Sustainable Event Management Essay Example | Topics and Well Written Essays - 2250 words

Sustainable Event Management - Essay Example One of such companies is Seventeen Events, a sustainable event management agency that produces events for a number of consumers and is an expert in managing table plans as well. Being proud of its sustainable approach, the company goes far beyond recycling and organic beverages and it is in its heart what make a business successful (Sustainable Event Management, 2015). Following the creativity and transparency values, the company perceives innovation and creative thinking as critical to its performance, while its transparency approach allows the company to share its best practices to customers and be open with suppliers. In the past decades sustainability has become one of the main goals of most businesses; however, it can be difficult to measure the degree to which they are sustainable. Slaper and Hall (2015), consider that using a triple bottom line or TBL framework it is possible to go beyond the usual measures of earning and ROI, shareholder value to include dimensions of society and environment. However, if focus on the investment outcomes with respect to profit, people and the planet dimensions, TBL can be used as an important tool to assist sustainability goals (Sridhar & Jones, 2012). At the same time, the TBL is considerably old approach, while social and environmental institutions are changing and improving. In these terms, the following paper will illustrate critical approaches toward TBL and will analyze the theory and the sustainability policy of Seventeen Company. The idea behind the TBL approach is that business’ success is defined and measured through traditional financial bottom line, while its social, ethical and environmental performance is not taken into consideration much (Norman & MacDonald, 2004). However, following the environmental activities, the companies are able to inform its

Police Scenario Communication Barrier to Encounter Essay

Police Scenario Communication Barrier to Encounter - Essay Example Visually -Shaken Man The visually shaken only heard the sound but didn't see the incident happening. The following barriers will be met. - He may not answer questions that require him to give information on what he saw - Undefined assumption -: He may make his own assumptions since he never saw the events. This may lead to wrong interpretation. Young Gang Members I will get the following communication barriers with these young gang members. Defensive behavior -: Since they were past of the gang, they may feel threatened to give true information. They may in the process fail to concentrate on the questions. Failure to listen-they may fail to listen to me making me not to get the information I wanted. I will overcome these communication barriers in the following ways. Give the child enough time to explain himself. Avoid asking children leading questions since children tend to agree with what has been said. Ensure that the surrounding environment is friendly and free of destruction for the child to concentrate. For the hearing impaired man, I can look for someone who understands sign language to interpret the sign language to me. For the visually shaken man, he ought to be given time to compose himself and gain courage. For the gang member who may be hesitant to give true information, I can issue threats of imprisonment if they're not willing to give me relevant information. The impact of non-verbal communication while interacting with other officers' witnesses and possible suspects is that I may not get reliable information for my investigation. Interviewing Process and How to Go About Speaking To Each Witness 1. Child I would put myself in the shoes of the child and approach him in a humble man. I will take time to listen to him and desist from... Selective perception -: Because of the difficulty of the sign language, I may tend to hear only what I want to hear and ignore other signs which would otherwise have produced more relevant information. I would put myself in the shoes of the child and approach him in a humble man. I will take time to listen to him and desist from interfering with him as this will lead to him bearing confused. I will be extremely attentive because the child may not exactly repeat what he has said. I will create a climate that will facilitate open honest communication to avoid defensive behavior. I will be pleasant and smile to them so that they cannot take me suspiciously. I will put the young gang members at ease and avoid being tempered over what has happened. Throughout the investigation I'll be equipped with a pocket radio to record all the conversations with the witnesses. I'll then collect the finger - prints of the gang members which will compare with the information present in the police station. This is what I'll show in the courtroom. A shot-out occurred in Monrovia Street on Saturday 2007-01-06 at 14.30 hours. A teenage male was killed. According to my investigations, a gun wielding gang attacked the teenage male who was in his car near a corner gas station. Some of the witnesses lamented that they had a loud bang followed by screams all over.

Relationship Between Self-confidence and Sports Performance

Relationship Between Self-confidence and Sports Performance Self-confidence is probably the most regularly reported psychological elements considered to have an effect on athletic performance. For instance, as observed by Arkes and Garske (1982), researchers have well-known that the separating elementbetween high and low accomplishment motivation is self-confidence. Athletes who are self-confident and expecting to do well are generally the same athletes who do win. Self-confidence has been operationalized in numerous different ways.These include the constructs of self-efficacy (Bandura, 1977, 1997), sport confidence (Vealey, 1986), perceived capability (Harter, 1982; Nicholls, 1984), outcome expectancies (Rotter, 1954), and movement confidence (Griffin Keogh, 1982). Anacknowledged description is the one proposed by Feltz (1988) who shows that self-confidence should be considered as: â€Å" the confidence that one can efficiently perform anexact natural process rather than a global trait that accounts for overall performance optimism. For in stance, one may experience a high point of self-confidence in one’s driving skill in golf only a low level of self-confidence in putting†. Self-confidence, as operationalized by Feltz, is essentially the same as self-efficacy, a construct defined by Bandura (1977). The theory of self-efficacy, which was originated within the structure of a social cognitive theory, has been one of the most widely used theoretical basic for assessing self-confidence in sport and exercise. Self-efficacy was originally projected as an account of the sort of interference procedures utilized in the discussion of anxiety, and has been employed in sport to explain the intervention of achievement behaviors. Granting to the theory, self-efficacy is determined as the cognitions that symbolize the sentences or beliefs that one can successfully accomplish a specific action to create a certain outcome rather than a global threat that account for overall performance optimism (Bandura, 1997). Self-effi cacy is not concerned with the skills of an individual, merely with the assessment of what he or she can get along with her/his expertise (Feltz, 1992; McAuley, 1992). In really simple conditions, self-efficacy represents a variety of situation specific self-confidence (Vealey, 1986). For instance, an individual may feel very positive in her/his ability to perform on the volleyball court, but be totally intimidated at the idea of public speech production. People’s opinion of their personal capabilities has been evinced to be an important determinant of choice of activity, how much effort is expended in those activities, persistence in the face of aversive stimuli, thought forms, and emotional reactions (Bandura, 1977, 1986, 1997). When confronted with stressful stimuli, low-efficacious individuals tend to break up, assign the failure internally, and have greater anxiety or depression (Bandura, 1982). Judgment of self-efficacy is based on four major sources of information: Past performance accomplishments, vicarious experiences, persuasion, and physiological states (Bandura, 1977). Performance accomplishments are the most reliable and influential sources of efficacy information since they are founded on authentic mastery experiences. This notion is reflected in the hypothesis that mastery attempts that are perceived as a success will facilitate efficacy expectations, whereas attempts perceived as failures will result in lowered efficacy. Once strong feelings of self-efficacy develop through repeated successes, occasional failures will be of little effects.The influence that performance experiences have on self-efficacy depends on the perceived difficulty of the project, the attemptfinished, the quantity of physical leadership received, and the sequential patterns of achievement and disappointment (Bandura, 1986).Successes with difficult projects, tasks tried individually, and task s achieved early in understanding with only unexpecteddisappointment will increase self-efficacy more compared to easy tasks, tasks carried out with external aid, or projects in which repeated failures are seen early in the learning process. Vicarious experiences are sources of efficacy data derived through observing or imagining others engaging in the job to be done.Seeing similar others perform successfully can raise efficacy expectations, especially when the individual perceives similarities with the model in terms of capabilities or personal characteristics (Gould Weiss, 1981; McAuley, 1985). Persuasion is widely used by teachers and coaches in order to motivate people to think that they possess capabilities that will enable them to reach their goal (Gould, Hodge, Peterson, Giannini, 1989). Examples are verbal persuasion, self-talk, imagery, and other cognitive strategies. These techniques are effective when the heightened appraisal is within realistic bounds. Furthermore, persuasion determine by the believability, reputation, reliability, and knowledge of the inducer.Ultimately, one’s physiological state can provide efficacy information through cognitive evaluation of the arousal states. When an increase in arousal is interpreted as an inability to hold away the tasks successfully, efficacy expectations will fall. However, when the individual interprets arousal as being psyched up and quick to perform, efficacy expectations will increase (Bandura, 1986). When discussing efficacy expectations, it is significant to differentiate between personal efficacy and response-outcome expectations (Bandura, 1997).Self-efficacy is a mind of one’s ability to perform at a certain stage, whereas outcome expectancy pertains to one’s judgement that certain behaviors will lead to desired results.For example, one may think that running a marathon in less than two hours will guide to social appreciation, cash, and self-satisfaction (outcome belief), but may uncertainty whether he can actually run that fast (efficacy belief).Bandura (1986) argues that self-efficacy beliefs predict performance better than expected results. Competitive State Anxiety Competitive sport anxiety is very usual in young athletes (Wilson, 2008). Anxiety is a pessimistic reaction that happens when individuals doubt their ability to cope with the situation that causes stress (Humara, 1999). Anxiety can delay an athlete’s ability to completely or normally react. According to Wilson (2008), increased pressure and stress can build up intoanxiety and affect a child’s manners and performance in a sport. Research has identified several possible causes of competitive anxiety. Anshel andDelany (2001) evaluated youth sports competitors, male and female, where the participants evaluated a list of potential origins of intense stress and anxiousness. The results indicated that the intense pressure of the sport, over competitiveness, and negative response increased stress for both males and females (Anshel Delany, 2001). A similar study by Peden (2007) explained that when a player becomes more and more uneasy in some positions due to the surroundings, negative automatic thoughts become more numerous and more negative, which can dominate thinking, wipe out confidence, and harm performance. There is a huge deal of learned inquiry into figuring out approaches that can be used for handling performance anxiety in athletes (Humara, 1999). Specific ways such as relaxation, cognitive restructuring, (Humara, 1999), and positive self-talk method (Peden, 2007) will be discussed in the Implications sections of this study. Multidimensional Anxiety Theory Martens, Burton, Vealey, Bump, and Smith (1990) produced the Multidimensional Anxiety Theory (MAT), which concentratesspecifically on competitive sport anxiety. This particular theory expresses that competitive anxiety is consists of two anxiety state components: cognitive state anxiety and somatic state anxiety.Cognitive state anxiety is set like a fleeting condition of anxiety that contains of worry or an individual’s negative belief or worries about performance, as well as concentrationtrouble and lack of assiduity.Somatic state anxiety can be defined as a fleeting condition of anxiety that contains psychological response symptoms that pass in the soul.Symptoms of somatic state anxiety include extreme sweating, increased heart rate, wobbly, or tension (Martens et al., 1990). According to Martens and researchers (1990), somatic state anxiety may be categorized out as a vulgar reaction to opposition and can result in absolutely no needed problems to perform.However, a growth in cognitive state anxiety in an athlete can make awareness and concentration dysfunction and a mental growth process of worry and self-doubt.An absence of awareness and focus while taking part in sports can harmfully have an effect on entire performance. Possiblesituations of cognitive state anxiety are negative verbal feedback, insufficient of preparedness for competition, a bad attitude or mindset towards a past poor performance, or negative prospective of other individuals for example team members, family members, and coaches (Marten et al., 1990). Anxiety negatively affects an individual’s psychological and physical capabilities to accomplish (Hardy, 1996).A negative effect of competitive sport anxiety is distress (Selye, 1987).Distress happens when an individual is actually up against objectives that may happen in an improvement process of demand, and needs coping management, and reoccurring issue or difficulty with young athletes because of their lack of abilities, several overall performance mistakes, or failure to create away with tense circumstances (Peden, 2007). As an effect of enduring competitive anxiety resulting in burnout and other mental and physiological problems, drawback from the sport can become a standard escape for young and adolescents. Multidimensional Anxiety Theory shows that in relation to performance, cognitive anxiety knowledgeable within an individual will illustrate a negative linear relationship and somatic anxiety will prove and inverted ‘U’ relationship (Martens et al., 1990).The inverted ‘U’ relationship describes that in an individual’s somatic state, procedure should be bad at very low levels of somatic state anxiety, maximum at an advanced level of somatic state anxiety, and then become more and more worse as somatic anxiety increases past the optimal level (Perreault Marisi, 1997). The Competitive State Anxiety Inventory-2 (CSAI-2) is a study based on the Multidimensional Anxiety Theory build to measure competitive state anxiety (Martens, Burton, Vealey, Bump, and Smith, 1990).The CSAI-2 investigates the present state of competitive anxiety of an athlete by calculating current anxiety states of cognitive anxiety, somatic anxiety, and self-confidence in athletes just before to competition (Martens et al., 1990).The CSAI-2 offered as the major instrumentation used for this questions. Past research are delivered to check out the estimations of the Multidimensional Anxiety Theory applying the CSAI-2 in addition to several revised types of the instrument.Chamberlain and Hale (2007) examined relationships between the amount as well as directional areas of competitive sport anxiety. The Competitive State Anxiety Inventory-2D (direction) was useful to assess the state anxiety intensity and direction of 12 experienced, basic male golfers starting in age from 20-22 years.The CSAI-2D is equal to the initial CSAI-2 apart from the seven-level degree which usually assess path.In parliamentary law to appraise both the negative linear and inverted ‘U’ relationship described in the Multidimensional Anxiety Theory, anxiety and performance rating from similar positioning duties carried out under three different anxiety-manipulated competitive conditions were utilized.Solutions suggested that cognitive anxiety intensity proven a poor linear relationship with performan ce and somatic anxiety intensity displaying a curvilinear relationship with performance.Multiple regression examinessuggested that course, which paid for 42% of the deviation, was an even better predictor of overall performance than intensity, which accounted for only 22% of the deviation. Findings decided with the original MAT hypothesis (Chamberlain Hale, 2007). The modified inventory contained of the three pre-existing subscales of the CSAI-2 (cognitive anxiety, somatic anxiety, and self-confidence) but as an alternative of 9 items per scale it comprises of five items per subscale, ensuing in a 15-item scale.Researchers finished a confirmatory aspectevaluation of the CSAI-2C to assess the level to which the three-dimension model of competitive anxiety composed from the Multidimensional Anxiety Theory backed with regards to other designs (Stadulis et al., 2002).After evaluating 632 children ages 8-12 years old, internal consistency coefficients (i.e., Cronbach’s Alpha) for the three subscales were: Cognitive anxiety state, ÃŽ ±=.75; Somatic anxiety state, ÃŽ ± =.78; and state self-confidence, ÃŽ ± =.73. The entiretool internals consistency deducted in a value in.96 (Stadulis et al., 2002). Summary of the Chapter Professional football players as we know are elite football players that involves in a high level of sport competition. Sports offer players with organizations and programs from which they can help through skill development and enhanced self-confidence. Unfortunately, some professional players experience competitive sport anxiety, which can negatively affect their performance. Competitive sport anxiety can make athletes to lose focus, worry, and become anxious towards competition. The purpose of this study was to examine the relationship between self-confidence and competitive sport anxiety on Johor professional football players. This research can be helpful to coaches and officers of the professional football teams because it can detect the level of anxiety among players and if it related to self-confidence. The information may support coaches and officers of the professional football teams to take precautions such as modifying training programs and techniques, or coaching education on ways to help lower or prevent sport performance anxiety in professional football players.

Got Trees?The New American Youth Counterculture :: essays research papers

Brad turns to his companion Les. He is wearing an oversized t-shirt sporting some trendy pop-culture phrase that has long since lost any reference or significance. He sports jeans that are neither loose nor tight, very functional. Brad is in essence, every man America. Les is a skinny short boy, pale with frizzy blond hair. He too is dressed in a peculiar sort of anti-fashion, a fashion so slyly plain and unrecognizable that it defies the very nature of fashion itself. They are both seventeen. "Yo, when’s Tim coming back with our trees? I need to blaze before I go home." Engaged in the continuing struggle to find marijuana, Brad is neither distressed nor overly excited, but displays a Taoist sort of calm. Les responds with an ambivalent answer and a request - "What's the best kind of music to listen to while you're high?" In this simple question, Les may anticipate the next wave of marijuana culture. But to understand the cultural currents and nature of th is existential convergence, we must first dive deeper into what has become the most genuine counterculture of modern times. Marijuana was originally viewed as merely another tool for spiritual short cuts and mind expansion. At this point, it was confined to an elite group of self-righteous hipsters who could find no better way to communicate the essence of the drug that outdated modes of artistic expression. However, in post-psychedelic America, marijuana soon took on a new, more democratically inspired significance. Marijuana became a more recreational drug, soon finding its way into the melting pot for subversive trend, teenage America. Marijuana is a mild hallucinogen, but really it's more like a combination of speed and rat poison, only not bad for you. Marijuana makes each moment significant. The now takes on supreme importance. The future and the past become no longer points for idle speculations, but reductions of functionality constrained by the now. It is this post-temporal affect that serves to liberate users from their previous outdated modalities of experience-defined enjoyment. Experience is secondary to the transcending reality of every moment. Cognizant of the fact that meaningful experience is really quite unlikely, these post-hedonists embrace the continuation of their culture as a surrogate for experience; when the now is the all, an experience is created. There is little risk of long term consequence, as they recognize the danger in harder drugs like ecstasy, which is a combina tion of coke and heroin, and LSD, which is essentially pure speed.

Assess the importance of school factors such as racism Essay

Assess the importance of school factors such as racism and pupils’ response to racism in creating ethnic differences in educational achievement. Racism is a system of beliefs that defines people as superior or inferior, and justifies their unequal treatment, on the basis of biological differences such as skin colour. Individual racism refers to the prejudiced views and discriminatory behaviour of individuals. Institutional racism exists when the routine ways an organisation operates have racist outcomes regardless of the intentions of the individuals within it. Racism and pupils’ response to racism are internal factors which means they happen within schools and the education system they may cause ethnic differences in educational achievement which refers to the differences in educational achievement between the ethnic groups within schools for example, Black and Pakistani pupils do worst at GCSE and Indians and Chinese do best as supported by the DfES (2007). Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as pupils’ being materially deprived may also affect ethnic differences in achievement. The item seems to support the proposition that school factors such as racism and pupils’ response to racism may cause ethnic differences in educational achievement as the item states ‘Bangladeshi, black and Pakistani pupils achieve less well than other pupils at all stages of education which is supported by the DfES (2007) that found on average just over a half of all Bangladeshi, black and Pakistani girls left school with five or more GCSE grades A*-C. However this was a lot lower for boys with only a half of Bangladeshi boys leaving school with five or more GCSE grades A*-C and less than this for Pakistani and black boys. The item uses Gillborn and Youdell (2000) to explain these differences as being the result of teacher racism this is supported by Jenny Bourne (1994) who found, schools tend to see black pupils’ as a threat and would label them negatively, leading eventually to exclusion. They item also suggests that that gender differences play an important part in creating ethnic differences in educational achievement as it has been found that among white and black working-class pupils girls do better than boys, but among Asians boys do better than girls. Overall the item seems to believe that factors within school such as labelling and teacher racism lead to ethnic minority pupils being treated differently therefore being unable tofulfil their true potential as they feel as though they are less important and less time and attention is given to them leading to ethnic differences in educational achievement. As a result of negative racist labels, teachers may treat ethnic minority pupils differently, disadvantaging them and bringing about a self-fulfilling prophecy that leads to under-achievement as Gillborn and Youdell (2000) found teachers had ‘racialised expectations’ about black pupils and saw their behaviour as threatening and black pupils felt as though they were underestimated by teachers. Gillborn and Youdell conclude that conflict between white teachers and black pupils stems from teachers racist stereotypes rather than pupils’ actual behaviour. This can cause under-achievement because it leads to: high levels of black boys being excluded and black pupils being placed in lower sets or streams. This study clearly supports the proposition that school factors create ethnic differences in educational achievement as the study suggests that teachers low expectations of black pupils leads to them being treated differently and oppressed by teachers leading them under achieving. Research has also found that Asian pupils are also stereotyped by teachers as Wright (1992) found Asian pupils were stereotyped by their teachers and treated differently: They were seen as a problem and were often ignored and teachers assumed that Asian pupils would have a poor grasp of English and would use simplistic words when teaching them. This study is a little surprising as Asian pupils have the highest percentage of pupils leaving school with five or more GCSE grades A*-C. Pupils may react in a variety of different ways to racist labelling in school, including forming or joining pupil subcultures this may lead to the under-achievement of ethnic minority groups creating ethnic differences in educational achievement. Sewell (1998) found that black boys adopted a range of responses to teachers’ racist labelling of them as rebellious and anti-school. One reaction was to join a subculture known as the ‘rebels’ they were a small but highly visible minority of black pupils. They rejected the school’s goals and rules and conformed instead to the stereotype of the ‘black macho lad’. They despised both white boys and conformist black boys. Their aim was to achieve the status of ‘street hood’. O’Donnell and Sharpe (2000) found a macho ‘warrior’ response similar to the ‘rebels’ among some Asian boys. However, despite only a small minority of black and Asian boys actually fitting the stereotype of ‘macho lad’,teachers tended to see all in this way. This resulted in the under-achievement of many boys, as a result of discrimination of teachers. However studies show that not all minority ethnic pupils who are negatively labelled accept and conform to labels. Some remain committed to succeeding despite racist labelling: Fuller (1984) studied a group of high achieving black girls in year 11 of a London comprehensive. The girls maintained a positive self-image by rejecting teachers’ stereotypes of them. They recognised the value of education and were determined to achieve. They didn’t seek teacher’s approval and remained friends with black girls in lower streams. This study would oppose the proposition as this study suggests that not everyone that is labelled in a negative and racist way conforms to their label or accepts that they will not achieve within education. Many sociologists argue that although the racist labelling practised by some teachers is important, it is not an adequate explanation for the widespread ethnic differences found in achievement. Instead, they argue, institutional racism must be focused on. Institutional racism is discrimination against ethnic minorities that is built into the way institutions such as schools and colleges operate on a routine basis, rather than the intentions of individual teachers. The ethnocentric curriculum is an important example of institutional racism. ‘Ethnocentric’ refers to attitudes or policies that prioritise a culture or one particular ethnic group whist disregarding others. Many sociologists have argued that the curriculum within British schools is ethnocentric. Troyna and Williams note that it gives priority to white culture and the English language. Whilst Ball sees the history curriculum in British schools as recreating a ‘mythical age and past glories’, while at the same time ignoring the history of black and Asian people. This may result in minority ethnic group pupils feeling that they and their culture are not valued in education and this diminishes their sense of self-esteem, which has a negative effect on their educational achievement as they feel as though they are worthless causing them to under-achieve. The CRE (1992) study of ‘Jayleigh’ school found that Asian pupils were consistently placed in lower sets and were less likely to be entered for exams causing them to under-achieve resulting in ethnic differences in educational achievement. Similarly, the workings of the ‘A-C economy’ meant that black pupils were placed in lower sets and hadless chance of gaining qualifications. Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as may also affect ethnic differences in achievement. Cultural deprivation theory claims that the under-achievement of some ethnic groups is caused by inadequate socialisation in the home. This explanation has two main aspects: Intellect and language skills – cultural deprivation theory claims that children from low-income black families lack intellectual stimulation. As a result, they fail to develop reasoning and problem-solving skills. Bereiter and Engelmann claim that the language of poorer black families is ungrammatical and disjointed. As a result, their children are unable to express abstract ideas- a major barrier to educational success. Some claim that children who do not speak English at home may be held back educationally. This could cause the ethnic differences within educational achievement as according to cultural deprivation theorists ethnic minority pupils would lack the ability to succeed at exams. The other aspect of the explanation of cultural deprivation contributing to under-achievement is attitudes, values and family structure. Differences in attitudes and values towards education may be the result of socialisation. Most children are socialised into the mainstream culture, which instils competiveness and a desire to achieve, thus equipping them for success in education However some children are not socialised in this way and the lack of a male role model for many African-Caribbean boys may encourage them to turn to an anti-educational macho ‘gang culture’. Murray (1984) argues that the high rate of lone parents and a lack of positive male role models lead to the under-achievement of some minority pupils causing ethnic differences in educational achievement. This is support by Moynihan (1965) who argues that the absence of a male role mode produces inadequately socialised children who fail at school. Cultural deprivation theorists also claim that the subculture into which some black children are socialised is fatalistic and focused on immediate gratification, resulting in a lack of motivation to succeed. The belief that cultural deprivation causes ethnic differences in education would not support the proposition as cultural deprivation is an external factor and the proposition suggest that factors within school are the main cause of ethnic differences in achievement. Material deprivation is the lack of physical or economic resources that are essential for normal life in society. Material deprivation explanations of ethnic differences in achievement argue that educational failure is the result of material factors such as poor housing and low income. Ethnic minorities are more likely to face these problems. For example Pakistanis and Bangladeshis are more likely than whites to be poor this would lead to ethnic differences in achievement as some ethnic minorities may lack the necessary resources to achieve educational success. Also for many minorities overcrowding is an issue leading to many pupils being unable to revise or suffering from sleepless nights. The lowest achieving ethnic groups are those with the lowest social class position proving that class as well as ethnic background is also an issue in ethnic differences in educational achievement. In conclusion internal factors such as racism and pupils’ response to racism clearly are an important factor in ethnic differences in achievement as the way pupils are treated within school could lead to them feeling as though they do not belong they will therefore resent school and everything it stands for leading to the failure of examinations and then being classed as under achievers and creating ethnic differences in educational achievement. However external factors also contribute to the ethnic differences in educational success as if a student is to achieve within education they will have had to have been adequately socialised into a competitive culture that strives for success. They will have also have had to be surrounded by role models and equipped with the necessary resources such as educational activities and quality housing to be able to achieve their full potential. While these factors clearly affect pupils’ achievement, racism in wider society may be bigger cause. Members of minority groups face direct and indirect discrimination at work, within the housing market and within education. As a result, they are more likely to have low pay or be unemployed, and this affects children’s educational opportunities as they will feel as they will never amount to anything and are constantly being held back because of the colour of their skin or where they have come from.

Sensation and Perception

Sensation and perception are two terms that are related, but that each one has a different meaning. Sensation refers to the feeling we experience in response to information received through our sense organs. Sensation is also the basic immediate experiences generated by single isolated stimuli. On the other hand, perception is the way our body is organized to interpret those feelings; recognition of objects that comes from combining the sensations with the memory of previous sensory experiences.In other words, perception can be understood as the appropriation or capture of the surroundings, and sensations are the tools, by which you may perceive that environment. Summarizing, we can say that while sensation involucres feelings, perception involucres ideas. Let’s look an example to see the difference between them. When a musician plays a note on the piano, its tone and volume characteristics are sensations. If you hear the first four notes and you recognized as part of a sympho ny, one can say that perception is experienced.The differences between sensation and perception are not clear, but it is considered that in some cases one pass just after the other. It is said that the feeling usually comes before the perception and that functional difference is a simple and easy; in the sensitive process a stimulus is perceived as a door alarm, then analyzed and compared (perception), the information this stimulus gives is resolved with an attitude of alert to any danger or simply a matter of turning off the button accidentally activated the alarm.All of this is the accumulation of great information that is interrelated to reach a conclusion. Related to the vision world there are many terms that we should take into account. Some of them are Rods/Cones, Trichromatic and Opponent-Process Theories of Color Vision, Afterimages. Rods and Cones are retinal cells that contain chemicals that respond to light. When light strikes these chemicals, they break apart, creating a signal that can be transferred to the brain.While rods respond in dim light, cones are involved in color vision. There are two main theories that explain how the vision world works. The Trichromatic theory states that by mixing pure versions of blue, red and green light in different ratios, they could produce any other ratios. The Opponent- Process theory suggested that color sensitive visual elements in the eye are arranged into three kinds of pairs and that the members of each pair oppose, or inhibit each other.Each elements signals one color or the other (red or green, blue or yellow, black or white), but never both. The last concept, afterimage is an optical illusion that refers to an image continuing to appear in one's vision after the exposure to the original image has ceased. Together, the Trichromatic and opponent process theories explain most of what we now know about the complex process of color vision. We see colors because our three types of cones have different sensiti vities to different wavelength of light.But it is more complex than all this. The cones are connected to ganglion cells that contain pair of opposing elements that respond to different colors and inhibit each other. This explains the basis for afterimages. Therefore, the Trichromatic theory explains color vision as it relates to rods and cones, whereas the opponent-process theory explains color vision as it relates to the ganglions cells (helps to explain afterimages)..