Research Paper on Queueing Theory Essay Example

Research Paper on Queueing Theory Essay Queueing theory is a mathematical theory related to the probability theory, which seek optimal solutions for managing queues or waiting lines. A queue is necessary and will be created if it is not expected in all cases where the supply is less than demand, even temporarily. It can be applied to different situations: planes taking off or landing management, customers waiting at the counters, or even computer programs storing prior to their processing. This field of research, originated in 1917, is based on the work of the Danish engineer Erlang on the telephone network management in Copenhagen between 1909 and 1920, including consideration of systems of arrival in a queue, the different priorities of each newcomer, and the statistical modeling of execution time. The theory was really developed thanks to contributions from mathematicians Khinchin, Palm, Kendall, Pollaczek, and Kolmogorov. The theory of homogeneous flow of events that formed the basis of queuing theory was invented by the Greeks after defeating Troy, but was developed by Soviet mathematician Khinchin. An employee of Copenhagen Telephone Company was the first who tried to develop a management system based on queuing theory in the period between 1908 and 1922. Agner Erlang, had to streamline the telephone exchange and to calculate in advance the quality of customer service, depending on the number of devices used. Queueing theory is the area of applied mathematics dealing with the analysis of processes in production systems, maintenance, management, in which homogeneous events are repeated many times. We will write a custom essay sample on Research Paper on Queueing Theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Queueing Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Queueing Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The subject of the study of queuing theory are queuing system (QS). Under the queuing system is meant an object (a company, organization, etc.), whose activity is related to the implementation of multiple execution of homogeneous tasks and operations. The purpose of queueing theory is to develop recommendations for the rational construction of queuing systems, the organization of their work and the regulation of the flow of requests for the high efficiency operation. The tasks of queuing theory are optimization and eventually definition of the system, which will provide minimum total cost of waiting for service, loss of time, resources for the service and downtime of the service channels. The theory of queueing becomes increasingly important today and college students, who are about to write their research proposals on the subject, have to realize its significance and carefully analyze the origin and evolution of the theory. If you encounter any trouble with your work preparing, it can be helpful to look through the free sample research paper on queueing theory. You can easily find a lot of those free samples on the Web, which will help you understand the main rules of first-class research project composing. In addition, they will show you how to outline your thesis statement and drew a persuasive conclusion. Are you looking for a top-notch custom written research paper on Queueing Theory topics? Is confidentiality as important to you as the high quality of the product? Try our writing service at EssayLib.com! We can offer you professional assistance at affordable rates. Our experienced PhD and Master’s writers are ready to take into account your smallest demands. We guarantee you 100% authenticity of your paper and assure you of dead on time delivery. Proceed with the order form: Please, feel free to visit us at EssayLib.com and learn more about our service!

Work out vs. Workout

Work out vs. Workout Work out vs. Workout Work out vs. Workout By Maeve Maddox A reader who frequents health and fitness sites is disturbed by a lack of professional editing: Ive noticed that nobody, literally nobody makes a distinction between the noun workout and the verb work out. On every website, I find statements like You have to workout three times a week. So I was wondering if you could address that issue in one of your upcoming posts. The reader is not exaggerating by much. Here are some examples from health and fitness sites and forums that I visited: How often should you workout per week? Should be: How often should you work out per week? Where do you workout? Should be: Where do you work out? First, warm up with some joint rotations, in order to lubricate your joints and prepare them for  the work out.   Should be: First, warm up with some joint rotations, in order to lubricate your joints and prepare them for  the workout.   I’m a night person and prefer to workout at night. Should be: I’m a night person and prefer to work out at night. A few people have asked me what  my work out  routine is. Should be: A few people have asked me what  my workout  routine is. NOTE: One-word workout is also used as an adjective as in â€Å"my workout routine.† One way to avoid the error is to look for words that precede the terms. The noun workout is often preceded by an article or an adjective: â€Å"the workout,† â€Å"my workout.† The verb is often used in its infinitive form, so the preceding to provides a useful clue. Here are some examples of other noun/adjective/verb combinations that are confused in this way: 1. turnout (noun) / turn out (verb) Big turn out  for launch of new play area Should be: Big turnout  for launch of new play area We had many parents turnout for the second high school informational meeting Should be: We had many parents turn out for the second high school informational meeting. 2. washout (noun) / wash out (verb) It is during this time that most  recruits washout. Should be: It is during this time that most  recruits wash out. Authorities concerned over wash out rate. Should be: Authorities concerned over washout rate. Three more such combos are: rollout/roll out, checkout/check out, and cutout /cut out. I’m sure you can think of more. Here’s a mnemonic written in pig propaganda style (Animal Farm) that may help: One word, Noun, Two words, Verb. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names50 Types of Propaganda45 Idioms with "Roll"

Corporate Code of Ethics Project Assignment Example | Topics and Well Written Essays - 250 words - 1

Corporate Code of Ethics Project - Assignment Example When this Code of Ethics states that employees, officers and/or directors must contact â€Å"the company,† â€Å"his or her company,† â€Å"the company’s General Counsel† or some other department or committee affiliated with a company, we mean that employees, officers and/or directors should contact the appropriate contact person or group at their company. There is a contact list at the end of this Code. If employees have knowledge or are suspicious of any noncompliance with any part of this Code of Ethics or are concerned whether circumstances could lead to a violation of this Code of Ethics, they are encouraged to discuss the situation promptly with their immediate supervisor, or if the employee feels uncomfortable or otherwise believes it is inappropriate to discuss such matter with their immediate supervisor, then the employee may follow the procedures found on the AFGLink Human Resources website under â€Å"Fraud Reporting.† All directors, officers and employees are responsible for abiding by this Code of Ethics. Individuals with supervisory responsibilities over any other employees will be responsible for the failure to exercise proper supervision in detecting and reporting violations of this Code of Ethics by their direct reports. Directors, officers and employees who violate the Code of Ethics are subject to disciplinary action, up to and including dismissal. The companies’ policies are designed to comply with all applicable financial reporting and accounting regulations. If an employee, officer or director has concerns or complaints regarding questionable accounting or auditing matters, he or she must submit those concerns or complaints to his or her company’s General Counsel. Directors, officers and employees have an obligation to promote the companies’ best interests at all times. They should avoid any action which may involve a conflict of interest with the companies. A

Brand makrketing Essay Example | Topics and Well Written Essays - 2500 words

Brand makrketing - Essay Example The primary goal of brand positioning is to build a strong and longer-lasting relationship between the brand and buyer. With so many brands out there competing for consumer's attention, this takes some doing indeed. This makes brand positioning an unenviable exercise of communicating in an "over-communicated" society, whose objective is to let your stand out in the din of marketing activities. You may have an excellent product in your hands, manufactured in the most innovative process, but this does not guarantee success in the present-day market where image and symbols are more important than process, product quality or need. The symbolic meanings of brand include prestige, status and personality. For a company to develop its brand positioning effectively, it must project an image that has these symbolic meanings of brand. A brand is made up of the name, logo and other visual elements like images, fonts, color schemes, and symbols. All these are part of brand image, a symbolic construct created within the minds of people, which consists of all the information and expectations associated with a product or service. In developing a brand positioning strategy, the logical first step is visibility. The organization needs to give its brand maximum visibility and this entails a lot of expense and effort, such that brand positioning is not for top management and CEOs who are overly concerned with costs. While making the brand visible, there are 6 suggested strategies of brand positioning that the company can take up: 1. Link the brand to a particular need. The brand should be presented as an answer to a consumer need that has not been adequately served by existing brands. 2. Associate the brand with a pleasant mood. People want escape from the stresses of modern living, so any brand that evokes ugly and unpleasant moods is likely to rate low in consumer preferences. 3. Make the brand appeal to subconscious motives. Marketing techniques that are indirect and subtle make people think, contrary to those that are too simple and direct. 4. Condition the consumers' mind to prefer the brand through a reward system. A reward system may come in the form of giveaways, taste tests and similar promotional activities. 5. Provide attractive models for consumers to emulate. The company may sign up movie stars and beauty queens as its brand icons for such brands as personal care products, who will endorse the brand in all its ads. For consumer brands targeting men, high-profile athletes are appropriate as brand icons. 6. Break through the known perceptual and cognitive barriers to consumer preference. These barriers may have something to do with culture, such that a product designed for Western consumers will have little appeal to Asians. 2. Brand Personality Question: How can a cereal manufacturer use the brand personalitytheories to solve a problem regarding a new brand of breakfast cerealit has developed that it wants to give a brand personality distinct from its other cereal products The

Fostering Teacher Student Relationship in Nursing Essay Example for Free

Fostering Teacher Student Relationship in Nursing Essay The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher . We ask ourselves what is considered a good teacher? All of us have gone through schooling, and if fortunate had a favorite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. I will be focusing on the relationship between a nursing student and teacher, involving a setting of classroom and at the clinical settings which I have found to be extremely important for the student to gain a positive attitude towards their profession for the rest of life. Each student has different strategies for learning and achieving their goals. A few students in a classroom will grasp and learn quickly, but at the same time there will be those who have to be repeatedly taught using different techniques to be able to understand the lesson. Also, there will be students who roam around and use college as entertainment. They won’t like our instructions or policies. Teaching then becomes difficult, especially if there is no proper communication. Like wise the student disruptions may occur in classes that are poorly organized and managed where students are not provided with appropriate and interesting instructional tasks. The main thing teacher can do is continuously monitor the student in order for him or her to be aware of any difficulties that he/ she is having. Understanding the child’s problem, fear, or confusion will give the teacher a better understanding about the child’s learning difficulties. Once the teacher becomes aware of the problems, he or she will have more patience with the student, thus making the child feel secure or less confused when learning is taking place in the classroom. The same thing happens in clinics also. The students may face many problems in their clinical areas. Many of the students expressed the despair of having a wide practice-theory gap. Eventhough nursing students are learning many subjects in deep; they may be feeling that they can’t practice it all in the actual practice. They may be feeling that they are doing the very basic nursing care that even the nursing aids can do. In my student life I was sometimes observing the evaluative role of teacher, instead of teaching role. So teachers can avoid creating such situations by making the clinics a best teaching arena. A teacher who acts as a good facilitator or supporter at the clinical setting can easily enter in to the minds of young students and this will enhance the development of a hearty relation between these two parties. The student is also responsible for making the communication a positive one. They can approach the teacher for open their mind during their academic or personal crises situations. Of course a teacher is not going to understand every problem for every child in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. A significant body of research indicates that â€Å"academic achievement and student behavior are influenced by the quality of the teacher and student relationship† (Jones 95). The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly. Those teachers, who demonstrate respect towards their students, automatically win favor by having active learners in their classroom. The arrogant or offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be treated with respect . Teachers can blend their warmth and firmness towards the students in their classroom, but with realistic limits. Teachers who are in a classroom might have experienced one time or other students who are disruptive or find learning boring. Teachers understand that if this behavior continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to be disastrous for both types of participants. The student will conclude that his or her behavior is permissible, and will draw away from learning; therefore it is essentially important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be forced, learning becomes a process for an individual where he or she feels comfortable with learning whether it’s in a classroom or at clinics. Children in first year feel the urge to talk about their problems, fears, or even show their knowledge, but at the same time they want to be listened too. The student will feel valued and respected. Students feel happy when the teacher eventually gives them the option of contributing, or in other words the teacher asks for an opinion, which is usually not offered to the students. The teacher does not have to give up all their control, rather teachers share control with students and encourage interactions that are determined by mutual agreement. A close, but limited relationship between the student and teacher can be helpful for those students who are shy, and find speaking in front of the classroom difficult or children who have low self-esteem. The tension of these students will prevent them to develop the confidence they had always wanted, but never achieved due to not having a good relationship with the teacher. Therefore, how does a teacher hold a relationship that leads to effectively teach the children? The answer becomes clear when teachers interact with, and learn more about their students. Our first educational experience, which takes place in the primary years of our life, sets the principles for our future education. Having established a positive relationship with students will encourage students to seek education and be enthusiastic and to be in school. Remembering our favorite teacher will be recognized because they had at least in one way or another the qualities I discussed in this writing although we are not aware of it during the time we are in school, but teachers are well recognized at a later time of our lives.

Comparing William Faulkners Short Stories, A Rose for Emily and Dry Se

Comparing William Faulkner's Short Stories, A Rose for Emily and Dry September Three key elements link William Faulkner's two short stories "A Rose for Emily" and "Dry September": sex, death, and women (King 203). Staging his two stories against a backdrop of stereotypical characters and a southern code of honor, Faulkner deliberately withholds important details, fragments chronological times, and fuses the past with the present to imply the character's act and motivation. The characters in Faulkner's southern society are drawn from three social levels: the aristocrats, the townspeople, and the Negroes (Volpe 15). In "A Rose for Emily," Faulkner describes Miss Emily Grierson in flowing, descriptive sentences. Once a "slender figure in white," the last descendent of a formerly affluent aristocratic family matures into a "small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head" (Faulkner, Literature 25-27). Despite her diminished financial status, Miss Emily exhibits her aristocratic demeanor by carrying her head high "as if she demanded more than ever the recognition of her dignity as the last Grierson" (28). In an equally descriptive manner, Faulkner paints a written portrait of Miss Minnie Cooper in "Dry September." He portrays her as a spinster "of comfortable people - not the best in Jefferson, but good enough people" and "still on the slender side of ordinary looking, with a bright faintly haggard manner and dress (Faulkner, Reader 520). Cleanth Brooks sheds considerable insight on Faulkner's view of women. He notes that Faulkner's women are "the source and sustainer of virtue and also a prime source of evil. She can be ... ...uth. Works Cited Brooks, Cleanth. "William Faulkner: Visions of Good and Evil." Faulkner, New Perspectives. Ed. Richard H. Brodhead. Englewood Cliffs, New Jersey : Prentice-Hall, 1983. ---. Modern Critical Views. New York: Chelsea House,1986. Faulkner, William. "Dry September." The Faulkner Reader. New York; Random House, 1954. ---. "A Rose for Emily." Literature: An Introduction to Fiction, Poetry, and Drama. 5th ed. New York: Harper Collins, 1991. ---. Selected Letters of William Faulkner. Ed. Joseph Blotner. New York: Random House, 1977. Kazin, Alfred. Bright Book of Life. Boston: Little Brown Company, 1973. King, Richard H. Modern Critical Views. New York: Chelsea House, 1986. Reed, Joseph. Modern Critical Views. New York: Chelsea House, 1986. Volpe, Edmond. A Reader's Guide to William Faulkner. New York: Octagon, 1974.

Praise

Professional practice-rewards and sanctions essay The use of praise within the primary classroom will use this essay to analyses the effective and destructive often harmful use of praise as a reward system within the primary classroom. Firstly it is important to explain what a reward system actually is In terms of a primary classroom, According to the universal Dictionary, (19981†² a reward is â€Å"something given or received in recompense for worthy behavior†.A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards or positive academic or social behavior during the school day. From experience, the reward scheme does not have to finish at the end of the school day and can extend into what children achieve during their own time, whether this is through commendations or simply through public use of praise, perhaps in an assembly, as a form of verbal reward.All reward systems are based around the principal of two forms of praise; these are either extrinsic motivators; these tend to be based around variations of the token economy, or intrinsic motivators. Praise as a system in its own eight falls into the intrinsic motivators category as there is no extrinsic or token reward' physically given to the children. â€Å"Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see It as an opportunity to explore, learn and actualities our potentials. † Con et al (2010).Praise is a crucial part of all reward systems whether intrinsic or extrinsic, but praise can be a reward system on its own. When praise is used as a reward system within a primary school classroom, according to Sutherland, et al (2002) â€Å"praise is positively related to Intrinsic motivation among students† which Is linked directly to the SHE strands of the National Primary Curriculum and the idea of fostering a culture of intrinsic motivation to ac hieve both academically and within normal social parameters is a cornerstone of primary education.Sutherland argument can be applied to the theory of praise as an Intrinsic reward system, suggesting praise may be a practical method by which to nurture a self-perpetuating cycle of growth, reinforcement and self-worth amongst primary school aged children. Sutherland argument is given rather vigor by Trustees, (2008) who suggested â€Å"a ratio of 4:1 positive to negative feedback has an optimal effect on students learning and behavior†, however according to Episcopate, J, et al (201 1), â€Å"little research has examined the effects of training teachers to provide specific ratio of praise to behavior correction within the classroom setting. Trellis's reasoning does seem to make logical sense and other research does reach similar generic conclusions. Usual (2008) recommended a ratio of six or eight positive to one negative within adult-student interactions, which is an embellis hment of Trellis's theory. Before the government draw up new plans to train all adults within the classroom to work towards these ratios, it should be considered that more research Into the effectiveness and also practicality of these ratios needs to take place.Within the primary classroom setting the practical application of ratios for positive to negative comments is potentially unfeasible and targets which would in effect render the praise worthless as a becomes more of a token gesture rather than an intrinsic reward for a Job well done. Sutherland argument for praise being used to develop intrinsic motivation within children of the remarry age bracket, relies upon positive reinforcement which has to be implemented by the class teacher using a best practice model, with a high ratio of praise-to-behavior correction technique.Clinics-Ross et al, (2008) states that â€Å"classrooms in which teachers use higher rates of reprimand and other reactive strategies tend to have higher rat es of student miss-behavior. † This demonstrates how praise is far more effective a tool that reprimand within behavior management of a primary classroom. Furthermore, as the earlier ratios imply, reprimands can be far more damaging to a child's self-esteem and academic confidence then even over SE of praise.If reprimands are used too often this could possibly lead to children becoming disengaged with learning and also foster lack of self-belief within children. Teachers need to be consistent with their approach to praise. According to Cooley, S (2001) there are basic rules to behavior management which includes consistency as well as others†¦ â€Å"Be definite ‘l know what I want. ‘ Be aware ‘l know what will happen if I don't get what I want. ‘ Be calm and consistent ‘l am always fair and consistent with you. ‘ Give them structure ‘I know where we're going. ‘ Be positive you're doing great!These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioral expectations and academic achievement within their classroom. In order to use praise effectively however, there are other considerations that the teacher must apply to each individual class, and undeniably each individual child. Conceivably the most important consideration is that children need to Want' to receive praise. Without this ‘need', praise is an ineffective reward.Potentially there are various reasons why children might not want to receive praise from a class teacher or indeed any other adult in the classroom. According to Docking, J (2002) â€Å"the age of the child, whether the recipient is a boy or a girl, whether the praise is for work or conduct, and with the teacher is in charge of a whole class or Just a small group or an individual† are all variables that could hypothetically lead to praise not working as a reward for an individual child's behavior, or actually being totally or partially ineffective as a behavioral management technique.According to Brakeman, E et al (2013)†¦ Many adults use praise as 'emotional nourishment' for children, in an attempt to help children feel better about themselves. Adults might therefore be especially likely to praise those children who seem to need it the most – children with low self-esteem. † This strategy could have unexpected side-effects for any child with low self-esteem, whether that be directly or indirectly related to his or her academic achievement.Brakeman goes on to discuss in his study how children with low self-esteem are, when exposed to a specific type of praise, potentially predisposed to feeling ashamed following allure. Evidently any child feeling any feelings of inferiority, shame or vulnerability as a direct result of praise being used, would be highly counter-productive within the mind adults need to exercise caution when selecting the correct type of praise for the individual child.A teacher will have the choice to differentiate between two distinct types of praise that could impact each child in very differing ways, both positively and negatively. Of the two types of praise the first is person praise, (praise for personal qualities or directed towards children's abilities) and the second type of praise is recess praise, (praise directed towards a child's effort). Brakeman states that â€Å"person praise contributes to a self-perpetuating downward spiral of self- derogation. This demonstrates that, in children with low self-esteem, the link between praise and conditional regard could be a self-replicating issue in that the more praise the receive the more they will avoid it. This is linked with Gamins & Deck, (1999) â€Å"Person praise may trigger these children's feelings of conditional regard and consequently makes them feel unworthy following failure. à ¢â‚¬  With this in mind, praise when used as a general reward system could potentially lead to a detrimental undermining of some children self-esteem, thus undermining the very nature of a reward system.This point is not to say that teachers should not praise children. In actual fact the research of Hindering & Leper (2002) suggests that process praise is actually beneficial for children's academic motivation. This point is also made by Mueller & Deck (1998) â€Å"praise for effort may help children persist in the face of academic failure. † The general agreement between the different research papers is that any adults issuing praise needs to carefully consider the individual before making any public or indeed private praise.This theory seems to be related directly to the idea of process praise as discussed by Brakeman et al. There is a large proportion of academic research and Journal articles that points towards using process praise in a responsible manner to great effect within the primary classroom. Process praise is described within the literature as to being highly beneficial not only in promoting good academic results, but also in promoting academic resilience amongst children. Academic resilience is of vital importance so that children learn from their mistakes as opposed to being deterred by them.This appears to be in contrast to the general consensus centered around person praise, as it is widely regarded as damaging for children, especially those with low self-esteem to be the recipients of too much person praise, as it can lead to a self-perpetuating downward spiral in both their attitude towards learning and their academic progress. This general statement can only be described as true within children who already are predisposed to low self-esteem. The research of Burlingame implies that children with high self-esteem will benefit from both kinds of praise.From experience forever children with high self-esteem are often praised perhaps too frequently, this can lead to an almost extrinsic motivation effect whereby the children see the praise being given as an extrinsic reward thus fostering a completely unintentional ethos within the classroom or indeed the whole school, whereby children expect to be praised and could potentially end up conditioned to only continue working or behaving to a consistently high standard when praise is being handed out periodically by the class teacher.This adverse effect needs to be avoided; teachers should note â€Å"praise, like penicillin, must not be administered haphazardly. Ignition (1965) Another consideration the teachers when attempting to decide how to give indeed an even more desirable effect could be achieved through non-verbal praise. Non-verbal praise could take on the form of a simple smile, a thumbs-up from across the classroom or even a note quietly written on a student piece of work. Non-verbal forms of praise can be highly useful when dealing with children of low self-e steem countering the issues created from person praise.Non-verbal cues also play a crucial role in communication; according to Spark (2013) furthermore they are especially important when interpreting ambiguous verbal messages. As such non-verbal forms of praise and communication are an important tool when differentiating praise as a reward system for individual members of a whole class. Having reviewed the current academic theories surrounding praise as a reward system, looking at both the positives and negatives associated with praise as a system I can draw several conclusions.The first of which is that praise as an intrinsic reward system is key in fostering a culture of motivation to achieve both academically and socially within primary school children. This is drawn from Sutherland research stating that praise is positively related to intrinsic motivation among students†. The counterarguments raised predominantly by Brakeman are also highly compelling, as they appear to co ndemn the use of some aspects of praise.The issues that can arise when praise is used inappropriately within the primary classroom, as well as the unexpected side-effects for children with low self-esteem mean that praise can sometimes have a seemingly paradoxical effect. This is summarized by Spark, et al (2013) who states†¦ â€Å"Blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast praise after success can lead to an inference of lower ability. † Kappa's research links in with the theories of Brakeman because person praise is the style of praise that would be linked to the inference of lower ability.Process praise however, which can be generically given across the different ability groups, has no such inferences. Pomeranian, M et al (2013) also raise an interesting point that seems to condemn praise when used inappropriately†¦ â€Å"The more personal praise mothers used, the more children subsequently held an en tity theory of intelligence and avoided challenge over and above their earlier functioning n these dimensions† far from praise encouraging children in their attempts to challenge and better themselves, person praise appears to detrimentally affect children's academic drive.If Pomeranian, M is to be believed then all teaching and support staff should adopt a system whereby praise is used sparingly and also in a manner that avoids person praise. Furthermore, process praise should be used throughout the class without highlighting different ability groups. In this manner the paradoxical effect discussed by Spark could be avoided. In practice the literature seems to suggest that simply using praise on its own as a reward system is not efficient to develop children's own intrinsic reward systems and develop and ethos of intrinsic motivation both academically and socially.