Forecast

Dear Ms. Jones: In request to acquire the estimate for the fifth year we needed to accumulate and break down the information of the four earlier years in your organization. The pattern (information carrying on with a similar recurrence throughout the years) that was found was the accompanying: The starting a very long time of the year are the ones with higher deals. As the months pass by, deals keep diminishing until December, where deals return up once more. Presently, let me clarify how we had the option to show up to this end. In the first place, we determined the normal interest by including all the deals of each of the four years and separating them by the quantity of months (48). At that point, we thought of the proportion by partitioning the deals of every period by the normal interest. The occasional file is then gotten by getting the normal of that month proportions of every one of the four years. For instance, the normal of all the 4 January proportions. The occasional list is a normal that can be utilized to contrast a real perception relative with what it would be in the event that we there were no occasional variety. We show up to the occasional conjecture by isolating the deals by the occasional list. At that point we get the pattern line by including the capture in addition to the x-variable and duplicating that by every period. The pattern gauge is the thing that will show you the customary pattern of the years. That is acquired by duplicating the pattern line times the occasional record. Here’s a preview of the pattern of the what the fifth year would resemble: And here is another diagram indicating the pattern of the four earlier years: As you can tell, the business conduct rehashes itself consistently. This pattern is by all accounts reliable. Be that as it may, I should caution you that the p-esteem (rate flawed) in the rundown yield is fundamentally higher than . 06, (it is a. 404056) and this implies this gauge isn't truly dependable. I additionally determined the rate mistakes; the outright rate blunder (MAPE) is 3. 85%. This blunder was determined by partitioning the outright mistake (which we got by taking away the pattern conjecture from the deals and utilizing the supreme estimation of that), by the deals, and afterward getting the level of all the total rate mistakes. I trust this encourages you comprehend the pattern of your deals consistently. The most significant thing for you to distinguish is where you are having higher deals the potential reasons why those business decline as the years reaches a conclusion.

Personal Strengths And Weaknesses Essay Example For Students

Individual Strengths And Weaknesses Essay Outline1 Introduction2 How to defeat qualities and weaknesses3 Communication and self-confidence4 Strengths and shortcomings of a student5 Impact of qualities and shortcoming at the workplace6 Things to learn7 Conclusion Presentation Qualities and weaknessesâ are two significant parts of our life which help us to get more grounded, self-assured and decided. Distinguishing your own characteristics is a fundamental piece of our lives as we have to separate and pick the correct way for a brilliant future. Despite the fact that everyone has their own point of view and objectives for their life, it is importantâ that you know your capacities and obligations to adapt to each circumstance with no issue. Every individual has their own qualities and weaknessesâ which describeâ the way they are dealing with their life. Being an understudy myself, I am consistently looking for the best things to be learned and by what means can I successfully achieve my fantasy about going to a famous school. The most effective method to beat qualities and shortcomings As indicated by my personalâ experience, one can without much of a stretch get over their life issues by outlining their standard exercises. By checking on your character attributes and conduct, you can unquestionably become self-assured and break down things in a positive manner. This can be made conceivable by filling the hole in communication,â and we should reconsider before saying anything in a conversation which consequently improves your introduction skillsâ as well. Correspondence and self-assurance Our non-verbal communication and the manner in which we express our sentiments is another shortcoming the majority of us are enduring with. In spite of the fact that we are flawless in non-verbal correspondence, we neglect to communicate our musings and sentiments when meeting each other eye to eye. Here and there, writingâ skills can help understudies in accomplishing high evaluations in Englishâ courses, yet they likewise need to concentrate on comprehension and tuning in to one another. Approaching one more importantâ weakness among understudies, they need to create solid time the executives abilities so as to guarantee a fruitful scholastic year. Qualities and weaknessesâ can yield incredible effect for MBAÂ students as they have a ton of work trouble including articles, undertakings and study reports which should be submitted on schedule. Moreover, routine tests and assessments regularly make hard for them to deal with the investigation plan. As an understudy, I am sharing my personalâ experience as time the board is by a long shot one of my greatest shortcoming. Qualities and shortcomings of an understudy In spite of the fact that there is a ceaseless rundown of qualities and weaknessesâ of an understudy, we have brought some significant character attributes which separate one student from another. With regards to the shortcoming of an individual, my personalâ thoughts are that they are bound to be eager, forceful and dreadful to achieve new errands. Besides, understudy never takes analysis emphatically and are chaotic which brings about sluggishness. The understudy who is a fussbudget and likes to face challenges is increasingly centered around little subtleties when contrasted with the person who leaves everything for the last second. Aside from writingâ abilities in English, you likewise need to create solid introduction skillsâ as it will unquestionably make you a decent communicator, inventive and importantâ personality simultaneously. Extraordinary Personality attributes, abilities, and great propensities have consistently demonstrated to be the best qualities among understudies. In this section, we will talk about how energy and readiness can help you in accomplishing life objectives easily. In spite of the fact that it is hard to pass judgment on qualities during a meeting, you can clearly tell about the character characteristics and abilities of a personâ through basic investigation. In addition, understudies who need to finish proposition statementâ about any theme need to follow a particular formatâ to make the final result satisfactory. Along these lines, on the off chance that you are resolved to improve your scholastic execution and composing abilities together, perusing cosmologicalâ essays and research papers will unquestionably end up being of incredible assistance. .uc09c56c643f104cab664f1352cf1c6ac , .uc09c56c643f104cab664f1352cf1c6ac .postImageUrl , .uc09c56c643f104cab664f1352cf1c6ac .focused content territory { min-stature: 80px; position: relative; } .uc09c56c643f104cab664f1352cf1c6ac , .uc09c56c643f104cab664f1352cf1c6ac:hover , .uc09c56c643f104cab664f1352cf1c6ac:visited , .uc09c56c643f104cab664f1352cf1c6ac:active { border:0!important; } .uc09c56c643f104cab664f1352cf1c6ac .clearfix:after { content: ; show: table; clear: both; } .uc09c56c643f104cab664f1352cf1c6ac { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .uc09c56c643f104cab664f1352cf1c6ac:active , .uc09c56c643f104cab664f1352cf1c6ac:hover { mistiness: 1; progress: haziness 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .uc09c56c643f104cab664f1352cf1c6ac .focused content zone { width: 100%; position: relat ive; } .uc09c56c643f104cab664f1352cf1c6ac .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content improvement: underline; } .uc09c56c643f104cab664f1352cf1c6ac .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uc09c56c643f104cab664f1352cf1c6ac .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt span: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .uc09c56c643f104cab664f1352cf1c6ac:hover .ctaButton { foundation shading: #34495E!important ; } .uc09c56c643f104cab664f1352cf1c6ac .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uc09c56c643f104cab664f1352cf1c6ac-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uc09c56c643f104cab664f1352cf1c6ac:after { content: ; show: square; clear: both; } READ: WASHINGTON - The Russian government gathered inte EssayImpact of qualities and shortcoming at the working environment As individuals working in workplaces are planned to meet a predefined yield inside a specific time allotment, the individual attributes and soft spot for their learning teamâ can have a gigantic effect on their general execution. With regards to position and duty of an individual, people need to use their aptitudes and capacities in the most ideal way to convey their best. Discussing my personalâ experience, I have seen numerous importantâ companies gaining from their disappointments and getting huge upgrades request to accomplish their achievements with no issue. Things to learn So as to identifyâ your shortcomings, you have to play out a top to bottom examination of your work routine and how great you are overseeing reflectiveâ activities. Subjects, for example, cosmologicalâ essays and overview ventures permit the student to examine things in a superior manner. Taking the exampleâ of understudies in a secondary school or college, the ones who can achieve high evaluations are engaged, have better time managementâ skills and never decline to buckle down. End As I have expressed my personalâ experiences with respect to qualities and shortcomings, everyone hasâ their own considerations and assessments which permit them to deal with their way of life in a superior manner. Along these lines, on the off chance that you are battling hard to accomplish the best things throughout your life, staying predictable, persevering and self-assured can unquestionably help you in extraordinary respect. As there are no easy routes to progress, individuals who battle in their life are unquestionably ready to build up a brilliant future.

Our Reading Lives Thomas Mann Appreciation Day

Our Reading Lives Thomas Mann Appreciation Day This is a guest post by Rachel Cordasco. Rachel has a Ph.D in literary studies (which means she’s read WAY TOO MANY books over the years) and has taught American literature and composition. She has also worked as an editorial assistant at the Wisconsin Historical Society Press. Keep up with her in the Facebook group for And the Moral of the Story Is…, on Twitter @Rcordas, and at  bookishlywitty.blogspot.com. _________________________ [OK, theres actually no such thing as Thomas Mann Appreciation Day, but there damn well should be, people. The following is the speech Id give at an event celebrating the immortal author]: As my friends and family know well, I am a bit obsessed with Thomas Mann. Ive read all of his major novels (that have been translated into English- I know, dont say it), all of his short stories, a book of his essays, and the most recent biography by Hermann Kurzke (Thomas Mann: Life as a Work of Art, A Biography; 2002). Ive even read the tetralogy, Joseph and His Brothers, all 1,492 pages of it. And I say to The Black Swan and Lotte in Weimar: youre next! I hear all you Comparative Lit people snorting with disdain, and I see you German Lit people raising angry eyebrows, but read on, and you might just forgive me. Of course, it started with a crush. Not on old Tommy, poor thing, but on a high-school teacher (lets call him Mr. P). He was my schools book club advisor, and therefore I had to join, just to be able to gawk at him outside of school hours. The last text we read for the semester was Manns novella, Death in Venice. Now, when I heard we were reading Mann, I at first sighed miserably because I had read Tonio Kruger a couple of years before and actually thought it sucked. But for you, Mr. P.? Anything! I read  Death in Venice  in a single night, and all thoughts of Mr. P. faded into the background as Thomas Mann stepped forward, my newly-anointed Favorite Author. Its still almost impossible to explain exactly what it is that I love about his books, novellas, and stories. I could identify with his often angst-ridden artist characters, since I too have imagined myself as a kind of Artist (you know, Im a Writer in that fantasyland of my mind. Its a nice place). Im forced to think deeply about the characters conversations in order to understand what they are really trying to communicate, and their inner lives are so nuanced and complicated, just like the rest of us mortals. Only later did I start to think about the issue of translation. I admit that Ive never read Mann in the original German. Ive always meant to study German, but French, Italian, and Russian just happened to come first. And it doesnt look like learning German will be an option in the near future (twin boys- yeah, I know!). However, I decided that getting my Mann second-hand was better than no Mann at all (here I want to give a shout-out to translator John E. Woods- thank you, man, for making it possible for me to read Thomas Mann even though Im lazy and didnt get my Rosetta Stone on). Finally, we are still talking about Mann in 2013. Earlier this month, on the 58th anniversary of his death, the New Republic reprinted a statement by its editors supporting Manns denunciation of Nazism  The writers novels, essays, articles, and stories continue to remain relevant, even in a new century. So, if Dr. Who ever landed in my backyard and beckoned me into the TARDIS, Id happily enter and demand that he take me to 1950s Switzerland so I could listen to Mann talk aboutwell, anything really. Ill bet that his conversation was as mellifluous and as passionate as his texts. ____________________________ Sign up for our newsletter to have the best of Book Riot delivered straight to your inbox every two weeks. No spam. We promise. To keep up with Book Riot on a daily basis, follow us on Twitter, like us on Facebook, , and subscribe to the Book Riot podcast in iTunes or via RSS. So much bookish goodnessall day, every day.

The Yom Kippur War - 1555 Words

The Yom Kippur War also demonstrated that the Arabs could also hurt Israel’s Western allies too (Ross, 1996, p. 47). Arabs states put an embargo on oil to the United States and Western Europe (Ross, 1996, p.47). There was a new weapon that could be used to draw the attention of the superpowers to the conflict. Oil had a devastating effect when its prices were doubled and its production was cut into half causing world-wide economic and political problems (Ross, 1996, p. 67). The United States began to place pressure on the Israel to make concessions with Arabs (Blumberg, 1998, p.123). In 1976, Israeli Prime minister Yitzhak Rabin ordered invasions of Arabic nations. These invasions led to the rescue of several Israeli hostages who were hijacked by Palestinian terrorists in Entebbe, Uganda (Blumberg, 1998, p.127). The first Arab leader to visit Israel was Egyptian President Anwar Sadat in 1977. Sadat joined Israeli Prime Minister Menachem Begin and United States President Jimmy Carter in 1978 to sign the Camp David Accords. Under the Camp David Accords Egypt recognized Israel’s existence. Israel in return would agree to give back the part of the Sinai Peninsula it still occupied. Sadat and Begin also agreed that there was a need for independence for Palestinians. This was significant as it was the first time an Arab country would sign a peace treaty with Israel. The Egyptian-Israeli Peace Treaty was signed in Washington D.C., which was to end thirty years of hostilityShow MoreRelatedA Brief Recount of the Yom-Kippur War Essay1311 Words   |  6 PagesOctobe r War of 1973 also known as the Yom-Kippur War was one of the wars we often overlook when we dive into the historical events that took place in history. The growing tensions between Israel and Egypt led to the surprise attack by Egypt on Israel. It was particularly interesting due to the fact that both sides claim to have won the War. The Yom-Kippur War received its name based on the fact that it occurred on the holiest day of prayer and fasting in the Jewish holiday 1. The October War of 1973Read MoreEssay on Investigation of the Yom Kippur War 19732634 Words   |  11 PagesInvestigation of the Yom Kippur War 1973 In this investigation one will find the long term and short term causes of the Yom Kippur war. This was achieved by reading various sources about the war and the events that were prior to the war. Thus for this investigation the research question is called what were the causes of the Yom Kippur war of 1973. By researching about the war one came across various sources some very reliable and some not so dependable thus the evaluationRead MoreEffects of the Yom Kippur War on Arab Israeli Relation764 Words   |  4 PagesDescribe the Effects of the Yom Kippur War on Arab Israeli relations. (12 marks) The Yom Kippur War happened in October 1973, which involved the Arabs and the Israelis, as well as two superpowers, the USA and the USSR. At the end of the war, the Israelis had won. However, the Israeli government and people were shocked by how the Arabs did. The Yom Kippur War has led to a number of effects on the Arab-Israeli relations, which can be classified as two aspects, short term and long termRead MoreThe October War of 1973 Essay1367 Words   |  6 Pages The 20th century could be defined by the many wars that took place during it. Although the average world citizen may only see World War 1 and World War 2 as being the only two major wars that changed the course of world history, the world would not be what it is today if not for the many other respectively smaller wars that took place. The October War of 1973 is one of those wars in which in the grand scheme of things it is overlooked, but it no doubt changed the course of world history. There isRead MoreThe Bo mbing Of Egypt s Attack781 Words   |  4 Pagespeace negotiations. The attack by the Egyptian’s was quickly put down. The Israeli’s counterattacked by crossing the Suez Canal and entering into Egypt. They advanced southward and westward to the city of Suez. The attack was carried out on Yom Kippur, which is the holiest day in the Jewish faith. That year the month of October was also the Ramadan, which is the Muslim’s holy month. The cease fire that had been established by the United Nations was broken on October 22 1973. On October 24Read MoreThe Current Political Climate Between Egypt And Israel Essay1549 Words   |  7 Pagescountries of Egypt and Israel, their leaders, and their peoples, from searing hot conflicts to a cooling smolder, which to this day continues to temper. A short list of influences can be traced from the violent outbreak of the Arab-Israeli war to the Yom Kippur War, to peace accords at Camp David and a subsequent treaty, and fina lly, to the recent reinstatements of ambassadors for both countries. The cooling process of an Egyptian-Israeli relationship has not been linear, as both sides have fanned flamesRead MoreThe Egyptian Syrian Attack Of September 19732206 Words   |  9 PagesAssess the reasons for Israel’s unpreparedness for the Egyptian Syrian attack of October 1973 The Egyptian Syrian attack that took place on Yon Kippur is a hugely significant event in the history of the Arab Israeli conflict. Often referred to as ‘the trauma’, the attack revealed a number of key issues with regards to Israeli defence and intelligence that ultimately resulted in a severe lack of preparation. Israel was unprepared for a plethora of interlinking issues that resulted in a series of fatalRead MoreThe Effect Of The Middle Eastern Conflict1290 Words   |  6 PagesIn October of 1973, a short war between Israel and its regional neighbors, Egypt and Syria, nearly brought the United States and the Soviet Union to the brink of war. The dramatic effect the middle eastern conflict had these two superpower’s relationship is both surprising and concerning. Prior to the Cuban Missile Crises of 1962, a series of threats between the Soviet Union and the United States created distrust and fear between the two countries. Additionally, a large imbalance in po wer contributedRead MoreAnwar Sadat and the October War906 Words   |  4 Pagesinitiate negotiations for a peace treaty with Israel. In the plan to take back the Sinai from Israel and also to reinstitute and reestablish unity amongst the Arab nations, Sadat employed diplomatic persuasion at its best. Several months prior to the 1976 war, president Sadat spent most of his time creating ties with the Organization of African Unity (OAU), and other summit talks. This plan proved successful as numerous African states, as well as the OAU, supported Egypt and isolated Israel while the otherRead MoreSix Days by Jeremy Bowen Essay849 Words   |  4 PagesBowen details the happenings between Israel and Palestine. This Middle East war sparked much debate throughout the world especially amongst historians. Bowen uses this work as a personal recount of the six days that shaped the world as it is today. Bowen, an experienced BBC (British Broadcasting Corporation) journalist and editor, presented the world with the Radio 4 series which allowed listeners to learn of the Six Day war. Through a detailed assessment of Bowens words readers of the book are able

Essay about Commerce Case Study Report for David Jones...

Principles of Responsible Commerce: Group 5 October 2010 Assessment 3: Case Study Report Sexual Harassment in the Workplace – David Jones and Pricewaterhouse Coopers Kristy van Duin, Li Yutao, Pablo Arenas, Jace Burgess Executive Summary The following report looks at the increase of Sexual Harassment claims within Corporate Australia that have been lodged with the Australian Human Rights Commission over the last decade. David Jones Pty Ltd and Pricewaterhouse Cooper are two prevalent cases which have attracted negative media with regard to Sexual Harassment, and this report utilises both Risk Management and Egoism Theories to scrutinise various impacts, responsibilities and recommendations for Individuals, Organisations and†¦show more content†¦Corporate Australia requires immediate attention to stem the steady increase of sexual harassment. Alexander and Lewer (1998) state there is â€Å"significant interaction between industrial relations practices and the economy† demonstrating linkages between individuals, organisations and society that must be addressed. Impact on Individuals, Organisations and Society Individuals - the key impact is often emotional. A victim or sexual harassment may lose the ability to attain premium quality of life, when compared to Maslow’s Hierarchy of Needs as described by Turner (1995): * Physiological – increased stress levels, mental health, decreased sense of self worth, as well as creating many other health issues. * Safety – Career focus can be destroyed, income reduced through absenteeism or loss of employment, affecting the level of security one may have. * Belonging – feelings of violation and isolation and decreased sense of value. This view is noted by Weisberg (1996, pg 725) quoting Lin Farley â€Å"the abuse also impacts destructively [by] disrupting female job attachment, promoting female unemployment and inhibiting female solidarity.† * Esteem – as a result of a lack of belonging and lack of reliable income, the self worth and the value placed by colleagues and employer is decreased. Lengthy legal battle s impact on an individual’s financial stability whilst media scrutiny impacts on individual esteem and addsShow MoreRelatedEssentials of Contemporary Management7571 Words   |  31 PagesContemporary Management [Second Canadian Edition] Gareth R. Jones Texas AM University Jennifer M. 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Effects of Globalization on the Micro Level Free Essays

Globalization was generally derived from the assumptions of neo-classical economics. In order for a country to achieve economic development, it must open its economy to trade liberalization. Trade liberalization serves as a redistribution mechanism of capital and goods. We will write a custom essay sample on Effects of Globalization on the Micro Level or any similar topic only for you Order Now Poor and developing countries can export unlimited volume of goods and services to developed countries. Added to that, the capital inflows from developed countries would serve as a stimulant for capital build-up in the recipient country (developing countries). Because developed countries usually experience labor shortages, labor immigrants from developing countries would serve as the compensating medium. Here economists assume that the â€Å"income† derived from labor migration would then serve as capital outlay. While for many economists globalization is a positive force of development, certain practical issues were laid exposing the bad effects of globalization on the micro-level (individual and communal). There are generally two negative impacts of globalization on the micro-level. The first impact focuses on the condition of the labor force of developing countries (exposed to globalization). It is generally noted while globalization aims for wealth redistribution between developing and developed countries, inequality in terms of income and capital increased (Goldberg, R.K., and N. Pavcnik, 2006). Skilled workers from developing countries are paid less than unskilled workers from developed countries. In China, for example, after opening to globalization, several multi-national corporations (which are based in developed countries) transferred a significant portion of capital to the country. The reason can be derived from the cost of labor in the country. It is estimated that the cost of labor in China is one-eight (on the average) compared to labor cost in developed countries (Goldberg, R.K., and N. Pavcnik, 2006). Multi-national corporations found it rational to shift a significant portion of their capital to labor-rich China. The economic assumptions are clear. Labor surplus would drive the market to realign wages. The more workers, the less average labor price. The inverse relationship between the number of needed workers and labor price pushed these corporations to increase their capital inflow to China. Needless to say, because labor costs are below the market price of labor, these multi-national corporations can increase their profit level, generating new capital (to be transferred to the â€Å"mother† country). Added to that, it was found out that after 10 years of exposure to trade liberalization, China experienced vast disparities in terms of income of its own citizens. Urban workers, on the average, have generally higher incomes than rural workers. Needless to say, these urban workers are generally better off than their rural counterparts. Thus, the vast disparity of income between developed and developing countries is mirrored out in the labor price of urban and rural workers. It can be said that the macro-level effect of globalization resulted to internal income disparities. This owes much to the economic rationalizing of multi-national corporations regarding the â€Å"proper† handling of labor costs. Exposure to longer working hours and poor working conditions are also major impacts of globalization in the workplace. These impacts severely decreased the labor productivity of developing countries. Stallings (2007, pp. 6-7) noted that in Latin America, the opening of several countries to trade liberalization and privatization led to capital build-up in the short-run. Foreign direct investment and other capital inflows contributed to economic growth as well as sustainability of the industrial sector. The labor sector though suffered. The expected level of employment growth as well as improvement in labor productivity in many sectors of several Latin American countries was not met. In fact, some industries like the garment and textile industries suffered from stagnation and high-costs of operations. Several governments were forced to implement longer working hours and tax incentives to several multi-national companies. The general effect: labor productivity decreased by half. Strikes became a common sight in the streets of major Latin American cities. Companies owned by local residents were forced to close as a result of the policy. Multi-national corporations though can easily shift their capital base to countries undeterred by political and economic debacles. We come now to the second general effect of globalization on the micro-level. Globalization requires that all national currencies be on a floating status. This would allow the efficient transfer of capital from developed countries to developing countries. As such, many economists assume that this policy would generally improve the overall economic standing of developing countries in terms of capital outlay and technology acquisition. This is though not the case. Akar (2007) noted that floating currencies would essentially alter the predictability of the market. Inflation, or in many cases stagflation, are usually the main economic problems in developing countries. Because developing countries only own a small percentage of the world’s total monetary reserve, they can easily be affected by price changes in the world market (Kasapidis, R, 1999). Price changes can destroy the predictability of the markets of developing countries. Inflation can become highly unpredictable. Thus, this puts financial institutions on a very high-level of risk. This high risk can be translated to low-level investment schedule of firms. Nonetheless, the overall interest rate increases as a result of monetary downfalls. Increases in interest rate causes inflation and concomitantly, low economic output. On the individual level, as inflation progresses, the present volume of goods and service that can be bought by the value of money is less than the previous volume of goods and services bought. In a simple relationship, globalization requires that national currencies be on a floating status. For developing countries, putting its national currencies on a floating status increases the risks on financial institutions. These risks are translated to high inflation and low economic output. The end: the current purchasing power of a consumer’s income is devalued. Bibliography Akar, O. (2007). Globalization. Available from: http://www.eli.vt.edu/news/archives/2001/news5.html [Accessed 24 October 2007]. Goldberg, P.K., N. Pavcnik. (2006). Distributional Effects of Globalization in Developing Countries. Available from: http://scid.stanford.edu/events/IndiaJune2007/DevelopmentResearch/Goldberg%205-17-07.pdf [Accessed 24 October 2007]. Kasapidis, R. (1999). The Opportunities and Dangers of Globalization. Available from:   [Accessed 24 October 2007]. Stallings, B. (2007). Globalization and Liberalization: A View from the Developing Countries. U.N. Economic Commission for Latin America and the Caribbean. Available from:  [Accessed 24 October 2007].                How to cite Effects of Globalization on the Micro Level, Essay examples

Free Sample of Essay on Critical Reflection - MyAssignmentHelp

Questions: Write a essay that captures your thoughts following a critical reflection on your experience whilst completing this subject. The essay must be submitted through Turnitin by the due date. This list of questions below may be useful in your critical reflection. These are suggestions only. You can certainly address issues that are not in this list. I. How has your understanding of designing, implementing and improving processes changed as you progressed through the subject? II. Has what you have learned in this subject created an increased awareness of the importance of managing processes to ensure organisational success? Explain your reasons. III. You have participated in a number of activities and discussions. How have these discussions influenced your views and/or knowledge on designing, implementing and improving processes? IV. How you will use your learning from the subject in your workplace? V. Are there any other aspects you have reflected on that are not included above? Answers: Introduction As per the discussion on the critical and the reflective thinking, I have seen that there are great transformation in the organisation which are directed to the change in the distributed computing. (Dwyer et al., 2015). As per the evaluation of my work, the marketing strategies have been evaluated to target the new base of the customer which are related to certain marketing strategies. There is a distinction set for a broader routine change when it concerns about the structural change, cost, process and the cultural change. One needs to work on different processes, skills and the tools to effectively handle the process with the driving change and growth. (Tutticci et al., 2016). Describe how all the activities have changed your attitudes and perceptions. Considering the discussion on the local web-based ration station business, I have totally analysed that in any work, it is important to form a team for proper management and profitability rather than increasing the number of employee. (Johnson et al., 2016). We need to focus on the responsibilities which have been important to work on the different tasks and the goals with proper implementation, process and the design. This will help in standardising the processes throughout the organisation along with incorporation of the newer technology. For a better development, we need to focus on how the company has been actually able to work on the strategy and also focus on the success and the factors of failure. (Dwyer et al., 2015). My perception has been completely changed with relation to the handling of the industrial competition with the potential entrants, threats of the suppliers, buyers and the substitutes in the organisation. The work needs to concentrate on the objectives and how it should be done so that there are high results with proper communication to the other team members. (Elf et al., 2015). I have realised that maintaining the team will help me with increased ideas and discussions and my work will also have less errors due to the combined effort of people. (Afshar et al., 2016). What major learnings on designing, improving and implementing processes have you experienced? There is a need to focus on the plan of the action with the engaging of the individuals and organisation for the implementation and execution of the efforts. For a proper designing, there is a need of the resources which will be able to help in promoting the information sharing with the networking of the other external groups or organisations. The policies are set under the structural characteristics with the quality of the units which represent the diversity in the knowledge. (Afshar et al., 2016). For the improvement of the performance, we can work on the Lean, TPM or the Six Sigma process where the organisation frames are set to the cost time and the money changes. The improvements in the organisation create up to a team of the employees to revise and redefine the work and how it should be executed. The life cycle is set for the learning and the changing behaviour in order to produce a particular result. This will help in the creating a MAP Plan for every activity. (Khalid et al., 2016). We can use the BPTA BPM Methodology for the improvement of the plans. The implementation is based on the processing of the tools, skills for the handling of the STAG tools. There is a need to set and avoid all the common mistakes of the implementation to reach out for the stakeholders with the measuring progress in the strategic planning as well as monitoring the plans. (Sakhieva et al., 2015). The implementation is based on handling the strategic reach to the channel of communication with the planning of the team members and the employees. (Kurunsaari et al., 2015). How has your understanding of designing, implementing and improving processes changed as you progressed through the subject? For a proper focus of the organisation, there is a need to work on the implementation strategy where there are employees and the IT people to work on the projects along with handling the projects. There is is a need to understand the designing to verify the source availability and determine the learning solutions to implement the changing management as well as coaching, mentoring. The identification is based on learning the processes and implementing them through the proper approach phase that directs to the development of the training material as well as the designed strategic moments. (Khalid et al., 2016). The implementation and the improvement is based on the survey and identifying from the lesson that have been learnt from the different key points. For effective phase out planning, a refined approach and evaluation is important which will share the innovation to the relevant teams and the processes. II. Has what you have learned in this subject created an increased awareness of the importance of managing processes to ensure organisational success? Yes focusing on the management process has led to the success in the organisation as these activities have a major focus on how to implement the changed management model and work on the growth and plan. (Thimbleby et al., 2015). With the transitional deals and demands, the imperative managers look forward for the collaborative change where there have been value propositions, with proper work processing, communication and the cost structure for handling the long run of the successful business. The major performance management is based on the individual goals and the corporate strategy where the goals are monitored through the coaching performance with the compensation to meet or exceed the desired standards. (Szenes et al., 2015). Hence, a SMART goal will help in analysing the productivity of the employee to track the formation as well as the process of appraisal to information management of the higher performance discussions. III. How have these discussions influenced your views and/ or knowledge on designing, implementing and improving processes? A major change has been to analyse the objectives and the data collection has been there. There have been processes where you can easily figure out the defined opportunity of the executing key processes. (Cohen et al., 2015). One can easily work on the high objectives, data collection and the analysis of the results which set for the higher products and the services. The major influence on the defining, measurement and the analysis to work on the improvement and controlled work service. A proper consideration of the knowledge on designing and implementation will help in the reduced inventory procedures with the improvement in the quality and the lowered costs structures. (Kurunsaari et al., 2015). There will be an increased productivity that will have a greater flexibility and relation to the suppliers to set the production. The framework is set for the improvement of the end-to-end business processes with the improvements which approach to the maturity model concepts. The Business P rocess Maturity Model has been able to working on the building of improvements with the strategy to draw and identify the roadmap process with the incensement in the logical steps. The structures are set to handle the process improvement along with handling the maturity level stage which is able to work on handling the maturity model concepts. (Crewett, 2015). IV. How you will use your learning from the subject in your workplace? The learning from this subject could be used for setting up proper marketing strategy with developing plans and supporting them to initiate the strategy and working on their implementation. (Nilsen, 2015). For this, there will be a need of proper management among the team members which will help in setting a collaboration as well as effective communication. The major objective to work in a business workplace is to properly document, measure and handle the operational improvement process which are responsible for the flow of work with the supervision on employees and management of the equipment. (Huang et al., 2015). The plans and schedules work to hold the process which will help in organising the flow of work as well as defining the different jobs and the success criteria. The monitoring of the work is based on taking all the important actions which meets the quality standards. With the matrix management, I will be able to work on the commands and control with the fluctuating worklo ad to manage the large projects easily. (Szenes et al., 2015). The defining of the goals and the activities with the analysis of the tasks involved will help in a better performance and management. V. Are there any other aspects you have reflected on that are not included above? There are certain aspects related to the appropriate measures and decisions set for the document business rules which are based on using the data. The statistical measures are set with appropriate time and the improved service properties which directs to the ability to meet the due date of work. (Kurunsaari et al., 2015). The delivering of the regular and the relevant job feedback as well as setting a proper communication will help in a proper performance. The linking of the performance is based on identifying the organisational career paths with the evaluation of the performance in a consistent manner. Considering the deals and the demands, there is a need to set up the value proposition to handle the communication control as well as the employee engagement that will help in embracing the change through the creation of the business value factors. (Leary et al., 2016). Reference Tutticci, N., Lewis, P.A. and Coyer, F., 2016. Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study.Nurse education in practice,18, pp.52-59. Dwyer, C.P., Hogan, M.J. and Stewart, I., 2015. The effects of argument mapping-infused critical thinking instruction on reflective judgement performance.Thinking Skills and Creativity,16, pp.11-26. Kim, Y. and Silver, R.E., 2016. Provoking reflective thinking in post observation conversations.Journal of Teacher Education,67(3), pp.203-219. Afshar, H.S. and Rahimi, M., 2016. Reflective thinking, emotional intelligence, and speaking ability of EFL learners: Is there a relation?.Thinking Skills and Creativity,19, pp.97-111. Khalid, F., Yassin, S.F.M., Daud, M.Y., Karim, A.A. and Rahman, M.J.A., 2016. Exploring Reflective Capacity among First-Year Students on a Computer in Education Course.Creative Education,7(01), p.77. Kurunsaari, M., Tynjl, P. and Piirainen, A., 2015. Students Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education. InWriting for Professional Development(pp. 129-151). Brill. Szenes, E., Tilakaratna, N. and Maton, K., 2015. The Knowledge Practices of Critical Thinking. InThe Palgrave Handbook of Critical Thinking in Higher Education(pp. 573-591). Palgrave Macmillan US. Crewett, W., 2015. Introducing decentralized pasture governance in Kyrgyzstan: Designing implementation rules.Environmental Science Policy,53, pp.215-224. Huang, K.T., Huang, W.P., Lin, T.P. and Hwang, R.L., 2015. Implementation of green building specification credits for better thermal conditions in naturally ventilated school buildings.Building and Environment,86, pp.141-150. Leary, H., Severance, S., Penuel, W.R., Quigley, D., Sumner, T. and Devaul, H., 2016. Designing a deeply digital science curriculum: Supporting teacher learning and implementation with organizing technologies.Journal of Science Teacher Education,27(1), pp.61-77. Johnson, V.A., Ronan, K.R., Johnston, D.M. and Peace, R., 2016. Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory Based Evaluation.Risk analysis. Elf, M., Frst, P., Lindahl, G. and Wijk, H., 2015. Shared decision making in designing new healthcare environmentstime to begin improving quality.BMC health services research,15(1), p.1. Sakhieva, R.G., Khairullina, E.R., Khisamiyeva, L.G., Valeyeva, N.S., Masalimova, A.R. and Zakirova, V.G., 2015. Designing a Structure of the Modular Competence-Based Curriculum and Technologies for Its Implementation into Higher Vocational Institutions.Asian Social Science,11(2), p.246. Thimbleby, H., Lewis, A. and Williams, J., 2015. Making healthcare safer by understanding, designing and buying better IT.Clinical Medicine,15(3), pp.258-262. Cohen, E.G. and Press, C., 2015.Designing Groupwork: Strategies for the Heterogeneous Classroom. Hawker Brownlow Education. Nilsen, P., 2015. Making sense of implementation theories, models and frameworks.Implementation Science,10(1), p.53.

Motivational Process free essay sample

Dweck argues that this approach has important implications for practice and the design of interventions to change maladaptive motivational processes. She presents a compelling proposal for explaining motivational influences on gender differences in mathematics achievement and observes that empirically based interventions may prevent current achievement discrepancies. The Editors Most research on effective learning and performance of cognitive tasks analyzes the particular cognitive skills required to succeed at those tasks. In contrast, the focus here is on motivational processes that affect success on cognitive tasks. That is, the focus is on psychological factors, other than ability, that determine how effectively the individual acquires and uses skills. It has long been known that factors other than ability influence whether children seek or avoid challenges, whether they persist or withdraw in the face of difficulty, and whether they use and develop their skills effectively. However, the components and bases of adaptive motivational patterns have been poorly understood. We will write a custom essay sample on Motivational Process or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a resuit, commonsense analyses have been limited and have not provided a basis for effective practices. Indeed, many commonsense beliefs have been called into question or seriously qualified by recent researchfor example, the belief that large amounts of praise and success will establish, maintain, or reinstate adaptive patterns, or that brighter children have more adaptive patterns and thus are more likely to choose personally challenging tasks or to persist in the face of difficulty. In the past 10 to 15 years a dramatic hange has taken place in the study of motivation. This change has resulted in a coherent, replicable, and educationally relevant body of findingsand in a clearer understanding of motivational phenomena. During this time, the emphasis has shifted to a social-cognitive approachwaway from external contingencies, on the one hand, and global, internal states on the other. It has shifted to an emphasis on cognitive mediators, that is, to how children construe the situ ation, interpret events in the situation, and process 1040 information about the situation. Although external contingencies and internal affective states are by no means ignored, they are seen as part of a process whose workings are best penetrated by focusing on organizing cognitive variables. Specifically, the social-cognitive approach has allowed us to (a) characterize adaptive and maladaptive patterns, (b) explain them in terms of specific underlying processes, and thus (c) begin to provide a rigorous conceptual and empirical basis for intervention and practice. Adaptive and Maladaptive Motivational Patterns The study of motivation deals with the causes of goaloriented activity (Atkinson, 1964; Beck, 1983; Dollard Miller, 1950; Hull, 1943; Veroff, 1969). Achievement motivation involves a particular class of goalsthose involving competenceand these goals appear to fall into two classes: (a) learning goals, in which individuals seek to increase their competence, to understand or master something new, and (b) performance goals, in which individuals seek to gain favorable judgments of their competence or avoid negative judgments of their competence (Dweck Elliott, 1983; NichoUs, 1984; Nicholls Dweck, 1979). Adaptive motivational patterns are those that promote the establishment, maintenance, and attainment of personally challenging and personally valued achievement goals. Maladaptive patterns, then, are associated with a failure to establish reasonable, valued goals, to maintain effective striving toward those goals, or, ultimately, to attain valued goals that are potentially within ones reach. Research has clearly documented adaptive and maladaptive patterns of achievement behavior. The adaptive (mastery-oriented) pattern is characterized by challenge seeking and high, effective persistence in the face of obstacles. Children displaying this pattern appear to enjoy exerting effort in the pursuit of task mastery. In contrast, the maladaptive (helpless) pattern is characterized by challenge avoidance and low persistence in the face of difficulty. Children displaying this pattern tend to evidence negative affect (such as anxiety) and negative self-cogniCorrespondenceconcerningthis article shouldbe addressedto CarolS. Dweck,Departmentof Psychology,UniversityofIllinois, 603 E. Daniel, Champaign, IL 61820. l The wordperformancewill be used in severalways,not only in connection with performancegoals. It will alsobe used to refer to the childs task activity(performanceof a task) and to the product of that activity (levelof performance). The meaning should be clear from the context. October 1986 9 American Psychologist Copyrisht 1986 by the American PsychologicalAssociation, Inc. 0003-066X/86/$00. 75 Vol. 41, No. 10, 1040-1048 Table 1 Achievement Goals and Achievement Behavior Theory of intelligence Goal orientation Confidence in present ability Behavior pattern Entity theory (Intelligence is fixed) gt; Performance goal (Goal is to gain positive judgments/avoid negative judgments of competence) If high gt; Mastery-oriented Seek challenge but High persistence If low ~ Helpless Avoid challenge Low persistence gt; Learning goal Incremental theory (Intelligence is malleable) (Goal is to increase competence) If high gt; Mastery-oriented ioOr ~ Seek challenge (that fosters learning) High persistence tions when they confront obstacles (e. g. , Ames, 1984; C. Diener Dweck, 1978, 1980; Dweck Reppucci, 1973; Nicholls, 1975). Although children displaying the different patterns do not differ in intellectual ability, these patterns can have profound effects on cognitive performance. In experiments conducted in both laboratory and classroom settings, it has been shown that children with the maladaptive pattern are seriously hampered in the acquisition and display of cognitive skills when they meet obstacles. Children with the adaptive pattern, by contrast, seem undaunted or even seem to have their performance facilitated by the increased challenge. If not ability, then what are the bases of these patterns? Most recently, research has suggested that childrens goals in achievement situations differentially foster the two patterns. That is, achievement situations afford a choice of goals, and the one the child preferentially adopts predicts the achievement pattern that child will display. Table 1 summarizes the conceptualization that is emerging from the research. BasieaUy, childrens theories of intelligence appear to orient them toward different goals: Children who believe intelligence is a fixed trait tend to orient toward gaining favorable judgments of that trait (performance goals), whereas children who believe intelligence is a malleable quality tend to orient toward developing that quality (learning goals). The goals then appear to set up the different behavior patterns. 2 effort. Further, this research shows how a focus on ability judgments can result in a tendency to avoid and withdraw from challenge, whereas a focus on progress through effort creates a tendency to seek and be energized by challenge. Although relatively few studies as yet have explicitly induced and compared (or measured and compared) learning versus performance goals (see M. Bandura Dweck, 1985; Elliott Dweck, 1985; FarreU Dweck, 1985; Leggett, 1985, 1986), many have manipulated the salience and value of performance goals, and hence the relative value of the two types of goals. This has been done, for example, by instituting a competitive versus individual reward structure (e. g. , Ames, 1984; Ames, Ames, Felker, 1977), by varying the alleged diagnosticity of the task vis vis important abilities (e. g. , Nicholls, 1975), by introducing an audience or evaluator versus allowing the individual to perform privately or focusing his or her attention on the task (e. . , Brockner Hulton, 1978; Carver Scheier, 1981; E. Diener SruU, 1979), and by presenting the task with test instructions versus game or neutral instructions (e. g. , Entin Raynor, 1973; Lekarczyk Hill, 1969; McCoy, 1965; Sarason, 1972). Taken together, the results suggest that highlighting performance goals relative to learning goals can have the following effects on achievement behavior. Goals and Task Choice Learning and Performance Goals Contrasted How and why do the different goals foster the different patterns? How do they shape task choice and task pursuit to facilitate or impede cognitive performance? The research reviewed below indicates that with performance goals, the entire task choice and pursuit process is built around childrens concerns about their ability level. In contrast, with learning goals the choice and pursuit processes involve a focus on progress and mastery through 2 See M. Bandura and Dweck (1985), Dweck and Elliott (1983), and Leggett (1985) for a more extensive treatment of childrens theories of intelligence. The present article will focus on achievement goals and their allied behavior patterns. Appropriately challenging tasks are often the ones that are best for utilizing and increasing ones abilities. Recent research has shown that performance goals work against the pursuit of challenge by requiring that childrens perceptions of their ability be high (and remain high) before the children will desire a challenging task (M. Bandura Dweck, 1985; Elliott Dweck, 1985). That is, if the goal is to obtain a favorable judgment of ability, then children need to be certain their ability is high before displaying it for judgment. Otherwise, they will choose tasks that conceal their ability or protect it from negative evaluation. For example, when oriented toward performance goals, individuals with low assessments of their ability are often found to choose personally easy tasks on which success is ensured or excessively difficult ones on 1041 October 1986 9 American Psychologist which failure does not signify low ability (M. Bandura Dweck, 1985; Elliott Dweck, 1985; see also deCharms Carpenter, 1968; Moulton, 1965; Nicholls, 1984; Raynor Smith, 1966). Even individuals with high assessments of their ability may sacrifice learning opportunities (that involve risk of errors) for opportunities to look smart (Elliott Dweck, 1985; see Covington, 1983). Thus, performance goals appear to promote defensive strategies that can interfere with challenge seeking. With learning goals, however, even if childrens assessment of their present ability is low, they will tend to choose challenging tasks that foster learning (M. Bandura Dweck, 1985; Elliott Dweck, 1985). Specifically, in studies by EUiott and Dweck (1985), in which learning and performance goals were experimentally manipulated, and by M. Bandura and Dweck (1985), in which learning and performance goals were assessed, children with learning goals chose challenging tasks regardless of whether they believed themselves to have high or low ability (see also Meyer, Folkes, Weiner, 1976; Nicholls, 1984). Thus with a learning goal, children are willing to risk displays of ignorance in order to acquire skills and knowledge. Instead of calculating their exact ability level and how it will be judged, they can think more about the value of the skill to be developed or their interest in the task to be undertaken. Goals and Task Pursuit Outcome interpretation and impact. Although within a performance goal childrens confidence in their ability needs to remain high to sustain task involvement, that confidence is difficult to maintain. Research shows that children with performance goals are more likely to interpret negative outcomes in terms of their ability. That is, they attribute errors or failures to a lack of ability (Ames, 1984; Ames et al. , 1977; Elliott Dweck, 1985) and view them as predictive of continued failure (Anderson Jennings, 1980). This in turn tends to result in defensive withdrawal of effort or debilitation in the face of obstacles (Covington Omelich, 1979; Elliott Dweck, 1985; Frankl Snyder, 1978; Nicholls, 1976, 1984; see also Berglas Jones, 1970; Weiner, 1972, 1974). In contrast, children with learning goals tend to use obstacles as a cue to increase their effort or to analyze and vary their strategies (Ames, 1984; Ames et al. 1977; Elliott Dweck, 1985; Leggett, 1986; Nicholls, 1984), which often results in improved performance in the face of obstacles. That is, the more children focus on learning or progress, the greater the likelihood of maintaining effective strategies (or improving their strategies) under difficulty or failure (A. Bandura Schunk, 1981; Elliott Dweck, 1985; Farrell Dweck, 1985; see also Anderson Jennings, 1980; C. Diener Dweck, 1978). Satisfaction with outcomes. Once again, within the performance goal versus learning goal framework, the focus is on ability versus effort. For performance-goal children, satisfaction with outcomes is based on the ability they believe they have displayed, whereas for learninggoal children, satisfaction with outcomes is based on the 1042 effort they have exerted in pursuit of the goal. Ames et al. (1977), for example, found that with an autonomous reward structure (learning goal), childrens pride in their performance in both the success and the failure conditions was related to the degree of effort they perceived themselves to have exerted. However, within the competitive reward structure (performance goal), pride in performance was related to the degree of ability (and luck) they believed themselves to have. Thus, failure within a performance goal, because it signifies low ability, yields little basis for personal pride or satisfaction. Indeed, within a performance goal, high effort may be negatively related to satisfaction: Leggett (1986) showed that children with performance goals are significantly more likely than children with learning goals to view effort per se as indicative of low ability (see also Jagacinski Nicholls, 1982; Surber, 1984). Findings by M. Bandura and Dweck (1985) also support the differential emphasis on effort versus ability as the basis for satisfaction within learning and performance goals. When asked to indicate their affective reactions to low-effort mastery, children with learning goals were more likely than children with performance goals to choose bored or disappointed as opposed to proud or relieved. Finally, within a performance framework, childrens own outcome satisfaction and that of their peers may be in conflict. Results from the Ames et al. 1977) study are consonant with this view. Childrens own satisfaction and perceived others satisfaction with performance were negatively correlated under the competitive reward structure (-. 70) but not in the autonomous reward structure (. 06), even though their relative outcomes were identical in the two conditions. In addition, in rating how deserving of rewards (stars) both persons were, given their level of performance, children were more magnanim ous toward the poorer performer (whether it was self or other) in the noncompetitive condition than they were in the competitive one. Indeed, in the noncompetitive condition, they even awarded the losing other slightly more stars than they awarded themselves. Intrinsic motivation. It has been noted that persistence in the face of obstacles is made more difficult within a performance goal because obstacles tend to cast doubt on the childs ability and hence to call into question goal attainment (favorable ability judgments). Persistence is also made more difficult by the fact that intrinsic motivational factorssuch as task interest or the enjoyment of effortmay be more difficult to access within a performance goal. That is, effort in the face of uncertainty appears to be experienced as aversive for children with performance goals, and worry about goal attainment may well overwhelm any intrinsic interest the task may hold for the child (Ames et al. , 1977; M. Bandura Dweck, 1985; Elliott Dweck, 1985). Indeed, performance goals may well create the very conditions that have been found to undermine intrinsic interest (Deci Ryan, 1980; Lepper, 1980; Lepper Greene, 1978; Maehr Stallings, 1972; Ryan, Mires, Koestner, 1983). October 1986 9 American Psychologist In concluding this section on goal orientation and task pursuit, we might ask: Do childrens goal orientations play a role in what and how they actually learn in classroom settings? One of the hallmarks of effective learning (and of intelligent thinking) is the tendency to apply or transfer what one has learned to novel tasks that embody similar underlying principles. In a recent study, Farrell and Dweck (1985) examined the relationship between childrens goal orientations and transfer of learning. As a week-long unit in their regular science classes, eighth-grade children were taught one of three scientific principles by means of self-instructional booklets. They were then tested for their generalization of this learning to tasks involving the two (conceptually related) principles that had not been taught. The results showed that children who had learning goals for the unit, compared to those who had performance goals, (a) attained significantly higher scores on the transfer test (and this was true for children who had high and low pretest scores); (b) roduced about 50% more work on their transfer tests, suggesting that they were more active in the transfer process; and (c) produced more rulegenerated answers on the test even when they failed to reach the transfer criterion, again suggesting more active attempts to apply what they had learned to the solution of novel problems. To summarize, a performance goal focuses children on issues of ability. Within this goal, childrens c onfidence in their current ability must be high and must remain high if they are to choose appropriately challenging tasks and pursue them in effective ways. Yet the same focus on ability makes their confidence in their ability fragile-even the mere exertion of effort calls ability into question. A strong orientation toward this goal can thus create a tendency to avoid challenge, to withdraw from challenge, or to show impaired performance in the face of challenge. Ironically, then, an overconcern with ability may lead children to shun the very tasks that foster its growth. In contrast, a learning goal focuses children on effort-effort as a means of utilizing or activating their ability, of surmounting obstacles, and of increasing their ability. Not only is effort perceived as the means to accomplishment, it is also the factor that engenders pride and satisfaction with performance. The adoption of learning goals thus encourages children to explore, initiate, and pursue tasks that promote intellectual growth. The Relation of Ability and Motivation Does Ability Predict Motivational Patterns? One might suppose that children who had the highest IQ scores, achievement test scores, and grades would be the ones who had by far the highest expectancies for future test scores and grades, as well as for performance on novel experimental tasks. Surprisingly often, this is not the case. In fact, one of the things that makes the study of motivation particularly intriguing is that measures of childrens actual competence do not strongly predict their confidence of future attainment (M. Bandura Dweck, October 1986 9 American Psychologist 1985; Crandall, 1969; Stipek Hoffman, 1980; see also Phillips, 1984). Indeed, M. Bandura and Dweck found that their low-confidence children tended to have somewhat higher achievement test scores than their high-confidence group. Interestingly, the low-confidence children did not have poorer opinions of their past attainment or abilities but faced the upcoming task with low expectancies of absolute and relative performance. One might also suppose that high-achieving children would be much less likely than low achievers, when encountering an obstacle, to attribute their difficulty to a lack of ability and to show deteriorated performance. But this supposition, too, is often contradicted by the evidence (e. g. , Licht Dweck, 1984; Stipek Hoffman, 1980; see also C. Diener Dweck, 1978, 1980). A tendency toward unduly low expectancies (CrandaU, 1969; Stipek Hoffman, 1980), challenge avoidance (Licht, Linden, Brown, Sexton, 1984; see also Leggett, 1985), ability attributions for failure (Licht Shapiro, 1982; Nicholls, 1979), and debilitation under failure (Licht et al. , 1984; Licht Dweck, 1984) has been especially noted in girls, particularly bright girls. 3 Indeed, some researchers have found a negative correlation for girls between their actual ability and these maladaptive patterns (Crandall, 1969; Licht et al. , 1984; Licht Dweck, 1984; Licht Shapiro, 1982; Stipek Hoffman, 1980). An extensive study of sex differences in achievement cognitions and responses to failure recently completed by Licht et al. (1984) yields illustrative evidence. On the basis of their grades, Licht divided her subjects into A, B, C, and D students and, among other measures, administered a novel concept formation task. A significant sex difference was found among the A students (and only among the A students) in their response to failure, with the A girls showing the greatest debilitation of the eight groups and the A boys being the only group to show any facilitation. In addition, Licht found a strong sex difference in task preferences between A girls and A boys: The A girls much preferred tasks they knew they were good at, whereas A boys preferred ones they would have to work harder to master. It is also interesting to note that in Leggetts (1985) study of bright junior high school students, there was a greater tendency for girls than boys to subscribe to an entity theory of intelligence (smartness as a fixed trait, a static entity) and for those who did to choose a performance goal that avoided challenge. Again, it is not the case that these girls are unaware of their attainments (Licht Dweck, 1984; Nicholls, 1979; Parsons, Meece, Adler, Kaczala, 1982), but knowledge of past successes does not appear to arm them for confrontations with future challenges. For example, in a study by Licht and Dweck (1984) that examined the 3It is important to note that sex differences,like most individual differences,are by no means found in everystudy. However,when sex differencesare found,the sameonesare typicallyfound. Thus,the pattern describedis a recurrent one that has been foundin many studiesfrom many differentlaboratories. 1043 impact of initial confusion (vs. no confusion) on subsequent learning, high-achieving girls rated themselves as being bright but still showed greater debilitation than lowachieving girls. Whereas in the no-confusion condition, the brighter the girl (by her own self-rating and by IQ score), the more likely she was to master the new material (r = . 7), in the confusion condition, the brighter the girl, the less likely she was to reach the mastery criterion (r = -. 38, Paifflt; . 02). (For boys in this study the correlation between self-rated ability and task performance tended to increase from the no-confusion to the confusion condition: rs . 15 and . 34, respectively. ) In short, being a high achiever and knowing one has done well in the past does not appear to translate directly into high confidence in ones abilities when faced with future challenges or current difficu lties. Nor does it clearly predict the maintenance of ones ability to perform or learn under these conditions. It is apparent, then, that a maladaptive motivational pattern is not the sole province of the low-achieving, failure-prone child. Does Motivational Pattern Predict Ability Over Time? If there is a sizable proportion of high achievers with maladaptive motivational patterns (see Phillips, 1984), and if these patterns are important to achievement, then why are these children still high achievers? Drops in achievement can result from performance debilitation or task avoidance. That is, both the presence of failure or the opportunity to avoid challenging subject areas may lead to cumulative skill deficits in children with maladaptive patterns. For good students, grade school may not provide either of these. It may present neither tasks that are difficult enough to create failure and debilitation nor the choice of not pursuing a given subject area. For these reasons, maladaptive patterns may not yet typically come into play. Licht and Dweck (1984) showed, however, in an experiment conducted in classrooms, that when confusion does accompany the initial attempt to learn new material, mastery of the material is seriously impaired for these children. It may be that only in subsequent school years will these maladaptive tendencies have their impact on achievement, when children with these patterns may elect to avoid challenging courses of study, drop out of courses that pose a threat of failure, or show impairment of performance under real difficulty. Thus, our experimental studies may create conditions that good students will encounter fully only in later years but that reveal underlying patterns already in place in the grade school years. In the following section, sex differences in motivational patterns and achievement are used as a means of exploring the ways in which motivational patterns can affect achievement, and ability, over time. The Case of Sex Differences in Mathematical Versus Verbal Achievement Discrepancies between males and females in mathematical and verbal achievement have long been a source of puzzlement and concern. Although in the grade school 1044 years girls equal boys in mathematical achievement (and surpass them in verbal achievement), during the junior high and high school years, boys pull ahead and remain ahead in mathematical achievement (Donlon, Ekstrom Lockheed, 1976; Fennema Sherman, 1977; Hilton Berglund, 1974; Maccoby Jacklin, 1974). A wide assortment of explanations has been advanced, ranging from claims about the nature of the genetic equipment (Benbow Stanley, 1980) to arguments about the impact of sex role stereotypes (Sherman Fennema, 1977). Without ruling out other explanations, one can add a motivational explanation based on the research findings reviewed above. Specifically, the fact that the two sexes often display different motivational patterns and the fact that the academic subject areas in question differ in major ways aside from the skills they require suggest that perhaps motivational patterns contribute to these achievement discrepancies. This suggestion is made even more plausible when one considers that (a) sex differences in mathematical achievement are greatest among the brightest students (Astin, 1974; Fox, 1976) and (b) sex ifferences in motivational patterns and associated behavior appear to be greatest among the brightest students. As noted above, bright girls compared to bright boys (and compared to less bright girls) seem to display shakier expectancies, lower preference for novel or challenging tasks, more frequent failure attributions to lack of ability, and more frequent debilitation in the face o f failure or confusion (Licht et al. , 1984; Licht Dweck, 1984; Stipek Hoffman, 1980). Moreover, some characteristics of mathematical versus verbal areas are precisely those that would work against individuals with this pattern but that would favor individuals with the more confident, challengeseeking pattern (see Licht Dweck, 1984, for a more detailed discussion of these characteristics). Specifically, new units and courses in mathematics, particularly after the grade school years, tend to involve new skills, new concepts, or even entirely new conceptual frameworks (for example, algebra, geometry, calculus). These new skills and concepts are not only different from but are often more difficult than those the child has mastered in the past. In the verbal areas, however, once the basic skills of reading and writing are mastered, one does not as typically encounter leaps to qualitatively different tasks, tasks requiring mastery of completely unfamiliar verbal skills. Increments in difficulty appear to be more gradual, and new units or courses often simply ask the student to bring existing skills to bear on new material. This general difference between mathematical and verbal areas may have several important psychological consequences. For one thing, as children ponder future math courses, the greater novelty and difficulty of the future courses compared to present ones would be expected to precipitate declines in confidence for bright girls, but not for bright boys. Indeed, in the study cited above, Parsons et al. (1982) found significant sex differences in expectancies for future math courses even when females October 1986 9 American Psychologist nd males were equivalent in their perceptions of their present mathematical ability and in their expectancies for their present math courses. Task preference data as well suggest that a greater discrepancy between present and future tasks in mathematical versus verbal areas may render math less appealing to bright gifts, but perhaps more appealing to bright boys. Bright girls, it will be recalled, tend to prefer tasks they are fairly certain hey are good a t and can do well on, whereas bright boys are more attracted to tasks that pose some challenge to mastery (Licht et al. , 1984; see also Leggett, 1985). Yet another consequence of this proposed mathverbal difference is that in math, children are more likely to experience failure or confusion at the beginning of a new unit or course. This might be expected to produce debilitation (or escape attempts, such as course-dropping) in bright girls but perseverance in bright boys. And, indeed, support for this prediction of differential debilitation comes from the Licht and Dweck (1984) study, described earlier, in which confusion (or no confusion) attended the introduction of new subject matter, and from the Licht et al. (1984) study in which obstacles were encountered in the acquisition of a new skill. In both cases, bright girls showed the most impairment and bright boys the most facilitation. In short, mathematics appears to differ from verbal areas in ways that would make it more compatible with the motivational patterns of bright boys and less compatible with those of bright girls. Thus, given two children with equal mathematical aptitude and mathematical achievement in the grade school years, but with differing motivational patterns, we would predict precisely the sex differences in course taking and long-term achievement that are found to occur (Donlon et al. , 1976; Fennema Sherman, 1977; Hilton Berglund, 1974). With increasing age, children make increasingly consequential decisions, and maladaptive patterns may begin to impair their achievement and constrict their future choices. Maladaptive patterns such as those displayed by bright girls may even fail to foster intellectual growth in general. In a 38-year longitudinal study of IQ change (measured at mean ages of 4. 1, 13. 8, 29. 7, and 41. 6), Kangas and Bradway (1971) found that for males the higher the preadult level, the more they gained in later years, whereas for females the higher the preadult level, the less they gained in later years. In fact, of the six groups in the study (males and females with high, medium, and low preadult IQs), all showed surprisingly large gains over the years (between 15 and 30 points) except the high-IQ females, who showed little gain (about 5 points). Although there are many possible interpretations of these results, the general picture suggests that bright females, compared to bright males, are not thriving. Our analysis suggests that appropriate motivational interventions may help prevent some of the achievement discrepancies between the sexes. Let us turn, then, to the experiences or interventions that appear to foster adaptive motivational patterns. October 1986 9 American Psychologist Experiences That Foster Adaptive Patterns The question for motivational interventions is: What are we aiming for and how do we get there? When one considers the necessity for, but the vulnerability of, confidence within a performance goal framework, one is led to the position that challenge seeking and persistence are better facilitated by attempts to foster a learning goal orientation than by attempts to instill confidence within a performance framework. Nonetheless, much current educational practice alms at creating high-confidence performers and attempts to do so by programming frequent success and praise. (See Brown, Palincsar, Purcell, 1984, for a discussion of this issue. How did this situation arise? I propose that misreading# of two popular phenomena may have merged to produce this approach. First was the growing belief in positive reinforcement (interpreted as frequent praise for small units of behavior) as the way to promote desirable behavior. Yet a deeper understanding of the principles of reinforcement would not lead one to expect that frequent praise for short, easy tasks would create a desire for long, challenging ones or promote persistence in the face of failure. On the contrary, continuous reinforcement schedules are associated with poor resistance to extinction, and errorless learning, as evidenced by Terraces (1969) renowned pigeons, has been found to produce bizarre emotional responses following nonreinforcement. Second was a growing awareness of teacher expectancy effects. As is well known, the teacher expectancy effect refers to the phenomenon whereby teachers impressions about students ability (e. g. manipulated via test information) actually affect students performance, such that the students performance falls more in line with the teachers expectancies (Rosenthal Jacobson, 1968). The research on this self-fulfilling prophecy raised serious concerns that teachers were hampering the intellectual achievement of children they labeled as having low ability. One remedy was thought to lie in making low-ability children feel like high-ability children by means of a high success rate. In light of the implications that were drawn from teacher xpectancy effects, it is interesting to contrast them with the views of the original researchers (see, e. g. , Rosenthal, 1971, 1974; Rosenthal Jacobson, 1968). Unlike many of their followers, they appeared to frame their work within (and provide teachers with) an incremental theory of intelligence. Specifically, in the Rosenthai and Jacobson (1968) study, teachers were told that the test for intellectual blooming indicated that the target children would show remarkable gains in intellectual competence during the school year. Moreover, when hypothesizing possible mechanisms through which gains were produced, the original researchers thought in terms of teachers having stimulated intellectual growth through challenge. And, in reviewing work on undesirable expectancy effects, they lamented that lows seemed to be given too little work, and work that was too easy, to spur cognitive gains (Rosenthal, 1971). (See also, Brown et al. , 1045 1984, who argued cogently that it is not ill treatment, but a failure to teach the necessary high-level skills, that accounts for much of the achievement deficit of low-reading groups. Thus, these original researchers were oriented toward producing intellectual growth in children rather than simply giving children an illusion of intelligence. The motivational research is clear in indicating that continued success on personally easy tasks (or even on difficult tasks within a performance framework) is ineffective in producing stable confidence, challenge seeking, and persistence (Dweck, 1975; Relich, 1983). Indeed, such procedures have sometimes been found to backfire by producing lower confidence in ability (Meyer, 1982; Meyer et al, 1979). Rather, the procedures that bring about more adaptive motivational patterns are the ones that incorporate challenge, and even failure, within a learning-oriented context and that explicitly address underlying motivational mediators (Andrews Debus, 1978; A. Bandura Schunk, 1981; Covington, 1983; Dweck, 1975; Fowler Peterson, 1981; Relich, 1983; Rhodes, 1977; Schunk, 1982). For example, retraining childrens attributions for failure (teaching them to attribute their failures to effort or strategy instead of ability) has been shown to produce sizable changes in persistence in the face of failure, changes that persist over time and generalize across tasks (Andrews Debus, 1978; Dweck, 1975; Fowler Peterson, 1981; Relich, 1983; Rhodes, 1977). Thus far, only short-term experimental manipulations of childrens goal orientations have been attempted (Ames, 1984; Ames et al. , 1977; Elliott Dweck, 1985). Although these goal manipulations have been successful in producing the associated motivational patterns, much research remains to be conducted on how best to produce lasting changes in goal orientation. To date, motivational interventions, such as attribution retraining, have been conducted primarily with less successful students (those who display both a lag in skill level and a maladaptive response to difficulty). Yet, the earlier discussion suggests that some of the brightest students, who in grade school as yet show little or no obvious impairment in the school environment, may be prime candidates for such motivational interventions. Among these are children (e. g. , bright girls) who have had early, consistent, and abundant success yet, despite this (or perhaps even because of this), do not relish the presence or the prospect of challenge. implications for practice and ameliorative interventions. Indeed, ways ofappropriately incorporating issues ofselfconcept into education have long been sought. The social-cognitive approach, by identifying particular selfconceptions (e. g. childrens theories of their intelligence) and by detailing their relationship to behavior, may well provide the means. In addition, there is growing evidence that the conceptualization presented here is relevant not only to effectiveness on cognitive tasks but also to effectiveness in social arenas. For example, childrens attributions for social outcomes predict whether they respond adaptively to rejection (Goetz Dweck, 1980), and childrens social goals are related to their popularity among their classmates (Taylor Asher, 1985). Thus the present approach may illuminate adaptive and maladaptive patterns in diverse areas of childrens lives and may thereby provide a basis for increasingly effective socialization and instructional practices across these areas. REFERENCES Ames, C. (1984). Achievementattributions and self-instructionsunder competitiveand individualisticgoal structures. Journal of Educational Psychology, 76, 478-487. Ames,C. , Ames,R. , Felker,D. W, (1977). Effectsof competitivereward structure and valence of outcome on childrens achievementattributions. Journal of Educational Psychology, 69, 1-8. Anderson, C. A. , Jennings, D. L. (1980). When experiencesof failure promote expectationsof success: The impact of attributing failureto ineffectivestrategies. Journal of Personality, 48, 393-407. Andrews, G. R. , Debus, R. L. (1978). Persistence and the causal perceptions of failure: Modifyingcognitiveattributions. Journal of Educational Psychology, 70, 154-166. Astin, H. (1974). Sexdifferencesin scientificand mathematicalprecocity. In J. C. Stanley, D. P. Keating, L. H. Fox (Eds. ), Mathematical talent: Discovery,descriptionand development. Baltimore,MD Johns Hopkins UniversityPress. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand. Bandura, A. , Schunk, D. H. (1981). Cultivating competence, selfefficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598. Bandura, M. , Dweek, C. S. (1985). Self-conceptions and motivation: Conceptions of intelligence, choice of achievement goals, and patterns of cognition, affect, and behavior. Manuscript submitted for publi- Summary and Conclusion Motivational processes have been shown to affect (a) how well children can deploy their existing skills and knowledge, (b) how well they acquire new skills and knowledge, and (c) how well they transfer these new skills and knowledge to novel situations. This approach does not deny individual differences in present skills and knowledge or in native ability or aptitude. It does suggest, however, that the use and growth of that ability can be appreciably influenced by motivational factors. The social-cognitive approach, with its emphasis on specific mediating processes, has generated important 1046 cation. Beck,R. C. (1983). Motivation: Theoriesand principles. EnglewoodCliffs, NJ: Prentice-HaU. Benbow,C. P. , Stanley,J; C. (1980). Sex differencesin mathematics ability: Fact or artifact. Science, 10. 1262-1264. Berglas, S. , Jones, E. E. (1970). Drug choice as a self-handicapping strategyin responseto noncontingentsuccess. Journal of Personality and Social Psychology, 36, 405-417. Brockner,J. , Hulton,A. J. B. (1978). How to reversethe viciouscycle of low self-esteem:The importance of attentional focus. Journal of Experimental Psychology 14, 564-578. Brown,A. L. , Palincsar,A. S. , Purcell,L. (1984). Poor readers:Teach dont label. In U. Neisser(Ed. ), The academicperformanceof minority children: A new perspective. Hillsdale,NJ: Erlbaum. Carver, C. S. , Scheier,M. F. (1981). Attention and self-regulation: A control-theoryapproach to human behavior. NewYork:Springer. Verlag. Covington, M. V. (1983). Strategicthinking and the fear of failure. In S. E Chipman, J. Segal, R. Glaser (Eds. ), Thinking and learning skills: Current research and open questions (Voi. 2). Hillsdale, NJ: Erlbaum. Covington, M. V. , Omelich, C. L. (1979). Effort:The double-edged October 1986 9 American Psychologist sword in school achievement. Journal of Educational Psychology, 71, 169-182. Crandall, V. C. (1969). Sex differences in expectancy of intellectual and academic reinforcement. In C. P. Smith (Ed. ), Achievement-related motives in children. New York: Russell Sage. deCharms, R. , Carpenter, V. ( 1968). Measuring motivation in culturally disadvantaged school children. In H. J. Klausmeier, G. T. OHearn (Eds. ), Research and developmenttoward the improvement of education. Madison, WI: Dembar Educational Services. Deci, E. L. , Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed. , Advances in experimental social psychology (Vol. 13). New York: Academic Press. Diener, C. I. , Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. Diener, C. I. , Dweck, C. S. (1980). An analysis of learned helplessness: II. The pro cessing of success. Journal of Personality and Social Psychology, 39, 940-952. Diener, E. , Srull, T. K. (1979). Self-awareness, psychological perspecfive, and self-reinforcement in relation to personal and social standards. Journal of Personality and Social Psychology, 37, 413-423. Dollard, J. , Miller, N. E. (1950). Personality and psychotherapy. New York: McGraw-Hill. Donlon, T. , Ekstrom, R. , Lockheed, M. (1976, September). Comparing the sexes on achievement items of varying content. Paper presented at the meeting of the American Psychological Association, Washington, DC. Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685. Dweck, C. S. , Elliott, E. S. (1983). Achievement motivation. In E. M. Hetherington (Ed. , Socialization, personality, and social development. New York: Wiley. Dweck, C. S. , Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109-116. Elliott, E. , Dweck, C. S. (1985). Goals: An approach to motivation and achievement. Manuscript submitted for publication. Entin, E. E. , Rayn or, J. O. (1973). Effects of contingent future orientation and achievement motivation on performance in two kinds of tasks. Journal of Experimental Research in Personality, 6, 320341. Farrell, E. , Dweck, C. (1985). The role of motivational processes in transfer of learning. Manuscript submitted for publication. Fennema, E. , Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51-71. Fowler, J. W. , Peterson, P. L. (1981). Increasing reading persistence and altering attributional style of learned helpless children. Journal of Educational Psychology, 73, 251-260. Fox, L. (1976). Sex differences in mathematical precocity: Bridging the gap. In D. P. Keating (Ed. ), Intellectual talent: Research and development. Baltimore, MD: Johns Hopkins University Press. Frankl, A. , Snyder, M. L. (1978). Poor performance following unsolvable problems: Learned helplessness or egotism? Journal of Personality and Social Psychology, 36, 1415-1423. Goetz, T, Dweek, C. (1980). Learned helplessness in social situations. Journal of Personality and Social Psychology, 39, 246-255. Hilton, T. , Berglund, G. (1974). Sex differences in mathematics aehievementA longitudinal study. Journal of Education Research, 67, 231-237. Hull, C. L. (1943). Principles of behavior. New York: Appleton-CenturyCrofts. Jagacinski, C. M. Nieholls, J. G. (1982, March). Concepts of ability. Paper presented at the meeting of the American Educational Research Association, New York. Kangas, J. , Bradway, K. (1971). Intelligence at middle age: A thirtyeight year follow-up. Developmental Psychology, 5, 333-337. Leggett, E. (1985, March). Childrens entity and incremental theories of intelligence: Relationships to achievement behavior. Pape r presented at the meeting of the Eastern Psychological Association, Boston. Leggett, E. (1986, April). Individual differences in effort-ability inference rules: Implications for causaljudgments. Paper presented at the meeting of the Eastern Psychological Association, New York. Lekarczyk, D. T. , Hill, K. T. (1969). Self-esteem, test anxiety, stress and verbal learning. Developmental Psychology, 1, 147-154. Lopper, M. R. (1980). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. In W. A. Collins (Ed. ), Minnesota Symposium on Child Psychology (Vol. 14). Hillsdale, NJ: Erlbaum. Lopper, M. R. , Greene, D. (Eds. ) (1978). The hidden costs of reward: New perspectives on the psychology of human motivation. Hillsdale, N J: Erlbaum. Licht, B. G. , Dweck, C.

Homer The Great Greek Poet

Homer The Great Greek Poet Free Online Research Papers Homer, is one, if not the most influential Greek writers/poets to ever live. The estimated TOB of Homer is supposedly around the 8th century BC it is guessed that Greek poet Homer was born around the Greek Island Ionia. Though very little is know of the author; he is given credit to writing two of the most familiar and influential pieces of Greek literature ever written. Homer did not only create a basis for education and Greek culture; he accomplished these landmarks during the spreading of the Christian religion. First, through the creating of The Illiad and The Odyssey, Homer did create a basis for education and Greek culture. These works of Homer very much affected Western standards and ideas. To the Greeks, they were not just everyday literature; they saw the work representing the Hellenic unity and moral instruction. However, there is doubt over whether The Illiad and The Odyssey were composed of the same author. This argument was brought up when the difference in genres between the stories was brought up. But it is still believed by today’s historians that the author of both writings was from a single man. Second, Homer created a basis for Greek education and Greek culture; he also did this through his style of poetry. It had been one of the most important discoveries from a Homeric scholarship; the discovery was that Homer’s style was oral. Oral poetry is a kind of poetry that is made and passed down by word of mouth and without ever writing it down. When Homer recited these oral poems he liked to call himself â€Å"singer†. He introduced a new concept of a very different style of poetry. Third, Homer created a basis for education and Greek culture; he did this by being so influential and brilliant. During the Hellenistic age, Homer received a hero cult in several cities. Great shrines and sculptures were created by amazing artists and were put in popular territories. For example, Ptolemy IV Philopator built a shrine in Alexandria. And also A marble relief, made in Egypt, brought to Italy was made in his honor. In this piece, Homer is not just a great poet, but he also is an inspired source of all literature. Fourth, Homer created a basis for education and Greek culture, but mysteries of his authorship are still being questioned today. Most scholars agree that both The Illiad and The Odyssey went through a process of standardization and refinement. Confirming that Homer created not all of today’s version of these writings, but the basic outline is most likely the same. Other scholars, however, maintain their belief in the reality of an actual Homer. Though a possible theory, not much evidence is found of an actual man Homer. Fifth, Though Homer created a basis for education and Greek culture, his place of origin is a mystery to most scholars. There is a general belief that Homer was a native of Ionia. Which is considerable, considering that the dialect of the poems is Ionian. The most certain, and valuable piece of information proving this general belief is that his descendants, the Homeridae, lived on an Ionic island known as Chios. This location is recalled in both of Homers creations The Illiad and The Odyssey. Homer did not only create a basis for education and Greek culture through his writings; he did it during the spreading knowledge of Christianity. Being the most influential and bright-minded writers in Greek culture, Homer is still living today, not actually, but through his creations. Research Papers on Homer The Great Greek PoetTartaros A Place of Ultimate PunishmentBooker T. Washington, W.E.B. Du Bois, Ida B. Wells-BarnettDeontological Teleological TheoriesContrasting Berthe Morisot and Jan van EyckCritical Analysis of HamletThe Gnostic JesusSociology is a ScienceIntentism The Resurrection of the AuthorThe Broken FamilyMy Writing Experience