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ENGL-121

November 14, 2121

College Resources

College is a hectic time for students, whether they are adults juggling employment and family obligations or fresh high school graduates transitioning to the next step of their education. The good news is that there are several tools available to assist college students in their academic endeavors (Browne, 2021). The following are some of the most useful internet tools for college students. Students are being prepared for online experiences. Before a student can make use of all the fantastic online resources available to college students today, they must first make sure that their computer is up to the task. There are also online businesses that assist students to get all of the gear and software they need to connect with their schools on their PCs and laptops. The second step is to collect and use administrative data (Fatzinger, 2016). Leading internet technologies have made navigating the administrative jungle of higher education considerably easier. Students at Edmonds College in Washington may use their laptops to complete anything from registering to classes to acquire transcripts. Additionally, the school’s website allows students to view the school calendar, future school activities, and up-to-date information from the athletics department.

The third resource that college offer to help students succeed is the leap in textbook education. Purchasing textbooks has traditionally been a difficult and costly experience for college students, but it is no longer the case. Edmunds College offers online ordering, allowing students to purchase books from any place with an Internet connection (Hernandez & Hernandez, 2011). The website has a wide range of alternatives for students of all budgets, including brand new textbooks, secondhand textbooks, rentals, and online possibilities. Another way is through Enlisting in Online Tutoring. Programs such as those offered by Brevard College in Florida allow students to sign up and connect with tutors in the required subjects. Breverd tutors are available online at all time. Students provide the support they need, regardless of time or place. The fifth way is to learn to manage money. Budgeting can be one of the most difficult tasks for cash-based community college students (Hope, 2016). Fortunately, there is currently accessible internet support in the area. The University of North Carolina Fund provides financial management advice directly on its website to help college students make wise budgets during higher education. Sophisticated money management tools have been created with college students in mind and have been financially successful throughout their studies.

Another option is to collect a few timetable hints. Some institutions, such as the College of Aurora, provide students with extra online help in a range of areas. For example, the school’s website offers information regarding student achievement, as well as links to information that may be downloaded to assist students in gaining college experience. Time management, one of the most challenging elements of college life, is discussed on multiple sections on the school’s website. Lastly, the way is by becoming the best test-takers. Once they have mastered the skill of taking notes, the next step toward a better GPA is to improve exam performance (Wojcik & Mullenax, 2017). To that end, Bucks College in Pennsylvania is once again rising to the occasion, this time with test-taking suggestions for students. This website has covered everything from how to overcome exam anxiety to particular skills like how to study and recall knowledge. Even particular sorts of exams, such as oral tests and multiple-choice exams, are covered on the sites. Universities can be an overwhelming transition for some students, but the good news is that getting the help they need has never been easier. With a wealth of leading online tools and resources, success at your local university is just a click away.

Resources that help guide students personally and academically

An important part of learning and learning is the capacity to explore and use materials that enhance learning and give multiple interpretations of a student’s learning area. Above all, students must understand where to go for knowledge, how to obtain it, and how to put it to use. They must also be able to filter materials to guarantee that their work is accurate and acceptable. A numerical resource that helps students personally and academically orient themselves is information retrieval (Horton, 2021). When students enroll in a formal learning program, they may, of course, consider academic textbooks to be the primary source of information. This is to some extent true, but there is generally little reason to doubt the credibility of such material, as it is most likely recommended by a tutor. However, other data sources should not be ignored. The Internet, newspapers, magazines, copies of radio and television shows, pamphlets, photographs, and other relics are examples of such sources.

There are different types and genres of book categories. For example, there are fiction and non-fiction such as dictionaries, encyclopedias, biographies, yearbooks, archives, yearbooks, and atlases. Websites and other internet resources have many more categories. Depending on the research topic, all sources may be relevant. It is essential to recognize that all information has some degree of credibility or lack (Maharaj et al., 2019). Documents can be easily forged or modified. Anyone can publish anything, especially on the Internet. As a result, they should use their best judgment when choosing which articles to use in research. All documents used in the survey fall into three categories: Primary material. The master document was written during the event or study period. Examples of primary sources include documents, letters, speeches, birth certificates, and historical records such as diaries. A live news stream is an important source for capturing events as they happen (Ning, 2020). Of fact, every big news event will almost certainly have many main sources, such as stories from various stations. They may want to look at a variety of primary sources to acquire a more complete picture of the event, taking into consideration biases, points of view, and personal or cultural viewpoints.

After the event, secondary documentation will be written. Normally, the author would not have been present at the occasion. These documents are frequently produced with a reference to the primary text and are meant to be used as an interpretation. Texts for Beginners Secondary documents include academic materials that are connected to research topics. In the current situation, secondary sources are standard news (Drake, 2014). A story told after the event. Since the secondary source is the author’s interpretation of what happened, it may contain subjective observations, prejudices, and comments that try to explain the event and place it in some sort of context. Third-level documentation. Secondary and primary documents are commonly referred to in tertiary articles. A collection of indexes, directories, references, and other categorized information articles that people can use to find additional publications that may be related to a particular topic.

The second resource that helps to guide students personally and academically is sourced from bibliographies. Checking the bibliography of key texts or related volumes is another technique to find information, books, or publications that could be relevant to the topic being studied (Browne, 2021). Authors will have contacted other academics, and by looking through their bibliography, you can find similar papers that can help further individual own study. Some writers will also include a list of suggested reading, and because they’ve already done their homework on the subject, it’s worth noting what they’ve discovered. The third is the source from their colleagues. It is always worth discussing the research with friends, family, and colleagues. They will often find that they have some interesting perspectives and can sometimes help them get informed (Shaoul, 2012). For example, at some point, they may want to research the area or know who has books and other related resources and can obtain or rent them. Internet resources are the last resource that can guide students personally and academically. There is an incredible amount of information available online in the form of websites, blogs, forums, social networks, catalogs, and more. Careful selection of reliable sources is important because the amount of information available is so great that anyone can publish it quickly and easily at any time.

Resources Available for College minority groups

Currently, there is no shortage of resources for minority groups at universities around the world. Many schools have access to organizations that are specific to race and student interests, but national organizations are also available in the school that does not have viable options. National Organizations for Minority groups. The mission of the Native American Higher Education Consortium is to promote tribal schools and universities in the United States (Parr, 2020). The organization has four main goals that are consistent with its mission. Maintaining general quality standards in Native American education, supporting the development of new tribal-run universities, and promoting and supporting the development of laws that support higher education. Native American. Educate and promote Native American participation in higher education policy development.

The ASPIRA Association is a nationwide Hispanic organization that helps Hispanic youth enhance their educational and leadership skills. Each year, ASPIRA educates a varied population of over 85,000 students from a variety of backgrounds, including Puerto Ricans, Dominicans, Central Americans, Mexicans, and Cubans. For students around the country, ASPIRA provides clubs in schools as well as after-school education activities. The NAACP has a national education program that enables all American students, regardless of ethnicity, to realize their path to higher education (Wojcik & Mullenax, 2017). The program aims to eliminate racial and ethnic inequality associated with public school education through advocacy training, policymaking and guidance, cooperative networks, and direct action. The Hispanic Association of Colleges and Universities (HACU) is the only national educational organization that represents colleges that serve Hispanics in the United States. This organization takes pleasure in assisting Hispanic kids in achieving academic success throughout their life, from kindergarten through graduate school and even the workplace.

Scholarship and Internship Resources for Minorities. With a vision of a world where all Latino families earn college degrees, the Hispanic Scholarship Fund (HSF) has been supporting Hispanic higher education since 1975. In a way they didn’t have, it gives them a competitive advantage in today’s world of a college education. HSF has awarded over $ 360 million in scholarships over the last 38 years (Hope, 2016). INROADS has a more particular aim than the majority of the organizations on this list: to develop and put brilliant minority students in the business field to prepare them for corporate and community leadership. Selection, Education and Training, and Performance are the keys to success, according to INROADS. With those keys, this group has placed over 2,000 minority interns at over 200 organizations, providing chances for students who would not otherwise have them, as well as assisting businesses in having a more diverse workforce. The National Urban Leagues (ZERO) Education Program focuses on three priorities: education, employment, and empowerment (Maharaj et al., 2019). ZERO believes that educational opportunities and financial empowerment are linked and that education is the key to helping children achieve educational independence in the future. Some of ZERO’s focus on getting these priorities off the ground is to give groups students access to diverse teacher groups and to help them with effective training and employment.

Work Cited

Browne, C. (2021). The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed. JALTCALL Publications, PCP2020(1), 1. https://doi.org/10.37546/jaltsig.call2020.1

Drake, S. (2014). College experience of academically successful students with autism. Journal Of Autism, 1(1), 5. https://doi.org/10.7243/2054-992x-1-5

Fatzinger, J. (2016). Launch supportive services to help homeless students succeed. Student Affairs Today, 19(8), 1-3. https://doi.org/10.1002/say.30262

Hernandez, S., & Hernandez, I. (2011). Key resources on marginalized students. New Directions For Community Colleges, 2011(155), 85-89. https://doi.org/10.1002/cc.460

Hope, J. (2016). Be a champion for initiatives to help students succeed. Dean And Provost, 18(2), 12-12. https://doi.org/10.1002/dap.30251

Horton, R. (2021). Mentoring Graduate Students to Help Them Grow Academically and Personally. CSA News, 66(8), 42-44. https://doi.org/10.1002/csan.20525

Maharaj, C., Sirjoosingh, V., Ali, A., Primus, S., & Arjoon, S. (2019). Help Me Else I Might Fail! Solutions for Academically Challenged Engineering Students. Journal Of College Student Retention: Research, Theory & Practice, 23(3), 607-635. https://doi.org/10.1177/1521025119865747

Ning, X. (2020). How Universities Use Alumni Resources to Help Students’ Growth: China Perspective. World Journal Of Educational Research, 7(2), p33. https://doi.org/10.22158/wjer.v7n2p33

Parr, N. (2020). Differences in the age-varying association of school belonging with socioemotional flourishing among minority and non-minority college and university students. Journal Of American College Health, 1-5. https://doi.org/10.1080/07448481.2020.1808662

Shaoul, M. (2012). Resources to help your students stay safe on the railways. Seed, 2012(12). https://doi.org/10.12968/sece.2012.12.222

Wojcik, S., & Mullenax, S. (2017). Men Idle, Women Network: How Networks Help Female Legislators Succeed. Legislative Studies Quarterly, 42(4), 579-610. https://doi.org/10.1111/lsq.12169

College Student Motivation Research

Quentin Johnson

Texas Southern University

Purpose of the study

The purpose of the study is to critically analyze the current evidence on the prevalence and risks of obesity as well as physical activity and dietary behaviors in college student population. Also, the study aims at addressing the issues in the development of successful nutritional and physical activity among the study population.

Data collection and validation

Data was collected through observation method in examining changes in physical activity during the first two years of college. Data validation was performed using longitudinal study design.

Results of the study

The results of the study suggest that approximately 35% of all college students are overweight or obese, with many at the risk of weight gain during the college years. Also, the study suggests that poor nutrition and physical inactivity contribute to increased risk of weight gain and prevalence of overweight and obese people in the college population. Also, the study found that exercise and nutrition professionals play an important role in the development and implementation of new policies and programs that are designed to promote healthy eating and physical activity in college students.

Demographics of the study participants

The participants of the study are freshman college students in an urban setting. The participants included both men and women.

Other studies cited by the researchers

Various studies have been cited and they include:

Matvienko et al. on the semester-long nutrition course intervention on college freshman women with the results indicating better weight maintenance with those with a high BMI.

Skinner et al. on the semester-long nutrition course intervention on college students (both men and women) with the results indicating significant decline in total calories and fat in women. No change in dietary intake in men.

Sloan et al. on the 12-week weight loss program, combining behavior and diet therapy on overweight college women with the results indicating a significant decline in body weight.

Hudiburgh on the semester-long nutrition and exercise class for women who needed to lose weight on college freshman women with results indicating a significant decline in body weight.

Levistsky et al. on the weekly feedback on changes in body weight in women in their first semester of college on freshman women with the results indicating a significantly reduced weight gain compared to control group.

Other researches cited include Brynteson and Adams, Slava et al., D’Alonzo et al., Leslie et al., Calfas et al., Sallis et al., Hivert et al., and Buckworth.

Limitations of the study

The limitation of the study is that the success of the interventions designed to increase physical activity appears to be limited to the duration of the intervention, with increases in physical activity not maintained after completion of the programs.

Was the research objective of subjective

Based on the analysis, the study was objective in that the information was fact-based, measurable and observable. It was not based on a personal opinion.

What would you have done differently in this study and why

The entire research was based on college experience and this means that I could have focused on all years of college rather than focusing on the freshman experience. Also, this study focuses on an urban setting and therefore generalizes those in rural settings. Based on this, I would focus on both rural and urban college setting to avoid generalization of results.

References

Ferrara, C. M. (2009). The College Experience: Physical Activity, Nutrition, And Implications for Intervention and Future Research. Journal of Exercise Physiology Online, 12(1).

Assignment

Student’s Name

Institutional Affiliation

Course tittle

Professor’s Name

Date

College Student Motivation Study

The purpose of the study was to compare motivations for sports activities versus exercises among college students. This study mainly intended to measure, evaluate and score motives for physical activity for college students’ level of motivation in physical activity. In addition, the study investigated the motivation differences between sports participation and exercise and gender differences for physical activity motivation. The participants were enrolled in undergraduate health and kinesiology at a university in South Eastern United States.

The researchers collected data during a class meeting of each course. The learners were informed in advance that participation was voluntary, and their responses would be confidential. They were provided with questionnaires and instructed to be honest. Majority of the participants completed feeling the questionnaire in less than 10mins. Data analysis was then conducted using Statistical Package for social sciences. The partakers gave descriptive information of their physical action conduct, answering to 4 single-item indicators measuring intensity, frequency, adherence, and duration.

Results show that partakers were more likely to show inherent motives, such as challenge and enjoyment for taking part in sports. At the same time, incentives for exercise were more extrinsic and focused on stress management, appearance and weight management. The findings propose that motivations for sport partaking are more desired than those for exercise and might facilitate better devotion to physical activity recommendation. The epidemiological indication showed that the level of physical activity reduces from high school to college, and activity patterns in college are commonly inadequate to enhance fitness and health. The findings also backed up significant gender effect for motivation intrinsic: social recognition, competition, challenge, weight management, strength, and endurance. Their study also held that external motivations, for instance, appearance and health were the major motivations to take part in the exercise.

The research had several limitations like the capability to take a broad view the current findings were limited by the samples of mostly young, Caucasian and learned students. Additionally, the students who were chosen were from health and kinesiology courses, and it is likely that they did not reflect the whole student population. The learners who were chosen might have a greater interest in health and physical activities tan learners who pursue other course works. The findings could not represent the overall college students. On the other hand, understanding the physical activity motivation would have been improved if the data would have been collected over time. The design issues suggest that conclusion draws from the study have to be viewed as preliminary.

The other works that the research cited include healthy people, youth risky behavior surveillance, and disease control and prevention. This study that was conducted was subjective because it didn’t show a clear picture. It was just an expression of opinions or outlook by the students. Another reason is that questionnaires were used. Questionnaires are normally used to draw from individuals’ personal information about their perceptions and thoughts (Kim & Cardinal, 2019). Viewpoints on the collection of subjective statistics through questionnaires vary extensively. It’s a subjective study since it aimed to measure the learners’ attitudes, feelings, and perceptions of physical activity. Something that I would have done differently in this study would be to take enough time and conduct the research effectively. This will be essential to understand the motivation for sports of the students in an effective way. Additionally, I would prefer to consider a mixture of student’s from different courses instead of one.

Reference

Kim, M. S., & Cardinal, B. J. (2019) Differences in university students’ motivation between a required and an elective physical activity education policy Journal of American College Health, 67(3), 207-214.

Nuss, K., Moore, K., Nelson, T., & Li, K. (2020). Effects of Motivational Interviewing and Wearable Fitness Trackers on Motivation and Physical Activity: A Systematic Review. American Journal of Health Promotion, 0890117120939030.

Collegiate athletics are just as competitive as professional athletics. Tailor-made training programs are necessary for athletes as they help reduce incidences of injury and improve performance. An effective warm-up protocol is essential in an effective training program. Warm-up exercises prepare an athlete’s cardiovascular and skeletomuscular system for the strain caused by vigorous training and competition.

Long jump athletes require strength, agility, power, and speed to jump as far as possible from the takeoff point. An effective warm-up protocol for long-jump athletes involves exercises such as heel kicks, high knee skips, and sprint drills. To increase the intensity of these exercises, the long jump athlete needs to perform these exercises while wearing weighted vests of 1kg. The first movement in the warm-up protocol is heel kicks. This movement involves rapidly kicking one’s heels towards their buttocks while bending both elbows at ninety degrees. Heel kicks are explosive exercises that work on the hamstring muscles, the glutes, the core muscles, arms, and back. The athlete should do a five-minute set of 10 heel kicks at 30-second intervals. The exercise is done for 30-seconds, and the athlete rests for 30-seconds.

The following exercise is high knee skips. This exercise involves skipping in place while bringing the knees towards the chest. This exercise boosts lower body strength and endurance by targeting the quads, calves, glutes, hip flexors, and hamstrings. The exercise requires one to keep their arms close to the body while bending the elbows at 90 degrees to maintain balance and control over body movement. This movement keeps one’s heart rate up while improving cardiovascular endurance. An athlete should do this exercise at 30-second intervals for five minutes. Sprint drills involve running at top speeds over short distances. Sprints are total-body exercises that work both the upper body muscles and lower body muscles. The exercise primarily targets the quads and works the shoulders, abs, hamstrings, glutes, and hip flexors. The athlete should sprint distances of 100 meters for 10 minutes. The recovery time between each sprint should be 2 minutes.

The exercises highlighted above target upper-body and lower-body muscles. These exercises also help the athlete build endurance, speed, agility, and power. As the exercises work all muscles in the body, they reduce the likelihood of injury while improving performance.

Colon Versus Semicolon

Student’s Name

Institution Affiliation

Course Name and Code

Professor’s Name

Date

Colon Versus Semicolon

Most common errors when using semicolons and colons include:

Using a semicolon between two independent clauses.

Wrong: After visiting the orphanage, the charity group donated valuable items; they donated food, clothes, and stationery.

Right: After visiting the orphanage, the charity group donated valuable items: they donated food, clothes, and stationery.

Explanation: The rule I applied in revising my work is that a colon is utilized between independent clauses in cases where the second clause explains, summarizes, or provides an example for the first clause. In the example shared above, the second clause explains the first clause; thus, the two clauses should have been separated using a colon, not a semicolon.

Using a colon to introduce a list of items.

Wrong: When I went to the market I bought: oranges, bananas, pineapples, and apples.

Right: When I went to the market, I bought four different types of fruits: oranges, bananas, pineapples, and apples.

Explanation: The rule that I used to revise my work is that a clause that precedes a colon should be an independent clause. According to this rule, a colon cannot be utilized to separate parts of speech that go together. Since, in the example above, I was introducing a list, I should have made the first clause an independent clause.

Introducing quotations with a semicolon after an independent clause.

Wrong: Emily said: “You are the coolest living creature I have met.”

Right: Emily complimented me in a statement: “You are the coolest living creature I have met.”

Explanation: The rule I used to revise my work is that a colon is used to introduce quotations following an independent clause and not a semicolon. In the above example, the first clause is an independent one thus, quotations following this clause should be introduced using a colon.

COLONIAL EXPERIENCES IN CHESAPEAKE AND NEW ENGLAND

Student’s name

Course

Instructor

Date

Colonial Experiences in Chesapeake and New England

Even though Chesapeake and New England had many similarities, their differences were also astonishing in the face of how their response to the conditions in the environment. The colonial experiences are different in different aspects but also similar in others and therefore varied. Chesapeake colonies included Maryland, Pennsylvania, Virginia, west, and east new jersey, while new England colonies included Rhode island, new haven, Massachusetts bay colony, Connecticut, and Plymouth.. These two groups of colonies began almost at the same time. However, they began for different reasons, which pushed each other further away in terms of the quality of life each of the groups on each side lived. This paper, therefore, discusses the colonial experiences in the Chesapeake and New England islands with a focus on education, purposes of establishment, economy, religion, and life expectancy.

The two different areas where England’s colonization was established for different reasons shaped the experiences each of the two sides got. The puritans mainly settled in the New England area; therefore, the settlement on the land was mainly driven by religious reasons. On the other hand, those who settled on the Chesapeake islands did so for economic purposes. Their form of practice was purely capitalistic. They desired to bring wealth from the colonies to the motherland in England. Therefore focusing on these two different reasons for the establishment, it is clear that the experiences in the two colonies were different. Those in the Chesapeake islands worked more and were more productive, while those who settled for religious purposes were not very productive. Religion in the two colonies also played an important role. This is because most of the Protestants at that time left England to go in search of peace. Therefore these two areas, even though they shared a religion whereby Protestantism was the majority they had no balance since the Chesapeake was not so much concentrated on religion as new Englanders were.

Education was another essential aspect that made the experiences of the two colonial territories challenging to balance. Education in New England was much more than it was in the Chesapeake islands. The difference was almost a 100-year difference in their education levels and which was very difficult to cover. In New England, there were policies like any village with 15 families was to build an elementary school while any town with 100 or more families was to build an advanced middle school. On the other hand, Chesapeake Island had no such rules and, therefore, the education level and quality difference. Therefore the northern part whereby the new Englanders had settled had a higher education than it was for the southerners.

The economy was another defining feature that differentiated these two areas. The southern part of the Chesapeake was mainly focused on the economy and making life better. However, the other part, which is the northern part, was focused on religion, and economic was the least of their concerns. There were distinct social classes in the northern part where the upper and lower classes were utterly distinct. This brought about inequality since the rich made the poor suffer and took away their property, leading to the bacon’s rebellion. The northern side was not so much into the economy; therefore, as long as they had their basic needs satisfied, they did not wish to involve themselves in so much. Most of the individuals in New England were Puritans, and their main focus was religion and education..

Life expectancy in New England was much far higher than life expectancy in Chesapeake. In New England, life expectancy was around 80 years. On the other hand, life expectancy in Chesapeake for men was 43 years, while the life expectancy for women was between 35 and 38 years. This was because the area of the Chesapeake Bay islands was in severe climatic condition. The land chose to build on and cultivate was not wisely chosen; therefore, those who settled there ended up suffering. The water was not clean, and there were a lot of mosquitoes. In New England, the climate was favorable, and the people who settled there were more concerned about each other’s welfare and health than on the Chesapeake Bay islands. This, therefore, explains the difference in life expectancy between the two areas..

In conclusion, the individuals who settled on Chesapeake bay islands were focused on the economy and making the best use of the area, and having as much wealth as possible taken to England. However, new England settlers were focused on finding a good place to practice their religion, and they focused more on education. They were also more communal and social than those who settled in Chesapeake, which is displayed in the life expectancy differences between the two. Therefore colonial experiences were better for the new England settlers as compared to the Chesapeake settlers.

IMPERIALISM, COLONIALISM, AND LIBERTY

Name

Course

Date

Imperialism, Colonialism, and Liberty

Colonialism, liberty, and imperialism are among the essential components of the world’s history as it influenced many nations during the late 19th century and early 20th century. At this period they were the forces at work where the American Imperialism was significantly felt as well as many African nations experiencing direct colonization from the European superpowers. At this era, slavery has been abolished in Great Britain and its powers following the influence of the Anglican Low Church around the mid19th century. Therefore, the superpowers were in a rush to acquire many colonies as a measure of getting market to their industrial products, exploitation of raw materials for the advancing industries as well as maintaining their national superiority. Regarding their advantage, the Europeans superpowers were faced by some opposition from the inferior nations which lead to the emergence of the resistance movements. The imperialism and colonization also met China by the British which significantly led to the beginning of the Opium wars as the local rulers opposed the colonial rule and domination. In this discussion, the critical analysis of imperialism, colonialism, and liberty is elaborated in a profound extend in comparison of their effects in South and Central America, Africa, and China.

In understanding the meaning of imperialism, it is state of the superpowers having an economic, cultural and military influence on the other nations in the world. The late nineteenth century is significantly referred as the Age of Imperialism as it is the time that many word’s superpowers expanded their territorial possessions the United States of America is among them. The primary motivating notions towards imperialism were obtaining natural resources, wealth accumulation, subduing their enemies as well as winning power and glory. The motives were similar among all the European controls, and it is during this time they spread their territories across the borders. The combination of centralized governments, industrialized economies and sea powers made the European nations capable of setting empires all across the world. Their production determined the primary drive of was getting raw materials for their industries as the good they exchanged. In comparing our nations of interest in this discussion, the South and Central America were different from Africa and China as they acquired liberty at this period and they were part of the nations the enhanced imperialism to other countries.

In Africa and China in the early twentieth century were subjected towards imperialism as the European superpowers exploited large industrial products from the natural resources available. They were made market spheres where the European nations could take their finished industrial products in exchange for other goods adverse in their motherland. The different types of imperialism evident during this period include economic, colonial, social-cultural and political hegemony. Colonial imperialism involves the colonial powers having complete control of the region with domination of the social-cultural, economic and political sectors. Africa is an excellent example of the nations that experience this kind of imperialism where the conquered area had no independence and lived for the beneficiary of the imperialists. Economic hegemony is the kind of rule where the subjugated had the freedom to run their government, but the imperialist had complete control of the businesses and other trading activities. The imperialist had significantly prohibited the rights of their subjects to trade with other nations, and the imperialist companies have the power of exploiting the natural resources. China is an excellent example of the country that experienced this kind of imperialism especially when it came to Opium trading.

Furthermore, political imperialism involved the conquered nation having a government with the local leaders on the top positions, but they ruled according to the imperialist country’s ways. The local government was at sometimes wholly overpowered as it was the case with the Qing China at the late ruling and at some nations temporal as it was evident in the Dominican Republic that was under United States imperialism. Finally, social-cultural hegemony involved the dominant countries intentionally trying to change the religious beliefs, traditional customs, and languages in the conquered lands. For instance, in Africa, the British ensured that English was taught in school and the western cultures were put place. The imperialist nations significantly assumed that their perceptions were superior and they at instance bring developments in the society. The imperialism in Africa and China significantly lead to the development even though the Imperialists were the ones who much benefited.

In the nineteenth century, the America imperialism significantly developed as a result of the American exceptionalism that suggested that the United States imperialism was unique from other superpowers in that it had the mission of spreading liberty and democracy to the inferior nations all over the world. The American imperialism significantly refers to the cultural, economic and military effect of the United States to other countries in the World. During this period, industrialization had adequately developed in America, and the people involved in business sector had a diversification aim of establishing a market in other nations across the borders. Furthermore, the social Darwinism spreading in land that led to the belief that America had the inherent responsibility of bringing impressions regarding Christianity, democracy, and industrialization to the developing societies in the world. This concepts among other notions towards getting the market to sell their product and acquire sources of raw materials for their industries made American nations get motivated towards imperialism.

Among the nations that America exerted the social, political and economic control during the age imperialism include Cuba, Philippines, Korea, Japan, and Austria. Among the most separate instances of American imperialism during this era was the seizure of Hawaii during the year 1898. It effectively allowed the United States to own and be in power of all ports, military equipment, buildings, public property and harbors that was legally owned by the Hawaiian Islands government. The imperialism of America was significantly faced by the opposition in 1898 by the American Anti-Imperialist League that was established in the United States. The debate was against the Americans imperialism as they believed that it was the primary factor that led to the start of the Spanish-American war as well as violating the doctrine of republicanism. They were not against the expansion of the American territories to other nations, the spread of Christianity, commercial development as well as other actions on the humanitarian ground. Therefore it is distinct that during the late nineteenth century the South and Central America were a step ahead of Africa and China as they had the liberty and struggled to diversify their territories to other nations through imperialism.

Looking China into an in-depth extent as a nation during the turn towards the twentieth century, it was among the countries that struggle to curb imperialism and colonialism among its territories. The Europeans have weakened the Qing dynasty to the extent that economic and political hegemony was apparently evident in the region. The British had been fighting for the legalization of the Opium trade in the nation with considerable opposition from the government. However, the Chinese government was forced into agreements during the Opium wars that significantly granted the British power to conducted business into other local parts of the country apart from Canton port where their empire was based (Hevia, 2003), 174-179. The first Opium War was held between China, Britain, and France. The Chines government had taken action against Britain Opium commerce where they captured their ship, lowered the Britain flag and restrained the Chinese squad members who were later released. The act stimulated Britain’s acted of bombarding the Canton port and other territories in China as a way of avenging. The French supported Britain into the claim that their missionary had been intentionally killed in China.

The second Opium War started after the act of Chinese government demanding to prosecute the Britain people who had killed a Chinese at the Canton Port. The British government protected its citizens from being punished by the Chinese government and significantly sent its military to deal with the allies. To curb the wars China was forced to sign treaties that significantly offered the Britain rights towards commerce in the country, allowed Christianity missionaries and the Europeans were added other territories in Hong Kong as well as give the right to trade into the local regions. From there, Britain freely sells Opium among other products with Chinese, and the local people were adequately addicted to the drug leading to cultural and economic degradation. Also, the Qing dynasty was significantly weakened by the Taiping rebellion led by Hong Xiuquan, which was based on fighting for women equal rights and was made of the peasant farmers among other people who were against the charismatic rule. The European took advantage of the china’s sphere separation hence their capacity to dominate the region economically. Comparing the imperialism in China and Africa was to some extent different as in Africa the European portrayed colonial imperialism while in China they majored in economic hegemony.

In consideration of the above discussion, during the late nineteenth century, these nations had different impacts regarding colonization, liberty, and imperialism where the American countries gained freedom while most of the African nations were significantly colonized and faced by European nations’ imperialism. China was subjected to imperialism by the British government as well as the marginalization of its government ruling. Apart from the America getting liberation it significantly spread its unique imperialism to other nations in the world which were a democracy and industrial base. The United States emerged as the new superpower in the world during the late nineteenth century and significantly gained territorial expansion. On the other hand, even after the end of slavery the Africa nation and China continued to undergo through the superpowers’ suppression through colonization and imperialism. The scramble and partition of Africa led to their loss of independence through colonialization as well as overexploitation the natural resources, but it significantly led to industrialization and technology advancement in the nation. The turn towards the twentieth century is essential to the history of the word and will be vital in the education sector to the present and future generation. Additionally, it plays a vital role in understanding the nations’ diversity during this period as well as the civilization of America, China, and Africa.

References

Hevia, J. L. (2003). English Lessons. The Pedagogy of Imperialism in Nineteenth Century China, 174-79.

Cognitive Dissonance: Abortion after Rape

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Abstract

Holding two conflicting thoughts and beliefs can easily result to the upheaval of human rationalization. Cognitive dissonance forces individuals to perform actions that bring about psychological discomfort, thus, influences apposite decision making. However, cognitive dissonance is vital for psychological development in human beings. For example, considering an abortion after rape will cause cognitive dissonance for the victim. However, dissonance allows individuals to make value judgments, assessments, and valuation of the situations presented to them. Understanding the influences of cognitive dissonance on decision-making is an excellent way to develop individual ability to make precise choices.

Key Words: Cognitive Dissonance, Abortion, Rape

Introduction

Normal human behavior requires that individuals search for constancy in their values and discernment of situation. Cognition refers to knowledge, which can be translated to attitude, behavior, or value (Cooper, 2007). Individuals hold a multitude of cognitions concurrently, which can be in extraneous, consonant, or dissonant interactions with each other. In psychology, cognitive dissonance refers to the uncomfortable feeling arising from having two conflicting thoughts and perceptions about a situation (Cooper, 2007). Cognitive dissonance is a common occurrence in human life, but it is predominantly noticeable when individuals are presented with situations conflicting with their self-identity. Self-identity comprises of values and beliefs that are integral to an individual’s distinctiveness. Subsequently, when individuals experience an inconsistency between their beliefs concerning behaviors, something must be done to eradicate or lessen this dissonance (Cooper, 2007).

This paper presents a description of a situation that causes cognitive dissonance. The paper explains how the situation influences an individual’s decision to engage in behavior that violates their values, beliefs, attitudes and morals.

Abortion after Rape

Abortion is a subject that has spawned numerous debates regarding the ethical and moral values associated with the act. Abortion after rape has generated even more debate as it provokes what cognitive dissonance with the affected. Indubitably, the majority of people hold the belief that abortion is immoral because it involves obliteration of the life of another (Evans, 2002). Accordingly, most state authorities associate abortion with criminal activities and the act is prohibited in most states. However, the same authorities consent to abortion after the event of a rape owing to the nature of the deed (Evans, 2002). Upon a closer examination of the issue, it is evident how cognitive dissonance may result from such a situation. A woman who believes that abortion is morally wrong may have conflicting thoughts regarding termination of pregnancy that results from a rape. On one hand, abortion is morally and ethically unacceptable, which constitutes the woman’s values and beliefs. On the other hand, her pregnancy is as a result of rape, which is not only horrible, it also causes a sense of psychological damage to the woman. Carrying the pregnancy to full term implies that the woman will forever be reminded of the atrocious rape event. Terminating the pregnancy will force her to violate her values, beliefs, and morals.

In order to lessen this dissonance between belief and actions, the woman can either carry the pregnancy to full term or downsize her beliefs concerning abortion. Further, settling on the latter would conflict with previously held notions about morality and the concept of performing ethical actions. However, the former would reduce dissonance as it accentuates the need for positive thinking concerning the pregnancy. Here, the woman is compelled to focus of the child’s positive qualities, as opposed to, the perceived flaws.

References

Cooper, J. (2007). Cognitive dissonance: 50 years of a classic theory. London: Sage

publications.

Evans, J. H. (2002). Polarization in Abortion Attitudes. Sociological Forum, 17(3): 397-422.

College Athletes Should Not Be Paid Money

College sports can be defined as “amateur contests whose players come from a restricted subset of the population of athletically talented individuals who we require to be regular students seeking academic degrees” (“Intercollegiate Sports in America”, n.d.). But the reality about college sports is not as simple as the definition of college sports. With the progress of time the concept of college sports has been transformed from an amateur to a professional one and this is because now-a-days the participants in college sports do not merely participate to compete and to show their talent, upholding the prestige of their respective educational institutions, but most of them are much more inclined towards earning money and accomplishing self-gains.

College athletes should not be paid money for their participation and performance and there are several reasons behind the concept of such non-payment. Primarily the lure of financial gain withers away the sportsmanship within the participants of college sports. The inflow of money in college sports can be a disaster for the budget of most of the universities and this in turn can affect severely on the programs and policies related to academic progresses. For an example, the absurd coaches’ salaries that most of today’s colleges spend for winning football bowl games and basketball tournaments (for earning monetary rewards) should be counted as a wastage of money as such huge amount of money, if spend in strengthening the educational systems of these concerned colleges might render better results in terms of creating an educated workforce for the future.

Education is a primary source of money and college athletes are provided with this basic means of earning money by their respective colleges. So it is never fair or ethical for such students (who are also athletes) to ask for monetary rewards for representing their colleges in sports events and for upholding the prestige of their respective colleges by winning sports competitions. Colleges must start to get concerned about such issue because if they carry on paying their student athletes for representing their institutions then actually they are going to put these athletes in jeopardy, and this jeopardy will emerge because the greed for money through participating in sport events will actually reduce the interest of these athletes in receiving higher education, and such disinterest is not at all desirable on the part of a population which is going to be the future of the country. And this fear is looming large in the realm of NCAA, as this governing body has understood that “the mere notion of paying college athletes undermines the university’s primary purpose – education, something far more valuable than a modest annual stipend proposed by many. If it currently appears that the universities “don’t really care” about the athlete, paying them would intensify that belief, not dissolve it” (“Intercollegiate Sports in America”, n.d.).

The administrative body of many of the colleges in the United States argues that it is better to pay the college athletes to participate in inter-college sport competitions and win monetary rewards as such financial rewards are actually used in developing the overall infrastructure of the colleges including the educational framework. But this is only a partial truth because there are different other games apart from football or basketball spending on which the colleges actually drain their money without any potential return on investment. It is noteworthy that “only a fraction of Division I football and men’s basketball programs turn a profit…The other Division I football and basketball programs as well as sports such as baseball, softball, golf, hockey, women’s basketball (minus a couple of notable programs), and just about all Division II sports not only fail to make money, but actually drain their athletic budgets. The outcome here would be inevitable: Forcing athletic departments to pay its football and basketball players would result in the eventual elimination of most, if not all, of the non-revenue sports” (“Intercollegiate Sports in America”, n.d.).

In the money game the colleges often are forgetting that their athletes are their students first and sportsperson later on. They are forgetting the simple truth that “mind that student-athletes are not employees of the university, rather they are students first and athletes second” (“Intercollegiate Sports in America”, n.d.). The primary duty of any educational institution is to enhance the knowledge of its pupil but in today’s America most of the colleges are much more inclined to enhance their prestige in the realm of sports and thereby earn more and more money by winning inter-college competitions. And due to enrolling in the rat race of earning money through sport competitions these colleges are actually forgetting that they are paying money to their student-athletes, increasing their monetary demands, deviating their focus from education to money-making, and thereby, putting their future at stake. So, judging from this angle too, it must be admitted that paying the student-athletes is unethical and immoral.

Moreover, it should not be negated that by paying money to the student-athletes the economically sound colleges are creating a disparity in the realm of college sports. This is because the colleges who have more money in their treasury are much more able to pay more and more money to their student-athletes and to their coaches while other colleges with less monetary strength fails to higher big-shot coaches and are less able to pay sufficient money to their student-athletes. And such inequality in the expenditure is actually affecting the domain of college sports because the highly paid coaches are much more motivated than their low-paid counterparts, to bring the winning trophy to the respective colleges which hired them. So, it is observable that some of the colleges in order to earn money through college sport competitions and most of the student-athletes in order to secure themselves financially are actually paving the way for the spread of economic disparity at the very basic level.

It is a reality that “From the moment the full-scholarship papers are signed, each participant’s role is very clear: Schools accept the responsibility of the student’s tuition, meal plan, and boarding, while the athlete is provided with the opportunity to earn a degree, engage in college life and play their favorite sport in a well-organized, and often high profile fashion” ” (“Intercollegiate Sports in America”, n.d.). But the student-athletes, due to the influence of the modern trend of earning money through representing their respective colleges in sport events, are actually misinterpreting the agreement and they have now taken the academic part as granted and they are now considering formal education less important than participating in college sports as the latter for them is now a means for earning money. And now it has become an undeniable fact that presently “a college education is not held in the same esteem and worse yet, some see it as simply an opportunity to earn money” (“Intercollegiate Sports in America”, n.d.).

In conclusion, most of the colleges have now enrolled themselves in the rat race of earning money through college sports and this has paved the way for student-athletes to show their disregard for formal education and their adherence to the money-making policies like participating in college sports and winning competitions for their respective colleges. This is a harmful trend and if this trend carries on then the time is not too far that colleges will be producing greedy sportspersons respecting only money as their God and disregarding education considering it as an obsolete thing which is unworthy in gaining financial profits.

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References

Intercollegiate Sports in America. (n.d.). Lombardi. Retrieved March 11, 2013, from http://lombardi.lsu.edu/his11/week_11.html

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Cognitive Valence Theory

One thing that no one can avoid is socializing with other people. The world was created so that people will have to live with one another at one point in life, identical to all other living things, including animals. Frankly, a man-to-man relationship is known as one of the most complicated types of relationships, as people have to tolerate each other’s traits, whether bad or good, to survive. Living with one another involves a special kind of intimacy, which is explained by cognitive valence theory. This theory explains the type of intimacy between different relationships, defined by blood, marriage, or general friendships.

Relationships discussed in this type of theory may include family relationships, which provides for can be described as the mother-father-to-child relationship. There are extended parties in this relationship, where grandparents, uncles, and other close people fall under this category. The other connection is a colleague-to-colleague relationship, which happens to be the closest one as most workmates spend most of their time together (Schunk, Ellen, 25). Unfortunately, most working-class society pays most of the day at work, only to return a few hours home. Married people are another example of a relationship where two people mutually agree to stay together for the rest of their lives. Marriage is one of the most complex types of association, as it involves vows and other agreements.

Cognitive valence theory explains how such relationships should be maintained by giving a thorough explanation of how this kind of theory relates to the real world and what is happening today (Kim, 99). When people connect, some problems may arise whereby both parties might end up arguing or misunderstanding. Intimacy, in this case, is divided into two, where cognitive valence proves that people’s actions against one another determine how long or strong the relationship might be (Altmann, 192). The first category of intimacy is the positive one. Each of the relating parties agrees with one another, is at peace, and each other’s actions do not hinder the other party in any way.

The second type of intimacy is the negative one, where a friend feels disconnected, and everything the other partner does is not pleasing to them. It is also referred to as the distant project, where one or both of the parties in a relationship feel disconnected from one another and no longer feel close to the other person. Closeness in this matter happens to be the critical measure of how people relate to one another. Individuals believe that one has to be close to one another to prove that the relationship is going well (Beck, 16).

Affection and intimacy are also closely related to the type of relationship one will have with one another. People believe that the relationship bond is usually strengthened by focusing on promoting positive valence in a relationship. The actions that each partner has on one another determine the relationship the two will have, hence proving that society focuses on what people do in judging the strength of intimacy people have. If one cares for one another, people tend to believe that the individuals should ensure that they do all it takes to keep the relationship solid and intact. Below is a case that happened to me in a university that explained the real meaning of cognitive valence and how its relevance affected decisions made by people involved in the scenario.

Personal Story Text

Being black in a white-dominated school was not easy for me. Since childhood, I have watched other children play together, living with a few black friends and me playing on our playgrounds due to our complexion. After high school, I thought my struggle was over and that I could meet new students who could love and accommodate me for who I was. Things turned out opposite as I found myself in a class of thirty students; among them, I was the only black one.

The first week in the university felt like hell to me as I was lonely. I had managed to make two white friends, who were still afraid of socializing with me due to fear of their colleagues (Shuman et al. 261). I faced rejection in discussion groups, lecture halls, and other gatherings where no one bothered to talk to me until I met a childhood friend from nowhere in the school. Mike was one of my childhood friends, a white boy who grew up in a black neighborhood; he knew me pretty well. I explained to him how the supervisors mistreated me, ignored me in the class, and did other injustices, and he was very sorry for me.

At last, I was happy I had someone I could trust and talk to in the white denominated school, which gave me no chance to learn peacefully. Mike made it a habit of visiting me every day, and sometimes he almost got into fights trying to protect me from bullying until we graduated from school. After three years, I was happy to move out of the university, with a lesson learned the hard way. Up to date, Mike and I are still good friends, and I always remind and thank him for the sacrifices he made for me despite being white. I always prefer our friendship as a special one, as it defines what a friend should do for one another (Palmer, Karen, 8881). Our interpersonal relation with Mike, the white students, and the administration was based on several guidelines that defined our type of relationship with one another in the university.

According to cognitive valence, culture is one of the guidelines or ideas that define a person’s kind of relationship with one another. Culture, in this case, can be defined as the way people behave, the environment they are in, the beliefs or other norms that govern the society they live. In my case, the culture of the people at the university did not allow people from other races, or instead, the administration was not happy about the issue (Kim, 110). The people in the area behaved in a pattern which explained clearly that they had not planned for any visitors or intruders in their school.

Education is an art. Having a school dominated by one race means that the people in the area embraced education as the simplest form of skill in the region, where they opened schools for their children only. Education being an artist means that it was a flexible form of culture, where people had accepted that changes might occur in the future. Discriminating the black students was a sign of a lack of essential values in society. The children’s behavior was uncontrollable hence proving that these students had not been grown up with the needed values in the community.

My personal goal was to complete my studies and pass them well, just like any other scholar. The other students had the same motive, but their culture did not allow them to act humbly as they felt black domination in their school was intruding on their peace. Some of the practices that they did were not always pleasing. They mocked me, participated in rallies that advocated the ban of all black students in the school. They were ready to do such practices as they felt their culture was intruded on and that they had to protect it (Anderson, 64).

Personalities

Personalities also differ according to the way a person grew up, the environment, and the individual’s teachings since childhood (Altman, 192). Most of the white classmates had arrogance which had been introduced by how they found their culture. They grew up in a place where some races were not welcome, thus decided to be harsh on them. Their emotions towards blacks are not suitable as they hate them. On the other hand, Mike displayed a different kind of personality, although he was white. He had an accommodating heart, he understood and respected me just like an ordinary human being, and that made him exclusively different from his colleagues. His emotions and feelings were purely good towards other people, as he never supported the idea of discrimination.

The cognitive theory argues that one should, first of all, consider their personality. Honestly, you cannot expect to be treated well when you are not treating other people well. Since I was a child, I was raised with other kids; my parents encouraged me to teamwork and have productive friends (Oatley, Philip, 134). Neglecting me and letting me live my own life affected me somehow, as I thought I would be of help discussing with the rest of the class. Again, it emphasizes that people should learn that not all personalities match with one another.

In this story, personalities differentiate the kind of relationship I had in the school. To begin with, the white students’ attitude towards me made our relationship poor and non-existent, while Mike ensured that we were still close friends, and he respected that. Our friendship helped me a lot as he decided to abide by the promises we had made to each other when we were kids and went against his fellow whites in bullying me (Shuman et al. 261). This idea confirms that cognitive valence speaks the truth about the effect of personalities on intimacy and bonds, where the theory suggests that the policy affects friendships ties a lot.

Interpersonal Valence

One of my happiest days at the university was the moment when I met Mike. I had completely lost hope in making friends in school until the day we met. I felt relieved, revived, and back to normal for seeing him. I had faced a total rejection by the people I was supposed to spend the next three years with, hence meeting an old friend with whom I was sure he could accommodate me was the most pleasant feeling ever. Interpersonal valence in this theory means the feeling of getting back to normal after a period of either failure or denial by close friends (Schunk, Ellen, 22). This feeling strengthens the friendship ties even more, as people remember how much they should be there for each other and act on it.

Interpersonal valence can also be defined as the turning point of a dying relationship or bond. An individual may decide to come out clear to another partner about their fate in the period of giving up. If the message is acceptable, this sudden change of mood and emotion may also be called interpersonal valence, where individuals enjoy the team up but in a secret way. That outward feeling of happiness that an individual expresses after such situations also determines if both parties will make peace or there will still be a grudge.

State

My communication with other students in the class and the university was relatively poor. Some of the supervisors supported chasing away the blacks; hence communicating with them was a bit hard for someone like me. The state between the people around me and me was not suitable, as the only person whom we spoke well and related with was Mike. The theory of cognitive valence argues that when the state of the situation is terrible, communication becomes a problem; hence most of the activities cannot be carried out like usual (Palmer, Karen, 8879). In my case, I was on bad terms with almost everyone around me, thus confirming that I could not get important information from some people.

Cognitive valence says that communication is the essential thing in everything we do. Without proper communication, trust is completely lost between the parties, and the first problem comes in there. This theory states that communication has to flow well between parties that have a relationship to maintain respect and bond with one another (Beck, 15).

Relationship

To begin with Mike, my relationship with him began when we were young; hence, I always referred to it as vital. He proved correct when he chose to oppose his fellow whites’ for the sake of our friendship. Despite all the challenges we had, our bond remained strong, meaning that the kind of relationship we had was honest and promising (Beck, 6). The classmates, on the other hand, had made me look like an outcast in the class, where they neglected me in almost every activity they did. My relationship with them was not generally okay; thus, I can term it as weak. According to the theory of cognitive valence, for intimacy to be intense, the relationship should also be rigid enough.

This theory explains how relationships are influenced and affected by different issues due to personal feelings, environment, or other actors. How a person relates with one another precisely defines how one feels about them, confirming that relationships are closely linked with peace and more vital bonds in intimacy. Unlike other requirements in intimacy and closeness, the relationship tends to be a little different (Anderson, 65). Being unwanted in the society may lead to negativity in the actions taken by both parties hence

Valence violations

According to this theory, valence violations can be termed as the measure of negativity or positivity from an expected source of information (Kim, 99). In this case, negative valence is considered the types of friendships that people create and end up losing due to mixed choices and misunderstandings. On the other hand, positive valence can be defined as superficial friendships, which are started by willing parties and end up lasting for a more extended period. The theory also clarifies the importance of positive valence, whereby the extent to which positivity occurs determines the outcomes of a relationship.

Again, valence violations explain the importance of the six guidelines, which generally define the meaning of cognitive valence theory (Altman, 192). Some of the guidelines that describe the theory are culture, which was discussed in this paper earlier, art representing the skills that the people have, values that guide them in their daily lives, goals that lead them in decision-making, and practices that take place in their community. The idea of valence violations explains what might happen to people in a relationship or intimacy if they fail to observe any of the guidelines.Works Cited

Altmann, Ulrike, et al. “The power of emotional valence—from cognitive to affective processes in reading.” Frontiers in human neuroscience 6 (2012): 192.

Andersen, Peter A. “The cognitive valence theory of intimate communication.” Progress in communication sciences (1998): 39-72.

Beck, Aaron T., and Emily AP Haigh. “Advances in cognitive theory and therapy: The generic cognitive model.” Annual review of clinical psychology 10 (2014): 1-24.

Kim, Young “Sally. “Application of the cognitive dissonance theory to the service industry.” Services Marketing Quarterly 32.2 (2011): 96-112.

Oatley, Keith, and Philip N. Johnson-Laird. “Cognitive approaches to emotions.” Trends in cognitive sciences 18.3 (2014): 134-140.

Palmer, Stephen E., and Karen B. Schloss. “An ecological valence theory of human color preference.” Proceedings of the National Academy of Sciences 107.19 (2010): 8877-8882.

Schunk, Dale H., and Ellen L. Usher. “Social cognitive theory and motivation.” The Oxford handbook of human motivation (2012): 13-27.

Shuman, Vera, David Sander, and Klaus R. Scherer. “Levels of valence.” Frontiers in Psychology 4 (2013): 261.