Analysis Of Zora Neale Hurston s The Eyes Were Watching...

Intersectionality is the study of identity that looks at how different aspects of identity intersect with each other to form specific and differing experiences of oppression. Zora Neale Hurston deals with the intersection of race and gender through the story of Janie in Their Eyes Were Watching God. However, rather than seeing the way in which Hurston deals with this intersection, the author Richard Wright claims, â€Å"The sensory sweep of her novel carries no theme, no message, no thought. In the main, her novel is not addressed to the Negro, but to a white audience whose chauvinistic tastes she knows how to satisfy.† While Wright is correct in suggesting that Hurston’s focus is not on race, but rather gender, he is incorrect in suggesting her novel has no purpose and is created simply to be entertainment for white readers. Wright’s own writing focuses entirely on race through a sociological lens that uses women’s dead bodies as objects in order to make arguments about race, and this is why Wright is unable to see the value of Hurston’s novel which focuses heavily on gendered oppression. Analysis of Zora Neal Hurston’s Their Eyes Were Watching God will show that the novel has tremendous worth in how it addresses the intersection of race and gender proving incorrect Wright, whose own writing will clarify that his views on writing make him unable to see the worth of Hurston’s work. Understanding the message that Hurston aims to convey to the reader will clarify how differentShow MoreRelatedAnalysis Of Zora Neale Hurston s Their Eyes Were Watching God1429 Words   |  6 Pagesthreatened by the undermining of their power, and one of these men committed a heinous act in order to suppress efforts to achieve equal rights for women. The concept of sexism embedded within the basis of society is reflected in Zora Neale Hurston’s Their Eyes Were Watching God. Hurston’s Reconstruction era tale centers on Ja nie, a character who attempts to find her own identity in a social structure that seeks to find it for her. The sexism underscores the struggles Janie must face in order to growRead MoreAnalysis Of Zora Neale Hurston s The Eyes Were Watching God 2388 Words   |  10 PagesZora Neale Hurston grew up in a predominantly African American town and because of how she grew up, she did not experience the segregation and prejudice that other African Americans felt in their daily lives until she moved from her hometown at a much older age. Because her community was predominantly colored, she grew up embracing her ethnicity instead of learning she should feel ashamed of her ethnicity and the white people surrounding her had more worth. Hurston, shows in her works Their EyesRead MoreAnalysis Of Pico Iyer s The Eyes Were Watching God By Zora Neale Hurston1984 Words   |  8 Pagespeople. In his TED talk, Pico Iyer, discusses these questions about home, which aids in formulating a definiti on. One of his definitions is the place â€Å"where you find yourself,† which corresponds to the discussion of home in Their Eyes Were Watching God by Zora Neale Hurston (Iyer). The broadness of the definition makes it difficult to pin-point one location or person. Through Janie’s experience, a home for her is a place where she has a voice. This is paramount for Janie as it allows her to vocalizeRead MoreTheir Eyes Were Watching God Critical Analysis1502 Words   |  7 PagesAn analysis of Zora Neale Hurston Their Eyes Were Watching God Certain goals or visions are often withheld for the simple fact that what we want sometimes does not look right in the eyes of people we hold dear. In The novel â€Å"Their Eyes Were Watching God† by Zora neale hurston, skillfully uses characterization to vividly portray how gender superiority impacts one’s decisions in life. Janie Crawford the protagonist struggles trying to find who she is through the men she meets in her life becauseRead More Contrasting Native Son and Their Eyes Were Watching God Essay4128 Words   |  17 Pages  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   This paper examines the drastic differences in literary themes and styles of Richard Wright and Zora Neale Hurston, two African--American writers from the early 1900s. The portrayals of African-American women by each author are contrasted based on specific examples from their two most prominent novels, Native Son by Wright, and Their Eyes Were Watching God by Hurston. With the intent to explain this diverge nce, the autobiographies of both authors (Black Boy and Dust Tracks on a Road) areRead MoreJohn Lewis s Writing Shines New Light On What Happiness714 Words   |  3 Pagespertains to something greater than themselves or the world around them. Langford further writes, â€Å"the little lazinesses and snobberies,† that people have only, â€Å"deaden and poison human relations† (Bibliography in Context). Langford continues his analysis stating, â€Å"Such insight permeates the allegory The Great Divorce, where Hell is a suburb of infinite dreariness whose occupants are self-damned: even a day trip to Heaven persuades few of them to abandon their comforting character flaws†(BibliographyRead More Hurstons Their Eyes Were Watching God1793 Words   |  8 Pagesstereotypes are based on crush the spirit of free will. Yet there are some brave people who choose to counter these stereotypes and live life as they choose, despite what judgments may come. In Zora Neale Hursto n’s novel, Their Eyes Were Watching God, the main character, Janie—an African American woman of the 1930’s, struggles with accepting the stereotypes that affect her life. She tries to fit in with them at the cost of her happiness and self-expression. Through her revelations and life changes thatRead MoreThe New Negro of Harlem Essay495 Words   |  2 Pagesmigration was an expression of their changing attitudes toward themselves, and has been described as quot;something like a spiritual emancipation.quot; Many migrants moved to Harlem, a neighborhood on the upper west side of Manhattan. In the 1920s, Harlem became the worlds largest black community; also home to a highly diverse mix of cultures. This unprecedented outburst of creative activity exposed their unique culture and encouraged them to discover their heritage; thus becoming quot;the NewRead MoreFailure Of The American Dream In The Writings Of F. Scott Fitzgerald, Zora Neale Hurston, And August Wilson14 18 Words   |  6 PagesThis literary study will define the failure of the †American Dream† in the writings of F. Scott Fitzgerald, Arthur Miller, Zora Neale Hurston, and August Wilson. Fitzgerald’s account of the Jay Gatsby s rise to fame in the 1920s defines the failure of financial success as part of the American Dream. Gatsby will eventually die due to his excessive greed, which is not unlike the emotional death of Willy Loman as he fails to become a successful salesman in Author Miller’s Death of a Salesman. MoreRead MoreTheir Eyes Were Watching God- Janies Self Realization2063 Words   |  9 PagesTheir Eyes were Watching God by Zora Neale Hurston, was a unique individual; as a half-white, half-black girl growing up in Florida in the early 1930s, a lifetime of trials and search for understanding was set for her from the start. As the main character she sought to finally find herself, true love, and have a meaningful life. Growing up, in itself, pro vides a perfect opportunity for finding that essential state of self-realization and ideal comfort. Michael G. Cooke reviews Their Eyes Were Watching

Curry Powder Indusrty Free Essays

INDUSTRY PROFILE India is a land of spices where many varieties are grown in the different regions of the country. The people of the country are fond of spicy food so the spices are the most important ingredient in any Indian dish. The nation is not just the big producer and consumer of spices but also a major player in international market, exporting the surplus and importing the deficit. We will write a custom essay sample on Curry Powder Indusrty or any similar topic only for you Order Now Spices play an important role in enhancing the flavor and taste of the processed foods. They are also used in the medicines because of their carminative, simulative and digestive properties. India produces almost all the known spices and is the largest exporter of this commodity. Ground spices are extensively used in all types of curried dishes in India and abroad. Although spices are traded chiefly in an unprocessed form, a small yet significant quantity enters international trade as spice powders. Curry powder is the foremost of those blends or mixes and sometimes consists of 20 or more spices designed to add the characteristic flavor of an Indian curry, which is appreciated all over the world. Apart from the overseas market, processed curry powder is becoming popular in the domestic market also. Hence the demand for unadulterated spices and curry powder in attractive handy packaging is fast emerging. FOOD INDUSTRY IN INDIA In India, agricultural and dairy sector have achieved remarkable successes over the last three and half decades. Besides being one of the world’s largest producers of food grains. India ranks second in the world in the production of fruits and vegetables and first in milk production providing much needed foods security to the nation. India is one of the world’s major food producers but accounts for less than 1. 5%of international food trade. The value of the Indian food industry has increased from 3. 09 trillion in 1993-94 to Rs. 3. 99 trillion in 2000-01. The segment with largest growth potential have been identified as dairy, fruits and vegetables and poultry. Food marketing is a highly regulated industry. Regulation in food marketing attempted regulates competition and monopolistic condition facilitates trade, protect consumers and directly influence food price and faster economic and social progress. India produces variety of spice products. No country in the world produces as much kind of spices products as India producing. The Indian spices and curry powder market plays an important role in the daily life of Indians. Now, curry powder industries have a prominent role in food product industry in India INDIAN SPICES India is the largest producers of spices in the world as the weather is apparently suitable for the cultivation of spices. Spices are cultivating in 28 states and 7 territorial provinces in India. As of now, India is producing around 2. 5 million tones of various spices valued approximately 3 billion US$ and holding a premier position in the world. Moreover India is the major exporters of spices in the world under the auspicious of India government owned â€Å"Spices board of India†, which is the apex body for the export promotion of spices in India. This was established in 1987. The board plays a far reaching and influential role as a development, regulatory and promotional agency for Indian spices. In early days Indian people were stored the various kinds of spices such as chilly, turmeric, coriander and so on, for preparing the various dishes and gravies. These spices were separately and blending depends on the nature of dishes. Spices used to flavor with the help of indigenous tools at home by women, as that was the custom during that period. In course of time situations are changed, people are forced to use electronic devices in order to reduce their domestic job. In turns, they used readymade curry powders at their home. Gradually they have fallen in to a habit of using instant curry powders from the open market. Taken stock of this situations several firms were came forward to launch curry powder industries. That is why curry powder industries were emerging immensely all over the country. As of now curry powder industries have a prominent role in Food industry in India. CURRY POWDER The name Curry powder today is synonymous with the Indian food. The word curry is believed to be delivered from the South Indian Tamil World ‘Karhi’. During the British Raj in India, â€Å"curry† evolved as the world described Indian food cooked in this spices sauce. Over the years, the foreigners, especially British who leaved or visited India . Slowly started to introduce the curry to outside the world. The good commercial curry powder was hard to find during the early days. People had to make curry powder from scratch if they wanted quality. However, now many good curry powders are easily found in India as well as western super markets. Curry powder is blend or mixture of the different spices, which defers according to geographic regions or personal preference. CURRY POWDER INDUSTRY In the scenario, economy exhibits high line of consumerism. The curry powder industry has witnessed the entry of many companies in the Indian market by pumping huge amount of capital in order to capture the market share. However many domestic companies have emerged with various attraction products with a view to overcome the country wide companies and capturing a large number of customers. On our observation most of the companies are performing satisfactorily for a particular brand to move fast in the market it has to meet the 4 A’s. That is the market customers should be aware of it, should be an acceptable, available and affordable. Obviously, the manufactures should understand the need and wants of the customer and provides total satisfaction in order to succeed in the business world. Curry powder is a well known name among the Indian people. It is the combination of finely powdered spices. For each dish there are different curry powder spices. For each dish there are different curry powders but the ingredients are more or less the same. Now a day’s most of the housewives are using this ready-made curry powder and so the quantity required is increasing day by day. So this is an industry by which a new entrepreneur can start without second though. But the manufacturers should give attention for capturing the market. Now days not only the urban people but villages also have a craze for these ready-made curry powders. There is a good market for curry powder in India and abroad. The major players in the curry powder in India are; Eastern, Melam, Mangala, Saras, etc. As Kerala’s largest producer of condiments, â€Å"Eastern Condiments (P) Ltd† has helped to keep the famous spice route alive. With an experience of over 30 years in producing spices, they have provided their consumers with consistently high quality powders and blends â€Å"Melam† the word means a multiple of musical instruments in harmony creating a fast of exotic and exquisite music. M. V. J. Foods (India) (P) Ltd. Cochin brings out a variety curry powder and spice powder under the brand name Melam. The melam range is vast and includes a great variety of perception. â€Å"devon, THE SPICE of life† deven foods gives a wide range of aromatic spice powders and curry powders for all culinary needs. They use only best quality spices and process them in appropriate condition. â€Å"Sara spice† is the condiment producing unit of the Anna group. Company is involved in the production and exports of Indian spices. Like curry powder, Masala powder, Indian whole spices since the past two decades. CURRY POWDER MARKET Although Indian spices have been in the world market for several centuries, the curry powder business, particularly curry masala (blender, spices) has not been exploited by the Indian entrepreneurs to a significant extent. Export of this product has not registered any significant growth producers in un organized sector have dominated the domestic market, for curry powder and curry masala . Obviously the curry powder growth industries brand promotion continues to be significant till recently. However, few manufacturers from the organized sector have been promoting branded products in Kerala market recently. Competition has turned to be aggressive with the stagnation in the international market. Producing of curry powder and curry masala are involving in marketing strategies to ensure significant market shares although in specific segment DOMESTIC MARKET The India market for curry powder is estimated at Rs. 500 Cr. This is account for 25% of world consumption of curry powders. The curry powder market is estimated to be around Rs. 150Cr, with approximate 35% of market in south India. The curry powder market in Kerala is estimated at Rs 70 Cr. The market can be categorized in to 3 groups. * The premium segment The medium segment * Un organized sector In the previous segment the major brands in the market are Everest, Melam Saras and MDH . the study done by various authorities revels that moast popular Brand in the premium segment is Everest with 30% market share . Melam had 50% market share, while other brads had a negligible share in the premium segment. However, the premium makes up only 30% of the total market of curry powder in Kerala. The medium segment consist 50% of total curry powder market, Easter is the market leader in the segment. The unorganized segment consists of 20% of the total curry powder market. INTERNATIONAL MARKET Exports of spices from India usually take place in bulk form. The export of value added products are few, as none competitive prices cannot survive in the International market. Curry powder is value added spice product. the world consumption of curry powder is estimated to be 20000 metric tons in 2004, 2005. Exports of curry powder from Indian keep fluctuating between 2500 to 3500 metric tons . An analysis of annual exports of curry powders from India reveals that the exports do not show much variation . in total value terms the figures have been increasing over the years . In Indian curry powder industries, there was a few curry powder industries were existed of the beginning of which the following firms were the main producers. * MDH * EVEREST In Kerala the following a few companies were existed in producing curry powders in early stages viz. * Techno curry powder * Ambika curry powder * Rani curry powder The following are the some of the manufacturers and exporters of curry powders in India. * Asha impex (P) Ltd * Alvel sales * Amas spices * Anand Exportes * Anil grover co * Aries Exports * B. M entrprices * Brahmins food products * C. B. R masala How to cite Curry Powder Indusrty, Papers

Strategy & Leadership Cisco Manages

Question: Describe about the Cisco manages contradictions that drive growth and profit for Strategy Leadership? Answer: Introduction The implementation of this hardware in the company may have an adverse effect if the prerequisites for that particular are not being checked before the installation. The major problem that arises is it is a time consuming procedure as different engineers use different equipments for installation (Davidson, 2011). This document will provide with an outline to overcome this situation of high time consumption and other related issues that are being faced during installation. As, the demand is rising in the recent days so to maintain the demand and supply chain proper measures should be taken to solve the issues of installation of the hardware. Review of Process The current process that is being adapted for the installation of this hardware is very slow due to the inefficiency of the engineers. So, as to speed up this process the technical group can be divided into three sets of engineers like freshers, experienced in the industry and experts for this particular process (Kowalik, 2014). The process of analysis was done from the review of the customers and the report of the sales department which depicted that the economic condition of the company has degraded over the years. From the previous researches, it is found that with the increase in complaints there is also increase in demand and proper measures should be taken to eliminate errors that could hamper the growth of the company. The implementation of this hardware in the company can slow the business process of the company and hamper the business continuity. The other issues that can persist apart from the installation time particularly in respect to this hardware is its compatibility w ith the hardware and software being used by the company (Makarov, Ostanin Vaitkov, 2014). Also, there is an issue of memory management to install the hardware as t may require a large amount of memory else will slow down the processing speed of the hardware thus slowing down the business continuity. Another problem that may arise is the system crash or the router crashes that can happen due to many unavoidable circumstances like reboots or reloads and bus error crashes. Thus it is important to detect and solve the issues that may prevent the continuity of the business in an organization (Ogheneovo, 2014). Report Analysis and Study The report was designed on the basis of a discussion conducted with a sales team of an organization that helped to identify the major problems that were being faced by the team. According to the statistics provided by the sales team, the sales have increased to a remarkable rate but as the increase in sell there also has been increase in complaints. This report showed that there are both advantages and disadvantages of the implementation of the hardware. So, as to maintain the demand and supply chain accurate measures have to be taken to prevent the discontinuity in the business process. The implementation of this particular series of router requires an expert team of technicians who have been working in the installation for years. The below mentioned chart shows increase in sales but the original fact that lies behind is the decreasing customer attraction due to the problems arising during the installation (Wang, Zhang Sun, 2014). The process of installation is slow in respect to o ther equipments or other router vendors. This is the most important fact that has to be kept in mind to improve the quality of business and retain the growth of the organization. As seen, during the first two years the sales was low due to the fact it was not understood by the customers and as the awareness grew the sales also increased effectively (Wilson, 2010). Recommendation This part of the document focuses on the methods that can be used to overcome the problems that arise from the installation of the new hardware in the company. The recommendations to solve the above discussed problems can be divide into following points: Proper human resource This can be done by appointing of proper technicians like fresher or experienced who could do the installation in the proper manner. Assessment of requirements This can be done by evaluating the software or hardware required prior to the installation. Detection of error messages Proper error decoding tools should be used by the customers. Identification of the issue There should be a technical team appointed in the company and contract should be made with the installation vendor for 24 hours support.Collection of error logs The system logs for error messages should be collected for proper identification of the problem. System Crashes or router reboots This may happen due to a bug or error in any programs that are being run in the system and the error log should be forwarded to the technical team for further analysis. Thus, the problems that arise due to installation of the hardware can be resolved by the following methods for continuity in the business process (Zhang, Yin, He Zhong, 2011). Conclusion This must be considered as an important aspect for business continuity and to resolve the problems arising during the installation. The methods in which the problems can be resolved are proper management of the technical staffs involved in the installation process. As well as keeping a regular backup of the total information system that is being used by the company. And the most important thing is to check the software or hardware requirements and whether the available memory will suffice with requirements for installation. So, during the process of redesign to implement this hardware the technical, economical and beneficial factors should be kept in mind for the continuity in the business process. References Cass, S. (2014). The age of the zettabyte Cisco: the future of internet traffic is video [Dataflow].IEEE Spectr.,51(3), 68-68. doi:10.1109/mspec.2014.6745894 Davidson, A. (2011). Innovating by doing both: Cisco manages contradictions that drive growth and profit.Strategy Leadership,39(1), 11-15. doi:10.1108/10878571111095376 Kowalik, P. (2014). IPv6 Protocol - Characteristics And Suggested Methods Of Implementation In Existing Ipv4 Networks Using Cisco ROUTERS.IAPGOS,4(1), 58-61. doi:10.5604/20830157.1093208 Makarov, S., Ostanin, V., Vaitkov, I. (2014). The Comparison of Routers by Firms Cisco, Juniper and Huawei.Modern Applied Science,8(6). doi:10.5539/mas.v8n6p313 Ogheneovo, E. (2014). Modeling Network Router, Switches and Security Using Cisco and OPNET Simulation Software.IOSR Journal Of Engineering,4(7), 44-50. doi:10.9790/3021-04734450 Wang, R., Zhang, B., Sun, A. (2014). Based on Cisco 7603 Routers Achievement IPv4/IPv6 in Campus Network.AMM,568-570, 1355-1359. doi:10.4028/www.scientific.net/amm.568-570.1355 Wilson, M. (2010). A Review of Cisco Routers for the Desperate.Journal Of Web Librarianship,4(2-3), 288-289. doi:10.1080/19322909.2010.488167 Zhang, G., Yin, J., He, X., Zhong, Q. (2011). Construction of Cisco Virtual Lab Platform.IJEME,1(3), 47-52. doi:10.5815/ijeme.2011.03.07

Report essay how to increase of disciplinary problems in the school free essay sample

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The Sun Also Rises Hemingways Ideal Man essays

The Sun Also Rises Hemingways Ideal Man essays Of the segments of American society scarred by the anguish of the First World War, the damage was most severe amongst the younger generation of that time. Youthful and impressionable, these people were immersed headlong into the furious medley of death and devastation. By the time the war had ended, many found that they could no longer accept what now seemed to be pretentious and contradictory moral standards of nations that could be capable of such atrocities. Some were able to brush off the pain and confusion enough to get on with their lives. Others simply found themselves incapable of existing under their countrys thin facade of virtuousness and went abroad, searching for some sense of identity or meaning. These self-exiled expatriates were popularly known as the Lost Generation a term credited to Gertrude Stein, who once told Hemingway: Thats what you all are. All you young people who served in the war. You are a lost generation... You have no respect for anything. You drink yourself to death.1 Many of these individuals tended to settle in Paris, a suitable conduit through which to pursue their new lifestyle. Content to drift through life, desperately seeking some sort of personal redemption through various forms of indulgence, these people had abandoned their old value system and heroes, only to find difficulty in finding new ones. A great deal of new literature was spawned in an effort to capture the attitudes and feelings of such individuals to reinvent a model of sorts for a people sorely lacking any satisfactory standard to follow. At the forefront of these writers was Ernest Hemingway, whose Novel, The Sun Also Rises, became just such a model, complete with Hemingways own definition of heroism. Many of the characters in the novel represented the popular stereotype of the post WWI expatriate Parisian: wanton and wild, with no real goals or ambitions. Mike Camp...

Gossip

Gossip Gossip Gossip By Maeve Maddox When I came across a reference to a â€Å"birthing chair† in a historical novel by Barbara Youree, I wanted to know more about it, so I did a Web search and found this: Today, the idea of giving birth while sitting upright in a wooden chair may seem torturous.   But long before delivery rooms, stirrups, forceps and foetal monitors, a woman gave birth at home in a chair with the aid of her midwife and other female friends, relatives and neighbours. These women were known as the ‘gossips’, for they spread the word to all the women in the community when another went into labour. What distracted my attention from the birthing chair was the explanation of the word gossips. The modern definition of â€Å"a gossip† is a person who spreads information about other people, but that is a later development of the word gossip. The â€Å"gossips† who helped a friend give birth in the old days got their name another way. The noun gossip comes from Old English godsibb, â€Å"godparent.† The element sib means â€Å"kinsman, relation by blood.† The word survives in modern English sibling, â€Å"each of two or more children of a common parent or parents.† The word sib itself survives in Scottish dialect, as in the proverb, â€Å"All Stuarts are not sib,† (i.e., â€Å"just because you have the same name as someone famous doesn’t mean that you’re related.†) Nowadays children who are baptized ordinarily have only two godparents, but in earlier times a child might have several. Joan of Arc, for example, had at least eight. And even in this century, Prince George of Cambridge has been provided with seven. In time the noun gossip expanded to mean any close friend, man or woman, but especially the women present to help at a birth. Any activity that involves waiting for something to happen is going to call forth plenty of idle talk, so it wasn’t much of a leap for gossip to take on its present meaning. From the noun comes the verb to gossip, â€Å"to tell tales or spread rumors.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesProbable vs. PossibleHow Do You Pronounce "Often"?

Leadership Essay Example | Topics and Well Written Essays - 500 words - 1

Leadership - Essay Example I quickly recognized that opening up these sales channels would gain product exposure and substantial revenue growth for the company and thus made appointments with department store buyers to present our product lines. However, our President of Sales discouraged me from pursuing department stores and told me to focus on our current sales channels because it was too late in the season to change our designs and our production level was close to maximum capacity. Not one to be easily discouraged, I approached our Chief Operation Officer and Chief Financial Officer and presented my idea of special productions: uniquely designed and specially allotted productions for the department stores. They liked the idea and assigned me to head the project. I contacted the department stores’ senior buyer groups and marketing teams and worked with the production department to establish new production channels. I also worked with our design department to create exciting designs for our buyers. T he special production was further streamlined when I aggregated the department store’s marketing department with our own to create campaigns to strategically promote our products.

Biomedical science Essay Example | Topics and Well Written Essays - 1000 words

Biomedical science - Essay Example The researches of previous studies that the authors include do not inform about the harmful consequences of RAGE inhibitors on diabetic patients that should also be a part of the study. As far as the language and style acquired by the authors are concerned, they are quite explicit and easy to understand. The objective that the authors introduced in the abstract was followed in the whole paper and the content was linked. The medical students will have no problem in understanding the article because of simple and explicit language. Anyone having less knowledge of the subject will also be able to understand the article because of simple language. The hypothesis of the research is that diabetic patients are benefitted because of RAGE inhibitors. The authors included arguments and discussions backing their stated hypothesis. For conducting a study, the researchers are required to use different methodologies in the study to come up with a conclusion. Likewise, this study also makes use of three methodologies that are inclusion of experimental animals, ‘diabetes induced retinal histopathology’ and neural retina getting outflow of albumin that gets leaked. The methodologies used by the authors are not used, but also elaborated so that the readers can know about them in detail. The authors also took notice of descriptions regarding usage of methodologies such as the male rodents were used in the research to keep sex related research quite separate. For getting reliable results, the researchers used like samples for the study. For getting information about outcomes of using diversified RAGE inhibitors, the authors used three divided doses to come up with a conclusion that different RAGE inhibitors do not affect the diabetic patients differently. Statistically, the analysis techniques of ANOVA and Fischer, both were used to get satisfying results. The statistical analysis was done in a sequential manner that was supportive in following the

Research on Science Essay Example for Free

Research on Science Essay ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., Dlamini, Z. (2000). Learning Science through contexts: helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252. Haigh, M., France, B., Forret, M. (2005). Is ‘doing Science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., Kipnis, M. (2004). Providing high school chemistry students with opportunities to deve lop learning skills in an inquiry-type laboratory: a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters – to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http://www.narst.org/publications/ research/skill.htm Tomkins, S.P., Tunnicliffe, S.D. (2001). Looking for ideas: observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science investigations. International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA: Teacher Created Materials, Inc.

Erics Wacky World of Words :: Free Essays Online

Eric's Wacky World of Words I don't work with small children with any frequency, nor have I been related to any for some years now. I am focusing instead on my own linguistic development, which is in fact rather complicated. I was born in the United States, but raised speaking French. French was my first language, and by all accounts I was a precociously fluent speaker. I learned English more or less in parallel because I needed it to talk to my father, but I used French more often in conversing with my mother. Back in the States for pre-school, I suddenly made the decision, according to my mother, that speaking French wasn't "normal" and so I wouldn't do it anymore. I would listen to her speak in French, but I spoke only in English, and she soon gave up. I became one more monolingual American child, and so discouraged my mother that by the time my brother was born, when I was 5, she didn't even bother to teach him French. I unfortunately remember nothing of my brother's language learning process, however. On a trip to France when I was 7, I by and large picked the language back up, making a conscientious effort to do so. I found, however, that while I had a fairly good intuitive grasp (being able to simply "hear" whether or not something is correct), I had lost the proper usage of such details as pronouns and less common verb conjugations. This, to me, seems like it might be consistent with the order in which languages are learned, function morphemes coming towards the end of the process: having had less time to practice and internalize these particular features of the language, they were the first to be forgotten when I quit speaking. Sadly, I can report little further progress in French. My practice has been brief and infrequent, and while I am able to communicate fairly effectively, I can only read moderately well and am almost entirely unable to write. However, in 9th grade, I began taking Spanish courses, and have done so more or less constantly for the past 4 years. Consistent with the view that adult language learning is very different (much more based in explicit memorization) than that of children, I am much more able to explicitly cite and explain rules of grammar, and to list memorized vocabulary and other words such as pronouns, than I am in French.

Perfect competition Essay

Monopoly is the final type of market structure in which a single seller dominates trade in a good or service for which buyers can find no close substitutes. A monopoly is distringuished from a monospony, in which there is only one buyer of a product or service. It can also have a monopsony control of a sector of a market. All types of Monopolies can be established by a government, form by integration. The way Monopoly derive their market power is from a berrier to entry. There are three major tpes of barriers to entry which are the economic, legal, and deliberate. Im going to tell you how each one works and what it is helpful more. First, the economic barriers include economies of scale, capital requirements, cost advantages, and the technological superiority. Secondly, are the Legal barriers. It can provide opportunity to monopolise the marker of a good. Lastly, is the Deliberate actions whivh a company has been wanting to monopolise a market may engage in various types of deliberate action to exclude competitos or eliminate competition. Market structures are very important in Monopoly. It provides he basis topics such as industrial organization and economics of regulation. Traditional economic analysis, perect competition, monopolictic competition, oligololy, and monopoly are the four types of market structures. Monopoly versus competitive markets is a challenge. They are similar due to the fact that they both minimize costs and maximize profit. Presiding over eachothers territory can cost millions. Many governments regulate monopolies because a monopoly market lacks the benefts of competition. The U. S. Governement appiles laws against monopoly behavior by Microsoft not allowing big companies in some industries. The Government permits certain monoplies in exchange for regulating their activites. A pure monopoly has the same exact economic retionailty of perfectly competitive companies. Total revenue and total cost maximizes a monopol over a chose of the cost.

Is the current welfare system a problem Essay

Poverty and inequality has always been the problem that confronts the many leaders of different nations. It was a long weary issue yet unfaltering. The many times we can behold it, the many times will I yell the grievances of the poor and the deprived. Hierarchy of classes occurs since time immemorial. The Biblical times even have account for that, but the most disgusting is the continuous perpetuation of the situation, the despicable and unfathomable exploitation of the poor by the elites and the growing wealth disparity. How many times did proposals were made and yet proposals remain as it is, it never attempt to address the basic needy of the poor. People grew weary and tired in of hoping that all their ails were to be address accordingly, but it was always a fancy illusion. When somebody toils for subsistence, the state always exploits him, his vulnerable soul. Heavy taxes and the cost of living were surging. How can he find fulfillment in a society, which he lives thereby/ it’s all useless. Even justice was at all naught. It favors those who live in luxury and never was fashioned to the marginal population. In every corners of the world, anvil is laid for the rich, and never for the poor. Sometimes, you cannot blame for their wrongdoings, for their transgression on the lives of others. The society pushes them to do so, and apparently, their body reacts. Even the figures published by the government were all falsely done. In a broader perspective poverty does not alleviate, it even upsurge. We need not to dig deeper on the and establish a methodology to measure a single family their capability or incapability to sustain their family to come up to a conclusive grounds that they are really belongs to the poverty line. It is more then enough to see their famished predisposition. But famish must be understood not on its context only. Everybody feels famish at times, anyway. Famish co-exist with duration. The longevity of being coiled to starvation is not a natural process of life. It is a disease inflicted by the society’s unsophisticated individuals. Thus, it is problems that need to be resolve before it’s too late to mend it. Enough for the hullabaloo’s of many politicians who intermittently exhibit their philanthropist being, because as quoted and which I have absorb the lot â€Å"those that are lavish in words are niggard in deeds†, it is undoubtedly true. We cannot deny the fact that we are inclined to let things bend over us, to satisfy our tiny whims or our desire to shower ourselves with gold. But let this not blind us. In the far end, we will become the victim of our addiction. For if we let the hurricane whirls on our surrounding and we keep still, we will sink in the center and drown out to death. The powerless and aimless vast number and keeps on expanding poverty-stricken families will one day, gain their leverage to unite in numbers and fight the oppressors of the world, to oust them in power and to establish a society devoid of injustices and inequality. The rise of modernism aggravated the plight of the poor; you cannot blame them to raise a couple of counter reactions against the elites; their rights and privileges were deprived and naturally, they were determined to assert it. Why should we wait for ‘Nature’s vendetta’ to come when we can make tiny reparations and adjustments to give what is due for our brothers and sisters. This about it, tomorrow will never become brighter, while the remnants of injustices are alive. Yet, we are looking forward to a brighter future. Let’s then mark an end to widening poverty line in our own tiny ways.

Free Essays on Success In High School

High school is a strange time. After two years of trying to develop identity and friends in middle school, students are expected to mature immediately on the first day of ninth grade, but I never did this. I never fully realized in the earlier grades how important high school success is, and how it is measured by GPA. As a result I am applying to college with seemingly contradictory measures of my ability to perform college-level work. If I had worked and studied hard rather than hanging out with friends and viewing high school as an opportunity to socialize, I would not have to apply to school with a 23 ACT score and a 3.3 GPA. Had I taken my grades in my earlier years seriously, I could have been a college's dream candidate. This year I have made an earnest effort to improve my work ethic. My grade point average is rising and my study habits are improving. However, after performing poorly for three years, my GPA cannot reflect the transformation I underwent at the start of my junior year. Dedicated to making something of myself, I finally matured and am now trying to lessen the consequences of my past actions. Armed with my new attitude and my understanding of the extreme importance of earning good grades to signal my capacity to work responsibly, I assure you that I will never revert to the student I once was. In retrospect, I believe that it was my inability to choose my classes that resulted in my lack of enthusiasm on the ride to school each morning. I enjoy the freedom to pursue my own interests and anxiously anticipate the ability to choose my own class schedule in college. While I understand that college will be significantly more challenging than high school, I have always found it easier to study for a class that interests me. I am also willing to accept the fact that as long as I am in school, I will be forced to take required courses that I might be less than enthusiastic about. However, with my new goal-oriented ... Free Essays on Success In High School Free Essays on Success In High School High school is a strange time. After two years of trying to develop identity and friends in middle school, students are expected to mature immediately on the first day of ninth grade, but I never did this. I never fully realized in the earlier grades how important high school success is, and how it is measured by GPA. As a result I am applying to college with seemingly contradictory measures of my ability to perform college-level work. If I had worked and studied hard rather than hanging out with friends and viewing high school as an opportunity to socialize, I would not have to apply to school with a 23 ACT score and a 3.3 GPA. Had I taken my grades in my earlier years seriously, I could have been a college's dream candidate. This year I have made an earnest effort to improve my work ethic. My grade point average is rising and my study habits are improving. However, after performing poorly for three years, my GPA cannot reflect the transformation I underwent at the start of my junior year. Dedicated to making something of myself, I finally matured and am now trying to lessen the consequences of my past actions. Armed with my new attitude and my understanding of the extreme importance of earning good grades to signal my capacity to work responsibly, I assure you that I will never revert to the student I once was. In retrospect, I believe that it was my inability to choose my classes that resulted in my lack of enthusiasm on the ride to school each morning. I enjoy the freedom to pursue my own interests and anxiously anticipate the ability to choose my own class schedule in college. While I understand that college will be significantly more challenging than high school, I have always found it easier to study for a class that interests me. I am also willing to accept the fact that as long as I am in school, I will be forced to take required courses that I might be less than enthusiastic about. However, with my new goal-oriented ...

Aurthur Millers The Crucible and McCarthyism

Miller's message conveys what centuries of life are like centuries ago and what theme is in those eras. Just like today's social and political issues. All three generations have intolerance, hysteria, reputation, and empowerment. This is one of the reasons they are in contact with each other. Teenagers learn much from Crucible 's information, including Puritan' s intolerance to those who do not comply with their religious beliefs, or who think different from themselves. The theme of The Crucible is in the bustle and Arthur Miller talked about the terrible story of Salem witch hunt in 1692 and combined it with McCarthyism of the 1950 's. The drama reflects Miller's view and McCarthy's view, and what he considers to resemble Salem witch hunting. Proctor is the hero who Miller uses to reflect the unfairness of Salem and McCarthy's trial and how the fact died in the 1950s. In Arthur Miller's Chura, feminism is not only allowed but also encouraged. This book shows myriad examples of femin ism and shows the life of a Puritan woman during the trial of Salem Witch. The definition of feminism is the theory of gender, politics, and social equality. It is thought that men and women should have equal rights and opportunities. (Feminism - Webster) During this time, women were considered unfair In this article, I will analyze the historical background of crucible and its relevance in today's society. I believe Arthur Miller 's life and McCarthyism' s experience had a strong influence on the writing of Yuzu. McCarthy named after Joseph McCarthy was an era of intense anti-communism that took place in the United States from 1948 to 1956. During this period, the US government persecuted Communist US, its leaders, and many others suspected of being communists. Krugersburg was written by Arthur Miller in the McCarthy era. McCarthyism was led by Senator Joe McCarthy who searched Communists in America in the 1950s or who did hunting witches. This hunting witch indirectly reveals ... ... one of the most strangest and most fearful chapters in human history. Arthur Miller's Chura is a dramatic story about the true story. In the 17th century ... - similarity between crucible theme and McCarthshire In 1692, Arthur Miller's crucible depicted people who saw harmless people because they did not commit a crime. A magician hanged. Crucible provides an accurate history of witch hunting, but its true outcome lies in the many important problems that it deals with. Aurthur Millers The Crucible and McCarthyism Miller's message conveys what centuries of life are like centuries ago and what theme is in those eras. Just like today's social and political issues. All three generations have intolerance, hysteria, reputation, and empowerment. This is one of the reasons they are in contact with each other. Teenagers learn much from Crucible 's information, including Puritan' s intolerance to those who do not comply with their religious beliefs, or who think different from themselves. The theme of The Crucible is in the bustle and Arthur Miller talked about the terrible story of Salem witch hunt in 1692 and combined it with McCarthyism of the 1950 's. The drama reflects Miller's view and McCarthy's view, and what he considers to resemble Salem witch hunting. Proctor is the hero who Miller uses to reflect the unfairness of Salem and McCarthy's trial and how the fact died in the 1950s. In Arthur Miller's Chura, feminism is not only allowed but also encouraged. This book shows myriad examples of femin ism and shows the life of a Puritan woman during the trial of Salem Witch. The definition of feminism is the theory of gender, politics, and social equality. It is thought that men and women should have equal rights and opportunities. (Feminism - Webster) During this time, women were considered unfair In this article, I will analyze the historical background of crucible and its relevance in today's society. I believe Arthur Miller 's life and McCarthyism' s experience had a strong influence on the writing of Yuzu. McCarthy named after Joseph McCarthy was an era of intense anti-communism that took place in the United States from 1948 to 1956. During this period, the US government persecuted Communist US, its leaders, and many others suspected of being communists. Krugersburg was written by Arthur Miller in the McCarthy era. McCarthyism was led by Senator Joe McCarthy who searched Communists in America in the 1950s or who did hunting witches. This hunting witch indirectly reveals ... ... one of the most strangest and most fearful chapters in human history. Arthur Miller's Chura is a dramatic story about the true story. In the 17th century ... - similarity between crucible theme and McCarthshire In 1692, Arthur Miller's crucible depicted people who saw harmless people because they did not commit a crime. A magician hanged. Crucible provides an accurate history of witch hunting, but its true outcome lies in the many important problems that it deals with. Aurthur Millers The Crucible and McCarthyism Miller's message conveys what centuries of life are like centuries ago and what theme is in those eras. Just like today's social and political issues. All three generations have intolerance, hysteria, reputation, and empowerment. This is one of the reasons they are in contact with each other. Teenagers learn much from Crucible 's information, including Puritan' s intolerance to those who do not comply with their religious beliefs, or who think different from themselves. The theme of The Crucible is in the bustle and Arthur Miller talked about the terrible story of Salem witch hunt in 1692 and combined it with McCarthyism of the 1950 's. The drama reflects Miller's view and McCarthy's view, and what he considers to resemble Salem witch hunting. Proctor is the hero who Miller uses to reflect the unfairness of Salem and McCarthy's trial and how the fact died in the 1950s. In Arthur Miller's Chura, feminism is not only allowed but also encouraged. This book shows myriad examples of femin ism and shows the life of a Puritan woman during the trial of Salem Witch. The definition of feminism is the theory of gender, politics, and social equality. It is thought that men and women should have equal rights and opportunities. (Feminism - Webster) During this time, women were considered unfair In this article, I will analyze the historical background of crucible and its relevance in today's society. I believe Arthur Miller 's life and McCarthyism' s experience had a strong influence on the writing of Yuzu. McCarthy named after Joseph McCarthy was an era of intense anti-communism that took place in the United States from 1948 to 1956. During this period, the US government persecuted Communist US, its leaders, and many others suspected of being communists. Krugersburg was written by Arthur Miller in the McCarthy era. McCarthyism was led by Senator Joe McCarthy who searched Communists in America in the 1950s or who did hunting witches. This hunting witch indirectly reveals ... ... one of the most strangest and most fearful chapters in human history. Arthur Miller's Chura is a dramatic story about the true story. In the 17th century ... - similarity between crucible theme and McCarthshire In 1692, Arthur Miller's crucible depicted people who saw harmless people because they did not commit a crime. A magician hanged. Crucible provides an accurate history of witch hunting, but its true outcome lies in the many important problems that it deals with.

Case Summary Term Paper Example | Topics and Well Written Essays - 1250 words

Case Summary - Term Paper Example At this wake, it is disputable to fix the clash between legal and logical spheres of the case that relates to the right of a person to perceived sexuality. This case takes into consideration the implication of the verdict on the social spectrum of the transsexual with regards to his/her legal rights as a spouse especially in immigration apart from considering this as an issue of an individual’s intellectual right to choose a life of his desired sexuality. A large majority of the people are able to identify the gender of a person from the secondary sexual indicators on his anatomical frame such as the body hair, breasts, voice or the size of the body. Exploration of the body’s primary gender detective indications like the DNA structure where the chromosome pattern reads XX for female and XY for male is necessary only for the forensic information on issues related to investigations absolutely legal. The issue arises on the conflict between the biological sex of a person and his psychological sex, which drives him on the transsexual way. Procedural history of the issues taken at the courts of law in various prominent countries exemplifies the legal disadvantages of undergoing a treatment aimed at changing the biological sex in pursuit of obtaining the psychological sex. WHO considers the case of transsexual surgeries as Gender Identity Disorder (GID), (which is red with provisions of Gender Dysphoria in UK). However, the term is different from a conglomerate appearance disparity resulting in identification of the gender of a person by appearance inflicted by cross-dressing, transgender behavior or distinguished congenital conditions. Hormonal treatments targeting the sexuality alteration of individuals are scanned and monitored by the government of Hong Kong with several programs to deal with the GID issue. As the hospitals are surgically equipped with provisions for transsexual surgeries, they discharge the

Understanding School Business Management Essay Example | Topics and Well Written Essays - 4500 words

Understanding School Business Management - Essay Example the administrative function of the school and strategically ensures the most effect use of resources in support of the school’s learning objectives. The SBM is responsible for the Financial Resource Management/Administration Management/ Management Information and ICT/Human Resource Management/Faculty and Property Management/ Health & Safety Management of the school. From the enumerated purposes, it could be deduced that SBMs perform functions that enhance the administration and management of academic institutions through their expertise in business management. The general duties of SBMs are categorized according to the following: leadership and strategy, financial resource management, administration management, management information systems and ICT, human resource management, facility and property management, as well as health and safety (National Association of School Business Management, n.d.). The development of the profession was noted to have been steered by several key drivers. The drivers include significant changes in the educational system, the transformations in academic demands of contemporary children, as well as qualifications of those who manage academic institutions. There have been reported changes in the educational system, as well as in the provision of children’s services (National College for Teaching and Leadership, n.d.). In addition, due to the increasingly complex demands of the academic setting, those who are assigned to manage diverse facets and functions of the educational institution’s operations need to gain specialized theoretical frameworks to address complicated concerns. As emphasized, SBMs role require focusing on: â€Å"complement(ing) the roles and attributes of other leaders operating in the school, managing flexible systems, (and) providing an efficient administrative service† (National College for Teaching and Leade rship, n.d., p. 1). Concurrently, other key drivers are the need to collaborate with other leaders

Nietzxche, Friedrich. On the use and abuse of History for Life Essay

Nietzxche, Friedrich. On the use and abuse of History for Life - Essay Example He was the vizier of the fourth dynasty during the reign of pharaoh Sneferu. Therefore, the writings are assumed to have been written between 2613-2589 B.C. The ancient writers did not specifically put the date of writing of the teachings but they gave the period and the king who reigned at that time. This information is used to determine age and time of the writing. The writing is categorized as wise sayings because they were written to guide the Pharaoh’s children on how they were to live and rule. According to the Egyptians, the writings are teachings which guide them in their daily ventures. The writing of these teachings took place in the Pharaoh’s palace, where their children were being taught. 2. †¦of the tree of knowledge of good and evil, thou shalt not eat of it; for in the day that thou eatest thereof thou shalt surely die. The title in which the above quote falls is creation, though others may group it as commandment. It can be argued to be creation sin ce it comes after Man and Woman have been created. On the other hand, it is said to be a commandment since it is an instruction to the created being on what they should and should not do. The commandment has more weight since it has punishment onto it that if they do not follow they will surely die. It was later found out that disregard of the instruction led to punishment and expulsion out of the garden. Thus, the quote is a command given to Adam and Eve by God in the Garden of Eden after they were created. The quote is found in the Bible, the book of Genesis chapter 2 versus seventeen. The writings were written years later by Moses despite the occurrence of the event in 4004 B.C when creation is believed to have taken place. Moses wrote the book of Genesis and grouped it with four others, naming it the book of Torah. The quote offers teaching to the believers on obedience and signifies the belief in one God to give them orders. The quote is religious due to its nature of involving beings and Supernatural forces. Moses wrote the book while in the desert with the Israelites as they were moving from Egypt into the Promised Land. 3. God created man in his own image, in the image of God created He him; male and female created He them. The quote above is extracted from creation. It justifies the existence of man as not from the natural causes but thoughtfully designed into existence by a Supernatural being. The book was written by Moses while in the desert with his fellow Israelites after running from Egypt, where they had served as slaves. The quote was used by Moses to remind the Israelites that they were created. It is extracted from the books of Moses known as the Torah, specifically the book of Genesis. The Quote was Jewish and is also used in the Christian context among those who believe in creation. The quote was said in the Garden of Eden, where the Bible states to have been the place where God began the creation. The event, therefore, occurred in 4004 B.C , the period in which it is believed the creation took place. It is found in the Bible, from the book of Genesis chapter one versus twenty seven (Genesis 1:27). The quote explains the work carried out in the sixth day of creation to crown the work that took a week; work that made the whole world. It denotes end of the creation act which was creating man. It denoted the end of the creation. The quote is categorized as religious, appreciating the existence of

Impact Of The Game Revolution On Society Media Essay

Impact Of The Game Revolution On Society Media Essay Introduction: In the assignment I am going to talk about impact of the game revolution on society and I am going to write about advantage and disadvantages of impact of the game revolution on society. I am also going explain about 10 different types of computer games and also write about psychological effects of computer gaming. Impact of computer games on society Advantage of impact of the game revolution on society. The advantage of effect of the game revolution on society is that it is a very good tool for relaxing having fun with friends or family and other games like brain training are very important for your brain. The result of computer games on children can also be confident with the improvement of game that also challenge children sharply and also consoles like Nintendo wii which also build up a self-confident of physical activity. Childrens computer games can be good-natured, sharply challenging and fun. The benefits of video games are that they are a non-threatening and it is fun way to bring in children to computers. In some games children may also help to develop by getting better childrens by playing tic-tac-toe, number and alphabetical games, cube maze and brain- training games etc, which can improve hand -eye-skills and brain. Some of the studies even show that as little as one month of training with a language based computer game and it can help a child to develop their own skills by reading, maths and problem solving and language skills. Disadvantage of impact of the game revolution on society. The disadvantage of impact game has on society is that it is not good for your health, brain and eyes. The computer games are as much a part of childhood as skipping ropes and teddy bears. Nowadays children spent too much time on computer games or in consoles and it can be bad for child development. This is a habit to complaint from modern lifestyles for a lot and including limited common skills. In the modern generation when a child plays computer games it is really bad for them. Children spend many hours in front on the monitor and not going out enough could also matter general problems and they become shy person. The children become distract from more important thing like social activities and homework. The game develop nowadays become a more mad to the games and also have a weakness to lose control and become more crazy. There many complaints were found among children playing in computer for long time and they doesnt go to sleep and play till night and also doesnt eat properly for example, children play shooting, fighting and racing which can effect on body for example, they can have eyes injury, wrist, neck and back pains, headache and nerve and muscle damages. There are different effects that children and childrens development. If they violent game they can increased disturbing thoughts, feelings and behaviour. The research also seems to make that much of the effect of computer games on children are affected by the parents and they also fights without reason in school and playing with friends in park. If you want your child grow up with a healthy body, they stop playing shooting and fighting games in computer for not more than one hour. They should go out and they play outdoor games, help your mom to clean house and go with her shopping to carry some heavy bags. Describe different types of computer game There are many different types of computer games for example, action, adventure, shooting, puzzle, educational, sports, racing, simulations, combat, role- playing and strategy games. I am going to describe about 10 different types of games. Strategy games- Strategy game is about the war games and you can play in different ways. Role- playing games- A  role-playing game  (RPG) is a broad family of  games  in which players think the roles of  characters  in a made up  setting. Even you can play one player or two player games. Combat games Combat games is about battle and tank game. Simulations games- Simulation games is about to make something. Action games: Action game is video game types that maintain physical challenges, including hand-eye coordination and reaction-time. The variety includes different games such as fighting games and shooter games. Adventure games: An  adventure game  is a  computer-based game  in which the player accepts the role of character in an  interactive story driven by searching and  puzzle-solving in its place of physical challenge. Educational games: Educational games are games that have been specifically designed to teach people about a certain subject. Sports games: A sport game is a computer or video games that act the playing of classic sports. Generally sports have been recreated with a game, including team sports, athletics and extreme sports. Racing games: Racing games is a competition with any type land, air or sea vehicles. Puzzle games: Puzzle games are a type of video games that highlight puzzle solving. The types of puzzles to be solved can test many problem solving skills including logic and words. What is the psychological effect of games on individuals? We have all played computer games, but most of them sit in the computer for long time and they never moved for longer hour. The maker of impact games is having effects on our society. Most of the people are quite unfair on computer games effect by choosing one of the them can be also positive and negative. Computer games can also have large limits of effect in our society. Most of the games effects can be treated as good and bad. Violence is one of the main effects of games in society. Nowadays the teenagers have started to put the game violence in real life. The games have affected gamers so badly that now they are unaware of their surroundings and have effects their physical state. Games have impacted gamers mentally and physically in a negative way, as they play games they get obsessed with them, which makes them lazy as they hardly move. The main effect is when gamers keep looking at the screen their eye sight becomes weaker. The gamers are so into the games that when they go out, they try things in real which they did in game. The growing improvement in skill sound and graphics, gaming has become far more lifelike in bringing  together to what it used to be. When graphics were poor, violence such as shooting, kicking, punching did not seem intelligent and therefore it was harder to relate to what was happening on screen. Nowadays more games look and sound more lifelike, and address useful themes such as drug dealing, gangsters, wars becomes easier for more individuals to relate to these games. This practical issue can likely lead to an increase in violent thought and maybe even violent behaviour, as negative behaviour becomes more expected and accepted. Children who played a violent video game displayed a higher level of anger than children who played a nonviolent game. If a violent game is played by an individual for too long, they may become sensitive to the violence they are faced with, and this may direct to them believing that violence. The gaming can also have positive psychological effects on the gamer. It is often argued that gaming is better than watching television, as there is more communication with gaming. This communication may promote things like problem solving, planning, testing and opinion when playing the game. These factors could increase positive behaviour, such as problem solving and reasonable skills. The one simple psychological effect that gaming has on the individual that plays it. The background and the context of every gamer will mean that everyone is achieve differently. A connection between violent games and violent behaviour is quite visible. The psychological effects show that gaming has entirely personal to the individual question, and it is difficult to decide right that what affects and individual psychology. Since game alone is not to be responsible for factors such as violence or logical success. It is an improvement, one-sided to every individual.