Informative speech - continuation career path Essay

Informative speech - continuation career path - Essay Example We have different units for dyeing, woodworking and enveloping. Taken together these different units contribute to the overall success of the business and adding to the bottom-line of the company. We supply furniture to universities, offices and hotels among others on a contract basis. We ensure good quality and reliability in our delivery that ensures repeat business from many of our clients. To come to my career plans in this business, I want to use my education as an IT major to contribute to the success of the company. I believe that with the use of IT in business, it would be possible to manage inventory and sales and purchases in a better way. To start with, we could have an integrated solution that has the components of sales and finance along with inventory. Each of these components would cater to one particular business area and would be integrated as a whole with the net result that there would be a systemic approach to the whole concept of doing business in total. I want to use my training in IT to design the system and implement it across the business. Thus, my career path would be that of an entrepreneur who uses his education to the advantage of the family’s business. To focus on the likely rewards that may accrue to me, first, I would be happy with the fact that I am helping my family along with taking care of the entire business in the future. At another level, it would also mean that I would be giving back to the country of my nationality from which I have gained substantial benefits and privileges. Taken together, these would constitute my motivation in serving my family and country. In monetary terms, I would have the satisfaction of growing the business and ensuring an augmented income stream for me and my family. The flip side of my career plan is that I may not be able to realize my earlier goals of a career in the IT industry. However, I have started taking

A Literature Study About Greed And Status Psychology Essay

A Literature Study About Greed And Status Psychology Essay This literature study focuses on the link between greed and need for status. After research, it can be concluded that need for status is a relative concept. Since people only feel fortunate when they have as much or a little more than the people in their environment. Therefore, seeing what others have is one of the most powerful influences that stirs greater and greater desires. People may not just want what others have but more than others have. In order to provide the link between need for status and greed, it was necessary to find the relative factors in greed. In this study it is assumed that three facets contribute greed namely, self-interest, materialism and desire for money. All these facets appear to have relative parts. For instance, competitors are individuals who are mainly focused on maximizing their own outcome relative to others. Therefore they always prefer outcomes that are superior to those in their environment. Materialism is defined as the importance a consumer attached to worldly possessions. However, it could also be a competitive striving to have more than others. Materialistic individuals therefore have a desire for others possessions, objects, experiences or persons and resent those who own the desired possessions. The desire for money is also relative since monetary value is inherently invaluable. People do not have a scale to sense what amount is desirable and what is undesirable. Therefore, people r ely on external reference (e.g. what others in their environment receive). Based on that information, people use to judge the merit of their own achievements, whereby it is possible to conclude that monetary experience follows the relative pattern people interpret. Table of content 1. The Seven Deadly Sins The Seven Deadly Sins have provided gossip, amusement and plots for nearly fifteen centuries (Solomon, 1999). The Seven Deadly Sins, also known as the Capital Vices or Cardinal Sins, have always been popular. However, the dubious deadly have caused many speculations (Solomon, 1999: p.7 preface). Pope Gregory the First instituted the classic certification. His list of seven was confirmed and later modified by Saint Thomas of Aquinas. The list survived several centuries and now consists of the following Seven Sins: Wrath, Greed, Sloth, Pride, Lust, Envy and Gluttony (Solomon, 1999 p.2). 1.1 Introduction of the topic A recent study concluded that The Sins are still encountered in our daily lives, despite their existence for all this time (Frank, 2001). This because they are so deeply rooted in our human nature, that not only they are almost completely unavoidable but people can never seem to limit themselves (Frank, 2001). For example, pressing the snooze button once or twice in the morning before dragging oneself out of bed? Or taking a long shower without consideration for your family members? These are only harmless examples, but sins can also cause more substantial consequences. Lately, greed has been a central subject in the economical news. Amongst others parliamentarians, journalists and prominent business men have been presenting this sin as one of the main causes for the current credit crunch (Bernasek, 2010; Trouw: Economics Department, 2009; Staps, 2008). Furthermore, De Soysa (2002) even claims that greed is the primary motivating factor behind civil wars. The main question that intrigues me is: why are people greedy? As ultimately humans and not these sins are responsible for causing credit crunches and wars. According to Wenzel (1968), greed arises due to the nature of earth. He stated that the earth is cold and dry and therefore people who lack heat and humidity are exceedingly greedy. Furthermore, when we take a look at Wachtels theory (2003), greed is known as a form of self-deception. Here self-deception is a false consciousness in which what really matters is suppressed by a single-minded focus on material wealth (Wachtel, 2003). He also concluded that these days greed is stated as a form of self-interest (Wachtel, 2003). For further understanding, it is necessary to define the many concepts of greed. The following definition is therefore utilized throughout this thesis: greed is a selfish and excessive desire to acquire or possess more than one needs  [1]  . 1.2 Problem statement Despite the fact that unwanted situations like credit crunches and wars re-appear, relatively little time is devoted to greed in academic research. Wachtels psychoanalytic research (2003) is one of the few clues within the subject. Though, his research is mainly focused on the link between greed, material wealth and money. However, greed is also viewed in other respects. For instance, Frank (1999) concluded that mutual influence is another important dimension in the process of greed as well. Mutual influence means that our choices, purchases and feelings are influenced by neighbors and family (Frank, 1999). In order to explain this concept, consider the perception of what looks right in clothing. Simply by living in the society, people seem to have an automatic sense about how wide a jacket should be. But when fashion changes over time, peoples perception changes as well (Frank, 1999). Wachtel (2003) made a similar comparison. He said that the envy towards the bigger boat is not redu ced by increasing the average size of the vessels. For when all boats get larger, the average persons assets still feels like just a boat. So, apparently people continuously compare their possessions with others (Wachtel, 2003; Frank, 1999). This could be emphasized with the findings of Duesenberry (1949). He concluded that a concern for status causes people to engage in imitating the consumption standard of those above them in the income hierarchy. But why is status important for people? And what kind of effects does it have on greed? In hopes of finding, the problem definition is stated as follows: What is the effect of -need for status- on greed? 1.3 Research questions In order to answer the problem definition three research questions have been formulated: What is greed? What is status? Will status influence greed? 1.4 Conceptual model After the problem definition and the research questions the following conceptual model has been defined: Greed Need for Status Need for Status (now called status) = Ones position in the world (De Botton, 2004). Greed = A selfish and excessive desire to acquire or possess more than one needs  [2]  . 1.5 Academic relevance There have been several studies about The Seven Deadly Sins, but only a few about greed (Frank, 2001; Solomon, 1999; Wenzel, 1968; Wachtel, 2003). However, there are studies about related topics such as conspicuous consumption, money, materialism and self-interest (Arrow Dasgupta, 2009; De Botton, 2004; Khan, 2004; Krà ¤hmer, 2006; Frank, 1999; Rege, 2006; Richins, 1994; Rucker Galinsky, 2009; Veblen, 1899). In none of these studies, greed is linked to status. In my opinion status is a missing variable in the concept, which potentially could be the underlying motive for people to keep buying material goods. This makes this thesis academically relevant due to the fact that it may contribute to the further understanding of greed and the impact it potentially has on consumer behavior. 1.6 Managerial relevance This thesis attempts to contribute to the further understanding of greed. With this obtained knowledge, it is possible to counteract unwanted developments caused by greed, such as credit crunches or civil wars. It could also raise concern and put this subject on the agenda, in order to be able to protect consumers in the future. 1.7 Thesis structure In chapter 1, the research topic is introduced and explained. The problem definition, conceptual model and research questions are defined as well. Chapter 2 and 3 cover respectively the dependent variable, need for status, and the independent variable, greed. The last chapter describes the conclusions, discussion and recommendations concerning this research. After each chapter, a short conclusion is given for recapitulation and clarification. 2. Need for Status Distinction and status are amongst others the stronger motivations of human behavior (Truyts, 2010). The importance of distinction as a fundamental dynamic was underlined by Darwin (1871). He introduced sexual selection as a selection tool. He concluded that in order to spread the population, people not only need to survive in their natural and social environment but they also need to be a more attractive partner than their same sex competitors (Truyts, 2010). This is also emphasized in more recent research, for example in sociology. Pierre Bourdieu (1979) pointed social distinction as well as status as a crucial dynamic of the social life. It is known, that in traditional and mostly ancient societies, status was hard to acquire. But it was also hard to lose status (De Botton, 2004). For example, someone could not stop with being a lord, due to the fact that it is a title that has been given to someone. What mattered was the identity at the stage of birth, because in that time people did not care about ones achievement (De Botton, 2004). Currently, status rarely depends on someones identity. Instead it depends on someones performance (De Botton, 2004). But what is status precisely? According to De Botton (2004), status is known as ones position in the world. Hereby, the world refers to ones legal or professional standing within a group (e.g. married). Solely, this is a more narrow sense of status since in a broader sense it means ones value and importance in the eyes of the world (De Botton, 2004). 2.1 Biological evidence for the importance of status A range of medical and biological evidence testifies that status induces something real to happen in the human body and brain (Truyts, 2010). For example, Long et al. (1982) found in their study that test persons show a higher heart rate and blood pressure when confronted with an experimenter who bears signs of a high status such as a name tag, suit or formal language (Truyts, 2010). But also evolution-based theories suggest that the desire to be perceived as wealthy, attractive and of high status may be built into our genes (Buss, 2005). So part of the desire for status is defined by our genes and this partly suggests that we enjoy status for the sake of status itself (Truyts, 2010). But is this the only reason why people seek status? 2.2 Signaling status According to Wright (1994) people are always looking for achieving high status in society. But, how do people reach this coveted desire? De Botton (2004) stated that people could generate high status due to their importance, achievement and income. This is also emphasized in the study of Griskevicius, Tybur and Van den Bergh (2010). They stated that high status could be achieved through either dominance or prestige (Griskevicius et al., 2010). Godoy and his colleagues (2006), concluded that nowadays, people spend time and resources in order to communicate their status to others (Godoy et al., 2006). Several researches have concluded the same thing. In relatively simple economies, people equate status using their resources on displaying their skills as providers of food (Gintis, Smith Bowles, 2001; Hagen Bryant, 2003; Hawkes Bliege Bird, 2002; Henrich Gil-White, 2001; Scaglion 1999; Sosis, 2003). This while in more industrialized economies, people associate status with earnings and they signal their potential through public displays of wealth and income (Godoy et al., 2006). This is also emphasized in several other researches. Because in order to communicate status, people rely on several strategies including producing or consuming goods and services (Bliege Bird Bird, 1997; Bliege Bird Smith, 2005; Blurton-Jones, 1984; Patton, 2005; Smith Bliege Bird, 2000; Wilson, 1998; Winterhalder, 1996). This is also emphasized in a recent paper of Heffetz (2004). He noted that, because people are members of social groups they derive satisfaction both from the direct act of individual consumption and from how others perceive their individual consumption (Godoy et al., 2006). 2.3 Status and the others Duesenberry (1949) stated that eventually everyone is looking for more status than other people in their environment. In order to test this theory, he used households as respondents. Afterwards, he concluded that households not only care about their own consumption level but also about their consumption level relative to others (Leibenstein, 1950). This because, according to De Botton (2004), Duesenberry (1949) and Leibenstein (1950), people only feel fortunate when they have as much or a slightly more than the people they grow up with, work alongside or have as a friend. For example, when all people are small they will not be troubled by the questions of size (De Botton, 2004). But if others are taller, people are eligible to feel dissatisfied (De Botton, 2004). It therefore can be concluded that people only envy members of their reference group (De Botton, 2004). Hereby, Wachtel (2003) concluded that seeing what others have is one of the most powerful influences that drives greater and greater desires. People may not just want what others have but more than others have. Or more for mores sake, regardless of any able need on their part (Wachtel, 2003: p.105). In academic research, this is referred to as relative position. 2.4 Relative position The importance of relative position has a long history in economic theory. Veblen (1899) introduced the concept conspicuous consumption and conspicuous leisure. This emphasized the importance of actions designed to display ones relative position in society (Veblen, 1899). Galbraith (1958) stated that most consumer demands do not stern from innate needs, but are largely determined by society. More recently, Duesenberry (1949) used the idea of the demonstration effect to explain how a familys consumption is influenced by the purchases of its neighbors. However, the most comprehensive and recent exploration about relative standing, is written by Robert Frank (1985). He concluded that position externalities occur when a persons action alters an important frame of reference for others (Frank, 1991). Hereby, the so called positional treadmill refers to the process by which each person strives to gain advantage but since all are trying to get ahead, all remain in the same relative position (Frank, 1985). People care about their relative position in society for many reasons. For example a high standing in society can yield respect, admiration and power (Solnick Hemenway, 1998). Hereby, Solnick and Hemenway (1998) stated that feeling good in society is typically more affected by the relative positions than by absolute wealth. Therefore, envy is one of the reasons why individuals care about their relative status (Solnick Hemenway, 1998). For example, Bannerjee (1990) stated that it seems unquestionable that for some people, the pleasure they get out of a particular consumption will be less if they feel that everybody around them has more than they have. However, when they feel that they are on par with the rest of their group they feel better (Bannerjee, 1990). Hereby Frank (1985) declared that someone whose close associates all earn $50.000 a year is likely to feel actively dissatisfied with his material standard of living if his own salary is only $40.000. Yet, the same person would feel good, if his closest associates would not earn $50.000 but $30.000 a year (Frank, 1985). This is also stressed in a number of literature studies, while using experiments called stated preference research. 2.5 Stated preference research Stated preference research puts respondents on a hypothetical spot and asks them to state their preference for the option they believe would maximize their own interests (Truyts, 2010). For example, Solnick and Hemenway (1998) asked their respondents to choose between two companies. A is the more relative company, in which the respondent is worse off in absolute terms but better off than the others. B is the more absolute company where a respondent is better off in absolute terms, but worse off than others. Solnick and Hemenway (1998) made the following distinction: A: Your yearly income is $50,000; others earn $25,000 B: Your yearly income is $100,000; others earn $200,000 After the experiment, it could be concluded that 80% of the respondents prefer the relative case A (Truyts, 2010). A similar experiment was attempted by Tversky and Griffin (1991). They let respondents choose between jobs at a magazine. Hereby one earns at magazine C, a salary of $35,000 and others $38,000. By magazine D one earns $33,000 and others $30,000. Tversky and Griffin report that 85% of the respondents prefer magazine C, but that in a second experiment 64% believe to be happier at magazine D. 2.6 Conclusion Part of our desire for status is defined by our genes. But there are also other reasons, why people want to achieve high status. These days, people are a part of a social group. They therefore derive satisfaction both from the individual consumption and from how others perceive their individual consumption. According to several studies, people only feel fortunate when they have as much or slightly more than the people they grow up with, work alongside or have as a friend. It therefore can be concluded that seeing what others have, is one of the most powerful influences that stirs greater and greater desires. People may not just want what others have but more than others have. Or more for mores sake, regardless of any able need on their part. 3. Greed 3.1 Avarices arise Greed is a vice, which exists for a long time (Childs, 2000). Formerly, it was known as avarice and it dates from the time of the ancient Egyptians. In 2400 B.C.E. they stated: beware an act of avarice, it is a bad and incurable disease (Childs, 2000). Of course, today people do not believe this kind of warnings. However, the declaration from the movie Wall Street (1987) is memorable. Its statement, greed is good, has become a mantra for amongst others the American lifestyle (Childs, 2000). These days, CEOs want more money and the kids want more electronic stuff. However, it is stated that greeds excess is not necessarily in the amount of money or goods acquired (Childs, 2000). Childs concluded that although, frequently such correlations may appear wealth is not always correlated with greed and greed is not always correlated with wealth (Childs, 2000). According to Childs, the excess of greed is in its excessive self-concern and excessive self-enlargement. He also stated that there a re three facets to human greed. First of all it is the excessive desire for goods and wealth. Secondly it is the inordinate desire for acquiring and hoarding money. And last but not least, it is closely related to greediness, which includes the desire for the possessions of others (Childs, 2000). 3.1 Greed and its facets Although greed exists ever since, little academic research has been done about the subject. Therefore it is necessary to stress that in academic literature, greed is mainly approached by looking at related facets. For example, Wachtel (2003) found a relationship between greed and desire for money. This while Childs (2000) found three related facets of human greed namely; desire for goods/wealth, desire for money and greediness. Though, it is also stated that greeds excessiveness lies in its self-concern and self-enlargement (Childs, 2000) which is also retrievable in the definition of greed. According to several dictionaries, greed is a selfish and excessive desire to acquire or possess more than one needs  [3]  . Based on these theories, the facets; desire for money, materialism (for desire for goods/wealth) and self-interest (for selfishness/self concern and self-enlargement) will be discussed in the upcoming chapters. Currently, it is assumed that these three facets altogether contribute greed (Wachtel, 2003; Childs, 2000). 3.3 Chapter structure This thesis mainly focuses on whether there is a relationship between greed and need for status. The literature study in chapter two already showed that status is relative concept. This implies that for reaching consistency in this thesis, it is necessary to look at the facets in a relative way. Therefore, a -status- paragraph is included in each chapter which provides the link with need for status. 4. Self-interest Once, Aristotle wrote the good man should be a lover of himself for he will both profit himself by doing noble acts and will benefit his fellows (Aristotle, 1987). This statement implies that only if someone loves himself, he can help others. Striking is that time changes values, opinions and assumptions. Paul, Miller and Paul (1997) concluded that nowadays the concern for ones own interest is considered a nonmoral issue, while concerns for the interest of others are considered obvious. Since, people are trying to find a proper balance between the pursuit of ones own interest and the good of others (Paul et al., 1997). Moreover, Van Dijk, De Cremer and Handgraaf (2004) claimed that in situations of social interdependence, people vary explicitly in their expressions and acts. For example, some people seldom cooperate genuinely. They only help others when it serves their self-interest (Van Dijk, De Cremer, Handgraaf, 2004). But how come, that people are so reciprocally different in th eir behavior? According to research, this is due to a persons social value orientation. 4.1 Social value orientation Social value orientation is defined as the individual difference in the way people evaluate outcomes for themselves as opposed to others (Messick McClintock, 1968). A number of social values have been identified but usually two opposing orientations are used. Namely the proself and prosocial orientation (e.g. Declerck Bogaert, 2008; Knight Dubro, 1984). In 1978, Kelley and Thibaut presented an analysis about social value orientation. They concluded that the difference between prosocial and proself is partially caused by social interactions (Kelley Thibaut, 1978). Another important difference between prosocials and proselfs is known as the triangle hypothesis. Hereby, Iedema and Poppe (1995) attempted to identify how these two groups scope the social world. Their hypothesis suggests that prosocials have a more heterogeneous scope on the social world and they assume that others can have either the same or different social value orientations (Iedema Poppe, 1995). In contrast, prose lfs tend to hold a more homogeneous scope on others. They believe that all people have the same social value orientation namely proself (Iedema Poppe, 1995). Therefore, the proselfs will make self-serving choices as they believe that the people in their environment will do the same (Iedema Poppe, 1995). Now we know that there are differences between the two orientations but what are the differences when it comes to the need for status? 4.2 Prosocials and status Research showed that status can be achieved either through dominance (e.g. force) or prestige (Griskevicius et al., 2010; Henrich Gil-White, 2001). When talking about prosocials, we focus on status achieved through prestige. Meaning that status is gained through freely conferred appreciation (Henrich Gil-White, 2001). According to several theories, prosocials always tend to maximize outcomes for both themselves and others (e.g. Van Lange, Otten, Bruin Joireman, 1997). This is also evident in their behavior because prosocials always try to minimize differences between themselves and others (Van Lange et al.,1997). Griskevicius (2010) therefore concluded that prosocial behavior can have important functional consequences (Griskevicius, 2010). For instance, engaging in environmental conservation can build a prosocial reputation (Semmann, Krambeck Milinski, 2005; Wedekind Braithwaite, 2002). Having a reputation as a cooperative and helpful group member, can be extremely valuable for that such individuals are not only seen as more trustworthy (Barclay, 2004) but they are more desirable as friends and romantic partners (Cottrel, Neunenberg Li, 2007; Griskevicius et.al 2007; Iredale, Van Vught Dunbar, 2008; Miller, 2007; Stiff Van Vugt, 2008). But also, self sacrifice for the benefit of a group of strangers has been shown to increase the individuals status in a group (Gurven, Allen-Arave, Hill Hurtado, 2000; Hardy Van Vugt, 2006; Milinski, Semmann Kranbeck, 2002). Thus, being prosocial is associated with status in a group and therefore, if individuals desire to have positions of power, prosocial behavior may be a viable strategy for attaining status (Griskevicius et al. 2010). 4.3 Proselfs and status In contrast with prosocials, proselfs tend to only maximize outcomes for themselves (Van Lange, Otten, Bruin Joireman , 1997). In most theories, the proselfs are subdivided in two categories namely; individualists and competitors (e.g. Van Lange et al., 1997). Individualists tend to maximize their own outcomes with little or no regard to others. They are only concentrated on their own goals and they do not respond well to the well-being of other people (Van Lange, Agnew, Harinck and Steemers, 1997). This appears because individualists are not interested in long-term benefits. Competitors also tend to only maximize outcomes for themselves. However, the difference with individualists is that competitors are ultimately seeking for relative advantage over others (Van Lange, Otten, et al., 1997). Therefore, they generally exhibit low levels of sacrifice and they are most concerned with not being exploited by their partners (Van Lange, Agnew et al., 1997). Competitors are also not willing to engage in prosocial behavior (Kuhlman Marshello, 1975; Sattler Kerr, 1991). Not even if they could benefit themselves in the long haul. In fact, Van Lange, Liebrand, Messick and Wilke (1992) reported that competitors may refuse to accommodate their behavior to the cooperative but punitive opponent because a tie cannot satisfy their real motive of outdoing the other (Van Lange et al., 1992). Even when this strategy has proved hopeless, competitors may fail to score as many points for oneself as they could due to the fact that they only focus on limiting their partners (Van Lange et al., 1992). So, it is possible to conclude that competitors always prefer outcomes that are superior to those in their environment (Van Lange et al., 1992). 4.3 Conclusion A number of social values have been identified, but usually two opposing orientations apply namely the proself and prosocial orientation. It may be concluded from the theory, that prosocials achieve status mostly through prestige. Their reputation can be extremely valuable because it has been shown to increase the individuals status in a group. However, it is possible to conclude that this group is not so vital for this research due to the fact that it does not fit the definition of greed. For the excess of greed lies in its excessive self-concern and self-enlargement. However, it is possible to conclude that proselfs are important for this research. These individuals are mostly focused on maximizing outcome for themselves whereas competitors fit the theory of status best. Competitors are mainly focused on maximizing their own outcome relative to others. Therefore they always prefer outcomes that are superior to those in their environment. 5. Materialism The message we receive today is that the pursuit and possession of material goods, income and wealth is the route to increase quality of life (Kashdan Breen, 2007). Even self-identity can be defined by possessions and consumption: I am what I have and what I consume (Fromm, 1976). 5.1 Possessions and the self The term materialism has several definitions. Belk (1985) defines materialism as the importance a consumer attached to worldly possessions while Bredemeier and Toby (1960) refer to materialism as the worship of things. Additionally, materialistic people are characterized by their tendency to define their successes in life by the quantity and quality of their extrinsic possessions (Kashdan Breen, 2007). However, the assumption that people regard their possessions as part of themselves is not new (Belk, 1988). William James (1890), laid the foundation for the modern conception of the self. His definition is stated as follows: A mans self is the sum total of all that he can call his, not only his body and his psychic powers, but his clothes and his house, his wife and children, his ancestors and friends, his reputation and works, his lands, and yacht and bank-account. All these things give him the same emotions. If they wax and prosper, he feels triumphant; if they dwindle and die away, he feels cast down,-not necessarily in the same degree for each thing, but in much the same way for all (p. 291-292). So, the self is not limited to objects but it also includes persons, places and group possessions (Belk, 1988). 5.2 Materialism and psychological needs Guides have similarly insisted that focusing on attaining material possessions detracts from what is meaningful in life (Kasser, 2002). However, Kasser (2002) concluded that such advice is largely drowned out by todays messages, proclaiming that material pursuits and accumulation of things provides satisfaction (Kasser,2002). He concluded that these days, newspapers headlines exalt the lottery winner and get-rich-quick books climb to the top of the best seller list (Kasser, 2002). But will the pursuit of money and possessions bring the good life? Well, for materialists it can. For instance, research found that materialists tend to value financial success significantly more than other life goals such as community (Kasser Ryan, 1993). It is also proven that there is a strong relationship between materialism and desired income (Richins Rudmin, 1994). The income that is necessary to satisfy the needs of a materialistic person is about 50 percent higher than for those low in materialism (Richins Rudmin, 1994). 5.3 Materialism and its motives Fromm (1976) stated that materialistic persons vow possessions as the essence of their lives. However it is not just about purchasing products. Richins and Dawson (1992) found a deeper motivational motive to induce materialism. According to them, materialistic people measure their own success by the number of possessions (Richins Dawson, 1992). For instance, Kashdan and Breen (2007) concluded that materialistic values were positively correlated with the meaning of life, relatedness to others, feelings of competence and gratitude. This corresponds with the results of Kasser (2002). He concluded that positive self-regard and self-acceptance is related to possessions, money, power and image to the world (Kasser, 2002). However, there is also a link between materialism and personal insecurity (Chang Arkin, 2002). For instance, it is shown that self-doubt is a significant predictor of materialistic orientations (Chang Arkin, 2002). 5.4 Materialism and status We learned that materialistic people are characterized by their tendency to define their successes in life by the qu

The Rise of Intercollegiate Football and Its Portrayal in American Popu

The Rise of Intercollegiate Football and Its Portrayal in American Popular Literature With the success of the Merriwell literature, juvenile sport fiction became abundant. In all subsequent stories, the model for traditional juvenile sport fiction, even continuing today, is the illustrious Frank Merriwell (Oriard, 1982). As the Merriwell series dwindled to a halt in the 1910’s, books began to dominate the world of children’s sport fiction. Oriard (1982) suggested the popularity of these books rose because â€Å"the juvenile sports novel combined the action of the dime novels with the middle-class morality of the Alger (rags-to-riches) novel† (p. 47). In 1912, the year Gilbert Patten retired as the author of the Merriwell stories, Owen Johnson published his children’s novel, Stover at Yale. Dink Stover looms as the hero of Johnson’s novel, which follows young Dink from his freshman year to the beginning of his senior year at the illustrious Yale University. Johnson’s novel while similar to the Merriwell series, establishes a ne w era in juvenile sport literature that starts the maturation process of the collegiate athlete-hero. Many of Frank Merriwell’s challenges did occur on the playing field at Yale in a multitude of sports that included football, baseball, crew, and track. During most of these events, however, the precocious hero and his comrades usually solved a mystery or righted some wrong. In addition, Merriwell left college for a few years, and this respite from college life enabled the multifaceted young man to write a play, purchase a champion thoroughbred horse, and travel the world in his pursuit to stamp out all wrongdoing, all activities contrary to the ideals of amateurism. Stover receives the hero worship typical o... ...mith, R.A. (1988). Sports and Freedom: The Rise of Big-Time College Athletics. New York, NY: Oxford University Press. Smith, R.A. (1993). â€Å"History of Amateurism in Men’s Intercollegiate Athletics: The Continuance of a 19th-Century Anachronism in America.† QUEST. Vol. 45, pp. 430-447. Standish, B.L. (1900). â€Å"Frank Merriwell’s Policy; or, Playing Columbia for Practice.† TipTop Weekly. No. 238. Standish, B.L. (1901). â€Å"Dick Merriwell at Fardale; or, The Wonder of School.† Tip Top Weekly. No. 291. Thelin, J.R. (1994). Games Colleges Play: Scandal and Reform in Intercollegiate Athletics. Baltimore: John Hopkins University Press. Valenzi, K.D., Ed. (1990). Champion of Sport: The Life and Times of Walter Camp, 1859-1925. Charlottesville, VA: Howell Press, Inc. Watterson, J.S. (1988). â€Å"Inventing Modern Football.† American Heritage. Sept./Oct., pp. 102-113.

Introduction of Western Religions Essay

Religion is an integral part of human life. Over the years various religions have laid principles with which their followers can easily be identified. Each one of the religions has specific traditions which define them. This discussion looks at three main religions in the west namely Judaism, Christianity and Islam and the traditions that identify each one of these religions. Judaism is one of the oldest religions in the world. Some of the core characteristics of this religion include the belief in one Holy and Supernatural being. This religion does not believe in the existences of many gods but instead they believe that there is only one God who is the creator of the heavens and earth and all that is contained therein. In addition, this religion believes that God who created mankind has concern for the welfare of all human beings. Christianity is equally a monotheistic religion whereby followers believe in the existence of one God. This religion is bended on the life and times of Jesus Christ who is the son of God and who was sent by his Father so as to save mankind. See more: how to write an introduction paragraph Just like in Judaism, Christianity has principles which act as guidelines. Christians believe in the Holy Trinity. The Holy Trinity comprises of God the Father, God the Son and God the Holy Spirit. They believe that the Holy trinity works in unison. Christians also believe in death of human beings and life after death. They believe that when a person dies he or she will either go to hell or heaven depending on a person’s deeds while on earth. Another pillar or tenet of the Christian faith is the Church which they equate to the body of Christ. Christians also have faith that Jesus Christ will come again to judge those who will be alive and those who will be dead. Islam also believes in the worship of one God. This religion has five main pillars. They include the shahadah. This is the basic tenet in the religion and it involves the confession that Allah is the only true God who deserves to be worshipped by all mankind. Salah is also one of the Islam pillars and it involves praying five times a day while facing a particular direction. Zakat involves giving a part of wealth to the needy people in the society. Sawm refers to the period of fasting where the Muslims fast for a period of one month during the Holy Month of Ramadhan. This is a period when Muslims refrain from pleasures of the world to reflect on God. Hajj is also a pillar of the Muslim faith where faithful walk all the way to Mecca. This is done once in a lifetime. In conclusion, every religion has its core tenets with which it is identified with. For a person to be considered a faithful of a particular religion, they must concur with the laid down principles of the religion. Any person who wishes to join a particular religion must be well aware of the tenets of that particular religion and follow them to the letter. Of these three religions, one common aspect is that they believe in the existence of only one God. This is what is known as monotheistic religion where there is only one God who is to be adored and worshipped.

Using Blended Learning To Improve Student Performance Education Essay

I have questioned the over accent of traditional schoolroom instruction to pupils who are at easiness with engineering. It continues to be an country of serious concern to me a lecturer/tutor. It is good known that today ‘s pupils are different from pupils who grew up in a non-technological textual universe of books and really small multi-media. These digital age scholars seem to be at easiness with engineering. If I am to do an impact on my pupils ‘ larning it is sensible for me to include engineering in my instruction. I propose hence in this research undertaking to utilize blended acquisition where I can intermix the traditional face-to-face bringing manner of learning with the usage of the societal technologies- wiki, Edublogs, facebook, myspace, Google physician and electronic mail to supply for the online larning /virtual experience for pupils. By so making I hope to widen larning beyond the schoolroom and promote pupil battle in the acquisition procedure. It is my purpose to breed more communicating, coaction, creativeness and sharing information and thoughts among pupils in a short summer class at the UWI. My end is to better pupil public presentation in category and in the concluding scrutiny in the MGMTO43 Information systems Design 11course. I believe that engineering, particularly societal engineerings, should be an built-in portion of learning in the twenty-first century My research describes the attack I used to ease blended acquisition in this class. It identifies the challenges I faced, the infrastructural issues in the schoolroom assigned for the topic which negatively impacting on the original construct I had for class bringing ; the accommodations I had to do to finish the class, my pupils strategic behavior and demands made of me by them during the class. I besides analyse the responses to the pre-course and post-course studies which were undertaken by me and my contemplations as a consequence of making this undertaking. I believe that I have growing intellectually from the procedure and that I shall go on to polish my practice as a lector. I have learned from my pupils. Chapter 1 Introduction My action research survey focuses on the inquiry: How can I utilize blended acquisition to better pupil public presentation in an undergraduate class at the University of the West Indies, Faculty of Social Sciences summer programme. Chapter 2 explores the context of my survey sketching my experiences as a instructor in the instruction system of Trinidad and Tobago. It inside informations my entry in instruction and my early pattern as a instructor at modeling heads of pupils ; depicting my booby traps in footings of my pedagogical practice, the influences of my wise mans and the traditional attack to educating pupils in our instruction system. It goes on to briefly explicate the historical pattern by pedagogues of concentrating on the academically inclined pupils banishing those with different larning manners and describes to overemphasis by the society as a whole on pupil public presentations ( base on ballss ) in national scrutinies as a standard for success or failure of a school. The chapter besides highlights the impact of my exposure to instruction theory and teaching/learning methodological analysiss which have transformed my attack to learning puting the pupil at the Centre of my pattern as a lector. It explores my involvement in engineering in instruction, peculiarly web2.0 societal engineerings and how these platforms positively impacts the teaching/learning dealing ; leting for coaction, communicating, creativeness and sharing of information, supplying for the development of larning communities. I besides explore the construct of Digital Natives or Digital Age Learners and analyse blended acquisition as a teaching/learning methodological analysis from different positions, associating the thought to my grounds for utilizing action research to research intermixing larning as a method for bettering pupil public presentation. Chapter 3 inside informations my methodological analysis in this undertaking. I explore briefly the positions of research in instruction, foregrounding the scientific, interpretative and action point of views. I seek to explicate why the interpretive attack is valid as a method in instruction research and why in the probe of ‘peoples ‘ or ‘students ‘ issues quantification as used in the scientific method may non be every bit valid as making, given the subjective issues involved. I discuss the nature of my research associating my experiences as a instructor at both the primary and secondary sectors and my actions as an pedagogue in the schoolroom. I discuss in some item the research procedure in this survey, depicting the environment in which I functioned, the challenges I faced and how I overcame those challenges. I described my initial interaction with the pupils, the stairss I took to beg their understanding to take part in the survey, the paperss I used and their responses. I besides indentify the ethical issues involved in the survey and how I handled such issues. Chapter 4 describes the action research procedure in some item. I provide a description of the continuance of the survey ; how the pupils responded, their concerns, the challenges I faced in the schoolroom based on the institutional agreements made for the class. I farther explained my premises with respect to what I perceived as basic demands for any blended acquisition activity e.g. pupils holding internet entree at place and in category ; the establishment supplying internet entree in the schoolroom and disposal efficiency. When such facilitations are absent the negative impacts on one ‘s program are important. I detailed some of these issues and how the pupils reacted. I explore issues which arose in the executing of the survey with mention to the teaching/learning dealing, the pupils concerns and how I negotiated solutions. I detailed the pre-course questionnaire and findings and how these determination impacted the attack the survey. In supplying a comprehensive analysis of the questionnaire, I used a series of diagrammatic representations to demo the pupils ‘ responses to the single inquiries. This chapter besides gives a item history the Sessionss as they occurred and the issues I had to meet. Finally, a contemplation on this experience is provided. Chapter 5 focal points on the discussion/analysis of the blended acquisition survey. I provide an history of the action research from the positions of the research inquiries by set abouting an analysis of each of the four research inquiries: Does Blended Learning enhance pupil public presentation in the schoolroom? How can I utilize a blended acquisition attack to better the schoolroom and scrutiny public presentation of pupils in the MGMT 043X class at UWI? How do I reconstitute the MGMT 043X class content to heighten blended larning class bringing to aline with pupils larning manners? Does a Blended Learning attack affect the acquisition manners of pupils? In analysing each inquiry I seek to place the sentiments of the taking research workers and supply snapshots of their research, explicating my ain experiences, defects, accommodations made and contemplation on pupils ‘ public presentation in the short class on planing information systems. I discuss my world in footings of the existent teaching/learning environment – the engineering, the institutional agreements and the accommodations I had to do in the context of the research inquiries. I besides remark to the responses the post-course study in footings of pupil responses to the issues they faced in a blended acquisition environment. Chapter 2CONTEXT OF STUDY2.1 My Experience as a Teacher/LecturerTeaching has been the chief profession I have engaged in throughout my life. I have been influenced by the best of instructors and the worst of instructors, both at primary every bit good as secondary degree. What is important to me, nevertheless, is the important impact, both consciously and unconsciously, instructors have on their pupils. As a instructor I have had to invariably oppugn my public presentation in the instruction /learning dealing because my major aim has ever been to guarantee that my pupils did good in their scrutinies. This was what mattered most since my category and my school was judged by society at big as a ‘good ‘ or ‘bad ‘ depending on the consequences of scrutinies ; whether Common Entrance or SSEC/CAPE. This was the ground I spent long hours in schoolrooms boring my pupils. As a college lector I perpetuated the same myth of difficult work and concern for my pupils by air ing content and boring them on content. Yet I, like many of my co-workers complained bitterly when they underperformed in scrutinies. The fact is that I was perpetuating an educational systemic job of non providing for the â€Å" academically otherwise able † pupils ; the persons who were slow, weak, had different acquisition manners and whose endowments I was unable to tap into because of my attacks to learning and larning. I failed many of my pupils, partially because of my ignorance and rawness in the theory and pattern of instruction. Drudy and Lynch, ( 1993 ) have commented on this systemic failure which continues to happen in our instruction system when they opined: â€Å" Failure in school is construed as a job of single incapacity: we blame the victim for the insufficiency of the system, and the victim in bend internalises a sense of personal failure through the uninterrupted experience of being labelled † . Why was I judged by the society and my braces in the profession as a ‘good ‘ or ‘bad ‘ teacher/lecturer depending on how many of my pupils performed magnificently in scrutinies? What caused this over accent on the per centum of pupils who passed their scrutinies from my category? Like so many other teachers/lecturers, the perceptual experience of â€Å" excellence † was linked to scrutiny base on ballss. Humphreys ( 1993 ) asserts that: â€Å" instruction is non merely about developing rational and occupational accomplishments ; it is besides about assisting pupils to understand and value themselves. † These thoughts were merely non in my consciousness ; as were the other pedagogical issues ab initio, which were of small concern to me -how my pupils learn, my bringing manners, their acquisition manners, my method of pupil appraisal, my failure to implement group and independent acquisition, my ignorance of the impact of schoolroom environment, the important relationship between my pupils societal, environmental, psychological and cultural backgrounds which impacted on their ability to execute academically in the schoolroom. I have since recognised the cardinal significance of each of these issues in the context of my pupils ‘ public presentation and the hugh impact each has on my function as teacher/lecturer. Over the past decennaries, I have been exposed to new thoughts and educational constructs about instruction and acquisition. I have agreed with ( Gardener, 1991 ) thoughts on multiple intelligences, ( Bloom, 1956 ) taxonomy, every bit good as Dale ‘s cone of experience among others. More late, I have been exposed to the theories and thoughts of instruction and acquisition in a formal scene as I undertake surveies and research at the University of the West Indies in Teaching and Learning in higher instruction. This alone experience has helped me to transform my original instruction doctrine leting me to be at a occasion where I believe that all instruction should be humanistic. I focus on the pupil. I have besides recognized the cardinal function that engineering dramas in twenty-first century instruction. I am a truster in the power of web 2.0 ( O'reilly, 2005 ) societal engineerings in instruction in the context of advancing communicating, coaction, critical thought, creativeness, sharing, reaping of digital learning resources and the publicity of life-long acquisition. I am convinced that digital indigens ( Presnky, 2001 ) and digital age scholars ( ISTE, 2010 ) learn otherwise from digital immigrants and accordingly, I need to concentrate more on a constructivist attack to acquisition ; guiding, negociating and animating pupils to voyage their ain acquisition, leting for more student battle in the teaching/learning procedure. The chief aim of my schoolroom dealing in higher instruction is to prosecute and act upon my pupils to get cognition ; to construct on their real-life experiences and to guarantee that they learn. As of import as scrutinies are, my focal point is on larning, in all its contexts. I have besides observed the impact that engineering is holding on my pupils in their day-to-day lives, particularly those 30 old ages and younger- Digital Natives or Digital Age Learners ( Prensky, 2001, ISTE, 2010 ) . As a effect, I have had to do accommodations to my schoolroom minutess. Broadcasting can no longer be my chief manner of learning nor can the blackboard be my chief tool for learning. I need to utilize a scope of learning manners, fiting my bringing with their acquisition manners and guarantee that I meet the diverse larning demands of my pupils. It is against this background that I have embarked on this action research undertaking to happen out how I can utilize blended acquisition to better the public presentation of my pupils in an information engineering subject-Designing Information System II, a short class at the Summer School conducted by the Social Sciences Faculty of the University of the West Indies, St Augustine Campus. My research focuses on how I shall utilize Blended Learning to assist better the public presentation of pupils in the MGMT 0433 Designing Information Systems II class so that they are successful at the end-of-course scrutiny. I shall seek to happen out what accounts for the successes I achieve, the challenges I face, the impact of blended acquisition on the pupils public presentation, their response to blended acquisition, their initial and post class constructs about the method, the institutional agreements which positively and negatively impact on the class aims and larning results, my pupils ‘ contemplations and eventually my ain analysis and contemplations on this experience. 2.2 What is Blended Learning? In subjecting my proposal for this action research I opined the undermentioned thoughts: â€Å" Traditional teacher-centric attacks allow for inactive response of educational content, do non aline with learning manners of many pupils, is teacher/classroom-centred, non pupil -centred, do non let for real-world experiences and by and large concentrate chiefly on summational appraisal. By itself, the traditional teacher-centric, airing attack to content bringing in higher instruction is non run intoing the varying demands of today ‘s technology-enriched digital age scholars, runing in an prosecuting technologically advanced societal environment. More significantly, the cohort of mature working, parttime pupils who by and large entree the eventide programmes at higher acquisition establishments are hampered by the limited contact-time with the lector ( by and large 3 hours per hebdomad ) . There is a demand for such pupils to pass on with their lectors beyond the category room session ; whether in groups or separately, to be exposed to excess beginnings of content, both print and on-line, societal platforms for communicating, coaction and sharing of thoughts. Blended larning provides these advantages. † I see blended acquisition as leting for the pupil to associate his/her acquisition manner with my methods of bringing in the schoolroom and besides enabling the communicating, coaction, sharing and co-authoring of content, thoughts, resources and solutions to inquiries in the MGMT 0344 class beyond the confines of the hebdomadal category and tutorial session. The thought of the â€Å" blend † in acquisition is supported by ( Garnham and Kaleta, 2002 ; Singh, 2003 ; Bonk and Graham, 2005 ; Albrecht, 2006 ; Lloyd-Smith, 2009 ) . In a broader context Blended Learning is intercrossed larning normally defined as a mixture of traditional face-to-face acquisition with instructions together with the elements of engineering where online resources are created, organized and placed on Learning Management Systems ( LMS ) . The attack besides incorporates a scope of constructivist mechanisms including the placing of capable content, quizzes, mystifiers, games and simulations, usage of real-time and asynchronous treatments. In a blended acquisition method, larning content can be utilized from Webpages or Website-based learning objects or organized as online activities. This method is now been recognized as a major methodological analysis for improved pupil public presentation in higher instruction. The detonation of societal engineerings in inst ruction e.g. ( youtube, edutube, facebook, frickr, myspace, chirrup etc. ) used by digital indigens and to a lesser extent digital immigrants, and their positive impact on the higher instruction environment has necessitated a reconsideration of the bringing methods used in talk halls. The thought of anyplace, anytime larning is a world in higher instruction today. Blended learning environments provide the most important characteristics for this sort of larning. Based on the above thoughts, my action research seeks to happen out the relationship between the usage of a blended acquisition bringing manner and pupil public presentation in the MGMT 0344X class faculty. 2.3 Blended Learning: The Different Positions a ) The Student & A ; Lecturer There are different positions with regard to the context, usage and impact of blended acquisition as a methodological analysis of bringing in higher instruction. The thought of betterment in pupil public presentation is critical and besides indispensable. One finds in the literature, research on blended larning from the position of the scholar ( Chen & A ; Jones, 2007 ; Delialioglu and Yildirim, 2007 ; Orhan, 2007 ; Burgess, 2008 ; Greener, 2008 ; Jusoff, K. & A ; Khodabandelou, 2009 ; Lloyd-Smith, 2009 ; Miyazoe and Anderson, 2010 ) ; the instructor ( Draffan and Rainger, 2006 ; Robertson, 2008 ; Motteram & A ; Sharma, 2009 ; Miyazoe, & A ; Anderson,2010 ) ; the higher learning establishment ( Singh, 2003 ; Francis & A ; Raftery, 2005 ; Albrecht, 2006 ) and from pedagogic pattern and doctrine ( Shank,2002 ) . A figure of surveies in the literature besides point to intermix acquisition as a mechanism for improved public presentation of pupils taking class faculties in higher instruction ( Gray, 1999 ; Black, 2002 ; Gunter, 2001 ; Sanders & A ; Morrison-Shetlar, 2001 ; Yildirim, 2005 ; Greener, 2008 ) . Although still in germinating phases, these action research surveies indicate the demand for alternate attacks to the bringing of classs and the debut of engineering in the teaching/ larning dealing. However, there is still a important function for the lector ; particularly in the beginning of a faculty when there is demand for counsel, way and motive ; when student-student coaction and larning community is non yet developed ( Greener, 2008 ) . She farther asserted that face-to-face Sessionss in the blended acquisition environment are critical and intense but non as frequent. The end is to heighten student-centred acquisition and autonomous acquisition. Chen and Jones, ( 2007 ) make reference of lucidity of instructions in the traditional manner and a greater apprehension of the constructs in the blended manner. Thus a combination of clear instructions and greater apprehension of constructs could accrue if pupils are exposed to a blended acquisition environment. This thought is supported by ( Greener, 2008 ) who suggested that little group size was appropriate as a instruction scheme that dynamically mediated on-line treatment and offered encouragement and support, particularly in the preliminary phases of a class faculty. Though this is the ideal state of affairs it must be noted that blended acquisition can besides be used successfully in big categories. Delialioglu and Yildirim, ( 2007 ) opined that blended larning bridged the properties of on-line instruction- efficiency, sufficiency and freedom to entree information anytime with the features of traditional schoolroom direction ; such as leting pupils to concentrate on new information presented in add-on to working with equals and teacher in category. The major focal point in both methods of delivery-traditional and online should be on faculty redesign to magnify the wagess of both manners of direction. This is critical to the improved public presentation required of pupils, since the purpose is ever to guarantee that the acquisition manners of all pupils in a category are activated, given the different manners of bringing and the exposure to engineerings that allow for sharing, coaction, equal coaching, communicating and contemplation. Burgess, ( 2008 ) focused on blended acquisition from the position of its suitableness for parttime mature pupils. The impact of the first loop of the blended attack to a fiscal faculty resulted in 8 % betterment of parttime pupils ‘ Markss. Whereas 50 % of parttime pupils asked for clip extensions or grants for subjecting assignments antecedently, merely one asked in the first loop of blended acquisition. Students who missed categories because of work were less dying because the class content was available on Moodle. The illation to be drawn from these findings is that there are a figure of positive results to pupils taking a class in higher instruction utilizing blended manner whether full-time or parttime. In the instance of parttime pupils the entree to content 24/7, the ability to work with equals in real-time and online, to pass on with lecturer/s in category and on-line, the ability to work in groups or equals in-class and online and the ability to develop learning communities are advantages which impact positively on their public presentation. There is go oning grounds, that blended acquisition does lend positively to student attitude and hence their public presentation in class faculties. B ) Higher Learning Institutions & A ; Programs The reappraisal so far has focused on blended acquisition from the position of the pupil. Higher acquisition establishments besides play a critical function in the development of blended acquisition to the extent that they can supply blended larning programmes to run into the many-faceted demands of their pupil population. Singh, ( 2003 ) focused chiefly on the holistic demands for a blended acquisition programme ( from an institutional point of view ) supplying what he calls the dimensions and ingredients for blended acquisition programmes. He besides seeks to supply a theoretical account for making what he calls the ‘appropriated blend ‘ in such programmes which trades both with the single class and jointly, the acquisition experience. The findings suggest an institutional position is besides important to the thought of blended acquisition. The deductions here are notable in the context of instructional criterions for blended acquisition programms across higher acquisition establishments modules. His usage of ( Khan ‘s, 2005 ) Octagonal model is informative as it provides for a thorough usher for the production of blended larning programmes in higher acquisition establishments. Albrecht, ( 2006 ) on the other manus dressed ores on the efforts by North American higher acquisition establishments to develop blended acquisition programmes ; He postulates careful planning, institutional support and a willingness of module to utilize engineering as the most critical elements for success in any such transmutation of class bringing manners ; foregrounding the demand for close attending to be paid the single differences and larning manners of pupils to give improved pupil public presentation. ( Francis & A ; Raftery, 2005 ) advocated the demand for rethinking the acquisition demands for today ‘s scholars in the context of the proviso of edifices which will advance acquisition, including blended acquisition. They opined that existent and practical acquisition environments are complementary and should let for seamless passage between the two by both lectors and pupils. They indicated the demand for coaction and entree to engineering services to supply a blended acquisition environment which promotes collaborative, student-centred, technology-enhanced acquisition which is institutionally derived and supported. This attack is in sink with ( Singh, 2003 and Albretch, 2006 ) . There is hence a distinguishable focal point on the establishment as a driver and protagonist of blended acquisition at the macro degree to assist better pupil public presentation. The literature alerts the reader to the broad scope of considerations which must be taken into history by higher instruction establishments which are engaged in the development of blend larning programmes. It besides focuses on the critical demands for the development of an attack rooted in the teaching method which facilitates the apprehension of the issues to be identified and clarified in order to use blended acquisition as a mechanism to help in the betterment of pupils ‘ performance.This analysis therefore identifies three positions from which to originate blended acquisition, whether a class or programme: 1. the student/lecturer, 2. the institution/course and 3. the engineering ; all of which aid to better pupils ‘ public presentation. These thoughts would be used to find to what extent blended acquisition can better pupil public presentation in the MGMT 043X class in the 2010 Summer Programme of the St Augustine Campus. The information gathered would assist to find what characteristics of blended larning addition pupil ‘s public presentation and how the usage of ICT engineering impacts the teaching/learning. Chapter 3 Methodology Chapter two contextualises my learning experience and how instruction. Methodological issues are the topic of chapter three. Chapter four trades with the research in item In chapter five I examine the chief countries of apprehension and growing which I experienced as a consequence of the research Chapter six concludes my research as I reflect on how I will better my pattern in the hereafter, the unsolved issues which arose during the research, and the strengths I have gained through my engagement with action research which will assist me to face future educational challenges.