In this article, I will show you some important thing to do in order to create a perfect article, for example college research paper, so you can optimally create your own and don’t have to spend money to ask a help from research paper service that you probably think for the way out.

• Choosing a topic is the basic step for every kind of research paper. You have to make sure that you exactly know the thing that you will write.
• Collect any information related to your topic. The sources could be from related books, magazine’s article, encyclopedia, or researches from another researcher.
• Create a bibliography based on all those information, so it will help us to manage the information easily.
• Mix your own idea, concept and research with that information.

After all of those steps finished, now it’s time for you to write down your research combined with some related references you have. Don’t forget to follow the standard research paper format.

“All the intellectual value for us of a state of mind depends on our after memory of it,” says Professor James.

In other words, there would be little object in reading, or reflection, or travel, or in experience in general, if such experience could not later be recalled so as to be further enjoyed and used. Want of reference thus far to memory does not therefore, signify any lack of appreciation of its worth. No time is likely to come when a low estimate will be placed upon memory.

How prominent memorizing should be, however, is a question of great importance.

The four factors of study that have now been considered are the finding of specific aims, the supplementing of the thought of authors, the organizing of ideas, and the judging of their general worth. These four activities together constitute a large part of what is called thinking. Memorizing – meaning thereby, in contrast to thinking, the conscious effort to impress ideas mind so that they can be reproduced – has been a more prominent part of study than all these four combined.

The Jesuits, for example, who were leaders in education for two hundred years, made repetition “the mother of studies”, and it is still so prominent, even among adults, that the average student regards memorizing as the nearest synonym for the term studying. Repetition, or drill, however, is far from an inspiring kind of employment. It involves nothing new or refreshing; it is mere hammering, that makes no claim upon involuntary attention. When it is so prominent, therefore, it stultifies the mind, starving and discouraging the student and defeating the main purpose of study.

Thus early attention to organization is a large factor in memorizing, as in study that aims principally at comprehension of the thought. Where good organization is wanting, as in tracing lessons in geography, and other mere tests of facts, this aid to memorizing is lacking, and one must depend more upon brute memory power. On the other hand, where the portions of one’s knowledge have become so closely interrelated and so well organized that they form a well-knit system of thought, one’s ability to remember may be surprising.

Spencer and Darwin were examples of men whose ideas were thus organized. Neither of them possessed phenomenal memories to start with; but their observations so generally found a group of close relations to sustain them, and these groups were associated with one another in such a close and orderly way, that the outline of the whole could be easily surveyed, and any fact could be quickly reproduced, just as any book can be speedily found in a well-organized library. Thus, as we grow older, if the organization of our knowledge is improving, the power of reproducing it will likewise be increasing.

Comparisons are another means of establishing valuable thought connections. Study by topics, also furnishes special opportunity for comparisons. “It is generally better,” says James Baldwin, “to learn what different writers have thought and said concerning that matter of which you are making a special study. Not many books are to be read hastily through.” Koopman likewise declares, “A single trial will prove to any student the superiority, in interest, of the topical and comparative over the chronological and consecutive method of studying history.” Again, “The student who has not known the pleasure of reading all the works of an author, as a study in personality, has a great source of enjoyment still before him.” That is a salient thought to carry with oneself when undertaking any particular subject of study.

Presented by:

Name: Wisdom Iheukwumere Eleba

Supervised by: Ms Alison Abraham

Abstract

The aims of the survey are to investigate the level of general knowledge among local and international students studying in Nottingham University Malaysia campus, and to investigate differences in the level of knowledge among students of Nottingham university studying in different faculties which include: Engineering, Bioscience, and Business; and among students from various regions studying in the university of Nottingham.

These aims were realised by undertaking a survey of the different regions within the campus. The survey is the first of its kind to specifically target inter-regional comparative study on level of general knowledge among students of different nationalities.

The survey was conducted by means of questionnaire. The questionnaire covered different aspects of the knowledge domain and research process; including questions from the following subject areas: geography, economy, history, science, sports and entertainments.

The result defies the general held opinion and expectation that students in business are highly knowledgeable in economics, as that is their core area of specialization. Such could also be argued on the average score of Biosciences students on science domain of knowledge.

There are only marginal significant differences in the overall knowledge score of students from the different regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage. From the above result, this report has fulfilled his aims and objectives

Introduction

For centuries, people have been very keen in knowing whether there are differences in the level of knowledge among various races. This has been a controversial issue which has generated a lot of conflicting opinions, One of the earliest researchers to venture into such comparative research was ‘Alfred Binet’ and other researchers who had particular interest in studying intelligence as a construct. However, their findings have generated lots of interest and have prompted further researches on nature-nurture controversy in trying to understand the basis of intelligence and knowledge. Another researcher who have drawn so much attention to differences in psychological and biological endowment is ‘Geert Hofstede’ in his cross-cultural study albeit limited to some domains of interest such as Masculinity/Femininity; Risk/Uncertainty avoidance, Individualism/Collectivism, Power distance etc cross-cultural differences. In nutshell, this survey study is concerned about comparing students’ general knowledge in relation to their regions and field of study. The study is intended to draw inference based on the analysis of the response of the sample population drawn from University of Nottingham, Malaysia campus students and recommendation will be made on how to foster general knowledge in students.

It is designed to encourage students who are studying in a particular area of the world or discipline to acquire broader and general knowledge to be able to have international focus especially with the compelling trend of globalization. This aptly implies that students are more than ever before challenged to posses ‘generalists’ knowledge without necessarily compromising their ‘specialists’ knowledge for example, Engineering, Bioscience and Business students, thereby placing their area or discipline in a broader, cross-cultural context relation to influences by trans-national, sometimes global dynamics and socio-cultural and early educational system.

Methodology

The study employed survey methods to assess student’s general knowledge on five subject areas such as: history, economy, geography, science, sport and entertainments. The samples were randomly drawn from the University of Nottingham Malaysia students studying Foundations and Degree courses in Engineering, Biosciences and Business. The age of the respondents ranges from between 16 to 24, with majority of the respondents in the age range of 19-21 years.

Respondents were chosen randomly to fill up the questionnaire either at the spot or have it responded and returned within average time of 30 minutes later. Results were analyzed by regions (Southeast Asia, South Asia, West Africa, East Africa and Southern Africa) and by course of study (Engineering, Biosciences and Business), to enable the researchers test some certain assumption, and to compare the level of general knowledge among the students of Nottingham University. There are five researchers from Business Foundation Class who conducted the research and all contributed sizably in the course of the research.

Responses: A combined total of thirty (30) foundations, undergraduate and postgraduate students of Nottingham University responded to the questionnaire, which yields an overall response rate of 100%. A total of 30 questions were asked; 6 per section which comprises of History, Geography, Science, Economics and Sports & Entertainment. Some questions were structured in such a way that there is only one correct answer from the options whereas others are open ended questions but with a definite (correct) answer to such questions. Examples of questioned posed in the questionnaire in each of the categories include: for Economics- the question asked was that; where is the most expensive country to live in terms of living cost? For History- ‘who is the most infamous dictator that led to the bombing of West Germany? For Geography-‘which country is most populated? For sports and entertainment-“Which team did the formal world player of the year zinedine zidane played for in his carrier? For science-‘which of the following vitamins is abundant in citrus fruit?

Discussion of results

The analysis of the survey on general knowledge among the university of Nottingham Malaysia campus students, drawn from three faculties (Engineering, Business and Biosciences) as presented in this study reveals the following pattern of general knowledge. The result of the survey was analyzed to compare the level of general knowledge among the students from the three faculties, and also among students from five different regions that made up the sample population of the study. The result indicated that there are significant differences among the various regions on their knowledge domains.Table 1: Comparison table of Students from Five Regions in Asia and Africa

The result in the Table 1 above showed that students from Southeast Asian scored the highest of 80%, Southern Africa (77%) and East Africa(77%) posses higher historical knowledge than their counterparts from West Africa which scored 62% and South Asia (62%). Similar trend is depicted on knowledge of geography, where Southeast Asia, East Africa and South Africa both had average score of 62% on the sub scale of geography knowledge; well ahead of the lagging regions: south Asia (46%) and West Africa (42%).

However, result on the contrary showed that south Asia has the highest knowledge on economics among other regions with total score of 74%, West Africa (50%), Southern Africa (42%), East Africa (48%) and Southeast Asia (49%). On the related pattern, West Africa students showed impressive knowledge on science domain with a score of 60% ahead of other four regions, and closely followed by South Asia (58%), Southeast Asia (58%), South Africa (57%) and East Africa (52%).

Nevertheless, the result is interpreted with lots of caution as there are unequal representation sample from these regions, which may likely have moderating effect on the outcome of the result. Also, one observation that are readily deciphered from the result is that, there is only marginal significant differences in the overall knowledge score of students from these regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage.

Besides, the comparative analysis of scores across courses of study showed a somewhat similar pattern of knowledge specialization (see Table 2). Students from engineering disciplines scored outstandingly higher in Science (64%) well ahead of students from Business (57%) and Biosciences (52%). In a similar manner, students from Business discipline had score of 80% in history compared to their counterparts from Engineering (71%) and Biosciences (58%) and also in sports & entertainment (62%), closely followed by students from Engineering (61%) and trailed by students from Biosciences (58%), but lagged least in Economy and Geography knowledge domains.

Table 2: Comparison of the Students’ score from the three fields of study

Finally, students from Biosciences had average score of 68% in Economy and well above students from other fields of study, Engineering (53%) and Business (46%). Similarly, each faculty compensated for their areas of weaknesses in general knowledge with areas they have competitive edge.However, the result defies the general held opinion and expectation that students in business are highly knowledgeable in economics, as that is their core area of specialization. Such could also be argued on the average score of Biosciences students on science domain of knowledge.

The result in Table 3 showed that students make more use of electronic media (internet and television) in acquiring new knowledge than print media (books and newspapers).the graph below shows how many respondents that uses electronic media as sources of knowledge compared to print media.

Table 3: Table showing preferred media choice for sourcing knowledge by students.

Implication of the study: Only small sample of University of Nottingham, students were used in the study and there were fairly represented. This hampers the generalization of the result and findings from the study. Besides, those that took the questionnaire home and returned it in a later time may have sourced the answer from friends or through internet, thus possibility of biases and errors in the study. The implication of this study is that students should be encouraged to acquire broader knowledge in other fields outside their subject of study, but should as a matter of requirement seek deeper knowledge in their area of specialization or field of study.

Conclusion

Based on the findings of the study, the researchers are concluding by proffering the following recommendations for improvement in general knowledge.

The university should improve its general study courses to expose students to broad range of knowledge.

The university should also invest more in digital (electronic) media in propagating knowledge than in print media such as books, and make it as widely available as possible.

For there are only marginal significant differences in the overall knowledge score of students from the different regions, as each region compensated for their low scores with their scores on other knowledge domain where they have comparative advantage, thus the result has fulfilled his aims and objectives by carrying out a comparative study among the students from different faculties and regions.

Recommendations for future Studies: The study has contributed to other scores of ethnographical, anthropological and cross-cultural researches on intelligence and knowledge and the researchers are hereby recommending that future study need to be undertaken with larger sample that should be systematically drawn from all the regions of interest to eliminate any potential of bias and to corroborate the findings of this study. Also, future study should look at gender differences in general knowledge among university students in University of Nottingham, Malaysia campus.

Reference:

Hofstede, N. (1995). International Technical Communication New York: John Wiley and Sons

Hofstede, G. (1996) Cultures and Organizations: Software of the Mind: Intercultural Cooperation and Its Importance for Survival New York, McGraw-Hill.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Newbury Park, CA: Sage.

Murdock, G. P. (1949). Social Structure, New York: Macmillan.

Murdock, G. P. 1967. Ethnographic Atlas: A Summary. Pittsburgh: The University of Pittsburgh Press

Whiting & John W.M. (1986). George Peter Mk, (1897-1985). America Anthropologist: 682-686.

White, S. (2000). Conceptual foundations of IQ testing: Psychology, Public Policy and Law, 33-43.

Wolf, T.H. (1973). Alfred Binet. Chicago: University of Chicago Press.

Ziegler, R. S. (1992). Developmental Psychology, 28, 179-190.

When you enroll in schools of massage therapy, you discover the vast history surrounding this ancient yet effective healing art. In addition to the philosophies of massage therapy, you gain an overall understanding on range of motion issues, kinesiology (muscle testing), and how massage works to relieve common health disorders.

Whether you choose to work in a nursing home or veterinarian’s office, schools of massage therapy will give you the knowledge and skills to competently provide natural healthcare services to a variety of cliental. For example, if you are inclined to working with dogs, schools of massage therapy will afford you with hands-on training in canine anatomy, physiology, and pathology. In addition, you will learn pain-reducing, therapeutic touch techniques to help animals suffering from joint pain and other musculoskeletal issues.

If you like working with people, then schools of massage therapy provide comprehensive career training in a wide array of massage modalities. Some of the more popular bodywork courses include acupressure/Shiatsu, craniosacral therapy, deep tissue massage, sports massage, Swedish massage, Thai massage, Tuina (Chinese medical massage), touch therapy, and others. Additionally, schools of massage therapy frequently offer training in other natural healing modalities like Reiki, herbal remedies, aromatherapy and essential oils, hydrotherapy, stone massage, and more.

General studies in schools of massage therapy encompass roughly 500 hours of training; however, some massage programs may be a bit less, while others entail more. While courses vary, regular programs of study include deep tissue massage and Swedish massage. What sets some of these educational programs apart is the fact that they afford students with additional or advanced training in specialized techniques. For instance, there a number of schools of massage therapy that primarily focus on Asian massage therapies; and will offer in-depth training in Thai massage, acupressure or meridian therapy. Some schools of massage therapy extend career training in infant, prenatal and geriatric massage therapies, which are great additional services that can be integrated into practicing nurse practitioner or primary healthcare clinics.

With growing career opportunities in the field of massage, graduates from schools of massage therapy can enjoy promising occupational prospects. A matter of fact, the U.S. Bureau of Labor Statistics reports that the field of massage therapy is expected to grow much faster than other fields in the coming years.

If you (or someone you know) are interested in finding schools of massage therapy let professional training within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs near you.

*Occupational Resources: BLS (U.S. Bureau of Labor Statistics)

Schools of Massage Therapy – Popular Programs of Study

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The following is based on a study done by a friend and his partners in the early 1990′s; indeed, things advanced to such a stage that they actually got involved with one of the companies as full time distributors.

The principle, while economically sound, must have core strength at its base and not fall into a well documented type of business known as pyramid selling, which became popular in the late 1960′s and early 1970′s.

When I say core strength, I mean that at its foundation any business must have a product that sells!

This may sound ridiculously obvious however a major problem occurring with many of the products marketed through this method, in their experience, has been that the products simply did not penetrate into the market successfully.

When joining one of the companies that participate in MLM, one is generally pressed upon to purchase materials for personal use and to buy stock for distribution to further people.

Additionally, whilst the figures shown in the literature are very impressive, to attain these figures it is imperative to introduce other people to the business thereby gaining a percentage of their material sold.

As that person introduces further people to the business, one then gains a percentage of sales from that person also.

Depending on the company, the revenue continues for a certain amount of levels, hence the name multi level marketing.

The major drawback that they discovered was that to attain the desired figures, one had to concentrate on recruiting more and more people to the business with the result being that nobody was really concentrating on selling product.

This is why pyramid selling was made illegal – quite simply no product was moving at the bottom end and the only people making good money were on the top level and able to benefit from many peoples ‘efforts, whether or not product was moving.

Unfortunately for the people on the lower levels they often parted with considerable sums of money unaware that the end product was either non-marketable or in some cases did not even exist! After this, the only way out for these people was to rope more people into the business on levels beneath them and thus recuperate some of their money.

Multi level marketing, while not crooked in this way or illegal, still carries with it the problem of having to recruit other people into the business to attain the dizzy financial heights projected by the companies.

I know several of the companies that we looked at in the early nineties, including the one they became involved with, have disappeared without trace and one never hears nor sees the products anywhere- is this coincidence? Since the companies were extremely well capitalised, did the owners realise that their products had a very short shelf-life and this was the best way to juice any profitability possible in a very short time?

Without sounding too sceptical, it does seem to me that this was the case since, as they mentioned earlier, the products are never seen and the company is never heard of.

You be the judge.