Frost resistance of concrete containing brick aggregate Dissertation

Frost resistance of concrete containing brick aggregate - Dissertation Example This amazing ability also allowed him to predict, characterize and exploit the chemical and physical qualities of minerals, metals and other elements found in nature. It is this specific knowledge that makes it possible to develop new applications in the industries such as construction, shipbuilding, manufacturing, food production, etc. Early structures built by early civilizations of Egypt, China, India and other nations are still in existence today, although most of them are in ruins already. Man will always build new structures as habitat and places to work in, sometimes building skyscrapers to maximize the use of limited land. However, a growing realization that Earth's resources are not infinite has lead to the Green Movement in the construction industry these days. A big component of today's modern structures is concrete which makes up more than 60% of the total volume in construction materials. This paper discusses the exciting possibilities of using concrete with brick aggreg ates in them to improve their frost resistance and make them long-lasting. This paper examines the use of brick aggregates instead of the other usual aggregates in cement. Some studies showed brick aggregates concrete to have better qualities (Singh 27). I. Aim of the Project It is the aspiration of every architect and engineer to build structures which can last for long periods of time. The idea is to build for posterity if possible and this can be done with the right types of construction materials. Concrete has always been a favourite material due to its availability, strength and ease of use. The word concrete comes from the Latin concretus which means compact or condensed; this makes concrete desirable as a material of choice. In concrete, builders have found the ideal material to construct grand buildings of all shapes and sizes. Concrete is a composite construction material derived by mixing cement with fly ash, slags, aggregates (made up of gravel, crushed rocks, limestone, granite and a little bit of sand) water and several chemical admixtures. Concrete solidifies into place after mixing it with water in a process known as hydration. The water reacts chemically with the cement to form and bond all its other components together into a hard rock-like material. Concrete is the most widely-used man-made construction material in the world today. A lot of factors determine whether the concrete will stand the test of time. Moreover, engineering structural designs need to take into consideration the actual load weights imposed on the concrete. A concrete structure is exposed to various elements of nature such as wind, rain, earthquakes, fires, moisture and snow, to name just a few. In other words, the durability of a structure is to a large extent determined by its exposure to the elements. An important consideration that allows a concrete mixture to withstand the extreme elements of nature is the design and composition of the aggregates mixture forming the c oncrete. It is in this regard that I am examining how brick aggregates can improve the frost resistance of the concrete. A re-examination of its desired frost-resistant qualities is vital because it will improve concrete structures by making them more durable. It will help in minimising use of scarce construction materials by reducing a need to build new structures to replace old ones. The problem of

International border searches Essay Example for Free

International border searches Essay It is recognized that it is paramount to the U. S. to protect and preserve the integrity of its borders. This involves a constant balancing by the authorities between trade and commerce on one hand and terrorist activities, contraband and illegal immigrants on the other hand. By reason of this, security operations involve border searches and seizures which necessarily have implications on the Fourth Amendment (Vina, 2005). The Fourth Amendment ensures and protects the people from unreasonable searches and seizures and provides, â€Å"â€Å"The right of the people to be secure in their persons, houses, papers, and effects against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized† (U. S. Constitution, Fourth Amendment). The Fourth Amendment is to ensure that the powers of the federal government are not arbitrarily used against its citizens. Legally, â€Å"reasonableness† is required as one to be determined by a judge for the issuance of a search warrant. The judge is said to be independent and impartial as to determine the existence of probable cause so that the police can make the search or arrest [Katz v. U. S. , 347, 357 (1967)]. A violation of the Fourth Amendment will result in the exclusion or suppression of whatever evidence may be gathered pursuant to the exclusionary rule enunciated by the Court in the case of Mapp v. Ohio, 367 U. S. 643 (1961). There are however, exceptions established when reasonableness and warrant requirement are relaxed and therefore â€Å"probable cause is not invariably required either† (Vernonia School Dist. 47J v. Acton, 515 U. S. 646, 653 (1995). This occurs when the interests of the public require more protection than those of private interests. One of these established exceptions to the warrant and probable cause requirement is border search [Camara v. Municipal Court, 387 U. S. 523 (1967)]. Discussion Border search is defined in the case of United States v. Ramsey as â€Å"that searches made at the border, pursuant to the longstanding right of the sovereign to protect itself by stopping and examining persons and property crossing into this country, are reasonable simply by virtue of the fact that they occur at the border, should, by now, require no extended demonstration (431 U. S. 606 (1977)). This does not require a warrant, probable cause or reasonable suspicion (Onecle web site, 2005). The exception of border search is provided for under the United States Code specifically in Chapter 19, subsections 482 and 1582. This exception is premised on the duty of the state to protect its citizens, regulate trade and commerce and enforces immigration laws, thus, authorizing routine stops for searches at the border [U. S. v. Ramsey, 431 U. S. 606 (1977)]. There are two types of border search, namely routine and non-routine (Vina, 2005). In the case of U. S. v. Johnson, the Court explained that routine search include a search without any suspicion and entails very limited invasion of privacy (991 F 2d. 1287, 1291 7th Cir. 1993). This may include a dog sniff of the person, a search and inspection of belongings, luggage and car (Vina, 2005). The non-routine search includes more intrusive methods and is conducted when the authorities have suspicion that there is alimentary canal smuggling. The search may consist of â€Å"destructive searches of inanimate objects, prolonged detentions, strip searches, body cavity searches, and some x-ray examinations† (Vina, 2005). Body cavity searches include searches in cavities such as â€Å"vagina, rectum, or the use of emetics† [Vina, 2005 citing United States v. Ogberaha, 771 F. 2d 655, 657 (2d Cir. 1985) (vagina); United State v. Pino, 729 F. 2d 1357, 1358 (11 th Cir. 1984) (rectum); United States v. Briones, 423 F. 2d 742, 743 (5 th Cir. 1970) (emetics)]. The law requires that ‘reasonable suspicion’ consists in particular and specific facts which a logical person can infer from a wrong doing (U. S. v. Montoya de Hernandez (1985), 473 U. S. 531). There are also instances when border searches are allowed to extend beyond the border, in the following cases, namely: â€Å"(1) the government officials have reasonable certainty or a â€Å"high degree of probability† that a border was crossed; (2) they also have reasonable certainty that no change in the object of the search has occurred between the time of the border crossing and the search; and (3) they have â€Å"reasonable suspicion† that criminal activity was occurring† (U. S. v. Teng Yang (2002), 286 F. 3d. 940). These three requisites must exist and concur to render legal and constitutional, the extended border search by ensuring a â€Å"significant nexus with a border crossing† by the suspect (Vina, 2005). Most often the routine searches give rise to non-routine searches such as for instance where undeclared precious stones are found inside the pocket of the suspect, this resulted into reasonable suspicion thus giving rise to the conduct of non-routine search of strip searches. This yielded an envelope of narcotics (U. S. v. Flores, (1973) 477 F. 2d 608). Conclusion The U. S. government embarked on enhancing border security technologies and operations by reason of the September 11 terrorist attack. Intercepting and aborting terrorist attacks and smuggling of contraband were overstressed. Pieces of legislation are being drafted to harness further training in detection of false or falsified documents, pilot programs are launched for â€Å"surveillance technologies, biometric entry and exit data system and enhanced training of border officials (Vina, 2005). Volunteer programs were also set up to assist in observing and reporting of the movement of illegal aliens such as those launched in Arizona in 2005. This is a â€Å"citizens’ neighborhood watch’ program called the Minuteman Project. References Camara v. Municipal Court, 387 U. S. 523 (1967) Katz v. U. S. , 347, 357 (1967) Mapp v. Ohio, 367 U. S. 643 (1961). Onecle Web site 2005 â€Å" Border searches† Retrieved on October 25, 2007, from http://law. onecle. com/constitution/amendment-04/18-border-searches. html United States Code, Chapter 19, subsections 482 and 1582 U. S. Constitution, Fourth Amendment Vernonia School Dist. 47J v. Acton, 515 U. S. 646, 653 (1995). Vina, S. 2005, Protecting our perimeter:† border searches† under the Fourth amendment CRS Report for Congress. Retrieved on October 25, 2007, from http://www. fas. org/sgp/crs/homesec/RL31826. pdf. United States v. Briones, 423 F. 2d 742, 743 (5 th Cir. 1970) U. S. v. Flores, (1973) 477 F. 2d 608). U. S. v. Johnson, 991 F 2d. 1287, 1291 7th Cir. 1993). U. S. v. Montoya de Hernandez (1985), 473 U. S. 531 United States v. Ogberaha, 771 F. 2d 655, 657 (2d Cir. 1985) (vagina) United States v. Pino, 729 F. 2d 1357, 1358 (11 th Cir. 1984) (rectum); U. S. v. Ramsey, 431 U. S. 606 (1977)]. U. S. v. Teng Yang (2002), 286 F. 3d. 940.

Revealing a Characters True Nature During a Moment of Crisis Essay

In literature, there are many examples of people who are placed in â€Å"fantastic† situations, which served to reveal much about themselves, as Dostoevsky suggests. There are also many instances in which people break down and do something completely uncharacteristic in these same situations, as a result of extreme suffering. One such example, is Gretchen, from Goethe's Faust. She was an ingà ©nue and thus revealed her true character at a crucial point in her life. She was not a murderer, yet she murdered. When all her misdeeds began to drive her mad, she became the most lucid in her discernment of good and evil. â€Å"Her last remarks saved her, as she cried out to God in repentance, she was forgiven. Receiving a spiritual awakening, though out of her mind with grief, she still recognized the devil. She sensed evil in Faust and finally realized that there was no love between them† (RoseDeClementi 3.2). Gretchen's deeds were just as despicable as his, but there was a difference; in her moment of truth, she repented and was redeemed. Faust knew that he was condemned to spend eternity in hell. In this instance, I believe that Dostoevsky was correct because Gretchen was portrayed as a victim of manipulation. Another example in literature of someone who revealed her true character, in crisis, was Antigone, from a story of the same name. â€Å"In the story of Antigone, (who was the daughter of Oedipus), more tragedy awaited her. Taking a stand for what she believed to be an injustice and offense against her god, she buried her dead brother which violated the law, thereby sentencing her to her own death; she was to be placed in a tomb alive and left for dead† (Rose-DeClementi 1.2). Her strong beliefs shaped her character which dictated her ac... ...his into consideration, I behaved responsibly. Even when I began to lose my composure with the hospital workers, who refused to take my friend in right away, my true character was revealed. Generally, crisis situations have a tendency to bring out the worst in me, as with most people. This disputes Dostoevsky's theory, which holds that the true nature of a person will be revealed during moments of crisis. My account, as well as the examples taken from literature, prove that Dostoevsky's theory, although valid, is not indisputable. Works Cited Rose-DeClementi, Theresa. Personal journal 1.1. 4 Sept. 2010. Rose-DeClementi, Theresa. Personal journal 1.2. 10 Sept. 2010. Rose-DeClementi, Theresa. Personal journal 3.2. 20 Oct. 2010. Rose-DeClementi, Theresa. Personal journal 4.1. 25 Oct. 2010. Rose-DeClementi, Theresa. Personal journal 4.2. 6 Nov. 2010.

Salem :: essays research papers

The Salem Witchcraft Trials: A Time of Fear and Confusion   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Imagine, just for a minute, living in a time and place where you are not free to practice your own religious or spiritual beliefs and you are forced to live in fear because of persecution by the church and everyone around you. Persecution back in 1692 in Salem Massachusetts was a very real, very serious thing. Those persecuted were hanged, burned, and even pressed against rocks if found guilty of witchcraft. The Salem Witchcraft Trials stands as one of the darkest times in American history of religious tolerance.   Ã‚  Ã‚  Ã‚  Ã‚  The Salem Witchcraft Trails were caused and continued by various events and people. Diseases, natural catastrophes, misfortune, and deaths seemed to be around every corner for the people that lived in Salem. Instead of writing these events off as bad luck people in Salem blamed these horrible things on the Devil. The people of the town believed that the Devil recruits witched and wizards to do his work for him. As soon as something bad happened, the God-fearing people of Salem were quick to blame it on a witch or wizard. Anything a little out of the ordinary like children claiming to see things that someone else could not was blamed on a witch. The people seemed to be always out to find a witch in hopes of stopping their misfortunes. They believed that once the witch was executed all the bad luck they were experiencing would disappear. Since their bad luck never disappeared their witch hunt would not soon be satisfied. The whole tragic trials were apparently started when several young girls were found playing with a ball made of crystal. Only trying to escape their punishment, they claimed to have been forced to do so by a witch. The church tried to seek out and punish the witch or wizard responsible for tormenting the girls and thus started this whole out of control event. The minister of the town, Samuel Parris, not only didn’t help the problem, but added fuel to the fire by telling the town that witches were everywhere and that no one could be trusted. Since people were allowed to testify in court about spirits talking to them, everyone backstabbed each other in order to financially gain another’s property. If you were convicted of being a witch the only way to escape death was to confess.

Arts, Man on Wire, and Bomb the Suburbs

Lilian Sun Maczynska The Literary Imagination 20 August 2012 Arts, Man on Wire, and Bomb the Suburbs Pan to Houston, Texas at night. On an episode of Stephen Fry in America, produced by Andre Singer, standing on a stage in a dimly lit room, surrounded by Houston’s elite, actor and comedian Stephen Fry speaks of the importance of the arts. â€Å"Oscar Wilde quite rightly said, ‘All art is useless’. And that may sound as if that means it’s something not worth supporting. But if you actually think about it, the things that matter in life are useless. Love is useless. Wine is useless. Art is the love and wine of life.It is the extra, without which life is not worth living. † In contrast to Fry, there are people who wish the government would cut funding for the arts. And then there are the artists. People who fight for the right to practice their art, whether they consciously know they’re fighting or not. People who will go to amazing lengths to sh owcase their art, and their dedication and determination is what gets them mentioned year after year after year. People like Philippe Petit, the quirky French high-wire artist who flew from France just to walk on a wire across the Twin Towers, whose life is forever immortalized in the documentary Man on Wire.People like William â€Å"Upski† Wimsatt, one of the most prolific Chicago-born graffiti artists, who inspired a generation of graffiti artists to view graffiti as an art form in his book Bomb the Suburbs!. Using whatever methods they can, illegal or not, they both worked to achieve their dreams and send their message to the world. They managed to pull people out of the blase outlook mentioned in Georg Simmel’s scholarly essay The Metropolis and Mental Life.One of the most prominent situations where an artist’s dream pulled people out of the unconcerned manner in which they carried themselves was the 1974 high-wire walk between the Twin Towers by Philippe Pe tit. High-wire walking is a form of tightrope walking, much like tight-wire walking, which is the simple art of maintaining balance while walking on a tensioned wire. The difference between the two is that high-wire is at a much greater height. The amount of concentration and balance and individual must have to accomplish this is extremely important in the art of tightrope walking. This s a testament to the level of professionalism and dedication that Petit had. Although he gained his notoriety in the US for walking between the twin towers, he was already gaining observations from various other places in the world, such as France, where he walked between the two spires of the Notre Dame Cathedral, and Australia, where he walked between the two sides of the Sydney Harbour Bridge. Petit realized his dream of walking between the Twin Towers when he was sixteen, soon after he had taken up high-wire walking, while in the dentist’s office and seeing an artist’s rendering of the towers as they would look when built.His passion for the art of high wire is best explained by Petit himself in the documentary Man on Wire directed by James Marsh. â€Å"Life should be lived on the edge of life. You have to exercise rebellion: to refuse to tape yourself to rules, to refuse your own success, to refuse to repeat yourself, to see every day, every year, every idea as a true challenge – and then you are going to live your life on a tightrope. † Because of his strong desire to be anything but boring, Petit put everything he had into his art.He practiced with family and friends, letting them help him improve so that one day he would achieve that dream of walking between the Twin Towers. After many years of planning and many hours the previous night setting up, Petit began taking his first steps on the wire. They were all indifferent and did not notice, except the people who were in on ‘the coup’ (his nickname for the act). In 1903, German so ciologist, Georg Simmel speaks of the blase attitude the sights and sounds of the city brought to its inhabitants in his essay The Metropolis and Mental Life. There is perhaps no psychic phenomenon which has been so unconditionally reserved to the metropolis as the blase attitude. The blase attitude results first from the rapidly changing and closely compressed contrasting stimulations of the nerves. † (Simmel par. 5) This is very much the attitude New Yorkers had when Petit started walking across the wire, on the Morning of August 7, 1974. Only after his then girlfriend, Annie Allix, began screaming and pointing to the people around them â€Å"Look! Look! Look, a wire-walker! He’s walking! did people look up and see him, this magnificent artist, walking on the wire, and they were astounded. Said the police officer, Sgt. Charles Daniels, who was sent to apprehend him, † †¦ I observed the tight rope dancer†¦ because you couldn't call him a walker†¦ approximately half-way between the two towers. I personally figured I was watching something that somebody else would never see again in the world. Thought it was once in a lifetime. † By following his dream, no matter the risk (falling to his death, getting arrest d for trespassing), Philippe Petit brought to the world, his own little piece of art, forever immortalized in history, and will always be known as the man who laid in the clouds. Fast forward twenty years, and you’ve wandered into the time period of William â€Å"Upski† Wimsatt. A poor white boy, growing up in the ghetto of Chicago, he was gifted with the art of graffiti. Graffiti is a form of public art, usually spray painted on walls, lamppost, mail boxes, or any other public surfaces, originally used as a form of marking territories between gangs. As time progressed, it became less of a mark of territory, and more of an art form.When graffiti emerged as an art form in the late 1960s in New York City , it was immediately a contentious topic. (Bowen 22) The connotation with gangs and vandalism have fueled the media to paint it in a negative light, and many graffiti artists, or â€Å"writers† as many of them consider themselves, feel that if they spoke up about it, they would be patronized for their art and passion, especially since so many artists came from the ghetto, so instead, they just continued to quietly graffiti on their own, only signing their pieces with their signature, or what is known in the graffiti world as a â€Å"tag†.Above: William â€Å"Upski† Womsott’s tag (left), A piece by Upski entitled â€Å"Upski† (right) A 20-year-old Wimsatt saw the injustice behind this and set out to â€Å"†¦be a pioneering graffiti writer, to be a hip-hop organizer in Chicago, and the be a hip hop journalist. † (Wimsatt 164) in order to revel in the art of graffiti. He writes â€Å"†¦ let’s celebrate the city. Let’s c elebrate the ghetto and the few people who aren’t running away from it. Let’s stop fucking up the city.Let’s stop fucking up the ghetto. Let’s start defending it and making it work for us. † (Wimsatt 11) On the surface of it all, it seems as if Wimsatt only has a strong personal vendetta against suburbs, but he also supports the art of graffiti in a strong way, being an artist himself. With the publication of his book, he inspired a generation of graffiti artists in the 80s and 90s to not hide their art, but to display it proudly and have pride in it and they city in which they live.Although the act of vandalism is illegal (Wimsatt tells of stories where he had to hide and run from the police, or what he perceived to be the police in his paranoia), Wimsatt encourages the act of graffiti in spaces where it can be seen, writing to a fan and fledgling graffiti artist, â€Å"Choose spots that maximize the good impact of the work, while minimizing its b ad side-effects. Maximize public exposure, surprisingness and daring of a piece, while minimizing its insult, and cost to people of the city.The best targets for piecing are usually abandoned buildings, rooftops, and neighborhood permission walls, especially in unexpected places. Questionable targets include all public or private property that gets buffed and raises the cost of living. † (Wimsatt 57) With this, he deliberately proves that he wants to bring recognition and fame to the beauty of the art of graffiti for the art, and not for any destructive reason. Petit and Wimsatt have both brought fame to themselves, and their arts.They both risked getting arrested by the police to be able to showcase this, to inspire a nation, and to motivate a generation. Through diligence, commitment, and persistence, artists every day, not just Philippe Petit and William â€Å"Upski† Wimsatt, contribute to the life force of the arts, as more and more people become aware of the import ance of the arts, and rally to support it. Petit and Though, yes, the arts are not necessary to live, and not every person needs it to be able to sustain a job or anything of the like, however, if one would just imagine the works without art, it is a bleak world.No paintings, no music, no tv, no fashion, no anything that makes this world one worth living in. Like Stephen Fry said, â€Å"Art is the love and wine of life. It is the extra, without which life is not worth living. † 10 Philippe Petit and William â€Å"Upski† Wimsatt unquestionably believe that. Works Cited * Bowen, Tracey E. â€Å"Graffiti Art: A Contemporary Study of Toronto Artists. †Ã‚  Studies in Art Education  41. 1 (1999): 22-23. Print. *   Fry, Stephen. â€Å"Mountains and Plains. †Ã‚  Stephen Fry in America. Dir. John-Paul Davidson and Michael Waldman.BBC. 02 Nov. 2008. Television. * Man on Wire. Dir. James Marsh. Prod. Simon Chinn. By Igor Martinovic, Michael Nyman, J. Ralph, and Jinx Godfrey. Magnolia Pictures, 2008. DVD. * Simmel, Georg. â€Å"Altruists International – 404 Error Page. †Ã‚  Altruists International – 404 Error Page. N. p. , n. d. Web. 23 Aug. 2012. ;http://www. altruists. org/static/files/The%20Metropolis%20and%20Mental%20Life%20(Georg%20Simmel). htm;. * Wimsatt, William Upski. Bomb the Suburbs. New York, NY: Soft Skull, 2000. Print.

How Hitler Came To Power as Chancellor in January of 1933 †History Essay

How Hitler Came To Power as Chancellor in January of 1933 – History Essay Free Online Research Papers How Hitler Came To Power as Chancellor in January of 1933 History Essay The main reasons Hitler became chancellor in January of 1933 were because the Nazi party used a strict regime of sensitive propaganda, the Nazi spokesperson, Hitler basically told the German people what they wanted to hear of how Hitler would end the depression which was sweeping over Germany. The Nazi party also gave the German people a scapegoat for the lost war, the Jews. This would help the German people vent their anger towards someone. They promised to destroy Marxism (which is the earliest type of communism), to abolish the treaty of Versailles which caused the downfall of Germany in the first place. The Treaty of Versailles was ruthlessly cruel and unfair towards the Germans, it took away their dignity and pride in their country it reduced them to practically nothing and still the allied forces wanted more from them. France only agreed to the terms of the treaty if they could bleed Germany dry as well. This would receive great support from the German people, who believe the Weimar republic signed it unfairly and were forced into it by the French. This was one of the weaknesses of the Weimar republic which lost them support. The German people believed the Weimar republic was making a mess of everything to do with reparations and the German people turned towards extremist parties, which offered drastic actions which gave more support. The Nazi party seemed well organised which made them stand out, as there would have been no political parties before this point in time, from the other political parties which were not as well organised and professional as the Nazi’s. The Propaganda which was used for the Nazi party was extremely effective in convincing the German people to vote for them, it showed posters of shadowed people all crowing around a big golden sign which says HITLER in block capitals. This would appeal to the German people as this was the age of the depression, people were homeless, unemployed, and starving. These were the people that were showed in this poster. It shows them that Hitler can change all this and help these main people, if they vote for the Nazi party. The German President of the time, Hindenburg, didn’t want to appoint Hitler a s Chancellor as he didn’t trust Hitler, so Hindenburg reluctantly appoints Von Schleicher as Chancellor. Von Papen picks up that Von Schleicher is struggling to keep a Reichstag majority, so Von Papen secretly agrees to work with Hitler; Von Papen suggests to Hindenburg that Hitler becomes Chancellor and that he, Von Papen, will be in the cabinet. Von Schleicher naturally refuses as he still doesn’t trust Hitler. Von Schleicher eventually accepts defeat in raising support in the Reichstag. Hindenburg is warned that if he places Von Papen as Chancellor then he may trigger a movement against Hindenburg. So Von Papen suggests and persuades Hindenburg that as long as the numbers of Nazi’s in the Reichstag cabinet are limited, even then with Hitler as chancellor the most extreme Nazi policies could be resisted, he also warns that the alternative is a Nazi revolt and a civil war. Hindenburg is pushed into a corner and has no other option than to appoint Hitler as Chan cellor and Von Papen as Vice Chancellor. In my conclusion I believe the propaganda and Hindenburg not having a choice are the 2 main factors in Hitler’s journey to becoming Chancellor. The propaganda gave the German people faith in Hitler and he gave them back their dignity and pride, they recovered everything they lost and now had a strong desire to work harder than before and become stronger than ever. The only way this could all happen is if Hindenburg let Hitler become chancellor, which happened, so then Hitler build up the German people’s confidence and helped them help themselves out of a depression which was crippling the German state. Research Papers on How Hitler Came To Power as Chancellor in January of 1933 - History EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaTwilight of the UAWBook Review on The Autobiography of Malcolm XCapital Punishment19 Century Society: A Deeply Divided EraHip-Hop is ArtArguments for Physician-Assisted Suicide (PAS)Harry Potter and the Deathly Hallows Essay

Year 2 Inorg 2 Moodle Protocol 2014 15 Essay

Year 2 Inorg 2 Moodle Protocol 2014 15 Essay Year 2 Inorg 2 Moodle Protocol 2014 15 Essay Year 2 Inorganic 2 Linkage Isomerism of Some Cobalt Complexes Objectives Upon completion of this experiment you should understand: (1) Techniques of synthesising nitrito-ÃŽ ºO and nitrito-ÃŽ ºN linkage isomers of cobalt(III), understand their structures, and the mechanisms of the reactions by which they form. (2) How to confirm if nitrito-ÃŽ ºO or nitrito-ÃŽ ºN isomers are present using infra-red spectroscopy. Aim This experiment will illustrate linkage isomerism. Introduction A common property of coordination compounds is that they often occur in isomeric forms having the same empirical formula, but with a different arrangement of atoms. Many types of isomerism exist, more so than in organic chemistry e.g. geometrical, optical, ionisation, ligand isomerism etc. (see CH160 lecture notes). Linkage isomers arise because some ligands can bond via one donor atom in one compound, but via a different atom of the same ligand in another compound. Typical examples of linkage isomersism are: NO2– M-NO2 nitrito-ÃŽ ºN (formerly nitro) M-ONO nitrito-ÃŽ ºO (formerly nitrito) CN– M-CN cyanido-ÃŽ ºC (formerly cyano) M-NC cyanido-ÃŽ ºN (formerly isocyano) NCSï€ ­ M-SCN thiocyanato-ÃŽ ºS (thiocyanato) M-NCS thiocyanato-ÃŽ ºN (isothiocyanato) (Note the old names are given for some of these complexes, which may help with background reading.) In this experiment, you will prepare two compounds with identical formula [Co(NH3)5X]Cl2 where X=NO2. One form is red and the other yellow, the difference arises depending on if NO2 is N- or O-bonded to the Co(III); see Equilibrium (1). (1) The equilibrium, above, actually lies well to the right and the only reason the ÃŽ ºO form can be obtained is that it is the first product when the aqua complex [Co(NH3)5OH2]3+, formed as an intermediate, reacts with a nitrite buffer [details are in R.G. Pearson,P.M. Henry, J.G. Bergmann and F. Basolo, J. Am. Chem. Soc., 76, 5920, (1954)]. This reaction is interesting because it is a good example of an intramolecular rearrangement (see R.K Murmann and H. Taube, J. Am. Chem. Soc., 78, 4886, (1954)). It is also possible to reverse this reaction (ÃŽ ºN to ÃŽ ºO) using UV light. In these two isomers the ligand possesses different steric requirements in the two forms, the angle ï  ¡ (see Figure 1 below) being greater than the angle ï  ¢. In the nitrito-ÃŽ ºO isomer, the O–atom bonded to Co also acts as a π– donor ligand, and since the acceptor orbital on Co is already full (t2g6) this is not the thermodynamically favoured bonding mode. In the nititro-ÃŽ ºN isomer, the N–bonded nitro group acts as a Ï€-acceptor ligand, and accepts electron density from the full Co t2g orbital 1 Figure 1: The different steric requirements of nitrito-ÃŽ ºN (left) and nitrito-ÃŽ ºO (right) The rate of isomerisation of the nitrito-ÃŽ ºO to the nitrito-ÃŽ ºN compound can, of course, be determined by UVvisible spectroscopy, since the species are different colours. However in this experiment you will use infra-red spectroscopy to monitor the change. Safety Carry out all experimental work in a fume cupboard; wear safety spectacles and lab coats at all times. Concentrated ammonia (ammonium hydroxide 18.1 M, density = 0.88) Corrosive, vapour intense irritant to eyes and respiratory system, Use in fume cupboard, wear blue nitrile gloves and eye protection. Metal ions Often toxic, wear gloves. Carefully mop up any spillages, and avoid inhaling any metal containing dust powders. The metal salts you will use are all water soluble and small quantities may be dissolved in water for disposal. Sodium nitrite Irritant Concentrated hydrochloric acid (11.65 M HCl) & diluted hydrochloric acid (6 M HCl) Caustic, will burn skin and eyes, irritant vapour. Use in fume cupboard, wear gloves and eye protection, wash away any small spillages with plenty of water. Experimental Protocol Notes You will require a number of ice-cold liquids for these experiments, you will save time if you prepare these solutions first and store on ice. You use three different concentration of

Definition and Examples of Short Answers in English

Definition and Examples of Short Answers in English In spoken English and informal writing, a short answer is a response made up of a subject and an auxiliary verb or modal. A short answer is generally regarded as more polite than just an abrupt yes or no. Conventionally, the verb in a short answer is in the same tense as the verb in the question. Also, the verb in the short answer should agree in person and number with its subject. Examples and Observations How did she do in her exams? Maria had already told me she had done quite well, but I was now flailing around to keep the conversation going.She passed.She is all right, isnt she?Yes, she is, he replied firmly.(Vikram Seth, An Equal Music. Random House, 1999)The poor lass took quite a fall, didnt she? Gelfrid remarked. Is she usually so clumsy?No, she isnt,† Judith answered.(Julie Garwood, The Secret. Pocket Books, 1992)Youre asking yourself, Can I give this child the best possible upbringing and keep her out of harms way her whole life long? The answer is no, you cant.(Barbara Kingsolver, The Bean Trees. Harper Row, 1988)Can we change? Yes, we can. Can they change? Yes, they can.(Oz Clarke, Oz Clarkes Pocket Wine Guide. Sterling, 2009)Will, youve been in love before, havent you? I mean, with Anna, of course . . . and your various . . . well, you have, havent you?Will looked into his glass. No. No, I havent.(Jennifer Donnelly, The Tea Rose. Macmillan, 2004) Whats up with him?His stomach is sick. Hes nervous about his speech.Hes got food poisoning! Helen declared. â€Å"Hasnt he?†Ã¢â‚¬Å"No, he has not!†Ã¢â‚¬Å"Yes, he has.†Ã¢â‚¬Å"No, he has not!†Ã¢â‚¬Å"Yes, he has.†(Marian Keyes, Anybody Out There? William Morrow, 2006)No, I wont, Jeremiahno I wontno I wont!I wont go, Ill stay here. Ill hear all I dont know, and say all I know. I will, at last, if I die for it. I will, I will, I will, I will!(Charles Dickens, Little Dorrit, 1857) Short-Answer Patterns Answers are often grammatically incomplete, because they do not need to repeat words that have just been said. A typical short answer pattern is subject auxiliary verb, together with whatever other words are really necessary. Can he swim? Yes, he can.(More natural than Yes, he can swim.)Has it stopped raining? No, it hasnt.Are you enjoying yourself? I certainly am.Youll be on holiday soon. Yes, I will.Dont forget to telephone. I wont.You didnt phone Debbie last night. No, but I did this morning. Non-auxiliary be and have are also used in short answers. Is she happy? I think she is.Have you a light? Yes, I have. We use do and did in answers to sentences that have neither an auxiliary verb nor non-auxiliary be or have. She likes cakes. She really does.That surprised you. It certainly did. Short answers can be followed by tags . . .. Nice day. Yes, it is, isnt it? Note that stressed, non-contracted forms are used in short answers.(Michael Swan, Practical English Usage. Oxford University Press, 1995) Short Answers With So, Neither, and Nor Sometimes a statement about one person also applies to another person. When this is the case, you can use a short answer with so for positive statements, and with neither or nor for negative statements using the same verb that was used in the statement. You use so, neither, or nor with an auiliary, modal, or the main verb be. The verb comes before the subject. You were different then. So were you.I dont normally drink at lunch. Neither do I.I cant do it. Nor can I. You can use not either instead of neither, in which case the verb comes after the subject. He doesnt understand. We dont either. You often use so in short answers after verbs such as think, hope, expect, imagine, and suppose, when you think that the answer to the question is yes. Youll be home at six? I hope so.So it was worth doing? I suppose so. You use Im afraid so when you are sorry that the answer is yes. Is it raining? Im afraid so. With suppose, think, imagine, or expect in short answers, you also form negatives with so. Will I see you again? I dont suppose so.Is Barry Knight a golfer? No, I dont think so. However, you say I hope not and Im afraid not. It isnt empty, is it? I hope not. (Collins COBUILD Active English Grammar. HarperCollins, 2003)

The Expansion and Settlement of the US from The Atlantic to the Essay - 11

The Expansion and Settlement of the US from The Atlantic to the Pacific - Essay Example The expansion and settlement of the US from the Atlantic to the Pacific was encouraged by newspaper publishers by the United States government, and by most of the citizens of the country. There have been advanced a plethora of reasons supporting this move, some of which are briefly highlighted in this essay. Some of these reasons are defensible whereas some appear egotistical, self-centered and selfish. For instance, the belief that it was simply manifest destiny that such an expansion should occur is not far from distilled arrogance (Dallek, 345). Those who advance this reason, hold that it was America’s God given responsibility to extend the US from the Atlantic to the Pacific. Apart from the fact that not all are religious leave alone believe in God, most of those who lost their lands may find it hard reconciling their ways to the very God who annexed their lands. It made evangelism hard (Dallek, 365).The expansion and settlement of the US from the Atlantic to the Pacific w as encouraged by newspaper publishers by the United States government, and by most of the citizens of the country. There have been advanced a plethora of reasons supporting this move, some of which are briefly highlighted in this essay. Some of these reasons are defensible whereas some appear egotistical, self-centered and selfish. For instance, the belief that it was simply manifest destiny that such an expansion should occur is not far from distilled arrogance (Dallek, 345). Those who advance this reason, hold that it was America’s God given responsibility to extend the US from the Atlantic to the Pacific. Apart from the fact that not all are religious leave alone believe in God, most of those who lost their lands may find it hard reconciling their ways to the very God who annexed their lands. It made evangelism hard (Dallek, 365). The more defensible reason was the need for new lands for farming, living (as there were experienced population blooms like none other before du e to the high birth rates) and opportunities for business yet the new lands offered more land that could be shared with all concerned (Dallek, 377). In addition, this was a new hope and beginning to most, and a chance for many fugitives to start a new chapter. Slaves could have their freedom in the Western territories (Dallek, 411). However, there are still a number of addition reasons that seemed intolerable/ indefensible.  

Brand Image and Corporate Identity Essay Example | Topics and Well Written Essays - 750 words

Brand Image and Corporate Identity - Essay Example The two elements, brand name, and corporate identity must be addressed for the success of the firm. A brand name offers a distinction between a company’s product and other substitutes in the market. The main aim of the brand name is to enable customers to distinguish a particular product from a pool of substitutes. An effective marketing plan includes a brand name that the organization holds onto to enhance better response from customers. Marketing executives create unique brand names that are attractive to the customers and also create a clear distinction with other products such that customers can easily memorize and identify the brand. A successful brand name must be relevant, coherent, differentiated and be able to create a reputation. One of the firms that have a successful brand name is The Coca-Cola Company. Its brand name, Coca-Cola, has stood out in the face of stiff competition. The brand name is common to many soft drink buyers around the globe. The company uses its one brand name strategy to penetrate new markets and also maintain its existing market share (Lamb, Hair & McDaniel 2010). The brand, Coca-Cola, is known in virtually every household and thus cannot be confused with any other brand. A Brand name is made to stick into the target market and create a long-lasting loyalty to the brand despite other shortcomings of the firm (Berens, Riel & Bruggen 2005). Every product of a firm contains the brand name that acts as the marketing cornerstone. As such, marketers must ensure that the brand name is capable of attracting the target audience and also promote it aggressively so that it reigns in purchasing decisions made in the target market. Moreover, a brand name enhances the investors’ perception of the products of the firm and thus attracts investors, shareholders, and creditors.The corporate identity of a firm represents the general or the overall way.

American women history Essay Example | Topics and Well Written Essays - 1250 words

American women history - Essay Example â€Å"Women are seen to have always had a rather influential role in determining the general growth and prosperity of the communities in which they happen to live in† (Taylor and Moore, 2008). Colonial North America is seen to have had two major groups of women, these are the women of European decent and the Native Indian women. These two different groups of women are seen to come from extremely different backgrounds and were affected in diverse ways by the change in gender roles. During the 16th century, European women are seen to have had very specific roles. These traditional roles primarily entailed the weaving of clothes, the preparation and serving of food and the education and raising of children. However, when colonial North American settlers first came to the New World, they were greatly appalled to discover that the Native Indian women were the ones who had been assigned all of what was considered to be manual and traditional labor according to their European standar ds. The native Indian women were responsible for the rearing of their children, conducting all the various works in and around their houses, the creation of pottery and the preparation of food while the Native Indian men were seen to be enjoying themselves by going on fishing and hunting expeditions, and the building of homes for their families. To the women European settlers, all these activities conducted by women were essentially activities that were conducted by the European noble class as leisure activities.

Pen Pal Letter about Ballet Essay Example | Topics and Well Written Essays - 1000 words

Pen Pal Letter about Ballet - Essay Example However, during the reign of King Louis XIV is when Ballet made positive progress in French culture. The king always invited Ballet dancers to perform to him whenever he had a function not to forget the King himself performed ballet alongside with noblepersons. The contribution made by King Louis XIV towards development of ballet cannot be underestimated especially by him, establishing the first world’s ballet school (Academie Royale de danse currently known as Paris Opera) and was thus renamed as â€Å"The Sun King†. You might be wondering how King Louis XIV performed exemplary in Ballet dance. The person behind this is none other than Pierre Beauchamp, the guy behind the famous principle that each leg must be â€Å"turned-out†. Another question is how this type of dance found its way to Russia. The credit goes to two Frenchmen called Marius Petipa and Lev Ivanov who was his assistant who traveled to Russia back in the early 1840s and produced more than sixty ba llets. They choreographed three famous ballets namely; Nutcracker, Swan Lake, and Sleeping Beauty. Vaganova method- This method of ballet was developed by Agrippina Vaganova to train dancers on classical ballet. It integrates the romantic style of French ballet with dramatic soulfulness of the Russian character. Her contribution towards ballet made her famous dancers in the dancing history as well as being appointed as the director of Imperial Ballet School in Saints Petersberg. Vaganova method is regarded to be clean having precise moves.

Daimler Chrysler Merger Case Study Example | Topics and Well Written Essays - 4250 words

Daimler Chrysler Merger - Case Study Example From its inception until 1978, the U.S. automotive industry showed a steady expansion, with the exception of the years during World War II when its plants were converted to the production of war materials. In 1978, motor vehicle production reached an all-time high of 12.9 million units, including about 9.2 million cars; since then production has fluctuated. In the early 1980s the industry was in a recession, producing fewer cars in 1982 than in any year since 1958. From 1990 to 1992 the industry experienced another recession. In 1996, U.S. motor vehicle production totaled 11.8 million, including 6.1 million cars and 5.7 million trucks; North American motor vehicle production, including all vehicles made by domestic and foreign companies in the U.S., Canada, and Mexico, reached more than 15.4 million-8.2 million cars and 7.3 million trucks. In the mid-1990s, the U.S. auto industry showed signs of recovery (History.com). To try to improve their global positions in terms of output and market share almost all of the major firms in the industry embarked on a period of consolidation in the 1980s and continued this in the 1990s. Ford acquired Aston Martin, Mazda, Jaguar, Land Rover and Volvo. Volkswagen gained Skoda and Seat. General Motors took major interests Saab, Suzuki, Isuzu and Daewoo. Finally, Renault merged with Nissan, Dacia and Samsung. The most salient point arising for the purposes of this paper is the firms which bought firms in economies where they had little previous presence as part of their strategy of going global. Essentially then DaimlerChrysler was caught up in a general trend and found itself following others in the search for what seemed global security through scale and scope. Worker involvement in the full process began in the 1980s. Worker "circles," as developed by the Japanese, gained adherents in the U.S. auto industry as a means of taking some of the drudgery from repetitive, assembly-line tasks and simultaneously giving workers a larger interest in decision making. Profit sharing among auto workers began at the American Motors Corp. in the early 1960s. Chrysler Corp. approved the concept in bargaining with the United Auto Workers (UAW) union in 1981, as did Ford in 1982. By the mid-1980s profit sharing had become standard in the industry. In 1990 the U.S. auto industry and related industries employed about one of every 13 workers in the nation. It is the largest single consumer of steel, plastics, glass, and rubber, to name four key supporting industries. The auto companies could not exist without outside suppliers, who typically supply 30 to 70 percent of the industry's requirements (History.com). To provide U.S. automakers time to catch up with the Japanese, during the 1980s the U.S. government pressed Japan to restrain motor vehicle exports to the U.S. to 2.1 million per year. This quota was lowered to 1.6 million as the Japanese began producing large volumes of vehicles in American plants. Under the National Competitiveness Act of 1984, the three U.S.-based automakers began forming consortia in 1989 under which they share in research and development to reduce costs and speed new

Pen Pal Letter about Ballet Essay Example | Topics and Well Written Essays - 1000 words

Pen Pal Letter about Ballet - Essay Example However, during the reign of King Louis XIV is when Ballet made positive progress in French culture. The king always invited Ballet dancers to perform to him whenever he had a function not to forget the King himself performed ballet alongside with noblepersons. The contribution made by King Louis XIV towards development of ballet cannot be underestimated especially by him, establishing the first world’s ballet school (Academie Royale de danse currently known as Paris Opera) and was thus renamed as â€Å"The Sun King†. You might be wondering how King Louis XIV performed exemplary in Ballet dance. The person behind this is none other than Pierre Beauchamp, the guy behind the famous principle that each leg must be â€Å"turned-out†. Another question is how this type of dance found its way to Russia. The credit goes to two Frenchmen called Marius Petipa and Lev Ivanov who was his assistant who traveled to Russia back in the early 1840s and produced more than sixty ba llets. They choreographed three famous ballets namely; Nutcracker, Swan Lake, and Sleeping Beauty. Vaganova method- This method of ballet was developed by Agrippina Vaganova to train dancers on classical ballet. It integrates the romantic style of French ballet with dramatic soulfulness of the Russian character. Her contribution towards ballet made her famous dancers in the dancing history as well as being appointed as the director of Imperial Ballet School in Saints Petersberg. Vaganova method is regarded to be clean having precise moves.

Tourism in Manchester Essay Example | Topics and Well Written Essays - 3250 words

Tourism in Manchester - Essay Example The intention of this study is Manchester as the place of contrasts and a place of enormous wealth, meaning that it is a place that depicts the cultural heritage of different areas and tourists pay a huge amount of money for visiting these places. Similarly, another historian wrote about Manchester that it is a place which has all the basic necessities of life worthy for a standard lifestyle besides water, and among all this, the beauty of Manchester is the one that is worth seeing Ritvo. Asking from one of the respondents he replied: â€Å"it is the boundless beauty, worth seeing places, availability of all facilities like spa, beauty salon, shopping malls, dining, water parks and much more makes Manchester famous for tourism among tourists†. This takes us to the point that makes Manchester eminent among outsiders is its interminable beauty, untainted environment, and all the facilities that are available at the doorstep. Tourism places are always equipped with wonderful mast erpieces of architectural designs, museums, recreational places, and much more that not only enhance the real beauty of the respective place but attract different people from all parts of the world. As indicated by respondents they perceive that the factors responsible for increasing inclination of individuals towards the development of tourism industry are the never-ending beauty and availability of all the facilities at the threshold. Thus, if we critically analyze this point we can see that the tourism industry in Manchester has undergone a huge development because of its infinite beauty that has always and still is attracting tourists from different parts of the world.

Gorilla Behavior and Human Behavior Essay Example for Free

Gorilla Behavior and Human Behavior Essay Gorillas are often seen in the movies and television shows are big monster that people have to learn to deal with in the long run. Sometimes, gorillas are portrayed as scary creatures. There are times, however, when gorillas are shown as friendly animals which are a lot like human beings. Gorillas can be described and defined in many ways, especially with the help of mass media. Then again, in a scientific context, here is a gorilla really is: The Gorillas Population: There are a lot of living primates in the world, and the largest of its kind are gorillas. These are herbivores that live by dwelling on the ground. Most gorillas are found in Africa, especially in the forests of the said country (Alverdes, 1969). Gorillas survive very well in subtropical or tropical forests although a lot of them thrive in mountains and in different elevations. Elevated areas where gorillas can be found are the Virunga Volcanoes in Albertine Rift. Some gorillas thrive in the lowlands, too, where lots of them are found in marshes, swamps and thick forests (Alverdes, 1969). Gorillas Family Life: The family life of gorillas shows how much similar they are to humans. Gorillas are considered social creatures who typically build harems. Harems, in this context, means that silver back male gorillas will live with its offsprings and a lot of adult female gorillas (Alverdes, 1969). Then again, with the gorillas that live in mountains, only 40% of which have various closely-related male gorillas (Alverdes, 1969). Generally, gorillas groups contain more females than males. In fact, males in the gorillas family are considered â€Å"left-overs†. Male gorillas go round and about the forests alone. The male gorillas, being loners themselves, make up only five to ten percent of the general population of gorillas. An all-male group of gorillas even exists, all of which are found in elevated areas. This all-male gorillas group is called the mountain gorillas (Alverdes, 1969). Gorilla groups come in different sizes. On the average, there are only four to ten members in a gorilla group. It was in the Central African Republic where the largest gorilla group was found. The largest gorillas group was made up of 52 gorillas (Alverdes, 1969). Gorilla groups have leaders, too. What, then, happens when the leader of the gorilla group dies? It is either the whole group just gets dissolved, or a gorilla takes over. Like humans, gorillas have standards, too. The only gorilla who can take over the leadership is the son of the leader who passed away. If not, then it should be the subordinate silver back male gorilla (Alverdes, 1969). These western lowland gorillas are one of the sub-species of the family of gorillas. Each group is composed of ten gorillas and sometimes only six. The leader is the strongest and the fiercest male called the silver back gorilla (Alverdes, 1969). The leaders of such group are challenged, too, to know who deserves to take over. Adolescent males wait until they grow big enough for the challenge and if they dont get the leadership in their hands, they can always leave home and be the leader of the new family he will have to build (Alverdes, 1969). Recent studies show that the 100,000 lowland gorillas in the western part of Africa are no longer 100,000. Today, there may only be around 50,000 gorillas left because of the trade in ape meat (which is illegal) and also because of a disease caused by ebola virus (Alverdes, 1969). Gorillas – A Lot Like Humans? Now here are some behavioral patterns that make gorillas and human beings similar to each other: Gorillas are generally aggressive creatures. Their aggressive behaviors found in the human population are their habit of headlong charge, roaring very loudly and beating their own chest (Derbyshire, 2007). With this, it goes to show that gorillas have a macho reputation like humans. However, despite this reputation, these creatures are very gentle especially when it is their time to eat their meals. Researches show that they also have the habit of cleaning their faces and fingers especially when they just finished consuming their food in a messy manner. If humans use water and soap to clean their fingers and faces, gorillas use giant leaves to replace what humans would call as napkins (Derbyshire, 2007). Dr Noelle Kumpel, a researcher from the Zoological Society of London in West Africa, was surprised when he saw how gorillas used leaves as napkins. How do gorillas do this? They simply tear big leaves from trees and plants. Gorillas wipe their hands and mouths after a meal. No one can deny that is a very basic human activity because before and after eating, humans really clean themselves up. They wash their hands and clean their mouths and dry themselves with a dry towel (Derbyshire, 2007). It has been mentioned awhile ago that gorillas, like humans, are social beings, too. Whatever image of gorillas there is that is portrayed on the television and the cinema are not any inch close to how they are in person. Gorillas are very gentle and delicate creatures, sometimes even gentler and more delicate than human beings. Members of the Zoological Society of London in West Africa observed the behaviors of gorillas in Gabon, a conversation park where lowland gorillas are found. They learned and witnessed with their very own eyes how gentle gorillas are compared to chimpanzees. They show sings of sympathy, friendship and leadership among themselves (Derbyshire, 2007). Another amazing thing about gorillas is that, like humans, they care about their diet, too. Observers discovered that gorillas follow a vegetarian diet. They only eat whatever they see around them, but it is limited only to fruits and leaves (Derbyshire, 2007). Like human beings, gorillas care about how they look. If they see a mud, bug or a flee in another gorillas body, they take it away from that gorillas body. It clearly goes to show that gorillas take pride in their hair which they consider a very significant part of their family life as gorillas (Derbyshire, 2007). Another surprising behavior that gorillas have is that they are technologically minded. If their cousin chimpanzees use stones, twigs and other tools to get some food, gorillas do it differently (Derbyshire, 2007). Like humans, gorillas find better ways to make life easier and more convenient for them. Gorillas use sticks to get to the other side of the pools and swamps or in some other areas they will otherwise not reach without the help of the sticks (Derbyshire, 2007). In A Nutshell: To summarize the whole study, what, in general, makes the gorillas similar to human beings? It is how they behave in a given environment and how they react to situations. It is with the way gorillas try to survive. It is with their ability to think. Not all animals will think about removing flees from another animals hair because only gorillas and human beings know the value of cleanliness and hygiene. The same goes with how gorillas tear giant leaves from trees and plants to clean themselves up after a meal. What makes gorillas and human beings a lot like each other is their ability to think, plan and execute the plans to come up with a result. It is basically about wanting to win the battle of survival called life which other creatures wouldnt even be aware of. Works Cited: Alverdes, Friedrich. â€Å"The Social Life in the Animal World. † Routledge Press, 1999. Ciochon, Russell and John Fleagle. â€Å"Primate Evolution and Human Origins. † Aldine Transaction Press, 1987. Derbyshire, David. 20 June 2007. â€Å"How gorillas have perfect manners at meal times. † Daily Mail. 13 May 2008 http://www. dailymail. co. uk/pages/live/articles/news/news. html? in_article_id=463365in_page_id=1770. Fossey, Dian. â€Å"Gorillas in the Mist. † Houghton Mifflin Books, 1988. Taylor, Andrea Beth and Michele Lynn Goldsmith. â€Å"Gorillas Biology: A Multidisciplinary Perspective. † Cambridge University Press, 2004.

Role of Knowledge for Meaning and Purpose

Role of Knowledge for Meaning and Purpose â€Å"The whole point of knowledge is to produce both meaning and purpose in our personal lives.† To what extent do you agree with this statement? Curious mind, has a zeal to understand what is going on in the surrounding , let it be a natural event or phenomenon or people around, this understanding developed is what I assume frames the basis of knowledge. To quench this thirst provides the necessary fuel required to move on in personal lives. Knowledge provides the purpose and meaning to lead ones personnel life , while saying personal life I mean, the life of a person as guided by him or herself under his or her own instinct, in very own way-not forcefully guided by others rather willfully adopted to lead the personnel life. The question is how a person will drive his life in a specific way? One of the obvious answers could be by having knowledge of what is best for him. This leads to discuss the reason and emotion as the two Ways of Knowing, supported by the Areas of knowledge fueled by ethics and Natural sciences. The essay will try to understand how the reasoning charges the emotion to lead life in a particular way under t he umbrella of Natural sciences in an ethical way, by considering the logical arguments related to it with the help of examples as far as possible. While emotion is a natural instinctive state of mind deriving from ones circumstances, moods or relationship with others, Reason is the cause, explanation or justification for an action or event, reasoning and emotions are closely connected, the decision making relies on emotions, this implies that life is guided by reasoning and emotions, reasoning helps us to foresee the consequences and to judge if the action makes sense, yet what ‘makes sense’ depends upon the emotion. People do not practice any activity without active or passive purpose. They don’t waste time and energy purposelessly specially, a regular exercise of getting knowledge for more than a quarter of their life,Struggling in schools and colleges- investing money,time andenergy. There is Reason behind;true,sometimes the knowledge has a direct and well known purpose whereas sometimes the academic knowledge has some passive purpose but all these knowledge are meant to shape the life of the gainer and struggler for knowledge. The quest of finding the fact about malaria, a deadly disease was, to understand the reason the cause, and its cure, it took long time before the facts got established and a possible treatment was discovered leading to the invention of the medicine.Was this without a purpose? Was there an emotion attached behind, to save the whole human kind? I opine, the pain and sufferings of the patients may have fuelled the research to some extent as well. The natural science and its knowledge are all full with reason and purpose behind all scientific discoveries and inventions and endeavor. True, while trying to find out something purposefully people get extra, even un-associated knowledge of some other type or class which may or may not have an immediate use and purpose in their eyes, for the time being.But the graphic detail of it, remains saved in their mind and is utilized somewhere else in due course of time. or even if unutilized the knower is well aware of the latent information, to keep this piece of work in his brain, so as to utilize it some other time thus, knowledge has two forms namely an active and passive knowledge. It may also be noted that sometimes reason gets defeated by emotions attached to the purpose, a child’s repeated demand of cold drinks while suffering with cold and flu is accepted by father, at this point the knowledge question is, why this acceptance? Possibly, not because of reason but emotion! Talking about the natural science, why do scientists invest their time and brain in new research? Without, any point in their brain? Then what do they do sitting and observing? Till when and why, answering these questions frames the overall purpose of them being there. And these are the knowledge question as well, any new research cannot be carried out in physics or chemistry or biology unless there is a reason behind it, the people from management studies and sciences know it much better, when they say that the most important work for a successful activity is: setting the Goal breaking it into small achievable targets, and then working for the sake of those targets.One by one, to finally achieve the goal, and thus sort out the overall purpose. Scientific research are also done in the same fashion, by setting up goals breaking it into pieces and sequential steps, all forming important steps to reach a solution of the problem, a big tunnel cannot be made or a big mountain cannot be br oken or brought to ground without any purpose. Knowledge establishes facts and information are devised from this fact to help understand life and surroundings in a more refined way which thus provides a better living environment. Now the question is what if there is no purpose behind any peace of quest and there is no curious mind working behind a given idea or set of ideas, will the brain still be working will their still be an idea or creativity from nowhere? Where to start for what when how and many more questions will stand still without any straight or creative answer. So how the quest will take form and why?Another important point worth mentioning out here is the famous instant from Sir Isaac Newton’s life when he wandered as why the apple is falling down on the ground and not going up once it is broken from its branch, which leads to the famous and useful theory of gravitation. This incidence was not only once occurring rather a routine natural process that no one actu ally cared so no purpose and meaning for the people from normal walk of life, so a wandering but purposeful wanderer is needed to really bring meaning and purpose, to shape up knowledge. Or is there any counter claim? Supposing that Mr. Newton was sitting and thinking or dreaming something else at the time of this falling apple, paying no attention to this phenomenon of nature, then what would have happened? The answer is, whatever but not the theory. Ethics is another important area of knowledge which needs to ponder under this debate of knowledge meaning and purpose. Human coordination towards other humans and towards the nature is another philosophical area, which never works without any relationship between purpose, meaning and knowledge. How an ethical rule is defined and or established unless the raw material, a piece of past experience or a smallest of fact is available to the genuine thinkers in this field?Human mind starts working in an active way only with an input of purpose so in here if the main purpose and the meaning are missing from the whole fury of knowledge then nothing as knowledge takes shape. While wandering through wild purposelessly people get involved in watching the plants and trees with highest degree of curiosity only if they have interest in watching and gaining some active or passive purpose behind it others may find interest in watching animals or birds out there. Now if their interest is towards human and ethics the perspective will be different then someone interested in animals and animal protection as compared to someone else who is interested in the delicate balance between all these factors and the new ethical theory or principle formulated will be different from all these theorist and philosophers of ethics. Having said this, we may discuss the academic knowledge as acquired by the scholars at school and colleges, they will have better approach towards their studies, if they have the knowledge and understanding behind their subject of endeavor, if they know the real reason behind the struggle in studies, they will excel in their field as compared to those who are trying to study just for the sake of studying. This is the reason why preface and introduction to the book is written, and written to be placed on the front page. Students undertaking professional qualification always record high percentage of passing out as compared to those who are pursuing a general academic course where the pass percent is comparatively low. Thus to sum up knowledge is always acquired with a purpose and meaning in life and not in vain , I fully agree with the statement, and personally gaining knowledge for me is only possible if there is direct and indirect purpose leading to the meaning in life. This provides the necessary fuel and zeal required to continue the endeavor and struggle towards the successful assimilation of knowledge. Bibliography: References; 1) https://www.google.com/search?biw=1366bih=622noj=1sclient=psy-abq=the+meaning+of+Emotionoq=the+meaning+of+Emotiongs_l=serp.12..0l9.94867.104530.1.110389.8.7.0.1.1.0.989.3221.3-1j2j0j2.5.0.msedr01c.1.61.serp..2.6.3222.WSAznehMuh8 2) https://www.google.com/?gws_rd=ssl#q=Reasoning 3) http://www.theoryofknowledge.net/areas-of-knowledge/ 4) http://www.theoryofknowledge.net/ways-of-knowing/ 5) Eileen Dombrowski, Lena Rotenberg,Mimi Bick. 2007. Theory of knowledge , Course Companion Oxford University Press.

Auschwitz :: Essays Papers

Auschwitz Imagine that a man is lying in his bed asleep. He hears a noise downstairs, and gets up to see what the commotion is. Upon going downstairs, he spots ten soldiers, who grab him and throw him into the back of a truck with twenty more people. When the man asks what is going on, he discovers that the truck is heading towards Auschwitz. This situation happened many times years ago, and is known as the Holocaust. Many Jews and other groups were sent to Auschwitz and this report will explain the dark details that occurred there. Auschwitz was the largest German concentration camp and is located close to a Polish town Oshwiecim in Galcia. This camp was set up on April 27, 1940 and could handle its first prisoners by June 14. Auschwitz housed many groups ranging from Jews and Poles, to Soviet war prisoners and Gypsies (wysiwyg://179/http://www.eb.com:180/cgi-b...&hits=10&pt=t&sort=relevance& firsthit=off). The leading commander of this camp was Heinrich Himmler, who was the chief of the Schutzstaffel, Nazi guards, and the secret police. Under Himmler’s direction he was able to create two more camps similar to the original Auschwitz camp. The way that he set up the operations was to have the prisoners sent by rail to the camps, upon arriving at the camps they were then divided into three different groups. One group was sent to the gas chambers within hours of their arrival. The second group was sent to serve as slaves in industrial factories. The third group was sent to different places to underg o medical experiments (http://www.nizkor.org). The first group that were sent to the gas chambers underwent many events before finally being exterminated. When they arrived at Auschwitz, their fate was to be gassed at a smaller camp called Birkenau. At this camp there were many ways that the prisoners could be killed. There were a total of four gas chambers and four crematoria. The gas chambers appeared as showers to the prisoners and the crematoria was used to incinerate their bodies. First, the prisoners would be given a bar of soap and they would be told to go wash in the showers. Then the Germans would ventilate a gas called Zyclon-B into the bath houses. The chemical was invented by a pest control company and could kill the prisoners in a short period of time.

Nothing Is Certain :: essays research papers fc

Theory of Knowledge Writing Assignment   Ã‚  Ã‚  Ã‚  Ã‚  “Nothing can be known with certainty'; Is this statement true? Are you certain? In this essay I plan to show that nothing can be known with certainty, I will examine the truth and certainty of life and of humans, and prove that nothing can be known for certain.   Ã‚  Ã‚  Ã‚  Ã‚  Sir Isaac Newton came up with many theories of time and space. Euclid said that there can be a concept of a straight line but Newton said nothing could ever travel in a straight line, see illustration below. It shows that in this spherical universe one can go straight but never for very long. If you are certain you are going in a straight line think again. But these facts are known, if not by the general public then at least by mathematicians. However Max Born states the theory only holds water if the exact sphere of reference is specified, if nothing is certain then the sphere of reference can never be known to a point where there is no question as to it being perfect, therefore a basic theory of motion is null and void. The statement “nothing can be known with certainty'; holds true to the vast unending universe all the way down to the tinniest subatomic particle. Everything is moving; nothing can be studied to so exactly that there is no question about the object, because the act of studying an object changes the object.  Ã‚  Ã‚  Ã‚  Ã‚   I am not saying that Newton’s and other theories like it are wrong, I am saying that we put too much faith in something that is not absolute, unfortunately we have no other choice. When I sat down to write this essay I decided to look for the easy way out. In Microsoft Word 97 there is a feature where you can ask the computer a question and it will answer it to the best of its knowledge. If computers are as powerful as man created them, then my state of the art machine with its state of the art word processor should have no problem answering the question, “Why is nothing ever certain?'; When I hit enter to ask the machine the question I was bombarded with a multitude of answers but none of which fit the question. The computer could show me how to print multiple copies of this essay, and how to get this essay on to the Internet where mathematicians and artists alike could see it.

Factors Influencing Career Choice Among the Senior High School

A Thesis in the Department of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil Guidance & Counselling) degree JULY, 2011 DECLARATION STUDENT’S DECLARATION I, DANIEL KWASI GAMELI AVUGLA declare that this Thesis, with the exception of quotations and references contained in published works which have all being identified and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole for another degree elsewhereSIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SUPERVISOR’S DECLARATIONI hereby declare that the preparation and presentation of this work was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba.NAME OF SUPERVISOR: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.DEDICATIONI dedicate this work to my dearest wife Rose and children: Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that influence career choice among the senior high school students in the South Tongu District of Volta Region, Ghana, and the extent to which those factors influence students’ choice.Survey design was used. The main instrument used for data collection was questionnaire. Simple random sample techniques was used to select 200 students, and convenient sampling techniques used to select three administrators and three guidance and counselling coordinators for the study from the three public second cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established using factor analysis and reliability using Cronbach’s alpha.The results of the main hypothesis and the research questions postulated for the study revealed that Intrinsic factors reliably predicted career choice suggesting that Extrinsic factors and Interpersonal factors are not significant predictors when the effects of Extrinsic factors and Interpersonal factors are controlled for. This helps students learn about and explore careers that ultimately lead to career choice. This played a critical role in shaping students career choice.It was recommended that Career Education and Guidance should be introduced in the primary school to enable children to explore the world of work as young people need to make a smooth transition from primary school to the initial years of senior high school and the Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the guidance coordinators to function effectively at their various levels of work.ACKNOWLEDGEMENTI am most grateful to the Almighty God for His loving care and mercy which has made it possible for me to complete this work. I also wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his office during the period.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psych ology and Education who takes his time to see to it that the necessary corrections were carried out.TABLE OF CONTENT CONTENT PAGEDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Significance of the Study 6 1. 7Delimitation 7 1. 8 Definition of Terms 7 1. Organisation of the Study 8CHAPTER TWO REVIEW OF RELATED LITERATURE2. 1 Introduction 9 2. 2 Factors Influencing Vocational Choice 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor Theory/ Actuarial Theory of Career Development 20 2. 3. 2 Holland’s Personality Type Theory 23 2. . 3 Anne Roe’s Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Super’s Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Typ es of Career 41 2. Barriers to career choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 Theoretical Framework of the Study 49 2. 8 Summary 57CHAPTER THREE METHODOLOGY3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study Area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of factors influencing students’ choice of career questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66CHAPTER FOUR RESULTS67 4. 1Analysis of Students’ Bio Data 67 4. 1. 1 Sex Distribution of Students 67 4. 1. Age Distribution of Students 68 4. 1. 3Programme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of Auxiliary Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic a nd Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidance and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students’ Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students’ Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students’ Choice of Career91 5. 1. 4 Problems S tudents face in making their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 Appendix â€Å"A†- Factors influencing students’ choice of career questionnaire 105 Appendix â€Å"B†- Validated version of factors influencing students’ choice of career questionnaire 109 Appendix â€Å"C†- Open ended questionnaire for Guidance and Counselling Coordinators and Administrators 113 Appendix â€Å"D†- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix â€Å"E†- Letter of Introduction 119LIST OF TABLESTable Page 2. Super’s Vocational Developmental Tasks 34 2. 2 Jobs suitable and jobs to be avoided by each personality type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and fa ctor loadings for the four-factor principal component solution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of career choice (white-collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4ANOVAshowing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Gui dance and Counselling Coordinator in their various institutions 78CHAPTER ONE INTRODUCTION1. 1 Background to the Study The importance of career choice among senior high students cannot be over emphasized. Students at this level are mainly adolescents who are moving from this stage of development into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually between the ages of twelve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, ‘somebody in the period preceding adulthood: somebody who has reached puberty but not yet adult’. At this stage the individual is said to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that one-third of teenagers after finishing high school within six months expected to be at work, though know less about how to choose a job, train for it and establish in it. â€Å"A job is a kind of work and a career is time spent in one type of job area of interest† (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a career direction while still in senior high school.They are often influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncertainty of where to get help on how to choose a career. Since career is a lifelong plan, students at this level should be assisted to enable them have a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or making a decision about one’s career and making a choice is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about careers when in high school. Some students may have clear career direction in mind while many of them will have little clue as to which career is best for them.Fry et al, further said â€Å"even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college† p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and others. For many men and women, work helps define their identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the services they render. People take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their skills, talents and working hard to improve those skills. People work to be useful, by working; people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other p eople in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the opportunity to be with others and talk to people. It is clear that work fulfils many important needs and even those who become rich overnight still work.Since no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is important to think carefully about one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupying oneself. O’Toole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, medical care and genetics are all related to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each individual is faced with choosing among the large areas of occupational cluster of work.Such as agriculture, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construction, arts, humanity and sciences, home economics, marketing and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and counselling services or activities in secondary schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services .In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator; Frank Parsons to assist young men make vocational choices based on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons’ ideas. Brewer (1942) cited in Archer (1997) put across four conditions that work together to bring about the beginning and development of vocational guidance. These are: division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled manpower.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three R’s – reading, writing and arithmetic to agricultural and technical curriculum (Hama, 2003), guidance in Gha na started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the country (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to choose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career cou nselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not aware of major occupation groups in Ghana, knowledge of training and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better understanding of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are pursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior hi gh students. 1. 3 Purpose of the StudyThe purpose of this study is to identify those factors that influence students’ decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences between intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students’ career (blue/white collar jobs) in the senior high schools.The following supplementary hypotheses were also tested: 1. There will be significant sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Ques tions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students’ choice of career? 2. To what extent do Extrinsic factors influence students’ choice of career? 3. To what extent do Interpersonal factors influence students’ choice of career? 4. What problems do students face in making their career choices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influen ce career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the purpose of this study the following operational definitions will be used: Intrinsic factors: include interest in the job and personality that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors: include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features as a result of the individual’s associations or consequences.Interpersonal factors: include the influence of parents and significant others. It is concerned or involved relationships between people. Career: is a pattern of work related to preparations and experiences which is carried through a person’s life. Job: is a piece of work carried out for a pay. Work: physical and mental effort directed towards doing something. It is a job in the broader sense. Student: refers to a learner in a senior high school. | | 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the background to the study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary o f the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of collecting data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings: factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenc ed by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence people’s choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice: intellectual ability, aptitudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence people’s choice of career: people’s interests, abilities and personalities, people’s occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researche d on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design applied was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related caree r. However, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their father’s occupation was agriculture-related. Parents’ level of education did not play a critical role in the respondents’ choosing an agriculture-related career. Salary was not considered to have an impact on respondents’ choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents’ to choose other careers. Likewise, retirement plan and job opportunities impacted respondents’ selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nig erian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include parents/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programm e be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke focused on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergraduates in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become chartered accountants (CA) as only two and halve percent (609) of 24, 308 re gistered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Questionnaires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students’ decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were iden tified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researched into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a wo man’s choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences: gendered career norms, social class; economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation with respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned; however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Ger mantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outright disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students’ choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvan ia.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influential in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students’ choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools: a c ase study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students’ vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 respondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering: ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (2003) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate agains t effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. And they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils. The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that personality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, a nd target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted using descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance wa s reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior high students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as â€Å"an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a specific problem† (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a ch oice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake: 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation Management Corps 4. Auxiliary Health Care Workers’ Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below: – Self awareness – Educational awareness – Career awareness – Career exploration, and – Career planning and decision making (Gibson & Mitchell, 1995). Self awareness: Each child must be aware of and respect his/her uniqueness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these concepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness: It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Caree r awareness: Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students’ should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit– responsibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration: This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making: Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be equipped with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Super’s Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called matching or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamson’s counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are: 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individual’s potential 2) Every occupation is made up of factors required for the successful performance of that occupation.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below: Miller a) Vocational development is a cognitive process b) Occupation is a single event; choice is greatly stressed over development c) There is a single ‘right’ occupation for everyone; there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job; one person- one job relationship e) Everyone has an occupational choice (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that wor kers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became increasingly unpopular in the 197 0s, describe as going into ‘incipient decline’ (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait-and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals’ trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Holland’s Vocational PersonalityJohn Holland’s theory shows that there is a match between an individual’s career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Holland’s theory rests on four assumptions: 1. In our culture, persons can be categorized as one of the following: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. 2.There are six modal environments: realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in p rojects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologist, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. Typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, rese arch and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer system analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are understandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many people and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collec ting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, estimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Holland’s work. John Holland created a hexagonal model that shows the relati onship between the personality types and environments. [pic] Figure 2. 1: Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts: Congruence: it refers to the degree of fit between an individual’s personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency: it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation: it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. | | Vocational identity: extent to which a person has a clear self perception of his or her characteristics and goals, and to the degree of stability which an occupational environment provides.Holland’s theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individual’s choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roe’s Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see one’s need as the main determinant of the nature of an individual’s interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy needs; and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person); 2. Business contact (selling and supplying services); 3. Organisation (managemen t in business, industry and government); 4.Technology (product maintenance, transportation of commodities ); 5. Outdoors (cultivating, preserving natural resources); 6. Science (scientific theory and its application); 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roe’s theory was based on Abraham Maslow’s hierarchy of needs stated in this order: 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization