions are considered under the umbrella of cognitive style as has been described by McKay, Fischler Dunn, (2003) as are considered to be trait-like, relatively stable characteristics of individuals, whereas learning strategies are more state-drivenà ¢Ã¢â€š ¬Ã‚ ¦ Cassidy (2004) states that there are many cognitive style typologies from which we give preference to Ridings Cognitive Style Analysis [Riding,2001] because of more vital implications. According to Sadler Riding, (1999) construct of cognitive is more important whether learning style has less importance. The real mode of information processing, cognitive style and their mutual relationship is significant and strengthened to a large extent. 2.2 Cognitive Processing Efficiency The cognitive processing parameters (Demetriou Kazi, 2001; Demetriou et al., 1993]) that have been included in our model are: a- Control of processing (to indicate the relevant and irrelevant information) b- Speed of processing (speed in the given instruction might be accurately executed), c- Working memory span (to hold and integrating different information till the solution of a problem) d- Visual attention (based on the empirically validated assumption that when a person is performing a cognitive task while watching something). According to Baddeley, (1992) all these tasks are measured in shortest possible time span while the working memory span test focuses on the visuospatial sketch pad sub-component and this all is done comfortably. 2.3 Emotional Processing Emotional processing consists of two types: Emotional Arousal: The capability of human being to feel and experience specific emotional circumstances, Emotion Regulation: The process of having perception and control of individual over his emotions. In the view point of Cassady (2004), anxiety is the major thing in the term of behavior which indicates the arousal of various kind of emotions and it has strong relation with academic performance. Also, it is related with performance in computer mediated learning procedures (Chang, 2005; Smith Caputi, 2007). Users trait anxiety could be measured (Spielberger, 1983), and their application specific anxiety, which in the case of e-learning is named as Cognitive Test Anxiety (Cassady Johnson, 2002) In the term of construct of emotional regulation used by us also comes into the concepts of Emotional Control (emotional management, self-awareness, self-motivation)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ (Goleman, 1995; Salovey Mayer, 1990), and Self Efficacy (Bandura, 1994), Emotional Expression and Emotional experience (Halberstadt, 2005). Lekkas et al, (2007) argues that we can evaluate the affectional responses of enhancing and lessening the learning abilities through measuring the levels of Anxiety with emotional regulation. Factors of Test Anxiety: According to competitive anxiety research (Gould et al., 1984; Burton, 1988). Cognitive (worry) anxiety factor has strong imprints on the achievement of the student then the somatic (emotionality) component. Test anxiety has two main components described by Liebert and Morris (1967) that is worry and emotionality. Worry is conceived as cognitive importance related to tests and test performance. These concerns revolve in the region of negative cognitions, like fixation with the test results and performance. Strong negative penalties like failure, underachievement and evaluation of students skills to others. Academic performance: Phillips and Endler, (1982) say that Academic performance usually depends on students how they make their connections with the academic environment. It is believed that students who are intelligent will be relaxed and less threat full .But these students do have fear of examination. Okebukola and Jegede, (1989) its teachers responsibility to prepare their students to show good academic results as well as to enable them to respond to different academic needs that has impact on academic performance. Relationship between anxiety and academic performance: Roberts Saxe, (1982) say that Anxiety influences people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Endler Kocovski, (2001) stated that Common state anxiety is a physical stimulation and a deliberately supposed way of hesitation, fear, and stress through a particular moment. (Wine, 1980) describes that, this influence the performance as it has strong effects on cognitive course. Tremblay, (1998) Cognitive biases influence people with common trait anxiety, a steady tendency towards anxiety. Than it have an effect on people who are not anxious. According to Scovel (1978) there is a positive connection between performance and test anxiety. Test anxiety is in fact useful and facilitating as students remained alarmed and conscious. McDonald (2001) describes more connection between levels of performance and test anxiety that will show the arch like a reversed U figure, showing to the best anxiety point. It could be said that when anxiety reaches to the best quantity, it could produce constructive results known to us as facilitating test anxiety. This type and amount of anxiety is useful for students to give attention to their work, and feel himself completely challenged. In contrast, over and small test anxiety will produce tension, constant worry, anxiety and strain or students reluctance, will result in poor performance. Test Anxiety in relation to gender (sex) Research on students educational performance has received significant concentration. Number of researches had been done in the area on the level of anxiety on test anxiety between female and male students academic performance. Walsh, Engbreton and O Brien (1988) performed two researches at the same time to identify whether there is relationship between test anxiety and academic performance as it influences the gender. Researcher collected the data and the Sample were consists of (57 females 46 males,) and total 103 undergraduate students for first research and (52 females 42 males) and total 94 undergraduate students for the second research. Test anxiety findings were correlated with the students Grade Point Averages (GPAs). When the data was analysis, there was negative correlation present between test anxiety and academic performance. Thus negative relationship was found which was more for females and less for males. Daniels and Hewitt (1987), finds if there is correlation between academic performance and test anxiety with gender view. The sample was composed of data (21 males 27 females) and got their scores of test anxiety. When data was examined, it was found that females had high test anxiety as compared with males however they didnt find any major variation of gender in respect of the negative correlation between academic performance and test anxity.it means,that test anxiety has unpleasant effects on academic performance but it didn show any major affect of one gender more than the other. The findings have shown that females undergo high test anxiety as compare to males when measure their test anxiety ,like wise Sarason (1987),Spielberger(1980) and taylor (1998) have found that females have scored high mean score on test anxiety when compared with males.

Communism In The Soviet Union And Why It Failed Essay -- Communism Essa

Communism in the Soviet Union and Why it Failed Communism is defined as "a system of political and economic organization in which property is owned by the community and all citizens share in the enjoyment of the common wealth, more or less according to their need." In 1917 the rise of power in the Marxist-inspired Bolsheviks in Russia along with the consolidation of power by Vladimir Lenin and Joseph Stalin, the word communism came to mean a totalitarian system controlled by a single political party. This came to justify that the means of production is controlled and the wealth is distributed with the goal of producing a classless or possibly a stateless society. The ideological meaning of communism arose in 1848 with the publication of the Communist Manifesto by Karl Marx and Friedrich Engels. They believed that communism is inevitable and is an outcome of the historical process. They believed that the "struggle between an exploiting class, the capatalists at present age, and an exploited class, the workers, would enter a crucial stage in the period of capitalism where industrialization occurs and that the effects of industrialization is to heighten and intensify the internal contradictions in capitalism." To put it bluntly they believed that the ownership of industry would be in fewer and fewer hands where the workers would plunge into a state of ever-increasing misery. These impoverished workers grow in numbers and organize themselves into a political party which would lead a revolution in which they dispose of the capitalists. The proletariat would establish a society governed by a " dictatorship of the proletariat" based on communal ownership of the wealth. According to Marx this phase of human society is referred to as socialism. Communism is the final transcendence of this revolution in which there is a break up and elimination of the state and no class division. That is the primary reason that it was called the Union of Soviet Socialist Republics. In 1991 the Soviet Union collapsed. What was the problem with this system of government, if this is a workers paradise what happened ? What did the Soviet Union do wrong to cause a breakdown of their ideal system ? In this paper I will explore the rise of the Soviet power and causes of the 1991 breakup. The person who started the whole transition into a communist empire was ... ...nd lacked spark. The respect and fear they once generated was rapidly declining in an increasingly young and educated country. This weakness of political dissent within the Soviet Union was also important to the crisis. It planted seeds of antitotalitarianism and anticommunism in the native soil. Also the potential for political action sunk to an all time low in the community. The final problem that they encountered was in their relationships with other nations and ethnic groups. This may have been the most potent flaw in their system. Non-Russian ethnic regions contained under developed, peasant cultures. These groups were able to resist with surprising force subordination to Russian culture or submersion into the Soviet state. This lack of development led to cultivation of old ethnic identities and the process of modernization only created new strains. The Soviet Union lost all of its internal vitality, the powers of the regime were still intense. Decay was probably unavoidable but the disintegration did not seem immediate. The counter actions to the already failing government are what caused the final demise of the nation, the actions only accelerated the demise of communism.

Salary Is the Most Important Factor in Motivating Employees

Salary is the most important factor in motivating employees Motivation plays a significant part in a company in the modern society because only if employees are motivated can they be more productive. In a company, managers usually take measures such as pay increase and promotion to motivate workers. In the past decade, there have been a large number of surveys on factors that motivate employees to perform their best (Wiley 1997). Some experts state that salary is the most important factor in motivating employees. However, others believe that factors such as responsibility and job security are of vital importance.This essay will argue that salary is not the most important factor in motivating workers and discuss what the foremost factors are. First, it will give evidence to show that salary is not the most important. Then, it will explain what are the most important in motivating employees. After that, it will discuss the importance of salary. Finally, a conclusion will be given at th e end of the essay. The reason why salary is not the most important motivation is that companies usually link workers’ salaries with their productive results, which gives employees less opportunities and limits their development (The Times 100 2010).If workers want to gain more wages, they will work only for the products and become workaholic automatons. Another point is that if pay is considered as the reward of productive results, it is difficult to guarantee equity. Then, employees may be dissatisfied to companies and become less productive. Furthermore, as people value respect and participation, pay is not so foremost and it is important to satisfy people’s spiritual needs. For example, according to McGregor’s Theory X and Theory Y, responsibility is of vital importance in motivating employees and if managers delegate responsibility to workers, they will be more motivated.Another theory, theory Z, suggests that participation could increase job satisfaction ( Madura 2008). In addition, people want all their internal and external needs to be satisfied and salary is only a small part to meet their basic need. Even companies can provide satisfying pay; workers may be still unwell to work with all their heart. Therefore, salary is not the most important factor in motivating employees and there are non-financial factors that are more important than salary. Despite the fact that salary-system is an important part in modern enterprise system, it does not mean that pay is the most important factor.According to a surprising scientific experiment of motivation, people who gain bonuses and commissions spend more time in solving a problem, which suggests that people become inefficient (Pink 2009). In some companies, employees still choose to resign even though they have a high salary. This is because they have no job security in the company. Job security can be defined as the confidence that they can keep their jobs. People who have job security can perform seriously as a result of concern about finding a more secure employment (Madura 2008).Moreover, workers with a low salary may also work efficiently because they can gain a sense of identity. When employees contribute to companies and gain recognition, they usually work harder than before as the result of a sense of achievement. In addition, people who have high salaries are faced with more pressure because they should work more and perform better than those who have low salaries. Pay increases are on behalf of the increase of responsibility. Thus, employees who have poor pressure coping would rather choose a satisfied job with low pay than work hard with high salaries.It follows that salary is not the most important factor in motivating employees because career will be hard when they are offered with high salaries. Based on the analysis of why salary is not the most important motivation, the next part of this essay will explain what the foremost factors are in motivating em ployees. Firstly, recognition and appreciation for work done is often a top motivator, which require feedback to provide reinforcement for positive behaviour. As a result, manager’s positive feedback to workers is a significant form of motivation (Wiley 1997).Secondly, responsibility can also be the most important motivation. The responsibility to family requires people to work hard so that they can support their family and performing duties to a company is the best method of gaining appreciation. Furthermore, participation can be another foremost factor in motivating employees. When workers participate in corporate decision, they may be more productive in consideration of their own benefits. Finally, promotion and career development in a company are also of vital importance. For example, irms usually offer more opportunities to workers with the growth of the firm so that most employees can promote rapidly (Jackson & Bak, 1998). As a consequence, companies can take non-financ ial measures such as positive feedback and promotion to encourage employees to work hard. Although salary is not the most important factor in motivating employees, companies still cannot ignore the importance of salary because satisfying wages have been proved efficient to motivate workers for long time. For example, Taylor put forward the first motivation theory in 1911 and the research pointed that people worked only for money (The Times 100 2010).As a result, pay increases are popular in almost all companies. Thus, it can be seen that salary can motivate people to become more productive. In addition, outstanding workers want their pay increase connected with great work instead of simply increase with ordinary people. Otherwise, these outstanding employees will be disheartened and lose the motivation of work because they realized that the reward they gain is as identical as other workers who spend less time and energy in spite of how hard they work (Gioia, 2009).In consequence, if a company want to motivate employees by salary system, it must be equal to each person so as to motivate every workers to improve efficiency. In conclusion, it is the core subject in modern company theory research that a company can motivate employees efficiently and salary is not the most important factor in motivating workers because there are a large number of non-financial factors that are more important than salary.Responsibility forces employees to work hard and they can gain a sense of identify because of participations. Job security is a motivator of increasing importance and managers’ positive feedback such as promotion opportunities and praise would also motivate employees. A successful company is one that establishes different motivating systems for different people to encourage them to be more productive. Therefore, companies should focus more on these non-financial factors instead of only paying attention to pay increases.References: Gioia, C. (2009) Motivating employees: Is money or recognition more appreciated? Available from: http://www. helium. com/debates/137270-motivating-employees-is-money-or-recognition-more-appreciated/side_by_side. (Accessed 29 November 2012). Jackson T. and Bak M. (1998) ‘Foreign companies and Chinese workers: employee motivation in the People's Republic of China’, Journal of Organizational Change Management, 11(4), pp. 282 – 300. Madura, J. (2008) Introduction to Business. 4th ed. Beijing: Post ; Telecom Press.Pink, D. (2009) Dan Pink on the surprising science of motivation [online video] Available from: http://www. ted. com/talks/dan_pink_on_motivation. html. (Accessed 23 October 2012). The Times 100 (2010) Motivational Theory in Practice at Tesco. Available from: http://www. thetimes100. co. uk/download-tesco-edition-15-full-case-study_132_396_1168 (Accessed 23 October 2012). Wiley, C. (1997) ‘What motivates employees according to over 40 years of motivation surveys’, Internat ional Journal of Manpower, 18(3), pp. 263-280.