Teacher-Student Interaction In Classrooms

Teacher-Student Interaction In Classrooms The education system in Pakistan depicts an undesirable situation, especially the classroom environment. Teaching learning process in the country at secondary and tertiary level is too weak and our classroom environment is totally based on rote memorization. There is no provision for the development of intellectual and thinking skills among students who are given very less time for active participation and interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time. Recent research on teaching effectiveness based on large-scale meta-analysis conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching: engaged academic learning time, use of positive reinforcement, cooperative learning activities, positive class atmosphere, higher-order questioning, cues and feedback and use of advance organizers. The system of interaction developed by Flander shows how these elements fit together in actual classroom interaction. Role of the teacher in making classroom climate conducive for learning is highly crucial. The classroom climate is built up by the pattern of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges initiated by the teacher and students. Jackson (1968) reports that teachers are typically involved in more than 1,000 verbal exchanges with their students every day. There is a lot of talking; enough to give even the strongest vocal cords a severe case of laryngitis. Count the number of verbal exchanges teachers have with their students and the count during a classroom scene will give an idea of how much teachers talk. The present study will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The study will be further delimited to cities of Kohat and Peshawar. Statement of the Problem The problem taken up for investigation can be stated in precise term as à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"A Study of Teacher Student Interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . Objectives The objectives of the study will be To explore the patterns of classroom interaction at elementary level in the light of Flanders interaction analysis. Hypothesis About two-third of classroom time is devoted to talking at s elementary level. About two-third of the talking time, the person talking is the teacher at elementary level. About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level. Review of Related Literature Interaction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal behavior. The system tells a great deal about the nature and quality of classroom verbal interaction. As a result of applying his interaction analysis system in Classroom settings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. Approximately two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that eventually results in negatives attitudes, lower achievement, and a general dependency on the teacher. To use the Flanders Interaction Analysis, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix. Categories for Interaction Analysis: Indirect Teachers Talk Accepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner. Praises or encourages and provides positive reinforcement of student contribution. Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative. Asks questions, solicits information or opinion (not rhetorically) Lectures, presents information, opinion of orientation; perhaps includes Gives directions supplies direction or suggestion with which a student is expected to comply. Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teachers authoritative position. Student talk-response, gives a response to the teachers question, usually a predictable answer. Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves periods of silence or inaudible verbalization Pedagogical Game Bellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are four moves: The teacher provides information, directions and introduces the topics. The teacher asks a question. The students answers the question, or tries to The teacher reacts to the students answer and provides feedback. These four steps make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are used over and over again in classroom interaction. Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? `I dont get what you mean. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill: clarity and academics structure. A growing body of research makes it clear that these skills are related to student achievement. Students, therefore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and background of the students and difficulty of the subject matter, the following components are usually build in an effective academic structure. a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why. Review. Help students review prior learning before presenting new information. If there is confusion, correct each. Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials. Transition. Relate new information to previously attained knowledge and experience. Provide ties and connections that will help students integrate old and new information. Clarification Break down a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners. Examples. Give several examples and illustration to explain main points and ideas. Directions. Give directions distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments. Enthusiasm. Demonstrate personal enthusiasm for the academic content. Make it clear why the information is interesting and important. Closure. Close the lesson with brief review or summary. The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson. Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction. If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985). Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time. Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from one second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers often begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that increasing the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several posit ive ways. Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers generally use four types of reactions. Praise. Positive comments about student work, such as Excellent, good job. Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable. Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition, Criticism. A clear statement that an answer is inaccurate or a behavior paper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong) Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactive than the high school one; the high school classroom is more interactive than college. Most students play a more passive role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. Communications and Interaction Education with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common. Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality. Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas. Communication is a process of sharing of experiences till it becomes a common possession. Effective communication is a two-way process including feedback and interaction. It is rather difficult, if not increasingly impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the essence of communication as an integral part of teaching. Teachers Behavior and Classroom Interaction Teaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers behave in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may classify the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate. Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small proportion of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. (Amidon Hunter, 1967). Interaction Analysis Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually include: a. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process, Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application. Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior. Classroom Interaction Technique Study of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children. Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. Traditional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970). RESEARCH METHODOLOGY RESEARCH DESIGN The study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction. POPULATION As the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa. SAMPLE The sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly. RESEARCH INSTRUMENTS The research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed by Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000). The Flanders Interaction Analysis system and specimen of observational sheet is given below. FLANDERS INTERACTION ANALYSIS SYSTEM TEACHER TALK DIRECT INDI RECT Accepts Feelings: Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included. Praises or Encourages: Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual; nodding head and saying um hm? or go on are included. Accepts or uses ideas of students: Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to # 5. Asks Questions: Asks questions about content or procedure with the intent that the student answers. Lecturing: Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions. Giving Directions: gives directions, commands, or orders that students are expected to comply with. Criticizing or Justifying Authority: gives statements that are intended to change student behavior from unacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing in the context of what he or she is doing with extreme self-reference. Student talk-response: Talk by students in response to teacher. Teacher initiates the contact or solicits students statement Studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s talk-initiation: Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk. Silence or confusion: Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer. Subject: The above observational sheet represents 90 seconds for 10 categories of FIA. Each block in observational sheet represents 3 seconds. PROCEDURE The design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted: 1. In the each class of 45 minutes duration, 13.50 minutes (810 secs) will be used for observation. 13.50 minutes (810 secs) will be divided in to nine observation session. Each observation session will be for the duration of 1 .30 minutes (90 secs). One observation sheet will be used for each observation session of 90 seconds. Each observation session will constitute 30 observation periods. Each observation period will be of 3 seconds duration. The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observation session of 90 seconds. Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds. 9. Total time for observation in a single classroom will be 13.50 minutes DATA COLLECTION The observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers. Twenty five classes (as mentioned in sample) will be observed in a period of 3 months. DATA ANALYSIS Data collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated. LITERATURE CITED Amidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory: Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140. Amidon, E. and J. Hough. 1970 Interaction Analysis: Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18. Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom: The verbal interaction category system. Addison-wesley. Reading, MA: USA P 52. Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms: The study of teachers, Teaching and Instruction. Pergamon Press New York. P.101. Bellack, A. 1965. The language of the Classroom. Teacher college press, New York. Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99. Dewey, J. 1933. How we think. D.C.I:leath, Boston.P.266 Donald, E. 1985. Applying Research on Teacher Clarity: Journal of Teacher Education, New York.P.44-48 Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260. Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis: theory, research, and application Addison-Wesley. Reading, MA:USA. Pp 103-116. Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass: P.171 Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators. Stanford California Center for Research and Development in Teaching. Pp 73-78 Gage, N. L. 1978. The Scientific Basis for the Art of Teaching. Teachers College Press. New York: P-287 Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457. Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91. Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69. Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86. Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.

Search for Meaning in Siddhartha Essays -- Hesse Siddhartha Essays

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Feature Article: Drug Abuse by UK Youngsters Essay

Discovery of the unknown and trying new things are the themes of the life of teenagers to young adults who feel the need to extend their boundaries in order to obtain a more fulfilling life. This is true for the case of British youngsters who have been discovered to be indulging in the abusive usage of drugs (Hickley, 2006). Reports from the Advisory Council on the Misuse of Drugs, a British government sector, have shown that a great scale of British youngsters seem to be unaware of the effects of drug abuse on their life on a longitudinal perspective that they tend to overuse these harmful chemicals for self-gratifying purposes (Hickley, 2006). In fact, about 20 to 25% of the total teen-age and young adult population of Britain is found to have used illegal drugs (Hickley, 2006). Youngsters are seen partying in clubs, drinking until dawn, participating in group riots, and are literally destroying their lives just to feel the psychological effects attributed to the utilization of drugs. Among the list of drugs, cannabis is seen to be most popularly used.   Recent reports have even shown that young people tend to use drugs in order to acquire a more fulfilling sexual experience, an event that may lead to prostitution, spread of sexually transmitted diseases, and promiscuity (News Group Newspaper Ltd., 2008). It is actually very sad that these people are being misguided by the absence of proper laws that will directly prohibit, and even prosecute them to use drugs. The future of the British race lies in the hand of the present generation and if it appears that the said generation is out of track then it is likely to think that the future of this nation is compromised. Immediate actions must be done by the British government to formulate laws that will certify proper academic drug education in high school and college, increasing the minimum of age that is allowed to purchase alcoholic drinks from 16 to 18, a substance that usually goes along with the usage of drugs, imposition of strict rules on late night partying, and on encouraging parents to provide responsible parenthood to their children. These steps, if executed in the soonest possible time, can save British youngsters from a life of misery and unfulfilled life goals to a more rewarding and productive way of life. Reference Hickley, M. (2006). Drink and drug ruining British youngsters, government admits. Mail   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   online. Retrieved 30 April 2010, from http://www.dailymail.co.uk News Group Newspaper Ltd. (2008). Drink and drugs used for sex. The Sun. Retrieved 30   Ã‚  Ã‚  Ã‚  Ã‚   April 2010, from http://www.thesun.co.uk

The Effects Of Fracking On The Human Life - 1436 Words

Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Fracking in Technical Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Threats to the Ecosystem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Fatalities Caused by Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Dangerous Disposing of Natural Resource†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Damages due to Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Inside Story†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Unrecoverable Water†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Gaseous Concentration in Air†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Regulations to Control the Hazards of Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 Introduction Industries related to the energy have been making efforts to revive the energy sites which have yet not been explored for the benefit of the human life. Fracking started in 1949 in the United States and with due course of time it has increased by thousands of times tan its starting point. These sites are related to the oil and gas industries which are expanding at a rapid pace with the invention of new tools and techniques which revolutionized the industry specific practices. Fracking in Technical Terms Keeping in view the enormous benefits obtained from these techniques, there are innumerable hazards as well which are effecting the human life such as fracking is putting negative impacts. The legal examination of the fracking began in 1980 and was considered as a threat to the environment of the planet and still it is a hot topic among theShow MoreRelatedFracking : An Imminent Danger From Big Oil1439 Words   |  6 Pagesto Los Angeles. 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Analysis Of Vasari s The Multivalent Themes And...

â€Å"The multivalent themes and leitmotifs with which Vasari regales his readers - the major and minor artists, the diligent and the delinquent, the inventive and imitative, the mentors and apprentices, the fathers and sons, and the mothers, wives and daughters - bring the history of Italian Renaissance art to life in his monumental text.† In order for us to understand the purpose of the preface pages, it is important first to consider the purpose of Vasari’s text as a whole. Vasari was himself a notable artist and architect, however he made it his eventual duty to recognise the importance of artists in the historical timeline. More significantly, he would endeavour â€Å"to distinguish between the good, the better and the best† and how their stylistic methods are indicative of an artist’s ability. In his prefaces he relays to his readers the immense body of work he tasked himself with, how artists were gifted or strived for their art, were innovators or followers, and how their perception as craftsmen or academics changed, all this in an attempt to educate those who wanted to learn about the story of art. Vasari divides his Vite into three parts spanning a period from Cimabue’s trecento Italo-byzantine style to his present day cinquecento where he places particular emphasis on Michelangelo. In this time we can observe a shift from a spiritual almost detached emotion to something more aesthetically substantial, something Vasari surmises as finally reaching â€Å"the summit of perfection.†

In Shakespeare’s Othello, race is a concept that is only...

In Shakespeare’s Othello, race is a concept that is only minimally explored. Characters in the play assume that, since they are English, they are superior and foreign characters (like Othello the Moor) are inferior. This is not questioned much at all, and in fact it is assumed outright that Othello is indeed a lesser man because of his skin color and the ways in which characters like Iago and Roderigo treat him. While an early modern audience would accept this concept without hesitation, an audience of today’s age is left to question whether Othello is actually acting out because of the societal pressures, beliefs, and actions put upon him, or because he is inherently different as a person who is not white. While Shakespeare seems to think†¦show more content†¦All of these insults are packed into only the first scene of the play—there are dozens more sprinkled throughout, used commonly by Iago and Roderigo, most often behind Othello’s back than to his face. This ever-constant presence of racism when regarding Othello is proof of Iago’s plot: to degrade and insult and trick Othello into believing that he is subpar, and therefore trusting in Iago’s accusations of Desdemona’s infidelity. But why does Iago despise Othello so much? The answer is in the text, both explicitly and implicitly. When Roderigo mentions Othello in the opening scene, Iago states that he is angered by the appointment of Othello as general, and the appointment of Cassio as his officer. He states that â€Å"by the faith of man†¦I am worth no worse of a price† suggesting that he believes he should have been honored with a similar military position (1.1.10-11). He goes on then to suggest that Cassio is not a fit officer, as he is â€Å"a great arithmetician†¦a Florentine†¦that never set a squadron in the field†Ã¢â‚¬â€in short, Cassio is too theoretical and inexperienced to be of any use as an officer (1.1.18-2 1). In addition to his jealousy of Othello’s power, Iago must also be jealous of Othello’s wife Desdemona. While waking up her father Brabanzio to warn him of his daughter’s so-called treachery in marrying and

Marketing Plan For Sustainable Offering- myassignmenthelp.com

Question: Discuss about theMarketing Plan For Sustainable Offering. Answer: Introduction Waste management techniques are widely diverse in different countries and nations (Marshall and Farahbakhsh 2013). Several European countries encourage the system of underground waste disposal systems with vacuum pipes to facilitate the waste transportation (Ludwig, Hellweg and Stucki 2012). In Australia and most parts of the United States the most common method of waste disposal is carried through vehicles to transport the wastes for disposal and landfill. The issues with waste management includes the collection of household waste and managing the land filling process under a legislative frame work (Brunner and Glasson 2015). This report deals with a new sustainable invention to facilitate the waste to be recycled and disposed of without hampering the ecology but channeling it towards an economic and social development as well among the community. Profile for Sustainable Offering The solar powered compaction bins has been designed especially for household purpose to reduce the need for waste disposal of every home as well as the lesser dependency on the municipal employees for the waste collection. This would help the families not only effectively disposing their house hold wastes but also this would be another source of generating combustible gas for multiple purpose (Madu and Kuei 2012). The Solar bins has a high economic value since it is almost nil on energy consumptions and high in its output (Mitchell 2013). Environment Analysis Eco Home Solutions consider in sustainability that has been appreciated and accepted by most people. Report shows that about 82% of Australian adults show major apprehension towards the ecology. The solar bin is one of the sustainable product that not only adds brownie points to the consumers but towards the environment as well, effectively reducing the excessive utilization of the resources and overload on the ecology. Marketing and Customer analysis The solar bin is for the targets consumers within the X and Y generations. Solar eco bins is mostly for young families or soon to be familial structures. The solar bin has well ecological and economic benefits (Kotler 2012). The target consumers should be kept smaller initially, in comparison to the entire demography of the city of Brisbane, Australia. This would be beneficial to gather relative and suggestive feedback for effective improvements and large-scale expansions (McDonald and Wilson 2016). Objectives The financial objective of the plan is to ensure an effective return of the initial investment on the production of these solar eco bins. The fixed and variable cost has been included in the initial budget, showing the profitability of using the appliance within the first year of operations. The solar eco bin is an addition to the pre existing product within a household that some of the homes already have and have been using. The economic and the ecological benefits are well explainable and measured for social awareness and economic benefits that can be calculated through sales report. The solar eco systems can be bought back from the customers with the buyback policy within the first six months of the product use as well as the older systems can be recycled and exchanged with newer systems. The marketing objective includes an effective customer satisfaction from the using of the product. As well as gaining exposure of the product to the varied market segment, that can be measured through marketing matrix and feedbacks. Customer Target Profile The geological demographics of the city of Brisbane, Australia has been taken up for this marketing plan. The demographics and the target audience is kept towards the X and Y Generation of both the genders of young or new families with a low to high range of income. The psychographics is both makers and experience individuals along with inhabitants having ecological concern. Positioning Value positioning The solar bin is a complete solution to one of the major problems. It has been specifically designed for the consumers who are looking forward for an effective solution for waste disposal as well as generation of usable form of energy out of it. This bin can be installed anywhere outside the home. It has a unique storage and newer waste disposal chamber along with solar incineration chamber to dispose of older and non-degradable wastes. The bin is medium, affordable and sustainable ion nature, making it value proposed. Market Research With the help of online survey, data has been successfully obtained from the potential consumers and to understand the customer needs the survey would continue to flow. The product being a new one and newly introduced, the secondary data would be helpful in the identification of the competitors SWOT analysis. Product Strategy Product The solar eco bin is a product of combination between durability and experience. The solar bin is not only acts a mini reservoir for the waste but it is also a recycling chamber of all the waste products of a household. Eco bin is meant for dumping all the solid wastes of the household. The solar bin has special pipe connection that channels from the bin that successfully direct the biogas that emits from the chambers, which in turn can be utilized as cooking fuel. This would be helpful in saving the ecology with less emissions and save economy with expenditure on cooking fuels (Chandrappa and Das 2012). The core benefits of the product is self recycling and eco friendly that not only recycles the waste, generates cooking fuels out of the biogas chamber but also the bin can be used to generate power to light the house hold using special charging systems and fuel cells to store the energy (Fahrenbruch and Bube 2012). The product is incorporated with lifetime warranty with minimal service charges. The solar eco bin is aimed towards to the consumers specifically the urban dwellers with little benefits in terms of successful waste management and disposal systems. The unique selling proposition of the product is that unlike tradition bins that needs to be manually disposed of the waste materials, this solar powered bin is self sustaining and can automatically process the waste depending on the nature. Not only the bin can favor waste disposal but it can utilize the waste materials to produce combustible gas can be stored and used for various purpose (Curry and Pillay 2012). The solar board attached not only powers the bin but the energy can be stored in other fuel cells and be used for future purpose. The solar bin is only a one-time investment with lifetime benefits (Tyagi and Lo 2013). Packing The design of Eco Home Solutions needs top be simple to reflect the simplification of waste recycling. The packing of the product would depend on the size of the product. The product needs to be in simple box created by BioPak out of pulp molding and stabilized materials and BioWrap, a form of biodegradable plastic. Labeling should be catchy and relative with the purpose (Kotler, P., 2012). Price The pricing would be connected with the cost of production of the materials needed for the manufacturing of the product. While estimating the retail price consideration should be made on the value of the benefits that the customers would receive by the product. Price refers to the value that the consumers give or exchange in return for obtaining the desired product or item (Kotler, P., 2012). The value refers to the benefits that the consumer receives from the product after buying or utilization (Kotler 2012). It can be considered that the price of the product can be estimated on the product value of the item. Eco Home Solutions is a new company that has introduced a new product in the market, it is necessary to ensure that the offering is profitable in the early stages to ensure survival in the tough market conditions. Since the product is new in the market and initially no competitors in the market, awareness should be propagate against the idea of using sustainable products. Offering of good quality products to ensure rising customer demands in the long run. Pricing Strategy The pricing strategy needs to be formulated in such a manner that it recovers the initial research and development and made affordable so that it can be borne by any average family and garner the benefits at the same time. In order to do that the pricing should be limited to an average of $400 to $600. To prevent the competitors to intervene patents and copyrights should be implemented (Kotler 2012). Promotion The solar eco bins main target audiences are the previous and the younger generations with newer potential and embarking on to new life. The idea of a clean and sustainable source of energy and environment can be done by inducing the true knowledge and benefits of a clean environment and persuading them to install one system that is beneficial for the long run (Waite 2013). This promotion can be propagated with free social induction campaigns and positing in social networking sites including blogs and websites. Environment awareness events and programs can be used as a platform to officially introduce and demonstrate the product, indirectly encouraging the customers to look forward into it (Rosenbloom 2012). Place The eco bins can be channeled through known retail and departmental stores in Brisbane. They can also be made available through bulk and online order. Special concession and offers would be made applicable for bulk orders to encourage multiple purchases. Customers who are willing to purchase yet unable to locate the availability of eco bins neither they have access to the internet for them orders can be taken through telephone order placing and the product can be delivered directly to the consumers. People The organization and management would be deployed accordingly to sufficiently handle and execute the entire logistics of Eco Home solutions. From the manufacturing of the solar bins to the effecting shipping and handling of the product to the consumers as well as effective after sales service to ensure better customer feedback. Process The entire logistics management would be self sufficient to handle effective crisis related to the production and the customer handling. The allotted team of the organization would handle the production along with the supply chain management. Individual and relevant divisions of the organization would handle the sales, marketing and the customer service related to the product. Physical Evidence In order to gather the physical evidence related to the efficiency of the product, customers can be provided with live demonstration about the functions of the product as well as its safe and user friendly interface. This can help the consumers get acknowledged about the utility and the nature of the device. To add leverage the customer can be given the opportunity to utilize free trails of the eco bins. Evaluation and Control The ongoing evaluation and control of the marketing strategy is extremely vital for the product and the company since it ensures the reaching of the estimated target consumers and generating newer customer bases as well as expansion of the brand. The financial target needs to be monitored on weekly basis to understand the rate of growth and development. The primary target of Eco Home Solutions is annual expansion and the availability of its products in a diverse segment including home appliance stores and departments. The lifetime warranty as well as the buyback and exchange schemes for interested and unsatisfied customer is an added point to the sustainability by recycling of the product for re sale. Conclusion With help of this report, an eco friendly product has been developed and launched in the market that functions on the marketing principles and the theories. With an alarming demand for a cleaner and lesser polluting environment this product has been specially devised, that not only recycles waste products but also generates renewable and non polluting form of energy, that can be used for different purpose. Solar Eco bin is a specially made garbage and waste disposal system that uses thermal or solar energy to operate and recycles the waste products as well as producing renewable source of energy such as bio gas that can be used for combustion purposes. The solar panel can be used to store the solar energy in fuel cells for future utilization. The target market is a small part of Brisbane city, mostly the older and younger generation. The product, pricing, place and the promotion has been devised according to the product and the needs of the target consumers. The pricing needs to be d eveloped in such a manner that it meets the initial investment of the company and it can be afforded by the consumers as well. References Brunner, J. and Glasson, J. eds., 2015.Contemporary issues in Australian urban and regional planning. Routledge. McDonald, M. and Wilson, H., 2016.Marketing Plans: How to prepare them, how to profit from them. John Wiley Sons. Rosenbloom, B., 2012.Marketing channels. Cengage Learning. Kotler, P., 2012.Kotler on marketing. Simon and Schuster. Mitchell, B., 2013.Resource environmental management. Routledge. Ludwig, C., Hellweg, S. and Stucki, S. eds., 2012.Municipal solid waste management: strategies and technologies for sustainable solutions. Springer Science Business Media. White, P., Dranke, M. and Hindle, P., 2012.Integrated solid waste management: a lifecycle inventory. Springer Science Business Media. Marshall, R.E. and Farahbakhsh, K., 2013. Systems approaches to integrated solid waste management in developing countries.Waste Management,33(4), pp.988-1003. Madu, C.N. and Kuei, C.H. eds., 2012.Handbook of sustainability management. World Scientific. Chandrappa, R. and Das, D.B., 2012.Solid waste management: Principles and practice. Springer Science Business Media. Fahrenbruch, A. and Bube, R., 2012.Fundamentals of solar cells: photovoltaic solar energy conversion. Elsevier. Tyagi, V.K. and Lo, S.L., 2013. Sludge: a waste or renewable source for energy and resources recovery?.Renewable and Sustainable Energy Reviews,25, pp.708-728. Curry, N. and Pillay, P., 2012. Biogas prediction and design of a food waste to energy system for the urban environment.Renewable Energy,41, pp.200-209. Waite, R., 2013.Household waste recycling. Routledge.