Individual Mindset Challenge Assignment Example | Topics and Well Written Essays - 500 words

Individual Mindset Challenge - Assignment Example South Korean film industry emulated most modern production techniques from the U.S learning them from the Hollywood stars to restructure their film industry. Globalization of South Korean is a historical process spreading over centuries and should not be having links with westernization of a particular nation or culture. Globalization has significantly influenced different cultures towards its expansion in the global markets. Globalization can shape the traits of particular nation, community, or people. South Korea benefited much from globalization making the drastic changes from inferior to stable economic country in a very short period. South Korean used globalization to its advantage by increasing the interconnectivity with different countries and people using technology, pop culture, and trade, political and economic relationship. Its acceptance of globalization fostered positive international relations and economic development of the country. Absorption of South Korean culture by neighboring countries such as China, Japan, and Vietnam intensified the Korean adopted pop culture and other cultural platforms. Globalization has influenced South Korean culture including the television programs and film industry enabling South Korean pop culture to penetrate in Europe and North American countries. Korean globalization is termed as the Korean wave, which has been unique by creating unusual growth of local creative industries in neoliberal globalization. Korean creative industries have developed their personal, local cultural products and services making them the most successful contributors to Korean national economy. Korean wave has experienced a significant change with the development of digital technologies and social networking media such as You-Tube, social network sites (SNSs) and Smartphone’s in the 21 century. Local culture of various countries is supported by Korean wave through the digital

The Use of Scientific Games in Teaching Science Essay Example for Free

The Use of Scientific Games in Teaching Science Essay The study of science is essential. Science is the study of the world around us. Everything around us concerns science. Without it, it is impossible to get into medicine, engineering, architecture and other fields requiring technical expertise. Every sector recognizes an increasing contribution of the discipline to the progress of the modern world as well as its traditional standing as an element of humanistic and scientific education. Its importance as the key subject is common knowledge. Science has been recognized as a patent means of sharpening our competitive edge. Thus, science holds a dominating place in the curriculum. As mandated in the Philippine Constitution, it is the duty of the schools to develop scientific and technology efficiency among the pupils and the students. Thus, it is necessary to evolve a strong science program in all levels. So, the teaching of science should be effectively earned out so as to satisfy the National Development Goals. Science is a multifaceted subject, limitless in extent and depth, vital for science and technology, and rich in the cultural import. It offers a lot of challenges to an individual. In school, however, some students find the subject dull and difficult. More so, science in general, is even considered by many as uninteresting or boring subject if not difficult or not applicable into their daily lives. The performance of the pupils depends largely on quality of the teaching competencies of their teacher. A competent teacher learns to build effective learning situation and to select teaching methods/strategies to guarantee maximum retention and application of the earning that are achieved. According to Wikipedia, strategy refers to all techniques by which the teachers structure the learning environment so that the students are led to discover what they are supposed to discover. Teachers use a wide variety of techniques to elicit information from the students. In view of this, the teacher must determine effective strategies that would suit to the interest, abilities and needs of the students. The researcher believes that the games could be an effective strategy in teaching science in elementary schools. Statement of the Problem The study aims to find out the effectiveness of using games in teaching selected topics in Science to Grade VI pupils of Matanao Central Elementary School for the incoming School Year 2012-2013. Moreover, it seeks to answer the following research questions: 1.) Is there a significant difference on the pre-test scores of the control group and the experimental group? 2.) Is there a significant difference on the post-test scores of the control group and the experimental group? 3.) Is there a difference between the pre-test and post-test scores of pupils in both control and experimental group? Hypotheses Null Hypothesis 1.) There is no significant difference on the pre-test scores of the control group and the experimental group. 2.) There is no significant difference on the post-test scores of the control group and the experimental group. 3.) There is no significant difference between the pre-test and post-test scores of pupils in both control and experimental group. Alternative Hypothesis 1.) There is a significant difference on the pre-test scores of the control group and the experimental group. 2.) There is a significant difference on the post-test scores of the control group and the experimental group. 3.) There is a significant difference between the pre-test and post-test scores of pupils in both control and experimental group. Significance of the Study This study would like to help elementary grade pupils to develop better understanding of the abstract concepts and ideas in science as they prepare for higher learning in science. The findings of this study may likewise motivate and challenge science teachers in their determination to help majority of the grade VI pupils who experience learning block in science primarily due to less effective in teaching science concepts, with the use of various learning strategies, students may develop a deeper understanding of the concepts and process to science that will consequently lead to higher achievement. Lastly for educators, the useful and relevant information acquired from this study may provide insights on how they can promote higher academic achievement using effective strategy in teaching abstract concepts and ideas in science. Moreover, this study would like to help them achieve their long sought goal of development of effective understanding of the science processes and concepts. Limitations of the Study This research will be limited and will be conducted only at Matanao Central Elementary School for the incoming School Year 2012-2013. The respondents of the study will be the Grade VI pilot class. The instrument which is going to be used will be an achievement test which will serve both as a pre-test and a post-test. This will be used to classify the pupils’ performance and learning outcomes. Different scientific games will be used to motivate and arouse the interests and attention of each pupil. The class will be divided into two groups, namely, the control group and the experimental group. The experimental group will be subjected to scientific games used as motivation in teaching science, while the control group will be exposed to the traditional method. Broadly speaking, the social scientific approach has concerned itself with the question of â€Å"What do games do to students?†. Using tools and methods such as surveys and controlled laboratory experiments, researchers have investigated both the positive and negative impact that using games in teaching could have on students learning. Among the possible effects of game play, perhaps the one most commonly raised by media and general public has to do with violence in games. What are the possible effects that playing videogames, in particular those that feature aggressive or violent elements might have on children and youth? Social learning theory (Bandura,1986) suggests that playing aggressive videogames would stimulate aggressive behaviour in players in particular because the player is an active participant (as opposed to passive observer as the case of aggression in film and television). On the other hand, catharsis theory ( Feshback and Singer, 1971) implies that playing aggressive videogames would have the opposite effect by channelling latent aggression resulting in positive effects on players. Numerous reviews of existing literature have been written and there is not a clear picture of the effects of playing violent videogames might have (Griffiths, 1999; Sherry, 2001). As for positive effects, educators and learning scientists sed as motivation have also debated how to leverage the motivation students had for playing games as well as exploring th e medium of videogames for educational and pedagogical purposes. Malone explored the intrinsically motivating qualities that games have and how they might be useful in designing educational games (Malone, 1980; Malone 1981) while Kafai utilized the design of games by schoolchildren as the context for them to learn computer programming concepts and mathematics (Kafai, 1995; Kafai 1996). Similarly, Squire has explored the use of commercial games as means for engaging disenfranchised students in school (Squire,2005). In addition to their motivational factors, Gee and Shaffer have argued that certain qualities present in the medium of videogames provide valuable opportunities for learning (Gee, 2003; Shaffer, 2006). In her book, Life on the Screen, Sherry Turkle explored how people that participated in online multiplayer games such as MUDs used their experiences with the game to explore personal issues of identity (Turkle, 1995). In her book Play Between Worlds, T.L. Taylor recounts her experiences playing the massively multiplayer online game Everquest. In doing so, she seek to understand â€Å"the nuanced border relationship that exists between MMOG players and the worlds they inhabit† (Taylor, 2006). Swiss educator Johannes Heinrich Pestalozzi (1746-1827) agree with the view that a school should be adapted in an atmosphere of general permissive where physical experience, play activities and nature study walk should be part of the learning experiences against the dullness deadening memorization and recitation. German educator and philosopher, Friedrich Froebel (1782-1852) also a naturalist, believes that the teacher must become an active instructor instead a taskmaster and hearer of active recitations. He introduced the school for early childhood education, the kindergarten or child garden that emphasized games, play, songs and crafts. He urged teachers to look back of their childhood days that could help them understand the needs of the child. Other significant studies that relate the games to improved achievement is in the hand of biology (Bleitan, 1989) and in Genetics concepts (Garcia, 1993). Nueva Espana et al (1990) stated that our country depends on Science and Technology. A great number of its problem can be solved by developing its greatest resource: people. Our people must develop skills in Science and Technology. Sufficiency in scientific and technological expertise is a characteristic of countries that have become progressive and rich no matter how small they are. Our country still has a long, long way to become self-sustaining. Knowledge of Science and the efficient use of its principle can help a lot toward making our society self-sufficient in turn making us masters of our own science and technology and not servants of society. (Philippine Graphics, May 19, 1997 p.8). Senator Ernesto Maceda made alarming news about the results of our students performance in mathematics and science competence in the elementary, high school and even college levels that the Philippines is in the bottom ranked 37 out of 39 countries in Asia. He said that we have to respond to the t ruth which tells us with greater sense of urgency to help our students in several dimensions of the educational process: retraining our teachers, lengthening classroom work, improving classroom facilities, reviewing the textbooks now in use and supplementing the resources available in our school libraries. Allan C. Ornstein (Strategies for Effective Teaching, New York: Harper-Collins publishers 1990 p.213) said that â€Å"to understand why and how to use instructional objectives result should be obtained in more effective teaching and testing. The use of instructional objectives helps the teachers focus on what students know at the end of the lesson. Likewise, it helps students know what is expected of them. On the international scene, a number of educational research projects have investigated science teachers’ classroom practices. One of the established projects is the large scale National: The Survey of science and Mathematics Education, conducted in the USA over a number of years to gauge the status of science and mathematics education in the USA. Reports from these studies written by Weiss (1987, 1988, 1994), Weiss, Banilower, McMahon, Kelly Smith (2001) and Weiss, Pasley, Smith, Banilower Heck (2003) have attempted to answer the following questions using data from questionnaires distributed to stratified random samples of teachers from all states in the USA : 1) How well prepared re science and mathematics teachers in terms of both content and pedagogy? 2) What are teachers trying to accomplish in their science and mathematics instruction, and what activities do they use to meet these objectives? 3) To what extent do teachers support reform notions embodied in the National Research Council’s National Education Standards and the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics ? And 4) What are the barriers to effective and equitable science and mathematics education? It is worth noting that no classroom observations were conducted in these studies and all data sources were based on teachers’ self-reports. Analysis of the trends between 1993 and 2000 in the above studies showed that science teachers’ classroom practices have seen some changes. These changes include the reduction in the amount of time spent on reading about science during class and doing textbook/worksheet problems. Approximately 50% of teachers at all grade levels reported in 2000 that their students completed textbook/worksheet problems in the most recent lesson, representing a small decrease from 1993. Moreover, while there was some increase in the use of hands-on activities at the Grade 1-4 level (from 41% to 50% of classes), the percentage of classes in which hands-on and laboratory activities took place have remained stable and amounted to approximately two thirds of the classes. There does not seem to be a change in the percentage of classes in which computers were used: teachers reported that 10% or fewer science lessons included students using computers in 1993 and 2000. However, many more teachers reported using other instructional technologies such as CD-ROMs in 2000 than in 1993. Another international project that has investigated science and mathematics teachers classroom practices in science and mathematics is the TIMSS 1999 video study, the science result of which were released in 2006 ( Roth, Druker, Garnier, Lemmens, Chen,Kawanaka, Okamoto, Rasmussen, Trubacova, Warvi, Gonzales, Stigler, Gallimore,2006). This study examined patterns of science and mathematics teaching practices in 439 videotapes of eighth grade science lessons in five countries: Australia, the Czech Republic, Japan, the Netherlands, and the United States. Results of the study showed that there were variations across the five countries in the organization of science lessons, development of science content for students, and student involvement in doing science. For example, the study results showed that students in Czech Republic were required to master challenging and theoretical science content and that classes were mostly focused on talking about science in whole class settings. In Japan, the focus was on presenting science in conceptually coherent ways while stressing the identification of patterns, making connections among ideas, and the interplay between evidence and ideas in an inquiry-oriented approach to teaching. Australian students were mostly involved in making connections between ideas, evidence, and real-life situations using inquiry approaches to teaching similar to those used in Japan. Students in the Netherlands were held accountable for independent learning of science content with emphasis on homework and independent seatwork. Finally, in the United States, students experienced variety in instructional approaches, organizational structures, content, and activities with less emphasis on developing coherent science ideas and content. The focus of the activities was on engaging and motivating students rather than on developing challenging content knowledge. As evident from the above, there is important research on classroom practices being conducted worldwide; research that has the potential to provide useful recommendations for improving science teaching and learning. In the Philippines, a related study on the use of games as learning in mathematics was conducted by Aragon (1991). She discovered the greater attention of students to the lesson and there is interest where enhanced. She also found the strategy as a very effective motivational learning material that makes recreational and learning objectives easily attainable. Letting the study of grade V, Aragon agreed that the games are useful in assisting the learning process by providing opportunity to see familiar materials in new setting; that makes them excellent motivation tools in acquiring new skills that breaks the classroom routine in a pleasant way, making uninterested students become a part of the chase in permanent learning. Aragon also found that games enables students to appreciate the value of sportsmanship, fair play, how to follow rules, team work, cooperation, respect for authorities and selflessness, sharing of skills for the success of the group. Salandahan G.G. (1985), The Teaching of Science, Quezon City Phoenix Publishing House. Many science educators recognize the positive outcomes of inquiry teaching despite the limited experimental evidence as to its effectiveness in leading children to acquire a deeper understanding of science knowledge, encouraging children to learn by such a method insures the attainment of one of the most s ignificant outcomes of science developing a scientific mind as well as desirable social values. Cognitive Development and Achievement in Science Through Traditional and Inquiry Approaches Of Teaching General Chemistry by Rosalinda T. Agton (1991). Most of the students in today’s colleges and universities have to be exposed to a method of teaching which is best described as exposition, or the formal, or the commonly called traditional method in which the teacher tells the students what they are expected to know. The assumption is made by curriculum planners that if the student are to learn the concepts from the content, they have to rely on printed materials. Traditional procedures in the classroom are those that used to present in a logical sequence, facts, principle, and data needed thoroughly to expose the students to concepts. The other various classroom procedures that could be used in the traditional method are oral explanation sessions, demonstrations, motion picture and film strips, textbooks, supervised studies or boardworks.

Hypocrisy in Hawthornes Scarlet Letter Essay -- Hawthorne Scarlet Let

Hypocrisy in Hawthorne's Scarlet Letter Hypocrisy, often seen as one of the vilest manifestations of the human ego, is also one of the most inevitable and foreseeable. It is the simplest, and yet one of the most intricate aspects of being human. We all wish to judge and not be judged, for our own voice is always the strongest in our mind. Hypocrisy runs rampant in daily life; all one has to do is turn on the television set at our convenience to be forced to consider the meanings and implications of our own actions. Can we, in all seriousness, sing of peace on earth and goodwill towards men in the coming weeks while we continue to drop bombs and execute other military actions in the name of revenge? Should we trust politicians who want to sacrifice civil rights in order, they say, to preserve liberty? In his novel The Scarlet Letter, Nathaniel Hawthorne uses hypocrisy to prove the moral of the story, honesty, through his characters, symbols, and ironies. Arthur Dimmesdale is a man of contradictions. The populace of Boston looks upon him upon as a saint, and yet he hides a great sin in his heart. Dimmesdale is in a constant state of poor physical health and mental anguish because he knows he is guilty of adultery, yet he cannot admit to his transgression. He wears a self-inflicted scarlet letter comparable to Hester’s, and suffers, as does Hester; yet in his case he is the one ostracizing and torturing himself as opposed to Hester, who has become the town par...

Reciprocity In All Its Forms Essay -- Essays Papers

Reciprocity In All Its Forms Reciprocity is symbolic of creating, maintaining, or strengthening social relationships as well as satisfying the material needs and wants of someone in need. It refers to the exchange of objects without the use of money or other media of exchange. It can take the form of sharing, hospitality, gifts, or bartering. Anthropologists identify three forms of reciprocity. One form is generalized reciprocity, which is the giving of goods without expectation of a return of equal value at any definite future time. Generalized reciprocity occurs mainly between individuals who are emotionally attached to one another and have a responsibility to help one another on the basis of need. In the United States, parents who provide their children with shelter, food, vehicles, college educations, and interest-free loans are practicing generalized reciprocity. Giving without the expectation of a quick and equivalent return should also occur between certain other kinds of social relations, such as wives and husbands, siblings, and sometimes close friends. Among certain groups of people more goods are exchanged using this form than any other. For example, most members of small hunting and gathering groups are expected to share food and be generous with their possessions. Generalized reciprocity happens in all human populations and is the dominant mode of exchange in v ery small groups in which all or most members are relatives. Another form is balanced reciprocity, in which the products exchanged are expected to have roughly equal value. Moreover, another characteristic is that there is no bargaining between the parties. The return may be expected immediately, or whenever the giver demands it, or by some specified... ... reciprocity into another can be used as a way of changing the nature of a social relationship. Because the form of reciprocity practiced between two individuals is related to the degree of social distance between them, the social distance can be decreased or increased by one party initiating a new form of exchange. For example, someone can draw another person closer by tentatively initiating a relationship of balanced reciprocity. In conclusion, forms of reciprocity tend to be associated with types of social relations, so the reciprocity practiced between people changes as their relationship changes. People can use reciprocity to achieve social goals. For example, people can send positive or negative messages by either reciprocating or refusing to reciprocate gifts or invitations. Lastly, reciprocity can be used as a way of shortening or lengthening social distance.

Body Discourses

Prejudice is just a word that can bring down all the dreams, all the island of that perfect world that one creates from day one. The beautiful tress that are the dream of all the human beings, of which the black people unfortunately are deprived of, is the basic human right that everyone is born with. The true reflection of the body discourse was revealed to me when I first met one of my friends who used to live in the Mississippi.There we sat together and she then spelled her entire world to me where she tells me how badly her family and all the black families of Mississippi were treated and exclaimed about the sufferings throughout her life and came out the other end with courage and honor. She also tells how unfair the white men were to the blacks, inside and outside of the courtroom or even to any legal proceedings that were important to them, to their lives and to their future. Prejudice is a hideous subject, and is still skilled today.After our conversation I realized how ignor ance certainly is bliss because it deeply disturbed me after I got to know of the treatment of black people by the hands of white people. When I asked her the reason of the destructed attitude to her and the black families she told me that the the black people were tortured and tormented for no reason other than that they were black. The black families, not only hers but all the black families were in the constant fear of the nightriders who would kill a man for looking at them the wrong way in those days.The wrong way meant that if only the black people would stare at them then even they would beat them up, they would even stab them and the law and the police would do nothing to them. It is for this reason that the black people tried to keep their eyes low and towards the ground and bear the degradation so that their families wouldn’t get hurt. She tells me how her father use to explain to her when she used to be extremely shocked and disturbed to see her father’s sca rs and bleedings as to why he would take them as part of supper and wouldn’t do anything about it.She says that she use to turn wild but her father use to tell her that it's not such a good idea to get involved as they don't have much to do with the white folks. When she questioned as to why not her mother would smile and say that the white folks are naughty, mean and trouble makers. She says that though her mother used to smile but she could see her eyes crying and her hear the deep thunder of her heart. When I came close to hug her I did notice that the honor and confidence that the black people possess. Prejudice is a terrible thing to encounter, especially when dealing with ignorant and dastardly people.It is bad enough that the white man treated the black man unfairly on an informal day-to-day basis, but it is so much worse when they carry it into the judicial system. In the book, the white men try to make sure that the blacks lose their land. To do this, the bank demand s more money than her father can pay, and there is nothing anyone can do about it. No one can go to the police or the courts to complain, for they are all ruled by prejudiced white men. My black friend had extreme fear and sorrow in her eyes when she told how the three white men went to court for setting a black man's house on fire, that black man was her uncle.She even told that they were proud to do so and when they went to the court the judge ruled very unfairly as was expected. The judge states that the crime that they committed was triggered by outside influences, and that it wasn't their fault. He implies that it is alright to do what they did, because the FBI agents that are in town are provoking them. Prejudice and partiality trigger the type of unfairness the judge shows. The judge was white, and so were the men on trial. What else could he do but acquit them? In his mind, the judge saw that as the right thing to do.She even tells that her first day at school was horrible, Girls and boys throwing dirt at her new clothes and spitting at her calling her a â€Å"dirt nigger†. She even says that once at school she and her white class acquaintance got hurt because of some accident, she was more of threatened by her teacher to help her giving her class acquaintance the first aid and nobody bothered to ask her instead. She went home with all the injury. And her mother was not startled to know what had happened to her rather she said to get used to the pain.The injury was so deep and so painful that the doctor said that it had formed the apses and the finger needed to be removed. Her story was making me realize badly and viciously the black people are treated, and how they were brave and honorable, and how the judicial system made spineless efforts to make black people as miserable and deprived of rights as possible. Prejudice is not something someone is born with, it is merely taught at a young age. In an ideal world, everyone would get along, and tre at each other fairly. There would be no such thing as hate crimes, discrimination, or deprivation of civil rights.The violence and terror levels would plummet, and the streets would be safer for today's children. The word prejudice would vanish, and words like equality and unity would have new meaning. She tells more about her getting nagged daily by the street boys and girls and the way they looked at her face. She said that at the moment she felt as if she was build with a garbage can. She says that she knew that her days at the school were of less time period because for her integrity and her self-respect could not be paid by any schooling. Three weeks of school and she was home.She says that her mother would cry over her decision because it was very rare that a nigger would be part of any school any education not even a good post was destined for them. But then they decided to shift to a new land. They were nomads and so travelling with less food and less water was most obvious. And so after the cruel and torturous travel they are here and I listen to their story. BIBLIOGRAPHY Read, Alan. The Fact of Blackness: Frantz Fanon and Visual Representation. University of Michigan: Institute of Contemporary Arts, 1996.

5 Examples of How Hyphens Help

5 Examples of How Hyphens Help 5 Examples of How Hyphens Help 5 Examples of How Hyphens Help By Mark Nichol Confusion about whether or not to use a hyphen remains one of the most common mechanical problems in writing. Here are five sentences in which hyphens are erroneously omitted. 1. â€Å"The head on crash sent three people to the hospital.† This sentence creates the unfortunate impression that a human head is somehow responsible for a car accident: The phrasal adjective â€Å"head on† should be hyphenated before the noun it refers to (but, like all the other examples in this post, should left open when it follows the noun): â€Å"The head-on crash sent three people to the hospital.† 2. â€Å"It’s unfortunate that she didn’t make better informed decisions.† One could refer to informed decisions that are better, but that’s not quite what is meant here. The reference is to decisions that are better informed, so the phrasal adjective should be hyphenated: â€Å"It’s unfortunate that she didn’t make better-informed decisions.† 3. â€Å"His report suggested a less than careful analysis of the facts.† What kind of analysis being discussed? One that is less than careful. So this combination of words should be hyphenated: â€Å"His report suggested a less-than-careful analysis of the facts.† 4. â€Å"She showed excellent time management skills.† This sentence can be read only as intended, but because â€Å"time management† is not awarded status as a standing phrase by being honored with a dictionary entry, it should be treated like any other temporary phrasal adjective: â€Å"She showed excellent time-management skills.† 5. â€Å"By observing quality of care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† The issue is not care measures and their quality; it is measures of quality of care, or â€Å"quality-of-care measures†: â€Å"By observing quality-of-care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How Many Tenses in English?8 Types of Parenthetical PhrasesLetter Writing 101

Teens Are Not The Problem

Teens Are Not The Problem Free Online Research Papers This topic will deal with juveniles today and examine in-depth their behaviors as compared to the past. Then I will analyze the juvenile justice system and discuss the laws that are designed to protect them, but are often to harsh. I’ve been in the system and know this topic first hand. In this I will determine that teens aren’t the problem in today’s society, in fact the crime rate of juveniles has decreased, in addition the juvenile laws should be more lenient. The juvenile justice system was established in the U.S. the early 20th century due to the fact that they thought children were different from adults and the state should take responsibility on protecting and rehabilitating young offenders (Sanborn and Salerno). A juvenile is a youth at or below the upper age of original jurisdiction in a State, basically most states set it at age seventeen. In the past twenty years, youth crime rates have decreased but the public’s perception has caused the dismantling of the juvenile court system and tougher crime legislation, like trying children as adults and increasing incarceration as the solution to juvenile delinquency. Until the end of the 19th century juveniles were tried as adults and were also housed with men and women, sane and insane both. Then came the doctrine parens patriae (the State as Parent) which established the new right for the state to intervene and to provide protection for children whose parents did not provide adequate care or supervision. The media surrounding rare school shootings and other violent crime by youth offenders has succeeded in scaring the public. There was less than a one in two million chance of being killed in a school in America in 1998-1999, yet 71% of Americans felt that a school shooting was likely in their community (The Center of Juvenile Justice and Criminal Justice). Teenagers show either the larger declines or smaller increases (depending on crime category) in rates of serious offending compared to adults. The youngest teens and children show the largest declines in crimes of any age group, foretelling a law abiding coming generation (National Center for Juvenile Justice). From 1985 to the early 1990s, the number of teenagers arrested for murder nearly tripled before declining sharply in the mid- and late 1990s. By failing to mention key facts, authorities have seriously presented this trend as showing todays generation to be more prone to slaughter. Baron asks why do juveniles commit crimes? Family members, friends, and peers are all influences. It is sometimes accompanied by a desire for material things, fashion, peer pressure, cash and more. At times, the demands of wants and needs are intensified by a society that consists of high mobility, social change, and is materialistic. Also, social changes can create anxiety and disillusionment for adolescents and thus they commit delinquent acts. All juvenile delinquent behaviors are influenced not only by what goes on in the environment in which juveniles live, but also by what they observe in adults, what they listen to, learn from peer groups, parents, relatives, and society at large. Juvenile delinquency is not an inherent human condition, but rather is learned through association, imitation, observation, pressure, needs, wants, influence and desires (Krisberg). Youths who violate the law are no longer guaranteed special treatment simply because they are young. As of now no state has formally abolished the juvenile courts exclusive jurisdiction over young offenders, but every state in the country has taken major steps in that direction. It’s very likely that the states will ultimately abolish the concept of delinquency and that all law violations by young people will one day be handled in criminal court. What this means is the day may come when a crime is a crime is a crime, regardless of the offenders age (Caldwell, Vitacco, and Van Rybroek). This means that the death penalty will be used more often. Also the sentencing will not be lenient anymore. Then the juveniles will be placed with the general population in jail. They will be will all the murders and rapists. That will unfortunately be traumatizing to them. The odder inmates will take advantage of the juvenile offender. Juveniles have a better change of recovery and to just throw them into the criminal system is not the answer. The Office of Juvenile Justice and Delinquency Prevention states there are many ways to prevent or decrease juvenile crime. Tribal Youth Program Training and Technical Assistance is one program that is designed to help tribal communities develop comprehensive, systemic approaches to reducing juvenile delinquency, violence, and child victimization and to increase the safety of tribal communities. There is a Youth Crime Watch of America’s new Youth Speakers’ Bureau that offers youth crime watchers the opportunity to teach and train in their local area and around the country. It also gives youth the tools to design their own solutions to the problems of crime, violence, and drugs (Office of Juvenile Justice and Delinquency Prevention). There is this program called the Title V Community Prevention Grants Program that focuses on reducing risks and enhancing protective factors to prevent youth at risk of becoming delinquent from entering the juvenile justice system and to intervene with first-time and no serious offenders to keep them out of the juvenile justice system. Research Papers on Teens Are Not The ProblemThe Relationship Between Delinquency and Drug UseCapital PunishmentPersonal Experience with Teen PregnancyThe Effects of Illegal ImmigrationPETSTEL analysis of IndiaEffects of Television Violence on ChildrenUnreasonable Searches and SeizuresComparison: Letter from Birmingham and CritoInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social and

Investigating Motivation in International Students for getting Admission in the UK The WritePass Journal

Investigating Motivation in International Students for getting Admission in the UK Chapter 1 Investigating Motivation in International Students for getting Admission in the UK Chapter 1INTRODUCTIONSubstantive Focus and Central QuestionBackground and rationaleAimsSummary of key research questionsOutline of the dissertation  Chapter 2Review of LiteratureIntroductionReview SummaryChapter 3Research DesignIntroductionKey research questionsResearch methods and methodology reviewResearch TechniquesDescription of population and sampleData analysisEthical IssuesTriangulation SummaryChapter 4Presentation of FindingsIntroductionResults Analysis Analysis Related Chapter 1 INTRODUCTION Substantive Focus and Central Question My research aim was to explore what motivates international students in getting admission to higher education institutions in theUK. Many students try every year to get admission in universities and colleges in theUK. However, not all are successful. My central question is: What motivates international students to seek admission in theUK? Background and rationale The focus of my research was to highlight the factors/reasons regarding the students from other countries preferring to seek admission in institutions especially in theUKwhilst there were many well known and well-recognised universities in other countries. There could be many reasons behind this extreme step of leaving family for studies. One reason might be that English is an international language spoken in theUKand is common in most of the parts of the world. We know, in most of the parts of the world, degrees in theUKare well recognized. Students might think that they could boost the chances of success in later life. With the recognition of degree and chances of success, students must be attracted to the multi-cultural society of theUK. People from different countries live together, respect each other’s traditions and customs. In this multicultural society, foreign students think that they can adapt more easily. There is another possibility that may attract international s tudents is that the family or any member of family who is already settled inUK. Being an international student, I can visualize the position of a newcomer who feels himself or herself as an alien. In this situation, this could be valid reason that a person would prefer a country where his or her any family member is living rather than those countries, which are totally strange and new. Sometimes a person gets inspiration from his or her teacher, national hero, or parents who studied in theUK. For future, this type of research could be helpful to understand the behavior of students coming from different context and countries. These are some reason to give some idea about the background rationale of my study. Aims To explore why international students seek admission in universities and colleges in theUKat higher education level? Summary of key research questions The key area of my study can be divided into three main categories. I am going to explain them under the bullet points: What motivates students to study in theUK? as it is showing that it is related to explore the factors that motivate international students to seek admission in theUK. Why they prefer theUK? Even there are many other countries other than theUKthat are offering well recognized degrees. What is international students’ experience while studying in theUK? For depicting broader vision, I discovered international students’ social experience, their pre-arrival expectations by categorizing them fulfilled and unfulfilled. What differences do international students see in teaching and learning in theUKcompared with their home context? This was last area of my key focus that was related to the contextual comparison of teaching learning process with theUK. This area of my research identified the comprehensive and solid reasons that why international student seek admission in theUK. They were asked to compare teaching learning process in theUKwith their home countries. It helped to find out the motives more logically and reasonably. These areas were based on the key research question of the research. Outline of the dissertation   This dissertation has been divided into six chapters. The first chapter contains the introduction of the research that elaborates the substantive focus of the research. It showed the link between the key research questions and rationale of the research. Chapter 2 is related to the critical review of the related literature. Growing body of the literature has the strong link with the central focus of my research. Chapter 3 presented the research methods and research methodology that researcher used in accordance with the title of the research. In this chapter, a methodology review has also given to express why a particular research tools and research methods has been used and how researcher used them for data collection. To sustain the validity and reliability of the research, the researcher adopted multiple data collection tools. In qualitative paradigm, the researcher arranged semi-structured interviews and semi-structured questionnaire. Moreover, to analyse the data, content analysi s approach has been used. This chapter has also commented on the ethical consideration defined by British Educational Research Association (BERA 2004, online). Researcher tried to demonstrate complete honesty and loyalty to those people who participated in the research. By giving respect to the privacy and confidentiality, researcher fulfilled the requirement of the objectivity of the research. In chapter 4 the researcher presented the findings in tabular format and analysed the findings by adopting content analysis approach. While analyzing and collected data, the researcher tried to maintain the direction of the dissertation towards the central focus of the study. Analysed finding also demonstrated the link back to the critical review of the related literature. Chapter 5 contains the discussion of the findings of the study that has findings met the demands of central focus of the research and key questions. Chapter 6 kept the conclusion, recommendations and implications of the res earch. While discussing the major conclusions of the research, researcher tried to demonstrate a comprehensive but brief review and link between substantive focus of the study, review of the related literature, findings and results. Implications dealt with the suggestion for future research. And recommendations were given for other researchers that have been evident from this study. Chapter 2 Review of Literature Introduction In this chapter, a growing body of literature will be reviewed in light of various perceptions about motivation. Moreover, the comprehensive discussion on numerous well-known motivational theories will help out to understand the central focus of study. In addition, it will facilitate to increase understanding the regarding multi dimensional concept of motivation and its models presented by different educationists and psychologists. Review Generally, motivation is defined as goal-oriented behaviour. There are number of theories connected with motivation. In the light of academic readings, it has been proven that need or deficiency is very forceful motive that stimulate an individual to perform particular task. Maslow’s Theory of Growth motivation is the most influential theory of motivation. It emphasized on the need as a motive. As Biehler (1974, p.411) says that Maslow’s theory is based on â€Å"need gratification† that is essential for every type of development. Maslow defines his theory of growth motivation as a gradual or eventual achievement. He arranges needs like this 1. Physiological, 2. Safety, 3. Love and belongingness and 4. Esteem. He starts from the lower level of needs when satisfied, person feels motivation to satisfy higher level of needs and at the end a new state of motivation starts from the self-actualization. This is the final phase of motivation. In this phase person feels po wer to be efficient in a joy able way. It is a travel from extrinsic motivation to intrinsic motivation. Biehler (1974, p. 412) states that Maslow categorizes needs into deficiency needs and growth needs. The difference between them two is, first one gives relief and second one gives pleasure. A person wants to get rid of deficiency need (for example hunger) and after having food, will feel relief and will not feel to have more food. But gratification of growth needs produce more thirst and eagerness for growth needs because it gives pleasure and joy. The sample international students could have felt the need to upgrade the social life or the need of well recognized degree or the need to satisfy passion for studying abroad or need to avail good career prospects. These needs are very forceful that could be the possible the motive for the sample international students to seek admission in theUK. Sapru (2008, p. 222) defines Frederick herzberg’s theory of motivation. It is called Dual factor theory of motivation that has similarities with the Maslow’s theory of motivation.   Herzberg gave few more titles to this theory such as motivation-Hygiene theory or satisfier-dissatisfier or two-factor theory. Herzberg describes motivators as factors that increase motivation to achieve goals and satisfy the needs. These factors are quite similar to intrinsic motives for example advancement and recognition. As I have discussed earlier that the sample international student may get motivated by the need to up-grad their professional and personal life. On the other hand hygiene factors make the person dissatisfied and create hurdle to show full potential. In case of discouragement in the international students by any external factor, it will be the dissatisfier of Herzberg’s theory of Motivation. It could be ineffective teaching method or improper library facilities o r lack of guidance regarding on going assessment. Griffinat el. (2010, p. 88,89) explains ERG theory. It is developed by Clayton Alderfer. ERG theory is also inspired by Maslow’s hierarchy of needs. ERG stands for: E: existence needs (necessary for survival food, safety etc) R: relatedness needs (love and belongingness) G: growth needs (self-esteem and self actualization) To uphold the grip on the central focus of the research, the support and base of concrete academic referencing is essential. This theory is making strengthen the previous need theories. Fulfillment of the above given needs accelerates the pace of achieving the learning targets. We can assume that if the need of the sample international students that force them to seek admission in theUKis fulfilled then it would definitely accelerate their performance and creativity in terms of academic and social life. Borkowski (2011, p. 219,120) explains McClelland’ motivational theory under three major types. n-Ach: this type of needs motivate the person to achieve targets. It refines and polishes person’s performance and success level n-Pow: need of power is related to the desire to control others. This can be positive or negative. n-Aff: need of affiliation and belongingness enhance the interpersonal skills and develop desired social behaviors. McClelland believes that the combination of these needs motivates most of the people. This theory of motivation articulate the Maslow’s theory of needs, Frederick Herzberg’s theory of motivation and ERG theory of motivation in different words. Koontz at el (2007, p. 293) defines that psychologist Victor H. Vroom presented â€Å"The Expectancy Theory of Motivation†. This theory is based on the idea of giving worth to goals. Now I transplant this theory in the education system, if the students understand the importance and worth of output and goals, they will do due effort for the desired target until it is achieved. According to vroom, valence and expectancy multiply the energy to attain the goal. Stronger worth of goal adds more efforts, passion and enthusiasm to achieve the outcomes. In teaching-learning environment, a student do hard work to get desired result by getting motivation from the teacher (valence) and then expect good grades (expectancy) vroom divided his theory into four stages: Outcome: overall goal Valence: attractiveness, particular outcome Instrumentality: perceived relationship between two levels of outcomes Expectancy:   belief or probability that individual will achieve expected goals In perspective of the focus of the research, this theory of motivation generates some points that could be related to the findings of the study. Generally, all of the international students pay more than double tuition fee from the home students. They assumed all the risk whether it is financial or emotional (leaving family and social life of their home countries). They are supposed to give maximum out put because all of them must be well aware of their objective to seek admission in theUK. On later stage, they may expect in the response of the input for example, the sample students may expect the teaching staff should be more cooperative than they are and they could find the difference in teaching resource in comparison of their home countries. The last stage of the theory can not be explored because we have to wait until the sample students finish their degrees. Then they will be able to tell, whether they achieve their targets or not. Locke’s goal setting theory (1968) of motivation is quite resembled with Vroom’s theory. Mukherjee (2009, p. 154) explains that conscious goals and intentions influence on the human behavior. Human behaviour is like a mirror that reflects his intentional goals. For example, some students come to college just to enjoy with the friends. This is their intentional goals and their behavior tells clearly about their intentions. Some students come to college to achieve their academic targets, this type of the students spend their time in the library or in the classroom or with the teacher. It shows their intentional targets. One reservation may be possible while studying human behavior, when students set un-realistic and unachievable targets. It creates frustration and anxiety in the students because even many efforts they are failed to achieve. So Teacher should keep the eye on the students if feel anything not normal, through counseling, help the student to identify achievab le goal. As in the start of this theory, it is mentioned that this is similar to Vroom’s theory of motivation. Therefore, we can relate it with the discussion that demonstrated the possible relation between key area of the study and the theory. The international students’ possible motive could be their passion for studying abroad or they could have strong desire to get admission in theUKfor the recognition of the degree etc. Therefore we can say that getting admission in theUKshows the international students’ intention as I have discussed it before. After discussing major theories of motivation, I would like to give some critically reviewed literature about the main types of motivation and general perception of different educationists and psychologist about motivation. Moreover, in the light of behaviourist management practices regarding teaching methods and assessment system would also be elaborated. If we have look at the academic readings, there are two major types of motivation identified. That is intrinsic and extrinsic motivation. Both are totally opposite from each other and have their own characteristics. Now I am going to explain the concept and meaning of intrinsic and extrinsic motivation. Tileston (2004, p.3) explains intrinsic motivation as something comes from inside to stimulate someone to do a specific task. On the completion of task, if the person feels joy and happiness, it is due to intrinsic motivation. The objective of intrinsic motivation is ‘self-accomplishment’. Thomas (2002, p. 246) cited Bruner to explain extrinsic motivation   that punishments and reward can develop particular pattern and disciplines in the students but could destroy the creativity of students badly. Whereas, intrinsic motivation makes them creative and gives internal pleasure on the successful completion of the task. This could be a person’s opinion but sometimes extrinsic motivation plays a very vital role regarding the person’s success. An academic reading makes this point more strengthened. Thomas (2002, p. 248) defined the extrinsic and intrinsic motivation. Intrinsic motivation is always conducive to achieve targets but extrinsic motivation could be ve ry conducive to motivate someone because some people motivate extrinsically and some motivate intrinsically. In perspective of my research, international students demonstrates their creativity even they get motivated extrinsically for example they get admission abroad to upgrade their living and to enhance the career prospects. Generally we don’t work without salary so we demonstrate our innovative performance on extrinsic rewards (salary, promotion, bonuses, medals etc.). So to enhance person’s performance, both extrinsic motivation and intrinsic motivation contribute and remain impact on person’s personality. Now some detail will be given to develop the understanding the financial factors that motivates international sample students to seek admission in theUK. For this purpose, a chart will be given having the figure about Gross National Income (GNI) per capita and PPP (Purchasing power parity) per year in international Dollars. And we will be able to compare theUK’s citizen’s year’s salary to the citizens of other sample countries. Moreover, on the bases of economy, we can classify any country as developed or developing, I figured out ranking because the financial condition counts. Our basic survival needs cannot be gratified without money. Therefore, to understand the motives of international students, it is very necessary to know the economical condition of different sample countries. According to an online resource, the list of different countries on the bases of Gross National Income (GNI) per capita and PPP (Purchasing power parity) per year in international Dollars distinguishes the developing and developed countries. The detail of those countries is given under, from where my target population is belonging. Rank  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Country  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Country code  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   GNI per capita PPP 139   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pakistan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   PAK  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2,570 103  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   china  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CHN  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5,370 137  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  India  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  IND  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2,740 30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spain  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ESP  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   30,110 65  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Libya  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   LBY  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   11,500 153  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nigeria  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NGA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1,770 27  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  France  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FRA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   33,470 168  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tanzania  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   TZA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1,200 Compared with United Kingdom 22  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  United Kingdom  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   GBR  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   34,370 (nationsonline, online) Pakistan,China,India,Tanzania,NigeriaandLibyaare the developing countries. After having look on the above given chart and reference from different academic readings regarding extrinsic motivation, it is possible that students from developing countries may get motivated by external factors. A person comes from the poverty, is normally motivated by external factors. As Tileston (2004, p. 6) says that students who come from poverty, most of the time, are headed toward extrinsic rewards for achieving positive and productive targets and tasks that they do or they want to do. If we have a look on the key areas of the study, it is cleared that the purpose of this study is to explore the sample international students’ personal experiences regarding social and academic life.   The above given chart is showing that theUK’s financial condition is strong compared with all sample countries. Moreover, with the factor of finance, in light of the background and rationale of the study , English spoken society could be the motive that forces the sample international students to seek admission in theUK. About extrinsic motivation, Tileston (2004, p.3) comments that it is something driven from outer surface for example a sticker, a candy, a hug or pat etc. If a student has grown up in that sort of environment that is based on tangible rewards then they cannot be able to feel motivation intrinsically very often. However, this pattern can be broken with the help of class teacher. The constant and steady attempts and persistence of a teacher can bring student from the extrinsic motivation towards the intrinsic motivation. to achieve this target, teacher can change his/her teaching approach and by starting to skip the tangible rewards gradually, a stage will come when student will feel joy and happiness in learning new things and do the assignments for inner satisfaction. In the perspective of this study, an international student could be motivated by the family member who has already settled in theUKbut it may be possible that on later stage, the student starts to feel joy and internal happiness after completion of the degree. It has been acknowledged academically that theUKis using modern teaching techniques that transform the holistic personality of the students in the positive side. Furthermore, Tileston (2004), p.5) tries to develop in-depth, understanding about extrinsic motivation, for that we need to comprehend the difference between ‘reward’ and ‘celebration’. In the author’s viewpoint, if a teacher says, I will give you a candy on successful completion of the task or if you finish your assignment on time, you can watch television for one hour extra. In this situation, students will complete the task for expected reward not for learning or something like that. In another situation, the teacher gives candy or any tangible reward on successful completion of task. That reward is unexpected. Because students do not know about the reward that they get after finishing assignment, this is celebration. Teacher can develop intrinsic motivation by using celebration rather than rewards. As I have discussed about the sample of international students that they could move from extrinsic motivation to intrinsic motivation through creative teaching strategies and reflective practice. Before getting admission in theUK, the sample international students would have the idea that what type of the reward they will be given after completion their degrees that is reward and on the other hand after completion of the degree they might get the unexpected rewards in form of profession maturity or promotion etc. it is celebration. Therefore, most probably the sample international students may move from rewards to celebrations. After having idea about the motivation and its major types, and few famous theories of motivation, the multidimensional aspects of motivation with its complexity and density would be explained with the reference of academic readings. I would try to relate the key areas of the research with the different concepts of motivation which will be emerged in the different definitions of the motivation. Mackay (2007, p. 19) defines motivation as something conflicting and complex to understand. Because on one hand, it is demonstrating that motivation can be something or someone because sometimes a person persuade someone else to perform in a certain way. At the same time a person can use something to force a person to act in a particular way. Therefore, if we go with this definition, we have to believe that motive can be a person or thing. Moreover, Mackay (2007, p.194) shows another aspect of motivation. According to him, motivation is always intentional and under control of the person. To develop the link of this definition to the major focus of the research, I would try to be more critical. The purpose of the study is to explore motives that force the sample international students to get admission in theUK. The sample international students are studying at the higher level and logically, they must have sense to make decisions. Therefore it is possible that they have chosen theUKby choice. In a classroom context, behavior of the students towards attentiveness, attendance, participation in the classroom activities, and cooperation and coordination with peers and teachers, everything is influenced by motivation. They intentionally try to keep and follow the discipline. Wiseman at el. (2008, p.43) says that motivation can be defined as an internal state that forces the students to achieve specific targets by focusing on a desired direction. This internal force arouses students’ persistence and enthusiasm towards the goals. In terms of internal force or self energy to perform duties, sometimes a person feels strong stimulation towards particular target. This force is motivation that needs appropriate guideline and mentoring about desired and required direction. Blairs at el. (1952, p.166) say that every human has force/energy to cope up with rigidity and softness of the life. In teaching and learning perspective, if these forces focused onto right the direction and under control, it generates highly intelligent and learning behaviour that is essential to attain and accomplish the targets. And by developing motivation, this force can be under controlled and determined towards the target. Then the learning out comes can be multiplied. In all thi s process, role of teacher is very important and influential. Teachers can enhance the human energies and enthusiasm to enlighten and strengthen the teaching and learning process by motivating students. A similar point is made by Piaget,Furth cited Piaget (1970, p. 73) that motivation supplies energy to achieve targets. Another dimension discovered by Beard (1980, p.3), where he cited Bruner (1966) about motivation. He thinks motivation comes from inside of the person that generates its sources and rewards â€Å"in its own exercise†. The task it self is reward for the person. He does not need to be motivated externally. The phase of intrinsic motivation could be started from the extrinsic motivation but experiences or the teacher takes the person to the higher stage of motivation that Beard (1980, p.3) is trying to elaborate. Moreover, Beard (1980, p.20) points out the factors that make students successful at higher education level. In light of recent researches, he explored few motives such as method of instruction, expectation of courses and teacher. At a higher level of education, most of the time, students get motivated by courses and teachers. In the perspective of the teachers’ role, Beard says (1980, p.54, 55) that teaching methods motivate students and â€Å"no teaching method is effective and ineffective†. All teaching method can be used well and poorly at the same time. Beard (1980, p. 57) furthermore explains that the experience in the classroom in which learning takes place, at any time motivation can be enhanced and the consequential learning can be reached at its maximum. Later on, I will discuss the contextual comparison about the teaching methods that have been adopted in the sample countries and in theUK. At higher level of education, it is more than possible that the sample international students got motivated by the modern teaching techniques adopted in the classrooms of theUK. Therefore, the teaching method can be the powerful motive that fascinated international students to seek admission in theUK. Moreover, by defining the strength of motivation, Beard (1980, p.20) says that the number of investigations has shown that success and intelligence are not correlated.   â€Å"Highly selected population of British sixth forms and colleges students who do well are usually no more intelligent on average than those who do poorly.† The distinction between these two different type of the group of the students, is motivation. Motivation is that powerful phenomenon that can make poor, an average and an average can perform as above average. In absence of motivation, situation could be reversed. Another dimension is explored by Amesat el. (1984, p.81). They elaborate motivation as â€Å"self perception of competency†. In context of classroom, self-perception becomes the central demonstration to achieve the targets for example if students think they are good and they can achieve then they will whereas if they think negative about their potentials they will never achieve. Author calls it â€Å"self-worth-motive.† In the perspective of major focus of the study, it is possible that the sample international students got confidence on their internal force. This could be the possible motive. Another author explains similar aspect of motivation but in different words. Gilbert (2002, p.165) uses word of â€Å"Hope† for motivation. According to him, hope changes human minds and brains. Hope helps to heal the patient up from any physical disease, whereas hopeless person feels himself frustrated, depressed and physically ill.   In professional and learning paradigm, it gives success. So writer emphasized on â€Å"teach optimism†. This definition is making more strengthened the previous definition of the motivation. Motivation can be defined as a deficiency. It persuades a person to fulfill the deficiency. As Mackay (2007, p. 21) states that motivation can be defined as a â€Å"deficiency†. For example, when a person feels hunger, this strong need force him to cook or buy food. Therefore hunger is motive. The findings may show that sample international students had the need of better career prospects and to fulfill this need they decided to leave their home country for studies. The Reinforcement to enhance the performance is essential. In perspective of external motivation, Beard (1980, p.3) says that reinforcement in particular situation increase the level of responding. Therefore, motivation is not possible without reinforcement. He cited Lewis (1952) that† learning feeds on success†. If teachers or parents discourage the students by saying them lazy and dull, in that situation, students would be de-motivated (similar to self-worth-motive or self-perception), does not matter what age of the student is. Lewis believes on extrinsic motivation because action necessitates for success. And motivation is like enjoying in attaining the targets, task and success. Through this study I am trying to develop understanding about the possible motives that compel the international students to get admission in theUK. We can assume that a very influential motive could be modern strategies of classroom management in theUK. And in most of the sample developing countries, behaviourist practices (traditional teaching method, summative assessment and seating arrangement in the rows) are adopted in a forceful way. AsFontana(1984, p.15) says that good social behavior in the classroom generates good learning. To some extend, we can agree with the writer. If a student’s interpersonal skills are high then he can learn from his peers. In context of modern teaching strategy, positive social behavior in the classroom has a fundamental role to play in achieving the targets of cooperative learning. To understand the perspective of behaviourists in context of the central focus of my study., we need to have a look on some contextual comparison of sample countries with theUK. As the research’s focus is to explore the views of international students about the difference in teaching and learning process in theUKcompared their home countries.Pakistan’s teaching learning system, Siddiqui (2010, online) says that in the most of the mainstream schools inPakistan, teachers use behaviorist approach in teaching, because it is easy to use. In passive teaching and learning process, teachers tell and transmit. Students drill or reproduce information without making sense or understanding and get good grades. According to the writer, this approach is not effective to achieve broader goals such as socio-economic development, social justice and individual freedom. Writer draws a very clear portrait of teaching and learning process. In this modern era of education, teachers inPakista nstill stick to use traditional strategies of teaching. Now the question is why do teachers not change their typical teaching pattern. Siddidqui (2009, online) highlights few but very strong reasons. He says that inPakistanteachers are given training but rely on very closed and confined way. Teachers are supposed to consume knowledge and in the name of teacher training and they are given some strategies and technique to use in their teaching practice. But there is no space of teacher’s own reflection/personality and creativity in teaching. This brief comparison rose very thought provoking reason that why teachers inPakistanusing behaviorist approach in teaching unlike theUK. If we have, a look on thePakistan’s teaching and learning pattern, another reason emerged that is the large number of students in the classroom. This is impossible for the teacher to use group-learning techniques. Therefore, we cannot blame the teachers and teacher training courses only for this cu rable hurdle in developing the cooperative teaching-learning in the classrooms ofPakistan. If any teacher who wants to adopt child centered teaching techniques but the large number of the students in the classroom becomes the hurdle in cooperative teaching in the classrooms. According to the some of the above given academic references, it is obvious that at higher level, student may have the motivation and attraction by effective and modern teaching techniques. Moreover, I would give the example of few other developing countries that use traditional teaching methods. In contextual comparison, Harber (2002, p. 50, 51) gives the example ofChina,TanzaniaandNigeriathat adopt old teaching strategies in the classrooms. In teacher dominating classrooms, students sit passively and listen the teacher. Through lecture method, recall of factual knowledge is the basic responsibility of whole teaching and learning process. The schoolwork is limited to the textbooks, notebooks and workbooks. In t he classrooms of these countries teachers are supposed to be the center of the class with all authority. The main reason of adopting traditional teaching strategies is that schools are more concern with the number of students in the classroom and recall of factual knowledge by using lecture method. And this is the ideal and easy tactic to handle large number of students with minimum expenditure. Now I would give some idea about the teaching and learning environment created in theUK’s schools. Loh (2006, online) says that inUK,USA,Australia, andNew Zealand, Schools adopt humanistic approach of teaching and learning. In child-centered classrooms, students work in-group by using cooperative learning techniques. They explore new things and solve the problems with cooperation and pleasure. Teachers are supposed to play the role of assistant, instructor, advisor and counselor with innovative and new teaching techniques. Rehman (2004, p.200) also explains that in the developed count ries like the UK and USA etc use modern teaching techniques with the help of films, video tapes and CCTV. Peer supervision has also got a very important place in those countries. Now I would give a precise comparison of assessment system adopted in the developing countries with theUK. In most of the traditional education system summative assessment is adopted. Dove (1986, p.70) says that most of the teachers are known to assess the students at the end/termination of the term. The purpose of summative assessment is to evaluate that what the students has learnt during the whole term. According to Pollard (2002, p. 283) summative assessment is different from formative assessment. Formative assessment refers to evaluate students for particular time and it is ongoing evaluation. The quality of student’s learning is directly influenced by the formative assessment. But the purpose of summative assessment is to sum up the whole semester at the end of the term. It helps teachers to ev aluate the students’ learning of the whole academic year. It is more concerned with the level of achievement of the student at various points when they quit or while they are in their schooling. Formative assessment gives importance to the students and teachers’ reflection. As Suskie (2009) tells about the importance of reflection that it helps teacher and students to assess attitudes, behaviour and values in qualitative way. Reflection enables students to learn in the best way with comprehensive awareness about what they have learnt so far.   Siddiqui (2011, online) is showing opposite situation of reflection based assessment system. He says that inPakistan, transmission method of teaching, memory based assessment system and unattractive textbooks are the salient features of most of the main stream schools. For fulfilling the dream of development, we need a revolutionary change in the system of education. Moreover, Siddiqui (2011, online) explains the reasons that w hy the education system ofPakistanis traditional. According to him, since the day of independence,Pakistanhas been ruled by the Feudal Lords and authoritarians. Lack of true democracy in politics generates authority and dominance in every field of country even in the field of education. Memory based assessment system and transmission teaching methods are the outcomes of authoritarian governments. The solution of this problem is true democracy in thePakistan. Now, in light of different academic readings, I would comment on the assessment system that is used in the developed countries especially in theUK. OECD (2006, p.135) says that in most of the OECD (organization for economic cooperation and development) (including theUK) teachers emphasis on the formative assessment. In these countries, for teachers, the motto of assessment is â€Å"assess to learn†. Teachers use formative assessment method by reviewing current and modern assessment tools. Formative assessment is the most comprehensive and imperative way to increase student learning in the proper direction. Similar point rose by Scott (2001, p. 43). He says that in the England, Scotland, Australia, New Zealand, Canada and USA formative assessment has become the most integral and popular practice of the teaching. It has been successfully in practice in these countries because it is effective to evaluate the holistic personality of the students. It is most helpful phenomenon for teachers and students to get the appropriate direction towards their targets. Now I would give some critical review about the seating arrangement in the schools ofPakistan. Ahmad (online) has discovered in his research that in the most of the schools of thePakistan, seats are arranged in the rows. And this seating arrangement supports the traditional teaching practice. As siddiqui (2010, online) says that visible features like seating arrangement, classroom condition and comfortable seats play a very critical and important role in the success of teaching method and school both. So this brief contextual comparison can show possible reason that why international students seek admission in theUK. Motivation has been discussed in relation to intrinsic and extrinsic approaches. It is possible that the international students are both extrinsically motivated to gain better position and career prospects and intrinsically motivated to improve their professional practices. Presentation of different approaches of motivation and brief comparison of teaching-learning process of the sample countries with theUKgive a comprehensive picture of possible motives that compel the international students to study in theUK. A review of literature about the differences in teaching methods, assessment system and the visible condition of the classrooms in theUKcompared with their home countries. Summary This chapter has reviewed the literature containing conceptual understanding about motivation and its major types with different motivational models. It is evident in the light of different academic readings that there is no unified or single definition of motivation. It is multifaceted and complex phenomena defined by different educationists and psychologists. Like definition of motivation, there is no single theory on motivation that can explain it with all its depth and aspects. Therefore, multiple definitions and theories of motivation have been reviewed in this chapter. These theories and definitions of motivation would be helpful to understand the multiple motives that force the sample international students to get admission in theUK. Through this reviewed related literature, the researcher tried to present the possible holistic picture of the sample international students’ social and educational experience before and after getting admission in theUK. A growing body of l iterature has demonstrated that a comprehensive contextual comparison of teaching and learning process that could be worthy to understand the sample international students’ perception about the comparison of different teaching and learning aspect(teaching methods, assessment type etc) between the UK and their home countries. By the help of reviewed literature, the main focus of the research would be elaborated and would be easy to understand the motivation in international students regarding getting admission specifically in theUK. Related literature has showed that the financial condition of the sample students’ home countries. Emotional attraction and belongingness or passion for studying abroad and effective teaching strategies and modern assessment system may be the possible motives of sample international students that force them to seek admission in theUK.   This chapter will lead to presentation of findings that has been assembled on the base of the research q uestions. Chapter 3 Research Design Introduction In this chapter, the researcher presents key research questions and then defines the suitable research methods and research techniques to collect data with maximum variation. Key research questions What motivates students to study in theUK? What is their experience while studying in theUK? What differences do international students see in teaching and learning in theUKcompared with their home context? Research methods and methodology review For fulfilling the requirement of triangulation in research and to maintain the reliability and validity of research, I collected the information through quantitative and qualitative research techniques. Mainly my aim was to develop in depth understanding of human behaviour.   And qualitative research method provided me the opportunity to gather and explore the motives in precise way. Ereaut (2007, online) defines qualitative research that it is used to develop in-depth understanding about peoples’ behaviour, attitude, systems, culture, lifestyle, motivation, concern and values. And the aim of my study was to study closely the attitude of defined group of study about particular subject. Similar view was presented by Merriam (2009, p. 1) about qualitative research method, she says that the objective of qualitative method is to develop insightful understanding   about different perceptions and researcher tried to discover the variety of aspects of everyday exercises of people’s lives. It is a systematic, well-organized process of collecting information. This process gives more knowledge about something than before this process we know. Merriam (2009, p. 5) says that q ualitative research makes the researcher able to know the way people elaborate and define their experiences. Through qualitative research, we know how people build up their world and in what way, they learn from their experiences. Marshall at el. (2011, p.1) says that the qualitative research method enables researcher to do discovery and inquiry for social sciences and applied fields such as education, regional planning, social work and community development. Thomas (2003, p. 1) defined qualitative research as a tool which engages researcher to interpret and define characteristics of people’s life. Moreover, qualitative research approach analyses holistically and contextually and permits the researcher to explore and discover new things as my research was supposed to do. Therefore, I adopted qualitative research method and I tried to be more critical and neutral as qualitative research demands for. Stake (2010, p. 11) describes quantitative research as similar to science. Science gives us facts and does not add or remove anything on the bases of perception and quantitative research performs in the same way as science does.   Therefore, scientific research relies on quantitative research such as measurement and statistical analysis. Muijs (2011, p.1) cited Aliaga and Gunderson (2000) to explain quantitative research and they say that quantitative research is something which elaborates and explains phenomena through numerical form. Normally, mathematical methods are used to analyse the numerical data (in particular statistics). Thomas (2003, p. 1) describes that quantitative research is more concerned to be more concentrated and attentive on measurements and amounts such as â€Å"more or less, larger or smaller, often or seldom, similar or different.† Quantitative research gives the conclusions straightforward. And in my study I was needed to explore the reasons and it i s demanded to be more focused and straightforward. Therefore, I would use the blend of qualitative and quantitative research. Research Techniques I collected my data through multiple research techniques to make sure the validity of my research. Questionnaire technique is more likely used in quantitative paradigm.   I had prepared a semi-structured questionnaire. Morse at el. (2002, p. 76) says that semi-structured questionnaire permits the freedom to the participants to explain the asked situation in their own words. My study was supposed to identify and to explore the hidden area or un-described area of my sample population. Therefore, for fulfilling the objective of my research, the most appropriate source of collecting data was using a semi-structured questionnaire. A structured questionnaire might not allow me to be insightful. And structured questionnaire is meant to be inflexible and straightforward. Bechhofer at el. (2000, p. 72) defines a structured questionnaire as a suitable tool for a large-scale survey research. Another tool, I used to gather data was a semi-structured interview. Morse (2002, p.76) tries to show the positive aspect of semi-structured interview. It allowed researcher to adopt conversational tone while interviewing. And it helped researcher to pick the relevant matter up whilst interviewee is talking, telling stories and describing experiences. Mainly my aim was to develop in-depth understanding of human behavior.   And qualitative research method provided me with the opportunity to gather and explore the motives in a precise way. A good semi-structured questionnaire does not confuse participants by asking multiple questions in one question. Each question should deals only one aspect of the topic. Arksey at el. (2007, p. 172) explains the difference between structured and semi structured interviews. They say that a structured interview is based on standardized questionnaire with easy and straightforward questions. Researcher reads out the questions to the interview/respondent. And respondent is supposed to give answer precisely. Whereas semi structured interview is highly favorable if researcher’s aim is to explore in depth information about particular aspect. It contains the questions with ‘how’ and ‘why’. The semi-structured interviews are more flexible compared with structured interview s. For example, if the researcher needs to know straightforward information such as whether students live at home or in residences, through structured questions researcher can easily have the answers of this type of questions. However, if a researcher wants to know whether the students feel ‘at home’ on campus. The answer of this type of questions needs flexibility in the questions. My research demands to explore my sample’s minds. For example while exploring the reasons of getting admission in the UK even they had to leave their home country and family. So I arranged the semi structured interviews to gather information about framework of themes. I set my questions by following the criteria of semi structured interviews. Therefore, semi structured interviews were more appropriate. Cohen at el. (2007, p. 133,146) defines the validity and reliability in the research. According to authors using different data collecting devices called validity in the research. In qu alitative research, some other things are also essential to make the data valid, for example, â€Å"honesty, depth, richness, scope of data achieved the extent of triangulation and objectivity of research†. We call a research reliable when we get similar data from similar respondents by using different data collection tools. The researcher used multiple research technique like questionnaire and semi structured interviews to make the data valid and reliable. Description of population and sample The samples were from international students from different parts of the world. They were studying in different universities and colleges of theUK. Some of them were known and some were unknown to the researcher. One Student from each country (Nigeria,France,Spain,India,Libya, andChina) was selected as a sample. Two students were selected fromPakistanbecause both students belong to the entirely different part of thePakistanand went through the different circumstances inPakistan. And findings showed that these circumstances changed the perception about leaving the home country for studies. Samples were selected from the people I knew. The student fromIndiawas studying in the college rest of all sample students were studying in the different universities of theUK. Data analysis To analyze survey research, I displayed the data in tables. And in context of qualitative research, I adopted content analysis method to analyse the findings. Ethical Issues I considered the ethical boundaries defined by British Educational Research Association (BERA 2004, online). By keeping identity of my sample population confidential and anonymous, I tried to explore the facts regarding my substantive focus. Triangulation Cohen at el. (2007, p.141) explains triangulation as a blend of data collection techniques. When a researcher uses two or more methods to gather data in the study of some aspect of human behavior called triangulation in the research. In my research, I used quantitative and qualitative research techniques to fulfill the requirement of triangulation. Summary This chapter starts from the key questions and then argued the research method and techniques to explore the answer of those questions. The research title shows that qualitative research is more suitable and adaptive for this study because this study is required to develop in depth understanding regarding human behavior towards particular direction. And for fulfilling the requirement of triangulation, data was collected through qualitative and quantitative techniques. Moreover, it reviewed the strengths and weaknesses of different data collection techniques that how they were helpful to collect reliable and valid data. This chapter also discusses the specific data analysis approach. The ethical boundaries defined by BERA has been considered at the front position to make sure the intellectual truthfulness and cohesiveness of the study. Then to make the data valid and reliable, samples were given questionnaire and then interviewed. Chapter 4 Presentation of Findings Introduction This chapter will present the findings collected by two data tools questionnaire and interviews. Both tools were used to gather information from the same samples with same question to make sure the data is valid and reliable. The findings were analyzed by using tabular format. Moreover, a comprehensive discussion about the results in relation to key will be included in this chapter to make the link between results and key questions. Results Table 1:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   General opinion about leaving home for studies Note: refer back to original questionnaire in the appendices B. Sr. No.       statements Names of the Countries Pak Istan Tan zania Pak istan (North ern Ar ea) Chi na Sp ain Fra nce Nig eria India Li bya 1. Recognition Of Degree 1 3    1 1 1 1 1 1 2. Economy of the Country of Prospect Institution 3 1    3 2 4 3 3 3 3. Better prospects after completion of the degree 2 4    4 3 3 2 2 4 4. A relative who is   settled in that country, a person is going for studies 4 2    2 4 2 4 4 2 5. Other reasons       War                   Analysis Table 1 shows that response to the question on students’ general opinion about leaving home country for studies, most of the students said recognition of degree could be the strong reason.   A relative who is already settled in that country, a person is going for studies, this reason comes at second position. The reason on third position was economy of the prospect’s country. Most of the students set the option of better prospects at fourth position. On student gave unique answer that the reason could be war that destroys education system then person has no option left to leave home land for studies. If we have a look on the central focus of the research and key research questions, the above table is showing a strong link with that. General opinion about reason of leaving home country could be recognition of the degree. In later table, the findings have shown that this is actually a strong reason and motive that force international students to leave their home countries for studies. Table 2:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Names of the Countries other than the UK, respondents would consider for further studies    Serial No. Names of the countries Names of the desired countries for studies other than the UK 1 2 3 1. Pakistan (university student) USA Germany Canada 2. Tanzania (university student) Canada Australia USA 3. Pakistan(northern area) (university student) Saudi Arabia Egypt    4. China (university student) Australia Canada USA 5. Spain(university student) Germany USA Canada 6. France(university student) USA Australia Germany 7. Nigeria (university student) USA Norway Canada 8. India (college student) USA Australia Germany 9. Libya (university student) Australia Canada Pakistan    In table 2 Countries in order of favorite USA Canada Australia Germany Pakistan Saudi Arabia Norway 7 6 5 4 1 1 1 Analysis the response to the question on respondents’ choice about the countries for further studies other than theUK, 7 students said that they might selectUSA, 6 respondents chosen Canada, 5 students’ choice wasAustraliaandGermanyis on fourth number by getting 3 votes. WhereasSaudi Arabia,PakistanandNorwaywere at the same level by getting 1 vote. Table 2 clearly shows that respondents’ option was in favor ofUSA,Canada, and Australiarespectively. The purpose of this question was to explore students opionion about their favourite coutries other than theUKfor studies. It was really important to know their opinion about that because I could help us to understand the motives to select theUKfor studies even there are many other countries that are offering well recognized degrees. Table 3:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reasons why respondents selected the UK for further studies    Serial No. Names of the countries 1st 2nd 3rd 1. Pakistan (university student) Better facilities More opportunities Better future 2. Tanzania (university student) Better future Better facilities More opportunities 3. Pakistan(northern area) (university student) Education system has been defected because of war so left the country 4. China (university student) Recognition of degree Multicultural society   Weather 5. Spain(university student) Multicultural society Better education and future 6. France(university student) Friend settled in theUK Good institute Wanted to learn English language 7. Nigeria (university student) Recognition of degree Better career Multicultural society 8.

Should the gun laws be strikter Research Paper Example | Topics and Well Written Essays - 1250 words

Should the gun laws be strikter - Research Paper Example Nevertheless, many people support strict gun control that includes background checks and mandatory handgun registration; even though, it may hinder law-abiding citizens from owning guns. There is need for strict regulation of firearms manufacture and sale in order to intensify gun safety and limit delinquents from obtaining firearms and includes also policies aimed at preventing youngsters from accessing guns to lessen their violence with guns(Gallup Summary 10). Proponents of firearm restriction believe that it improves public safety since it encourages great responsibility among gun owners and offer police great method of tracing stolen firearms (Newport 11). However, antagonists maintain that the scheme is not viable stating that it forms an expensive and additional federal bureaucracy. In July 2012, Colorado experienced dreadful mass killing in a movie theater, and many of the guns including assault weapons and semiautomatic handguns used by recent mass murders were obtained lega lly, similar to the AR-15 assault rifle used to blast victims in the dark movie theater. Many people support strict gun control since most of the reported, violent gun shootings occur in the public place (Newport 6). Majority of the public favor restriction of guns to people convicted for publicly displaying firearms in ways that are threatening; moreover, people favor restriction for concealing and carrying a firearm without permit. The support for strict firearm restriction has been strong in the past few years; with majority of people endorsing police permit for a person who needs to purchase a gun. Thus, the promising response for the shooting would be one that emphasizes the keeping of guns away from criminals and dangerous people. Furthermore, a wide range of measures that regulate firearms and strictly punish people who violate gun laws should be put in place, especially after the unthinkable nightmare at Connecticut elementary school (Carlson 2). Even though, strict gun cont rol has high chances of succeeding if framed as crime control instead of gun control, the NRA (National Rifle Association) lobby thrives on controversy and does not compromise. Tightening faulty federal background checks ought to be top priority, since no serious individual would object to coordinated and computerized record checks that hinder the sale of firearms to domestic-violence misdemeanants, felons and people formally deemed to be mentally ill. Enactment of reforms may not deter determined school shooters from accessing weapons from the black market. Even with an improved background check system, the system could have failed to hinder the Newtown shooter from accessing his mother’s legally obtained gun, since mass killers tend to be young men with deranged minds but who prepare carefully. Moreover, according to Barrett (41) some of these criminals have clean records prior to committing such offences with some obtaining guns from friends and relatives; nevertheless, fi xing background checks are worth doing, since they may deter some criminals and imposition of the 2nd Amendment rights would be minimal. The wake of elementary school massacre in Newtown Connecticut, there was a renewed ban on assault weapons with proponents