Theseus Essay Research Paper Theseus a very free essay sample

Theseus Essay, Research Paper Theseus, a really baronial adult male of high power had many different qualities about him. Though his qualities were non specifically stated in # 8220 ; A Midsummer # 8217 ; s Night # 8217 ; s Dream, # 8221 ; it was obvious what sort of individual he was. In Act 1, Scene 1, when Theseus is speaking to his Hyppolyta, it appears that he is really profoundly in love. He is really aroused about the nuptials and asks for readyings. He specifically states this when he says, # 8220 ; # 8230 ; Stir up the Athenian young person to gaieties, awake the pert and agile spirit of merth, turn melancholic Forth to funerals # 8221 ; ( 13-15 ) 1. He is really proud and happy to be get marrieding Hyppolyta, the adult female he loves. # 8220 ; Hyppolyta, I woed thee with my blade, and won thy love making thee hurts ; But I will marry thee in another key, with gaudery, with victory, and with delighting # 8221 ; ( 17-20 ) 1. This proves that Theseus is a happy optimistic adult male. We will write a custom essay sample on Theseus Essay Research Paper Theseus a very or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In this peculiar portion of the drama, Act 4, Scene 1, Theseus acts in a really unusual manner. Though he a individual who is normally orderly and abides the jurisprudence, in this instance he goes against it. Against Egeus # 8217 ; s word he allows the matrimony between Lysander and Hermia, and Demetrius and Helena to take topographic point. He states this really specifically when he says, â€Å"Egeus, I will overbear your will ; For in the temple, by and by, with us, these twosomes shall everlastingly be knit† ( 183-185 ) 62. This sort of behaviour non merely shows that Egeus is a really kindhearted adult male, but besides that he is understanding. He understands that a individual can’t autumn in love with person else by some sort of force, as in the instance of Hermia and Demetrius. Therefore, he lets Hermia marry Lysander. Act 5, Scene 1 reveals that Theseus is a really finical but funny human being. In this scene Philostrate reviews all the amusement that is supposed to be viewed at the nuptials. After much confusion and idea, Theseus picks the least admirable show called Pyramus and Thisby. He is really funny about how this drama will be performed. He specifically doesn # 8217 ; t understand how a drama could be # 8220 ; merry and tragical # 8221 ; and # 8220 ; boring and brief # 8221 ; at the same clip, but he demands a screening of the drama because he is really funny. All these grounds make Theseus seem as adult male with a wide-range of qualities. He is a happy, proud, optimistic, understanding, kindhearted, and funny adult male. These qualities weren # 8217 ; t specifically listed in the drama, but his actions helped me find and understand his qualities as a individual.

An Introduction to the Human Body Test 1 Essays

An Introduction to the Human Body Test 1 Essays An Introduction to the Human Body Test 1 Essay An Introduction to the Human Body Test 1 Essay SWTJC 2401 Lecture Exam Review 1 Part 1 Multiple Choice Questions Part 2 Short answer questions Part 3 Crtical thinking questions Chapter 1. An Introduction to the Human Body 1. This is the study of the functions of body structures. a. Physiology 2. This is defined as a group of cells with similar structure and function. b. Tissue 3. Using your fingers to find your pulse on your wrist is an example of c. Palpation 4. Percussion techniques can be used to determine d. Fluid in the lungs 5. This is the sum of all cellular processes that occur in the body. e. Metabolism 6. This is the regulation of body conditions within normal limits. f. Homeostasis 7. The systems that provide homeostasis are: g. Nervous system and Endocrine 8. This body fluid directly affects the proper functioning of cells. h. Interstitial fluid 9. This is the structure of a feedback system that receives output from the control center. i. Effector 10. This is the structure of a feedback system that provides input to the control center. j. Receptor 11. A condition NOT regulated by a negative feedback loop would be: k. Childbirth 12. This is a change in body function that can be measured objectively. l. Sign 13. In which cavity is the brain located? m. Cranial cavity 14. In which cavity are the lungs located? n. Pleural cavity 15. In which cavity is the stomach located? o. Abdominal cavity 16. This cavity is inferior to the abdominopelvic cavity. p. Pelvic cavity 17. Which cavity would include the heart? q. Pericardial cavity 18. The function of the secretions of the serous membrane is to: r. Reduce friction between organs 19. This plane divides the body into right and left halves. s. Sagittal 20. This plane divides the body into anterior and posterior halves. t. Frontal 21. A transverse plane will cut a body or organ into . Superior and inferior 22. This directional term means farthest from the midline. v. Lateral 23. This directional term means farther from the attachment of a limb to the trunk or farther from the origination of a structure. w. Distal 24. This directional term is the opposite of deep. x. Superficial 25. Choose the directional term that would make the sentence correct. The heart is _____ to the liver. y. Superior 26. Choose the directional term that would make the sentence correct: The sternum is ____ to the heart. z. Anterior 27. Which of the following organs is not found in the abdominal cavity? {. Diaphragm 28. This covers the viscera within the thoracic and abdominal cavities and lines the walls of the thorax and abdomen. |. Serous membrane Chapter 2. The Chemical Level of Organization 1. What are the major elements found in the body? a. Carbon, hydrogen, oxygen and nitrogen 2. The subatomic particles that make up atoms include: b. Protons, neutrons, electrons 3. Which of the following particles has a neutral charge? c. Neutron 4. What region of an atom contains the protons and neutrons? d. Nucleus 5. This is the number of protons or electrons. e. Atomic number 6. As an atoms nucleus decays, it will emit radiation. This is seen in f. Isotopes 7. This refers to the atomic weight of all naturally occurring isotopes of an element. g. Atomic mass 8. Which of the following particles plays a role in creating chemical bonds? h. Electron 9. This is a negatively charged atom. i. Ion 10. Which of the below provide an electrical current?. j. Electrolyte 11. This type of bond requires a sharing of electrons. k. Covalent 12. This is the type of bond between the atoms forming water l. Polar covalent 13. Which of the following bonds provides the three dimensional structure of large molecules like proteins and DNA? m. n. Hydrogen 14. This occurs when new bonds form or old bonds break between atoms. o. Chemical reaction 15. This is defined as the capacity to do work. p. Energy 16. This type of reaction will absorb more energy that it releases. q. Endergonic 17. An enzyme acts to r. Lower the activation energy needed 18. This type of reaction will combine reactants to produce larger products. s. Synthesis 19. This type of reaction will break larger reactants to produce smaller products. t. Decomposition 20. This is the most abundant and most important inorganic compound in the body. u. Water 21. A solute that dissolves in water is. v. Hydrophillic 2. In a typical body solution, the solvent is. w. Water 23. A solution with a pH value smaller than 7 would be a(n) c. Acid 24. A substance that adds or removes Hydrogen ions from a solution is a(n) e. buffer 25. Which of the following is considered a proton donor? x. Acid 26. These are specific arrangements of atoms that confer characteristic chemical properties upon org anic molecules. y. Functional groups 27. Glucose and fructose both have the chemical formula C6H12O6 so they are considered z. Isomers 28. Which of the following is a monosaccaride that is important in producing energy. {. Glucose 29. The major energy storage polysaccharide in humans is |. Glycogen 30. This type of triglyceride contains more than one double bond in the fatty acid carbon atoms. }. Polyunsaturated 31. This type of lipid is the body’s long term energy storage molecule. ~. Triglyceride 32. This type of lipid is used by the body to create hormones. . Triglyceride 33. Which of the following is NOT true about phospholipids? ?. They are a major energy storage lipid 34. Prostaglandins and leukotrienes are considered: ?. Amphipathic ?. Both Lipids and Eicosanoids ?. Eicosanoids ?. All of the above Ans: D 35. The primary structure of a protein contains ?. Amino acids 36. Which of the following is a purine? ?. Guanine 37. Which is the function of RNA? ?. transfer information for protein synthesis 38. Which is the function of DNA? ?. store information for protein synthesis 39. Which is the function of ATP? ?. Transfers energy for cell functions 40. What monomer is used to build RNA and DNA? ?. nucleotide Chapter 3. The Cellular Level of Organization 1. What are the three main parts of a eukaryotic cell? a. Plasma membrane, cytoplasm, nucleus 2. Plasma membranes consist of what three components? b. Proteins, phospholipids, cholesterol 3. What are the nonpolar parts of a phospholipid? . Tail group 4. This is the only polar portion of a cholesterol molecule and it forms hydrogen bonds with the polar heads of phospholipids. d. –OH group 5. This type of membrane protein will extend throughout the entire membrane touching both the Intracellular fluid and the Extracellular fluid. e. Integral proteins f. Transmembrane proteins g. Integra l proteins and Transmembrane proteins Ans: D 6. This portion of the cell membrane enables cell membranes to produce chemical products. . h. Enzymes 7. Which of the following is a function of a membrane protein that binds with hormones and neurotransmitters? . Receptors 8. This type of membrane protein helps to anchor proteins in the plasma membrane of neighboring cells to one another. j. Linkers 9. The characteristic of plasma membranes allowing only some substances to move through is known as†¦ k. Selective permeability 10. Which of the following does NOT influence the rate of diffusion? l. Amount of ATP available 12. This is a measure of a solutions ability to change the volume of cells by altering their water content. d. Pressure 11. This is the transport process by which gases move through a membrane. m. Simple diffusion 12. In this type of transport process a solute, like Glucose, binds to a specific transporter protein on one side of the membrane and is released on the other side after the transporter protein undergoes a change in shape. n. Facilitated diffusion 13. In this transport process, the energy from hydrolysis of ATP is used to drive substances across the membrane against their own concentration gradients. o. Primary active transport 14. If the solute concentration is greater in the solution on the inside of the cell, compared to the solute concentration of the solution that is outside the cell, then what direction will water move? . into the cell 15. In this transport process, the energy stored in Na+ or H+ concentration gradient is used to drive other substances across the membrane against their own concentration gradients. q. Secondary active transport 16. This is a transport process by which cells secrete materials, within vesicles, into the extracellular fluid. r. Exocytosis 17. This is a transport process by which cells take up extracellular substances within vesicles.. s. Endocytosis 18. This is an extension of the plasma membrane that will surround a particle outside the cell forming a vesicle. . Pseudopod 19. The function of the cytosol is. u. Location of chemical reactions 20. These perform special functions in cellular growth, maintenance and reproduction. v. organelles 21. This organelle is comprised of microfilaments, intermediate filaments and microtubules. w. cytoskeleton 22. This is comprised of a pair of centrioles and pericentriolar materials. x. centrosome 23. One type of human cell (spermatozoa) is capable of movement because it has this type of microtubule. y. flagella 24. This organelle contains ribosomes, which synthesis proteins z. ough endoplasmic reticulum 25. This is an organelle that modifies proteins produced elsewhere. {. Golgi body 26. These are small flattened curved membranous sacs with bulging edges. |. cisternae 27. Which organelle oxid izes organic molecules? }. peroxisomes 28. Which organelle recycles worn out organelles? ~. lysosomes 29. Proteasomes . Degrade faulty cellular proteins 30. Mitochondria ?. generate ATP 31. Which of the following protects the contents of the nucleus? ?. nuclear membrane 32. What is the major function of a histone protein? ?. Help organize coiling of DNA 33. This is a long molecule of DNA that contains genes-there are 46 in each body cell. ?. chromosome 34. This is the set of rules that, relating the base triplet sequence of DNA to the corresponding codons of RNA, specifies a sequence of amino acids. ?. genetic code 35. This binds to an amino acid and holds it in place on a ribosome until it is incorporated into a protein during translation. ?. DNA 36. This portion of a DNA segment does not code for a protein. ?. Intron 37. This process is division of the cytoplasm. ?. cytokinesis 38. During which phase do organelles duplicate and centrosome replication begin? . Interphase 39. Normally how long does the G2 phase last? ?. 4-6 hours 40. During this phase the chromatin fibers condense and shorten into chromosomes that are visible under the microscope. ?. Prophase 41. The function of mitosis is e. production of new cells 42. During this phase a cleavage furrow forms. ?. Anaphase Chapter 4. The Tissue Level of Organization 1. Which of the fol lowing is not one of the main tissue types found in the human body? a. myocardial 2. This type of cell junction anchors adjacent cells and resists their separation during contractile activities. b. adherens and desmosome 3. This is a thin extracellular layer, that commonly consists of basal lamina and reticular lamina, that is found in epithelial tissues. c. basement membrane 4. Epithelial tissue d. All of the above 5. This tissue is found lining the heart, blood vessels and lymphatic vessels. e. Simple squamous epithelial 6. This tissue forms the most superficial layer of the skin. f. Stratified squamous epithelial 7. This tissue forms glands. g. Stratified cuboidal epithelial 8. This tissue lines the respiratory tract and the fallopian tubes. h. Simple columnar epithelial 9. Where is it most likely to find transitional epithelial cells? . Urinary bladder 10. These are categorized by whether the ducts are branched or unbranched. j. Multicellular glands 11. This type of multicellular gland branching has a rounded secretory part attached to a single unbranched duct and is found mainly in sebaceous glands. k. Simple branched acinar 12. Simple tubular multicellular branching has l. The tubular secretory po rtion straight and attaches to a single unbranched duct. 13. How are exocrine glands classified? m. Based on how they synthesize their secretion 14. This type of exocrine gland accumulates their product in their cytosol. n. Holocrine 15. In connective tissue, the matrix consists of o. Protein fibers and ground substance 16. Connective tissues do NOT include p. Liver cells 17. This component of connective tissue is found between the cells and fibers and is used for support and as a medium for chemical reactions. q. Ground substance 18. Common polysaccharides found in ground substance include r. Hyaluronic acid 19. Which fibers are seen in embedded in the matrix of connective tissue? s. Elastic t. Reticular u. Collagen v. All of the above Ans: D 20. Reticular fibers help form this, which is used as a supporting framework for many soft organs. . Stroma 21. Which of the following is classified as loose connective tissue? x. Areolar connective tissue 22. Where is the most common location for adipose tissue? y. Subcutaneous layer deep to skin 23. Dense connective tissues main function is z. Strong attachment between structures 24. This type of connective tissue is used mainly for support within the skeletal system. {. Fibr ocartilage 25. What is the basic unit of compact bone tissue? |. osteon 26. Spongy bone lacks }. Osteons 27. The matrix in blood tissue is ~. Platelets 28. What is NOT an epithelial membrane in the human body? . Endocardium membrane 9. This type of membrane lines a body cavity that does NOT open directly to the outside. ?. Serous 30. These are immature, undifferentiated cells that can divide to replace lost or damaged cells. ?. Stem cells 31. Which of the below tissues is responsible for pumping blood? a. c. cardiac muscle 32. Which of the below tissues is small, spindle shaped and found in the walls of hollow organs? b. smooth muscle 33. Which of the below tissues has more than one nucleus and is voluntary? a. skeletal muscle 59. Which cells are excitable and, therefore, able to carry electrical impulses? a. muscular and nervous

Public Policy Essay Example | Topics and Well Written Essays - 2000 words - 1

Public Policy - Essay Example The underground economy is seen as only a means of criminality and any efforts outside of the mainstream is thought to be an effort to defraud the government for welfare. There are a great number of misunderstandings of both financial success and poverty. There is the belief that success is found through individual effort. This is not true. There is also the belief that if they tried harder, those who are poor could do better. This is also not true. To understand the nature of poverty and how the truth of success includes a much more collaborative experience, one must take a look at the way in which the inequalities in the nation have set people up to either succeed or fail based on their circumstances. There is no doubt that the nature of life for those who live in poverty could be raised from that level into success, but in order to do that a number of different factors need to change. Neighborhood regeneration, public transportation, equal school opportunities, and better infrastructure on the whole would all contribute to better opportunities for those who are poor. This is not the problem, however. The problem is that there is a belief that pove rty is a state of criminality and does not deserve resources because of its nature. Addressing this issue will begin meaningful change. In order to address public policy through changing social policy about the poor, it is important to follow a path towards public policy. Stone (2002) writes â€Å"A theory of policy politics must start with a model of political society, that is, a model of the simplest version of society that retains the essential elements of politics.† (p. 13). Stone (2002) goes on to discuss public policy in relationship to a market as individuals are all competing for their position in the market and for the ability to use available, but limited resources. Trying to gain what they can at the lowest possible cost means that they can change those raw materials into something

Effects of Internet Social Networking on the Lives of Teenagers Essay - 1

Effects of Internet Social Networking on the Lives of Teenagers - Essay Example Social networking sites most commonly in use today are Facebook and Twitter. Most teenagers necessarily visit these websites several times in a day all over the world. According to a recent research generated by the Pew Internet Project, as many as 93 per cent of the teenagers in America between the age of 12 years and 17 years are regular users of the internet, and 55 per cent of such teenagers spends most of the time using social networking websites (Hall). Social networking sites cause a lot of troubles in the life of teenagers. As a result of the expanded social circle because of internet social networking, teenagers are prone to fall in the hands of pedophiles and kidnappers. Internet social networking increases the interaction of a teenager with others. In fact, many studies have found the social networks of internet using teenagers to be much larger than others that do not use the internet. Not only their social circle increases, but also the way they communicate changes. Nowa days, many teenagers can be heard speaking to one another in slang. The time that teenagers spend socializing with others in the virtual world is no less effective than the real world for building relationships and socializing with others. Everyday, hundreds of teenagers fall prey to pedophiles and end up getting into dangerous real world activities. Anonymity is a special feature of the social networking sites. This allows the unscrupulous people to approach the immature teenagers and involve them in harmful activities by conversing with them. The predators can easily project themselves as teenagers. This allows them to draw the teenagers into harmful activities in the real world along with the virtual world. They send messages to the teenagers via these websites. Many teenagers respond to them. The predators may use social networking sites to drive the teenagers into the business of drug dealing or child pornography.

Assignment Example | Topics and Well Written Essays - 750 words - 58

Assignment Example Give your answer to the nearest hundredth and remember the unit (use the abbreviation). 13.56m 6-Four ropes, all at right angles to each other, pull on a ring. The forces are A = 40 N, E; B = 80 N, N; C = 70 N, W; and D = 20 N, S. Find the resultant direction of force on the ring. Give your answer in degrees. 64.03N 6-Velocity has a magnitude and a direction that can be represented by a vector. Consider a boat moving initially with a velocity of 30 m/s directly west. At some later instant the boat is found to have a velocity of 12 m/s at 30 °Ã‚  S of W. What is the change in velocity? Give the direction as measured from the east direction. Give your answer in degrees. 10.392 degrees 15-A horizontal force of 40 N will just start an empty 600-N sled moving across packed snow. After motion is begun, only 10 N is needed to keep motion at constant speed.   Find the coefficient of kinetic friction. 22-A cable is stretched horizontally across the top of two vertical poles 20 m apart. A 250-N sign suspended from the midpoint causes the rope to sag a vertical distance of 1.2 m. What is the tension in each cable segment?.

Self Determination Theory in Teaching

Self Determination Theory in Teaching In the United Kingdom it is compulsory for all children to receive schooling until the age of sixteen. In the present educational climate it is foreseeable that this age limit could be extended to eighteen. In light of this, it is my firm belief that a teacher must not only have well-grounded subject knowledge and an intimate understanding of relevant pedagogy, but an effective teacher must also be able to motivate students to learn. However, to be a proficient motivator one has to understand the rudiments of what it is that drives and motivates people to act. This has long been the endeavor of Motivation Theory a well-established and active area of research within the field of psychology. It has clear links to many of the other social sciences, including education. Setting the scene As a trainee teacher I have a keen (somewhat vested) interest in understanding theories of motivation. In this review I will be placing an emphasis on Self-Determination Theory, its sub-theories, and ultimately its realization in the form of Sudbury schools. However, I would first like to develop the necessary historical context within which to discuss it. Between the 1930s and 1950s Motivation Theory was dominated by Clark Hulls work on biological Drive-Reduction. This was one of the earliest attempts to systematize and formalize our understanding of motivation. Hull posited that humans seek to maintain a state of homeostasis. He said that we have drives which arise in response to biological needs such as hunger and thirst. These drives motivate us to act in order to reduce their effects and hence maintain homeostasis. Hulls work was gradually superseded as researchers abandoned biological theories for cognitive alternatives. 1952 saw the publishing of Robert W. Whites Motivation Reconsidered: The Concept of Competence. In this article White first conceived the idea of competence motivation which one might describe in laymans terms as people like playing to their strengths. White said that we are motivated towards behaviour that makes us feel competent, knowledgeable or powerful. The fifties also saw the emergence of Incentive theories as pioneered by the likes of Berrhus Frederic Skinner. These focused principally on research into operant conditioning, behavior modification through reinforcement, punishment and extinction (Skinner, 1938). Skinners theories were notably criticized by none other than renowned intellectual Noam Chomsky (Chomsky, 1967). In his review Chomsky undermined the scientific credibility of Skinners methodology, claiming that his work was merely an emulation of science. In 1956 Leon Festinger published When Prophesy Fails, now regarded as a seminal book for its development of the cognitive dissonance theory of motivation. Festinger, building on Piagets concept of disequilibrium, believed that humans are motivated to reduce dissonance to such an extent that one can change anothers attitudes by altering their behavior or vice versa. This has since been a highly successful and extensively studied theory of motivation. Until this point psychology had been split into two competing paradigms; behavioural (subject-object relationships) and Freudian (psychoanalysis). In the 1960s a new generation of researchers came to the fore, rejecting this apparent dichotomy and spawning the so-called Third Force in psychology, focusing on human aspects such as fulfillment, self-actualization and meaning; concepts which so far had been omitted from most leading theories. The key player during this era was Abraham Maslow. He had rejected Freudian analysis as he perceived its focus to be pointed far too much towards sex and violence. He also rejected behaviourist approaches because they were overly impersonal and failed to address what he termed higher motives of human beings. Maslows ideas about motivation are best illustrated by his eponymous hierarchy of needs; a tiered pyramidal structure. The bottom tier of the hierarchy is comprised of biological needs; above those are security needs, relationship needs, self-e steem needs and finally self-actualization needs at the top. Maslow believed that when the majority of needs within a tier are met, the individual will become motivated to satiate the needs within the tier above. This process continues until the individual is finally motivated towards self-actualization (Maslow, 1943). Maslows theory has proven difficult to test experimentally, and although conceivably true, it fails to provide satisfactory explanations for many exceptional cases, and has duly received significant criticism (Wahba Bridgewell, 1976). Self-Determination Theory So far I have highlighted but a few of the salient developments within Motivation Theory from the mid twentieth century. I would now like to limit my focus to one in particular, Self-Determination Theory (SDT). SDT is a relatively contemporary meta-theory of motivation; its origins can be found in the early works of Richard Ryan and Edward Deci at the University of Rochester (Deci, 1971). At the time of its conception Ryan and Deci realized that aspects of competing humanistic, behavioural, cognitive and post-modern theories could be unified into a contiguous whole; forming what eventually became SDT (Deci Ryan, 2002). The name Self-Determination Theory is now regarded as an umbrella term for a broader collection of five sub-theories, each of which I shall review in turn. Much of SDT has evolved from initial studies into the dualistic notions of intrinsic and extrinsic motivation e.g. Lepper et al. (1973). SDT places emphasis on humans natural intrinsic tendencies to explore, develo p, learn and create without reward. This attitude is in stark contrast to the operant ideas purported by Skinner, who insisted that all behaviour is motivated by reward (Skinner, 1953). An assumption of SDT is that humans have an innate tendency to assimilate their ongoing experiences into a unified and integrated sense of self (Horn, 2008, p.134). The increasing level of interest in SDT is self-evident given the large number of meta-analyses, reviews and special issues within the research literature (Hagger Chatzisarantis, 2008). Classifying motivation For over thirty years researchers have differentiated motives into two broad categories, which ultimately reflect the locus of motivation. Intrinsically motivated behaviour is when an individual wants to act of their own volition, because a task is interesting or challenging, or purely for the sake of it. It is internally-sourced motivation, inherently connected with the individuals attitudes and sense of self. Extrinsically motivated behaviour is a response to an external factor such as a promise of reward or threat of punishment; often misaligned with the attitudes of the individual (Ryan Deci, 2000). Intrinsic motivation has proven to be of great interest to educational psychologists, as it can be catalyzed or undermined by parent and teacher practices, and fosters improved learning and creativity (Ryan Stiller, 1991). My own sentiments are in accordance with Ryan and Decis views on intrinsic motivation with an attitude of willingness that reflects an inner acceptance of the value or utility of a task the extrinsic goal is self-endorsed and thus adopted with a sense of volition. (Ryan Deci, 2000). The process of accepting an external motive and internalizing it as a new source intrinsic motivation is referred to as integration. It is no secret that teachers often have to deliver material which is either boring or dull. Therefore, knowledge of strategies for encouraging integration would clearly be advantageous when motivating students. Cognitive Evaluation Theory The first sub-theory of SDT is called Cognitive Evaluation Theory (CET). This examines how social, environmental and other external factors influence intrinsic motivation by affecting an individuals sense of competence and autonomy. CET offers three prepositions for explaining the impact of these influences. Firstly, changes in intrinsic motivation towards an activity are coupled to an individuals perceived competence at that activity (Deci Ryan, 1985a). Secondly, external attempts to regulate an individuals behaviour can result in increased, decreased or unaltered intrinsic motivation (Deci Ryan, 1985a). Thirdly, influences which an individual perceives as threatening or promoting their sense of autonomy will respectively diminish or develop their intrinsic motivation (Deci Ryan, 1985a). There has been a long and arduously fought debate as to whether or not teachers should employ rewards (extrinsic motivation) in order to encourage their students. Kruglanski et al. (1972) found that rewarding students for participating in a game resulted in a notable decrease in their intrinsic motivation. Similarly, it has been suggested that verbal praise can condition students into behaviour which has the specific intent of elliciting praise, undermining their intrinsic motivation (Deci et al., 2001). The effects of increased perceived autonomy have been studied by Goudas et al. (1995), who found that when students were given more control over the direction of their lessons their intrinsic motivation increased. Similar results where found by Mandigo Holt (2000) who claimed that perceived autonomy also increased the likelihood of students being optimally challenged, that is, taking on challenges in-line with their own skill level. Perceived loss of autonomy has been found to dimin ish students initiative and ability to learn, particularly complex or abstract concepts (Benware Deci, 1984). Related studies have found that students faced with complex tasks performed more highly when intrinsically motivated than when extrinsically motivated (Condry Chambers, 1978). According to Lepper (1988), extrinsically motivated students will only put in the minimum effort required, and tend to undertake less difficult tasks than those who are intrinsically motivated. Lepper (1988) claims that in order to promote intrinsic motivation, activities should be challenging but achievable and stimulate students curiosity. Lepper suggests that teachers can raise intrinsic motivation by contextualizing learning, so that students can appreciate the benefits of what they are doing. The construct of optimal challenge is of fundamental importance not just to SDT, but to other leading motivational theories such as Harters Competence Motivation and Csikszentmihalyis Flow Theory, which all establish connections with intrinsic motivation (Mandigo Holt, 2006). Deci and Ryan (1985) state that optimally challenged individuals will develop increased intrinsic motivation because they experience greater competence at a particular activity. In the literature one often comes across the concept of perceived locus of causality (PLOC). This is where an individual perceives their successes and failures to originate from. When an individual feels in control (perceived autonomy) this is described as an IPLOC (intrinsic). Conversely, when an individual feels they are subordinated by an external agent this is described as an EPLOC (extrinsic). Several studies have revealed that changes in intrinsic motivation can occur without a change in the PLOC (Boal Cummings, 1981; Harackiewicz et al., 1984). This is in disagreement with the third proposition outlined above. Also in contradiction to this proposition are the results of Salancik (1975) who, after rewarding participating students with money (extrinsic motivation), found they reported increased perceptions of control (autonomy). CET predicts that extrinsic motivation should result in a shift in the PLOC, thus undermining intrinsic motivation. There have been alternate theories attempting to explain why rewards might undermine intrinsic motivation. Dickenson posited three ideas; overly repetitive tasks gradual deplete motivation, rewards deemed to be coercive are undermining, and extrinsically motivated actions tend to receive less praise from peers (Dickinson, 1989). Organismic Integration Theory (OIT) The second sub-theory of SDT is called Organismic Integration Theory (OIT). Its primary concerns are modes of behaviour regulation, and the degree to which they are internalized (Deci Ryan, 1985a). Hagger Chatzisarantis (2008) describe it as explaining how people integrate behaviours that are initially non-self-determined. Deci and Ryan (1985) proposed a heuristic continuum of regulatory modes ranging from totally non-self-determined at one end to totally self-determined at the other. The validity of this continuum has since been supported by research (Horn, 2008, p.134): Amotivation total absence of motivation, linked to perceived incompetence. External regulation a form of compliance to external influences, the removal of which will likely cause an individual to cease a particular behaviour. Introjection acting on self-imposed pressures such as guilt, or finding self-esteem in the perceived approval of others. Identification consciously acknowledging the value of undertaking a particular behaviour. Integration internalization of regulation such that it is entirely compatible with attitudes and sense of self, still as a means to an end. Intrinsic regulation internalization of regulation, undertaking activities for their own sake and enjoyment with no regard to external factors. One has to be careful not to confuse the term external with extrinsic. Certain extrinsic modes of regulation are perceived to be equally as internal to an individual as intrinsic motivation. They are extrinsic in the sense that they contingent on external consequences, but internal in the sense that the motivation emanates from within. It thus makes sense to also delineate between internal and intrinsic. All intrinsic motivation is inherently internal, but not all internal motivation is intrinsic. One can be as tyrannical toward oneself as others can be. The issue is not so much whether the source of control is oneself or another, but whether or not one is being controlled (Deci Ryan, 1985). Causality Orientation Theory (COT) The third sub-theory of SDT is concerned with how individuals perceive the events which initiate, regulate and hence mediate the level of self-determination of their behaviour, viz. their causality orientation (Deponte, 2004). This new personality dimension grew out of prior work laid down by Heider and deCharms (Deci Ryan, 1985b). The General Causality Orientations Scale was synthesized by Deci Ryan, (1985b) as a fairly persistent means for characterizing aspects of personality and motivation. They outlined three orientations, namely autonomy, control and impersonal, then measured how subjects responded to various hypothetical situations (Horn, 2008). Autonomy oriented individuals have higher self-esteem (Horn, 2008), are self-initiating and actively pursue opportunities for self-determination; structuring their lives around their own goals and interests. These individuals exhibit a higher degree of intrinsic motivation and hence maintain greater self-determination in the face of extrinsic influences. External rewards hold little influence over these individuals and merely serve to affirm their competence (Deci Ryan, 1985b). Control oriented individuals interpret their behaviours as originating from, and being regulated by, external or internal controls. These individuals depend on pressure, surveillance, deadlines, threats and expectations to motivate their actions. They experience the world in terms of defiance and compliance (Deci Ryan, 1985b). Impersonal oriented individuals can experience helplessness and deem their actions as out of their hands. They perceive themselves as unable to influence the course of their own lives. Impersonal orientation is correlated with depressive attitudes and feelings of incompetence (Deci Ryan, 1985b). Recently published research conducted by Friedman et al. (2009) has claimed that extrinsically motivated individuals can become intrinsically motivated by observing the behaviour of an intrinsically motivated individual. Basic Needs Theory Now to the fourth sub-theory of SDT, Basic Needs Theory (BNT). This sub-theory posits that intrinsic motivation originates from a universal, biologically-hard-wired need to achieve autonomy, competence and relatedness. An individual will not experience complete fulfillment of a specific need unless all three are satisfied in concert. Due to the fundamental nature of these needs, humans have a natural preference to act on intrinsic rather than extrinsic motivation (Deci Ryan, 2000). BNT has empirical backing which supports it as a culturally independent theory (Sheldon et al., 2001). Goal Contents Theory The fifth and final sub-theory of SDT is called Goal Contents Theory (GCT). Within this construct a goals contents is described as either intrinsic or extrinsic. Classic examples of extrinsic contents are fame, wealth, physical appearance, reputation and most other materialistic or superficial motives. In contrast, intrinsic contents tend to be concerned with personal development and acceptance, community contribution, health, fulfillment and establishing meaningful relationships (Kasser Ryan, 1996). The pursuit of intrinsic goals has been suggested to satiate the three fundamental needs of competence, autonomy and relatedness, and hence facilitates the growth of intrinsic motivation (Vansteenkiste et al., 2003). The opposite effect has been proposed for the pursuit of extrinsic goals (Vansteenkiste et al., 2007). Self-Determination Theory in summary and in context A review of such fascinating research literature would seem rather pointless if no practical applications were to emerge from it. For this reason I have distilled some of the salient ideas into a more digestible form, in the hope that theory may be put into practice. In the context of education, teachers need only remember the following outline of SDT: All people have three basic needs (competence, autonomy and relatedness). Satisfying these needs has been shown to promote intrinsic (self) motivation. Intrinsic (self) motivation has been shown to improve students learning and performance. Teachers should employ strategies which help students to satisfy their three basic needs. The task for teachers is therefore to find effective strategies for helping their students to feel competent within their subject, to feel in control of their own learning and have input into what goes on in lessons, and to feel that their views, opinions and work are appreciated and respected. Key advice for the research-informed classroom The use of computers in the classroom gives the students a sense of privacy, autonomy and self-pacing (Underwood Brown, 1997). Research has shown that positive and negative feedback can subsequently increase and decrease students perceived competence and hence intrinsic motivation (Vallerand Reid, 1984). Offering tangible rewards in order to coerce or encourage students will undermine their intrinsic motivation. The effect has less impact if rewards are presented unexpectedly (Deci et al., 2001, p.4). Verbal praise which is intended to control students behaviour will undermine their intrinsic motivation (Deci et al., 2001, p.4). evidence suggests that teachers support of students basic psychological needs for autonomy, competence, and relatedness facilitates students autonomous self-regulation for learning, academic performance, and wellbeing (Niemiec Ryan, 2009). Give students choice, and freedom to decide what they learn and how (Goudas et al., 1995). Contextualize learning so that students know why they are learning things (Lepper, 1988). Teachers can raise intrinsic motivation by showing enthusiasm (Friedman et al., 2009). Sudbury Schools These schools employ a system of complete educational democracy in which students and teachers are treated as equals. There is no formal curriculum per se, as students decide on what they would like to learn. In addition, Sudbury schools do not grade, evaluate or assess their students performance. All learning is intrinsically motivated and optimally challenging. The first Sudbury school was Sudbury Valley School, Massachusetts which opened in 1968. There are presently over thirty such schools around the world, although predominately in the United States and Japan. In some Sudbury schools there are no well-defined classrooms, and it is common for students to be mixed by age. Students in these schools have a significant role in the recruitment and dismissal of staff. Visitors have often described the students as being in a state of perpetual recreation (Holzman, 1997). Sudbury schools are a testament to and realization of SDT in the domain of education.

Fertilizing the Flowers with Anger :: Personal Narrative Writing

Tulips in California-the winters are not cold enough. But the obsessive among us, the true lover of flowers, of garden, earth, and growth persists. Women mostly, women like my mother, know that tulips will not bloom unless they have six weeks of cold, yet they persist. My mother simulates the growing conditions: she places the tulip bulbs in a special drawer in the refrigerator. A drawer empty but for tulip bulbs, resting, maturing for six weeks long. During these six weeks, my father is periodically chastised for placing softening apples in the refrigerator so they will not rot on the kitchen counter. Chemicals released by apples stunt the maturation of tulip bulbs and prevent blooming. "How many times do I have to tell you? The bulbs will not bloom with apples!" my mother screams at my father, when she discovers a bag of apples in the adjoining drawer. He knows this-he has watched the thwarted growth of her tulips time and time again. He refuses to waste good fruit, and he will sacrifice a year of tuliping for the sake of saving. And my mother goes to the nursery and buys another bag full of bulbs. "I have to be on constant look out for those goddamn apples," she says to me over dinner. It amazes and befuddles me, that my mother, who does all the grocery shopping, who chooses all of the fruit, buys apples and only apples, apples in great numbers and different sizes. It is a war they play over and back to each other-wasting money by saving money, wasting fruit by saving tulips, buying more apples to replace the lost fruit, wasting tulips to save the fruit. And so the battle goes-sacrificing to save and saving to sacrifice. It is like this with everything, with everything with my parents. They love each other very much. They are furious in their love-it is an uncontrollable, full-blown process, like the blooming flower, one I will never fully understand. My father goes into fits of depression; he furls his brow, he turns inward, and goes crazy over things like overflowing garbage cans, unfolded laundry, shoes left in the center of the living room floor. His head shakes and his eyes muddy-you can see the pressure and smell the mood. Then he explodes. She stands there and watches him, my father burning like a branch, with her finger pressed to her temple.