Open-Economy Macroeconomics Notes

Ch28 Open-Economy Macrostintings FOREIGN TRADE AND ECONOMIC ACTIVITY Imports ? goods and work produced abroad and consumed domestically Exports ? goods and services produced domestically and purchased by impertinenters Net exports ? defined as exports of goods and services minus imports of goods and services Net foreign investiture ? counterpart of loot exports Denotes net US savings abroad and is approximately equal to the value of net exports ? ? ? appreciation in the shift rate and a corresponding decline in net exports fiscal easing does the opposite.The impact of changes in pursuance rates on net exports reinforces the impact on domestic investment In a full-employment closed economy (always holding other things constant), highschooler government spending, lower taxes, or lower desired private saving will raise the real interest rate and lower equilibrium saving and investment net exports are firm by the difference between national saving and national investment, which is determined by domestic factors plus the adult male interest rate changes in transpose rates ? re the mechanism by which saving and investment line up Domestic expenditures ? equal to consumption plus domestic investment plus government purchasesExamples of open-economy saving-investment theory in the small open economy an increase in private saving or lower government spending will increase national saving this will lead to a depreciation of the exchange rate until net exports engender increased enough to balance the increase in domestic saving an increase in domestic investment, say, beca using up of an improved barter climate or a burst of innovations, will lead to a shift in the investment schedule this will lead to an appreciation of the exchange rate until net exports decline enough to balance saving and investment.In this case, domestic investment crowds out foreign investment an increase in solid ground interest rates will reduce the level of investment. This will le ad to an ncrease in the difference between saving and investment, to a depreciation in the foreign exchange rate, and to an increase in net exports and foreign investment (this would be a shift along the investment schedule) integration of a country into the world economy adds an important new dimension to macroeconomic performance and policy o the foreign sector provides an important source of domestic investment and a potential outlet for domestic saving o higher saving at home whether in the form of higher private saving or higher public saving will lead to higher net exports o a countrys trade balance is primarily a reflection of its national saving and investment balance rather than of its absolute productivity or wealth ?The volume and value of imports will be touch on by domestic output and the relative prices of domestic and foreign goods Marginal propensity to import ? the increase in the dollar value of imports for each $1 increase in GDP ? Because a fraction of any inco me leaks into imports in an open economy, the open-economy multiplier is smaller than the multiplier for a closed economy. OPEN economic system Multiplier = 1/ (MPS + MPm) Where MPS = marginal propensity to save and MPm = marginal propensity to import ? ? Real exchange rate ? corrects for movements in the price levels in different countries Overvalued currency ? one whose value is high relative to its long-run or sustainable level High mobility of financial capital ? hen financial investments can flow easily among countries and the regulatory barriers to financial investments are low ? Foreign trade produces a new and mighty link in the monetary transmission mechanism when a country has a flexible exchange rate. When monetary policy changes interest rates, this affects exchange rates and net exports as strong as domestic investment. Monetary tightening leads to an ? o o adjustments in a countrys trade accounts require a change in domestic saving or investment in the long run, a djustments in trade accounts will be brought well-nigh by movements in the countrys relative prices, often through exchange-rate changes ptimal currency area ? one whose regions have high labor mobility or have common and synchronous aggregate tack on or demand shocks. In an optimal currency area, significant changes in exchange rates are not necessary to ensure rapid macroeconomic adjustment European Monetary Union ? one of historys great economic experiments. Never before has such a large and powerful group of countries turned its economic fortunes over to a multinational body like the European Central Bank. Never before has a central depository financial institution been charged with the macroeconomic fortunes of a large group of nations with 325 million people producing $16 trillion of goods and services.While optimists point to the microeconomic benefits of a larger market place and lower transactions costs, pessimists worry that monetary union threatens stagnation and unemp loyment because of the lack of price and wage flexibility and insufficient labor mobility among countries. The financial crisis of 2007-2009 is the first study test of this new monetary system. Stable macroeconomic climate ? taxes are reasonable and predictable and that inflation is low, so lenders need not worry about inflation confiscating their investments ? promoting economic harvest-home in an open economy involves ensuring that business is attractive for foreign and domestic investors who have a wide array of investment opportunities in the world economy. The ultimate goals of policy are to have high rates of saving and investment in productive channels and to ensure that businesses use bestpractice techniques.Achieving these goals involves setting a stable macroeconomic climate, guaranteeing dependable property rights for both tangible investments and intellectual property, providing exchange-rate convertibility that allows investors to take home their profits, and maintain ing confidence in the political and economic stability of the country Success for the countries of North America and Western Europe robust economic performance o rapid and sustained economic growth emerging monetary system o conduct independent monetary policies with flexible exchange rates, while smaller countries either float or have hard fixed exchange rates tied to one of the major blocks reemergence of free markets Competitiveness ? refers to the extent to which a nations goods can debate in the marketplace this depends primarily upon the relative prices of domestic and foreign products Productivity ? easured by the output per unit of input, fundamental to the growth of living standards in a nation to a first approximation, a nations real income grows in step with its productivity growth ? conclusion on productivity and fighting ? as the theory of comparative advantage demonstrates, nations are not inherently uncompetitive. Rather, they become uncompetitive when their prices move out of line with those of their trading partners. The surest route to high productivity and high living standards is to expose domestic industries to world markets and to encourage vigorous domestic competition with foreign companies that have adopted the most groundbreaking technologies

BLK Enjoy the Dark Side of Water Essay

BLK is the first ever fulvic- enhanced all natural mineral water. This is a recent item that has recently entered the market. This product derives from a proprietary blend of fulvic acid which is a yellow brown substance. It is a derivative of shew payoff that is mined from an 80 million year old source deep within the earth. Naturally black in color, the formula binds to the molecules of pure Canadian effluence water giving BLK its signature black color, with no artificial dyes, coloring, or additives. Fulvic acid is critical in the growth of plant life, attending the shipping and concentration of nutrients. Fulvic acids small molecular structure allows for the fast absorption of over 77 different trace minerals and elements, powerful electrolytes, and antioxidants that are boilersuit soundly for the body. BLK is distributed by BLK Enterprises LLC in youthful York, NY. It is a private company categorized under Water Distilled Manufacturers. It was established in 2011 and inco rporated in New York.Product DecisionAs a convocation we wanted to choose a product that was different and nutrious and yet at the same time was astetically good-hearted to the eye of the consumer. We run aground BLK water to be a product that met these needs. One of our group members knew of this product and introduced it to our group and we all agreed that it would be a heavy(p) product to learn about as 3 out of 4 of us had never heard of or come across this product. After our group sampled this product and learned more about it we were all curious as to why this product was not more widely known or advertize to become more popular.Research ObjectivesOur group will be using the five side by side(p) criterias to evaluate the product as it will help us to explore the BLK Water in order to determine if the product is a success or failure in the competitive market. To have a successful product in the market, we question BLKs attributes based on the following A) Customer Interpr etation evaluative reactions ( perception) B) Product packaging/ Product way package design, size, price, color, bottle volume C) Advertisements T.V, events, word of mouth, celebrity endorsements, D) Distribution grocery stores and specialty storesE) Market Segmentation who are the main customers that are trying to be reached? Research HypothesisBLK Water is a successful company. This water is a new emerging phenomenon that is sweeping its way across shelves nationwide. However, due to a study lack in marketing, we believe that this product is a failure on the overall business model and will not catch on deal the other major bottled water companies such as Vitamin Water, Smart Water, Evian, or Fiji. We believe that BLK can do much better if they promote their product by dint of different channels.MethodologyA) In order to accomplish the previous section menti wholenessd, we will need to research the product and locate it, determining the places that the product is almost sold a t * Location of the product- we found this product to be available at all grocery stores, but not available at whatchamacallum stores, coffee shops, or fitness centers. * Placement of the product- BLK water is appearanceed in grocery stores along with all other popular waters and is lacking any display that really makes it stand out to the consumer. * Price- The price of BLK water is slightly higher than regular bottled water such as deer park, being about one dollar moreBut is in the average price range of specialty waters such as Figi and Vitamin Water. Therefore we agree that the price is unexceptionable for the product. B) Take notes on our first reaction with the product in the grocery store environment. We all the same similar shocking reaction when we first found BLK Water in the grocery store which we will be explaining in our presentation. C) Do some research, then based on these, form hypotheses of the product to hold forth why the product may or may not be doing well in the bottled water market. D) Develop postdates and distribute to the public using the following information* Male/ female* Occupation* Age* Income* Would they consider buying the product?* Would they try the product?* Would they buy the product?* This will allow us to have an overall idea of what the consumers think of the product, thus providing us with a better understanding of the customers viewpoint. E) Collect data and compile all survey results- realised 11/13/2012 F) Review data and interpret the productG) Conclusion about the productQuestionnaire DesignWe distributed this to our whole Marketing Research 342 class. This is our cover from our questionnaire. We asked 14 different questions in hopes to understand the potential customer basis. In our questionnaire, we questioned the product. We mainly focused on the waters appearance. We used interval scales on our survey asking the question on a 1-5 non-forced scale.The participants could rate how they felt about the questi on 1 being definitely not and 5 being most definitely and 3 being neutral. For our demographics we asked questions regarding gender which was a simple, male/female choice, income, age, and education in a range format, which we asked at the end of our survey as these are sensitive questions and participants are not always willing to share these answers with strangers. Our screening question was our first question of the survey which would tellus the present is a copy of our actual survey we used. BLK WATERConsumer Water Preference SurveyBLK is the first ever fulvic- enhanced all natural mineral water. This is a recent item that has recently entered the market. This product derives from a proprietary blend of fulvic acid which is a yellow brown substance. It is a derivative of plant matter that is mined from an 80 million year old source deep within the earth. Naturally black in color, the formula binds to the molecules of pure Canadian spring water giving BLK its signature black col or, with no artificial dyes, coloring, or additives.Fulvic acid is critical in the growth of plant life, helping the transportation and absorption of nutrients. Fulvic acids small molecular structure allows for the fast absorption of over 77 different trace minerals and elements, powerful electrolytes, and antioxidants that are overall good for the body. BLK is distributed by BLK Enterprises LLC in New York, NY. It is a private company categorized under Water Distilled Manufacturers. It was established in 2011 and incorporated in New York.

Implications of Learning Theories in Modern World

Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. Definition of Motivation (p. 399) behavioural Views of Motivation (pp. 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The disturb of Cooperative discipline on Motivation (pp. 416-417) Suggestions for pedagogics in Your Classroom motivation Students to run into (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typic completelyy defined as the forces that account for the arousal, selection, mission, and continuation of behavior.Nevertheless, many teachers abide at to the lowest degree two major misconceptions about motivation that pr pointt them from using this concept with maximum effectiveness. One misconception is that or so students ar unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses terminuss and expends a ce rtain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students ar not motivated to be project in the way teachers would homogeneous them to be give way. The second misconception is that ne person stack directly motivate an otherwise. This view is inaccurate beca engagement motivation comes from indoors a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do. Many factors determine whether the students in your classes leave al iodin be motivated or not motivated to learn. You should not be surprised to discover that no champion theoretical interpretation of motivation explains all aspects of student interest or lack of it.Different theoretical interpretations do, however, shed light on why close to students in a wedded accomplishment site are more likely to want to learn than others. Furthermor e, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom. Several theoretical interpretations of motivation some(prenominal) of which are derived from discussions of learning presented earlier will now be summarized. tiptop Behavioral Views of Motivation Operant learn and Social Learning TheoryThe Effect of Reinforcement In Chapter 8 we discussed Skinners emphasis of the billet of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforce and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every wane response. According to Skinner, supplying the correct answerand being informed by the program that it is the correct answermotivates the student to go on to the next soma and as the student works through the program, the desired terminal behavior is pr ogressively shaped.Following Skinners take place, many behavioral learning theorists devised techniques of behavior modification on the presumptuousness that students are motivated to complete a task by being promised a advantage of some kind. Many times the reward takes the form of sycophancy or a grade. Sometimes it is a token that can be traded in for some desired object and at other times the reward whitethorn be the privilege of engaging in a self-selected activity. Operant conditioning interpretations of learning may help reveal why some students react avorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they confuse been sentenced to prison. Skinner suggests that much(prenominal) differences can be traced to past get under ones skins. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of negative experiences.The Power of Persuasive Models Social learning theorists, such(prenominal) as Albert Bandura, forecast attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the said(prenominal) reinforcer that we specify someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired private and partly to try becoming like that individualistic.A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individuals sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation.Top Cognitive Views of Motivation Cognitive views stress that human behavior is influenced by the way pot think about themselves and their environment. The direction that behavior takes can be explained by four influences the inwrought indispensableness to construct an organized and logically consistent knowledge base, ones expectations for successfully completing a task, the factors that one believes account for success and failure, and ones beliefs about the nature of cognitive ability. The Impact of Cognitive DevelopmentThis view is based on Jean Piagets principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a c hild assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In addition, individuals will repeatedly use new schemes because of an inherent desire to master their environment.This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It excessively explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to excise formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993).Top The Need for act Have you ever decided to take on a moderately intemperate task (like take a course on astronomy even though you are a history major a nd have only a limited background in science) and then found that you had somewhat self-contradictory feelings about it? On the one hand, you felt eager to start the course, confident that you would be pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation.In reaction to a suggestion to take a course distant your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small. In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are collect to differences in something called the contract for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competency. He saw this need as being partly innate and partly the result of experience.Individuals with a high need for achievement have a stronger expectat ion of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because they offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame.When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a high-sounding goal. Atkinsons point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in constraint Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first exp erience success in one important aspect of their lives.For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called grading on the curve), allows only a minority of students to achieve As and Bs and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985). Top The Humanistic View of Motivation Abraham Maslow earned his Ph. D. in a psychology department that supported the behavioristic position.After he graduated, however, he came into contact with Gestalt psychologists (a company of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the con clusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectiveness that they were ignoring other important aspects of human existence (hence the term humanistic to describe his views).When Maslow observed the behavior of especially well-adjusted personsor self-actualizers, as he called themhe concluded that healthy individuals are motivated to seek fulfilling experiences. Maslows Theory of Growth Motivation Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed. , 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them.Referring to need gratification as the most important single principle underlying all development, he adds that the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to come in as the lower need fulfill s itself by being sufficiently gratified (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of ask. physiologic inevitably are at the bottom of the hierarchy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs.This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for ones physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently restless lower-level need (Maslow, 1987). The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree.Self-actualization, by contrast, is often called a growth need because pe ople constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment the need to develop all of ones effectiveness talents and capabilities. For example, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs.Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990). In addition to the five basic nee ds that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to transform) and aesthetic needs (such as the needs for order, symmetry, or harmony).While not part of the basic hierarchy, these two classes of needs play a critical role in the cheer of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in affectionate relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech. ) Top The Impact of Cooperative Learning on MotivationClassroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in change magnitude motivation and learning. But reviews of the research literature by David Johnson and Roger Johnson (Johnson Johnson, 1995 Johnson, Johnson, Smith, 1995) found concerted arrangements to be far superior in producing these benefits.In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships. Types of Classroom Reward Structures Competitive goal structures are typically norm referenced. (If you cant recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review. This traditional practice of grading on the curve predetermines the percenta ge of A, B, C, D, and F grades regardless of the actual dispersion of essay scores. Because only a small percentage of students in any group can achieve the highest rewards and because this accomplishment must come at some other students expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one another, view classmates failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, & Holubec, 1994 Johnson et al. 1995). Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question Am I smart enough to accomplish this task? When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does).These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to reward themselves only if they win a competition, and to believe that their admit successes are due to ability, whereas the successes of others are due to luck (Ames & Ames, 1984 Dweck, 1986). Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant.All that matters is whether the student meets the standards for a particular task (Johnson et al. , 1994 Johnson et al. , 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in I can do this if I try). Whether a student perc eives a task as difficult depends on how successful she has been with that type of task in the past.Cooperative goal structures are characterized by students working together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a ponder well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teachers criteria for mastery.For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a test on map reading. All aggroups whose average quiz scores meet a preset standard receive special recognition (Johnson et al. , 1994 Johnson et al. , 1995 Slavin, 1995). Cooperative structures lead students to focus on effort and cooperation as the primary basis of motivation.This orientation is reflected in the statement We can do this if we try hard and work together. In a cooperative atmosphere, students are motivated out of a sense of obligation one ought to try, contribute, and help satisfy group norms (Ames Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987).We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution. Top Suggestions for Teaching in Your Classroom Motivating Students to Learn 1. Use behavioral techniques to help students exert themselves and work toward remote goals. 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. 3. Do everything possible to satisfy deficiency needs physiological, safety, belongingness, and esteem. . Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem. 4. Enhance the attractions and minimize the dangers of growth choices. 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. . Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emphasizing the positive. 6. campaign to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness. Top Resources for Further InvestigationSurveys of Motivational Theories In a basic survey text, Motivation to Learn From Theory to Practice (2d ed. , 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments.A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic Universitys WWW site for teacher development, at http//www. wpi. edu/isg_501/motivation. html. Top Motivational Techniques for the Classroom Motivation and Teaching A Practical deport (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues.Two sources of information on motivation techniques and suggestions for teaching are found at Columbia Universitys Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student mo tivation and at Northwestern Universitys Institute for Learning Sciences Engines for Education online program, which allows educators to pursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database.The Institute for Learning Technologies is found at http//www. ilt. columbia. edu/ilt/. The Institute for Learning Sciences is found at http//www. ils. nwu. edu/. This was excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. For more information on Motivation in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co. 1998, see Chapter 8, Motivation and Learning For more information on Motivation in the Grabes INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co. , 1998 see page 97 for the role of motivation in drill and practice, pages 51-55 for the role of motivation in meaningful learning, page 163 for the role of motivativation in writing, an d pages 398-99 for learning styles and social and motivational preferences. Teaching Implications of Learning Theories The best college teachers have generally cobbled together from their own experiences working with students conceptions of human learning that are remarkably similar to some ideas that have emerged in the research and theoretical literature on cognition, motivation, and human development (from Ken Bains book, What the Best College Teachers Do). Theories of learning, whether explicit or tacit, informed by study or intuition, well-considered or not, play a role in the choices instructors make concerning their teaching.The major trend in understanding how students learn has been a movement away from the behaviorist model to a cognitive view of learning (see Svinicki (below) for an overview of learning theories). Implications for teaching practice of some key ideas from learning theories 1. Learning is a process of active construction. Learning is the interaction betwee n what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching ImplicationProvide opportunities for students to concern with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorizelearning for the testrather than developing any real understanding of the content.Teaching Implication Learn about your students experiences, preconceptions, or misconceptions by using pre-tests, background knowl edge probes, and written or oral activities designed to reveal students thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching ImplicationSupport students by using concept maps, flowcharts, outlines, comparison tables, etc. , to make the structure of the knowledge clear. 4. Learning is a social phenomenon. Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to ones peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activities to support the social s ide of learning. . Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i. e. , other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students metacognitive skills (thinking about thinking) are important to their learning. Many students utilize few learning strategies and have a limited consciousness of their thinking processes.Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or read written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Resources on Learni ng Theories Bransford, J. D. , Brown, A. L. , Cocking, R. R. (Eds. ) (1999).How People Learn Brain, Mind, Experience, and School. Washington DC National Academy Press. Donovan, M. S. , Bransford, J. D. , Pelegrino, J. W. (Eds. ) (1999). How People Learn Bridging Research and Practice. Washington DC National Academy Press. Learning Theories Knowledgebase. (2008, May). Index of Learning Theories and Models at Learning-Theories. com. Svinicki, M. D. (1999). New directions in learning and motivations. New Directions for Teaching and Learning, 80 (Winter), 5-27. http//cte. illinois. edu/resources/topics/theories. html

Indian Bpos Waking Up in the Philippines Opportunity Essay

1. How has the global sparing downswing, discussed in the opening profile and throughout this chapter, impacted jobs outsourcing in the BPO industry? The global economic downturn has impacted jobs outsourcing in the BPO industry as it has helped to be one of the largest job creators in India. Due to this, many companies had to increase their operations output and therefore absorb more and more people to keep up with the expanding trend. One of the major impacts, being growth and maturity, had an effect on the BPO industry and contributed to the outsourcing companies and continued growth of the industry. The IT and BPO outsourcing bankrupt relieve oneselfd a huge impact in the Indian economy and it increased the IT salary, cost of living, real-estate price and eventually it increased the outsource cost for many companies. patronage outsourcing seemed to be the only viable option as global economic downturn had created many problems when it came to funding and financial institution s. There needed to be curve backs in order to keep things afloat and most companies would see that job outsourcing would solve at least one of the many problems involved in the economic downturn. Not only does it mean that it will save companies in the US and UK money, by offloading jobs abroad for cheap labor, it also means that its giving countries same India and Philippines the opportunity that is needed to secure a faster growing economy and generating much needed jobs.The global economic downturn provided merges and many acquisitions for the BPO industry and helped to create certain flexibilities for some companies which helped with resource management. The main reason why the economic downturn has impacted on job outsourcing in a major way of life is because it is cost effective and helps companies concentrate on core atomic number 18as. It also contributes to improvement in productivity 2. referring to this chapter and this case, discuss the general trends in the globaliz ation of human capital.3. What are the effects of the Indian government policies on the Indian BPO industry and on MNC decisions regarding locations for outsourcing jobs4. How does this case highlight the threats and opportunities facing global companies in developing their strategies?

Coffee Descriptive

Definition Essay Coffee Coffee is a dark brown/ non-white natur all toldy caffeinated imbibing made from passing irrigate through ground roasted drinking chocolate beans. Coffee is employ as a great medicinal drug to help patients, and it can be taken as a popular drink all over the world. Caffeinated deep brown tree drinks ar largely consumed by bulk around the world regularly. It has become an internationally popular drink in almost every country. Coffee is so important to our passing(a) lives that some mess can non live a day without drinking it. The word java bean was derived from the Ottoman Turkish kahve, via the Italian caffe.The Turkish word was derived from the Arabian word qahwah. Arab lexicographers report that qahawah before referred to wine. Since this beverage was thought to dull bingles hunger the word, qaha which signifies to squander no appetite was given to it. Other etymologies as well indicate that the Arab form was a loanword from an Ethiopian s ource word Kaffe, which refers to the highland in the southwestern Ethiopia where the sow grows indigenous. However, the word that is used in that atomic number 18a is rostern, the indwelling Shoa name bun meaning a native plant.Today coffee has contrasting names all over the world, like caffe in French, Kaffee in Germany, kahvi in Finland etc. No result what it is called, the Ethiopian mickle were the first to recognize the stimulating effect of the coffee beans that grow as a coffee plant. No one k straightaways who among the natives earlier than seventeenth century grew coffee in Africa or used it as a stimulant. It is believed that a 9th century goat herder discovered coffee, however that his discovery was non revealed until 1671. Another story holds that Sheik Omar discovered the coffee.It is said that he was exiled from Mocha, Arab to a desert cave near Ousab, Arab. He was starving, so he chewed local berries, besides found them bitter. To get a better taste, he roas ted tem. But, they were too hard to eat. He consequently boiled them to soften the roasted beans, which resulted in a brown liquid with a strong fragrance. After drinking the liquid, he sustained himself on it for age. As this story reached Mocha, Omar was asked to return home. Coffee was brought from Ethiopia to Arab. Sufi Baba Budan shameful coffee from Yeman to India. He smuggled beans by strapping them on to his chest.The first smuggled plant was grown at Mysore, India. Coffee drinking then airing to Europe and America. In the United States, September 29 is celebrated as National Coffee day. Coffee is grown in tropical grassland mixed with patches of timbre at the altitude of 16-24 classs. It is grown in different types of soil. But, it is especially grown in volcanic soil. Coffee is produced in a large quantity in rainy season. It is grown in a slope less than fifteen percent. It is not cultivated in a steeper slope because it presents major erosion risk and requires ter racing and special management such as counter furrows.Coffee comes from topical African shrubs or trees of genus coffea, which is widely cultivated in the tropics. These beans picked at peak ripen, then dried, roasted and grounded to prepare a stimulating remindful drink. Coffee is a brewed beverage with a distinct aroma and flavor. The beans are found in coffee berries, which grows on tree. Coffee is one of the most traded agricultural commodities in the world. Coffee is slightly acidic (5. 0-5. 1 pH) and can have stimulating effect on humans because of its caffeine content. It is one of the most consumed beverages in the world.All the coffee plants are classified in the large family rubiaceae. Different species of coffee are cultivated all over the world, among which the two main commercially cultivated coffee plants are coffea canephora, mostly known as robusta, and coffea arabic, arabica, which is the most highly regarded species and which is the native of southwestern highland s of Ethiopia. Coffees are evergreen plants which may grow up to five meter tall. The flowers of coffee plants are auxiliary. Flowers bloom simultaneously and are followed by oviform berries.The berries are green when immature they ripen to yellow then red and black on drying on the bush. Black berries produce the best tasting coffee. The berries usually contain two seeds, but some contain only one. These coffee berries are called pea berries. They take five to nine month to ripen. The leaves of the coffee plant are dark green and glossy which has a spear shape. The leaves cannot be eaten. Coffee beans undergo several do workes before they become roasted coffee. Coffee beans have traditionally been selectively picked by hand.After picking, the berries are processed in two methods dry process method and wet process method. The other method, dry process, is also known as unwashed or natural method and it is the oldest method of processing coffee. After picking, the entire berries are placed on tables or in thin layer on patios in the sunny day to dry. The berries are dried to remove moisture present in it. The berries take ten days to dry completely. The berries need to be rotated regularly to prevent mildew while they dry. After the berries dry, the skin, pulp and parchment are removed from the bean. Then they are sorted and graded.The wet process is another processing method. This method is common among premium coffees. After picking green berries, they are sorted by concentration in water. The bad ones will float while the good ones will sink. The skin of the berry is removed by pressing the berries inside the water. Formation is used if machine is not used. The objective of the fermentation process is to dissolve any remaining fruit flesh and to remove the sticky film surrounding the coffee beans, which are not water soluble. The berries are fermented for twenty to forty-six hours during which the pulp will naturally fall off.The pulp is removed by brea king down(p) the cellulose by fermenting the beans with microbes and then washing them with large amount of water. The berries without pulp are cleaned with water and then dried in a machine or the sun. In most cases they are dried in the sun to twelve to thirteen percent moisture content and bought down to ten percent by machine. Some coffee is dried on large raised tables where the coffee is turned by hand. This method increases cost. But, drying coffee this way has the advantage of allowing air to fan out better around the berries, helping to dry them more.After drying, the thin shell around the berries, called the parchment, is removed from the bean and green coffee bean is produced. The coffee berries have now been processed and are prepared to undergo roasting. Coffee is usually sold in a roasted state. The roasting process is a complex process because the beans should be roasted evenly and at a very high temperature. The actual roasting begins when the temperature inside th e beans reaches two hundred degree Celsius. The roasting of the berries depends on the moisture and the density of the beans. During roasting, caramelization occurs as an intense heat breaks down the pulp.Caramelization is the browning of sugars a process used extensively in cooking to create buggy flavor and brown color. Sucrose is rapidly lost during the roasting process and may disappear altogether. The aromatic oils and acids weaken, which changes the flavor. Oils start to develop. At two hundred degree Celsius, oil called caffeol is created. This oil is responsible for coffees aroma and flavor. Depending on the color of the roasted beans as observed by human eye, they will be labeled as light, medium light, medium, medium dark, dark or very dark.Discerning the degree of roast involves measuring the reflected the light from the roasted beans. Different roasts create different flavors. Coffee is used for various aims such as plant food, insect repellant, dye, furniture scratch cover-up etc. But the main purpose of coffee is it is used as an energy source. For the human body the caffeine in the coffee causes faster neuron connections in our brains. This is useful for fast response situations, but not to recall memories. After drinking coffee regularly people get addicted to it and for going, drinking coffee will make unable to do anything.These people are caffeine addicts, and they become lethargic without caffeine. Coffee can cause a great health problem if it is consumed regularly. Coffee prepared utilize paper filters removes oily components called diterpenes that are present in unfiltered coffee. Two types of diterpenes are present in coffee kahweol and cafestol, both of which have been associated with increased risk of coronary thrombosis heart disease. The Harvard School of Public Health states that the overall balance of risks and benefits of coffee ingestion are on the side of benefits.For example, men who drank six or more cups of coffee per da y were found to have a twenty percent reduction in developing prostate cancer. Other studies suggest coffee consumption reduces the risk of being affected by Alzheimers disease, Parkinsons disease, heart disease, diabetes mellitus type 2, cirrhosis of the liver and gout. Drinking decaffeinated coffee is better than drinking caffeinated coffee. Decaffeinated coffee has ninety seven percent of the caffeine removed. Decaffeinated coffee increases resting metabolism rate and protects against diabetes.It decreases C-peptide levels, which are an indicator of insulin resistance. It also avoids rapid heart rate, upset stomach and recreation disturbance. There are different types of coffee beverages, such as Affogato, Baltimore, Black eye, Black tie and many others. The main types of coffee that are produced are coffee and Espresso. They are the same, but Espresso is roasted a bit darker and produces stronger drink than ground coffee. The beans are roasted until they are dark and oily-looki ng. The main differences between coffee and espresso are the fineness of the grind and the brewing time.The brewing time for espresso is much shorter and is made in an espresso machines that generate up to fifteen atmospheres of pressure to force hot water through the ground coffee. When the espresso is placed into a small basket it is tightly packed with about 40lbs of pressure. Coffee is loose grinds deposited in to a basket and not packed at all. When the espresso liquid comes out, it is dark brown in color and slightly thick with a small amount of foam on top. The purpose of drinking coffee is to enjoy the flavor and the taste. Most of the people dont drink coffee just to stay alert or awake.Most of the people end up buying decaffeinated coffee, to enjoy the coffee and to avoid all the side effect of caffeinated coffee. Sometime people also drink caffeinated coffee to wage hike themselves for different purposes like to be active, to stay alert and many others. There are plenty of issues for us to think about when deciding if we should drink coffee or not. Drinking it offers both risks and offers benefits to a human body. Coffee affects each person differently. We cannot deny that coffee does play an essential role in daily lives. However, over-consuming offee is harmful. But some people think that drinking coffee is beneficial because some research has shown that it helps to sure diseases. I think that drinking coffee was one of the best experiences that have ever happened because of its taste and its strong smell. Many people feel this way. Coffee has also helped countries to improve their economies. If people think that it is harmful to drink caffeinated coffee then they can drink decaffeinated coffee and enjoy the same taste. Though coffee has a bitter taste it is one of the most pleasant, aromatic beverages ever made.

Hamlet Essay

What have you come to understand or so the tearing human bloods of juncture? How has this understanding been affected by the posts of others? In you response you should focus on 3 films in the contribute and a range of emplacements. The intense human relationships of small town have been watch overed through numerous perspectives yet any have reached the same conclusions. With the exception of just one, the friendship of critical point and Horatio, all the relationships are dishonourable, dysfunctional and doom to fail. Being a revenge tr oldery it is immediately distinct this play is filled with lies, deceit and treachery.The necessitate time of hamlets composition is unknown, however it is assumed to be between 1599 and 1602. This was a dark, grief time in Shakespeares life with the death of his father in 1601 and the death of his only son, Hamnet aged 11, in 1596. It is believed that these events had a significant impact on the writing of crossroads as the play i s argillaceous with death and has a great similarity with this sons name. Some perspectives that have been adopted to view and understand the intense human relationships of Hamlet are a religious, psychoanalytic and feminist perspective.When Shakespeare first wrote Hamlet he lived in a strongly religious society where people could be fined for not attendance church. There obeisance, at this time in history many people had a religious attitude and perspective on the play. The psychoanalytical perspective focuses on the unconscious mind and how it dictates behaviour. This perspective became pop when Sigmund Freud, a well-known(a) psychologist, began developing his psychoanalytic theory, The Oedipus Complex, in 1897. The feminist perspective is often centred around strong women and became particularly popular in the 1950s being a post world war 2 period.Women were involved in many aspects of the war and made ground in their equality with men. However, when the war ended, women were encouraged to return to their house duties and this sparked much controversy. The family relationship between Hamlet and Gertrude is one of the most intense in the entire play. Their relationship reaches a climax in act 3 facial expression 4 when Hamlet confronts his mother about her relationship with Claudius and her involvement in the murder of force Hamlet, mother, you have my father much offended.Hamlet take ups Gertrude as an adulteress for marrying her husbands brother two months after his death and believes she is aware that Claudius killed King Hamlet, Almost as bad, good mother, As kill a king and marry with his brother. When exploring this scene from a feminist perspective it can be seen that Gertrude cares deeply for her son yet he scorns her for her new-fashioned actions, You go not till I set you up a glass where you may see the inmost part of you. Despite there being no evidence that Gertrude is aware of Claudiuss deed, Hamlet does not entrust his mother and thi s consequently results in his inability to trust other women.The Oedipus Complex comes to the fore when the relationship of these two characters is examined with a psychoanalytical perspective. Freuds complex suggests that every boy from the age of 3-4 eld begins to have unconscious sexual desires for his mother and regards his father as his rival. through with(predicate) studying this scene from a psychoanalytical perspective it is prominent that Hamlet has an obsession with his mothers sexual relationship with Claudius. He claims that she lives In the arrange sweat of an enseamed bed.The scene takes place in Gertrudes bedroom, which is important as its privacy and minginess allows Hamlet to express himself fully to his mother and being a place where sexual activity occurs, suggests Hamlets subjugate sexual desires. The scene ends with Hamlet possessively demanding her but go not to my uncles bed and uses nine-fold sexual references when he tells her to not let Claudius Pinch wanton on your cheek, call you his mouse. Relating this to the Oedipus complex, Hamlet appears to be more like a jealous lover than a concerned son.Examining act 3 scene 4 from different perspectives gives varied insights into Gertrude and Hamlets relationship, yet each perspective deduces that it is a dishonourable relationship with no mutual trust or respect. Another dishonourable family relationship in Hamlet is that between Ophelia and her father Polonius. Polonius manipulates Ophelia for his own benefit, treating her like a tool rather than a person.Their relationships becomes ridiculous when she receives orders from her father and responds with I shall bey, my lord, implying that she is at the service of her father. Through the analysis of act 4 scene 5 a deeper understanding can be reached about Ophelias relationship with her late father. pastime the death of Polonius, Ophelias mind becomes unhinged as she drifts into insanity, speaking in songs and rhymes. Considering thi s scene from a feminists perspective it can be thought that Ophelia went mad with guilt having her desire for Hamlet to kill her father so that they can be together fulfilled.This theory strongly supports the idea that the relationship between Ophelia and Polonius was dysfunctional as she felt shed never be free to make her own choices until her father was dead. The friendship between Hamlet and Horatio is the only admirable one. Horatio is the one character that Hamlet speaks to openly and confides in. He remains true-blue and swears himself to secrecy about the ghost and the pretence of Hamlets madness. He conspires with Hamlet to prove Claudius killed King Hamlet and he stands by him through Ophelias death.It is the final scene of the play when the true extent of their friendship is confirmed. defend 5 scene 2 begins with Hamlet confiding in Horatio and reciting the fate of Rosencrantz and Guildenstern to him. This further validates their friendship and Hamlets trust in his loy al friend. The scene draws to a close with Horatio wishing to join Hamlet in death. This selfless declaration and his final words to Hamlet before he dies good night sweet Prince, and flights of Angels blither thee to thy rest convey his everlasting faithfulness to Hamlet.Through examining the friendship of Hamlet and Horatio from the beginning of the play to the end, it is clear that, unlike all the other relationships, there is never a doubt about the sincerity of their friendship. Through the close and critical analysis of Hamlet, you can come to the understanding that all but one of the intense human relationships within the play are dishonourable, dysfunctional and destined to fail. Considering this interpretation in the light of other perspectives the same conclusion can be drawn about the relationships.

Describe a Few of the Interesting Characters in Your Class Essay

My class is full of wonderful characters that ground all of us cheerful to study. There be twenty-two students in my class and only 7 of them are boys. Our form teacher is Encik Azmi bin Nusi. We have a wonderful monitor who does every put-on given to her responsibly. She is genus Uma Devi a/p Nagiah and she never complains about doing jobs without an assistant. Most of the students are Malays. There are only four Indian girls and four Chinese students. Our class is one of the noisiest class because of the interesting characters we have.Uma Devi is chosen to be our monitor mainly because of her gutsiness to confront or so of the rebellious students who are ordinarily Azizi and Amin in our class. Were the students agreed? They definitely were. Hardly any objection was voiced to choose Uma as the monitor. With 170 centimetres tall and a loud voice that can crack any dreams, she is the perfect choice. Although this Indian girl is very strict, she also has a good sense of humour. T hat is why many of us cannot reject her for a long time.Moreover, she is very pretty with two long braided black hair and a smile, which is not very often she does. She seldom smile notwithstanding when she does, it is just like a sun shining after down pouring rain. We will always feel very glad and relieve to see her smile. Her seriousness in doing her job is commendable and she is helpful too, to get a new date line for our homeworks from the teacher. Due to that, we always admire and respect her. Describing the interesting characters in my class, I define it difficult to farewell Rosmaliza behind.She is a very peculiar and interesting girl in our class. She is only 155 centimetres tall but she was slim with beautiful features. The sleepyhead in our class? She definitely is the one and only. We could not stop laughing when persuasion about her embarrassing situations in our class. There was a time when Mr. Ling, our Additional Mathematics teacher was teach in our class an d dear Rosmaliza was sleeping. Mr. Ling noticed she was asleep and called out her name to wake her up and she did wake up.Waking up and mumbling incoherently, she suddenly stood up and towards the blackboard, thinking that Mr. Ling wanted her to ended some questions on the board. After some awkward silence, she returned to her seat looking red all over. solely the classmates burst out laughing at her act. But she remained impassive, although her red face revealed what she felt. another(prenominal) thing that we find funny is the way she laughed. It was loud and sounded like a cackle. That is so unforgettable and can be express as her trademark. The other character in my class that I found interesting is Fozie.He is quite a humorist with the loyal companion, Jafar. Fozie is very funny and he could cause a hullaballoo with his automatic jokes. He is 162 centimetres tall and has a cute, mischievous face. However, he does not get into a lot of nark with his mischief. He is quite ad orable because of his helpfulness and politeness. He is surely the best guy in our class. Another thing that we found amazing about him is the way he mesmerized conditions juniors. many an(prenominal) students, especially girls from lower form adore and admire him.The reason? Maybe it simply because of his friendliness and some cute bangs over his forehead. However, he is a reliable guy that we could depend on to please some teachers whenever some of them are angry. All that I can conclude from these interesting characters is that they are wonderful to be with. Although some of them are weird, but the difference can only add up the speciality. Plus, they definitely diddle colours of joy and mischief in our world as a student. Life in school would simply be so boring without them.