The Mixing of Cultures Essay Example for Free

The Mixing of Cultures Essay Pepee,Joseph, The White Women of Genesee. The World Turned Upside Down. Boston: Bedford, 1994. Occum,Sampson, A Short Narrative of My Life. The World Turned Upside Down. Boston: Bedford, 1994 The World Turned Upside Down Chapt. 2. Boston: Bedford, 1994. In early America as the Europeans began to colonize the land, most Europeans did not think too kindly of these very different brown people that already inhabited this space. The European thought leaned greatly towards the idea of the Native Indians being of a barbaric and heathenness culture that must be changed (converted and educated) or eliminated, however, the exchange of culture frequently went both ways and sometimes those very differences in culture proved to be a great seduction to the non-Indian people. Some European immigrants found a great appeal to the Indian way of life by embracing the Native American way of; speaking, eating, dressing, hunting, farming etc. Others went on their own free will to go live with the Indians. Marrying and adopting outsiders was customary to some Indian traditions and with the rise of neighbors that were not Indian, the natives sought to intermarry due to population losses. Children from these marriages often became mediators in dealings between the European and Indian cultures. The story of Mary Jemison reflects that mixing of cultures and the affinity that can develop to the Native way of life. She was taken captive by the Indians at fifteen years old then adopted into a loving Indian family. As the years went by she adapted and grew to love her Indian family and friends. She married an Indian and considered herself one of them. Mary Jemison was one of many captives who eventually refused the opportunity to come home, finding life in Indian society more rewarding. Many people- then and today- have an attraction to the Indian culture for the very differences that the Europeans sought to destroy them. Those differences seemingly so unique and different from our culture; and though the European culture from a distance won the battle of incorporating their way of life into a new nation and an eventual political superpower, the native culture did leave a humble cogitation on America as it emerged.

Nevado Del Ruiz Volcano Eruption

Nevado Del Ruiz Volcano Eruption Mustafa Ameen Nevado Del Ruiz volcano Introduction: The volcano is a phenomena that occurs at several kilometers depth of the huge plates that form the Earths surface, causing a hole in the crust through which the expulsion of molten lava and ash, and gases. Volcanic activity usually produces a cone-shaped Obinna picturesque periodically erupts in a violent way, and some can be very explosive eruptions, such as the volcano Nevado del Ruiz. Nevado del Ruiz volcano has erupted 23 times during the past two million years. Geologic Location: Nevado Del Ruiz is located on the border between the provinces of Caldas and Tolima in Colombia, part of the Andes mountain range, overshadowed the town of Armero, part of Los Nevados National Park natural, 129 km west of the capital Bogota. Its Longitude is 4.9Â °N / -75.32Â °W. Nevado del Ruiz falsehoods within the Ring of Fire, in the region of active volcanoes that encircle the Pacific Ocean, as shown in Figure (2). It is the third in the far north region of Andean volcanic belt which contains 75 of the 204 Holocene age volcanoes in southern America. It is worth mentioning that the production of this volcanic belt is under the continental plate of South America by eastward subduction of the Nazca oceanic plate as shown in figure (1). Figure (1) how tectonic plate movement and subduction has created this volcano Figure (2) Nevado del Ruiz volcano location on the map Type of Volcano: Nevado Del Ruiz is a composite volcano, that also known as a stratovolcano or a composite cones, this volcano have gentle lower slopes, but get very sheer near the summit, which give this volcano the cone like shape. So that Composite cones are created by a mixture of explosive activity and lava flows. Nevado Del Ruiz has an overall andesitic and dacitic structure that made of layers (strata) of hardened lava, volcanic ash and tephra. Nevado Del Ruiz also has a layered appearance with alternating pyroclastic, lava, mad and debris flows, and also this volcano is created by an oceanic to continental convergent boundary. The structure layer of this volcano is given in Figure (3). Figure (3) The structure layers of Nevado del Ruiz Eruption Style: Nevado del Ruiz is a stratovolcano forms at convergent plate margins, and its steep slopes of the summit and a small hole is amazing. Is an explosive, and usually generates Plinian explosion and has been active for the two million years ago. It is well known as composite cones for the emergence of a cone shape and several layers of lava alternating with stiffness volcanic ash and other lava rocks. Stratovolcanoes form in convergent plate margins, and its steep slopes of the summit and classifications are surprisingly small. The eastward subduction of the oceanic Nazaca plate beneath the South America continental plat is produced the Andean volcanic belt. It results in the production of dacitic lava, as well as volcanic andesitic rocks. These lava flows and lava cancel everything in its path, and travel for miles. Output is a lot of debris and ash from the volcano also erupts when. Landslides are one of the most lethal consequences of this during the eruption. As hot lava flowing on the undersides of the volcanic crater it causes a quick melting of snow and ice, which generates a very large floods that sweeping nearby valleys. As a result of mixing these floods with waste and debris floods and soil, increasing the density and volume to form very hot lahars with a thickness of approximately 50 meters and is moving at 50 km per hour. When sweep populated areas lead to the downfall of thousands of deaths in addition to the mass destruction of these areas. Figure (1) A photo of the volcano Nevado del Ruiz Eruption history: The first eruption of Nevado Del Ruiz was in 6660 BC and most recently in 1985 in the Arenas Crater. The first explosion historically documented in 1570 while its biggest eruption occurred in 1595. In 1845, the volcano erupted as a result of a large earthquake and caused a considerable mudflow which ran down the valley of the nearby river (Lagunillas River) for approximately 70 km. Its spilled out in the river channel and killing much of the local people again. The most famous and most recent eruption occurred in 1985 which regarded as the worst volcanic disaster in the 21st century in South America, where they have caused the following casualties: Approximately 23,000 people were killed in Armero From the population of 28,700 Around 5,000 people were injured. About 5,000 homes were destroyed. The whole town was swamped with mud up to 40 meters thic. The mad was traveling at speeds of 50km/h in which it swept the town away. This eruption was the fourth largest single-eruption in death toll whole the history. The volcano activity is very limited since 1985 deadly explosion. The latest eruption occurred at 22 Feb 2012 and stopped at 10 April 2013 without any casualties. Table (1) gives summary of the eruption dates of this volcano. Table (1) Summary of eruption dates of Nevado del Ruiz [6]. Was it inevitable that so many people died/were injured? Could more have been done to save the people/ property? The eruption signs can be predicted for some time before the outbreak of the volcano. Weeks later scientists were monitored the volcano using seismographs. Several maps were provided over a month before the eruption to illustrate the danger zones of the volcano, which showed that Armero area is clearly at high risk. But unfortunately, some unusual facts recognized, which are: 1 – People werent taken these maps very seriously and werent circulated thoroughly accurately. 2 Many of the people in the city are unaware of these maps. 3 Many citizens in Armero were unable to read. Committed many quiet starts when a major eruption, because of reassuring messages that were sent by each of: 1 The mayor on the radio. 2 The local priest of the Church by addressing the audience. However, it is the Red Cross to evacuate the city. But after a brief period of time evacuation, ash stopped falling. Storm occurred and blocked the top of the volcano that made citizens unaware of what happens from the outbreak of lava. Authorities have warned that the eruption will be moderate with great danger for Armero with a very high probability of the mudflows. Unfortunately, government officials have refused this report and have declared their unwillingness to evacuate the population while making sure of its necessity. If government officials have taken the report warning seriously for the town could have been evacuated, then far fewer people would have been injured. How we can prevent such damage and death if this volcano erupts again? There are a lot of methods to protect towns and cities from lahars. In which these include: tunnels, alternate channels, and concrete structures. In which some have been succeed and others have not. The experiment provided that the best preventative measure is to build and establish a highly sensitive warning system. These warning systems include seismometers, which pick up the signal from the lahar as it moves to the bottom of the valley and rain gauges that accumulate water and warning when the formation of avalanches is possible. As it has been shown through the Nevado del Ruiz volcano warning systems are not sufficient. Also lines of communication and evacuation plans must also be established because the damage may not be avoidable but earlier warning thanks to better communications would empower people to be evacuated to higher ground. Conclusion Nevado del Ruiz is one of the most dangerous volcanoes in the world. It is affected by several factors, namely, the composition of the magma core, the temperature, and the amount of dissolved gases it contains. It is believed that the atmosphere and the ocean evolved gases emitted by volcanic eruptions. Its eruptive period was begun 150 thousand years ago. These facts are enough reasons for igneous activity to warrant our attention. The government must take some procedure to protect its citizen for the next volcano eruption. References: http://nevadodelruiz.blogspot.se/ http://thewatchers.adorraeli.com/2011/09/13/unrest-at-nevado-del-ruiz-volcano-in-colombia/ http://en.wikipedia.org/wiki/Nevado_del_Ruiz http://www.geo.mtu.edu/volcanoes/hazards/primer/lahar.html http://books.nap.edu/openbook.php?record_id=1784page=65 http://volcano.si.edu/volcano.cfm?vn=351020#bgvn_3707 1

Journey of the Magi :: Literary Analysis, T.S Eliot

â€Å"Journey of the Magi† is a poem by T.S Eliot extracted from the Ariel poems and published in 1930. It is a dramatic monologue of one of the Magi telling us about his expedition throughout Palestine to find the Christian messiah: Jesus Christ. Through the narrator’s dramatic monologue, Eliot treats the envisioning of reality, usually distorted by the human mind. In the poem, the travelers witness something that changes their reality forever. How does this monologue illustrate the narrator’s envision of his experience traveling through Palestine? In order to analyze the narrator’s perception of his past journey, I will precede with the study of Eliot’s poem by a linear analysis. In his dramatic monologue, Eliot uses vivid understanding of the three Kings journey by the use of imagery. The different use of details guides the reader to use his imagination about a Biblical reference of more than 2,000 years ago. The narrator starts his story by describing the climate challenges encountered: â€Å"A cold coming we had of it.† He uses the diction of winter: â€Å"cold, winter, snow†, combining visual and tactile senses for the reader to experience the difficulties faced by the three wise men. The narrator is generally very negative about what he encounters during his trip. He uses pejorative vocabulary in order describes the season: â€Å"Just the worst time of the year†. (v.2) â€Å"deep and sharp weather† (v.4) â€Å"the very dead of winter† (v.5). Not only the Three Kings seem to be tired and upset about their adventure, but their camels as well. They were â€Å"lying down in the melting snow† (v.7) â€Å"galled, sore -footed and refractory†. The role of this enumeration is to insist on the animal’s physical fatigue and also to show that both human and animals were affected by the weather conditions. In the second half of the first stanza, the narrator describes summer in the different cities he and the other kings traveled. By taking track of the seasons, the Magi inform the reader about the length of his Palestine journey. The transition from winter to summer setting is smoothly made by the verse: â€Å"There were times we regretted.† (v.8), which exemplifies the Magi’s envision of his experience. The challenges of the trip were so great and unexpected that most of the times tempted the three Kings to give up on their mission in finding the Messiah. The Magi depicts palaces, terraces, sherbet (a central Asia’s sorbet) and silken girls to help the reader visualize the places he passed by.

The Presence and Justification of Autoeroticism in The Rocking-Horse Wi

D.H. Lawrence’s writings often mirror elements of his own life, though they contain decidedly fictitious components. The characters in Lawrence’s The Rocking- Horse Winner closely resemble his own family. Like Paul, Lawrence was seeking a way out of the misfortune of pre-war London living. Unlike Lawrence, Paul is already well-to-do. Paul’s search consists of a yearning for affection and acceptance. In The Rocking-Horse Winner a young boy finds a certain calling within himself that serves to vastly improve the standing of his entire family. However, Paul’s supernatural ability to choose the winners of horse races is but a cursory assessment of the story’s secrets. Digging deeper, the reader becomes aware of a darker meaning to Paul’s wild rides. There are two things are revealed throughout Paul’s character development; first, that he is seeking his mother’s affection. Secondly, in doing so, there is an apparent autoeroticis m linked to his seemingly innocent rocking-horse. Chief in the comprehension of Paul’s longing for motherly affection is having an understanding of Paul’s mother. She is generally a detached woman. Cold by most accounts, even her own, â€Å"only she herself [knows] that at the center of her heart [is] a hard little place that [can] not feel love, no, not for anybody† (Lawrence, 559). Paul’s mother feels the three children are a burden on an already cash strapped and unfulfilling relationship with her husband. Therefore, she is phony and removed where they are concerned. â€Å"She [has] bonny children, yet she [feels] they [have] been thrust upon her, and she [can] not love them [†¦] when her children [are] present, she always [feels] the center of her heart go hard† (Lawrence, 559). Symptoms of post-partum depr... ...nt Psychology: Individual Bases of Adolescent Development. Ed. Richard M. Lerner and Laurence D. Steinber. 3rd ed. Vol. 1. Hoboken: John Wiley & Sons, 2009. 576-81. Print Gioia, Dana. "The Rocking-Horse Winner." Literature: An Introduction to Fiction, Poetry, Drama, and Writing. By X. J. Kennedy. 11th ed. New York: Pearson Longman, 2010. 556-63. Print. Isaacs, Neil D. â€Å"The Autoerotic Metaphor in Joyce, Sterne, Lawrence, Stevens, and Whitman.† Literature and Psychology. 15th ed. 1965. 98-102. Print. Kazdin, Alan E. "Oedipus Complex." Encyclopedia of Psychology. Vol. 5. Washington, D.C.: American Psychological Association, 2000. 494-96. Print. Lamson, Roy, et al., eds. â€Å"Critical Analysis of ‘The Rocking-Horse Winner.’† The Critical Reader. Rev. ed. New York: Norton, 1962. 52-6. Print. Widmer, Kingsley. The Art of Perversity. Seattle: Washington UP, 1962. Print.

mafia Essay -- essays research papers

Their guns terrorized the streets of New York. They were murderous, brutal thugs that killed with no feelings of remorse. They were bank-robbers, drug dealers, casino owners, hit men and pimps. They were the Mafia of the 1920's and 1930's. These degenerates played an important role in American history, they were more than just bank-robbers and gunslingers, and they were men that affected all facets of society. They were celebrities, some of the most recognized men in America. Their evil deeds made the front page of every newspaper. They were some of the richest men in America, but most of all; they were the scapegoats for America's problems. They were hated by many, respected by few and feared by all. In times of poverty and despair, they were looked upon as the "problem", which needed to be "fixed". The fear they imposed on America gave Americans something to unite over and fight against together. Sometimes, a person is most courageous when they are most fearful. They made America "roar" in the twenties and they took "the wrath" of thirties. They were some of America's most dangerous men and some of its most famous as well. In order to obtain an objective view towards the Mafia, one must know a little about its history. The Mafia was first started in the ninth century, in Sicily. At this time, Arab forces were occupying Sicily. The natives were being oppressed, so they took refuge in the surrounding hills and formed a secret society to protect against the foreign invaders. This secret society was named Mafia, after the Arabic word for refuge. The society's intentions were to create a sense of family, based on ancestry and Sicilian heritage. During the 1700's, Mafia leaders began to force their way to the head positions in the Sicilian government and used government funds for their own private endeavours. In the early 1900's, when Mussolini and the Fascists came to power, he vowed to rid the country of all the Mafia. Keeping this in mind, and the fact that there was money to be made through extortion, prostitution, gambling and bootlegging in the United States, many Mafioso's decided to come west to America. Charles "Lucky" Luciano, the eventual organizer of the New York Mafia, was born in Sicily in 1897, and came to New York. Luciano climbed the "criminal ladder" and by 1935, he was known ... ...titution was so profitable, because it offered the most easily marketable and vendible product in the world; sex. The Mafia used the prostitutes as tools to make more business. They placed their "girls" throughout their clubs, so they could lure some high roller in the back for a drink or two. They worked the bars, and listened to lonely middle class men who needed a shoulder to cry on. They were on the streets mingling with the crowd, looking for their next perverted customer. The bosses often used prostitutes to "sweeten" deal between rival leaders or crooked politicians. They were as dangerous as the trained killers were, because they possessed something more powerful than guns. They were just as ruthless as the men that put holes in people's heads; they only came in a nicer package. The Mafia men of the 1920's and 1930's were some of the most influential men in American history. They robbed banks, killed people, stole, cheated, lied and corrupted an already corrupt country. They were not role models, and they did not aspire to be. They were businessmen, men who had only two objectives, money and power. They saw a need for something and they produced it.

Argument for Market Segmentation

Market segmentation is the process of dividing the market according to similarities that exist among the various subgroups within the market. The similarities may be common characteristics, or common needs and desires. (All Business – Directory Of Business Terms 2011) Market segmentation has become an important function in the banking industry because of the existence of intense competition, not only within the industry but also from the likes of finance and insurance companies. Banks deal with various types of customers e. g. , individuals, group of people, corporate entities, etc. ho all have their likes and dislikes. No bank can afford to assess the need of each and every individual customer separately. It is nearly impossible for banks to market all these categories of customers on a one-to-one basis, particularly if they simply rely on predictable socio-economic data like age and income as the base for dividing customers into segments. To overcome this problem, a bank must adopt a market segmentation strategy, which recognises the wisdom of specialising to suit the need of a segment of the market rather than trying to address the requirements of each and every customer separately. Spark Slide 43 highlights that ‘segmentation is needed because; you cannot be all things to all people’. Market segmentation enables more accurate and effective communication of benefits in relation to needs. Market segmentation would also help the bank or any organisation identify growth opportunities. ?Market of banking products can be segmented in a number of different ways. Market segmentation must have certain qualities that make it possible to specialise the marketing approaches. The segmentation must be measurable in terms of the criteria used for segmentation; accessible through the distribution system; and sizable in volume in order to generate the economy of operations. One of the rational ways of segmentation could be dividing the banking market into retail and wholesale market. With market segmentation a bank can gain a competitive edge by programming different marketing strategies for customers of different segments. It could be argued that a bank segments its market into more or less homogeneous groups, in terms of their needs and expectations from the banking industry. With out market segmentation, organisations do not fully understand their market, their competitors’ strategies, and their own customer and prospect base, meaning they are simply not equipped to compete effectively. Their attempts to attract customers will be fruitless, both because the propositions are not sufficiently targeted to be fully relevant to the majority of customers, but also because the communications and channel activities aimed at customer acquisition will lack focus and relevance.

Collecting Theories About Motivation And Attitudes Education Essay

In this survey, the research worker discoveries and collects theories about motive and attitudes from many beginnings such as libraries, text editions, alumnus research, theses, Thai and foreign web sites, and diaries. They can be categorized into five classs as follows: 2.1 Background and principle of the Thai topic 2.2 Theory of Motivation 2.3 Theory of Attitude 2.4 Some jobs about larning and learning Thai as L1 2.5 Related research2.1 Background and principle of the Thai topicRattana Lucharit ( 2546 ) indicates that the Thai topic began in the Sukhothai period. It was one of four parts of the instruction system ; larning about ethical motives and virtuousness, larning about physical instruction ( for males merely ) , larning about house-work ( for females ) ; and larning about general cognition. ( some foreign linguistic communications and besides Thai ) The old manner of Thai linguistic communication instruction is non standardized. Even standard text editions were non provided for pupils as learning media. Teachers would make textbooks themselves. In the Ayutthaya period, King Narai the Great realized the importance of instruction. He ordered Pra-Horatibodee to compose the first Thai text edition called â€Å" Jin Da Ma Nee † . This text edition was used for larning Thai. Students started with reading pattern, retrieving concluding consonants, and significance of words until they can compose a verse form by themselves. As this text edition brought troubles to pupils in acquisition ; Jin Da Ma Nee was merely used from the Ayutthaya period until the early Rattanakosin period. Suriya Rattanakul ( 2540: 11 ) provinces that ‘Jin Da Ma Nee ‘ is the oldest Thai text edition of Thailand. After that, many Thai text editions were written to learn Tai pupils. Nowadays, the Thai topic is besides portion of the course of study of the Ministry of Education. Rattana Lucharit ( 2546: 184 ) provinces that the aims of Thai acquisition and instruction are as follows: – To develop Thai linguistic communication in four accomplishments ; listening, speech production, reading and authorship. – To understand the rudimentss of the Thai linguistic communication. – To utilize the Thai linguistic communication for listening and pass oning accurately. – To utilize the Thai linguistic communication suitably. – To carry Thai pupils about reading wonts. – To utilize the Thai linguistic communication for doing determinations. – To obtain a good attitude towards the Thai linguistic communication and Thai literature larning in the context of Thai civilization. Recently, The Ministry of Education realized the importance of the Thai topic, so it announced the Development of Quality in Thai Teaching and Thai Using Scheme. Janjira Parethongkam ( 2549: 342 ) provinces that there are seven policies as follows: – To develop Thai instruction and acquisition in schools so pupils can to the full larn, both Thai linguistic communication and Thai literature. Furthermore, pupils have good reading/writing wonts, researching new cognition and bettering wisdom that correlates with Thai society and Thai civilization. – To back up and develop Thai instructors, other staffs, and decision makers recognizing the importance of the Thai topic and besides being a good theoretical account for pupils in utilizing Thai linguistic communication accurately. Consequently, Thai instructors should frequently larn new learning methods. – The Institute of Thai Teachers ‘ Production chooses people who would wish to construct their calling as Thai instructors, and supports them to go specializer in the Thai linguistic communication. Consequently, they will go a qualified Thai instructor in the hereafter. – To develop Thai learning AIDSs and other learning media used to assist pupils in their acquisition procedure. Enough instruction AIDSs and media should be widely distributed and their monetary value should be reduced so that more schools will be able to afford teaching resources. – To back up schoolroom research, Thai instruction and learning invention for planing good-quality instruction and acquisition. – To give people an chance to larning the Thai linguistic communication and utilize the Thai linguistic communication accurately. – To collaborate with every parts of society to back up pupils and Thai people. There are four aims as follows: To develop pupils knowledge of Thai. To develop the cognition of Thai instructors. To do instructors recognize the importance of the Thai linguistic communication. To raise their concern in sustainable development of instruction and larning Thai. All of the inside informations above illustrate the importance of the Thai linguistic communication. Furthermore, the Ministry of Education continually develops the Thai topic by denoting new strategies sing Thai instruction. In contrast, larning and learning Thai in the course of study and in the schoolroom does non follow the strategy. This might be because Thai instructors, pupils or other decision makers do non recognize the of import of our first linguistic communication plenty. To study pupils ‘ motive and attitudes towards the Thai topic is the first measure to develop the Thai capable course of study in the hereafter. If this survey can place what are factors act uponing motive and attitudes towards the Thai topic, Thai instructors will so be able to use the research consequences to better their instruction methods.2.2 Theory of MotivationSing the theory of motive, there are some issues refering motive and larning motive that stated as follows: The definitions of motive. Learning motive. Understanding human motive. Promoting academic motive.The definitions of motiveMany psychologists and faculty members gave their definitions of motive as follows: McClelland, Atkinson, Clark, and Lowell ( 1953:28ff cited in Russell, William and Robert, 1984:243 ) say motive may be defined as the â€Å" ruddy integrating of a alteration in affect by a cue. † Jones ( 1955: seven cited in Weiner, 1992:2 ) say motive has to make with why behavior gets started, is energized, is sustained, is directed, is stopped, and what sort of subjective reaction is presented in the being when all this is traveling on. Young ( 1961: 24 cited in Weiner, 1992:1 ) defines the survey of motive loosely as a research for determiners ( all determiners ) of homo and animate being activity. Frymier ( 1974:6 ) indicates that motive is related to adult male ‘s interior urges and is closely associated with his values. Motivation gives way and strength to adult male ‘s behaviour. It significantly affects his abilities and his accomplishment. Buck ( 1976:5 ) says that traditionally, motive has been defined as the control of behaviour ; that is, the procedure by which behaviour is activated and directed toward some definable end. The specific nature of the control varies widely harmonizing to the behaviour. Thus the control mechanisms involved in simple physiological reactions, in feeding and imbibing, in fond regard and aggression, and in wonder and geographic expedition, are rather different from one another. Gardner ( 1985:10 ) says that motive refers to the combination of attempt plus desire to accomplish the end of larning the linguistic communication plus favorable attitudes toward larning the linguistic communication. William ( 1988:1 ) negotiations about motive in larning that it is a moment-to-moment procedure that must be recognized as such. New penetrations and thoughts that assist instructors in actuating pupils to larn must be continually available, because the ultimate day-to-day duty for pupil motive rests with them. Teachers and school decision makers must consciously endeavor to supply an heightening environment while assisting each pupil learns how to win academically. Weiner ( 1992:1 ) gives his sentiment that the most across-the-board definition of motive is concern about why human and subhuman beings think and behave as they do. In decision, the construct of motive is about a mental province or feeling that affects human behaviour. It is what we use when we describe the forces moving on or within an being to originate and direct behaviour. The construct of motive is besides used to explicate differences in the strength of behaviour. More intense behaviours are considered to be the consequence of higher degrees of motive. Additionally, we frequently use the construct of motive to bespeak the way of behaviour. As for this survey, William ‘s construct of motive in acquisition is used for determine pupils ‘ larning motive.Learning MotivationLearning motive is based on the thought as Gardner ( 1985: 10 ) mentioned that â€Å" the extent to which the person works or strives to larn the linguistic communication because of a desire to make so and the satisfaction experienced in this activity † . There are many positions about motive in larning. William ( 1988:2 ) references that â€Å" one time y ou motivate a pupil, that pupil is set for life † . In the same manner, one time any given pupil has been motivated to make something, he/she would maintain making that thing for the remainder of their life. Motivation is a daily and moment-to-moment committedness. It requires a assortment of supportive accomplishments and schemes. If pupils are ready to larn, they will. If non, they wo n't, and cipher can coerce them ( Gardner, 1985:10 ; William,1988:5 ) . Encouraging pupils ‘ involvements and engagement through a supportive attack, sincere concern, and attending can animate pupils ‘ motive. Furthermore, some efficient ways to actuate pupils is to allow them listen to a talker who can actuate pupils. Durable motive must be more than fugitive efforts to animate pupils. Motivation is best sustained through a reciprocally developed programs and advancement monitoring and rating. Besides that, William ( 1988:3 ) provinces that â€Å" attitude is 100 per centum of school success † . Several factors influence school success, including place influence, self-concept, assurance, basic accomplishments, experience infer to things happened in the yesteryear, future aspirations, available aid, sensible opportunity of success given current accomplishment degrees, attending, demands, feelings, and the sensed ability to act upon their fate given their best attempt. However, there is no charming solution to the job of pupil motive. But if instructors can actuate their pupils, larning will be accomplished. To cognize a pupil ‘s motive, the research worker has to study and observe foremost. Additionally, analyzing and reexamining human motive is the other manner to understand a pupil ‘s motive.Understanding Human MotivationChery ( 1992:4 ; Aree Panmanee 2546: 269 cited in Siripan Suwanchandee 2548:11 ) negotiations about motive in the schoolroom, divided from behaviour, and remarks that many theoreticians and research workers point to two generic types of motive: extrinsic and intrinsic. Extrinsic motive exists when persons are motivated by an result that is external or functionally unrelated to the activity in which they are engaged. For case, in the context of school, a pupil who works hard on a study because she needs an Angstrom in order to stay eligible to play playground ball, is extrinsically motivated to compose a good study. Alternatively, intrinsic motive exists when person works with an interior desire to carry through a undertaking successfully, whether it has some external value or non. Peoples who are per se motivated to prosecute in a specific activity do non hold to be enticed into take parting in that activity. Alternatively, they actively seek chances to take part. These two points are really of import for instructors to understand. They should cognize about the differences between extrinsic and intrinsic motive in order to place and further their pupils ‘ motive in the schoolroom.Promoting Academic MotivationGrossnickle Don R. and Thiel William B ( 1988 ) suggest that instructors may make extrinsic motive in order to assist their pupils achieve in acquisition. Some of the undermentioned statements help instructors promote their pupils ‘ motive. First, is puting a course of study that is concerned with single differences and the basic cognition of pupils. It will assist if they are interested in larning. Second, instructors must larn aims and results that make pupils recognize the utility of survey and back up a good attitude towards larning. This can assist pupils carry through their survey. Third, instructors should offer chances to pupils to take part in be aftering lessons and inquire for pupils ‘ feedback. This may assist promote pupils. In add-on, the schoolroom environment should be attractive for pupils to larn new things, without force per unit area or restriction of freedom. Teachers should therefore actuate their pupils by utilizing attractive media, an interesting lead to lessons, a new instruction method, or utilizing teaching AIDSs and appropriate text editions.2.3 Theory of AttitudeThere are some points about theory of attitude analyzed for this survey. The research worker collected the chief points and gave inside informations in each instance. The definitions of attitude The constituents of attitude Attitude measuring Making attitude trialsThe definitions of attitudeMany psychologists and academic specializers have defined attitude as follows: The word â€Å" Attitude † derives from the Latin word: ‘Aptus ‘ . It means ‘fitness ‘ or ‘adaptedness ‘ ( Kanjana Makpoon, 2548:40 ) Droba ( 1933 ) says that attitude is a mental temperament of the human person to move for or against a definite object. In the lexicon of psychological science, Warren ( 1934 ) said that attitude is the specific mental temperament toward an entrance or originating experience, whereby that experience is modified ; or, a status of preparedness for a certain type of activity. Allport ( 1935: 19-20 ) says that attitude is a mental and nervous province of preparedness, organized through experience, exercising a directive or dynamic influence upon the person ‘s response to all objects and state of affairss with which it is related. Newcomb ( 1954: 128 cited in Wanpen, 2528:29 ) says that attitude is imparting of head with single experience. They are divided into two characters. They are positive attitude and negative attitude. Guilford ( 1959:223 ) says that attitude is a complicated emotion of people that is expressed in the manner of the recognized or unacceptable, love or detest. Vroom ( 1964:99 cited in Malinee, 2542:67 ) says that attitude and satisfaction can be used interchangeably, because those words mean the consequences from person to fall in some state of affairss and express positive attitude or negative attitude with it. Thurstone ( 1967: 20 ) provinces that attitude is the affect for or against a psychological object. Bem ( 1970: 14 ) says that attitude is like and dislike. Good ( 1973:48 ) says that attitude is the preparedness to show in whether manner, possibly support or against in some state of affairs with the individual or anything. Anastasi ( 1990:584 cited in Kanjana Makpoon, 2548:40 ) says that attitude means the reaction with support in similar or unlike such as state, usage, or institutes. It can non see in straight, but it can be inferred from linguistic communication and behaviour Raweewan Aungkanurakpan ( 2533:12 ) says that attitude is personal inner potency which intend to act in the positive/ negative ways. Aunchala Satsupap ( 2549:5 ) says that attitude is a belief in something which makes a positive reaction or negative reaction. In decision, attitude means satisfaction or dissactisfaction of a individual with something or person such as topographic points, people, things, or state of affairss. It can be used to foretell behaviour in the hereafter, because people tend to utilize their attitude when make up one's minding to show their behaviour. The research worker applies Thurstone ‘s and Bem ‘s attitude definition to this survey because it is accordant with the construct of attitude constituents which is stated in the following issue ( http: //www.blurtit.com/q720160.html, retrieved on 28 March 2008 ; Raweewan Aungkanurakpan, 2533:12-13 ; Wattana Srisatwaja, 2534:26 ) .The constituents of attitudeMany psychologists, such as Rosenberk, Hovland ( 1960 cited in Theeraporn Uwanno,2535:2 ) Kretch, Prutchfield, and Pallachey ( 1962, cited in Raweewan Aungkanurakpan, 2533:12 ) and Triandis ( 1971 cited in Raweewan Aungkanurakpan, 2533:12 ) , back up the construct that constituents of attitude are three as follows: 1. Cognitive constituent: It is a belief and perceptual experience of a individual towards something in a positive manner and negative manner. 2. Affectional constituent: It is a feeling, emotion and private values that are different in each individual. These make positive attitude or negative attitude. 3. Behavioral constituent: It is a individual ‘s preparedness to react behaviorally to the object. Harmonizing to this construct, it is believed that based on Plato ‘s construct, viz. human head consists of three constituents: idea, feelings, and conation ( Allport, 1985 cited in Theerapon Uwanno,2535:4 ) . On the other manus, late, the construct of constituent of attitude which is celebrated back uping by Thurstone ( 1959, Insko 1967, Bem 1970, Fishbein & A ; Ajzen 1975 cited in Raweewan Aungkanurakpan, 2533:13 ) province that attitude has merely one constituent like or dislike feelings towards psychological objects. The research worker applies this construct to this survey because many societal psychologists believe that it is the most of import portion of attitude which can take to understand and predict homo ‘s behaviours and they define the attitude definition as the affectional constituent ( Theerawut Akakul, 2549:8 ) .Attitude MeasurementSubin Yurarat ( hypertext transfer protocol: //www.student.chula.ac.th/~43846691/attitudetheory .doc: parity 50, retrieved on 25 Feb. 2007 ) observes that there are many ways to mensurate attitude. Each manner is developed by many psychologists. Some ways of mensurating attitude are as follows: At the beginning, observation is one manner to mensurate an attitude. It uses ears and eyes to detect another individual ‘s behaviour towards something, and to roll up that primary informations for analysis. It is divided into two types: direct observation and indirect observation ( Raweewan Aungkanurakpan, 2533: 17-18 ) . The consequences can bespeak a individual ‘s attitude. Furthermore, interview is besides an attitude measuring, where the interviewer should fix the inquiries before get downing the interview to acquire the clearest information. In some instances, nevertheless, we may non acquire the existent information. Therefore, interview should partially used as attitude measuring, along with other methods. Furthermore, there are some other ways to mensurating attitude. Self-reporting is ever designed in graduated tables such as Thurstone scales, Lickert scales, Osgood graduated tables, Bogardus scales, Guttman scales, and the smiling faces graduated tables. As a projective technique, it is attitude measuring that participant have to give sentiment about images they see. Likewise, making psychological undertakings can besides mensurate attitude. Social psychologists believe that human behaviour originates from attitudes or feelings in each individual. The last 1 is the physical reactions of worlds, such as reactions to electric daze, look intoing bosom round per minute, and iris expansion. The societal psychologists say survey consequences indicate the relationship between strength or appendage of attitude and physical reaction. They do non speak about good or bad attitude. Those methods are non recommended as the best manner to mensurate attitude, as it depends on the aim of what is being measured and what consequences you seek. For the method that the research worker uses in this survey is the observation, interviewings and self-reporting.Making attitude trialJittraporn ‘s survey ( 2543:38 and Theerawut Akakul, 2549:56 ) refers to making a Likert scale attitude trial as follows: – Considering whose attitude the research worker wants to mensurate, towards what, and clearly gives the definition of attitude and the aims what the research worker wants to mensurate. – Composing the obvious sentence structure covered in each point. The inquiries must inquire about respondents ‘ feelings or beliefs. Likert ( 1967: 90 ) suggests the building a questionnaire should be as follows: In the paragraph, it is non a fact, but it is written in the footings of feelings or purpose to make something. In the paragraph, to set both positive and negative statements every bit. In each point, it should be clear, short and easy to understand. So the creative activity of an instrumental attitude trial, all of the inside informations above should be considered. This instrument will be efficient and can be used in a existent state of affairs. For this survey, the research worker adopts those methods to make a questionnaire for mensurating attitude and motive.2.4 Some jobs about larning and learning Thai as L1Jantarat Anansantiporn ( 2548 ) and Amara Prasitrattasin ( 2548 ) province that Thai is a linguistic communication which we use to pass on in day-to-day life, but people are non really interested in it. There are some jobs about larning and learning Thai divided into three chief points. The first is Thai instructors ‘ jobs, the 2nd 1 is pupils ‘ jobs, and the last is involved in learning AIDSs. Mentioning to Thai instructors ‘ attitude job, Thai instructors do non hold adequate support from decision makers, such as a opportunity to analyze abroad. It makes Thai instructors less enthusiastic, due to the fact that they do non see hereafter in their calling. Sometimes the personality/appearance of Thai instructors besides looks uncomfortable or uneasy. Actually, instructors think that good instruction is to assist pupils to go through the test. They do non learn the pupils to use their cognition to utilize in the existent state of affairss. Particularly, the memorizing method is frequently used. From my experience, the pupils are bored and the instructors are besides bored to learn, in every bit much as many Thai instructors at each school have a heavy work load. Therefore, they are non motivated to develop their instruction accomplishments or new learning methods and this reduced their instruction quality. Tai instructors believes being a Thai instructor is non interesting for pupils, so it makes them less motivated in giving their attempt in learning. Some instructors besides lack Thai instruction accomplishments. Students, hence, may hold less regard for instructors. Some of instructors ddo non pattern truth in Thai plenty, but they have to learn Thai. They think anyone can learn Thai. Other instructors do non collaborate with Thai instructors when their pupils use Thai falsely. They ever think it is Thai instructor ‘s responsibility to learn pupils how to utilize Thai accurately. Not merely Thai instructors, but in fact all instructors should remind and rectify when their pupils use Thai falsely. Additionally, some Thai instructors have been learning for a long clip and do non desire to develop their accomplishments. Rangsan Klinkaew ( 2550: hypertext transfer protocol: //www.perfs pot.com/blog.asp? id=23CAA779-0ADF-4B2B-9D7D-BB3036156D6 & A ; BlogId=28732, retrieved on 29 March 2008 ) states that instructors who use the same method, makes pupils bored. Furthermore, instructors do non back up pupils in researching their sentiments, are unfriendly, and are excessively much reliant upon the regulations since they themselves lack experience and cognition in learning Thai. Besides, single differences of pupils are non taken into history. For illustration, smart pupils can be bored and weaker pupils may non maintain up with others. Besides, learning Thai is non unvarying, for illustration, teacher A Teachs Thai linguistic communication accomplishments and instructor B teaches Thai literature. In add-on, in learning Thai use, Thai instructors do non promote pupils to pattern all four accomplishments. In footings of the testing frequence: Teachers frequently test at the terminal of school twelvemonth or semester. This does non uncover the existent proficiency of pupils. The 2nd issue about pupils ‘ job, in the article of Panthanee Vihokto ( 2538 ) about learning and larning Thai jobs, indicates that pupils have a bad attitude towards the Thai topic. They do non hold duty. They do non hold involvement in larning Thai, nor do they recognize its importance as they think it is their female parent lingua. They do non believe it is necessary to larn because they can automatically use/speak Thai. Consequently, they focus on other topics such as Mathematicss, Science, or Foreign linguistic communications. In fact the Daily News ( 2550,12 November:20 ) points out that pupils ‘ deficiency Thai linguistic communication accomplishments, particularly composing. Possibly this is because they do n't frequently utilize and pattern it or they use it merely merely when they study at school. Cipher encourages them to rectify their errors. When they say something incorrect, instructors frequently blame or knock, but do non butencourage them. Furthermore, pupils who come from a rural country and usage idiom find that analyzing linguistic communication requires attempts. Therefore, they feel that the Thai topic is excessively hard. Although they work hard on larning Thai, their consequences are still worse than those of other topics. These consequences in pupils being bored, lack inspiration, and disregard the Thai topic. One of the solutions for the job is utilizing learning AIDSs. It is a tool that helps instructors to learn in a more effectual manner. However, there are besides some jobs with learning AIDSs which are summarized as follows: Jantarat Anansantiporn ( 2548 ) surveies about pupils ‘ satisfaction of larning Thai. She states that Thai instructors do n't utilize learning AIDSs decently. Though they are necessary, it is adequate if they have a chalkboard and chalk. When they can non utilize, or do non cognize how to use, learning AIDSs, they merely work out this job by non utilizing them. They think that Thai learning AIDSs are non interesting compared with learning AIDSs of other topics ; for case, a research lab is more interesting than word cards because pupils can use their hearing and composing accomplishments at the same clip. In fact, in wider society, the information is an importance portion of believing procedure. Many resources, for case, cyberspace, e-books, ocular stuffs ; are prompts for instructors, but so instructors gain the information merely from text editions ( Department of Curriculum and Development: 104 ) . Apart from the jobs already given, there are some general jobs, for case, the deficiency of learning AIDSs ( Thaipost 2007, 27 July: hypertext transfer protocol: //www.drkalaya. com/education.php? newsid=579, retrieved on 30 March 2008 ; Pantanee Vihokto 2538 ) , the deficiency of pupil suites, noise, deficiency of support by decision makers, and decision makers do non back up outside instruction, because they will hold to react to more undertakings. These jobs hamper efficient instruction.2.5 Related ResearchTo analyze pupils ‘ motive and attitude towards the Thai topic, the research worker reviewed related research which supports and proves the theory of motive and attitude. They are as follows: About larning attitude and motive, Rugsiri Sithdichoke ( 2531 ) studied the Relationship Between Attitude Towards Thai Subject and Achievement in Learning Thai Subject of Students in The Colleges of Physical Education. The intent of this research is to analyze attitude towards the Thai topic of pupils in the colleges of physical instruction and to analyze the relationship between attitude towards the Thai topic and accomplishment in larning the Thai topic of pupils in the colleges of physical instruction. The sample group consisted of 530 pupils, used bunch random trying from the colleges of physical instruction. The questionnaires about Attitude towards Thai Subject Test, Thai Grammar Test, and Thai Literature Test are the instruments. The consequences show that the pupils in the colleges of physical instruction had positive attitudes towards Thai Subject. Furthermore, Rattana Thinklao ( 2533 ) surveies of Thai instructors ‘ instruction behaviours, attitudes towards supervising, and the academic accomplishment of the pupils instructed by the instructor who were supervised in equal clinical and peer concentional supervising in Cholburi secondary school. The sample group is 18 Thai instructors and 564 pupils from Matthayom Suksa 3, divided into 2 groups: an experimental group ( 9 Thai instructors and 290 pupils ) and a control group ( 9 Thai instructors and 274 pupils ) .The instrumental research is by questionnaire and observation. The consequences show that Thai instructors ‘ behaviour in the experiment group has higher than the control group. Students ‘ accomplishments in experiment group and control group had no difference. In add-on, Khachornsri Jatikananda ( 2533 ) surveies of the relationship between larning accomplishment and attitudes towards the methods of learning Thai linguistic communication of Matthayom Suksa 2 pupils through mini-course and the instructor ‘s manual of the educational techniques section. The sample group is 80 pupils at the secondary presentation school of Srinakaharinwirot University in Bangkok, is divided into two groups of 40 pupils each. The experimental group is taught by mini-course and the control group is taught by utilizing instructor ‘s manual. The consequence shows that the experimental group has higher larning accomplishment than the control group but the attitude of pupils between the experimental group and the control group are non different. Besides, Jittraporn Duangjumpol ( 2543 ) surveies the effects of utilizing reading workshop direction procedure on Thai linguistic communication reading comprehension ability and attitudes towards reading Thai linguistic communication of Mathayom Suksa two pupils in Bangkok Metropolis. The sample group is pupils in Matthayom 2, Prakanoung Pithayalai school and they are divided into two groups. One group used the normal method, and another group used the reading workshop direction procedure. The consequences show that pupils who are taught by utilizing the reading workshop direction procedure have a good attitude and accomplish higher mark than pupils who are taught by utilizing the normal method. Similarly, Patamathida Najaikong ( 2544 ) surveies about the effects of the mind-mapping and self-regulation on attitudes and Thai linguistic communication larning accomplishment of Mathayom Suksa 1 pupils. The sample group is 60 pupils in Matthayom Suksa 1, Borployratchadapisek school, was indiscriminately divided into four groups. Each group consists of 15 pupils. Group 1 is assigned to pattern utilizing head function technique. Group 2 is assigned to pattern utilizing self-regulation. Group 3 is assigned to pattern both of head function technique and self-regulation. Group 4 surveies in normal method. The consequences show that pupils who pattern utilizing the head function technique and self-regulation have a good attitude towards Thai topic. Furthermore, their tonss are besides higher than pupils who are taught the normal method. As for larning motive, Chonthon Ruamtham ( 2533 ) surveies Matthayom Suksa 2 pupil ‘s Thai linguistic communication accomplishment and motive the direction based on reply hunting activities and instructor ‘s manual activities. The sample group consists of 100 Buddhajak Wittaya school pupils who are every bit divided into two groups. The same content is taught to both groups for 16 periods of 50 proceedingss. The research design of the experiment is the pretest-posttest design. The consequence shows that the academic accomplishment of the experimental group is higher than the controlled group, but the learning motives in Thai linguistic communication of the two groups are non different. Then, Kanchana Makpoon ( 2548 ) surveies the effects of direction utilizing the plot line method on Thai linguistic communication larning accomplishment and attitude towards direction of Mathayom Suksa 2 pupils. The sample group consists of pupils in Mathayom Suksa 2, Cholburee Sukkhaboj school, is divided into two groups. Experimental group one consists of 47 pupils utilizing plot line and experimental group two consists of 47 pupils, utilizing the normal method. The consequences show that experimental group one, utilizing the plot line method have a good attitude and accomplish higher acquisition accomplishment than group two. Similarly, foreign research about larning attitude is studied by Colin Baker ( 1992 ) . He studied the attitude of the Welsh towards their linguistic communication. He compared his research over the old two old ages. The sample group is 11-14 old ages old pupils who studied in secondary school degree 1, 2 and 3. In another research, sample group is 13-16 old ages old pupils who studied in secondary school, degree 4, 5 and 6. The consequence shows that male ‘s positive attitude was somewhat lower than that of their female opposite numbers. Some research about larning motive are studied by Noppadol Buasai ( 2545 ) and Anchala Satsuphap ( 2549 ) . They besides study a comparing of Matthayom Suksa 1 and 3 pupils ‘ reading public presentation and motive in larning Thai by utilizing sketch lesson programme and the instructor ‘s manual. In the survey by Noppadol, he uses 80 pupils from Pasanusorn Bangkhae school as the sample group. Likewise, Anchala Satsuphap, uses 96 pupils from Matthayom Suksa 3 Srivikorn school. Each research besides divided into two groups: an experimental group, and a controlled group. Cartoon lessons are used to learn the experimental group, whereas instructors ‘ manual is used to learn the other 1. The consequence of Noppadol and Anchala shows that the ability of reading public presentation and motive in larning Thai between the experimental group and the control group are different, that is, pupils ‘ ability of reading and motive in larning Thai in the experimental group is h igher than the control group. Unless larning attitudes and motive, the surveies about Thai instruction and acquisition jobs are studied by Watcharee Srikham ( 2535 ) . She surveies jobs and learning demands of Thai III instructors. The sample group dwelling of 60 Thai instructors from Vocational and Technical College in four parts of Thailand is classified by learning experiences. The consequence shows that Thai instructors need the instruction techniques and supervising at the high degree. The same as Srichan Wichatong ( 2542 ) surveies on the analysis of Rajabhat Phranakhon pupils ‘ mistakes. The sample group consists of 1152 pupils who register in the Thai Usage class 1540201. They are assigned to compose the essay within 60 proceedingss. The consequence shows that pupils ‘ mistakes, harmonizing to the frequence of happening, are spelling, words use, word order, pauses, punctuation, the usage of etc. , abbreviations and figures. These are the related research on motive and attitude of pupils towards linguistic communication acquisition. However, cipher has researched the motive and attitudes of pupils towards the Thai topic. Therefore, the research worker thinks that my survey will be the first measure to assist instructors and decision makers develop and better the Thai capable course of study in the hereafter.