Intense Personal Memories and Reflections

Intense personal memories and reflections have always been an inspiration to poets. Explore this concept with regards to the poems that you have studied referring to three poems in detail and at least three poems from your wider reading. The theme of reflections is something frequently explored in literature. It is truly a powerful force. It can bestow courage, feelings of warmth, and even overwhelm you and this is exactly what the below six poets did by manipulating their personal and emotional reflections to generate an emotive impact on us by using a variety of literary devices to present to us a ‘window’ into their pasts.Alice Walker (Poem at Thirty-Nine), U. A. Fanthorpe (Half past Two) and D. H. Lawrence (Piano) have all portrayed powerful emotional memories and reflections in their poems. â€Å"Poem At Thirty-Nine† was concerning a woman who learnt everything from her father and desired to do the simple things he did during his life although she was very pr ivileged to acquire an education hence she could better herself in life. â€Å"Follower† by Seamus Heaney was a poem that related to the admiration of their parent. Half-Past Two† evaluated the predicament of a young boy in an after school punishment for â€Å"Something Very Wrong† but he was instructed to remain in the schoolroom until â€Å"half- past two† but he did not understand the concept of time. â€Å"My Parents Kept Me from Children Who Were Rough† by Stephen Spender evaluated a childhood problem similarly to â€Å"Half-Past Two† where in this case, the title is self-explanatory. Piano† was a well-defined example of the author of the poem ruminating on his past life, but in particular, music of his childhood making him return to certain events forcefully but he realised how much he has transformed and the memories made him crave to return to the past. â€Å"Once Upon A Time† by Gabriel Okara also was a poem where the ad ult wanted to return to the past but in this poem, it was not for a childhood memory but a quality that was expelled from his mind during adulthood. D. H.Lawrence’s â€Å"Piano† was written in quatrains with 3 stanzas. The structure of 3 stanzas divided the poem into 3 different parts which made it organised and stanzas created a clear space in time. Through the usage of stanzas, the emotional contrasts between his dwelling in his childhood memories and the aftermath are much more distinct and easier to apprehend. With the change from the second to the third stanza, the persona’s memories of delight were juxtaposed with reality settling in where Lawrence’s language now was in the present.The poet used several poetic devices but one that triumphs was his distinct word placement and perfectly placed words and syllables. This portrayed the intensity of emotion in the poem since he knew the exact phrases and words to maximise the effect of presenting emotions in a sophisticated manner. A perfect example of this would be where instead of just saying â€Å"going back† or â€Å"train of thought† he used â€Å"vista of years. † Another example of this specific word usage was when Lawrence used the phrase â€Å"Till I see† which communicated the message in a more powerful manner than â€Å"I remember. The poet chose a particular phrase because he wanted to communicate exact images and not leave a lot of room for assumption since just using â€Å"I remember† or â€Å"going back† could be a range of memories. He also used phrases such as â€Å"A child† to refer to himself and he referred to his mother as â€Å"A mother† which made the poem impersonal but it was an attempt to make him detached from the memories and as if he almost didn’t distinguish his past self, seeing that he has changed so much. Lawrence utilised a variety of poetic devices such as sibilance, onomatopoeia and w hat I think to be his most effective and successful, his selective diction.The poet has effectively established an enthralling atmosphere for the poem by using sibilance. He used sibilance not just for an atmosphere creation but to add a sinister and harsh tone to a line: â€Å"In spite of myself, the insidious mastery of song. † That was also another precisely chosen phrase. There were many examples of sibilance such as â€Å"Softly, in the dusk, a woman is singing to me;† and â€Å"†¦smiles as she sings,† where the â€Å"s† sounds similar to that of a whisper which portrayed. Now the intensity of his memory but now it’s beginning to emotionally hurt him.Also when the poet asserted â€Å"In spite of myself,† he was forced to reckon these moments, he referred to his masculinity. The â€Å"insidious mastery of song†¦ Betrays me back,† tricked him into the nostalgia of childhood, it forced him to â€Å"weep to belong,† since he didn’t want to revisit the past. He pulled himself out of recalling about the child he was with the phrase â€Å"In spite of myself† The poet used the words â€Å"Sunday† and â€Å"at home† which gave a sense of resting and peace but he used a contradictory metaphor, â€Å"winter outside† which meant the harsh world outside his safe home.As that stanza continued, you saw the theme of safety and comfort continues where he said â€Å"hymns in the cozy parlour. † The hymns show that the family was a God-fearing family and a parlour was where the best things in the house were and where guests usually were so that also shows a close knitted family and the sense of security between the family members. The poet also used onomatopoeia in â€Å"boom of the tingling strings† and â€Å"tinkling â€Å" since â€Å"boom† and â€Å"tinkling† described their own sound.Lawrence used a musical term in the final stanza â€Å"W ith the great black piano appassionato† which enhanced the impression on the reader. As the reader, â€Å"appassionato† was more impacting than loud since it was associated to music and it was more expressive. â€Å"Appassionato† added to the fact that to the character’s music didn’t matter anymore and that he’d rather be with his mother. The singer, his mother, was trying â€Å"in vain† which and continued where the mother singing was â€Å"clamour† so she comprehended that he was beginning to lose attention but her attempts to retrieve his focus we futile.He then used the pejorative term, â€Å"childish days† which tended to suggests immaturity but the â€Å"glamor† of those days makes him long for it. Also this extract â€Å"†¦ my manhood is cast/Down in the flood of remembrance†¦Ã¢â‚¬  shows that he wept like a child for the past therefore by his weeping; the gap between child and man, sentiment and masculinity, and past and present is abridged. Personally, I think anyone can relate to this poem because no matter who you are there’s that one moment in childhood everyone longs to return to and just like Lawrence, everyone sees it as a â€Å"glamor. â€Å"Once Upon A Time† by Gabriel Okara is related to â€Å"Piano† because within the poem, there was the desire to return to the past but in this poem, it was a conversation between a father and a son where the father was relating how actions of people were executed when he was young compared to the present and now the father (narrator) wished he could return to his original innocent state. Unlike â€Å"Piano,† â€Å"Once Upon A Time† was a free verse poem.The first three stanzas have the same general pattern where Okara starts by narrating the past and explaining how things used to be, but then he tells the negative reality, making the tone of the poem very sinister and bitter by using phrases s uch as â€Å"ice – block cold eyes† and â€Å"shake hands without hearts,† whereas in â€Å"Piano† there was a sinister undertone with the â€Å"insidious† sibilance. The mood of this poem for the majority of it was seriousness but at the ending, the mood changes to regret and you see how heartfelt the father’s desire to become like what he used to be. So show me, son, how to laugh; show me how†¦ I used to laugh and smile†¦ once upon a time when I was like you. † The repetition in that extract emphasised the genuineness of his regret. A simile that Okara used to express his regret was â€Å"†¦my teeth like a snake’s bare fangs! † which shows who remorseful he feels by using a poisonous snake to represent his teeth. So we see that just as how Lawrence wants to return to his childhood for the memories, Okara wants to learn from his past by letting his son teach him how to show his true feelings again. Poem at Thirty-Nine† by Alice Walker differs from Piano and Half-Past Two because it is a free verse poem. In free verse poems, you tend to get the memories that was most impacted on you so the reflection becomes more fascinating. Although this poem was written in free verse, there was still a distinct separation between the two sections of the poem. That was presented in the repetition of the phrase â€Å"How I miss my father† where the first time, it seemed like she was sighing of deliberation and remorse.This remorse can also be linked in with the phrase â€Å"though many of my truths must have grieved him before the end. † She now recognised that what she disclosed might have upset him but the second time was with an exclamation mark, instead of a sigh, it appeared to be more like a wail. At this point she recalled and missed her father and the fun things about him. Finally there was the stanza that concludes poem which told us that she has become the woman that her father wanted her to be.Walker used simple language that was never overstated or simulated in any way so without the use of the extravagant words; you can clearly perceive that this poem is coming from her heart. She used simple, short phrases and sentences such as â€Å"Writing slips and deposit checks† or â€Å"cooking, writing, chopping wood† which also gives you an impression of Walker attempting to communicate with the reader and not narrating a story. This is a significant contrast from the poem â€Å"Piano† because in piano, the entire poem was based on the perfect layout of words and syllables using complex vocabulary.This poem consisted of various literary devices such as similes, metaphors and the dominating symbolism. One simile used in the poem was â€Å"He cooked like a person dancing† which contrasts with the proceeding line â€Å"in a yoga meditation† but nonetheless the dancing showed that the father enjoyed cooking but he seems co ncentrated and contented with his actions. An example of a metaphor in the poem was â€Å"my brain light† which was an usual combination of words but the light can be ascertained to either be free from care, worry or stress and even meditation.Then, there was the many examples of symbolism but I think the most obvious would be â€Å"†¦tossing this and that into the pot; seasoning none of my life the same way twice;† this can be understood where she was carefree and she has a lack of concern and attention to details. The â€Å"seasoning† would be a symbol of her daily activities. Another symbolic phrase would be â€Å"cooking, writing, chopping wood, staring into the fire. † To me, I see those actions as symbols of independence where she was able to survive without relying on her parents. Chopping wood† shows that she’s not afraid of the gender boundary of the society then since women were looked down upon and they had little to no rights and it was the same for Black-Americans and Alice Walker had the privilege of being from both groups. She later became a racial and women’s activist. You could say that she is a modern woman, being able to be independent and fight for her beliefs. Any father â€Å"would have grown to admire† the woman she had become especially hers who had been a freed slave. â€Å"Follower† by Seamus Heaney was written in quatrains each of the six stanzas has four lines thus being a structured poem.This poem relates to â€Å"Poem at Thirty-Nine† because it focuses on admiration just like in â€Å"Poem at Thirty-Nine† The poem has multiple splits where particular stanzas focus on different people. Stanza one to three focuses on the expertise in the farm by his father. Evidence where this is clearly seen is â€Å"The horse strained at his clicking tongue† where you notice that with an effortless human noise and he controls the animals on the farm. A more obv ious example was just the two word sentence â€Å"An Expert† which just states that he was excellent at what he did.Then stanzas four to six, Heaney talked about himself being a nuisance on the farm and what made this apparent was that Heaney begins to use the pronoun â€Å"I. † â€Å"I stumbled†¦ / I was a nuisance, tripping, falling† where Heaney admits that he was, in fact, a nuisance, but there was a twist at the end of the poem where â€Å"But today†¦ It is my father who keeps stumbling†¦ Behind me, and will not go away. † And this was the ultimate theme of the poem – the relationship of the father and the son and how the role of being a farmer is reversed when you age.The mood of this poem was actually not one of bitterness but love between the father and son although that word was never mentioned in the poem. There were similes, metaphors, oxymoron and onomatopoeia used in this poem. â€Å"His shoulders globed like a full sai l strung† This simile stressed how Heaney admired his father’s strength. â€Å"The sweating team turned round† This was a metaphor for the father controlling his son’s future. One of the oxymoron examples were: â€Å"Polished sod† which highlights that you cannot have smooth mud, so Heaney cannot follow.Onomatopoeia: â€Å"Dipping and rising to his plod† accentuated Heaney as a young boy following his father, and also his father’s farming, the movement of the horse-plough. Reading this poem, people can relate to this poem because in everyone’s life, you eventually move up in life from the nuisance to the one who actually does the work and the same people who thought you we’re the nuisance to them, you now think they hinder you. â€Å"Half-Past Two† by U. A. Fanthorpe is a structured poem where each stanza has three lines each.The poem follows a chronological order where it began him in a classroom in his after scho ol punishment and it follows the events like a time lapse until the teacher dismissed him but then you notice that the poem ends on a philosophical note. In the first stanza, we saw evidence of there being a contrast in age in the lines being spoken by a narrator in third person and in brackets, the narrator in first person narrative. We saw evidence of this throughout the poem. For example, â€Å"He did Something Very Wrong†¦ (I forget what it was)† Everything spoken by the first person narrator was written in brackets but when he was relating the past events he writes freely. When Fanthorpe was reflecting upon his younger childhood; he could not tell the time so time existed for him in personal interactions and it was important times such as â€Å"Gettinguptime, Timeyouwereofftime, Timetogohometime, TVtime†¦ † and the concept of the â€Å"half – past two† was not understood by him. This poem, just like all the other poems, has a great amount o f literary devices such as personification, repetition and oxymoron. One example of personification was where he attempted to comprehend the concept of time as a child and the personified the clock â€Å"†¦ he little eyes, the long legs for walking,† but still he could not â€Å"click its language† which meant no matter how hard he tried to figure out the clock and how it works, all his attempts were unsuccessful. In stanza seven, he is in a moment of isolation – â€Å"Out of reach from all timefors† and away from the impact of time – â€Å"He’d escaped time for ever† which is comprehended as his escape from the world of time and in a fairy tale world where time has no existence. The poem from this point begins to slow down and becomes hypnotic where he was realising the routine of his life and how monotonous it was.It was as if he was falling into a trance of his regular daily life and this hypnotic stanza was achieved by the re petition of â€Å"Into† and we also see oxymoron where Fanthorpe says â€Å"†¦silent noise his hangnail made. † Then we see where he snaps out of the trance, it was as if he was slotted back into time where he was back into â€Å"teatime, Nexttime etc. † When the teacher said â€Å"I forgot all about you,† the incident the child saw as being â€Å"Something Very Wrong† and â€Å"wicked† as of little importance to the teacher. These â€Å"time† words increase the tempo of the poem like if it was back into the fast lane of life.The language of the poem now becomes more adult so it could possibly be when Fanthorpe has just got himself out of his reflections and back to present. Fanthorpe uses phrases such as â€Å"Clockless land forever† which refers back to a fairy tale where time does not exist and he not knowing time, allowed him just to live without fear of time being over. He also uses the word â€Å"Forever† whic h links back to â€Å"into ever,† a place where time was infinite and does not exist or cannot be measured. The poem ends from instead of being just a reflection; Fanthorpe personified ime â€Å"time hides tick-less waiting to be born† which can be comprehended as waiting for tome to be discovered as a concept which controls our life. This poem made me and I can assure anyone who is reading â€Å"Half-Past Two† they will realise, just like how I have, the extent of how these time periods control our life and without it, the world will either go into complete peace since it will be peaceful and there will be no need to rush or it would be a catastrophe where to world goes into uproar since people depend and base their lives on this concept of time. My Parents Who Kept Me from Children Who Were Rough† by Stephen Spender was a poem about a child who was protected from the outside world by his parents and the bullying children who roamed the streets. Spender's poem was divided into three verses of equal length, though the verse division seems more of a visual device than anything else. The lines are roughly the same length and have an irregular rhythm. It was similar to the poem â€Å"Half-Past Two† since it also involved a childhood predicament but in this poem, the parents assisted the child to avoid any severe danger to their son.Spender uses the pronoun â€Å"I† which makes the poem personal and you clearly see that Spender was reflecting on his own personal encounters. The poetic devices that I observed in this poem were alliteration, similes and enjambment on the first line of the poem. Alliteration was seen in â€Å"climbing cliffs† and the simile was seen â€Å"like dogs to bark at our world† which can be understood as people who attacked other peoples’ lives. In those poems, each and every one, reflections are a major part to the poets influence for the masterpieces of work. Poem at Thirty-Nine † and â€Å"Follower† we saw pure admiration and love pour out of those poems, even though some might be hampered in the sadness and remorse, the sensation of awe to the poets’ parents was still present. Piano’ shows its power to overwhelm a fully grown man and drive him to the point of tears. â€Å"Half-Past Two† was one of those amazing poems where if you begin to imagine what would it be like and your imagination just runs wild. Once Upon A Time† is another fantastic and usual piece of poetry where instead of having a child admire a father; Okara did the opposite and have the parent running to the child for wisdom which is a notable ironic twist that was very uncommon. â€Å"My Parents Kept Me from Children Who Were Rough† is one of those stories where there is just nonstop bullying and you think the person being bullied would never recover, in this poem we actually see the poet forgive his enemies which now makes me admire him for t hat bold move although the street children never paid any attention to him.Personally I believe in the power of memory. Through recollecting the past and reflecting upon it, I see what I can do to improve myself and be a better person. With it you can become happy but yet be pained by it and I have my regrets but those memories hurt, keep me awake at night and cause fits of depression. It is a normal part of life. Live with it, do not seek to dwell in the past and create more memories worth remembering.

Fiction and Post-modernism

Post-Modernism is similar to Modernism because in many respects the two movements are similar. Post-Modernism simply means that a new generation concluded, as its elders had done, that there are no certainties and that life has no meaning beyond what we can impose upon it. It is in technique that Post-Modernism distinguishes itself from Modernism and it started in Europe and Latin American in 1945 and in North America in 1960. In Post-Modernism, there was a notion that it was absurd that literature could see life steadily and see it whole. Instead, fragments, individual perceptions, incoherence and even drug-induced hallucinations seemed more real and in touch with the times than any claim of stability or unity. The stories I will be looking further in to, to see how they represent Post-Modernism, are: â€Å"The Babysitter,† by Robert Coover, â€Å"The Balloon,† by Donald Barthelme, and â€Å"Jealous Husband Returns in Form of Parrot,† by Robert Olen Butler, Jr. â€Å"The Babysitter† is a fragmented story about a babysitter taking care of two children while their parents attend a cocktail party. The story has many elements of sexuality in it and the same storyline included different endings, such as the babysitting being raped by her boyfriend and his friend, the children’s father seducing the babysitter, and even the possibility of the young child drowning in the bathtub. The babysitter is watching television shows and switches back between a drama and a mystery, and this mirrors the fragmented situation that is given to the reader. This story represents Post-Modernism because Post-Modernism does not look for a unified sense of self in the individual; like the world the individual is a random collection or collage of miscellaneous pieces of the external culture. In this story, the reader can be very confused as to what is truly happening. Did she actually get raped by her boyfriend and his friend? Or did she get seduced by the children’s father? At the end of the story, we don’t know what happened and it is hinted that there was a murder, but there is no way to confirm this. This story has over 100 paragraphs, and they do not connect with each other. Going back to try to piece them together to make different plots is impossible because some paragraphs don’t even indicate which plot they are a part of. Along the same lines, this work of fiction embraces all aspects of the present culture and puts them in a fantastic combination as a way of conveying the fragmentation of contemporary life. Events in life aren’t always neat and in order; we can live scattered lives and this story represents how we see things in our everyday life. There is no chronological narrative, but instead scattered fragmentations that do not always make sense, just like how a person’s true life is. Lastly, this story represents Post-Modernism because it is metafiction; the â€Å"point† of the story is about the process of making fiction. I felt this story had a mixture of different fiction stories in it, and as a reader we are not sure which one is the truth, or if any of them even happened for that matter. A device of metafiction is the story addressing specific conventions with the story itself, and â€Å"The Babysitter† accomplished this by using the conventions of paragraph and plot, and portraying them in an unconventional way. There were many elements of Post-Modernism used in â€Å"The Balloon† as well. This story is about a seemingly purposeless balloon that suddenly appeared in NYC. It seems the narrator inflated the balloon one night while people were sleeping and covers almost the entire southern half of Manhattan. Everybody is mesmerized by this balloon and are so fascinated as to where it came from and what it means. By the end of the story, it is unsure as to whether there really was a balloon there or whether it was just part of the imagination of the narrator. In Post-Modern thought, any sense of a unifying idea or philosophy or even the notion of scientific progress is rejected. In this story, there was no logical reasoning as to what the balloon represented. It appeared there and people were amazed by it, but there was no real explanation as to how it appeared and what the purpose of it was for. Imagination seemed to be used more than logic and reason. Also, a characteristic of Post-Modernism is that art cannot provide any explanation or unity for experience; it cannot explain or unify experience. To me, the balloon was an artistic representation. People were trying to figure out what it was meant for, but it seemed to provide no purpose for them. The only person it might’ve provided purpose for was the narrator, but I find it odd how he would inflate this big balloon and put it in a place where half of NYC can see, only to use it for his own purpose. Just like with â€Å"The Babysitter,† the point of the story is more about the process of metafiction rather than telling a story. I feel the narrator was using the balloon as a symbol in his own story. The balloon represented a time of unhappiness for him because his love was away; and when she came back the balloon was removed and reserved for another time of unhappiness. Lastly, there are elements of Post-Modernism in â€Å"Jealous Husband Returns in Form of Parrot. † This story is about a parrot that supposedly used to be a man, but had died and was now a parrot. The parrot was bought by his widow, and now he could look around and see how her life is now and to reflect on his previous life and the way he is now. Post-Modernism does not look for a unified sense of self in the individual; like the world the individual is a random collection or collage of miscellaneous pieces of the external culture. This story really did not have much unity and it wasn’t certain whether the parrot was supposed be like a reincarnation of the man, or just a symbol of what he had become. Most people in life don’t believe that a man could die and then become a parrot, and when the parrot is exploring the world around him, it is a random collection. All of the miscellaneous things he sees around him now, he sees in a different light. Similarly, art itself is a collage, a collection of fragments that create no unity. It isn’t certain whether the parrot was only alive after the man had died, or if the man’s soul was transformed in the parrot. The pieces of the story do not always fit together so the reader can be confused as to what truly happened and at the end the fate of the bird is unknown. Also, a characteristic of Post-Modernism is that satire, parody, jokes, and black humor often dominate the tone of a work of fiction. This story had some funny elements in it. There is a scene where the man, in the form of the parrot, is mocking the man that his widow is with. He struggled to say words, and is able to call the man a â€Å"cracker† and also makes a comment when the man is nude and says â€Å"peanut,† and this goes without saying that he is mocking the man’s manhood size. He figured there is no way he can get his widow back, so he resorts to name calling in order to make the man who is loving his wife feel less superior. Post-Modernism was very similar to Modernism, but there is no unified sense of self in the individual. In most of these stories, the individual, like the world, is a random collection or collage of miscellaneous pieces of the external culture. I enjoyed reading these stories because they make you think a lot about what the point of the story is, if there even is one; or the author could be using the metafiction for the story. Either way, these short stories challenge the reader to figure out why the author portrayed the characters and plot the way they are, and what we as readers can take away from the story.

My Work Experience

The first day of work experience, typically, I felt quite petrified to be honest. The Idea of working with people I've never met before and the humungous amount of mistakes I could make all added to the fear of getting killed on the way there! The story started when I realised I had to find a work experience placement two years ago in September, and I wanted to work in a hospital. Unfortunately I was considered too young, as you had to be sixteen to work in a hospital, and with my dreams crushed, I decided that I'll never find a placement. I did eventually get over it and tried to apply to a pharmacy six months later. Again I was told that all the places had been filled. At this point, I decided to ask Ms. Patel for help. Being as lazy as I was, I â€Å"couldn't be bothered†, until a few weeks in July when my tutor pressed me. I went in the afternoon, and looked at the list for pharmacies that I could work at. Thinking I was one of the luckiest kids alive, I noticed there were two! Then I realised that both were gone, and I was going to end up driving a ice cream van for the rest of my life. After explaining my problem to her, Ms. Patel suggested working at CHAS, as a previous student had enjoyed it immensely! Instead of using my common sense and asking what CHAS was, I automatically said â€Å"YES†! I woke up on the first morning excited and yet nervous at the same time. I didn't know how any of this would go. Would I be able to go a whole week without messing up or setting fire to the place? That day I woke up at around six thirty, and left the house at eight. Once I got to the station I was shocked that my train ticket was five pound. After muttering a few inaudible words, I got onto the train and went to Edgware road station. When I got out of the station, and took few news papers, I headed towards the office. Before I went in though, I just had to use some breath spray. As I walked down the steps of the entrance and stood outside the door, I noticed the door had two unmarked buttons, and a speaker system. I just stood there thinking, â€Å"Oh umm, now what um†¦ eenie meenie mynie, mo? â€Å", and just as I pressed a button a voice said â€Å"Hello? â€Å". Now this part, I'm quite ashamed of what I did, I panicked! â€Å"Hi! I'm†¦Ã¢â‚¬ ¦.. the um†¦. err†¦.. work experience kid? † like I was a plumber or something. Just then, the door buzzed open and I walked in. I don't actually remember the first person I saw, but I remember that it was Theresa who introduced me to everyone else. I was too busy wetting myself to memorize any of the names. Then she introduced me to Barry, who was the CEO, which was when I had to say something. I said a meek hello and was told that the person who was going to â€Å"look after me†, which I translated to â€Å"would boss me around† would be there in about an hour, though I still had no idea who it was since neither Barry nor Theresa had given me any other information. I was confused, until I turned around and realised I was an hour early. The day hadn't even started and I had already made my first mistake. I was then seated at a desk, and told to get settled. I guess I could count myself lucky that my supervisor, Brano, was early that day, and since I had started getting a little more confident during the last forty minutes of silence, I said â€Å"You must be Mr. Brano†. Later I learned Brano was his nickname. After being re-seated, I went into an interview room, and I was told all about the office and finally it struck home that I was spending two weeks at a solicitor's office. The first thing I did after being settled was to familiarise myself with everything they did at Chas and learn all about things like programmes, clients and other things offices use. It was such a rush in the morning, and I found myself loving every minute of it. The boring part was when didn't have anything to do. I literally had to ask for more work, while I assumed that my friends had were buried in work up to their necks. As Brano was quite busy, and was getting sick of me pestering him for more work, he told me to start a â€Å"Diary of Work Experience†. Personally I hated the Idea, as I find writing my thoughts and feelings down has got to be the strangest way to make yourself emotionally stable, or maybe I was just really lazy, but I decided that it would give me something to do during the next two weeks when they didn't need the help of an under qualified child. As assumed, I did end up having quite a lot of time on my hands. While I was working on this, I kept noticing that my â€Å"colleagues† kept answering the phone. That may sound like a weird thing to say, but you tend to let anything distract you when you're bored. I suddenly had a strange desire to answer the phone, so I decided to ask Brano. I got a reply e-mail saying â€Å"wait until the afternoon, and then I'll tell you what to say†. It turns out that all you had to do was to say â€Å"CHAS Central London, How may I help you? † like I was a marketing assistant. The day finally came to an end, and after saying a brief goodbye to Brano, and Arefa, who turned out to be the receptionist, I left the office. Even though I was tired, I felt great. I loved working, which is really strange. I decided it was much better than being stuck in school doing maths. The next day I went to work right on time, and the train ticket still cost me five pound! I came to work, and started doing some normal receptionist work. This is where the work started to get interesting. After a few hours of helping Arefa with her work, I was introduced to a programme called â€Å"Casetrack†. It was basically software which allowed the Case-workers, or solicitors, to keep records of each client they deal with. Brano then showed me how to input information, and keep records. Turned out that CHAS had over 12,000 cases, how stressful! No wonder they were always busy. After another day of repetitive work, I still hadn't lost my keenness and still wanted to do more work. Day three in my story, and for the afternoon I was bored out of my mind as there was nothing to do except my diary. The only useful thing I did that day was learn how to use the photocopying machine, little did I know that would prove extremely useful. Just as I thought the day would be really dull Barry informed me that I would start to help a colleague of mine who was leaving called Julie. That afternoon, I decided I was the luckiest person in the world as I got to use the shredder. Looking back on it now, it seems strange I could have an obsession with a machine that does nothing but rip paper. After shredding a ton of documents, Julie asked me to photocopy over five hundred pages work of book, after I ended up doing over-time, I realised I have a major problem saying â€Å"no†. Finally I got to go home, and on the train I had an epiphany, I loved doing overtime! Day four, was when the long repetitive chain of office work started, and I also started to help other people with the reports, and take phone messages, help Arefa with typical administrative work and other boring jobs. I must admit I loved doing these typically boring things, mainly because it was a completely new experience for me. During the afternoon, I decided to converse with my colleagues, and I realised that I should have started to converse the day I got there, and it doesn't help to keep to yourself quiet in the workplace. During the next few days, I saw two colleagues leave, and two new colleagues join. I must say I found the people there one of the most important aspects of work experience. I also discovered a market right behind the office, the only bad thing was the boredom and the repetitive work. The highlight at the end of the week was the money. I got paid for all my travel expenses, which came to a very high twenty-five pound, imagine how much gum I could buy with that! The next week seemed to have a routine to it, I got up later and came to work fifteen minutes later each day to save the company money, as I felt guilty for charging them twenty-five pound a week. I got on the tube, came to the office, and got on with my work. It was a boring routine, but there were new and exciting experiences each day for me, and one personal highlight was seeing a London bus with the lyrics of â€Å"Amarillo† on the side, like a karaoke machine. The other thing I noticed was that I was doing so much overtime. It was amazing. I was actually willingly doing extra work, and I hate extra work. I suppose the thing that made me want to stay was that after four where most people worked slowly and spent more time â€Å"chatting†, rather than ignoring everything around them and working too hard! I suppose that after a hard day's work, a nice chat with your colleagues really doesn't hurt! The final day was actually extremely relaxed, which was a massive contrast from the first Friday, and though I had a mountain of work, I managed to get it done by the afternoon. For the rest of the day, I finished my diary, and though I did tried, I couldn't find anything more to do. Since everyone else decided to go out, I got stuck babysitting the office. After I got back from my lunch break, which was at three, I was given a card and twenty pound as a gift. I knew I couldn't take it, but they insisted, and after protesting, and being told to â€Å"stop being silly† I decided that it would be best if I just took the money. By five, it was time to leave CHAS forever, which was quite depressing. As soon as one of the colleagues I had worked with got on the train and left me at Baker Street station, the realisation hit me that I'd never see CHAS again. After getting home, I sat on the sofa and thought about how great my two weeks of work experience had been, about the people I had met, and about what it had taught me. I had learned so many new manual skills, and how to use different kinds of machinery. However, the most important thing I learned was how to behave at work, and about how the world of work is really different from the sheltered world that is school. My Work Experience Firstly I am going to explain what is work experience? Work experience is our opportunity to spend a period of time outside the classroom, learning about a particular job or area of work. During our placement, we'll be able to find out what skills employers look for when they're hiring someone to fill a job vacancy. We will also get the chance to develop our self-confidence and communication skills. This will help us to work better with other people in further or higher education, as well as in our future career. When I were first told about work experience I thought to my self ‘great no school for two weeks' I was looking forward to looking around places and trying to figure out what and where I wanted to do my work experience. I've always been good at doing things with computers. For my work experience placement, I was confused and could not decide on what to do. I was interested in doing everything from office work to computers, but I finally managed to find myself a placement in retail at T. K Maxx, Uxbridge. My hours were 10am-5pm, Monday to Friday. It is about 45 minutes drive to the place however a bus does travel from near my house To get this placement, I personally went in, and asked if they would take me in. When I first went there I met Mark, whom I talked to, for it. After that all the official letters and forms were completed. I was over joyed; as this was the first shop I went to and got the placement. All my worries of getting the placement were over. The T. K Maxx that I normally frequent is a funny sort of place. First of all, the entrance is tucked away in between two shops and is hardly noticeable. Second of all you have to go down a huge elevator down deep into the inner of the earth to get to the goodies inside. Lastly, it is, like most T. K Maxx stores, almost white inside. For a start, T. K Maxx promises brand name clothes at sky-high prices. It's true that I've found my fair share of deal. I found a nice pair of K SWISS trainers and they often sell cartoon socks for i4 a pair, compared to the i2 you would pay for the same socks in Claire's Accessories or somewhere similar. They are usually selling a plethora of brand name jeans at very sky-high prices, too, so they are second to none when it comes to value for money. Most T. K Maxx stores are fairly expensive, with departments catering for women, men, kids and usually even home furnishings, toys, bags, purses etc. on sale. However, my one main complaint with T. K Maxx is its aim to be honest messy. Clothes tend to be arranged by size on racks, but you really have to break in through them to find what you're looking for. Also, often they'll only have one item in a particular style on sale. The shoe section is probably the worst when it comes to mess. Both shoes in a pair are displayed on the racks and the theory is that you take the shoes, try them on, and take them up to the cashier if you want them, return them to the racks if you don't. Unfortunately, the certain happen. People try shoes on, decide they don't like them and leave them on the floor, so you usually find yourself stepping over huge piles of shoes to look at the racks yourself. Don't get me wrong, I understand that this can happen and it's not easy to keep the place clean, but I've never seen staff picking up the shoes. Although it is a tedious task, making sure we pick up any shoes dropped on the floor and returning them to their shelf or place in the stock room is one of the top priorities. What's more, toy boxes tend to be bashed, ornaments tend to be damaged and clothes can often be marked. The T. K Maxx Company started in America, and has now almost 2000 shops in the USA and Canada. They've only been in the UK for about 10 years but have 150 shops here already. The staffs in T. K Maxx aren't the type to walk around trying to butter you up into buying, which is nice as I like to browse on my own, but they aren't the most helpful either, in my experience. I've only had to ask for assistance twice, but both times it took my ages to find a member of staff and when I did they were unclear and unhelpful. However, from my experience, the basement staffs are very friendly and chatty and they are free by free I meant to say working slowly, chatting a lot it is because they don't have CCTV operating in basement. I suppose that in a store as large as T. K Maxx, especially when it has a rather messy layout and displays are all over the place, it would be hard for them to keep on top of things and know exactly what's on sale, so it's not exactly their fault that they're a bit unclear, but I think this is an issue the company should address. I often find that a lot of the clothes on sale in T. K Maxx are rather unpleasant, and some of the nicer stuff is still quite expensive and you're not making a great saving, but they do always seem to have sale racks out, and you can sometimes come across a real deal through these. All in all, T. K Maxx is a good store to browse in if you have the time, and you might just find a good deal here. However, it is definitely not the kind of place you could go into if you were in a hurry and wanted to pick up a jacket, top, trousers etc. quickly and then zoom out as you really do have to be prepared to list. It's definitely worth a look, though, so if you ever go across one and have time to spare, pop in and see what you can spend your hard earned cash on.

How did America's role in world politics change from 1877 to the Assignment

How did America's role in world politics change from 1877 to the present - Assignment Example Considering the US global political role, World War I and World War II are two important wars which signify changes in the political role played by America. Other than that, America’s policies of sending troops to attack several different countries are also worth mentioning when discussing the US political role. Though America first adopted the policy of neutrality when WWI ensued, the government then soon changed its neutrality policy to open war after aggressive actions taken by Germany in submarine warfare. The hostile actions of destroying American ships taken by German government changed the political role of America in WWI. Next time during WWII, the American government was seen resisting the drawbacks associated with the neutrality policy which was adopted first during WWI. Again, America did not declare a war just like during WWI until stimulated and ignited into participating actively in the war by German armies which brutally attacked the American naval base at Pearl Harbor and soon after that, war was declared on US by Hitler. This time along with financially helping the British army forces, America joined the British forces and launched a massive attack on the German troops in an order to suppress the atrocious action taken by Hitler (directNIC, 2003). Considering the nature of US foreign policy, (Bellinger III, 2010) claims that there is more continuity than change in the foreign policies of Obama administration, though much debate has occurred on bringing changes and the ways to achieve those changes. The Bush policies against terrorism in countries like Iraq and Afghanistan have continued since the Bush government fell down, in spite of the terrible drawbacks that the American nation has been forced to face both financially and economically as a consequence of these long and futile international

Odani Motohiko, SP2 New Born (Viper A), mixed media in acrylic case Essay

Odani Motohiko, SP2 New Born (Viper A), mixed media in acrylic case (paraffin, steel, reinforced plastic fibers), 2007 - Essay Example The first picture that comes to one’s mind when he/she comes in contact with the Odani Motohiko SP2 New Born is a picture of a sea-horse. To some people, the actual message sent by this piece of art is quite unclear. This has made led to some criticism arguing that Odani Motohiko has answers â€Å"hanging in the air†. It is quite challenging to determine the kind of material used to create this piece of work. This may require an analysis that entails engaging in a physical contact with the art. However, generalized arguments may conclude that it is made from plastic materials or even refined clay soil. Many questions may be elicited when one comes in contact with this piece of work i.e. questions revolving around time, human facets fear et cetera. The artist claims that this piece of work creates a sense of futuristic feeling among viewers. The art also brings a sense of movement, uniqueness, dynamism, transformation as well as speed in the field of art. Research has shown that the field of art and sculpture was almost â€Å"dying†, the essence of the sculpture seems to be regenerated by the Odani Motohiko. In this regard, it seems that the Odani Motohiko brings a fresh look in the history of culture through evolution of the manner by, which sculptures are created i.e. through modern technology, presentation and the kinds of sense they elicit. It is also apparent that the art takes a dimension of modern piece of art work. To begin with, the materials used are contemporary i.e. steel, plastics et cetera. There is also a modern sense of presentation; it basically entails using modern mode of lighting, painting as well as storage. This may lead to a conclusion that this piece of art lacks historical continuity hence differentiating it from other pieces of ancient art work. "Google Images." Google Images. N.p., n.d.

Entry Strategies and Exporting Essay Example | Topics and Well Written Essays - 3500 words

Entry Strategies and Exporting - Essay Example Consequently, the firm stands at the threshold of the next step which is taking its operations to the international level, studies both academic and market based have shown that the demand for quality but affordable clothing in parts of Europe and Asia is increasing and this is opportunity that M and W can profitably exploit. Given its expansive scale of production at home it has considerable economics of scale and therefore it can afford to confront new markets with lower prices. In addition the firm has a great deal of experience which is evinced by the many years of production behind it in addition to the obvious market dominance which has been forged through strategic thinking and experience. Notwithstanding, before making the commitment to venture into internationalization, the firm should take to account several factors, more so the advantages and disadvantages of this move. This is important because by making such considerations, it can be aptly placed to develop an open minded and critical strategic plan. Besides, no matter how practical or natural any business move may appear, the manager should first ensure that they are aware of the underling advantages and disadvantages so they can strategize with both in mind. The entry of a company into international business is takes two forms, it can venture indirectly when forced by circumstances or when the directors order that the firm should purchase or sell from foreign sources. On the other hand it could be direct in which case the company deliberately makes a move which in most cases is preceded by reconnaissance into the new market. Whichever the case, before a firm ventures into the import export business, they needs must carefully asses the disadvantages and advantages. The firm in question is interested in the latter model since the decision to export is one that has been done deliberately and indeed the primary objectives of these paper are geared towards establishing the strategic

Principles of Marketing Case Study Example | Topics and Well Written Essays - 2500 words

Principles of Marketing - Case Study Example With these features of hypercompetitive business arena, the role of marketing in the operation of the businesses becomes more pronounced. Marketing information can be efficiently utilized to cope with competition as well as win the patron age of buyers. In the case of Bottle Brothers, the use of marketing information to adapt to the current business environment is imperative. The pressure from competitors as well as buyers necessitates them to seek for relevant information about their market. Looking at the company scenario, the marketing information which will bring benefit to Bottle Brothers include: customer information like buyer behaviour, consumer preference, perceived customer value, customer profile, and buyer receptiveness to marketing campaigns; competitor information like pricing, brand image, value chain and other strategies; trend in the external environment like technological advancement, cultural preferences, social trends, economic developments, political factors, and others. This paper recommends that Bottle Brothers concentrate on two marketing information namely, consumer preference and marketing technology. ... In satisfying customers, businesses should gain an in-depth knowledge of their specific markets. Companies need to be acquainted with the buyer's preferences. Customer preference tells a company the needs that they want to be satisfied as well as how they want these needs to be provided. It is essential that Bottle Brothers conduct a thorough research on the preference of the customers. This is highlighted by the changing business sphere that the company is operating in. The company needs to know if clients really derive value from purchasing a well-known brand. In its current situation, Bottle Brothers is required to decide how to create a brand image for its products. At the same time, the manufacturer also needs to know the appropriate products that it should sell in the market. The proliferation of other competitors with their own products necessitates an investigation to generate the products which really creates value for its customers. It is extremely important the company focus on designing and producing clothing that suits the requirements of its market. Bottle Brothers can thoroughly outline the preference of its buyers by conducting an intensive market research. However, it is important that the company starts by defining its target market. Doing this as a starting point helps the company in generating the appropriate information. The company can then draft a survey which aims to answers the question discussed above. Bottle Brothers should be able to prepare questions which looks at the major motivation of buyers in their purchases. This can include price, place, quality, comfort, convenience and other relevant factors which are often incorporated in buying decisions. However, the company should focus on

Multiple choice Coursework Example | Topics and Well Written Essays - 250 words

Multiple choice - Coursework Example Jesse Jackson, on the other hand, is a politician known for his active participation in the civil rights movement. Both claimed to be disciples of the Martin Luther King’s brand of Civil Rights activism yet, a closer look on their respective views on Affirmative Action revealed their conflicting outlook. Pendleton vehemently criticized affirmative action because he felt that it took away the honor and the glory from deserving and talented African-Americans and referred to its supporters as new racists who wanted assured outcomes sans the competition. The underpinning of Pendleton’s argument was that he wanted the African-Americans to rise above the rest on the strength of their own talent, hard work and perseverance competing with the rest of the country. He wanted them to stand toe to toe with everybody and not be isolated – a part of mainstream America. Jesse Jackson, on the other hand, who defended and supported the extension of affirmative action during the height of the US Supreme Court Affirmative Action case saw it as an assurance of African-Americans in achieving the American Dream. He saw it as a means of equal opportunity. To Jackson, Affirmative Action was still relevant because the issue at stake was not only racial but also economic justice and social equa lity. He believed that society must enter into a compromise to ensure that peace and harmony prevail. The conflicting views of these two civil rights activists were a mere reflection of their personalities: Pendleton was a conservative, a pacifist and a proud man while Jackson is a go-getter and a realist who will leave no stone unturned to get what he wants. Their respective views may have different relevance then but today, with an African-American at the helm of the most powerful country in the world there is no doubt that the African-Americans have no need to be treated as a race with inferior surviving wits. It is time that they be

Describe the laws of thermodynamics Essay Example | Topics and Well Written Essays - 750 words

Describe the laws of thermodynamics - Essay Example To understand energy better, there has been that study called thermodynamics that seeks to study and understand the various forms of energy. First, energy has been defined as the capability of perform some duty, the ability to bring change. Therefore, in order to understand the thermodynamics, there have been laws established. These laws try to explain how heat also called Thermo travels through other forms hence the term thermodynamics. As such thermodynamics connotes the different character of heat (Bub, 2001, p. 570). Under the first law, Zeroth Law, we are made to understand that if three bodies are at equilibrium, then they would have the same character. For instance, three bodies under similar conditions would have same temperatures in a matter of time. The second law, First Law is understood in the context that some form of energy may be at rest and would be changed if some other force is applied to it. Then we have the Second Law, which seems so difficult to comprehend. It behaves differently under different circumstances (Bub, 2001, p. 572). Lastly, we have the Third Law, which states that there are some things that are totally hard to change for instance cooling something to a particular degree. It is definite that there would be some factors to affect the targeted temperature basing on the already mentioned laws. From the above, it is now important to state the different types of energy. These include fossil fuels, solar energy, nuclear energy, wind power, hydropower, and bio-fuel. All these types have their good and bad sides. With fossil fuels, it is easy to establish the plants and extract. They provide efficient and cost effective energy, and they can be located anywhere. Fossils are also easy to find and cheap to extract. However, they are so much of pollutants that they threaten the environment. Harmful gasses emerge from minerals causing the destruction of the atmospheric layers. Further, by getting them from the earth,

Early Reading Program Essay Example for Free

Early Reading Program Essay The article Experts Eschew Narrow Reading of Early-Literacy Study by Kathleen Kennedy Manzo discusses an important topic, focused on promoting programs for pre-schoolers that will enhance their reading skills by the time they reach their elementary years. â€Å"A long-promised review of early-reading research concludes that teaching the alphabet and letter sounds in preschool strengthens children’s chances of success in learning to read later on† (Manzo, 2009). This is an interesting article because it clearly demonstrates how these children will benefit the early literacy programs since these will help them read better and faster. The programs will help secure these children a good future because these will ensure them of a good education that can train them as early as their pre-school years. However, these early literacy programs present problems for children, as well as to educators. For the children, these programs might put too much pressure on them. Their freedom to learn things at their own pace will be taken away. At such an early age, children will be exposed to structured learning and might become used to this type of education, which is not a good thing since not all academic institutions offer the same type. For the educators, the challenge will be to design the programs in such a way that the children will not lose interest, at the same time will be beneficial to them. Education is a significant part of securing a good future. It will improve ones chances of obtaining jobs that can support him or her financially. It can also help a person realize what he or she wants to do in life and maximize his or her potentials to the fullest. Early literacy programs should be carefully planned such that minimal problems will be met along the way. This is important in order to not jeopardize the childrens academic lives and ultimately, their future. Reference Manzo, K. K. (2009, January 21). Experts Eschew Narrow Reading of Early-Literacy Study. Retrieved June 5, 2009, from http://www. edweek. org/ew/articles/2009/01/08/18read. h28. html

Aspects of ICT

Aspects of ICT Introduction Development of computers in the modern society and associated with it computerization of education is characterized by a massive proliferation of information and communication technologies (ICTs). ICT can be used for information exchange and interaction between a teacher and a pupil in the modern education system. As such, not only the teacher must master the ICT technology, but also to be an expert in applying it in his or her professional activities. It is a technological world in which children are often more comfortable than their parents and teachers.[1] Computerization of educational achieves two strategic objectives. First, it improves the efficiency of all types of educational activities through the use of ICT tools and technologies. Second, it improves the quality of training enhancing it with a new type of thinking which is relevant to the requirements of the information society. Using methods and means of information, future professionals must be able to get answers as to what information resources are available, where they are, how they can be accessed and how they can be used to improve their professional activities. In our research paper we will cover the following aspects of ICT Positive and negative aspects of using information and communication technologies in general education Review the role and place of ICT in the building of the information society Review the areas of effective application of ICT tools Review methods of ICT application to address appropriate needs of the educational process, monitoring and measurement of learning outcomes, extracurricular activities and research, in primary school educational institutions Review requirements for ICT facilities Review the market of available ICT tools and products. What is ICT? Information and communication technologies (ICT) are a combination of the hardware and software designed to implement information processes through the utilization of the computers and network technologies. The purpose of ICT in education is generally to familiarise students with the use and workings of computers, and related social and ethical issues.[2] The main focus of the research however will be dedicated to the electronic means of educational purpose, which are a subset of software tools of ICT. These include application software and electronic media, specifically designed for the educational use: a system supporting the process of learning (electronic textbooks and encyclopaedias (including network), electronic laboratory etc.). There are several venues of ICT tools utilization in the education system: In general educational institutions (primary schools, high schools, etc.) In the supplementary education (instructor-led language schools, etc.) In home-based learning (extracurricular activities, etc.) To further narrow down the topic of the research the main accent will be applied to the area of general Primary school education with emphasis on the general education of the primary education processes. According to Andrew A. Zucker who writes in his Transforming Schools with Technology: How Smart Use of Digital Tools Helps Achieve Six Key Education Goals 2008, the ICT will be successful if technology is aligned with six major education goals. Those goals are to: increase student achievement make schools more engaging and relevant provide a high-quality education for all students attract, prepare, and retain high-quality teachers increase parental and community support for students outside of school require accountability for results ICT methods and techniques Methods and techniques of ICT in teaching are aimed at developing skills in information activities of pupils and their information culture. There is a number of different teaching methods that could be employed in this area, some of them are: illustrative, reproductive, research based, corrective knowledge, incentive, motivational, etc. These methods could be tremendously enhanced by the use of ICT techniques. For example, the illustrative methods could be enhanced by using multimedia which can distinctly improve the mental activity of students due to increased visibility and emotional richness (animation, sound, video and other multimedia effects). When a teacher develops the multimedia instructional materials, he/she may use Irish local history material that enhances the educational lesson as pupils would be able to relate more to the topic which is familiar to them. Reproductive methods of education benefit through the use of learning systems offering the high level of customization on a personal-oriented education in which pupils are able to build individual educational path depending on their personal skills and abilities (perception, memory, thinking, etc.). Through the utilization of the ICT the studying process can be enhanced without adding extra burden on the teachers/their schedule. The effect of novelty and overall attractiveness of the computers to the pupils serve as an additional means to stimulate and motivate learning, improve pupils interest in studying. ICT allows and provides a venue to enhance further training thought the utilization of the gaming form of training. The value of these games is very high. Indeed, the skills of non-verbal communication channels (facial expression, gesture, posture, etc.) are important in the daily lives of pupils, and will have even greater significance in future active social and professional activities. The ability to correctly convey the meaning of the message, not only in a form of words but also in a general expression of the body is very useful to pupils in life. ICT and Students General Education and ICT Usage of ICT in teaching of general education courses aimed at improving the learning process within a given scientific field of knowledge. ICT ultimately improves the quality of instruction in schools by increasing the interest of pupils, providing the ability for a highly customized and personalized curriculum, ability to intensify the learning without the increase of working hours of the teachers. It also should be noted that there is a trend of increased usage of project team work especially in the area of research assignments. ICT is an instrumental tool in this area, with its interlinked computer technology and networking capabilities, creating a unique real time integration of sub-projects, making it possible to enhance interdisciplinary links between the general education courses. Usage of ICT tools in the management of the educational process is oriented at improving the governance process. There are several areas that could be managed by ICT; personnel management, management of logistics, management of the educational process, management of information resources. ICT modules where developed for the each of these areas. To improve the process of personnel management a human resource module, to improve the management of logistics a warehouse module, schedule module for the education process, etc. Supplementary Education and ICT Within the area of the supplementary education ICT covers two main areas: ICT as an object of study and tool aimed at enhancement of the mental abilities of children and as means of governance process improvement. The main difference between the system of the supplementary educations of children and primary education system is the lack of mandatory uniform educational standards. This feature brings a qualitative change in the methods of application of ICT, and provides teacher/school with the choice of the educational means/tools. Given that children come willingly to the supplementary education organization (as opposed to schools, where children come on a mandatory basis), the teacher pays special attention to methods of stimulating and motivating of learning. In selecting of the right content of the education, the teacher addresses the needs and interests of pupils more actively in response to innovations in the field of ICT development. Thus, the content of education does not dupl icate the primary-school science, but rather broadens and deepens it. Of course, the teacher can use all known methods of teaching, but priorities are given to the stimulating and motivating learning, research activities and games based learning techniques. ICT tools used in the management of the educational process in institutions of supplementary education oriented to improving the work with gifted children in different areas. Albeit this area boosts special features worth mentioning, specifically the fact that the organizations that provide a supplementary education are in its vast majority are of a commercial nature. As such they naturally imply a more active cooperates/collaboration with the social environment: children and their parents. In each such institution many teachers develop their own programs and techniques which are worthy of compilation and distribution, which may contribute to the further ICT tools development and, above all, the networking technologies. Home-based education and ICT ICT tools in its home-study application are oriented on individualization of the learning process of pupils and their social adaptation. Embedded training technologies in such systems are reproductive in nature, their main purpose is to help pupils to prepare for all sorts of tests/quizzes or exams and basically directed at repetition of school material. In addition, by having a computer at home, the pupil is able to more efficiently complete homework (preparing research for instance, etc.). In this case, ICT tools are the means of individualization of learning and improving the educational activities of students. As a means of social adaptation of pupils, ICT tools fulfil the need of social adaption of pupils while students communicate with each other over the Internet. Networking technologies is a powerful tool of social activity, mobility and responsiveness. Having a home Internet access and computer equipped with the ICT client allows children to receive an opportunity to partici pate in online projects, gain access to various research and data resources as well as an opportunity to demonstrate social activity. The student must be prepared to accept and assess information and develop a correct perception of any information he/she runs into, which helps developing critical thinking which should be given a particular attention by teachers and parents as this is one of the ultimate goals of any educational system. To summarize the use of ICT tools in general education is primarily aimed at improving the existing teaching technologies and management. It should be noted that ICT bolsters pupils ability in the area of data mining, analytical thinking and strengthens their research abilities while working with vast amounts of information available and given a timeline for the completion teaches pupils to effectively manage their own time and the value of team work collaboration. ICT tools are effective in improving interest of students and creation of individualized leaning methods. Application of ICT in the educational process, especially at home, requires development of critical thinking, which should be monitored and encouraged by teachers and parents. Application of networking and distributed technologies in the general education facilitates the integration of various types of best teaching practices under the ICT umbrella. ICT Computer-assisted education With every passing day Information and Communication Technology (ICT) is being adopted into various fields of educational activities. Both external drivers related to overall advent of ubiquitous informational society and internal factors such as wider adoption and spread of the computer technology in schools contribute to this adoption. Steps are taken by the governments to further encourage the adoption through appropriate funding, standard setting and training. In the vast majority of cases, the use of this technology positively affects productivity of teachers as well as the effectiveness of the learning process. The word technology is of Greek origin and means the science, the collection methods and techniques for handling or processing of raw materials, semi-finished products and convert them into objects of consumption. Current understanding of the word includes the application of scientific and engineering skills used to solve practical problems. In this case, information and telecommunication technologies can be considered as such technologies, which aim to process and transform information. Information and communication technology (ICT) is a general term describing various techniques, methods and algorithms for data collection, storage, processing, presentation and transmission of information. This definition intentionally does not include the word usage. Usage of information and communications technology presents yet another facet of technology a set of information and telecommunication technologies in education, medicine, defence and other fields of human activity that is part of overall concept of information technology. Each of these areas of information technology imposes its own limitations and peculiarities. This concept includes the full range of techniques, methods, techniques and approaches to achieve the objectives of computerized education. The cornerstone of the ICT tools is a personal computer equipped with a set of peripherals known as a hardware platform and a set of educational programs known as the software or applications. The main categories of software are system programs, applications and tools. System programs are operating systems (OS) as well as various utilities or service programs. Applications are the tools of the information technology software that enable user to work with text, graphics, tabular data, etc. With the advent of computer networks, students and teachers have a new unique opportunity to receive/send information anywhere in the world. A global telecommunications network of the Internet makes it possible to instantly access information resources (digital libraries, databases, file storage, etc.), the most popular of which is of course the World Wide Web. The internetworking capabilities allow people to communicate and exchange data using e-mail, instant messaging clients, mailing lists, news groups, chats, VoIP and teleconferencing technology. The latest development introduced tools for collaboration and cooperation which are instrumental part of the distributed computers enabling students to interact virtually with each other anywhere in the world. Technology continues to evolve and we as a society seem to be entering the age of ubiquitous computing. It is impossible to assess at this stage how cloud computing and the development of the concept of ubiquitous computing would affect the area of education, but there is no doubt that many of these technologies have the potential to significantly improve the quality of training and overall students education. At the same time, however, despite of the massive positive impact, in some cases, the use of the information technology has no effect, and in rare cases, such use has a negative effect. Concept of the information society, which includes education, gained significant boost in the early 90-ies and was taken seriously by the governments of the developed nations. Albeit the concept is not new, and was first introduced by Fritz Machlup in 1973, in his book The production and distribution of knowledge in the United States, which suggested that the information society is the highest stage of societal evolution. Positive and negative aspects of computerized education It may seem that the use of ICT is always warranted in all areas of educational activities. Certainly, in many cases it is. However, it has a number of negative aspects. Positive and negative factors of ICT should be taken into account by pedagogues. Pros are improving methods and techniques of selecting and shaping the content educational material introduction and development of new specialized disciplines and fields of study associated with the informatics and information technology changes in teaching of the traditional school subjects improving education of pupils by increasing their level of individualization and differentiation introduction of new forms of interaction into the learning process that changes the content and nature of the teacher and pupil relationship creates tools assisting in optimization of the education management creates and supports the integration trend of subject areas and the environment, Allows high level of customization. Raises level of activity of the student develops the ability of alternative thinking, building skills to develop a strategy to find solutions Allows predicting the results of decisions based on the simulation of the studied objects, phenomena, processes and relationships between them. Cons are: In spite of the obvious pros the use of ICT can lead to several negative consequences. In particular, most often one of the benefits of ICT is referred to the individualized learning. However, along with the advantages there are also major shortcomings associated with the total individualization. It limits to the minimum the live interaction between teachers and pupils, pupils with each other and surrogates it with interaction with the computer. Due to limitations of the current technology the only interface of this communication is a keyboard rather than speech. The main interface of the human mind ability to speak gets shutdown. The lack of practical dialogic communication hampers the development of the language and overall affects negatively development of the thinking process. Another significant drawback of this surrogate relationship is the curtailment of social contacts, the reduction of social interaction and communication, individualism. Certain difficulties and negative aspects may arise from the use of the ICT tools that provide teachers and students considerable flexibility in finding and using information. Often confusing and complicated methods of presentation may cause the diversion of the pupils from the studied material due to various inconsistencies. Moreover, the nonlinear structure of information exposes the student to the temptation to follow the suggested links that which can derail the purpose of the exercise in its entirety. The use of information resources published on the Internet, often leads to negative consequences. Most often, the use of ICT tools triggers plagiarism cut and paste of the readily available projects, essays, reports, research papers, etc. which does not enhance the effectiveness of learning process. ICT tools can be not only a powerful tool for the formation and development of children but conversely, promote a standard pattern of thinking and inert attitude to work. In many cases, the use of ICT and real time availability of data deprives and prevents students from conduct real experiments by their own hands, which adversely affects the learning. And last but not least, the health aspect of pupils must be taken into the most serious consideration as the excessive of ICT equipment could negatively affect the health of a child. Methods of ICT application in the education process ICT tools can be used as a mean of support in the traditional methods of education. In this case, ICT enhances the training process, provides a venue for certain level of customization of learning and allows for partial automation of routine work of teachers related to accounting, organization and grading. On the other hand, ICT could lead to a drastic change of educational process, forcing the revision of methods and forms of organization of educational process. Induces the construction of integrated courses based on the use of information content in each school disciplines. The need for specific knowledge which is either not available in a single individual subject, i.e. interdisciplinary knowledge is needed or there is a need for a deep dive research a need to explore a number of concepts, theories and laws that cannot be obtained in a standard teaching. The need for the reproductive abilities. A need to prepare for the quiz which has time limitation. The need for creative thinking. Development of the optimization skills. Most cost-effective solutions or the most optimal variant of process The need to develop tailored personalized qualities. Formation of students sense of responsibility towards others, towards themselves. All of the above reasons and factors suggest that the use of ICT tools in teaching students on a bigger is better principle may not lead to visible improvement in the efficiency of education. ICT use requires a balanced and well-reasoned approach. Information Society and ICT Using the amount of knowledge as a criterion it was determined that the amount of human accumulated knowledge is skyrocketing and is doubling[3] every 5 years since 1970. Using this figure as the amount of accumulated human knowledge as a criterion for awarding the public status of the information society is justified, because according to some estimates, since the beginning of our era, the first doubling of the accumulated knowledge of mankind took place in 1750, the second the beginning of the twentieth century, the third already by 1950 year. Since 1950, the total amount of knowledge in the world doubles every 10 years, since 1970 every 5 years. The history of the information society contains the history of the origin and development of new types of human activities associated with computers. Such growth resulted in an appearance of a specialized group of people employed exclusively in the information industry (operators, programmers, system analysts, designers, etc.). Obviously, the emergence of new scientific and professional areas requires specialized training with not only the specialized content but also particular methods and means of educ ation. Therefore it is not a coincidence that computer based education achieves two strategic objectives. It improves the efficiency of all types of educational activities through the use of ICT and improves quality of training through a new type of thinking the relevant requirements of the Information Society. The computer-based education is an integral part of the information society. The transition of modern society to an information era of its development advances as one of the major challenges facing education, the task of forming the foundations of an information culture of the future specialists. Societys need for skilled personnel possessing a necessary skillset becomes a leading factor in educational policy. Today, it is virtually impossible to find a school which would not have ICT implemented in some form. In todays world everything is interconnected. It is obvious that computer-based education and information society development are closely linked, constantly affecting each other. Here are several of these areas of overlap changes in content and functions of education, forms and methods of teaching activities positive impact of ICT tools and information on the development of creative abilities educational impact of information technology the emergence of the possibility of using multimedia technologies in education further development of continuing education in the information society Development and widespread use of electronic models of learning the establishment of developmental education based on the information resources of society a combination of traditional and innovative ways of learning in the information society formation of information culture of teachers to work in all forms of educational process generation of new approaches to the management of the institution and assessing the quality of teacher work globalization and integration of educational services in the information society Information technology in school education Types of audio-visual and technical equipment used in teaching. The birth of ICT did not happen overnight and was preceded by a rapid development of various non-computer devices known as technical and audio-visual training aids. For the extended period of time, technical means of training were attributed only to the hardware: slide and movie projectors, television sets, tape recorders and CD-players, as well as specially designed teaching materials and aids such as filmstrips, cassettes and compact discs. These learning tools at different stages of development of the education system were the main tools for improving the efficiency of storage, processing, transmission and presentation of educational information. In the absence of computer equipment they have played the role of information and communication technologies. A hundred years ago, with Thomas Edison invention of phonograph, the first incarnation of ICT was born. A that time with the advent of the ability to record, store and playback audio all the problems of education were seen to be solved; today of course, it is obvious that not all such problems have been solved completely. Throughout the last century a variety of teaching tools were introduced; each time resulting in more advanced informational support system of the learning process, which in turn a positively impacted the effectiveness of teaching. At present, any educational institution possesses a subset or a full set of the following: audio recording and playback (tape, CD-players) voice/data transition systems (telephone, fax, teletype machines, radio communication systems) video/radio broadcasting equipment (television, radio, educational television and radio, DVD-players) optical and photographic equipment (cameras, slide projectors, overhead projectors) Printing, copying, scanning and other equipment designed for documentation and reproduction of information (copiers, microfilm, microfiche) computer facilities used for the electronic submission, processing and storage of information (computers, printers, scanners) telecommunications systems for the transfer of information through communications (modems, network wire, satellite, fibre optics, microwave and other communication channels) Analogue Equipment: Audio tape recorders, microphones, amplifiers, speakers, recorders, radios, language equipment, tapes, records) Graphic and photographic tools cameras, slide projectors, overhead projectors, filmstrips, slides, images on the tapes Projection equipment cameras, projectors, films Movies and TV facilities TVs, monitors, cameras, camcorders, VCRs, video players, video projectors, video tapes). Digital equipment: Audio digital voice recorders and players, digital CD-ROMs Graphic and photographic tools digital cameras, laser and magnetic disks, storage memory card Projection Technology multimedia projectors Movies and TV facilities digital video recorders, DVD-players and DVD-players, laser and magnetic disks, electronic memory card) Computer tools Computer multimedia tools to record, process and playback sound, recording processing and visualization of text, graphics and photographic facilities; recording, processing and playback. With the advent of the internet the computer serves as a cornerstone of the ICT and enables a number of features which were unavailable in non-internetworked world; telecommunication between people, real time collaboration and real time access to information resources. Computer technology gives unique opportunity to combine different technologies and different means such as sound, text, photos and video into one cohesive venue of delivery. However, introduction of computer technology brings an interesting point. At first glance, it would be logical to include other technologies and tools of relevance to the processing and presentation of information used in education. However, at the same time, the universality of the computer brings the educational technology to the whole new level and questions the usage of all non-computer based tools with the exception of the book perhaps, as they are losing relevance. Today, for obvious reasons, it is practically impossible to find a modern educ ational film-strip or phonographic disks. As such, the implementation of computerized education will lead to increased use in of advanced information and communication technologies. Therefore, our research was concentrated on all aspects on the ICT: computer hardware and software, as well as their practical content. Hardware Computers and devices, commonly referred to as hardware, is a platform of any ICT system and should be carefully selected with the idea of being part of the educational process behind. Despite its apparent youth, computers have a fairly rich history. The idea of automating calculations which gave rise to the creation of the first computing devices is not new and has been entertained for a long time. The first operational summing machine was built in 1642, Blaise Pascal, a French physicist, mathematician and engineer. Despite the fact that the initial calculations were performed by mechanical devices and tools, such devices can still be considered as tools of information processing and, consequently, the predecessors of the computers used in various fields of human activities, including teaching. Even four decades ago the computation was widely done by mechanical calculators, and electro-mechanical proto-computers. However, because of its bulkiness, difficulty of use, high cost, low-speed of information processing and a number of other reasons a computer could not find a proper application in the field of education at that time. A rare exception is higher education, the availability of computers in which justified the need for training in a number of professions such as computer science. Moreover, teachers and students work usually with one computer. It is in these universities sprung up first experience of computerized education. However, the real large-scale introduction of computers into all educational activities took place in the early 80-ies of the last century; PCs stressed the word personal i.e. one computer one person approach; its compactness, speed, relatively low cost, availability of a large number of devices that extend the capabilities of personal computers, all that contributed to the raise of PC in every facet of our lives, including education. The main direction of PC development was on expanding capacity to process information. Gradually, the hardware evolved and allowed people to create, store, process and transmit text, graphics, photos and video clips and sound. Due to its versatility personal computers provide maximum amount of benefits for education purposes. Most of the teachers and students are working with personal computers available in every school. Through personal computers held theoretical lessons and practical exercises, measured the level of knowledge, and conducted research, distributed workload, and planned extra-curricular activities, carried out educational projects and self-education activities. In this regard, c

Motivated and Enthusiastic Child Psychologist Influences

Motivated and Enthusiastic Child Psychologist Influences Simranpreet K. Sidhu Introduction Child psychology is considered as a ‘new thing’ in the psychology workforce. And not many universities worldwide have a postgraduate course for child psychology. Definition of child psychologist Psychiatry and psychology are quite clearly like a pair of brothers with similar heritage in the general family life (Blain, 1946). Both pediatric psychology and clinical child psychology deal with children and they are both specialties within clinical psychology. In the present, instead of observing, recording, classifying what children do, child psychologists began to study how children do what they do. It took a decade from the development of a new importance in clinical child psychology for pediatric psychology to develop (Tuma, 1975). Pediatric psychology was defined by Wright (1967) as ‘any psychologist who finds himself dealing mainly with children in a medical setting which is nonpsychiatric in nature’ (Routh, 1975). The research and practices of Clinical Child Psychology are focused on understanding, preventing, diagnosing and treating psychological, cognitive, emotional, developmental, behavioral and family problems of children. Of particular importance to clinical child and adolescent psychologists is a scientific understanding of the basic psychological needs of children and adolescents and how the family and other social contexts influence socio-emotional adjustment, cognitive development, behavioral adaptation and health status of children and adolescents. There is an essential emphasis on a strong empirical research base recognizing the need for the documentation and further development of evidence-based assessments and treatments in clinical child and adolescent psychology (Clinical Child Psychology Formal Specialty Definition, 2005 as cited in Jackson, Alberts Roberts, 2010). History of child psychologist Child psychology is a product of ‘new marriage’ between clinical psychology and pediatrics as stated in an article written by Jerome Kagan in 1965. It is known that the existence of clinical psychology was first declared by Lightner Witmer in 1896 (Watson, 1953 as cited in Routh, 1975). National Institute of Child Health and Human Development was founded in 1962, which therefore supported much medical and psychological research related to child development and some professional training in pediatric psychology. In 1966, the first formal graduate program to train ‘pediatric psychologists’ was begun by the Departments of Pediatrics and Psychology at the University of Iowa (Routh, 1969) as cited in (Routh, 1975), with funding from the National Institute of Child Health and Human Development. The year 1967 was a landmark for pediatric psychology where in that year, Logan Wright’s article, ‘Pediatric Psychology, A Role Model’, appeared in the American Psychologist (Routh, 1975). The potential role of child psychologists in the medical system was first described by Anderson (1930). Kagan emphasized the early detection of childhood disorders and especially each of the following: (a) the relationship between prenatal and perinatal abnormalities and future behavioral disturbance; (b) the early detection of severe childhood disturbance, especially the schizophrenias; (c) the early detection of psychosocial problems including academic retardation, psychopathy, delinquency, psychosomatic disturbances and phobias during the preschool and early school years; and (d) the application of theoretical knowledge and empirical generalizations to therapeutic regimens for children in his article named ‘new marriage’. Logan Wright saw that pediatric psychologists as being more behaviorally oriented than clinical-child psychologists (Mesibov, 1983). Reason for choosing to be a child psychologist Child psychology is a very interesting field for one to master in. If one loves children, they may want to consider child psychology as their job will be revolving around children. Children are God’s gift, they are miracle for hope. Children are just innocent angels. In the past, most of the psychological problems only occur during the adulthood period but not for children. But in the present, many roots of psychological problems kick off from childhood period but it is unknown, unrecognizable and not diagnosed until adulthood. In the very recent, problems starts off from when one is an embryo itself with many effects such as environmental pressure and drug abuse influencing the embryo and the mother-to-be. Child psychology is a very important field nowadays because most parents are not able to cope and handle their children. They need some form of advices and ideas on what to do and how. Some parents may also not know if their child has any psychological problem which may wor sen in the future if it is not recognized since young. Children are the future leaders of the country, we need to mould them from the beginning itself rather than when they are much older. It is no doubt a very challenging task, but one would be learning all along the whole process. Learning is a never ending process. Another main reason would be there is limited or no child psychologist at all in Malaysia, so it is very crucial that we have one or more. In this guided literature review, I will be relating child psychology to motivation as learnt in industrial and organizational psychology. Definition of motivation Motivation is the study of why people think and behave as they do (Graham Weiner, n.d.). Motivation is a power that emerges with the desire and effort, driving them to reach a certain goal (Budak, 2009; Eren, 2008; Pintrich, 2003; Pintrich Schunk, 2002; Woolfolk, 1998 as cited in Uyulgan Akkuzu, 2014). Dornyei (2009) emphasized that even if individuals have a great worth of learning skills, they will not be able to reach long-term targets without motivation (Uyulgan Akkuzu, 2014). Motivation is defined as a drive to fulfill a need (Aderman, 1999; Maslow, 1954; Murray, Poole Jones, 2006 as cited in Goodman, Jaffer, Keresztesi, Mamdani, Mokgatle, Musariri, Pires Schlechter, 2011). Body There are four motivation theories which are need theories of motivation, behavior-based theories of motivation, job design theories of motivation and cognitive theories of motivation. I will be only focusing on the extrinsic versus intrinsic motivation and also the goal-setting theory under the behavior-based theories of motivation. Behavior-based theories of motivation Extrinsic versus intrinsic motivation To be motivated means to be moved to do something. A person who feels no encouragement to act is therefore characterized as unmotivated, while someone who is energized toward an end is considered motivated. People have not only different amounts, but also different kinds of motivation. That is, they differ not only in level of motivation, but also in the direction of that motivation. The most basic difference is between intrinsic motivation, which refers to doing something because it is essentially interesting or enjoyable and extrinsic motivation, which refers to doing something because it leads to a discrete outcome (Ryan Deci, 2000). In defining motivation, it is important to draw a division between intrinsic motivation, which refers to engagement motivated by pleasure and extrinsic motivation, which refers to engagement motivated by external pressures (Henderlong Lepper, 2002). Intrinsic motivation refers to engaging in a task for its own natural rewards whereas extrinsic motiv ation refers to engaging in a task in order to achieve some divisible outcome (Hayenga Corpus, 2010). Goal-setting theory Setting a specific hard goal versus a generalized goal of ‘do your best’ leads to extensive increases in performance. The setting of a goal that is both precise and demanding leads to an increase in performance because it makes clear to the individual what he is supposed to do (Latham and Baldes, 1975). Intention is a symbol of planned actions, whereas goal reflects the object or aim of actions. Intention is broader than goal. In goal-setting, action plans are sometimes called strategies. An objective is alike to what Garland (1985) called a task goal. The term personal goal is often used when discussing or measuring a person’s intention. Products (Naylor et al., 1980 as cited in Tubbs Ekeberg, 1991) are the direct results of actions and the focus of the objective. Both personal and environmental factors can have an effect. Personal factors are such as skills, abilities or willpower and environmental factors are such as time limits, task difficulty and the influe nce of other people moderate the intention-action relationship (Tubbs Ekeberg, 1991). So long as a person is committed to the goal, has the essential ability to attain it and does not have contradictory goals, there is a positive relationship between goal difficulty and task performance. Focusing on reaching a definite performance outcome on a new, complex task can lead to ‘tunnel vision’ – a focus on reaching the goal rather than on acquiring the skills required to reach it. Drach-Zahavy and Erez (2002) found that people who were made to view a situation as a risk achieved notably lower performance than did those who were made to view the situation as a challenge (Locke Latham, 2006). Goal setting may also help prevent dysfunctions in an organization (Austin Bobko, 1985). The theory also states that goals should be precise rather than broad. Commitment is needed to achieve goals and can be enhanced by two categories of factors that: (1) make the goal realizat ion important and (2) enhance individuals’ belief that they can accomplish the goal. People tend to prioritize goals based on their value (Locke Latham, 1990 as cited in Fried Slowik, 2004). Goal-setting theory also emphasizes that challenging goals cause people to work longer on a task (Fried Slowik, 2004). Relation of motivation to child psychology If one is motivated to do something, it really pushes them to go for it and achieve it. The level of common interest, which is formed during childhood and adolescence, affects the individual’s professional direction (Stoykova, 2013). Challenges and expected challenges of being a child psychologist The necessitate to train more child psychologists is apparent. A part of the challenge is that having inadequate resources to train the child psychologist and also to practice as a child psychologist. In pediatric settings, issue faced is related to restricted numbers of practicum spots (Clark, 2011). Nature of work of a child psychologist The main duty of clinical child psychologists is to provide therapeutic services for the wide range of cognitive, emotional, developmental, behavioral, social, medical and family problems portrayed by youth from infancy through adolescence. Clinical child psychology is a growing field of practice and research within professional psychology. Today clinical child psychologist accomplish professional roles in community programs in a diversity of settings such as community mental health centers and children’s hospitals, children’s service agencies as well as schools, juvenile justice, prevention programs, in-home intervention and outreach programs (Jackson, Alberts Roberts, 2010). The role of pediatric psychologists is: (a) instant screening for developmental difficulties; (b) early diagnosis of problems; (c) transmission of current knowledge of child development to pediatric staffs; (d) transmission of knowledge about child-rearing practices and (e) sensitization of medic al staff to the emotional needs of children (Mesibov, 1983). In Nigeria, the clinical child psychologist has three mutually dependent roles: teachers, clinician and researcher (Bakare, 1975). In Colombia, the clinical psychology works with children, adolescents and adults in both private practice and in institutions (Ardila, 1975). Ross (1972) defined the duties of clinical child psychologist as: (1) the prevention of psychological disorders and (2) the treatment of these disorders. The objective of the clinical child psychologist is to offer direct services to the child and his family, to diagnose and treat problem behaviors. Today’s clinical child psychologists use other than testing techniques for diagnosis, such as interviewing, observations of family interactions, etc., sometimes collaborating with other disciplines particularly the psychiatric social worker or the psychiatrist (Tuma, 1975). Pediatric psychologists have a significant role to play where they need to enhan ce pediatric practice by insuring that those in need of psychological services are willingly identified and treated (Willen, 2007). Maintenance of a sustainable level of motivation If one enjoys doing something or wishes to go for something they like, they must make sure they can achieve it and not giving up even though it is not easy as the saying goes ‘easier said than done’. One needs to consistently progress and remind ownself the motivating factor. Child psychology is something new, only a spark of interest can motivate one to pursue in the pathway of child psychology alongside with motivation to keep assisting the interest. Conclusion In a nutshell, the roles we play as child psychologists in the future will largely and solely depend on decisions we make now. Dreams are not easy to be achieved but we need to fight to realize our dream and goal in life. References Ardila, R. (1975). Roles of the clinical child psychologist in Colombia. Journal of Clinical  Child Psychology, 17-19. Austin, J. T. Bobko, P. (1985). Goal-setting theory: Unexplored areas and future research  needs. Journal of Occupational Psychology, 58, 289-308. Bakare, C. G. M. (1975). The clinical child psychologist in Nigeria. Journal of Clinical Child  Psychology, 47-49. Blain, D. (1946). The psychiatrist and the psychologist. Journal of Clinical Psychology. Clark, S. L. (2011). Child psychology: Training challenges and opportunities. Psynopsis, le  Magazine des psychologies du Canada-Automne, 31. Fried, Y. Slowik, L. H. (2004). Enriching goal-setting theory with time: An integrated approach. Academy of Management Review, 29(3), 404-422. Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J.   Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373-385. Graham, S. Weiner, B. (n.d.). Theories and principles of motivation. National Science Foundation, 63-84. Hayenga, A. O. Corpus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A  person-centered approach to motivation and achievement in middle school. Motiv Emot, 34, 371-383. doi: 10.1007/s11031-010-9181-x. Henderlong, J. Lepper, M. R. (2002). The effects of praise on children’s intrinsic  motivation: A review and synthesis. psychological bulletin. Psychological Bulletin, 128(5), 774-795. doi: 10.1037//0033-2909.128.5.774. Jackson, Y., Alberts, F. L. Jr. Roberts, M. C. (2010). Clinical child psychology: A practice  specialty serving children, adolescents and their families. 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The role of intentions in work motivation:  Implications for goal-setting theory and research. Academy of Management Review, 16(1), 190-199. Tuma, J. M. (1975). Pediatric psychologist†¦? Do you mean clinical child psychologist?.  Journal of Clinical Child Psychology, 9-12. Uyulgan, M. A. Akkuzu, N. (2014). An overview of student teachers’ academic intrinsic  motivation. educational sciences: theory practice. Educational Consultancy and Research Center, 14(1), 24-32. doi: 10.12738/estp.2014.1.2013. Willen, E. (2007). Consultation and collaboration in the care of children and families: The  role of the pediatric psychologist. JSPN, 12(4), 290-293.