Three things you can do with a pack of chewing gum Essay

Three things you can do with a pack of chewing gum - Essay Example Firstly, chewed gum can be used as an assistant tool for drawing contour lines. In most cases, contour lines are irregular, and they cannot be drawn by common tools. Designers usually leave the traces of mistakes visible to use as references for drawing the correct lines. However, being slightly confused by these reference marks is a common phenomenon during the process of professional drawing. Instead of using tentative care, chewed gum can be competently used as references in this context. The main ingredient of chewing gum is gum base. When the chewing gum is in people’s mouths, it gains elasticity with the help of saliva and bodily temperature (Saverson). This feature of elasticity means that the chewed gum can stretch to a long and narrow line. One interesting example of using the stretched chewed gum, is drawing contour lines on topographical maps. To do this, the individual must arrange the stretched chewed gum on the paper to show valleys hills, and the steepness of sl opes. After the process of adjustment, they must then trace along the stretched chewed gum with pen. Finally, if they remove the line of chewed gum a neat curved line will remain. The flexibility of the chewed gum makes the adjustment much easier while the stickiness of it helps to adhere to the paper. Another interesting and potentially useful characteristic of chewed gum is its stickiness. Some people use this characteristic for a special hobby – collecting insects. During the process of making insect specimens, an insect needle is a vital piece of equipment. However, sometimes the insects are physically too small to pitch the needle through. To keep the integrity of insect bodies, the stickiness of chewed gum can help to reach this goal. When making the specimen, the collector must first place the chewed gum into the prepared container. They must then use a lighter to burn the chewed gum for two to three seconds until the gum starts to melt.

Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Annotated Bibliography Example The discriminatory HR policies caused conflict between the two groups, eventually reducing the productivity, whereas favorable policies that encouraged friendly interactions between the local workers and the expatriates, such as buddy systems, greatly enhanced the relationship between the two groups and provided the expatriates with the necessary emotional support in a new country. The reading also reveals that unequal treatment of different groups of workers caused discord, and this feeling of inequality is dependant more on cultural factors and role in decision making rather than differences in pay packages. Practical Implications: The reading implicated that many cross-cultural differences that are usually ignored while making policies, have a significant effect on expatriate-local relationships such as cultural conflicts between two different groups that speak the same language. The reading strongly suggests that significant attention should be paid to the local staff while dealing with expatriates and that the opinions of the local staff are ignored by most of the current HR policies. The reading also points out the importance of considering the social and people skills of the candidates while selecting employees for offshore missions. Value to Reader: The main objective of the reading is to note the need of updating the current expatriate policies. Nowadays, most of the local workforce for the western companies has the same skill levels as the expatriates and any measure of them being treated unequally by the management will have a negative impact on the motivation of the staff and hence the productivity of the company. The local staff needs to be treated more as an asset as they are more knowledgeable regarding the culture of their home country and possess contacts that could help the parent companies. Additionally, local employees need to be prepared for the incoming expatriates as favorable interactions,

Migration Rate of Colo16 Cells Exposed to UV Light

Migration Rate of Colo16 Cells Exposed to UV Light Introduction: Cells exposed to ultraviolet (UV) rays of light often supress signalling pathways associated with inflammation as well as the immune system and as a result of activating the p38 mitogen activated protein kinase (MAPK) pathway. Radiation from UV light is from the electromagnetic spectrum and can be divided into two primary wavelengths; UVA 320 – 400 nm and UVB 290 – 320 nm. UVA rays are more dominant than UVB, however both UVA rays reaching the subcutaneous layer of skin and UVB rays reaching the dermis are known to cause the development of skin cancers via damaging the DNA of skin cells (1, 2, 3). The effect of UV light on cells can be measured by determining the time the cells take to migrate back to their normal positions after the creation of an artificial wound. An inexpensive and easy assay to perform to make such measurements is the scratch assay. The scratch assay uses a pipette tip to create an artificial gap between the cells under aseptic conditions and uses high resolution imaging devices connected to an inverted microscope to take pictures of the cells migrating at specific time intervals. The images can then be used to calculate the distances travelled under the different UV exposures and therefore a comment on how the cells were affected under the different conditions can be made (1, 2, 3, 4). In this experiment, Human squamous cell carcinoma (SSC) cells that are known to have a dysfunctional p53 proteins were taken from the epithelial Colo16 cell line and used to measure the migration distances of the cells under different UV exposures. Then the matrix metalloproteinase (MMP) inhibitor GM6001 was added to the Colo16 cells in order to determine if it had an effect on the cell migration distances under the same UV exposures (1, 3, 5, 6). GM6001 is a MMP inhibitor that inhibits the enzyme collagenase which destroys the peptide bonds of the protein collagen found in the extracellular matrix. Collagen is an important component of the connective tissue and helps the cells adhere to their surrounding surfaces. GM6001 has been shown to block the phosphorylation of the epidermal growth factor receptors (EGFR) and inhibit cell migration responses (3, 5). Aims: To determine the migration rate of Colo16 cells exposed to UV light at intervals of 12 hours over 48 hours after the creation of an artificial wound (gap). To determine the effect of the MMP inhibitor GM6001 on the migration rate of Colo16 cells exposed to UV light at intervals of 24 hours over 72 hours after the creation of an artificial wound (gap). Hypothesis: If cells from the Colo16 cell line are treated with the MMP inhibitor GM6001 then it is expected that the mean gap distance will increase when compared with untreated Colo16 cells under the same exposure to UV light due to the inhibition of collagenases that breakdown collagen and the blocking of EGFR phosphorylation. Materials and methods: As per the BIOL2299 2014 Prac 4 lab notes. Results: Raw class data for the untreated and treated Colo16 cell gap distance (mm) is shown in Table 1 and Table 2 respectively. From the class data our group was Group A shown in Table 3 and Table 4, and the mean class data along with its standard deviation values is shown in Table 5 to Table 8. Table 1. Class Untreated Colo16 Cell Gap Distance (mm). Table 2. Class Colo16 GM6001 Treated Cell Gap Distance (mm). Table 3. Group A Colo16 Untreated Cell Gap Distance (mm). Table 4. Group A GM6001 Treated Colo16 Cell Gap Distance (mm). Table 5. Mean Class Colo16 Untreated Cell Gap Distance (mm). Table 6. Class Standard Deviation (SD) of Colo16 Untreated Cell Gap Distance (mm). Table 7. Mean Class GM6001 Treated Colo16 Cell Gap Distance (mm). Table 8. Class Standard Deviation (SD) of GM6001 Treated Colo16 Cell Gap Distance (mm). Figure 1. Line graph showing the mean gap distance of Untreated Colo16 cells under different UV exposures along with the standard deviation values after the creation of a synthetic gap using a pipette tip at intervals of 12 hours over 48 hours post-irradiation. Figure 2. Line graph showing the mean gap distance of Colo16 cells treated with the MMP inhibitor GM6001 under different UV exposures along with the standard deviation values after the creation of a synthetic gap using a pipette tip at intervals of 24 hours over 72 hours post-irradiation. Discussion: From the line graph in Fig. 1, the Colo16 cells under UV radiation showed a slower decline in gap distance compared with the control. And the Colo16 cells exposed to UVA + UVB rays had the slowest decrease in gap distance over 48 hours after the creation of the artificial wound with a gap distance of only 0.200 mm suggesting that both UVA and UVB work with synergy together and the p38 MAPK pathway and therefore cause a delay in wound healing. From the line graph in Fig. 2, the Colo16 cells treated with the MMP inhibitor GM6001 exposed to different UV conditions had a delayed cell migration response when compared to the control GM6001 Colo16 cells that were not exposed to UV irradiation. This may be due to the inhibition of collagenases that help breakdown the collagen found in the extracellular matrix (ECM) of the Colo16 cells via the action of GM6001. GM6001 is a MMP inhibitor that inhibits the enzyme collagenase that normally is involved in the breakdown of collagen of the ECM. This inhibition may affect the cell migration of Colo16 cells during wound healing as a result of the collagen not being broken down by the collagenases in the ECM and therefore resulting in the cells being adhered to their surrounding for a longer time; increasing the time required to close the gap and complete the wound healing process. Discussion questions: What other ways are there to determine whether cells are migrating into the wound or proliferating into it? (Are there morphological characteristics of cell migration or proliferation?) Other ways of determining cell migration or proliferation include: 1 – Immunofluorescence staining: cells can be stained using fluorescence markers that use antibodies to bind to specific antigens associated with cell migration or proliferation such as the proliferating cell nuclear antigen (PCNA) (7). 2 – Laser scanning confocal microscopy: cells can be viewed under high resolution and the morphological features of migrating cells can be observed such as the formation of fibrin matrices, an increase of length, width and total spread of fibroblasts (7). 3 – Boyden chamber: which measures cell migration via the determination of a chemical gradient based on chemicals release via chemotaxis during cell migration (7). What is a Boyden chamber and why would you use it? Give 3 examples of where it can be used. A Boyden chamber is an in vitro chemotaxis assay that measures cell migration via the analysis of leukocyte chemotaxis, where cells are placed in pores at the top of a chamber and allowed to migrate through its pores containing chemotactic agents. After incubation the cells are stained and the number of cells that have migrated to the lower portion of the chamber (8). The Boyden chamber can be used to measure: 1 – Cell migration based on chemicals released to the cell’s surrounding, and determine if a specific chemical causes the cells to migrate towards or away from the stimulant (Chemotaxis) (8). 2 – Cell migration based on the gradient of specific extracellular matrix proteins, and determine if a particular protein causes the cells to migrate towards or away from the protein. This can be done via the coating of the chamber with the protein of choice (Haptotaxis) (8). 3 – Cell migration rate of tumour cells through the vascular endothelium toward specific chemokines (8). Describe 3 limitations of the scratch method. Some limitations of the scratch method include: 1 – Creation of an artificial wound of the same approximate width can be extremely difficult and any variance in the gap distance between the different cells at time 0 hr can greatly affect the significance of the results (4). 2 – The incubation of the cells after the creation of the wound (scratch) has to be long enough to help the cells migrate during the fastest time frame and any variance in this may lead to the cells not migrating equally, therefore affecting the results. Also, the temperature and environmental conditions of the incubator have to be at their ideal values for healthy cellular migration (4). 3 – Highly time consuming, in order for the readings to be statistically significant at least 100 readings of distance for each sample and each experiment must be repeated at least three times. As a result, this creates copious amounts of data that consumes a lot of time and energy to analyse (4). If you are investigating cell growth factors on cell migration, should serum be present in the media? Explain your answer. Yes, Serum containing the growth factors should be found in the media in order to study its effects and the growth factors should be soluble in the serum and added to the media before the addition of cells in order to be equally distributed in the solution (4). What are the main differences in investigating a scratch assay using non-transformed vs transformed cells? Transformed cells are transfected with a plasmid coding the gene of interest along with a plasmid marker before the conduction of a scratch assay, whereas non-transformed cells are investigated without being transfected with a specific plasmid (4). Apart from taking photos of the cells over time, propose another way you may be able to show cell migration. Cell migration can be shown via the conduction of an electric cell-substrate impedance sensing (ECIS) in vitro cell migration assay that measures cell migration via the creation of a wound by passing an electrical current through the cell and causing electroporation. Then cell migration is measured via the calculation of the cell’s impedance in ohms over a specific time as seen in Fig. 3 (9). Figure 3. Typical ECIS data involving the electric cell-substrate impedance sensing (ECIS) in vitro cell migration assay (http://www.biophysics.com/woundhealingpubs.php#ECIStheory). Which of the methods is the one that most labs would not use, explain why you think this would be so. Most labs would not use the ECIS in vitro migration assay due to its expensive cost and it’s relatively time consuming cell type dependant incubation times. Another in vitro migration assay that would not be used in labs is the microfluidics-based system due to its need for nanofabrication facilities and its reasonably very expensive cost (4). Conclusion: In conclusion, Colo16 cells under UV radiation showed a slower decline in gap distance compared with the control. And the Colo16 cells exposed to UVA + UVB rays had the slowest decrease in gap distance over 48 hours after the creation of the artificial wound with a gap distance of only 0.200 mm suggesting that both UVA and UVB work with synergy together and the p38 MAPK pathway and therefore cause a delay in wound healing. Whereas, the Colo16 cells treated with the MMP inhibitor GM6001 exposed to different UV conditions had a delayed cell migration response when compared to the control GM6001 Colo16 cells that were not exposed to UV irradiation. This may be due to the inhibition of collagenases that help breakdown the collagen found in the extracellular matrix (ECM) of the Colo16 cells via the action of GM6001. This inhibition caused by GM6001 may affect the cell migration of Colo16 cells during wound healing as a result of the collagen not being broken down by the collagenases in the ECM and therefore resulting in the cells being adhered to their surrounding for a longer time; increasing the time required to close the gap and complete the wound healing process. References: BIOL2299 Biology of Tissue Growth and Repair Manual, 2014. Reichrath J, Rass K. Ultraviolet damage, DNA repair and vitamin D in nonmelanoma skin cancer and in malignant melanoma: an update. Advances in experimental medicine and biology. 2014;810:208-33. Muthusamy V, Piva TJ. A comparative study of UV-induced cell signalling pathways in human keratinocyte-derived cell lines. Archives of dermatological research. 2013;305(9):817-33. Liang CC, Park AY, Guan JL. In vitro scratch assay: a convenient and inexpensive method for analysis of cell migration in vitro. Nature protocols. 2007;2(2):329-33. Grobelny D, Poncz L, Galardy RE. Inhibition of human skin fibroblast collagenase, thermolysin, and Pseudomonas aeruginosa elastase by peptide hydroxamic acids. Biochemistry. 1992;31(31):7152-4. Moore GE, Merrick SB, Woods LK, Arabasz NM. A Human Squamous Cell Carcinoma Cell Line. Cancer Research. 1975;35(10):2684-8. Chen HC. Boyden chamber assay. Methods in molecular biology (Clifton, NJ). 2005;294:15-22. http://www.cellbiolabs.com/boyden-chamber-assays http://www.biophysics.com/woundhealingpubs.php#ECIStheory

Financial Liberalization of Pakistan Essay example -- Economics Financ

In 1974 all banks of the country were nationalized, with the objective of providing the capital for top priority projects or investments, and to ensure the depositor's capital safety. Although this step was taken for the socio-economic benefits, however, the required results could not be obtained. And under the public sector's ownership and supervision the banking sector proved inefficient (Haque 1997), which leads the lower saving and investment, so as a result economic growth decreased (khan and khan 2007). Besides other problems, the lower range of financial products and unavailability of consumer and mortgage financing also included in nationalization system (Haque 1997, Limmi 2002). So, to prevent from financial crises and for efficient working of financial markets, a strong and effective supervisory system was necessary (Caprio and Klingebial 1997). So, after a decade of nationalization the need for some change in the financial system was felt. It was fore step for new reforms, and at the end of 1980s the reform program was initiated. However, the major reforms came in 1990s. In 1990 seven domestic and seventeen foreign banks were working in Pakistan, these seven banks have public sector ownership with a broad network of branches, and more than 90 percent assets of banking sector (as shown in Table: ). In that period there is not a single private bank, while seventeen foreign banks had only forty-five branches and less than 8 percent of total banking assets, their major concern was to deal international trade. (SBP) In 1990 there were three regulatory bodies i) State Bank of Pakistan; the major tasks performed by SBP are conducting the monetary policy, issue directives to commercial banks regarding reserve requirement an... ...ing Companies Ordinance (1997) were repealed through promulgation of Banking Companies (Recovery of Loans and Advances, Credit and Finance) Ordinance (1997). To increase the role of SBP as regulator government divides it into three organizations, i- SBP as central bank ii- SBP-banking services corporation (SBP- BSC) iii- National Institute of Banking and Finance (NIBAF). Works Cited Caprio, G, and Daniela K, (1999), Episodes of systematic and borderline financial distress, Manuscript, The World Bank. SBP (2004) â€Å"Financial Sector Assessment†, Research Department, State Bank of Pakistan. Karachi Haque, Ul N. (1997) â€Å"Financial Market Reforms in Pakistan,† The Pakistan Development Review Part-II, pp: 839-854. Limi, A. (2002), â€Å"Efficiency in the Pakistani Banking Industry: Empirical Evidence after the Structural Reforms in the Late 1990s† Unpublished

Boy at the Window Poetry Analysis Essay

In the poem â€Å"Boy at the Window,† Richard Wilbur uses imagery, tone, and theme to show what his purpose in this poem is. At the end of the poem, the author wants the reader to understand that we should not feel bad or sad about something that we don’t understand. Richard Wilbur’s use of imagery in the poem helps us to understand his purpose of this poem. The stanzas in the poem paint two completely pictures in your head when you read them. The first stanza makes you see the snowman as a blue object that is always lonely. The second stanza paints the picture of the snowman’s view of the little child who is sad about something that he does not understand. In the first stanza, the poem is showing how the little boy sees the snowman â€Å"standing all alone† and â€Å"returns him such a Godforsaken stare†. The little boy sees the snowman as lonely and creates a depressing image of the snowman in your head. In the second stanza, you hear the snowman’s view of the little child in the window and how the little boy does not understand. The snowman is shown as sad in the second stanza, but not because the little boy does not understand that the snowman is happy outside. It is because the little boy should not be sad when he is warm inside his home, surrounded by love, but yet so frightened and moved about the snowman being alone (â€Å"such warmth, such light, such love, and so much fear†). So the author creates a really great sense of imagery throughout the poem because of how you see the snowman at first, then the picture in your head changes when you hear the other side of the story. The author also had a great tone throughout this poem as he shows us his purpose and his theme that people should not be sad or fear something if they do not understand it. The tones of the stanzas vary or differ when you go from to the second stanza. In the first stanza, the tone is sad or deeply upset because of the word choice that the poet uses. When the boy â€Å"weeps†, you get the feeling of sadness and that the boy is not happy. Also, the child’s sight is described as â€Å"tearful† and his reach described as â€Å"hardly†; which are words used to describe saddening events. The snowman is seen as a â€Å"pale-faced† figure and is compared to the â€Å"outcast Adam†. These words are not used to describe a happy or content situation, and they are describing a sad view of a snowman. In the second stanza, the tone is happier, but not completely joyous or happy. The snowman is â€Å"nonetheless, content† so he is not sad being outside or being all alone. The snowman’s eye is seen as â€Å"soft† and his tear is seen as â€Å"a trickle of the purest rain†. When you use the word â€Å"purest† it doesn’t relate to sad or happy events because the word describes a neutral event. The poet creates a great tone throughout the entire poem, which is sad for the first stanza and kind of neutral for the second stanza. Using imagery, tone, and theme throughout the poem â€Å"Boy at the Window†, Richard Wilbur shows that you shouldn’t feel bad or get upset about something that you do not understand. The author’s use of imagery in the poem is what paints a wonderful picture in your head as you read, and that helps you to understand the author’s purpose. Tone plays a big role in the poem also because of the way you get to hear the different sides to the story and how that impacts the author’s purpose and how it’s portrayed. This poem was very well written and did a very good job of using literary elements to portray the author’s purpose and the theme.

Cognitive orientation to learning Essay

While the behavioural orientation dwelt on the environment, the cognitive one looked at the learner’s mental process; it is concerned with cognition, which is the process of knowing. It recognises the importance of the environment while at the same time exploring changes in the inner cognitive organization. James Hartley (1998) identified some important principles of learning related to cognitive psychology. The principles identified are as follows: proper organisation of instruction, clear structure of instruction, use of perceptual features of the task, importance of prior knowledge of the subject, the view that differences between individuals affect learning, and use of cognitive feedback to inform the learners about their failure or success. Humanistic orientation to learning This orientation was developed in the 1970s and 80s, and concerns itself mainly with the human potential for growth. Learning is seen as a form of self actualisation, contributing to psychological health (Caffalerra, 1991). Although self-actualization is perceived as the principal goal, other goals related to other stages are also present, including accomplishment of impulses (Maslow, 1970). The best insight into the humanistic orientation to learning was done by Carl Rodgers (2003), who stressed on education with the whole person and with their experiences, intellect and feelings. Some of the important elements involved in experimental or significant learning are as follows. It involves personal involvement, it is self-initiated, pervasive, evaluated by the learner and its essence is meaning. Social orientation to learning According to this orientation, people learn by observation of others in a social setting (Merriam and Caffarella, 1991). However, observation does not allow the learners to see the outcome of the other people’s behaviour in order to have some idea of what might happen when one acts in a certain way. This orientation concentrates on attending to behaviour and rehearsing on how it might work in various situations. In this model, behaviour is as a result of the interaction of the learner with the environment. Instead of looking at learning as acquiring some forms of knowledge, this model also incorporates social relationships, which are situations of joint participation. According to Tenant (1977), this model has the advantage of paying attention to the need of understanding knowledge and learning in context. The model is limited by the fact that learning that is unrelated to the life situation or context. Moreover, situations can arise where the community of practice has power relationships exhibiting participation and entry (Wenger, 1999). Part Two Learning and development supports and enhances organisational development Any form of learning, training and development is aimed at improving the learners as well as their performance, leading to organisational development. Organisational development is not just concerned with sending people to course to get trained. On the contrary, it is about encouraging people to examine and challenge any assumptions acting as a filter for learning. Learning is usually motivated by the need to arrive at solutions to problems, whether one wants to move away from a particular state; such as conflict, lack of team collaboration and lack of skill, or wants to achieve greater satisfaction personally or within an organisational setting. Learning has been described by organisations as the only competitive advantage that any organisation may have, since it responds to the ever unpredictable and dynamic business environment. Learning in organisations enables the organisations to make proper use of the immense mental capacity of its members, creating the type of process needed to improve it (Dixon, 1994). An organization that encourages its members to learn eventually ends up improving and transforming itself for the better. Moreover, organisations where their members continuously expand their capacity in creating the outcomes they really desire, where fresh and wider thinking patterns are nurtured; where joint aspirations are set free and people learn together develop greatly. For an organization to have sustainable development, it must be adaptive to its external environment, continually enhance its capacity to adapt, develop individual and joint learning, and use learning to attain even better results. The learning organisation There is a growing interest in organizations to develop a learning culture within themselves in order to improve their existing products and services and for innovation purposes. This has led to a number of initiatives such as Total Quality Management, TQM and Business Process Reengineering, BPR. Companies have come to the realisation that their success or failure greatly depends on human factors such as organisational culture, attitudes and skills. It also appears that the implementation of organizational programs is geared to highly specified procedures that are defined for foreseen situations. These organisations have further recognised that any initiatives do not usually work by themselves and something extra is required. This is in order to cope with quick and unanticipated changes where existing programmed responses are not adequate in order to provide the necessary flexibility to deal with dynamically changing conditions, and allow top management to respond with initiatives based on customer needs as opposed to being limited by business processes established for different situations. Organisations have increasingly had to among other things develop capacities for the fast-paced innovation to develop capacity and learn to appreciate change. As the competitive atmosphere becomes increasingly variegate and complex, these organisations have seen the need for greater genetic variety; a wider variety of managerial thinking, and a more enhanced repertoire of management actions. Top and successful organisations have reached such heights by organising around people and honouring the need to recognition, lifelong learning, challenge, something to believe in and a feeling of control. With the pace of change ever getting faster, organisations have seen the need for developing mechanisms to help in innovation and continuous learning better than ever before (Dixon, 1994). Learning in an organisation is about development of higher levels of skills and knowledge as opposed to more training, and is classified into four levels. The first level involves learning of facts, procedures, processes and knowledge and mostly applies to known situations that have very minor changes. The second level entails learning new job skills that can be transferred to other situations (Easterby-Smith et al, 1999). This is often applicable to situations whose existing responses need changing. Outside experts can be very useful at this stage since they bring in fresh expertise and skills that may have been lacking initially (Dixon, 1994). The third level is all about learning to adapt, and is often applicable to more dynamic circumstances where solutions need development. Here, the mode of learning is experimenting and deriving lessons from past failures and successes (Easterby-Smith et al, 1999). Finally, the fourth level is learning to learn, which involves creativity and innovation; design of the future as opposed to just adapting to it. Here, knowledge is reframed and all assumptions challenged. Additionally, the model is applicable at various levels that include learning of individuals, organisations and teams. Organisations achieving learning level four will not only reinvent their organization but also their entire industry (Easterby-Smith et al, 1999). Conclusion Learning greatly helps in improving both individual and organizational innovativeness and efficiency. There are numerous learning models applicable to various situations, all of which have their unique advantages and disadvantages. The adoption of a particular learning model entirely depends on the prevailing conditions. Organisations are striving to continually improve their performance as well as the quality of their products and services. From the analysis above, it is evident that indeed learning and development supports and enhances organisational development. References Bruner, J (1977) The Process of Education, Harvard University Press, CambridgeDixon, N (1994) The Organizational Learning Cycle, McGraw-Hill Easterby-Smith, M et al (1999) Organizational Learning and the Learning Organization-Developments in Theory and Practice, Sage Hartley, J (1998) Learning and Studying-A research perspective, Routledge, London Maslow, A (1970) Motivation and Personality 2nd edition, Harper and Row, New York Merriam, S and Caffarella (1998) Learning in Adulthood, A comprehensive guide, Jossey-Bass, San Francisco Rogers, C and Freiberg, H (2003) Freedom to Learn, Merrill, New York