Internet Marketing †Acquisition and Retention Essay

The methods of conducting business have really changed as the impact of globalization has causes several flexibilities and easiness in our lifestyles and daily life. Many businesses find it costly to open it in a physical location and expanding through outlets, which often does not target large audience. Therefore, many businesses are starting through internet where they can target customers from all over the world, market their products or services easily and economically, and get payments right away. Not only this, those businesses that do not operate virtually and have physical locations are finding it more effective and financially beneficial to market their products through internet, and that what is called Internet Marketing. Internet marketing also contains the elements of Direct Marketing, where the promotion of products is done online such as, websites (ResearchStarters, 2008). It does not mean that when businesses are started online they would always save costs and be successful; in fact, many businesses fail due to several factors and one significant of them is poor marketing strategies. Of course, the consumers would not have any idea that a new business has started that for instance, sells soccer jerseys, through its website. The target market should have to be made aware of that business, the products, new offers/deals, customer value, feedback, etc. Therefore, all this requires the business to use effective marketing tools and strategies where it can convey the message to the audience, impress them, convince them to purchase, and provide feedback. Businesses can use online marketing strategies such as, designing websites that grab the attention of the customers at first sight, force them to explore, make them realize that they are everything for the company, provide them with ease in shopping online, and let them give a chance to give a feedback. Moreover, businesses can also use the strategy of mass-emailing to the customers or potential customers whether they are individuals or other entities. Placing ads on popular and most-visited websites is another strategy but is quite expensive. And finally, the use of social networking websites such as, Facebook, Twitter, and MySpace, is lucrative since it is inexpensive and targets wide range of audience. Customer Acquisition and Retention There is absolutely no doubt about the fact that it takes a business much more to spend in acquiring new customers than to retain the old or present customers. The reason being that the acquisition of new customers require the business to conduct market research, target them in a new way, shape the products or services according to their needs, reposition the brand that might damage it, and shape the marketing strategies accordingly. These all result in occurring more and more costs for the company; whereas, retaining old or present customers is quite prolific since they have already tried the products, have an image for it, know the company and its reputation, and most importantly can result in promoting them through word-of-mouth. Other marketing strategies for retaining such customers include offering them membership programs, building good relationships with them, increasing the contact with them, asking them for feedback about whether they are satisfied or not, enhancing support for them, and making them realize that they are part of the database and are given importance (Hughes, 2010). Moreover, retention of customers require the company to reshape and bring innovative features and qualities in their products to make those dormant customers restart buying the products if they have stopped to. There is a rule called 80/20 rule, which means that 80% of the revenue comes from 20% of the loyal customers. Therefore, businesses should not feel bothered if they have to invest more on those customers because they are providing them with more sales. So, companies can conduct sales promotion activities or other marketing campaigns for rejuvenating them and milking them. Also, when businesses get to know that their certain customers have stopped buying the products, they should conduct surveys where they should ask the customers what were the reason due to which they stopped buying, what flaw they saw in it, what improvements they want, etc (Businessfast4ward, 2010).

Study on Infiltration and Soil Texture Under Banana and Maize Land Use Systems in Gatundu Catchment, Kiambu County, Kenya

KENYATTA UNIVERSITY SCHOOL OF PURE AND APPLIED SCIENCES DEPARTMENT OF GEOGRAPHY STUDY ON INFILTRATION AND SOIL TEXTURE UNDER BANANA AND MAIZE LAND USE SYSTEMS IN GATUNDU CATCHMENT, KIAMBU COUNTY,KENYA KAKAIRE JOEL I56EA/20023/2012 ICEDUNA MARION I56EA/20021/2012 MWM714: FIELD MAPPING AND LABORATORY TECHQNIUES FIELD REPORT COURSE INSTRUCTOR: DR. MAKOKHA GEORGE TABLE OF CONTENTS CONTENTS PAGES 1. 0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 1. Significance of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 1. 2 Objectives †¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 1. 2. 1 Specific Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 2. 0 METHODS AND MATERIALS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 2. 2 Study area †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 2. 3 Research design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 2. 4 Data collection procedures and laboratory analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 2. 4. Soil Texture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 2. 4. 2 Infiltration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 3. 0 RESULTS AND DISCUSSIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 3. 1 Soil Infiltration Measurements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦. 8 4. CONCLUSION AND RECOMMENDATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 5. 0 REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 APPENDIX †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 Appendix 1: Data sheet for Infiltration for Banana and Maize Fields †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 ii LIST OF FIGURES Figure 1: I nfiltration Curve of Banana field †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 0 Figure 2: Cumulative Infiltration of Banana Field †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Figure 3: Infiltration curve of Maize Field †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Figure 4: Cumulative infiltration of Maize Field†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 iii LIST OF TABLES Table 1: Description of infiltration sites †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 Table 2.Summary of the soil texture report from the test sites †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 LIST OF PLATES Plate 1: Infiltration in Banana and Maize field respectively †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 iv v 1. 0 Introduction Water is one of the most important factors limiting the growth of plants in all Agricultural systems. In this respect, good water management is necessary in order to solve water related problems such as irrigation and erosion control. Infiltration is the process by which water arriving at the soil surface enters the soil.This process affects surface runoff, soil erosion, and groundwater recharge (Gregory et al. , 2005). The rate at which it occurs is known as infiltration rate which mainly depends on the characteristics of the soil. ( Saxton, 1986) reported that, the major soil and water characteristics affecting infiltration rates are: the initial moisture content, condition of the surface, hydraulic conductivity of the soil profile, texture, porosity, degree of swelling of soil colloids, organic matter, vegetative cover and duration of irrigation or rainfall and of these, soil texture is predominant.Therefore the measurement of water infiltration into the soil is an important indication in regard to the efficiency of irrigation and drainage, optimizing the availability of water for plants, improving the yield of crops, minimizing erosion and describing the soil permeability. Land use and land cover changes among other factors have also been reported to infuluence the infiltration rate of soil. According to (Suresh, 2008), for a given soil, the land use pattern plays a vital role in determining i ts infiltration characteristics.Different land use practices affect infiltration rates in different ways. (Taylor et al, 2009), observed that intensified land use results primarily in a change in soil structure rather than soil compaction. When land is put to certain uses, there is an accompanying change in the properties of the soil and this alters the hydrological balance of the soil. According to (Osuji, 2010) infiltration rates in tropical forests under bush fallow were found to be high compared to arable crop land. In addition, Majaliwa et al. 2010) explains that the change from natural forest cover to tea and Eucalyptus induces changes in top soil properties like exchangeable Magnesium and Calcium, available Phosphorus, soil organic matter, soil pH, and soil structure of sub soil. Furthermore, Land use/type cover influences soil organic matter evolution which is a vital indicator of soil quality and it has implications on soil properties like aggregate stability/soil structure , infiltration and aeration rates, microbial activity and nutrient release (Boye and 1Albrect, 2001). Additionally a soil’s water retention characteristic, is affected by soil organic matter (SOM) content and porosity, which are significantly influenced by land use type (Zhou et al. , 2008). Gatundu catchment is one of the catchments in Kenya which have experienced soil degradation due to conversion of natural forest to crop land mainly banana, maize and Coffee. This has been fastened by the increasing population in the catchment leaving most of the natural forest cover cleared and replaced by crop land.The result has been massive soil degradation, through loss of plant nutrients and organic matter, soil erosion, river bank degradation; build up of salinity, and damage to soil structure (Bekunda et al. , 2010). Therefore this study aims to determine the degree of relationship between infiltration rates and the land use types in two selected sites under Banana and Maize croppi ng systems in Gatundu sub catchment. 1. 1 Significance of the study The knowledge of water retention capacity and land use effects is important for efficient soil and water management.Upon conversion of natural lands to cultivated fields, water retention capacity is strongly influenced (Schwartz et al. , 2000; Bormann and Klaassen, 2008; Zhou et al. , 2008). Thus, infiltration rate is an important factor in sustainable agriculture, effective watershed management, surface runoff, and retaining water and soil resources. Properly designed and constructed infiltration facilities can be one of the most effective flow control (and water quality treatment) storm water control practices, and should be encouraged where conditions are appropriate (Ecology, 2005) 1. Objectives The objective of the study is to determine the effect of banana and Maize land use practices on water infiltration into the soil in Gatundu catchment 1. 2. 1 Specific Objectives 2 1. 2. Describe how different soil types influence water flow through the soil Compare Water movements through the soil at two different sites (Banana and Maize fields) 3. To find out how soil texture influences water infiltration into the soil 2. 0 METHODS AND MATERIALS 2. INTRODUCTION This section covers the methods and materials used in the study which include description of the study area, experimental design, field data collection procedures for soil samples and data analysis procedures; laboratory and statistical data analysis using Microsoft office package. 2. 2 Study area Gatundu district is one of the districts located in central province of Kenya at 1 ° 1†² 0†³ South, 36 ° 56†² 0†³ East; covering an area of 481. 1 km2 and borders Thika district to the East and North and Kiambu East to the South and West (Figure 5).The population density varies from 370 persons per Km2 in Chania and Mangu divisions to 636 persons per Km2 in Gatundu division on the 2008 population projections. Gatundu divisi on is the most densely populated division with 636 persons per square Km. The population over the plan period is expected to increase marginally thereby increasing demand and competition for the available resources like water and land resources (Gatundu District Development plan, 2008 -2012). 3 ` Figure 5: Map of Gatundu south Topography features of Gatundu district Gatundu district is located about 1520 m ASL at the lowest point and 2280 m ASL at the highest point.There are several permanent rivers and streams that traverse the landscape and these include Ndaruga, Thiririka, and Kahuga. All these rivers flow from the Aberdare ranges to the west and towards the southeast joining River Tana thus forming part of Tana and Athi river 4 drainage system. The train is conducive for gravity system of irrigation (Gatundu District Development plan, 2008 -2012). Terrain Gatundu district is characterized by a ragged terrain, which has had both the negative and positive impacts on the developmen t of the district.The steep slopes and valleys characteristic of the most part of the district, coupled with intensive crop cultivation render most of these areas susceptible to soil erosion making it necessary for farmers to practice terracing which is costly. The conducive environment in the district favour the cultivation of tea and coffee however, other crops like cereals, horticultural crops such as pineapple, mangoes, avocadoes and vegetables plus bananas (Gatundu District Development plan, 2008 -2012). Soils Gatundu district has soils that correspond entirely with typical Aberdare Humic Andosols and Nitosols.These Nitosols have great agricultural potential coupled with the relatively high rainfall regime in the region. Production of tea, coffee, tropical fruits and food crops such as maize, beans and potatoes are the most common sources of income to the households. The hilly terrain of the district has had profound effect on the soils, resulting into low and moderate fertilit y levels (Gatundu District Development plan, 2008 -2012). Climate The rainfall pattern is bi-modal with two distinct rainy seasons, long rains falling in March and May while short rains between October and November.The amount received varies with altitude ranging from 800 mm to 2000 mm with the highest rainfall being experienced in the tea zones. The mean temperature is 200 C with coldest months being June, July and August. The hottest months are February, March and April. Temperatures vary from 80C minimum to 300 C maximum during the year. (Gatundu District Development plan, 2008 -2012) 5 2. 3 Research design A completely randomized block design was used for the study. Two treatments were considered (Banana and Maize land uses) and the blocking was landscape position. For Each land use type, only one experiment was carried out because of time. . 4 Data collection procedures and laboratory analysis 2. 4. 1 Soil Texture Five (5) soil samples from both Banana and Maize land uses at di fferent landscape positions were collected. The sampling was done at depth of 0 -15 cm and were collected using a 50 mm diameter auger using a Random sampling Technique as explained by Haghighi et al. (2010) . The 0-15cm depth was considered because it’s the major agricultural layer and root zone for most of the crops. The five soil samples from each land use were thoroughly mixed to obtain composite soil samples which were taken to Makerere University Laboratory for Analysis.Soil texture was determined using the hydrometer method described by Bouyoucos (1962) and results presented in percentages of mineral proportions. The samples were passed through an electric shaker for 30 minutes and then the sample was treated with sodium hexametaphosphate to complex Ca++, Al3+, Fe3+, and other cations that bind clay and silt particles into aggregates. The density of the soil suspension was determined with a hydrometer which was calibrated to read in grams of solids per liter after the sand settled out and again after the silt settled. Corrections were made for the density and temperature of the dispersing solutions.The percentages of mineral fractions were calculated as below; Percent clay: % clay = corrected hydrometer reading at 6 hrs, 52 min. x 100/ wt. of sample Percent silt: % silt = corrected hydrometer reading at 40 sec. x 100/ wt. of sample – % clay Percent sand: 6 % sand = 100% – % silt – % clay Results were reported as percentages of the mineral fraction, % sand, % silt, and % clay. Soil texture was based on the USDA textural triangle. 2. 4. 2 Infiltration The infiltration rate was determined using double-ring infiltrometer as described by American Society for Testing and Materials (1994).It consists of two concentric metal rings. The rings were driven into the ground and filled with water. The outer ring helped to prevent divergent flow. The drop-in water level or volume in the inner ring was used to calculate the infiltration rate . Clock time was recorded when the test began and noted the water level on the ruler at different time intervals as seen in Appendix 1, recorded the drop in water level in the inner ring on the ruler and kept adding water to bring the level back to approximately the original level.The tests were conducted for a period of one to two hours, until the infiltration rate became constant. The infiltration rate was calculated from the rate of fall of the water level in the inner ring as seen in Appendix 1 in the tenth minutes in both the banana field and maize fields. The data was analyzed by drawing graphs of infiltration rate and cumulative infiltration. In both cases, curves were obtained. Plate 1: Infiltration in Banana and Maize field respectively 7 3. 0 RESULTS AND DISCUSSIONS 3. Soil Infiltration Measurements Soil infiltration measurements were made at 2 sites in Gatundu sub catchment (Plate 1 above). The two sites have the same soil characteristics, therefore they have been classif ied by the different land uses and land scape positions coupled by other field observations. Sites were selected based on land use, proximity to water source, site accessibility, and soil type. Table 1: Description of infiltration sites Site Location Banana Site Observed and use and field observations Site with Banana plantations, Has some mounds, some trees adjacent to the field, it’s on a higher elevation Maize Site Site with Maize, The site is close to a trench used for moving water, Its close to the road , It’s on a lower elevation Figure 1(Banana land use) and Figure 3(Maize land use) shows that the water infiltrates at a very high rate at the beginning with 1800 mm/hr and 720mm/hr respectively; because the hydraulic gradient is high and then keeps declining with time until it becomes fairly steady after the soils become saturated, which is termed as basic infiltration rate.This is also emphasized by Horton (1940) where he asserts that infiltration becomes constan t with time as the soil column reaches fully saturated conditions which occurred at 40th and 49th minute time intervals in Banana and Maize Land use Systems as seen in appendix 1. Rubin and Steinhardt (1963) also showed that the final infiltration rate reached under these conditions is equal to the vertical hydraulic conductivity of a saturated soil. 8 The steady state in Maize was attained earlier than in banana land use corresponding to 204mm/hr and 450mm/hr respectively.This can be associated to soil disturbances during ploughing and land preparation season after season for annual crops like maize compared to banana field (Perennial) which have less soil disturbances. The scenario under maize land use may lead to soil compaction as a result of continuous cultivation. This is emphasized by Pitt et al. , 2002 and 2008; Pitt et al. , (1999b) who found substantial reductions in infiltration rates due to soil compaction. The implication is that beyond the steady point (saturation poin t), if more water is applied to the soil, it results into surface water runoff.Infiltration depends upon physical and hydraulic properties of the soil moisture content, previous wetting history, structural changes in the layers and air entrapment. The basic infiltration rate of maize land use is lower than that of Banana land use system as seen in Appendix 1; this can be associated to a number of factors although not conclusive for the attained results; 1. The Initial moisture content; the study was carried out in a rainy season, therefore for saturated soils, the infiltration falls to the aturated hydraulic conductivity almost instantaneously. 2. Considering the type of land use in each of the sites; Soils under Perennials (Banana Land use) are subjected to less interferences in terms of land preparations compared to land under annuals (Maize Land use) which correlates with the obtained results of 450mm/hr and 204mm/hr respectively 3. The surrounding of the site; the Maize field is on a lower elevation and near a trench which collects water, therefore it’s possible that the soils could easily reach saturation 9 Infiltration rate mm/hr 000 1800 1600 1400 1200 1000 800 600 400 200 0 1 2 3 4 5 6 7 8 9 10 11 12 13 Infiltration rate,mm/hr infiltration rate mm/hr Time(minutes) Figure 1: Infiltration Curve of Banana field Cummulative infiltration cummulative infiltration,mm 500 450 400 350 300 250 200 150 100 50 0 1 2 3 4 5 6 7 8 9 10 11 12 13 Cummulative infiltration Time,hrs Figure 2: Cumulative Infiltration of Banana Field In Banana land use, Infiltration was recorded at time intervals of 1, 5 and 10 minutes and in Maize land use it was at 3, 6 and 10 minutes time intervals (Appendix 1) 10Infiltration rate/hr 800 Infiltration rate mm/hr 700 600 500 400 300 200 100 0 1 2 3 4 5 6 7 8 Infiltration rate/hr Time,hrs Figure 3: Infiltration curve of Maize Field Cummulative infiltration Cummulative infiltration,mm 350 300 250 200 150 100 50 0 1 2 3 4 5 6 7 8 Cummu lative infiltration Time,hrs Figure 4: Cumulative infiltration of Maize Field 11 Table 2 below compares the infiltration rates of two sites, classified according to the texture of the soil profiles in Banana and Maize land use systems.In each set of measurements, the infiltration rate of the Banana field belonging to the sandy clay loam was much higher than Maize field belonging to clay loam because of the variation in the physical properties of the two textural classes. In the banana field, basic infiltration rate was attained at 450mm/hr which is higher than that of maize field, 204mm/hr and this explains the relationship between soil texture, structure and infiltration which was obtained in our results where the Banana field with sandy clay loams having larger pores allowed in more water to infiltrate compared to clay loam with relatively smaller pores.From our results, The banana field reached saturation earlier (40th minute) than the Maize field (49th minute) which deviates fro m the assumption that the field at lower elevation reaches saturation earlier than the other on the higher elevation, and this case the maize field was on a lower elevation. As it is not possible to vary soil texture independently of other characteristics it is not inferred that the infiltration rates are caused by texture.Table 2 Summary of the soil texture report from the test sites Sample Percentage % Sand Banana Field Maize Field 50 40 Silt 26 26 Clay 24 34 Sand clay loam Clay loam Textural Class 12 4. 0 CONCLUSION AND RECOMMENDATION Generally from the findings, the two sites registered high basic infiltration rates with banana and maize land use having 405mm/hr and 204mm/hr respectively. The two sites as well reached saturation easily because of the amount of water that was held within the soil because of the rainy season.Several factors influenced the test; measuring rapidly changing water levels was difficult especially for one minute time intervals and therefore subject to i naccuracy and the local site features, challenges in elevation and the soils being too soft which kept altering the position of the ruler and varying the depth thus may have affected individual test results. Therefore the study required more data collection and time to be able to sample many sites at different time intervals. For this study, tests were conducted during a rainy period in December, 2012, where the water table was expected to be above most soil layers.However, Infiltration is a key parameter in Watershed management therefore Properly designed and constructed infiltration facilities can be one of the most effective flow control (and water quality treatment) , and should be encouraged where conditions are appropriate (Ecology, 2005). Additionally infiltration separates water into two major components surface runoff and subsurface recharge, therefore assessment and Evaluation of runoff risk has assumed an increased importance because of concerns about associated pollution hazards in which pollutants are likely to be transferred from soil to rivers and lakes.The speed of irrigation of fields is based on infiltration tests and data; in surface irrigation, infiltration changes dramatically throughout the irrigation season. The water movements alter the surface structure and geometry which in turn affect infiltration rates; therefore accurate determination of infiltration rates is essential for reliable prediction of surface runoff. As environmental impact assessments are concerned with long-term effects, it is essential that the 13 infiltration data on which they are based should be reasonably stable. For planning purposes it is essential to know the stability of infiltration data. 4 5. 0 REFERENCES American Society for Testing and Materials, 1994, Standard test method for infiltration rate of soils in field using double-ring infiltrometer: ASTM Publication D-3385-94, 7 p. Bouyoucos, G. J. 1962. Hydrometer method improved for making particle size analy sis of soils. Agron. J. 54:464-465. Ecology (2005) Stormwater Management Manual for Western Washington; Olympia, WA. Washington State Department of Ecology Water Quality Program. Publication Numbers 05-10-029 through 05-10-033. http://www. ecy. wa. gov/pubs/0510029. pdf Gregory, J. H. , Dukes, M. D. , Miller, G. L. , and Jones P.H. (2005) Analysis of double-ring infiltration techniques and development of a simple automatic water delivery system. Applied Turfgrass Science. Haghighi. F. , & Gorjiz, M. & Shorafa M. (2010). Effects of Land Use Change on Important Soil Properties. Land Degrad. Develop. 21, 496–502. Horton, R. E. , 1940, An approach towards a physical interpretation of infiltration capacity: Soils Science Society of America Proceedings, v. 5, p. 399-417. Osuji, G. E,Okon M. A; Chukwuma and Nwaire (2010): Infiltration characteristics of soils under selected landuse practices in Oweri, Southern Nigeria.World journal of Agricultural Sciences 6(3): 322 – 326 Pit t, R. ; J. Lantrip; R. Harrison; C. Henry, and D. Hue (1999b) Infiltration through Disturbed Urban Soils and Compost-Amended Soil Effects on Runoff Quality and Quantity; EPA 600-R-00-016. U. S. Environmental Protection Agency. National Risk Management Research Laboratory. Office of Research and Development. Cincinnati, OH: 231 pp. Pitt, R; Chen, S. -E; Clark, S. E (2002) Compacted Urban Soils Effects on Infiltration and Bioretention Stormwater Control Designs; Proc. , 9th Int. Conf. on Urban Drainage (9ICUD).Portland, Oregon. Pitt, R; Chen, S-E; Clark, S; Swenson, J. , and Ong, C. K (2008) Compaction’s Impacts on Urban Storm-Water Infiltration; J. Irrig. and Drain. Engrg. , 134(5), 652-658. Rubin, J. , and Steinhardt, R. , 1963, Soils water relations during rain infiltration; Part I–Theory: Soils Science Society of America Proceedings, v. 27, p. 246-251 Saxton, K. E. , W. L. Rawls, J. S. Rosenberger and R. I Papendick, 1986. Estimating generalized soil water characteri stics from texture. Soil Sci. Soc. Amer. J. , 50: 1031-1036 15 Schwartz, R. C. , Unger, P. W. Evett S. R. , 2000. â€Å"Land use effects on soil hydraulicproperties. † Suresh, D. (2008). Land and Water Management Principles: New Delhi, Shansi Publishers Taylor, M. , M. Mulholland and D. Thornburrow,2009. Infiltration Characteristics of Soils Under forestry and Agriculture in the Upper Waikato Catchment. Report: TR/18 http:// www. ew. govt. nz/publications/ Technical-Reports/ TR-200918/ Zhou, X. , Lin, H. S. , White, E. A. , 2008. â€Å"Surface soil hydraulic properties in four soil series under different land uses and their temporal changes. † Catena. 73, 180-188. 16APPENDIX Appendix 1: Data sheet for Infiltration for Banana and Maize Fields Banana Field Time Reading clock on difference, Cumulative min time, min Infiltration Water Level, Infiltration, Infiltratio rate cm cm n, mm mm/min Infiltration rate mm/hr Cumulative infiltration, mm 12:32 12:33 12:34 12:35 12:36 1 2:37 12:42 12:47 12:52 12:57 13:02 13:07 1 1 1 1 1 5 5 5 5 5 10 1 2 3 4 5 10 15 20 25 30 40 12. 0 13. 5 13. 8 14. 0 14. 3 9. 4 12. 8 11. 0 12. 0 12. 7 9. 8 15. 0 15. 0 15. 0 15. 0 15. 0 15. 0 15. 0 15. 0 17. 0 17. 3 17. 3 17. 5 3. 0 1. 5 1. 2 1. 0 0. 7 5. 6 2. 2 4. 0 5. 0 4. 6 7. 5 17 30 15 12 10 7 56 22 40 50 46 75

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'Restoring Communities and Young Offenders A Critical Evaluation of Restorative Justice' - Essay Example Unfortunately, over the last 10 years the number of crimes committed by young people has much increased and there is an urgent need to review and reform the existing restorative practices in order to prevent further crime growth. The concluding section outlines the key points of restorative justice reform. Restorative justice has started to evolve based on the need for healing relationship as opposed to the criminal justice under which the hurt is balanced to hurt (Braithwaite, 157). The aim of the restorative justice is to create the process when all of the parties have the opportunity to be heard with respect to their views of the crime and development of the program to restore victims, offenders and the communities. According to Andrew Ashworth, restorative justice is the process when victims and offenders collectively decide on how to deal with the consequences of the crime and its impact on the future (164). Restorative justice has the aim of fully attending the needs of the victims, not only material and financial, but as well as emotional and social and preventing the possibility of potential re-offending through the integration of young offenders into the community again. Through restorative justice offenders learn how to assume the responsibility for their actions and become the part of the working community. Therefore, victims and offenders are the two major parties of attention. The society tends to reject criminals and it is completely understood – nobody wants to risk and guess whether he/she can become the next victim. For this reason people do not want to associate with those who have problems with the law. Victims are not always willing to share their emotions because of fear to be misunderstood and rejected by the society. Both parties feel being idle in society and restorative justice helps both offenders and victims to become active community members

Friedrich Wilhelm Froebel Essay Example for Free

Friedrich Wilhelm Froebel Essay Friedrich Wilhelm Froebel is said to be the â€Å"Father of the Kindergarten† for his huge involvement, and devoting his life to the development of a system of education for young children. In German, the word kindergarten means children’s garden, and he thought that this was best in the age of six and younger. He spent his entire life helping with the development of the young and early childhood development. Wilhelm Froebel was born in the Thuringia region of Germany. He had a childhood that was not so fond for remembrance because of how terrible it had been for him. This is what shaped him to be able to come up with the idea of kindergarten. Froebel lost his mother before the age of one, and this meant that he had been left with this father who had to take care of three boys because Froebel had two other brothers. Their father never had much time for any of them. As a boy that would be hard for any child, and this caused him to have to spend most of his time alone at his home. He spent a lot of that time in the gardens by his home, and would play there for most of the day (Coron 4). Exploring all day was what he loved to do the most, and this would make a major influence on what he would do for the rest of his life. He started teaching at a school when he was a young man at Frankfurt Model School, and this school was a school that was focused on the teachings of Johann Heinrich Pestalozzi, who was a very well respected teacher of his day. This school accepted poor children, and orphans. He believed that children needed to be involved in very active ways. As he left this school, he left it with his very hands on learning approach, and went to privately tutor children. The parents of the children that he tutored were very kind in giving him space in their garden to use to help teach the children. In 1837 Froebel founded his first school, and called it Kindergarten, or the children’s garden (Coron 4). This was a very exciting thing because before he opened this school, if you were under the age of seven, you did not attend school. At the age of seven, you then could go to school. Now that Froebel opened his school, children at the age of two were able to go to school (coron 3). Froebel was very free with the children, he allowed them to have a lot of activity time to be free with themselves, and figure things out. He believed that this was the best idea for them to have their own space, and time to figure out, as he did as a child. The mot that Froebel gave the children was a classroom, he believed that giving children a place to create, and imagine freely was the best gift anyone could have given them. Froebel wrote books, and in his book â€Å"Education of Man† he wrote â€Å"Play is the highest phase of child development-the representation of the inner necessity and impulse.† (coron 5). He thought that teachers should be friendly people who are helpers, not discip linarians. In his classroom there were blocks, pets, and finger plays. (Coron 5). He was inspirational to all. Froebel designed his classroom to have the following things as meeting a child’s needs; Physical activity, because it is important for a child to move, the development of sensory awareness and physical dexterity, creative expression, exploring of ideas, the pleasure of singing, the experience of living among others, and satisfaction of the soul. (Coron 4). These are all things we teach today to our children, and encourage our children to do. I think going back and looking at the bones of things could really help our society as a whole. Froebel was a very inspirational man to a lot of other great theorists such as Maria Montessori, who started Montessori schools. (Coron 2). I am in great belief of how much of a influence Froebel had on the early childhood education as a whole. He really was the father of kindergarten. I think that him having such an influence, really helped us shape the early education now. Froebel believed that â€Å"Humans are essentially productive, and creative† (coron 1.) I believe he is right, no matter what age you are, you are creative in your own way. It starts out at birth, even with how you relate to your mother, and father is creative, and how you interpret things as a young child is important. I know that if Froebel had not been involved, that what we call early childhood now, would not be the same as it is now. I am a firm believer in how he started to do things, letting children develop their own ideas about who they are, and how to do things in the world around them is really all a part of life.

Observations of babies and young children

Observations of babies and young children There are many different types of knowledge that can be found out about a child when carrying out observations on babies and children. Observations can help a practitioner gain an understanding of a child and whether they may need help or support within any of the areas of their education, personal life, home life and problems that the child may be trying to deal with. We as early years practitioners carry out observations on babies and young children to record and observe their physical, intellectual, language, emotional and social development. It is important to observe these areas of development to make sure that children are meeting their developmental norms in all of these areas. We also observe to be able to find out different techniques of how to promote these areas of development. Communicating with children appropriately within observations is extremely important; the child within this observation could be shy and find it hard to talk to adults, so therefore it is important that the practitioners get down on their level, have a genuine care for them, use open body language, an example of this could be uncrossing your arms and using an appropriate amount of eye contact, for example, not staring at the child, so that the child may feel uneasy and insecure but looking at the child in an ensuring way and trying to connect with them. According to, www.bestpracticenet.co.uk, EYPS Standards, It is important to, Have high expectations of all children and commitment to ensuring that they can achieve their full potential. This can be done by showing a child hat you have faith and confidence within them and their abilitys to grow and develop. This could be done by something as simple as using positive facial expressions, these are important; by doing this it could refle ct your happiness onto the child and by a practitioner being positive and smiling at the child, a young child may look up to you and think of you as a role model. Children will respond to this positive attitude and this may affect their self esteem, confidence and therefore they may want to form a relationship with you. If a child that you are carrying out an observation on is shy or withdrawn, there could be many reasons for this, so it is important to be aware and also to be sensitive to the child and their feelings, as by not doing this, it could affect a childs self esteem. Good skills of language should be used within observations, for example, a practitioner should vary their voice tone and not be too loud or quiet when communicating with a child. By carrying out observations, early years practitioners find out all of the individual needs of the children. This could vary from many different things, for example, if a child needs more support, such as whether they have any special needs or one to one requirements or whether a baby or young child may have problems with their recognition or sight ect. Many problems or abnormalities will be common within babies and young children and could go unnoticed, if observations arent carried out successfully. Observing the development of children can be fascinating. It is important to remember that each child is a unique individual. Children develop as they grow and learn new complex skills. The sequence of development is not the same for all children. An individuals ability progresses at different rates depending on inherited characteristics and the nurturing that child receives. Growth and development will progress well when a childs basic needs for food, warmth, sleep, exercise, encouragement and love are met by reliable adult carers. Development is holistic including physical, intellectual, emotional and social aspects. These areas of development are integrated into a whole special individual. From carrying out observations we can find a general indication of how a baby/child behaves and who they interact with also we can get a general overview of their interests, and what they dont appear to like; which is why it is important to observe so that we can encourage the youngsters to try new things. For example, if a child doesnt seem to be interested in reading books. Then a EYP could find out one of their interests, for example, Thomas the tank engine and then adapt this theme to the book corner. Observing a childs unique development is a rewarding skill to learn. As with all skills within life observation requires practice and it is important to perfect this skill whilst working with children. It is also important to carry out observations so that parents can be aware of their child/ babys progress and this will help the childs parents gain a knowledge and an understanding of their childs ability. It is also important to inform parents and carers about a childs development, as they will also be able to be a part of their childs education, for example, setting up an activity that promotes their childs overall skills and development. It is important to be objective when observing children, this is done by not judging a child and taking everything into consideration and having a positive outlook. EYPs should not have fixed views or a subjective manner before observing a child. For example, if someone tells you that a child that your going to observe is very naughty and very behind in their development stages. An early years practitioner should observe the child with no fixed views and not judge the child on what others may have said. When children are born, mid-wives or nurses come to the mothers house to be able to monitor and observe the child and make sure that they are developing properly, for example, putting on weight. When children go to nursery and school EYPs have many different observations that they carry out on the children for all of the different types of development. And they also plan activities on the basis of these observations. Before an observation is carried out it is important that many Ethical considerations are taken in to account. This includes many different factors that may affect the observation, for example, EYPs have to make sure that get permission from the supervisor of my placement, this is done by simply asking if it was acceptable if they carried an out an observation. It is important to consider getting the document signed after it had been completed. EYPs should know that they need a teacher or supervisor to advise them on their observation or whether it needed their advise and at what level they needed them to consult at. They also had to know what information should be shared with the teacher and the parents about the observation I have done. They also have to take into account the health and well-being of a child. According to, www.bestpracticenet.co.uk, EYPs Standards, Early years practitioners should, Plan and provide safe and appropriate child-led and adult initiated experiences, activities and play opportunities in indoor, outdoor and in out-of-setting contexts, which enable children to develop and learn. This is done by making sure that when the observation or activity is going to take place a child should be safe at all times and there should be no potential risks to the child. Also they have to think about how they would report the information, how they would set out the observation, whether the children could have been ill or could have suffered from a virus recently and wasnt their self, the child might suffer from a disease or a behaviour disorder. The time of day is important because if the child is hungry it might not be its normal self and might not be up to showing its skills, so therefore the observation might not be as successful. It is important to choose a random child and make sure that differentiation is included. Early Years Practitioners should also consider their own health, hygiene and well being before carrying out an observation. When carrying out an observation it is important to use the correct method for the certain type of development that is being observed or monitored. For example, if a child has special needs, etc. Then an EYP may observe them to see if they need any additional help, such as, one to ones, being seen by a nurse for its overall well-being or other issues. A child with special needs may need a translator for sign language or they may need their work or activitys put into Braille. Children with special needs may enjoy or learn more when doing sensory activitys. Additional needs children may require many specialists opinions or help, for example, speech therapists. Also it is extremely important that all children are treated equally and with dignity and respect. It is important that we inform parents of their childs progress regularly and that they are aware of any under development seen from observations; we must inform parents who can then take further action in involving a doctor, psycho logist, pedetrition, school worker. Children that are non-English, for example, they dont understand the English language and they cant speak or communicate the English language. This is can be quite a difficult situation; I have observed in one of my placements a similar situation. A girl came over from India and she could speak a little English but did not understand fully, to be able to succeed in many activitys within the classroom. This child was helped by the teacher using, phonics and the child was also provided with one to one help. However in extreme cases where children may not understand or speak any English at all, translators are useful. For a child that may struggle with the English language there are many ways or helping them understand and learn, for example, picture card activitys as this will stimulate their recognition of different objects. Also a child may benefit from, ICT and audio facilities, interacting and playing with other children. And it is crucial that a child that doesnt speak any English has lots of contact and communication with English speakers. From the ages of 0-3 children have strong social needs. At a very young age children form strong attachments. The Psychologist John Bowlby was the first attachment theorist, describing attachment as a lasting psychological connectedness between human beings (Bowlby, 1969, p. 194). He believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. According to Bowlby, attachment also serves to keep the infant close to the mother, thus improving the childs chances of survival. The main theme of attachment theory is that mothers who are available and responsive to their infants needs to establish a sense of security. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world. So from a very early age children require eye contact and smiles. Also children need to hear language as this may comfort them or stop them from crying, this can be known as a distraction technique. When dealing with children its important to use your initiative, for example, if a child is crying, they may be tired or need feeding. Children enjoy listening to music and enjoy taking part in activitys that have an audio input, for example, According to, www.earlychildhoodeducation.co.uk, under how singing and music classes can benefit children, As a baby, hears the voices of its parents singing. Hearing songs, rhymes and simple rhythms can be very comforting for young children, especially when theyre feeling upset, irritated or tired out. It can help them relax and go to sleep, or music can be invigorating and exciting. By providing children with musical activities it will help them to thrive socially and increase their social development. As activitys like this encourage team work, for example, sharing. Children need to feel safe and secure around the people within their environment and their environment should be positive. This creates a foundation of which children can build on for social development. Children of this age have strong physical needs, Children need to be in an appropriate environment in which they will be allowed to grow and develop properly. For example, by experimenting and playing with different things both inside and outside of a setting. Children should be exposed to gross motor skills such as, running. And fine motor skills such as drawing and painting. Children that consume an unbalanced diet will be at risk of developing many problems. A balanced diet is important to maintain health and a sensible body weight. No single food will provide all the essential nutrients that the body needs to be healthy and function efficiently and properly. The nutritional value of a persons diet depends on the overall mixture, or balance, of food that is eaten over a period of time, as well as on the needs of the individual. A diet which includes a variety of different foods is most likely to provide all the essential nutrients. Children need energy for our bodies to function properly but the balance between carbohydrate, protein and fat must be right for us to remain healthy. Too much fat can lead to overweight, obesity and other serious health problems such as heart disease and cancer. Too little protein can lead to problems with growth and repair in the body. Eating sugary foods or drinks too often without appropriate dental hygiene can lead to po or dental health. We need enough vitamins, minerals and dietary fibre for health. A variety of different foods and particularly plenty of fruits and vegetables will help to ensure that we get the right mix. Research has shown that there are other naturally occurring substances in foods, particularly plant foods such as fruits and vegetables which are also beneficial to health. (School age children and youths, Nutrition notes) EYPs should know that children need a routine to be able to feel safe and secure; they need to know and feel that they know what is going on and that they are in control. Each child within my setting has a different routine, however I am familiar with all of them. For example, when a child cries they may need a bottle or they may just want or need a cuddle, (physical attention). When feeding a child it is important to make eating a fun thing to do, so it is good practice to smile and communicate with the children throughout. Children should be provided with sleep and rest as this will restore their energy within their bodies. Activities such as lullabys and storys should be provided to a child. As this will be a fun activity to be part of. When dealing with children, it is important to take into consideration all the areas of hygiene, for example, when changing a nappy, an apron and gloves should be worn and children should be cleaned with either cotton wool or wipes, or in some cases by bathing. When children get mucky during a day at my placement, for example, after an activity, dinner or tea. Children may need their clothes changing even though most children do wear bibs. Also within my setting we have alcohol gel that we use to make our hands clean and I make sure that I wash my hands throughout the day. As this will get rid of germs and therefore you will be more hygienic. Childrens emotional needs are to be cared for and to be loved and to be shown affection. Early years practitioners must, establish fair, respectful, trusting, supportive and constructive relationships with children. It is also important to communicate sensitively and effectively with children from birth to the end of the foundation stage. Children should be listened to, and EYPs should pay attention to what they say and value and respect their views. Early years practitioners must also demonstrate the positive values, attitudes and behaviour they expect from children. As this will help them grow and develop and help them achieve their goals. There are a whole range of recording methods that can be used when observing children it is important the correct method is used for the type of observation, for instance: a mapping observation can help record and monitor the childs attention span. But this observation must be recorded accurately and using the proper format. It is vital that when observing a child you do not make anything up, exaggerate a situation, be imprecise and that all information and recordings are accurate and true; this is why is is important that a supervisor signs the finished copy. Many settings use tick charts and check lists, this is good for monitoring the childs fine and gross motor skills and then linking them to the norms to then evaluate their needs or to find out activitys that may promote their skills. Tick charts work better if comments and evaluations are also used to bring them to life or when you link them to other observations that you have done. Observing children over a long period of time is a lovely way of both observing children and providing a structure for planning for individual children. This method works well with all age ranges and is popular with parents. The idea is that you carry out a short written observation, take a photograph if possible and then draw some conclusions about what you have seen. You also include some suggestions of what the childs next steps might be and ways in which they might be supported. A narrative observation includes noting down all of the childs language; this is good for recording and monitoring their language and social development. Event sample is good for attention span, behaviour or for looking at all of the different activitys that a child may take part in. A childs intellectual development can be monitored it includes noting down everything a child says and who they communicate with. It is important to have many methods of observation to be able to observe all of the childs skills and different areas of development. Children have a right to be observed and monitored to make sure that their development is at the right level. From observing we are able to see if there are any delays in development. Which in some cases, a doctor or other specialists would need to be informed and a child maybe taken in for tests or other procedures. After each observation, EYPs link the childs development to the norms of development; by doing this you could find out whether the child is behind, on the right level or in front of their years. We will also be able to see whether a child has hearing difficulties, which they would probably be told to go see a doctor and a doctor would recommend a place to go to or a treatment which a child may need. It is important that as an EYP we try and communicate with children and this is done by singing to a child, talking, asking them questions an d taking part in audio activitys, such as, nursery rhymes or singing activities. According to, ecrp.uiuc.edu, 2007, Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in order to explain the reasons for their caprice as they explore the world that surrounds them. Yet, as practitioners it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world work. This can be done by observing and evaluation a childs needs.

The Adventures of Huckleberry Finn by Mark Twain :: Adventures Huck Finn Twain Essays

The Adventures of Huckleberry Finn by Mark Twain   Ã‚  Ã‚  Ã‚  Ã‚  The entire plot of The Adventures of Huckleberry Finn is rooted on intolerance between different social groups. Without prejudice and intolerance The Adventures of Huckleberry Finn would not have any of the antagonism or intercourse that makes the recital interesting. The prejudice and intolerance found in the book are the characteristics that make The Adventures of Huckleberry Finn great.   Ã‚  Ã‚  Ã‚  Ã‚  The author of The Adventures of Huckleberry Finn is Samuel Langhorn Clemens, who is more commonly known by his pen name, Mark Twain. He was born in 1835 with the passing of Haley’s comet, and died in 1910 with the passing of Haley’s comet. Clemens often used prejudice as a building block for the plots of his stories. Clemens even said,† The very ink in which history is written is merely fluid prejudice.† There are many other instances in which Clemens uses prejudice as a foundation for the entertainment of his writings such as this quote he said about foreigners in The Innocents Abroad: â€Å"They spell it Vinci and pronounce it Vinchy; foreigners always spell better than they pronounce.† Even in the opening paragraph of The Adventures of Huckleberry Finn Clemens states, â€Å"Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot.†   Ã‚  Ã‚  Ã‚  Ã‚  There were many groups that Clemens contrasted in The Adventures of Huckleberry Finn. The interaction of these different social groups is what makes up the main plot of the novel. For the objective of discussion they have been broken down into five main sets of antithetic parties: people with high levels of melanin and people with low levels of melanin, rednecks and scholarly, children and adults, men and women, and finally, the Sheperdson’s and the Grangerford’s.   Ã‚  Ã‚  Ã‚  Ã‚  Whites and African Americans are the main two groups contrasted in the novel. Throughout the novel Clemens portrays Caucasians as a more educated group that is higher in society compared to the African Americans portrayed in the novel. The cardinal way that Clemens portrays African Americans as obsequious is through the colloquy that he assigns them. Their dialogue is composed of nothing but broken English. One example in the novel is this excerpt from the conversation between Jim the fugitive slave, and Huckleberry about why Jim ran away, where Jim declares, â€Å"Well you see, it ‘uz dis way.

Aims of 19th Century Imperialism :: Imperialism

What were the aims of the 19th century imperial countries and how successful were they in achieving these aims. Imperialism could be defined as a policy of a country of gaining new territories and establishing nation’s dominance of political, economic, and social life of another territories or countries. This policy was the main trend in the global politics in the end of the 18th and beginning of the 19th centuries. The main countries involved in the imperialism were such major European countries as France, Great Britain, Germany, Russia, Italy and, in addition to that, the developing United States of America. The events that took place at that period of time could be described as a competition between the most powerful countries of the world, with the aim of conquering new territories, expanding political power and gaining prestige, getting economical profits with the new overseas resources and possibilities of transportation, and many other social factors, such as spreading Christianity and culture. There was a very positive influence on imperialistic countries in the near-term outloo k, as in the most cases their aims were achieved, but taking into account the events that followed the period of the burst of imperialism, e.g. two World Wars, it can be noticed that the total cost of the imperialistic era was very high for those countries. One of the main aims of imperialistic countries of that period was expansion of their territorial possessions. In general, the wishes of imperialistic countries to expand are caused by two types of their needs. In the first case, which is represented best by the Unites States and Russian Empire, the main accent was made on gaining new territories located close to their borders, so that the territory of the country itself became bigger. Both countries acquired huge contiguous tracts of land, which were usually empty of populations expect of some small groups of aborigines. For instance, Russia did that with territories in China and Persia, the US expanded tremendously to the west and south seizing former Mexican provinces (e. Aims of 19th Century Imperialism :: Imperialism What were the aims of the 19th century imperial countries and how successful were they in achieving these aims. Imperialism could be defined as a policy of a country of gaining new territories and establishing nation’s dominance of political, economic, and social life of another territories or countries. This policy was the main trend in the global politics in the end of the 18th and beginning of the 19th centuries. The main countries involved in the imperialism were such major European countries as France, Great Britain, Germany, Russia, Italy and, in addition to that, the developing United States of America. The events that took place at that period of time could be described as a competition between the most powerful countries of the world, with the aim of conquering new territories, expanding political power and gaining prestige, getting economical profits with the new overseas resources and possibilities of transportation, and many other social factors, such as spreading Christianity and culture. There was a very positive influence on imperialistic countries in the near-term outloo k, as in the most cases their aims were achieved, but taking into account the events that followed the period of the burst of imperialism, e.g. two World Wars, it can be noticed that the total cost of the imperialistic era was very high for those countries. One of the main aims of imperialistic countries of that period was expansion of their territorial possessions. In general, the wishes of imperialistic countries to expand are caused by two types of their needs. In the first case, which is represented best by the Unites States and Russian Empire, the main accent was made on gaining new territories located close to their borders, so that the territory of the country itself became bigger. Both countries acquired huge contiguous tracts of land, which were usually empty of populations expect of some small groups of aborigines. For instance, Russia did that with territories in China and Persia, the US expanded tremendously to the west and south seizing former Mexican provinces (e.

British Entrepreneurs and the decline of the British economy :: European Europe History

British Entrepreneurs and the decline of the British economy Was the British entrepreneur the most important single reason for the relative decline of the British economy in the late nineteenth century? Despite a continued growth of production and wealth in absolute terms, the economy of "the first industrial nation" began to decelerate after 1870, in comparison with that of her closest competitors. This so called "decline" was caused by a number of factors not merely one as the question suggests, indeed Supple` s foreword (1) asks, "Are we to be concerned with the rate of growth of total income or of manufacturing output? Above all, by what standards do we assess `failure` or `success`?" Derek Aldcroft` s article, `The Entrepreneur and the British economy, 1870-1914 published in 1964 spearheaded the broad indictment of the British entrepreneur...(2)....... A/ They failed to adopt the best available techniques of production in many industries, ranging from ring-spinning and automatic weaving in cotton to the mechanical cutter and electrification of mines in coal. B/ They underestimated the growing importance of science, investing little in laboratories and technical personnel for research or for the effective exploitation of foreign research. C/ They over-invested in the old staple export industries such as cotton and iron, and were slow to move to the industries of the future such as chemicals, automobiles, and electrical engineering. D/ They were bad salesmen, especially abroad. E/ They were insufficiently aggressive in organising cartels to extract monopoly profits from the world a t large. I intend to investigate these areas, in addition to labour relations, education and the class system, as I feel that they have a distinct bearing on the late Victorian economic climate. The "technological retardist" theories are strongest in considering the erosion of "King Cotton` s" pre eminence, due in part to America` s competition and, the critics suggest, the British cotton manager` s lack of judgement. It is said that the slow adoption of the ring spindle in spinning, and the low uptake of the automatic loom in weaving seriously hampered those industries` competitive edge. The principle advantage of the ring spindle was it` s operation by unskilled female staff, whereas the traditional mule required skilled (mostly male) operatives, thus saving on labour costs. The disadvantage was that the ring needed more expensive cotton to make a given `fineness` or `count`. Given this information, replacement of old existing technology should only be undertaken if the total cost of the new technology is less than the variable cost of the old technique.

Love at First Sight- Personal Narrative

A moment in time where two people feel a powerful connection towards one another is classified as â€Å"Love at First Sight. † To most, love at first sight is true and can happen to anybody, however, to others, it is just a myth and can be simplified as a problem that can be solved through science or a belief they have. I myself did believe in this theory, but with time I began to understand that it could have easily just have been a sham. But then again, it also could have just been â€Å"Teen Love. † As I grew up, I would spend a great amount of time watching television.Normally, you’d expect a child to grow up watching cartoons and progressing from that point, but I had preferred to watch a teenage or adult program. Within these programs, I had noticed that there were many cases in which two people, whether it’d be boy to boy, girl to boy, or girl to girl, caught eyes for the very first moment in time and they went through a series of twist and turns un til the end where they finally end up happily together with a strong and powerful bond. Just about a year ago, I met the love of my teenage life.His name was Alec and he was a very handsome and interesting young man. The first time I met him was an unforgettable moment. I was with my friends at the movies and we were just standing there ordering our tickets to The Uninvited, when I feel a smack from behind me. â€Å"Sorry,† he said. I looked at him and had a sudden moment of silence. He spoke again, â€Å"Can I buy your ticket? † â€Å"No, that’s okay. † I told him. â€Å"Well can I at least get you some popcorn or something? † I laughed, â€Å"I really don’t like popcorn, but you can get me a slushy? He laughed, â€Å"Okay, just as long as you let me join you and your friends,† he paused for a minute, â€Å"if you don’t mind of course. † â€Å"We would not mind at all,† I said as I tried to hold back the biggest smile ready to come out. We stood there for a while, just looking at each other and smiling. â€Å"Well after you †¦ What was your name again? † he said with a smile. By the end of the movie, I was able to truthfully say that that was the greatest event of my life. â€Å"So, can I have you number? † he continued, â€Å"You know, to call you later tonight. † I gave him a big smile and said, â€Å"Yeah, totally! After I gave him my number get gave me a hug and said, â€Å"It was really great meeting you here. I’m glad I smacked you. † We both laughed as we said our goodbyes. It had been six months that we’ve gone out and I couldn’t help but think we might end up having the relationship just like the program’s I’ve seen on the television. Then I noticed a sudden change of affection. It wasn’t a bad affection as to where he ignored me and tried to avoid talking to me, but it was the affection in where he wouldn ’t leave me out of his sight as if he were hiding something and the guilt was caving in.After my birthday, he invited me to spend the night at his house because his parents wanted to have a special birthday dinner just for me. I was really excited, I didn’t know that him, or his parents would go through the trouble of doing this for me. As soon as dinner was over, Alec took me to his room and sat me on his bed. He gave me the plan on what we were going to do for the rest of the night. I was very excited on what he had planned. â€Å"But there’s one thing I need tell you,† there was a long pause. â€Å"What is it? † I replied. â€Å"I just wanted to let you know that I really do love you.And I hope our relationship is strong enough to withhold anything. † he said with a shaky voice. Many things were popping in and out of my head after he had said that. â€Å"I did cheat on you, this one time and it was never meant it to happen. † When he finished his sentence, I was in complete shock. I didn’t know what to do. I didn’t want to stay there and let out all my feelings at him. So I went with his sister and told her everything. I practically dumped out all my feelings and confusion into our conversation. It was the most horrible day I had ever experienced.On the very first day I was with Alec, I did think it was love at first sight. No matter how much I would like to experience that moment again, I know that I will never trust that feeling again. I now know that â€Å"Love at First Sight,† is just a belief system to where people want something to fall back on or some romantic story they want to tell their children. Whether it was â€Å"Teen Love† or â€Å"Love at First Sight,† that one little spark, that determines your affection towards one another, will never return due to the experience that I went through.

Is Monopoly Necessarily Less Efficient Than Perfect Competition?

Is Monopoly necessarily less efficient than Perfect Competition According to SJ Grant’s Introductory Economics, Monopoly is the only sole supplier of the industry. They would not inherit any competitions as well as having no close substitutes. There are many reasons that cause the formation of Monopolists. Barriers to enter or exit discourages new firms to enter the market (patent rights creates a right to sell that product, abnormal profit, predatory pricing, raw material ownership, high fixed cost, government) being a price maker, firms either merge or get taken over by other firms and economies of scale.In Perfect competition, there are many sellers and buyers; there are only homogenous goods and perfect information. They are price takers so no firm charges either below or above the ruling market price. The demand curve is perfectly elastic. In this type of market, there is consumer sovereignty and advertisement could not be used to influence consumer’s demands. Howe ver both of them are opposite extreme forms of the market structure and in the realistic world, they hardly ever occur. An economist would define efficiency as ‘nothing can be made better off without causing the loss of another’.This is also known as Pareto efficiency. Meanwhile it is also when the resources are allocated in the best possible ways at the lowest possible average cost. Figure 1 Some people view Monopoly to be less efficient than perfect competition because they face no direct competition and so they would not work towards the interest of consumers. They would fail to apprehend productive efficiency using techniques and factors of production to produce at the lowest possible average cost per unit, because the cost of production is not a main concern to a Monopolist.They would simply increase price or restrict output. Monopolies are able to do that because they are price makers; even though the setting price is determined by the demand, they are still capab le of restricting output and increase the price. This demonstrated by figure 1 where the price is set against the AR curve rather than the MR. On the contrary, perfect competition means firms compete against each other: cost in this case is one of the main issues. The firms in that market would aim to produce at the lowest average cost because of the profit maximizing point, MR=MC.But in a perfect competitive market, the firms in the long run would only get normal profit so total revenue equals total cost. Figure 2 Monopolists are able to attain abnormal profit in the long run due to barriers to entry or exit. It illustrates that monopolies have market power and the downward sloping demand curve is one of the causes as shown in figure 2. The quantity and price which the monopolist selects is largely dependent on the marginal revenue and marginal cost. But the marginal revenue curve would always be lower than the demand curve.The reason for this can be illustrated by the figure 2; It shows that at any two random points and using the method of working out the total revenue (price X quantity), you would always get a negative gradient curve. Whilst differentiating the curve’s equation, you would always get the curve being below the demand curve. The quantity or price the firm chooses is based on the marginal revenue and marginal cost because, by increasing output, it causes two contrasting effects, price and quantity.The quantity effect is that by producing one more unit and it being sold, it increases the total revenue by the price that it is sold at. But producing more units, it decreases the price of the good and makes total revenue fall: this is the price effect. The price effect means that the marginal revenue will not be constant and so it would be below the demand curve. Consequently price effect would always occur if the monopolist increases quantity. However in a perfect competition, the MR equals AR: the firms being price takers, they can only acc ept the ruling market price.The AR curve is perfectly elastic because of consumer sovereignty. In figure 3, it shows that the firms only aim the price at the market demand; no firms would produce below the ruling market price because in the long run they would be earning a loss and eventually leave the market and in contrast, they would not set it above the market price because no consumers would buy from them when the goods are homogenous and other firms are there. Figure 3 Subsequently, with the MR curve always being below the demand curve, it causes the monopolist produce inefficiently.This is because all firms desires to produce the profit maximizing point, MR=MC and when the monopoly produces at that point, it will always produce at the point that is lower than the efficient level and so monopolies misallocate resources. Hence deadweight loss occurs and this can happen both in the long and short run as there are no competition pressure for them to become allocatively efficient. Allocative efficient is when P=MC where the cost reflects the price. Another point would be that unregulated monopoly can overcharge consumers as well as not allocating resource in a satisfactory manner.In a perfect competition market, firms are able to obtain allocatively efficient in the long run. Firms can misallocate in the short run due to them either earning abnormal profit or a loss but as soon as market competitions enhances firms to earn normal profit and produce efficiently, it becomes allocatively efficient. Barriers to entry prevent this discipline from market competition to happen to a monopolist and so they continue to misallocate resources. Figure 4 The idea of misallocation of resource closely links to the result of deadweight loss.Deadweight loss is the net loss where there is a loss of goods being produced for the price that consumer pay at. For figure 4, it shows that due to the price being charged against the D curve instead of MR=MC, this causes the area of the consumer surplus , when consumer pay less for the good they were willing to pay for, to decrease and the producer surplus, the amount gained from selling a good to increase. This suggests that the monopolist is X-inefficient as consumer loses out, producers gain from it.Furthermore it can be seen that there is an area of deadweight loss formed as well. Not all resources are used in the market. In comparison to perfect competition, figure 3, all the area above P1 is the consumer surplus and there is no deadweight loss, all the quantity produced is reflected towards to consumer demand. However Monopoly being less efficient than perfect competition is not always the case. The ability of economies of scale is a mass production of a good or when goods are distributed through network or grids (i. e. water supply).This makes the cost of production cheaper thus brings the price down. They are called Natural monopoly and they are more technically efficient. In figure 5, Pm from monopoly is lower than the price from smaller firms and more quantity is produced. If these goods are provided by smaller competitive firms, the cost would be greater leading to the goods being more expensive. Figure 5 Monopolies can earn abnormal profits in the long run means that they can use the profit to invest in research and development. This is known as dynamically efficient.They choose to invest for further development because it would make them become more efficient hence maintaining their market position and also to improve their differentiated goods making demand become more inelastic. In reality, Microsoft uses their profit and invests in the development area. They are a well established company and have customer loyalty due to the quality of their goods and the patent rights they impose. In contrast to perfect competition, firms would not be able to invest because they only earn normal profit.However it is not guaranteed that monopolist would make abnormal profit; it is also possib le that they only earn normal. In conclusion, through analyzing the efficiency in productive, allocative, technical and dynamical, monopoly is not necessarily less efficient than perfect competition. Although they can misallocate resources, resulting in deadweight loss, increase price or restrict output in order to gain profit there are other monopolies that are efficient like natural monopolies.One of the main reasons that monopolies produce less than the efficient level is because they lack competition pressure. If the firm is regulated by the government maybe it would act in the best interest of the society. However others may argue that because of the government, the monopoly is being protected by them. While monopolies is not always less efficient than perfect competition, most of the time is it and that is the reason governments regulate monopolies and prevent firms merging together or get taken over by.

Cognitive Approach to Psychology

Shane Galvin-061 AT-Applied Psychology Shane Galvin Class: 061/AT Applied Psychology Teacher: Carol Neenan Title: Psychological Perspective Word count: 3121 The Cognitive Approach to Psychology Contents Page 1 – Contents Page 2 – Introduction Page 3 – History Page 4 – Cognitive Psychology and Cognitive Science Page 6- Research methods i) iii) v) Reaction time Studies Eye Tracking Studies Psychophysics ii) iv) vi) Priming Studies Lateralisation Studies Single-Cell Studies Page 8 – Memory Storage and Models Page 10 – Therapeutic Applications Page 11 – Evaluation Page 12 – Bibliography Shane Galvin-061 AT-Applied Psychology The Cognitive Approach to Psychology What is Cognitive Psychology? Literally, ‘Cognition’ means knowing, but in the greater framework of Psychology, Cognition is thinking, perceiving information, understanding, construction and presentation of an answer to a question. Essentially, cognition is a ter m for the use of our mental processes. â€Å"Cognitive Psychology is the study of higher mental processes such as attention, language use, memory, perception, problem solving, and thinking. † (Gerrig & Zimbardo. 2002) Cognitive Psychology uses scientific methods and scrutiny to develop a deeper understanding of the human mind, rather than the brain, a methodology perhaps adapted from Behaviourism, in which modern Cognitive Psychology holds its roots. Yet, unlike behaviourism, which only focuses on observable behaviour, Cognitive Psychology is also concerned with internal mental states. 2 Shane Galvin-061 AT-Applied Psychology History In 1932, Behaviourist Edward Tolman published his book â€Å"Purposive Behaviour in Animals and Men† In his works Tolman studied rats in a maze, in which food was placed at the end of the maze.In the initial phase of a test, the rat would not be hungry while first entering the maze; this would allow the rat to learn where the food would be and to associate a certain location with the prospect of food. Of course, being armed with such a primal survival instinct would influence the rat to learn and adapt quickly. The rat would move in the general direction of the food as opposed to a specific pathway and Tolman observed that the rats were able to use untrained routes towards the food.This meant that rats had an ability to learn, beyond mere survival instinct and presented a problem for radical behaviourism. Whether Tolman knew it or not, both he and his rats were laying down the groundwork for modern cognitive psychology. Tolman theorized that the animal had developed an image of its environment that it later used as a reference when finding its food. This is called a â€Å"Cognitive Map† i. e. , the rats showed use of their cognitive map by reaching a goal (food) from a number of different starting points.The rats had no instinctive information of the maze and no stimuli that would condition it to have knowledg e of the maze, in other words; the rats learned about their environment and stored the information. This helped to establish some basis for memory storage, learned behaviour and analytical methodology for Cognitive Psychology and would help Psychologists prepare for the â€Å"Cognitive Revolution† of the 1950’s where Cognitive Psychology and its principle areas of research begin to become defined. 3 Shane Galvin-061 AT-Applied PsychologyThe Term â€Å"Cognitive Psychology† came into use in 1967 in the book Cognitive Psychology by Neisser. â€Å"†¦ the term cognition refers to all processes by which the sensory input is transformed , reduced, elaborated, stored, recovered and used†¦ it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomena is a cognitive phenomena† (Neisser, 1967) Perhaps it was the invention of the computer that gave Cognitive Psychology the most credibility.For t he first time in history, mankind had something to which it could compare with the human brain or mind, and gave the cognitive approach its terminology. By being able to study a simpler artificial construct, psychologists now had the opportunity to learn more about cognitive processes. â€Å"Cognitive psychology focuses on the way humans process information, looking at how we treat information that comes in to the person (what behaviorists would call stimuli), and how this treatment leads to responses. In other words, they are interested in the variables that mediate between stimulus/input and response/output. (McLeod, 2007) Cognitive Psychology and Cognitive Science Part of the effect that the cognitive revolution had on its approach is the amalgamation of techniques and ideology’s from other distinct areas of research and study such as linguistics, computer science, developmental psychology and cognitive psychology. It seems as though it is a reaction to the ‘stimulu s-response’ methodology and mode of interpretation espoused by behavioural scientists. Noam Chomsky theorised that the brain had a centre for language acquisition that went beyond what could be explained by behavioural psychology.Jean Piaget had laid out stages of cognitive development that children go through which again could not be explained within the framework of Behaviourism. Computer scientists provided a new way of comparably examining the brain by using computer processing as a method to conceptualise brain processing. â€Å"These scientists maintained their own distinct methodologies†¦ but they held together and remained united in their interest in cognition and in their goal to bring the scientific study of these processes to light. This scientific collective became known as cognitive science† (Solso, et al. 2008) In modern times cognitive science relies on computer science, philosophy, psychology, neuroscience, linguistics and anthropology. Cognitive s cience is heavily influenced by computer science; in computer modelling it is possible to construct and test cognitive models, in the form of artificial intelligence (AI) which has leaked into popular use in the form of interactive technology such as video gaming. 4 Shane Galvin-061 AT-Applied Psychology But it is of particular benefit to psychologists because they can test certain, although limited, cognitive models and theories based on computer models.Cognitive Psychology uses a combination of techniques adapted from other areas of research in order to research its own theories, thus we have an intrinsic relationship between cognitive psychology and other methodologies as illustrated in Gardner’s Hexagon. The diverse range of methodologies in the cognitive approach allows researchers and clinical psychologists to approach problems, issues and hypotheses from a multitude of different backgrounds and allow a wider range of scrutiny to verify their findings in keeping with sc ientific inquiry.Ultimately this allows the cognitive scientist/psychologist to create models of predictive capability that are reproducible which, in Psychology, allows for a greater understanding of the human mind and its mechanisms. 5 Shane Galvin-061 AT-Applied Psychology Research Method’s The research methods of cognitive psychology observe and record how we take in information from the physical world, the response time of reactions and how we process this information to perceive it. â€Å"The method’s of cognitive psychology stem from those used by early German researchers studying memory, association and processes.These tools became a mainstay of experimental psychology. As cognitive psychology began to form and become interdisciplinary, methods from other research fields were borrowed and modified for use in the study of cognitive processes. Research methods are the tools by which we come to know and understand, as well as test ideas and develop new ones. â₠¬  (Solso, et al. , 2008) i) Reaction Time Studies: Reaction time studies are used to study cognitive processes and seem to be a defining methodology in the cognitive approach.An example is Donder’s complication studies, in which a subject’s response speed to a white light being turned on was recorded and compared to a yellow light being turned on. Researchers believed early on that the time difference between the two responses could have been attributed to additional processing that it took to differentiate the yellow from the white light. â€Å"Reaction time studies fundamentally rely on the assumption that cognitive activity takes time and that one stage is completed before the other starts. † (Solso, et al. , 2008) ii) Priming studies:Priming studies have been used by psychologists for quite some time. With the invention of computer technology, specifically brain imaging technology, priming studies are becoming more popular. â€Å"In priming studies a stim ulus is briefly presented (a prime) and then, after a delay, a second stimulus is presented and a participant is asked to make some judgement regarding the second stimulus, such as, â€Å"Is the second stimulus the ‘same’ as the first? † (Solso, et al. , 2008) There are two types of priming effects. The Semantic priming Effect and the Object priming effect.The Semantic priming effect is that by activating one item, the acceptability of the second item is enhanced. The Object priming effect is typically in two stages. The first stage is the presentation of an object. This is followed by an interval that may be as short as a millisecond or as long as several months. In the second stage an object similar to the first object is presented, it could be changed, degraded or rotated etc. The participants’ accuracy in remembering the first object is then measured and sometimes the reaction time is measured as well. Tulving & Schacter, 1990) 6 Shane Galvin-061 AT-Ap plied Psychology iii) Eye-Tracking studies: A large portion of the brain is used for interpreting and processing visual sensory information. Researchers have developed techniques to track the movement of eyes in order to determine where a person’s eye is fixed which in particular helps to study people reading, what sentence they are looking at and where they look next. Eye-tracking studies have helped researchers to discover that people who have dyslexia have different eye movements to people who do not have dyslexia. v) Lateralisation Studies Lateralisation studies developed from the idea that the two sides of the brain are responsible for different cognitive functions, in an effort to localise functions within the brain, Broca and Wernicke’s area’s ( centres that are responsible for speech and language) are located on one side of the brain, the left side, this implies that the brain has localised area’s for different functions, these studies were partic ularly important in the area of memory study and studies of amnesiac patients, through the methodology used in lateralisation studies, i. e. riming type tests, and brain imaging we know that the hippocampus is responsible for memory, although there are two hippocampi. There are also more invasive techniques used in lateralisation studies using patients with extreme epilepsy undergoing preventative surgery whereby the corpus collosum, the fibre’s which connect the hemispheres of the brain, are cut. v) Psychophysics Psychophysics is the scientific study of the relationship between stimuli and the sensations and perceptions evoked by these stimuli. (Solso, et al. , 2008) Psychophysicists are interested in perceptual thresholds.For example in Weber’s study of perceptual threshold’s he tested a person’s ability to detect weight. If a person was holding a weighted object, how much weight could be added before the person could detect and perceive the difference in weight. vi) Single-cell Studies Single-cell studies are typically conducted in animals as opposed to humans because of their invasive nature. Hubel & Wiesel, who were awarded a Nobel Prize for their 1959 research, mapped the visual cortex of cats. This research involved the opening of the skull of the subject.They had theorised that because single cells communicate with each other via electrical impulses then it would be possible to probe these single cells with a an extremely fine meter to measure the amount of electrical activity in a cell without damaging it, thereby allowing them to evaluate perceptual experience at a cellular level. Hubel & Wiesel basically restrained a cat , opened its skull, probed it’s brain and then showed the cat 7 Shane Galvin-061 AT-Applied Psychology moving images and kept probing until they could record the level of cellular electrical activity.This gave us an insight into how we visual perceive the world and the physical action that takes pl ace in the brain. (Solso, et al. , 2008) Memory, Storage and Models Cognitive Psychology is viewed as a pure science, its accepted theories on memory, for example, are based on laboratory experiments with demonstrable results as well as solid work in case studies. For example the Multi store Model (MSM) by Atkinson & Shiffrin (1968, 1971) cited by (McLeod, 2007) attempted to explain how information is transferred from Short Term Memory to Long Term Memory.This model views sensory memory, STM and LTM as â€Å"permanent structural components† and suggests that memory is made up of a series of stores. MSM likens memory as information flowing through a system. Information is detected by the sense organs and enters the sensory memory. If attended to this information enters the short term memory. Information from the STM is transferred to the long-term memory only if that information is rehearsed. If rehearsal does not occur, then information is forgotten, lost from short term memo ry through the processes of displacement or decay. McLeod, 2007) This model has influenced the study and research of memory and is supported and informed by studies of retrograde and anterograde amnesia. The Working Model of Memory (Baddely & Hitch, 1974), shows that short term memory is more than one store and consists of different components. Similarly, in long term memory different kinds of memory such as addition/subtraction, how to play chess or what we did yesterday are not stored in one ‘hard-drive’ type long term memory store. There are different types of memory, episodic (memory of events), procedural (memory of how to do 8 Shane Galvin-061 AT-Applied Psychology hings) and semantic (general knowledge). This model of memory espouses that rehearsal is the process whereby by we transfer information into Long term memory but that it is not necessary to rehearse in some cases. . We know, now, that the part of the brain that deals with memory is the hippocampus; it i s part of the limbic system and deals with short term memory and long term memory, as well as spatial functions, the hippocampus is shown in this diagram. As we can see, there are hippocampi; there is a hippocampus in both sides of the brain. The hippocampus is part of the cerebral cortex and is located in the medial temporal lobe.Damage to the hippocampus can result in a person being unable to store new memories and is quite devastating to a person’s quality of life. In the case of Clive Wearing, based on Baddely, 1990; Blakemore 1988 as cited in (Gross, 2010), who suffered from anterograde amnesia, we can see the effects of damage to the hippocampus, in this case caused by a rare brain infection caused by the cold sore virus (Herpes Simplex). Mr. Wearing lives almost as if he is frozen in time, constantly believing he has just woken from years of unconscious sleep. He retains developed skills, for example he was the chorus master of the London Sinfonietta.Unfortunately for Mr. Wearing his ability to recall memories from earlier in his life is extremely patchy, at best. Atkinson and Schiffrin regard the kind of memory Deficits displayed by Clive Wearing as ‘perhaps the single most convincing demonstration of a dichotomy in the memory system’ (Gross, 2010) 9 Shane Galvin-061 AT-Applied Psychology Therapeutic Applications Cognitive Behavioural Therapy (CBT) Cognitive Behavioural Therapy is based on how our thoughts, feelings and behaviour all interact with each other; our thoughts influence our feelings and behaviour.CBT helps the client to develop alternate ways of thinking and behaving in order to reduce psychological distress. Through reflective processes and tasks such as homework, the client’s maladaptive thought process and behaviour is challenged. Cognitive Behavioural Therapy is a blanket term for different therapeutic interventions that share similar characteristics. Two therapies which form the basis of CBT are Rational Emot ive Behaviour Therapy, developed by Albert Ellis in the 1950s, and Cognitive Therapy, developed by Aaron T.Beck in the 1960’s. Beck puts forward the argument that our emotional reactions are essentially a function of how we construe the world. â€Å"Depressed people see themselves as victims, and Beck sees them as victims of their own illogical self-judgements. Beck’s central idea is that depressed individuals feel as they do because their thinking is dominated by negative schemas. † (Gross, 2010) Beck essentially implies that we interpret our reality by using our cognitive processes and our perception.If our perceptions are skewed because our cognitive processes are maladaptive or our methods of reasoning are incorrect then our emotions and behaviour become distorted from reality. In order to correct emotional or psychological disturbances then we must seek to examine the root of the problem, viewing this through the lens of cognition means that we must correct our thought process in order to correct the symptomatic behavioural and emotional disorder. Beck uses method’s to treat a disorder depending on the disorder that the client suffers from. He stresses the importance of the quality of the relationship between the client and therapist.Beck also places particular emphasis on the client discovering misconceptions for themselves. (McLeod, 2008) Albert Ellis’ Rational Emotional Behavioural Therapy is quite contrasting to Becks method. Ellis Proposes that the therapist should be a teacher and that a warm personal relationship is unnecessary. REBT can also be highly directive, persuasive and confrontational. REBT also uses different methods of approach to a client’s issue depending on the client’s personality. Human cognition can be held responsible for the individual’s successes and accomplishments, according to CBT cognition can also be held responsible for our problems. You are responsible for the outcom e of the situation’ It emphasises control over one’s behaviour and emotions through correcting thought processes. The nature of Cognitive 10 Shane Galvin-061 AT-Applied Psychology Psychology/Science allow cognitive theories to be tested in a variety of situations, for example Rimm & Litvak’s 1969 (McLeod, 2008) study shows that When experimental subjects are manipulated into adopting unpleasant assumptions or thought they became more anxious and depressed.Moreover, many people with diagnosed psychological disorders such as anxiety and sexual disorders have been found to display maladaptive thoughts and assumptions, making a case for the effectiveness of CBT. Aaron Beck’s work in researching depression and order disorders in clinical as well as laboratory settings and testing memory and other cognitive functions, and in particular his outcome studies have shown that CBT can be highly effective. CBT is also used in the treatment of drug abuse, bipolar disor der and in patients with cancer, HIV, OCD, PTSD and schizophrenia.It has also been theoretically applied in the treatment of psychopathy. Evaluation/Personal Learning Upon examining the field of Cognitive Psychology, I have learned that cognitive Psychology is adaptive. It evolves with the times and incorporates new technologies, but also has a serious grounding in scientific methodology in order to correctly examine and understand the human mind. Cognitive Psychology is informed by the greater umbrella that is cognitive science. For example it uses information from computer science and neuroscience in order to better understand the cognitive processes that exist in the human brain.Given that the ‘mind’ is not a physical entity; this style of scientific inquiry may be the best approach in understanding it. There is a good scientific framework underlying Cognitive psychology which then allows the Psychologist to move forward and deal with issues presented by the mind. As we can see in Cognitive Behavioural Therapy, the therapist approaches the abstract nature of the mind by focusing on the underlying mental hierarchy. That being, Cognition, Emotion, Behaviour, in order to treat symptomatic issues, the therapist using this approach must deal with the thought processes that create these symptoms.The most important lesson that I have learned is that, while the mind is an abstract construct and is quite difficult to quantify, quantifiable information about physical constructs such as the brain and general human biology and chemistry and its influences informs the understanding of the human mind. 11 Shane Galvin-061 AT-Applied Psychology Bibliography Baddely, A. & Hitch, G. , 1974. Working Memory. In: G. Bower, ed. The Psychology of Learning and Motivation: Advances in Research and Theory. New York: Academic Press, pp. 47-89.Gerrig, R. J. & Zimbardo. , &. P. G. , 2002. Glossary. [Online] Available at: http://www. apa. org/research/action/glossary. aspx [Accessed 14 November 2012]. Gross, R. , 2010. Psychology The Science of Mind and Behaviour. 6th ed. London: HodderArnold. McLeod, S. , 2007. Atkinson and Shiffrin | Multi Store Model of Memory.. [Online] Available at: http://www. simplypsychology. org/multi-store. html [Accessed 16 November 2012]. McLeod, S. , 2007. http://www. simplypsychology. org/cognitive. html. [Online] Available at: fromhttp://www. implypsychology. org/cognitive-therapy. html [Accessed 10 November 2012]. McLeod, S. , 2008. Simply Psychology, Cognitive Behavioural Therapy. [Online] Available at: http://www. simplypsychology. org/cognitive-therapy. html [Accessed 12 November 2012]. Neisser, U. , 1967. Cognitive Psychology. New York: Appleton-Century-Crofts. Solso, R. L. , Maclin, O. H. & Maclin, M. K. , 2008. Cognitive Psychology. 8th ed. Boston: Pearson. Tulving, E. & Schacter, D. L. , 1990. Priming and Human Memory Systems. Science, Volume 247, pp. 301-306. 12