Schizophrenia Essays (962 words) - Psychiatry, Schizophrenia

Schizophrenia Schizophrenia is a severe mental illness characterized by a variety of symptoms, including loss of contact with reality, bizarre behavior, disorganized thinking and speech, decreased emotional expressiveness, and social withdrawal. This illness affects those parts of the mind that are fundamental to a person's sense of self. It changes a person's perception of reality, through hallucinations and delusions. This mental illness is diagnosed in about one person in every 100. Schizophrenia has been categorized into two specific classes and has possible causes for each class. We will also focus on the roles of the nurse and the family and the importance of medication. (Anonymous, 1996a, 1996b, Fontaine & Fletcher, 1999). A psychiatrist's classical categories of schizophrenia once included undifferentiated, catatonic, paranoid, and disorganized subtypes. A new classifying system which is widely used has replaced the former categories. This system includes two categories which are positive characteristics and negative characteristics. There are five sub-characteristics which can be described as positive and negative. These are behavioral, affective, perceptual, cognitive and social (Fontaine & Fletcher, 1999). Positive characteristics are additional behaviors which are not usually found in normal adults. These patients experience delusions, hear voices, and have inappropriate emotional responses. These clients feel as if people are harassing them and they cannot do anything about it. They experience feelings of guilt and try to punish themselves and others with aggression (Fontaine & Fletcher, 1999). Negative characteristics can be described as the lack of behaviors, or "flat effect." Symptoms include anhedonia and attention deficits. Most of these clients forget about self-care and their appearance can be a signal of negative Schizophrenia. These patients often have feelings of worthlessness and some eventually commit suicide. Negative characteristics have been found more difficult to treat (Fontaine & Fletcher, 1999). There is a wide range of causes of Schizophrenia. Research has yet to come to a conclusive overall cause of Schizophrenia. There are a number of possible causes to this disorder. One determining factor is that the disorder may be a genetic problem that runs in the family. Another factor may be an imbalance in the brain that results in the client obtaining jumbled thought processes. Other factors may include birth complications, many stresses in life, and family structure. Any of these factors and many more can have a trigger action that leads to insane behavior (Anonymous, 1996a). The role of the nurse in treating someone diagnosed with Schizophrenia has to start with a trusting relationship. The nurse must first spend time with the patient to discover the problems the patient finds the most stressful and what the patient does to alleviate his or her symptoms. The nurse can set specific goals and preferred expectations with the client that will help build a one-to-one relationship with the client and will also help the client cope with regressive behaviors. Nurses should pay specific attention to all of the clients actions, verbal and nonverbal. Furthermore the clients are very aware and sensitive to our verbal and nonverbal actions. For example, a patient that is at high risk for violence, directed at others, related to suspiciousness, may be a result of a misunderstanding in communication. Therefore, these particular clients should never be underestimated. The client's assessment is an ever-changing evaluation of how treatments are working (Anonymous, 1996b). Antipsychotic medications are used to control the symptoms of Schizophrenia. Examples of these Antipsychotic medications include phenothiazines, thioxanthenes, butyrophenones, dibenzoxazepine, dihydroindolone, and diphenylbatylperidine. These medications are the most useful in helping intervention with these clients suffering from Schizophrenia. For the drug to be most effective it has to be taken consistently as a relapse of symptoms is common when medication is discontinued. It is usually prescribed on a long term basis and has serious side effects. Because of these side effects, the patient may discontinue the use of these drugs. This is when the nurse has a major role to educate these clients about the medication and it's importance. The clients should fully understand the effects of the drug. Also the nurse and the client should freely discuss what particular effects the drug has on the client and if necessary to help negotiate a change in medication with the client. The family should also help in dispensing doses to the patient therefore the nurse needs to educate the family about the drug as well (Fontaine & Fletcher, 1999, Anonymous, (1996b). Nurses need to focus on the importance of family members along with the individual with Schizophrenia. Not only do the clients suffer, but the family is involved also. The nurse should show equal compassion to the family as well as

Crash More Than a Collision of Cultures essays

Crash More Than a Collision of Cultures essays If you know someone with strong, conservative political beliefs and who attends evangelical church services and listens to Rush Limbaugh faithfully from Nebraska or perhaps rural Idaho, who has never been to Los Angeles, ask them if they saw Crash and ask what they believe about L.A. now. They might just turn and run away. If they do have the grace to answer your question, compare what they say with what someone says who has actually visited South-Central, or Korea Town, or East LA at night, alone, in recent weeks or months. Granted, life isnt really as bad and people couldnt possibly be as rude, hateful and unbendingly racist as one would believe if taking the film literally. But life is bad, pretty damn bad, for a lot of people who live in greater L.A. or in any sprawling, multicultural urban setting in 2006. Visit Dallas, Chicago, New York, Newark, Miami, and try to tell me those many and diverse cultures and sub-cultures truly love and embrace each other. Ill show you a cow that flies. Ill show you a pizza that solves math problems. Meanwhile, it is the thesis of this paper that while this movie was an eye-popping, jaw-dropping jolt of hideously racist individuals living out various twisted ethnocentric ideologies, it is in broad brushstrokes a gross exaggeration of 21st Century urban life. And yet at the same time, it honestly reflects realities in artistic terms. It is what we see it is, and more: a glut of pilgrims from diverse points of entry, polarized by a political system that borders on fascism, yet in their hearts a love that fights for survival can snuff out the loathing in wink of a jaundiced eye. Crash had to be an exaggeration, otherwise it would not have attracted the attention it did, and people would perhaps still be slumbering, thinking everythings cool on the Western front. And take this to the b...

Can You Use Old Practice SATs to Study for the New SAT

Can You Use Old Practice SATs to Study for the New SAT SAT / ACT Prep Online Guides and Tips Since the SAT has just been redesigned, you might feel like there aren’t very many practice questions around for you to use. The College Board has released four free practice tests, but once you get through those, what should you do? You might be wondering if you can use old SAT practice tests to study for the new SAT. The answer is yes, you can! I will show you how. Read on to see why you would want to use old practice tests, what practice tests won’t do for you, and then a how-to guide on the most effective way to use old tests to prep for each section. Finally, I’ll also briefly discuss using the ACT for new SAT prep, since the tests are surprisingly similar. Why to Use Old SAT Practice Tests Simply put, you should use old practice tests if you want to increase your stock of practice questions! While you will have to be careful to skip the irrelevant questions, and there are some new question types you won’t be able to prep for using old tests, they are still a valuable resource, especially if you need extra questions to work on a particular section or skill. While the SAT has been redesigned, many of the question types are still the same between the old and new tests, so you can use old tests for practice questions for those question types. I will break down which question types to use and which ones to skip in the next sections. They are also useful because they are official College Board materials, and you can expect rigorous quality control from the official makers of the SAT more so than from most prep book or test prep companiesso no situations where the correct answer is actually ambiguous, for example. You know old tests were really administered to students, which means those questions are College Board-approved! So high quality they should put this seal on them! What Old SAT Tests Won't Help You With Taking an entire old test from start to finish won’t really prepare you for the experience of sitting down to take the new SAT, so don’t do that. The overall tests are too different structurally for taking the old SAT to give you a good sense of what taking the new one will be like. If you want to take a complete test to get a sense of what your SAT experience will be like on test day, take one of the College Board’s four complete free practice tests for the redesigned SAT instead of an old one. Old tests also won’t help you practice the new SAT essay. Instead of a 25-minute opinion-based essay as on the old SAT, the revised SAT gives you 50 minutes to analyze an argument. These are completely different in form and content, so looking at old SAT essay prompts is a waste of time. Now I’ll move through each section in turn and describe how best to use it to prepare. I’ll go over what question types to use, which question types to skip, and what’s missing from the old SAT that is tested in the new one.All of my old SAT question examples will come from the2014-2015 Practice SAT, and my new SAT question examples will come from Practice Test 1. With all these questions you'll be as prepared as this lady! And she looks ready. Using Old SAT Practice Tests: Reading The Reading section has not changed too dramatically with the revision, so you’ll be able to use most of the old Reading questions to practice for the revised SAT. The primary changes are that all of the questions are now passage-based, passages are longer, and Sentence Completion questions have been eliminated. Old SAT Reading: Questions to Use Using any and all of the passage-based questions will help you prep for the new SAT. The Old SAT has some very short (i.e. one paragraph) passages, while the revised SAT only has longer passages, but the questions are similar and useful for practice. Old SAT Reading: Questions to Skip The redesigned SAT has done away with Sentence Completion questions. There were complaints that these unfairly prioritized arcane vocabulary knowledge. So when you see these on old SATs, skip them. Example: Old SAT Reading: What's Missing Old SAT Reading did not have any charts or graphs integrated into the passages and questions. New SAT does, so be sure to study those! (If you want more practice questions to do with reading charts, skip down to the â€Å"Practicing with the ACT† section). Example: Old tests did not have any Evidence Support question pairs. These are question pairs in which you are first asked to identify something about the passage, then to select evidence from the passage to support your answer. Example: Using Old SAT Practice Tests: Writing Writing has changed the most of any test. While the old SAT had very few passage-based writing questions, the revised SAT is entirely passage-based in the Writing section. There aren’t very many one-to-one matches on question types between the old and new SAT, but you might still find some of the old SAT practice questions useful. Old SAT Writing: Questions to Use Passage Revisionthese are questions that ask you to edit a â€Å"rough draft† of a passage or essay. While the errors in these passages are a little more focused on style, and the revised SAT writing section is more focused on skilled argumentation, these questions are still helpful for getting a feel for answering passage-based SAT writing questions. Example: Even though the specific format of the Sentence Errorquestion typewhere you had to choose from five potential errors in one sentenceis missing from the revised SAT, doing old Sentence Error questions is still a good way to drill down on your grammar skills. You should be aware, though, that the revised test does have a slightly different grammatical focus. The old SAT often tested dangling modifiers and subject/verb agreement in tricky ways, while the revised SAT has a greater emphasis on punctuation and common English usage. But if you need to work on your grammar, practicing those skills with Sentence Error questions is a fine way to do so. Example: Similarly, the Sentence Improvement question type, in which you have to edit a single sentence for grammatical clarity, no longer exists on the revised SAT. But you may be asked sentence-improvement like questions on the revised SAT in the context of the passage-based questions. So knowing how to approach these in isolation will help brush up on your grammar and writing-style skills, which will be useful for the revised test. Example: Old SAT Writing: Questions to Skip The essay - the 25-minute â€Å"opinion† essay from the old SAT used to comprise part of your writing score. The new essay is 50 minutes, asks you to evaluate another author’s argument expressed in a passage, and is a completely separate score from your 1600-point score. Don’t write any old essay prompts; they won’t help you at all on the new SAT. The old essay: as obsolete as this car. Old SAT Writing: What's Missing Old tests really don’t have the same format and feel as the revised SAT. The revised SAT asks all questions and question typesthose on grammar, writing style, organization, argumentationbased on passages, while the old SAT has very few passage-based questions. So while the old SAT writing section will help you brush up on your grammar, style, and editing skills, it really won’t give you a great sense of what the writing section of the revised SAT is actually like. Example: To practice more passage-based writing questions once you’ve used all four free practice tests, you might turn to the ACT English section, which is passage-based. (More on using the ACT for new SAT practice below.) Additionally, the writing section now includes questions that involve graphs and charts: both interpreting them and understanding how they act as evidence for arguments. Example: Using Old SAT Practice Tests: Math The primary changes in Math are that the questions are distributed differently across topics, a small amount of trigonometry has been added, and logic-type problems have been eliminated. For a complete breakdown of these changes, see our guide to the revised SAT. Old SAT Math: Questions to Use The truth is that you can use most of the questions on the old SAT to practice for new SATMath. However, you should be aware that old tests contain a different percentage of some of the question types than the revised SAT. For example, the old SAT contains much more geometry than the revised SAT. Old SAT Math: Questions to Skip The revised SAT has done away with â€Å"logic problem† type questions, so if you see any of those, skip them. There were usually only 1-2 on the old SAT anyways. Example: Old SAT Math: What's Missing From Old Tests The revised SAT has two no-calculator sections: one for grid-ins, and one for multiple choice. The old SAT was all-calculator. You might try working on some of the less calculation-heavy questions on the old SAT without a calculator to practice answering math problems without one. The new SAT involves more â€Å"real-world† type questions and word problems. Example: The revised SAT now has multi-part questions, in which the answer to one question affects the answers to the following question. It’s very important to get the first question correct or you could have a negative cascade effect! Example: The revised SAT also contains some basic trigonometry questions, which is a new topic area for the SAT. Example: Practicing For the New SAT With the ACT The revised SAT is actually more similar in many ways to the ACT than the old SAT. Both exams have four answer choices per question, there is no guessing penalty, and the Reading and Writing (or English in the case of the ACT) tests are entirely passage-based. For this reason, you may wish to practice with ACT questions. The key difference (other than the scoring scale) is that the ACT has four sections to the SAT’s three- English, which corresponds to SAT Writing, Reading, Math, and Science. While it has no directly corresponding section on the SAT, practice questions from the Science test will be very helpful in preparing for the data-based questions on all sections of the revised SAT. I’ll go over questions to use, ones to skip, and what’s missing from the ACT that’s covered on the SAT. Science: the fourth section on the ACT. ACT: Questions To Use There are questions you could use to prep for the new SAT in all four sections of the ACT. Reading You can use all of them! The ACT is focused slightly more on reading comprehension, but the general idearead and interpret a passageis the same. English You can (and should!) use most of the questions on the English section of the ACT for SAT Writing practice. Not only is it great practice for the passage-based style of the revised SAT, many of the questions offer similar tasks as those on the SAT. The ACT is slightly more focused on grammar, however, while the SAT really hones in on writing style. Math You can use most of the questions on ACT math to practice for revised SAT math. However, you should be aware that there is more geometry and trigonometry on the ACT than the revised SAT. Additionally, you may see one or two topics on the ACT that aren’t covered on the SAT, like matrices, logarithms, graphs of trig functions, and even scientific notation! Science ACT Science questions are passage-based, which is good practice for answering the data interpretation questions linked to the passages for the revised SAT’s Writing and Reading tests. The questions that will be most useful, however, will be those about interpreting data and figures. So focus on those and skip the rest. Example: ACT: Questions to Skip Save SAT prep time by skipping unnecessaryquestions. Reading No need to skip any reading questions. However, it’s worth noting that unlike on the SAT, questions on the ACT are not â€Å"in order†- the questions on a particular passage don’t move through the passage from start to finish, but instead may jump around A question may ask about the beginning of the passage, then the next may ask about the very end. This is just something keep in mind in terms of differences when you are using the ACT for practice. English You can skip the questions asking if the author fulfilled their purpose in the passage and why, as there is no similar question style on the revised SAT Writing test. There is normally about one of these â€Å"author’s purpose† questions per passage, towards the end of the questions on a particular passage. Example: Math You may want to skip the occasional question on logarithms, matrices, graphs of trig functions, and scientific notation, since you won’t see these things on the SAT. Science You can skip any question on the science test that’s not directly concerned with interpreting or representing data. This would include questions about hypothesis testing, experimental design, the scientific method, and so on. Example: What's Missing From the ACT That's Covered on the New SAT There are some key question types missing from the ACT that you need to be prepared to see on the SAT. Reading There are no Evidence Support question pairs on the ACT. Remember, evidence support question pairs involve answering a question about the passage and then providing evidence to support that answer in the following question. The Reading test on the ACT also does not include any questions on charts or data. These questions are covered on the Science test. English The English section on the ACT does not involve charts and graphs as on the revised SAT's Writing section, probably because these skills are tested on the Science section. Math The ACT math section lacks two key features that the revised SAT has: a no-calculator section, and grid-in questions. You may want to try solving ACT questions without a calculator when reasonable for some no-calculator practice. Also, practice ACT questions are all multiple-choice, so they won’t help you prepare for the SAT’s free-response grid-ins. Be prepared to be without this on the SAT! (The calculator, not your hand.) Where To Find Old SAT Practice Tests and ACT Tests The College Board and ACT, Inc. have kindly published free practice tests. We've collected them here for you. Old SAT Tests 2014-2015 Practice SAT|Answers 2013-2014 Practice SAT | Answers 2007-2008 Practice SAT (includes answers) 2004-2005 Practice SAT (includes answers) Practice ACT Tests ACT Practice Test 2015-2016 (Form 72CPRE) ACT Practice Test 2014-15 (Form 67C) ACT Practice Test 20-12 (Form 64E) ACT Practice Test 2008-09 (Form 61C) ACT Practice Test 2005-06 (Form 59F) A soothing rock pile in case you get overwhelmed by all these tests. Key Takeaways You can use old SAT tests as a resource for practice questions for the revised SAT. Old tests won’t give you the same feel as taking the revised test from start to finish, but many of the question types are similar.Writing has changed the most out of any of the sections; revised SAT Writing is much more similar to the ACT than the old SAT. In addition to old SAT tests, you can also use the ACT to prep for the new SAT. The English section and questions on the Science section about interpreting data and graphs may be particularly useful. There may only be 4 official free revised SAT practice tests available, but between old SATs and the ACT you can still build up a substantial stock of practice questions! What's Next? Check out our complete expert guide to the revised SAT. Need more prep materials? See our reviews of the best SAT prep books for 2016. If you're wondering how important your SAT score is, read our breakdown of the SAT and admissions. Taking the ACT? See our complete index of critical ACT prep articles. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Tourist guide system Essay Example | Topics and Well Written Essays - 500 words

Tourist guide system - Essay Example base stations such as chain of cell base stations, units that are designed to be hand-held that are based on Off-the-Shelf Fujitsu Team Pad Units and visitor’s information as reflected in the PC back at the office. These stations are PC’s that are standard that have a link to the internet as well as a WaveLAN Card. Thus, these base stations enable broadcasting of data and information that is within the vicinity and transmissions of position information from the local cells. Additionally, a GPS can be fitted if more accurate information is needed. In order to be able to retrieve data from the device, one need to press the ‘info’ button which then displays all the information about the visitor’s current position. The version in this project is an advanced version of the former that displayed a number of position choices on the tourist’s location. This is because unlike the project guide device, the former version of the guide device did not have the search engine (Andrew, 2009). However, using the new version, the visitors’ position can be identified using a Guide Tag Insert Position. This label is useful in identifying a visitor’s location in a dynamic way. For example, a tourist can identify their location by just asking a question on his or her location. This approach has got many advantages over the earlier approach. Using this guide a visitor is able to make bookings online, able to identify his location, make text messages and also able to navigate to various places. The earlier a pproach did not have the ability to identify the location of the visitor and also was not portable like the latest model. According to Martin 1994, push based strategy of information delivery is found in the communication between the tourist and the guide. The delivery of information in this case can be non-interactive or can be interactive. For example if the delivery of information is done through a radio or television then interactions between the buyer and the

Pricing and Distribution in Marketing Decisions Research Paper

Pricing and Distribution in Marketing Decisions - Research Paper Example In reference to Blue Mountain Coffee Company and Starbucks Coffee, pricing and distribution strategies will help them acquire these useful utilities for their efficient functioning. This paper aims at contrasting the pricing and distribution strategies of these two products. Though the two companies produce the same products, they are not competitors because they serve different markets. Pricing Strategies The worst mistake that can easily collapse a company lies in decision making that concerns pricing strategies. Wrong pricing decisions are almost a guarantee on damaging the company as well as eroding services tot the community and customers (Florissen, et. al, 2001). In many cases, manager’s cut-off prices so as to fend off new market rivals and then, they launch price wars that are full fledged hoping to compete attackers and hence emerging victorious. At any rate, this is just hope because reality is normally very different. For example, Blue Mountain Coffee Company that mainly specializes in exporting its products bases its decisions on pricing in reference to international market prices. In pricing, companies should take into account the competitor’s prices, cost to serve, switching rates, and customer value in order to ensure profitability. By evaluating these four factors, the two companies can make more reasonable decisions on their pricing decisions in increased competition faces. Instead of blindly undercutting attackers, the companies can safely charge commercial accounts and private customers a premium that will secure their business, do away with costly price wars, as well as preserve the market. To compete against its rivals, the company has established higher prices for its products because they are high in quality and hence, they have won consumer loyalty and captured a wide market in Japan. On the other hand, Starbucks Coffee, that mainly targets the local market, sets prices that will help it acquire a larger market share in th e local market than its competitors. Price reduction for its products is however profitable only in the short run but in the long run, they lead to heavy losses. Good pricing strategy should ensure that the company gets enough profits and is also able to meet its costs. Therefore, though price reduction is important in trying to capture the market or compete out rivals, such decisions should be carefully sought. As Bertini & Luc explains, reducing prices below the cost of production is very risky to the company as it can easily collapse the entire business. Cutting prices means that a company will have to work harder for less because you have to sell more units of the product for the same revenue. However, cutting prices only increases profits when you produce more units and increase sales (Bertini & Luc). Product Distribution Starbucks distributes its products to local consumers while Blue Mountain Coffee Company distributes its products to an international market in Japan. Anonymo us explains different modes of product distribution. For Starbucks Coffee, which distributes its products locally, the coffee can be sold to large scale wholesalers, who then sell it to Retailers. The retailers sell it directly to consumers or to small scale retailers who then sell it to consumers (Anonymous). However, the distribution mode for Blue Mountain Cof

Research proposal Essay Example for Free

Research proposal Essay Roselle Jardin Ranario, DPA Research Adviser October 2013 ACKNOWLEDGMENT Thinking that this was impossible to achieve made us realize that everything would be possible especially with enough help and support from people around us. Not only motivating us but also helped us to pursue our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible. To our Heavenly Father, for His divine providence and for giving us enough strength. To our families, for their moral and financial support especially during difficult times. To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements. TABLE OF CONTENTS TitlePage Number INTRODUCTION Rationale4 Theoretical Background7 Statement of the Problem13 Significance of the Study14 RELATED LITERATURE15 RESEARCH METHODOLOGY22 Research Design Research Environment Research Respondents Research Instrument Selected based on the performance Data Gathering Procedures23 Treatment of Data DEFINITION OF TERMS24 BIBLIOGRAPHY25 APPENDICES28 CURRICULUM VITAE29 Introduction Rationale The love and eagerness to know is the beginning of a beautiful journey towards learning. The moment we want to know about any concept, we tend to  develop attachment towards it. By then, we would like to learn more about the concept and would do anything to know better. Statistically, Mathematics has been the academic subject that has presented the greatest challenge to many students. Many researchers suggest that difficulties in learning mathematics begin as early as pre-school. They argue that inadequate knowledge and ineffective teaching by some teachers plant the seed for future complications in the mathematics classroom. In an effort to address the challenge of poor academic performance in math, there is an abundant amount of literature and research on improvement in methods of math instruction. Since then, teachers are trying to utilize their creativity and initiative to grasp more strategies on how to develop the mathematical ability of learners effectively. The students start to dislike math because they do not understand. It builds up each grade level to the point that they hate it because they have difficulty in learning. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and anxiety towards math. Computer assisted instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. Through this, learners are now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computer assisted instruction. This concern draws an interest to the researchers to know the Asian people’s math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they will be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, the  researchers may also be able to relate it to the math learners since the researchers themselves are also a math instructor in one of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance. Theoretical Background This study is anchored by these two theories; Bandura’s Social Cognitive Theory and Vygotsky’s Social Constructivist Theory. Bandura’s Social Cognitive Theory is composed of four processes of goal realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-observation–Observing oneself can inform and motivate. It can be used to assess one’s progress toward goal attainment as well as motivate behavioral changes. There are two important factors with regards to self-observation: regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on one’s expectations of outcomes and efficacy (Zimmerman Schunk, 2001). Self-evaluation– Self-evaluation compares an individuals current performance with a desired performance or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important; therefore, goals such as, do your best are vague and will not motivate. Schunk and Zimmerman (1994) state that specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge. If one has little regard for his goal he will not evaluate performance. There are two types of self-evaluation standards: absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A social comparison such as evaluating one’s behavior or performance against other individuals is an example of a normative standard  (Zimmerman Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989). Self-reaction– Reactions to one’s performance can be motivating. If the progress made is deemed acceptable, then one will have a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work harder provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal); whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal. Self-efficacy– One’s belief in the likelihood of goal completion can be motivating in itself (Van der BijlShortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular tasks. Task-related self-efficacy increases the effort and persistence towards challenging tasks; therefore, increasing the likelihood that they will be completed (Barling Beattie, 1983, as cited in Axtell Parker, 2003, p. 114). Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a social activity. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† Adolescents develop their own thoughts and attitudes through social interaction and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially. Realizing this will help keep teachers aware of just how meaningful their interactions and attitudes  are to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less approachable in the classroom context. A ten year study at Harvard (Crouch, Mazur, 2001) showed that most students learn more from group learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever â€Å"correct† explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own personal beliefs to eventual modification. Vygotsky’s important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students’ Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough â€Å"proximal† to what the student finds challenging, then the student will not develop. Trivial exercises result in mostly boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or â€Å"magic middle†, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be within the ZPD. The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, Wenning, 2006) on the implementation of new inquiry-based lab activities, which are more challenging and more work for  both students and instructors, found that these new and difficult activities must be introduced gradually. The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students’ ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and increased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this same approach: First I will have to investigate and identify my students’ ZPD, as they did in the Illinois study.(Wenning, Wenning, 2006). Statement of the Problem This study aims to examine the relationship of Math attitude and anxiety of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the following: 1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiety of learners? Significance of the Study The results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students language achievement that will enable the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the following: To the principal concerned, the results of this research  study may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High School as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the d ata and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for High School students, particularly in science classes. This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers assigned to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can integrate with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach. The secondary freshmen as student entrants of Minglanilla National Science High School will further ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level. REVIEW OF RELATED LITERATURE The learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou Christou, 1998). For fear of embarrassment, many adults go to great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to anxiety and even fear. According to Bandura’s sociocognitive theory, student’s motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards Mathematics have better performance in Mathematics. Latterell (2008) writes in her book about the â€Å"Math Wars† that â€Å"Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. One’s attitude and behavior must match the belief that hard work leads to success† (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. â€Å"Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities† (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in one’s ability to succeed. The factors affecting mathematics anxiety were mathematics achievement,  attitude toward mathematics, trait anxiety, and debilitating anxiety.^ Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates Rhymer, 2003). Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as â€Å"people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances† as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventory of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney Schraw, 2003). Yà ¼ksel-Åžahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield   Trujillo, 1999; Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or exasperate students’ existing levels of anxiety for mathematics (Ma Xu, 2004; Norwood, 1994; Reynolds, 2001; Satake Amato, 1995; Townsend, Moore, Tuck, Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner Duffy, 2002; Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students overcome it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually nervous when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999). It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety  face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. Computer – based instruction is a remediation or instruction presented on a computer according to the American Institute of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the Department of Education is in the final stage of completing the five – year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer – based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated. CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learners  access to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the immediate responsiveness of computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010). As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement. Research Methodology Research Design This study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Respondents The respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records. Research Environment The research will be conducted within the Four Southeast Asian Countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Instrument For the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003). Research Procedures Gathering of Data Academic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their performance in Math. Treatment of Data The cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude. DEFINITION OF TERMS For a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation. Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process. Math Anxiety refers to the feeling of tension or fear in Math. Math Attitude refers to the behavior towards Math TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries. DATA MINING TECHNIQUE getting information from a data set and makes it understandable for further use. BIBLIOGRAPHY Crouch, C. H., Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi:10.1119/1.1374249 Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, M. Cole (Eds.), The Cambridge companion to Vygotsky. New York: Cambridge University Press. Dilber, R., Karaman, I., Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203-222. Ibrahim, B., Buffler, A., Lubben, F. (2009). Profiles of Freshman Physics Students’ Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248–264. Mason, A., Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., Solis J. (2007). Children’s development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec P. D. Hastings (Eds.), Handbook of socialization. New York: Guilford. Pachler, Norbert, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum Communication, Institute of Education, University of London. 2004. Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4): 568-572, IDOSCI Publications. Megan R. Smith. (2004). Math Anxiety: Causes, Effects, and Preventative Measures. Internet Sources glwhitcomb.iweb.bsu.edu Tago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.php http://www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003. [emailprotected] http://www.icmeorganizers.dk/tsg15/ APPENDIX E BUDGET SUMMARY 1. Supplies: Drawing book P 46.00 Clear FolderP 16.00 Cost of Services: a. Print out P 30.00 Total P 76.00 Prepared by: ARMESTIDES M. BARGAYO VI RESEARCH TEAM TREASURER Curriculum Vitae PERSONAL DATA Name:Odessa M. Bonjoc – Avenido Address:Luyang, Carmen, Cebu Birthday:November 15, 1983 Civil Status:Married Sex:Female Age:29 Spouse:Ariel B. Avenido EDUCATIONAL BACKGROUND Elementary: Luyang Elementary School Year Graduated: 1996 Secondary: Cebu Academy Year Graduated: 2000 Tertiary: University of the Visayas – Main Campus Year Graduated: 2004 Course: Bachelor in Elementary Education – Area in Mathematics Graduate Studies: Cebu Normal University Graduated: Present Course: Master of Arts in Education – Major in ELT Employment Record: Position: Teacher 2 Designation:ICT Teacher School: Luyang Elementary School – DepEd Province PERSONAL DATA Name: Armestides M. Bargayo VI Address: Lower Pakigne, Minglanilla, Cebu Birthday: October 22, 1981 Civil Status: Single Sex: Male Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Minglanilla Central School Year Graduated: 1994 High School: Immaculate Heart of Mary Academy Year Graduated: 1998 College: University of San Carlos Year Graduated: 2002 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: University of Cebu – Main Campus PERSONAL DATA Name: Jun Antoinette Z. Navaja Address: 4- E Gorordo Avenue, Kamputhaw, Cebu City Birthday: January 27, 1988 Civil Status: Single Sex: Female Age: 25 years old EDUCATIONAL BACKGROUND Elementary: Colegio de la Inmaculada Concepcion Year Graduated: 2001 High School: Colegio de la Inmaculada Concepcion Year Graduated: 2005 College: University of San Carlos Year Graduated: 2009 Course: Bachelor of Education major in Special Education Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major Special Education- Mental Retardation Employment Record: Position: Substitute Teacher School: Barrio Luz Elementary School, DepEd Cebu PERSONAL DATA Name: Angelie Lopez Senarosa Address: Catmaran, Basak, Compostela, Cebu Birthday: April 25, 1982 Civil Status:Single Sex: Female Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Panangban Elementary School Year Graduated: 2000 High School: Compostela National High School Year Graduated: 2003 College: Cebu Normal University Year Graduated: 2007 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: Mulao National High School, DepEd Cebu

William Wordsworth Walking: Art, Work, Leisure, and a Curious Form of Consumption :: William Wordswroth Walking Essays

William Wordsworth Walking: Art, Work, Leisure, and a Curious Form of Consumption William Wordsworth spent a good portion of his life on foot, walking. Consider a sequence of Dorothy's journal entries: Monday the 14th, "Wm & Mary walked to Ambleside in the morning to buy mousetraps" (about 5 miles round trip); Tuesday the 15th, "Wm & I walked to Rydale for letters" (about 3 miles round trip); Wednesday the 16th, "After dinner Wm & I walked twice up to the Swan & back again" (3 miles), met Miss Simpson and walked with her to the Oliffs and then back to her house (another 3 miles); Thursday the 17th, "we had a delightful walk" (a couple of miles); Friday the 18th, "Mary & Wm walked round the two lakes" (about 6 miles); Saturday the 19th, "We walked by Brathay to Ambleside" (6 miles). Now such distances are not remarkable in fine weather, but these were walks from the 14th to the 19th of December 1801, and Dorothy's notes include "A very keen frost, extremely slippery," and "Snow in the night & still snowing," and "the evening cloudy and promising snow" (GJ 48-49). Undeterred by bad weather, Wordsworth (and Dorothy) gave walking a central position in their daily lives, even to the extent that not walking becomes a remarkable event. Dorothy records that on September 13, 1800, "William writing his preface did not walk" (GJ 22). And of course in better weather there were shorter and longer walking tours such as Dorothy's record of September 3, 1800, in which Wordsworth, Coleridge, and Jonathan Wordsworth left "after breakfast" to walk "upon Helvellyn" and returned home at 10 at night, having covered probably 15 to 20 miles (GJ 20-21)--a long, but not unusually long for them, walk. In short, Wordsworth habitually spent at least several hours a day walking, and it was not at all uncommon for him to spend entire days on foot. The central role of walking in Wordsworth's life suggests a number of interesting questions, but I will focus here only on those related to the theme of this conference, work and leisure. Obviously, much of Wordsworth's walking could be classed as leisure-time activity. There was probably no compelling reason for Wordsworth and Dorothy to walk twice to the Black Swan or for Wordsworth and Mary to circumambulate the lakes.

Contextulaising the play blood wedding Essay

Contextualising the play: The social, cultural and historical context of the play will be discussed in some detail and the relative importance of each as a factor in the writing, producing and interpretation of the play will be considered. Context is the circumstances and conditions which surround the play. We are able to tell that the social, historical and cultural context all affected Lorca and this emphasised certain aspects of â€Å"Blood Wedding†. The play has many references to social, cultural and historical events and themes. Frederico Garcia Lorca was born in a rural background and this could have affected the play. Lorca was born in Granada, Spain. Granada is positioned next to Andalucia, where it is presumed to be set. We are able to tell this, as Lorca makes many references to scenes which are present in Andalucia, such as the vineyards. These vineyards are in â€Å"Blood Wedding† as well as vineyards being present in Andalucia. At university, Lorca met a famous artist named Salvador Dali, which could have influenced some of the parts of â€Å"Blood Wedding†, such as the surreal scenes with the woodcutters and the moon. Also this could have influenced the use of the evocative juxtaposition of images. Around the time of the writing â€Å"Blood Wedding†, the rising artists Picasso and cubist artists could have influenced â€Å"Blood Wedding†. Picasso used symbolism in their art and this could have possibly inspired Lorca to use symbolic language in the play. In Spain, Lorca was confined to certain guidelines due to the politics. This meant that Lorca was unable to express himself as much as he may have liked; and this could have affected the way Lorca wanted to express himself. Then the Spanish government changed and therefore this allowed Lorca more freedom to write and create new literature, plays and art. During this time, Lorca wrote â€Å"Blood Wedding†. Lorca was influenced from a young age by local arts and once moved into a new town, Lorca became more interested in arts. At university, Lorca became friends with Luis Bunuel an artist. Many researchers have found that Bunuel could have influenced Lora’s work as Bunuel’s paintings became a major interest of Lorca. This means that Lorca could have been influenced by the use of colours in Bunuel’s paintings, and this could have caused Lorca to describe colours in detail in stage settings. This effects the writing of the play, as the audience will pay more interest in the vivid colours and there meaning. This also highlights Lorcas symbolic use of colours such as act one, scene one where the stage directions state ‘Room painted yellow’. This is symbolic as it could be interoperated that yellow represents brightness and the start of something new. At the time, Spain was a religious nation and therefore the strong Catholic viewpoints such as strict marriage rules (no divorce or adultery); this could have been seen to reflect in â€Å"Blood Wedding† as the affair with Leonardo was seen as shameful on the bride. Shortly after â€Å"Blood Wedding† was written, the Spanish civil war occurred. Women were seen as ‘marriage tools’ to gain assets during this time, and even though this occurred after the play was written, we are able to tell that Lorca had seen this occurring and it reflected in his play. For instance, there were mainly women in the play; this could reflect the importance of women at the time. It can also be seen in Act one, where the mother and father discuss the exchange of land when the couple are married. This shows that Spain had strong marriage rules as it shows a thrill between the parents of what their child has to offer. It was uncommon to not discuss what would be exchanged when two people got married, and Lorca expressed this in his play. Also in Spain at the time, people were beginning to revolt and in 1936 General Franco, became a new dictator. This could be seen as being reflected in the play as the bride was expected to marry against her will, as her father had chosen her husband for her. Lorca believed that society was very important, and he believed that society was the reason why people do not do as they wish but do as they should, and this could be reflected in how the bride doesn’t want to marry but is forced. The bride is expected to marry someone who has good financial prospects, rather than someone who she actually loves. From research into Spanish traditions it was assumed that brides would marry someone for their finical prospects or land ownership. Lorca was born in a village which was in the countryside, and this could be seen to be reflected in â€Å"Blood Wedding† as there are many references to the countryside. In Spain, there was a big emphasis on flowers, and this could be seen to be reflected into â€Å"Blood Wedding† as there are many references to flowers in the play and stage directions, such as act one, scene two where ‘common flowers’ are presented. Also, in â€Å"Blood Wedding† Lorca has only given one character an actual name, this character is Leonardo. This could suggest that Lorca sees this character as important or that the other characters that have no specific name, is representing all the female figures in Spain or the world. Whereas Leonardo represents the fire and the passion that a man may have.

Defining Multilingualism

How do schools define multilingualism in their public presentations of work? Emily Marshall In our readings, there are many different terms used to describe English Language Learners. Understanding the terms and labels will help us better understand how school districts word choice might reflect on how they deal with a particular population. Terms Associated With ELLS Reading through Gibbons, think most people would agree that he uses the term â€Å"EL Learners which is English Language Learners.In our community, his would mean anyone who is actively learning the English language. While Gibbons only mentions one term, Offline mentions many. In the introduction, Offline describes the different names that happen to come up when describing English Language Learners. Some of the terms mentioned are ELLS, Lips, bilinguals, culturally and linguistically diverse, children with English language communication barriers, English as a second language, language minority, emergent bilinguals, Eng lish proficient, and LOT E.As was reading, I was amazed at how many terms there actually are ND that's probably not even half of them. ELLS being already described, LEAP means Limited English Proficient and basically means students who have an insufficient level of English to meet the state's English requirements. The term basically implies that nonnative English speakers are deficient. Bilingual means that the person has the ability to communicate successfully in two languages, much like some of our college professors.Culturally and linguistically diverse as well as language minority can also include those who re already bilingual and in our community that would mean someone who speaks a language other than English since English is the majority language. Whenever I think of children with English language communication barriers, think more along the lines of 2nd generation children who are children born on American soil of immigrants. It also makes me think of the children of worker s who move frequently from one school to another as their parents search for jobs.English as a second language is a subject and not people although sometimes it is used to describe those students whose first language is not English. LOTT means language other than English which is commonly used to describe what languages students speak at home or in their community. As think of what some of these labels might mean for our community, I have come to the conclusion that most of the people in this community would probably not even know what half of the labels are and thus be confused and unsure of what to make of the meaning. How do schools define multilingualism?

8 opciones visa trabajo o green card para profesionales

8 opciones visa trabajo o green card para profesionales Una pregunta comà ºn que se hacen los profesionales extranjeros es cà ³mo emigrar legalmente a los Estados Unidos. La respuesta es que depende de varios factores, como las caracterà ­sticas del profesionales y de quà © papeles puede obtener. En la mayorà ­a de los casos es necesario el patrocinio por parte de una empresa estadounidense. Adems, es la empresa quien decide si patrocina una tarjeta de residencia, tambià ©n conocida como green card, o si por el contrario solicita los papeles de una visa de trabajo temporal. En este artà ­culo se explican 4 caminos hacia la green card por razà ³n de trabajo y 4 otros para una visa de trabajo. Adems, se finaliza con recomendaciones que deben tenerse en cuenta si se desea iniciar una nueva vida en los Estados Unidos. 8 caminos para emigrar legalmente a los Estados Unidos   1. La categorà ­a EB-1, que permite obtener la tarjeta de residencia. Est pensada para 3 subcategorà ­as. En primer lugar, los profesionales con habilidades extraordinarias en las Ciencias, las Artes, la Educacià ³n, los Negocios o Deportes. En segundo lugar, profesores universitarios o investigadores excepcionales y, en tercer lugar, para algunos tipos de gerentes y managers de compaà ±Ãƒ ­as extranjeras que estn trabajando en los Estados Unidos. En el caso de profesionales con habilidades extraordinarias no necesitan patrocinio de ninguna empresa. Son difà ­ciles de obtener los papeles por esta circunstancia y las peticiones se niegan en ms de 1 de cada 3 casos. Por el contrario, en las otras 2 subcategorà ­as debern tener, en la mayorà ­a de los casos, un patrocinador. En la subcategorà ­a de profesores e investigadores ms del 90 por ciento de las peticiones son aprobadas. 2. La categorà ­a EB-2. Est pensada, por un lado, para personas con una habilidad excepcional en las Ciencias, las Artes o los Negocios o, por otro, para extranjeros con un tà ­tulo de maestrà ­a o superior o su equivalente, es decir, licenciatura ms 5 aà ±os de experiencia. Cada aà ±o se pueden aprobar un mximo de 144,951 visas de inmigrante en esta categorà ­a. 3. La categorà ­a EB-3 que contempla 3 posibilidades, que siempre exigen patrocinio por parte de una empresa de Estados Unidos. En primer lugar, trabajadores con habilidades, es decir, con al menos 2 aà ±os de experiencia laboral. En segundo lugar, profesionales con al menos licenciatura y, en tercer lugar, otros trabajadores que deben tener al menos entrenamiento o experiencia en el trabajo por 2 aà ±os. Bajo la EB-3 pueden emigrar los trabajadores que no tienen cabida en las categorà ­as EB-1 y EB-2.   Cada aà ±o fiscal se pueden aprobar un mximo de 144,951 visas para esta categorà ­a, no permitià ©ndose que ms de 10,000 se adjudiquen a la subcategorà ­a de otros trabajadores. 4. La categorà ­a EB-4 para obtener la green card. Aplica a  un conglomerado de situaciones distintas que van desde trabajadores religiosos a mà ©dicos, funcionarios de organizaciones internacionales, trabajadores del Canal de Panam o de la OTAN o traductores afganos o iraquà ­es que han ayudado a las tropas de Estados Unidos. 5. La visa de trabajo temporal H-1B. Es de doble intencià ³n, esto es, permite buscar activamente el cambio a una tarjeta de residencia. Est pensada para profesionales y es muy utilizada por empleados de empresas tecnolà ³gicas, pero no est restringida a ellos. Estas son las 100 empresas que ms visas H-1B patrocinaron en el à ºltimo aà ±o fiscal. 6. La visa de trabajo temporal L-1 y L-2 para gerentes y ejecutivos de multinacionales que son transferidos a los Estados Unidos. Al igual que sucede con la visa H-1B, este visado es de doble intencià ³n. 7. Visa O para extranjeros con habilidades extraordinarias. 8. Visa TN para profesionales mexicanos y canadienses en virtud de la aplicacià ³n del Tratado de Libre Comercio o NAFTA, por su siglas en inglà ©s. Cmo se cambia una visa de trabajo temporal por una tarjeta de residencia? La respuesta es siguiendo uno de los caminos previstos por la ley para obtener la green card. En la prctica en la mayorà ­a de los casos tiene lugar mediante el patrocinio por parte de una empresa o bien por peticià ³n de un familiar. Por ejemplo, el cà ³nyuge si es que el trabajador extranjero se casa con un ciudadano estadounidense o con un residente permanente legal. Otras opciones posibles para sacar la green card o visas que permiten trabajar Cuando las posibilidades anteriores no estn al alcance de la mano, el sistema migratorio de los Estados Unidos contempla ms categorà ­as de visas de trabajo, pero las arriba mencionadas son las pensadas para profesionales.   Adems, hay visas que no son de trabajo pero que permiten trabajar, como por ejemplo, las de intercambio o las de inversià ³n. Incluso en algunas circunstancias, la visa de estudiante. En todo caso est terminantemente prohibido trabajar con visa de turista o cuando se entra sin visado por pertenecer a un paà ­s en el Programa de Exencià ³n de Visas. Es una violacià ³n migratoria que puede dar lugar a una deportacià ³n o a la cancelacià ³n de la visa. Es tambià ©n muy importante destacar que cada visa tiene sus propias peculiaridades, desde requisitos, a tiempo de tramitacià ³n o costos y que no conviene confundirlas. Por otro lado, hay ms de 2 docenas de caminos que permiten obtener la green card, aunque lo cierto es que la mayorà ­a de las tarjetas de residencia que se aprueban cada aà ±o tienen su origen en una peticià ³n por parte de un familiar. Pero es interesante familiarizarse con todas las posibilidades, que incluso contemplan un sorteo gratuito de 50,000 green cards, conocido como visa de la diversidad, a la que pueden aplicar cada mes de octubre los ciudadanos de Espaà ±a y tambià ©n de muchos paà ­ses latinoamericanos, aunque no todos. A tener en cuenta antes de hacer las maletas yemigrar Estados Unidos es un paà ­s enorme y extraordinariamente diverso. La experiencia de vivir en Alaska o en Florida son, obviamente muy distintas. Antes de asentarse o al considerar una oferta de trabajo es muy recomendable informarse sobre aspectos como cunto se paga de impuestos en el estado que se est considerando, cules son las coberturas mà ©dicas que brinda la empresa para la que se va a trabajar o cun cara es la ciudad a la que se piensa emigrar. Tambià ©n es importante tener una idea muy clara de cà ³mo obtener los papeles porque una vez que se est como indocumentado en los Estados Unidos puede ser muy difà ­cil regularizar la situacià ³n, lo que da lugar a una vida llena de miedos. Finalmente, si las cosas no se dan para Estados Unidos, considerar otros paà ­ses que tienen la migracià ³n abierta, en particular en el caso de profesionales es buena idea informarse sobre Canad, ya que tiene un sistema federal y de provincias interesante. Este es un artà ­culo informativo. No es asesorà ­a legal.

Case study#1 Julia Study Example | Topics and Well Written Essays - 1000 words

#1 Julia - Case Study Example She then receives negative comments the following year on issues of being unfriendly and absenteeism in some faculty meetings. She is even interrupted in her conversations or ignored completely (Szybinski & Jordan, 2010, p. 4-6 & L. 1-99). Julia’s situation has to do with her positive attitude towards her new job, something that is not tradition in the department. Most of the faculty members are not motivated to apply for grants or get involved in research with students but Julia wants to make a difference. This is in accordance with the academic duty of a professor. This makes her colleagues feel like she is trying too hard to make an impression. The senior faculty then decides to put her down by ignoring her and giving negative feedback during review. They see her as unfriendly because she doesn’t exchange pleasantries with colleagues. She looks like she is alienating herself from the rest of the faculty members by no attending some meetings. Her situation is made worse when she does not involve herself with office gossip. This makes the seniors feel like she is being intimidating and rebellious (Cariaga-Lo, et al, 2010, P.19-22 & L. 1-98). Julia’s colleagues refuse to vote for her tenure because as they stated, she does not relate well with her colleagues. This however is much deeper than that. Considering that she has the best skills in research and worked for the benefit of the department, the seniors did not take this positively. The faculty feels that they are being undermined by a junior staff. They alienate her and use it against her during evaluation. Julia makes the situation worse when she decides to take matters in her own hands. She ignores her colleagues completely by closing her office door and only opening it during office hours. She makes it even worse when she decides to discuss her colleagues with other faculty members from other departments instead of taking her concerns to the department chair. This is

Sentiment in financial markets Essay Example | Topics and Well Written Essays - 1750 words

Sentiment in financial markets - Essay Example But if you have no feel for what the expectational environment is, you're kind of flying blind. You might have a good feel for the fundamentals and the technicals, but very often it's the expectational backdrop that makes the difference. For example, many investors are frustrated because they own a stock and the stock's earnings meet or perhaps even exceed expectations. And lo and behold, the stock goes down and people are at a loss to explain why. But for other stocks, the earnings come in and exceed expectations, and the stock skyrockets. Why the difference The reason is sentiment. Very often, the sentiment had been excessively bullish before the positive earnings report. In the days before the announcement, there may have been a heavy accumulation of call options. So there is a lot of anticipatory buying of the stock, which then pretty much has run its course when the earnings come out. But with these and other measures, you must wait until they get to some kind of extreme level before they carry contrary implications. For example, when everybody who could potentially be bullish is already bullish, then essentially most of the buying power in that particular market has been dissipated. At that point, the market becomes very vulnerable to selling because there isn't enough buying to offset the selling. Similarly, if only a very, very smal... Perhaps they have even shorted the market. That means the market has become more primed to move upward because if buyers should come in they will not encounter much selling pressure because the selling has already occurred. So imagine a poll today that says 80 percent of futures traders are bullish. Remember that people, whether futures traders or individual investors or market-letter writers, tend to be trend followers. Their opinion tends to be a reflection of what's going on in the market. So if 80 percent are bullish that doesn't mean that the market is at its peak. No. 1, you would expect them to be bullish, and, No. 2, they can always get more bullish. I think this points out a trap that the bears have fallen into. They've noticed signs of bullishness, namely the amount of money that's flowing into mutual funds, the investment clubs, the Beardstown Ladies' books and so on. You get into trouble when a market is in a powerful technical trend and you analyze it without reference to the fact that you expect people to be bullish in a bull market. When a stock rises on positive earnings, which also occurs often, there may have been a lot of concern about the earnings report and investors may have bought a lot of put options, or shorted the stock. Without a measure of sentiment that is accurate, you can go down all kinds of blind alleys. Some of those who have been bearish on the stock market will tell you that there are many more investment clubs than there were 15 years ago, or that mutual funds now outnumber the stocks on the Big Board. These are all good cocktail-party things to talk about, but they're not really measures of sentiment that have parameters associated with them. They're just anecdotal. Academic