Mark Twain Essay -- essays research papers

Mark Twain It is indisputable that, during his many years of writing, Mark Twain established himself as a literary genius. It is also indisputable that the primary reason for his success as an author was his quick wit and sense of humor. During this nation’s time of political and social division, Twain wrote about many of the simpler things in life while always showing his humorist side. His brilliant comedic mind was especially unusual for any popular writer around during this rough time period in the nation’s history. Mark Twain’s humorist views and writings truly solidify him as the forefather of American humor. Unlike many writers of his time, Samuel Clemens, better known as his pen name, Mark Twain never secluded himself or slaved over a piece of work. He enjoyed playing billiards or sitting on his porch, smoking a pipe. He lived with his wife and three daughters, and did most of writing in his billiards room or on his bed. He lived a simple, casual life, wh ich proved to encourage his laidback, humorist attitude. (Whipple, Sally) William Dean Howells once compared Twain’s lifestyle to the other famous writers of his time. â€Å"Emerson, Longfellow, Lowell, Holmes†¦ they were like one another and like other literary men; but Clemens was sole, incomparable.† (Twainweb) This being perhaps the best explanation for Twain’s unique humorist views, it is no doubt this lifestyle provided for his creative storytelling and successful career as an author. Mark Twain, a native of Missouri who lived most his childhood in poverty, began his career, surprisingly, as a steamboat pilot. This career path was soon to be interrupted by the Civil War, in which he served for the Confederate Army for two weeks before withdrawing. Already at this point in his life, Twain was showing his humorist side when he commented on this incident saying, â€Å"†¦it was my retirement from it that brought the crash. It left the Confederate s ide too weak.† (Ayers, 42) After the Civil War, Twain began his career as a journalist. He bounced from one city to another, including a stay at Virginia City, Nevada and San Francisco. While in San Francisco, Twain wrote The Celebrated Jumping Frog of Calaveras County, his first nationally acclaimed work. This tale of young boys and frog races combined the themes of youth and humor, a combination he would revisit frequently. (Budd, 32) Finally, in 1869, Twain’s f... ...k Twain in His Times) Jones 6 Unfortunately, this was Twain’s last popular, humorous story. He would leave Hartford due to debts he owed and live a hard life for the rest of his years. Before he died, Twain would see two of three daughters and his wife pass away before him. He spent the rest of his days trying to repay his dept and mourning over his lost family members, whom he was very close too. He died on April 21, 1910 in Redding, Conn. During his lifetime, Mark Twain went from a child of poverty to one of the most famous and unique writers of his time to a legendary American hero. Due to classics such as Tom Sawyer and Huckleberry Finn, he has established himself as not only a famous writer but also a famous comedian. There was no comedy before Mark Twain, most men were obsessed with politics and the military. After Twain, comedy exploded. Charlie Chaplin is one man who is not only a famous comedic pioneer, but also a supporter of Twain. His career shows the influence of Mark Twain in many areas, often including his characters. Mark Twain’s stories truly solidify him as a legendary author, yet his humor was the unique quality which put him above the rest. Word Count: 1536

Using bones, teeth and joints for reconstructing activity in past human

During an individual’s lifetime the activities they involve themselves in impact on their many bodily tissues. Markers for these activities are left in the bones, joints and dentition which is useful for anthropologists as only skeletal material is left in the case of most ancient populations. Subsequently much research has been undertaken in this area with varying levels of validity.In this essay I seek to explain what information can be reliably gathered from skeletal material, it will focus on bone density and muscle attachments associated with heavy workloads, joint wear caused by repeated processes such as grinding grain, osteoarthritis and tooth wear associated with tool use. To aid this discussion I will detail the activity changes involved in the transition between a hunter-gatherer lifestyle and a sedentary agricultural lifestyle. I will also consider the strengths and weaknesses of this type of reconstructory speculation, arguing that unless the aforementioned markers are assessed in a non-subjective, quantifiable way the findings are not comparable to others displaying similar markers. It has been well documented that according to Wolff’s law, bone is constantly remodeling. Wolff's law states that bones within an animal will remodel due to the stress it is placed under. If stress on particular bones increase, bones will remodel over time becoming stronger, laying down bone tissue with higher levels of mineralisation. The opposite of this is also true, if the stress on a bone decreases, the bone will become weaker (Wolff, 1986). This correlates with the findings of Stock who reasons that ‘human skeletal robusticity is influenced by many factors, habitual behaviour being the most important’ (Stock, 2006). ... ...n the Georgia Coast. American Journal of Physical Anthropology 64,125-136. Shackelford L.L., 2007. Regional Variation in the Postcranial Robusticity of Late Upper Paleolithic Humans. American Journal of Physical Anthropology 133, 655–668 Stock T. J., 2006. Hunter-Gatherer Postcranial Robusticity Relative to Patterns of Mobility, Climatic Adaptation, and Selection for Tissue Economy. American Journal of Physical Anthropology 131, 194-204. Teaford M., 2005. Dental Microwear and Dental Function Evolutionary Anthropology: Issues, News, and Reviews 3, 17 - 30 Valdes A.M., Spector T.D., 2008. The contribution of genes to osteoarthritis. Rheumatic Diease Clininics of North America 34, 581–603. White T., 2000. Human Osteology. Academic Press, London. Wolff J., 1986 The Law of Bone Remodeling. Springer, New York (translation of the German 1892 edition)

Learning theories Essay

Primary research consists of the collection of original primary data. It is often undertaken after the researcher has gained some insight into the issue by reviewing secondary research or by analyzing previously collected primary data. It can be accomplished through various methods, including questionnaires and telephone interviews in market research, or experiments and direct observations in the physical sciences, amongst others. Secondary Research: Secondary research (also known as desk research) involves the summary, collation and/or synthesis of existing research rather than primary research, where data is collected from, for example, research subjects or experiments. The term is widely used in medical research and in market research. The principal methodology in medical secondary research is the systematic review, commonly using meta-analytic statistical techniques, although other methods of synthesis, like realist reviews and meta-narrative[2] reviews, have been developed in recent years. Such secondary research uses the primary research of others typically in the form of research publications and reports. In a market research context, secondary research is taken to include the re-use by a second party of any data collected by a first party or parties. In archaeology and landscape history, desk research is contrasted with fieldwork. Primary Research Vs Secondary Research One of the major differences between the two is that primary research is conducted with the help of primary sources available where as secondary research is conducted on the basis of some data collected from someone who had got it from the sources. Primary research is expensive to conduct since it involves primary sources. But secondary research is not much expensive as primary. Another major difference between the two is that primary research is much more time consuming as compared to secondary research. As a matter of fact the results found by the primary research are usually to have better quality than those from the conduct of the secondary research. Primary research is also usually detailed and elaborated since it is supposed to be both qualitative as well as quantitative. On the other hand data pertaining to secondary research is usually not much detailed and elaborated since it involves indirect uses. Primary research is done with a lot of hard work and dedication. On the hand secondary research is usually presented with a number of data and records. These are usually taken from books, periodicals published by governmental organizations, statistical data, annual reports and case study ORGANIZATION BEHAVIOUR. Organizational behavior is a field of study that investigates the impact that individuals, groups and structures have on behavior within an organization for the purpose of applying such knowledge towards improving an organization’s effectiveness. It is an interdisciplinary field that includes sociology, psychology, communication, and management; and it complements the academic studies of organizational theory (which is focused on organizational and intra-organizational topics) and human resource studies (which is more applied and business-oriented). It may also be referred to as organizational studies or organizational science. The field has its roots in industrial and organizational psychology. 1 Organizational studies encompass the study of organizations from multiple viewpoints, methods, and levels of analysis. For instance, one textbook divides these multiple viewpoints into three perspectives: modern, symbolic, and postmodern. Another traditional distinction, present especially in  American academia, is between the study of â€Å"micro† organizational behaviour — which refers to individual and group dynamics in an organizational setting — and â€Å"macro† strategic management and organizational theory which studies whole organizations and industries, how they adapt, and the strategies, structures and contingencies that guide them. To this distinction, some scholars have added an interest in â€Å"meso† scale structures – power, culture, and the networks of individuals and i. e. ronit units in organizations — and â€Å"field† level analysis which study how whole populations of organizations interact. Whenever people interact in organizations, many factors come into play. Modern organizational studies attempt to understand and model these factors. Like all modernist social sciences, organizational studies seek to control, predict, and explain. There is some controversy over the ethics of controlling workers’ behavior, as well as the manner in which workers are treated (see Taylor’s scientific management approach compared to the human relations movement of the 1940s). As such, organizational behaviour or OB (and its cousin, Industrial psychology) have at times been accused of being the scientific tool of the powerful. Those accusations notwithstanding, OB can play a major role in organizational development, enhancing organizational performance, as well as individual and group performance/satisfaction/commitment. One of the main goals of organizational theorists is, according to Simms (1994), â€Å"to revitalize organizational theory and develop a better conceptualization of organizational life. † An organizational theorist should carefully consider levels assumptions being made in theory, and is concerned to help managers and administrators. 1. INTRODUCTION TO LEARNING. The process of learning has great value for enriching human life in all spheres of life. All activities and behaviors that make personal, social and economic life peaceful and pleasurable are learned. Learning definitely affects human behaviour in organizations. There is little organizational behaviour that is not either directly or indirectly affected by learning. For example, a worker’s skill, a manager’s attitude, a supervisor’s motivation and a secretary’s mode of dress are all learned. Our ability to learn is also important to organizations preoccupied with controlled  performance. Employees have to know what they are to do, how they are to do it, how well they are expected to do it, and the consequences of achieving good or poor levels of performance. Thus, learning theories have influenced a range of organizational practices concerning: 1. The induction of new recruits 2. The design and delivery of job training 3. The design of payment systems- 4. How supervisors evaluate and provide feedback on employee performance 5. The design of forms of learning organization The concept of the learning organization became popular during the 1990s. The learning organization is a configuration of structures and policies which encourage individual learning, with individual and organizational benefits. The organization itself can also be regarded as an entity which is capable of learning independently of its members. Knowledge has thus become a more important asset for many organizations than materials and products. 1. 1 WHAT IS LEARNING Learning covers virtually all behaviors and is concerned with the acquisition of knowledge, attitudes and values, emotional responses (such as happiness and fear), and motor skills (such as operating a computer keyboard or riding a bicycle). We can learn incorrect facts or pick up bad habits in the same way that we learn correct facts and acquire good habits. It refers to a spectrum of changes that occur as a result of one’s experience. Learning may be defined as â€Å"any relatively permanent change in behaviour or behavioral potential produced by experience†. It may be noted here that some behavioral changes take place due to the use of drugs, alcohol, or fatigue. Such changes are temporary. They are not considered learning. Therefore, changes are due to practice and experience, and relatively permanent, alone are illustrative of learning. In the definition given above, it is clear that the process of learning has certain distinctive characteristics. These are: First, learning always involves some kind of experience. These experiences may be derived from inside the body or they may be sensory, arising outside. The task of inferring whether or not learning has taken place may be an obvious one, but observable behaviour may not always reveal learning. It is important to distinguish between two types of learning. Procedural learning or ‘knowing how’, concerns your ability to carry out particular skilled actions such as riding a horse. Declarative learning or `knowing that’, concerns your store of factual knowledge such as an understanding of the history of our use of the horse. Second, the behavioral changes that take place due to learning are relatively permanent. Behaviour can be changed temporarily by many other factors and in ways which we would not like to call learning. These other factors include growing up or maturation (in children), aging (in adults), drugs, alcohol and fatigue. For example, you must have noticed that whenever one takes a sedative or drug or alcohol, one’s behaviour changes. Each one of these drugs affect physiological functions leading to certain changes in behaviour. Such changes are temporary in nature and disappear as the effect of drugs wears out. Third, learning cannot be observed directly. We can only observe a person’s behaviour and draw the inference from it that learning has taken place. A distinction has to be made between learning and performance. Performance is evaluated by some quantitative and some qualitative measures of output. For example, the number of calls a sales representative makes to customers or the quality of a manager’s chairing of a committee meeting. But, learning acts as a constraint on the outcome. Normally, we cannot perform any better than we have learned, though there are occasions when the right motivational disposition and a supportive environment help to raise the level of performance. Researchers have found that increased motivation may improve our performance up to a point but, beyond this, increased motivation may cause a lowering of the level of performance. 2. PRECONDITIONS FOR LEARNING Two preconditions for learning will increase the success of those who are to participate in such programs: employee readiness and motivation. The condition known as employee readiness refers to both maturational and experiential factors in the employee’s background. Prospective employees should be screened to determine that they have the background knowledge or the skills necessary for learning what will be presented to them. Recognition of individual differences in readiness is as important in an organization as it is in any other learning situation. It is often desirable to group individuals according to their capacity to learn, as determined by scores from tests, or to provide a different or extended type of instruction for those who need it. The other precondition for learning is that the employee be properly motivated. That is, for optimum learning the employee must recognize the need for acquiring new information or for having new skills; and a desire to learn as learning progresses must be maintained. While people at work are motivated by certain common needs, they differ from one another in the relative importance of these needs at any given time. For example, new recruits often have an intense desire for advancement, and have established specific goals for career progression. Objectives that are clearly defined will produce increased motivation in the learning process when instructional objectives are related to individual needs. 3. SOME PREREQUISITES FOR LEARNING After employees have been placed in the learning situation, their readiness and motivation should be assessed further. In addition, facilitators should understand the basic learning issues discussed below. 3. 1 MEANINGFUL MATERIALS In accordance with adult learning theories, the material to be learned should be organized in as meaningful a manner as possible. It should be arranged so that each successive experience builds upon preceding ones so that the employee is able to integrate the experiences into a useable pattern of knowledge and skills. The material should have face validity. 3. 2 REINFORCEMENT Anything which strengthens the employee’s response is called reinforcement. It may be in the form of approval from the instructor or facilitator or the feeling of accomplishment that follows the performance; or it may simply be confirmation by a software program that the employee’s response was correct. It is generally most effective if it occurs immediately after a task has been performed. Behaviour modification, or a technique that operates on the principle that behaviour that is rewarded positively (reinforced) will be exhibited more frequently in the future, whereas behaviour that is penalized or unrewarded will decrease in frequency, is often used for such purposes 3. 3 TRANSFER OF KNOWLEDGE Unless what is learned in the development activity is applicable to what is required on the job, the effort will have been of little value. The ultimate effectiveness of learning, therefore, is to be found in the answer to the question: ‘To what extent does what is learned transfer to the job? ’ Helpful approaches include ensuring that conditions in the development program conform as closely as possible to those on the job, and coaching employees on the principles for applying to the job the behaviors which they have learned. Furthermore, once formal instruction has been completed, the supervisor must ensure that the work environment supports, reinforces and rewards the employee for applying the new skills or knowledge. 3. 4 KNOWLEDGE OF PROGRESS As an employee’s development progresses, motivation may be maintained and even increased by providing knowledge of progress. Progress, as determined by tests and other records, may be plotted on a chart, commonly referred to as a learning curve. Exhibit 8. 9 is an example of a learning curve that is common in the acquisition of many job skills. 4. PRINCIPLES OF LEARNING A. Distributed Learning: Another factor that determines the effectiveness of learning is the amount of time given to practice in one session. Should training or development be undertaken in five two-hour periods or in 10 one-hour periods? It has been found in most cases that spacing out the activities will result in more rapid learning and more permanent retention. This is the principle of distributed learning. Since the most efficient distribution will vary according to the type and complexity of the task to be learned, it is desirable to make reference to the rapidly growing body of research in this area when an answer is required for a specific learning situation. B. Whole v. Part Learning: Most jobs and tasks can be broken down into parts that lend themselves to further analysis. The analysis of the most effective manner for completing each part then provides a basis for giving specific instruction. Airline flight attendant jobs, for example, involve a combination of mechanistic (specific tasks that follow a prescribed routine), and organic (tasks that involve decision-making and individualized responses) duties, which are best learnt separately, and then combined to form the whole job responsibility. Thus, the prescribed takeoff and landing announcements, and formal safety procedures, are supplemented with separate learning activities about how to deal with difficult passengers or how to cope with food supply problems. In evaluating whole versus part learning, it is necessary to consider the nature of the task to be learned. If the task can be broken down successfully for part learning, it should probably be taught as a unit. C. Practice and Repetition: It is those things we do daily that become a part of our repertoire of skills. Employees need frequent opportunities to practice their job tasks in the manner in which they will ultimately be expected to perform them. The individual who is being taught to operate a machine should have an opportunity to practice on it. Similarly, the supervisor who is being taught how to train should have supervised practice in training D. Multiple Sense Learning: It has long been acknowledged that the use of multiple senses increases learning. Smith and Delahaye state that about 80 per cent of what a person perceives is obtained visually, 11 per cent by hearing and 9 per cent by the other senses combined. It follows that in order to maximize learning, multiple senses of the employees, particularly sight and hearing, should be engaged. Visual aids are therefore emphasized as being important to the learning and development activities. 5. THEORIES OF LEARNING OR APPROCHES TO LEARNING 1. BEHAVIORLIST APPROACH Behaviorism, as a learning theory, can be traced back to Aristotle, whose essay â€Å"Memory† focused on association being made between events such as lightning and thunder. Other philosophers that followed Aristotle’s thoughts are Hobbs (1650), Hume (1740), Brown (1820), Bain (1855) and Ebbinghause (1885) (Black, 1995). Pavlov, Watson, Thorndike and Skinner later developed the theory in more detail. Watson is the theorist credited with coining the term â€Å"behaviorism†. The school of adult learning theory that adopted these principles has become known as the school of behaviorism, which saw learning as a straightforward process of response to stimuli. The provision of a reward or reinforcement is believed to strengthen the response and therefore result in changes in behavior – the test, according to this school of thought, is as to whether learning had occurred. Spillane (2002) states, â€Å"the behaviorist perspective, associated with B. F. Skinner, holds that the mind at work cannot be observed, tested, or understood; thus, behaviorists are concerned with actions (behavior) as the sites of knowing, teaching, and learning†. The hypothesis behind behaviorlist learning theories is that all learning occurs when behavior is influenced and changed by external factors. Behavioralism disregards any notion that there may be an internal component to man’s learning. Grippin and Peters (1984) emphasize in regard to an individual’s subjugation to external stimulus as a determinant of response (i. e. , behavior). Contiguity is understood as the timing of events that is necessary to bring about behavioral change, while reinforcement refers to the probability that repeated positive or negative events will produce an anticipated change in behavior. 1. (A) Classical Conditioning (Pavlov) Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. Originators and Key Contributors: First described by Ivan Pavlov (1849-1936), Russian physiologist, in 1903, and studied in infants by John B. Watson (1878-1958). Several types of learning exist. The most basic form is associative learning, i. e. , making a new association between events in the environment. There are two forms of associative learning: classical conditioning (made famous by Ivan Pavlov’s experiments with dogs) and operant conditioning. Pavlov’s Dogs In the early twentieth century, Russian physiologist Ivan Pavlov did Nobel prize-winning work on digestion. While studying the role of saliva in dogs’ digestive processes, he stumbled upon a phenomenon he labeled â€Å"psychic reflexes. † While an accidental discovery, he had the foresight to see the importance of it. Pavlov’s dogs, restrained in an experimental chamber, were presented with meat powder and they had their saliva collected via a surgically implanted tube in their saliva glands. Over time, he noticed that his dogs who begin salivation before the meat powder was even presented, whether it was by the presence of the handler or merely by a clicking noise produced by the device that distributed the meat powder. Fascinated by this finding, Pavlov paired the meat powder with various stimuli such as the ringing of a bell. After the meat powder and bell (auditory stimulus) were presented together several times, the bell was used alone. Pavlov’s dogs, as predicted, responded by salivating to the sound of the bell (without the food). The bell began as a neutral stimulus (i. e. the bell itself did not produce the dogs’ salivation). However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response. Pavlov therefore demonstrated how stimulus-response bonds (which some consider as the basic building blocks of learning) are formed. He dedicated much of the rest of his career further exploring this finding. In technical terms, the meat powder is considered an unconditioned stimulus (UCS) and the dog’s salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food. John B. Watson: Early Classical Conditioning with Humans John B. Watson further extended Pavlov’s work and applied it to human beings. In 1921, Watson studied Albert, an 11 month old infant child. The goal of the study was to condition Albert to become afraid of a white rat by pairing the white rat with a very loud, jarring noise (UCS). At first, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise (UCS), Albert developed a fear of rats. It could be said that the loud noise (UCS) induced fear (UCR). The implications of Watson’s experiment suggested that classical conditioning could cause some phobias in humans. 1. (B) GOMS Model (Card, Moran, Newell) The GOMS Model is a human information processing model that predicts what skilled users will do in seemingly unpredictable situations. Originators and proponents: Card, Moran and Newell in 1983; Bonnie John et al. This model is the general term for a family of human information processing techniques that attempt to model and predict user behavior. Typically used by software designers, a person’s behavior is analyzed in terms of four components: Goals – something that the person wants to accomplish. Can be high level to low level. Operators – basic perceptual, cognitive, or motor actions used to accomplish goals, or actions that the software allows user to make. Methods – procedures (sequences) of sub-goals and operators that can accomplish a goal Selection rules – personal rules users follow in deciding what method to use in a circumstance 1. (C) Operant Conditioning (Skinner) A behaviorist theory based on the fundamental idea that behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end. Originators and Key Contributors: B. F. Skinner, built upon Ivan Pavlov’s theories of classical conditioning. Operant conditioning can be described as a process that attempts to modify behavior through the use of positive and negative reinforcement. Through operant conditioning, an individual makes an association between a particular behavior and a consequence. Example 1: Parents rewarding a child’s excellent grades with candy or some other prize. Example 2: A schoolteacher awards points to those students who are the most calm and well-behaved. Students eventually realize that when they voluntarily become quieter and better behaved, that they earn more points. Example 3: A form of reinforcement (such as food) is given to an animal every time the animal (for example, a hungry lion) presses a lever. The term â€Å"operant conditioning† originated by the behaviorist B. F. Skinner, who believed that one should focus on the external, observable causes of behavior (rather than try to unpack the internal thoughts and motivations) Reinforcement comes in two forms: positive and negative. Positive and negative reinforces Positive reinforces are favorable events or outcomes that are given to the individual after the desired behavior. This may come in the form of praise, rewards, etc. Negative reinforces typically are characterized by the removal of an undesired or unpleasant outcome after the desired behavior. A response is strengthened as something considered negative is removed. The goal in both of these cases of reinforcement is for the behavior to increase. Positive and negative punishment Punishment, in contrast, is when the increase of something undesirable attempts to cause a decrease in the behavior that follows. Positive punishment is when unfavorable events or outcomes are given in order to weaken the response that follows. Negative punishment is characterized by when a favorable event or outcome is removed after a undesired behavior occurs. The goal in both of these cases of punishment is for a behavior to decrease. What is the difference between operant conditioning and classical conditioning? In operant conditioning, a voluntary response is then followed by a reinforcing stimulus. In this way, the voluntary response (e. g. studying for an exam) is more likely to be done by the individual. In contrast, classical conditioning is when a stimulus automatically triggers an involuntary response. 1. (D) Socialist Learning Theory (Bandura). Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Originator: Albert Bandura People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. â€Å"Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. † (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling: 1. Attention — various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e. g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. 2. Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal 3. Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction. 4. Motivation — having a good reason to imitate. Includes motives such asA past (i. e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model) Bandura believed in â€Å"reciprocal determinism†, that is, the world and a person’s behavior cause each other, while behaviorism essentially states that one’s environment causes one’s behavior, Bandura,who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language). 2. CONSTURCTIVIST Constructivism is a synthesis of multiple theories diffused into one form. It is the assimilation of both behaviorialist and cognitive ideals. The â€Å"constructivist stance maintains that learning is a process of constructing meaning; it is how people make sense of their experience†. This is a combination effect of using a person’s cognitive abilities and insight to understand their environment. This coincides especially well with current adult learning theory. This concept is easily translated into a self-directed learning style, where the individual has the ability to take in all the information and the environment of a problem and learn. Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective. Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Constructivism A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation. Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes: Major themes: 1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inter-psychological) and then inside the child (intra-psychological). † 2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. 3. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. 3. COGNITIVISM The cognitivist paradigm essentially argues that the â€Å"black box† of the mind should be opened and understood. The learner is viewed as an information processor (like a computer). Originators and important contributors: Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning) The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the â€Å"black box† of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata. A response to behaviorism, people are not â€Å"programmed animals† that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes. 3. 1 GESTALT PSYCHOLOGY Gestalt psychology or gestaltism (German: Gestalt – â€Å"essence or shape of an entity’s complete form†) is a theory of mind and brain of the Berlin School; the operational principle of gestalt psychology is that the brain is holistic, parallel, and analog, with self-organizing tendencies.

Baguio City Places of Interest

Baguio City is home to many tourist spots and is a getaway of those living not only in Metro Manila, nearby lowlands but the entire Philippine populace. Established as the Summer Capital of the Philippines in 1903, Baguio City is the foremost tourist destination in the Philippines. Baguio City is blessed with a cool climate. It averages 20C or 68F which is around eight degrees lower than those of the lowlands including Manila. This alone, is enough reason to drive people from nearby and far away cities and provinces to go up to Baguio. That’s why even though it’s my fifth time to go in Baguio I’m still excited when our instructor finally told us that our 2-day educational tour will be in Baguio. Because still it’s my first time to go there not to do fundraising activity but to have fun and learning. Mention Baguio City, first few thoughts that came to my mind are pine trees, cool temperature, fresh vegetables, cultural and historical variety. So though I’m really sleepy because we departed early in the morning I can’t sleep because my classmate were so noisy and it’s a six-hour ride that’s why I find ways to enjoy myself while were travelling. While travelling I can really justify how creative our Almighty God is. Baguio is a city in a high altitude, a plateau that we can have a good view of the surrounding scenery. As our van went higher up however, we came upon a zigzag road, and I couldn’t help but pray that we may arrive safely. More than the fear however, is the excitement of the place that we will go through. My adventure in Baguio is one that I shall never forget. That’s why I’m recollecting now the pieces that are still vivid in my memory. Our first stop was Lion’s head were it was located on the way to Baguio. We only took pictures there, and then we immediately went back to the van. Our second stop was The Philippine Military Academy – the national training school for future officers of the Armed Forces of the Philippines. We also have few minutes there that’s why we directly took pictures then go! Next stop was Mines View Park where a spectacular panorama awaits us. The stunning creation around is overwhelming and for tourist’s to get a closer look of the vicinity, they can rent binoculars. But for us†¦ hmmm†¦ anyway we took pictures wearing Igorot clothes. And also Baguio souvenir items and other local products are available near the view deck. So after we took pictures since the time was too short we went back to the van then go! Then we went to the so called ‘Malacanang of the North† – The Mansion at Baguio Wright Park. It is used as the official summer residence of the President of the Philippines. Entry to the com pound is restricted. So we only view the Mansion through its gate which is patterned after that of London’s Buckingham Palace. Then again without wasting time we took pictures then we go! We had our lunch at SM Baguio. After that we precede to the Bell Church- a Chinese temple. One of the adorable and memorable spots in Baguio City for me was the Bell Church. This temple provides a peaceful, serene and refreshing atmosphere to Chinese people who want to meditate and reflect on their spiritual lives. In addition, the site has attractive features that reflect the history and culture of Chinese people. Baguio Bell Church has two well-crafted dragon structures at its entrance. It also features a wishing pond where I throw coins as I say my wishes because they said it will really happen. Also at the entrance of the temple is a Taoist leader who predicts future events. Then after taking pictures, we immediately went back to the van and go! Our next stop was strawberry farm. If a delightful dessert ends a sumptuous meal, the sweetest way to conclude a Baguio trip is through strawberry picking! This is a fun activity for everyone but unfortunately we didn’t do it due to the bad weather. So instead of picking we only bought strawberries and since there were also some souvenirs like key chains we also bought as our â€Å"pasalubong†. And it’s really amazing because this province was once recognized by the Guinness Book of World Records for baking the largest strawberry cake. Ooppss!  It’s not yet done. Our last destination was Burnham Park. This place was my favorite, I really enjoy and I’m not worrying or thinking about time. So when our teacher gave us three hours to do what we want, together with my classmate I do boating and I can say that I really-really enjoy though it’s embarrassing because we don’t know how to move the boat, still I will treasure this moment. After boating, we rode bike and again with the cool climate and good scenery, I enjoy biking. The view was really good – tall pine trees, color flowers – and the air was so fresh I really wished I could take it back home! After we had dinner in SM Baguio, we go back in La Union. So in second day we did food raising for our food at the beach. I can say that swimming there was refreshing where it wash out for a while my worries and problems. So while others were cooking, we were playing. So in that time I can say that Sophies (sophomores) were really united†¦.. hehehehehe†¦Ã¢â‚¬ ¦ Though there were lots of circumstances or problems that came during our educational tour, I was still happy because we did some fun, had learning to share and the most important was that were complete when we return in IPLC. While travelling as I watched the creation of GOD and counted once more the many blessings God has given me, things I often took for granted, things many people like me ignore. Everyday, the world seems to tell us so many things we should grieve about. There were so many reasons why we should not be happy. But why dwell on these things? If the world asks us why we should be happy, let us ask the world, â€Å"Why not? †

What is NATO for?

The North Atlantic Treaty Organization (NATO) is some 1949 alliance involving 26 North America and Europe nations. It objectives are to protect the se4curity and freedom of member states though military and political means. NATO is the principal security association within Europe. The alliance helps shield allies have modernized their shared strategic theory, upheld NATO’s amalgamated military organization, and carry on conducting mutual military scheduling, exercises and training. The allies have generated fresh fora and policies for boosting dialogue with previously communist nations of eastern and central Europe. Most importantly, NATO has had a major contribution in the enforcement of UN Security Council deliberations within what was once called Yugoslavia (Kaplan, 2004, 22). NATO has some significant function in controlling and containing militarized disputes within eastern and central Europe. It even strives to evade such conflicts by vigorously encouraging stability in what was once the Soviet community. NATO aided in stabilizing Western Europe, the states of which were formerly usually bitter enemies. Through solving the dilemma regarding security as well as offering some institutional system for building of shared security strategies, the alliance has had a contribution in rendering utilization of forceful modes as regards the relationships of the nations within such a region almost inconceivable (Duffeld, 1995). NATO persists in the enhancement of member country security with regard to external hazards through a number of methods. Firstly, NATO upholds the tactical balance within Europe by counterbalancing the lingering danger emanating from the Russian military strength. Secondly, is assists to tackle emerging fresh dangers, encompassing the intricate dangers that could result from the disputes among and within the nations of eastern and central Europe. Thirdly, it obstructs such dangers from occurring by working towards nurturing stability within what was once the soviet community (Churchill, 2006). Western European countries strive to uphold some counterbalance to former Soviet Union’s residual armed forces power, particularly the nuclear ability of Russia. Another post-cold war function of NATO is shielding of member states from an assortment of freshly emerging dangers. More focus has been directed to potential perils emanating out of Middle East and North Africa, partly due to the proliferation of expertise for developing missiles as well as weapons of mass destruction within such areas. The most prominent among fresh external dangers are however, territorial, ethnic as well as national disputes among and within the eastern and central European nations. These disputes are able to produce many immigrants or as well overflow into neighboring nations’ territories, NATO member states included. In the most extreme of cases, outside nations could sense the compulsion to get involved, thus stoking broadening of enmity, as happened at the start of World War II. Despite the fact that NATO has not been able to terminate such conflicts so far, the alliance assists in tackling the issues emanating from the disputes through a number of modes. Firstly, NATO shield member nations from probable overflow of armed forces hostilities. Although none of NATO member nations has ever received serious threats in such a way, the alliance’s extensive experience in arranging member nation defenses ensures NATO is adequately ready to handle such emergencies (Sandler, Hartley, 1999, 16). NATO as well assists other nations to avoid being inducted into such conflicts. NATO’s existence assures member nations located near such a zone that they will receive assistance in tackling nearby conflicts in the event that such conflicts shoot up and overflow, thus minimizing the motivation to unilaterally get involved. Instead, the presence of NATO assists in ensuring that military participation of western nations in these disputes, if at all it happens, is consensual and collective. The likelihood of some quick, coordinated response from NATO could deter other nations from interfering (http://www. nato. int/docu/speech/2003/s031103a. htm). NATO in 1992 reached a consensus to avail NATO property in the support of peacekeeping actions sanctioned by the United Nations (UN) Conference on Security and Cooperation in Europe (CSCE). At the beginning of 1994, NATO as well endorsed the construction of some mechanism named Combined Joint Task Forces (C JTF) which would allow member coalitions (coalitions of the willing) to utilize shared alliance possessions for particular actions outside the accord zone. Most spectacularly, NATO has acquired vital experience in what was once Yugoslavia. NATO personnel have imposed the Adriatic maritime barricade as well as a no-fly region over Bosnia. NATO as well offered defensive air authority for United Nations ground forces. They utilized the warning of air ambushes to secure seclusion regions for serious arms around the united nations-selected safe Gorazde zone and Sarajevo. Pursuant to the disintegration of socialism, numerous former soviet community nations have embarked on aggressive economic and political reforms. Europe has substantial stakes in such efforts because failure may result to mass migrations, Domestic strife, armed disputes and direct dangers to surrounding NATO member states as well. NATO encourages stability within the previous soviet community through 2 ways. Firstly, the alliance directly nurtures political restructuring success within the area. Starting in 1990, the alliance has initiated a broad spectrum of institutions and programs for consultation regarding security concerns, most conspicuously the Partnership for Peace (PfP) and the North Atlantic Cooperation Council (NACC). NATO may utilize such initiatives to aid the young regimes to restructure their security structures, planning procedures and policies (Greenwood, 1993). Such fresh arrangements may particularly strengthen democratic management of the military as well as reverence for civilian power through inducting eastern and central European heads to western civil-military associations’ models. Secondly, the alliance boosts eastern and central European security though reassuring such nations that they will be assisted in case they receive outside threats. This helps such states to abandon possibly destabilizing activities as well as to follow their aggressive domestic restructuring agendas with more confidence. Starting from 1990, NATO’S North Atlantic Council has constantly issued candid oral statements of awareness as happened during 1991’s soviet coup d'etat attempt. The NACC permits states in the former Soviet Union to state their issues as well as discuss varied issues regularly as they engage their counterparts in NATO as identical partners. The freshly approved PfP provides every member official dialogue with NATO, in the vent that such a member perceives some direct danger to their security, as well as solid military liaisons with NATO member states through contribution to several military operations and activities (http://www. ato. int/docu/speech/2003/s031103a. htm). Since its formative years, NATO has significantly worked towards normalizing relationships among member states. Extremely important among NATO’s intra-alliance roles is reassurance. NATO’s existence assures member states that they should not fear each other. The alliance minimizes the likel ihood of disputes among western European member states in 3 ways including: increasing stability; tying the US to Europe so as to guarantee the upholding of the equilibrium of authority within the area; and inhibiting re-nationalization of such nation’s security strategies. A significant likely cause of conflict between nations is misunderstanding and misperception among nations. Without reliable and detailed data, policy makers could overstate the offensive armed capacities of other nations or misconstrue foreign objectives, usually regarding them as being more antagonistic that they are in the actual sense. They as well are inclined to overlooking the safety issues their own activities could arouse abroad (Kaplan, 2004, 41). Therefore, international relationships are usually characterized by mistrust and suspicion. NATO assists in avoiding the mergence of such damaging dynamics; it instead encourages mutual self-assurance though facilitating elevated intra-alliance honesty. Contribution to NATO’s force strategizing procedure requires member states to share detailed data regarding their armed forces, defense financial statements as well as future strategies. Owing to this institutionalized transparency, member states only hide a few secret from their counterparts, and they possess minimal motivations to do likewise. NATO also nurtures reassurance for member states through undertaking integration of members’ security strategies. To different but normally significant extents, Nations formulate as well as implement their defense strategies jointly as members of NATO as opposed to on exclusively state basis. Such security strategy denationalization neutralizes the usual competition and enmity for military supremacy that could otherwise happen amongst the key European big shots, it also assists to prevent any usage of armed forces posturing to attain political clout in Europe (Churchill, 2006). In case re-nationalization happens, this could result to issues regarding internal inequities within Western Europe as well as arouse fresh competition, conflict and mistrust. NATO encourages security strategy denationalization in a number of ways. NATO’S consultative arms, force scheduling procedures as well as integrated armed systems assist to develop a shared identity amongst member states. Frequent and comprehensive dialogue results to an elevated level of common understanding. Cooperative force scheduling assists reshape member states armed forces posture in order to reflect NATO-wide, as opposed to, national concerns. Also, assignments to NATO’s military associations and civilian officialdoms socialize military personnel and state officials into some shared NATO customs. Additionally contribution to NATO’s combined military system fosters minimized military independence among member states, particularly within central Europe; because it permits members relinquish or at the minimum deemphasize several components vital for an autonomous military capacity. Numerous European nations, For instance, rely heavily upon the alliance’s multinational space early caution force as well as its combined air protection structures. Small as well as big nations have given up their capability to undertake particular missions, like the sweeping of mines and air surveillance, with the intention of husbanding security resources, after having known that counterpart allies could undertake such missions (Duffeld, 1995). International integration develops a measure of shared control through increasing the extent of joint contribution to operational and organization planning. Therefore, the persistent existence of the multinational military system imposes restraints upon the capability of numerous member states to utilize their armed personnel for purely state objectives, at any rate on the short-to-medium period, as well as assures members regarding the shared objective of their armed might. Without NATO, the likelihood of one nation’s forces raising alarm within another nation would be greater (http://www. direct. gov. uk/en/Governmentcitizensandrights/UKgovernment/TheUKandtheworld/DG_073420). NATO member states regard maintenance of the alliance to be mutually advantageous to them, since it carries on the performance of a number of essential security roles, both internal and external, including incorporation of Canada and the United States into European defense matters. NATO has as well adapted impressively to the dynamic European defense environment, positive example being the experience in Bosnia. Whereas the joint defense of NATO territory is the core function of the NATO alliance, the fresh NATO, through widening its key role to incorporate peacekeeping and crisis handling as well as encouraging cooperation and partnership, including some strategic association with Moscow, has emerged to be the backbone of some European joint defense regime (Sandler, Hartley, 1999, 67).

Cowgirl Chocolates

Cowgirl Chocolates Case Study 1. What are some of the critical strengths and weaknesses of Cowgirl Chocolates that determine the success of this small business? Can the weaknesses be overcome by the strengths of the business? Some of the critical strengths of Cowgirl Chocolates that determine the success of this small business include product differentiation, quality, flexible return policy, and personalization. Cowgirl Chocolates is very modern creation since it meets the needs of a specific market of spicy and chocolate fans by combining both cayenne, a spice, and chocolate, a sweetener.The business also is known for using premium ingredients in all of the chocolates it offers. The business not only offers a flexible return policy, which gives customers a full refund guarantee if they end up disliking the spicy truffles but also facilitates trial purchases for customers interested in the spicy chocolates. The company also uses personal notes in the Web site orders in order to build customer satisfaction. Some of the critical weaknesses of Cowgirl Chocolates include having a high production cost, not having a tailored mission statement for this specific business, and lacking focus.Cowgirl Chocolates has to pay a lot of money for the packaging, ingredients, and travel expenses to make the hot caramel dessert sauce. The business also is unfocused because of weak distribution, there is no product definition or market research, and the target market is thus dispersed due to not having a properly defined consumer base. Yes, the weaknesses can be overcome by the strengths of the business if the business spends time focusing on the weaknesses listed in order to build a more successful small business. 2. Using the total product view, describe the â€Å"hot and spicy chocolate truffle† offered by Cowgirl Chocolates?Based on this product view do you think this product will be readily accepted by consumers? Why or why not? The â€Å"hot and spicy chocolate truffl e† offered by Cowgirl Chocolates were offered in several flavors such as plain chocolate, mint, orange, lime tequila, and espresso. The plain chocolate, mint, and orange truffles were wrapped in gold wrappers, the lime tequila truffles were wrapped in green wrappers, and the espresso truffles were wrapped in red wrappers in order for the customer to recognize that this truffle was extra spicy and hot.Personally, I believe the packaging of the truffles is not fully understandable because red does denote something hot, while the other flavors wrappers don’t fully translate to being hot and spicy. The truffles were also available in gift boxes, drawstring muslin bags, a collectible tin, and also in a plastic bag if the customer chose to purchase the truffles on the Cowgirl Chocolates website. Personally, I do not believe that consumers will readily accept this product because the general market of consumers will more than likely purchase sweet, milky chocolates over hot an d spicy chocolates.The purchase of Cowgirl Chocolates fully depends on whether the consumer likes the taste rather than attractive packaging and different experience. 3. What market do you think the â€Å"hot and spicy truffles† is competing in—the hot and spicy food market, the chocolate candy market, the gift niche market, or other? Personally, I believe the â€Å"hot and spicy truffles† are competing in the chocolate candy market because when one thinks of the name â€Å"Cowgirl Chocolates† the word â€Å"chocolate† comes to mind rather than hot and spicy. The hot and spicy food market is strongly associated with spices, sauces, Mexican foods, and Spanish influenced foods.Cowgirl Chocolates thus seems more likely to be successful in the chocolate candy market rather than the hot and spicy food market due to the unique packaging of the truffles, the brand name given to the product, and the premium ingredients and price. 4. What is your assessment of Marilyn’s promotional efforts? In order for Marilyn to increase the sale of her chocolates, should she use a push or pull communication strategy? Personally, I believe that Marilyn has been very effective with her promotional efforts in order to create customer demand. Through the use of her award-winning recognition for packaging at various art shows, dvertising in her local newspaper, the Soviet Awards recognition of her unique and tasty products, and presence and involvement with Seattle Chocolates have thus far helped bring some awareness for her product. In order for Marilyn to increase the sale of her chocolates, she should use a pull communication strategy because the more publicity she is able to gain for product and creative packaging, the greater awareness she will thus be able to gain for her business. 5. As you examine Exhibit 2, you will note that Cowgirl Chocolates offers several gift packages (1/4 pound, 1/2 pound, 1 lb. gift bucket, gift basket, nothing fa ncy) that range in suggested retail prices from $8. 95 to $59. 95. Given these price and packaging alternatives what type of product (convenience, shopping, or specialty) is Cowgirl Chocolates? Based on this classification would the buyer decision more likely to be a routine, limited or complex decision? Explain your reasoning. Given these price and packaging alternatives I believe Cowgirl Chocolates are specialty products because they are more expensive and thus for the most part exclusively distributed in either specialty stores or gift stores.By classifying Cowgirl Chocolates as specialty products, buyer decision would more likely be a limited decision because it requires putting though in the shopping process and therefore the decision whether to purchase or not purchase the product the product takes place in a store environment where the display of the products is thus very important to whether or not the customer will thus end up purchasing the product. 6. The suggested retail price and wholesale prices of Cowgirl Chocolates products are displayed in Exhibit 2 along with the product and packaging costs.Based on this information, discuss the relative merits of using a cost-based, demand-based, or competition based pricing method. The relative merits of using a cost-based, demand-based, or competition based pricing method include recognizing the that the retail prices are pretty much double the wholesale price. Thus, the combined packaging costs and the imported chocolate make these high-quality products very costly even before markups on the products are made at both the wholesale and retail level. Similarly, hen one compares the price of for example, the half pound tin, that seems very expensive when compared to a 24 pack of Lindor Chocolate Truffles which costs $12. 00 a bag. 7. Construct a table consisting of the generic marketing mix strategies. Based on what you know about Cowgirl Chocolates, what marketing mix plan would you recommend to Marilyn and why? Based on what I know about Cowgirl Chocolates, I would recommend gift purchases to Marilyn because gift purchases are strongly influenced by both situational and temporary conditions, which thus allow for numerous opportunities to purchase Cowgirl Chocolates.Furthermore, these chocolates are very appropriate to give to a male consumer because research shows that men like hot and spicy foods more so than women. Cowgirl Chocolates would also be a good small gift to someone hosting a party or a dinner since a lot of consumers look around for a small gift in order to say thank you to the hostess.? 8. For a small business like Cowgirl Chocolates, what benefits and/or potential problems does a website offer? For a small business like Cowgirl Chocolates, a website offers both benefits and potential problems.The benefits include providing Marilyn the opportunity to build an online customer database and a database with customers who are thus repeat customers. Another benefit includes t he business Cowgirl Chocolates to gain online awareness by being features on the appropriate online portals like chocolate candies and unique gift products. The potential problems include the possibility of sales increasing online and Marilyn thus must figure out a way to manage the increasing demand which might include having to pay additional costs in both packaging and shipping and additional labor costs in order to prepare the packages.

Dream Destination

What would be your dream destination if you do not need to worry about the budget and time? Sun, sand and sea, a thousand ‘Robinson Crusoe’ islands, massive lagoons with different depths and infinite shades of blue and turquoise, dazzling underwater coral gardens; a perfect natural combination for the ideal tropical holiday destination. However there is more to the Maldives than just that. Mal Dives comprises 1,190 coral islands, forming an archipelago of 26 major atolls on Southwest of Sri Lanka, on the equator. It stretches 820 kilometres north to south and 120 kilometres east to west. 02 are inhabited, 87 are exclusive resort islands. The weather there is generally warm and humid. There are sun shines all year through, and the average temperature is around 29 – 32 degrees Celsius. The origins of the Maldivians are lost in antiquity, but history reveals that the islands have been populated for over 3,000 years ago. Early settlers were travelers on the Silk Route and from the Indus Valley Civilization. Inherently warm, friendly and hospitable by nature, it is easy to feel comfortable and relaxed with a Maldivian.A proud history and rich culture evolved from the first settlers who were from various parts of the world travelling the seas in ancient times. The Maldives has been a melting pot of different cultures as people from different parts of the world came here and settled down. Some of the local music and dance for instance resemble African influences, with handbeating of drums and songs in a language that is not known to any but certainly represents that of East African countries. As one would expect there is a great South Asian influence in some of the music and dancing and especially in the traditional food of the Maldivians.However many of the South Asian customs especially with regard to women are not tenets of life here – for instance, the Sub Continent’s tradition of secluding women from public view. In fact women pl ay a major role in society – not surprising considering the fact men spend the whole day out at sea fishing. Many of the traditions are strongly related to the seas. Dhivehi is the language spoken in all parts of the Maldives. English is widely spoken by Maldivians and visitors can easily make themselves understood getting around the capital island.In the resorts, a variety of languages are spoken by the staff including English, German, French, Italian and Japanese. After a quick look at Mal Dives’ geography, climate, origins, cultures and languages, it’s time for me to tell you my personal reason to choose Mal Dives as my dream destination. The Beaches in the Maldives are spectacular. Families spend their time there with for relaxation, and couples might go there for honey mood. I am so interested in some of the resorts which are built right on the sea. It arouses my desire to jump into the sea in the morning and I am sure I can stay in the resort for a whole d ay.Another special activity is scuba diving. Maldives is treasured as one of best diving destinations, it is the place where a diver’s dream come true. Diving Safaris will lead you to exciting spots hardly ever visited before. It is the best opportunity to discover the breathtaking beauty of the fascinating underwater kingdom known as the best underwater scenery in the world. And, since I enjoy taking pictures, I will try to fill my photo albums with photos of Mal Dives. I believe the natural beautiful scenes of Mal Dives will impress my friends and family. Maybe I will even try to take pictures underwater.Hopefully I will get the chance to take some pictures with mermaids. Although I don’t have to worry about budget and time, I still have to plan my schedule for the trip to Mal Dives. I think I am going to spend at least 5 days 4 nights there with an important person of mine. I plan to make this trip romantic for my girl as I wish to win her heart successfully. The fi rst 2 nights I will choose to stay in Olhuveli Beach & Spa Resort, and I intend to stay at the Honeymoon Water Villa. During the stay at Olhuveli, we can do many kinds of water sports there such as windsurfing or kite boarding.Later, we will go to a sun spa to relax. The magnificent Sun Spa at Olhuveli takes an integrated and holistic approach to your health, providing holistic treatments for your body, mind and spirit. Then, the rest of the holidays I will be in Soneva Fushi in Mal Dives. The reason I choose this resort is that it features its jungle and beach-side location. It is so unique that everything there seems to be made of wood. I am looking forward to walking in the forest in the early morning before breakfast. Later, I will stay around the pool for the rest of the morning.Later, after taking a nap in the wood house, we will do cycling before dinner to end the day. However, Mal Dives is cursed with mounting evidence of an environmental catastrophe. Government scientists f ear the sea level is rising up to 0. 9cm a year, and the Maldives could become uninhabitable within 100 years. What we can do to help Mal Dives is to reduce the emission of greenhouse gas such as using appliances efficiently, and avoiding using plastic bags from grocery stores. It is important to protect and conserve such a beautiful place as Mal Dives.To sum up, as the topic says, I chose Mal Dives to be my dream destination since I don’t have to worry about the budge and time. However, I might need to work on my languages (for example, to learn some Dhivehi, and most importantly, improve my English. ) Anyhow, I believe I am already one step closer to my dream destination. I thank Wells for giving me the opportunity to engage myself in the research on Mal Dives and to learn some English when writing this speech. This is really a great practice. Thank you for listening. Resource: http://www. visitmaldives. com/ http://www. olhuveli. com/ http://www. sixsenses. com/soneva/