Nonverbal Communication

Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Nonverbal communication is a very large part of human communication behavior. The types of nonverbal communication can range from a simple smile to an obvious avoidance of eye contact, but each behavior carries a direct message that can be understood by all the individuals in a public communication situation. Nonverbal communication, for use in this analysis, is defined by Canary and Dindia (1998) as the form of communication that does not include words; messages expressed by nonlinguistic means, people s actions or attributes, including their use of objects, sounds, time and space, that have socially shared significance and stimulate meaning in others (Canary &Dindia, 1998). Nonverbal communication plays a role in all communication: it is impossible to communicate without sending out nonverbal clues. These clues help others determine the truth behind one’s words and their true feelings. Nonverbal communication is a powerful form of communication in that it expresses and reveals attitudes and attributes that may not be expressed by the words spoken. Through my own observation of a public communication situation, a set of rules for nonverbal communication for that situation was determined, yet it varied according to age and gender. Nonverbal communication rules may differ according to the situation.Sentence and Verbal Communication An individuals actions are different when riding on the subway than their actions when getting acquainted at the local pub. Actions when riding in an elevator may be perceived very differently when doing business at a post office. This analysis does not assume or argue that the rules for nonverbal communication are the same for every public communication situation. Rather, each situation has its own set of rules for nonverbal behavior, and the observation and experience of each situation determines its set of rules. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success.

Comprehensive evaluation in Mathematics Essay

Continuous comprehensive Evaluation should be carried out in relation to learners’ cognitive, affective and psycho-motor growth. Cognitive growth refers to the intellectual development of learners (such as learners’ knowledge, comprehension, application, analysis, synthesis and evaluation). Affective growth emphasizes learners’ attitude, interest and personal development. Psycho-motor growth deals with learners’ ability to perform some activity or do some practical work. Therefore, if you want the teaching-learning process to be really effective, you should evaluate the learners continuously and comprehensively Hence to bring about the improvement in the quality of education and the holistic development of the child who is tomorrow’s global citizen, evaluation process should focus adequately on both scholastic and non-scholastic areas of development. Hence the focus needs to shift to comprehensive evaluation. The comprehensive evaluation also needs to have continuity at regular intervals through out the academic year. This thought is further gets support from the fact that the National Progressive Schools Association has also recommended the scrapping of class X board exams This module focuses upon the various evaluation tools and techniques which can be used for decision making with reference to learners scholastic and non scholastic needs. By comprehensive evaluation, we mean that evaluation should not concern itself only with knowledge but it shall also take into account the factors that are inherent in students’ growth such as skills, understanding, appreciation, interest, attitude and habits. In other words, evaluation should cover all the learning experiences of the learner in curricular as well as non-cognitive areas. Need of Continuous comprehensive evaluation. Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education spread over the total span of instructional time in schools. It helps to identify those positive attributes of the learner which are not usually assessed during the examinations conducted by the Board As it is spread over a period of two years in class IX and X it provides several opportunities for the school to identify the latent talents of the learners in different contexts.

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

Antropologhy - Essay Example The authors (1995, p.1) write, â€Å"Immigration is the very core of American society; with the exception of the Native Americans, every American is an immigrant.† The authors further opine, â€Å"This large presence of immigrants in our midst can easily give rise to strong expressions of nativism, especially when people are faced with deteriorating economic conditions.†(p.2) On the basis of information provided in the movie/video that I viewed as for the migration of Hmong and the pattern of migration of people of many nationalities to New York City/State, the summing up of the issues are as under: Hmong: Hmong are mainly from Laos, where they are an ethnic minority group. Their influx into USA was due to the American Cold War policies in Laos. Majority of the 200,000 Hmong refugees found their destination to USA. The pattern of migration was not due to economic reasons, but the political development in Laos. Hmong immigrants were mostly settled in Minnesota, Wisconsin and California. To halt the communist takeover in Indochina, USA conducted a ground operation in Laos and the Hmong ethnic community sided with USA. In May 1975, when communist takeover was imminent, evacuation of the Hmong into Thailand began. The first batch of 3500 Hmong arrived in USA in December 1975 and by 2000, more than 100,000 had immigrated and resettled. Most of them arrived in USA due to duress and to escape harassment at the hands of the Communist regime. Assimilation in the American society was a tall order for them. Most of them were farmers in their country and to adjust into a capitalist society was a tough call in the initial stages. Hmong cultural values clash with that of Americans. A good number of Hmong youth have taken to criminality and to gang life. Notwithstanding all these challenges Hmong ethnic group as a whole looks forward to a bright future in the land of their immigration. New York – The Worlds City The City of New York has always been in the limelight for one reason or the other, even before USA formally emerged as an independent Nation. It was the important entry point for the Europeans since 1880s. About 20 million immigrants had reached the point of their first landing Ellis Island till the early 20th century. The European immigration continued unabated during the 18th and 19th centuries. An acute condition of the agricultural products known as potato famine in Ireland was the cause of the first wave of immigrants from Ireland who arrived in 1840s. During this period German immigration also began and gradually increased. They settled in Rochester and Buffalo. European immigration picked up momentum and Eastern European Jews and Italians followed suit. This was in 1880s by which time the number of German speaking Jew immigrants in New York was 80,000. By 1920, it had risen to 2,000,000. Italian immigrants began arriving in 1800s. By 1950, their number had increased to 500,000 including the city and the state. The New York City was like the transit centre. As soon as one wave of immigrants dispersed to other areas, a new wave arrived. Yankees from New England were in the forefront as for migration and most of those arriving in 1790 to 1840 in New York were from this country. The Chinese first entered America in 1849.They came as laborers, seeking employment. They arrived in San Francisco. The Chinese suffered immense discrimination as American workers felt

Housing economics (Housing Studies) Essay Example | Topics and Well Written Essays - 3500 words - 1

Housing economics (Housing Studies) - Essay Example There is no government intervention in this economy (Grant & Vidler, 2000, p. 19). The free market system consists of four main categories of actors. They are â€Å"consumers, producers, owners of private property (land and capital) and government† (Economics, 1977). Each actor in the pure market economy is motivated their own self-interest and they take every decision based on their private gain. In this context we make an assumption of rationality. It is a very important assumption that considers that the market actors are rational in the sense that they are both consistent and transitive in the choices that they make. If a person chooses a basket of commodities ‘X’ over a basket of commodities ‘Y’ at a particular point of time, she would choose the same basket of commodities an instant later provided that there are not any alterations made in the baskets. Secondly, if a person chooses ‘X’ over ‘Y’ and ‘Y’ over ‘Z’, he would prefer ‘X’ over ‘Z’. It is a lso to be noted that a rational individual would want more of a normal good (increases consumption of which gives increased utility) than less of it. In the free market economy, any stability issue is resolved without external intervention and it is made possible through â€Å"consistent maximization of a well-ordered function, such as a utility or profit function† (Etzioni, 2010, p. 142) by the two main forces of the market; the consumers and the producers. According to the famous proposition by Adam Smith, an invisible hand works in the free market economy. The housing system in the United Kingdom is a large and complex system and includes a range of relationships between the owners and occupiers of the homes. The houses might e occupied by the owners or might involve various rental tenures in the private sector including the â€Å"not-for profit and local authority sectors† (Diacon, Pattison & Vine, 2009, p. 6). This market consists of millions of existing

Goal for the Case Study Assessment Coursework Example | Topics and Well Written Essays - 250 words

Goal for the Case Study Assessment - Coursework Example Some of the interventions undertaken include teaching directly to him and practicing with long patterns of vowels and having Chris to read short passages loudly daily to work on his fluency. Goal: Given a level 2 expository text, Chris would be in a position to read fluently at an 80WPM rate with a total accuracy of 90% to 93% on two out of the three tries measured by the QRI-5 by the time the year ends. Goal: Given an expository prompt of writing, Chris will comfortably move up[ from level to three and above on proper organization by using a proper structure of the text to help in answering the writing prompt measured by beginners writing continuum rubric. Objective: when writing his expository paper, Chris will use various graphic organizers as a pre-writing organizer to identify correctly the prompt’s text structure 2 out of the three consecutive opportunities (Brown-Chidsey & Andren,  2013).

Management and Accounting Assignment Example | Topics and Well Written Essays - 2250 words

Management and Accounting - Assignment Example Breakeven analysis of the results has also been prepared to determine the volume of sales at which the company will be able to cover its fixed costs. There are a number of financial tools and techniques available to assist business managers to monitor and control their operations. They include budgeting, ratio analysis, breakeven analysis and sensitivity analysis. 2.0 Budgeting Budgets are useful methods of monitoring and controlling costs and organisations prepare a number of them in order to monitor and control expenditure. They include revenue budget, material budget, labour budget, cash budget, budgeted income statement, and budgeted financial statements. The revenue budget is normally the first budget to be prepared. The revenue requirements are determined and a forecast is done of the revenues that the company will generate over a period and when the actual amounts will be received (See Appendix A). The material budget and the labour budget is then prepared based on the informa tion in the revenue budget. These budgets indicate the cost of materials that are required in each period in order to achieve the targeted revenues. The material budget indicates when materials are purchased and the quantity in which they are purchased (See Appendix B). The labour budget includes a description of the labour required and the cost of labour for each period included in the budget. A cash budget is then produced based on the information in the revenue budget, material budget and labour budget (See Appendix C). The cash budget includes a section for inflows (receipts) and another for outflows (payments) (See Appendix D). The receipts in the cash budget are linked to information in the revenue budget and the payments are linked to information in the materials budget and the labour budget. The revenue, material, labour and cash budgets are shown in Appendix A, B, C and D. In order to forecast the total income, expenditure and profits for the period a projected income state ment is prepared. This statement draws cumulative information from the revenue budget, the material budget, the labour budget and the cash budget. The projected retained earnings from the projected income statement is then used in the preparation of the forecast balance sheet along with capital items in the cash budget, prepaid and unpaid expenses which are determined by comparing the information in the income statement with the cash budget. The projected income and financial position statements are shown in Figure 1 and 2 respectively. Famished! Limited Forecast Income Statement for the year ending March 31, 2012 ? ? ? Gross sales revenue 592,000 Less direct material costs after deduction of closing inventory 124,320 Gross margin 467,680 Less expenses: Lease 24,000 Refit depreciation 7,000 Equipment depreciation 5,148 Business rates 24,300 Water 1,712 Electricity 4,508 Gas 6,050 Internet for business use 360 telephone 909 Cleaning 10,944 Promotional expenditure 600 Salaries 241,661 327,191 Operating profit 140,489 Interest payable 902 Retained profit 139,587 Figure 1 Famished! Limited Projected STATEMENT OF FINANCIAL POSITION as at March 31, 2012 ? ? ? Non current assets Cost Dep'n Net Refit of premises 35,000 7,000 28,000 Equipment 28,600 5,148 23,452 51,452 Current assets Inventories 1,800

The films Rush Hour and Rush Hour 2 Essay Example | Topics and Well Written Essays - 2500 words

The films Rush Hour and Rush Hour 2 - Essay Example Rush Hour – The Scene When Carter and Lee Meet for the First Time The first scene that will be examined will be the scene in Rush Hour, where Jackie Chan’s character, Chief Inspector Lee, is getting off the plane to meet Carter, played by Chris Tucker, for the very first time. The scene opens with an overhead shot of Carter sitting on the roof of a black car, with the words â€Å"Snake Boss 24† overlaid on the scene in large red letters. The scene then cuts to a medium shot of a plane that is coming in on the runway. Then, a medium shot of Carter, in a full length body shot, as he checks his watch. After this shot is a long shot of the same plane that was shown in the very first shot, but, this time, the plane is shot through a window pane, and the plane is seen down below. The words â€Å"is back with† is overlaid on the window pane, in red, in the same writing as â€Å"Snake Boss 24† as the plane coming in on a long shot on the other side of the window pane. These three shots are edited and cut so that they are very c lose together – the original shot of the plane, which was the medium shot, was about seven seconds long, the shot of Carter checking his watch was about three seconds long, and the long shot of the plane was also about seven seconds long. ... The next shot is a close up of Inspector Lee, as he looks around, with the words â€Å"Rush Hour† overlaid on that shot, then a medium shot of Lee as he descends the stairs. When he gets to the bottom of the stairs, the camera cuts immediately to Carter, in a medium shot, as he is walking towards Lee. The shot of Carter walking towards Lee is about three seconds long. The shot after the shot of Carter walking towards Lee, is another medium shot of Lee, who is looking towards Carter, then turns to a woman next to him and speaks Chinese. During this entire sequence, there is no speaking, until Lee greets the Chinese woman next to him – rather, there is music that sounds Chinese. The pacing of this sequence is extremely rapid, as there is cutting away to show different parts of the shot – the plane, Carter, the plane, Carter, and the plane. After Carter reaches Lee, the first dialogue is spoken in the scene, while a bass guitar plays in the background. When Carter f irst reaches Lee, he is shot from the back, then the camera immediately cuts to a close up of Carter’s face, and now Lee is being shot from the back. This shot alternates between a close up of Carter, as he is talking to Lee, thinking that Lee doesn’t speak English, and a close up of Lee’s face, which first looks perplexed, then he is smiling, then back to Carter close up, then back to Lee closeup, then a medium shot of both of them as Carter is turning towards the camera. The camera is of the two men in a medium shot, from the waist up, as Carter talks about how he can’t believe that he got stuck with this assignment. This shot, where Carter is facing the camera and talking to himself is the slowest shot of the sequence, as this shot is around 12 seconds long.

Is Ham correct that the connection between science and naturalism is Movie Review

Is Ham correct that the connection between science and naturalism is 'arbitrary' - Movie Review Example Ham promotes the view that evolutionists are at fault because they outlaw what is supernatural and beyond explanation. They claim that anything which cannot be proven by science is unbelievable. This is how they deny the presence of supernaturalism in this world. There are many supernatural causes which cannot be explained by science, but that does not mean they are not real. Science rules out supernatural causes because it is a field which nurtures on the food of observations. However, anything not observable like historical science should be separated from the science that is observable. How can Billy Nye claim that the earth is 4.5 billion years old without being present through the course of billions of years to observe one species evolve from another? This suggests that speculation forms the bedrock of evolution which is quite ironical since Nye seems to champion the importance of observations and science. Ham’s belief that the connection between science and naturalism is arbitrary also seems to be supported by Ziman (1968) who argued that science should be distinguished from pseudoscience. Scientific method is based on observations and that makes science, but pseudoscience is only a collection of beliefs and speculations thought to be based on scientific method. Thagard (1978) also argues that science should be separated from pseudoscience. There is a wide popularity of pseudoscience presently which should be condemned. The relationship between science and naturalism is also man-made or arbitrary because confirmations for any theory or philosophy can be found anywhere. This means that the relationship between science and naturalism is not based on some concrete system, rather it is arbitrary. â€Å"It is easy to obtain confirmations, or verifications, for nearly every theory† (Popper 1957). Both Ham and Nye have worked for years to make the complex subject of origins understandable to the world. However, despite

Diabetic neuropathy Essay Example | Topics and Well Written Essays - 500 words

Diabetic neuropathy - Essay Example st likely causes of nerve damage include hereditary qualities that lender an individual susceptible to nerve infection, physical injury caused to the nerves, lifestyle characteristics such as smoking and alcohol usage. In addition, the other causes are metabolic aspects such as irregular blood fat levels, low levels of insulin, high blood glucose and neurovascular factors, which result to the damage to the blood vessels that carry oxygen and nutrients to the nerves (Benjamin, n.d.). Some patients will have no symptoms while others may show a range of signs including pain and numbness for starters. Symptoms of nerve damage may include erectile malfunction in males, vaginal dehydration in females, deteriorating of the muscles of the feet or hands, indigestion, nausea, weakness, difficulties during urination, numbness, tingling, pain in the arms and legs, constipation or diarrhea and finally wooziness as a result of a drop in blood pressure after standing up (Tesfaye, 2009). Other symptoms like loss in weight and depression have been reported in some patients, but they are not as a result of neuropathy, but often go together with it. There are various types of diabetic neuropathies which usually have varied effects to its patients such as autonomic neuropathy that causes hypoglycemia unawareness and changes in bladder role, perspiration and sexual response in patients. Focal neuropathy causes an unexpected weakness of nerves resulting to muscle weakness. Proximal neuropathy results to pain in the leg muscles like the thighs causing a weakness in the legs and finally the peripheral neuropathy mainly results to pain in the arms and legs (Veves, 2006). There is also the autonomic neuropathy will mostly affect sex organs, urinary track, digestive system and blood vessels, and focal neuropathy that affects the abdomen, facial muscles, chest, and pelvis and lower back (Veves and Rayaz, 2007). Futhermore, ther is proximal neuropathy will specialize with the legs and

Dracula and Kenneth Essay Example for Free

Dracula and Kenneth Essay The high angle shot and extreme long shot looking down at Dracula and Harker crossing through the hall. This shot draws attention to Draculas extremely long red cape streaming out behind him like a trail of blood. The low angle shot shows Dracula looming over Harker and makes him look powerful, like he is in control. Many two shots are used to allow the audience to make comparisons between the two characters. The low angle shot is also used to emphasize the shadows movements. The low lighting helps with casting Draculas shadow which is again typical of horror. Draculas eerie shadow moving in the gloom is very effective for scaring the audience as the combination of shadow with candle light works exceptionally well for this scene. This candle light makes the gloomy aspect more present as the castle is immense and there are not very many candles so most of the entrance hallway would be beyond the reach of the light and in darkness, which makes it very scary as you do not know what lurks in the gloom. There is orchestral music played by the strings which go low and slow to create a sinister atmosphere. This music adds to the feeling of tension, the feeling that something is going to happen. The music gets louder and quicker when Harker offends Dracula by laughing and Dracula gets furious and pulls out a sword. This combined with the change of pace and volume of the music makes the audience become afraid, a typical trick of horror. There are many different sound effects in this scene from Dracula. There is the howling of the savage wolves, which scares the audience and makes the element of horror and wildness of the setting more clear. There was the thunder, which is typical of a horror movie. The clanging of the huge, metal gates emphasizes the feeling of the strength and inescapability of the castle and that Harker will not be able to escape and this will be his prison for the rest of his life. Harkers costume is typical of a man of those times. He wears a suit and is very neatly presented. He has his hair combed very carefully. Draculas is very different. He wears a huge red robe which trails out behind him like blood. His hair is curled up high and is white and it mixes with the skin on the back of his neck which makes him look weird and scary. His skin is white and wrinkled like an old man and this creates the effect that he has been drained of all his blood and that helps you to understand his lust for blood and the way he talks about the preciousness of blood. It makes him look very scary and effective, almost dead in a way. It also makes him look exotic and abnormal. He would stand out in a crowd of normal people. There were quite a few similarities between the film extract and the text; both were set in a huge, Gothic castle with a vast courtyard. The stone was massively carved and the door was old and studded. Both had creeping shadows and lanterns. In both the film extract and the text, Dracula is portrayed as having hairy palms (abnormal), profuse hair, an extraordinary pallor as he is very pale, he is portrayed as being an old man in both and he is also similarly portrayed as speaking with a strange intonation (foreign accent). The similarities between the film extract and the text with Harker is that in both they portray his feelings of anxiety and his crossing of the threshold is made significant. The differences are that in the text, Dracula is described as having bushy eyebrows and a moustache whereas in the film extract he has a plain face. In the text, Dracula is dressed in all black while in the film he is dressed in white which emphasizes his paleness with a red cape that is more powerfully visual as looking like blood flowing behind him. Also in the text Dracula is portrayed as having a red mouth with protuberant, pointed teeth while in the film he is shown as having a pale mouth and normal teeth. The director uses this look in order to make Dracula look like a normal human, adding to the feeling of mystery surrounding him, and to make him different from the stereotypic image of Dracula. Summary These two films engage a modern audience in the way the films use clever tricks to give suspense, which can be overlooked in some of the newer horror films that rely on the amount of blood that comes out rather than clever filming and jumpy moments. In short, Dracula and Frankenstein were very similar in the way that they portrayed the typical horror tricks and consisted of similar camera angles to each other point out various bits. I thought that Dracula, both the written extract and the film extract fitted the horror genre a bit better than Frankenstein as it was more believable for me. I also thought that the film extract was much more scary, although Frankenstein wasnt bad and had its moments of fright. My final views were that Dracula was on the whole filmed better than Frankenstein as it used the different camera angles more effectively in my opinion. Andrew Baillie 10ALB Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Advancement Of Technology And Construction Industry Construction Essay

The Advancement Of Technology And Construction Industry Construction Essay 2.1 Introduction The construction industry recently dominated many changes due to the advancement of technology, the industry needs to work collaboratively and pool knowledge in order to capture innovation. Its a common dilemma in the construction industry: how to capture knowledge and transfer it from one job to another, where there will be innovation among the talented personnel. Constructing Excellence, though, has come up with an innovative ground-up way of boosting RD and innovation. The construction process of today is in need of improvement. When comparing the construction process of today with the aspects that are considered necessary for the innovation process, it is clear that there are problems in the sector that to various extents hinder innovations. According to Kristian Widen the construction sector is blamed to be over conservative and low on innovation. Many different types of actions have been initiated depending on what is believed to be the problem. Generally Innovation in construction can be studied from many different perspectives. Traditionally, innovation in general has been studied from either an innovation systems perspective or from the single innovative company. Simplified, innovation systems research deals with how the different companies, government and other institutions relate to each other in the innovation superstructure, while research on the company often deals with its innovation capabilities, strategies etc. These different ways of looking into innovation have taken place in the construction sector as well over the years. There have been a number of studies covering, for example, how national research policies support construction innovation and how projects should be organized. The construction industry is generally driven by single projects that require the creation of a team to do the work and the subsequent dissolution of that team once the job is completed. This can both enable and constrain innovation. It enables innovation by ensuring great flexibility and fast adoption of new ideas and technology, but it can also constrain innovation as much knowledge gained through the process of a project is lost as the business moves on to the next project. Developing a strategy for learning within your organization can help overcome the potential problems of lost knowledge. Documenting lessons learned and best practices after every project can be a useful way to avoid previous mistakes and learn from experience. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ 2.2 Review of the literature 2.2.1 Construction Innovation The need for innovation in the construction industry has long been stressed from both within and outside the industry. Changes in global markets, increased customer expectations, and government pressure have all led to innovation becoming a key focus for the construction sector. To echo this, a recent government report claims that Innovation needs to be at the heart of the construction industrys efforts to improve productivity and develop new capabilities, business and markets. Innovation in construction is considered to be the act of introducing and using new ideas, technologies, products and/or processes aimed at solving problems, viewing things differently, improving efficiency and effectiveness, or enhancing standards of living (The Civil Engineering Research Foundation (CERF), 2000, p. 2). It is increasingly recognized that innovation is not an orderly or neat process, but a process that is disorganized, controversial, and uneven that competes with the day-to-day business and everyday constraints of your business. Therefore, a conscious strategy to manage innovation is crucial in order to spot opportunities and convert these into growth. Generally there is no clear definition of the concept innovation. Many different varieties and also different models exist. For instance Innovation is the process through which firms seek to acquire and build upon their distinctive technological competence, understood as the set of resources a firm possesses and the way in which these are transformed by innovative capabilities (Dodgson and Bessant, 1990, p 38). Similarly its also defined innovation as Innovation means the application of new knowledge to industry, and includes new products, new processes, and social and organizational change (Firth and Mellor, 1999, p.199), It is when an act, as an idea, begins to impact on its environment (Atkin, 1999, p.4). A technological product innovation is the implementation/commercialization of a product with improved characteristics such as to deliver objectively new or improved services to the customer. A technological process innovation is the implementation/adoption of new a significantly improved production or delivery methods. It may involve changes in equipment, human resources, working methods or a combination of these. OECD, 1997, paragraph 24) A technological product innovation is the implementation/commercialization of a product with improved characteristics such as to deliver objectively new or improved services to the customer. A technological process innovation is the implementation/adoption of new or significantly improved production or delivery methods. It may involve changes in equipment, human resources, working methods or a combination of these. OECD, 1997, paragraph 24). Construction Innovation The construction innovations occur in different ways in the organizations, where some times we see they are common models take place in the organizations, while some times innovations occur in different models. Most business drivers to the need for the construction industry to put stronger focus on innovation, and one of the best series documents illustrates the recent attention that has been paid to this subject( Gann and Slater, 1998; Slaughter, 1998; Winch, 1998, Aktin, 1999; Gann et al., 2000; Koskela and Vrijhoef,2001). Drucker defined innovation as the effort to create purposeful, focused change in an enterprises or social potential. Others also defined innovation as innovation is defined as generation, acceptance and implementation of new ideas, processes, products or services (Thompson, 1965) or the successful implementation of creative ideas within an organization (Amabile et al., 1996). According to the previous studies there are five models suggested by Slaughter, namely incremental, modular, architectural, system and radical innovations, by using these models of innovations companies can plan their implementation activities with respect to timing of commitment, coordination among project tea, special resources, and level of supervisory activity. The definition provided by Slaughter (1998) is broadly accepted by participants and academics. She defines innovation as follows: Innovation is the actual use of a nontrivial change and improvement in a process, product, or system that is novel to the institution developing the change. Innovation in the construction industry can take many forms. Slaughter (1998) characterizes such innovation according to whether it is incremental (small, and based on existing experience and knowledge), radical (a breakthrough in science or technology), modular (a change in concept within a component only), architectural (a change in links to other components or systems), or system (multiple, integrated Innovations). Apart form that, its increasingly accepted that construction innovation encompasses a wide range of participants within a product system (see, for example, Marceau et al., 1999). The construction industry is being increasingly challenged to successfully innovate in order to satisfy better the aspirations and need of society and clients and improve competitiveness (Latham 1994; DETR, 1998). Its also very important to consider the existing literature on the broad topic of construction innovation drivers and their operation in a variety of countries (see Blayse and Manley 2004), with the contributions of four authors standing out: Seaden (e.g., 1996), Winch (e.g., 1998), Slaughter (e.g., 1998; 2000) and Gann (e.g., 2001). These authors appear to most effectively mobilize expertise based on both the construction industry literature and the innovation literature. However, despite the significant contributions of these authors, there remains an opportunity to contribute to the literature by exploring construction innovation benefits, using Malaysia construction industry as case. Construction innovation as a field of study has generated a number of useful critiques of the industrys performance, the higher the levels of innovation in the construction industry, the greater the likelihood that it will increase its contribution to economic growth. The innovation processes always takes place but with out notice and the companies in the construction industry are interested innovative technologies in order to be competitive in todays market. In order to be clear with the above mentioned models, firstly we must understand the differences between innovation and invention, invention is a detailed design or model of a process or product that can clearly be distinguished as novel compared to existing arts. Innovation, on the other hand, is the actual use nontrivial change and improvement in the process, product, or system that is novel to the institution developing the change (freeman 1989). Generally the innovations has its benefits to the construction industry, commonly the innovations increase economic growth (Schumpeter 1934), apart from that the innovations also increase the productivity and efficiency (Schmookler 1952), innovation can also be associated with market growth, through the provision of new or improved products and services and reductions of cost of production. On the other hand construction-related innovations can also have significant social benefits (Seaden 1996). There are many attempts to define innovation within the industry, and one of the most comprehensive definitions was given by Ling (2003) and could be considered as the most comprehensive within the construction industry context. He defined innovation as an implementation of new idea to a construction project with the intention of deriving additional benefits, although there might be some associated risks and uncertainties. The new idea may be refer to new design, technology, material component, or construction method used in a project. (Asad et al., 2005). Models of Innovation Incremental and Radical innovations Incremental innovation is a small change, based upon current knowledge and experience. In contrast, a radical innovation is a breakthrough in science or technology that often changes the character and nature of an industry. While incremental innovations occur constantly, radical innovations are rate and unpredictable in their appearance and in their impacts. A radical innovation creates a new way of understanding a phenomenon and formulating approaches through which to solve problems (Nelson and Winter 1977; Dosi 1982). Modular and Architectural Innovations According to the previous studies, there is distinction between modular and architectural innovations, for instance the modular innovation entails a significant change in concept within a component, leaves the links to other components and systems unchanged, while Architectural innovation involves a small change within a components and systems (Henderson and Clark 1990). On the other hand Modular innovations may be developed within an organization and implemented with a minimum of negotiation with parties involved in the development or selection of other components; where as architectural innovations require change and modification in the set of interacting components and systems (Afuah and Bahram 1995). System Innovation System Innovation is also very important among the models of innovations, its identified through their integration of multiple independent innovations that must work together to perform new functions or improve the facility performance as a whole. For this kind of innovations the linkage are explicitly among the innovations, as well as entailing changes in the links to other components and systems (Cainarca et al .1989). The previous papers highlighted that the construction innovation offers the potential for significant company, industry, and societal benefits. As the demand rises for increasingly complex facilities, and the traditional sources of construction materials and labor shrinks, most construction related companies are looking for design and technology innovations to improve their products and services, and decrease their costs. The five models of construction innovations suggested by Slaughter are basis for construction companies to plan and carry out activities to effectively use specific construction innovations. The above models are based upon current theories in management and economics, but are modified to reflect the special conditions associated with constructed facilities.

Great People :: miscellaneous

Great People Only great men are marked with great faults.† This quotation from â€Å"Maxims† was written by La Rochefoucauld. He states that people with nobility of their minds create many mistakes throughout their lives. This quotation is only partially correct, people do indeed have faults but it is these faults that restrict them from being great. Every person has done unpleasant acts that disassociate them from being a great person. Each day, people break society's norms or rules and most feel they have done nothing wrong. A man who has sex with the under aged girl has a justification for his actions. He tells himself that she knew what she was getting into even though he did actually rape her. Just as a man with his wife’s blood on his hands justifies that she deserved her punishment for not following his rules. Everyone breaks some form of laws through out the day. People who do not see themselves as criminals break laws, for instance the average speeder or traffic light runner. These people are in a hurry and do not want the hassle of stopping or slowing down instead they go on and have an accident. Each person has their own way of justifying their actions. Most people blame someone else for their own actions because to them they did nothing wrong. While others compare their actions to the actions of others who did a deed far worse than theirs. With this constant justification of our negative traits peoples' views of reality begin to become distorted and lost. With distortion of reality the whole society begins to shift into a greatless nation of sinners. Some people who are thought of being great discover inventions that injure or take others’ lives. For example Albert Einstein, he was the discoverer of atomic energy. This energy has been used to devastate entire cities and kill uncountable numbers of people. Atomic energy emits a massive amount of radiation that pollutes our air, water, and land leaving large areas inaccessible for years to come. Is this the work of a great individual? No, a great person would not create something that would be this destructive. Albert Einstein obviously did not know the full extent of his discovery. He did not take the time to completely research all the possibilities and consequences that came with his findings. So in other words the human race is still paying for his mistakes.

Myopia Development in Infants :: Vision Sight Nearsightedness Disorders Essays

Myopia Development in Infants An impairment in vision can lead to a very challenging life. Many Americans suffer from abnormalities in their vision. They suffer with diseases such as glaucoma, hyperopia, and myopia. Myopia, or nearsightedness, is fairly prevalent in the United States of America. In fact, it is estimated that twenty-five percent of the population of the United States is nearsighted (Kolata, 1985). Myopia occurs when the resting eye becomes focused on distant objects. The lens of the eye must become thicker and the radius of curvature must be increased in order for the eye to look at nearby objects. In individuals with myopia, the eyes are excessively long. This causes the image to form in front of the retina as opposed to on it (Kolata, 1985). Myopia frequently results from excessive postnatal eye growth. Typically, it develops in the early school years; however, some cases do not develop until early adulthood (Quinn, Shin, Maguire, & Stone, 1999). Myopia is a very serious disease that can have a tremendous effect on the life of a child. Approximately 5.6% of blindness among American school children can be attributed to myopia. Furthermore, it predisposes individuals to retinal detachment, retinal degeneration, and glaucoma (Quinn et. al., 1999). The cause of myopia has not yet been determined. However, children of parents with myopia tend to develop myopia more frequently than children with nonmyopic parents (Young et.al., 1998a). The two highest factors that contribute to myopia are myopic parents and doing "near work". Other indications for the development of myopia include childhood illnesses, low birth weight, and nearsighted siblings (Review of Optometry, 1999). Since a definite cause for myopia has not been determined, researches are divided as to whether the disease is caused by genetic factors or environmental factors. The debate for the genetic theory begins with the thought that myopia may be due to a dominant gene that is inherited by the child from the parent (Young et.al., 1998a). There is evidence to suggest that genetic heterogeneity attributes to high myopia ( Young et.al., 1998b). This implies that the child who inherits diversified genes from his or her parents is more likely to develop myopia. However, it is also thought that myopia may be caused by influences from the nervous system that are not normal and have a negative impact on the developing eye. Thus, it may, as well, be genetically determined (Kolata, 1985). The basis for the genetic theory is supported by the fact that myopia tends to run in families.

Problems With the Mexican Health System Essay examples -- Popular Insu

According to Mexican citizens, the health care system needs further reform to improve the efficiency, availability, and quality of medical services provided to the uninsured. A major source of inconvenience in medical provision is the long wait for treatment. Patients with scheduled appointments, as well as those in emergency situations often have to wait hours for care, and it is an accepted fact for those with Popular Health Insurance that a medical consultation in a hospital would likely engage the entire day.Additionally, both Ordoà ±ez Ramà ­rez and Mercadao Juà ¡rez agree that subsequent reforms must be made to change the focus of medical treatment towards serious diseases such as cancer and diabetes, as they are prevalent in Mexican society and especially in women and children, and IRC (chronic renal failure), which cause high hospitalization and mortality rates throughout Mexico. "Reajustar el listado de enfermedades (CAUSES) y/o padecimientos que cubre el seguro popular ya que muchos de ellos no se encuentran bien distribuidos a fin de cubrir la mayorà ­a de las necesidades de la poblacià ³n mà ¡s necesitada, un ejemplo de ello serà ­a CHAN (cirrosis hepà ¡tica alcohà ³lico nutricional) que es una de las enfermedades en el listado omitiendo por ejemplo IRC (insuficiencia renal crà ³nica) que es uno de los padecimientos que tiene un alto à ­ndice de hospitalizaciones o mortalidad en la poblacià ³n mexicana." As firmly stated by Ordoà ±ez Ramà ­rez, reevaluation of the list of diseases covered by the Popular Insurance Program is a crucial step towards not only helping relieve poverty and exorbitant prices for medical treatment, but decreasing the death toll due to inaccessible or inadequate medical treatment. However, in conjunction to re... ...cala, Mexico. February 24, 2014. (Ordoà ±ez Ramà ­rez is a doctor, and the wife of a doctor as well.) Vance, Erik. "Mexico Chalks up Success in Health-Care Reforms." Nature. Accessed January 30, 2014. doi:10.1038/nature.2012.11222. World Bank. 2008. Providing Subsidized Health Insurance to the Poor. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://documents.worldbank.org/curated/en/2008/01/9455844/providing-subsidized-health-insurance-poor à ¸ World Bank. 2010. Mexico. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://go.worldbank.org/IYG1NQVPU0 *Whyte, Sheila. Sheila Whyte to CBC News newsgroup, "How Mexico's Health System Works," May 4, 2009. Accessed January 30, 2014. http://www.cbc.ca/news/technology/how-mexico-s-health-system-works-1.777348. Problems With the Mexican Health System Essay examples -- Popular Insu According to Mexican citizens, the health care system needs further reform to improve the efficiency, availability, and quality of medical services provided to the uninsured. A major source of inconvenience in medical provision is the long wait for treatment. Patients with scheduled appointments, as well as those in emergency situations often have to wait hours for care, and it is an accepted fact for those with Popular Health Insurance that a medical consultation in a hospital would likely engage the entire day.Additionally, both Ordoà ±ez Ramà ­rez and Mercadao Juà ¡rez agree that subsequent reforms must be made to change the focus of medical treatment towards serious diseases such as cancer and diabetes, as they are prevalent in Mexican society and especially in women and children, and IRC (chronic renal failure), which cause high hospitalization and mortality rates throughout Mexico. "Reajustar el listado de enfermedades (CAUSES) y/o padecimientos que cubre el seguro popular ya que muchos de ellos no se encuentran bien distribuidos a fin de cubrir la mayorà ­a de las necesidades de la poblacià ³n mà ¡s necesitada, un ejemplo de ello serà ­a CHAN (cirrosis hepà ¡tica alcohà ³lico nutricional) que es una de las enfermedades en el listado omitiendo por ejemplo IRC (insuficiencia renal crà ³nica) que es uno de los padecimientos que tiene un alto à ­ndice de hospitalizaciones o mortalidad en la poblacià ³n mexicana." As firmly stated by Ordoà ±ez Ramà ­rez, reevaluation of the list of diseases covered by the Popular Insurance Program is a crucial step towards not only helping relieve poverty and exorbitant prices for medical treatment, but decreasing the death toll due to inaccessible or inadequate medical treatment. However, in conjunction to re... ...cala, Mexico. February 24, 2014. (Ordoà ±ez Ramà ­rez is a doctor, and the wife of a doctor as well.) Vance, Erik. "Mexico Chalks up Success in Health-Care Reforms." Nature. Accessed January 30, 2014. doi:10.1038/nature.2012.11222. World Bank. 2008. Providing Subsidized Health Insurance to the Poor. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://documents.worldbank.org/curated/en/2008/01/9455844/providing-subsidized-health-insurance-poor à ¸ World Bank. 2010. Mexico. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://go.worldbank.org/IYG1NQVPU0 *Whyte, Sheila. Sheila Whyte to CBC News newsgroup, "How Mexico's Health System Works," May 4, 2009. Accessed January 30, 2014. http://www.cbc.ca/news/technology/how-mexico-s-health-system-works-1.777348.

Consider the Significance of the Extract (Lines 816-844) and Discuss its Relevance to the Tale as a Whole

The significance of this extract is extremely dimensional as the narrator once again provides the reader with additional examples of January's mindset and lifestyle and also continues to foreshadow the remainder of the tale. The immense sexual imagery present during this extract reinforces January's marriage intentions, foreshadows the future and also includes a flair of comedy. The garden January built has been constructed especially to avoid any prying eyes and to achieve the utmost privacy as the garden is ‘walled al with stone.' The impounding enclosure of the walls signifies and reinforces his sexual prowess and desire to ‘menace (L.540)' May which can also be construed to consider January's tendency for sexual violence. The introduction of Priapus, God of Gardens yet also personification of the erect phallus is ironic and is a comedic devise used to signify the importance of the garden as neither could ‘telle the beautee of the gardyn and the welle.' The significance of the key and gate represent January and May respectively as the key to the garden, carried only by January signifies his desire to keep May to himself, allowing no one else to have access to her as she represents the ‘smale wiket' which January was able to unlock when he wished. Keys and keyholes are bold significant metaphors for sex, which proves explicit later on in the tale. The sexual imagery and implications applied during this extract pose a major significance to some of the tale's implied themes of January's age, his intentions for marriage and of the forthcoming deception he will encounter. The mythical gods which are introduced in this extract enables the reader to comprehend the sheer significance of the garden and reinforce the beauty. In particular, Proserpina and Pluto are especially significant later in the tale and their initial connection with the Garden at this position in the tale allows the reader to understand their domestic debate later featured which constitutes to the outcome of the entire tale. Arguably, one of the most predominant significance of this extract is the comparisons of January's private garden with the Garden of Eden. References have been made beforehand, likening the relationship and characters of January and May to Adam and Eve. The main difference between the two couples is Adam and Eve had sex after Eden whereas for January, his Garden has been built purely to satisfy his sexual desires. This extract can also be compared to the wedding feast, where January appears the more dominant of the couple as he eagerly awaits his guests to leave in order to sleep with May. However, this extract proves significant in the power exchange, as here, the initiative rests with May as the reader learns that January's joy will be short lived ‘worldly joy may nat alwey dure.' The extract possess many ‘Courtly Love' references the obvious one being the reference to the ‘Romance of the Rose' a French courtly love poem where the woman is represented as a rosebud in a beautiful garden. Also through the description of the garden the and the ‘welle, that stood under a laurer alwey grene' ‘Courtly Love' is explored and remains a highly comical literature devise throughout the tale. January and May's incompatibility is significantly challenged during this extract which bears an enormous relevance to the tale. The beautiful garden represents spring, which is astronomically associated with the month of May and also the character; therefore ‘he [January] wolde paye his wyf hir dette in somer seson' significantly reinforces their incompatibility and makes way for the adultery. The extract, in relevance to the tale as a whole, provides an insight as to what will happen later on in the tale. Various sexual images and references including ‘thinges whiche were nat doon abedde he in the gardyn parfourned hem' allows the reader to identify and relate this extract to the adulterous actions which later happen. The frequent references to mythical people and Gods are also present within this extract, however, these actually bear a direct significance to the tales scheme.

HIV sexual risk behaviors and perception of risk among college students: implications for planning interventions Essay

Final Project Proposal Introduction                   Since its discovery in 1983, scientists have worked tirelessly on determining the origins and biological mechanisms of the HIV virus. The gravity of the HIV virus cannot be understated as approximately 25 million people have contracted HIV and developed AIDS since the discovery of the virus. During the progression of knowledge surrounding the virus, statistical analysis of HIV related data displays regional, socioeconomic, and racial inconsistencies regarding HIV infection. From a global perspective, the discrepancies in HIV prevalence between wealthy and low income countries are unsettling to say the least. For instance, Sub-Saharan Africa accounts for approximately 2/3 of 34 million individuals currently living with the HIV virus. Superficial analysis of such statistics might invite one to presume that African sexuality must account for this large discrepancy, however, to develop a complete and nuanced understanding of the epidemic, it is important to delve into the specifics of resource allocation, gender inequalities, and access to adequate medical care. Similarly, a superficial analysis of HIV statistics might cause one to believe HIV epidemic largely affects only middle and low income countries and need not be extensively discussed within developed nations. Such lines of thinking fail to address the fact that international connectivity through economics and travel make the HIV virus capable of permeating national borders.                   Due to the international risk posed by the virus, it is crucial that scientist and policy makers from high, medium, and low income countries make a collective attempt to understand the root causes of HIV infection discrepancies. By understanding inconsistencies in HIV infection, one is then able to appropriately address the issues he or she has identified. What is important to note is that approaches to specific issues exacerbating HIV infection discrepancies may have to be altered for respective communities. In the same way ,one must understand factors accounting for HIV infection inconsistencies, one must similarly note that the nuances of a given community will significantly impact the efficacy of a prevention mechanism. Although the nuances of a given community may differ, we propose that the majority of root causes associated with increased risk of HIV infection are maintained irrespective of national borders. For the purposes of our research, we ho pe to analog the potential factors leading to increased risk of infection within African communities as well as marginalized subpopulations within the United States, specifically on the Williams College Campus. For all intents and purposes, the research we conduct at Williams College cannot wholly reflect all college campus environments, however, we anticipate that our research will provide an analytical and informative way of understanding increased risk of marginalized subpopulations.                   To ensure an indebt analysis, we will be discussing the role of gender dynamics in increasing an individual’s risk to HIV infection. Specifically, we aim to observe whether there is a correlation to gendered sexuality and increased risk behaviors. Utilizing the piece written by Patrica McFadden, we have come to understand the correlation between sexuality and power, and how the lacking focus on female sexuality has consequently limited their power. Given the previous statement, one can then presume that the inflation of male sexuality has drastically altered the power dynamic between the two sexes. Our research at Williams College will highlight possible restrictions on female students may disallow them from protecting themselves. For instance, a female student may not feel comfortable insisting upon contraceptive, and this inability to insist upon contraceptive significantly increases her likeliness of infection. Within a setting such as Williams College, one might inquire how an individual would not insist upon protection given the literature surrounding the HIV virus. To answer this question, one has to acknowledge that stigma and cultural surveillance are powerful deterrents to women taking the sexual initiative. The cultural reinforcement of passive female sexuality, thus the de facto male sexuality is dominant. Since only the male sexuality is acknowledged as dominant, the male will be considered the actor who ultimately initiates and determines the details of the sexual encounter. A potentially interesting point of inquiry would be to get an understanding of to what extents females and males on the Williams campus relate to typified gender sexualities. Results                   The survey was generally short and involved three questions. The first question that we asked was in regards to how many students that people think are infected with HIV/AIDS on campus. The choices available to the respondents were â€Å"there is no HIV/AIDS on campus†, â€Å"1 to 3 students†, â€Å"4 to 10 students†, â€Å"10 to 30 students† and â€Å"30+†. According to the results of the survey , Black Men answered that there were more than 4 cases of HIV/AIDS on this campus. Among all the groups involved in the survey ¸ Black Women were the only group to answer that they believed that over 30 students were infected by HIV/AIDS. On their part, white women were of the idea that there were less than 10 HIV/AIDS cases on campus. Neither White Men nor White Women answered that there were over 10 cases of HIV/AIDS, and comparatively no Black Women or Black Men answered that there was no presence of HIV/AIDS on campus.                   The second question that we asked was, â€Å"whose responsibility it was to bring the condom to a sexual encounter;† the choices were â€Å"both have an equal responsibility,† â€Å"you,† â€Å"your partner† or â€Å"neither has a responsibility†. According to the results of the survey, White Men was the only group that responded that it was their responsibility to bring the condom to the sexual encounter. On their part, black women responded that it was the duty of their partner.all the respondents were more likely to answer the choices where they have some sort of control . Black Men and Black Women believed that it was the man’s responsibility to bring the condom, whereas both White Men and White Women answered that it was their own responsibility to bring the condoms.                   The third question that the respondents were asked during the survey was ,â€Å"whose responsibility is it to insist on condom use† and the answer choices were the same as the second questions’. The most popular response among both black and whites was,â€Å"both have responsibilities,†.However the genders did align but they were different from each other. Black Women and White Women answered only with the choices where they had control of insisting on condom use. Black Women were 23% more likely than Black Men to answer that it was their responsibility to insist on condom use and White Women were 9% more likely than White Men to answer that it was their responsibility. Black Men was the only group to answer that it was their partner’s responsibility to insist on condom use.                   The fourth question that was asked during the survey was, â€Å"if you and a partner you just met are engaging in sexual activity and they do not want to use a condom, what do you do?† The answer choices were â€Å"insist on condom use while still engaging in non-penetrative sexual activities†, â€Å"Start off insisting on condom use but eventually give in to having unprotected sex†, â€Å"Outright refusal to engage in any further sexual activity unless they agree to use a condom† or â€Å"Have sex without a condom, no protest†. Black Women was the only group to refuse sex outright if their partner did not agree to use a condom and in general. Although White Women were most likely to insist on condom use, a large proportion of them also answered that they would refuse outright. Black Women were 40.25% more likely to refuse outright than Black Men and White Women were only 11.5% more likely than White Men to refuse outri ght.                   The fifth question was similar to the fourth question, but unlike in the fourth question, all groups answered that they would engage in unprotected sex. However, the majority of Black Men and Women and White Women still insisted on condom use – 56%, 64% and 63% respectively. White Men were the only group whose majority chose to have unprotected sex at 63%. Black Women and White Women had very similar percentages for insisting on having protected sex. However, Black Women was more likely than White Women to engage in unprotected sex, with no protest ,while White Women was more likely to start off insisting on condom use and eventually give in.                   The sixth question asked about how strongly the respondent felt that they had control and could voice their opinion in a sexual encounter, and a Likert Scale was used (1= Strongly Disagree to 5= Strongly Agree) to gauge the responses. All races felt very strongly that they had control and could voice their opinion in a sexual encounter, but Black Men and Black Women were the only groups to answer with 3, which indicates a neutral feeling. A significantly larger proportion of Black Women than White Women, 11.6% more, answered with the highest choice of 5, which indicates strongly agree. References 1. Jozkowsk, Kristen  N., and Sonya  A. Satinsky. â€Å"A Gender Discrepancy Analysis of Heterosexual Sexual Behaviors in Two University Samples.†Ã‚  (2013): Web. This source provided us with a experimental study exploring the sexual activities on a college campus. We may use this source to model out own experiment on a smaller scale, and this experiment similarly allows us to analyze sexual behaviors on other college campuses which may mirror Williams college. 2. Adefuye AS, Abiona TC, Balogun JA, Lukobo Durrell M: †Ã‚  HIV sexual risk behaviors and perception of risk among college students: implications for planning interventions. BMC Public Health  2009,  9:281. This source allows us to again follow a experimental model tracing high risk behaviors on college campuses around the nation. In an ideal world, we will see possible trends that we can use to draw analytic conclusions about gender dynamics. Before we can address race and gender, however, it is important that we understand the types of behaviors we need to watch for within our own studies. Another positive aspect of the source is that it delves into racial dynamics of the HIV infection. 3. Mathes, Eugene W. â€Å"Why is there a Strong Positive Correlation between Perpetration and being a Victim of Sexual Coercion? an Exploratory Study.†Ã‚  Journal of Family Violence  28.8 (2013): 783-96.  ProQuest.  Web. 10 Nov. 2013. When we discuss gender dynamics, it will be important to outline sexual coercion which may expose students to high risk behaviors. 4. Ahmed, Aziza. â€Å"Feminism, Power, and Sex Work in the Context of HIV/AIDS: Consequences for Women’s Health.† Harvard Journal of Law and Gender. 34:1 (2011) This article provides background surrounding the stifled sexuality of women around the globe and how this stifling of sexuality robs women of their presence within the sexual landscape. Without sexual freedom, women are unable to excise their power, thus, they may not have the voice to protect themselves sexually. We aim to observe whether this restriction can be observed on the Williams campus. Source document