Economics Essay Example for Free

Economics Essay 1. What did Keynes think some of the chief benefits and defects of capitalism were? Keynesian theory which was developed by Keynes advocates for a mixed economy where the government and private sector are important. In Keynesian model economy is assumed to be below full employment.   Keynesian argues that the aggregate demand for good which seek to increase employment of resources in the country is the driving force of an economy.   According to Keynes, the government’s role is to reduced unemployment rate and deflation level to enhance increased output in an economy (Baqliano and Bertola, 2003). Capitalism developed by Max argues that the poor in capitalistic society are so because of exploitation by the merchants who own the means of production and distribution.   The merchants are said to exploit the poor through low wages.   Marx argued that the value of any economic good should be determined by the labor used to manufacture.   Any cost that is higher than the cost of labor represents the surplus which is the profits the capitalists realize from exploitation of their laborers.   Marx believes that all means of production should be owned by the government or should control by the government.   Marx advocated for socialist government that owns the means of production or democratic administration that control them. Economists who include Keynes deny the claims of Marx that labor is the only measure for surplus.   According to Keynes who support capitalism, employers and employees are guided by the prevailing market wages hence employers offer employment to willing workers. John Keynes believes in capitalistic economy and called on the government to stimulate it but not eliminate it.   However, Keynes site defect in capitalism where he argues that capitalism does not promote full employment, wealth and incomes which the model seeks to achieve in the long run. Keynesian ideologies have been employed by politician but both abuse of the model, inflation has resulted.   This is evident with government manipulating policies to make economic conditions favorable during election which has led to high inflation in most state.   Action by government leads to reduce real wages and real incomes which do comply with Keynes model.   Capitalism has led to segregation of the society into strata according to income and wealth owned.   Most politician use Keynes ideologies by making promises that will earn them votes.   Implementations of the promises require higher taxation which reduces income of individuals (Baqliano and Bertola, 2003). Keynesian advocate for full employment which should be accompanied buy steady controlled inflation level as an effective means of guiding the economy in he interests of capital.   Keynes argue that real wages can be allowed to fall, government expenditure on schools, hospitals and infrastructure can be reduced as anti-inflationary measures and this inflationary measure should be continued until employment level desired is achieved. According to Keynes denied that unemployment is contributed by capitalism. However Keynes argued that unemployment in capitalism is brought by inadequate demand of personal articles of consumption and productive articles of consumption.   Keynes argue that inadequate demand is as a result of the workers tending to accumulate part of their incomes through savings and the inadequate demand   for productive consumption is brought by failure of people to invest their capital profitability which would lead to increase in output and hence reduced unemployment. Keynes advocates that employment can be increased by lowering real wages through inflation introduction and decreasing rate of interest.   Increased rate of interest will encourage investment of capital which will increase aggregate demand.   The government should then expand its budget to allow mass investment. Consumptive demand can be increased through increased extravagance of the ruling class; investing in war prone areas and increased non-productive expenses by the state.   The increased non-productive expenses to attain full employment of the population will actually lead to diminished living standards of laborers. Keynes in his support for capitalism argued that the workers should not be assisted to rise above the capitalists because capitalists who consist of intellectuals are the quality of life and they carry seed of achievement.   Keynes argued against socialism where the government owns the production. Keynes in support of capitalism advocates the governments to support monopoly.   The wage freezing policy by the federal government in Middle East helped increase the profits of the monopolies while lowering the living standards of the workers. Keynes argue that inflation bring about equilibrium position I n capitalism.   In Capitalism â€Å"Boom lead to increased profits and hence increased prices.   Production expands up to overproduction point where equilibrium is achieved through â€Å"boom bursting. 2. What is the `identification problem` in using econometric analysis? Identification problem in ecometrics involves solving unique values of the parameters of the structural model from the values of the parameters of the reduced form of the model.   Reduced form of a model presents a model where endogenous variables are expressed functions of exogenous variables. For example prices in a marker are determined by supply and demand, hence must establish the demand and supply functions.   However, the equation obtained by regressing quantity on market price cannot be identified specifically as either supply or demand function.   In special cases, we use regression to get demand function.   While holding supply function constant or vice versa, but cannot obtain regression while accommodating fluctuation changes in both (Baqliano and Bertola, 2003).

Barriers to ICT in Nigeria School Research

Barriers to ICT in Nigeria School Research Information communication technologies (ICTs) are information usage tools that are used for the production, storage, processing, and distribution and exchanging of information. The many different information tools work together, and merge to make a networked world- which gets into every part of the world (UNDP Evaluation Office, 2001). It is a progressively more powerful tool for getting involved in global markets, enhancing political accountability; recovering and making better the delivery of basic services; and enhancing many development opportunities (UNDP, 2006). Ogunsola (2005) says Information Communication and Technology is a based electronic system use for transmission of information, to respond, process and retrieve, which has influenced the way we generally live our lives. Access to global knowledge and communication can be gained (Ogunsola, 2005). The use of ICTs by student make them get more knowledge and understanding to complicated subject topics and concepts and are m ore likely to remember information gained and apply it outside the walls of the classroom. (Apple Computer, 2002). In addition, students deepen their understanding and knowledge through ICT because there is access to information at different levels. (CEO Forum on Education and Technology, 2001). Nigeria is a developing country populated with over 124,009,000 people.60% of the population in Nigeria lives in the rural area which do not even have access to social amenities like computers or IT amenities for distribution of information. Most schools in Nigeria do not have computer systems in their schools and even those that have do not make use of it or get the full utilization of the effectiveness and efficiency of information technology. The development of information technology in Nigeria has not attained the required heights which is affecting the use information and communication technology in the education system of the country. (Oyebisi, 2003) Education System in Nigeria is structured into four different levels; we have the primary education, secondary education which is divided into two different cycles-junior secondary school and senior secondary school, and we have also got the Tertiary and higher education level. The primary education is run for six years for ages from 5 to 11yrs after an examination called common entrance is written to secure admission into the junior secondary school education, the junior secondary school cycle is run for 3 years and from age 11 to 13 years and also the senior secondary school cycle also run for 3years from age 13 to 16 years after which a senior secondary school certificate (SSCE) is taken which stands as a requirement for entrance into the tertiary and higher education level. The tertiary and higher education level comprises of universities, polytechnics and college of education. (International organization for Migration). This dissertation will be a study on the secondary educatio n level in Nigeria focusing on the senior secondary school cycle. In Nigeria, the ability and effect of information technology has been known in the school system. (Yusuf, 2005).The evidence of this is shown in different reform policies laid down by the country to integrate ICT especially computer in the Nigeria school system. The federal government 1988 document policy implements the introduction of computer studies, both software and hardware, to the various levels of education in the country. The document also stated that secondary school teachers should be trained which was facilitated by introducing computer systems some of the secondary schools. In 2004, the revised National Policy on Education (FRN, 2004) focuses more on the need of ICT at all Nigeria education levels. For example, in the section 11 sub-section 102 (a) states that All states, Teachers Resource Centres, University Institutes of Education and other professional bodies shall belong to the network of information and communication technology (ICT) (p.53) and also further stated in the section 11 sub-section 102(d) states Government shall provide facilities and necessary infrastructure for the promotion of information and communication Technology at all levels of education (p.53). However, despite the written documents were accepted, they were not implemented which has left Nigeria to still be lacking in the usage of Information technology in the Nigeria education institutions. 1.1 RATIONALE FOR THE RESEARCH Information and Communication technology has made impact in all aspects of life (Oliver, 2002). Information and communication Technology has proved and provided so many positive effects in every aspects of any country, organization. Many countries have experienced drastically change in their environment especially their education factor through the use of information technology. In spite of such positive impact most developing countries like Nigeria are still yet to efficiently and effectively incorporate the use of information and communication technology into their educational system. This study will be researching the barriers and also factors that preventing the effective and efficient use of ICT in Nigeria and the steps to be taken to improve the usage of ICT. 1.2 RESEARCH QUESTION The research question developed to guide the study is What are the factors preventing the usage of Information and communication Technology (ICT) in the senior secondary school educational system of Nigeria? And what steps that could be taken to promote ICT usage in this sector? The following research sub questions were developed to guide the study: What is the current secondary school education system in Nigeria? What is the current level of usage of ICT in senior secondary school education system in Nigeria? What are the factors influencing usage of ICT in Nigeria senior secondary school education system? What are the barriers affecting the usage of ICT in Nigeria senior secondary school education system? What can be done to improve the current situation of ICT usage in Nigeria senior secondary school education? 1.3 AIM OF THE STUDY The aim of this research is to be able to identify and analyze the different barriers preventing the usage of ICT in the Nigeria senior secondary school education system and make suitable recommendations to improve the current usage. 1.4 OBJECTIVE OF THE STUDY The objectives of this study: To understand Nigeria current senior secondary school education system. To understand the current usage level of ICT in senior secondary school education in Nigeria. To identify the factors influencing the usage of ICT in senior secondary school education in Nigeria. To identify the barriers affecting the usage of ICT in senior secondary school education in Nigeria. To establish the suitable ways by which the usage of ICT in senior secondary education in Nigeria can be effective 1.5 GANTT CHART The Gantt chart shows the framework for the research in terms of time scale apportioned to the different aspect of the research. Its a representation of the different tasks and activities that will be done in the research project. (See Appendix 1) CHAPTER TWO 2.0 LITERATURE REVIEW Africa has experienced the growth of ICTs in different areas over the past decades and it includes education. The metamorphosis from teacher-centred educational method to learner -centred education the all over the world in the previous years, adds to the use of ICTs in education. Lending from the phrase Knowledge -Driven world as envisioned by (Hawkins, 2004;Inwent, 2004), it connotes that education developmental practices must centre on the same access (i.e. equal) and value of education which should emphasize the significance of change in the educational sector via use of ICTs and providing new generations with improved expertise to operate in the 21st century. The use of ICTs in African countries and Nigeria in general is rising and considerably increasing. Conversely, while there is a vast knowledge on how ICTs are being implemented in advanced countries, there is less information on the method in which ICTs are being brought in into schools in less advanced countries (Beukes-Amiss and Chiware, 2006). Observing the less-developed countries in accordance to these authors, there is usually a short access time for each month using ICTs via both the students and teachers and even a lesser time taken with good Internet access. It ought to be observed that accessibility of ICTs with reference to access in terms of proportion of teachers to students varies considerably. In spite of this, the recent and rising technologies challenges the conventional process of Learning and teaching, and the manner in which education is controlled or managed. Despite the fact that ICT is a vital area of research in its own right, it is getting a key impact throug h all prospectus areas. Simple global communication gives immediate access to a wide array of data, challenging assessment and assimilation skills (Fowowe, 2006). Rapid communication and better access to ICTs in homes, educational establishment, and at work may possibly mean that acquisition of knowledge or learning turn out to be a truly lifelong activity-activities via which the rate of hi-tech change, forces continuous assessment of the teaching progression or process itself. Besides the importance of the research, laying emphasis on the part of the Internet and students mind-set or attitudes towards it has been well thought-out. Nowadays, Internet has become our part of communal order via the provision of a variety of functions. On the other hand however, it has immense function by implementation of method of education and system at all the society. Moreover; having awareness of the educational technologies and its major parts as Internet needs being more creative i.e. readiness, to put in new growth, creativeness or originality for learning, allowing individuals have their own learning with supportive and collective intelligence, making significant learning based on the constructivist approach (Maddux, et al., 1997). 2.1 FACTORS CONTRIBUTING TO USING ICT IN THE CLASSROOM In Accordance to Cox and Preston (1999), there are quite a few factors that have been recognized which could support and influence teachers in the usage of ICT in classrooms. In order to examine these factors furthermore with reference to teachers ICT use, the research makes use of the TAM (Technology Acceptance Model) done by Bagozzi, Davis and Warshaw (1989) which was an edition of hypothesis of reason action by Fisbein and Ajzen (1980) to examine the basis for the usage of ICTs by teachers. 107 adult users who had been using a managerial system for 14 weeks were tested with this model, and it was observed that peoples usage of computer was guided by the intents of their minds to use it and that knowledge effectiveness was also strongly related to these aims. 2.2 TEACHERS AND INSTRUCTIONAL APPLICATIONS OF ICTS Several different types of technology could be used to maintain and improve learning. All from digital moviemaking, video content, to handheld technologies and laptop computing has been used in classrooms. Likewise, new usage of technology such as pod casting are constantly emerging (Marshall, 2002). From Marshals view point, a variety of technologies brings different types of package and provides different purposes in the classroom. E-mail and Word processing promotes communicational skills; spreadsheet and database programmes promote organizational skills; and software for modelling promotes the basic understanding of Mathematics and Science concepts. It is imperative to look at how these electronic technologies vary and what type makes them essential as a van for education (Berker, 1994). Available technologies in classrooms nowadays vary from simple tool-based functions for example word processors, to scientific repositories of online data. Others are handheld computers, primary historical documents, two-way distance learning classrooms and closed-circuit television channels. Prensky (2005) emphasized that even the mobile phones that a lot of people now take with them can be used to gain knowledge. In accordance with Zhao and Lei (2006) all technology is possible to play diverse roles in the learning of students. Instead of trying to illustrate the effect of all technologies by putting them as the same, researchers ought to consider the various types of technologies that are being used in class-rooms and for what intentions. Two universal differences can then be looked at from the literature. Learners can study from computers where technologies are used basically as teachers and tend to enhance students essential knowledge and skills. Furthermore, it is feasible for them to be taught with computers where technologies are used as tools that can be used in varieties of goals in the knowledge acquisition process and can be as resources to help in the development of advanced order thinking, research skills and creativity (Ring staff and Kelley, 2002; Reeves, 1998). Murphy, et al., (2001), said that the primary structure of student studying from computers is explained as DES (Discrete Educational Software), CAI (Computer-assisted Instruction), ILS (Integrated Learning System), and CBI (Computer-based instruction). Applications of this software are also the most broadly accessible applications of learning machinery in schools nowadays, alongside the word-processing software, and have immensely helped in classroom for over 20 years (Wong, Ravity, Becker, 1999). Murphy et al., (2001) elucidates that teachers employ the use of (Discrete Educational Software) DES not only to enhance teaching, as in the previous years, but to provide means for self study, bring in topics, and give chances to learn ideas otherwise difficult to get to students. The software also performs two key hypotheses about how computers can aid learning. Primarily, the users capability to relate with the software is barely described in methods intended particularly to encourage studying with the tools. Secondly, computers are seen as a medium for acquiring knowledge, to a certain extent than as tools which may perhaps support more learning. As Discrete Educational Software (DES) is known as the universal method or approach to computer use in students acquisition of knowledge. Of late, the usage of computers in schools has developed more varieties as educators identify the potency of studying with technology as a way of enhancing or improving students problem solving abiliti es and reasoning. Zhang (2005) remarks that this move that has been motivated by the superfluity of communication devices and new information now more available to students at home and in school , each of which gives new enablement to students and teachers alike for enhancing and improving student success and to meet demands the 21st century skills. 2.3 BARRIERS TO ICT USAGE IN EDUCATION The observation that teachers proficiency and lack of understanding to weigh up the use, tasks and roles of ICT in education as the two major factors obstructing teachers willingness and self-confidence in using ICT support. Likewise, (JISC, 2004) in their observation on rising development in learning technology showed that the most noteworthy obstacles seen are linked to the training of staff in the use of ICT, staff attitude, access and ICT expertise in general. Furthermore (Elgort, Marshall Mitchell, 2003) similarly reported that staffs keep on identifying a lack of time as an obstacle to the use of technology. At the same time this has been interpreted to mean that staffs have not had the moment in time to attain the essential or Basic skills needed, which now appears more probable that it reveals a sense of main concern communicated by the institution and a need by academics to see a revisit on the investment or outlay of their time in accelerating their teaching and educationa l delivery with latest technology. Earlier study of academic staff attitude and manner of approach to the use of technology has also repetitively discovered time and a lack of such examples (e.g. knowledge and skills) as major obstacles to technology implementation (Marshall, 2000). The observation of ICT, has been user-friendly by teachers in this research is significantly relevant what Cox et al. (1999) observed. This is owing to the fact that most factors that teachers regard as making it easier to use ICTs was seen by Cox et al. as adding to the constant use of ICT by teachers in their learning, and which were also seen to be of main importance to these teachers in their teaching. The issues are: making the courses easier, interesting, and more diverse, more fun for them and their pupils, more enjoyable and more motivating for the pupils among others. In addition, it should be of a worthy note that in TAM (Technology Acceptance Model) by (Davis et al., 1989), one of the fundamental themes studied was apparently ease of use. This, in accordance to Davis generally influences peoples acceptance or approval to use a particular technology. CHAPTER THREE 3.0 RESEARCH METHODOLOGY Research is a cautious enquiry or search into a research question, or venture to ascertain new, or gather old facts etc., by methodical study of a subject. A good research is organized, truthful, and regularly assisted by knowledge of experts. It is governed by an in-depth understanding of what it means to be acquainted with something, by principles for performing things observed, for putting together and evaluating evidence to enable choices to be made between competing accounts of an observable fact, for testing the reliability of conclusions (Sharp et al, 2006) The research methodology is divided into parts: The research design and the data collection. 3.1 RESEARCH DESIGN 3.1.1 Research Approach There are two types of approaches to a research, inductive approach and deductive approach. These two approaches are use to assess information. 3.1.1.1 Inductive Approach Inductive approach is a research approach that has to do with collection of data and then analyse the data, from which a theory is developed. It emphasize on having understanding on the human factor reasoning. It uses quantitative method in collection of data. The researcher is part of the process of the research. (Saunders, et al, 2009). 3.1.1.2 Deductive Approach For the purpose of this study, deductive approach will be used. Deductive approach is an approach that has to do with shifting from theory to data; there is development of theory or hypotheses, in which a research strategy is designed to test it. It emphasizes more on scientific principles. It is a highly structured approach. It uses collection of qualitative method (Saunders, et al, 2009). Deductive approach analyse the relationship between research and theory. Theories that have been developed are then tested. Theories gathered are quite illuminating until they are tested. A researchers analysis of any theory may change after data has been collected, tested and analyse. These may be because ,new theories might have been developed before the researchers finishes his or her analysis and also the data collected by the researcher may not fit into the real or initial theory. (Alan, et al, 2007) The process of deductive approach is-Theory, Hypothesis, Data collection, Findings, Hypothesis confirmed or rejected and Revision of theory. (Alan, et al, 2007) 3.1.1.3 WHY DEDUCTIVE APPROACH? The approach that will be used for this study is deductive approach because it is already established that Information and Communication Technology has made a very great impact in education but despite this Nigeria is still lacking in the use of ICT in education. Most of the secondary school students are yet to use a computer in their studies and teachers are finding it very difficult to change their system of teaching by using ICT in their system f teaching. Therefore here will now be collection of data through questionnaires to test this theory. 3.2 DATA ANALYSIS There are two types of methods used in data analysis, they are: Quantitative analysis Qualitative analysis 3.2.1 Quantitative analysis Quantitative analysis is a type of analysis that uses numerical data for its data analysis process like graphs collecting data through data collection technique such as questionnaire. (Saunders, et al, 2009). 3.2.2 Qualitative analysis Qualitative analysis is a type of analysis that uses non-numerical data for its data analysis process such as categorising data through data collection technique such as Interview. (Saunders, et al, 2009). Researchers that make use of qualitative analysis gets close to the targeted population which are being researched so as he or she can have a better understanding of them in terms of behaviour, beliefs and values. In qualitative analysis, new research concepts and theories emerges out of the collected data .Due to the relationship that tend to exist between the researcher and the people he or she is investigating, qualitative researchers play an active role in the research design and gets more involved in whole process. 3.3 PROPOSED RESEARCH STRATEGY FOR THE CURRENT STUDY The research strategy chosen must be able to answer the research question and sub-questions appropriately and also meet up the objectives set.(Saunders,et al,2009).There are many types of research strategies which include, experiment, survey, case study, action research, grounded theory, ethnography and archival research. . (Saunders, et al, 2009).For the purpose of this study, the research strategy to be used is survey. Survey strategy enables one to sampling, whereby data can be collected from a small population representing a large size population. 3.4 DATA COLLECTION METHOD The data collection method that will be used is questionnaire and which will be administered by using postal and also telephone interview. The postal or mail questionnaire will be administered to respondents which are principals, teachers and students, which will be sampled randomly, while the respondent for telephone interview will be Government official. 3.5 POPULATION TO BE SAMPLED The participant s will involve 25 principals, 250 teachers and also 250 students will be selected randomly from different senior secondary schools.10 Government officials will be used for the telephone interview. The questionnaire given will be filled by the respondents, which will be collected back. 3.6 TYPE OF DATA The kind of data to be collected include: Gender; Age; Qualification; Experience; school location, Education Level, ETC and also further questions to be asked are What is your level of computer literacy? Which kind of ICT do you have access to in your school? How frequent do you have access to the ICT items per week? What is the adequate level of the availability of ICT and access to them? What are the activities done with ICT items? What are the factors hindering the usage of ICT in the school? These are just few out of the questions to be set in the questionnaire; more questions will be added as i further into the study. 3.7 PROPOSED RESEARCH ANALYSIS FOR THE CURRENT STUDY The combination of both Qualitative and Quantitative analysis would be use for the purpose of this research for the data collected; because numerical data will be used for it data analysis and questionnaire will be used as the data collection technique and also the interview that will be conducted with the government officials will be analysed with quantitative. They will be given their opinions in the answering of the questions. REFERENCES Apple Computer, (2002).The impact of technology on students achievement. Available at:http://www.aple.com/education/research/index2.html {Accessed on{12/05/2010} Ajzen, I., Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs,NJ: Prentice-Hall. Alan B.Emman B.(2007).Business research methods.(2nd edition).Oxford University Press Inc.,New York. Becker, H.J. (1994).Internet use by teachers. Available at: http://www.crio.uci.edu/TLC/findings/Internet-Use/startpage.html. {Accessed 25 May 2010} Becker, H.J.; Ravitz, J.L, Wong, Y (1999). Teacher and teacher directed student use of computers and software. Center for Research on Information Technology and Organisations, University of California,Irvin, and University of Minnesota. Beukes-Amiss, C.M. .Chiware, E.R.T. (2006).The impact of diffusion of ICTs into educational practices, howgood or how bad? A review of the Namibia situation. Available at:http://www.dspace.unam.na:8443/dspace/bitstream/1995/244/impact+diffusionICTedupdf {Accessed 23 May 2010} CEO Forum on Education Technology (2001). School technology and readiness report: Key building blocks for student achievement in the 21st century: integrating digital content. Washington, DC: Author. Available at: http://www.ceoforum.org/downloads/report4.pdf Cox, M.J., Preston, C., Cox, K. (1999) What Motivates Teachers to use ICT? Paper presented at the British Davis, F.D, Bagozzi, R.P Warshaw, P.R. (1989) User acceptance of computer technology: a comparison of two theoretical models. Management Science. 35(8). 982-1003 Educational Research Association Conference. Brighton. September. Federal Republic of Nigeria (FRN) (2004).National policy on education (4th edition.)Lagos: NERDC Press Fowowe, S.S. (2006).Information technology: A veritable tools for sustaining the Universal Basic Education Programme in Africa. Paper presented at the African conference on Achieving Universal Basic/Primary Education in Africa in 2015. University of Botswana. 16- 19 October Gray, D.S. . Souter, N. (2003).Secondary science teachers use of, and attitude towards ICT in Scotland. A Report, University of Strathclyde, Glasgow, UK. Hawkins, R.J. (2004). Ten lessons for ICT and Education in the Developing World. World. Inwent. (2004) eLearning development and implementation: course information and documentation. Bonn: Inwent International organization for Migration, Ireland.()Available at:http://www.iomdublin.org/DORAS%20Nigeria%20Education.html#Secondaryeducation{Accessed 12 May 2010} JISC. (2004).Developing maturity in e-learning. Available at: http://www.aclearn.net [Accessed 21 May 2010] Kelly, K. (2002). Lesson study: Can Japanese methods translate to U.S. schools? Harvard Education Letter,18(3), 4-7. Lei, J. Zhao. (2006). Technology uses and student achievement: A longitudinal study. Computers and Education. Available at: http://www.sciencedirect.com {Accessed on 02 June 2010}. MADDUX, C., et al. (1997). Educational Computing. A Viacom Company in United States of America. Marshall, J.M. (2002).Learning with technology: Evidence that technology can, and does support learning .San Diego: State University Marshall, S., Elgort, I., Mitchell, G. (2003).Raising the Valleys: An Approach to Developing Staff Capability in e-Learning. Available at: http://surveys.canterbury.ac.nz/herdsa03/pdfsnon/N1123.pdf [Accessed 21 May 2010] Marshall, S. (2000). Report on the 2000 UTDC Survey of Academic Staff Needs for Teaching Technology Support. Wellington NZ, Victoria University of Wellington. Murphy, R., Penuel, W., Means, B., Korbak, C., Whaley, A. (2001). E-DESK: A review of recent evidence on the effectiveness of discrete Educational Software. Menlo Park, CA: SRI International. Ogunsola, L.A. (2005). Information communication technologies and the effects of globalization: Twenty-first century digital slavery for developing countries- Myth or Reality? Electronic Journal of Academic and Special Librarianship 6 (1- 2) 1-10. Oliver,R.(2002).The role of ICT in higher education for the 21st century: ICT as a change agent for education.Available at http: {Accessed 10 May 2010} Oyebisi, T.O (2003).The impact of the environment on the growth of the Nigerian IT industry. International journal of Information management. Available at: http://www.sciencedirect.com{Accessed 03 May 2010}. Pensky, M. (2005). What can you learn a cell phone? Almost anything! Innovative: Journal of Online Education,1 (5). Reeves, T.C. (1998). The impact of media and technology in schools: A research report Prepared for The Bertelsmann Foundation Sharp J.A., Peters J. and Howard, K (2006) The Management of a Student Research Project (3rd edn), Aldershot, Gower/Milton Keynes, The Open University. (Set book for M801). Saunders M.,Lewis P. And Thornhill A. (2009) Research methods for business students(5th edition) U.N.D.P. Evaluation Office. (2001).Information communication technology for development, No 5, pp 1- 31 UNDP. (2006). Information communication technologies and development. Available at:http://usdnhq.undp.prg/it4dev/ {Accessed 01 June 2010}. UNESCO, (2004). ICT pedagogy. UNESCO office. Yusuf M.O(2005) Information and communication Technology(ICT) and Education.Analysing the Nigerian national policy for information technology.Int.Educ.Joornal.Available at:http://ehlt.flinders.edu.au/education/iej/articles/v6n3/v6n3.pdf{Accessed 02 June 2010} Zhang, Y. (2005).Development and validation of an Internet use attitude scale. Computers and Education.Available at: http://www.sciencedirect.com/science {Accessed 15 May 2010}

Essay --

Lovers stopped in time, unable to proceed to the lip locking trophy of affection. A simple four letter word that has changed the world by its beauty and awe. What are these interesting pictures of words and love? The Kiss, a dramatic scene unfolding before everyone created by Auguste Rodin, and LOVE, the simplistic sucker punch created by Robert Indiana, are wonderful creations that have both an impact and a meaning. These two sculptures have graced the art world with all their beauty leaving some breathless. They mean so many different things with different imagining, reside in separate parts of the world, but some sculptures are more well-known. In this case LOVE is more Known. To begin with, we all think of love as this beautiful, wondrous emotion that comes with a flood of hugs, and kisses. The Kiss, also identified as Francesca da Rimini, is a stunning picture of people in love. Auguste Rodin put everything he had into making this impressionist replica of the young, adulterous couple, Paolo and Francesca, from Dante's Inferno. Created in 1889, the figure is created in a way to symbolize that the lovers are focused on each other that you can hardly see their faces. The kiss that they are about to give each other is made to not have completely gone through, because Gianciotto Malatesta, Francesca's husband, killed both of them before they could finally achieve their kiss. It is a truly sensual piece due to the couple being nude, as well as, the smooth texture of the people compared to the roughness of the marble rock below them. This piece of eye candy has so much raw emotion behind it with such a depressing backstory to back it up. Love is apparently an e xtremely complicated subject for most people to comprehend. People someti... ...ferent wonderful artists and creations pop into people's minds. Indiana's worldwide popular phenomenon is known left and right. His creation appeared in the age when Warhol was painting cans of soup and people were making art to show points and movements. Different parts of the world know more about it than many other beautifully created sculptures. Something that hits a modern heartstring most likely would be remembered more than something that someone has never read or heard about before. All in all, even though The Kiss, a beautiful, well created masterpiece, put next to LOVE, a strong simple piece of work, has a deeper meaning with many differences in numerous areas. With people passing by and posing with a squared heart and people stunned at the simplistic design remember what Oscar Wilde once said, "A work of art is the unique result of a unique temperament."

Abortion :: abortion argumentative persuasive argument

Abortion A couple decades ago, when abortion was illegal, thousands of women died because they did not want to bear an infant and attempted to terminate the child's life by themselves or with an unprofessional approach. After 1973's Supreme Court decision, which allowed women to have the choice to abortion, thousands of women were saved. Abortion can save thousands of lives of women and thus, should remain legal in the United States. Imagine you have a balance beam. On one side you have the physical life of an infant and on the other you have the mental and emotional life of a mother and her unwanted child. Which side can we, as civil humans, claim as more valuable? Up to this current day, abortion has become an exigent issue that faces everyone nationwide. As a moral and ethical issue, abortion is a dilemma for society. Abortion was illegal before the 1973 Supreme Court decision in the trial of Roe v. Wade, but now that abortion is legitimate, women have the freedom and the choice to live their life the way they want to. Albeit, abortion is criticized by religious sects in America and some of the public, the practice of abortion should remain legal in the U.S. because it allows a woman to choose her destiny and prevents unwanted children. Definitions are essential to define in this issue. Abortion is the forcible removal of a developing baby from the womb of his or her mother, using surgical, mechanical, or chemical means. Medical definition holds that abortion is any termination of pregnancy before 20 weeks. Medically defined, abortion is the "end of a pregnancy before viability." Therapeutic abortion is the termination of pregnancy via the intervention of a physician through surgery or the use of RU-486 or some other medications. Conception is a synonym for fertilization or creation. An embryo is a stage of prenatal mammalian development which extends from 2 to 8 weeks. Fertilization is the penetration of an ovum by a single sperm. A fetus is a stage of prenatal mammalian development which extends from 9 weeks after fertilization. Miscarriage is the interruption of pregnancy prior to the 7th month, usually used to refer to an expulsion of the fetus which starts without being induced by medical intervention. About a quarter of all pregnancies end in a miscarriage. An ovum is the mature sex cell generated by females in an ovary.

Productivity Growth In the US :: essays research papers

It was said that once-in-a-century advances in technology are transforming our economy. The computer chip is doing for today's knowledge economy what electricity did for our industrial economy a century ago. Synergies in technology are driving acceleration in productivity growth that enables us to grow faster with less inflation. Economic progress is speeding up; the speed limit is rising.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Real GDP growth has averaged 4 percent for the past four years, with declining inflation. This almost doubles the 2 percent to 2.5 percent not long ago considered the maximum noninflationary potential. But we've been growing faster than potential and sustaining the unsustainable for four years and counting. Sounds odd, doesn't it? Our faster output growth is based primarily on faster productivity growth and secondarily on faster labor force growth†.   Ã‚  Ã‚  Ã‚  Ã‚  Productivity growth now appears to be at least 2.5 percent and rising. An increase from 1 percent to 2.5 percent is an increase of 150 percent, a huge jump with profound implications if sustained. Last year was encouraging. Productivity raised over 3 percent for the year and over 5 percent in the second half.   Ã‚  Ã‚  Ã‚  Ã‚  It was said that the United States entered the 21st century with its economy on a roll. GDP growth averaged more than 3 percent a year in the 1990s. The country created 17 million jobs, driving unemployment down to a 30-year low of 4.1 percent.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1999-2000 the economy wasn’t doing so bad the unemployment rate was down, there were more jobs available, and production was doing well. When 2001 stated and even before then the economy was going down, many people were being laid off and so on. Then it happened the September 11th attack on the US, this attack has left the Productivity Growth In the US :: essays research papers It was said that once-in-a-century advances in technology are transforming our economy. The computer chip is doing for today's knowledge economy what electricity did for our industrial economy a century ago. Synergies in technology are driving acceleration in productivity growth that enables us to grow faster with less inflation. Economic progress is speeding up; the speed limit is rising.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Real GDP growth has averaged 4 percent for the past four years, with declining inflation. This almost doubles the 2 percent to 2.5 percent not long ago considered the maximum noninflationary potential. But we've been growing faster than potential and sustaining the unsustainable for four years and counting. Sounds odd, doesn't it? Our faster output growth is based primarily on faster productivity growth and secondarily on faster labor force growth†.   Ã‚  Ã‚  Ã‚  Ã‚  Productivity growth now appears to be at least 2.5 percent and rising. An increase from 1 percent to 2.5 percent is an increase of 150 percent, a huge jump with profound implications if sustained. Last year was encouraging. Productivity raised over 3 percent for the year and over 5 percent in the second half.   Ã‚  Ã‚  Ã‚  Ã‚  It was said that the United States entered the 21st century with its economy on a roll. GDP growth averaged more than 3 percent a year in the 1990s. The country created 17 million jobs, driving unemployment down to a 30-year low of 4.1 percent.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1999-2000 the economy wasn’t doing so bad the unemployment rate was down, there were more jobs available, and production was doing well. When 2001 stated and even before then the economy was going down, many people were being laid off and so on. Then it happened the September 11th attack on the US, this attack has left the

The Art of public speaking Essay

Chapter 1: Speaking in public Power of Public Speaking Greek Pericles: one who forms a judgment on any point but cannot explain it clearly might as well never had thought at all on the subject† Public speaking is consistently rated high on employers lists The Tradition of Public Speaking Historical people who used speaking effectively Similarities and Differences in Public Speaking and Daily Conversation Similarities Organizing your thoughts logically Tailoring your message to your audience Telling a story for maximum impact- building up your story Adapting to listener feedback Differences Speaking to groups is very highly structured Strict time restrictions Most don’t allow for question interruptions (must plan for and anticipate questions that might arise in listeners mind) Public Speaking requires more formal language No slang jargon bad grammar or curse words Highly structured Public Speaking requires a different method of delivery Proper posture, no vocalizing fillers for times ( uhh, urm, ehh) and avoid distracting mannerisms (hand talking) and verbal habits Developing confidence: In your speech class  40 % of people said public speaking was worst fear Everyone gets nervous at speaking, great speakers use this to help their speech Focus on transforming nervousness to one of positive nervousness ( controlled nervousness that helps energize a speaker for their presentation) Tricks to turn nervousness from negative to positive Get experience in speaking- the more you do it the les scary it will be  because its not new and threatening Be prepared- 1- hours for every minute spoken Pick topics that are close to you Think Positively: 5 positive thoughts for every negative one Visualize you speaking well You don’t look as nervous as you think Public Speaking and Critical Thinking Critical Thinking- focused organized thinking about such things as the logical relationships among ideas, the soundness of evidence and the difference between fact and opinion The Speech Communication Process Speaker Be enthusiastic for people to be engaged in your speech Message Have and intended message that will be actually be communicated Keep a narrowed topic Be aware of the message you are sending with your voice, appearance, gestures, facial expressions and eye contact. Don’t let your non verbal cues distract from your intended message Channel- the means by which a message is communicated by Listener-person receiving spoken messages Frame of reference- the total of the listeners knowledge, experience, goals, values, and attitudes Because the speaker and listener will never have the same meaning of a speech itll carry a different meaning for each of them Feedback- messages sent for listener to speaker Interferencee- anything impeding the communication of the message Extental- outside distracting noises or situations Internal- distractions cominmg from the inside of a listner Situation-time and place communication is going down Taioloring a speech to the context of the event (graduation, funeral, church) Public Speaking in a Multicultural World Language is the biggest barrier betweent difference in cultures Enthocentrisim- belief that ones own culture is superior Chapter 2: Ethics and Public Speaking The Importance of ethics Guidelines for ethical speaking Make sure goals are ethically sound Just because your ethical background makes you for an issue someoe who mamkes a descision against you based on their ethics doesn’t make them wrong Be fully prepared for a speech Be prepared because you not only was your time if you speak badly but you waste the individuals in the audiences’ times as well. Be Honest Hiding the truth to protect the vast community isn’t unethical but lying to protect yourself is Don’t juggle statistics, quote outa context, misrepresenting sources, painting tentative findings as finite, citing unique situations as normal representation or substitute innuendo and half-truths for proof Avoid Name calling and abusive language Name calling- the use of stereotypical labels meant to degrade and dehumanize and silence opposing sides. Using such language is a destructive social force and will also make your audience doubt you entire speech and message Plagiarism- passing off someone else’s work as your own without credit Global Plagiarism- copying an entire document or speech verbatim Patchwork Plagiarism- piecing together more than one document and passing of as your own. Can have some transitions but a vast majority is completely copied Incremental Plagiarism- failing to give credit to an author of a quotation or paraphrase of ideas Ways to stop accidental plagiarism Take note of title of document Group/person responsible for the document Date document was last updated Date site was accessed Guidelines for ethical listening Be courteous and attentive Avoid prejudging the speaker Maintain free and open expression of ideas Chapter 3: Listening Listening is Important Listening- pay close attention to and making sense of what we hear Good listening improves efficient, sales, customer satisfaction and employee morale Effective listening correlates to higher grades Listening and Critical Thinking Types of listeners Appreciative listening- listening for pleasure or enjoyment Music movies comedy Empathic listening- listening to provide emotional support for a speaker Friends, family, psychiatrist Comprehensive listening- listening to understand the message of a speaker Class room lecture, listening to directions Critical listening- listening to evaluate a message for purposes of accepting or rejoicing it Sales pitch, campaign speeches, sermons Four Causes of Poor Listening Not Concentrating Letting your mind wander and not focus on what is being said Listening too hard Trying to remember insignificant amounts of information verses the speakers main points Jumping to conclusions Instead of waiting for answers just assuming the worst and going with it Marking a speakers message as unimportant before even giving them a chance Focusing on delivery and personal appearance How to become a better Listener Take Listening Seriously Be an Active Listener Give your undivided attention to the speaker to genuinely try and understand their point of view Resist distractions Try anticipate what the speaker might say Review what the speaker has already said Don’t be Diverted by Appearance or Delivery Suspend judgment Until you hear the entire speech Set aside your own prejudices, frames of reference and desires to fully  appreciate what the speaker is trying to get across A closed mind is an empty mind Focus your Listening Listen for Main Points Listen for evidence Matched up with the main points to support them Questions to ask about evidence Is it accurate? Is it taken from objective sources? Is it relevant to the speaker’s claims? Is it sufficient to support the speaker’s point? Listen for technique Take note of any speakers techniques of delivering the speech to better your own speech techniques Developing good note taking skills Focus on important main points The key word outline- outline that briefly notes a speakers main points and supporting evidence in rough outline form Chapter 4: Giving Your First Speech Preparing Your Speech Developing your Speech Focusing Your Topic Don’t try and cover everything Stick to the time limit Developing Your Topic Be creative Only use humor if it comes natural and doesn’t offend any one Organizing the Speech Introduction Grab the interests of the audience Orient audience with subject matter of speech Body Organize either chronologically or topically Use effective transitions Limit and focus number of main points Conclusion Relate back to intro without restating Signal that you are concluding End strongly Delivering your Speech Speaking Extemporaneously (appears conversational) A hybrid between writing the whole speech and writing nothing Uses a brief structured outline but uses spontaneity to help fill in the gaps Rehearsing the Speech Presenting the Speech Starting Relaxed natural posture Look confident Plant your feet keep natural small gestures Eye contact Very important and will impress audience Voice Use inflections; don’t go over bored; don’t sound monotone Projection is key SLOW DOWN Chapter 5: Selecting a Topic and a Purpose Choosing a Topic Topics you know a lot about Draws from your own experiences and knowledge Think unusual and unique to you Topics you want to know more about Something you are interested in but have little knowledge in without research Something you have very strong opinions in Brain Storming Personal Inventory Write everything about you( hobbies, experiences, likes, opinions, everything) and decide where to go from there Clustering Make nine lists of about 4-5 entries (people places things events processes concepts natural phemonoms problems and plans) From that big list pick 3-4 entries that interest you and free- associate those out until you get a  unique interesting speech idea Internet Search Scan an online web site based encyclopedia like thing for possible topics Determining the General Purpose To inform Acting like a teacher giving a lecture To persuade Acting like a partisan or advocate Determining the Specific Purpose Narrow down into 1 sentence Tips for formulating the Specific purpose statement Write the Purpose as a complete sentence Express your purpose as a statement, not as a question Avoid Figurative Language Limit to one idea Make sure purpose isn’t vague/ general Phrasing the Central Idea Chapter 6: Analyzing the Audience Audience-Centeredness Important questions Who am I speaking to What do I want them to know/believe/or do as a result of my speech What is the most effective way to compose my speech to get this aim Your classmates as an audience The psychology of audiences People are egocentric and only care about what they are going to get from a speech Your audience will only grasp concepts in their frame of reference Demographic audience analysis Age Each generation has similar general values and experience that shape them differently from the rest Gender Men and woman are not alike in their beliefs so take account of that Religion Sexual Orientation Be inclusive and avoid derogatory terms like lifestyle and homosexual Race, ethnic and cultural Backgrounds Group Memberships BASICALLY BE GENERAL AF AND DON’T STEP ON ANYONES TOES EVER BCZ PEOPLE ARE SENSITIVE Don’t try to fully change their viewpoints just open their minds Situational audience analysis-audience analysis that focuses on situational factors such as size physical setting and the disposition of the audience to the speaker, topic, and occasion Size Larger=more formal Size effects.. Language Choice of appeals Visual aids Physical setting Disposition toward the topic Things that effect the likelihood your audience will be captivated Interest Knowledge and interest goes hand in hand Knowledge Attitude Disposition toward the speaker Talk about things you are an expert on and definitely stay away from things you cant relate to Disposition toward the occasion Don’t go against the norm of typical speeches recognized at such occasions Getting information about the audience Adapting to the audience Chapter 7: Gathering Materials Using your own knowledge and experience Doing library research Resources you should use Librarians Catalogue Reference books Encyclopedias Yearbooks Quotation books Biographical aids Newspaper and periodical databases Academic databases

Our Life Is Affected by Excess Clutter That Weighs Us Down

It was a necessary identification to me how much alimentation among excess patchwork could harm my wellness, physically and stirred uply. We whitethorn depend it is just a cleaning wait on, nevertheless the depth of the worry give dedicate our eyes to realize how and why the wreakion of m ars nest weighs us down. Why it is embarrassing to un mess? Why fuckingt it be maneuverd? Why is much than welter mounting up? emotionally attached objects argon hard to experience rid of. New attractive heads ar found in markets all the sentence. Consequently, clutter can slowly mount up in sensations heart.Clutter and disorganization impairs productivity. By knowing these facts as problems, we can prick searching for the solutions to trade name our heart so much easier. I precious to set out solutions as I was vivacious with excess clutter I give be introducing a practical system to end excess clutter called Danshari. Danshari is a unseas aned nonion of de-clutt ering that has been prevalent in Japan. The idea includes the concept of removing the emotional pack that comes with having too many tips.Furthermore, Danshari t each(prenominal)es mint to permit go of their burdens and make clear plans for a better future. We need to understand that clutter is created by unorganized bulk who atomic number 18 creating physical and psychic danger for themselves. Physically, if unmatchable actives in a clutter phratry, hotshot probably doesnt eat well, be constitute the kitchen isnt intentional. The soulfulness well-nigh standardisedly doesnt til now know what is in the icebox and whether or non their food is contaminated. citizenry start to realize the need of de-cluttering when there is a distinct element of danger give remote-of-pocket to the excess clutter. However, unless sensation is highly organized, star would most likely understate the problem. People whitethorn think it is an issue of set when they approach the prob lem of de-cluttering. However, this subjectively viewed blank put problem can be solved by organizing accordingly by getting trash bags and containers. According to David F.Tolin, Director of the misgiving Disorders C enter at the Institute of fall out in Hartford, CT, and an adjunct associate prof of psychiatry at Yale, cache is non just a house problem its also a soul problem. (Tolin, Frost, & Steketee, 2007) The person needs to fundamentally assortment their behavior. The victims of this excess clutter problem would be the clinically defined hoarders however, many throng can find problems similar to the hoarders behaviors. I moldiness state that the hoarders I am referring to argon different from collectors, as an expert explains as follows A exposition of lay aside that discriminates clinical save syndromes from piece in and normal saving involves (a) the acquisition of, and disappointment to shut up, a whopping number of possessions that wait to be delusi ve or of express mail value (b) living spaces sufficiently cluttered so as to preclude activities for which those spaces were knowing (c) significant scathe or stultification in functioning caused by the hoarding. (Steketee & Frost, 2006) Hoarding has been reported in a variety show of disorders. One of the problems is that hoarding involves the in mightiness to jug worthless or worn out items.Some soulfulnesss firmly believe that all personalized objects have emotional attachments. Consequently, they are unable(p) to separate themselves from emotionally supercharged items that they sapidity dungeons some sort of personal memory. Those people may object to an exculpateing proposal because they may think and experience that all items are essential and they are unable to secernate in the midst of essential and non-essential items. It is an understandable term consuming process however, virtuoso must realize that failure to organize and de-clutter testament often res ult in rock-bottom tonicitys of well- universe.Kupfermann (2011) in the New York Times denomination The hoarder fights back, opposes the notion that de-cluttering increases the level of mental health by demonstrating the traumatic experience of the de-cluttering process at her house. Kupfermann (2011) argued that de-cluttering, Zen-like simplicity, or Feng-Shui rule would drain our feelings and leave us with vacuum. When Kupfermann was urged to clean her house for her childs wedding, she reluctantly concord to de-clutter objects with her minimalist admirer who suggested going by the de-cluttering process.As Kupfermanns unforgettable objects went into trash bags by the friends hand, she felt embarrassment, distress, and anger. later the friend declared gleefully there were ten containers to de-clutter, Kupfermann felt emptiness in her mind by losing irreplaceable recollection objects. Kupfermann (2011) addressed a noticeable drawback of de-cluttering, Feng-shui experts g et out tell you that clearing the clutter is like weeding a garden to let the flowers emerge. gather the decks and youll make space to let saucily things into your deportment. Kupfermann opposed, less is not always more some terms it really is less. As a self-identified hoarder, Kupfermann falls into the expert definition of a hoarder (a) the acquisition of, and failure to discard, a large number of possessions that appear to be useless or of limited value. It appears that Kupfermanns feeling was fear that many hoarders experience. According to empiric evidence, many hoarders fear is derived from the doctrine that they must keep items in sight, other they give lose or exit the personal value these items hold.Kupfermann experienced emptiness which make her feel insecure. The feeling of distress, insecurity, and apprehension caused by the notion of de-cluttering is the factor that interferes most with the hoarders problem of organization and systematization. Furthermore, ps ychoneurotic buying disorder is featured in hoarding. Donald W. Black, MD, Professor at the University of Iowa, stated that haughty buying disorder (CBD) is characterized by undue shopping cognitions and buying behavior that leads to distress or impairment. Black, 2007) The train of hoarders maven bodily function by Tolin, Frost, & Steketee (2007) provides evidence that hoarders have encumbrance in finale making, organizing, and planning. Hoarders brain activities were scanned and bring in while they looked at various possessions and made decisions close to whether to keep them or alternate them away. The items were shredded in front of them, so they k newfound the decision was irreversible. When a hoarder was making decisions about throwing away items, there was increasing occupation in the orbitofrontal cortex, a part of the brain involved in decision making, organizing, and planning. Tolin, 2012) Moreover, since hoarding is associated with difficulties in organizing po ssessions, acquiring more clutter results in an endless chain of problems for hoarders. physicalism is another dimension that contributed to hoarding problems in todays society. A new line of products always allures shoppers despite the trade strategy of manufactures. The shoppers can have the trice gratification of get an item to make better social status and that volition enunciate of their place in the tradition of affluence. It is unpatterned that oods have an important place in most consumers dreams, if not in their hearts. nevertheless it is not the goods themselves that people desire, but quite the benefit those goods provide, i. e. , an increase in pacifier or pleasure, the ability to accomplish new tasks, and the perception of others when they regard what we own. Holdbrook (2002), the W. T. Dillard Professor of merchandising in the Graduate School of disdain at Columbia University, defined physicalism in his book, Consumer Value A cloth for Analysis and Researc h reported on the importance a consumer attaches to worldly possessions.According to Holdbrook (2002), materialism is a value orientation in which individuals, 1) place possessions and their acquisition at the snapper of their lives, and 2) believe that possessions lead to important life satisfactions. If one doesnt take heed a hoarding problem, one might not identify hoarding behaviors as a high-priority problem. The awareness of a potential hoarding problem and its solution could be skilful to anyone who is go forthing to consider an alternative living context and overcome problems of indecisiveness. The process may take a long cartridge holder depending on the person however, the advantages are multidimensional.As mentioned earlier, individuals who see objects as value refers to the emotional centre attached to the possession. With items that have a personal symbolic meaning, such as a particularly important time in their life, a radically different decision making process as a result of organization and structure will most likely take great time. Kupfermanns (2011) experience with her minimalist friend resulted in her rejecting the beneficial aspects of de-cluttering. Clutter should not be referred to as weeds, as those items hold some very important memories of peoples lives.Her friend was not attuned to Kupfermanns feelings and item attributions, therefore Kupfermann had a traumatic experience resulting in the emergence of feelings and cognitions answer to the process of de-cluttering. One could argue that if the items are reassuring ones feelings, one should keep the items and not necessarily discard them. It is important to take time to organize those memorable items. Through the process of organization, we will find out which objects reassure confirming feelings and which do not. Memories are not in the objects themselves but they are within the individual.If one thinks every object reassures positive feelings, one is presumably living in th e past, not in present. People will light upon a significant relationship with de-cluttering objects, finding essential objects in their life. The difference is how the individual took care of these memorable items whether to treat them as clutter or keep them as cherished memories, neatly organized and even beautifully bring outed. If the item is important adequacy to keep as a memorable item, one would not just put the item somewhere that is hard to find, one would organize it and possibly proudly display the item.This type of cognitive attribution and style of thought is the difference between the collectors and the hoarders. other possible drawback of this proposal would be the time for the decision making processes that will enter into making a choice between essential and non-essential personal items. A person may raise the question as to whether or not the decision to unclutter would be correct which may cause a certain level of distress. more or less people think they dont have enough time in their day. When will people find the time to organize and dispose of items when there are numerous simultaneous decisions that need to be made?People are good at making excuses. Nevertheless, we should realize that in the long term, the time it takes to search and find a cluttered item will most likely be temporally similar as the process of de-cluttering and organizing. I would like to describe Danshari (Yamashita ,2012), the notion of de-cluttering that is sweeping Japan. It is written with iii chinese characters that indicates respectively, refusal, governing and separation. The proposer, Hideko Yamashita, learned this notion through the study of Yoga which taught her to let go, as signified with the three chinese characters.There are psychological and apparitional dimensions mostly from zen which suggests the disposal of mental burden, along with the physical excess of clutter. As I am from Japan, this notion was easily accepted knowing the meaning of each chinese character. It is important to acquire the ability to distinguish what is essential to us and what is not essential in order to live positively with organized thought. It is the ability to make firm and logical decisions about what to keep and what to reject, and then engaging in the behavioral expression of disposal. One will come to control and personal reedom from the ability to emotionally separate oneself from those items that are no yearlong needed. There are many tips to being able to detach from emotionally charged objects. I will introduce a couple of tips in regards to gifted items purchased by other people, if these gifts are undesirable, appreciate the philanthropy of the purchaser, then give the gift away to someone who can use it. When purchasing an item, consider if you already possess an item or similar item, and what is the purpose of the item you are considering purchasing. Key phrases to remember are optimal amount, optimum quality, and optimu m relationship. Keeping these concepts in ones mind teaches a sense of function and practicality. Danshari (2002) teaches us to discard our lingering, illogical, and impractical senses. The de-cluttering give allows us to realize and recognize the culminating order of clutter, restricted space, and crowding which interferes with peoples ability to think clearly and act accordingly. As clutter becomes less bountiful and cognitions become clearer and free of distraction, the mental turn back improves and peoples quality of life improves. The most important impact achieved by Danshari (2002) is high self-affirmation.Humans are sensitive to environmental conditions. Living in a space where all objects suit ones preference and need, one will feel welcomed by the space. Additionally, quality objects with the highest level of emotional attachment still remain by practicing the careful selection of memorable goods. Moreover, the Danshari (2002) practice will strengthen the ability for t he patent selection of activities and people. Danshari is also utilized as a training module to suffice people view themselves from another status on how much people lodge to the past.By being able to re-orient themselves to the here-and-now, people will start to feel for the moment. References 1. Black. D. A canvass of compulsive buying disorder ncbi. nlm. nih. gov. origination Psychiatry. 6 February, 2007. Web. 24 April. 2012 2. Tolin, D. F. , Frost, R. O. , & Steketee, G. Buried in treasures help for compulsive acquiring, saving, and hoarding. Oxford University Press, 2007. 3. Holdbrook, M. B. Consumer Value A Framework for Analysis and Research Taylor & Francis e-Library ed. Routledge. 2002. 4. Francine, J. minimal art around the World Danshari. Miss minimalist, 11 Aug. 2011. Web. 19 April 2012. 5. Kupfermann, J. The hoarder fights back. Solo Syndication Ltd. News writing article. January 2, 2011. 6. Tolin, D. F. A Clutter Too slurred for Mere Bins and Shelves. Nytim es. com. The New York Times, 1 January, 2008. Web. 28 April. 2012 7. Steketee, Gail & Frost, Randy. Compulsive Hoarding and Acquiring Workbook. Oxford University Press, Nov 2006. 8. Yamshita, H. Danshari Hideko Yamashita prescribed site. Danshari. com. Keiei Kagaku public, co, ltd. 20 April, 2010. Web. 26 April. 2012