Factors that Motive and Demotivate Young Males in the U.K. to Purchase Dissertation

Factors that Motive and Demotivate Young Males in the U.K. to Purchase Luxury Clothes Online - Dissertation Example The growth of the luxury market is attributed mainly to the emotional attachments consumers have with certain luxury brands. The growth has particularly been witnessed in the luxury clothing market that has experienced rising sales volumes. Online shopping which involves buying of goods or services directly over the Internet has grown in popularity over the past couple of years. The growing popularity of online stores or electronic shops is evident in the fact that they have increased in number. While there are countless online stores, a few of the popular ones include eBay and Amazon.com. Online shopping has several advantages to shoppers and marketers alike. Their main advantage is their convenience and capacity to link buyers and sellers who are separated by great distance. 1.2 Statement of the Problem The number of people performing online shopping in the U.K. and indeed across the globe is rising by the day. While this is a general trend, there are people who do not like to enga ge in online shopping for various reasons or as a result of various barriers. Young males in the U.K. love to own luxury clothes, especially if finance is not a limiting factor. While some of the males prefer to purchase luxury clothes online, a significant portion of the population would rather go to brick and mortar shops to make similar purchases. This study is dedicated to establishing the factors that motivate and demotivate young males in the UK to purchase or avoid purchasing luxury clothing online. This study is necessary since there is no such study that has been conducted in the U.K. before.The study will therefore fill the knowledge gap that currently exists in this respect. 1.3 Research... Traditionally, people have been used to purchasing products directly from physical stores. This method demands the physical presence of consumers at the store when selecting the products. However, the trend has changed tremendously over the last few decades because of technological advancements. According to Hasan, the developments witnessed in new media technologies ranging from the Internet, CD-ROMS, interactive kiosks, to digital TV and radio have ushered in a new era. The new media have not only changed marketing communication but have also influenced consumers’ behavior. Hasan argues that the advent of new technologies such as theInternet has changed the way consumers behave.According to Arens, online shopping enables consumers to place orders by giving a description of the product or service over the Internet. Once the order is received, the product is delivered to the consumer at the closest point of collection. Apart from offering consumers, a better way of viewing pro ducts and services offered at the store, it also builds a close relationship between consumers and marketers.

Tata Nano International market Essay Example | Topics and Well Written Essays - 2750 words

Tata Nano International market - Essay Example In some sense, the market was flooded with their products and a hedge existed to bar new entrants into this market category (McLoughlin and Aaker, 2010, p. 121). Tata Nano could not compete favorably in this category of the market because its products due to the presence of the stronger brands that had controlled the segment for years. Its pioneering entry into the ultra-low-cost market had the implication of expanding the market niche in the country in ways that increased possibilities and opportunities for local and international players. The growth of this segment of the market resulted partly from the synergies of globalization and liberalization of the market economy. These global forces helped Tata Nano to establish a strong operational base since the growth in the purchasing power of the middle class signaled the ability to own cheaper cars that could align well with the needs of the industry (Thakur, 2009). In general, some of the issues that affected the choice related to th e desire to invent alternative ways of business practice with regard to the global car industry. In essence, some of the issues that related to the growth of the industry revolved around the need to provide the clientele with alternatives away from the generally acceptable ways of conducting business. In this regard, Tata Nano became revolutionary in the manner in which it contributed to the realignment of the global car industry as perceived from the perspective of industry players. Essentially, the need for alternatives was necessitated by the apparent inequalities that favored global players at the expense of the local investors. Strategically, the choice for the ultra-low-cost car market positioned Tata Nano on a vantage position from... Center of discussion in this paper is Tata Nano as one of the companies that created the most innovative approaches in the global car industry. Its intention of manufacturing cheap and user friendly cars received positive remarks from the global markets. Although originally intended for the Indian middle class and low-income earners, the Tata Nano model has spread to other parts of the world. It also continues to receive diverse responses from various sections of the global markets. However, there is a sense in which the company continues to contribute to consistency in growth in car innovations. Some of the challenges that have affected the development of the Tata Nano model relate to the marketing strategies that have had the unintended consequence of lowering its prestige of the car. This effectively locked away the car from the higher-level income of clientele. Much of Tata Nano’s potential lies in the emerging markets. The growth of Tata Nano is tied to the development of new market segments previously ignored by established global players in the industry. It might be necessary to consider the fact that some of the issues that afflict the growth of the industry relate to the relative potential of other companies to engage with the markets and other aspects of business. It is recommended for the company to embark on aggressive marketing strategies that might help the company in redeeming some of the image lost through its single-angled dimension of marketing.

How Number System Is Used In IT

How Number System Is Used In IT In this documentation I have discussed of how the application of number system is used in IT applications in both hardware and applications, operating system and in programming language. I have discussed about the use of base 2 in the 8 bit bytes form use with the operation for subnet. The use of hexadecimal form addressing memory and classless inter Domain Routing. There are number of different numbering system which is in use for the unique ability to represent different numbers. Binary, Octal, Denary and Hexadecimal are number systems that are used in different aspects Denary number is the most commonly used number system which is frequently used in daily life. Nevertheless each number system has associated benefits which are the reason that different number systems are used in different areas. Each of the number system has a fix number of representation of numbers which are used to represent the numbers like, say for example Binary numbers are represented by either one or zero, Octal numbers are represented by numbers from 0, 1, 2, 3, 4, 5, 6, 7 whereas Denary and Hexadecimal numbers are represented by the number of 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0, 1,2. 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F, respectively. Binary Numbers Binary numbers are mostly used when there are only two options available so if one is false then the other is true. Examples of binary system can be their usage to represent bits in a computer which can have only 0 or 1 value a switch in a electric circuit which can be either on (1) or off (0). Binary system is widely used to represent situations in everyday normal life as well for example for electronic gates in electricity circuits, false or true statements can also be displaced in terms of binary digits where 0 represents false and 1 represents true states. Denary Numbers Denary numbers are frequently used in everyday life in accounting, calendar systems, financial systems or daily routine counting. The main benefits of Denary number system is that they are easier to use as compared to other number systems and have more number to present different situations though Hexadecimal number system has more representations but that representation can include characters in them as well which makes them more difficult to understand and use as compare to denary system. Denary number systems are so frequently used that a person even do not need to have a formal education to know or use them. One of the reasons can be that it is frequently use in daily life accounting. Other number systems are used in more specified fields such as computing and hence would need to be learned. Octal Numbers Octal numbers are not that commonly used as compared to other numbers and are mostly used in computing graphics, text and famous operating system such as UNIX also uses octal numbers for their file protection system. Octal numbers have total of 8 unique representations which can be combined together to make more octal number representations. Octal numbers are difficult to understand for a normal person who has limited number of understanding about the number system. As after 7 different numbers are used to represent numbers from 7 onwards and hence they seem physically bit difficult to comprehend. The number system needs to use a subscript of 8 with is number to represented they are not Denary but octal number otherwise confusion can easily occurred. Hexadecimal Number System Hexadecimal number are used where there are more options which needs to be represented off and are mostly commonly used in computing to represent different memory locations. Since binary, octal and hexadecimal have representations which are powers of 2 (power of 0 in binary, 3 in octal and 4 in hexadecimal) hence that makes them more suitable to different situations, which require different number representations. They are positively contributing to the daily life and to the technology and logical world as well and needs to be understood properly if one needs to take advantage of such technology. Whilst the above gives uses of the binary, octal and hex number systems in different areas of IT and while some example are given the manager encourages you to research a wide range of examples for him to look at. Binary Number System used in ASCII table and IP Address Binary number system are also used in the ASCII table to represent different codes for different characters which then can be used into computing as well. ASCII number is more like a combination of binary numbers. Binary numbers are also used in IP addressing system again which is a combination of Binary number and are used in computing field. These IP addresses are of two different versions now one is known as IP 4 and other one is known as IP 6. These IP addresses are further sub divided into different classes such as class A, B and C where each class has a different number of hosts and network address. The ASCII character set, each binary value between 0 and 127 is given a specific character. Most computers extend the ASCII characters set to use the full range of 256 characters available in a byte. The upper 128 characters handle special things like accented characters from common foreign languages. In ASCII character set, each character is represented by 7 bits when stored in the computer and in an extended ASCII character set, each character is represented by 8 bits. Say for example: ASCII 0000000 represents NULL Similar the word HELLO if converted into binary using the ASCII to binary conversation could be represented as follows. 01001000 01000101 01001100 01001100 01001111(in decimal 72 69 76 79) Please refer an ASCII character table for further understanding of this conversion. ASCII Binary Conversation Octal numbering system for file protection in UNIX Every file or folder in UNIX has access permission. There are three types of permissions (what allowed to do with a file): Read Access Write Access Execute Access Permissions are defined for three types of users: The owner of the file The group that the owner belongs to Other users Thus, UNIX file permission are nine bits of information (3 types x 3 type of users), each of them may have just one of two values: allowed or denied. Simply put, for each file it can be specified who can read or write from/to the file. For programs or scripts it also can be set if they are allowed to be executed. Textual representation like -rwxr-r- It is used in UNIX long directory listings. It consists of 10 characters. The first character shows the file type. Next 9 characters are permissions, consisting of three groups: owner, groups, others. Each group consists of three symbols: rwx (in this order), if some permission is denied, then a dash -is used instead. For example -rrwxrr- 0123456789 Symbol in the position 0 (-) is the type of the file. It is either d if the item is a directory or l if it is a link, or - if the item is a regular file. Symbols in positions 1 to 3 (rwx) are permissions for the owner of the file. Symbols in positions 4 to 6 (r) are permissions for the group. Symbols in positions 7 to 9 (r) are permissions for others. r Read access is allowed w Write access is allowed x Execute access is allowed Replaces r, w or x if according access type is denied Numeric (octal) representation like 664 If a numeric representation is used (like in chmod-command, for example), then it is in the octal format (with the base of 8), and digits involved are 0 to 7. Octal format is used for the simplicity of understanding: every octal digit combines read, write and execute permissions together. Respective access rights for owner group and others (in this order) are the last three digits of the numeric file permissions representation. Example: 0644. Here the second digit (6 in the example) stands for rights of the owner, the third digit (4 in the example) stands for rights of the group, the fourth digit (4 in the example) stands for rights of others. The below tales show what numeric values mean: Octal digit Text equivalent Binary value Meaning 0 000 All types of access are denied 1 x 001 Execute access is allowed only 2 -w- 010 Write access is allowed only 3 -wx 011 Write and execute access are allowed 4 r 100 Read access is allowed only 5 r-x 101 Read and execute access are allowed 6 rw- 110 Read and write access are allowed 7 rwx 111 Everything is allowed According to the above table we can see that 1 stands for execute only, 2 stands for write only, 4stands for read only. To combine the permission you can simply add 1, 2 and 4 to get a needed combination. For instance, to get read and write permission, you add 4 (read) and 2 (write), thus getting 6 (read and write). To get read and execute permissions, you add 4 (read) and 1 (execute), this getting 5 (read and execute). Example: 755 on a file would mean rwx r-x r-w permission on the file. Simply convert the octal number to the binary equivalent and enable the permission where the bits are 1. 755 would mean 111 101 101 In addition there is one more octet representing the Set user ID, set group ID, sticky bit which works in a similar way. Octal digit Binary value Meaning 0 000 setuid, setgid, sticky bits are cleared 1 001 sticky bit is set 2 010 setgid bit is set 3 011 setgid and sticky bits are set 4 100 setuid bit is set 5 101 setuid and sticky bits are set 6 110 setuid and setgid bits are set 7 111 setuid, setgid, sticky bits are set Explain the use of binary in IP addressing for both V4 and V6? Use of binary in IP addressing for V4: Each IP in a V4 IP addressing consists of 32 bits. These 32 bits are divided into 4 octets of 8 bits each. An IP address is represented like this: 172.12.12.46. A computer can understand only binary values and therefore each IP is stored in binary. Each octet is represented as follows. For example if the value of the first octet is 128, it would be represented as follows: 128 64 32 16 8 4 2 1 1 0 0 0 0 0 0 0 Therefore an IP 128.128.128.128 would be stored as follows: 10000000 10000000 10000000 10000000 Use of binary in IP addressing for V6: While IPv4 allows 32 bits for an Internet Protocol address, and can therefore support 232 (4,294,967,296) addresses, IPv6 uses 128-bit addresses, so the new address space supports 2128(3.4 x 1038) addresses. This expansion allows for many more devices and user on the internet as well as extra flexibility in allocating addresses and efficiency for routing traffic. The IPv6 128-bit address is divided along 16-bit boundaries. Each 16-but block is then converted to a 4-digit hexadecimal number, separated by colons. The resulting representation is called colon-hexadecimal. This is in contrast to the 32-bit IPv4 address represented in dotted-decimal format, divided along 8-bit boundaries, and then converted to its decimal equivalent, separated by periods. The following example shows a 128-bit IPv6 address in binary form: 0010000111011010000000001101001100000000000000000010111100111011 0000001010101010000000001111111111111110001010001001110001011010 The following example shows this same address divided along 16-bit boundaries: 0010000111011010 0000000011010011 0000000000000000 00101111001110110000001010101010 0000000011111111 1111111000101000 1001110001011010 The following example shows each 16-bit block in the address converted to hexadecimal and delimited with colons. 21DA:00D3:0000:2F3B:02AA:00FF:FE28:9C5A IPv6 representation can be further simplified by removing the leading zeros within each 16-bit block. However, each block must have at least a single digit. The following example shows the address without the leading zeros: Javascript:CodeSnippet_CopyCode(CodeSnippetContainerCode3); 21DA:D3:0:2F3B:2AA:FF:FE28:9C5A Binary in describing class A, B and C IP addresses The class of the address determines which part belongs to the network address and which part belongs to the node address. All nodes on a given network share the same network prefix but must have a unique host number. Class A Network binary address start with 0, therefore the decimal number can be anywhere from 1 to 126. The first 8 bits (the first octet) identify the network and the remaining 24 bits indicate the host within the network. An example of a Class A IP address is 102.168.212.226, where 102 identifies the network and 168.212.226 identifies the host on that network. Class B Network binary addresses start with 10, therefore the decimal number can be anywhere from 128 to 191. (The number 127 is reserved for loopback and is used for internal testing on the local machine.) The first 16 bits (the first two octets) identify the network and the remaining 16 bits indicate the host within the network. An example of a Class B IP address is 168.212.226.204 where 168.212 identifies the network and 226.204 identifies the host on that network. Class C Network binary addresses start with 110, therefore the decimal number can be anywhere from 192 to 223. The first 24 bits (the first three octets) identify the network and the remaining 8 bits indicate the host within the network. An example of a Class C IP address is 200.168.212.226 where 200.168.212 identifies the network and 226 identifies the host on that network. Hexadecimal for addressing memory Memory addresses are displayed as two hex numbers. An example is C800:5. The part to the left of the colon (C800) is called the segment address, and the part to the right of the colon (5) is called the offset. The offset value can have as many as four hex digits. The actual memory address is calculated by adding a zero to the right of the segment address and adding the offset value, like this: C800:5 = C8000 + 5 = C8005 C8005 is called as the absolute or linear address of the memory. Similarly F000:FFFD can be computed to get the following memory address. F0000 + FFFD FFFFD or 1,048,573(decimal) The Segment: Offset addressing was introduced at a time when the largest register in a CPU was only 16-bits long which meant it could address only 65,536 bytes (64 KB) of memory, directly. But everyone was hungry for a way to run much larger programs! Rather than create a CPU with larger register sizes (as some CPU manufacturers had done), the designers at Intel decided to keep the 16-bit registers for their new 8086 CPU and added a different way to access more memory: They expanded the instruction set, so programs could tell the CPU to group two 16-bit registers together whenever they needed to refer to an Absolute memory location beyond 64 KB. Classless Inter Domain Routing Classless Inter Domain Routing. CIDR was invented several years ago to keep the internet from running out of IP addresses. The classful system of allocating IP addresses is very wasteful. Anyone who could reasonably show a need for more that 254 host addresses was given a Class B address block of 65533 host addresses. Even more wasteful were companies and organisations that were allocated Class A address blocks, which contain over 16 Million host addresses! Only a tiny percentage of the allocated Class A and Class B address space has ever been actually assigned to a host computer on the Internet. CIDR specifies an IP address range using a combination of an IP address and its associated network mask. CIDR notation uses the following format xxx.xxx.xxx.xxx/n where n is the number of (leftmost) 1 bits in the mask. For example, 192.168.12.0/23 applies the network mask 255.255.254.0 to the 192.168 network, starting at 192.168.12.0. This notation represents the address range 192.168.12.0 192.168.13.255. Compared to traditional class-based networking, 192.168.12.0/23 represents an aggregation of the two Class C subnets 192.168.12.0 and 192.168.13.0 each having a subnet mask of 255.255.255.0. In other words, 192.168.12.0/23 = 192.168.12.0/24 + 192.168.13.0/24

Symbolism in “The Story of an Hour” Essay -- Literary Analysis, Kate C

The symbols and imagery used by Kate Chopin's in â€Å"The Story of an Hour† give the reader a sense of Mrs. Mallard’s new life appearing before her through her view of an â€Å"open window† (para. 4). Louise Mallard experiences what most individuals long for throughout their lives; freedom and happiness. By spending an hour in a â€Å"comfortable, roomy armchair† (para.4) in front of an open window, she undergoes a transformation that makes her understand the importance of her freedom. The author's use of Spring time imagery also creates a sense of renewal that captures the author's idea that Mrs. Mallard was set free after the news of her husband's death. Right from the moment Louise Mallard hears of her husband's death, Kate Chopin dives into a her vivid use of imagery. â€Å"When the storm of grief has spent itself† introduces a weather oriented theme (para.3). This imagery depicts a violent and dark setting that denotes death and grief. Her reaction to her husband's death ideally what society would expect. Her acute reaction instantly shows that she is an emotional, demonstrative woman. Even tho...

Monologue of a Serial Killer

How was I supposed to know that this was wrong, when it felt so right? Everything my father has taught me is wrong†¦ He taught me not to love, taught me not to feel, have no compassion for others. How†¦how could this be wrong, my whole life a lie; that’s what it was, that’s what I could reduce it to, a lie. Where had my mother been when my father had been teaching me these things? Where had aunts, uncles, grandpas, grandmas, cousins†¦ teachers, anybody been to tell me, to show me that†¦that all of this was wrong. Wrong†¦that word doesn’t seem real now, and it will never truly seem real, because I’ve never known anything else. I sound like I’m trying to shoulder the blame but I’m not, I’m truly not; I just†¦I felt so accepted by him, and loved, so loved that I didn’t really need anyone else†¦you know, the kind of love where†¦where anything could happen, and that one person would still be there; still there listening to everything you ever have to say, any problems and they say one word, two words, a sentence and everything is better†¦everything is fixed. My father is the kind of person I always wished I was; strong, capable, a true man†¦a real man†¦someone I would never be. My father says my mother held me too much when I was a child; he had to get me away from her quickly, so†¦so he found something to bond us together, found something that my mother could never be a part of, would never be a part of. And my mother, my mother didn’t seem to notice how I changed. I changed so drastically in the space of about 5 months; my perspective on life changed, suddenly I started to view everyone as a victim, as an outsider, and eventually the only person I could trust was my father, the only person I believed was him; my father, my best friend, my partner, my mentor, the one person who I could go to, who I knew could never judge because his crimes are worse than mine, much worse. I’m told that I’m a victim in all of this; a victim of my environment, a product created by my father for his own means. How can I believe that? How†¦how can that be true after everything he said, everything we’ve done together, always together. I told him we shouldn’t have taken her, that last one; she was wanted, she had friends, she had a family, she had a future, she†¦she was somebody†¦loved. But he had to have her and I couldn’t tell him no, he was the master he’d say, and I was his student†¦a student still after 12 years, 12 long years stretching out behind me. When I look at those years now I see there was no love there, how could he ever love anything more than what he did to those girls? He was alive when I watched him do that; his eyes, they sparkled and twinkled in the night. I try to remember a time when I’ve seen him happy like that with my mother and I can’t†¦I can’t. I’ve seen him smile, obviously I’ve seen him smile, but happiness is something a child should witness from a parent in normal circumstances†¦but then again what’s normal? They say normal is gardening, cooking, cleaning, washing, golfing†¦perhaps driving, stalking, watching, learning, catching, cutting, killing, digging†¦burying†¦none of that is normal, so I’ve been told. My mind†¦my mind is mixed up and all I can hear is my mother crying†¦crying trying to convince herself that she didn’t know what was going on. I want to see my father, but I’m not allowed. As if anything he could say would influence me more than he has done already; there’s nothing they can say now to make me confess, to speak a bad word about my father. I am his†¦forever his†¦but he will never be mine.

Civil War Weaponry - 1085 Words

Ketchum Grenades In August of 1861, William F. Ketchum patented the Ketchum Hand Grenade. Shortly after, in the years of 1863 and 1864, the grenade was implemented in the American Civil War. With a lemon-shaped piece of iron and a tail made of paper or cardboard, the handheld explosive greatly resembled a dart. On the front of the grenade’s body was a plunger, which held a percussion cap filled with explosive material.When the the grenade fell onto its nose and applied pressure to the plunger, an explosion was triggered, only to be met by more gunpowder inside. Although the resulting explosion caused a great deal of mayhem and shrapnel, it was not very reliable because its detonation depended on the grenade falling directly onto its nose. Because of its temperamental behavior, the grenade got a reputation for not being very accurate. During its use by the Union army, the weapon was still in its earliest stages. Although the Confederate army did not adopt this specific weapon, they had similar ideas such as the Raines grenade, which was similar in appearance, but completely inadequate for battle. Instead of cardboard fins for a stable flight, the Raines grenade had a cloth streamer. Ketchums were used in several important battles such as the battle of Vicksburg and the siege of Petersburg. Union soldiers threw the grenades at the Confederate troops and stood back for the explosion. They were faced with an unpleasant surprise when the Confederates found a way to avoid anyShow MoreRelatedCivil War Weaponry1420 Words   |  6 PagesWhat military technology introduced aided the Union in winning the Civil War? The American Civil War was a war over the secession of the Confederacy. The Confederate States of America were formed after 11 slave states declared their secession due to the election of an Anti-Slavery republican as president. The remaining 25 states formed the Union. Weapons such as the Gatling Gun, repeating rifle, which gave soldier the ability to fire multiple rounds without reloading, railroads and telegraphsRead MoreConflict Between Rational And Conflict1417 Words   |  6 PagesIntroduction The occurrence and recurrence of wars are made by rational actors, but what are the prerequisites for a war? There are numerous answers to this question with a wide range of answers that give a perspective on the various sources of conflict. The first is that the cost of war cannot be outrageously high. The anticipated outcome of gaining resources, power, and/or territory cannot exceed the expected cost of conflict, including damages to property and life. The second is that a failureRead MoreEffects Of The Arms Trade On National Growth1932 Words   |  8 Pagesacross Africa, is armed conflict. The longevity and sustainability of these conflicts is based solely on the prominence of the arms trade on the continent. 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Many historians believe the battle was a large turning point in the Civil War in favor of the Union (Woodworth, 2008). However, this is dispu table. The battle was also significant because it was the bloodiest battle of the war, which resulted in the death of 51,112 Soldiers (The Battle of Gettysburg, The American Civil WarRead MoreThe Civil War And The First Modern War1632 Words   |  7 PagesThe Civil War clash is often remembered for the carnage caused when army tactics failed to load rifles and muskets, and the tantalizing scene of lost and submerged warships. The revolutionary introduction of ships and railroad networks were just developing at the same time. Day after day, more cadavers lay under the scorching sun than any other life time. People fought everything they had, until nothing but the remains were left. From that era onwards, technology evolved, which provided us with

Cooperative Learning Definition and Examples

Cooperative learning is an instructional strategy that enables small groups of students to work together on a common assignment. The parameters often vary, as students can work collaboratively on a variety of problems, ranging from simple math problems to large assignments such as proposing environmental solutions on a national level.  Students are sometimes individually responsible for their part or role in the assignment, and sometimes they are held accountable as an entire group. Cooperative learning has received a lot of attention and praise—especially since the 1990s when Johnson and Johnson outlined the five basic elements that allowed successful small-group learning: Positive interdependence: Students feel responsible for their own and the groups effort.Face-to-face interaction: Students encourage and support one another; the environment encourages discussion and eye contact.Individual and group accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal.Social Skills: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others.Group processing: Group members analyze their own and the groups ability to work together. At the same time, the following characteristics need to be present: When designing cooperative learning activities, teachers need to clearly identify to students their individual responsibility and accountability to the group.Each member must have a task they are responsible for and that cannot be completed by other members. Side-note: This article uses the terms cooperative and collaborative interchangeably. However, certain researchers distinguish between these two types of learning, outlining the key difference being that collaborative learning focuses mainly on deeper learning. Benefits Teachers make frequent use of group work, and thus cooperative learning, for a number of reasons: Change Things Up. It is beneficial to have a variety in your instruction; it keeps students engaged and enables you to reach a larger number of learners. Cooperative learning also changes students and teachers roles as teachers become facilitators of learning, guides on the side if you will, and students take on more responsibility for their own learning.Life Skills. Cooperation and collaboration are crucial skills that students will continue using far beyond their schooling years. One of the key elements in a workplace is collaboration, and we need to get our students ready to cooperate, to be responsible and accountable, and to possess other interpersonal skills for effective professional lives. Cooperative learning is also proven to foster students’ self-esteem, motivation, and empathy.Deeper Learning. Collaborating with others has a potent and positive effect on students’ thinking and learning—through well-executed cooperative learning tasks, students often d eepen their understanding of the assigned content. Students engage in thoughtful discourse, examine different perspectives, and learn how to disagree productively. Challenges and Solutions Despite cooperative or collaborative learning being ingrained in teaching practices for decades now, it has also been demonstrated that small group activities aren’t always very efficient. Some of the main challenges turn out to be students free-riding (the lack of participation on behalf of some students), their focus on individual academic goals while neglecting collaborative goals, and teachers’ difficulties in accurately assessing students’ participation. Some specific recommendations resulting from the above-mentioned challenges are that teachers should focus on: Defining specific collaborative goals (in addition to the academic content goals)Training students in social interactions for productive collaborationMonitoring and supporting student interactionsAssessing the collaborative process—productivity and the learning process of individuals and the whole group (thanks to increased professional development)Applying the findings into future cooperative learning tasks Effective Cooperative Learning Ideally, cooperative or collaborative learning activities would invite students to be more active participants in their own learning, to share and discuss their ideas, to engage in argumentation and debate, to play varying roles within the group, and to internalize their learning. A 2017 research paper by Rudnitsky et al. introduced features of good discourse and collaboration, also influenced by the Association for Middle-Level Education: What we as teachers want from our students when they engage in any academic talk is what some call Exploratory talk—a talk when learners can try out ideas, be hesitant, be tentative, relate new ideas to experiences, and develop a new, shared understanding. Out of this need for new ways of teaching students how to be good intellectual partners, Rudnitsky et al. came up with the acronym Be BRAVE. BRAVE Workshop If you are planning on including small group activities as a part of your instruction, and want to avoid common complications outlined above, it is a good idea to devote a few lessons at the beginning of your course to coaching your students. In order to set yourself and your students up for success, try the BRAVE Workshop. Length-wise, the workshop is designed to fit into a span of one week or five classes. Some of the useful materials include: multiple post-its per student, large poster papers, a slideshow depicting successful group collaboration (pictures of current prominent teams such as Facebook, NASA, etc.), a short documentary video that shows important features of good collaboration, three or more challenging problems that students won’t be able to solve alone, and a few short videos depicting students like yours collaborating together. Day 1: Good Talk Workshop Silent discussion about the workshop’s two central questions: Why collaborate?What makes for a good collaboration? Each student collects their thoughts and writes them on a large post-it noteEveryone places their notes on a large poster paper in the front of the classroomStudents are encouraged to look at others’ thoughts and build on them with subsequent postsThroughout the length of the workshop, students can refer back to their post-its and add additional notes to the conversation.Provide students with a difficult problem that they should solve individually (and that they won’t be able to solve alone right away and will revisit at the end of the workshop) Day 2: Introducing Ideas About Collaboration Watch a slideshow depicting successful group collaborationAll kinds of images: from sports teams to NASA  As a class, discuss why and how collaboration might contribute to the success of such endeavorsIf possible, watch a short documentary video that shows important features of good collaborationStudents take notes on the group process and discuss the important features  Teacher leads the discussion who points out important features related to BRAVE (encourage wild ideas, build on others’ ideas) Day 3: Introducing the BRAVE Framework Introduce the BRAVE poster that will stay up in the classroomTell students BRAVE summarizes much of what researchers and professionals (like people at Google) do to collaborate successfullyIf possible, show a number of short videos depicting students like yours collaborating together. It doesn’t have to be perfect but can serve as an opener for a discussion about important aspects of BRAVE.Watch first timeWatch second time to take notes—one column for a video, one column for BRAVE qualitiesDiscuss the BRAVE qualities and other things students noticed Day 4: Using BRAVE Analytically Present students with a problem (like the Worm Journey for middle schoolers or others more appropriate for your students’ level)Students are not allowed to speak, only communicate through post-its or drawing or writing.Tell students that the point is to slow talk down so that they can concentrate on the qualities of good collaborationAfter working on the problem, the class comes together to discuss what they learned about good collaboration Day 5: Using BRAVE to Engage in Group Work Each student writes down which BRAVE quality they want to work onSplit students into groups of four and have them read each other’s choice of BRAVE qualityLet students work on the problem from Day 1 togetherLet them know that everyone should be able to explain the group’s thinking.When they think they have the correct answer, they have to explain their reasoning to the teacher who will choose the reporting student.If correct, the group will receive another problem. If incorrect, the group continues to work on the same problem. Sources Rudnitsky, Al, et al. â€Å"What Students Need to Know about Good Talk: Be BRAVE.†Ã‚  Middle School Journal, vol. 48, no. 3, Oct. 2017, pp. 3–14.Le, Ha, et al. â€Å"Collaborative Learning Practices: Teacher and Student Perceived Obstacles to Effective Student Collaboration.†Ã‚  Cambridge Journal of Education, vol. 48, no. 1, 2017, pp. 103–122.