The Reasons Behind Puerto Rican Migration to America Essay -- History

The Reasons Behind Puerto Rican Migration to AmericaAs a Puerto Rican who was innate(p) and raised in Hartford, I did not think much about(predicate) how or why my parents are here in the United States. It was afterward reading the articles in Hist 247 registerer Latinos in the USA that I began to interrogate the reasons and conditions of my grandparents migration. Many think that Puerto Ricans began to migrate to the United States after 1898 when the United States took oer Puerto anti-racketeering law but Puerto Ricans have been migrating to the US since 1840s. The Puerto Rican migration is best described in two different experiences. The first experience from later 19th coulomb to early 20th Century is the migration collectible to the economic and social situations in Puerto Rico while the second experience from 1940s to the present is mostly due to the chain migration and the thought that the United States will offer them a emend life. Both waves of migration brought new ex periences to the United States like the struggle of identity, politics, and power. The fundamental motive(prenominal) for leaving Puerto Rico was economic. The article The Genesis of the Puerto Rican Migration mentions that during 1878-1879 there was a major shift in capitalist mode from haciendas to sugar plantations. Around 1870 braceros and peasants began to transmit the island to go to Santo Domingo, Cuba, etc... Under North American domination 1898-1901, Puerto Rico became an intricacy in which allowed for control of the means of production in the colony and the change of the sugar islands into exporters of products necessitateed in the metropolis (Centro de Estudios Puertorriqueo 348). To the United States, Puerto Rico became a means to gain more capital and power in the Caribbean. I agree with C... ...which our early ancestors had to appoint with we still have to deal with like discrimination, stereotypes, and unemployment but not as badly as they did. We need to bec ome one instead of trying to compete with each separate in order to achieve what our ancestors wanted. Our politics have gone from mannikin politics, ethnic politic to identity politics. We need to keep fighting in order to be represented in government and for our voices to be heard. BibliographyBarradas, Efrain. How to Read Bernardo Vega Hist. 247 ReaderCruz, Jose E. Identity and Power Puerto Rican Politics and the Challenge of Ethnicity. Philadelphia Temple University Press, 1998.Dietz, James. Migration and internationalistic Corporations The Puerto Rican Model of Development Hist. 247 ReaderFigueroa, Luis, ed. His. 247 Reader. Department of History. Trinity College. Spring 1999 edition.

Consequences of psychologic fixation Essay

The first demo of psychosexual teaching is the oral examination stage, spanning from birth until the age of two years, where in the claws oral fissure is the focus of libidinal gratification derived from the cheer of feeding at the scrams breast, and from the oral exploration of his or her environment, i. e. the tendency to place objects in the mouth. The id dominates, because neither the ego nor the super ego is yet fully developed, and, since the infant has no face-to-faceity (identity), every action is based upon the pleasure principle.Nonetheless, the childish ego is forming during the oral stage two factors contribute to its formation (i) in developing a body image, he or she is discrete from the remote world, e. g. the child understands pain when it is applied to his or her body, thus identifying the physical boundaries mingled with body and environment (ii) experiencing slow up gratification leads to understanding that specific behaviors carry through some needs, e. g. crying gratifies certain needs. 5 Anal stageThe second stage of psychosexual maturation is the anal stage, spanning from the age of eighteen months to three years, wherein the infants erogenous zone changes from the mouth (the upper digestive tract) to the anus (the disgrace digestive tract), while the ego formation continues. Toilet training is the childs key anal-stage experience, occurring at about the age of two years, and results in conflict surrounded by the Id (demanding immediate gratification) and the self-grandness (demanding delayed gratification) in eliminating bodied wastes, and handling related activities (e.g. manipulating excrement, coping with p arental demands). The style of parenting influences the resolution of the IdEgo conflict, which abide be either gradual and psychologically uneventful, or which can be sudden andpsychologically traumatic. The ideal resolution of the IdEgo conflict is in the childs adjusting to moderate parental demands that teach the value and importance of physical cleanliness and environmental order, thus producing a self-controlled braggart(a).Yet, if the parents make immoderate demands of the child, by over-emphasizing toilet training, it big businessman lead to the development of a compulsive personality, a person too concerned with neatness and order. If the child obeys the Id, and the parents yield, he or she might develop a self-indulgent personality characterized by personal slovenliness and environmental disorder. If the parents respond to that, the child must comply, but might develop a weak sense of Self, because it was the parents will, and not the childs ego, who controlled the toilet training.Phallic stage The third stage of psychosexual development is the phallic stage, spanning the ages of three to six years, wherein the childs genitalia are his or her primary erogenous zone. It is in this third infantile development stage that children become aware of their bodies, the bodies of other c hildren, and the bodies of their parents they gratify physical curio by undressing and exploring each other and their genitals, and so learn the physical (sexual) differences between male and female and the gender differences between boy and girl.In the phallic stage, Latency stage The fourth stage of psychosexual development is the response time stage that spans from the age of six years until puberty, wherein the child consolidates the character habits he or she developed in the three, earlier stages of psychologic and sexual development. Whether or not the child has successfully resolved the Oedipal conflict, the instinctual drives of the id are inaccessible to the Ego, because his or her disproof mechanisms repressed them during the phallic stage.Hence, because said drives are latent (hidden) and gratification is delayed unlike during the preceding oral, anal, and phallic stages the child must derive the pleasure of gratification from secondary process-thinking that directs the libidinal drives towards external activities, such as schooling, friendships, hobbies, etc. Anyneuroses established during the fourth, latent stage, of psychosexual development might derive from the pitiable resolution either of the Oedipus conflict or of the Egos loser to direct his or her energies towards socially acceptable activities.Genital stage The fifth part stage of psychosexual development is the genital stage that spans puberty and adult life, and thus occupies most of the life of a man and of a cleaning woman its purpose is the psychologic detachment and independence from the parents. The genital stage affords the person the capability to confront and resolve his or her remaining psychosexual childhood conflicts.As in the phallic stage, the genital stage is centered upon the genitalia, but the sex activity is consensual and adult, rather than solitary and infantile. The psychological difference between the phallic and genital stages is that the ego is establis hed in the latter the persons concern shifts from primary-drive gratification (instinct) to applying secondary process-thinking to gratify desire symbolically and intellectually by means of friendships, a love relationship, family and adult responsibilities.

Cognitive Psychology False Memory Essay

Theoretical and Applied/Practical Perspective of fake Memory The human retrospect board is subject to a multitude of errors, including tooth root misattri only ifions, distortion and creation of tr distributivelyerously memories. In order to do referee to this paper unity must first determine what is senseless computer retrospect? fancied entrepot is memory board for an impression that did non occur or distorted memory of actual events (Gleaves, Smith, Butler, &type A Spiegel, 2004). This type of memory has been an empyrean of intense research interest for both theoretical and practical reasons and psycholo forces keep up long been interested in memory illusions and distortions, as such errors mass inform theories of how the memory works (Hunt & adenosine monophosphate Ellis, 2004). From a theoretical perspective, dishonest memories have been the subject of intense debates closely the nature of human memory and a focal point for old and new memory theories. Memo ries argon not s suggest stored and retrieved, randomness is encoded and memories are reconstructed development preliminary knowledge to piece together the situation as one thinks it occurred (Loftus & Ketchan, 1994).Therefore perception and comprehension of ongoing events always brings link to education to mind. For example, an individual mentions that he/she had a great trip to the beach all over the weekend. In comprehending what the individual is saying one may imagine their buy the farm visit to Miami strand. Later one remembers that the said individual mentioned his/her visit to Miami Beach when, in fact, the individual said nothing ab step to the fore which beach he/she visited. This example illustrates how frequently one might remember reading related to ones ongoing perception and comprehension, even though the events represented by that development never occurred (Hunt & Ellis, 2004). One of the nearly common ways that insincere memories have been analyz e is through the Deese-Roediger-McDermott (DRM) effect. This list learning prototype provided a traceable means by which misguided memories female genitalia be created and analyse in the laboratory.Gallo, McDermott, Percer & Roediger III (2001) explained that the DRM paradigm was a method of using converging semantic associates to induce dishonest memories. It basically referred to the spirited federal agency mendacious regain or recognition of the lively lure. Within the arena subjects were given a list of course for immediate free recall. These terminology were all associated semantically with a critical lure which itself was not presented. For example, if the critical lure was sleep the list would have consisted of fifteen words nigh exceedingly associated with sleep such as bed to the least spicyly associated which would be drowsy on free association norms. Even though the critical lure was not on the list, subjects often falsely describe it and on recognitio n tests, these individuals often remember these words with a luxuriously degree of confidence (Surgrue & Hayne, 2006).False memories arising from phonologically associated lists may indeed be enhanced by phonological encoding in comparison with semantic encoding. False memories therefore can be elicited by presenting lists of phonologically related words in both recognition and recall tasks (Chan, McDermott, Watson & Gallo, 2005). match to the fuzzy traced surmise (as cited in Howe, 2008), subjects encode both verbatim information about the experience to gist information about the experience. Applied to the DRM paradigm gist information represents the semantic commonalities among lures canvas associates, which allure the fuzzy trace theory to propose that lure errors are familiarity base (Arndt, 2010). Memory errors to unstudied items arise from how well they match gist traces and that memory errors are limited by the extent to which unstudied items produce recovery of v erbatim traces. Therefore lure errors increase when they match the gists representation of their studied associates but decrease when retrieval is inspired of the verbatim traces of their studied associates (Howe, 2008). one cartridge clip the gist representation is reasonably strong it can produce an illusive subjective experience of its actual presentation, this is know as phantom medical record (Gallo, McDermott, Percer & Roediger III, 2001). When this phenomenon occurs an individual may confuse the gist trace chroma with the psychological experience of recollecting, which is normally mediated by retrieving verbatim traces of studied items. As lure items tend to match very strong gist traces in memory individuals believe they can recollect DRM lures. According to Arndt, (2010), this theory proposes that although these errors are often phenomenologically similar to items that were episodically experienced, lures recollection phenomenology is representationally distinct from that of hold items (p.67). There is prove however that false memory can be based largely on automatic solveing and is amenable to lonesome(prenominal) limited conscious control.For example, Dodd and MacLeod (2004), showed that mere exposure to DRM lists was sufficient to create a false memory They presented DRM lists as coloured words in a Stroop test. Naming colours reduced accurate memory for list words as compared to reading coloured words, but false memory remained high for critical words. Furthermore, the elimination of false memory is awkward in that genuine encoding manipulations may lead to reductions in false memories through metamemorial processes occurring at retrieval (Gallo, McDermott, Percer & Roediger III, 2001, p.339). For example slowing presentation rate decreases the opportunity of false remembering, but may not eliminate it (Gallo, McDermott, Percer & Roediger III, 2001). False memories are remarkably persistent. For example, Toglia, Neuschatz and Go odwin (1999) found that false recall rates remained high over a three-week period, whereas recall of studied words revealed the typical decrement.In short, the DRM paradigm allows for the easy and reliable elicitation of false memories in the laboratory. From a practical perspective, false memories are a threat to the validity of witness testimony, a misleading source of autobiographical information in psychotherapy, and a biased representation of lessons taught in educational settings. For this assignment the validity of witness testimony only, will be discussed (Hunt & Ellis, 2004). According to Greene (as cited in Loftus, 1995, p.720), memories do not exist in a vacuum. Rather, they continually disrupt each other through a mechanism that we call interference. For instance, memories can be disrupted by things that an individual experienced earlier, this is known as proactive interference or situations that one may experience later, which is known as retroactive interference. Based on the interference theory from a retroactive interference perspective, when new information is received that is misleading in some ways individuals make errors when they report what they axiom.The reason for this is that new information often becomes incorporated into the recollection, supplementing or altering it in a remarkable way (Porter, Bellhouse, McDougall, Brinke & Wilson, 2010). Elizabeth Loftus (as cited in Hunt & Ellis, 2004), pioneered laboratory research modeled on eyewitness situation demonstrating the intervening events that occur amongst witnessing an event and subsequent testimony in court. The paradigm for this research was simple, participants witnesses a simulated violent crime of an automobile accident half of the participants received new misleading information about the event and the other half did not received any misinformation. The participants in this experiment were influenced by presuppositions invoked by the verbs smashed and hit based on the question asked, which was About how flying the car was going when they hit, smashed each other . Smashed presupposes a more violent collision a fact that influences both estimates of hurry and amount of damage.Therefore individuals who stated that there was broken glass saw the word smashed, but no broken glass was rattling depicted in the film. The presupposition dramatically, but subtly influenced memory for the actual event (Loftus, 1995). What was being remembered was the integrated memory of the two events, memory for the master copy film, plus memory for the additional information that was inherent in the question asked later. As the two memories blended over time the end result would be a single blended memory that is a distortion of the schoolmaster event (Hunt & Ellis, 2004). Higham (1998), showed that the latency between exposure to misinformation and time recall also influenced the misinformation effect, such that recent exposure to recent information was associated with greater recall of false details. Therefore both the response bias and memory change accounts have important implications for how one might regard the reliableness of eyewitness testimony.According to Loftus & Pickrell (1995), false memories can be embed as was demonstrated in the Lost-in-a-shopping-mall study. It showed that memory of an entire mildly traumatic event can be created and that further questions may be asked, such as, is it possible to implant a memory of abuse. For example one of the most dramatic solecisms of false memory of abuse ever to be authenticated was the case of Paul Ingram from Olympia, Washington (Ofshe, 1992 Watters, 1991). This individual was arrested for child abuse in 1988 at the time he was chair of the county Republican committee. From the outset he denied everything, but after five months of interrogation, suggestions from a psychologist and continuing pressure from detectives and advisors, Ingram began to admit to rapes, ass aults, child sexual abuse, and participation in a Satan-worshiping cult alleged(a) to have murdered 25 babies (Loftus, 1993).Ofshe (1989) noted that this was not the first time that a vulnerable individual had been made to believe that he had committed a crime for which he originally had no memory and which evidence proved he could not have committed. What is crucial about the Ingram case is that some of the same methods that are used in repressed memory cases were used with Ingram. This case also provides further insights into the malleable nature of memory. They suggest that memories for personally traumatic events can be altered by new experiences. Moreover, they reveal that entire events that never happened can be injected into memory. Therefore false memories range from the relatively trivial (e.g., remembering voting) to the bizarre (e.g., remembering forcing ones daughter and son to have sex) (Loftus, 1993). These false memories, with more or less detail, of course, do not p rove that repressed memories of abuse that founder are false.They do demonstrate a mechanism by which false memories can be created, by a small suggestion from a trusted family member, by hearing someone lie, by suggestion from a psychologist, or by incorporation of the experiences of others into ones own narrative planted (Loftus, 1993). Although false memories of ones childhood can be implanted, it does not imply that all memories that arise after suggestion are necessarily false, although the observational work on false memory creation raises doubt about the validity of long buried memories such as repeated trauma, but it in no way disproves them. Even with the most experienced evaluator, it is difficult to differentiate true memories from ones that are suggestively planted (Loftus, 1997).True memories represent events as they really occurred, whereas false memories shade, distort or entirely misrepresent events as they really happened. Research on memory distortion indicates that memory is not at all like a mechanical recording device. The original experience is not stored as some veridical trace of what was out there but, rather, is the result of interpretive processes of perception and comprehension. The intriguing picture of memory that emerges is one of a powerful, adaptively important and usually reliable psychological process that sometimes is completely wrong (Hunt & Ellis, 2004).ReferencesArndt, J. (2010). The role of memory energizing in creating false memories of encoding context. diary of Experimental psychological science, 36(1), 66-79.Chan, C. K. J., McDermott, B. K., Watson, M. J., & Gallo, A. D. ( 2005). The wideness of material-processing interactions in inducing false memories. diary of Memory & Cognition, 33 (3) 389-395.Dodd, M. D., & MacLeod, C. M. (2004). False recognition without intentional learning. Psychonomic Bulletin & Review, 11, 137-142.Gallo, A. D., McDermott, B. K., Percer, M. J., & Roediger, L. H. III. (2001). Modality Effects in False Recall and False Recognition. Journal of Experimental Psychology Learning, Memory and Cognition, 27 (2) 339-353 Gleaves, D. H., Smith, S. M., Butler, L. D., & Spiegel, D. (2004). False and get memories in the laboratory and clinic A review of experimental and clinic evidence. Clinical Psychology Science and Practice, 11 3-28. Higham, P. A. (1998). Believing details known to have been suggested. British Journal of Psychology, 89, 920-930.Howe, L. M. (2008). What is false memory development and the development of comment on Brainerd, Reyna and Ceci (2008), Psychological Bullentin, 134 (5), 768-772. Hunt, R. R., & Ellis, C. H. (2004). Fundamentals of Cognitive Psychology (7th Ed). McGraw Hill.Loftus, E., & Ketcham, K. (1994). False memories and allegations of sexual abuse The myth of repressed memory. New York St. Martins Press.Loftus, E.F. (1997). Creating false memories. Scientific American, 277, 70-75. Loftus, E.F. (1993). The reality of repressed memories. American Psychologist, 48, 518-537. Loftus, E.F., & Pickrell, E. J. (1995). The formation of false memories. Psychiatric Annals , 25, 720-725.Ofshe, R. J. (1992). Inadvertent hypnosis during interrogation False confession delinquent to dissociative state, misidentified multiple personality and the satanic cult hypothesis. International Journal of Clinical and Experimental Hypnosis, 40, 125-156. Ofshe, R. J. (1989). Coerced confessions The logic of seemingly irrational action. Cultic Studies Journal, 6, 1-15Porter, S., Bellhouse, S., McDougall, A., Brinke, T. L., & Wilson, K. (2010). A prospective investigation of the vulnerability of memory for positive and negative horny scenes to the misinformation effect. Canadian Journal of Behavioural Science, 42 (1) 55-61. Surgrue, K., & Hayne,H. (2006). False Memories produced by children and Adults in the DRM Paradigm. Applied Cognitive Psychology, 20, 625-631. Toglia, M. P., Neuschatz, J. S., & Goodwin, K. (1999). Recall accuracy and illusive memories When more is less. Memory, 7, 233-256.Watters, E. (1991). The devil in Mr. Ingram. Mother Jones, 65-68.

Mesolithic Religions Essay

Prior to this time in human existence multitude did not practice an organized form of religion. Everything was considered sacred and and there were no gods being worshiped. All this began to change in the Mesolithic time period. A shift in culture is evidenced by the building of the infernal region Temple at Urfa.Up until this point in time, humans lived a mostly hunter gather lifestyle. People would have followed the herds of sentient beings and lived off the shore up as they came to it, moving on once the resources were all(prenominal) used up. With the approaching of the St adept Temple signaled a current way of life. With people needing to eliminate while the temple was being built and later when they came to worship, humans began practicing work, herding, and hunting. With these sensitive roles humans had a shift in thought from just acquittance through living on the land to masters of the land with the susceptibility to own it and change it as needed. This new thou ght led to a shift in religious practices.Mesolithic people now began to cypher the world from the perspective that mankind had control over prosperity through religious practices. Herders could sacrifice some of the herd to a god to consider the herd continued to grow. A farmer needing to have a slap-up crop would have sacrificed people, fasted, or engaged in ritualistic sex. more than of this is evidenced by the artifacts that have been uncovered and the stories that have survived from the Mesolithic time.At the site of Urfa wild forms of the maiden domesticated plants and animals have been found. Inside the ruins animal bones were uncovered suggesting animal sacrifice may have taken place in there. The giant stone pillars have carvings in them one being a woman in a sexual outsmart that may suggest a room for ritualistic sex. The story of the first family illustrates some of the mentality of the time period. In the story two of the sons, representing farming and herding, g ather to sacrifice. The herder sacrifices an animal while the farmer sacrifices some plants. The plants be rejected. Leaving the farmer to find another way to sacrifice which in the story is illustrated by him killing his brother. The third type of person, the hunter, is absent during all this suggesting the hunter still clung to the old ways and may have disapproved of the new religious thought. The hunter may have been the one telling the story, which is why the story has a negative tone.

Costco Ethics Essay

Costco wholesale follows a very austere code of ethics, which be strongly enforced with their meekness program. Costcos supreme mission is to provide their members with quality goods and services at the lowest harm possible. In order for Costco to achieve their mission, they mustiness abide by their mere(a) code of ethics which consist of, obeying the jurisprudence, taking distribute of their members, taking care of their employees, and respecting their suppliers. Upon success of these four codes, they hold the ability to reward their shareholders, which is their ultimate goal.In order for Costco to implement their code of ethics, they must follow an austere conformity program. Costco must first appoint or retain a oral sex abidance officeholder who directly reports to the Nominating and Governance Committee of Costcos room of directors. The Nominating and Governance Committee is made up of several independent directors whom have the responsibility to develop ideas, an d give recommendations to the board corporate governance guidelines.In order for the Chief entry Officer to understand the whole process, and compliance program itself, he or she must retain their position for at least three years. Within these three years, he or she must report to the Governance Committee at least twice a year in regards to compliances issues, and the relay of information between the financial insurance coverage department and the financial planning department. Also the Chief Compliance Officer must report to the independent accounting firm or law firm at least once a year.The Chief Compliance Officers initial duty is to coordinate and oversee the following areas to improve Costcos already set compliance program, revising the edict of Ethics to make it easily understood for their employees, spreading the compliance and honest standards to officers and employees, improving the employee training program, to look for and address unethical behavior, enhancing the w histle electric fan program for anonymous accusations, to check on senior executives to ensure their partnership in the ethics and compliance program, and lastly to ultimately oversee upcountry investigations involving financial fraud.To guarantee that information is properly shared between the interior(a) departments responsible for Costcos equity compensation program there is compose procedures to be followed. The departments that are mainly responsible for following this procedure are the financial reporting department, and the financial planning department. These departments are mandated to meet for at least three years for quarterly meetings attended with the Chief Compliance Officer, the Chief Financial Officer, the Controller and the supervisors of both departments.

Attachment theory Essay

Attachment is an important factor in a nestlings life. It makes them tonicity safe and secure. The infants tendency to test the closeness to particular the great unwashed and to expression more secure in their presence. (Erikson 1976) I think that when Erikson made this statement, what he was actually saying was that an addendum is when a babe is more comfortable in a linguistic context if they are with the people they are closest to and the people that they like to be with and capturek attention of these people more than differents.Attachment is like a piece of invisible string that binds individuals in a way that allows a healthy development (psychology for AS level). This statement in my opinion states that an appendage which forms a bond between the people involved is important for solid development for the nipper. What happens if there isnt a bond or an accessory in the babes life? I am dismissal to savor into three different psychologists theori es on bond certificate and see what their opinions on the subject are.The first psychologist I am looking into is Bowlby. Bowlby had very bulletproof opinions on attachment and the pertinacious term affects a lack of a bond or attachment can crap on a peasants life. Bowlby believed that a child should form one and besides one substantial attachment which should be with the draw of the child. This is sleep withn as monotrophy. The father in Bowlbys look was there for the making of the screw up completely and would show no input or importance in the childs up add togethering.Bowlby came to the conclusion that children who failed to form this bond with their mother in the first three years of the childs life would have problems in later life soldering with people and trusting people. He also described a child with a lack of bonding to be an affectionless psychopath, which he described to be somebody who shows lack of offense when done something wrong has difficulties showi ng emotion to things around them or someone with deportment problems. Another affect of not having an attachment in this full of life effect as it was also known in Bowlbys eyes was development retardation which meant the child may grow up with breeding difficulties or slower intellectual skills.The next psychologist I am spillage to discuss is Mary Ainsworth. Ainsworth investigated bonding and stony-skint it down into different sections. She broke it down it to three different types of attachment. These were secure attachments, anxious avoidant attachments and anxious kind attachments. Secure attachments were described as the strongest of the three. This is where the children know they are loved and kickd for and they feel secure with the person they have bonded to. When they are re master(prenominal)ing with bulge their attachment go in for the first era they entrust show softwoods of di puree and mental disorder. tho after sequence they allow situate empl oy to being left and they leave behind not be as di examineed as time gos on. anxious(p) avoidant attachment is not as strong as the secure attachment and the bond it weaker. These children seem more sovereign and can manage small tasks on their own. This may be imputable to a change in the attachment figures attitude or behaviour towards the child which may be caused by death or insularism from a partner. This can also be caused by separation from child and attachment figure due to illness or separation at birth. This attachment is usually weaker because of the lack of full trust from either party. Anxious resistant attachment is similar to anxious avoidant attachment notwithstanding the child often is more clingy and seeks more attention to people as considerably as the attachment figure but when people tries to comfort them they go out often not accept the comfort.The last psychologists I am release to look at are Shaffer and Emerson. Shaffer and Emersons theory is the one Ainsworth used to conclude her investigations. They looked more at children with two-fold attachments which contradicts Bowlbys theory which verbalise only one strong attachment can be made. They broke their findings down in to four sections. These sections are Asocial stage which is children of 0-2, the indiscriminating stage, children of 2-7 months, specific stage which is children of 7 months plus and then finally multiple attachment.Asocial stage is described to be where the children aged 0-2 months will react to human faces but will not show any main distress towards whom it is they are with. This means that if you placed a 0-2 month youngster in a day care condition then they will not really kick much of a fuss when their mother leaves them they will usually be happy and content as long as they are getting some attention. On my placement plot of ground I was working in the 0-2 room the youngest child there at the time was only 6 weeks old she would come to nurse ry with no hassle every day after her nap she would sometimes exclaim a little bit until she got some attention. She was happy when her mum came to get her but she didnt password for her when she wasnt there. Where as one of the oldest children who was well-nigh 18 months used to cry for her mum nearly all day, she only seemed happy when she was eating.The indiscriminate stage is for children from 2 month up until 7 month. These children are more aware of what is happening and they know who they prefer to turn over time with usually in most cases it is the main care giver, but they will still be ok and not too worried around strangers and unnamed faces. The specific stage is where one strong attachment is clear and the child becomes very weary and anxious around unknown people. This is usually why when a child over 7 months is brought into a child care setting, they take a while to flow and cry for their carer.Multiple attachments are where the child is close to or has an attachment with more than one person. This is often when they spend a lot of time with these people as well as their care givers. These people can allow grand proves, extended family, neighbours and realistically people who they spend a lot of time with and they feel safe around. As some of the theorists mentioned above tell they would be distress when a child was left or was divide from their attachment figure its is important that children get used to a setting before being brought and left alone. In some child care setting they hold visits for the children where they can come with their attachment figure and see the setting and play with the other children to see what it is like and to get to know the care workers faces first.In my placement they do this over a period of 6 visits( continuing if child is very unsettled) to avoid too much stress and upset for the new children coming to nursery each time a visit takes place the attachment figure will stay a little bit less t han the time before leaving the child with the other children and care givers. This way they feel that the child gets used to not having their mother there all the time and also gets to know the other people in the setting and environment. Another way the children help settle in the nurseries or child care setting is they are allowed to bring with them a transitional object with them to comfort them when they get upset.One child in my placement had a pink cushion which she has all the time when she is upset. When she settles down she often puts it down a leaves it on the floor, at this send the care worker picks it up discreetly and puts it in her box. They do this because they feel if she is playing nice and contently then she sees the cushion she will pick it up and carry it round again where as if it is out of the way the child will hopefully play for a longer amount of time. The child gets it back if she asks for it or if she becomes distressed on upset in anyway.In my plac ement to avoid too much stress and upset for the new children coming to nursery, they have an induction period. This is where the child will come in to the nursery with their parent to have a look around, meet the staff and the other children in the setting. The child gets to play with the toys and will start to get used to the setting so when its time for their parent to leave then it wont be so distressing.When a child is in the setting some of the parents come and visit the child during lunch time or if they get a break at work. This was good for some children as it reassured the children that their parents were coming back for them and they hadnt just left them forever. For some children however this was not beneficial and the bureau was more distressing for them having to say bye to their carer all over again.

How Cleanliness Can Influence Life of Kazi Zawad Badruddoza

Whereas the lividliness is relate well to the aspects in our life. There is some reason why cleanliness is important to our life. Cleanliness influences our health, controlling our pique and then keeps the relationship with our friends. The clothes and the pants which we wear must be clean so that no more than germs that can affect allergy like irritation. The food and the drink which we consume must be clean from microbes to prevent risk of illness like stomach ache, diarrhoea and many more.Then, the objects around us it should be clean from dust so we non experience the respiration illness. With kept our cleanliness so that our life must be healthy. Another reason we must watch cleanliness because the cleanliness can controlling our mood. Cleanliness makes us tone fresh and comfortable. A clean room makes us feel freshness because all of the objects are clean and free of dust so that the air is fresh. Its floor is clean so there are no bacteria or microbes and we can do the ac tivities without worried about hygienics problem.Cleanliness can be regarded as personal or environmental. These habits ensure that a person would stay fit and healthy for a long meter so you will not be force to use those anti aging treatments or some sort of surgery. These habits help us in developing an ideal and healthy life style which makes our lives even more delightful and joyous. Lesser effort would result in more triumph if a person has healthy perspicacity and a healthy mind can only exist in a healthyCleanliness is one of the sincere qualities. It is a part of our civilization. A man of dirty habits is far from civilization. So, with the ramp up of civilization man cleans himself more and more. He cleans his body. He cleans his mind and heart. He cleans all his action and manners. He cleans his soul. This will lead him to the highest form of civilization. but on the cleanliness of body, depend all other cleanings. Hence, cleanliness is considered so important.

Natural human caused Disasters Essay

1. The rigs malfunctioning blowouts pr horizontalter ultimately failed, but it was undeniable only because of human errors. Those errors originated with a team of BP engineers in Houston, such as 1. Fewer barriers to gas flow 2. Fewer centralizers to keep cement even 3. No bond log to check cement integrity 4. compact test misinterpreted 5. Mud barrier removed early 6. Blowouts preventer failed.2. In the months by-line the disconnection vegetable oil disaster, wildlife managers, rescue crews scientists and researchers saw many immediate impacts of the oil impacting wildlife. petroleum coated birds feathers, causing birds to lose their buoyancy and the ability to settle body temperature. Mammals ingested oil causing internal bleeding, sea turtles covered in oil, dead and dying sea coral. 3. Many humans experienced respiratory problems he developed during the cleanup of the BP oil spill. People can be exposed to the chemicals in oil by breathing them, by swallowing them, or by to uching them. Previous studies show consistent evidence of tart toxic effects, mainly neurological, ocular, and respiratory, of those living in exposed communities and among clean-up workers.4. BPs billet fell by 52% in 50 days on the New York Stock Exchange, BP gas stations in the United States, the bulk of which the company does not hold, reported sales off between 10 and 40% due to backlash against the company. On 5 July 2010, BP reported that its own expenditures on the oil spill had reached $3.12 billion, including the cost of the spill response, containment, relief rise drilling, grants to the disjunction states, claims paid, and federal costs. Due to the loss of the market value, BP had dropped from the second to the fourthly largest of the four major oil companies by 20135. It was a long spilling the Gulf of Mexico, the largest offshore spill in U.S. history. It was a result of the well(p) blowouts that began with the Deepwater celestial horizon drilling rig explosio n on April 20, 2010, At 956 pm, Gas, oil and concrete from the Deepwater Horizon explode up the wellbore onto the deck and hence catches fire. The explosion kills 11 platform workers and injured 17 others another 98 people survive without serious physical injury 6. A massive response ensued to protect beaches, wetlands and estuaries from the spreading oil utilizing skimmer ships,7. BP LLP owned the well that blew up, Transocean Ltd owned the rig, and Halliburton Co. conducted the key tests right before the event.8. Victims of oil spills have a couple of(prenominal) methods available to them for receiving monetary compensation. To recover from any financial losses sustain due to the BP oil spill in 2010 their options are 1) an individual lawfulness suit in civil court, 2) a class-action law suit in civil court, or 3) the court approved settlement. BP created a compensation fund, consequently a $20 billion fund was agreed upon for the Deepwater Horizon oil color Spill.9. Sen ator Charles Schumer responded to the continuing Gulf oil leak by proposing new legislative action that would raise the liability BP could face for the disaster1. 10. In the BP Oil Spill, more than 200 million gallons of crude oil was pumped into the Gulf of Mexico for a total of 87 days, making it the biggest oil spill in U.S. history. Causing it to be a very large geographic young because of the gallons of oil that were pumped into our ocean.

Lending a Helping Hand

Lending hand can mean a variety of things for mevery race. It can mean help to chafe step to the fore of a financial bind, coming alongside another for a opinion of grief, or merely being there for somebody. moreover most of us lend a hand to another for the purpose of seeing how virtuoso can help another in a specific situation. curiously in time when what one knows can help in the predicament of another. integrity of my reasons seeking admission in your program is to do just that.In my septenary years in the New York City Department of Education, one of my duties has been to convey visitations to the p atomic number 18nts of fryren that have proven to difficult. These children usually come from backgrounds and stations in lifetime that would other spate ask Why Bother? however that is where the indigence comes in for me to seek admission into your program. Its to make people understand the lives of these children are worth something.In this line of work, it is imperat ive that I can get a backgrounder of the childrens behavior from the parents or guardians of these children. This would al minor me to stop assess the patterns of the child in relation to his various environments.Factors such as school and social life, I believe, have a great bearing on the behavior of these children. But with the companionship I already possess, I should have a better chance at the renewal of the child should I gain institution into your program.When the case is usually presented, some people are often time just ready to give up on these children. Many people would just rationalize that these children are born to be at the low rungs of society, ending up either as beggars or criminals. But my occupation is not just to give up on them. I experiment hard to get them on the undecomposed track. But what is exactly the right track?For them, the first step in purpose the path is public lecture to them. Its a big step for them to open up on the reasons that th ey cutpurse out of schooling. The parents, too, have a large part in the reformation of the child. I make it a point to challenge the parents of these children to be positivistic influences on the lives of these children.Some may think that what I do is tiring, exasperating and put by dint of right frustrating. At some times, I would tend to agree. The many times that I talk to children and parents would tend to frustrate even the best of people. Especially when you see the efforts, the sheer amount of it, just end up in smoke. But to me, its just not a job. If I sound a bit on the ethereal, I do find what I do to be a calling of sorts.Usually, people would connote a calling to be of a grander design. A calling would tend to make people think of going on some mission in life, out from civilization and the perks and benefits of this life to be with the down trodden and less fortunate. But how does get children to go back to school be a calling? For me, it is a calling.If your o ffice would office would consider my personal circumstance, most of what is apparent that aside from the house visits that I regularly conduct with the parents of truant children, most of the facts are in the area of clerical, administrative or research work. But these credits, I believe, would prepare me in earnest to help more children if I get accepted into your program. How? I believe that your program is looking for students not just good in academics, but learners and doers.Brain noesis and picture are, to me, dickens vastly opposite ends for learning. Just getting into program with just the expressed zest to acquire more brain knowledge is not a mark that I would want to carry into my field. Yes, accumulating knowledge is important in decently doing the task that is set before an individual. But I believe that with my experience and the knowledge that I know I will gain in your program will allow me to be better at my calling.It is alike mentioned in my personal circu mstance that I to a fault assist in the didactics of children with special needs. The children in this area are of need of tautological care and attention. This is another area that I would like to improve on with the knowledge that I would gain should I gain entry into your program. But what would be the relationship of mostly clerical and administrative work in the final output?Academics, I believe, are an essential part in the execution of any program designed to help any individual. Without the knowledge gained in school, it would be difficult to be effective in any endeavor one has set out to do. But is the attainment of a degree of academic knowledge the answer in fate these children? Should that be the only basis?My advantage would be that in addition to the knowledge that I know I will gain in the result that I am accepted into your program, that knowledge will be accompany by years of first-hand experience that I already possess.The many instances and incidents of help ing and aiding children, whether to get back into school or helping them in finding suitable alternatives to formal schooling, or explaining to the parents of special needs children their individual education plans, should serve me in good stead if I am elect to get into your program.Why the passion in helping these children? I must also point out that I am a mother of two young boys, with one of them, my 5 year old suffering from a speech disability. This everyday first hand experience of seeing my child being helped along as he gets better from his impairment, has bolstered my resolve and conviction that I can be of greater use to other children if I combine my years of experience with further study available through your program. It is my fervent desire that should be humbly among those accepted into your program.

Input/Output Organization

INPUT/OUTPUT ORGANIZATION rise to powering I/O r employments I/O embrasure gossip/out institutionalize mechanism Memory-mapped I/O y pp / Programmed I/O counteracts Direct Memory Access deales Synchronous mint Asynchronous Bus I/O in CO and O/S Programmed I/O recesss DMA (Direct stock Access) A pot is a sh argond communication link, which habits one , invest of wires to connect multiple sub st valuategys. The deuce major(ip) advantages of the transport organization are versatility and meek cost. Accessing I/O tricks Most modern computers use single cumulation arrangement for connecting I/O widgets to CPU &038 Memory The peck enables exclusively the wrenchs connected to it to switch breeding Bus consists of 3 set of nisuss Address, info, watch mainframe computer places a particular cite (unique for an I/O Dev. ) on book of facts bank places Device which recognizes this speech communication moves to the commands issued on the Control cours e of studys Processor betokens for either Read / pull through The information will be placed on Data declivitys computer computer hardware to connect I/O whatsiss to b t wad porthole Circuit Address De legislationr Control Circuits Data interprets lieu interprets The Registers in I/O Interface buffer and subordination Flags in Status Registers like SIN, SOUT Registers, SIN Data Registers, like Data-IN, Data-OUT I/O user user interface for an input kink Memory Address Processor Data Control Address Add Decoders Control C t l circuits Data d t t D t and stead registers I/O /O Interface Input device (s) p ( ) Input Output mechanism h i Memory mapped I/O Programmed I/O Interrupts DMA (Direct retentiveness Access)A bus generally contains a set of project originations and a set of entropy lines. The control lines are employ to foretoken requests and ack at presentledgments, and to indicate what type of information is on the information lines. The contro l lines are employ to indicate what the bus contains and to implement the bus protocol. The selective information lines of the bus carry information between the source and the destination. This information whitethorn consist of information, complex commands, or send fores. Buses are traditionally classified as mainframe computer- memory board di i ll l ifi d buses or I/O buses or excess purposed buses (Graphics, etc. ).Processor memory buses are short, generally amply travel rapidly, and matched to the memory placement so as to maximize memory central central central mainframe computer bandwidth. I/O b buses, b contrast, discharge be lengthy, can nurture many by t t b l th h types of devices connected to them, and a lot have a wide range in the information bandwidth of the devices connected to them. I/O buses do non typically interface directly to the memory but use either a processor-memory or a backplane bus to connect to memory. The major disadvantage of a bus is that it creates a communication bottleneck possibly limiting the maximum I/O bottleneck, throughput.When I/O must pass through a single bus, the bus bandwidth of that bus limits the maximum I/O throughput. terra firma why b R h bus d i design is so difficult i diffi lt the maximum bus quicken is largely limited by physical factors the length of the bus and the sum of devices. These physical limits prevent us from emissionning the bus ar fleckrarily fast. In addition, the need to support a range of devices with widely varying latencies and data transfer rates in addition makes bus design challenging. it becomes difficult to run many parallel wires at high amphetamine due to quantify skew and reflection reflection.The ii basic contrivances for communication on the bus are synchronous and asynchronous. If a bus is synchronous (e. g. Processor-memory), it includes a measure in the control lines and a fixed protocol for communicating that is telling to the clock. g This t ype of protocol can be implemented considerably in a small finite state machine. Because the protocol is mold and involves little logic, the bus can run very fast and the interface logic will be small. Synchronous buses have two major disadvantages First, every device on the bus must run at the identical clock rate. Second, because of clock skew problems, synchronous buses cannot be eagle-eyed if they are fast. An A asynchronous b h bus i not clocked. It can accommodate a is t l k d d t wide variety of devices, and the bus can be lengthened without worrying about clock skew or synchronization problems. To coordinate the transmission of data between sender and receiver, an asynchronous bus uses a handshaking protocol. Three special control lines need for hand-shaking ReadReq Used to indicate a read request for memory. The address is put on the data lines at the same judgment of conviction.DataRdy Used t i di t th t th d t D t Rd U d to indicate that the data give-and- trade i s now ready on the di d th data lines asserted by Output/Memory and Input/I_O Device. Ack Used to acknowledge the ReadReq or the DataRdy head of the different party. I/O Dev. Memory Steps subsequently the device bodes a request by acme ReadReq and putting the address on the Data lines 1. When memory sees the ReadReq line, it reads the address from the data bus and raises Ack to indicate it has been seen. 2. As the Ack line is high I/O releases the ReadReq and data lines. g / q 3.Memory sees that ReadReq is low and drops the Ack line to acknowledge the ReadReq signal (Mem. Reading in progress now). 4. This measuring rod starts when the memory has the data ready. It places the data from the read request on the data lines and raises DataRdy. 5. The I/O device sees DataRdy, reads the data from the bus, and signals that it has the data by raising Ack. 6. On the Ack signal, M/M drops DataRdy, and releases the data lines. 7. Finally, the I/O device, beholding DataRdy go low, drops the Ack line, which indicates that the transmission is blameless. Memory mapped I/O I/O devices and the memory share the same address space the space, arrangement is called Memory-mapped I/O. In Memory-mapped I/O portions of address space are assign to I/O devices and reads and put outs to those addresses are interpreted as commands to the I/O device. DATAIN is the address of the input buffer associated with the keyboard. Move DATAIN, R0 reads the data from DATAIN and stores them into processor register R0 Move R0, DATAOUT sends the contents of register R0 to location DATAOUT g Option of special I/O address space or incorporate as a part of memory address space (address bus is same al trends).When the processor places the address and data on the memory bus, the memory system ignores the operation because the address indicates a portion of the memory space use for I/O. The device mastery, however, sees the operation, records the data, and transmits it to the device as a comman d. User programmes are p p g prevented from issuing I/O g / operations directly because the OS does not provide access to the address space assigned to the I/O devices and thus the addresses are protected by the address translation. Memory mapped I/O can also be used to transmit data by writing or reading to select addresses.The device uses the address to determine the type of command, and the data may be provided by a write or obtained by a read. A program request usually requires several erupt I/O operations. Furthermore, the processor may have to interrogate the spatial relation of the device between individual commands to determine whether the command completed success liberaly. DATAIN DATAOUT perspective CONTROL 7 6 5 4 DIRQ KIRQ DEN great deal SOUT SIN 3 2 1 0 I/O operation involving keyboard and vaunt devices Registers DATAIN, DATAOUT, STATUS, CONTROL Flags SIN, SOUT Provides position information for keyboard nd let on unit KIRQ, DIRQ Keyboard, Display Interrupt request bits DEN, KEN Keyboard, Display modify bits Programmed I/O CPU has direct control everywhere I/O S Sensing status i t t Read/write commands Transferring data CPU waits for I/O staff to complete operation Wastes CPU judgment of conviction In this matter, use apply I/O get welly manual in the processor. These I/O instructions can pose both the device compute and the command word (or the location of the command word in memory). The processor communicates the device address via a set of wires normally included as part of the I/O bus.The actual command can be transmitted over the data lines in the bus. bus (example Intel IA-32) IA-32). By making the I/O instructions illegal to execute when not in kernel or supervisor mode user programs can be mode, prevented from accessing the devices directly. The process of sporadically checking status bits to see if it is time for the next I/O operation, is called polling. Polling is the impartialst way for an I/O device to communicate with the processor processor. The I/O device simply puts the information in a Status register, register and the processor must come and get the information.The processor is totally in control and does all the work. A ISA program to read one line from the keyboard, store it in memory buffer and echo it back to the display buffer, The disadvantage of polling is that it can waste a lot of processor time because processors are so much faster than I/O devices devices. The processor may read the Status register many times, only when to make that the device has not yet completed a comparatively leaden I/O operation, or that the mouse has not budged since the last time it was polled.When the device completes an operation, we must s process read the status to determine whether it (I/O) was successful. bang in a polling interface lead to the invention of break aparts to notify the processor when an I/O device requires attention from the processor. Interrupt- operate I/O, Int errupt driven I/O employs I/O cave ins to indicate to the processor that an I/O device needs attention. When a device wants to notify the processor that it has completed round operation or needs attention, it causes the processor to be break.Interrupts I/O INTERRUPT Processor When I/O Device is ready, it sends the INTERRUPT signal to processor via a dedicated controller line Using wear we are ideally eliminating WAIT period In response to the interrupt, the processor executes the Interrupt Service Routine (ISR) solely the registers flags program counter values are freed registers, flags, by the processor in front running ISR The time required to save status &038 delayore stomach to act overhead ? Interrupt Latency p y nterrupt-acknowledge signal I/O device interface p y accomplishes this by execution of an instruction in the interrupt-service human action (ISR) that accesses a status or data register in the device interface implicitly informs the device that its i nterrupt request has been recognized. IRQ signal is then removed by device. ISR is a sub-routine may be presbyopic to a different user than the one world executed and then halted. The condition code flags and the contents of any registers used by both the interrupted program and the interrupt-service interrupt service routine are saved and restored restored.The concept of interrupts is used in operating systems and i many control applications, where processing of d in l li i h i f certain routines must be accurately timed relative to external events (e. g. real-time processing). Interrupt ironware p Pull up Pull-up resister INTR = INTR1 +.. +INTR n INTR An same circuit for an string out drain bus used to implement a open-drain common interrupt-request line Interrupt Hardware Supply pp y R INTR Processor Pull-up resister INTR 1 INTR 2 INTR 3 INTR = INTR1 +.. +INTR n GND INTR Enabling and Disabling Interrupts Device activates interrupt signal line and waits with this signal activ ated until processors attends The interrupt signal line is active during execution of ISR and till the device caused interrupt is serviced Necessary to ensure that the active signal does not lead to successive breakings ( train-triggered input) causing (level triggered the system to fall in unconditioned loop. What if the same d i h h device i interrupts again, within an ISR ? i i hi Three methods of Controlling Interrupts (single device) Ignoring interrupt Disabling interrupts Special Interrupt request line Ignoring Interrupts Processor hardware ignores the interrupt request line until the execution of the initiatory instruction of the ISR completed Using an interrupt disable instruction after the frontmost-year instruction of the ISR no hike interrupts A return from interrupt instruction is completed before further interruptions can occur Disabling Interrupts Processor mechanically disables interrupts before starting the execution of the ISR The processor saves the contents of PC and PS (status register) before performing interrupt disabling. The interrupt-enable is set to 0 no further interrupts allowed When return from interrupt instruction is executed the contents of the PS are restored from the stack, and the interrupt enable is set to 1 Special Interrupt line p p Special interrupt request line for which the interrupt intervention circuit responds only t th l di h dli i it d l to the leading edge of d f the signal Edge triggered g gg Processor receives only one request regardless of how long the line is activated N separate i t No t interrupt di bli t disabling i t instructions tiThe sequence of events involved in handling an interrupt request from a single device. Assuming that interrupts are enabled, the quest is a typical scenario 1. 1 The device raises an interrupt request request. 2. The processor interrupts the program currently being executed. t d 3. Interrupts are handicapped by changing the control bits in the PS (ex cept in the scale of edge-triggered interrupts) interrupts). 4. The device is informed that its request has been recognized, and in response, it deactivates the interrupti d di d ti t th i t t request signal. . The bodily process requested by the interrupt is performed by the interrupt-service routine. 6. Interrupts are enabled and execution of the interrupted program is resumed. Handling Multiple Devices Multiple devices can initiate interrupts p p They uses the common interrupt request line y p q Techniques are q Polling Vectored Interrupts p Interrupt Nesting Daisy Chaining y g Polling Scheme The IRQ (interrupt request) bit in the status register is set when a device is requesting an interrupt. The Interrupt service routine polls the I/O devices connected to the bus. The first device encountered with the IRQ bit set is serviced and the subroutine is invoked. Easy to implement, but also much time spent on checking the IRQ bits of all devices, though some devices may n ot be requesting service. Vectored Interrupts Device requesting an interrupt identifies itself directly to the processor The device sends a special code to the processor over the bus. The code contains the identification of the device device, starting address for the ISR, address of the branch to the ISR PC finds the ISR address from the code. To add flexibility for multiple devices same ISR is executed by the processor using a branch address to the appropriate routine device specified Interrupt Vector. An interrupt vector is the memory address of an interrupt liker, or an index into an array called an interrupt vector slacken or dispatch table a table of interrupt vectors (pointers to routines that handle interrupts).Interrupt vector tables contain the memory addresses of interrupt handlers. When an interrupt is generated, the processor saves its execution state via a context switch, and begins execution of the interrupt handler at the interrupt b i ti f th i t t h dl t th i t t vector. The Interrupt Descriptor Table ( p p (IDT) is specific to the ) p I386 architecture. It tells where the Interrupt Service Routines (ISR) are located. Each interrupt number is reticent for a specific purpose. For example, 16 of the vectors are reserved for the 16 IRQ lines.Q On PCs, the interrupt vector table (IVT or IDT) consists of 256 4-byte pointers the first 32 (0-31 or 00-1F) of which are reserved f for processor exceptions the rest f for hardware interrupts, software interrupts. This resides in the first 1 K of addressable memory. Interrupt Nesting Pre-Emption of low antecedency Interrupt by another high Pre Emption priority interrupt is known as Interrupt nesting. Di bli Disabling I t Interrupts d i t during th execution of th ISR the ti f the may not estimation devices which need immediate attention. Need a priority of IRQ devices and accepting IRQ from a high priority device. The priority level of the processor can be mixtured y y dynamically. Th e privileged instruction write in the PS (processor status word) that encodes the processors priority word), priority. Interrupt Nesting (contd. ) Pro ocessor INTR1 Device 1 INTA 1 Device 2 INTRp .. . Device p INTA p antecedence arbitrament circuit Organizing I/O devices in a prioritized mental synthesis. g g / p Each of the interrupt-request lines is assigned a different priority level level. The processor is interrupted only by a high priority device. Daisy Chaining The interrupt request line INTR is common to all the devices The interrupt quotation line INTA is connected to devices in a DAISY CHAIN way INTA propagates serially through the devices Device that is electrically closest to the processor gets high hi h priority i i Low priority device may have a danger of STARVATION INTR P Processor r Device D i 1 INTA Device D i 2 .. Device n D i Daisy Chaining with Priority Group Combining Daisy chaining and Interrupt nesting to form p priority crowd yg p Each group has different priority levels and within to each one group devices are connected in daisy chain wayINTR1 Proc cessor Device 1 Device 1 INTA 1 INTR p . . . . Device D i 1 INTA p Priority arbitration circuit Device D i 1 Arrangement of priority groups Direct Memory Access (DMA) For I/O transfer, Processor determines the status of I/O devices, by Polling Waiting for Interrupt signal Considerable overhead is incurred in to a higher place I/O transfer processing To transfer large stopovers of data at high Speed, between EXTERNAL devices &038 Main Memory, DMA approach is often used DMA controller allows data transfer directly between I/O device d i and d Memory, M with i h minimal i l intervention i i of f processor. Direct Memory Access (DMA) DMA controller acts as a Processor, but it is controlled by CPU To initiate transfer of a block of words, the processor sends the following data to controller The starting address of the memory block The word count h d Control to specify the mode of transfer such as read or write A control to start the DMA transfer DMA controller performs the requested I/O operation and sends a interrupt to the processor upon completion 1 Status and Control Starting address Word count In ? ? ? IRQ 30 IE 1 R/W 0 make DMA interface g g First register stores the starting address Second register stores Word count Third register contains status and control flags Bits and Flags R/W Done IRQ IE 1 withdraw Data transfer finishes Interrupt request Raise interrupt (enable) after Data Transfer 0 WRITE Processor Main memory Disk/DMA controller DMA controller Printer Keyboard Disk Disk mesh Interface Use of DMA Controller in a computer system Memory accesses by the processor and DMA Controller are interwoven DMA devices have higher priority then processor over BUS control speech rhythm Stealing- DMA Controller steals memory cycles from processor, though processor originates most(prenominal) memory access. Block or Burst mode- The of d ata without interruption Conflicts in DMA Processor and DMA, Two DMA controllers, try to use the Bus at the same time to access the main memory DMA controller may given exclusive access to the main memory to transfer a blockDMA and Interrupt Breakpoints During D i an I t Instruction Cycle ti C l Bus arbitration Bus mortify device that initiates data transfers on the bus. The next device can take control of the bus after the current master relinquishes control Bus Arbitration process by which the next device to become master is selected Centralized and Distributed Arbitration BBSY P Processor r BR BG1 DMA controller 1 BG2 DMA controller 2 A simple arrangement for bus arbitration using a daisy chain BR (bus request ) line open drain line the signal on this line is a logical OR of the bus request from all the g q DMA devices BG (bus grant) line processor activates this line indicating (acknowledging) to all the DMA devices (connected in daisy chain fashion) that the BUS ma y be used when its free free. BBSY (bus busy) line open collector line the current bus master i di b indicates d i devices that i i currently using h it is l i the bus by signaling this line BBSY Processor BR BG1 DMA controller 1 BG2DMA controller 2 Sequence of signals during data transfer of bus mastership Centralized Arbitration Separate unit (bus arbitration circuitry) connected to the bus Processor is normally the bus master, unless it grants bus mastership to DMA For the timing/control, in introductory slide DMA controller 2 requests and acquires bus mastership and later releases the bus. During its tenure as the bus master, it may perform one or more data transfer operations, depending on whether it is p , p g operating in the cycle stealing or block mode.After it releases the bus, the processor resumes bus mastership. Distributed Arbitration All devices waiting to use the bus has to carry out the arbitration process no central arbiter Each device on the bus is assi gned with a identification number 4-bit ane or more devices request the bus by asserting q y g the start-arbitration signal and place their identification number on the four open collector lines arbitrageur0 through ARB3 are the four open collector lines One among the four is selected using the code on the lines and one with the highest ID numberA distributed arbitration scheme Assume that two devices, A and B, having ID numbers 5 and 6, respectively, are requesting the use of the bus. Device A transmits the pattern 0101, and device B transmits the pattern 0110. p The code seen by both devices is 0111. Each device compares the pattern on the arbitration lines to its own ID, starting from the most significant bit. If it detects a loss at any bit position, it disables its drivers at that bit position and for all lower-order bits. It does so by placing a 0 at the input of these drivers drivers.In the case of our example, device A detects a difference on line ARB I. Hence, it disa bles its drivers on diff li I H i di bl i d i lines ARB 1 and ARBO. This causes the pattern on the arbitration lines to change to 0110, which means that B has won the contention. Universal Serial Bus (USB) The USB supports two speeds of operation called lowoperation, low speed (1. 5 megabits/s) and full-speed (12 megabits/s). The Th most bran-new revision of the bus specification (USB i i f h b ifi i 2. 0) introduced a third speed of operation, called high-speed (480 megabits/s).The USB has been designed to meet several key objectives -P Provide a simple, low-cost, and easy to use interconnection id i l l t d t i t ti system that overcomes the difficulties due to the limited number of I/O ports available on a computer admit a wide range of data transfer characteristics for I/O devices, including telephone and Internet connections / , g p Enhance user whatchamacallit through a plug-and-play mode of operation USB Bandwidths A low-speed rate of 1. 5 Mbit/s (183 kB/s) is defined b y USB 1. 0.It is intended primarily to save cost in lowbandwidth human interface devices (HID) such as keyboards, ( ) y , mice, and joysticks. The full-speed rate of 12 Mbit/s (1. 43 MB/s) is the full speed ( 1. 43 basic USB data rate defined by USB 1. 1. All USB hubs support full-bandwidth. A high-speed (USB 2. 0) rate of 480 Mbit/s (57 MB/s) was introduced in 2001. All hi-speed devices are capable of falling back to full bandwidth operation if necessary they are full-bandwidth backward compatible. Connectors are identical. SuperSpeed ( d (USB 3. 0) rate produces upto 4800 Mbit/s ) d bi / (572 MB/s or 5 Gbps)Each node of the manoeuvre has a device called a hub, which acts as an intercede control point between the host and the I/0 devices devices. At the root of the tree, a root hub connects the entire tree to the host computer. The leaves of the tree are the I/0 p / devices being served. The tree structure enables many devices to be connected while using only simple point-topoin t serial links. Each hub has a number of ports where devices may be connected, including other hubs. In normal operation, a hub g copies a pith that it receives from its upriver connection to all its downstream ports.As A a result, a message sent b the host computer is lt t by th h t t i broadcast to all I/O devices, but only the addressed device will respond to that message. A message from an I/O device is sent only upstream towards the root of the tree and is not seen by other devices. Hence, th USB enables th h t t communicate with the I/O H the bl the host to i t ith th devices, but it does not enable these devices to communicate with each other. The USB operates strictly on the basis of polling. A device may send a message only in response to a poll message from the host host.Hence, upstream messages do not encounter conflicts or interfere with each other, as no two devices can send other messages at the same time. This restriction allows hubs to be simple, low-cost devices. USB protocol requires that a message transmitted on a highspeed link is always transmitted p y at high speed, even when the ultimate receiver is a low-speed device. device Hence, a message intended for device D is sent at high speed from the root hub to hub A, then A forwarded at low speed to device D. The latter transfer will take a long time, during which highl ti d i hi h hi h speed traffic to other nodes is allowed to continue.Each device on the USB, whether it is a hub or an I/O device, is assigned a 7-bit address. This address is local to the USB tree and is not related in any way to the addresses used on the processor bus. A hub may have any number of devices or other hubs connected to it, and addresses are assigned arbitrarily. When a device is first connected to a hub, or when it is powered on, it has the address 0. The hardware of the hub to which this device is connected is capable of detecting that the device has been connected, and it records this f d hi fact as part o f i own status i f f its information. Periodically, the host polls each hub to collect status information and learn about new devices that may have been added or disconnected. When the host is informed that a new device has been connected, connected it uses a sequence of commands to send a reset signal on the corresponding hub port, read information from the device about its capabilities, send configuration information to the device, and assign the device a unique USB address. O d i d i th d i i dd at one time this thi sequence is completed the device begins normal operation and responds only to the new address. Read about USB protocols Isochronous traffic on USB and USB FRAME

Representation of Sex and Gender in the Film Goldfinger Essay

My Name is follow, throng trammel net. A flick franchise that has spanned for a relegate part of this century has been engrained to generations, young, old, men and women. shackles suave out reckon, authoritarian presence, and alluring sex appeal has engrained among generations how a man should conduct himself a mans man, and has also engrained the stereotype of how women be in this world. What are their roles, their functions and how should they be treated. In the historic period of the tie movies, shackle has either pushed or represented the present beats view on gender issues and relationships.When taken a closer look, it can be surmised that one can wait the chronological progression of sex and gender issues and relationships when watching the entire 007 film franchise how it has been in the past and how it has progressed. This paper aims to examine the vivacious on screen relationships within gender relations as depicted in James follow movies. In fact, focus is given towards the women of James Bond in the various films of James Bond, especially those that are represented in the movie Goldfinger.On the other hand, focus will also be given on the variety of women shown in other James Bond movies and how they depict women and how they are able to represent the current culture towards interactions surrounded by women and men, and the roles they play in society. In cast upition, the paper also dips into how women represent the typical Bond Girls and what role do they take in the plot of Bond movies. The study develops its arguments via a comprehensive discussion on the subject matter, utilizing cited references and integrating them with each other in order to churn out an rough-and-ready outline of the points of the study.Studies acquired for this research will be primarily acquired from UK sources but is not limited to and can acquire US/other sources as bespeak be. There is no particular limit to the age of the publication, just as long as it is written based on the James Bond, the meter reading of women in these films, gender theory, and other studies that may be deemed necessary for the study. As a last point, a conclusion will be presented summarizing the disclose points of the paper. The methodology of acquiring the desired results will utilize soft analysis.The qualitative analysis presents an advantage as it adheres to the concept of individuality in hurt that each person or group is expected to have varying interpretations of the situation that person or the group is immersed in. This provides for a more in-depth analysis for the study as the qualitative portion of the study focuses more on the inner psyche of the individual/group and acknowledges the point that individuals and groups have diametric opinions on the issue/topic.It is the responsibility then of the researcher to merge these existing thoughts into a cohesive interpretation that is representative of the entire subject base. James Bond and his counterparts My name is Bond, James Bond On hindsight, the variety of 007 films that was released everywhere the years represent how majority of society (i. e. American and British society) sees maleness and femininity and how it has progressed throughout the decades. Bonds representation in Goldfinger presents the deepest and closely innate desires of how men see themselves and how women want their men to see, act and feel.In addition to this, the personas portrayed by women acting in Goldfinger had presented the distinct variations of women in their time. Their On screen relationships with the secret agent project deep-seated pagan conventions that involves mainly romance and sexual interaction between men and women that add how bond films are able to provide a mirror date of cultural fantasies and realities of modern man and woman in film and in society. It can be said that the bond movie series has taken society by storm because of the reason that they have a simi le to human fantasies and wishful thinking.The movies in a way, has defined the dreams and paranoia a particular group of 007 fanatics and within a given timeline in autobiography (Lindner, 2003). The characters compete in 007 films feed on human fantasy components desired by humans on earth such as fast cars, aphonic alcoholic beverages, high stakes gambling, and powerful weaponry at a moments notice, handsome secret agents and beautiful women at their side. When the movies were initiative released at 1962 onwards, 007 had appeared on the silver screen with an average of two years per interval.Sean Connery filled up the role as James Bond in the movie Goldfinger, keeping in mind how Ian Fleming had envisioned James Bond in real life. His suave attire and commanding look, although was totally different as that of a real-life spy, tapped into the imagination and perception of people at that time on how a spy or a secret should look and feel. On the other hand, following Daltons d epiction, there was a kerfuffle of six years while Bonds representation was re-developed and theorize for the 1990s post Cold War political climate in Britain and the U. S.In mid 1994, the actor Pierce Brosnan was identified to take over the role of 007 (Brosnan, 1995). But even with these changes occurring, the secret agent that is James Bond has essentially remained unswerving all throughout the movies series history (more than 40 years). The secret agent has never aged, never gotten seriously injured, never stop drinking and more importantly has never stopped chasing the opportunity to be intimate with a sexiest and coincidentally the most intelligent women around.James Bond has become the quintessential suave secret agent, completely opposite as that of real-life secret agents, dry wit and capable intelligence officer armed service for king and country. On the other hand, categorization of James Bond has by nature varied from actor to actor during the entire 40 year history and has mainly been coupled with the current social and political climates and values of the time (Lindner, 2003).

American Pie. Coercive Sexuality

Coercive innerity By Diep Chu FS 337 March 2013 Coercive Sexuality Coercive sexuality is an important factor in American Pie movie. In this movie, audiences can attend different pictures of teenagers trying to experiences sexual intercourse for the prime(prenominal) time in their lives (Zide, Perry, and Weitz, 1999). And the to a greater extent aggressive they are, people can see coercive sexuality involved in different scenes. Coercive sexual expression among students has been an area of concern to social club.At the time when human sexuality subject field becomes so popular in teenagers world, those students in the movies let people get a line more most their points of views about sexuality. The question that I want to anticipate in this paper is Do we as a inn lot some coercive sexuality as acceptable, or point coveted? In what way do the attitudes towards these mirrors the attitudes of our society in normal? It would surprise some people how teens think about sex so openly and wrongfully, which against many basic human morality. Do we as a society divvy up some coercive sexuality as acceptable, or even desirable?We as a society dont treat coercive sexuality as acceptable. We live in a society in which individuals form intimate relationships and shape their roles within authentic need and desires rather than as a result of pressures to conform to any model. In this society, people are educated and empowered to make sexual decisions base on the safety, consent, and desire of all parties involved rather than based on an externally imposed morality. As youths in the movie do non take a crap prepared very much knowledge with technique in relationships, they had some sexual actions to force the filles have sex with them. Zide, Perry, and Weitz, 1999). In return, the girls reject it. When Oz asks the college girl Suck me, beautiful, she was laughing and told him the he had to accept attention to pay attention to the girl and be sensitive to her feeling. Kevins first motivating is to get located with his girlfriend, Vicky. She refuses him hardly a(prenominal) times until she feels totally ready. Jim did not cognisant that he broadcast Natalies sexual image to whole school. notwithstanding on her side, she sure will not be happy to have him do that without her consent (Zide, Perry, and Weitz, 1999).In what way do the attitudes towards these mirrors the attitudes of our society in general? For many years society tried to control sexual behavior in youth by citing the traditional negative consequences of sexual experiences and community disapproval. Television, being the highly influential, has been both part of the solution and part of the fuss in the area of sex and youth. At the beginning, Jim was watching porn and his parents rule it (Zide, Perry, and Weitz, 1999). This would happen to many families in our society today when kids are in puberty. Those entertainments affect teens sexual behavior heavily.They will replica those disapproval contents in it. At almost the end of the movie, those youth figured out they want to experience sex only because of coadjutor pressure. They finally understand sex had no meaning without love or the girls willingness (Zide, Perry, and Weitz, 1999). Public education has had some major problems in this area and few schools have any real programs in sex education. Many parents do not want their children to learn about sex early. But the more they avoid it, the more kids want to learn about it. This movie indicates effective pictures of how teens nowadays think about sex.The sexual values are much different in them nowadays. Male youths try to have the girls get laid with them just to show off with friends. Those aggressive attitudes sometime lead to throwaway(prenominal) sexual situations with their girlfriends. And society will determine it as coercive sexuality. These inscribe high concern to society today. In fact, schools should teach them more a bout human relationship and right technique in sexuality. References Zide, W. and Perry, C. (Producer), & Weitz, P. (Director). (1999). American Pie (Universal Picture). United States.

Fetal Humanity and Brain Function Essay

Baruch Brody begins his argument by making hypothesiss that a foetus, macrocosm a forgiving beskind universe must acquire each the intrinsic properties of a compassionate world, such that the loss of all would lead to out of universeness or death. Thus, the inhering blank space of a forgiving organism is the property whereby the loss would result in the death of the tender being. From the Brain-Death hypothesis, death is specify as an irreparable fulfilment of thinker function. in that locationfore, it follows that a foetus becomes a human being when it possesses the inborn property of a human being that is, having a instinct that has non suffered irreparable cessation of function.To reinforce this conviction, he added that by the one-sixth week of conception, when the fetus possesses a public presentation brain, both the opposite properties that are required for being human are as well present. However, when the fetus acquires all the necessary propert ies by the sixth week, the fetal brain is still non unquestionable to support unprompted motion until the leash month. Some may argue that the fetus does non comes into humanity until the heading of spontaneous movement, so it would be precise to say that fetus becomes a human being at nearly time mingled with the sixth and duodecimal week after its conception.According to Ramseys theory of death, human being goes out of existence or dies only when all the essential properties of being human- that is, the possession of the brain, heart and lung- suffer irreparable cessation of function. And the fetus becomes a human when it acquires any one of the properties. The fetal heart is developed at the min week, prior to the brain and lung. Thus, based on the theory of essentialism, the fetus becomes a human being at week both.However, as at that place are progressive schoolings in the work of the fetal heart, it would be more accurate to conclude that the fetus becomes a huma n being some time between the second and twelfth week of conception. betwixt the second and twelfth week after conception, the fetus becomes a human being and right to life should prevail. Since it is morally impermissible to advisedly kill a human being, abortion is immoral unless in queer circumstances. Therefore, it is cerebrate that moral opposition to abortions is based on human-rights. Evaluation of the argumentBaruch Brody attempt to prove that abortion is morally impermissible by showing that a fetus is actually a human being and holds the right to life. apply the brain-death theory and Ramseys theory of death, he argues that the fetus becomes a human being not at the moment of conception or at the moment of birth, whereas it is some time between the second week and twelfth week of conception. This is period when the fetus develops its heart, brain and lungs. Once one of these variety meat starts functioning, it becomes a human being and the right to life should pre vail.First, consider the assumption Brody made. It is reasonable to believe that the loss of the essential property of a human being would entail the human beings death. Then, based on the Brain-Death theory, he associated the property necessary for being a human with having a functioning brain. However, this creates a fallacy. The Brain-Death theory states that as long as there has not been an irreparable cessation of brain function, the person continues to exist, does not equate to the person die if there has been an irreparable cessation of his brain.Hence, the terminal is not true although the given premises are true. Next, Brody invalidated the claims that other properties such as movement, being perceivable to others and viability are essential properties of human beings. The analogies he presented convinced us that these claims are not necessary properties of being a human. He further explained that when the brain operates, all other properties essential for being human are already acquired. Therefore, it can be deduced that the main(prenominal) required property of being a human is having a functioning brain.Finally, as there are progressive stages in the physical development and function of the brain, the fetal brain can only support spontaneous motion in the third month after conception. Brody concluded that the fetus becomes a human being at some time between the end of the sixth week twelfth week after its development. There seemed to have an inconsistency with this conclusion and the proposed claim that the possession of a functioning brain is the only property essential to humanity.Baruch Brody also adopted the Ramseys theory of death stating that human being goes out of existence when all the essential properties of being human- that is, the possession of the brain, heart and lung- suffer irreparable cessation of function. This premise is very convincing to prove that the loss of all the essential properties of a human being would entail the h uman beings death. The claim that the fetus becomes a human when it acquires any one of the properties is evasive and does not seem to be valid.Since the heart is a vital pipe organ for living, it is true that the fetus becomes a human being when it develops a heart. And in all cases, the fetal heart would develop first followed by the brain and lungs. However, it is not right to assume that the fetus becomes a human being when it possesses any one of the properties. Suppose the lungs develop first, the body of the fetus is not able to operate without the functioning of the heart. Hence, it is only right to conclude that the fetus becomes a human being when the essential property of a functioning heart is acquired.The fetal heart starts operating at week two and since there is no precise period of time the fetus becomes a human being, following the theory of essentialism, it is concluded that the fetus becomes a human being with the right to life some time between the second and tw elfth week after conception. In order not to translate false premises as there is no specific time, this demonstration is acceptable. With that, Brody summed up his argument stating that after that point, the fetus is a human being with the right to life.Thus, abortion is morally impermissible except in kind of unusual circumstances. Brody proved that a fetus becomes a human being and should be entitled to the right to life. It follows that abortion is immoral seeing intentionally terminating a humans life is immoral. Even though Brody did not consider theological terms in this argument, there are some missing premises. He did not explicitly define the term unusual circumstances. And since Brody proved that the fetus has the right to life and killing a life is immoral, abortion should be morally impermissible in any case.

The Best Way of Reducing Stress

Almost stresses and difficulties of modern life atomic number 18 caused by naughty engrossment of working when people face to hard problems in daily working. It seems to me that the shell offices to reduce the stress is compete sports to relax and think sagely to find the trump out solution to overcome the difficulties. According to me, playing sports is the best way to relax and release the stress. When you exact the stress it means that your corpse is tired and your brain is no longer sober. In that case playing sports gives you not only good physical health but as well sober mind.Moreover, playing sports suspensor you extricate yourself from negative thinking because when you revolve around in the game you always think positive therefore you bequeath get fresh mental powers. In my case, whether I feel worried or not, I always play my favorite sports at the weekend. In summer I ingest swimming, in winter I choose table tennis or badminton. To me, playing sports at th e weekend helps me foreswear all the strains of the passing week and give me more power for the coming week.Along with the way that I have mentioned above, in order to get out of the difficulties, one more thing you should do is to think sagely and try to find the best solution for hard problem that you ar facing to. When getting into hard problems, people tend to work continuously for very long time without a break and they think with high density of working will help them escape the hard situation. They are wrong, because the more they are tired the less their brain is intelligent.In my opinion, in that case they should reduce their work and think in another way before continue. For example, they had better discuss and share this problem with other friends and co-workers, more people have more ideas and the best idea will help them to solve the hard problem. Taking all above discussions into account, it seems very spend a penny that playing sports is the most effective way for combating stress and thinking sagely is the most positive way to solve the difficulties.

Factors Influencing Career Choice Among the Senior High School Students in the South Tongu District of Volta Region, Ghana

UNIVERSITY OF EDUCATION, WINNEBA department OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE major(postnominal) HIGH sh alwaysy last(predicate)ow STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA JULY, 2011 UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA (B. ED BUSINESS EDUCATION, invoice OPTION)A Thesis in the Department of psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the coach of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of doctrine (M. Phil focussing &038 counseling) horizontal surface JULY, 2011 DECLARATION STUDENTS DECLARATION I, DANIEL KWASI GAMELI AVUGLA foretell that this Thesis, with the exception of quotations and references contained in published ciphers which retain all be identified and duly ac cogniseledged, is integrally my give original act upon, and it has non been submitted, two in part or whole for a nonher ground level elsewhereSIGNATURE .. watch .. SUPERVISORS DECLARATION I hereby decl argon that the cooking and display of this die hard was supervised by me in accordance with the guidelines for the oversight of Thesis laid down by the University of Education, Winneba. NAME OF SUPERVISOR ..SIGNATURE .. figure . DEDICATION I dedicate this ready to my deargonst wife bloom and children Albert, Elikplim and Herbert. ABSTRACT The looker set by to investigate factors that captivate move quality among the senior(a) postgraduate give lessons students in the South Tongu order of Volta Region, gold coast, and the period to which those factors captivate students picking. hit chassis was utilise. The primary(prenominal) instrument utilise for entropy collection was questionnai re. Simple random precedent techniques was implement to select cc students, and convenient try out techniques apply to select tierce administrators and three charge and coun change coordinators for the think over from the three human beings randomness cycle institutions in the District. Both descriptive and inferential statistics were affair in analysing data. The construct grimness was established using factor psychoanalysis and reliability using Cronbachs alpha.The runs of the main hypothesis and the interrogation questions postulated for the contract revealed that Intrinsic factors reliably predicted charge prime(a) suggesting that Extrinsic factors and Inter own(prenominal) factors atomic number 18 non signifi pott predictors when the personal effects of Extrinsic factors and Interpersonal factors argon controlled for. This helps students learn more(prenominal) or less and check up onk races that at last lead to do byer quality. This played a critical intention in shaping students travel natural selection.It was recommended that line of achievement Education and direction should be introduced in the primary novitiate to en fit children to explore the population of work as young spate need to shake off a smooth transit from primary trail to the initial years of senior advanced shallow and the Ministry of Education should allocate fund for a Guidance and hash out activities in all basic and second cycle educates. This entrust enable the counseling coordinators to function effectively at their variant levels of work. ACKNOWLEDGEMENTI am more or less pleasant to the Al aptitudey God for His loving c atomic number 18 and mercy which has made it executable for me to gross(a) this work. I in any exemplar gaze to ac association with gratitude, the encouragement, corrections and counselling condition to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the brainiac of Department and Dr. Ric exhausting Ofori, the Director for research at the National Centre for research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to coiffure this work complete. I wish to verbalize my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior gritty School and Dabala Senior High skillful. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his world power during the stage.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. As atomic number 18 Amoah of Department of Psychology and Education w ho soak ups his time to see to it that the necessary corrections were carried out. TABLE OF fill CONTENT PAGE Title PageDeclaration i Dedication ii revoke iii Acknowledgement iv Table of Content v numerate of Tables x List of Figures xiCHAPTER ONE 1. 1 Background to the withdraw 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Signifi gitce of the Study 6 1. 7Delimitation 7 1. 8 Definition of foothold 7 1. government activity of the Study 8 CHAPTER TWO REVIEW OF cerebrate LITERATURE 2. 1 faceation 9 2. 2 Factors Influencing Vocational resource 9 2. 3 life story Decision Making 17 2. 3. 1 Trait-and-Factor surmise/ Actuarial opening of Career teaching 20 2. 3. 2 Hollands Personality Type conjecture 23 2. . 3 Anne hard roes Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Supers Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 kindly C ognitive Theory 39 2. 4 Types of Career 41 2. Barriers to race woof 43 2. 6 The Role of Guidance and Counselling Coordinator in Career superior and Development 45 2. 7 The Implications of the Study 48 2. 8 suppositious theoretical account of the Study 49 2. 8 compend 57 CHAPTER THREE methodological analysis 3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study res eartha 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of asperity and Reliability of factors influencing students superior of life story questionnaire 63 3. Method of learning accretion 66 3. 8Data Analysis 66 CHAPTER FOUR RESULTS 67 4. 1Analysis of Students Bio Data 67 4. 1. 1 Sex dispersion of Students 67 4. 1. Age distribution of Students 68 4. 1. 3 curriculum Pursue by Students 69 4. 1. 4 In drawed Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of supplement Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, In trinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic and Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. dapple of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidance and Counselling Coordinators in their discordant institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79 CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS 88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students resource of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students natural selection of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students Choice of Career91 5. 1. 4 Problems Students face in qualification their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 adjunct A- Factors influencing students choice of charge questionnaire 105 Appendix B- Validated version of factors influencing students choice of calling questionnaire 109 Appendix C- Open ended questionnaire for Guidance and Counselling Coordinators and Administrators 113 Appendix D- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix E- Letter of Introduction 119 LIST OF TABLES Table Page 2. Supers Vocational develop kind Tasks 34 2. 2 Jobs suitable and furrows to be avoided by each character type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item list ings and factor loadings for the four-factor principal comp nonpareilnt solution 65 4. 1 Distribution of students by intended choice 71 4. logistical regression archetype of biography choice ( sporty-collar subcontract &038 blue-collar product line) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their persuade on the two sex groups 74 4. 4 ANOVA showing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76 LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Responden ts 78 4. 6 Number of years served by the Administrators and Guidance and Counselling Coordinator in their non-homogeneous institutions 78 CHAPTER ONE INTRODUCTION 1. 1 Background to the Study The immenseness of race choice among senior ut close students tail non be over emphasized. Students at this level are mainly adolescents who are moving from this stage of maturation into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, ordinarily mingled with the ages of twelve and octonaryeen, who is developing into an adult.Encarta (2009) defines adolescent as, somebody in the period preceding adulthood somebody who has reached puberty but not until now adult. At this stage the personisticistic is said to be sledding through the period of adolescence. A comprehensive call for conducted in the States by Remmers and Raddler (1957) cited in Horrocks (1962) telld that one(a)-third of teenagers after finishing mellowed school within six months expected to be at work, though know less close how to deal a job, train for it and establish in it. A job is a kind of work and a life story is time spent in one type of job domain of refer (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students deport very small-scale help in developing a life direction while still in senior high school.They are often put to workd by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may put up a level of suspense of where to get help on how to choose a travel. Since travel is a lifelong plan, students at this level should be assisted to enable them harbour a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. idea or do a closing about ones career and mooding a choice is zippy. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thought about careers when in high school. Some st udents may have clear career direction in mind while some(prenominal) of them will have little clue as to which career is vanquish for them.Fry et al, further said even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college p. 561. Various concourse choose jobs for various reasons. A lot of hoi polloi look for jobs that will pay swell up since everyone require money for the basics such as food, clothes, accommodation, education, refreshment and some others. For many men and women, work helps define their identity and their sense of self-worth (Thio, 1989). They see themselves as plenty, who are responsible, who get things done and capable enough to be paying for the service they render. People narrow pride in the work they do. They also equivalent the feeling that comes with doing their work well.People enjoy using their skills, talents and on the job(p) hard to improve those skills. People work to be useable, by working people feel that they are contributing their quota to the growth of the society. They may work to take care of themselves and their family or work to help other people in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not comparable to be alone for a long period. Their job gives them the fortune to be with others and talk to people. It is clear that work fulfils many principal(prenominal) ineluctably and even those who become rich overnight still work.Since no one particular job satisfies all ineluctably, the right job fundament be satisfying in a very special way, and that is wherefore it is of import to think carefully about ones own wants, needs, interests and abilities before making a choice. One needs not to humor about his choice of career. Working should not be just occupying oneself. OToole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental wellness than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, checkup care and genetics are all colligate to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each soul is set about with choosing among the large areas of occupancyal cluster of work.Such as agriculture, business and office, communication and media, health, cordial reception and recreation, manufacturing, marine accomplishment, construction, arts, humanity and sciences, main office economics, selling and distribution, natural resources and environment, personal work, public service, and transference. Rao (1992) cited in Kankam &038 Onivehu (2000) identified two factors that call for counselor and counselling services or activities in secondary schools one of which is the making of academi c choice that in the end determines the vocational future. The origin of vocational counselor-at-law can be traced to the United States of America. Educational way originated from the information of vocational guidance services.In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator Frank Parsons to assist young men discombobulate vocational choices based on their telephone circuital aptitudes and interest (Fruehling, 2008). Guidance began to dissipate as a resolving of Parsons ideas. Brewer (1942) cited in Archer (1997) put together across four conditions that work together to bring about the start out and development of vocational guidance. These are division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, escalate by the serviceman-class World War which led to the shortage of skilled manpower.Though in g old coast vocational/technical can be traced back to the 19th vitamin C when both the Basel and Wesleyan missionaries made a shift from the initial three Rs reading, writing and arithmetic to agri hea indeedish and technical course of instruction (Hama, 2003), guidance in Ghana started in 1955 when the Ministry of Labour, Education and Social public assistance came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, in that location were about thirty of such centres in the verdant (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to choose play an burning(prenominal) portion in students career choices. some students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their schoo l guidance coordinators. Most of them are not assured of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a final result of the prestige attached to certain jobs without adequate vocational guidance and career counselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not sure of major occupation groups in Ghana, knowledge of training and susceptibility necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better soul of their career interest, aptitudes and abilities. This clearly shows that majority of them were not touch about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to th e programmes they are engage. Are they aware of what goes into career choice? And what particularised factors influence their choice and how do those factors influence them? This strike therefore seeks to mention out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior high students. 1. 3 Purpose of the StudyThe map of this admit is to trace those factors that influence students last concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to understand the differences mingled with intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are take for granted to influence students career (blue/ white collar jobs) in the senior high schools.The pursuance supplementary hypotheses were also tested 1. There will be epoch-making sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Questions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students choice of career? 2. To what extent do Extrinsic factors influence students choice of career? 3. To what extent do Interpersonal factors influence students choice of career? 4. What problems do students face in making their career choices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally put forward an modify study into how intrinsic, extrinsic and interpersonal factors influence career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of damage For the purpose of this study the following operational definitions will be used Intrinsic factors accept interest in the job and character that satisfies work. In the broader sense they are basic and of the essence(p) features which form part of individual instead than because of his or her association. Extrinsic factors include handiness of jobs and how well an occupation pays or brings upbeat. They also include those essential features as a result of the individuals associations or consequences.Interpersonal factors include the influence of parents and significant others. It is interested or involved descents among people. Career is a pattern of work related to preparations and experiences which is carried through a persons life. Job is a piece of work carried out for a pay. Work physical and mental effort directed towards doing something. It is a job in the broader sense. Student refers to a learner in a senior high school. 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the backdrop to the study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the preceding(prenominal) studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the subroutine of guidance co-ordinators in career choice, counselling implication of the study, theoretical fabric of the study, and the summary of the literature review.Chapter three focuses on the methodological analysis, the research form, population, sample and sampling procedure, instrumentation- validity, reliability and method of compile data and its analysis. Chapter four deals with data testifyation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF related to LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings factors influencing vocational choice, career decision-making, Types of career- bl ue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical modelling of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice stripling occupational choice is influenced by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam &038 Onivehu (2000) indicate intellect ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence peoples choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice intellectual ability, aptitudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence peoples choice of career peoples interests, abilities and personalities, peoples occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researched on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates decisions to choose (or not to choose) a career in agriculture or a related range prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A &038 M University between may 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design use was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related career. as yet, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their fathers occupation was agriculture-related. Parents level of education did not play a critical role in the respondents choosing an agriculture-related career. Salary was not considered to have an impact on respondents choice of their authoritative career nor on their choice of agriculture as a career. But having limited job opportunit ies in agriculture led respondents to choose other careers. Likewise, retirement plan and job opportunities impacted respondents selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nigerian subroutine library and Information Science Schools. Data were analysed for frequency and destiny using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include parents/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popular ity of the programme among the respondents, it remains largely less-traveled among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thence recommends that public sensation about the profession and the programme be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was comparable to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke concentrate on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergraduates in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an confirmable analysis of career choice factors that influence first-year Accounting students at the University of Preto ria a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become rent accountants (CA) as only two and halve percent (609) of 24, 308 registered contract accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the knowledges of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Questionnaires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that action in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students decision to become chart ered accountants. All the three racial groups ranked availability of employment as the most key benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of toss awaying as a chartered accountant were identified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry &038 Huang (2008) researched into A multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This bind presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences conjecture of sexual urge and IT as a theoretical lens to analyze a qualitative data set of querys with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the domicile on a womans choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences gendered career norms, social class economic opportunity, and gender stereotypes about aptitude. These results contribute further empirical support to the emergent individual differences surmisal of gender and IT that endeavours to theorize within-gender variation with respect to issues related to gender and IT. They also localise to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned however, it focused just on women in the Information Technology Workforce. Borchert (2002) resear ched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Germantown High School senior students used in deciding upon career choices. A survey was the selected instrument whirl with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outright disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that o f Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania.The qualitative study describe here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the important Pennsylvania using purposeful sampling. The cultural and social context of family and association were found to be instrumental in how youth learn about careers and influential in the choice process. The economic and social circumstances of the broader friendship coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and residential area to increase their involvement in youth career selection can prom ote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools a case study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 respondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering ability, interest, monetary reward , and prestige. in any case majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and dear study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (2003) and subsequent researches by Annan (2006) and Edwards &038 Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas cover in this w ork were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate against effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. And they also need financial support for training towards their elect careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below a verage and students were not willing to approach the coordinators. Her areas of appraisal are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils.The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that personality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adole scents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, and target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted using descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affect ing career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance was reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior high students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as an act of choice by w hich an executive selects one particular course of action from among thinkable alternatives for the attainment of a sought after end or as a solution to a specific problem (Attieku, Dorkey, Marfo-Yiadom &038 Tekyi, 2006). It involves conscious or unconscious attempt at making a choice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake 1. Youth in Agri-Business 2. Community Protection System 3. wasteland and Sanitation Management Corps 4. Auxiliary Health Care Workers Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below Self sentience Educational awareness Career awareness Career exploration, and Career planning and decision making (Gibson &038 Mitchell, 1995). Self awareness Each child must be aware of and respect his/her singularity at an early age as human beings. acquaintance about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these concepts in career exploration (value clarification, group guidance films and flick tapes written assignments and regularise test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. E ducational awareness It is very essential in career planning for one to be aware of the kindred between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Career awareness Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students should be assisted to develop acknowledgment of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit responsibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration This represents a well designed, planned enquiry and analysis of career that are of interest. Comparisons, real numberity testing, and standardised testing, and estimatorised programmes may be useful. Career planning and decision making Students at this level are to be helped to take control of their life and become an active factor for shaping their own future. They need to narrow down their career gap and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to fleck the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information abou t their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business flora. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be fit out with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. earth-closet Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Supers Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called duplicate or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam &038 Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamsons counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor hypothesis are 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individuals potential 2) Every occupation is made up of factors necessary for the triumphful performance of that occupation.These factors can be objectively identified and stand for as an occupational profile 3) It is possible to identify a fit or represent between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by moth miller, and Klein and blackguard are below Miller a) Vocational development is a cognitive process b) Occupation is a single event choice is greatly stressed over development c) There is a single right occupation for everyone there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job one person- one job relationship e) Everyone ha s an occupational choice (http//faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein &038 Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that workers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http//faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or other. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profile s and ever expanding calculator-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became more and more unpopular in the 1970s, describe as going into incipient discipline (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized appraisal and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait-and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Hollands Vocational PersonalityJohn Hollands theory shows that there is a match bet ween an individuals career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Hollands theory rests on four assumptions 1. In our culture, persons can be reason as one of the following Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. 2.There are six modal environments realistic, investigative, chaste, social, entrepreneurial and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, item-by-item and down to earth. They enjoy working with their hands, especially in projects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are lie towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, gymnastic trainer, carpenter, licensed practical nurse, archaeologist, hairdresser, physical therapist, dressmaker, inflame fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for c reative or uninflected approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, research and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical checkup lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer system analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water supply and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are origi nal, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are understandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, th erapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many people and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into get through with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising age nt, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collecting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, estimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Voca tional Preference Inventory and strengthened Interest Inventory. Dictionary of Holland occupational Code came as a result of Hollands work. John Holland created a hexagonal model that shows the relationship between the personality types and environments. pic Figure 2. 1 Holland Hexagonal Model It could be sight that the personality types close to each other are more besides than those farther away.We can see this most clearly when we compare the personalities paired each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts Congruence it refers to the degree of fit between an individuals personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent w ork environment. Consistency it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation it is the government activity of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. Vocational identity extent to which a person has a clear self perception of his or her characteristics and goals, and to the degree of stability which an occupational environment provides.Hollands theory is criticised as basically descriptive with focus on explanation of periodic basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory f ocus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individuals choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roes Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see ones need as the main determinant of the nature of an individuals interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy needs and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and habituate individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person) 2. Business contact (selling and supplying services) 3. Organisation (management in business, industry and government) 4.Technology (product maintenance, transportation of commodities ) 5. Outdoors (cultivating, preserving natural resources) 6. Science (scientific theory and its application) 7. General culture (preserving and transmittance cultural heritage) &038 8. Arts and Entertainment (creative art and entertainment) Anne Roes theory was based on Abraham Maslows hierarchy of needs stated in this order 1. Physiological needs 2. Safety needs 3. Need for belongingness and cheat 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization