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