Candide by Voltaire Essay Example | Topics and Well Written Essays - 500 words

Candide by Voltaire - Essay Example Candide and his valet Cacambo’s visit at El Dorado underscored the problem of being intolerant about the social identity of God. This was highlighted in the interesting conversation between Candide and the old man at El Dorado where the sage stressed that the monotheistic interpretation of the social identity of God can cause problems. When the old man was asked by Cacambo â€Å"Do you worship but one God?† the old man explained â€Å"Certainly . . .there are not two, nor three, nor four Gods†¦ people of your world ask very extraordinary questions† (Voltaire 49). Already, the sage knew that interpreting the social identity of God to be one that exclude the others could cause problem such as discrimination and terrorism that is why he told the doubtful Cacambo â€Å"people of your world ask very extraordinary questions† (Voltaire 49) hinting that this kind of mindset is problematic. The other event in the novel where the problem of social identity is very pronounced is when Candide found two slaves in the crew of the galley during his voyage to Constantinople to get Miss Cunegund. The two slaves turned out to be Pangloss and the Baron. This is very significant because Candide saw that Pangloss already died in Lisbon as a heretic. The baron on the other hand was Miss Cunegund’s brother whom Candide had killed when he opposed Candide’s marriage to his sister. Candide was in disbelief when he found them saying â€Å"Do I dream . . . or am I awake? . . . Is this My Lord the Baron, whom I killed? And that my master Pangloss, whom I saw hanged before my face?† (Voltaire 89). Apparently, their social identity was changed to that of a slave that Candide have to buy their freedom. Also, Miss Cunegund features has also turned ugly during when she became a slave in Constantinople. The degrading of Miss Cunegund’s social identity as a

My granddad who is in his 60s Essay Example for Free

My granddad who is in his 60s Essay Childhood in its simplest term is defined as the period of time that a person is a child, for a something that sounds so simple childhood is an extremely complex concept. No-one’s childhood is ever the same, similar, yes! But our childhood experiences are unique. Affected by many factors such as; personal experiences, personality, restraints (money, rules, laws) , period born, place that we were born, gender etc†¦ . Childhood is understood to be social constructed, therefore the definition of an ‘ideal’ childhood never says the same for long even in the same society expectations of childhood is constantly evolving, circumstances change; new laws are passed, enhancements in science and technology, war all contribute to the social construction of childhood. It is thought as years have passed that the childhood has improved; more toys, more places to go, better education, entering a technological era, greater understanding of health, all are a part of the life we all now know. However, no matter how many toys, recent gadgets, new clothes a child is given is it really any consolation to the loss of quality time with their parents? Money does not grow on trees, and in recent years percentage of both parents having to work has increased dramatically, you are far less likely to see a stay at home mum but two working parents that won’t even be home by the time their children get home from school. It is said that children have become more independent? Partly I agree children do have to spend more time without the company and influence of their family, however, everything else is handed to them on a plate, children now no longer have to work for what they want but get given it as compensation by their parents who no longer have time for their children, does this really show childhood has improved? To investigate how the ideology of childhood has changed over the years, I interviewed my granddad who is in his 60’s, he began to explain how him and his siblings had a structured up bringing parents were strict but reasonable, they all respected each other and his father was the dominant in the household, they all knew there place. He lived in a 2 bedroom house; mum and dad in one room and him and his two brothers in another. Everything was basic, clothes where either second hand or more often than not hand me downs from his elder brother . Toys were not like they are now you had the choice of small figurines or marbles he’s favourite was a small teddy knitted by his mother. However, the majority of the time they entertained themselves by playing with the other children that lived on their street, he stated games are not what they are now you had to use your imagination and be social to have a good time, you could not just sit in front of a computer screen talk to your all friends. His mother was a stay at home mum, she was relied on to keep the house in order and make sure dinner was on the table as their father got in. Every night they would sit around the table to eat and be thankful for whatever they were given, he made it quite clear there was no snacking so you’d saver every last bit. He did go to school, it was small but education was taken seriously by all the students even though it was basic. He had his first job at the age of 16 and had to use the money he earned to buy himself the things he wanted, which taught him at a young age how important the concept of money is. Overall his memories as a child were extremely happy and family orientated. It is clear when comparing the information given in the interview, to the expectations of what childhood is meant to be like in the twenty-first century, peoples childhoods have changed significantly over the years. Although who is to say this change is for the better? Admittedly children now have a much better education and health care but is that really important when they are taken for granted by most. Even though we have progressed greatly in our understanding of science and technology, as well as being given a wider range opportunities and the freedom to express ourselves. We have lost what was once the most important parts of society and that’s family values, no longer is quality time thought of as important, in fact no one, not even children have time for it. Or do they? is the reason our children are so corrupt and confused, is it because they are begging for the attention of their parents who don’t have the time for them. It seems to me even children now are no longer brought in to this world because couples wanting a family but babies are just another step to having this materialistic ‘perfect’ life everyone is now striving for. I have been focusing on the stereotypical childhood of a child in a more economically developed country, I have concluded that childhood has both progressed in a positive as well as negative way. But what about in other countries? How have their children’s childhood changed? In Asia children are used as slave labourers, and for what exactly? To fulfil the wants of others in more economically developed countries. Children are taken away from their families and made to work in sweatshops to produce the materialistic possessions that apparently have improved other children’s childhood so greatly. Children in these countries are made to grow up so quickly that it can be said they have no childhood at all, they are seen to be young adults, they have to; provide for their family, work before they are even given a proper or any education, the eldest children are made to care for their younger siblings, becoming parents before they even have children of their own. Seems childhood is slowly disintegrating our corrupt and colluded world has forgotten about its children that now even the child protection laws are no longer abided by.

Kinetics Of Nucleophilic Substitutions

Kinetics Of Nucleophilic Substitutions The study of kinetics involves the observation of the reaction rates and the factors that promote or slow down those rates. In addition to providing knowledge about the process reactions reactant to product translation, but it is also helpful in increasing efficiency in the manufacturing world as kinetics provides information about how long a reaction will take and if it occurs at all. Hence, it is crucial even from a financial aspect that kinetics is studied.1 This experiment exhibits the kinetics of a nucleophilic substitution reaction. The purpose of this experiment is to investigate the kinetics of the hydrolysis of t-butyl chloride which solvolyzes by an SN1 mechanism because t-butyl chloride is a tertiary halide (alkyl halide). SN1 mechanism means a first order reaction with substitution by a nucleophilic solvent. The overall reaction is as follows: t-butyl chloride + H2O -> (CH3)3COH + HCl. The mechanism involves a first rate-determining slow step which ionizes t-butyl chloride and produces a chloride anion and carbocation. This is rate determining step because the rate of reaction depends on the alkyl halide and not on the nucleophilic solvent. The ionization is as follows: t-butyl chloride -> (CH3)3C+ + Cl-. Thus, the rate of reaction (rate of disappearance of concentration of t-butyl chloride) corresponds to the concentration of t-butyl chloride. The second step involves the nucleophile and is fast and as follows: (CH3)3C+ + Cl- + H2O -> (CH3)3COH + HCl. These reactions, at specific known temperature, will help the experimenter obtain the exact time it takes for the reaction to occur which in turn will help calculate the rate constant, k. Using the Arrhenius equation, the rate constant k will help calculate the activation energy.2 This experiment demonstrates the correlation between variation in concentration (both t-butyl and hydroxide), temperature, solvent polarity, and substrate structure with the rate of reaction of the hydrolysis of t-butyl chloride as well as exhibits the kinetic order of the reaction. The reactions are taken to increasing levels of completion (10%, 20%, and 30% completion) to make sure that the rate constant K is steady at the same temperature and reactant concentration. The activation energy the reaction requires in order to proceed is also examined in this experiment. Experimental: For experiment run #2 of III. Study of Solvent Polarity, in order to make a 60:40 (Water:Acetone) sample, 4mL of t-butyl chloride was mixed with 0.4 mL of 0.1 M NaOH and 5.6mL H2O. The reason was because 5.6 mL of water + 0.4 mL of NaOH= 6 mL and 6 mL/ 10mL total volume of solution = 60% water; 4 mL of t-Butyl chloride = 4 mL and 4 mL/ 10 mL total volume of solution= 40% acetone. The experimental procedure carried out for this lab followed the steps listed in the lab manual. Refer to Organic Chemistry Lab Manual Fall 2010 Winter 2011 pages 21-22. Results: Note: All the solutions turned a bit lime-green before turning yellow. The time measured for reaction to occur corresponds to the time it took the solution to turn yellow in colour. Study of Reaction Order Variation of Hydroxide Concentration RUN % Completion Time (seconds) k (s-1) 1 10 49 2.15 x 10-3 2 20 94 2.37 x 10-3 3 30 151 2.36 x 10-3 Note: Refer to Appendix for calculation of rate constant k Variation of t-Butyl Chloride Concentration RUN [t-Butyl Chloride] in stock solution [t-Butyl Chloride] in reaction solution Time (s) K (s-1) Rate of Reaction (M/s) Reaction order of t-butyl chloride 1 0.2 M 0.06 M 27 1.90 x 10-3 1.11 x 10-4 1storder PART A, RUN 1 0.1 M 0.03 M 49 2.15 x 10 -3 6.12 x 10-5 1storder 2 0.1 M 0.015 M 64 1.65 x 10-3 2.34 x 10-5 1storder Note: Refer to appendix for calculation of [t-butyl chloride] in reaction solution, rate constant k, rate of reaction, and reaction order of t-butyl chloride. Study of Temperature Variation (Room Temperature: 19.5ÂÂ °C) RUN Temperature Time (seconds) 1a Room temp. 10o =(9.5oC) 121 1b Room temp. 10o =(9.5oC) 123 Part A, Run 1 Room temp. = (19.5oC) 49 2a Room temp. + 10o= (29.5oC) 20 2b Room temp. + 10o=(29.5oC) 20 Study of Solvent Polarity RUN Water: Acetone TIME (seconds) 1 80: 20 22 Part A, Run 1 70: 30 49 2 60: 40 134 Study of Structural Variations in the Substrate RUN Substrate Time (seconds) 1 Isopropyl Chloride No reaction (Waited for 7 minutes and nothing happened. The reaction mixture was even heated on a steam bath) Calculating Activation Energy (Ea): Note: The data of the Runs are from the Study of Temperature Variations. Run k (s-1) Average k (s-1) -log k T (ÂÂ °C) 1/T (ÂÂ °C-1) 1a 8.71 x 10-4 8.64 x 10-4 3.06 9.5 0.1053 1b 8.57 x 10-4 Part A, Run 1 2.15 x 10-3 2.15 x 10-3 2.67 19.5 0.0513 2a 5.27 x 10-3 5.27 x 10-3 2.28 29.5 0.0339 2b 5.27 x 10-3 Note: -log k column was plotted on the y-axis and 1/T was plotted on the x-axis of Figure 1 Figure 1: This figure represents the graph of 1/Temperature against -log K, which is used to determine the activation energy of the reaction. A line of best fit is shown to show the equation of the line, which is y=10.049x + 2.0321. The error of the graph is represented by R2. The slope of 10.049 is equal to Ea/2.3R. Hence, the activation energy (Ea) of the reaction is equal to 45.76cal/mole with an error of ÂÂ ± 4.19cal/mole. Reaction Mechanism: Discussion: The first part of the experiment composed of study of reaction order. During part A of this experiment, when the hydroxide concentration was varied (which corresponded to a different amount of completion of reaction), it was observed that the k values were all very close (around 2.3610-3 s-1). Since the rate constant, k, is an integral part of the rate of reaction, the similar k values indicate that the NaOH concentration in the solution has no effect on the rate of reaction. This is because the nucelophile is not involved in the first step (rate determining) and only reacts to the substrate which occurs during the second (fast) step.3 This shows that the reaction is zero order when looking at the concentration of the nucleophile. It makes sense since the rate determining steps are the slow steps and in this reaction, the first ionization step is the slow step, thus making it the rate determining one. Meanwhile, the second step is fast and so it is not the rate determining one. Hence , since the nucleophile is only present in the second step (NaOH is neutraulized by the HCl formed in the fast second step)2, it is not linked to the rate of the reaction (NaOH concentration does not relate to the rate of reaction). During part B of this experiment, t-butyl chloride concentration was varied. It was seen that the reaction time kept drastically lowering when as the concentration of the t-butyl chloride in the reaction solution increased. Refering to Table 1, the fastest reaction (in lowest amount of time of 27 seconds) occurred when the concentration of t-butyl chloride was relatively highest (0.06 M), followed by a slower reaction (49 seconds) when concentration of butyl in reaction solution was lower (0.03 M), and lastly followed by the slowest reaction (64 seconds) when the concentration was the lowest (0.015 M). Hence, this clearly proves that the substrate had a major effect on the rate of the SN1 reaction. Referring to Table I (b), it was calculated that the rate order of t-butyl chloride was the one. This in turn also proves that the overall reaction is first order as the rate of the reaction is only affected by concentration of one molecule, that being the substrate, which in this case was t-butyl chloride. Experiment two showed the effect of temperature variation on the reaction. The room temperature of the lab was at 19.5ÂÂ °C. At the lowest experimented temperature, 9.5ÂÂ °C, the k value of the reaction was 8.64 x 10-4 s-1 (referring to Table V). When the experiment was performed at the room temperature of 19.5ÂÂ °C, the k value increased to 2.15 x 10-3 s-1. While at the highest experimenting temperature, 29.5ÂÂ °C, the k value of the reaction was seen to be the highest at 5.27 x 10-3 s-1. From this it can be concluded that as the temperature increased, the k value of the reaction increased as well. Referring to Table 2, it can also be noted that, as the temperature increased, the time of reaction decreased significantly. These effects are due to the fact that increase in temperature causes greater amount of reactant molecules to gain enough kinetic energy to overcome the activation energy required of the reaction (enough energy to go through the first rate-determ ining step).4 As a result, an increase in temperature corresponds to an increase in the number of successful collisions among the reactant molecules. Thus, the reaction would occur faster and so the time for the reaction to occur would decrease. Referring to Figure 1 (Arrhenius plot), the activation energy of the reaction was calculated to be 45.76cal/mole with an error of ÂÂ ± 4.19cal/mole. The third experiment showed the effect of solvent polarity on the reaction. It was observed that, as the ratio of water to acetone decreased, the time of the reaction increased, and so, the rate of the reaction decreased. This is probably due to the fact that water have higher polarity than acetone as water acetone has a longer hydrocarbon chain than water. Since the reactant in this experiment, t-butyl chloride, is a slightly polar molecule, its polar nature during the transition state of the reaction increases tremendously. As a result, water (with comparatively much higher polarity), will allow increased salvation of the carbocation and chlorine anion that formed during the first rate-determining ionization step, by lowering the energy of the transition state. This is because water, a protic solvent, forms hydrogen bonds with both of the aforementioned ions in order to increase the solvolysis. While acetone is an aprotic solvent and not able to form the hydrogen bonds. Hence, high er ratio of water to acetone of a solvent is expected to result to a higher rate of hydrolysis reaction due to a better ability to solvate charged intermediate, which is exactly what was observed in experiment.5 The last experiment showed the effects of structural variation in the substrate on the reaction. In this experiment, t-butyl chloride was replaced with isopropyl chloride. As a result, no reaction took place after 5 minutes of waiting and even after heating it for 7 minutes. This is due to the fact that isopropyl chloride is a secondary halide while t-butyl is a tertiary halide. The t-butyl chloride was able to react because it was able to create a stable carbocation as it had a tertiary carbon which allows hyper conjugation and induction to occur. While on the other hand, isopropyl results into a far less stable carbocation as it does not allow for enough hyper conjugation and induction as it does not have any C-C sigma bonds that t-butyl chloride has. The t-butyl chloride would form more substituted carbocations than isopropyl. As a result, it is favourable to form a carbocation with t-butyl chloride than with isopropyl chloride as tertiary halides undergo SN1 reactions more effici ently. The results of the experiment seem to agree with the expected results. Though, there can always be sources for errors while performing all of the experiments. First of all, to create the different type of mixtures, measurements of contents had to be made through the use of instruments such pipette and graduated cylinder. Since these instruments required the experimenter to estimate each measurement with the naked eye and so this could have lead to improper solution mixtures. Another error that possibly occurred could have been with the use of a stop watch. It was not possible to start the stop watch at the exact instant that the two solutions were mixed and stop at the exact instant the solution reached equilibrium. That could have lead to error in measuring time of reaction. Furthermore, the neutralization of NaOH was measured by timing the reaction until it turned into a yellow colour. Though, since the reaction solution progressively turned from a blue colour to a yellow colour, i t was not possible to exactly judge the end of neutralization. Also, during the study of temperature variation, it was not possible to keep the temperature to be precisely at the same temperature for the entirety of one run of experiment as the temperature showed slight variations every minute. Lastly, due to limited amount of Erlenmeyer flasks available for the experiment, flasks had to be reused. Even though all the flasks were thoroughly washed with wash solvent and rinsed. Hence, this could have possibly caused contaminations which lead to errors in results. Overall, due to various reasons, there could have been errors in timing which would lead to improper calculation of rate constants and activation energy of the reaction. Questions: I)Let ln (x) = y x = ey log (x) = y*log(e) log (x) = ln(x)*log(e) ln (x) = log(x)/log(e) ln (x) = 2.303 log (x) [since log(e) = 0.4343] II) ln [RCl]0/[RCl] = kt Let x = [RCl]0/[RCl] ln (x) = kt ln (x) = 2.303 log (x) kt = 2.303 log (x) kt = 2.303 log ( [RCl]0/[RCl] ) kt = 2.303 log ( 1/ [RCl] ) let [RCl]0 = 1 (because initial concentration is 100%) kt = 2.303 log ( 1/ 1 difference in [RCl] ) because [RCl]0 [RCl] = difference in [RCl] 1 [RCl] = difference in [RCl] 1 difference in [RCl] = [RCl] kt = 2.303 log ( 1/ 1 %reaction/100 ) because %reaction/100 equals the difference in [RCl] An apolar solvent would hinder SN2 reaction as it would not be able to solvate the reactant due to the fact that it would repel the anionic nucleophile. And since nucleophilic reactions require the solvation of reactants, SN2 reaction would not take place. Polar protic solvents are usually acceptable for SN2 reaction as they are convenient solvents for nucleophilic substitutions because the reagents are soluble. The high polarity would dissolve the solute. Small anions are solvated more than large anions. Though, these solvents would result into slower reaction due to hydrogen bonding which causes loss of nucleophilicity. Polar aprotic solvents prefer SN2 reactions as SN2 reactions prefer the basic nucleophilic. The aprotic solvents enhance the nucleophilicity of anions and have strong dipole moments. Also since these solvents do not have OH or NH groups, no hydrogen bonds must be broken to make room for nucleophile to attract to electrophilic carbon atom. This is the most preferred solvent for SN2 reactions.6 Alkyl iodide contains iodine atom, while alkyl chloride contains chlorine atom. Iodine has lower electro-negativity (2.5) than that of chlorine (3.0). Hence, alkyl iodide would be a less polar compound. Since water is a highly polar solvent, it will not be able to solvate alkyl iodide as much as alkyl chloride due to higher attraction to the more electro-negative atom of chlorine than that of iodine. As a result, it will not be able to increase the salvation of the transition state as much as that of alkyl chloride which has higher polarity.2 Hence, the activation energy of the alkyl iodide would not be lowered as much as that of alkyl chloride and so its Ea would be higher than 31 kJ/mol. Structure of bromophenol blue indicator at alkaline pH.7

NIKEs Labour Troubles Essay -- Nike Sweatshops Outsourcing Labor Essa

NIKE's Labour Troubles Nike publicizes itself as one of the leading industries in corporate responsibility. However, they do not comply with several human rights obligations overseas in countries like Thailand, Pakistan, China, Vietnam and Indonesia. In these countries, production facilities called sweatshops have been running for almost 35 years employing workers as young as 13 years of age. The conditions of these factories are adverse to say the least and deprive workers of the moral human rights they should be entitled to. Sweatshops are unethical, immoral and demonstrate Nike’s ignorance towards their social responsibilities abroad. Within these facilities, workers endure stressfully long days under undesirable conditions, often with no breaks and very little pay. While this is going on overseas, sponsored athletes are being paid million dollar salaries here in North America. Although Nike’s reputation has been foiled through the tabloids regarding this issue, they have been making a sub stantial effort to â€Å"clean up† production messes in the East. Nike, as many other companies do, facilitates production in other countries to help grow sales in those particular regions. The main difference between Nike and some of the other companies is that other companies do not support the exploitation of labourers or human rights. Not to suggest that Nike promotes labour exploitation, but they are less strict about these rules than other companies in foreign markets. Impacts on health and safety are a major factor for employees in sweatshops. However, physical and sexual abuse is another serious concern of many of the sweatshop workers. Most of the sweatshops run by Nike contractors are factories located in relatively small spaces to save on real estate costs. They are often soiled with dirt and kept unheated to save on expenses. Broken glass and dangerous equipment is left on the floors causing potential dangers to any people scattered within the factory. Employees are subject to harassment and violent punishments if work is not being comp leted as thoroughly and efficiently as the contractors would like. Workers slave under unfavourable conditions for up to 14-hour days often with no breaks. These employees are paid less than $100 US and work on average over 250 hours per month. "Substandard wages keep factory workers in poverty and force them to work excessi... ... strongly suggest that awareness of sweatshop abuses is turning consumers away from Nike.† (International Nike Mobilization - www.haleokala.com). Nike has been under a great deal of pressure to correct the misdoings that have been done regarding production facilities in the East. As Nike is responsible for these plants, their reputation has been tainted with increasing public debate about ethical matters. While Nike still promotes itself as one of the industry leaders in corporate social responsibility, workers in Asia are still forced to work excessively long hours in substandard environments and are not paid enough to meet the basic needs for themselves or their families. They are faced to a life of poverty and are unfortunate subjects to harassment and violent threats if they make any attempt to form unions or tell journalists about labour abuses in their factories. Phil Knight’s speech regarding Nike’s steps to improving human rights in Asian countries was a step in the right direction for Nike, but it would have been much more effective had Nike fully followed through with these initiatives. Works Cited Campaign For Labour Rights â€Å"International Nike Mobilization†.

Factors which may affect the Learning Process Essay

The nature of the learning process has been studied by psychologists and physiologists. Many experiments have been performed and the literature on the subject is voluminous. There has been continual process in exploring what is not known about learning. Each year sees new discoveries and new hypotheses. Some proposed hypotheses were proven wrong and some older discoveries were made eligible for major modification. Subjecting individuals and classes to scientific measurements has lifted certain phases of learning from the realm of speculation to the realm of science. At present, there is no comprehensive theory concerning all aspects of learning. There is considerable disagreement about the language to be used in describing learning. Different writers hold conflicting positions on the degree of specificity of generality appropriate in talking about learning. The science of psychology is of significance for the light that it throws upon the nature of the learning process and upon the conditions most favorable to learning. Many other sciences have contributed a great deal to an understanding of the nature of the learning process and to the principal issues involved in the education of boys and girls. For example, sociology, physiology, biology, and biochemistry have added much to the improvement of educational procedures. In order to understand the teaching process, the students or the teacher must first know something about the learning process concerns the teacher no less than the pupils. Although the teacher cannot do the actual learning for the pupil, he can facilitate learning through effective teaching. Effective teaching and learning demand mutual understanding between teacher and learner. Moreover, motivation of school learning is closely related to the law of readiness. Readiness does not connote the mere desire to learn, his self concept and self-confidence, his levels of aspiration, and his knowledge and appraisal of how well he is doing in relation to his goals. This paper intent to discuss factors which may affect the learning process. II. Discussion A. Factors which may affect the Learning Process It has been found that the pupil’s difficulty in leaning may be due to many factors within the child himself. Some of the important factors which may affect the learning process are as follows. Intellectual factor. The term refers to the individual mental level. Success in school is generally closely related to the level of the intellect. Pupils with low intelligence often encounter serious difficulty in mastering schoolwork. Sometimes pupils do not learn because of special intellectual disabilities. A low score in one subject and his scores in other subjects indicate the possible presence of a special deficiency. Psychology reveals to us that an individual possesses different kind of intelligence. Knowledge of the nature of the pupils’ intellect is of considerable value in the guidance and the diagnosis of disability. The native capacity of the individual is of prime importance in determining the effectiveness of the learning process. Learning factors. Factors owing to lack of mastery of what has been taught, faulty methods of work or study, and narrowness of experimental background may affect the leaning process of any pupil. If the school proceeds too rapidly and does not constantly check up on the extent to which the pupil is mastering what is being taught, the pupil accumulates a number of deficiencies that interfere with successful progress. In arithmetic, for instance, knowledge of basic addition is essential to successful work in multiplication. Weakness in addition will contribute directly to the deficiency in multiplication. Likewise, failure in history may be due to low reading ability or weakness in English. Similarly, because of faulty instruction, the pupil may have learned inefficient methods of study. Many other kinds of difficulty which are directly related to learning factors may interfere with progress. Physical factors. Under this group are included such factors as health, physical development, nutrition, visual and physical defects, and glandular abnormality. It is generally recognized that ill health retards physical and motor development, and malnutrition interfere with learning and physical growth. Children suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spelling. It has been demonstrated that various glands of internal secretion, such as thyroid and pituitary glands, affect behavior. The health of the learner will likely affect his ability to learn and his power to concentrate. Mental factors. Attitude falls under mental factors. Attitudes are made up of organic and kinesthetic elements. They are not to be confused with emotions that are characterized by internal visceral disturbance. Attitudes are more or less of definite sort. They play a large part in the mental organization and general behavior of the individual. Attitudes are also important in the development of personality. Among these attitudes are interest, cheerfulness, affection, prejudice, open-mindedness, and loyalty. Attitudes exercise a stimulating effect upon the rate of learning and teaching and upon the progress in school. The efficiency of the work from day to day and the rapidity with which it is achieved are influenced by the attitude of the learner. A favorable mental attitude facilitates learning. The factor of interest is very closely related in nature to that symbolic drive and reward. Emotional and social factors. Personal factors, such as instincts and emotions, and social factors, such as cooperation and rivalry, are directly related to a complex psychology of motivation. It is a recognized fact that the various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies. Some of these innate tendencies are constructive and others are harmful. For some reason a pupil may have developed a dislike for some subject because he may fail to see its value, or may lack foundation. This dislike results in a bad emotional state. Some pupils are in continuing state of unhappiness because f their fear of being victims of the disapproval of their teachers and classmates. This is an unwholesome attitude and affects the learning process to a considerable degree. This is oftentimes the result of bad training. Social discontent springs from the knowledge or delusion that one is below others in welfare. Teacher’s personality. The teacher as an individual personality is an important element in the learning environment or in the failures and success of the learner. The way in which his personality interacts with the personalities of the pupils being taught helps to determine the kind of behavior which emerges from the learning situation. The supreme value of a teacher is not in the regular performance of routine duties, but in his power to lead and to inspire his pupils through the influence of his personality and example. Effective teaching and learning are the results of an integrated personality of the teacher. Generally speaking, pupils do not like a grouchy teacher who cannot control his temper before the class. It is impossible for a teacher with a temper to create enthusiasm and to radiate light and sunshine to those about him. Pupils love a happy, sympathetic, enthusiastic, and cheerful teacher. Environmental factor. Physical conditions needed for learning is under the environmental factor. One of the factors that affect the efficiency of learning is the condition in which learning takes place. This includes the classroom, textbooks, equipment, school supplies, and other instructional materials. In the school and at the home, the conditions for learning must be favorable and adequate if teaching is to produce the desired instructional materials and equipment play an important part in the instructional efficiency of the school. It is difficult to do a good job of teaching in poor type of building and without adequate and instructional materials. A school building or a classroom has no merit when built without due to regard to its educational objectives and functions. III. Conclusion In conclusion, our knowledge concerning learning and the teaching process has thus undergone profound development in the last twenty-five years. Once it seemed sufficient for the educational psychologist to formulate a set of principles of learning around fairly simple concepts of exercise and effect. The teacher applied these principles through the techniques of drill, reward, and punishment. But with the development of theory and research, the psychologist has found it necessary to expand and to refine his understanding of learning with consequent important implication for learning. Reference: 1. â€Å"The Learning Process. † (Nov. 11, 2003). http://www. dynamicflight. com/avcfibook/learning_process/

The Red Cardigan

The red Cardigan is about a young girl who claims to have a ‘gift’ where she knows things and see’s them before they happen. Evie, the young girl had the special gift passed down from her grandmother. The text explores the themes of psychological realism, crime mystery and the supernatural. This book was very detailed and interesting which kept me wanting to read more. The Red Cardigan is about Evie seeing things that others don’t. She likes to draw but sometimes her hands draw something completely different then what she was wanting to draw.Evie wears an opshop store red cardigan which used to belong to another girl who is now murdered and missing. Since she started wearing it she has been getting hints from that girl such as her hands drawing a picture of the missing girl, and all these hints eventually lead to a solved crime mystery. Evie first discovered her gift very young when she was in the car and every time she drove past a certain spot she would s ee a girl standing on the corner covered in blood. Later on she finds out that that was where a girl had been hit and killed.She was the only one who could see this though and didn’t understand at the time. Evie’s mum doesn’t approve of this gift and wants to have nothing to do with it so as Evie struggles to solve this crime she also battles with her mum and makes life very hard for her. The positive aspects of this text is that it is really interesting and has a really good and sthrong story line. This book is not confusing but very easy to understand what is happening and it has many details to help tell the story.The text is very organized and also has flashbacks tthroughout the text which help you understand and keep you interested and always thinking. We can see this when Evie experiences a flashback in the middle of the book of one of her dreams she had about a specific place, which didn’t make sense to her at the time, but now when she’s at that place, she realises what the dream was trying to tell her and it leads Evie to finding the missing girl. For me I don’t think that there are any negative aspects of this book as I loved every minute of it and could not find anything negative about it at all.The author deeply explores the themes of the supernatural and psychological sides of things which has made her being very successful in engaging her readers. J. C. Burke has done a very good job at making a great storyline and planning out the story so it works well and makes sense all tthroughout. The Red Cardigan written by J. C. Burke, is an interesting and touching story about a young girl who has a special gift and is on a mission to find a missing person.It explores psychological realism down to every little detail and keeps you intrigued all tthroughout the book. The message of this story was to always follow your senses as it leads you the right way and J. C. Burke was successful in communicating this to her readers, as she shows us that by Evie following hers it lead her the right way and ends up solving a crime mystery. This book has a very powerful and interesting story and I would defiantly rate it highly.