Showing Dialect in Dialogue

Showing Dialect in Dialogue Showing Dialect in Dialogue Showing Dialect in Dialogue By Maeve Maddox A reader asks how a writer wishing to create â€Å"a redneck swagger† would rewrite the â€Å"regular English† sentence â€Å"You’re surprising to me.† He offers the following options: â€Å"Y’a surprisin’ t’a me.† â€Å"Y’ah surprisin’ t’ah me.† â€Å"Ya surprisin ta me.† â€Å"Yah surprisin tah me.† Note: You can find my thoughts on the use of the term redneck here: Better Use â€Å"Redneck† With Care. My reaction to the model dialogue is that a â€Å"redneck† is not likely to utter the original sentence, with or without apostrophes. A native English speaker of any dialect would be more likely to say, â€Å"You surprise me.† But the point of the question has to do with the use of apostrophes and contractionsand presumably funny spellingsto represent dialect in fictional dialogue. Fashions in writing change. Representing dropped letters with apostrophes was a common device with 19th century authors. Well, then, Master Marner, it come to me summat like this: I can make nothing o the drawing o lots and the answer coming wrong; it ud mayhap take the parson to tell that, and he could only tell us i big words. George Eliot, Silas Marner. â€Å"I got hurt a little, en couldn’t swim fas’, so I wuz a considable ways behine you, towards de las’; when you landed I reck’ned I could ketch up wid you on de lan’ ‘doubt havin’ to shout at you, but when I see dat house I begin to go slow.† Mark Twain, Huckleberry Finn. Modern readers have little patience with this kind of writing. For one thing, multiple apostrophes and odd spellings are visually distracting. For another, such detailed attention to pronunciation in a novel distracts from the thought that the character is expressing, thereby interfering with an understanding of the narrative. In addition, some readers who speak nonstandard dialects find attempts to represent their home dialectseven if they are successful renditionsdisrespectful. Sprinkling dialogue with odd spellings is especially pointless when the misspelling conveys the same pronunciation as the standard spelling. For example, sez for says, and shure for sure. The consensus among today’s writing coaches is that dialect is best expressed with vocabulary, grammar, and easily understood regional expressions, rather than with apostrophes and made-up spellings. For example, the following bit of dialogue conveys rural speech without recourse to dropped letters or misspellings: That woman runs around with anything in pants. Can’t figure out how her and him got together in the first place. Good Lord knows he’s boring as a fence post.† –Nancy Hartney, Washed in the Water. Words like drawl and whine, and expressions like â€Å"a clipped Northern accent† can also be used to suggest a specific way of speaking. In writing dialogue, let the words do the work. 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 Fiction Writing category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withDoes "Mr" Take a Period?9 Forms of the Past Tense

Constructivist theory Essay Example

Constructivist theory Essay Example Constructivist theory Essay Constructivist theory Essay Chapter 2 Literature Review 2.0 Introduction Presently, there is so much literature on constructivist instruction and scientific question that it took me a long clip to choose the suited beginnings for this survey. An online Google hunt revealed that 39 100 surveies on constructivist instruction, scientific question and primary scientific discipline have been conducted since 2000. I started naming down all the literature beginnings that were provided during the class so went on to choose other beginnings I found utile for this subject. The theoretical analysis started with the definitions of constructivist instruction and scientific question so went on to work out how the two constructs are linked. The benefits and challenges of scientific question are besides included in this chapter. 2.1 What is constructivist theory? Lorsbach A ; Tobin ( 1997 ) states that constructivist theory is an epistemology, a theory of cognition used to explicate how we know what we know. The Oxford English dictionary defines epistemology as the theory of cognition, particularly with respect to its methods, cogency, and range. Constructivist attack is evidently hard to label as different types of constructivism have emerged from larning theories for illustration cognitive, extremist and societal constructivism to call but a few. These theories have been discussed in item in subdivision 3.1 of chapter three. The object of scientific discipline is to organize our experiences and to convey them into a logical order. From a constructivist position, scholars construct their ain cognition on the footing of what they already know ( Dole and Sinatra 1998 ) . Therefore the inquiries addressed by epistemologists ; How do we come to cognize what we know? What is knowledge? What is truth? What is world? are besides of import to the scientific discipline instructors. It is truly of import to understand how the pupils construct new cognition from what they know. Tobin and Tippins ( 1993 p4 ) explained how the new cognition is constructed in scientific discipline instruction. They explain that scientific cognition continues to alter over clip because ends and jobs of society alteration taking to new experiences ; engineering provides new ways of sing ; what is known continues to increase at an exponential rate ; and the persons that comprise the scientific subject continually alteration . They farther explain that in order to hold new cognition, that cognition is accepted by the scientific community as feasible because of its coherency with other apprehensions and its tantrum with experience . 2.1.1 What is constructivist attack? There are different types of constructivism, therefore varied positions of constructivist learning methods, which could be applied to learning and larning. As such, Brown and Adams ( 2001 p7 ) defined this attack as: †¦ a position of acquisition, that sees scholars as active participants who construct their apprehensions of the universe around them. Using past experiences and cognition, scholars make sense of the new information that they are having. It is of import to observe the type of constructivist theory presented otherwise one may acquire a slightly different reading ( Ernest 1995 ) . However, the type of constructivist attack applied has to be congruous with the scientific question that takes topographic point in a peculiar scientific discipline lesson. Osborne ( 1996 p50 ) explained that cognition and apprehension of the epistemology of scientific discipline is an indispensable facet of any instruction in scientific discipline, and any attack, which neglects a consideration of it is uncomplete and epistemologically thin. 2.2 What is scientific question? The National Research Council ( 1996 ) defines enquiry as: †¦ a many-sided activity that involves: devising observations ; presenting inquiries ; analyzing books and other beginnings of information to see what is already known ; be aftering probes ; reexamining what is already known in visible radiation of experimental grounds ; utilizing tools to garner, analyze, and construe informations ; suggesting replies, accounts, and anticipations ; and pass oning the consequences. Inquiry requires designation of premises, usage of critical and logical thought, and consideration of alternate accounts. ( p 23 ) . This definition shows that scientific question is child active, developing manipulative and mental activity accomplishments endeavoring to do sense of events and phenomena in the natural and made universe around us ( Murphy and Beggs, 2001 ) . Thus scientific question helps the pupils to build new cognition from what they know. There is concern that some instructors are ill-defined of the intent of scientific question, which prevents them from learning efficaciously. Possibly an account would assist clear up the misconceptions about constructivist attack and scientific question. Constructivist learning focal points on how learning takes topographic point that guides determinations about scholars and instructor s actions while scientific question focuses on what scholars and instructors need to make to develop understanding in primary scientific discipline. Furthermore constructivism recognizes the importance of the thoughts that kids develop for themselves from their experience and interaction with others and of the usage of these thoughts in learning while question contributes to accomplishments and the aggregation and usage of grounds in proving thoughts ( Murphy, et. al 2001 ) . 2.3 What are the benefits of scientific question in primary scientific discipline? From a constructivist position, kids understand and enjoy what they are larning when they are actively involved. In constructivist instruction, cognition is non passively received, but is actively built up by the scholar. That means thoughts and ideas can non be communicated in the sense that significance is packaged into words and `sent to another who unpacks the significance from the sentences. That is, every bit much as we would wish to, we can non set thoughts in pupil s caputs, they will and must build their ain significances ( von Glasersfeld, 1996 ) . Learning is a procedure of cognition building alternatively of soaking up. Scientific question does non see primary scientific discipline as a random activity that has small significance in existent life. Learners are expected to understand the nature or intent of scientific enquiry. A constructivist position ( Richardson, 1997 ) perceives larning as an active procedure where scholars actively construct intending from their experiences in connexion with their anterior apprehensions and the societal scene. The impression that scholars ( Windschitl, 2002 ) play an active function in constructing their ain significance makes scientific enquiry effectual in primary scientific discipline. Pupils learn best when they actively construct their ain apprehension. This means that scholars must be able to suit new stuff into what they already know instead than memorize it word for word in order to larn meaningfully ( Littledyke 1998 p10 ) . The constructivist position emphasizes the procedure and non the merchandise. It is non the reply that is of import but how one a rrives at that peculiar reply. Learning is a procedure of building meaningful representations, of doing sense of one s experiential universe. Scientific enquiry-oriented instruction promotes the development of unwritten communicating accomplishments. This seems peculiarly of import when learning bilingual pupils. Scientific question plays an of import portion in the instruction of primary school scientific discipline as it provides chances for students to speak about their thoughts refering peculiar constructs or issues that are outstanding in their acquisition procedure. Vygotsky s societal constructivism promotes societal interaction and societal contexts. 2.4 What are the challenges of scientific question? In rule the suggestion that instructors should be after activities on the footing of what the scholar already knows and understands seems rather educationally sound. However the chief cause for concern ( Scott, 1987 ) is how a individual instructor elicits the single positions of 20 students in thirty-minute slots of clip scattered over a hebdomad? Even if the instructor has equal information about the scholars initial thoughts, trying to react to their single thoughts can go an tremendous undertaking in schoolroom direction. This is the major job faced by instructors who have made a committedness to a constructivist attack. They frequently feel guilty because they are unable to pull off to implement this in their pattern. The cardinal function of the instructors will be to interpret this information into effectual learning for their pupils. This function becomes critical non merely in fiting appropriate scientific discipline to the capableness of the kid, but besides in cognizing where to steer the kid following. Harlen ( 1996 ) commented that it might look excessively hard to happen out about the thoughts of all the kids in a category in such a manner as to be after activities to suit them. Osborne hypertext transfer protocol: //www3.interscience.wiley.com/cgi-bin/fulltext/63794/PDFSTART? CRETRY=1 A ; SRETRY=0

The persuaders review Movie Example | Topics and Well Written Essays - 1000 words

The persuaders - Movie Review Example Conflict Theory asserts that people with economic power control the formation of culture through media and other basic social institutions (Andersen and Taylor 73). Symbolic Interaction Theory believes in the power of human agency in shaping culture and media products (Andersen and Taylor 73). The media is actively shaping culture through its code of norms and morals that have become increasingly insistent in consuming the visual and auditory landscapes, although consumers continue to struggle in controlling their cultural development through selective media consumption. The media uses its economic resources to send messages about cultural norms and behaviors that benefit the economic elites, according to Conflict Theory. This theory asserts that culture rests on and supports social inequalities (Toland, and Barbara Mueller 92). The Persuaders show that the media does not definitely always or openly show the support for these inequalities, and yet these media messages contain values that divide people from one another. A good example is the relationship between mainstream media and the sexualization of women. Globalization is a phenomenon that has made it imperative for the media to find themes that transect cultural differences (Albarran 299). The media then bombards people with messages of sex and violence, which are universal themes. In the essay â€Å"Two Ways a Woman Can Get Hurt,† Kilbourne contends that countless advertisements perceive women as sexual objects and this message results to sexual harassment and violence against women. She explains the dangers of sexualizing women. She stresses that media promotes a culture that sexualizes women and children, thereby diminishing their value to society. Kilbourne offers numerous examples of print ads that show women either naked or in sexually provocative positions (Kilbourne 473). The main purpose of these ads is to entice people into consuming these media images, as if they are the norm. Some people then act according to these norms; thereby supporting the idea that media creates destructive cultures that support existing power structures. Naomi Klein, author of the book No Logo, warns audiences of becoming too intimately involved with brands that they forget its impact on their value systems (The Persuaders 3). Conflict Theory opposes global media messages that homogenize cultures and create cult-like obsession of brands. In the end, these messages only serve big multinational companies. Media’s power seeks to further influence identity and culture. The media wants to control more visual and auditory space to shape how people see themselves and the world they live in. Modern consumers are a paradox. On the one hand, they want to exert control over advertisements and prefer to screen out ads that annoy them. On the other hand, scores of consumers have become vulnerable to the emotional appeals of the brands that they love. Columnist for Advertising Age, Bob Garfield, ta lks about being bombarded with advertising messages in every nook and cranny of the American metropolis. Correspondent Douglass Rushkoff examines the evolving nature of marketers in what he calls â€Å"The Persuasion Industry† (The Persuaders 1). He notes the difficulty in finding advertising space in a congested landscape. Rushkoff stresses that because THE media needs to reach more and to affect people more, it increases the number of ads, which results to a vicious image of

The Effect of Celebrity (Athlete) Endorsements in Sportswear Marketing Literature review

The Effect of Celebrity (Athlete) Endorsements in Sportswear Marketing on the Consumer's perception of the Product and Overall Purchasing Decision - Literature review Example Celebrity endorsement Several athletes have gained status through achievements and created good image for themselves in sports industry. This has made them be sought for purpose of brand image marketing and general selling of products. Athletes who are celebrities enjoy recognition from the public and hence are at a good position to market consumer goods by appearing in brand promotion tools. Therefore; image is enough to cause a great and easy influence to targeted consumers (Kahle & Homer, 1985, pp.954-961). Celebrity endorsement is used in marketing and requires perfect blending of the strategy when used as a form of advertisement. For instance, Nike has put in place all possible measures in promoting its brand to motivate and influence consumers into desiring and making purchases (Damian & Admap, 2010, pp.42-43). Assimilation of superstars in its advertisement campaigns ensures that they maintain a high competitive advantage in sportswear industry since other firms in the industr y are fighting for the same consumers. Special considerations are placed on attributes that are possessed by celebrities (Daneshvary & Schwer, 2000, pp.203-213). Different people have different cultural background which at all times drive them into making decisions. The decisions are made on the kind of norms beliefs and people’s way of life. Therefore; it is important for the selected endorser to have vast qualities which are consistent and in line with consumer’s cultural expectations (Ohanian, 1991, pp.46-53). Practices done by the athlete should not provide a negative influence in that the products get to be despised due to the unethical habits he displays (Walker, et al., 1992, pp.69-76). Sportswear Company puts special emphasis on... As the report stresses that several athletes have gained status through achievements and created good image for themselves in sports industry. This has made them be sought for purpose of brand image marketing and general selling of products. Athletes who are celebrities enjoy recognition from the public and hence are at a good position to market consumer goods by appearing in brand promotion tools. Image is enough to cause a great and easy influence to targeted consumers. This paper declares that celebrity endorsement is used in marketing and requires perfect blending of the strategy when used as a form of advertisement. For instance, Nike has put in place all possible measures in promoting its brand to motivate and influence consumers into desiring and making purchases. Assimilation of superstars in its advertisement campaigns ensures that they maintain a high competitive advantage in sportswear industry since other firms in the industry are fighting for the same consumers. Special considerations are placed on attributes that are possessed by celebrities. Different people have different cultural background which at all times drive them into making decisions. The decisions are made on the kind of norms beliefs and people’s way of life. Sportswear Company puts special emphasis on characteristics which celebrity possesses before selecting him to be used in brand endorsement. Brands to be endorsed should fall within the area of expertise of celebr ity so that one does not give contradicting messages to consumers which is opposite with how they are perceived to be.

New Code Raises Standards of Pharmaceutical Ethics and Practice in UK Essay Example for Free

New Code Raises Standards of Pharmaceutical Ethics and Practice in UK Essay 1. Introduction Pharmacists play a role in the public health system and the provision of medical care public health system as critical as that of physicians. Most of the time, pharmacists only fill the prescriptions coming from physicians, but pharmacists often need to prescribe and dispense medicines on their own, especially over-the-counter drugs that people usually use for self-medication of common ailments.   With less prudence and circumspection, pharmacists may prescribe medicines that do more harm than good.   In recognition of these potential threats to the integrity of the pharmaceutical profession, the Royal Pharmaceutical Society of Great Britain (RPSGB) has developed a new code of ethics and performance framework, which provide that pharmacists and pharmacy technicians in the whole of UK receive quality education necessary for fostering the knowledge, skills, attitudes and values to provide a consistent and safe practice. In formulating the new pharmaceutical code of ethics, the Society, as the RPSGB is more popularly known in UK, noted how the profession has been smeared by controversies involving some of its members, regarding issues on assisted suicide, making a prescription error, sedating an unruly patient, dispensing high-cost drugs and recommending treatment that would allow parole7,,8.  Ã‚   This paper discusses the revised code of ethics for British pharmacists and pharmacy technicians as to the likelihood of its lifting the professional practice of pharmacy to new heights of ethical proficiency and integrity. 2. Literature Review The requirements of the revised code reflect key issues for modern pharmacy practice, such as encouraging patients to be involved in decisions about their care, respecting patient choice and working in partnership with other healthcare professionals8.   All the provisions of the code are supposed to reflect in the conduct, practice and performance of pharmacists and pharmacy technicians, designed as it is to promote and support a culture of accountability and professional judgment.  Ã‚   For this reason, the code sets out seven principles of ethical practice that pharmacists or pharmacy technicians need to observe in the pursuit of their profession.   2.1. Key Principles The revised code of ethics is based on seven principles, each of which is supported by requirements that explain the types of actions and behaviors expected of pharmacists and pharmacy technicians when applying said principles in practice. The seven principles are: 1) make the care of patients the pharmacist’s first concern; 2) exercise professional judgment in the interests of patients and the public, 3) show respect for others, 4) encourage patients to participate in decisions about their care, 5) develop professional knowledge and competence, 6) be honest and trustworthy, and 7) take responsibility for your working practices. Unlike previous versions, detailed standards and guidance will be produced separately from the code. Seven professional standards and guidance documents have also been developed to support and expand on the principles of the new code of ethics in the following areas: †¢ Patient consent †¢ Patient confidentiality †¢ Sale and supply of medicines †¢ Pharmacist prescribers †¢ Pharmacists and pharmacy technicians in positions of authority †¢ Advertising †¢ Internet pharmacy This means that people are forbidden to accept pharmaceutical work when they do not possess the necessary skills and competence7.   If they do have the proper knowledge and experience, the code says that the pharmacist should start work by establishing the scope of his role and responsibilities and clarifying any ambiguities or uncertainties about where his responsibilities lie.   In addition to complying with his legal and professional obligations, the pharmacist is also expected to keep up to date with and observe the laws, statutory codes and professional obligations relevant to his particular responsibilities8.   2.2. Role and Responsibilities If subject is a pharmacy owner, superintendent pharmacist or pharmacy manager in a hospital, trust, or other field of practice, the code obliges him to set the standards and policies for the provision of pharmacy services by his organization.   The idea is to make the organization – its premises, departments or facilities – properly maintained so that none of its activities would bring the pharmaceutical profession into disrepute.   For this purpose, all the medicines, pharmaceutical ingredients, devices and other stocks at the pharmacy premises or facilities are stored under conditions appropriate to the nature and stability of these products.  Ã‚   In hiring people, management of a pharmacy must conduct background check to ensure that they are qualified for the job and have no criminal records1. The code deems it important that the people employed in a pharmacy are conscientious enough to raise concerns about risks to patients or the public.   Thus, the pharmacy should emplace an appropriate and effective mechanism for staff to raise concerns about risks to patients or the public, including concerns about inadequate resources, policies and procedures, or problems with the health, behavior or the professional performance of others.   2.3. Ethical Development Ethical practice in any profession is commonly perceived to be the outcome of good education and training.   However, studies in the UK context reveal that classroom discussion and experiential clerkship training have no significant impact on the ethical decisions that pharmacists make later3.   In an interview of pharmacy students regarding parole and drug rationing, it was found that majority would recommend treatment to allow parole and restrict the use of expensive drugs6. The ethical choice here is between the benefits to the patient and the risks or costs to society. On physician-assisted suicide or euthanasia, few students expressed willingness to dispense any lethal dose of medication to terminally ill patients.   In cases of unruly patients, however, more students would dispense the appropriate sedative.   These responses give rise to questions so to whether pharmacy students are trained to be patient-focused in their future practice3. The code also specifies training on such aspects of pharmaceutical practice as good consultation skills and meticulous record keeping.   To the code, it matters if pharmacists forget to ask questions in a medication review or in dispensing a repeat prescription; or misinterpret body language and miss cues from patients about emerging problems. The reason is that pharmacists may be the only healthcare professional the patient is seeing routinely so it matters if they miss something or handle a clinical situation poorly.   2.4. Advertised Drugs A recent randomized controlled trial using model patients found that patient requests for advertised drugs were a stronger determinant of prescribing decisions than whether or not the patient had the condition the drug aimed to treat2. Another study of prescribing decisions in response to patient requests found that if a patient asks for an advertised brand, he usually receives it, although the physician is more likely to be ambivalent about these prescribing decisions6. These studies suggest a need for physicians and pharmacists to receive adequate training on how to respond to patient requests. The global withdrawal of the drug Rofecoxib from the market in 2004 illustrates this point. Rofecoxib was no more effective than alternative non-steroidal anti-inflammatory drugs in treating the symptoms of arthritis but it was widely promoted as safer and accepted by the public as such. Although there were studies that it brought the side effect of increased heart disease risks, the drug made it big in the market, with 80 million prescriptions worldwide3.   The market success of the drug is a testament to the triumph of marketing over science.   Only after the US Food and Drug Administration reported 35,000 cases of cardiac arrests and a congressional investigation was consequently held that the drug was pulled out.   The incident highlighted the need to ensure that health professionals are adequately prepared to evaluate promotional claims, and to assess and understand interactions with the pharmaceutical industry2. 3. Discussion Educators in many countries are clearly aware of the influence of pharmaceutical promotion on the health professions and wish to prepare students for this aspect of their professional lives. As a physician educator from India said, â€Å"†¦Whatever rational things we want to inculcate in them, that should be done in the student period itself. Once they taste big money then habits develop and later die hard9.†Ã‚   This is precisely the habit the code of ethics for UK pharmacists seeks to discourage. On pharmacy education, the literature agrees that there is no consistent, well-designed and deliberate approach to teaching students ethics during clerkship. Moreover, it has been observed that factors such as life experiences and normal maturation are likely to contribute to the students ethical development.   Acknowledging these limitations, the code simply seeks to determine if there were noticeable changes in the ethical decisions made by students at different points in their education. Since it was seen that classroom and clerkship experiences do not impact on the ethical decisions made by pharmacy students, the code encourages pharmacy schools to attend to this problem.   On top of the proposed agenda is a revision of the curriculum such that it can provide a deliberate and consistent ethical component to the clerkship experience5. A review of ethics literature in medicine and pharmacy found that pharmacy schools lag considerably behind medical schools in the integration of ethics into the curriculum1.   Additionally, medical schools were found to use a more patient-oriented approach to teaching ethics.   It is believed that a patient-oriented, clerkship-based approach could enhance ethics education and is worthy of further study.   The Society is thus currently making efforts to more effectively design and study alternative approaches to ethics education during clerkship, and throughout the pharmacy curriculum8. 4. Commentary The finding that pharmacy students do not learn ethical behavior from their classroom and clerkship experience in UK casts doubt on full compliance with the code of ethics for this type of healthcare professionals. The above studies conclude that students have a less defined professional ethical system, which may be due to a lack of pharmacy practice experience. They recommend that further studies be done to document the ethical growth and development of pharmacy students. Other authors have suggested that future studies longitudinally evaluate the influence of pharmaceutical education and training on the moral development and ethical behavior of students. Furthermore, it has also been suggested that ethics education should include both theoretical and practical components.   If the code of ethics has to influence the practice of pharmacists and pharmacy technicians, concerned authorities must take these suggestions to heart.   Otherwise, the code will only be good on paper.

In Literature, Women Are Good and Men Are Evil Essay -- Good vs Evil

What is good without evil? Without evil, there would be no possible way for good to exist. They complement each other, without one, you cannot have the other. Yet somehow evil always seems to outweigh the good. This is shown in various literary periods throughout history. There are many different ways that both good and evil can be shown. Good can be shown when someone is being kind or loving. The color white is often associated with good because it symbolizes a lamb, who is soft and sweet, a gentle creature. Evil would usually be associated with black. Black symbolizes evil because when people think of black, they think of darkness. The dark is scary and unpredictable so it is natural to associate it with evil. Without having an opposite to compare something to then it’s nearly impossible to define it. Good and evil are defined so easily because when people think of good, they see the opposite of evil and vice versa. Throughout many works of literature, men have been known to be evil/deceitful when it comes to women. Women are seen as the good in literature, not in all but in most cases. Authors such as William Blake and Christina Rossetti illustrate this and also evil in their literature to show their belief that evil dominates the world and good lies in the shadows but in the end, the good always prevails. In the â€Å"Goblin Market,† there are two sisters named Lizzie and Laura, one of the sisters falls ill after she is victim to the evil of the goblins in the market but the good overcomes their evil when Lizzie does the right thing by going to the goblin market in search for a way to cure her sister. Lizzie portrays the good in this poem, while Laura and the goblin men show the evil. Lizzie knew and stood firm on her ... ...lish Translation)." Poetry Foundation. Poetry Foundation, n.d. Web. 01 Apr. 2014. Blake, William. "Infant Joy." Poetry Foundation. Poetry Foundation, n.d. Web. 01 Apr. 2014. Blake, William. "Infant Sorrow." Poemhunter.com. N.p., n.d. Web. 01 Apr. 2014. Davidson, James. "Beowulf - Good vs. Evil." StudyMode. N.p., n.d. Web. 01 Apr. 2014. Jevon, Amy. "The Dark Bible: Women's Inferior Status." The Dark Bible: Women's Inferior Status. N.p., n.d. Web. 01 Apr. 2014. Johnson, William E. "Good vs. Evil." Poetry Foundation. Poetry Foundation, n.d. Web. 31 Mar. 2014. Rossetti, Christina. "Goblin Market." Poetry Foundation. Poetry Foundation, n.d. Web. 31 Mar. 2014. Smith, Robert. "Evolution of American Literature." Evolution of American Literature. N.p., n.d. Web. 01 Apr. 2014. Williams, James A. "Role of Women in Literature." StudyMode. N.p., n.d. Web. 01 Apr. 2014.

Family Type

Past research shows violent video game exposure increases aggressive thoughts angry feelings physiological arousal aggressive behaviors. The present study examined the effect of violent video on aggression. It is said that Boys would be more aggressive due to violence as compared to girls. It was hypothesized that there would be high score on aggression after watching violent video and boys would be more aggressive due to violence as compared to girls. I used Buss-Perry aggression questionnaire to measure aggression level of male and female. The sample of the study included 40 adults of 21-27 years of age. There were 20 males and 20 females. There is a highly significant mean difference between pre (M =118. 45, SD =23. 184) and post (M =130. 97, SD =29. 527, *p < . 000) test of aggression in adults with respect to total. There is also a highly significant mean difference between pre (M = 125. 15, SD = 21. 25) and post (M = 136. 40, SD = 25. 109, *p< . 00) test of aggression in men and pre (M = 111. 75, SD = 23. 59) and post (M = 125. 55, SD = 33. 12, *p < . 000) test of aggression in women. First participants were given aggression questionnaire before and after watching the violent video. The results indicated that there is significant relationship of watching video on aggression and men scored high on aggression scale than women. I used paired sample t-test technique to measure the significant mean difference between pre and postt est of aggression in adults.

Project Management Company

1.0Introduction. Management Consultancies are a relative easy to initiate business to set up since they are knowledge based and do not require expensive tools and specialist equipment. Forming such a company requires only a base, normal office equipment such as laptops, printers, telephones, and internet routers, and competent employees to apply their knowledge to the particular business niche. However, just because it is relatively easy to form any kind of management consultancy – while appreciating that there is a cost involved with setting up any company – it does not simply follow that because a person can, they should. Creating a company takes time, drive, and of course, finance, and should only be considered by those who are ready to do so. There are three signs that someone is ready to set up any kind of management consultancy: They have the essential background, experience, and qualifications in their field, and can consider themselves an expert. They have developed a rich network of peers, like-minded individuals, and potential clients who they can call upon to help the business grow. They have a stable financial background and have at least some knowledge of business management. With those elements in place, if a person has the will, they are likely to be able to launch and run a successful company, but there are still plenty to think about, and that is where a mentor is invaluable. 2.0 Different types of organizational structure. In setting up a new business, one of the most fundamental decisions is what kind of business it will be. There are a number of different options available, ranging from sole proprietorship, through a partnership, and onto a small corporation or even a limited company (Gov. UK, 2015).2.1 Sole Trader.This is the easiest type of company to set up and run, and allows easy accounting and tax interpretation, but can be seen as less professional than some other business types.The sole trader business gives the owner full control over business decisions and are easy to set up and run. They also give the owner full control of the profits but they are not a separate business entity, divided from the owner, and the owner is liable for any debts or liability actions mounted against the company.2.2 Partnership.A partnership is also a popular business structure among smaller companies and form when two or more individuals decide to share a business and become co-owners. A partnership is owned i n the same way as a sole trader company, but the liability is spread over the two or more people who form the partnership.2.3 Limited Company.This form of business greatly increases a company’s credibility and makes it the kind of professional entity that other business’s look to work with. The main issue with a limited company is the very formal procedures that are used to form and control them, and the need for a professional accountant to help keep on top of what can be complex spend and investment. Because a limited company is detached from those who own and run it, there is only a limited liability should it go wrong.2.4 Recommendation for a Project Management Company.Because of its professional connotations and ability to attract investment, it is suggested that the new project management company starts as a limited company, with Charles as the sole shareholder. 3.0 Management Overview.3.1 Definition of modern management.Management is fundamentally a people-orientated venture that is used to organise a team, and accomplish aims for that team and a wider company in general (Robbins and Judge 2014). However, over recent years, there has been focus on what Deming (1993) identified as the seven deadly diseases. These are: Lack of constancy of purpose Emphasis on short-term profits Evaluation by performance, merit rating, or annual review of performance Mobility of management Running a company on visible figures alone Neglecting long-range planning Relying on quality inspection rather than improving product quality Deming countered all of these by identifying a system that countered all of these failures by devising what has become known as Total Quality Management, with the intention of helping the management of better products or services, creating product uniformity, improving product testing and, ultimately, greater sales (Stoner et al, 2003). Following the reimaging of management in light of Deming’s intervention, focus has shifted from the simple organisation of people to a process of producing and maintaining an environment that allows the efficient accomplishment of predetermined and selected aims. These are achieved by managers using what have been identified as the four functions of management: Planning: Identifying the steps needed to achieve a predetermined goal. Organising: Bringing together all the resources needed to achieve the planned goals. Leading: Motivating those on the team to achieve the set goals. Controlling: Ensuring that team members stay on track through open and honest reporting from and to the team. Achieving these goals means that managers must be adept at organisation skills and have the trust of both their own team and senior management. The goal of all managers is to deliver their assigned tasks on time and to an agreed budget, while ensuring that their team members are fulfilled and with due consideration to quality of product or service. Furthermore, a good manager will enact their assigned tasks using the minimum of resources, thereby maximising profitability for the company while satisfying the customer.3.2 Leadership Styles.The effectiveness of a manager depends greatly on their style and how they interact with their team (Adeniyi, 2007). The three fundamental leadership styles are identified as: Autocratic leader. This manager type tends to instruct the team on what needs to be achieved without consultation, and expects the team to deliver as required. Democratic Leader. This manager seeks the input of the team, and discusses the way forward with them, making joint decisions as they arise. Laissez-faire Leader. The opposite of the autocratic leader, the Laissez-faire manager supplies resources but otherwise allows the team to function almost autonomously. Due to the flexible yet well-defined nature of project management, it is suggested that Charles adopt a democratic leadership style with his sub-managers, since they will have customer-set goals and only really require resources and to feedback. 4.0 Organisational Culture. Organisational culture has been likened to the personality of the business, and the overriding feature that defines how a company works and its interactions with suppliers, employees, and customers (Alversson, 2013). There are several types of organisational culture (Drafke & Murtaugh, 2009), of which the main ones are: Clan culture. These are family like and tend to focus on mentoring, nurturing, and creating a workforce that feels comfortable and works well together. Power Culture. Key to this is firm control by a few high ranking members, and tends to be found in either smaller companies or discrete sections of larger companies, since it would be difficult to run a large company with such a culture. Key elements mean that decisions can be made quickly making the culture highly reactive. Adhocracy culture. Sometimes referred to as forward looking cultures, these tend to be entrepreneurial and dynamic, and promote an air of risk taking and innovation. Companies with this culture tend to pride themselves on being market leaders and attempt to do something new ahead of possible competitors and the market in general. Role Culture. This type focusses on assigning individuals specific roles with a certain job description and does not allow much scope to step out of that role. They tend to be rigid and are renowned for being very task-focused. Cultures such as this are found in companies that specialise in high technology or businesses where roles are determined by knowledge, making it difficult or someone without specific skills to be able to step into certain roles. Market culture. The market culture companies are highly results-driven organisations that concentrate on achievement and completing the task in hand. Hierarchical Culture. These are high structured and controlled businesses that concentrate on creating an efficient company that does the right thing. They tend to be run with a well-defined management structure which feeds information down through it and accepts reporting back through the same lines. The project management company planned by Charles will start with a smaller number of employees but they will have highly specialised tasks to carry out – such as detailed project management – therefore the Role culture is likely to be the best fit for his business.Since there is only a few employees to start with, the feeding out of information can be handled via team meetings, making communications easy and fluid. Business perception relates to the way in which people – either employees, competitors, or customers – relate to a company, which can affect how they interact with that company (Schnaky, 2008). How a company is perceived may impact on how others work with the company which in turn can affect their long-term profitability and their ability to operate in the market. 5.0 Organisational Strategic Objectives. This report has outlined some of the areas that Charles, the business owner, should examine in order to establish a successful company and gives indication of the type of culture he should aim for. However, rather than simply indication certain aspects of the business, it becomes important to define particular strategic objectives for Charles to establish. It has been suggested in section 2.4 that Charles strongly consider establishing his business as a limited company, as that will give him extra credibility in the business world, and he is likely to be able to attract the right calibre of technical staff to5.1 Strategy Roadmap.Charles’ company is expected to follow a specific pathway to success, built on his company’s specialist knowledge of project management and innovative work systems. This means that the corporate strategy needs to be based on a culture of innovation and the highly-desirable skillset that his employees have. The structure of a corporate strategy built on innovation is shown in figure 1, below. Figure 1: Charles’ Corporate Strategy. With the company firmly seated in the high-skills, technology, and innovative work streams, Charles can build up a suitable processes that reflect the kind of business that thrives in highly specialist markets such as detailed project management. The second layer of the strategy is based on the fundamental processes that the company will employ every day to deliver customer excellence. These processes will encompass innovation in deliverables in which the project management element will keep abreast with the current practices in the field, and project management practitioners kept fully trained as appropriate. Operations process will dictate how the technical staff will interact with customers, while business growth will be the focus of sales and marketing processes. The goal of the sales and market department will be to grow the visibility of the company and create a customer experience that entices return custom through a positive experience in all dealings with the company. Customer feedback will further allow the company to innovate and to modify their services based on what customers actually want rather than their own perception of what customers need. By delivering the correct product and service, Charles’ company can experience substantial growth through returning customers as well as picking up new business through the correct marketing strategy and customer recommendations.5.2 Managing the Strategy.With the correct strategy in place, the management becomes easy since all members of the company understand what is required of them and departments that they deal with to streamline all operations. As already stated, it is suggested that Charles adopt a Role culture into the company so that people are aware of what they need to ach ieve within their work sphere, but are able to take direction on other tasks as necessary. This means that self-management is carried out to the greater extent, with Charles and his senior management team – which is expected to comprise himself as chairman, a Finance Director, and a Sales//Operations Director – offering overall direction for the company, leaving day to day management to area managers and individuals, empowering them to stretch goals (Vandeveer and Menefee, 2010). This will add a flexibility to the company that is attractive to potential customers, which, together with the obvious innovative ethos of the company, will help boost sales enquiries. The management system and strategy set out for this company does not have to be binding, and with future growth, it may be necessary to consider different strategies and management styles that will be more befitting the organisation as it grows. This means that Charles will need to assess the company on a regular basis to assess whether a new direction in strategy and style may be of greater benefit. 6.0 References Adeniyi, M. (2007) Effective Leadership Management. Authorhouse, Bloomington, Indiana. Alversson, M. (2013) Understanding Organizational Culture. Sage Publications, London. Deming, W. (1993) The New Economics for Industry Government, and Education. MIT Press, Boston, Massachusetts. Drafke, M. and Murtaugh, J. (2009) The Human Side of Organizations. Prentice Hall, New Jersey. Gov. UK (2015) Choose a legal structure for your business. [Online] Available from https://www.gov.uk/business-legal-structures/overview. [Accessed 11th December 2016]. Robbins, S. & Judge, T. (2014) Essentials of Organizational Behaviour. [Online] Available from http://bba12.weebly.com/uploads/9/4/2/8/9428277/organizational_behavior_15e_-_stephen_p_ robbins__timothy_a_judge_pdf_qwerty.pdf. [Accessed 11th December 2016]. Schnaky, K. (2008) Perceptions of Organizational Culture by Employee Level: A Case Study. [Online] Available from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.591.2797 &rep=rep1&type=pdf. [Accessed 11th December 2016]. Stoner J., Freeman R., and Gilbert, Jr. D. (2003) Management. Prentice-Hall of India, New Dheli. Vandeveer, R. & Menefee, M. (2010) Human Behavior in Organizations. Prentice Hall, New Jersey

A Summary of British Rule in India

A Summary of British Rule in India The very idea of the British Raj- the British rule over India- seems inexplicable today. Consider the fact that Indian written history stretches back almost 4,000 years, to the civilization centers of the Indus Valley Culture at Harappa and Mohenjo-Daro. Also, by 1850, India had a population of at least 200 million. Britain, on the other hand, had no indigenous written language until the 9th century C.E. (almost 3,000 years after India). Its population was about 16.6 million in 1850. How, then, did Britain manage to control India from 1757 to 1947? The keys seem to have been superior weaponry, economic power, and Eurocentric confidence. European Scramble for Colonies in Asia After the Portuguese rounded the Cape of Good Hope on Africas southern tip in 1488, opening sea lanes to the Far East by piracy on ancient trade lines in the Indian Ocean, the European powers strove to acquire Asian trading posts of their own. For centuries, the Viennese had controlled the European branch of the Silk Road, reaping enormous profits from the sale of silk, spices, fine china, and precious metals. The Viennese monopoly ended with the establishment of European incursions in the sea trade. At first, the European powers in Asia were solely interested in trade, but over time they became more interested in acquiring territory. Among the nations looking for a piece of the action was Britain. The Battle of Plassey Britain had been trading in India since about 1600, but it did not begin to seize large sections of land until 1757, after the Battle of Plassey. This battle pitted 3,000 soldiers of the British East India Company against the 5,000-strong army of the young Nawab of Bengal, Siraj ud Daulah, and his French East India Company allies. Fighting began on the morning of June 23, 1757. Heavy rain spoiled the Nawabs cannon powder (the British covered theirs), leading to his defeat. The Nawab lost at least 500 troops, while Britain lost only 22. Britain seized the modern equivalent of about $5 million from the Bengali treasury and used it to finance further expansion. India Under the East India Company The East India Company was primarily interested in trade in cotton, silk, tea, and opium, but following the Battle of Plassey, it functioned as the military authority in growing sections of India as well. By 1770, heavy Company taxation and other policies had left millions of Bengalis impoverished. While British soldiers and traders made their fortunes, the Indians starved. Between 1770 and 1773, about 10 million people (one-third  of the population) died of famine in Bengal. At this time, Indians were also barred from holding high office in their own land. The British considered them inherently corrupt and untrustworthy. The Indian Mutiny of 1857 Many Indians were distressed by the rapid cultural changes imposed by the British. They worried that Hindu and Muslim India would be Christianized. In 1857, a new type of rifle cartridge was given to the soldiers of the British Indian Army. Rumors spread that the cartridges had been greased with pig and cow fat, an abomination to both major Indian religions. On May 10, 1857, the Indian Revolt began, with Bengali Muslim troops marching to Delhi and pledging their support to the Mughal emperor. After a year-long struggle, the rebels surrendered on June 20, 1858. Control of India Shifts to the India Office Following the rebellion, the British government abolished both the Mughal Dynasty, which had ruled India more or less for 300 years, and the East India Company. The Emperor, Bahadur Shah, was convicted of sedition and exiled to Burma. Control of India was given over to a British Governor-General, who reported back to the British Parliament. It should be noted that the British Raj included only about two-thirds of modern India, with the other portions under the control of local princes. However, Britain exerted great pressure on these princes, effectively controlling all of India. Autocratic Paternalism Queen Victoria promised that the British government would work to better its Indian subjects. To the British, this meant educating the Indians in British modes of thought and stamping out cultural practices such as sati- the practice of immolating a widow on the death of her husband .The British thought of their rule as a form of autocratic paternalism. The British also created divide and rule policies, pitting Hindu and Muslim Indians against one another. In 1905, the colonial government divided Bengal into Hindu and Muslim sections; this division was revoked after strong protests. Britain also encouraged the formation of the Muslim League of India in 1907. British India During World War I During World War I, Britain declared war on Germany on Indias behalf, without consulting Indian leaders. More than 1.3 million Indian soldiers and laborers were serving in the British Indian Army by the time of the Armistice. A total of 43,000 Indian and Gurkha soldiers were killed. Although most of India rallied to the British flag, Bengal and Punjab were less easy to control. Many Indians were eager for independence, and they were led in their struggle by an Indian lawyer and political newcomer known as  Mohandas Gandhi (1869–1948) In April 1919, more than 5,000 unarmed protesters gathered at Amritsar, in Punjab. British troops fired on the crowd, killing an estimated 1,500 men, women, and children, even though the official death toll of the Amritsar Massacre as reported was 379. British India During World War II When World War II broke out, India once again contributed hugely to the British war effort. In addition to troops, the princely states donated substantial amounts of cash. By the end of the war, India had an incredible volunteer army of 2.5 million men. About 87,000 Indian soldiers died in combat. The Indian independence movement was very strong by this time, and British rule was widely resented. Some 30,000 Indian POWs were recruited by the Germans and the Japanese to fight against the Allies in exchange for their freedom. Most Indians, however, remained loyal. Indian troops fought in Burma, North Africa, Italy, and elsewhere. The Struggle for Indian Independence Even as World War II raged on, Gandhi and other members of the Indian National Congress (INC) demonstrated against British rule. The 1935 Government of India Act had provided for the establishment of provincial legislatures across the colony. The Act also created a federal government for the provinces and princely states and granted the right to vote to about 10% of Indias male population. These moves toward limited self-governance only made India more impatient for true self-rule. In 1942, Britain sent an envoy to India, led by the British Labour politician Stafford Cripps (1889–1952), offering future dominion status in return for help recruiting more soldiers. Cripps may have made a secret agreement with the Muslim League, allowing Muslims to opt out of a future Indian state. Mahatma Gandhi Laughing with Granddaughters. Bettmann / Getty Images Arrests of Gandhi and INC Leadership Gandhi and the INC did not trust the British envoy and demanded immediate independence in return for their cooperation. When the talks broke down, the INC launched the Quit India movement, calling for the immediate withdrawal of Britain  from India. In response, the British arrested the INCs leadership, including Gandhi and his wife. Mass demonstrations were carried out across the country but were crushed by the British Army. Britain may not have realized it, but it was now just a matter of time before the British Raj came to an end. The soldiers who had joined Japan and Germany in fighting the British were put on trial at Delhis Red Fort in early 1946. A series of ten courts-martial were held, trying 45 prisoners on charges of treason, murder, and torture. The men were convicted, but huge public protests forced the commutation of their sentences. Hindu/Muslim Riots and Partition On August 17, 1946, violent fighting broke out between Hindus and Muslims in Calcutta. The trouble quickly spread across India. Meanwhile, cash-strapped Britain announced its decision to withdraw from India by June 1948. Sectarian violence flared again as independence approached. In June 1947, representatives of the Hindus, Muslims, and Sikhs agreed to divide India along sectarian lines. Hindu and Sikh areas remained part of India, while predominantly Muslim areas in the north became the nation of Pakistan. This division of territory was known as the Partition. Millions of refugees flooded across the border in each direction, and between 250,000 and 500,000 people were killed in sectarian violence. Pakistan became independent on August 14, 1947. India followed the next day. Sources and Further Reading Gilmour, David. The British in India: A Social History of the Raj. New York: Farrar, Straus and Giroux, 2018.  James, Lawrence. Raj: The Making and Unmaking of British India. New York: St. Martins Griffin, 1997.Nanda, Bal Ram. Gokhale: The Indian Moderates and the British Raj. Princeton NJ: Princeton University Press, 1977.  Ã‚  Tharoor, Shashi. Inglorious Empire: What the British Did to India. London: Penguin Books Ltd, 2018.

Reflections on Versus

Reflections on Versus Reflections on Versus Reflections on Versus By Maeve Maddox The following sentence from an editorial about a money-saving measure taken by our local county government caught my eye: Its about cost-effective verses cheap. The misspelling of versus was the eye magnet, but then I started thinking about the use of the word itself. I dont hear the word versus or see it written out very often anymore. It may still have currency among sports writers, but I dont read the sports page, so I cant say. As a legal term, versus has been in the language since the 15th century: preposition denoting action of one party against another, from L. versus turned toward or against When I was in school, versus was commonly abbreviated as vs and italicized: McCulloch vs Maryland (1819) Miranda vs Arizona (1966) Now the usual practice is to abbreviate versus as v. and not italicize it: Roe v. Wade (1973) Gregg v. Georgia (1976) When it was still being written vs, the abbreviation was read as versus. Nowadays the practice is to pronounce the v as the letter name: Gregg [VEE] Georgia (1976) By now, many younger English speakers may be unaware that the v. in the name of a court case stands for versus. 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 General category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)80 Idioms with the Word TimeParataxis and Hypotaxis

Cultural factors DB Research Paper Example | Topics and Well Written Essays - 250 words

Cultural factors DB - Research Paper Example Apart from $1 trillion reduction in spending, government agencies have managed to identify over 580 proposals that will streamline federal regulations and hence reduce regulatory costs. The President also introduced a Buffett Rule: a principle of tax fairness that requires everybody to pay their fair share by ensuring that no household making over $1 million annually pays a smaller share of in their income in taxes more than that paid by middle class families. The growth of government since 1930’s has seen a steady increase in government spending. In 1930, the government spending was about 3.3% of the country’s GDP. This figure increased steadily to 44% in 1944 before falling back to 11.6% in 1948. Since then, the figure has been on the rise. In 1998, the federal budget reported its first surplus of $69 billion. In 1999, the surplus rose to $125 billion and again to $246 billion. In 2005 fiscal year, the budget shrinks because of a sharp increase in tax revenue. However, in 2007, the budget reduced to $161 billion. The congressional budget office projects that, the federal deficit for 2009 fiscal will spike a drastically to an exceptional $1.2 trillion, or 8.3% of the GDP. This new budget is opted to set to set the US with a record-breaking deficit of about $1.56 trillion in 2010. The US fiscal policy is expansionary in nature in that it focused in increasing the budget to stimulate the economy (Mühleisen & Towe, 2004). The American consumers play a greater role in fiscal policies. Fiscal policies mainly focus in taxation in stimulating the economy. The tax system as proposed by President Obama ensures that the high class consumers are taxed more than the middle class consumers. Therefore, before making any fiscal policy is made, then consumer’s interest has to put into consideration before they will be affected directly or/and indirectly. Over the past five years the influence of consumers on fiscal policies

Compostion article Essay Example | Topics and Well Written Essays - 1000 words - 1

Compostion article - Essay Example Researchers have presented that basic research literacy courses are not appealing to students, and they usually have negative feelings towards it. The Human Resources Development in Canada had expressed that employers have found skills developed through research courses as vital for work (as cited in Shipwright et al., 2010, p. 574). The researchers were burdened of this need, and thus aimed to enhance learning in the said courses through the use of an online graphic novel called Citizen Researcher (CR). Through this multimedia, they intend to stimulate the students’ interest in research. Guided by these goals, there are four research questions formulated for this study: (1) What impact does CR have on students’ perceptions of their research literacy skills?; (2) What is the students’ level of satisfaction with the course content, design delivery method and learning activities?; (3) What are students’ experiences with CR?; and (4) What are the strengths, c hallenges and barriers associated with this new model of course delivery? (p. 576). These are ventured in order to determine the effects of the technology in the students’ learning. Although research literacy courses may be boring and irrelevant to students, utilization of an online graphic novel to arouse their interest and assist in their learning needs may be seen to be of benefit. Details of the said study, through its methods, results, conclusions, strengths and limitations, et cetera, are reviewed and analyzed in order to appreciate the significance of such endeavor. Review and Analysis I. Methods A descriptive study using surveys and interviews was conducted among 18 full-time undergraduate students in 14 programs, who were attending post-secondary college in a large city (p. 576). Three surveys were made, one demographic, and pre-post Research Literacy Competency surveys. The demographic survey provided a profile for the learners, including their reading habits and In ternet skills. The Research Literacy Competency survey conducted before exposing the respondents to the multimedia is used as baseline data for the Research Literacy Competency survey completed after they have utilized the CR. The post-CR exposure survey contained three open-ended items to ask participants for their opinions and suggestions regarding the multimedia. The tools used for both pre- and post Research Literacy Competency surveys are reported to be valid by the Cronbach alpha, and thus said to be reliable. All these mentioned measures are based on self-reports of the learners. Individual telephone interviews which lasted for 10 to 20 minutes, and participated by seven students, were made in order to better understand their experiences with the CR. The interviews utilized a structured guide, then they were taped and transcribed. II. Results and Conclusions The results of the pilot study show and further verify the conclusion of previous literature that using the multimedia yielded satisfactory experiences and it became an instrument to learn research literacy skills (p. 581). Learning the importance of critical thinking is reported by the students, and activities in the CR reinforced key concepts in research. There is also a noticeable significant increase in scores from the pre-course survey as compared to the post-course survey, which is evidence that the multimedia is effective in enhancing the knowledge of the respondents. Although there are positive results,