The International Convention on the Prevention and...

In the 1830s and ending in the early 1970s, many aboriginal children were forcibly taken from their families, as the European settlement recognised Aboriginal’s for being flora and fauna and deemed them to be feral. European settlers aim was to supposedly enforce Aboriginal’s to be civil by assimilating them into European society and culture. However this was not the case as it was an excuse to wipe out the Aboriginal race and culture, which was ordered by the Australian Government at the time. The Government’s policies and practices regarding the removal of children, the ill treatment and the continuing effects eradicated many aboriginal generations. Government authorities claimed legal guardianship of all Indigenous children and†¦show more content†¦The Chief Protector of Aborigines was made as a legal guardian of indigenous children until the age of eighteen, regardless of the existence of their parents. The Aboriginal plaintiffs in this case argu ed the validity of the Ordinance covering many grounds. For instance, the plaintiffs argued that the Ordinance breached the protection of the freedom of religion in section 116 of the Constitution, it overstepped the freedom of movement from state to state, authorising automatic detention of children that was a decision that should have been made by a court and breached the International Convention on the Prevention and Punishment of the Crime of Genocide. However the court found that the International Convention on the Prevention and Punishment of the Crime of Genocide only came into effect in 1951 and the Ordinance was in force in 1918, which bought the court to reject the claim as the Ordinance had no such written explanation pointing to genocide. As Justice Dawson noted the decision that there was a degree of equality that was lacking in the claim made by the plaintiffs as there was no such description relating to the degree of genocide that was described in the Aboriginal Ordinance 1918. Even though the Aboriginal Ordinance did not state an act of genocide to be authorised throughout the order, Justice Dawson stated one of the observation’s thatShow MoreRelatedThe And Punishment Of The United Nations1640 Words   |  7 Pagesfrom punishment or freedom from the injurious consequences of an action. More specific, it refers to the failure to bring perpetrators of human rights violations to justice, thus denying victims the right to justice and restoration. These violators may be government officials or private individuals and they are often protected by special jurisdictions, sanctions, immunities, or amnesties. In 1945, at the Nuremberg Trials, which judged the accused war criminals of Nazi Germany, the international communityRead MorePhilosophy 381 : Genocide, Language And Power1319 Words   |  6 PagesPHILOSOPHY 381: GENOCIDE,LANGUAGE AND POWER Professor: Lynne Tirrell 5th October, 2015 We Wish to Inform[Question 1] How many people need to be killed before a crisis becomes a genocide? How many sections of article 2 Of the UN convention needs to occur to be considered a genocide? Is the sterilization of hundreds of Puerto rico women taking imposing measures intended to prevent births within the group considered Genocide? Is police targeting and killing certain grips of people more often a formRead MoreViolations of Human Rights Essay1122 Words   |  5 Pagesthe Gates The film, Beyond the Gates, shows audiences the horror that took place during the Rwandan genocide. Shot in the same area as the actual genocide took place, the film tells the story of the Hutu extremist attempt at destroying the countries minority group known as the Tutsi. Many human rights violations were shown in this movie, shedding light on the real issue of how the international community failed to intervene during this time of crisis and prevent the deaths of thousands of peopleRead MoreThere Have Been Little-Known Facts About Children Being1010 Words   |  5 Pagessome children who wish to have a normal childhood. In Timothy Webster’s academic journal article, Babes with Arms: International Law and Child Soldiers, the prohibition on child soldiers stands out for its university and speed of implementation. The article he had written examines the advances in preventing children from participating in any war-involved conflict. Since the CRC (Convention on the Rights of Children) entered by force in 1990, the world’s attention has increasingly focused on the troubleRead MoreThe Legal Foundation For Humanitarian Intervention Essay1219 Words   |  5 PagesDeclaration of Human Rights and the Convention on the Prevention of Genocide and Punishment of the Crime of Genocide (Lecture 11/15/16). Genocide, as decided by the, Convention on the Prevention and Punishment of the Crime of Genocide: genocide, whether committed in time of peace or in time of war, is a crime under international law which they (contracted members) undertake to prevent and to punish (U.N, 1948). Samantha Power in A problem from hell: America and the age of genocide highlights the calamitousRead MoreForensic Anthropology In War Crimes. The End Of The Twentieth1199 Words   |  5 PagesForensic Anthropology in War Crimes The end of the twentieth century was a particularly dark time in history in regards to human rights abuses and genocide. 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Genocide, under the article II of the 1948 UN Convention on the Prevention and Punishment of the Crime of Genocide, alludes the concept of an eradication of a particular groupRead MoreRwanda Genocide : The First Conviction1264 Words   |  6 Pages Rwanda Genocide: The First Conviction Kaylee Schmit Ms. Sandbulte Advanced Composition January 11, 2016 Kaylee Schmit Ms. Sandbulte Advanced Composition January 11, 2016 Rwanda Genocide: The First Conviction Rwanda is a small country in Africa, made up of three ethnic groups: the Hutus, who held the majority of the population; the Tutsis were only a small portion of the population; and there were also very few Twa. All three groups spoke Kinyarwanda. There were differences in theRead MoreCombating The Genocide Prevention Task Force Essay1416 Words   |  6 PagesCombating Future Genocide â€Å"I believe the only time we call for intervention is when there is an ongoing genocide† – Bianca Jagger. Looking at the world’s response to the persecution of specific groups of people, the past shows us there is something wrong with how the world views genocide. Of course, any viable human conscience gawks at the news of the most recent minority being wiped out by a ruling power, but this tardy response does nothing to combat the atrocities. Currently, the only responseRead MoreSouth Sudan at Risk of Genocide1469 Words   |  6 PagesGenocide in the world is very much alive and continues to happen; it is estimated that since the year 1900, more than 170 million lives have been lost. If you were to think of that in size, it would be equal to the entire population of Nigeria, gone, wiped out of existence. After the holocaust of World War II, additional steps were taken to ensure history didn’t repeat itself. The Convention for the Prevention and Pu nishment of the Crime of Genocide was held in 1948, conducted by the United Nations

Essay Appearance and Steroids - 2857 Words

Appearance and Steroids Why does our appearance have such an impact on our lifestyles? Do people need huge muscles and beautiful bodies to be noticed? Many people feel we do, and thats why steroid use is at its highest. People still use the drug even though they know the risks. Is this shortcut for muscular gain worth sickness, disease or fatality? People should understand what steroids do to their bodies and minds before they decide to use the drug. The consumption of steroids has a negative effect on the body and people that use steroids are destroying their lives. Anabolic steroids are drugs that increase human muscle and mass, and also reduce body fat. They are derived from the male sex hormone, testosterone.†¦show more content†¦They are the shortcut to a great body. They are the man-made way to look great. Steroids: Hercules in a bottle (Nardo 17). This is the best explanation about why people use steroids. It is the quick and easy way for muscular gain. Not many people can handl e the natural way to work out. They want to have noticeable results over night. Doctor Lawrence Clayton states, it might take a teenage boy a year of intensive weight lifting to add thirty pounds of muscle to his body. Anabolic steroids, taken in huge amounts can do it in twelve weeks (23). Kenneth T. Walsh interviewed Arnold Schwarzenegger, and in his interview, he received Arnolds reasoning for why people used steroids. We want to get strong and be competitive the fastest way (63). Many people just want to be big and beautiful without the hassle of working out. A chart from the Journal of the American Medical Association showed why high school students begin to use steroids. Twenty-eight percent of students using steroids began using them to look better. As teenagers begin weight training, they can easily be convinced to try steroids. Many body builders use the drug to build muscle size and increase strength. The drug for this is called Dianabol. By seeing the physical effect steroids have on the body, teenagers become curious. Also, with the different types of steroids around, these high school students can choose the physical appearanceShow MoreRelatedSteroids have more than one meaning. Generally your body produces some steroids to fight stress and800 Words   |  4 PagesSteroids have more than one meaning. Generally your body produces some steroids to fight stress and let your body grow during puberty. But then there is the kind of steroids that you take to improve your physical appearance or better you in the sport that you pla y. Normally when you hear people say steroids they are often talking about the illegal anabolic steroids. Anabolic steroids are a synthetic steroid hormone that resembles testosterone in promoting the growth of muscle. Steroids affect athletesRead More The Use of Performance Enhancing Drugs in Sports Essay1148 Words   |  5 Pagesof the development of anabolic steroids: a group of powerful synthetic chemical compounds that resemble the natural male sex hormones (Schwarzenneger 722). Anabolic steroids were first developed in the 1930s as a therapeutic drug to treat growth hormone replacement in deficient children, menopausal symptoms, impotence, and the retardation of the effects of aging by stimulating the rate of synthesis of protein molecules (Biology 121 Web Project 1). These steroids are a simulated testosteroneRead MoreAnabolic Steroids And Its Effects On The Brain1608 Words   |  7 PagesBrief History Anabolic steroids are directly related to steroids, and both have similar effects, however anabolic steroids intensify protein production in cells, leading to enlarged muscles, rather steroids contain various hormones including testosterone. Both, however exert the chemical dopamine into the blood stream, negatively effecting the brain driving addiction and abuse. The steps and action foreshadowing steroids can be traced back to 1849, when a German scientist named Arnold AdolphRead MorePositive And Negative Effects Of Anabolic Steroids1199 Words   |  5 Pagessport. You might think steroids are the answer to your problem, but it isn’t that easy. There are many adverse effects from steroids, such as the destruction of your organs or your physical appearance. There are many more adverse effects to using steroids than positive ones. This is why it is very risky to use them. Before using them you need to know what steroids are and what happens to your body when you take them. Anabolic-androgenic steroids, also known as anabolic steroids, are a man-made versionRead MoreSteroids Is Not The Ideal Choice For Many Health Reasons1495 Words   |  6 Pages162 games for using steroids† (History). The use of steroids has forever changed the world of professional sports, making it a world fueled by drug contacts instead of skill and talent. Steroids could possibly be legalized although there are many risks, people get caught everyday using steroids, people could be harmed from using steroids, and there are negative consequences from the use of steroids. Steroids are not the ideal choice for many health reasons. The use of steroids in men can cause manyRead MoreSteroids Is Not The Ideal Choice For Many Health Reasons1554 Words   |  7 Pagesgames for using steroids† (History). The use of steroids has forever changed the world of professional sports, making it a world fueled by drug contacts instead of skill and talent. Steroids could possibly be legalized although there are many risks, people are caught everyday using steroids, people could be harmed from using steroids, and many negative consequences are caused from the use of steroids. Steroids are not the ideal choice for many health reasons. The use of steroids in men can causeRead MoreSteroids Is Not The Ideal Choice For Many Health Reasons1551 Words   |  7 Pages162 games for using steroids (History). The use of steroids has forever changed the world of professional sports, making it a world fueled by drug contacts instead of skill and talent. Steroids could possibly be legalized although there are many risks, people get caught everyday using steroids, people could be harmed from using steroids, and there are negative consequences from the use of steroids. Steroids are not the ideal choice for many health reasons. The use of steroids in men can cause manyRead MoreAnabolic Steroids Are Known As Anabolic Androgenic Steroids940 Words   |  4 PagesAnabolic Steroids are known as anabolic-androgenic steroids. A drug that is structured to relate to the cyclic steroid ring system. Anabolic steroids can many similar effects to testosterone in the body. What anabolic steroids do is increase the protein in the cells. The increase in these cells most happens in the skeletal muscles. Anabolic steroids can also have Androgenic and virilizing properties, that includes the development and the maintenance of masculine characteristics. With that, exactlyRead MoreSteroids : Sports And Steroids1169 Words   |  5 PagesPresident George W. Bush says â€Å"Steroids are dangerous in sports and steroids send the wrong message: There are shortcuts to accomplishments and performance is more important than character.† Steroids are a hormone like substance made by the body. Steroids are closely related to the male prime hormone, testosterone which is the main development of male characteristics such as facial hair, deeper voice and larger muscles. It is bad to use steroids because they cause heart problems, hormonal issuesRead MoreAthletes Use Drugs For A Variety Of Reasons1194 Words   |  5 Pagesdrug in athletes goes by the name of anabolic steroids. The best way to help clarify your understanding of the importance of anabolic steroids is to define these steroids as a synthetic way to acquire the male sex hormone testosterone. The proper name for these steroids are anabolic androgenic steroids of which â€Å"anabolic† refers to muscle building and â€Å"androgenic† refers to increasing male sex characteristics. In sports, athletes use anabolic steroids to assist them in performing with more speed and

Australian Migration Law and Practice Immigration and Border Protecti

Question: Describe about the Australian Migration Law and Practice for Immigration and Border Protection. Answer: 1. Waensila v Minister for Immigration and Border Protection is a landmark judgment with respect to the granting or refusal of granting of a partner visa in Australia. It has overruled the previous judgments and revolutionized the ways in which partner visas are assessed in Australia (Walsh Haag, 2015). Facts of the case are as follows: The appellant is a citizen of Thailand and he married an Australian citizen on September 5, 2010. The appellant applied for temporary and permanent partner visas (under subclasses 820 and 801) on 10 September, 2010. At the time of applying for the visa he had no substantive visa. The visas were refused by the delegate on the ground that the appellant did not satisfy the criteria laid down under Clause 820.211(2)(d)(ii) of the Migration Regulations 1994. The decision of the delegate was appealed in the Tribunal. The tribunal took the same view and confirmed the decision of the delegate. A judicial review was sought in the Federal Circuit Court of Australia (FCCA) by the appellant. The FCCA was also of the same opinion and upheld the decision of the tribunal. The present appeal lies against such decision of the FCCA in the Federal Court of Australia. Arguments involved in the case Clause 820.211(2)(d)(ii) of the Migration Regulations 1994 lays down that that if an applicant of a partner visa is the not the holder of a substantive visa, then he needs to satisfy Criteria 3001, 3003 and 3004 under Schedule 3 of the Regulations at the time of application of the partner visa . However, these criteria can be dispensed with if the Minister is satisfied that there exists compelling reasons (Burn., 2013). In the present case, the appellant did not actually fulfill the above mentioned criteria. The appellant contended that he should be granted a partner visa on the ground that certain compelling reasons existed such as: he would be persecuted if he returned to Thailand as a Thai Muslim citizen; the reunion between him and his wife would never be possible if he returned to Thailand; iii. his marital relationship with his wife would get affected if had to return to Thailand; his wife was suffering from various diseases and she needed continuing care; his wife was financially dependent on him Judgments of the lower courts The contention of the appellant was rejected by all the courts on the ground that the compelling reasons should have existed at the time when the visa application was submitted by the appellant. The lower courts relied on the heading of Clause 820.21 which contains the words at the time of application (Starr, 2016). Decision of the federal Court The Federal Court of Australia, through its judgment on March 11, 2016 reversed the decision of the lower FCCA on appeal. According to Federal Court,the exercise of power of the Minister to dispense with the fulfilment of the requirement as laid down under Schedule 3 cannot be limited to the circumstances which existed at the time of application of visa. The Federal Court relied on Berenguel v Minister for Immigration and Citizenship (2010) in which the Court, with respect to a similarly worded provision, held that the heading of a provision is not necessarily connected with its terms. Thus, the heading cannot confine the exercise of Ministers power to the compelling reasons which existed in at the time of applying for the visa. The Federal Court observed that the waiver power of the minister is not a criterion in itself. It is a power which has to be exercised to determine whether the criterion under Schedule 3 is to be dispensed with or not. Therefore, the minister may exercise its power even after the application of the visa has been submitted (Castles et al., 2013). Section 65 of the Migration Act, 1958 is also relevant for the purpose of construction of the provisions under the Migration Regulations 1994 (Collins, 2014).Under Section 65, the Minister has the power either to grant or refuse the visa. According to the section, the relevant time at which a minister may determine whether a visa application fulfilled all the relevant criteria or notis the time of making a decision with respect to the granting or refusal of grating of a visa and not the time at which the visa application is applied. Section 55 of the Migration Act also lays down that the Minister must consider all the relevant information before making a decision whether to grant or refuse to grant a visa (Simmons et al., 2013). The decision of the Federal Court is an important and a landmark judgment which seeks to combat the hurdles faced in applying for a partner visa in Australia. If this decision would not have been passed by the Federal Court of Australia, then the applicant would have to return to his own country and apply for a visa application. It would have caused a lot of detriment to the relation of the applicant with his wife. This judgment has undoubtedly opened the floodgates for the claims of partner visas in Australia. As per the reasons of the judgment,a partner visa applicant can be saved from complying with the requirements of Schedule 3,if he can show that there exists compelling reasons which requires the attention of the Minister for granting the visa, irrespective of the fact that the reasons did not exist at the time of application of the visa. This judgment has been delivered in the interest of justice and to reduce the hardship which a person faces while applying for a partner visa . This view of the Court is significant for the unlawful non-citizens who wish to regularise their status in Australia and become lawful citizens afterwards. This judgment has surely impacted the lives partner visa applicants in Australia and has changed the way in which partner visas are assessed in Australia. The Tribunal and the Department will have to change their approach of reviewing partner visa applications and they need to make sure that justice is being done to every single applicant who applies for a partner visa in Australia (Starr, 2016). 2. The Federal Court has utilised the golden rule of interpretation of statute in this case.The golden rule states that if the meaning of words used in a statute is not in accordance with the intention of the legislature and if it leads to some repugnance or absurdity, then the statutes language may be modified or varied so as to avoid such repugnancy or absurdity (Carney, 2015). The golden rule is usually utilised by judges to interpret a statute in such a way so as to give effect to the intention of the legislature (Dharmananda Lane, 2016). In this case, according to the federal Court, the purpose of the legislature was to give greater flexibility to the Minister in determining whether compelling reasons or circumstances exist or not while granting or refusing to grant a partner visa to an applicant. The intention of the legislature was also to avoid the hardship which may be faced by a partner visa applicant. This purpose or intention of the legislature would be defeated if the statute is interpreted in a way so as to limit the circumstances in which such discretion of the Minister is to be exercised. The Federal Court has laid down emphasis on the point that the heading of a provision cannot confine or limit the circumstances in which the Minister has to determine whether or not to grant or refuse to grant a visa. To interpret the statute that the minister would consider the compelling circumstances only at the time when the visa application is submitted would give a narrow meaning to discretionary power of the minist er and would eventually defeat the purpose of the statute. This would cause inconvenience or absurdity and to remove such inconvenience or absurdity, the judges of the Federal Court has applied the golden rule of interpretation of the statute. Thus, in this case, the judiciary has given effect to the intention of the legislature and has avoided to give ordinary meaning to the words of the statute as such meaning would have not served the purpose for which the legislature was enacted (Starr, 2016). References: Burn, J. M. (2013). Reconsideration of visas intended to provide protection and support to people who have experienced human trafficking, slavery and slavery-like practices. Carney, G. (2015). Comparative approaches to statutory interpretation in civil law and common law jurisdictions.Statute Law Review,36(1), 46-58. Castles, S., Hugo, G., Vasta, E. (2013). Rethinking migration and diversity in Australia: introduction.Journal of Intercultural Studies,34(2), 115-121. Collins, G. (2014). President's page: Migration amendments.Precedent (Sydney, NSW), (120), 3. Dharmananda, J., Lane, P. (2016). Teaching Statutory Interpretation in Australia: Whats Next?.Statute Law Review, hmw030. Simmons, F., OBrien, B., David, F., Beacroft, L. (2013). Human trafficking and slavery offenders in Australia.Trends and issues in crime and criminal justice, (464), 1. Starr, D. (2016). Federal court judgments.Ethos: Official Publication of the Law Society of the Australian Capital Territory, (240), 54. Walsh, R., Haag, S. (2015). Immigration: Breaking up is a hard to-do: Dual regulation of migration lawyers set to end.LSJ: Law Society of NSW Journal,2(5), 74.

Shakespeares Iago Is One Of Shakespeares Most Complex Villains. At Fir

Shakespeare's Iago is one of Shakespeare's most complex villains. At first glance Iago's character seems to be pure evil. However, such a villain would distract from the impact of the play and would be trite. Shakespeare to add depth to his villain makes him amoral, as opposed to the typical immoral villain. Iago's entire scheme begins when the "ignorant, ill-suited" Cassio is given the position he desired. Iago is consumed with envy and plots to steal the position he feels he most justly deserves. Iago deceives, steals, and kills to gain that position. However, it is not that Iago pushes aside his conscience to commit these acts, but that he lacks a conscience to begin with. Iago's amorality can be seen throughout the play and is demonstrated by his actions. For someone to constantly lie and deceive one's wife and friends, one must be extremely evil or, in the case of Iago, amoral. In every scene in which Iago speaks one can point out his deceptive manner. Iago tricks Othello into beleiving that his own wife is having an affair, without any concrete proof. Othello is so caught up in Iago's lies that he refuses to believe Desdemona when she denies the whole thing. Much credit must be given to Iago's diabolical prowess which enables him to bend and twist the supple minds of his friends and spouse. In today's society Iago would be called a psychopath without a conscience not the devil incarnate. Iago also manages to steal from his own friend without the slightest feeling of guilt. He embezzles the money that Roderigo gives him to win over Desdemona. When Roderigo discovers that Iago has been hoarding his money he screams at Iago and threatens him. However, when Iago tells him some fanciful plot in order to capture Desdemona's heart Roderigo forgets Iago's theft and agrees to kill Cassio. Iago's keen intellect is what intrigues the reader most. His ability to say the right things at the right time is what makes him such a successful villain. However, someone with a conscience would never be able to keep up such a ploy and deceive everyone around him. This is why it is necessary to say that Iago is amoral, because if you don't his character becomes fictional and hard to believe. At the climactic ending of the play, Iago's plot is given away to Othello by his own wife, Emilia. Iago sees his wife as an obstacle and a nuisance so he kills her. He kills her not as much out of anger but for pragmatic reasons. Emilia is a stumbling block in front of his path. She serves no purpose to him anymore and she can now only hurt his chances of keeping the position he has been given by Othello. Iago's merciless taking of Emilia's and Roderigo's lives is another proof of his amorality. If one looks in modern day cinema, one will see the trite villain, evil to the core. Shakespeare took his villains to a higher level. He did not make them transparent like the villains of modern cinema. He gave his villains depth and spirit. Iago is a perfect example of "Shakespeare's villain." His amorality and cynicism give, what would be a very dull character, life.

Free Essays on Favorite Restaurants Comparison

My Favorite Restaurants As far back as I can remember, I have always liked going out to eat. When deciding where to go to eat, I have three things to think about. I must consider the atmosphere of where I want to go. The amount of time I have is another consideration. The amount of money that I am able to spend is an additional influence. Two of my favorite restaurants are Jake’s and McDonald’s. Though both are places to dine, they have their differences in ambiance, waiting, and expense. The atmosphere at Jake’s is casual, and has a rustic sense. Jake’s has a waiting room with long, leather-topped benches to sit on while waiting. Some tables in the restaurant are round and some are long rectangles, so everything can fit on them. The floor is hardwood, and it is covered with empty peanut hulls. The restaurant has smoking and non-smoking section. Music, usually alternative or country, is playing at a medium level. Sometimes customers can barely hear the person sitting right next to them Laughter is present, and usually people are sitting around in small groups. At McDonald’s, the surroundings are casual as well, but the modern feel is quite different from Jake’s. Generally, there is no wait, but if you do have to wait, you stand in line behind the cash register rather than sitting in a waiting room. When dining in, people are seated at small booths. The tables are not big enough for everything so tables my have to be moved together, people may have to sit apart, or some food may have to be left in the bag. Sometimes there are greasy floors. McDonald’s does not have a smoking section. McDonald’s usually has some elevator music playing at a decent level. Because of the low level of the music, it is easy to hear conversation throughout the restaurant. Unlike Jake’s, McDonald’s customers are usually in a rush. Typically, they come in, alone or in large groups, order their food, and storm out without visiti... Free Essays on Favorite Restaurants Comparison Free Essays on Favorite Restaurants Comparison My Favorite Restaurants As far back as I can remember, I have always liked going out to eat. When deciding where to go to eat, I have three things to think about. I must consider the atmosphere of where I want to go. The amount of time I have is another consideration. The amount of money that I am able to spend is an additional influence. Two of my favorite restaurants are Jake’s and McDonald’s. Though both are places to dine, they have their differences in ambiance, waiting, and expense. The atmosphere at Jake’s is casual, and has a rustic sense. Jake’s has a waiting room with long, leather-topped benches to sit on while waiting. Some tables in the restaurant are round and some are long rectangles, so everything can fit on them. The floor is hardwood, and it is covered with empty peanut hulls. The restaurant has smoking and non-smoking section. Music, usually alternative or country, is playing at a medium level. Sometimes customers can barely hear the person sitting right next to them Laughter is present, and usually people are sitting around in small groups. At McDonald’s, the surroundings are casual as well, but the modern feel is quite different from Jake’s. Generally, there is no wait, but if you do have to wait, you stand in line behind the cash register rather than sitting in a waiting room. When dining in, people are seated at small booths. The tables are not big enough for everything so tables my have to be moved together, people may have to sit apart, or some food may have to be left in the bag. Sometimes there are greasy floors. McDonald’s does not have a smoking section. McDonald’s usually has some elevator music playing at a decent level. Because of the low level of the music, it is easy to hear conversation throughout the restaurant. Unlike Jake’s, McDonald’s customers are usually in a rush. Typically, they come in, alone or in large groups, order their food, and storm out without visiti...

Anglo Saxon Boast Essay Example

Anglo Saxon Boast Essay Example Anglo Saxon Boast Paper Anglo Saxon Boast Paper I am the astute descendant of Martha and John and the imposing model of two gallows, puckish boys. My superlative childhood was engulfed with the colors of my parents motherland, the aroma of family cooked meals, on a lukewarm summer nights, and with my household walls Jam-packed with melodious tempos. My oddly hazy adulthood entailed of incalculable hours painfully tackling books, constantly interpolating on the completion of the cruelty. Now, allow me drape your ears with my dear dexterity, And take my word that all shall be dumbfounded. Today, I shall reveal my superb language proficiencies: With godly talent, clutching new languages, Came like a breeze, as foreseeable. Nothing is of challenge to this genius learner, As it is sadly for the senseless societies. For this glorious conqueror sees no boundaries, As other weaklings do. Needing nothing more than a few days, To subjugate the nameless words. Amusing all who have had the advantage to Meet the authority of all languages, Understanding every word articulated. Doubt if you wish, for both you and I are mindful of Your minute probability to ever draw close to a revered Intellect. However, do not let my mere audacity seize your Insignificant enthusiasm. For I know you can always study.

Lesson 11 - Course Project 1 Essay Example | Topics and Well Written Essays - 1000 words

Lesson 11 - Course Project 1 - Essay Example Atkins and Granger make liberal use of this budget-making technique when making sales and expense projections. Budgetary slacks alleviate the effects of deviations if they occur. A more shifty use of the technique is to make it easier for managers to achieve targets, especially where sales performance results in bonuses and appraisals (Stevens 1). Budgetary slacks in sales and expenditure projections can adversely affect the staff the projections relate. In the case of Atkins and Granger, altered projections can result in less motivation to achieve more in their areas of responsibility as they can alter the figures to give the impression that they are performing beyond the projections. On another note, if the two staff can alter the financial figures at will, then there is serious risk of the pair falsifying account figures to serve selfish interests (Stevens 1). The Institute of Management Accountants (IMA) requires its members behave ethically, and in ways that are responsible, honest, fair, and objective (IMA 1). IMA categorically opposes the use of confidential information for unethical and illegal motives. Overall, management accountants should cultivate restraint in situations that pose conflicting interests. IMA also requires that management accountants evade activities such as the budgetary slack that may jeopardize efficient execution of some activities. A budgetary slack presents amble opportunities for information asymmetry (Stevens 1). For instance, Granger cannot tell with certainty the actual sales figures because Atkins changes them before handing them over. On credibility, the IMA expects that management accountants disclose all relevant information that may influence the understanding, and use of the information (IMA 2). Modification of sales figures by Atkins adversely affects the ability by Granger to predict closing inventory levels, which is clearly unethical. In addition, Atkins

The Damned Human Race Essay Example | Topics and Well Written Essays - 750 words

The Damned Human Race - Essay Example To start with, his gains credibility through his proves that man is crueler as opposed to the other species. This is witnessed when he observed that, men hunted and killed seventy-two buffalo for sport and used only half leaving seventy-one and half buffalos to rot. To show the difference between man and other species he put seven young calves in a cafà ©, a reptile eats only one of them and does not harm the rest, and despite doing the same with other species, the result remained the same. He further shows cruelty of human race as his the only species that tries to eliminate his own kind by slaughtering strangers of his own kind as it was witnessed in the Zulu war by prince Napoleon and in day today in Afghanistan and Iraq a trait that no other species possess. Through this arguments and use of ethos and pathos, it is evident that Man is crueler as opposed to other species, which makes him less as compared to other species (Twain and Nicholls) The trait of greedy is also evident in the human race as opposed to other races. This is observed when he uses an example of gathering habits of man as compared to those of animals. Human race accumulated more millions of money and still have a great desire for more even more that they will never use in their lifetime but is just to appease their desire. Animals have the same chance to accumulate as much food as they can, but they gather only what they need for their survival, this was witnessed in animals like Squirrels, bees, birds and ants. Through his well-argued example, the human race is greedy but other species are not, and this also makes his essay a successful one (Twain and Watson). The human race is also the species that show slavery. Slavery has been witnessed in the scramble for land by use of force and bloodshed. This slavery never ended but is still practiced in one way or other. Man has always been

Children and Young people Essay Example for Free

Children and Young people Essay Traditionally the legal the legal age of adulthood was 21 but in the past 20-30 years most jurisdictions have lowered this age to 18. Article 1 of the Convention on the rights of the child (CROC) states that anyone under the age of 18 is child. Also the Children and young person’s (care and protection) Act 1998 (NSW) defines a ‘young person as someone aged between 16-18. These definitions are important because laws treat children and young people differently to adults. Before the late 19th century children committing criminal acts were treated in the same way as adult offenders. The concept of an age before which a person could not be held criminally responsible -doli incapax – did not exist, and children as young as seven were convicted of serious criminal offences. There were two significant events in the 1980s that advanced the rights of children and young people internationally and in common law countries. The two events were the signature of the United Nations Convention on the rights of child (CROC) and the Gillick case. The Convention on the rights of the child (1989) sets out a comprehensive set of rights for all children and young people. These rights cover civil, political, economic, social and cultural rights. The Gillick v West Norfolk and Wisbech Health Authority (1985) was a House of Lords decision. The department of health and Social Security has distributed a flyer advising doctors that they could lawfully provide contraception and advice to persons under 16 years old without parents’ consent. The mother of 5 daughters brought and action against the health authority and the DHSS based on her belief that a child under 16 was too young to make such decision without parental consent. The court of appeal allowed Mrs Gillick’s appeal and took the matter to the House of Lords with affirmed the appeal on the basis that 16 years old was capable of consent in medical matters provided that she has sufficient understanding and intelligence to understand fully what is proposed. In other worlds children have the rights and ability to make decisions to affect their lives and they can do so competently as long as they understand the implications of their decisions Children’s have the right to education and is compulsory for children aged 6-15 to attend school under the Education Act 1990(NSW) Under section 22 of this Act, parents must send their children to a government or non-government School registered with the NSW board of studies. There is no minimum legal age limit for young workers according to the office of industrial relations in NSW however if they are under 15 they must receive authorisation from the NSW Department of Education and Training to leave school. Young people in workplace are covered by all the relevant workplace and safety legislation for workers in NSW. The High Court of Australia followed the decision in the Gillick case and stated that once a person has sufficient maturity and intelligence to understand what is proposed she or he is capable of consenting to medical treatment. Parents have the responsibility to seek proper medical cared for their children even if they have religious objections. The children and Young Persons (Care and protection) Act 1998 (NSW) section 174 authorise a medical Practitioner to carry out emergency treatment on a child or young persons without parental consents. Young people do not have the right to leave their parents’ home before 18 however the law would not normally force young people over 16 to stay at home against their wishes. Children and young people are protected from discrimination on the basis of age by the Anti- Discrimination Act 1977 (NSW). This act also outlaws discrimination on the basis of sex, race, and sexuality. The Convention of the rights of the child (CROC) is a legal mechanism which has been important in putting the rights of children on the global agenda. Once a nation has signed and ratified a treaty the United Nations committee structure monitors and reports on the extent to which hat nation is complying with its international obligation, the committee’s limitation is that it has no coercive powers. Another legal mechanism is the children’s court. Across NSW there are 13 children’s magistrates siting in seven specialists children’s court there also five children’s registrar appointed under the children’s court Act 1998(NSW) to assist in administration of matters before the court. Trade unions are organisations of workers who act together to maintain their rights to good working condition. The Australian council of trade unions (ACTU) provides information about pay and conditions, health and safety issues, apprentice- ships and training and negotiating employment contracts for young people entering the workforce for the first time. Trade unions are a Non-Legal mechanism for protecting rights of children and young people. The kids Helpline are just one of the many organisations from which children and young people in crisis can seek advice. It is a non-legal mechanism just like trade unions. It offers 24hr free telephone and online counselling. If children and young people come into contact with the criminal justice system, it usually through interaction with a police officer when being arrested or questions about some matter. Seventy eight per cent of the 843 children and young people surveyed said that the police rarely treated young people with sufficient respect. It could be argued that children and young people l on the whole do not have good relationship with the police. Young people are frequently targeted for police intervention for lacking respect or simply for being young and out in the public. Children around the world are exploited and abused where the laws of their countries fail to offer protections to them. There are approximately 250 million child labourers worldwide. In 2007 it was estimated there were as many as 300 000 children and young people involved in armed conflict with up to 100000 of these believed to be in Africa. In countries ravaged by war and famine children lack the protection normally afforded to them within the family. Very recently in Australia children sat in immigration detention centres having broken no laws, as a result of the previous federal governments’ punitive laws relating to asylum seekers. In other countries minors are still being executed for the crimes they have committed The rights on children have come a long way. Australian legislation has established processes and institutions to recognise and protect the important role that children and young people play in out in our society. There is still cause for great concern about the exploitation and abuse of children internationally. The force of international law relies on the domestic measures taken to implement the rights contained in treaties such CROC and the pressure brought to bear by parties not only by treaty based human right committees.

Conventional and Organic food :: Food Safety, Legal Issues, Organic Farming

Introduction: In recent years, the food industry has seen a significant increase in the demand for organically grown foods over the alternative choice of conventionally grown food. In 1990, the revenue spent on organic foods was a mere $1 billion, in 2008 sales soared to $21.1 billion, and in 2009, sales reached the highest ever at $26.6 billion (Crinnion 4).The significant increase in demand can be attributed to the common belief that organic foods are overall healthier for human health, and the health of our environment (Crinnon 4). In addition to the concerns over health, there has been a significant rise in concern about how our food is produced and the impact it has on our environment and our economy. The organic food industry has re-implemented the primitive process of growing food; before the corporate companies took over our food system, and began adding harmful chemicals that could save time and improve crop quality. In the 1970’s, private organizations, started to compile a list certification standards to eliminate false advertisement, consumer fraud, and to safeguard the organic label (Dimitri 8). As years progressed, and the consumer demand for organic products increased, the United States passed the Organic Foods Production Act (OFPA). The act was implemented in 1990, and mandated the United States Department of Agriculture to create a structured set of national standards for farmers and distributors of organically grown agricultural products to abide by. The National Organic Program, a program of the USDA agricultural Marketing Service, and the OFPA, regulate organic production methods to assure consumers that the food they are eating is in fact grown organically. According to the NOP guidelines for organic crop production pesticides, petroleum-based fertilizers, genetically engineered seeds, and sewer sludge-based fertilizers are not acceptable when raising organic food. When the org anic method is used to raise animals, the use of antibiotics or growth hormones is not acceptable. Organic feed must be used, and the animals have to be granted access to the outdoors (Dimitri 8). The organic farming method puts ecologically friendly techniques into practice by relying on biological pest management and composting (Dimitri 8). The organic farming method puts ecologically friendly techniques into practice by relying on biological pest management and composting (Dimitri 8). Organic food is grown without using synthetic chemicals, antibiotics, or hormones in both crop production and raising livestock (Dimitri 8). According to the International Federation on Organic Agriculture Movements, the purpose behind

Movie Yasmin Essay

‘Yasmin is remarkable as a film for its cinematic economy: not a scene, shot or speech is wasted. ’ Explore some elements of the film in relation to this statement. The movie Yasmin, released in 2004 and written by the highly acclaimed writer of The Full Monty, Simon Beaufoy, is an impressive drama about what it means to be an Asian-looking Muslim in Britain of the 21st Century. The story is about the young and vivid Yasmin, a woman who tries to â€Å"succeed, by the skin of her teeth,†[1] in the two worlds she grew up in.On the one hand there is her life at home with her believing father and rebellious little brother, for whom she has to mark â€Å"time as a dutiful Muslim wife until her arranged marriage can be terminated. â€Å"[2] On the other hand there is her life outside this domesticity, where she is â€Å"like a fugitive, maintaining a double life as she changes into Western clothes, wins employee of month award at work and goes to the pub with colleag ues. â€Å"[3] One of the main topics of the movie is the difficult tension between being a religious and respectful woman and integrating into the Western society.Another important theme in the movie is the impact that the terror attacks in September 2001 had on the British Asian community in Britain. Yasmin’s story therefore deals with a wide range of themes such as discrimination, guilt, and the progress of searching for one’s own identity. It is especially â€Å"remarkable as a film for its cinematic economy (since) not a scene, shot or speech is wasted. † There are no fill-ups in this movie, everything has a meaning. This essay will explore some carefully chosen scenes of the movie concerning its sometimes hidden or masked intention and meaning.It will therefore especially concentrate on the beginning scene, which is regarded as being â€Å"the strongest part of the film†[4]. A closer look at the opening of the film is worth it since every well comp osed novel or film is creating a deliberate relationship between the beginning and the rest of the movie. It will be examined in the following, that additionally in the case of Yasmin the directors develop a consistency, a pattern of the main themes of the film, in the beginning.Everything is already there in the very first three and a half minutes; things shown in the opening reappear later in the movie; conflicts the film deals with can already be assumed in moves, placements, and pictures. It will be proven that, if taken into account every detail, every shot of the scene, the viewer will already be able to see the whole film in miniature in the beginning. The essay will therefore also have a closer look on what is shown in the opening scene and will then search for coherences and connections throughout the rest of the movie.It will hereby not go through the scene chronologically but will pick up separate shots of it and put them together in categories; although it will start wit h the first shot to which the viewer is introduced in the movie. When Khalid, Yasmin? s father, lopes over a typical grey English street followed by Nazir, Yasmin? s brother, a few steps behind him, Nazir? s bearing strikes the viewer immediately: the way he creeps a few steps behind his father with the hands in his pockets expresses discouragement, maybe even irritation.He seems to be unhappy with the situation, possibly because it? s too early in the morning, since gentle beams of sunrise just touch the wall behind them; possibly because he dislikes the purpose of their walk. His father, however, hastens to raise this purpose: in his hurry he turns around to see where his son has got to. It becomes clear that it is the father who controls the situation— that he is the leader whom the son has to follow. So apart from the obvious, the authority person walking in front might tell the viewer something about the relation between father and son.One could even go further and sugge st it might also tell something about their attitude towards life, about their religion, about the way the head of the family is treated in the Islam faith. The scene therefore implicates the parental respect of which is set value in this family. How important this topic is to Yasmin? s father Khalid becomes more and more clear during the course of the movie: he repeatedly calls for respect towards the parental authority over his children. When Yasmin is complaining about her husband and gives him humiliating names, Khalid reprehends her immediately and stresses his will with a slight slap.He even repudiates Yasmin when she dares to apply for a divorce against his will. So the viewer already gets in this very first scene, in the very first seconds, an initial impression of what domestic life in this family is about: about respect and family ties. The two move on and finally arrive at the mosque, which is gated by a metallic blind. After abandoning their shoes, Nazir and Khalid enter the interior of the mosque; and in doing so they pace over a formidable carpet in a remarkable red. It s admirable how strikingly this little scene influences the movie? s atmosphere: after the grey and dusty outside of the mosque with its bleak stone-walls and metallic blinds covering the entrance, the viewer now gets an impression of the inside; the colourful, bright, shining red carpet. The jump is a quiet astonishing little moment: the greyness outside opposes the bright shining colour of the huge carpet these seemingly little people are crossing (amplified by the way the scene is shot: with bird? eye view). Inside the mosque the viewer gets a sense of richness, a glimpse on the whole tradition, an idea about the Islam faith. The scene is not just remarkable because of its visual orchestration, but also in introducing the viewer to this huge and rich religion and the way it sees the world. Later in the beginning scene there is a shot that shows the grey and grim wall of a Yorks hire stone house in the front, again contrasted by the beautiful outlines of the colourful mosque in the background.The two absolutely different styles of architecture standing next to each other implicate a huge imagery: the mosque as a symbol for the tradition and a stonewall which symbolizes the here and now, indicates how the life of the Muslim people in Great Britain stands side by side with the traditional life of the British natives. This deliberate expression of a coexistence of the two traditions is an expression of crossing cultures at its best in this movie, and at this point of the movie it also stands for a successful integration of the Muslim tradition into the British society.This impression is furthermore stressed during the course of the beginning scene: the mosque is using modern techniques; it is using the loudspeaker, the microphone, so a lot of quite modern technology. Satellites are shown. Here the movie is not only supposing the ageing culture of Islam against the modern British culture of science and technology but goes further: it brings it together. There is an interchange going on here through what the viewer can hear (the singing of Nazir) and what he can see (the loudspeakers and satellites).By bringing these aspects together at the same time the fusion becomes immediately clear to the viewer. In another shot of the beginning scene the viewer observes the vivid life of the Muslim community that is taking place in the streets of the town. Even though one quickly might suggest that this shot might be just a fill-up it, in fact, goes further: the viewer here gets an impression of what the life in this Muslim community is like. The reason for that is that later in the film, after the 11th of September 2001, the same streets are depicted deserted, isolated, dead.Whereas the beginning scene expresses the successful integration of the Muslim tradition into the British society, the contrasting scene in the middle of the movie now stands fo r the failure of this coexistence, for the loss of community. The remarkable contrast of this two scenes is to â€Å"illuminate Muslims' increasing disenchantment with Western society†[5] after the terror attacks. So it now comes clear that nothing in the movie is there without reason: showing a typical East-Asian community in a British town is not a fill-in but is a part of the whole effort of later showing a community being disrupted. Nothing in the movie is wasted.One of the most impressing returning scenes of the movie is Nazir singing in front of the microphone. Also this theme is introduced in the beginning scene: after watching the film the first time, the peaceful scene in the beginning immediately reminds the viewer to the very last scene in the movie, when Khalid, the father is putting in a tape into the recorder as an ersatz for the son. This final scene has a huge impact on the viewer since one here really realizes that Nazir has gone off and will not come back. I t is therefore a really tragic little moment: it is emotional even though there is no actor playing the emotion.What is on the first glance less striking but not less important is that the image of the son singing comes back three times during the course of the movie; in the beginning, in the middle, and in the end. It runs through the film like a red thread: in the beginning it is, as said, introducing not only to the family? s religion but also to the family background itself. In the scene in the middle of the movie Nazir, before he starts, coughs as if he smoked too much. Since the viewer knows that he started â€Å"indulg(ing) in petty drug dealing and consorting with local girls†[6], it seems as if he became corrupted by what he is doing with his life.His coughing therefore is again not without meaning but stands for Nazir? s life becoming more difficult to handle. The returning scene is a marker in the film and each time it means something different: in the beginning it is quite straight forward, in the middle it appears as a comment for what happened to Nazir and his life, and in the end it is tragic since he is gone and will never come back. So as a major thread throughout the movie the scene with the singing Nazir displays the different states the movie and its protagonists are currently in. A similar red thread s the theme of dressing and clothes that recurs throughout the film and, again, the theme is already introduced in the opening. By watching Yasmin changing her clothes hidden by one of the typical grey stone-walls one gets an impression of this girl transforming herself into another person. Yasmin makes an enormous effort of putting herself into the trousers, since they are really too tight. She tries hard to fit herself in, she even has to jump up and down. The connection is easy to make: this movie is about someone who tries to fit in with two different worlds, tries to force herself in.So here the choice of incredibly tight trousers simply indicate what Yasmin really wants: she wants to make herself fit. If something returns deliberately, a number of times, during the film it becomes a symbolic act: when Yasmin for example dresses up to revolt against her father later in the movie, it symbolizes Yasmin? s wish to break out, to be able to be herself. In the end of the film she switches to traditional Muslim clothes, since she is at this point of the movie staying in the side of the traditional. Here the clothes express how a religious thought became fixed and hardened. Dressing here becomes a signifier for her state of mind.Since it returns later in the movie several times it always tells the viewer something when it comes to clothes. So by following how the dressing in this movie changes throughout the plot one gets a neat impression of how the state of Yasmin’s mind changes with it. The clothes are never chosen without reason in Yasmin, there is an intention in every piece the actors wear. Even though i t is just a little detail it strikes the viewer and is therefore very well-thought. So after Yasmin changed her clothes she turns over to her car and plays around with it: she locks and unlocks it with her remote control several times.This car is, as Yasmin later in the movie declares, not a ? t. p. car`, a ? typical paki-car`, but a sporty, feminine little cabriolet in an outstanding red. With this car, she wants to separate herself from those typical Pakistani people, and, even further, wants to declare her independence: â€Å"it gives her a life away from her husband and her home†[7]. By buying this car she is able to show herself and everybody else that she is different, what makes it an act of almost deliberate despair. But on the other hand, by playing around with the car, she expresses her excitement.She does it simply because she can. This gives the viewer a sense of how she is playing with things she owns, how she creates the parts of the world around her she can con trol in the way she likes it. The motif also returns later in the movie, after 9/11: Yasmin gets in the car and there is a news report on the radio about the terror-attacks. Yasmin? s reaction is as playfully as in the beginning of the movie: she just puts a CD in, and listens to the music. She does simply not want to think about, does not want to care. The viewer gets an impression of the ambiguity of Yasmin? life, of how difficult it must be to live in two different worlds, to create her life successfully around the different expectations the people she deals with have of her. The last shot of the opening scene in the movie depicts this challenge in a deliberate way: it shows the long, small, winding road Yasmin has to take day by day to drive to work and back. This road is the connection of the two worlds she lives in; it is a connecting thread between not only two different locations but two different worlds. Yasmin is having this journey – this transformation, this strug gle – every day.By driving over this street she is migrating from one world to another and she has to transform herself before she is accomplished with the migration, since she changes her identity day by day. Furthermore the road is connecting the two different worlds as well as dividing them. That becomes clear through the visual impact of this shot: the road is crossing the whole screen and Yasmin and her little car have to follow its way through the landscape; it deliberately makes the viewer ask: how long will it take her? And how long will she stand this?The struggle of â€Å"balancing two separate worlds in quest to please (a) conservative family, without sacrificing the obvious advantages of the Western environment†[8] is depicted as lovely and rich in detail in the movie Yasmin. It is â€Å"the beautifully realised opening, entirely without dialogue for a good few minutes, (that) is the strongest part of the film†[9] as it, as shown, already gives the w hole of the movie, its main conflicts, themes and topics in miniature. Although this is a primarily visual scene, dialogue, if used in the movie, is very effectively— â€Å"Not a scene, shot or speech is wasted. But the dialogue is used economically and not in the opening: it is a visual opening; in general, Yasmin is a visual movie. Every scene, every act, every piece of clothing has a meaning. As the director of the movie, Kenny Glenaan himself, says: â€Å"obviously the beauty is what you can do within the frame and some people are amazing at doing that. â€Å"[10] Bibliography Dilks, Richard, Yasmin, in Close-Up Film, 2003, http://www. close-upfilm. com/reviews/y/yasmin. htm Docherty, Alan, Yasmin – Kenny Glenaan, in Culture Wars, 2001, http://www. culturewars. org. uk/2004-02/yasmin. tm Glenaan, Kenny, in a BBC Interview, last updated in September 2004, http://www. bbc. co. uk/films/festivals/edinburgh/yasmin. shtml Jennigs, Tom, Tom Jennings’ essay on c inema representations of European Asians & Muslims, 2005, http://libcom. org/library/ae-fond-kiss-dir-ken-loach-yasmin-dir-kenny-glenaan-head-dir-fatih-akin-film-review The Hindu Magazine, Being Asian, Muslim and British, Online edition of India's National Newspaper, 2003, http://www. hindu. com/mag/2004/11/14/stories/2004111400270200. htm ——————————— [ 1 ].Docherty, Alan, Yasmin – Kenny Glenaan, in Culture Wars, 2011, http://www. culturewars. org. uk/2004-02/yasmin. htm [ 2 ]. Docherty, Alan, Yasmin – Kenny Glenaan, in Culture Wars, 2011, http://www. culturewars. org. uk/2004-02/yasmin. htm [ 3 ]. Docherty, Alan, Yasmin – Kenny Glenaan, in Culture Wars, 2011, http://www. culturewars. org. uk/2004-02/yasmin. htm [ 4 ]. Dilks, Richard, Yasmin, in Close-Up Film, 2003, http://www. close-upfilm. com/reviews/y/yasmin. htm [ 5 ]. Docherty, Alan, Yasmin – Kenny Glenaan, in Culture Wars, 2011, http://www. culturewars. org. uk/2004-02/yasmin. tm [ 6 ]. Jennigs, Tom, Tom Jennings’ essay on cinema representations of European Asians & Muslims, 2005, http://libcom. org/library/ae-fond-kiss-dir-ken-loach-yasmin-dir-kenny-glenaan-head-dir-fatih-akin-film-review [ 7 ]. Dilks, Richard, Yasmin, in Close-Up Film, 2003, http://www. close-upfilm. com/reviews/y/yasmin. htm [ 8 ]. The Hindu Magazine, Being Asian, Muslim and British, Online edition of India's National Newspaper, 2003, http://www. hindu. com/mag/2004/11/14/stories/2004111400270200. htm [ 9 ]. Dilks, Richard, Yasmin, in Close-Up Film, 2003,

King Sahure and A Nome God & Demedji and Hennutsen Comparative Analysis Essay

Throughout past histories we’ve witnessed different forms of art and sculptures from different time periods. These changes occur for many different reasons and give historians a taste of what life was like people growing up in these times. King Sahure and A Nome God and Demedji and Hennutsen were both two sculptures created in the same time period. These two show the similarities and differences of life between their time period. Both statues at first glance have a similar appearance to them. King Sahure and A Nome God features the King Sahure, the second ruler of dynasty five. It was sculpted between 2458-2466 B.C. Next to King Sahure is a smaller figure labeled as the god of the Coptite provence of Upper Egypt.[1] At first glance this sculpture can be described as having a monumental scale, with a height of about 25 inches. The god coptite is shown reaching his hand out towards King Sahure, signifying the gods acceptance of King Sahure. The figures are considered high relief, in that they are protruding from the background. [2] The whole statues make is rough, an indicator of Ancient Egyptian Art. Demedji and Hennutsen was constructed during the fifth dynasty between 2465-2438 B.C. Like King Sahure and A Nome God, it shows two figures, husband and wife. Demedji was known as Overseer of the Desert, and his wife Hennutsen was known as the priestess of the goddesses Hator and Neith. [3]The husband sitting down looks massive in structure. He is wearing what appears to be a helmet, covering his head. He is sitting on a large stone, inscribed with hieroglyphics. His wife standing along side him is much smaller in statue. She, also has a headdress covering her head. The statue is in the round and has a monumental scale like King Sahure and A Nome God. The statue itself is only around 32 inches tall. The sculpture is a lot more rounded and smoother than the previous sculpture. Carved out of limestone, it shows a light beige tint. Something that really stuck out at me was the precision of space between the husbands arm and body. The bodies are sculpted with a smooth appearance. In both sculptures you could tell who was meant to be viewed as most significant in the sculpture. In King Sahure and A Nome God, King Sahure is larger in statue than the god of Coptite. This indicating that King Sahure reigns supreme over the god, determining that it is not a votive statue. It can also tell us a little s something about Ancient Egyptian culture, and what their values were. If the King was considered more superior than the god, it would give us an insight to religion during that time period. In the sculpture of Demedji and Hennutsen, the husband is seated and is also larger in stature. This also indicates supremacy over his wife. A difference that I picked up on with the two sculptures were the artists usage of space. King Sahure and A Nome God shows two figures that are submerged and connected to each other within the stone. They almost look like they are attached to each other. In Demedji and Hennutsen, the statues are seated very differently. The man and woman have a significant amount of space between both of them. Not only in proximity, but the spaces between their arms and legs is much more significant than the other sculpture. Giving the pair a sense of distance. Although both works King Sahure and A Nome God and Demedji and Hennutsen were created during the same dynasty and time period, they do have their differences. Each statue tells a story what everyday life was for the people of their time period. They give us a inside view of what their beliefs and cultures were like.

Savage garden Affirmation essays

Savage garden Affirmation essays The song Affirmation is written and performed by Darren Hayes (lead and back up singer) and Daniel Jones (keyboard, synthesisers and drum and rhythm programming). They are better known to the world as the Australian pop group Savage Garden. Some of the poetic devices that are used throughout the song are rhyme and repetition. The film clip shows many different messages throughout it such as love, hate, peace and war. The words in the song Affirmation are strengthened by the visual effects of the film clip. Without the film clip the words to the song dont have the same effect they do with it. Although some of the lyrics are sometimes hard to understand or interpret, the visual effect makes their meaning easier. This type of video clip was very effective as it was able to expand the viewers understanding and perception of the song. The major theme throughout the whole song is truth, hope and life. All the themes are connected in some way to each of the visual and sound devices used in the song. The beginning of the clip shows a film reel and then the images appear but they seem to be in black and white. The clip then progresses into colour, which shows the advances in technology over the past century. As the song starts, the first image after the film reel is that of Martin Luther King, which coincides with the words I believe. The significance of showing Martin Luther King with these words was that he was a civil rights activist who fought for equal rights for African Americans and for their acceptance into society. He was awarded a Nobel Peace Prize and in his speech he spoke about his dreams of accomplishing what he had fought for. His inspirational speech changed many peoples perspective of life and in the song Affirmation, Savage Garden have recognised and portrayed this. In his speech Martin Luther King repeats the very famous words, I have a dream and ...

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

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