Sunday, December 29, 2019

Teen Pregnancy Essay - 1314 Words

Nearly 3 in 10 teenage American girls will get pregnant before the age of 20 (Hamilton, B.E.). That’s nearly 750,000 teen pregnancies every year. According to, â€Å"11 facts about teen pregnancy† less than 2% of teen moms earn a college degree by age 30 (Par. 2 5). There are many reasons for this and the best way to help limit teen pregnancy would be to require parents to attend teen pregnancy prevention meetings held by schools. One of the many problems is that most teens are not well informed about the troubles of being a teen parent. They don’t understand how it will affect them and the child they are bearing. Sex education is not enough and I am not the only one who thinks so. According to Helen Cothran, â€Å"Many social scientists†¦show more content†¦Dr. Phil says, â€Å"Make sure its a two-way conversation, not a one-way lecture. Ask them what they think and what they know so you can correct misconceptions† (Par 3). You can make it more personalized by talking to them about your own personal experience. For example if you were a teen parent you can talk to your teen about how hard that was for you and tell them that you don’t want them to repeat the same mistake. Over time the teen will feel like they can come to you. An indirect way of prevention would be to involve your kids in the things you do. Don’t just leave them at home with nothing to do. You could put them in clubs or sports. According to the Women’s Sports Foundation, â€Å"female athletes are 80% less likely to get pregnant† (Par 2). Not only do clubs or sports give them something to do it teaches them how to be goal oriented. This can help your teen set future goals and help them have more attractive options for the future than early parenthood (Dr. Phil, par 10). Leticia Johnson (not her real name) is an extreme case where both parents were not well involved in her life. She lacked that sense of closeness with her father b ecause he was always absent. Leticia’s Parents broke up when she was 3 years old (qtd. by Lehrer Linda, par. 22) She mentions a time when Leticia and her brother were promised a trip to the amusement park but her father never came. Later on she found out thatShow MoreRelatedTeen Pregnancy Essay2181 Words   |  9 PagesPregnancies are a wonderful thing. Just imagine being able to create another human being and bringing it into the world. Although this may be what the majority of mothers think, teen moms may have a different perspective. They might have been forced into pregnancy and the child may be a reoccurring thought of what happened to her. Chances are the teen will love her baby in the long run, but in the beginning the teen most likely had different views. Teen pregnancy is a worldwide problem that needsRead MoreTeen Pregnancy Essay1019 Words   |  5 PagesTeen Pregnancy Nearly thirteen percent of all births in the United States were teenage girls from the ages fifteen to nineteen. Almost one million teenagers become pregnant each year and about 485,00 give birth. In many situations the answer to keeping a relationship going is to have a good sex life. Most teen relationships are based on sex. This is one of the main reasons why teenage birth rates are so high. I am a good person to make a case for this topic because I have witnessed from a familyRead MoreEssay on Teen Pregnancy1041 Words   |  5 PagesIt has been said that teens across the world have not been receiving enough sex education. This has led to many issues with teens becoming pregnant, which most of the time is unanticipated. Teenage pregnancy has been a social problem throughout the world for a number of decades now. Many studies have been completed in several countries that pertain to the amount of teens and the types of teens who are becoming pregnant. Rates among teens had bee n declining for some time, but are starting to takeRead MoreTeen Pregnancy Essay1364 Words   |  6 PagesWhat is teen pregnancy? Teenage pregnancy, also known as adolescent pregnancy, is pregnancy in females under the age of 20. A female can become pregnant from sexual intercourse after she has begun to ovulate, which can be before her first menstrual period but usually occurs after the onset of her periods. There are many reasons why teens end up pregnant at such a young age. These reasons consist of family related problems, the lack of being taught about safe sex in school and by parents at homeRead MoreTeen Pregnancy Essay1426 Words   |  6 Pageswhat is going to help reduce the alarmingly high rate of teen pregnancies has not ceased. Many argue over whether abstinence-only should be taught in high school and if it is the key to reducing the high teen pregnancy rate. From my standpoint, I believe that it should be taught. However, it should be accompanied by the teachings of birth control along with other contraceptives and how to use them. The fact of the matter is that teen pregnancies continue to be a prevalent problem and teaching abstinenceRead MoreTeen Pregnancy Essay915 Words   |  4 PagesTeen Pregnancy Over the past two decades, the rates of teen pregnancy have grown dramatically. According to the Prevention of Teen Pregnancy, approximately every thirty-one seconds ateenager becomes pregnant in the United States. This is unbelievable, however that is the truth that no one can deny. Many people think that teen pregnancy dont effect them unless they get pregnant or one of the family members in teenage get pregnant. However teen pregnancy really affects our communities and countryRead More Teen Pregnancy Essay643 Words   |  3 Pagesdifficulties that come with an unplanned pregnancy in teens can have a profound effect on their life. Their physical, social, mental, and emotional health will all be affected by a sudden change in the course of their life. Teens impacted with an unplanned pregnancy will have to give up many things in order to be a parent. In addition, they will have to take on many more responsibilities that accompany pregnancy and parenthood. All in all, having an unplanned pregnancy and becoming a parent introduceRead MoreEssay On Teen Pregnancy1590 Words   |  7 PagesTeen Pregnancy Task 1 Teenage pregnancy has been around for thousands of years, and in the past was in fact an ideal among societies of past times, such as the Ancient Greeks, the Medieval Era, and even as late as the 20th century. Teenage women were thought to be at the prime age for baring children, and often as soon as they were married, fell pregnant. However, in this era, women have more opportunities to go further and reach higher in life, they have the chance to be successful, and to rivalRead More Teen Pregnancy Essay710 Words   |  3 PagesPrevent Teen Pregnancy nbsp;nbsp;nbsp;nbsp;nbsp; After reading Martha Balash’s article, Schools Can Help to Prevent Teen Pregnancy. Balash has put time and effort into this proposal on stopping Teen Pregnancy. I think Balash’s introduction is very effective because she goes straight to the facts. She doesn’t try to mislead you with any false facts. She goes straight to the point and the point is to prevent teen pregnancy. Balash tells that schools has more influence over teen pregnancy than whatRead MoreEssay Teen Pregnancy1403 Words   |  6 PagesThere is a lot of teen mothers growing up in this world wondering, what if I would have stayed in school? W hat could I have become? Would it have made my life easier if I had thought first? There is many causes for teen pregnancy. They lead to the need for the desire of love by another person. One might have a poor home life and would want something like their peers have. A teen may have a low self-esteem and simply be looking for acceptance. However, many teens that have a wonderful

Saturday, December 21, 2019

Abortion A Controversial Debate - 1305 Words

Abortions continue to be a controversial topic for not only the American people, but the congress as well. Republicans argue their views on why the American people should not be forced to pay taxes that will directly go to abortions procedures, and Democrats continue to rebut. This controversial debate revolves directly around Planned Parenthood. GOP continues to push the ban on federal funds allotted to this particular organization, due to its involvement in abortions and alleged tissue and stem cell sales. But how is tax payer’s money actually being directed to abortion procedures? Realistically, taxpayers last year alone spend 528 million dollars that directly went to Planned Parenthood (Planned Parenthood, 2015). However, that money†¦show more content†¦But what does this mean, and what services do they provide. At first glance, Planned Parenthood looks like a resourceful and productive organization that offers reproductive services through 700 (Planned Parentho od, 2015) different medical sites. Most of their services are beneficial and provide low income Americans with services such as mammograms cervical testing, STD prevention and medication, birth control, reproductive education and precautionary measures. However, it also provides abortions. Although abortions only consist of about 3% of their actual procedures, it is 3% too much (Planned Parenthood, 2015). Because of the 3% margin used on abortions, Republicans want to defund Planned Parenthood. Why should the Americans people be forced to pay for something they oppose to? Although the Hyde Amendment bans the use of federal funds to finance abortion procedures, just like everything else, there are stipulations. According to Medicaid, they can provide funds for abortion on extreme cases that involve incest, rape, and pregnancy that endangers a person’s life (Herold, 2013). However, this does not apply to all states, and some states have made revisions. Currently, 17 states offe r abortion procedures through Medicaid. Inevitably, Planned Parenthood and Medicaid recipients will be the most affected by defunding

Friday, December 13, 2019

Increase In Poor Attendance Education Essay Free Essays

string(70) " registerd Edexcel HND Business Managemnt pupils at ICBT City campus\." ICBT leads in presenting Edexcel HND ‘s. However, recent observations showed HND Business Management pupils showed an addition in hapless attendence A ; promptness, failed in ontime bringing ensuing in late A ; non bringing of assignments, A ; the chief ground identified for the negative consequences were, pupils hapless clip direction accomplishments. This negatively effects cardinal stakeholders such as institute, pupils, parents A ; talks, ensuing in inability of pupils to achive good classs, incresed emphasis A ; old ages taken to finish the HND, reduced the pattern working on deadlines, makes ICBT unable to make its mission A ; vision, impacts the bing positive image with Edexcel A ; the market, fades parents ends A ; hopes, increses force per unit area upon lectors A ; leads to demotivation as consequences are non achived as expected from pupils. We will write a custom essay sample on Increase In Poor Attendance Education Essay or any similar topic only for you Order Now Importance of a solution was recognized, A ; identified bettering pupils be aftering A ; forming, prioritizing A ; end puting accomplishments improves clip managemnet accomplishments. Bettering the sead accomplishments, increses pupils on clip entry rates, capableness to work on clip A ; reduces emphasis, enable ICBT range its mission A ; vision A ; maintain good name with both Edexcel A ; the market, cut down work burden force per unit area A ; increses motive of lectors A ; lead parents see their kids achiving success. Key Words – Students, Time direction accomplishments Table of Contentss Table of Contentss List of Tables A ; Figures List of tabular arraies List of figures List of Abbreviations ICBT – International College of Business A ; engineering Ltd Introduction Established since twelvemonth 2000 ( ICBT, 2011 ) International College of Business A ; Technology Ltd ( ICBT ) has become one of the most prima private sector higher instruction offering institute in Sri Lanka offering assortment of interantionally accepted survey classs. It was observed most pupils at ICBT surveies Edexcel HND ‘s, A ; ICBT is most popular in presenting HND ‘s as ICBT was awarded by Edexcel International ( The Sunday Times, 1996 – 2011 ) as the taking centre for Edexcel HND ‘s in Sri Lanka However recent observation showed pupils analyzing Edexcel HND concern direction shows mean hapless attendence A ; promptness, A ; neglect to subject assignments on due day of the months ensuing in late entries A ; non subjecting assignments. The chief ground identified for pupils inability to subject assignments on clip A ; hapless promptness, was pupils hapless clip managemnt accomplishments. Symptoms identified through detecting pupils which led me to look into these job was pupils classs achived, on mean pupils hapless attendence, hapless promptness, pupils ailments on capable affairs, pupils non verbal looks such as demoing less involvement A ; concentration towards lectures, drowsiness, negative attitude towards lectures, speaking with friends while talks are being conducted within the category room, etcaˆÂ ¦ The imporatance of placing A ; happening a sollution to these job was recognized upon placing the negative effects it could hold upon all cardinal stakeholders involved such as pupils, parents, lectors A ; the institute A ; the benefits it could convey to the mentioned stakeholders as discussed below. Improved pupils clip mangemnt accomplishments, will increase pupils ability to subject assignemnts on clip, which could be a criteria taking to achive high classs, cut down both emphasis degrees A ; enable pupils to finish the HND ‘s within the clip frame of 18 months, avoid extra payments required on on late extention A ; remodules of assignments. Further more achiving high classs would increse pupils knowledge amp ; accomplishments degrees, which would profit in deriving A ; constructing nucleus competences neccessry when come ining the occupation market. Besides happening a sollution to better pupils clip mangement accomplishments, would increase pupils pattern A ; ability to mange clip efficaciously, expeditiously under presure of work while in the university, which could be extremely belived would be utile in their calling life as clip mangemnt is considerd as a critical interpersonal accomplishment in todays concern universe. Further if schemes are non implimentd to better pupils clip mangemnt accomplishments it would do it impossible for ICBT to make its mission A ; vission as identified in figure:2 in appendix, as ICBT ‘s mission of enahancing quality of human resources available to the market, would be negatively effected as pupils hapless classs, hapless clip direction accomplishments, hapless promptness, etcaˆÂ ¦ would non ensue in an increse of qulity human resource available to the occupation market in the hereafter, A ; it would non enable ICBT to make its vision, since hapless public presentation of pupils would consequence ICBT ‘s repute A ; acknowledgment in both the local A ; international market negatively, impacting both international A ; local market growing negatively. Besides if this consequences in an continuance, there is an high possibility that ICBT ‘s quality of instruction A ; repute in the private higher instruction could be adversly effected, ensuing i n ICBT ‘s repute recognized by Edexcel International as discussed above to detoriate. Students ability to mange clip effcetively is a critical factor that could consequence a kid ability to run into parents ends A ; hopes, such as seing childeren go throughing tests with good classs on planned clip frame A ; being extremely educated, holding a good calling A ; a work life balance. Further good clip mangemnent accomplishments would ensue in non necessitating to pay any extra payments to the college on late entry or re-modules ensuing in less fiscal load upon parents. Addition in pupils clip mangement accomplishments would increase pupils ability to subject assignments on clip, A ; this would enable the lectors to finish look intoing the whole batches assignments on a perticular twenty-four hours, without the demand of transporting frontward any due cheques, seting extra presure A ; burden upon them. Further effectual clip mangemnt plays a major function upon pupils ability to achive a Distinction standard A ; other good classs, which could be a motivative factor for lectors A ; act as cogent evidence of lectors high public presentation. As job was identified ICBT City campus Edexcel HND concern direction pupils, country of influence or the range of the survey was identified as the aggregation of all the current registerd Edexcel HND Business Managemnt pupils at ICBT City campus. You read "Increase In Poor Attendance Education Essay" in category "Essay examples" As identified amp ; discusssed above how pupils hapless clip managemnt accomplishments effects pupils A ; other nucleus stakeholders such as parents, lectors, A ; the institute, the importance of happening a sollution for these job was highlighted amp ; by doong so it would non merely fullfil the cognition spread, but besides bring monolithic benefits to all the cardinal satkeholders as discussed below. Research Problem Why ICBT City campus Edexcel HND Business Managemnt pupils are inefficient in their clip mangemnt? Research Questions What is clip managemnt? What is efficiency A ; effectiveness? What is effetive clip managemnt? What are the factors act uponing effectual clip managemnt of pupils? Research Aims To place what is clip managemnt To place what is effciency A ; effectiveness and why it is of import to pupils To place what is effectual clip managemnt To place factors set uping effectual clip managemnt of pupils Literature Review Time direction involves equilibrating all the activities in which a individual participates within the confines of the hebdomad ( Canyons, 2001-2012 ) . Efficiency A ; effectiveness plays a critical function towards finding an persons ability to equilibrate amp ; pull off all activities of a perticular clip period. Efficiency is where clip or attempt is good used for a planned undertaking A ; efectiveness is making the right thing. Therefore effectual clip direction could be considerd as an persons ability to guarantee right things are done at the right clip, while guaranting clip A ; attempt is good used for the planned undertaking. However factors set uping clip managemnt accomplishments of an person is discussed below. A survey done to happen the relatinship between, hold A ; the deficiency of ability to put day-to-day modus operandis associated to academic activities ( Dietz, Hofer A ; French friess, 2007 ) suggested that pupils be aftering is of import to forestall holds in academic work, while Drucker in 1967 recognized that planning activities A ; undertaking does non ever guarantee completion of planned work, specially when clip presure is high. However a survey done by Gerhard in twelvemonth 2007, showed that pupil planning is merely one factor among several other factors that could consequence clip mangement, through consequences observed by both pre A ; post preparation accomplishments observed, which focused on four criterias such as self assesment, end scene, clip mangement A ; self ordinance, which was capable to demo a major addition or betterment in between pupils pre amp ; station ego managemnt accomplishments. Harmonizing to Sandberg in twelvemonth 2001, stated that effectual use of clip would assist to achive ends as planned, A ; it is the art of arrangement, organizing, programming, A ; budgeting 1s clip for the intent is the factors that influence effectual work A ; productiveness. Obi in twelvemonth 2003 stated that clip mangemnt involves accurately identifying undertakings to be performed, be aftering A ; programming of activities, prioritisng activities in order, A ; apportioning clip to tasks harmonizing to the grade of imporatane that enhances productiveness. Olaniyi in 1998 A ; Akomolafe in 2005 argued that, there is nil to mange in clip as clip is beyond human control, A ; what persons are capable to make is to make up one’s mind what to make with the available clip A ; how good to form activities within the available clip frame. Adedeji in twelvemonth 1998 besides came up with a strong A ; similar statement that supports, Olaniyi ‘s A ; Akomolafe ‘s findings, where he sead clip is an panics resource amp ; use of clip could be achived by making the right thing at the right clip. A survey done among university pupils in the United provinces ( Macan, et Al, 1990 ) identified a four factor theoretical account which effects pupils clip managemnt accomplishments A ; they were puting ends and precedences, planning and programming, perceived control over clip, and penchant for disorganization. Out of the four factors perceived control over clip had shown the strongest part to pupils academic and emotional accommodation. Further Macan ‘s designation that end scene could infleunce clip managemnt was besides surported by Richards in 1987 where Richards ‘s concluded that puting life ends A ; maintaining clip logs were of import techniques for effectual clip managemnt. McCay in 1959 developed a construct for clip direction preparation programme, where the critical elements highlighted in it were, giving penetration into clip devouring activities, altering clip outgo, A ; increasing work twenty-four hours efficiency by learning people how to do day-to-day planning, how to prioritize undertaking A ; how to manage unexpected undertakings. A survey done by Britton A ; Tesser in 1991, had identified that 67 % of undergraduate pupils find clip managemnt as the most hard undertaking to pull off amp ; 36 % varience among the classs werte due to clip mangemnt accomplishments. This farther high spots A ; proves the importance of happening why and how clip mangemnt accomplishments could be improved among ICBT City campus HND Business managemnt pupils. Figure: Conceptual Model Planing A ; forming accomplishments Time direction Prioritizing accomplishments Gaol puting accomplishments Alternate Hypothesis identified Students planning, forming A ; prioritizing A ; end puting accomplishments effects clip direction Planing A ; forming accomplishments is â€Å" the ability to pull off self and/or others, and resources including clip and environing fortunes to make a specific end † ( University of Strathclyde Glasgow, n.d ) Prioritizing accomplishments is the ability to â€Å" specify, rank, and assign degrees of importance to undertakings, activities, and/or issues and cover with affairs of higher importance foremost. Make a list of points in order in which they need to be completed or delegated. Align forces and other resources harmonizing to precedence while keeping organisational mission, vision, and aims. Determine affairs of urgency and manage consequently † ( Selection standards illustrations, 2012 ) Goal scene is the ability of an person to â€Å" set uping specific, mensurable and clip targeted aims † ( Objectiveli, 2012 ) Time direction is â€Å" a set of rules, patterns, accomplishments, tools, and systems working together to assist you acquire more value out of your clip with the purpose of bettering the quality of your life † ( Time ideas, 2004 – 2011 ) , A ; clip direction accomplishment of an single depends upon the persons be aftering A ; forming, prioritizing A ; end puting accomplishments. Methodology The sampling frame would be derived from the current ICBT metropolis campus HND Business direction pupil ‘s registries, available from the programme organizing office, which would give a complete list of all pupils registered for the class under each batch. Out of the sampling frame, a pupil sample would be obtained in order to carry on the research. However, HND Business direction batch 38 A ; 46 would be excluded from, the study as batch 38 has already completed the HND A ; merely expecting for the finalised consequences A ; batch 46 would be excluded, as the batch is the freshest HND Business direction batch, which has started on the 2nd hebdomad of September 2012, A ; would non enable to derive needed information. In order to avoid the sampling mistake survey would be done to place the most suited trying method to be adopted amp ; a larger sample size would be considered in the study, than the sample size demand calculated through the sample size reckoner. Table: Operational Model Standards to be measured Measurement unit Planing A ; forming accomplishments Ability to gauge clip A ; attempt required to finish a undertaking Ability to form systems A ; required resources Organize personal clip to transport out duties Maintain satisfactory readying clip for scheduled deadlines Capability to develop agendas A ; timetables with clear mileposts A ; deadlines Ability to mensurate consequences A ; mileposts for ego ( University of Strathclyde Glasgow, n.d ) Prioritizing accomplishments Ability to place critical undertaking A ; arrange undertakings in logical order Establish precedences consistently A ; differentiate between pressing, of import A ; unimportant undertakings Ability to supervise or set precedences on a day-to-day footing Use a â€Å" to make † list, undertaking program, or similar planning devices to observe action programs, deadlines, etc. ( University of Strathclyde Glasgow, n.d ) Standards to be measured Measurement unit Goal puting accomplishments Ability to put SMART aims ( Top accomplishment, n.d ) Time direction accomplishments Students attending On clip bringing, late entries A ; non submitted rates of assignments To mensurate the relationship of the conceptual theoretical account identified in figure: 1 an operational theoretical account had been created in tabular array: 1 above. Harmonizing to the conceptual theoretical account forming, be aftering A ; prioritizing A ; end scene accomplishments are considered as independent variables, A ; clip direction accomplishments is considered as a dependant variable. Table: Logical nexus created to turn out the truth of mensurating units used in the operational theoretical account Standards to be measured Measurement unit Logical nexus to turn out truth of mensurating unit Planing A ; forming accomplishments Ability to gauge clip A ; attempt required to finish a undertaking Ability to gauge the clip A ; attempt required to finish peculiar undertaking, would enable a pupil to be after in progress on future undertakings A ; aid to place how much leftover clip is available towards accomplishing other undertakings Ability to form systems A ; required resources Ability to form systems A ; resources required to carry through an undertaking in progress, would assist pupils to to the full use its detached clip towards accomplishing the undertaking, without the demand to utilize that clip in happening needed resources A ; systems which would salvage clip Organize personal clip to transport out duties If pupils have the ability to form clip to transport out personal duties in their lives, the detached clip could be to the full utilized in run intoing personal duties, where this would assist to avoid personal duties disrupting at times pupils are engaged in academic work. Maintain satisfactory readying clip for scheduled deadlines Student ‘s ability to keep satisfactory readying clip for scheduled deadlines would assist to avoid emphasis degrees of pupils, an addition their ability to carry through their ends as planned. Standards to be measured Measurement unit Logical nexus to turn out truth of mensurating unit Planing A ; forming accomplishments Capability to develop agendas A ; timetables with clear mileposts A ; deadlines Ability to put clear mileposts A ; deadlines with the usage of clear agendas A ; clip tabular arraies, would take to student motive A ; besides highlight the marks pupils have to accomplish at each given clip or day of the month A ; thereby enable to be after amp ; form undertakings Ability to mensurate consequences A ; mileposts for ego Ability to mensurate consequences A ; mileposts for ego, would give an pupils a clear personal thought on where accommodations needs to be made amp ; thereby assist to be after amp ; form undertakings more accurately in the hereafter Prioritizing accomplishments Ability to place critical undertaking A ; arrange undertakings in logical order Students ability to place critical undertakings would enable pupils to give more precedence towards accomplishing them, among other less of import undertakings Establish precedences consistently A ; differentiate between pressing, of import A ; unimportant undertakings Ability to precedences consistently A ; differentiate between pressing, of import A ; unimportant undertakings, would enable a pupil to give more precedence consequently to pressing, of import A ; unimportant undertakings. Ability to supervise or set precedences on a day-to-day footing In general there is high possibility that sudden unexpected undertakings may originate than expected, or an unmet undertaking as planned, may be hold to shift into day-to-day undertakings. At a given state of affairs, pupil ‘s ability to accurately supervise amp ; readapt the set programs consequently would enable to reprioritise undertakings consequently. Goal puting accomplishments Ability to put SMART aims Ability to put SMART aims would enable pupil to avoid underestimate or overestimate of work A ; capablenesss Standards to be measured Measurement unit Logical nexus to turn out truth of mensurating unit Attendance Students attending records Students attending records would supply an clear apprehension on pupils promptness A ; attending, which could be count towards clip direction accomplishments Assignment entry rates On clip bringing, late entries A ; remoulded rates Students on clip bringing, late entries A ; remoulded rates of assignments, would put a clear standard towards measuring clip direction accomplishments, as ability to subject assignments on clip largely depends on pupils ability to pull off clip efficaciously Students planning, forming prioritizing A ; end scene accomplishments would be measured utilizing pre-determined questionnaire used by researches that have been capable of mensurating pupils be aftering, forming prioritizing A ; gaol puting accomplishments. The consequences obtained utilizing the questionnaire would be compared against pupils late A ; on clip assignment entry rates, re-module rates A ; attending in finding if, HND Business direction pupils planning, forming A ; prioritizing A ; goal-setting accomplishments has an consequence upon clip direction accomplishments. Datas aggregation program Note – Questionnaire attached in the appendix Table: Data aggregation program of the study Data / Information required Primary / Secondary informations Beginning of informations Sampling frame Secondary informations Datas obtained through the programme officeof ICBT metropolis campus Data / Information required Primary / Secondary informations Beginning of informations On clip assignment, late entry A ; re-module rate of assignment entry of pupils Primary informations Inquirers distributed among the sample pupils Student attending Primary informations Inquirers distributed among the sample pupils Students be aftering A ; forming, prioritizing A ; Goal puting accomplishments Planing A ; forming accomplishments Primary informations Inquirers distributed among the sample pupils Prioritizing accomplishments Primary informations Inquirers distributed among the sample pupils Goal puting accomplishments Primary informations Inquirers distributed among the sample pupils Sampling methods to be adopted Simple random trying All pupils considered under the population will be listed in Excel package harmonizing to batch wise, in order to the pupil registry, A ; a sample of pupils would be selected utilizing the, random expression provided in Excel in order to carry on the study. Simple random trying would avoid biasness in choice of pupils for the sample, enabling every pupil considered under the population to hold an equal opportunity of being selected for the study A ; would thereby be capable to stand for the whole population. Difficulties A ; restrictions faced in utilizing Simple random trying Although the list of pupils names are readily available at the programme coordinating section deriving entree to the list may be disputing as it may necessitate permission from a authorized personal, as the list of pupils names may be protected under certain privateness policies Efficiency of the programme coordinating section squad influence the ability to derive information on pupils names list, which may act upon the clip required to finish the research positively or negatively The list of pupil ‘s names provided by the programme office may non be readily available upon one individual papers, A ; therefore it may be hard A ; clip devouring to convey all information together into one individual papers or worksheet to make a concluding list from where a sample could be created. There may be a possibility that all pupils chosen to stand for the sample may hold planning, forming, prioritizing A ; end puting accomplishments, or all the pupils chosen to stand for the sample may non hold planning, forming, prioritizing A ; end puting accomplishments, which may make an inability in comparing the consequences of both sorts of pupils, A ; arrive at a valid decision. Undertaking program ( Gantt chart ) of the research Activity completed – Activity non completed – Ten Table: Undertaking program for carry oning research Undertaking Start day of the month Finish day of the month Length Task dependant on Advancement ( Activity completed/ non completed ) Comments A ; rescheduled day of the month if undertaking non accomplished as planned 1 Research proposal 10/09/2012 20/09/2012 1 hebdomad 4 yearss Was able to finish undertaking before the planned day of the month 2 Fix the questionnaire 13/09/2012 16/09/2012 4 yearss Was possible to fix the questionnaire by 15/09/2012 3 Get the pupil names list required from the programme office 24/09/2012 27/09/2012 4 yearss Was able to obtain the names list on 13/09/2012 before the planned day of the month of 27/09/2012 4 List the pupil population in Excel sheet A ; use simple random trying to choose the sample pupils 27/09/2012 30/09/2012 4 yearss 3 Undertaking Start day of the month Finish day of the month Length Task dependant on Advancement ( Activity completed/ non completed ) Comments A ; rescheduled day of the month if undertaking non accomplished as planned 5 Distribute questionnaire A ; acquire the feedback from all selected sample pupils 01/10/2012 20/10/2012 20 yearss 2 A ; 4 6 Start redaction, coding, informations entry, A ; informations analysis of informations obtained through thequestionnaire 21/10/2012 05/11/2012 15 yearss 5 7 Final research undertaking 06/11/2012 30/11/2012 25 yearss 1, 2, 3, 4, 5, 6 Decision ICBT good renowned private higher instruction supplier, has been recognized as the taking centre for supplying Edexcel HND ‘s in Sri Lanka ( The Sunday Times, 1996 – 2011 ) . However, it observed pupil ‘s analyzing HND Business direction has shown an addition in hapless attending A ; promptness, A ; neglect to subject assignments on due day of the months, act uponing all cardinal stakeholders such as pupils, lectors, institute A ; the parents negatively. The ground identified for hapless attending A ; promptness, A ; failure to subject assignments on due day of the months was pupils hapless clip direction accomplishments A ; therefore imporatance of placing A ; happening a sollution to these job was recognized. Through a elaborate literature, conceptual theoretical account was derived which displayed be aftering A ; forming accomplishments, prioritizing accomplishments A ; end puting accomplishments influence pupils clip managemnet accomplishments, A ; therefore the alternate hypothesis developed was, Students planning, forming A ; prioritizing A ; end puting accomplishments effects clip direction. Planing A ; forming, prioritizing A ; end puting accomplishments was identified as indipendent variable, where it could act upon the dependant variable which is clip managemnt accomplishments. The operational theoretical account identified in tabular array: 1 lists the measurings that could be used in mesuring all the dependant A ; indipendent variables. In order to to happen how ICBT HND Businesss Managemnt pupils be aftering A ; forming, prioritizing A ; end puting accomplishments effects clip managemnt, the sampling frame was identified as all the current pupils analyzing HND Business managemnt at ICBT City campus. However batch 38 A ; 46 would be excluded from the study as batch 38 has already completed the HND A ; batch 46 would be excluded, as the batch is the freshest HND Business direction batch, A ; would non enable to derive needed information. Datas aggregation program in table: 3 shows the information required A ; the beginnings of informations aggregation in garnering the required inside informations. Simple random sampling was identified as the suited sampling method to deduce the sample to carry on the study, A ; in order to understate the sampling mistake a larger sample size would be considered in the study, than the sample size demand calculated through the sample size reckoner. Troubles in following simple random trying method are listed in page 13. Table: 4 shows the undertaking program developed to carry on the research. Mentions Adedeji, S, O, ( 1998 ) The relationship between resource use A ; academic public presentations in vocational instruction in Osun State secondary schools An unpublished Ph.D. thesis, University of Ibadan, Nigeria Akomolfe, C, O, ( 2005 ) ‘Principals ‘ clip direction abilities in secondary schools in Nigeria ‘ Nigerian Journal of Educational Administration and Planning, vol.5, no. 1, pg. nos. 58 – 67 Britton, B. K. , A ; Tesser, A. ( 1991 ) Effects of clip direction patterns of college classs Journal of Educational Psychology, vol. 83, pg. nos 405-410 Canyons ( 2001-2012 ) ‘What is clip direction ‘ Time Management [ WWW ] Retrieved from: hypertext transfer protocol: //www.canyons.edu/committees/LEAP/Team1/15tips/tip4.asp [ Accessed on: 10/09/2012 ] Dietz, F, Hofer, M A ; French friess, S ( 2007 ) ‘Individuals values, larning modus operandis A ; academic cunctation ‘ British Journal of Educational Psychology vol.77, no. 4, pg. nos. 893 – 906 Drucker, P, F, ( 1967 ) The Effective Executive Harper A ; Row, New York, NY Gerhardt, M, ( 2007 ) ‘Teaching self-management: The design and execution of self-management tutorials ‘ Journal of Education for Business vol. 83, no. 1, pg. nos. 11 – 18 ICBT ( 2011 ) ‘Our Vision A ; Mission ‘ About United statess: Vision A ; Mission [ WWW ] Retrieved from: hypertext transfer protocol: //www.icbt.lk/visionHYPERLINK â€Å" hypertext transfer protocol: //www.icbt.lk/vision A ; mission.html † amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.icbt.lk/vision A ; mission.html † mission.html [ Accessed on: 10/09/2012 ] ICBT ( 2011 ) ‘Welcome to International College of Business A ; Technology Ltd ‘ About us: About ICBT [ WWW ] Retrieved from: hypertext transfer protocol: //www.icbt.lk/aboutus.html [ Accessed on: 10/09/2012 ] Macan, T. M. , Shahani, C. , Dipboye, R. L. , A ; Phillips, A. P. ( 1990 ) College pupils clip direction: Correlations with academic public presentation and stress Journal of Educational Psychology vol. 82, pg. nos760-768 McCay, J, ( 1959 ) The direction of clip Prentice Hall, Englewood Cliffs, NJ Mind Tools ( 1996 – 2012 ) ‘How Good is Your Time Management? ‘ Home: Time direction: Time direction quiz [ WWW ] Retrieved from: hypertext transfer protocol: //www.mindtools.com/pages/article/newHTE_88.htm [ Accessed on: 15/09/2012 ] Obi, E, ( 2003 ) Educational planning in modern-day Computer Edge Publishers, Nigeria Enugu Objectiveli ( 2012 ) ‘Why Goals are Key for Project Management ‘ [ WWW ] Retrieved from: hypertext transfer protocol: //objectiveli.com/blog/why-goals-are-key-for-project-management/ [ Accessed on: 12/09/2012 ] Olaniyi, W, O, ( 1998 ) Conceptual attack to educational disposal Patrick Ade Printing Press, Ondo Richards, J, H, ( 1987 ) Time direction a reappraisal Work A ; Stress, vol. 1 Pg. nos. 73 – 78 Sandberg, J, ( 2001 ) ‘Understanding competency at work ‘ Harvard Business Review, vol.79 no.3, pg. nos. 24 – 28 Choice standards illustrations ( 2012 ) ‘Prioritising Skills ‘ [ WWW ] Retrieved from: hypertext transfer protocol: //selection-criteria-examples.com/selection-criteria-prioritising-skills/ [ Accessed on: 12/09/2012 ] The Sunday Times ( 2011 ) ‘ICBT Campus, awarded as the Leading centre for Edexcel HNDs in Sri Lanka ‘ Education [ Online Newspaper ] Retrieved from: hypertext transfer protocol: //sundaytimes.lk/110918/Education/ed024.html [ Accessed on: 10/09/2012 ] Time Thoughts ( 2004 – 2011 ) ‘What Exactly Is Time Management? ‘ Home: Time direction [ WWW ] Retrieved from: hypertext transfer protocol: //www.timethoughts.com/time-management.htm [ Accessed on: 12/09/2012 ] Top Achievement ( n.d ) ‘Creating S.M.A.R.T. Goals ‘ [ WWW ] Retrieved from: hypertext transfer protocol: //topachievement.com/smart.html [ Accessed on: 12/09/2012 ] Top Achievers ( 2010 ) ‘Time Management Questionnaire ‘ [ Online Downloaded PDF ] Retrieved from: hypertext transfer protocol: //www.topachievers.co.uk/downloads/time-management-questionnaire.pdf [ Downloaded on: 15/09/2012 ] University of Strathclyde Glasgow ( n.d ) ‘Planning A ; Organising Skills ‘ [ WWW ] Retrieved from: hypertext transfer protocol: //www.strath.ac.uk/careers/sHYPERLINK â€Å" hypertext transfer protocol: //www.strath.ac.uk/careers/skills/generalskills/planningorganisingskills/ † kills/generalskills/planningorganisingskills/ [ Accessed on: 12/09/2012 ] How to cite Increase In Poor Attendance Education Essay, Essay examples

Thursday, December 5, 2019

Cowley, Geoffrey. Sleeping With the Enemy. Newswee Essay Example For Students

Cowley, Geoffrey. Sleeping With the Enemy. Newswee Essay k. December 9, 1992. Pg. 58-59. Major points: 1. Syphilis is still rare compared with other sexually transmitted diseases. 2. Gonorrhea is not as popular as it used to be, but chlamydia on the other hand is the most common sexually transmitted disease. 3. Genital herpes and genital warts have no cure. 4. Sex is the leading mode of transmission of the hepatitis B virus. 5. Aids is incurable, and unlike the others, it always kills. Syphilis is still rare compared with other sexually transmitted diseases. The bacterium that causes syphilis is treponema palidum. This causes genital lesions called chancres. These normally go away on their own but if not treated the disease advances. A person who has syphilis suffers from fevers, aches, rashes, hair loss and mouth sores. At later stages of the disease it affects the heart, eyes, brain and other organs. Its always good to get tested for this disease. Gonorrhea is not as popular as it used to be, but chlamydia on the other hand is the most common sexually transmitted disease. Gonorrhea victims have gone down since the 1980s. The article says its because people have gotten the message about safe sex. The bacteria thrive in moist, warm cavities like the mouth, throat, urinary tract etc. Some of the symptoms are burning, itching, or unusual discharge. If the symptoms go untreated it can spread to the fallopian tubes and cause difficulties in pregnancy. Chlamydia on the other hand is most common. The most common symptom is inflammation of the urethra, which causes painful urination. This disease can be cured, If not treated it can cause sterility in women. Genital herpes and genital warts have no cure. Scientists do not know what bacterium causes genital warts. There is a way to stop them from being contagious but there is no cure. Genital herpes can be cured with antibiotics but when infected with the herpes simplex virus you are infected for life. This virus causes small lesions around the genital area. Anyone with active lesions can spread it to their partner(s). Sex is the leading mode of transmission of the hepatitis B virus. A lot of people say that its not an STD. The virus attacks the liver, which causes flu like symptoms. There is no cure. Most people recover and develop immunity to further infection. Some however stays in the body and be contagious. There is a vaccine for the HBV. Aids is incurable, and unlike the others, it always kills. In the beginning of the virus you get flu like symptoms. This disease can lay silent and then all of a sudden hit you with fevers, diarrhea, weight loss and others. These might be the onset to full blown aids. It is always good to get tested for aids. Especially if you have multiple partners. Impact statement:This is a very sensitive subject. It is scary. Especially in the times we live in. People do not care who and what they sleep with. I had an uncle die of aids from a blood transfusion. Its not fun and I wouldnt wish it on anyone.

Sunday, November 24, 2019

The Princess Bride Essay

The Princess Bride Essay The Princess Bride Essay â€Å"The Princess Bride† With romance, revenge, sword fights, and a masked man this unique compelling novel of the abridge version of Princess Bride tells a tale of love defying all odds. Throughout the story, the main characters face challenges testing the fate in their so-called true love and how far the characters will go in order to be together. Loving someone comes with enduring the hardships, which sums up the moral of whether love can conquer all. From the very start, Westley’s strong affections for Buttercup became his sole purpose to improve his life in order for Buttercup to be happy with him. Sailing to another land to seek his fortune, he encounters pirates who took over their ship and was planning to kill everyone for the pirates left no one alive. Westley’s will to live as he pleaded for his life sparked the curiosity of the captain of the pirates for it was the way Westley expressed his divine love that kept him alive. They kept him alive as a pr isoner and spent 3 years learning new skills on the pirate ship. He chose to become a prisoner just to stay alive in order to continue loving Buttercup. By threatening Buttercup, she will be married to a prince but she only agreed because of a misunderstanding that pirates killed Westley. When Westley returns home to find Buttercup engaged to another man he felt betrayed and hurt for she promised to wait for him until his return. Overcoming his conflicted emotions, he tries to rescue Buttercup when she was kidnapped by a group of men. Battling the swordsmanship of a skilled Spaniard, wits of a Sicilian, and the brute strength of a Turk he uses all his gained skills to save his one true love. The unbelievable perseverance striving within Westley pushes him further to get his beloved to safety shows devotion and the genuine love he has for her. Encountering many struggles and challenges that could easily push him to the brink of death, nothing will stop the affections he carries for h er. Buttercup decides to leave Westley in order to save him but his doomed fate with the prince was inevitable for he taken away to a death machine. As

Thursday, November 21, 2019

Past and current trends of the use and abuse of substances in the Essay - 1

Past and current trends of the use and abuse of substances in the United States - Essay Example Cocaine is another of the principal drugs which Latin America is the main producer particularly the nation of Columbia. This paper discusses the past and current trends in drug consumption in the American society. During the 20th century the American society went through various wars that brought instability to this community. Warfare is variable the influences drug consumption by increase its usage especially among the soldiers involved in the ordeal. After the Vietnam War thousands of soldiers came back to the states extremely addictive to heroin, cocaine and methaphinimines. During this time in the 1960’s a group of young people commonly referred to as hippies were highly involved in drug consumption and trade which increased the usage of drugs especially marijuana in the US. A hippie is a person who opposes and rejects many of the conventional products and society, especially one who advocates extreme liberalism in sociopolitical attitudes and society (Answers, 2008). In the 1980’s the drug trade of cocaine and overall consumption of this drug increase drastically among the middle and high class in the United States. The price of a kilo of cocaine was much higher than it is now and the drug lords invented a new product to capitalize on the addictive nature of the substance and have a cheap product that could be used to target the lower middle class and Americans living in poverty. This new devil was called crack cocaine. Crack is derivative of cocaine which is more hazardous, cheaper to produce and much more addictive than cocaine in itself. The bigger victims of the crack epidemic were the poor Afro-American and Latino communities living in poverty low income communities commonly referred to as hoods. Marijuana a natural drug that is actually a flower is the most popular drug in America. Over 94 million American or approximately 30% of the American population has used marijuana at some point in

Wednesday, November 20, 2019

Literary Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Literary Analysis - Essay Example As might be expected from such a summary, the action of the story goes much deeper than the simple activities of a woman tending her favorite plants within the strictly defined space of a cottage garden. Steinbeck’s fluid style and gentle suggestive use of language highlights a deeper meaning to the story, particularly when the reader reaches the final lines in which it is seen that Elisa is â€Å"crying weakly – like an old woman.† With his use of imagery and action, Steinbeck highlights Elisa Allen’s isolation and frustration both within her garden and through her relationships with others such as the tinker and her husband, Henry. Elisa’s garden quickly illustrates the degree to which Elisa herself is isolated from the rest of the world. Elisa, like her flowers, is completely enclosed within the garden space which is marked by a low fence. This fence stands between her and the other characters throughout much of the story. This is symbolic of how she is enclosed and isolated from the rest of the world. This isolation is also emphasized by the setting described: â€Å"The high grey-flannel fog of winter closed off the [valley] from the sky and all the rest of the world.  Ã‚  On every side it sat like a lid on the mountains and made of the great valley a closed pot† (Steinbeck). This setting indicates that even if she were to leave the garden, Elisa would still find herself cut off from the rest of society. Her isolation is also made clear as she watches her husband talk to strangers not far away but is prevented, by custom and expectation, from joining them despite her own curiosity about what they are saying. In a similar way, Steinbeck forces the reader to make a mental link between the chrysanthemums in the garden and Elisa’s tremendous frustration with her life. He does this first by pointing out the manner in which she works with the flowers, â€Å"The chrysanthemum stems seemed too small and easy for her energy†

Monday, November 18, 2019

PERSONAL STATEMENT Example | Topics and Well Written Essays - 500 words - 2

Personal Statement Example I have done my BA in Police Science from Kuwait Police Academy in 1997 and BSc in Information Technology in 2008 from Arab Open University. Moreover, I have achieved numerous certificates. I have certificate of Implementing ISO 9001 and Cybercrime Forensic from Information Centre Kuwait and Interpol (Damascus) respectively. CMI Forensic Investigation, CMI Malware Investigation CMFS Apple Mac Forensic and CAST Advanced Application Security Testing certificates are a few certificates which I got from 7asfe. In addition to it, from 7asfe, I have certificate of CFIS Advanced Forensic Investigation, CSTP Ethical web Application Hacking, CIIP Implementing ISO 27001, CTSA Ethical Hacking and CWSA Wireless Security. I have two more certificates, one of Computer Hacking Forensic Investigator (CHFI) v8 from EC- Council and another from Access Data which is of Mobile Device Forensics (Kealey, 2005). I was a system analyst at Information Centre ministry of Interior in 2013. I started my career by working at Ministry of Social Affair and Labor from 1992- 1993. After this job, I continued my studies and completed my BA in Police Science after which I started working as an Immigration Officer at Kuwait International Airport (1997-2006). I became a VIP immigration officer at the same place in 2006 and served this organization till 2009. From 2009- 2013, I worked at Information Centre Ministry of Interior as a Software Developer. I am well versed with skills of programming language. I have high skills in HTML, CSS, XML, JavaScript and Java programming language. I have same level of expertise in C/ C++, PHP, SQL and Python programming language. I am highly proficient in computer skills and can easily operate different operating systems. I can easily operate Mac, Windows, Linux (Debian, Fedora, Read Hat, Ubuntu, Kali and Backtrack 5) and IBM (z/ OS and CICS). I have various Information Security skills which I have learned from my

Friday, November 15, 2019

Reading Comprehension Strategies And Reading Skills English Language Essay

Reading Comprehension Strategies And Reading Skills English Language Essay Hammadon (1991) says: Reading comprehension is not just understanding words, sentences, or even texts, but involves a complex interartion of the readers prior knowledge, language profiency and their learning strategies (p.30). So reading strategies are very important to achieve the comprehension. Many types of reading strategies are introduced to guide students of all different levels. However, there were few researchers who investigate the relationship of reading comprehension strategies and reading comprehension of students. At HETC, reading has a key place in any English courses when students study English not only as the interest but also the demand for improving their study and promoting in their careers to achieve the long-term goals, especially some of them were assigned to live and work abroad. In their learning process, almost the students meet great challenges when dealing with the reading texts. They usually do not understand texts and cannot complete the tasks so they fee l tired in reading lessons. Therefore, what are the main causes of this current situation? In order to find out the answer, the researcher started a survey on the reading comprehension strategy use. For teachers at HETC, it is hoped that this study may offer them the ways on how to identify strategies used by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. Literature review 2.1. Reading comprehension strategies and reading skills Oxford (1990) gives a detailed definition of language learning strategies: Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (p.8) and described concretely how learning strategies are applied to the four language skills: listening, speaking, writing and reading. According to her, four strategies: listening strategies, à ¢Ã¢â€š ¬Ã‚ ¦, or reading strategies are those learning strategies themselves that applied to each of the four skills. Of course, skills and strategies are two big words and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the meaning of the texts actively and then made sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship between the use of reading strategies and reading comprehension. However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy meant people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreover, strategy was the result of conciously work towards goals. It helped readers to understand the meaning of contents in order to find out the answer or obtain a certain performance level in reading that they want for themselves (Gagnà ©, 1985). However, it is not always easy to make such a clear differnces between these two terms. Grabe and Stoller (2002) said that many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text meaning (p.15) Paris et al (1991) supposed an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills (p.61). Sometimes this diff erence is not clear at all because that is part of the nature of reading. In this study, reading strategies are used to show specific actions, steps and plans that students conciously apply in their reading process to improve their comprehension. 2.2. The relationship between reading strategies and reading comprehension Reading comprehension must occur rapid in almost any purposeful context, and the more rapidly a text is read, the better reading processes are to effect. Those specific processes must be implemented effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or the ability to reach at an appropriate rate with ad equate comprehension, or the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process. 2.3. Previous research on reading comprhension strategies Grellet, F. (1981) wrote a book Developing Reading Skills. This book showed the important role of reading and provided some techniques which help learners improve their reading skill. Nutal, C. (1989) proved reading is to enable students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding. Ozek, O. (2006) researched A study on the Use of Cognitive Reading Strategies by ELT Students. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully. San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. Through the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students. Methodology This chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used. 3.1. Research questions This study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between lower and higher proficiency readers, as well. Then to suggest some recommendations to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions: What reading strategies are used by students at HETC? What are the differences in the use of reading strategies between lower and higher proficiency readers? 3.2. Descriptions of variables 3.2.1. Independent variables In this study, the independence variables were the students at HETC. 51 students were chosen as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were chosen to get information to answer the second research question ( More details about these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2) 3.2.2. Dependent variable: The dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehension strategies. 3.3. The data collection instruments: This study employs a combibation of 3 data collection instruments: General English Proficiency Test (GEPT) Questionaire Think-aloud interviews As one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The test was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data. Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who share their thought of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the result got from the questionaire. For example, in the questionaire, the subjects report that they use life experiences to understand the meaning of texts or read the first and last paragraphs and then go back to read the paragraphs; the author will know they use these strategies or not in the interview. 3.3.1. Test A General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as Information about peoples language ability is often very useful and necessary (Nunan, 1992). The GEPT was taken form the book IELTS for Academic Purpose: A short insentive course (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5; group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. Meanwhile, the students who are in group 3 got mark from 5.5 to 6.5 they are at medium levels. And the last group group 4 consists of HP ones who got mark from 7 and over. After having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 because their proficiency were too low and they we re only 1% of the subjects. Details of the test can be found in Appendix 1. 3.3.2. Questionaire: Questionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the same time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the same time. This study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty eight questions of strategy use. In the beginning of third section, thirty four questions utilized a Liker Scale point systems. The subjects were asked to respond to each statement by choosing among four answers: 1) usually; 2) sometimes; 3) rarely; 4) never. Each section has four to six questions (except section 1 has 10 questions because of discoverin g the reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers. 3.3.3. Think aloud interviews In addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed Interviews are personalized and therefore permit a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures (p.166). However, it can be costly and time consuming. In this study, think aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3). 3.4. Participants in the study: At the time the study was carried out, the subjects had just finished an English course. Their textbook was à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Therefore, their commonly assumed proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers. In this study, gender has minimal effect on the results because the number of male students is quite small in the total of the subjects. 3.5. Procedure The data were collected by the researcher during a week in autum 2009. After contacting the English teachers of the subjects in person to get approval for asking their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later. The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class. For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the reseacher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes. Data analysis and findings 4.1. The result of the questionaire 4.1.1. Demographic Data Table 4.1 Demographic Information of Students (N=51) Subject Frequency Percentage Total N % Gender Male 9 17.6 51 100 Female 42 82.4 Level Lower proficiency 32 63.7 Higher proficiency 19 36.3 Years of English learning experience 2 3 5.9 51 100 4 9 17.6 5 15 29.4 6 11 21.6 7 6 11.8 8 2 3.9 9 4 7.8 10 1 2.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students. When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying English for six years, 6 students (11.8%) have been studying English for seven years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years. Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years. To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2. Table 4.2 The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency students Reading hours per week 2 3 4 Over 4 N % N % N % N % Higher proficiency students (N =19) Very important 2 10.5 5 26.3 6 31.6 3 15.8 important 1 5.3 2 10.5 Not important Lower proficiency students (N =32) Very important 6 18.8 7 21.9 5 15.6 important 4 12.5 5 15.6 4 12.5 Not important 1 3.1 According to the illustration of Table 4.2, HP students who thought reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning. In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per week on it. 4.1.2. Findings for Research Question One The research question one was What reading comprehension strategies are used by students at HETC ? After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations. The total results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6. Table 4.3 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I read English materials, Mean Mean SD Rank 1. I read a table of contents, and then read the contents 1.82 1 .90 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.51 7 .12 3. I underline the main points when I am reading 2.03 4 .97 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 1.86 2 .90 5 I skim over the full text, and then read details 1.88 3 .92 6 I use life experiences helping me understand the meaning of texts 1.86 2 .90 7 I use the background knowledge of the English culture to understand the contents 2.57 8 1.03 8 I use key words or sentences to guess the main idea of the articles 1.88 3 1.08 9 After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph 2.25 5 1.09 10 I discuss what I read with classmates 2.45 6 1.05 In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation. As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a vocabulary, Mean Mean SD Rank 11 I check the dictionary immediately 2.37 3 1.1 12 I mark and pass it, keep reading and then go back 2.33 2 1.08 13 I use other words in the sentence to infer the meaning of vocabulary 2.09 1 .87 14 I analyze its suffix and prefix to get its meaning 3.00 4 1.21 Through Table 4.4, strategy 13 I use other words in the sentence to infer the meaning of vocabulary was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 I analyze its suffix and prefix to get its meaning was the strategy which most students used least in this reading situation. Table 4.5 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a sentence, Mean Mean SD Rank 15 I use the context (topic, subject) to derive the meaning of each sentence 1.86 1 .91 16 I translate word for word into Vietnamese to better understand the meaning of the sentences 2.35 4 1.12 17 I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.33 3 1.02 18 I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 2.37 5 .97 19 I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 2.27 2 .95 In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 I use the context (topic, subject) to derive the meaning of each sentence were the most used by the students when they did not understand a sentence during reading process. Vice versa, the means of the strategy 16 and strategy 18 to derive the meaning of sentence meant that they were used least than other strategies in this section. Table 4.6 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students When I dont understand (including vocabulary and sentences,) except above reading strategies, Mean Mean SD Rank 20 I check books (ex: grammar books or encyclopedia) for references 2.16 2 1.14 21 I go on the Internet to find related information 1.98 1 .92 22 I ask teachers or classmates for clarification 2.27 3 1.03 23 I read the difficult parts several times 2.63 5 1.12 24 I read the contents orally several times 2.47 4 .94 25 I will memorize the vocabulary pertaining to the contents before reading 2.16 2 .99 According to the data, it presented that strategy 21 I go on Internet to find related information was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S25 (2.16) both stood the second position. The strategy that students used least was strategy 23 I read difficult parts several times. 4.1.3. Findings for Research Question Two Research question two was What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC? Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student. Table 4.7 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC when I read English materials, Lower proficiency students Higher proficiency students T p (N=19) (N=32) Mean SD Mean SD 1. I read a table of contents, and then read the contents 2.00 1.054 1.72 .813 .999 .322 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.16 1.118 1.78 .792 1.288 .20 3. I underline the main points when I am reading 2.00 1.105 2.06 .914 -.208 .84 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 2.79 1.084 2.78 1.069 .026 .98 5. I skim over the full text, and then read details 2.05 1.026 1.78 .870 .965 .34 6. I use life experiences helping me understand the meaning of texts 1.89 .937 1.84 .917 .189 .85 7. I use the background knowledge of the English culture to understand the contents 2.05 1.129 2.86 .871 -2.729 .00** 8. I use key words or sentences to guess the main idea of the articles 2.37 1.261 1.59 .911 2.412 .02* 9. After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph 2.00 1.202 2.53 .983 -1.630 .11 10. I discuss what I read with classmates 2.53 1.264 2.41 .946 .359 .72 p As indicated in Table 4.7, strategy 7 and strategy 8 attended to the significant difference level (p Table 4.8 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC When I do not understand a vocabulary, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 11. I check the dictionary immediately 3.32 .749 1.81 .896 6.432 .00** 12. I mark and pass it, keep reading and then go back 2.89 1.1 2.06 .878 2.809 .00** 13. I use other words in the sentence to infer the meaning of vocabulary 2.05 .911 2.13 .871 -.279 .78 14. I analyze its suffix and prefix to get its meaning 2.84 1.344 3.13 1.07 -.782 .44 p In table 4.8, strategy 11 and strategy 12 attended to the significant different level (p

Wednesday, November 13, 2019

Ernest Hemingways Big Two-Hearted River and Sigmund Freud Essay

Ernest Hemingway's Big Two-Hearted River and Sigmund Freud Ernest Hemingway’s â€Å"iceberg theory† suggests that the writer include in the text only a small portion of what he knows, leaving about ninety percent of the content a mystery that grows beneath the surface of the writing. This type of writing lends itself naturally to a version of dream-interpretation, as this story structure mirrors the structure of the mind—the restrained, composed tip of the unconscious and the vast body of subconscious that is censored by the ego. Psychoanalyzing Hemingway’s fiction is double-sided—we must first analyze the manifest and latent contents that he probably intended, i.e., â€Å"This fishing trip will be a metaphor for a sexual act,† and then we must consider the manifest and latent content that he probably did not intend, but that arose from his own subconscious in the transference of writing, i.e., perhaps within thirty pages of intentionally masturbatory imagery, Hemingway was actually expressing his sexual repression rather than glorifying his manhood, as many literary critics in the past have claimed. Whether or not the manifest content is intentional, however, Hemingway’s precise and abundant revisions serve as a very effective tool for presenting strings of images and actions that are concrete and straightforward but not always fully developed, comparable to the strings of images in a dream. Through a sort of dream-interpretation, we uncover a new reading of Hemingway’s â€Å"Big Two-Hearted River† and we discover the techniques of dream-work, such as condensation and omission, enacted in art. From start to finish, â€Å"Big Two-Hearted River† proves to fall almost perfectly under Freud’s symbolism theories. In the first sentence a... ... readers who will not interpret his work psychoanalytically, and who will possibly find a new variation on their selves through reading the oedipal complex presented in the latent content of â€Å"Big Two-Hearted River.† For those reading psychoanalytically, however, the piece is brimming with latent meaning. Whether Hemingway understood his transference, or not, cannot be determined, and shouldn’t be determined, but one cannot help but wonder whether he resisted the analyst who questioned a title as phallic as â€Å"Big Two-Hearted River.† Biblography Freud, Sigmund. Introductory Lectures on Psycho-Analysis. New York: W.W. Norton & Company, 1966. Freud, Sigmund. â€Å"On Universal Tendency to Debasement in Sphere of Love.† Therapy and Technique. Collier Books, 1970. Hemingway, Ernest. â€Å"Big Two Hearted River.† In Our Time. New York: Charles Scribner’s Sons, 1970.

Sunday, November 10, 2019

Enough is never enough

AHHHHHHHH!! What am I going to wear today? Every morning, this seems to be a problem, even though I have closets full of clothes and no more space to actually place my clothes since every possible place has been filled. But, I feel I don't have enough, because it seems I've worn just that top yesterday and the other â€Å"Gap† black one, on Wednesday. I guess I'll just have to go shopping once more, since I just don't have enough! Enough is never enough. Whether it is a lust for material, social or political â€Å"stuff†, we simply want more. I live in a first world country, with all the luxuries of life in a house, with a delightful 3 times meal, nice, new shiny cars parked outside- allowing me to go whenever and wherever I want. Basically, for most of us here in Canada, it's the best life can ever get! But why is it that we continuously just demand more and more? Or even better we claim we â€Å"need† more. A want, all of a sudden becomes a need – something we couldn't survive without. But, it's no different for me. I have a huge collection of different types of shoes for different seasons, and the collection just seems to be looking old and I actually think it needs an update, because the last time I bought shoes was just last week, when the new boots came out in style. According to the 2001 Survey of Household Spending, Households in Canada spent an average of $57,730 in 2001 on everything from food, shelter and clothing to recreation and travel, which was up 3. 4% from $55,830 in 2000, slightly higher than the rate of inflation of 2. % as measured by the Consumer Price Index (Statistics Canada). This shows the continuous rise in our buying habits, since our thirst for deeper material possessions doesn't seem to have an end. Its not just one person desiring innumerable things but it applies to all of us. The other day my friend was complaining to me, † I know I just came from the salon but I wish I'd get those bangs instead, instead of these layers, so lets go there tomorrow again. † We actually think that's a bit too much, but you know what? It's happening. We aren't just dissatisfied with our looks, but with everything else we own. She just isn't pleased with what she's got! So, then who exactly is? I asked 10 people randomly to find out the answer and the responses I got were surprising. Six out of the ten people were satisfied with what they have and replied in a positive manner. â€Å"You can't be greedy! How much more can you ask for? You have a house†¦ TONS of clothes, food†¦ and all the other â€Å"wants† for entertainment and all the fun things†¦ o yeah totally satisfied â€Å"or â€Å"I'm satisfied with what I have but I also wish that I can have more material and wouldn't mind having more if I were to get it† or â€Å"I'm satisfied for now but I would want more in the future, like in 10 years† and â€Å"I'm satisfied for now, but because there is more out there and we can access it, we want more but just not right now. † The others were complaining about how little t hey have and life would be much better if they had much more. I would fit into that category! My house isn't getting any prettier, even after all the money spent on the antiques and the expensive decorations. I feel it would make the house look much better, if we purchased some paintings. I have a â€Å"56† inch T. V, that seizes half of our living room space but I plan to buy the new flat screen ones, since they are the â€Å"new look†, even though our T. V is precisely perfect. From Internet to Mp3 players, our life is fully complete. Isn't it? But instead of normal speed Internet, we want high speed – faster and advanced, which means our life is complete but we aren't content. We simply just can't see what items we actually do have and what we can use, instead we see what we don't have and just ask for more and more since its never sufficient for us. We're on a continuous search for material. It's a non-stop hunt! It's not a hunt just for material goods but for social and political rights as well. We live in a democratic society that allows us to have more social control over government. We have more communal rights and freedom then many citizens in other countries. We have the guarantee for the freedom of expression, assembly, religion, and the press. We have equal rights just like all the other citizens regarding race or religion. We have mobility rights, legal rights, minority languages, educational rights and democratic rights. However, same sex couples are still asking for same sex marriage rights. Why does it feel that we don't have enough freedom? But, I just thought, we did. Maybe we should be put in a communist country such as China where public criticism of government is not permitted, and the rights of the state take precedence over those of the individual. That way it would be more fun seeing people complain and trying to get their way across to a communist government. Many of us are well employed and the companies we work for promise us many things, such as benefits, but several of the occupations, such as teachers are still asking for a raise in the pay since its not an adequate pay for them. We are paying all those taxes and even though we are getting safer roads and a health care system, in return, we feel it's too much and want a tax cut. Why does it feel like the government is ripping us off? We have the ability to make choices, get education at any age, attend free language classes, read free books at the library, play at the community center but the list just seems to be looking shorter. We are still fighting with the government against the high tuition cost and the small size of the libraries. We are waiting for new political leaders to come into place and change the way things are being done politically, and make decisions that are a benefit to the society or us, which is constantly changing. We can actually never sit down and be thankful for what we have. It's like we are on a constant search for more social and political rights, because the amount of freedom we currently hold, still makes us feel caged. What is the motivation that's asking us to search and fight for extra? What makes us think we don't have enough and we need to consume more? Don't you want to know? One of the reasons may be that day by day, researchers are finding out new technology and ways to make life much easier and more convenient for us. They provide us with gadgets that allow us to carry out several different tasks at one time, which are tempting to have, thereby creating more wants. As fashion builds, with new styles and trends coming out everyday, it overwhelms us with a new look, which is new and exciting, that gives us a satisfying feeling, making it a desire to go out there and devour more. Daily, our wants fluctuate. Overall, society and our own opinions, make us judge about our haves and have not's. Not having one thing at any moment makes us feel we have nothing, therefore making us unsatisfied. The wants of a person, socially also change and as life gets convenient for everybody, we start thinking about people who are in wheelchairs and are disabled in other ways. We ask the government to make ramps into theatres for them and parking lot spaces, especially to meet their safety, creating a social want. As inflation occurs and prices hike up, people want to start earning more, to be able to afford a living and have enough to satisfy their desires and wants, once again creating a social hunger. According to Maslow's Theory, â€Å"People might have enough of food, security, belonging and respect but!!! Enough of self-actualization is harder to attain. In point of fact self-actualization is seen as being somewhat addictive, once experienced it is something that people tend to want more and more of! Moreover people can only really pay attention to self-actualization needs once their more basic needs are satisfactorally met! † (Abraham Maslow hierarchy of needs). This theory shows how it's in us that after we pass our needs we move on to our wants, which are innumerable. All these factors, affect for our longing for material goods and social rights since they arise as the need for them occurs. Maybe we do have an explanation of why we are always asking for more and not being delighted with what we actually have. We might just be able to make it through an answer. Do these reasons mean we can just keep on seeking for more and fighting for more? To what extent can these reasons be used and are they a positive impact or a negative one? The question comes down to asking if the desire for more is a good or bad thing? Are we living in a society that sees the long for more, of a good thing benefiting everyone or something against communal values? In my opinion, it depends on the person who's looking at it and the type of want. I guess the citizen or person for example, asking for less tuition fees, of course will see it as a good thing and sees it as a need to lower the costs which will point out all the benefits to all the students, province wide. However, the government will see this as a negative impact on their financial budget and wont see it at all as a financial crisis for students attending universities and colleges. It all comes down to whose point of view we are looking through. In my opinion, if the social or political want is a one that will help everyone in society, and not harm anything, it's an agreeable thing. We can fight and protest for it since it's something only citizens can see and the government can't and its up to us as responsible citizens to have the political leaders open their eyes and recognize that it's for a good cause. It's the only way to be able to improve our society and the world we live in. If companies for example, were asking for laws that would be damaging to the environment such as no pollution control or being able to throw chemicals in the water, they would be seen as a social greed. The government hasn't allowed this law to take place for a specific reason and it should be kept that way. As time passes and changes occur in style and technology the lust for new things seem logical as long as there isn't a continuous desire. We just need to draw a line sometimes to exactly where the limits are for searching and fighting for extra of everything, sometimes that can justify the good and bad. We should be able to stay within them, and the person that exactly decides the limits is – us.

Friday, November 8, 2019

Learning Log Format Essays

Learning Log Format Essays Learning Log Format Essay Learning Log Format Essay Write a couple of paragraphs about your personal position and response concerning the concept or question that we discussed in class. [Should be completed after opening discussion where we first engage in a concept or topic] Section 2 Write a couple of paragraphs about how the first reading for the assigned concept/topic influenced your thoughts? Show me that you have read by presenting a brief summary of the philosopher’s position as you understand it. Tell me how it made you feel or what it made you think of. Compare or contrast your personal position to it. Write a couple of paragraphs about how the second reading for the assigned concept/topic influenced your thoughts? Show me that you have read by presenting a brief summary of the philosopher’s position as you understand it. Tell me how it made you feel or what it made you think of. Compare or contrast your personal position to it. Section 3 Choose an additional (meaning not covered in class) Philosopher who addresses the concept / topic we are exploring and reflect on their position concerning it. Include the source you used for your research. [Should be completed when doing your research. ] Be ready to share the philosopher’s position concerning the topic being explored, with the class. Section 4 Write a few paragraphs about how your thoughts have changed (evolved, improved, or became more clear) since our initial discussion as a result of our exploration of this concept? Change does not have to involve a reversal of position – it could mean that you understand more. [Should be done after all other work on the topic] In summary a completed log will have four complete sections. Section 1 = Initial response Section 2 = Response to reading 1 Response to reading 2 Section 3 = Research on additional philosopher Section 4= Reflection on progression of your thoughts at the end of our exploration of the concept.

Wednesday, November 6, 2019

Musculoskeletal Lecture Notes Essay Example

Musculoskeletal Lecture Notes Essay Example Musculoskeletal Lecture Notes Essay Musculoskeletal Lecture Notes Essay Musculoskeletal Physiology Be familiar with bones and muscles of body 3 types of muscle skeletal, smooth, cardiac attaches muscle to bone, decreasing angle of Joints during contraction proximal part of esophagi doesnt connect to bone, proximal (upper) conscious control is primary skeletal, distal is involuntary and smooth muscle T- tubules: inside is SEC, deep investigations of plasma membrane in muscle cell PM is sarcoma allows high concentration of Ca, like other CE spaces (ICC Is low) Ca floods into cell through T-tubules at uniform and fast rate Ca signals contraction Triads t tubes with ceroplastic respectful (also high In Ca) on each side, SIR Is resolve for Ca Ca comes In from SIR T-tubule Motor unit Neuromuscular Junction 22. 1. Skeletal muscles are all innervated by somatic nerves, conscious control Neuron goes directly to the muscle and innervated it Motor unit is a single axon and all the muscle fibers it innervates Short distance from terminal of axon and muscle fiber, d/t ACH dumped Into synaptic cleft and bind to receptors on skeletal muscle, when Ach withdrawn muscle relaxes Nerve Impulse down axon, when hits the Exxon terminus It causes a voltage gated Ca channel to pen, wave of depopulation causes Ca to come Into cell (Ca tells cells to do what It does best) and axon terminus releases Its neurotransmitters. ACH) ACH vesicle fuses with plasma membrane, what was inside the vesicle Is now outside the cell, ACH drifts across synaptic cleft to bind to an ACH channel, when 2 Aches bind the channel opens, this allows An to move into the muscle fiber. An wants to go into cell anyways (+ inside). An floods into cell causing muscle fiber to deplorable, causing voltage gated An channel causing further deportation. Ultimately causing voltage dated Ca channel on a T-tubule to open, then Ca flows into cytoplasm from SIR. Rapid influx of Ca throughout muscle cell. Ca channels: 1) Voltage gated Ca channel also called: DIP receptors, on T tubule, open d/t deportation of sarcoma. 2) Ca induced Ca channels = reloading channels which are on the SIR and open In response to DIP receptors allowing Ca to come In from SIR. During popularization the Ca gets pumped back Into SIR to Walt for next deportation Muscle Contraction 22. 1. 3 Acting: globular protein thats forms together to make a filament Transmission: small sections that form together and bind to acting at specific place. @ rest covers myosin binding site Trooping: bound to tromping. Parts, l: Ignore C: binds to Ca when it comes into cell T: binds to tromping. When Ca binds to trooping, causes trooping to move tromping exposing the myosin binding site Myosin can now bind to acting, muscle contracts 4 steps to muscle contraction 1 . Myosin head bind to acting filament that has been uncovered, causing release of Phosphate 2. Head of bound myosin flicks, moves one acting globulin, this is the powe r stroke 3. TAP binds to acting head, allowing release of, requires and TAP 4. TAP is hydroxide and head is repositioned As long as Ca is available this will occur. If muscle runs out of TAP = release cant happen = rigor Morris Muscle Fiber Types, Injury Repair 22. 1. 4 Slow oxidative Type 1 more TAP is hydrazine in reposition stage, happens slow high fatigue resistance, lots of oxidative compatibility, aerobic makes TAP as needs it more mitochondria b/c it needs it more myosin RED dark meat (legs walk a lot) doesnt need to store a lot of glycogen smaller and weaker fibers recruit these smaller motor units first Fast oxidative Type AAA Fast glaciology Type b less TAP is hydrazine in reposition stage, happens fast (lox faster) low fatigue resistance, slow oxidative compatibility, anaerobic, blows through TAP fast few mitochondria few capillaries and myosin WHITE breast (wings- seldom) high glycogen content (glycoside) larger and stronger recruit these larger motor units less often Denigrate and innervate (spinal cord injury) other axons will re-innervate those that have been devastated, less fine control Karri poison dart frog Blocks ACH receptor, powerful neuromuscular blockade Colostomies Botulism Causes ACH vesicles to not fuse with PM bottom paralyze muscles, half life is a month or so Colostomies Tennis EXCESSIVE release of ACH, muscle tenses, EX: lock Jaw Mechanical Disorders of the Bone 23. 1. 2 Arthritis- Osteoarthritis Gout Bursitis inflammation of bursa Bone Cancer 1% Dislocation movement of bone out of normal position, no tendon injury Sprains injury to Joint that involves ligament damage Strain occurs to muscles or tendons Fractures Oblique: oblique angle Occult: difficult to visualize, neck of femur Open: skin has been penetrated Pathologic: secondary to another disease EX: CA Segmented: broken into multiple pieces Spiral: oblique angle but spirals, result of twisting force Transverse: straight across Cricketing: cortex is only broken on one side, break doesnt go all the way through Impacted: two ends impacted, pushed one end into other Repair: Casts, external fixation may be needed so pin goes through bone (ankles holds tarsal anchored to tibia) Syphilis- compression fractures, older woman, hump Loriss pregnant women, wet pulls lumbar vertebrae forward increase curvature Scoliosis teenage girls, S-shaped back Treatment: surgery to place intertribal rods Osteoporosis 23. . 3 Osteoporosis loss of bone mass, traceable bone (spongy bone) lots in vertebrates Thinner cortex Estonian: precursor to osteoporosis, some bone loss Women affects men less 1. Men have larger bone mass to begin with 2. Menopause increases rate of bone loss 3. Men die younger, dont have a chance to loss the bone Males continue to produce bone at almost same rate as it is being reabsorbed Descant: X-rays through bone to see attenuation of bones,