Pfizer Stock Analysis Paper Coursework Example | Topics and Well Written Essays - 1250 words

Pfizer Stock Analysis Paper - Coursework Example At the same time, the real disposable income has shown a positive trend and indicates that the personal income of the US citizens is increasing but still it remains below the former level. With particular reference to the health care, the sector has received the boost as the average life span and median age of the US citizen and around the globe has improved. This has resulted due to the advancements in the pharmaceutical sector and indirectly impacted its revenue growth over the years. "A global depression has been averted. The world economy is recovering, and recovering better than we had previously thought likely1." The economy is expected to perform to better in the near future with a growth rate of 3.1% expected in the current year. The economists and investors around the globe have shown the optimism in their acts. However, the future still remains uncertain as most of the governments are running in huge deficits due to the fiscal stimulating programs. The governments have injected billions of dollars to revive the economy and to keep the business cycle in continuum (Schuman, 2010). The two giants of the US drug sector, Pfizer and Merck, beat the estimate of the financial analysts for the quarterly result. These companies were supported by reduced costs as a result of the recent merger activity. This will also boost their revenue activity in the coming years. (Pierson, 2010) Based on above information, Pfizer is the market leader in sales generation due to its sheer size, workforce and global operations. At the same time, it is not able to curtail its increasing expenses and has low efficiency. Pfizer contributes 17 cents to the final income for every $1 transaction as compared to Merck contributing 47 cents to the net income for every $1 transaction. As a result, it has a very low profit margin as compared to its rival. The lesser earnings as a

The Impacts of Oil Spills on Marine and Terrestrial Ecosystems Essay Example for Free

The Impacts of Oil Spills on Marine and Terrestrial Ecosystems Essay Buy custom Impacts of Oil Spills on Marine and Terrestrial Ecosystems essay In this paper am going to examine the factors contributing to oil spills, and their effects on marine and terrestrial ecosystems. This addition of phytoplankton leads to depletion of oxygen levels in water, making it hard for survival of animal and plant population in the water. These oil spills do not only affect the marine system but also the chronic urban contamination and the economic loss. The oil spill has total effect on marine life despite the distance from the oil spill. The closer the oil spill is to the shoreline, the more damage it causes. The effects are also felt toward the offshore and the coastal environment. Oil spill is an accidental or intentional release of liquid petroleum hydrocarbon into the environment. The environment is onshore or offshore leading to pollution. Mostly the key pathway of oil spills is through the marine oil spills. In this pathway, oil is released into the aquatic environment. The process is through spills from tankers drilling rigs and wells. Naturally oil may enter the marine life through oil seeps. The effects of oil spills are in many cases long-term effects. The short-term effects, though, can also be disastrous. Oil spills are dependant on wind and currents for faster spreading. When oil mixes with the water, it forms a sticky substance known as mousse. This substance clings to whatever it comes into contact with since it is sticky. Some marine animals mistake it for food. Birds usually have a hard time flying after coming into contact with the mousse. The mousse makes the birds’ feather heavier, making it impossible for the bird to fly thus drowning. The bird also becomes vulnerable to predators since it cannot fly. Predators that feed on these dead birds also end up dying due to poisoning by the mousse (McCoy Salerno, 2010). The oil enters into the plumage structure of the bird and reduces the insulation capability. The bird is thus exposed to temperature fluctuations and less buoyant in water. The birds ingest the oil on the feathers, and this causes kidney damage and malfunction of the liver. A very small percent of birds exposed to oil spills survives unless there is an intervention by a human (Peter Smithson, 2002). The marine mammals that are largely affected by oil spills consists of the Seals, sea lions, polar bears, sea otters, whales, dolphins, and manatees. This is due to their adaptation main power in fur and blubber. The mammals living in a cold environment are mostly affected by hypothermia. Other effects include organ malfunction due to toxic exposure. The organ malfunction consists of interstitial emphysema gastrointestinal ulceration. The mammals encounter a lot of stress due to restriction of diet and continuous exposure to oil. Seals are highly vulnerable to oil spills since they spend much of their feeding time near the surface of the water. Fur seals are exposed to oil adhering to the fur. The adhering leads to the fur loosing insulation ability. The oil coating on fur seals results also in reduction in swimming ability and a lowered mobility of the seals on land. The seals are also affected by poisoning caused by feeding on already contaminated prey and inhalation of oil droplets. Sea otters usually spend their time on the water surface and are totally dependant on fur for isolation and float ability. The famous Exxon Valdez disaster is blamed to be the main cause of 15,000 otters, due to ingestion of oil. Polar bears depend on blubber and a thick under fur for insulation. They often groom their fur. While grooming oil contaminated fur, polar bears may swallow oil, resulting to death due to intoxication. The intoxication damages the kidney and lowers the ability to produce red blood cells in polar bears. Whales are rarely affected by oil spills as they are always on migration. Baleen whales are the only whales affected as oil stick to the whales when they are filtering their feed. They take a large amount of water in order to select their catch. A dolphin is a smooth-skinned and hairless mammal. Therefore, there is less possibility of oil sticking to their skins. In this case, the dolphins are affected by the inhalation of oil vapor. The inhalation damages the dolphins’ airways and lungs. The other minor effect is the dolphins’ eyesight and unending stress. Manatees and dugong are found in areas with warm waters; also depend on a layer of blubber for insulation. Their effect by oil spills is similar to that of the dolphins. Oil spills damages the turtle airways when they surface on top of water contaminated by oil slick. Their feed is affected also affected by oil spills and thus poisons the turtles. The areas that the turtles nest in the beaches are sandy. Oil contamination on the nesting sites leads to contamination of the eggs inhibiting proper development. Fish, one of the largest populations in the marine life ingest oil through their gills. This ingestion often leads to enlargement of the liver and reproduction capacity. In the Gulf of Mexico, there is an alarming rate at which the fish are dying due to the effect of oil spills and contamination. The death of fish is due to skin lesions, fin rot and liver blood clots in the fish surrounding the environment (Margaret Judith, 2010). The only effect on shellfish is not direct. The effect is indirect, since the affected is the person feeding on the shellfish. Shellfish exposure to oil spills leads them to acquiring an extremely unpleasant taste and makes it impossible to be eaten. The effects of oil spills on plants vary with every species of plant. The most common effect in all the species is the coating effect. This is because almost all plants depend on their leaves for production of food. The coating of oil on the leaves makes it impossible for the plant to have proper exchange of gas with the environment and production of food. This effect leads to slower growth rate of plants and in some cases quick death of the plant. Oil spills contamination leads to the death of algae and plankton. The large number of plants dying leads to excessive addition of ammonia and nitrites in the water. Conversely, levels of dissolved oxygen lower just as the pH levels. The changes in water chemical composition lead to toxicity of environment as a whole. Oil spills contribute in extremely large portion of polluting the environment. Proper measure should be put in place to avoid such mess. The measure accounts from government policies proper and self-regulatory measures per each person. This can be achieved through proper education of the society on the dangers of oil spill pollution and strict government policy to ensure that person complies. The hotel industry should also be cautious with the type of sea food that they sell. Proper Seafood Sensory Training is recommended for them to enable them detect oil in seafood. Float oil barriers should be used around the affected area, especially the ones with strong currents. Any incidence of oil spillage leads to possible death of either the marine animal or plants. Therefore, the source of this pollution should be dealt with as it may take many years to clean the effect.

Essay on the Transformation of Beowulf -- Epic Beowulf essays

The Transformation of Beowulf In the length of the poem, Beowulf goes from abandoned child to gallant warrior to King. This transformation, expressed in the tone and content of the poem, shows the importance of the relationship between lord and thane and expresses the ultimate value of that connection. From the difference in battle scenes to Beowulf’s speeches, it is clear that he has gone from a somewhat self-loving hero to a selfless king. Within this change he also goes from serving a lord to becoming a lord, and in that way the poem shows us the importance of both sides of the relationship. Initially it is said that Beowulf goes to flight Grendel because, "he could not brook or abide the fact / that anyone else alive under heaven / might enjoy greater regard than he did" (43). In the end he fights the dragon more for the good of his people than for his own pride; he dies relieved because "[he] has been allowed to leave [his] people / so well endowed" (2796). The battle scenes themselves are also an indicat...

The Chosen :: essays papers

The Chosen The Chosen, written by Chaim Potok may relate to many universal topics, it is clear that it directly relates to the field of education. Mr. Potok has brought us on a journey, which allows many of us to see from an outside prospective, all of the factors, which account for a healthy education. It is a difficult task to relate a novel to the field of education; however, Mr. Potok has made my job easy. The book has received rave reviews from many sources, and the Chicago Tribune said: "†¦Works of this caliber should be occasion for sinning in the streets and shouting from the rooftops.† The story is about the friendship between two Jewish boys, growing up in New York City. The catch is that they are from two different sects, and have different ideas about the future. The first boy we meet is Reuven Malter, the son of a Jewish teacher, David Malter. He raises Reuven alone as his wife passed away. The other boy is Danny Saunders, who is the son of a very devoted Hassidic Jewish tzaddik. Danny is cursed with the fate of taking over his father’s position, and he does not want to do so. Reuven wants to become a mathematician. The accident, which seems as if it will separate these two boys in hatred, actually ends up uniting them. It takes place on a baseball field, made up of concrete, and they are both on opposing teams. The incident occurs when Reuven is playing pitcher, and Danny is the batter. Reuven pitches the ball, and Danny hits it right into Reuvens eye. After being taken to the hospital, we find out that there is some glass in the eye and it must be taken out, and Reuven will remain in the hospital for several days. While in the eye-ward of the hospital, Reuven meets Mr. Savo, a retired boxer, with a patch over his right eye, and Bobby, a young boy who was blinded in a car accident. They have an impact on his life, as he can see that other people have it worse than him. The story takes place in New York City during World War II, and being Jewish, the stage is set for a turbulent time.

Response to Toni Morrison’s Home Essay

Toni Morrison’s use of language throughout the novel gives her writing a sense of wit; it is easily understood by the reader, and acts as a subtle hint into the minds and emotions of the characters. Her use of innuendo speaks to a sexual theme, a common tension found among the main characters of the story. The final passage of Chapter 4 depicts a dialogue between Cee, and Sarah, sharing a ripened melon on a hot afternoon. The language used in this passage juxtaposes sexual vocabulary with the ruthlessness of Dr. Beau, as well as foreshadowing Cee’s abuse. Additionally, in the passage Morrison reflects upon Prince’s manipulation of Cee’s naivety. This passage represents Cee’s inability to form a healthy relationship with a male character. Portrayed as a â€Å"female melon,† Cee is â€Å"soft† in the hands of her former husband, and employer. Her vulnerability leads to her reconnection with Frank, relating to the overall idea of relation ships throughout the novel. The strength of the relationship between Cee and Frank drives this reconnection, which fuels the plot. The only form of love Cee feels is found platonically, through the genuine relationship with her brother, Frank. The language used to portray Cee as a ripened melon in the passage alludes to her helplessness. After Frank had deployed, a young Cee attempts to form a relationship with a visitor from Atlanta named Prince. The unique name of this character is not assigned at random; Cee’s naà ¯ve perception of Prince identifies him as an almost fairytale-like figure. She became impressed with his experience of places outside of Lotus, and with his conviction. He eventually â€Å"rescues† Cee from Lotus, and brings her to the city with seemingly little convincing necessary. Cee becomes under the impression that Prince is â€Å"too good for her,† and for these reasons, she is willing to tolerate â€Å"the great thing people warned about or giggled about,† despite her lack of interest (Morrison 48). She is, in fact, â€Å"[a]lways the sweetest,† a phrase Morrison employs which may refer to her willingness, and trust in others; this is a sign of adolescence. Cee†™s lack of experience with male melons led to her obedience towards Prince. It only took Prince’s word to convince Cee that she was pretty, a woman, and old enough to get married. Not long after moving into the city did Cee realize Prince’s true intentions. Cee’s first relationship was nothing more than an overplayed scheme to gain an automobile. She had been used. Sarah and Cee mention that one â€Å"[c] an’t beat the girl for flavor,† and â€Å"[c] an’t beat her for sugar† (66). Prince understands this concept. Morrison uses the word â€Å"beat† to relay the message that nothing can compare to the qualities of a woman; however, in juxtaposing the melon with Cee, the word â€Å"beat† refers to abuse. Prince understands that in order to carry out his true intentions, he cannot be malicious to Cee. He must win her trust with kindness. He cannot â€Å"beat† her for her flavor (body) or her sugar (car). Cee blindly trusted her first relationship and was manipulated, which commences her trend of abusive relationships with men, other than her brother. The last sentence of the passage is the most graphic, and the language used gives the reader a sensation of Cee’s traumatic incidents with Dr. Beau. Morrison foreshadows Cee’s fate as her language in this last sentence provokes thoughts of sexual abuse in the reader’s mind. The â€Å"sliding† of the knife from the drawer and the reference of â€Å"intense anticipation of the pleasure to come,† indicates Dr. Beau’s experimentation on Cee, and his twisted enjoyment of abusing the girl (66). For a moment, Morrison becomes less subtle with her warning to the reader and explicitly mentions how Sarah (and Dr. Beau) â€Å"cut the girl in two.† Cee, much like a ripened melon, is soft and almost defenseless. Her relationship with men in the novel is consistently abusive; Prince and Dr. Beau have both taken advantage of her adolescent innocence. When Dr. Beau would perform his â€Å"examinations,† Cee would wake in pain, and often times s ee blood; however, she would attribute her symptoms to menstrual problems (122). Once again, Cee had trusted a man, and was hurt, physically in this case, for doing so. Her relationship with her brother is made stronger through the malicious relationships she forms with other men. Frank was a constant source of platonic love, one of the only men in the novel whom she is able to trust. The concept of family and relationships is a key theme throughout Home. The plot is driven by the strength of Cee and Frank’s relationship, and the platonic love between them. Cee’s susceptibility to other male characters is captured in her comparison to ripened honeydew; however, Frank masks Cee’s frailty and is able to protect her. After Frank liberates Cee, within weeks her health improved dramatically. After her traumatic events, Frank noticed â€Å"how healthy she looked— glowing skin, back straight, not hunched in discomfort† (126). From a young age, Frank was able to protect Cee, and their connection provides the foundation for the novel. It was only the strength of their relationship that could convince Frank to travel back to Lotus. In reminiscing about when he enlisted, Frank states that â€Å"[o]nly my sister in trouble could force me to even think about going in that direction† (84). Frank is the only male in the novel who truly cares for Cee, and their relationship is the only honest bond Cee has with a male. The scene of Sarah sharing a ripened melon with Cee on a hot Sunday afternoon gives the reader a deeper look into Cee’s characterization. The language Morrison uses, and her association of Cee with the melon, alludes to Cee’s vulnerability throughout the novel. In her attempt to form a healthy, non-abusive relationship, Cee finds herself being manipulated and physically abused. As a young girl, her adolescence was taken advantage of by her former husband who leaves her and takes her vehicle. When Cee becomes employed, she finds herself in the hands of Dr. Beau, who physically abuses an anesthetized Cee. Ycidra can only find love platonically in her brother, which relates to the overall theme of relationships in the novel. The final passage of chapter 4 graphically foreshadows and reflects on these events through Morrison’s use of subtle innuendos and language.

The Evil of Good in Les Mis©rables Essays

The Evil of Good in Les Mis ©rables Essays The Evil of Good in Les Mis ©rables Essay The Evil of Good in Les Mis ©rables Essay Covert became suspicious of Monsieur Madeline when he lifts a cart of a man, and is justified In his suspicions. Covert said, Monsieur Mayor six weeks ago after that scene about that girl, I was enraged and denounced you The remarkable feat of strength that Madeline preformed caught Savers attention. Covert associated the strength with that of a convict and became suspicious. l believed it, for a long while I had had suspicions. Savers suspicions are justified because it was indeed Madeline who was the prisoner Covert remembers. Madeline courageous act led takeover developing a justified suspicion based on his memory of a strong prisoner. Jean Oval]mean undergoes an Internal conflict when he Is torn between freeing an innocent man and thinking of the greater good. Vallejo says, He repressed his flirt generous impulse and recoiled before such heroism. Although Vallejo turning himself in would mean reverting back to his old ways, it is what is values are pushing him to do. He would be tainting all he owned and stood for in sin if he decided to let Champagne pay for his errors. Vallejo says, That henceforth Mayor Madeline, with all his virtues would be abominable to him If Vallejo turned himself In It would mean abandoning many people who needed him, including Fanzine. Although Sympathetic would suffer unjustly, Oval]mean staying quiet would benefit the greater good. Vallejo goes back and forth repeatedly between his choice of saving one man or saving his town. Vallejo assumes responsibility for Fontanel because he wishes to help her become pappy and virtuous gall_ Oval]mean says, You shall do no more shall again become honest in again becoming happy. Because Fanzine lost her job at factory, she was forced to resort to becoming a prostitute in order to keep her child safe. Vallejo wants to compensate by giving the woman the opportunity to be honest again, so he takes her in and provides for her. Vallejo says, I do not doubt it that you have never ceased to be virtuous and holy before God. Fontanel only turned to prostitution because she had lost her Job and needed to pr otect her daughter. Vallejo recognizes she Is a good woman whos soul was tainted because of an error committed at his factory. Vallejo takes Fanzine in because he wishes to give her the chance to be happy and restore her virtue. The author uses the oxymoron the evil of good to represent how Covert stands for justice but Is ruthless In obtaining It. The author wrote, Covert, personified Justice light and truth In their celestial function of crushing out evil. Whatever stood for was not a negative, but in the purpose of the greater good. Covert believed that enforcing the law was a key element in obtaining justice. The author wrote, Covert, though frightful, had nothing ignoble about him. In enforcing the law, Covert was inconsiderate and indifferent when it came to others feelings. This earned him a frightful reputation and a cold personality. The oxymoron the evil of good represents Savers positive and negative sides. Of him alarmed Fanzine, and he told her of Baleens real identity . Fanzine beheld Covert Let seemed to her that the world was coming to an end. Fanzine recognized Covert as the inspector who had almost condemned her to Jail and was alarm. Fanzine was already weak from her illness, and the sight of Covert sent her over the edge. Covert said, There is a thief, a brigand, a convict named Jean Vallejo! And I have him in my grasp! Fanzine was shocked and confused by what Covert was saying. The stress brought on by Savers accusations about Vallejo led to her death. Vallejo blamed Covert for causing Fantasies death by alarming and confusing her with his presence and accusations.

Accounting and Finance Personal Statement Essays

Accounting and Finance Personal Statement Essays Accounting and Finance Personal Statement Essay Accounting and Finance Personal Statement Essay Writing an accounting and finance personal statement is a bit harder than writing a statement for any other subject. The personal statement is required to be written by the applicant who is applying for a graduate program. Majority of students are not sure exactly sure what to write in a statement and what the colleges seek in it. Remember that a personal statement is an additional yet important application which is accompanied by the admission application. This application is used by the committee of the admission department to assess the skills and potential of an applicant – which is you – and to see whether he/she is fit for their college or not. It gives you an opportunity to explain your motivations, skills, experiences and your qualities. Some personal statement prompts ask specific questions from the applicant while some ask only general questions which give the applicant a flexibility to respond to those questions as he sees fit. You must also need to keep in mind that this statement gives you the opportunity to shine and to make your application more prominent than others. You are free to describe a little about yourself in the statement, discuss your interests and hobbies, tell the committee why you want to further explore the accounting and finance field and why you seek admission in their college. Following are certain basic yet crucial tips on making your accounting and finance personal statement attractive and compelling: Be Sincere Be sincere. Yes, it is the first basic tip that majority of students overlook and end up getting rejected. Writing a lie in a personal statement is one of the biggest mistakes that pupils make. They try to add lie in their statements hoping to impress the admission department but when a question from the same statement is asked from the applicants during the interview their mind goes completely blank. Do not underestimate the skills of the members of the admission committee. They have years of experience in their field. It is their job to assess hundreds of applications and find the best candidate. They can easily detect a lie and use that lie against you to embarrass you for lying. So, be sincere even if you don’t have any special quality or story to tell. Believe in your skills and potential. Clear-Cut Details Talk to the point and in a clear-cut manner. You don’t need to use any sorts of embellishments for the statement, just keep the statement simple and accurate. Many applicants try to be too formal while writing a statement and make it lengthy without any necessary reason. Realize that the admission department has to assess hundreds of application every year. They don’t have time to go through lengthy statements that talk about only rubbish things. Just be yourself and write in a very simple manner. Avoid Typos and Grammar Errors Keep in mind that you are applying for a graduation program so make certain that you correct all the grammar mistakes and typos before sending it to the admission department.

Essay about lab prep

Essay about lab prep Essay about lab prep Lessons in B. Tech. April 18, 2012 The past few days have seen nostalgic emails from friends with instances and places and jokes and thoughts that we had shared at some point in the past few wonderful years. Everyone has their learnings out of this endeavor and the scales of the same pitch in different directions for every individual. My lessons which i can pull out, are here. These years have shaped me, moulded me, sometimes roughly sometimes as gently as with a touch, but i would not have been what i am today was it not for each of those experiences. I thank everyone who has been a part of these years for each of you has played a part in the tempering process. Fall in love. There are a few things we can really know we feel. And this is probably the easiest one to put into words. Happiness, sadness, all emotions are relative, Love is not. Loving something is simply joyous. A person, a gadget, a ball, an experience, find time to find one or all of these and never be afraid of falling for that one thing can become your life. Loving is not tough. it may or may not last but however brief the moments they may be these will be those that they can take your breath away. Express yourself through actions and not though words, they are more respected. There will be things you see yourself doing when you close your eyes. Follow them, try them, they are the things your mind thinks you will love. Passion is what drives us, love the thing you do and you never have to work a day in your life [paraphrased from Confucius] . Reply. They say men don’t know when to shut up. I say thats true. i’ll go a step further as to hunch on a reason. We Wish To Learn. And only by moving a conversation forward can we learn.Each individual has a perspective, respect that. Listen. and Reply. It is conversations which help forge something that can blossom into something beautiful. There are some men who just want to watch the world Burn. This appeal is meant for them. Its for those who are lazy. Get out what is in you, these are the years to explore and not stick. It may be within these explorations that you can find yourself. Loosing yourself in the smoke is not worth it, for when the smoke clears you realize you missed those who you couldn’t see behind the cloud. Never stop learning. There will be things you do with your broken limbs. These things tell you who you really are. Pain really is a great teacher. It in these times you learn as much about yourself as you learn about others. There are lessons hidden in everything from watching a guy play guitar on the beach or sitting behind a rider you hitchhiked with on the highway or sleeping on the last bench in class. Have the will to go. It is tough to shed off a feeling, to forgive, to let things be but heed the Beatles – Let It Be and try to learn the reason behind each action you did not warrant. It may surprise you, make you see something you did not believe, but it will help you grow. Experience and Explore. There will always be hurdles. There will always be people who will not think its a good idea. Pack your bags and Go. You find yourself in serenity. All the small corners you share with someone stick with you throughout your life. The experiences you share make you learn. From roads of hilly mountains to beaches to clandestine staircases to rooftops beneath open skies each is an experience worth the effort. And it is these experiences more than anything else that we remember. Explore the campus, explore the world and explore yourself, there is just too much to see. Trust Its a strong term very casually thrown around. Blindly trust until you have a good reason not to. It can sometimes lead to amazing experiences. Follow your Passion. Do things only for yourself. Everything doesn’t have to be leading to a goal. Write to express. Walk down unknown paths. Stare blankly at a flower. Feel the Wind. I can’t begin to list the things which were done. It

Marketing Management Assignment Example | Topics and Well Written Essays - 1500 words - 1

Marketing Management - Assignment Example Coca-Cola offers more than 500 brands in 200 countries serving 1.7 billion each day. The target market of Coca-Cola is not restricted to any area, gender or age. In fact, it is globally present and serves homes, offices, bars and restaurants; it identifies with youngsters, while is also targets the older age groups. The selling concept was exemplified in the thinking of Coca-Cola former vice president Sergio Zyman who said â€Å"the main objective of marketing was to sell more stuff to more people more often for more money to gain more profits.† (Yoffie and Wang, 2002) Coca Cola uses two varieties - one with sugar and another for all users. The product packaging incorporates the contour bottle design and the dynamic ribbon, shape and form. The bottle sometimes includes the native language of the region and it is designed in the same size as the beverage bottles or cans. Pepsi is the main rival of Coca Cola and many local brands compete with Coke in various regions as well. Coca-Cola produces more than 35,000 beverages. The company uses multi-brand marketing strategy, offering a wide range of beverage products to ensure customers a wide choice. The major brands launched are Coca-Cola, Fanta, Sprite and Diet Coke. Diet beverage was launched in 2001. Moreover, fruit drinks, coffees, teas and other forms of drinks were also introduced. Mineral water Kinley was launched soon afterwards (Dawar and Dai, 2003). Additionally, syrups and concentrates are also part of the product line up. For health conscious customers, energy drinks such as Powerade have been launched too. Coca Cola are packaged into 2 litres, 1.25 litres, 600 ml and 300 ml packages and these are also available in 375 ml aluminium cans. Coca-Cola favoured differentiated pricing model. Meet-the-competition pricing and psychological pricing models are used, which is suitable for varying customer segments and there are many products in a

The Second Red Scare Essay Example | Topics and Well Written Essays - 1500 words

The Second Red Scare - Essay Example After the downfall of Hitler, emerged common terror and opposition that led to the Cold War. The Second Red Scare occurred after the World War II. Hostility mounted as the US government arrested, deported and investigated citizens suspected of being Un-American. Under President Truman’s administration, anyone suspected of membership to the CPUSA was guilty of treason. Suspects were fired from their jobs. However, losing jobs was less of a blow than being socially banished and blacklisted (â€Å"The "Second" Red Scare:  Fear and Loathing in High Places, 1947-1954†) People from the movie industry — actors, directors, writers, and studio executives — were subpoenaed by the US Congress’s House Un-American Activities Committee (HUAC). News and entertainment media people, including those in the television and radio shows were likewise summoned.  Soon after, the media began its own Communist manhunt. Every assembly gathered and published the names of m edia people believed to be un-American in their political principles. There was an air of panic and distrust everywhere.  What inflamed more public unease in America was when the Soviet Union had effectively launched its first atomic bomb in 1949.   The US then realized that the country was faced with threats of nuclear warfare.  The government immediately commenced the investigation of the probability of the US atomic secrets leaked to the Russians by American Communists. High-status court proceedings concluded the conviction and execution of  the Rosenbergs in 1953 (â€Å"The "Second" Red Scare:  Fear and Loathing in High Places, 1947-1954†). Julius and Ethel Rosenberg, under the Espionage Act, were found guilty of conspiracy to commit espionage for the Soviet Union from 1944 to 1950. The Rosenbergs had been fundamentally involved in a Communist undercover agent circle that leaked US national defense secrets, particularly drawings/sketches of high-explosive lens p atterns and the US atomic bomb, to the Soviet Union (Parrish). Senator McCarthy, McCarthyism and the Witch Hunt The fifties era was enveloped with concern over treachery and the "Communist menace." In the middle of this menace was the Senator from Wisconsin, Joseph McCarthy. McCarthy served his first term as an infamous backbench partisan (Unger). To guarantee his political victory in the upcoming election, he took advantage of the country’s panic against Communism. On his most famous speech on February 9, 1950, he made his impact by naming 205 people in the State Department who were allegedly recognized affiliates of the American Communist Party. In his speech, he proclaimed, â€Å"I have here in my hand a list of 205, a list of names that were made known to the secretary of State as being members of the Communist Party and who nevertheless are still working and shaping policy in the State Department† (McCarthy). This caused national alarm and called for immediate inv estigations of the subversive activists. McCarthy became the chairman of the Government Committee on Operations of the Senate, all the more extending his power to examine the nonconformists. For two years, he persistently questioned several government departments, the media people, the clergy, and other prominent sections of the US society. The national terror stemming from the witch-hunts and communist threats became branded as

Application for British Airway Essay Example | Topics and Well Written Essays - 1000 words

Application for British Airway - Essay Example This is because I have been able to acquire knowledge and skills in the fields of general management, strategic management, and corporate finance. I am particularly interested in joining the management and planning team which primairly determines the core competencies, strengths, weaknesses, and the needs of British Airways. I can surely be instrumental in shaping the strategic path of the organization with my hard-earned knowledge and skill in assessing the internal performance of the company as well as the external factors in its external environment, I believe that in landing a job, a potential employee must only be imbued with the technical skills needed for the position. One of the most important things to consider is the person's high level of motivation to excel in the field and his capacity to deal with diverse individual in the business organization. Joining British Airways has been one of my greatest dreams and I am highly passionate to aid in the company's success. I am highly motivated to excel in this career, wanting not just a mere position but with commitment and devotion, I would like to pursue growth and excellence. I believe that I will be able to stand the pressure of joining a diverse workforce because I am trained to be open-minded and respectful of individuals outside my color, culture, value, and opinion. 3.0. Application of My Skills In order to prove that I will be effective in my chose position, I will be giving a brief analysis of British Airway's current performance through the employment of strategic management tools. First, I will be focusing on the business organization's financial performance by a financial ratio analysis. Next, I will look at the company's internal and external environment by the identification of strengths, weaknesses, opportunities, and threats. Lastly, I will be offering a three-point plan on how British Airways can further improve its operations. 3.1. Financial Analysis In terms of financial performance, British Airways in can be assessed by looking at the firm's profitability, leverage, efficiency, liquidity, and investor ratios. In terms of profitability, British Airways reports increasing profit margins yet still lags behind its competitors like Ryanair and Thomsonfly (British Airways 2007). British Airway's resources are largely financed by riskier financing debt. The company enjoys higher liquidity enhancing the ability of the air carrier to pay off its immediate obligation by its current assets. The company also improves its efficiency by lessening the day its pays off its suppliers and collects from its customers. An investor is most likely be attracted by the escalating share price of British Airways but be put off by the zero dividend yield. 3.2. SWOT Analysis for British Airways I will now focus on the SWOT Analysis. In terms of strengths, British Airways has always been unmatched due to its mere size commanding strong brand equity, strong network presence, cost cutting efficiency, and customer loyalty (Datamonitor 2005).In terms of assets, the airline is regarded as the second largest in the

Earth Science Essay Example | Topics and Well Written Essays - 250 words

Earth Science - Essay Example Catastrophism ultimately takes a ratchet approach and explains off much of the current formation of our geologic world through a series of sudden events which shaped our modern world. According to James (2001) the origins of this theory are largely based on the writings of Immanuel Velikovsky who postulated that many ancient myths could ultimately be attributed to a near collision between Venus and Earth. Whilst this represents a pseudo-science approach it could be further argued that Catastrophism does not have any universal guiding principles and catastrophist theories can run a wide range from impact events shaping our current biological makeup right through to the theories of Velikovsky. In terms of estimating the age of the earth, effectively people who subscribe to Catastrophism theories believe that much of the Earths development came in cycles and if one can trace back all of these cycles back to their origin they they can estimate the age of the earth (Though estimates vary widely). In contrast to Catastrophism is Uniformitarianism which postulates that most of the natural laws of science that play on our earth now, also applied since its origins. Meaning that the development of the earth has been a slow and gradual process, which is often compared to the erosion. In terms of the age of the earth, estimations can vary widely insofar as again there is no commonly universally held principles earth development. According to Tarbuck and Lutgens (2011) it is the case that both principles are not to be taken literally however it is the case that Uniformitarianism is more widely accepted amongst the geologic community today. James, B (2001) Catastrophist Theories of Life Gaining Ground It Came From Outer Space.. The New York Times [online] Available at http://www.nytimes.com/2001/08/23/style/23iht-sncat_ed3_.html Accessed on August 25th

Internet Exercise Assignment Example | Topics and Well Written Essays - 500 words

Internet Exercise - Assignment Example ired state) and, at the same time, are health conscious and do not prefer putting on additional calories by eating meals from fast food chains(the desired state) (Kraft Foods Global, 2012). The problem, therefore, is individuals who have difficulty in arriving at ideas on what to cook (the actual state) and how as well as customers who are looking for particular tips on how to cook a particular meal (the desired state). These individuals prefer to cook themselves (to avoid the weight gain that comes from fast food products), however, they are pressed for time and therefore want easy to cook recipes. Another area of problem recognition is that this ad indirectly also focuses on customers who want to cook their family favorites, perhaps on a weekend (or Sundays), and who do not prefer going out to restaurants for the same. Problem recognition is triggered also by the fact that it is meant for those customers who are looking for quick recipes to entertain their guests for a lunch or hi- tea. Upon reading this magazine, customers hope to find remedies to their problem in the form of the recipes and tips provided in the magazine for particular meals. By clicking on this ad, customers are directed to immediate subscription via payment through a variety of online options (Kraft Foods Global, 2012). Hence, by just a few clicks, customers get access to their favorite magazine without having to go and buy it physically from a store. As far as company advertisements are concerned, I have been fascinated by the cutting edge technology that Apple offers. The ad that triggered problem recognition is that of MacBook Pro with Retina Display featured on Apple’s website (Appendix 2). In this case the problem recognition has arisen out of opportunity recognition where the desired state was enhanced due to changing circumstances in life and career. Owing to progress in academic and professional life I have been inclined to use high-tech gadgets that enable me (and customers like me)

Earth Science Essay Example | Topics and Well Written Essays - 250 words

Earth Science - Essay Example Catastrophism ultimately takes a ratchet approach and explains off much of the current formation of our geologic world through a series of sudden events which shaped our modern world. According to James (2001) the origins of this theory are largely based on the writings of Immanuel Velikovsky who postulated that many ancient myths could ultimately be attributed to a near collision between Venus and Earth. Whilst this represents a pseudo-science approach it could be further argued that Catastrophism does not have any universal guiding principles and catastrophist theories can run a wide range from impact events shaping our current biological makeup right through to the theories of Velikovsky. In terms of estimating the age of the earth, effectively people who subscribe to Catastrophism theories believe that much of the Earths development came in cycles and if one can trace back all of these cycles back to their origin they they can estimate the age of the earth (Though estimates vary widely). In contrast to Catastrophism is Uniformitarianism which postulates that most of the natural laws of science that play on our earth now, also applied since its origins. Meaning that the development of the earth has been a slow and gradual process, which is often compared to the erosion. In terms of the age of the earth, estimations can vary widely insofar as again there is no commonly universally held principles earth development. According to Tarbuck and Lutgens (2011) it is the case that both principles are not to be taken literally however it is the case that Uniformitarianism is more widely accepted amongst the geologic community today. James, B (2001) Catastrophist Theories of Life Gaining Ground It Came From Outer Space.. The New York Times [online] Available at http://www.nytimes.com/2001/08/23/style/23iht-sncat_ed3_.html Accessed on August 25th

What Do I Believe About Others Essay Example | Topics and Well Written Essays - 750 words

What Do I Believe About Others - Essay Example I believe that immigrants get space in our country with due permission and approval of the government, and the government only allows them to share this space with us because their arrival to our land is expected to have a positive effect on our economy. I tend to interact and socialize with others a lot. I know that it can be very emotionally and psychologically demanding at times, as the friends usually keep offending each other in a sarcastic way all the time, but dealing with them makes me learn patience and tolerance. Once I develop that level of comfort talking and interacting with them, such conventionally offensive notions no more bother me, because of the fact that I have developed indifference to them. I believe that while my friends have a lot of negative traits, they also carry several positive traits. I tend to acquire good habits from them while staying away from bad influences. One thing that I particularly take care of is not to offend others while interacting with them. I think use of mockery and criticism just draws people away from you, and presents you as an overconfident person that they become hesitant to interact with. One can expand one’s social network by behaving decently with others and giving them respect. The formula is; treat others just the way that you want them to treat you. Since I desire respect from others, so I give others respect too, and it works for me. However, I make sure that with my patience, tolerance, and nice nature, I don’t become a sweet dish for them that they can eat.

Argumentation in the Adventures of Huckleberry Finn Essay Example for Free

Argumentation in the Adventures of Huckleberry Finn Essay At the beginning of the story, The Adventures of Huckleberry Finn, Huck is constantly under the influence of a mother figure. That mother figure makes him feel guilty when he does something wrong, rewards him when he does something right, and also serves as a kind of protector of him. Although Huck does not realize it, he is always being looked after by something or other. At one point it’s the widow, and throughout most of the story it’s the river. In the story, The Adventures of Huckleberry Finn, the river becomes a provider of food, transportation, and refuge, metaphorically taking over the role as his mother when he runs away with Jim. At the beginning of the story, the Widow takes Huck under her wing and tries to teach him right from wrong. She makes him wear nice clothes, go to school, and say his daily prayers. Throughout his stay with the widow, Huck does not respond to the widow’s ways of teaching very well. When the widow asks Huck to do something, he does it, however, begrudgingly. She tries to teach Huck to become a gentleman and treats him as if he were her own son. When Tom Sawyer comes back into the picture, the widow takes on the motherly role of disapproval. She does not like the way Tom acts and makes believe all the time. This is why, rather than asking to see Tom, Huck usually snuck out when she did not know. The widow can not act as Huck’s mother for long though, because Huck is kidnapped by his father and fakes his own death to get away from everybody. After Huck’s â€Å"death,† he escapes to the river where he hides out on an island while his friends and family are searching for his body. During this time the river, without Huck realizing it, kind of takes over the role of mother. It provides protection from the elements when rain hits. It also hides Huck as the steamboat sails past with all his friends and family on board. Huck does not want the people to see him, or they will know he was just faking and will take him back to the life he is not fond of. Knowing this, Huck hides in the bushes and trees that grow along the river. When a mother knows that its child is in danger, she will hide it from the world so that it won’t get hurt. The river shows this motherly trait to Huck. The first thing a mother does for its child when it is a newborn, is to feed it. While Huck is a runaway, he needs food for survival. The river, in a way, provides this when Huck finds a loaf of bread floating down the river. Also later on in the story, Huck and Jim happen upon a house boat where they find many different types of fruit among other things.

Huggies Pull Ups Diapers Marketing Essay

Huggies Pull Ups Diapers Marketing Essay Kimberly Clark is a multinational company, its headquarters is based in America and they have been in business for 140 and has branched out to many countries including New Zealand. It has previously ranked first in the personal category in Dow Jones Sustainability world index five years in a row from 2005 to 2009 and has contributed $323.1 million in cash and products to charitable causes in 2011(Kimberly Clark.com) Kimberly Clark New Zealand does manufacturing for Huggies diapers and it is located Manakau, Auckland, New Zealand. They have a wide range of paper based products which are facial tissues, toilet papers, scientific cleaning wipes and Huggies disposable diapers (Wikipedia 2012) The specific product that will be the focus of this assignment is Huggies Pull Ups is a brand of disposable training pants made under Huggies brand of baby products; It is designed for boys and girls. (Im a big kid now!) This is the products slogan (Wikipedia 2012) Several changes were made since the product first came out, the first one was the addition of magic stars/flowers on the front of the pant that fade when the wearer wets it as a way to discourage wetting. Next was the easy open sides which made it very similar to underwears, it was easy for parents to check if the wearer soiled it and to quickly change the messy product. Statistics New Zealand records show that there are approximately 200 000 two to four year olds in New Zealand, because of the high demand of Huggies pull-ups the company has decided to increase the price of Huggies pull-up diapers The target market for this product is the parents of kids between the ages of 2 and 4 years. It is especially for kids who have started walking. Huggies Pull ups makes it easier for parents to change their childs diapers. Huggies pull ups comes for girls and boys also comes in different sizes. Boys and girls diaper size 2 and between 8-15 kg the price of pull up pack is $13.99 (plunketshop.co.nz) Consumer need the product seeks to satisfy-The product seeks to make life easier for parents that are making their child wear a diaper can be hard because at the targeted age children move and play, using Huggies pull-ups is less time consuming. Market of Interest, Trends and size Market of Interest: Pull-Ups is a brand of disposable training pants made under the Huggies brand of baby products. It is a product for boys and girls who have already started to work and its product slogan is Im a big kid now. Several changes were made since it came out, the first one was the addition of magic stars/flowers on the front of the pant that fade when the wearer as a way to discourage wetting. Next was the easy open sides which made it very similar to underwear`s, it was easy for parents to check if the wearer soiled it and to quickly change the messy product. Huggies Pull ups is for parents who prefer to give their child training using toilets. This report will discuss on Huggies Pull Ups diapers and the best way to achieve profitable sales in the country and overseas. Trends and size of the market: According to statistics New Zealand there are approximately 200 000 two to four year olds in New Zealand in the year 2012 these are babies who have started to work and parents prefer them to use toilet and Huggies Pull ups is the best Diaper that can encourage a child to use toilets.The Personal Care segment manufactures and markets disposable diapers, training and youth pants and swim pants, having a net sales of 43.7 % and 61.6% of operating profit(Wikiinvest.com). This shows that the market size for Huggies diapers is large External environment impact Technology: Online Websites A buyer can get all its information regarding a product from online websites. It is very important for a company to have a online informational website of its a product and information about the company. Everyone who excesses the website should get all the information they need regarding the product. The current focus is upgrading the website and adding new features. Technology (Mass Media) Magazines and Television Since the target for the product (huggies diapers) is mums the company can use other sources like of mass media to advertise their product such as television. Many people watch television and come across commercials which can catch their attention; therefore having commercials of Huggies diapers will surely catch the attention of mums. Magazines is also a better Mass Media, a lot of mums read womens weekly and having a advertisement of Huggies diapers will get mums to buy the product. Demography A good market for Huggies pull up diapers is parents of children who are the ages of 2 to 4 years of age. Since at that age children start to walk parents prefer their child to start using the toilets and Huggies Pull Ups is the best diaper which encourages children to use the toilet. Huggies Pull Ups is also easy for parents to make their child wear diapers. Huggies Pull Ups targets middle upper class families and upper class families since Huggies brand of diapers are of good quality and prices are high. Political and Legal The most important concerns for business firms are the political and legal forces which are implemented in countries in which they plan to conduct business. Some foreign governments are unsteady, that is, there may be frequent, dramatic and irregular regime changes and/or political unrest. Government regulations may change constantly therefore it can affect Kimberly clark New Zealand who produce Huggies brand of diapers, for example if labour rate increases which means the company will have to spent more on labour therefore the funds allocated for other purposes will be used to cater for the change. Economics Huggies Pull Ups has competition from treasures and pampers diapers since both come in different sizes depending on the weight of the child. The price range of the three products is also close ranged small pack priced $13 to $18 and big pack is $44 to 49. Huggies targets higher classed families therefore profit is made easily. Social and cultural Kimberly Clark New Zealand works together with plunket where they help mothers when mothers are having a new born and plunket also help parents in giving advice relating to their child. The Huggies diapers needs to be safe for example the baby should not have any rachises when wearing the diaper. Competition Analysis The current and main competitors of Huggies Pull Ups diapers are three other popular diaper brands which are sold in New Zealand Today. Using the SWOT analysis the strength, weakness, threats and opportunity of Huggies diapers and its competitors will be examined. Current Situation Huggies Pull Ups diapers are a world famous brand and are also a popular brand in New Zealand. Kimberly Clark New Zealand is the manufactures of Huggies Pull Up diapers in New Zealand. Huggies Pull Ups goal is to do changes to the Huggies Pull Up diapers until they can get the best product out of it so the customer need of this product can be satisfied. Huggies Pull Ups diapers target market is middle upper class families and upper class families. The manufactures of Huggies Pull Ups Kimberly Clark are also in partnership with plunket therefore other customers are also concentrated on. Problem Identification The main problem that huggies Pull ups Faces are competition by top diaper brands which are in the New Zealand market. It becomes very hard to meet customer demand since customers have a wide brand to choose from. Opportunity Since Huggies brand of diapers already exist in the market, it has already created an image for its self which is quality. Huggies Pull Up diapers team should add more features to the product to improve on its quality and have promotions to attract the customers in order to have even a greater percentage of market share. Greater market share means greater profits Treasures Diapers (lower prices) Treasures diapers come in different sizes, depending on the Childs weight. Two to four year old weigh between 10 to 20 kilogram and treasures diapers comes in those sizes. Treasures diaper comes in different packs which are small packs and large packs. Large packs have twenty diapers packed in it and cost $29.90 SWOT for Treasures Strength Weaknesses Cheap world renounced Customer loyalty/relationship Leading brands in most countries Lower quality diaper Lower price diaper means lower Opportunities Threats Expansion of product Competition from other diaper brands http://t2.gstatic.com/images?q=tbn:ANd9GcQrHK9eU23qT3hfM_junxbCkyctj7Evfvlb3sUyJceHPf0jO_PWVg Luv diapers Mid Priced (Jambo pack) Luv diapers is made by proctor and gamble and comes in different sizes, kids who can walk and are of two to four year olds can also wear the diapers. The price range for the luv diapers is $34-90. According to Wikipedia (2012), since the product was first introduced in 1976 there have been a lot of changes made to the product; the latest change was made in 2007 where bear hug stretch was introduced SWOT for Luv diapers Strengths Weakness Good quality In business for a number of years Brand recognition International brand Price is mid ranged ,confuses customers on what to buy Opportunity Threats Luv diapers can add on more features and improve the product in order to attract more customers These are competition from other diapers that are of cheaper price and diapers who are at a higher price with quality. http://t2.gstatic.com/images?q=tbn:ANd9GcSMZ5-aV9JwaPhBpFNTSYTlRWPd27vf3FlBQWsqbPhE9UEUdRGahw Pampers Diaper (jumbo) High priced Pampers is a brand of baby products marketed by Procter Gamble. Pampers diapers comes up to size seven. The price range for pampers diapers is $49.90. Pampers diapers is high priced due to it high quality. SWOT for Pampers diapers Strengths Weaknesses Very good quality International brand Large number of customers In business for a number of years Expensive to buyers opportunities Threats Can add more features to pampers diapers Competition from other diaper brands http://t3.gstatic.com/images?q=tbn:ANd9GcR-FdE9aOTWgqii-14GzyINpIPJmC5gQxwOXWQiOlGFtCiyDhnS5w http://t3.gstatic.com/images?q=tbn:ANd9GcQG9M6wiJybv-Q0B9nrpGcCCgiouFJm7OcSTbuerbKaNmQI06zT Huggies pull up diapers (jambo) Pull-Ups is a brand of disposable training pants made under the Huggies brand of baby products (wikipedia 2012). Kimberly clark makes all huggies brands diapers. Huggies Pull Ups diapers prices are expensive and it targets higher class families, its price is $49.90 SWOT for Huggies Pull Ups diapers Strengths Weaknesses High quality product In business for a number of years Large number of customers International brand Very expensive Opportunities Threats Add new features to the product Competition from other diaper brands http://t1.gstatic.com/images?q=tbn:ANd9GcRz57ETiCSX8zC3X2sR6yfCHy45Qbt75TBv1X9c4Jk6g__gyV8A Target Market segment Profile The target market for this product is the parents of kids between the ages of 2 and 4 years. Huggies diapers are for upper middle class families and upper class families who prefer quality rather than price. Kimberly clark New Zealand is in partnership with plunket so they can give the best care to mothers by helping the nurses. Parents want a diaper that can fit their needs and brand loyalty is big amongst members of this group. This group is likely to choose this diaper product. Huggies Pull Ups is especially for kids who have started walking. Huggies Pull ups makes it easier for parents to change their childs diapers. Huggies pull ups comes for girls and boys also comes in different sizes. This target group needs quality brand of diapers; loyal customers probably prefer to stick to this brand of diapers over all others Situational Analysis Huggies brands of diapers are sold in different supermarkets and stores all over New Zealand it has created a good image on the minds of its customers, its quality is also the reason why many customers prefer to buy Huggies diapers. Huggies pull Ups diapers has got many competitors in the market, some competitors are pampers diapers, treasures, luv diapers. Huggies Pull Ups diapers have got competition from a wide range. Huggies Pull Ups will understand how to best penetrate its new market after carrying out full examination of its competitors. Competitor analysis Huggies diapers have been in business since 1989 it has made a good name for its self. Since 1989 to 2012 there have been a lot of changes made to the product, depending on the changing needs of the customer Ever since Huggies Pull-Ups became popular, several other diaper brands tried to copy their product (Wikipedia 2012). The product seeks to make life easier for parents that are making their child wear a diaper can be hard because at the targeted age children move and play, using Huggies pull-ups is less time consuming Internal Environment Impacts Personal Care (43.7% of net sales, 61.6% of operating profit): The Personal Care segment manufactures and markets disposable diapers, training and youth pants, and swimpants; baby wipes and incontinence care products. Products in this segment are mainly for home use and are sold under a range of brand names, including Huggies, Pull-Ups, Little Swimmers, GoodNites, Kotex and other brand names Internal organisation and structure The current board of directors of Kimberly-Clark Corporation are: John Alm, Dennis Beresford, John Bergstrom, Abelanrdo Bru, Pastora Cafferty, Robert Decherd, Thomas J. Falk, Claudio X. Gonzalez, Mae Jemison, Linda Rice, Marc Shapiro, and Craig Sullivan. Also in 2000, the company bought virtually all of Taiwans S-K Corporation; the move made Kimberly-Clark one of the major manufacturers of consumer packaged goods in Taiwan. In 2001, Kimberly-Clark bought Italian diaper maker, Linostar, and announced it was closing four Latin American manufacturing plants. Kimberly-Clark Sub-Saharan Africas vision is determined nothing less than turning the $250 million business into a $1 billion business by 2015. Manufacturing process A prototype is an early sample or a model built to test a proposal or method or to act as thing to be fake or learned from. If a picture speaks 1000 words, then a prototype must speak 10,000. Which means a prototype of your new product is a must-have when developing and explaining your big idea. People use prototypes to prove, test and refine their ideas to all kinds of things. (Huggies.co.NZ) Human Resource It is the policy of Kimberly-Clark to hire, promote and support the professional Development of diverse global work force, employee safety and Industrial hygiene is a fundamental value of the organization. Effective leadership lays the foundation for a solid safety and hygiene management system by establishing facility-specific policies, providing resources, assigning responsibilities, establishing expectations, and evaluating performances Management The manager that managers the leadership team at Kimberly clarks New Zealand are Senior Brand Manager Kleenex at Kimberly-Clark New Zealand, Grant Hartley Head of Marketing at Kimberly Clark NZ,Geeta Uka Senior Brand Manager Huggies. Research and development In 1989, Huggies introduced Pull-Ups brand disposable training Pants. In 1992, single-sex Pull-Ups training pants were introduced with customized absorbency placed where boys and girls wet the most and also gender-specific prints, trucks for boys and pastel colored animals for girls. In 1997, Disney character designs were introduced, featuring Mickey Mouse for boys and Minnie Mouse for girls. Also in 2003, the slogan that was used in the original late-1980s and early-1990s commercials, Im a big kid now, was recycled for the products recent commercials. In 2004, single-sex underwear was introduced with customized absorbency placed were boys and girls wet the most and also gender-specific prints. In 2005, Pull-ups introduced training pants called Pull-Ups Wetness Liner Training Pants. These Pull-Ups are similar to the Learning Designs training pants, but contain a liner that makes the wearer feel when he or she is wet by having the liner have an unpleasant feel to it when it is wet. In 2010, Pull-ups offered this phone call service accossiated with Disney. Mainly, as a reward for finishing potty training, the parent of the wearer could request a phone call in which the caller pretends to be a Disney Princess or Toy Story character. This was a limited time offer and is now a currently defunct service. In 2011,Goodnites halts its connection with Huggies but is still connected with Kimberly Clark. In 2012, the sides on the boys Pull-Ups were recolored from blue to red.(Wikipedia 2012) Location Level 1, 86 plunket Avenue, Manakau City, South Auckland New Zealand. External Relationship The Kimberly-Clark Foundation, together with funding from the company and our employees, responds to causes and programs with financial contributions, product donations and volunteer time. In 2011, Kimberly-Clark and our employees contributed $32.1 million in cash and product donations for charitable causes worldwide. As part of that amount, the Kimberly-Clark Foundation matched $1.25 million in employee giving, and awarded nearly $860,000 in grants to charities where our employees or their spouses volunteered more than 84,000 hours of their time. Kimberly-Clark has long-term partnerships with several charitable organizations that share our commitment to improving the health, hygiene and well-being of the worlds families Competitive Positioning High quality Huggies Pull Ups pampers low Price High Price Luv Diapers Treasures Low quality Ethical Standings Huggies New Zealand has put all their baby care tips, techniques and information into 1 place, to help make newborn baby care as easy as possible for new mums and dads. Becoming a parent is a big change! Having an online resource to support you through this life-changing event can help make this time even more special. Trust us, it will be over quicker than you think. Enjoy every minute.( Huggies.co.NZ) Kimberly-Clark New Zealand the makers of huggies diapers, has appointed specialist creative agency Green Team as its lead sustainability and social responsibility agency to assist with the roll-out of a new sustainability and social responsibility platform for its Australia and New Zealand operations. Green Team will develop the creative for the program that will be implemented in phases initially focusing on employee engagement before launching externally. (campaignbrief.com) Others (Culture of Excellence) When it comes to culture and excellence huggies is in partnership with plunket in supporting the development of healthy families. Were committed to health promotion, providing services according to principles. (plunket.org.NZ). BABYCARE Category Winners The Best Products for Baby As Chosen by New Zealand Parents (ohbaby.co.nz) BABYCARE CATEGORY GOLD AWARD SILVER AWARD Best baby skincare lotion Johnsons Baby Bedtime Lotion Weleda calendula baby lotion Best baby wipes Huggies unscented wipes Silk baby wipes Best bathtime product Johnsons Baby Top to Toe Ecostore Baby Sleeptime Bath Best cloth nappy brand Real Nappies Itti Bitti Best disposable nappy brand Huggies Treasures Best nappy balm Bepanthen Ointment Sudocrem Best teething product Bonjela Weleda teething powder Situational Analysis Summary Huggies diapers pull Ups environment scan has determined that huggies Pull Ups has a number of advantages over the other diaper brands in the market. As a quality brand, it exceeds diapers in the lower and mid-price ranges. Huggies Pull Ups is a high priced diaper and its major competition in that price range is pampers diapers both are quality brands and are demanded by parents. A SWOT analysis was done of Huggies pull ups and its major competitors in New Zealand. A positioning map was also created that shows where Huggies Pull Up diapers stands together with its competitors. The positioning map shows that Huggies is a high quality and high priced diaper therefore its target markets are upper middle class families and upper class families.

Promoting Family Values in Macbeth Essay example -- Macbeth essays

Promoting Family Values in Macbeth  Ã‚     Ã‚  Ã‚   The play Macbeth, by William Shakespeare, was first printed in 1623, and is a play that is confrontational and disturbing to the values of the audience. Values such as truth, masculinity, security and goodness are all implied in the play, as their opposites are shown to be destructive and life shattering. Of all of Shakespeare’s plays, Macbeth is the one most obsessively concerned with evil. It is dark, brooding and bloodthirsty; by way of illustration, the only function of the messenger to Lady MacDuff is to prepare the audience for bloodshed. Blood in itself is considered an evil image and it aids in character development, as seen in the description of Macbeth at the start. According to Duncan, gutting someone like a fish is worthy of praise such as â€Å"Oh valiant cousin, Oh worthy Gentleman!† To the people of the age, being able to kill someone with such skill is a good thing†¦ of course, it does mean that Macbeth has the potential to snap. The evil imagery in the play also helps with the rising tension – the old man’s description of the horses devouring each other is a prime example of this. Macbeth himself is essentially evil as well; when he knows he is going to die, instead of taking the honorable way out by committing suicide he decides to take as many people with him as he can. It is somewhat ironic therefore that â€Å"Macbeth† means â€Å"son of life†. The evil that Macbeth and Lady Macbeth create within themselves means that the audience is made to experience the psychological emptiness involved in committing a murder. Evil is inevitably destructive, but it is also self-destructive. By murdering Duncan, Macbeth is destroying himself; his â€Å"single state of man† is shaken by his... ...elm.   Criticism on Shakespeare s Tragedies . A Course  Ã‚     of Lectures on Dramatic Art and Literature. London: AMS Press, Inc., 1965.  Ã‚   Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Steevens, George. Shakespeare, The Critical Heritage. Vol. 6. London:  Ã‚   Routledge & Kegan Paul, 1981.  Ã‚   T.W. Shakespeare, the Critical Heritage. Vol. 5. London: Routledge & Kegan  Ã‚   Paul, 1979.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wills, Gary. Witches & Jesuits. Oxford: Oxford University Press, 1995.     Epstein, Norrie, The Friendly Shakepeare, New York, Viking Publishing, 1993. Harbage, Alfred, Macbeth, Middlesex England, Penguin Publishing, 1956. Magill, Masterplots- Volume 6, New Jersey, Salem Press, 1949. Staunten, Howard, The Complet Illustrated Shakespeare, New York, Park Lane Publishing, 1979.      

Essay on the Vengeful and the Virtuous in William Shakespeare :: Biography Biographies Essays

The Vengeful and the Virtuous in Shakespeare Whether you hate your King, your Christian rival or a neighboring foe, if you're in a Shakespeare play then you will be punished.   In the first act of each play Shakespeare shows a conflict between two groups of people, one is vengeful the other virtuous.   After the conflict is introduced, the malignant characters have important parts of their lives taken away and in the end the ultimate penalties of each are inflicted.   All of the antagonists are left desolate in the end of the plays by either lost fortunes or their lives.   Shakespeare takes good care to give the protagonists of the plays much reward for being on the right side of the spectrum.   As the characters hate increases throughout the play they begin to loose what is precious to them, first in small amounts, but in the end, they are stripped of all they love and value.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The basis for the hate is introduced to the audience very early on in all three plays.   The Capulets and the Montagues were neighboring feuding families.   Shakespeare never states the reason for the dispute between the two but he does clearly show the hatred from the beginning.   "Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean" (I i 1-4).   These first few lines of the play clearly describe the hatred between the two families and at the same time foreshadow an unpleasant end.   In "The Merchant of Venice", Shylock more boldly states, "I hate him for he is a Christian" (I iii 39).   This cry of hate is also early on in the play, which clearly helps show the reader that he is the antagonist of the play.   In "Henry IV" it is revealed in the first scene that a young Hotspur has kept prisoners of war away from th e King.   He calls the King Bolingbroke behind his back out of disrespect.   "All studies here I solemnly defy, save how to gall and pinch this Bolingbroke.   And that same sword and buckler Prince of Wales (I iii 227-229).   In Shakespearean plays, a character who hates or plots against the King is automatically the villain of the play.   The first act in all three plays revealed the characters for the audience to root against throughout the play.

Learning Styles and the Most Preferred Teaching Methodology Among Sophomore Nursing Students

Learning Styles and the Most Preferred Teaching Methodology among Sophomore Nursing Students An Undergraduate Thesis Presented To the Faculty of the Institute of Nursing Far Eastern University In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Nursing. Submitted By: Fernandez, Marjorie S. Flaga, Arlene M. Flores, Con Adrianne E. Flores, Jethro S. Flores, Kim Sheri L. Flores, Nonnette Adrian L. Floro, Giselle Ann DR. Foronda, Djenina R. Francia, Lovie Jay A. Frany, Lizairie Q. Fulgentes, Ezra M. BSN 114 / Group 56 Submitted to: Mr. Renante Dante Tan RN, MAN September 2010 APPROVAL SHEET The Thesis proposal entitled: Learning Styles and the Most Preferred Teaching Methodologies among Sophomore Nursing Students Prepared and submitted by: Fernandez, Marjorie S. , Flaga, Arlene M. , Flores, Con Adrianne E. , Flores, Jethro S. , Flores, Kim Sheri L. , Flores, Nonnette Adrian L. , Floro, Giselle Ann DR. , Foronda, Djenina R. , Francia, Lovie Jay A. , Frany, Lizairie Q. , Fulgentes, Ezra M. In Partial fulfillment of the requirements for the Degree of Bachelor OF Science in Nursing, this research proposal has been examined and recommended for acceptance and approval for oral examination. Renante Dante G. Tan Research Adviser Approved by the committee in Oral Examination with a grade of Ma. Belinda Buenafe RN, Ph. D. Josefina Florendo RN, MAN Associate Dean Institute of Nursing Esther Salvador RN, MAN Accepted and approved for partial fulfillment of requirements for the degree of Bachelor of Science in Nursing. Glenda S. Arquiza RN, Ph. D. Dean Institute of Nursing ACKNOWLEDGEMENT The researchers of group 56 of Far Eastern University, BSN 114 Batch 2011 would like to extend our deep appreciation and sincerest gratitude to the outstanding people who made the study possible. First and foremost we thank our ever loving God who was our strength during our weakness and our guide when we’re out of sight. To our cooperative respondents and to their respective clinical instructors, we are very grateful for their acceptance to make our research possible. To our parents, that despite our busy schedule at school, we thank them for their immeasurable love, deep understanding and never ending support. We would also like to thank our fellow group mates and friends for understanding and exerting efforts that despite the pressure and conflicts, we remained intact and united in fulfilling this study. We also like to thank Mr. Jay-el Viteno, for consulting us in our statistics that despite his busy schedule was able to make time and guide us in making and understanding our research statistics. To our research adviser, Mr. Renante Dante G. Tan RN, MAN, for sharing with us his precious time and his guidance in helping us to make this research work possible. We would also like to thank him for all the encouragement and for his immeasurable faith and support in this work. To our respective panelists, Josefina Florendo RN,MAN, Esther Salvador RN, MAN and Dr. Ma. Belinda Buenafe of the Institute of Nursing, for letting us spread our wings and believing in us more than we do. With this, we would like to dedicate our finished manuscript to all the people who became part of our journey. ABSTRACT Objective: To determine the learning styles of the sophomore nursing students in Far Eastern University and their most preferred teaching methodology in terms of didactics and in skills. Methods: This study was conducted at Far Eastern University during the period from Noember 2009 to September 2010. The total population of the sophomores were 630, through Sloven’s formula, we were able to come up with 245 students as the sample. The instrument used by the researchers has two parts. The first part was the Kolb’s Learning Style Inventory which was used to determine the learning style of the respondents while the second part which was a self-made instrument validated by three experts was used to determine their most preferred teaching methodology. Results: Majority of the respondents belong to Divergers which has a frequency of 81 out of the 245 respondents, 58 were accomodators, 57 were assimilators and 49 were convergers. Based on the findings, there was a significant difference between the learning styles of the sophomore nursing students. The researchers also came up with the result that all of the four learning styles have a common teaching methodology which was demonstration. In terms of didactics, accomodators and convergers preferred pure lecture/discussion without power point with a percentage of 27. 6 and 32. 7, respectively. Divergers and assimilators preferred pure lecture/discussion with the use of power point with a percentage of 23. 7 and 17. 2, respectively. Conclusion: The results showed that there was a significant relationship between the learning styles of the sophomore nursing students and their most preferred teaching methodology TABLE OF CONTENTS Title i Approval Sheet ii Acknowledgement iii Abstract iv Table of Contents vi List of Tables viii List of Figures ix Chapter IIntroduction Background of the Study 1 Statement of the Problem 2 Significance of the Study 3 Scope and Limitation 5 Chapter IITheoretical Framework Review of Related Literature 6 Research Paradigm 27 Research Hypothesis 28 The Main Variable of the Study 28 Definition of Terms 29 Chapter IIIResearch Methodology Research Design 33Population and Sample 33 Research Locale 34 Research Instruments 35 Validation of the Instruments 36 Data Collection Procedure 36 Statistical Treatment of Data 37 Chapter IVResults and Discussion 40 Chapter VSummary of Findings, Conclusions and Recommendations Summary of Findings 57 Conclusions 58 Recommendations 58 Bibliography 59 Books Journals Website Appendices A. Letter to the Dean 60 B. Kolb’s Learning Style Inventory 61 C. Learning Style Grid 63 D. Population of the Sophomore Nursing students included in the study per section. 64 E. Learning Styles of Sophomore Nursing Students 65 F. Learning Styles of Sophomore Nursing Students Of Sophomore Nursing Students per section in terms of didactics 66 G. Learning Styles and the Preferred Teaching Methodology Of SophomoreNursing Students per section in terms of skills 72 H. Curriculum Vitae 78 List of Tables 1. Frequency Distribution & Percentage of the 6 sections included in the study 34 2. Frequency & Percentage distribution of the 245 respondents as to their different learning styles 41 3. Frequency and Percentage Distribution of preferred teaching methodology of Sophomore Nursing Students as per learning style in terms of Didactics 43 4. Frequency and Percentage Distribution of Preferred Teaching Methodologies of Sophomore Nursing Students as per Learning Style in terms of Skills 46 5. Chi- Square Goodness of fit for the difference of the different learning styles 49 6. Chi Square Test of Independence for the significant relationship of Learning Styles of sophomore nursing students and their most preferred teaching methodologies in terms of didactics50 7. Chi Square Test of Independence for the significant relationship of Learning Styles of sophomore nursing students and their most preferred teaching methodologyin terms of skills52 List of Figures 1. Research Paradigm27 2. Learning Style Grid 63 CHAPTER I INTRODUCTION Background of the Study Students have different approach in learning and these what makes them unique. Thus, understanding on how they learn and helping them to learn is vital in any educational program. This can be especially important for students since they may have different ways on how to learn. Some students prefer to learn by group work while some would prefer learning alone, some also learn while listening to music while some students learn effectively by studying silently. Furthermore, some students learn by engaging into activities yet some learn by observation only. These different learning techniques affect the students especially their coping mechanisms in terms of learning. In high school, teachers tend to spoon-feed their students while in college, professors are different, for the reason that they seldom discuss to the students the entire topic or lesson. Instead, they only discuss the important ideas and would encourage the students to read more and study harder. On the other hand, there are so many teaching methodologies that can be used to enhance effectively a student’s learning capabilities. Some focuses on learning skills while others are more on enhancing knowledge. In Far Eastern University, particularly in the Institute of Nursing, a particular subject is usually divided into different concepts. Each concept is taught by specific professor who has mastery over the concept. These professors use different teaching methodology in educating the students. Some sticks to only one methodology, while others use different teaching methodologies. Some of the most commonly used teaching methodologies are: Lecture w/ powerpoint and role playing in didactics and demonstration in skills. In the study conducted by Hauer, Straub and Wolf (2005), nursing students were identified as having a learning style preference between that of a diverger and an assimilator. According to the study conducted by Elliot (2003) about the preferred teaching methodologies of nursing students, most students preferred case studies and group discussion/activities. The question now rises, with the advent of technological advancement such as CCTV (Closed-Circuit Television) and virtual laboratory, can case study and group discussion still be the most preferred teaching methodology among nursing students? Statement of the problem This study aimed to determine the relationship among learning styles of sophomore nursing students of Far Eastern University and their most preferred teaching methodology. Specifically, it sought to answer the following questions: 1. What is the learning style of Sophomore nursing students? a. Convergers b. Divergers c. Assimilators d. Accommodators 2. What is the most preferred teaching methodology of sophomore nursing students as to their learning styles in terms of: a. Didactics b. Skills 3. Is there a significant difference among the different learning styles of sophomore nursing students? 4. Is there a significant relationship in the learning styles of sophomore nursing students when grouped according to their most preferred teaching methodology in terms of: I. Didactics II. Skills Significance of the study The different learning styles of every student in the present time have a great impact on their academic performance. Everyone use different learning style to improve their own knowledge, some may be good in studying while listening to music, some students like to study alone in the four corners of their room, and some students learn easily if they are within a group study session. The researchers chose this topic because they want to challenge themselves to be more aware on how the students learn and grow in their own way and to know how the students learn and acquire knowledge. Nursing Practice The study would be helpful in guiding students with identifying their learning style as early as their second year in the institute of nursing. Therefore, having a good learning style that would match their most preferred teaching methodology could help them learn more effectively thus enhancing their knowledge. Having more knowledge could enable the students to be more proficient in the nursing practice. Nursing Administration The study provided awareness about the learning styles and the preferred teaching methodologies of sophomore nursing students, thus giving insights about the needs of the students as they learn. This study might also provide ideas on how to improve the education system for the benefit of the students. Nursing Education The result of this study should give nursing educators ideas on what specific teaching methodology to be used based on the students’ learning style. Furthermore, the nursing educator would have an insight as to what teaching methodology is best suited for the student providing a more student-centered teaching method that would aid the student to learn more effectively. Nursing Research The study of different learning styles of the students might contribute to nursing research through developing trustworthy evidence about issues of importance to the nursing profession, including nursing practice, education, administration and informatics. It made the study more significant in present time because through researching, the researchers might prove that the learning style/strategies might have advantage and disadvantage in studying. The importance of research in nursing is that because of broad support for evidenced base nursing practice, research has assumed heightened importance for nurses. Research finding from rigorous studies provide especially strong evidence for informing nurse’s decisions and actions. Nurses are accepting the need to the base specific nursing actions are clinically appropriate, cost effective, and result positive outcomes for clients. Scope and limitation The study focused on determining the relationship between the different learning styles and the most preferred teaching methodology of sophomore nursing students of the Far Eastern University during the first semester of school year 2010. The researcher used a descriptive correlational design. 245 sophomore nursing students were selected through purposive sampling technique. The study was conducted at Far Eastern University on July 17, 2010. The study did not include factors that may affect the result of the study such age and gender of the respondents as well as whether they really wanted to be in the nursing profession. Furthermore, the respondent’s level of stress and grades were also not included in the study. CHAPTER II THEORETICAL FRAMEWORK Learning According to Eric Kandel (2000) â€Å"Learning is the process by which we acquire knowledge about the world. † Learning is the process in which a person consciously takes their self farther away from ignorance. Ignorance is the lack of knowledge, the inability to understand something without guidance from an outside force. Ignorance can also be the willful act of not learning. ( Lindsea 2008 ) Learning Styles The literature basically indicates that there is wide acceptance of the concept of learning styles; however, there is disagreement on how to best measure learning styles (Coffield, et. al. , 2004). While the learning profession has long recognized the need for innovative instructional activities that relate to the diverse learning styles of learners, there is some question as to just how meaningful they are to the learning environment. That is, most researchers agree that people do have various learning styles and preferences, however, research tends to agree that it is relative unimportant as it is far more important to match the presentation with the nature of the subject, such as providing correct learning methods, strategies, and context; than matching individual preferences (Coffield, 2004). Perhaps David Merrill (2000) has the best philosophy for using learning styles — instructional strategies should first be determined on the basis of the type of content to be taught or the goals of the instruction (the content-by-strategy interactions) and secondarily, learner styles and preferences are then used to adjust or fine-tune these fundamental learning strategies. Finally, content-by-strategy interactions take precedence over learning-style-by-strategy interactions regardless of the instructional style or philosophy of the instructional situation. According to Rayner (2001) and Coffield (2001), the idea of a personal style in learning has clearly spread across the globe during the last decade to occupy a prominent place in professional discussion about learning and teaching. This means that the learning style of an individual matters in learning and also it affects teaching. Recent work by Burnett (2005) Cheminais (2002) and Reid (2005) identify that the different styles in learning serve as an important component in inclusive learning and teaching in the classroom. Indeed, Cheminais (2002) suggested that to be an effective and successful teacher, they should: (a) show respect for pupils’ individual learning styles and differences, (b) be responsive to pupils’ different learning styles, (c)use different levels of tasks and activities. Smith (2001) has stated that there are two methods related to grasping experience and these two are the Concrete Experience (CE) and Abstract Conceptualization (AC). In addition, he also suggested two methods in transforming experience and these are Reflective Observation (RO) and Active Experimentation (AE). These four modes are all engaged in the ideal learning process and must be incorporated together to have an effective learning based on Kolb’s Learning Theory. Individuals are likely to develop or use one-grasping experience approach and one experience-transforming approach. The combination of these two preferred approaches is the individual’s learning style (Smith, 2001). These learning styles are the following: converger, diverger, assimilator, and accommodator. Converger Convergers excel in making practical applications of ideas and in using deductive reasoning to solve problems. They use Active experimentation and abstract conceptualization as their approaches in transforming experience and grasping experience, respectively (Smith, 2001). They learn from thinking (Chiya, 2003). Diverger Divergers are characterized by concrete experience (feeling) and reflective observation (watching). They use imagination and see things in different points of view (Smith, 2001). They are learning from feeling (Chiya, 2003). Assimilator If convergers use deductive reasoning, assimilators on the other hand use inductive reasoning in creating theoretical models. They utilized abstract conceptualization and reflective observation as their preferred approaches (Smith, 2001). They learn from watching and listening (Chiya, 2003) Accommodator Accommodators are good in actively engaging with the world and actually doing things rather than merely reading about and studying them. They are characterized by concrete experience (feeling) and active experimentation (doing) (Smith, 2001). They learn from doing (Chiya, 2003). â€Å"The more learning styles learners use as their major learning styles, the more flexible and successful the learners are. If students use limited learning styles as their preference, it is more challenging for them to adjust to teachers’ teaching styles† (Chiya, 2003). An interpretation was amended & revised by Alan Chapman (March 2006), based on Kolb’s Learning Styles which explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that the propensity to reconcile and successfully integrate the four different learning styles improves as people mature through their development stages. The development stages that Kolb identified are: (a) Acquisition – birth to adolescence – development of basic abilities and ‘cognitive structures', (b) Specialization – schooling, early work and personal experiences of adulthood – the development of a particular ‘specialized learning style' shaped by ‘social, educational, and organizational socialization', (c) Integration – mid-career through to later life – expression of non-dominant learning style in work and personal life. Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate ‘choices' that peole make, which Kolb presented as lines of axis, each with ‘conflicting' modes at either end: Concrete Experience – CE (feeling) —–V—–Abstract Conceptualization – AC (thinking) Active Experimentation – AE (doing) —–V—– Reflective Observation – RO (watching) Felder & Spurlin (2005) try to remedy the potential misuse of learning styles by pointing out that: (a) Learning style dimensions are scales, mild, moderate or extreme tendencies can be exhibited, (b) Learning style profiles are indicative of tendencies and individuals at one time or another will exhibit tendencies of the opposing characteristic, (c) Learning style preferences do not indicate a learner's strengths and weaknesses, only the preferred activity, (d) Learning style preferences may be subject to a learner's educational experience and ‘comfort'. Teaching Methodology Motivating students is a simple matter of rewards, gimmicks, and games. Students respond to teachers who can inspire while they teach. Creativity is essential. (Craft, 2010) According to Chiya (2003), students’ learning can be sometimes hindered by the gap between the students’ learning styles and the teachers’ teaching styles, and also the lack of instruction on learning strategies. Bridging this gap can only be achieved when the professors are aware of their students’ needs, capacities, potentials and most importantly, their learning styles (Rao, 2002). Discussion Lecture based format is the traditional passive way of learning. It involves situations where material is delivered to students. Recent studies show the effectiveness of active learning methods. A comparison of lecture combined with discussion versus active, cooperative learning methods by Morgan, Whorton, & Gunsalus (2000) demonstrated that the use of the lecture combined with discussion resulted in superior retention of material among students. The findings of a study by de Caprariis, Barman, & Magee (2001) suggest that lecture leads to the ability to recall facts, but discussion produces higher level comprehension. Further, research on group-oriented discussion methods has shown that team learning and student-led discussions not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins & Saris, 2001; Yoder & Hochevar, 2005). In considering an adapted practice model, substantial research highlights the usefulness of work-based mentorship and supervision as part of effective training strategies. Studies claim the one-to-one supervisory relationship was the most important element in clinical instruction (Saarikoski and Leino-Kilpi, 2002). Mentorship also facilitates learning opportunities, and supervises and assesses staff in the practice setting. Terminology frequently used to describe a mentor includes teacher, supporter, coach, facilitator, assessor, role model and supervisor (Hughes, 2004; Chow and Suen, 2001). This is supported by models advocating self-directed, evidence-based and problem-based learning. Demonstration According to Rosen, Salas, and Upshaw (2007, p. 6) demonstrations are often conceived of simply as an example of task performance; however, demonstrations are rightfully thought of as experiences where learners are prompted to actively process the informational content of the example and to systematically and reliably acquire targeted KSA’s and transfer them to the work environment. They define demonstration as a strategically crafted, dynamic example of partial or whole task performance or of characteristics of the task environment intended to increase the learner’s performance by illustrating (with modeling, simulation, or any visualization approach) the enactment of knowledge, skills, and attitudes (KSA’s) targeted for skill acquisition. † Demonstrations vary in terms of informational and physical characteristics (e. g. , content, form of presentation). Demonstrations also vary in terms of the activities that the learner engages in prior to, during and after observing the example of task performance. According to Fisher & Frey (2008), students need to be aware of the thinking process of the teacher. Demonstration uses a combination of verbal and visual elements to accomplish a task, skill, or strategy (Fisher & Frey, 2008). The demonstration includes the sequence of steps and the decisions that accompany each step so the next step makes sense. Errors to avoid are also noted to accomplish the task, skill or strategy (Fisher & Frey, 2008). After demonstrating the skill or strategy students can be led to know how and when to use their new skills. They can self-assess and evaluate the approaches they use to connect the learning to the next new skill that they learn. They can  begin to travel on the road to self-directed learning. Teachers who have a demonstrator or personal model teaching style tend to run teacher-centred classes with an emphasis on demonstration and modeling(School of Educators, 2010). This will help the students develops and apply skills and knowledge. According to the School of Educators (2010), a teacher with this type of teaching style might comment: â€Å"I show my students how to properly do a task or work through a problem and then I'll help them master the task or problem solution. It's important that my students can independently solve similar problems by using and adapting demonstrated methods. † This teaching style may help an instructor or a teacher to encourage student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they don't understand something. As lectures, they should aim for meaningful learning through active processes, not passive transmission of facts (Michael, 2001). Students have different preferred learning styles, experiences, background knowledge, and interests, therefore, according to Michael (2001) that we must use a variety of teaching strategies to maximize student learning. One such teaching strategy involves the use of interactive classroom demonstration. Student work cooperatively to gain meaningful learning of sometimes difficult neural concepts and at the time have fun with the subject (Michael, J. , 2001). Online Terrell ; Dringus (2000) investigated the effect of learning style on student success in an online learning environment and concluded that institutions offering online education programs should give consideration to the different learning styles of their students. According to Farmer (2006) online learning systems have forced teachers and learners to focus on discussion boards and shared communication spaces rather than on the individuals who are taking part in them. Online discussion is ‘group-centred’. It counters the greatest use of LMS (learning management systems) which is to post content online. It is the primary mode of online interaction for constructivist learning: learning based on interpretation and construction of the world rather than reflecting an external reality (Malinowski et al 2006). ‘Reflection and even dialogue are greatly limited in most campus based classrooms, online learning may in fact have an advantage in supporting collaboration and creating a sense of community. An online learning environment reflects a â€Å"group- centered† interaction pattern versus an â€Å"authority-centered pattern† of a face-to-face environment. ’ (Garrison 2006). Pelz (2004) stated that learning does not occur spontaneously among a group of students, whether the setting is face to face or online. Online discussion requires structure just as in a face-to-face setting. In essence, online discussions provide a vehicle where knowledge is facilitated by participants interacting cooperatively with others (critical thinking), to accomplish shared learning goals (social interdependence) particularly when the learning task focuses upon the solution of real-life problems (constructivist learning) (Williams ; Wache 2005). E-learning will take the form of complete courses, access to content for â€Å"just-in-time† learning, access to components, a la carte courses and services, and the separation of â€Å"courses† to acquire and test knowledge vs. content as an immediate, applicable resource to resolve an immediate, perhaps, one time only problem. Learning is and will continue to be a lifelong process, that could be accessed anywhere at anytime to meet a specific need or want. Hall added that more links to real-time data and research would become readily available. Given the progression of the definitions, then, web-based training, online learning, e-learning, distributed learning, internet-based learning and net-based learning all speak of each other (Hall ; Snider, 2000; Urdan ; Weggen, 2000). Reverting to Halls (2000) contention of e-learning in all-inclusive form, distance learning as planned interactive courses, as the acquisition of knowledge and skills at a distance through various technological mediums would seem to be one of e-learning possible disguises. Interestingly, Urdan ; Weggen (2000) saw e-learning as a subset of distance learning, online learning a subset of e-learning and computer-based learning as a subset of online learning. Given the review of definitions on all these terms ‘subset’ does not appear to be the most likely word to describe the relationship among these words and their forms. The definitions show a great depth of interdependence among themselves. While one person may narrowly define a term, another person could give it the all encompassing power. This communicates that e-learning, if given the all encompassing form, can be the larger circle of which all other terms would be overlapping at different times and extents given their user’s intention. Another rationale for this choice is that â€Å"just-in-time† learning is a major advantage of e-learning but not of distance learning. Distance learning purports planned courses, or planned experiences. E-learning does not only value planned learning but also recognizes the value of the unplanned and the self-directedness of the learner to maximize incidental learning to improve performance. Similar also to e-learning and its related terms is technology-based learning (Urdan ; Weggen 2000). Urdan ; Weggen shared that e-learning covers a wide set of applications and processes, including computer-based learning, web-based learning, virtual classrooms, and digital collaborations. For the purpose of their report, they further customized their definition to the delivery of content via all electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. They warned, however, that e-learning is defined more narrowly than distance learning, which would include text-based learning and courses conducted via written correspondence. Like Hall ; Snider 2000), Urdan ; Weggen (2000) have set apart distance learning and e-learning in their glossaries, making, however, e-learning inclusive and synonymous to all computer-related applications, tools and processes that have been strategically aligned to value-added learning and teaching processes. E-learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e. g. , wireless, satellite), and technologies (e. g. , cellular phones, PDA’s) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time. Group work (Brainstorming) According to the study of White et al (2005), group work was generally a positive experience for pharmacology and IT students. However, there were also 25% of the 126 respondents who responded to the open-ended questions with negative comments. These comments were the need for objective individual marks, avenues to decrease loafers, bias among friends in peer evaluations and concerns with confidentiality and anonymity with peer evaluation. The researchers here concluded that attitudes towards group work are probably negatively affected by group assessment and may be improved to some extent by using peer evaluation. Research proves that group work experience was generally positive for students across the different disciplines. They saw group work as a tool to develop life-long and generic skills in influencing and persuading, negotiating and team-building (Maiden, 2004). According to him, this method – group work promotes the development of the said skills. A research study of Reid et al (2005) showed that some students see group work as an undertaking that must be completed well. On the other hand, others see it as a tool for them that would help them advance their individual and collective knowledge. In additional, the approach that students take to their learning depends on the particular conceptions of the task at hand. According to Petrowski et al (2000), group work and creativity has begun in the 1950s and that until now, it is still debatable whether creativity is within a person, as a product or a process. Oral Recitation(Question and answer) | Questioning students not only allows the teacher to evaluate the level of understanding but also provides for feedback, fine tuning the levels of teaching, dealing with misconceptions early, as well as improving the educational material presented. Perhaps one of the most key thoughts beyond all the information above is very simple. Teaching is learning. To teach is to learn. Good teachers learn and adapt to their students, and expand or refine their teaching material as they learn about themselves as well. According to Jennifer Evans (2010), Oral recitation is the practice of having an entire class â€Å"recite important facts, identifications, definitions, and procedures within the instruction and later when they need to be revisited†. This method proves quite beneficial to students when acted out frequently in the classroom, though the time for each session should be kept rather short, not exceeding two and one-half minutes. Hearing it said aloud by their own mouths results in a higher level of confidence in the subject matter, while also ensuring that they fully understand a topic that requires  critical thinking. By engaging them in the learning process rather than just instructing, students will become far more interested in their education until they’re just itching for more knowledge. Also, the level of seriousness is kept to the maximum when students come to realize that this specific topic is vital enough for the entire class to participate in at once, further ensuring remembrance. This process of learning should not be set aside for the classroom alone, however; students of all ages, from elementary school to college, can use this tool to retain any form of information ranging in levels of difficulty. It’s advisable for students currently in their higher learning stages to just sit in a quiet room by themselves and recite whatever facts or definitions they may need aloud. First, they can start by reading straight out of their notes or textbook, allowing themselves to both see the words on the page while reading them out loud. Then, they can progress to the true test by verbally reciting without their paper. This should be repeated a number of times before the day of the test, allowing themselves weeks of prep time; however, once again it is imperative to not put too much strain on the subject. The more difficult the subject is, the more important it is for  a student to be able to recall it at the tip of a hat. Treating information in a more sophisticated way allows this to happen, as the mind will, too, treat the information will such  a high level of care. This method also incorporates the social time all young people need to truly becoming comfortable in their environment. Bitchener ; Watanabe (2008), the part of the exchange does not reflect what is characteristic of realistic communication (you do not usually correct what other people say when they are talking), the fact that student turned her attention to form in this precise moment has important implications for language learning, for it is an act of noticing a language item and how it should work. It is this aspect that helps us decide what to say (meaning) and how to say it, (form) depending on the situation in which we find ourselves and depending on what was said before by us and the other participants of the conversation. Although this process is mostly and best carried out unconsciously, â€Å"meaningful use of language will necessarily imply the establishment of relevant form-meaning mappings† (van den Branden, 2006). Powerpoint PowerPoint is best used when students are expected to retain complex graphics, animation, and figures. For alphanumeric information (e. g. text and numbers) Powerpoint as well as traditional presentations can be used. According to Shock (2008), if students are expected to retain information and/or concepts that are best conveyed through dialog or verbal explanation,  traditional presentations  appear to be best. This type of information should not be shared verbally in the presence of PowerPoint, because people tend to focus on that what is presented on the slides as opposed to what is verbalized. If students are expected to retain simple graphs and alphanumeric information that is verbalized and displayed visually, either presentation style is acceptable. Educational technologies are most effective when used properly. According to Savoy et al (2009), the ‘‘intelligent use† of educational technologies can be defined with three components (1) How people learn (cognitive component)? 2) How can the learning experience be facilitated (instruction component)? (3) How can technology be used to improve instruction and learning (technology component)? Over the years there has been re search to support the three components as individual entities and collectively as the cognitive theory of multimedia learning. The third component has received much attention as researchers try to evaluate the effectiveness of new educational technologies, particularly PowerPoint. Case Presentation It is now documented that students can learn more effectively when actively involved in the learning process (Bonwell and Eison, 1991; Sivan et al, 2001). The case study approach is one way in which such active learning strategies can be implemented in our institutions. There are a number of definitions for the term case study. For example, Fry et al (1999) describe case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point. Davis and Wilcock defined case studies as student centred activities based on topics that demonstrate theoretical concepts in an applied setting. This definition of a case study covers the variety of different teaching structures used, ranging from short individual case studies to longer group-based activities. According to Onishi (2008) in most clinical teaching settings, case presentation is the most frequently used teaching and learning activity. From an educational viewpoint, the two important roles of case presentations are the presenter's reflective opportunity and the clinician educator's clues to diagnose the presenter. When a presenter prepares for a case presentation, he/she has to organize all the information collected from a patient. The presenter sometimes does not recall what to ask or to examine with relation to pertinent differential diagnoses while seeing a patient, and afterward he/she might note that more information should have been collected. He/she is able to note the processes by reflection-on-action and improve the processes the next time. Such a reflective process is the most important role of case conference for a presenter. According to Shochet, Cayea, Levine and Wright (2007), case presentation is a time-honored tradition in clinical medicine. Expert analysis of patient cases has been the stimulus for significant discovery and advances in clinical medicine. All clinical educators encounter â€Å"memorable cases† in their teaching roles. The case presentation can also be used by educators as a means to more deeply appreciate unique or challenging learner experiences, and by doing so, enhance teaching expertise. Dissemination of these cases may lead to discoveries and advances in the practice of medical education. Closed Circuit Television (CCTV) The advantages of video conferencing by using closed circuit television in educational institutions are well documented. Scholarly literature has indicated that videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning (Martin, 2005; Rose, Furner, Hall, Montgomery, Katsavras, ; Clarke, 2000; Townes-Young ; Ewing, 2005; West, 1999). Role Playing Role playing is a methodology derived from sociodrama that may be used to help students understand the more subtle aspects of literature, social studies, and even some aspects of science or mathematics. Further, it can help them become more interested and involved, not only learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking novel and creative solutions. According to Blatner (2008), role playing is the best way to develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams, and these are above all–certainly above the learning of mere facts, many if not most of which will be obsolete or irrelevant in a few years–will help these young people e prepared for dealing with the challenges of the Twenty-First Century. According to Pollock et al (2006), learning to participate is an important skill for humanities and social science s students to learn in today’s multi-stakeholder world. The role play method develops a greater understanding of the complexity of professional practice and enables students to develop skills to engage in multi-stakeholder negotiations within the controlled environment of the classroom. Role play in the classroom can be implemented in a number of ways. It can involve online elements as well as face-to-face interactions. The length of the process can also vary according to the aims of the activity. This guide will outline role play techniques found to be most useful for the social science classroom at a tertiary level. Role play in the classroom involves students actively in the learning process by enabling them to act as stakeholders in an imagined or real scenario. It is a technique that complements the traditional lecture and assignment format of tertiary level social science learning. In a role play, the teacher selects a particular event or situation that illuminates key theories or may be of importance to the topic of study. Students are given detailed background readings and assigned stakeholder roles as preparation. The format of interaction between stakeholders can be varied and may depend on time or resources available. The role play is concluded with a debriefing or reflection stage which reinforces the concepts introduced by the role play. Video Presentation Bassili (2006) conducted a study of college freshmen in a psychology course in order to determine whether they preferred face-to-face or streamed-video lecture delivery as a learning aid. He found that a majority of the students preferred the online video lectures. These findings imply that videotaped content, far from being a less effective vehicle for instruction, might actually increase learner motivation and interest in course material. Other articles outline the advantages of taping learner performances and asking students to watch and reflect upon these recordings. For example, some scholars have found that using videos as reflective diaries can promote critical thinking and reflection and thereby enhance learning development. Researchers have found that making reflective videos can benefit both teachers (Barton and Haydn 2006; Gebhard 2005) and students (Triggs and John 2004). Levy and Kennedy (2004) found evidence for this assertion within the specific context of the language learning classroom. They used computer video capture to record students' behavior during their audio conferencing study of Italian as a foreign language. The researchers found that these recordings became an effective tool for assisting students in visualizing and subsequently correcting their errors. Several other articles have discussed the potential impact of using videos in foreign language study. Herron, Cole, and Corrie (2000), for example, offer evidence that showing videos in the classroom allows instructors to expose language learners to authentic cultural information. Moreover, research suggests that Internet-based audiovisual resources can be effective language learning tools. Hanson-Smith (2004) describes the pedagogical benefits of using online videos as in-class learning resources. In addition, she lauds the fact that the Internet is increasing access to professional audiovisual resources that are free, authentic, and suitable for language learning development. Finally, many scholars have noted the benefits of implementing a video production component in language classes. For example, at the college level, Katchen, Morris, and Savova (2005) have explored the possibility of using video production to engage language learners, asking students to produce vocabulary-focused videos. They contend that the benefit of their approach is twofold. First, it allows students to produce videos using grammatical forms and lexical items that are relevant to them, increasing the chance that these forms and terms will be retained. Second, it facilitates the creation of learning resources for future students. Association of learning styles to teaching methodology In the study conducted by Csapo & Hayen (2006), it states that a mismatch between the learning style of faculty and students has been shown to increase the disparitybetween how faculty teaches and how students learn. This mismatch results in an ineffective learningprocess in the classroom. â€Å"The notion that allcognitive skills are identical at the collegiate level orin different training programs smacks of arroganceand elitism by either sanctioning one group's style oflearning while discrediting the styles of others orignoring individual differences altogether â€Å"Teachers did differ in their teaching styles and the results suggest an association between teaching styles and learning styles Based on the study of Chiya (2003), divergers are characterized by concrete experience (feeling) and reflective observation (watching) while assimilators utilized abstract conceptualization (thinking) and reflective observation (watching). It was obvious that divergers and assimilators both learn through reflective observation or through watching. According to Evans (2004), these differences in teaching styles may also have an impact on areas such as classroom arrangements, the organization and assessment of activities, teacher interactions with students and academically approaches, such as the use of questioning (Evans, 2004). Evans (2004) also stated that several teachers of today are looking at how to shift their lessons to meet new education purposes. However, discussions are still more teacher-centered than student-centered in some classrooms meaning, the lessons are still based on the preferences of the teacher rather than the students. The following information are synthesize from different local and foreign related literatures and studies: Learning style is unique in every individual. Learning is the process of acquiring knowledge. As we know, individuals are unique. Each in every one of us is different and so also our learning styles. Learning styles are the approach on how an individual grasp knowledge. There are four types of learning style: Converger, Diverger, Assimilator, and Accomodator. Each type of learning style is different in terms of the way they acquire knowledge. Convergers or Type I learners excel in making practical applications of ideas and in using deductive reasoning to solve problems. They use Active experimentation (doing) and abstract conceptualization (thinking) as their approaches in transforming experience and grasping experience, respectively. They learn from thinking. Divergers or Type II learners are characterized by concrete experience (feeling) and reflective observation (watching). They use imagination and see things in different points of view. They are learning from feeling. Assimilators or Type III learners on the other hand use inductive reasoning in creating theoretical models. They utilized abstract conceptualization (thinking) and reflective observation (watching) as their preferred approaches. They learn from watching and listening. Accomodators or Type IV learners are good in actively engaging with the world and actually doing things rather than merely reading about and studying them. They are characterized by concrete experience (feeling) and active experimentation (doing). They learn from doing. Teaching on the other hand, is the process of giving out information. Teaching is the means of providing knowledge to individuals. Same as learning styles, teaching methodologies are also unique for every teacher or instructor. Most instructors tend to stick with a specific teaching methodology. Teaching methodology has a great impact on the students. In association to learning styles, the preferred teaching methodologies. The review of the literature indicated howimportant understanding learning styles and the role of learning styles in the teaching/learning process was for effective teaching. Research Paradigm (Kolb diagrams updated May 2006) | Most Preferred teaching methodology in terms of: A. Didactics B. Skills | Shown in the figure above was a typical presentation of Kolb’s to continuum: the east-west called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it. ). These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls dialectically related modes of grasping experience (doing or watching), and transforming experience (feeling or thinking). An individual internally decide whether he/she wish to  do  or  watch, and  at the same time  decide whether to  think  or  feel. The result of these two decisions produces and helps to form their learning style. The individual chooses a way of grasping the experience, which defines his/her approach to it, and chooses a way to transform the experience into something meaningful and usable, which defines the emotional response to the experience. Having knowledge about the learning styles, the appropriate teaching methodology in terms of didactics and skills for a specific learning style can be determined and can be used for effective learning. Research Hypothesis On the basis of the questions proposed in this study the following hypotheses was tested: a. There is no significant difference between the learning styles of sophomore nursing students. b. There is no significant relationship on the different learning style between skills and didactics. The main variables of the study The different learning styles were the independent variable and the dependent variable was the most preferred teaching methodologies of sophomore nursing students in terms of didactics and skills. Definition of terms Conceptual definition: Learning Styles – various approaches or ways of learning Accommodator – a person who is willing to adapt oneself to other people’s convenience. Assimilator – a person who responds to new situations in conformity with what is already available to consciousness. Converger – one who has special ability in answering rational, unimaginative questions. Diverger – one who is capable of thinking imaginatively beyond the ordinary. Teaching Methodology – the types of principles and methods used for instruction. Didactics – teaching method  that follows a consistent scientific approach. Lecture discussion -an informative talk given as before an audience or class and usually prepared beforehand. Recitation – a written matter that is recited from memory. Power point presentation – The presentation is a collection of individual slides that contain information on a topic. Case presentation – refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves. Brainstorming- Brainstorming is an informal way of generating topics to write about, or points to make about your topic. Students should simply open their minds to whatever pops into them. E-learning – the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material. Group work – a ethod, used by professional social workers, of aiding a group or members of a group toward individual adjustment and increased participation in community activity by exploiting the mechanisms of group life. Reporting- to relate or tell about; present. Role playing – refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. Skills – teaching the learned  capacity to carry out pre-determined results often with the minimum outlay of  time,  energy, or both. Demonstration – the act of proving by the syllogistic process, or the proof itself. An exhibition; proof; especially, proof beyond the possibility of doubt; indubitable evidence, to the senses or reason. Video presentation – A video clip is a small section of a larger video presentation. A series of video frames are run in succession to produce a short, animated video. This compilation of video clips results in a video presentation. Operational Definition: Learning Styles – the method by which an individual acquire knowledge. Accommodator – they tend to get information by themselves; they can easily adapt to sudden changes. Assimilator – individuals who learn by thinking through ideas; they need certain evidences before making judgments. Converger – individuals who learn though practical application. Diverger – is an individual who learns through observation; they love to listen and share ideas. Teaching Methodologies – the strategies employed in teaching. Didactics – are teaching methods used in the classroom setting. Lecture discussion – giving information on a group of people or a class usually to educate. Recitation – giving an answer on a given question using what is previously learned. Power point presentation – the presentation of a slide show made up of slides containing information on a topic commonly used in giving information about a concept. Case presentation – a case specific presentation of data and information gathered from an individual or group of people. Brainstorming – a method of sharing ideas by â€Å"throwing† in whatever pops out of their mind about a certain subject matter. E-learning – method of imparting knowledge through the use of modern electronic devices or softwares. Group work – a method of sharing ideas and combining said ideas to form a unified body of information more commonly used by students. Reporting- presenting a detailed but brief information about a subject. Role playing – adopting and acting out the role or personality of someone else. Skills – a method of teaching the ability to develop a procedure repeatedly. Demonstration – a method of imparting knowledge by showing how something is being done. Video presentation – the use of recorded video or a series of video clips to impart knowledge on a certain subject matter. CHAPTER III RESEARCH METHODOLOGY Research design This study used descriptive correlational study as the research design. According to Polit and Beck (2008), â€Å"descriptive research is the second broad class of non-experimental studies and its purpose is to observe, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generating or theory development. † This study described the learning styles of Sophomore Nursing students and their most preferred teaching methodology. It also determined if learning styles were associated to their most preferred teaching methodology. Population and Sample The respondents of this study were sophomore nursing students of Far Eastern University within the school year 2010 to 2011. The sophomore nursing students had a total population of 630. Using Sloven’s formula, the sample population of 245 was drawn. Table 1. Frequency Distribution and Percentage of the 6 sections included in the study Section| Frequency| Percentage (%) | BSN 313| 36| 14. 7| BSN 302| 48| 19. 6| BSN 304| 34| 13. 9| BSN 303| 48| 19. 6| BSN 305| 37| 15. 1| BSN SB3| 42| 17. 1| Total| 245| 100| The researchers used convenience sampling method in choosing the sections that were included in the study basing on the inclusion and exclusion criteria. Included in the study were sophomore students who were on deck during Mondays, those who were present during the data gathering and those who were willing to cooperate. Those excluded in the study were freshmen, junior and senior nursing students and those from other institutes, sections of sophomore nursing students who were on deck during Tuesdays, Wednesdays, Thursdays, Fridays and Saturdays and those who were absent during the data gathering procedure. All of the invalid questionnaires answered by the respondents were not included in the tallying. Research Locale The study was conducted at Far Eastern University specifically in the Institute of Nursing. It is a Private non-sectarian University, located in Nicanor Reyes Street, Sampaloc Manila which was suited for the respondents. The researchers had chosen Far Eastern University as a research locale because the behavior, experiences and characteristics that the researchers sought to observe fit the students of FEU specifically nursing students. Furthermore, FEU had adequate diversity or mix of students to achieve the research goal. In addition, entrance to the site was possible and access to the respondents can be granted. Research Instruments The instrument had two parts. The first part of the instrument was Kolb’s Learning Style Inventory (LSI) which was a standard questionnaire constructed by Kolb’s (1985. It was a 12 item self-description questionnaire that would determine the learning style of a particular person. After taking Kolb’s Learning Style Inventory and summing up the total number for each learning styles, it gave the difference between Concrete Experience (CE) and Abstract Conceptualization (AC) and the difference between Active Experimentation (AE) and Reflective Observation (RO). After determining the differences of each learning styles, it was plotted on the paradigm to determine the student’s learning styles as Diverger, Converger, Assimilator and Accommodator. The second part of the instrument was a self-made instrument. It was a structured questionnaire in which respondents were asked to choose their most preferred teaching methodology both in acquiring skills and learning from lectures. Validation of instrument The second part of the instrument was validated by three experts: the Associate Dean of the Institute of Nursing along with two other faculty members who had been on the academe for 5 years. The instrument was validated in terms of its face and content validity. A pilot test was conducted to ten (10) nursing students, after which the respondents were excluded from the actual data gathering procedure. They were able to answer all the questions in the instrument which yielded good results. Data Collection Procedure A letter addressed to Dr. Glenda S. Arquiza, Dean of the Institute of Nursing, was forwarded to ask permission to conduct the study. Moreover, the researchers of the study coordinated with the Level II coordinators to acquire the schedule of the selected respondents. The researcher used structured paper and pencil instrument in which the respondents were guided by a topic guide of questions to be asked and rank order questions which the respondent rank target concepts along a continuum, such as most to least. The respondents were asked to answer the Kolb’s Learning Style Inventory. From the sections present during the data gathering, the researchers used conveniece sampling in choosing the included sections for them to come up with the 245 respondents. The inventories were distributed by some of the members of the research team to the selected respondents and were collected right away after they finish answering the inventory. The data collection was conducted last July 17, 2010. All of the instruments which were valid and with complete answers were all included in the study. Statistical Treatment To organize the data collected, statistical tables were presented. This made the presentation of the data systematic and readily understandable. Furthermore, the following statistical formulas were used to analyze the data collected. The Sloven’s Formula was used to determine the number of minimum respondents to utilize. Its formula is as follows: n=N(1+N*e2) Where: n = number of samples N = total population e = margin of error To answer the first and the second problem statement which were â€Å"What is the learning style of sophomore Nursing students† and â€Å"What are the preferred teaching methodology of sophomore nursing students† Frequency & Percentage Distribution was used. Its formula is as follows: Percentage (%) = fnx 100 where: f = number of times the item occurs (frequency) n = total number of items To answer statement of the problem number 2, weighted mean was used to determine the average of the students who preferred a particular teaching methodology in terms of skills and didactics: Its formula is as follows: X=? fxn where: X = mean ? = summation f = number of times the items occur x = value of the item n = total number of items To answer statement of the problem number 3, â€Å"Is there a significant difference between the different learning styles† chi-square goodness of fit test was used. Its for