Variety of orkids Essay Example | Topics and Well Written Essays - 250 words

Variety of orkids - Essay Example The various varieties thrive best in different conditions in the world. There exist about 30,000 species of orchids from all over the world as they come from a wide range of habitats. The principal reason as to why the hobby of growing orchids has been addictive is because they are incredibly diverse and one can always find a suiting type of orchid to grow different from the past one. The comet orchid is from the genus monopodial orchids that are found in Africa. It has white flowers that are fragrant at night. There is the Tulip orchid has substantially shaped flowers that occur in shades of green, white, red, and yellow. They grow in areas where there is high humidity. The Bamboo orchid grows as a roadside weed in the Southeast Asia.it has very attractive pink flowers. The Dracula orchid tends to grow downwards and have a large lip that looks like a mushroom to attract flies. The tiger orchid has a large genus with over 500 species. They produce small and numerous flowers and are fragrant orchids.th Moth orchid is the most common of all.it has large flowers that are showier and come in variety of colors. There are as many species of orchids more than the one mentioned in this

Marketing Plan for M&S Food Retails Sector Assignment

Marketing Plan for M&S Food Retails Sector - Assignment Example At present, it is unclear whether Marks and Spencer has an established market. Also, it is evident that the products of the firm are still far from establishing a permanent image in the minds of the consumers. It is important to segment the market and decide a particular group that will serve as the target market. Moreover, the marketing team needs to reconcile the attributes of products perceived to be ideal by the consumers and the attributes of the products as developed by the company. The other marketing initiatives necessitate the identification of the price, promotion, product, and place. Mixing these aspects will improve the marketing strategies of the company. It is imperative that Marks and Spencer needs to take advantage of its strengths and limit the negative effects of its weaknesses. Marketing ideas have to be done using creativity with the inclination to use the fundamental tools and concepts. The growth in the UK food retail industry has been unprecedented. Amidst the geographical limitations, UK houses several food retail firms with global distinction. Excluded from this group are the different food retail companies based from the US and the neighbouring European countries. According to the British Retail Consortium (2001), the impact of the food retail industry in the overall economy of UK has been gaining prominence. The figures suggest that the industry has been employing 1.2 million individuals. This translates to more than 5% of the total workforce in UK. Also, the industry is consisted of approximately 60,000 enterprises. Overall, the industry has contributed about 10% of the Gross Domestic Product. Aside from these actual results, the industry continues to flourish with the establishment of policies geared toward competition and favourable market conditions. The sophisticated UK retail market shows variations to styles in relation to the development of products. Despite the failures of some innovations, firms have been optimistic in introducing new products in the market. In particular, food retailers have cited their strengths in marketing as the source of competitiveness. Indeed, the marketing efforts observed in most food retail companies have provided positive outcomes. In particular, firms have become highly focused on the consumers instead of satisfying the corporate goals. The marketing strategies promoted by the firms have become the determinant of success. It is likely that food retail companies with superior marketing dynamics will emerge as the top player in the industry. In UK, the developments in food production have greatly affected food retailers. Specifically, the changing preference of consumers has defined the direction taken by food retail companies. Recent trends suggest that products that are fruit flavoured will become highly popular in UK. Likewise, UK consumers will be highly receptive to food products with distinct yet uncommon combination of flavours. Moreover, functional foods will be highly regarded in the market as well as food that contain low carbohydrates. Basically, UK consumers have become more aware of their food intake because of the hazards attributed to such activity. Health issues and concerns are primary drivers that influence consumers in purchasing certain food products. In the beverage sector, beer manufacturers will continue to challenge the wine

Analysis of Risk

Analysis of Risk The aim of this essay is to introduce the aspect of risk and some highlighting on the theories that support this aspect of risk assessment and will briefly discuss existing risk assessment schedules and at the end it will critically analyze national and local reports related to risk assessment (Faisal). Royal Society (1983) states that, risk assessment which axiom as the probability that a particular adverse event occurs and social services has been concerned predominate with risk assessment to prevent harm. They may also suffer further if they have to deal with seeing their perpetrator on a regular basis, and may be subject to further assaults in retaliation of their initial complaint. In addition to the risks to existing victims, poor responses may result in increasing numbers of people being abused. The Oxford Dictionary define risk as meaning a hazard, a dangerous, exposure to mischance or peril, as verb it also similar which means hazard, to danger, to expose to the chance of injury or loss( Parsloe, 2005). Risk is closely linked to dangerousness, resulting in harm which seems to be agreed means harm to self or others and extend of harm which constitutes a risk in various situations especially adult with learning disabilities. Every human being becomes vulnerable during their lifetime for many of reasons they all respond differently to events that happen to them because of who they are and the lack of support that they have around them (Jacki, 2001). People with learning disabilities are one of the most vulnerable groups in the society (Department of Health 2001). Learning disabilities may be more at risk not only because their own difficulties in understanding or communication but also because of the way they receive services and the fact that they may be actively targeted or taken advantages (Jean and Anthea, 1997). Increasingly responding to the risks of others, preventing risks to vulnerable adults or running risks to themselves is all in days work for the busy practitioners and manager in the field of social care (Brearley, 1982). Any criminal offence which is perceived to be motivated because of a persons disability or perceived disability, by the victim or any other person. [Association of Chief Police Officers]. According to Home Office Any incident, this constitutes a criminal offence, which is perceived by the victim or any other person as being motivated by prejudice or hate. People with learning disabilities are subject to risk all time due to their vulnerability they sometimes abused by those who have control over them or by those who realize that they are vulnerable because of their disabilities they often find it very much more difficult to assess risk the way most of social carer and services do (Vaughn and Fuchs, 2003). However, take risks because they feel vulnerable to a point approaching hopelessness (Fischhoff et al., 2000). In either case, these perceptions can prompt adults to make poor decisions that can put them at risk and leave them vulnerable to physical or psychological harm that may have a negative impact on their long-term health and viability. According to Kemshall and Pritchard (2001) states that, there has been much debate about a welfare model or a criminal justice model should be adopted. In order to fully appreciate the process of risk assessment, here identify the one of particular serous case review murder of Steven Hoskin after the recent death 39years young man who has been dead by numbers people. Adults vulnerable protection systems are likely to come under close scrutiny (Jacki, 2001). Steven Hoskin had learning disabilities and he was 39 young man who was been killed and his body was found at the base of the St Austell railway viaduct on 6th of July 2006. Two principal perpetrators, Darren Stewart (aged 29 years) and Sarah Bullock (aged 16 years), and the manslaughter conviction of Martin Pollard (aged 21 years). Steven Hoskin was 39 years old. Born to a single woman who herself had a learning disability, Stevens learning disability became apparent in his early childhood. At 12 years of age he left a local prim ary school and became a weekly boarder at Pencalenick special school, returning to his mother (on the Lanhydrock Estate, outside Bodmin) at weekends. Steven did not read. After leaving school at 16, Steven was unable to secure employment and was admitted as an inpatient to Westheath House, an NHS Assessment and Treatment unit for people with learning disabilities and mental health problems. Although he remained there for 14 months, the therapeutic purpose of his stay is unknown. While at Westheath House, Steven participated in youth training activities in the Bodmin area. This was an unhappy time for Steven as he was victimised by the other trainees.'(ref) Stevens relationship with his mother deteriorated and ultimately became characterised by conflict and violent outbursts. In September 2003, Steven was charged and convicted with common assault and he was subject to a Probation Order. An Adult Protection Plan confirmed that Stevens mother should move.(ref) Even the initial meeting of the Serious Case Review Panel confirmed there was no lack of information about Steven and his circumstances and that with better inter-agency working; Steven Hoskin would have been spared the destructive impacts of unrestrained physical, financial and emotional abuse in his own home. While this knowledge cannot change, erase or soften what happened to Steven, it was an impetus for Cornwall Adult Protection Committee and its partner agencies to analyse what went so badly wrong. As uncomfortable as this process has been, it leads to learning, i.e. our purpose has not been one of judgement but of correction and improvement (Dixon 1999). It is important that adult protection is triggered when someone is believed to be at risk of harm/abuse and not only at the point where there is demonstrable evidence of harm. In order to conform to their obligations under human rights law, agencies have to be proactive in undertaking risk assessments (e.g. Monahan et al 2001) to ensure that preventive action is taken wherever practicable. The Disability Rights Commission (2005) confirmed that the health of people with learning disabilities is likely to be worse than that of other people, (even before taking into account specific health needs or disability related barriers to accessing health care), as they are likely to live in poverty and are exceptionally socially excluded. Young People and Adults have to look out for young people. They must be alert to the possibility that the same young people may be harming those more vulnerable than themselves (ref.). Valuing People (2001) identified Independence as a key principle and helpfully confirmed that: While peoples individual needs will differ, the starting presumption should be one of independence, rather than dependence, with public services providing the support needed to maximize this. Independence in this context does not mean doing everything unaided (p23). It is essential that health and social care services review the implications of acceding to peoples choice if the latter is not to be construed as abandonment (e.g. Flynn, Keywood and Fovargue 2003). Stevens murder has confirmed that the choices of adults with learning disabilities in relation to their health care decision-making (Flynn, Keywood and Fovargue, 2003). Valuing People (2001) defines choice as follows: `Like other people, people with learning disabilities want a real say in where they live, what work they should do and who looks after them. But for too many people with learning disabilities, these are currently unattainable goals. We believe that everyone should be able to make choices. This includes people with severe and profound disabilities who, with the right help and support, can make important choices and express preferences about their day to day lives. (p24). Protecting Vulnerable Adults, Valuing People states: `People with learning disabilities are entitled to at least the same level of support and intervention from abuse and harm as other citizens. This needs to be provided in a way that respects their own choices and decisions. (p 93) The difficulty for people with learning disabilities is that carers often do feel often they are expected to make these choices for them. The law of negligence can appear to inhibit decision making personal freedom and choice sit uncomfortably next to the concepts of duty of care and professional liability (Fuchs, 2003). The police reported Stevens circumstances in the months preceding his murder as follows: `Steven Hoskin had lost all control of his own life within his home. He had no say, choice or control over who stayed or visited the flat. He had no voice or influence over what happened within the premises. Darren Stewart had recognised the clear vulnerability of Steven Hoskin and had moved in on himà ¢Ã¢â€š ¬Ã‚ ¦he recognised the opportunity for accommodation and removed from Steven Hoskin the little ability he had to make his own choices and decisions. Darren Stewart was fully aware of Stevens vulnerability and learning difficulties and took advantage of those facts to control both Steven and the premises. Margaret (2007) identifies the following factors in what went wrong for Steven: Youths use Stevens bedsit to drink and take drugs where they steal his money and assault him. Steven cancels his weekly community care assistant service. Tortured after admitting their involvement in shoplifting. Assaulted, made to wear dog collar, cigarettes stubbed out on him .Forced to falsely confess to being paedophile and to swallow 70 painkillers. Marched to top of viaduct and forced over edge falls to his death. Safeguarding adults: To be vulnerable is to be in circumstances defined by the continuous possibility of harm or threat (e.g. Flynn 2005). No Secrets makes it clear that monitoring safety is a multi agency responsibility. The key to protecting and safeguarding vulnerable adults is sharing information, so any professional who comes into contact with a vulnerable adult should be able to determine immediately if, and when, other agencies are involved and has a duty to share concerns. There were no such consequences arising from the numerous instances when Steven and Darren came to the notice of NHS services or the police. Flynn (1989) confirmed that adults with learning disabilities living in their own tenancies were vulnerable to victimisation, most particularly in localities of hard to let tenancies; that these men and woman were wary and scared of young people; and that most experienced loneliness and isolation. Departments of Adult Social Care cannot be expected to look out for all citizens with learning disabilities without the resources to do so. Fair Access to Care criteria are known to be rendering more and more vulnerable adults ineligible for ongoing support (ref) It forcibly brings the commissioners and providers of health services and the police to the foreground. They were Darrens first port of call and, perhaps under his influence, they became Stevens as well. Stevens murder presses the case for ever-greater investment in partnership working in safeguarding adults (Perkins et al., 2007). The stated primary aim of No Secrets (2007) is to create a framework for action within which all responsible agencies work together to ensure a coherent policy for the protection of vulnerable adults at risk of abuse and a consistent and effective response to any circumstances giving ground for concern or formal complaints or expressions of anxiety. The agencies primary aim should be to prevent abuse where possible but, if the preventive strategy fails, agencies should ensure that robust procedures are in place for dealing with incidents of abuse.(p.) This statement clearly indicated that No Secrets was intended to encompass both a safeguarding preventative approach, in addition to an adult protection intervention one; although we would acknowledge that the intervention role has taken precedence in reality (ref.). Risks change constantly and people grow, change, and develop. It is important to review risk assessment regularly, and aim always to increase choice and freedom for the people with learning disability (Sellars, 2003 p.155). In considering the effectiveness of No Secrets as a mechanism to provide a level of intervention that could protect adults at risk of abuse, it would seem sensible to consider what has failed to work successfully within adult protection, whether such failures were a consequence of the nature of guidance or instead insufficient/inappropriate application of that guidance, and whether such failings could only be overcome by the introduction of legislation. An obvious mechanism that could be used as part of this evaluation process would be the consideration of Serious Case Reviews relating to adults.(ref). People may make an informed choice to accept a particular risk today, but circumstances and people change. A risk considered acceptable today, may be a problem tomorrow, and statutory agencies have a consequent responsibility to regularly monitor and respond to changing circumstances. Personalisation does not mean a statutory agency has permanently discharged its duty of care on the basis of an informed decision taken at a single point in time. This was a key point of the Serious Case Review into the death of Steven Hoskin, Steven wanted friends. He did not see that the friendship he had so prized was starkly exploitative, devoid of reciprocity and instrumental in obstructing his relationships with those who would have safeguarded him.'(ref.) Disability hate crime fails to recognise the duration of Stevens contact with his persecutors; the counterfeit friendship; the background to Stevens perilous disclosures to Darren; the joyless enslavement; or the motivations of all of his persecutors. Stevens murder has profound implications for the support of vulnerable adults in our communities. It challenges the principle, or dogma, of choice for adults who are apparently able; it unstitches some certainties about communities -their capacity to look out for others, their familiarity and permanence; and it requires us to question why the ever- tightening eligibility criteria of services are rendering very vulnerable men and women so unprotected. The fact that individuals in all agencies knew that Steven was a vulnerable adult did not prevent his torture and murder (ref). This does not imply that these agencies are without merits or strengths or that they are wholly culpable, but is intended to convey their acknowledgement of their individual and collective under-performance, and what has to change in the light of the magnitude of cruelty experienced by Steven (ref). There is the role of care providers in adult protection intervention work, how they are engaged in investigations, and what role commissioning has in the overall process. And the commissioning role can be crucial, as noted by the joint investigation into the Cornwall Partnership NHS Trust, which stated, The trust has blamed the three PCTs in Cornwall for failing to commission appropriate services for people with learning disabilities and, while this does not lessen the trusts culpability, the criticism is accurate. This is the other side of the coin; we are inclined to believe that it wont happen, even when the objective statistics suggest otherwise the difficulty that now exists for people with learning disabilities, especially those with greater disability, and those who care for and support them, is that the law specifies that many such people are vulnerable, and not able to make this choice for themselves (Daniel, 2003). The onus of assessing risk and making the decision therefore often rests with carers. Because it is such a difficult decision to make for someone else, carers often take the simple way out, and avoid letting situations arise where learning-disabled people in their care have the opportunity to develop sexual relationships: if a person cannot make an informed choice then perhaps it is easier not to offer them that choice (Lindsay 2004). This is the current dilemma for those who work in community care situations. According to David J. Thompson,(2000) the issue of sexual relationships is perhaps the most difficult and complex, but this problem of balancing risk and choice is a constant one for carers and professionals, in relation to many aspects of everyday life. In the background is the ogre of the law (and/or local management), ready to jump on the unwary, should they get it wrong. No wonder, perhaps that many are cautious about enabling such choices to be made. Get higher in the information of vulnerable adults referred to them for the reason that they are at risk of physical and sexual mistreatment, in addition to financial fraud, a study has found in Social services departments have seen (Simon, 1997. So where adult with learning disabilities have more complex problems, such as behaviour problem, mental illness, or others any physical or mental disorder they will need additional care and support to cope with their everyday lives (Hawks, 1998). Sometimes these problems impose additional risks, and these do need to taken into account when assessing and managing risks for each person/adult.

Sleepless Nights and Wasted Days: Changing School Times to Benefit Stud

The alarm goes off at six am and the typical high school student is barely able to open their eyes. It is time to get up and prepare for a full day at school, about eight hours. Most teenagers, according to the National Sleep Foundation, will only get about six hours of sleep since they tend to stay up until midnight (â€Å"Should schools start later in the day?†). After getting ready, many students look forward to a nap in their first hour class despite the information they will miss. Teenagers seem to always have had trouble getting up in the morning, even earning the title of lazy from their parents. However, recent research on adolescent sleep patterns has produced a biological explanation for this tendency. This raises a serious question: why are high schools starting early in the morning when teenagers are biologically programmed to sleep in? For most cases, school start time has not been conformed to fit student physiological needs simply because of transportation iss ues. Fifty six percent of students report being tired throughout the school day, which can lead to missed information and confusion (Wysong). According to this statistic, over half the students in class are not going to achieve their maximum learning potential in school. In order to avoid this problem, a teenager's brain typically needs to sleep from 11:00 pm to 8:00 am (â€Å"High schools starting later to help sleepy teens†). However, most high schools require students to be in class as early as 7:15 or 7:30 am. As a result, many adolescents simply do not have the opportunity to get enough rest. Changing the traditional school time to start later in the day will benefit adolescent sleep cycles, promote learning, and prevent disease by regulating the body. Ideally,... ...n Context. Web. 27 Feb. 2012. Selley, Chris. "Go on, sleep in: Toronto schools mull shifting classes to 11:30 to help dozing students." Maclean's 19 Nov. 2007: 158. Gale Opposing Viewpoints In Context. Web. 18 Mar. 2012. "Should Schools Start Later in the Day?" Current Events, a Weekly Reader publication 30 Apr. 1999: 3. Gale Opposing Viewpoints In Context. Web. 17 Mar. 2012. "Sleep may reduce teens' Type 2 diabetes risk." The Canadian Broadcasting Corporation [CBC] 20 Sept. 2011. Gale Opposing Viewpoints In Context. Web. 18 Mar. 2012. Wahlstrom, Kyla L.; Davison, Mark L.; Choi, Jiyoung; & Ross, Jesse N. (2001). School start time study: Executive summary. 2001. Web. 14 Apr. 2012. Wysong, Pippa. "School daze: turn your ZZZ's into A's." Current Health 2, a Weekly Reader publication Sept. 2007: 18+. Gale Opposing Viewpoints In Context. Web. 17 Mar. 2012.

Dark Knight Literary Analysis

There is no doubt in my mind my argument will be convincing in this case. When one searches for the definition of herd' In the dictionary, one finds definitions of the term such as: â€Å"a man of distinguished courage or ability, admired for his brave deeds and noble qualities. † , â€Å"the principal male character in a story, play, film, etc. â€Å", and â€Å"a person who, in the opinion of others, has heroic qualities or has performed a heroic act and is regarded as a model or ideal†.If you are familiar with Batman, you would already be nodding your head in approval of my premise, but as a sign of respect to Christopher Nylon's trilogy and for points In the AP English Language class this essay will be more horrors In Its analysis. It will be deeper, In a literary way. You haven't read everything. Not everything, not yet. The story of a hero must be one of rebirth and the overcoming of obstacles. All the major pop-culture heroes we know and love have been through it. Neo was awoken from his matrix-induced slumber to face the real world.He had to embrace the fact he was the One, and that he had the power to free mankind from the machines. Tactics Finch fought racism while fighting for his client in the times of blatant discrimination In Batman's case. His whole life was filled with tragic obstacles. HIS arenas were murdered when he was barely a child in front of him, which left him without any technical family to nurture him. But in light of his father's words after he witnessed great fear in a well: â€Å"Why do we fall? So we can learn to pick ourselves back up. â€Å", he did, in fact, pick himself up.Bruce Wayne was convinced Gotcha was full of corruption, crime and evil, but that the problem had a solution. The well Bruce fell In as a child worked perfectly as a metaphor for the trilogy throughout. In that well he faced what would first become his biggest fear, to then become his symbol and tool to becoming powerful. In his quest for b ecoming a new version of himself that could effectively fight crime he met Era's AY Ghoul, who taught him the ways of physical combat and most importantly how to strike fear in the mind of his enemies by first embracing his own darkness and fear.As a result the symbol of the bat becomes a prominent motif or identity In the story. We can see It in his nightmares, his cave and, of course, his suit. Later In the series we witness another rebirth of the main character. This time it's less Bruce Wayne who is being reborn, and more Batman. After taking the blame for Harvey Dent's wrongdoings, the injured and exhausted Batman disappears from Gotcha. And so does Bruce Wayne from his company and from the eye of the media. Once the new, unstoppable Bane becomes terrorizing Gotcha Batman tries once more to restore the order in his city but falls.Bane beats him half to death and leaves him In his former prison to rot and watch Gotcha burn afraid of losing Gotcha. In this situation he has to fin d strength in himself in order to live, escape the depths of the prison and ultimately save his city from Bane's nuclear bomb. In his escape, a clear reference to the well of his childhood is made. A well that signifies both the embrace of one's fears and rebirth. During his ascension to freedom Bruce recollects the words formerly mentioned by his dead father. Mentors are crucial in a heroic Journey. They shape the character of the hero and teach him the ways of heroism.They usually deliver words of wisdom that can be become anyone's motto. Among them we can find Tumbledown, You'd, Magic and Hammiest. Bruce Wane's Journey is positively endowed with mentors. The most obvious option would be his father, commonly any boys role model. His life was short, and his company to Bruce even more, but his presence endured the test of time. His strong words clearly rang in his son's mind for the rest of his life. Thomas Wayne was a rich man, who loved his family. He was a philanthropist who beli eved in peace. His last words to Bruce were â€Å"Bruce, don't be afraid. â€Å", and in retrospect these are words he strongly lived by.Another mentor of Wayne is Henry Ducal, Era's AY Ghoul. It was this man who drove Bruce to becoming Batman, he challenged him to embrace his fears. Ducal trained him to become the machine of crime-fighting he later becomes when he faces the Joker. Ducat's presence in the story is brief, but without him Bruce Wayne wouldn't have found Batman in himself. Bruce Wayne encounters this darkness and embraces it, but he struggles to find his balance. This brings up the final, and most important mentor in his life, Alfred Pennyworth. Alfred job is to butler for Bruce, but he represents much more than any of that.Alfred was there for Bruce after his parents were murdered and took care of him. Alfred provides wisdom to Bruce when he needs it, he is a fountain of life lessons because of his travels and age. Alfred holds the memories of what the Wayne family was before Brace's parents died. He speaks in the way Brace's father did to him as a child, reminding him of what his father taught him to stand up for. When Batman is pushed up against the ropes when trying to figure out what the Joker wants, Alfred helps out with a memorable quote. â€Å"Well, because he thought it was good sport. Because some men aren't looking for anything logical, like money.They can't be bought, bullied, reasoned, or negotiated with. Some men Just want to watch the world burn. â€Å", with these words, Wayne gains insight on who he is facing. After this, he understands The Joker Just wants to bend Batman's rules. Finally, the most notorious asset of a hero is his sacrifice for others. This can be presented as material or emotional. Heroic sacrifices are classical. Like Gangland the Grey first death as he fights the fierce Balboa to let the rest of the Fellowship flee or when the T-800 had himself lowered into the pit of molten metal to save humanity from fut ure terminators in the end of Terminator.

Evaluate the Information Processing Models to Learning, Distingush the Main Features of the Multi-Store Model Essay

The main thrust of this assertion is to give an evaluation of the information processing models to learning and paying particular attention to features of the multi-store model. According to Ashcraft (1994) information processing model is a framework used by cognitive psychologists to explain and describe mental processes. The multi-stores model propounded by Atkinson and Shiffrin(1968) is a classic model of memory, which describes memory in terms of information flowing through a system. However the model is not without flaws, as it possesses weaknesses as show be critically analyzed in this evaluation. The information processing model concentrates on how information from the environment through the senses is processed and utilized by the brain.Schunk(1996) posits that the information processing models are various theoretical perspectives dealing with the sequence and execution of cognitive events, mainly focusing on how people react to environmentalstimuli, encode, store, and retrieve when needed. Thus giving the perspective that learners are active seekers and processers of information. The flow of information primarily can be traced from the environmental stimuli. These are raw facts and figures that we capture from the surrounding using our senses. A stimulus can move from our senses to the short register, when we pay attention to the stimulus, and thus our internal process begins. According to Baron (2001)learning becomes the process of commuting our symbolic representations to memory where there may be processed and the study of learning is primarily through the study of memor y The multi-store model is a classical model of memory which was suggest that memory is made up of a series or stores and information is processed and stored in three stages namely sensory, short term and long term memory. Atkinson and Shiffrin (1968) describes memory in terms of flowing through a system. Information enters the sensory memory through detection environmental stimuli by the sense organs, then through the process of ‘attention’ and ‘perception’ moves to the short-term memory. Through rehearsal the information may be transferred to long term memory, and if not rehearsed it is then lost from short-term through the process of displacement or decayMcLeod,2007) Sensory memory is a brief store of information from the environment,maintaining a duration of a quarter to half of a second(Fieldman,2010) The sensory register picks up all the environmentalstimuli reaching our senses.The capacity of th sensory memory is quite large,although it only lasts for milliseconds, as it holdsinformation associated with the senses.If our working memory is relatively free of work,we might pay attention to the new input and if not, then we would not notice or we quickly forget the new information(Baddeley and Hitch,(1974). The other main feature of this model is the short-term memory,which is a temporary store for a limited amount of information and stores from a duration of 0 to 18 seconds,(Fieldman,2010). In this storage information is encoded mainly as echoic. Baron, (2001) postulates that short-term memory can handle about 7 objects at once, but this can be improved by chunking, which is the grouping of items into chunks and this information can be maintained by rehearsal or association of the information you are trying to remember with already existing knowledge.Therefore the short-term memory becomes vital as this is where consciousness exists and thinking is done. Long term memory is the third main feature of the model,which represents our permanent storehouse of information,and its capacity is unlimited(Ashcraft,1994). There are three categories of long term memory, semantic(for verbal information and meaning), episodic memory(for events) and procedural memory for how to do things. The prospect of information reaching the long term memory according to Driscoll(1994) depends upon the length of the message and familiarity of it with information already stored. The major strength of this model is based on its ability to set a foundation on other studies as memory studies provide evidence to support the distinction between short term and long time. Mcleod (2007) posits that the model is influential as it has generated a lot of research into memory. Furthermore, studies of amnesiacs also supported the essential of this model. This show the relevancy of the information processing model to learning as it is consistant with empirical findings and provides an excellent framework for understanding the principles of effective learning. The information processing model is also blamed for over simplifying facts and does not account for the type of information processed. The working memory is treated as a simple store of memory. This view is contradicted by Baddeley’s(2001) model of working memory which consists of three components, theexecutory loop, and visual spacial sketchpad,with uses which vary from selecting incoming information, determine processing and constructing meaning through inferences and subsequently transfer the processed information to long term or delete it from the memory system altogether.Therefore,despite that, the information processing model provides a conceptual model which explains the different functions and constrains on human memory it fails to recognize that the short term memory and long term are more complex than previously assumed. The interactions between short-term memory and long term memory were under emphasized and do not distinguish between levels in the long term memory,and of essence does not explain how the long term influences short term and sensory memory. Mcleod (2007) viewed the model as a one way or linear with rigid ways of operation, and also argues that rehearsal is too simple to account for the transfer of information. Schraw (2001) articulated that several useful terms have been developed to elaboratecognitive processing especially in working memory, for example the limited cognitive resources and attention resources, which help explain why there are differences between one learner and another.Therefore these and the fact that it is just a model and there is not really a way to prove its true, contributes to the view point that the information processing model has significant. In conclusion, the information processing model gives the three vital stages of information processing, which are greatly regarded in most recent studies as they have provided a framework for understanding principles of effective learning. Therefore despite the great number of flaws the model is quite significant. REFERENCE 1. Ashcraft,M.H (1996), Human Memory and Cognition, Harpercollins College :DIV 2. Atkinson, R. C., and Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes, New York: Academic Press. 3. Baddeley, A .D. and Hitch, G.(1974). Working memory, New York: Academic Press. 4. Baddeley,A.D.(1998).Human Memory,theory and Practice. Boston:Allyn and Bacon 5. Baron, R.A(2001) Psychology, New Delhi:Dorling Kindersley 6. Driscoll, M.P. (1994) Psychology Of Learning For Instruction, Boston:Allyn and Bacon 7. Fieldman,S.R (2010)Understanding Psychology,MacGraw-Hill 8. Schunk, D.H (1996) Learning theories(2nd edition) New Jersey;Merrill 9. http://www.simplypsychology.org/multi-store.html