How to Make Homemade Dry Shampoo

Dry shampoo is a type of shampoo that you apply to dry hair and blow or brush out, taking excess oil and grime with it. You can buy a dry shampoo, but its super-cheap to make it, plus you get to customize the formula. Here are several easy and inexpensive recipes for homemade dry shampoo. Dry Shampoo Ingredients You can use any of these ingredients as a dry shampoo or you can mix together several ingredients, depending on what you have available. corn starchcorn mealground oatmeal (use a spice mill or coffee grinder to powder oatmeal)baking sodatalcum powder or baby powderarrowroot powder (great for blonde or light hair)cocoa powder (great for dark hair, especially if you dont want any white powder)couple of drops of essential oil (optional, for fragrance) Good choices for essential oil include grapefruit oil, peppermint oil, or eucalyptus oil. If you prefer, you can omit the oil completely or else rub a small amount on your hands and run your hands through your hair to scent it. Example Recipe: 1/4 cup corn starch2 drops peppermint oil How To Use Dry Shampoo Make sure your hair is completely dry. If it is damp, the powder will form clumps. Its called dry shampoo, right?Sprinkle the powder onto your hair from a height of several inches or apply it using an old makeup brush. Your goal is to get an even distribution of the powder, not blanket your head.Either comb the dry shampoo through your hair or use a blow dryer on its cool setting to distribute the powder.You can brush out the dry shampoo or bend down and shake it out with your fingers. Making a Wet-Dry Shampoo Another option is to make a wet-dry shampoo, which contains the same ingredients, plus a quick-evaporating liquid. You can spritz this product onto your hair and brush it out when your hair is dry. Make this type of homemade dry shampoo by adding a bit of rubbing alcohol or vodka to the dry ingredients. Note the alcohol will have a refreshing, cooling effect, but overuse of this type of dry shampoo may cause your scalp to feel dry. Cheesecloth Method If you dont have any of these ingredients or simply dont want to add anything to your hair, another option is to wrap a brush with a layer of cheesecloth. Brush your hair, depositing excess oil onto the cloth.

The Ghost of Hamlet Essay - 1760 Words

The Ghost of the previous Danish king in Hamlet is a potent element that causes Prince Hamlet variety of reactions toward the world around him and the unexpected killer, King Claudius. Besides, the ghost is the tool of knowledge that lights Hamlets heart with the love of insisting on searching the credibility of the crime. The Ghost of Hamlets father commanded his son to do the act of revenge from his uncle the King of Denmark the killer of his father and the husband of his mother. Hamlet has been affected by the Ghosts command and his situation has been shifted from the psychological disorder situation before discovering the truth of the crime to accept the reality of the world around him, and from the hesitation and fear situation to†¦show more content†¦It is in William Shakespeare that the created individual (Hamlet), created out of that very space of meaninglessness, enters for the first time into a genuine conflictual relationship; the genuine in the sense that the opp onents are equal of power. Prince Hamlet materializes as an individual who has a miserable and weak identity, this kind of complex identity has a sense of hopeless and out of health condition affected by the psychological problem. For example, when Hamlet pretends to be a weird person while he is reading the book and talking with Polonius sarcastically, he actually has that sense of weirdness outside and inside himself, but at the same time he is in full mental power that contradicts himself. So, even when he pretends that he is mad and foolish, they affect his psychology thus it seems to be true. The character of Hamlet would appear to be no character at all because a name cannot be found for it, or – which is the same thing – because too many can be found. That means that Hamlet identity has been wiped out as he is so singular, unspeakable person because he cannot find and present himself in one place whereas he has the power to do react and revenge directly but th e hesitation prohibited him to any such action. A powerful vagueness invests the plays treatment of inheritance. This statement means that Hamlet is recognized as unlucky son who yearsShow MoreRelatedThere is No Ghost in Hamlet Essay753 Words   |  4 Pagesapplication of ghosts in his plays, Hamlet is no exception. Scholars argue that the ghost in Hamlet is only a figment of Hamlet’s imagination, but how does that explain others witnessing the apparition. Hamlet’s mental state is declining throughout the play, but what is the true cause? From an external view Hamlet appears insane, whether or not he is insane is left ambiguous. If he is insane, is the traumatic loss of his father causing Hamlet to see a ghost or is the ghost real indeed? The ghost firstRead MoreThe Ghost Of Old Hamlet1466 Words   |  6 PagesThe ghost of Old Hamlet is an important part of Shakespeare’s Hamlet, but the ghost does not appear to all of the characters. The audience first sees the ghost when it appears before Horatio and the watchmen, Bernardo and Marcellus, who are both minor characters who do not play a major role in the play. Hamlet also sees the ghost later, and the audience only hears the ghost speak in interactions between him and Hamlet. However, because the ghost’s words are not real, it also brings forth the questionRead MoreThe Importance Of Ghost In Hamlet761 Words   |  4 Pagesstories, ghosts play an important part in the plot, as they enhance the reader’s view of the characters and the events that take place. The play, Hamlet, written by William Shakespeare, in 1609, explores the theme of ghosts and real people living around them. The play is about Prince Hamlet, whose father was murdered during his sleep by his brother, Claudius, who later became the king and married Prince Hamlet’s mother. Throughout the play, Hamlet wants to take revenge, and the ghost guides Hamlet toRead MoreThe Ghost of King Hamlet661 Words   |  3 Pages In the play Hamlet, the deceased King Hamlet comes back as a ghost to tell his son the truth about the events surrounding his death. He then proceeds to ask Hamlet to get revenge for his death. In Hamlet, the king is a character who appears briefly throughout the play; however, his character serves to further the action and theme of the play and the development of his sons character. The King serves to further the plays actions by asking his son to get revenge for his unjust death. He tellsRead MoreEssay The Hamlet Ghost3184 Words   |  13 PagesThe Hamlet Ghost  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Does the ghost in Shakespeare’s Hamlet conform to the standards for ghosts in the days of the dramatist? This essay will answer this and other questions about the ghost in the drama.    Cumberland Clark says in â€Å"The Supernatural in Hamlet† that:    The Hamlet Ghost fulfils all the demands of popular superstitition. In the first place it comes in strange and creepy circumstances, at dead of night, when it is cold and still and lonely.    Read More Shakespeares Hamlet - Hamlet and the Ghost Essay2495 Words   |  10 PagesHamlet and the Ghost      Ã‚  Ã‚   This essay will analyze a very important, non-human character in Shakespeare’s tragedy, Hamlet. This is, of course, a reference to the supernatural creature, or Ghost.    A.C. Bradley in Shakespearean Tragedy discusses the quandary into which the Ghost put the protagonist:    What, it may be asked, was hamlet to do when the Ghost had left him with its commission of vengeance? The King was surrounded not merely by courtiers but by a Swiss bodyguard: howRead MoreThe Ghost Of The Late King Hamlet1374 Words   |  6 PagesAlthough some may think the ghost of the late King Hamlet in William Shakespeare’s tragedy Hamlet is a demon, but the truth is that Hamlet’s father didn t reveal himself to anyone besides Hamlet because he knew his son would avenge his death allowing him to receive divine in Heaven. Throughout the Elizabethan Era no one in that time period knew how much of an influence they would have on all of the world. In Caffery’s words, â€Å"[The] Elizabethan Era was a period of time from 1558 to 1603 known asRead MoreThe Ghost Of Hamlet By William Shakespeare929 Words   |  4 PagesIn William Shakespeare s Hamlet, the ghost appears very little but causes Hamlet to think abnormally and act unlike his normal self. He is accused of madness and hallucinating in one scene, and it can be traced back to the ghost causing it. By only speaking to Hamlet throughout the play, the ghost presence is not always clear, and it makes other characters think Hamlet has gone crazy. Even though the ghost only appears twice to speak with Hamlet, each visit significantly affects him. ThroughoutRead More The Ghost of King Hamlet Essay1301 Words   |  6 PagesThe Ghost of King Hamlet      Ã‚   Many Shakespeare plays contain ghosts, perhaps most notably and most disturbingly in Macbeth and Hamlet. The ghost in Hamlet is the apparition of prince Hamlets father, the dead King Hamlet.   However, up until the time when the ghost first appears to Hamlet, interrupting his speech and thoughts, it appears Hamlet is unaware that his father was murdered.   As the ghost intones, I am thy fathers spirit, / Doomed for a certain term to walk the night, / And for theRead MoreHamlet And The Ghost By William Shakespeare1671 Words   |  7 PagesHamlet and The Ghost A ghost is a spiritual being that is said to be a spirit of a deceased person. They are something that most people fear, don’t believe in, or think they are an evil being. Different religions have different views on ghosts and along with those views come different stories. One story that involves a ghost is Hamlet. Hamlet has recently lost his father and thinks he is being surrounded by his father’s ghost. However, Hamlet is at first unsure about the ghost’s state. He does

Coral Reefs Free Essays

Last week I started to work on my research about coral reefs, and I realized how important they are. Coral reefs are the most various and beautiful of all nautical habitats. However, it’s colorful plants and there are three different kinds of coral reefs. We will write a custom essay sample on Coral Reefs or any similar topic only for you Order Now In my opinion, I think coral reefs should be preserved instead of being victim by tourists for their own benefits. They will inevitably demolish coral reefs. In this essay I will mention two things; facts about coral reefs and why the tourists are should not take of the coral reefs. The first and most important reason is coral reefs need to be preserved because they availability nutrients and lodging for fish, worms, sponges and sea turtles few of them rely on them for their survival. They can’t be replaced because it’s hard to grow and it’s take thousands year to be fully. People and pollutants of costal are too dangerous for them. People destroy them by diving and mining and Pollutants of costal kills coral reefs. If we let tourists take of coral reefs, the consequences will be extinction. The second reason, I believed that visitors should not take them of the bottom of a sea. Due to their advantages, for example, they Protect shores from the effect of waves and storms. Also, it protects small fish from big fish and starts fish are eating it, if they stop eating it, they will explode. â€Å"The starfish eats the delicate coral polyps which form the thin film of flesh on the outside of the coral skeleton. Coral reefs represent the most biologically diverse habitat on earth and are entirely self-sufficient generating and recycling all the nutrients they need but they are under serious threat with 10 per cent already dead and another 70 per cent threatened by human activity,† By Paul Eccleston. In conclusion, the tourist should not take coral reefs because they have a lot of benefits. There is a good contraction between coral and worms, fish and sponges. We have to save our sea because we can take advantages from them such as, food and medicine. How to cite Coral Reefs, Papers

Applied Corporate Finance Concerns

Question: Discuss about the Applied Corporate Finance Concerns. Answer: Introduction: The overall study mainly states the concerns of a shareholder regarding stock offering of Facebook and the overall growth which could be attained by the company. In addition, the study also delivers the relative concern regarding the projected growth, which is been mentioned in the IPO of Facebook and its ability to achieve targeted gaols. The overall functioning of Facebook and management decisions method are also a serious concern for the shareholders. The concerns of shareholders is mainly regarding the growing competition in the social media platforms, which limits the possibility of Facebook to grow its revenue in time. Lastly, the overall revenue of Facebook is also evaluated to understand the future growth and current valuation of the company. There are relatively different types of concerns regarding the stock offering of Facebook and its future growth in the stock market. These concerns mainly reflect the doubt, which shareholders have on the overall growth of Facebook. Some of the researchers mentioned that the Wall Street for increasing share valuation of company mainly needs the continuous increment in revenue growth. On the other hand, other researchers argued that IPOs after the financial crises has low responses from shareholders due to the rising concern regarding risk from investment. The concerns of shareholder are depicted as follows. Controlling power in Facebook: Facebook has a distinct shareholder pattern, where voting share are different from normal shares. This distinct shareholder pattern mainly comprises of Class A and Class B shares, where mainly Class B shareholders are allowed for making major decisions in the company. This distinguished shareholder selection pattern is the main concern for the company. In the Class B shareholder pattern, Mark Zuckerberg mainly holds around 55.8% of the stock, which allow Mark Zuckerberg to make all the relevant decisions. Some researchers mentioned that the controlling power of Mark Zuckerberg in Facebook mainly hinders likeness of shareholders in making adequate decision for continuous growth. The overall strategic decisions in Facebook are mainly conducted by Mark Zuckerberg, which increases concern of shareholders regarding managerial activities. Mark Zuckerberg solely takes the decisions and any mistake conducted by him could result in massive losses and hinder investment capital of the sharehold ers. The overall organisational structure is too centralised, where decisions taken by Mark Zuckerberg needs to be followed by all the shareholders and managers. The initial public offering is mainly conducted on Class A, where 180,000,000 shares is been provided at the rate of $34 to $38 per share. The main concerns of shareholder is that no share is been conducted on Class B, which controls decision of the company. This mainly makes the shareholders nervous regarding the initial decision, which are been conducted to increase growth and revenue of the company. Other researchers argued that shareholders mainly reduce their exposure in the company where they are not able to make adequate decision regarding future growth of the company. Intrinsic valuation of Facebook: The second major concern for the shareholders is the valuation of the intrinsic value which is been derived for the company. This intrinsic valuation is mainly conducted from DCF valuation, which was prepared by Professor Aswath Damodaran. After evaluating the intrinsic valuation and n DCF valuation over share price of the company is mainly estimated at $32.44, which is will under the quoted price. This mainly confirms that overall valuation of the company is adequate and it might effectively help in generating revenue for shareholders. However, the main concern regarding DCF valuation is that it cannot be conducted in fast growing company, where actual values are tied up in intangibles and patens. This is the main reason behind overall valuation of initial IPOs, as it started with $20 and ended in the range of $34 to $38. This overall initial IPO range is .well above intrinsic value, which makes share of Facebook less attractive. Thus, the shareholder is also concerned about valuati on of the intrinsic value, which might reduce the overall likeness for the company. Some researcher stated that wrong valuation and estimation could mainly nullify the valuation of DCF and increase risk of investment. Furthermore, all the major companies like LinkedIn, Myspace, Groupon, Zynga, etc current share price is lower than IPO. Only shares of LinkedIn are higher than its IPOs. This mainly increases the concern of shareholders regarding their investment during the IPO of Facebook and the future growth of the share price. Thus, the overall valuation and increasing demand of Facebook share has mainly raised the initial price of IPO. This increasing demand has mainly pushed the overall IPO price to $34, which is relatively higher than the intrinsic value of $32.44. In addition, the rising demand for Facebook shares does not only increase risk from investment but also increases concern for future growth of the company. Therefore, concerns regarding IPO of Facebook are genuine and investors should be careful regarding valuation of the company. Facebook has been accused of privacy violation, which has mainly reduced the trust of users among the websites. In addition, this mainly reduces the number of the users, which is been using services of Facebook. Moreover, the increasing negative expectations and rising lawsuits on Facebook mainly increase concerns of shareholders. The main income of Facebook is generated from advertisements, which only increases due to the rising accumulation of users. Any type of legal issues and lawsuits could mainly hamper the service users retention capacity of Facebook, which could hinder future revenue of the company. This mainly reduces the massive number of users, which was enjoyed by Facebook and any new lawsuit might further reduce the number of users accumulated by the company. The rising litigations against Facebook are the main concern of the shareholders, which could reduce revenue and decline the overall share value from initial IPO. Thus, the overall concern of shareholders is regardi ng the future share prices of the company, which might be influenced by the declining share price. Demonstration of low revenue growth: The overall revenue growth of Facebook has mainly declined from 2010 to 2011, where the company has mainly witnessed an increment in expenses. Moreover, the estimated revenue growth of Facebook in 2012 for advertisements mainly declined, due to increasing number of mobile users. In addition, professor Damodaran mainly stated that in 2016 Facebook overall growth might decline to 2% from 40%. This is due to the rising use of mobile Facebook usage conducted by the users. However, the mobile application of Facebook does not accommodate any advertisements, which is major source of revenue for the company. This mainly threats the long-term revenue and in turn could hinder rapid growth, which is been achieved by Facebook. This rising concern regarding the falling revenue might hinder the future growth and reduce share price of the company. Some researchers mainly depicts that valuation of Facebook could increase in future if the company includes advertisements in mobile application. This mi ght increase revenue of the company and in turn help in generating higher profits. The last concerns of shareholders are regarding the performance of different IPOs, which has been conducted after the economic crisis. The IPOs in US are mainly devalued after the initial public offerings and reduce investment capital of the investors. This concern is viable, as shareholders mainly need a confirmation, which does not reduce share price of Facebook from the initial IPO offerings. However, past share price performance of different companies mainly depicts the higher risk, which is faced by shareholders after IPOs. Some of the researcher mainly stated that companies like LinkedIn, Myspace, Groupon, and Zynga IPOs mainly decline in value after one year, which mainly increases concerns regarding IPO of Facebook. Some of the researcher mainly depict that value of shares decline after the initial IPOs commencements and needs adequate valuation of the company. Conclusion: The overall assignment mainly depicts the relevant valuation of Facebook and relative concerns regarding IPO initiation of the company. In addition, there are relatively factors, such as inappropriate valuation of DCF, past performance of same companies after initiation of IPOs. Moreover, mobile MAUs are mainly increasing from 2009 o 21012, which indicates that users mainly prefer Facebook mobile platform. Thus, any further decline in overall revenue from advertisement due to rising mobile users could mainly reduce share price of Facebook from its initial IPO price. The innovation of technology is mainly essential for Facebook, which could help in continued growth of the company. These depicted reasons are the main concerns of shareholders regarding the IPO initiation of Facebook.

Capital Punishment`s Cost Essays - Penology, Capital Punishment

Capital Punishment`s Cost How do you feel about the saying, "an eye for an eye?" Do you feel that it is a good saying to run a nation by? Or do you agree with Gandhi who added to that statement, "--and everyone is blind?" There have been many controversies in the history of the United States, ranging from abortion to gun control; however, capital punishment has been one of the most hotly contested issues in recent decades. Capital Punishment is the execution of a criminal pursuant to a sentence of death imposed by a competent court. It is not intended to inflict any physical pain or any torture; it is only another form of punishment. This form of punishment is irrevocable because it removes those punished from society permanently, instead of temporarily imprisoning them, this is the best and most effective way to deal with criminals. The usual alternative to the death penalty is life-long imprisonment. Capital punishment is a method of retributive punishment as old as civilization itself. The death penalty has been imposed throughout history for many crimes, ranging from blasphemy and treason to petty theft and murder. Many ancient societies accepted the idea that certain crimes deserved capital punishment. Ancient Roman and Mosaic Law endorsed the notion of retaliation; they believed in the rule of "an eye for an eye." Similarly, the ancient Egyptians, Assyrians, and Greeks all executed citizens for a variety of crimes. The most famous people who were executed were Socrates (Saunders 462) and Jesus. Only in England, during the reigns of King Canute (1016-1035; Hoyt 151) and William the Conqueror (1066-1087; Miller 259) was the death penalty not used, although the results of interrogation and torture were often fatal. Later, Britain reinstated the death penalty and brought it to its American colonies. Although the death penalty was widely accepted throughout the early United States, not everyone approved of it. In the late-eighteenth century, opposition to the death penalty gathered enough strength to lead to important restrictions on the use of the death penalty in several northern states, while in the United States, Michigan, Wisconsin, and Rhode Island abandoned the practice altogether. In 1794, Pennsylvania adopted a law to distinguish the degrees of murder and only use the death penalty for premeditated first-degree murder. Another reform took place in 1846 in Louisiana. This state abolished the mandatory death penalty and authorized the option of sentencing a capital offender to life imprisonment rather than to death. After the 1830s, public executions ceased to be demonstrated but did not completely stop until after 1936. Throughout history, governments have been extremely inventive in devising ways to execute people. Executions inflicted in the past are now regarded today as ghastly, barbaric, and unthinkable and are forbidden by law almost everywhere. Common historical methods of execution included: stoning, crucifixion, burning, breaking on the wheel, drawing and quartering, beheading and decapitation, shooting, and hanging. These types of punishments today are banned by the eighth amendment to the constitution (The Constitution, Amendment 8). In the United States, the death penalty is currently implemented in one of five ways: firing squad, hanging, gas chamber, electrocution, and lethal injection. These methods of execution compared to those of the past are not meant for torture, but meant for punishment for the crime. For the past decades, capital punishment has been one of the most hotly contested political issues in America. This debate is a complicated one. Capital punishment is a legal, practical, philosophical, social, political, and moral question. The notion of deterrence has been at the very center of the practical debate over the question of capital punishment. Most of us assume that we execute murderers primarily because we believe it will discourage others from becoming murderers. Retentionists have long asserted the deterrent power of capital punishment as an obvious fact. The fear of death deters people from committing crimes. Still, abolitionists believe that deterrence is little more than an assumption and a naive assumption at that. Abolitionists claim that capital punishment does not deter murderers from killing or killing again. They base most of their argument against deterrence on statistics. States that use capital punishment extensively show a higher murder rate than those that have abolished the death penalty. Also, states that have abolished the death penalty and then reinstated it show no significant change in murder rate. They say adjacent states with the death penalty and those without show no long-term differences in the number of murders that occur in that state. And finally, there has been no record of change in the rate of homicides

Peer Assessment as a Teachers Motivating Strategy

Peer Assessment as a Teachers Motivating Strategy Re-orientation Addressing the reading issues that low ability students face in an English class is an essential step towards increasing the academic potential of these students.Advertising We will write a custom research paper sample on Peer Assessment as a Teacher’s Motivating Strategy specifically for you for only $16.05 $11/page Learn More In order to study the ways for improving the students’ progress, it is appropriate to propose the intervention based on implementation of the peer assessment into a teaching strategy. The class selected for the intervention includes a group of thirteen year seven low-ability students. It should be noted that the whole class consists of twenty students. Among the specified group of students, two students face problems communicating English as they are ESL students (English as a Second Language); 12 students are with special educational needs (SEN); additionally, one student out of five in the group has eith er dyslexia or attention deficit hyperactivity disorder (ADHD). Their knowledge of grammar and syntax rules is of concern and requires attention and improvement (previous results ranged from 3c to 4a; however, the KS2 results showed a tendency of 4a to 5a). Though, compared to the initial test results, the final ones can be discussed as a minor improvement, the current evidence points to the need for the students to work on new skills acquisition and memorising skills development. The literature review provides opportunities to define methods for addressing the needs of the students in question. In their research, Falchikov and Goldfinch (2000) note that students usually lack understanding of the role of peer assessment as well as the significance of providing accurate evaluations of their peers.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Zingaro (2013) also focuses on the rol e of peers in conducting assessments. These discussions support the necessity to provide students with a detailed explanation on the process of evaluation of their peers’ success as well as with a close supervision of the specified procedure. Moreover, it has also been noted by Cox and Maher (2007) that peers usually need to provide each other with positive reinforcement so that they could feel motivated to achieve better results. Focusing on low achieving students’ needs, it is also relevant to refer to Carter (2014) who states that these students need graphic data in order to understand the mechanics of the learning process better. It is also suggested by Murayama, Perkin, and Lichtenfeld (2012) that the incorporation of an element of a game into the learning process is helpful to address the specified issue in the learning process, and the introduction of differentiated assignments allowing the choice of interesting tasks proposed by Burguillo (2010) can also enhanc e the learning process among low-ability students. The review of these sources has resulted in designing the intervention oriented to low-ability students and their peers with high scores responsible for providing assessment. Moreover, an overview of the existing literature has shown that students need positive reinforcement from their instructor in order to succeed during the intervention. Thus, the study by Falchikov and Goldfinch (2000) shows that it is the teacher’s responsibility to guarantee a positive outcome of the peer assessment. The findings are important support the design and implementation of the effective intervention. Intervention The intervention lasted two weeks, including the observation of students during ten days. In the course of the intervention, lessons in English were conducted, and the students were asked to assess each other’s reading skills with the focus on peer assessment.Advertising We will write a custom research paper sample on Peer Assessment as a Teacher’s Motivating Strategy specifically for you for only $16.05 $11/page Learn More The first lesson started with the introduction of the students to the idea of peer assessment, and detailed instructions were provided. The students were given a set of statements for the evaluation of their peers, while the teacher explained what each part of the assessment addressed. The teacher suggested that the students should read the questions out loud and ask if anything was not clear. As soon as every student understood the purpose of the questions, they were divided into pairs; then, the reading of the first excerpt from the book for Reading in English started. After the reading, the students were asked to evaluate their peer’s reading skills according to the previously mentioned criteria and instructions and write down the results. Students answered the questions concerning the contents of the excerpt and the new vocabulary; evaluated their peers’ responses assessing the accuracy of the vocabulary use and correctness of the factual information. During two weeks of the intervention, lessons ended with a game or other appropriate activities. One game was based on locating words in a grid filled with letters and defining these words. The students then evaluated their peers’ skills based on the amount of words found and the time taken to locate the words (the students were given fifteen minutes, a minute per word). The basing on the findings of Knight et al. (2014), the teacher scaffolded the students throughout the assessment helping them measure their peers’ success to help the students to feel more confident. The specified model was repeated throughout the conducted lessons in reading with slight alterations because the game could be replaced with a similar crossword activity.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the end of Week 1, students were asked to answer open questions from the questionnaire. Thus, students were asked to answer Questions 5, 7, 8 (Appendix A). The procedure was repeated at the end of Week 2 in order to ensure comparing the answers with the help of the qualitative data analysis. Being asked to answer questions, low ability students displayed keen interest and genuine excitement about the activities only during the second week because they hesitated to grade each other during the first week of the intervention. However, as soon as the teacher assured them that the grading by peers would not affect their actual score calculated by the teacher, they became rather enthusiastic about the process and reflected these emotions in their answers. Still, high achieving peers seemed to be quite bored after they realised that the pace of the lesson was not going to be accelerated during Week 1 and Week 2, and they informed the teacher about that fact. According to Wadesango Baya ga (2013), the fact that motivation can drop among high ability students in the process of the intervention points at the necessity to introduce the set of activities that would keep the attention of high achieving students and at the same time be approachable for low ability students. As a result, the games to conclude lessons were changed to address the needs of high-ability students. The use of a game as a type of activities that both low and high ability students may participate in seemed to have worked quite well within the specified setting. Following Dominiquez et al. (2013) and Connolly et al. (2012), the success of the strategy can be explained by the fact that games presuppose the incorporation of a competition factor and, thus, make the learning process more engaging for high achievers. Question 6 from the delivered questionnaire was answered by the students at the end of Week 1 in order to state the motivating factors for low achievers to adapt to the peer assessment (Ap pendix A). These students seemed to lack confidence when carrying out their first evaluation of their peers, and were more lenient to each other than the standards required. As a result, the students who were obviously scoring lower than the rest of the class did not feel willing to make greater efforts. As a result, the focus on helpful tips for students was important for the further analysis of the data. At the end of the second week of intervention, the students were asked to answer Questions 1, 2, 3, and 4 from the questionnaire in order to demonstrate their attitude toward the peer assessment and conclude about improvements and motivation (Appendix A). During all ten days of the intervention, the observation was conducted, and the results were fixed with the help of the Observational Checklist (Appendix B). It was important to discover any changes in the activity of low achieving and high achieving students associated with the use of peer assessment at lessons. Changes in activ ities were noted for the further analysis. It was noticed that low ability students and high ability students demonstrated different levels of involvement during Week 1 and Week 2, and the further observation was important to explain these notes. According to Lavy, Paserman, and Schlosser (2011), in order to develop new skills and not only retrieve but also process and remember new information, low ability students have to engage into the meta-cognition process. In other words, the students must understand how they acquire new skills and information, as well as use this knowledge for their further studying process. Peer reviewing, in its turn, allows students to understand how they perceive the world around them. In this context, the observation was necessary to understand how cooperation and interaction with peers could influence the collected results (Cohen, Manion Morrison 2011a; Cohen, Manion Morrison 2011b). Data Analysis The qualitative data aim to represent changes in the s tudents’ perception of peer assessment, whereas the quantitative data aim to demonstrate the changes in the low-ability students’ progress in numerical terms. Qualitative Data Analysis Questions 5, 7, and 8 provided in the used questionnaire are open, and the students were asked to describe their thoughts on the experienced peer assessment in their own words. Students answered these questions after the first week of intervention and after the second week. Table 1 represents meaningful details taken from the students’ answers typical for Week 1 and Week 2 as well as identified themes and emotions. Table 1. Details Taken from Students’ Responses, Themes, and Emotional Colouring Week Question Details from Responses Themes Emotional colouring 1 Why do we peer mark each other’s work? â€Å"Because it’s a new task† Emotions, engagement rates, self-esteem and performance Positive emotions, self-actualisation â€Å"Because we need to know more† â€Å"Because we will make serious mistakes otherwise.† Anything else that might help â€Å"I have problems telling letters like b and d apart† Fear, confusion, unwillingness Negative emotions; uncertainty, fear of failing â€Å"My previous teacher told me I was slow thinking† â€Å"I won’t do the homework, because I have no time for it† Any other comments â€Å"Don’t rate me too low, I have ADHD† Fear, curiosity, enthusiasm insistence, responsiveness Mixed emotions: fear of making a mistake and willingness to succeed in class â€Å"I’m going to be a tough grader.† â€Å"Is there a way to get a better score if my peers rate me too low?† 2 Why do we peer mark each other’s work? â€Å"Because we need to learn on each other’s mistakes† Responsiveness, enthusiasm, pride, cheer Positive emotions: self-assurance, certainty in future success â€Å"Because this he lps us learn new stuff† â€Å"Because we must help each other understand the subject† â€Å"Because it is fun† â€Å"Because it brings us together† â€Å"Because we have to know how far we’ve gone† â€Å"Because it helps us learn about our own progress† Anything else that might help â€Å"I liked the class, especially the evaluation part† Enthusiasm, pride, defensiveness Mixed emotions: fear of performing poorly, enjoyment of the class â€Å"rated my paper unfair† â€Å"I want to have more classes like this† â€Å"I feel I’m much better at writing now† Any other comments â€Å"I’d like to have more of these tasks† Curiosity, enthusiasm, pride, insistence, responsiveness Mixed emotions: enjoyment and the acknowledgement of simplicity â€Å"The assignments became tedious at the end† â€Å"I would like to solve more complicated problems.† â€Å"Tha nks! Now I know how to memorise stuff† Table 1 indicates the coded responses of the students on the purpose of the peer assessment and their overall perception of the task. The responses are coded in relation to the emotions and attitudes experienced by students during the two weeks of intervention and presented in Table 1 as â€Å"Themes†. The generalised discussion of identified emotions is presented in the table in the column titled â€Å"Emotional Colouring† in order to ensure comparing of the students’ emotions, attitudes, and motivation typical for Week 1 and Week 2. According to Table 1, about 75% of students experienced such negatively coloured emotions as uncertainty, fear, and confusion associated with peer assessment during Week 1. Only 35% of students could restate the purpose for peer assessment told by the teacher in instructions. The table also shows that during Week 2, 80% of students formulated the purpose easily and demonstrated such p ositive emotions as enthusiasm and pride. 15% of students felt bored because of the task’s simplicity. According to Acosta and Ward (2010), emotional colouring is important to be checked by instructors in order to determine the emotions that students feel when participating in the class activities. Adopted in the qualitative data analysis, the focus on emotional colouring helps to analyse the students’ answers in terms of their attitudes and emotions. During Week 1, the students were rather reluctant to accept the new approach in learning. The situation differed during Week 2. Thus, following Bryman (2008), the emotional reaction of the students towards peer assessment, as well as the final testing process, can be divided into two major groups, positive and negative emotions. According to Jordan et al. (2013), negative emotions such as fear of making mistakes, lack of initiative and engagement in learning, confusion, and unwillingness are associated with high ability s tudents’ adaptation to the new task. Positive emotions like curiosity, enthusiasm, and pride typical for Week 2, represents students’ achievements in relation to skills acquisition and responsiveness to the teacher’s instructions (Jordan et al. 2013). Quantitative Data Analysis Questions 1 and 2 presented in the questionnaire are related to each other, and the main focus is on Question 2 asking about students’ confidence regarding peer assessment and marking the other students’ work. At the end of Week 2, all students reported that they know how to conduct the peer assessment, and Figure 1 provides the visual representation of the percentage of students feeling confident or non-confident while marking the work of their peers. Differences in the level of their confidence were assessed with the help of the 5-point Likert scale measuring confidence from 1 â€Å"No confidence† to 5 â€Å"Very confident†. Figure 1. Students’ confi dence on how to peer mark another student’s work (%) Figure 1 demonstrates that 70% of students described their attitude as â€Å"Very confident†, 20% of students assessed the level of confidence as good, and 10% of students noted that they were rather confident in terms of peer marking the other students’ work. The results demonstrate that there were no students indicating low levels of confidence in procedure. Denton at al. (2013) note that students are inclined to demonstrate high levels of confidence in peer assessment after a period of practice, when fears are changed with first successes. Therefore, at the end of Week 2, students can reasonably discuss themselves as confident in marking each other’s work. Question 3 asks students about the overall usefulness of using peer marking or peer assessment. Figure 2 demonstrates the percentage of students discussing peer marking as a useful or non-useful strategy after the second week of intervention while utilizing the 5-point Likert scale measuring usefulness from 1 â€Å"Not useful† to 5 â€Å"Very useful†. Figure 2. Students’ opinion on usefulness of peer marking other students’ work (%) Figure 2 shows that 35% of students discussed peer marking as useful, and the other students stated that the procedure was very useful (65%). No students discussed peer marking as useless or ineffective procedure, allowing conclusions about the overall usefulness of peer assessment conducted in the group of students. Lavy, Paserman, and Schlosser (2011) state that peer assessment is highly useful strategy used in the class to improve students’ learning and interactions. Students’ answers to the question about the peer assessment’s usefulness support this idea in terms of students’ perception and experience. Question 4 is directly related to evaluating the usefulness of peers’ comments and assessment to improve the other studentsâ⠂¬â„¢ work. Students were asked to evaluate the impact of peer assessment on achieving improvement with the help of the 5-point Likert scale, measuring usefulness from 1 â€Å"Not useful† to 5 â€Å"Very useful†. Figure 3 shows how students regard usefulness of their peers’ comments in percents. Figure 3. Students’ opinion on usefulness of peers’ comments on students’ works (%) The majority of students (55%) evaluated the usefulness of peers’ comments as â€Å"Very useful†, 40% of students agreed that the comments are useful, and 5% stated that the comments were slightly useful to improve the work. The results demonstrate the students’ positive attitude to the peers’ comments, and they are important to conclude about the role of peer assessment for improving the students’ work. According to Lurie et al. (2006), peers’ comments are usually discussed as the valuable tool to improve the other student s’ performance in different areas. Answers to Question 4 are helpful to conclude that most students are inclined to perceive the peer assessment practice as effective to promote improvement of the work. The key to discussing the improvement of students’ performance influenced by peer assessment is the focus on factors that can motivate students to improve peer marking and guarantee higher results. Question 6 asks students about factors that can improve peer marking and understanding of the requirements. The influential factors are â€Å"Clearer instructions†, â€Å"Sentence starters†, and â€Å"Marking anonymously†. Figure 4 represents choices of helpful factors to motivate understanding by low-ability and high-ability students. Figure 4. What helps students to improve peer marking and their understanding of the task (number of students) According to Figure 4, about 98% of helpful factors to improve peer marking was selected by low achieving stude nts, when only 2% of all factors were chosen by high achieving students. The results show the interest of low ability students in using clearer instructions and making peer assessment anonymously, when sentence starters are chosen as helpful by only 10% of students. In order to improve results in peer assessment, students need to understand the task completely, and certain factors are identified by Murayama, Perkin, and Lichtenfeld (2012) as influential for the effectiveness of peer assessment. Thus, to guarantee improvements in the work, students need to use certain markers of factors to make the whole process of peer marking easier. Figure 5 represents the data collected with the help of the Observation Checklist. It was important to assess the changes in students’ activity and its types during Week 1 and Week 2 in order to conclude about their motivation and involvement into peer assessment. Figure 5. Types of students’ activity during Week 1 and Week 2 (number of t imes active) As Figure 5 shows, most students expressed their willingness to participate in assessment by raising hand. The action was observed 22 times during Day 5 and about 18-23 times during Days 6, 7, 8, 9, 10. During all 10 days of the intervention, students asked the teacher to explain the material 3.9% of the whole number of instances, responded emotionally 13.7%, competed with other students 14.7%, asked for clarification 11.8%, volunteered for peer assessment 10.8%, and asked about the grade 12.8%. The number of students saying â€Å"I don’t know† in response to the activity reduced in 27%. Students often need support and clarification when the new activity is integrated in the lesson, as it is noted by Falchikov and Goldfinch (2000). Thus, students asked additional questions about peer assessment and needed clarification during the first five days of the intervention. The situation changed during Week 2, as students became more active, raising hands an d asking for participation as evaluators. Figure 6 also represents changes in the students’ involvement and interest in peer assessment with the focus on differences in behaviours of high-ability and low-ability students. Figure 6. Activity and involvement of low and high ability students in peer marking during Week 1 and Week 2 (number of times active) In Figure 6, the data is based on the information from the Observation Checklist. Thus, low ability students demonstrated the increases in engagement into the peer marking in about 34% during the second week, when high ability students seemed to be discouraged because their activeness decreased in 15%. The changes in activeness of the students can be explained by the fact that the challenge of completing a difficult task such as peer marking decreased during the second week for high ability students. According to Lai and Law (2013), the responsibility for carrying out peer assessment cannot trigger the high achievers’ initiative during a long period of time. In contrast, activeness of low achieving students increased with gaining confidence and becoming more engaged in the process. Discussion The results of the intervention support the prediction that peer assessment is a motivating and encouraging practice for low ability students, but it can be discussed as boring for high ability students when the challenging component of the practice is not referred to. The qualitative data show that the high achieving students lost interest in the peer assessment during the second week of intervention. Falchikov and Goldfinch (2000) state that the key problem of peer assessment as a means to improve the score of low ability students and motivate them can depend on the scaffolding process. The scaffolding strategies used by the teacher can be discussed by the high ability students as tiresome and irritating (Falchikov Goldfinch 2000). The low ability students usually do not pay attention to the scaffolding p rovided by the instructor; however, the manner in which the instructions are delivered may serve as the trigger for the students to develop absence of responsibility. Thus, the qualitative data analysis points at the need to deploy a different scaffolding approach that will presuppose a more active participation of the students (both high and low ability ones) in the assignment. According to Shin (2010), the effectiveness of peer assessment depends not only on the students’ successes in performing the activity but also on the nature of proposed tasks. In this study, tasks in reading proposed for students could be changed to make results more representative. Thus, most high ability students demonstrate lack of enthusiasm due to the simplicity of the tasks, and it will be appropriate to create a set of assignments that become increasingly difficult as a student proceeds with their completion. The specified approach towards developing tests will allow low achieving students to t est their abilities and knowledge to the extent of their capacities and high achieving ones to maintain their academic progress in an appropriate manner. The intervention results reveal the students’ performance was not altered significantly, but the students’ attitude towards acquiring new knowledge and skills changed positively. The purpose of the intervention was to examine peer assessment as a motivating tool for improvement in low ability students. Quantitative data demonstrate that the students became more proactive in their participation in class activities, and they were able to cope with the fear of making mistakes which appeared to be the major barrier for showing the good performance for them. As Wadesango and Bayaga (2013) explain, the ability grouping, as in the setting under research, leads to the development of stronger ties between students and, therefore, it leads to eliminating the fear of being considered negatively. Comfort (2011) notes that low-abi lity students can develop enthusiasm in learning when they understand the task and can demonstrate immediate positive results. The intervention conducted during two weeks allowed decreasing in the level of stress and increasing confidence in performing tasks that these students lacked before the intervention. The study shows that the adequate choice of helpful factors to motivate and support students is effective to promote their involvement and improvement. Limitations The study has certain limitations that restricted reliability. First, the outcomes of the study cannot be applicable to every single instance of low ability students’ training through peer assessment. Indeed, the setting in question was specific and might conflict with the goals and assets of another educational setting as well as the adopted strategy oriented to the selected class. In other words, the approach was tailored to meet the needs of the students that suffered from ADHD and other disorders, had a di fferent ethnic or national background, and experienced difficulties adjusting to the school environment. Comfort (2011) pays attention to determining general and case specific results while conducting the study. It was found that although the research was aimed at testing the idea of using peer assessment coupled with scaffolding in general, it was limited to provide results appropriate for generalising. The number of participants is another limitation that prevents the researcher from considering the implications of the study in a wider context. Since the research demanded the choice of a rather close setting with a relatively small number of participants, the intervention results were rather narrow and suitable for applying only to a specific group of students. Thus, the research has its limits, and needs improvement in terms of involving larger groups of students from different environments. Thus, it is possible to refer to the peer assessment as the intervention in several class es with low-ability students in order to compare results regarding the motivational power of peer marking to improve these students’ successes and involvement into class activities. In terms of methodology, the tools used for collecting the data, such as the questionnaire and Observation Checklist, are rather effective to provide the qualitative and quantitative data for the further analysis. Creswell (2005) notes that a questionnaire is the frequently used tool for qualitative studies to conduct interviews, when checklists are appropriate for observation sessions to collect the numerical data. The limitations of these tools are in the number of questions proposed for students that could be changed depending on variations in the purpose of the future study. In order to guarantee the anonymity and confidentiality following the British Education Research Association (BERA) Guidelines, before the experiment was conducted, teachers and departments were contacted by the author of the study and provided with the informed consent for their students to participate in the research. Thus, the provision of complete anonymity was one of the key conditions of the study. None of the students was named directly in reports throughout the study, and no personal data were disclosed in the process of analysing the case. Therefore, the research complied with the BERA Guidelines, and it did not affect the participants negatively. Implications for the Future Development and Research The outcomes of the study set the premises for carrying out a major analysis of the use of peer assessment along with scaffolding at a more general level, with the focus on involving the larger number of students and possible incorporation of innovative technology, as it is mentioned in the studies by Carter (2014), Connolly et al. (2012), and Knight et al. (2014). It is also possible to refer to the more active use of games in order to motivate students to participate in peer assessment. Accordi ng to Cho, Lee, and Jonassen (2011), students can show improvement in their abilities during these games. Therefore, it may be suggested that games along with the further evaluation may serve as an incentive for the students to achieve the better performance. Moreover, the low scoring students can demonstrate enthusiasm when they perceive the activity as a game and can adapt to less rigid demands which can become a threat to their further performance, as it is discussed by Munro, Abbot, and Rossiter (2013) in their study. As a result, it is important to propose a variety of peer assessment activities in a form of game and other tasks in order for high ability and low ability students to demonstrate change in their progress and motivation. In spite of the fact that the intervention was conducted in the specific and limited setting, it is possible to adapt to the wider audience. It is appropriate to focus on conducting the study that will incorporate students of different social, cult ural, and ethnic backgrounds, and it is imperative to test the effects of peer assessment supported by the teacher’s scaffolding in the larger school area while identifying possible means for improving the current strategy. As the outcomes of the intervention showed, the students became more aware of the stages that they passed as they acquired a specific piece of information or trained in an essential reading skill. This important new knowledge served as a tool for enhancing the learning process for the students, therefore, allowing them to develop the necessary skills within relatively shorter amount of time and apply these abilities in a manner speedier than their previous records showed. Thus, it is important to modify the intervention in order to test changes in the students’ motivation and improvement in a larger context. Conclusion The results of the conducted intervention can be discussed as successful in terms of supporting the idea that peer assessment can be used as an important motivating factor to stimulate the low-ability students’ involvement in class activities and progress. It is possible to propose the interventions based on this one in order to implement in the school environment for improving the participation of low-ability students in class activities. However, some of the hypotheses formulated during the research still need testing because the intervention was based only on the reading tasks, it involved the comparably small number of participants to discuss the received results as rather valid, generalised, and reliable. Nevertheless, the results support the assumption that high ability students may lose motivation for peer assessment and studying according to the specified pattern due to the repetitiveness of the pattern, lesson design, and the overall simplicity of the assignments oriented to low-ability students. Connolly et al. (2012) state that assignments and proposed task for peer assessment need to be highly varied in order to address the needs of students with different levels of academic achievements. The results of the intervention support this idea. Therefore, the tools for involving the high ability students into activities during a long period of time need to be discovered in the future. Still, the results of the intervention support the main hypothesis of the research and answer the question about the role of peer assessment to motivate low-ability students in order to become involved in the class activities and improve their progress. Peer assessment positively affects low-ability students’ motivation and can be used to improve their performance because it is associated with cooperation and the period of adaptation to the new interesting task, as it was previously stated by Knight et al. (2014). The results of the research also have the positive effect on teaching in terms of theoretical discussion of the nature of low-ability students’ motivation and practical us e of peer assessment in order to enhance involvement and learning at lessons. The intervention is helpful for teachers to refer again to the need of motivating not only low ability students because of the academic failures but also high ability learners who need challenging tasks. Thus, it is important to focus on the introduction of differentiated assignments and, therefore, introduction of certain challenges to the relaxed setting associated with peer assessment if students discuss this task as too simple. The study has also shed some light on the specifics of addressing the needs of students from different backgrounds and with different learning difficulties. More attention should be paid to developing skills in the sphere of teaching students with different potential, capacities, needs, and expectations. Reference List Acosta, J C Ward, A J 2010, ‘Achieving rapport with turn-by-turn, user-responsive emotional coloring,’ Speech Communication, vol. 53, no. 9-10, pp.1 137–1148. Bryman, A 2008, Social research methods (3rd ed.), Oxford University Press, Oxford, UK. Burguillo, J C 2010, ‘Using game-theory and competition-based learning to stimulate student motivation and performance,’ Computers and Education, vol. 55, no. 2, pp. 566–575. Carter, C S 2014, ‘Using technology and traditional instruction to teach expository text in the sixth grade reading classroom: a quasi-experimental study,’ Instructional Technology Education Specialist Research Paper, vol. 12, no. 1, pp. 1–58. Cho, Y H, Lee, J Jonassen, D H 2011, ‘The role of tasks and epistemological beliefs in online peer questioning,’ Computers Education, vol. 56, no. 1, pp. 112–126. Cohen, L, Manion, L Morrison, K 2011a, ‘Action research. in L Cohen, L Manion K Morrison (Eds.), Research methods in education (7th ed.) (pp. 344–361), Routledge/Falmer. London, UK. Cohen, L, Manion, L Morrison, K 2011b, ‘Codi ng and content analysis,’ in L. Cohen, L. Manion K. Morrison (Eds.), Research methods in education (7th ed.) (pp. 559–573), Routledge/Falmer, London, UK. Comfort, P 2011, ‘The effect of peer tutoring on academic achievement during practical assessments in applied sports science students,’ Innovations in Education and Teaching International, vol. 48, no. 2, pp. 207–211. Connolly, T M, Boyle, E A, MacArthur, E M, Thomas Hainey, T Boyle, J M 2012, ‘A systematic literature review of empirical evidence on computer games and serious games,’ Computers Education, vol. 59, no. 2, pp. 661–686. Cresswell, J W 2005, Educational research, Pearson, Upper Saddle River, NJ. Denton, C A, Tolar, T D, Fletcher, J M, Barth, A E, Baughn, S Francis, D J 2013, ‘Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders,’ Journal of Educational Psychology, vol. 105, no. 3, pp. 633–648. Dominiquez, A, Saenz-de-Navarrete, J, de-Marcos, L, Fernndez-Sanz, L, Pagà ©s, C Martà ­nez-Herris, J-J 2013, ‘Gamifying learning experiences: practical implications and outcomes,’ Computers Education, vol. 63, no. 1, pp. 380–392. Falchikov, N Goldfinch, J 2000, ‘Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks,’ Review of Educational Research, vol. 70, no. 3, pp. 287–322. Jordan, C H, Logel, C, Spenser, S J, Zanna, M P, Wood, J V, Holmes, J G 2013, ‘Responsive low self-esteem: low explicit self-esteem, implicit self-esteem, and reactions to performance outcomes,’ Journal of Social and Clinical Psychology, vol. 32, no 7, pp. 703–731. Knight, V F, Wood, C L, Spooner, F, Browder, D M O’Brien, C P 2014, ‘An exploratory study using science e-texts with students with autism spectrum disorder,’ Focus on Autism and Other Developmental Di sabilities, vol. 28, no. 3, p. 115–126. Lai, M Law, N 2013, ‘Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students,’ Instructional Science, vol. 41, no. 3, pp. 597–620. Lavy, V, Paserman, M D Schlosser, A 2011, ‘Inside the black of box of ability peer effects: evidence from variation in the proportion of low achievers in the classroom,’ Economic Journal, vol. 122, no. 559, 208–237. Lurie, S J, Nofziger, A C, Meldrum, S, Mooney, C, Epstein, R M 2006, ‘Effects of rater selection on peer assessment among medical students,’ Medical Education, vol. 40, no. 11, pp. 1088–1097. Munro, J, Abbot, M Rossiter, M 2013, ‘Mentoring for success: accommodation strategies for ELLS,’ Canadian Journal of Action Research, vol. 14, no. 2, pp. 22–38. Murayama, K, Perkin, R Lichtenfeld, S 2012, ‘Predicting long-term growth in students’ mathematic s achievement: the unique contributions of motivation and cognitive strategies,’ Child Development, vol. 84, no. 4, pp. 1475–1490. Saldana, 2008 Shin, S J 2010, ‘Teaching English language learners: recommendations for early childhood educators,’ Dimensions of Early Childhood, vol. 38, no. 2, pp. 13–21. Wadesango, N Bayaga, A 2013, ‘Ability grouping as an approach to narrow achievement gap of pupils with different cultural capitals: teachers’ involvement,’ International Journal of Educational Sciences, vol. 5, no. 3, pp. 205–216. 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Owning A Guinea Pig As A Pet ABSTRACT Have you ever owned a guinea pig as a pet? These small animals make a perfect family pet and enjoy spending quality time with their owners. Snuggling, eating, and playing are all things that guinea pigs generally love doing. With some knowledge of guinea pigs and how to care for them, owning a pet guinea pig can be a very enjoyable experience for both you and your pet. GLOSSARY Diagnose: to determine the  identity of a disease or illness by a medical  examination Gastrointestinal tract: the stomach and intestine as a functional unit Homeostasis: the tendency of a system, especially the  physiological system of higher animals, to maintain internal stability, owing to the coordinated response of its parts to any situation or stimulus tending to disturb its normal condition or function. Husbandry: the science of breeding, rearing, and caring for animals. Neuter: having no organs of reproduction; without sex; asexual. 1 INTRODUCTION Just like any other domestic pet that we see today, guinea pigs have a long history of domestication. Guinea pigs are a member of the rodent species, but have their own unique physical and behavioral characteristics that set them apart from other rodents. There are a lot of special needs that guinea pigs share to maintain a happy and healthy life. Good husbandry is the best way of assuring that a pet will live to its full potential. Understanding guinea pigs is a great start to a long fulfilling relationship between an owner and their special little pet. HISTORY OF THE GUINEA PIG Origin Guinea pigs, also known as cavies, originated from the Peru region of the Andes Mountains where it is referred to as cuy (Forstadt, n.d., para.7; para. 9). It is here that the familiar rodent can be found roaming freely in the wild just like our everyday squirrel. The wild guinea pig prefers a variety of habitats including rocky, swampy, and woody areas. Being most active at night, they prefer to rest in their burrows during the day (Forstadt, n.d., para. 6). They live in colonies usually with one male and six to seven females. In a wild guinea pig colony, the presence of more than one male usually leads to the males fighting to the death (Hirst, n.d., para. 4). Why They Were Domesticated Domestication of the guinea pig is thought to have begun around 5000 years B.C.; however, some parts of their history are a little blurry. Physical records have been found showing evidence of guinea pig domestication as early as 900 B.C. (Forstadt, n.d., para. 7). In their native land, guinea pigs are used for many different purposes, but seldom kept as pets. The people of the Andes Mountains rely on breeding guinea pigs for meat. In most cases, a mating pair of guinea pigs will be gifted to a newlywed couple and then cared for mostly by the women and children of the family(Forstadt, n.d., para. 11; para. 12). By raising them personally, an Andes Mountain family can usually produce approximately twelve pounds of meat per month (Hirst, n.d., para. 5). Though meat is their main purpose to the Andes Mountain people, guinea pigs are also used in religious and other cultural ceremonies. They are also used in medicine, both to diagnose and treat those considered to be ill or weak. Though they are bred mainly for food, guinea pigs are crucial to, and respected in, the Andes Mountain culture (Forstadt, n.d., para. 14). How They Became Pets After domestication in its native land, the guinea pig was later introduced in Europe where it became popular as a household pet. The cause of its popularity is said to be Queen Elizabeth I keeping one as a pet. From this point on, domestication of the guinea pig continued turning the small rodent species into a very popular choice of pet in many parts of the world (Forstadt, n.d., para. 8). CHARACTERISTICS OF THE GUINEA PIG Behavior From personal experience I can inform you that guinea pigs make excellent pets. Unlike other domestic rodents, guinea pigs are naturally timid and love companionship. In the wild, guinea pigs are very social animals and they require the same companionship when they are kept as pets (Social life, n.d., para. 2). There are many distinct behavioral characteristics that guinea pigs share that set them apart from other rodent species. Their unique vocalizations, humorous actions, and cuddly nature are sure to amuse any pocket pet lover. Guinea pigs seem to have their own unique language. There are many different sounds that can be heard when in the presence of these small rodents and all of these sounds have different meanings. Knowing what these sounds mean will help the owner to better understand their pet and assist in building a stronger relationship between them (McLeod, n.d., para. 1). One of the most common vocalizations of the guinea pig is called wheeking, this habitually corresponds with excitement for food or attention (McLeod, n.d., para. 3). Another sound that is frequently heard from a content guinea pig is called purring, this sound signifies that the animal is having a pleasurable experience, usually when being petted or while cuddling (McLeod, n.d., para. 4). If you ever hear teeth chattering it usually means that the animal is annoyed or angry and this is sometimes followed by showing of the teeth or a bite. Though it is uncommon for a guinea pig to display this type of aggressive behavior toward a person, it sometimes occurs when introducing two males. If this behavior occurs during an introduction, then the two males should be separated before one gets a chance to attack (McLeod, n.d., para.6). When guinea pigs are extremely frightened or hurt they will project a sound called shrieking. This is a very loud, high pitched, repetitive sound and if it is ever heard then the guinea pig should be thoroughly examined for any signs of injury (McLeod, n.d., para. 9). There are many other sounds that a guinea pig can produce, but they are heard less frequently or, in some cases, not at all. Guinea pigs also communicate by using body language that sometimes goes hand in hand with the distinct sounds they produce. Some gestures signify playfulness, whereas others may be a warning. Whatever the gesture may be, knowing what these actions mean will also help an owner to understand their pet. One gesture frequently observed is called popcorning. With a well deserved name, the animal will pop itself up into the air, often repeatedly, while tossing their head upward and kicking their hind legs back. This gesture is most frequently seen in younger guinea pigs and it signifies a very happy and playful animal (McLeod, n.d., para. 13). Among many other playful gestures that may be observed, there are also some behaviors that are intended to warn when a guinea pig is upset. When agitated, a guinea pig may stiffen its legs and head while rising its body up higher than usual, this is usually a good time to back off and let the animal have some space. Any number of aggressive behaviors may be combined depending on the severity of annoyance. Some of these behaviors include, but are not limited to, hissing, fluffing of the fur, and showing of the teeth (McLeod, n.d., para. 17). Once an owner has an understanding of their guinea pigs personality, both parties will share a very healthy and happy relationship. Appearance Guinea pigs usually grow to lengths of approximately ten inches long and weigh one to two pounds (Hirst, n.d., para. 2). They have stout bodies with a large and elongated head that is equivalent to approximately one third of their entire body length. Guinea pigs do not have tails and their ears are large and rounded (Pavia, 2005, p. 18). They have short stubby legs and small padded feet. Though guinea pigs may have little variance in shape and size, their coats come in a variety of colors, texture, and length. The wild cavy is usually only found in shades of gray or brown and generally have short to medium length fur. Through years of domestication, an outburst of different colors and coat types has been created (Forstadt, n.d., para. 6). There are many different breeds of guinea pigs but only 13 are recognized in the United States (Nash, n.d., para. 1). Each having their own unique physical characteristics, some breeds are Skinny, American, Coronet, and Texel. Ranging from almost hairless to very long hair, these breeds all have similar body types but look very different. The Skinny guinea pig is almost completely hairless but may have some patches of fur (Guinea pigs, 2008, para. 16). The American guinea pig is shorthaired and has a very smooth looking coat (Guinea pigs, 2008, para.8). Coronet guinea pigs have an extremely long coat that has a smooth appearance and requires special grooming, and the Texel guinea pig has a long coat that is very crimpy and wavy (Guinea pigs, 2008, para.4; para. 5). Seeing all of the different breeds that have been genetically mastered through intricate breeding portrays the passion that people have for these small pocket pets. GUINEA PIG HUSBANDRY Housing Providing an adequate clean space, a fresh wholesome diet, and meeting grooming needs are all essential for keeping a happy and healthy guinea pig. Guinea pigs are social animals, having a cage mate can do a lot for their health. It is recommended that males are not kept with other males; however, if they are litter mates they may get along nicely. Females and males get along great, as do females with other females. Guinea pigs can reproduce rather quickly, unless neutering is an option, it is not recommended to house a male and female together (Guinea pig care, n.d., para. 4). A minimum of four square feet should be kept for each guinea pig in the cage. They need room to exercise and get away from each other if they need too (Guinea pig care, n.d., para. 5). Guinea pigs sleep the best if they have their own covering to crawl in, providing some sort of cubby or dome for each animal in the cage is essential for good health. Besides providing a cage mate, hiding spaces and toys appropriate for guinea pigs in their habitat may help keep them from getting too bored (Guinea pig care, n.d., para. 8). It is essential to keep their environment as clean as possible with good ventilation. The bottom of a guinea pig cage should be solid with no wire or mesh lining; these types of surfaces are good for sanitation but can injure the animals feet. Glass aquariums do not provide enough ventilation, a solid plastic or metal base with a wired top is a great guinea pig environment (Guinea pig care, n.d., para. 5). The bedding used in a guinea pig cage should not be cedar or pine. Both of these woods contain oils that are bad for the animals health. Other types of wood shavings, hay, or grass may be appropriate (Guinea pig care, n.d., para. 7). Personally, I use an all natural paper bedding which, in my opinion, is the most safe and comfortable. It is thick and cotton ball-like and it produces little to no dust. Supplying everything in the guinea pigs cage to keep them comfortable and entertained is crucial. Diet Guinea pigs love to eat and they have some special needs when it comes to their diet. They have sensitive gastrointestinal tracts and providing an unlimited amount of timothy hay or orchard grass aids in their digestion (Vital vittles, 2009, para. 4). Commercial pellets should be fed everyday; however, only one eighth of one cup should be provided (Vital vittles, 2009, para. 2). Approximately one cup of a fresh leafy green mixture should be served daily as well as small amounts of fresh fruit and other fresh vegetables (Guinea pig feeding, 2009, para. 4). Some leafy green vegetables that should be offered on a daily basis are kale, mustard greens, spinach, romaine, and parsley (Vital vittles, 2009, para. 14). Vegetables that are good to feed, but less frequently, are carrots, celery, and sweet potatoes (Vital vittles, 2009, para. 15). Fruits should not be offered in large quantities because they contain excess amounts of sugar. Fruits are usually served as a treat and may include app les, pears, blueberries, kiwi, and strawberries (Vital vittles, 2009, para. 17). Not all fruits and vegetables are healthy to a guinea pig. Some foods that are not good for a guinea pigs health are iceberg lettuce, seeds, nuts, collard greens, bok choy, and beans (Vital vittles, 2009, para.16; para. 20). Guinea pigs need a lot of vitamin C to support their immune system, adding a supplement to their water and supplying vitamin C to their everyday diet is crucial for maintaining homeostasis (Vital vittles, 2009, para. 5). Grooming Grooming branches off into different things that prevent certain conditions that could potentially affect the animals health. Having continually growing teeth, the guinea pig lays at risk of a very painful condition. If proper materials to help wear down their teeth are not provided, their teeth can become over grown and possibly grow into other areas of their mouth. This condition could also prevent the animal from eating, resulting in starvation (Guinea pig pet care, n.d., para. 6). Personally, I provide things such as untreated wood blocks, toilet paper rolls, and a daily supply of hay to help keep the teeth a healthy length. In some cases, providing these items for the guinea pig may not work well enough and manual filing may be required. Just like the teeth, toenails can also become overgrown and uncomfortable. Toenails may be worn down naturally if a hard surface is provided in the cage, but sometimes they have to be trimmed manually (Guinea pig pet care, n.d. para. 5). Having a hairless or short haired guinea pig is less demanding then having a long haired guinea pig. They are generally clean animals and bathing is not required often; however, longhaired guinea pigs require frequent brushing to prevent knots from forming in their fur (Guinea pig pet care, n.d. para. 9). CONCLUSION Despite their original purpose in their native land, guinea pigs make excellent family pets. Their wacky gestures, unique sounds, and stout appearance are sure to make anyone crack a smile. Guinea pigs are the happiest when paired with another guinea pig. Providing good husbandry will reduce the risk of disease in any animal. While caring for a guinea pig does have some special demands, it is worth it.

Essay --

Jackson 1 GOOD COMMUNICATION IN THE BUSINESS WORLD In today’s competitive business world, effective communication is more important than ever. Everything done in the workplace involves communication. Effective relationships with staff, clients, vendors and superiors are critical. It also has an impact on a company’s overall profitability and longevity. In a workplace environment, where many people of different backgrounds and personalities interact on a daily basis, the ability to effectively communicate becomes critical to the success of the department and the company. George Bernard Shaw said, â€Å"The single biggest problem in communication is the illusion that it has taken place.† To effectively communicate, you must â€Å"speak the language† of many others. That could be as extreme as learning a foreign language, but is usually making sure that what has been said is positively received and processed by the listener. The speaker must use proper grammar, enunciation, and vocabulary, and then evaluate the effectiveness by the listener’s reaction. In the business world, it is unlikely that o...

A Culture of Resistance: The Chipko Movement

Society as a collective entity could easily influenced an individual but in the same manner the society could also be shaped by people. This is exemplified through the idea of cultutral resistance which is a political activity that enables individual to create or change political discourse and eventually political practices (Duncombe, 2002). The Chipko Movement of India is a good example to better understand this.The Chipko Andolan also known as hugged the trees movement is an environmental activist that started in the grassroots level. Its origins could be traced back in March 1973 at Gopeshwar   in the Chamoli district, in Uttar Pradesh, India.A group of citizens hold each other hand in hand to create a human chain and hugged the trees to prevent a sport company from cutting it down. The same incident took place in the village of Reni in the Himalayas during the year 1974.Women coming from this village also protected the trees by hugging them despite the license given by the Gove rnment Department of Forests that enables the contractors to cut them. Ever since the Chipko Movement attracted attention coming from other people in India (Dwivedi, 1996).The Chipko Movement addresses the problem of inequality that is happening in the distribution of natural resources. The usage of commodities like trees creates a conflict in the country of India because of the contradicting demands for it. The marginalized minority utilizes this resource as a means that would support their livelihood. On the other hand, trees are needed in order to address the demands of commerce and industry (Shiva & Bandyopadhyay, 1986).The inequlity in this situation is not only in terms of the unequal distribution of natural resources but also in terms of the power and influence that big corporations have as compared to the marginalized citizens of India. It is something that usual political practices could not solve and sometimes even tolerate as in the case of the 1974 incident in the Reni V illage, which is why the Chipko Movement decided on a new method of addressing the problem.In order to fully comprehend this movement as well as the tactics that it utilized there should first be an understanding of Mahatma Gandhi's ideology when it comes to conflcit as well as the diverse religion of India. Gandhi is famous for leading non-violent forms of struggle that overthrew the colonial rule of the British in India.He was able to combine the idea of â€Å"ahimsa† meaning â€Å"no harm† or â€Å"wanton killing†Ã‚   with social struggle. This non-violent activists deems that the truth will eventually emerged as long as one party is committed in standing for it (Kamieniecki, 1993).Gandhi's â€Å"Satyagraha†or the search for truth was adapted by the Chipko movement through the â€Å"Forest Satyagraha† which means the continuous search for truth in terms of the rights of trees. This movement follow the idea of non-violence in fighting for their c ause that goes as far as including non-human forms (Dwivedi, 1996).Forest Satyagraha does not only answer economic and environemtal problems because it also has its religious aspect. The major religions in India promotes compassion for all life regardless of its contribution to human beings (Kamieniecki, 1993). Its religious basis also comes from the fact that this movement is participated and led by women. Women play a very vital role in the family particularly in the Himalayan area.They are more in touch with the natural environment because they have the task of gathering woods and other agricultural products for their family while their spouses leave them behind to work in urban areas.Himalayan women are also more religious than their male counterparts which is why they believe that green trees are the dwelling place of â€Å"Hari† or the Almigthy Father. Every tree has their own â€Å"Vriksadevata† or tree god and that the goddess of the forests, â€Å"Van Deviâ⠂¬  will assure the safety of their family (Dwivedi, 1996).Mahatma Gandhi strongly believes in the importance of India's various values and cultures. He deems that the problems they are facing could find its solutions in the very ideals that they have. His concept of â€Å"Satyagraha† which was later on used by the Chipko movement as â€Å"Forest Satyagraha† is a clear example of how non-violent form of resistance could work against unequal and cruel foes like large corporations.This method that they have utilized is rooted in the very culture of India which is their strong religious belief that gives importance in valuing all forms of life (Dwivedi, 1996).The tactics that was used by the Chipko Movement tends to reform the issue of inequality in the local and structural level. It is well-known that Hindus practice the caste system wherein its citizens are divided according to particular groups (Perez, 2004).This kind of structural system already paved the way for ine quality to propagate. There are people who enjoy the privileged and powerful position and those who are marginalized. Being the case, inequality in the distribution of natural resources is bound to happen with such kind of system.The Chipko Movement strives to change this very inequality that is embedded within India's structure and it became evident in a more localized level in the issue of logging. This movement started tackling inequality in the issue of the utilization of trees in the grassrootsbut this problem is just an effect of what is really happening in the structural level.Their actions started in giving immediate response in what is happening in the local level but the attention it acquired enabled it to highlight the root cause of the problem in the upper level. It does not only stop within the state institutions of the Indian government but it also reach the international level.Many states are using the ideals of   the Chipko movement as an example on how the pressin g problems in ecology and environmental sustainability could be deal with. (Agarwal, _).Using a non-violent method to addressed the causes that the Chipko Movement is advocating for reflects that they decided to take a different approach in solving problems. It is an approach that   embodies their very culture and ideals.Their understanding of the problem is dependent upon the thinking that its solution would come from these factors that they uphold. This is supported by Gandhi's same belief in the power of India's rich cultural heritage and its capability to solve the dilemma that their country has (Dwivedi, 1996).This social movement greatly believes in non-violence and the preservation of all forms of life. These beliefs influence their understanding of the problem and the path that they chose to addressed it.They saw the importance of trees in their livelihood that is why they protected it through the embraced tree tactic. This non-violent form of resistance symbolizes their u nderstanding that to be able to solve this dilemma compassionate means should be practiced.If they decided to find solution to the problem by using adversarial tendencies then they contradict the very ideal that they are fighting for. It is the Gandhian principles of â€Å"ahimsa† and â€Å"satyagraha† that they based their movement on. They have to uphold these principles in the decisions that they make and in the actions that they take.

To Open a Pandoras Box

To Open a Pandoras Box To Open a Pandoras Box To Open a Pandoras Box By Maeve Maddox Ive found an expression that annoys me more than deja vu all over again. Its a box of Pandoras. Denmark has tumbled into a box of Pandoras. Meryl may regret having opened this whole box of Pandoras (language site, discussion of the difference between can and may) My, I do seem to have opened a can of worms (or a box of Pandoras) here. (the topic is the music of Chopin.) In many places the expression is attributed to former governor of New Mexico Bruce King: His [Kings] most famous malapropism, frequently repeated by legislators during floor debates, was the time King said that a legislative proposal would open a whole box of Pandoras. (Santa Fe-New Mexican, Nov. 14, 2009) Ive also seen it attributed to Casey Stengel, Al Gore, former Arkansas Governor Frank White, and former Washington D.C. mayor Marion Barry. Ideas about nature are famously malleable. Try to take just a peek, and Shazamm!you have opened what Casey Stengal [sic] once called A Box of Pandoras. (excerpt at Amazon from a published book about Nature) We dont want to open up a box of Pandoras. Vice-President Albert Gore, Jr. (comment at a site called TruckNet) â€Å"We dont want to open a box of Pandoras.† That was said by Marion Barry, the former mayor of Washington, D.C. He was referring to the Greek Pandoras’ Box. (a blog called Dahn Batchelors opinions) As former Gov. Frank White of Arkansas once put it, the president thus opened a whole box of Pandoras. (article by Frank Perly at WashingtonTimes.com, May 18, 2010) The expression to open a Pandoras box has long been used to describe an act that may have unforeseen and unpleasant consequences. It derives from a Greek myth in which the woman Pandora, driven by curiosity, opens a jar (or a box) containing various human evils, unintentionally loosing them on the world. The distortion to open a box of Pandoras may owe its galloping popularity to its similarity to opening a can of worms. As a figurative expression, opening a box of Pandoras may have sounded amusing the first time it was used, but as an ongoing expression it gets old fast. NOTE: the word Pandora on its own enjoys a huge popularity as a product name and in other contexts. Someone opening a delivery of electronic gadgets might have reason to declare that he was opening a box of Pandoras. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsUse a Dash for Number Ranges5 Ways to Reduce Use of Prepositions