Multigrade: Teacher and Students

| Multigrade instructing includes the educating of kids from at least two evaluation levels in a single study hall. Such settings requires the work of specific showing procedures and study hall organization. Since Multigrade classes are littler and can be set up more economically than complete schools, they can be increasingly various, accordingly progressively scattered and along these lines found nearer to the settlements where the youngsters live. This implies both that more youthful kids can join in and that the time youngsters spend going among school and home can be diminished to an adequate level. This thus implies there is adequate time outside school hours for the kids to keep on adding to the family's monetary action . Going to class is in this manner prone to be increasingly satisfactory to the families concerned, and subsequently both increment the quantity of kids accepting training and diminish the disappointment rate. Multigrade schools, being littler and progressively scattered, would appreciate a lot nearer interfaces with the littler networks that they would be set up to serve. This would have an extremely beneficial outcome on neighborhood perspectives and access to instruction. The expert instructor is a distinct advantage individual in the Multigrade setting. The nearby substance is a huge piece of the educational plan, it is especially critical to determine the issue of naming all around prepared and privately arranged instructors. Introductionâ 1. A normal elementary teacher is sick prepared to deal with a multigrade homeroom circumstance. 2. The idea of the educational program and course readings, which are arranged predominantly in a monograde setting make further issues. 3. Instructor preparing programs have not concentrated on reasonable issues and methods for dealing with multigrade educating contemplates. 4. There is no preparation bundle for multigrade educators. The viewpoints could be;  â€Â         Time the executives          Improving showing aptitudes          Preparation and association of the showing learning materials. â€Â         Organisation of craftsmanship and social exercises. 5. Plans are not adaptable enough. Educators of MC ought to have additional planning time. Instructors doled out to MC should ideal be the individuals who are generally ready to educate. In administration and data concerning fitting groupings, study hall association, instructional systems and educational program alteration ought to be given to directors and instructors. In a MC there is regard for various learning styles. Educators structure a positive learning condition where kids feel fruitful, create positive self-ideas and are useful and delicate to other people. The understudy profit by having the chance to remain with a similar instructor and cohorts and experience a similar showing style and routine over a two-year (mineral more) period. In a MC there is an ideal opportunity to perceive that a childs social and passionate needs are as significant as scholastic needs. Another bit of leeway of over one year in a MC is the relationship created between the instructor and the whole family. Understudies feel they are effective when they are working at their own level and realize that everybody ought to have the option to do something very similar simultaneously. Every youngster is acknowledged at their own place on the formative learning circumstance. The instructor sets aside some effort to survey assesses and plan following stages for every youngster. Separate subjects are supplanted by an incorporated educational program, which draws in kids in significant exercises that investigate ideas and themes pertinent and important to the lives of the youngsters. In a study hall where all kids are learning at various rates and are not no different age, there is a little rivalry. By helping one another, understudies strengthen their own comprehension of information, aptitudes and perspectives. Discussions are energized as the kids talk through their work in progress. These discussions assist them with seeing exactly what they have realized. Multigrade study halls take the focal point of addressing the necessities of the entire gathering of students rather address the issues of every individual understudy. | I. On the meeting on MGT inâ 1988, composed by UNESCO, five general issues came out:a. Insufficiently prepared educators. b. Shortage of fluctuated levels and kinds of materials. c. Absence of adaptable and unique kinds of educational plan association. d. Insufficient school offices. e. Absence of motivating forces for instructors in various classes. II. Multigrade in Vietnam, the issues. a. There is a genuine lack of educators, particularly gifted instructors for MGT. b. Educators of MGT are working in various disengaged conditions. c. The preparation of instructors for MG classes doesn't meet the prerequisite in either quality or amount. d. The greater part of the MG schools need reading material, manuals and reference material. e. Multigrade classes are in terrible conditions. III. What is the chiefs job in a multigrade chool? a. The chief assumes a key-job in making a steady school culture. b. The head, the head educator must guarantee that all instructors feel bolstered. c. The head must give educators chances to learn multigrade showing techniques, screen the advancement of execution and give the instructors commendation, input and recommendations. d. The head ought to be adroit at encouraging positive, agreeable collaborations among showing colleagues. IV. There are unmistakable qualities of fruitful multigrade instructors, which ought to be considered in educator choice. . Well-organizedb. Inventive and flexiblec. Ready to buckle down. d. Asset full. e. Self coordinated. f. Ready to work intimately with the network. g. Solid faith in the significance of participation and moral duty in the homeroom with the capacity to build up these qualities in understudies. h. Earlier effective involvement with the evaluation levels to be educated. V. Seven general sorts of exercises found in many class rooms:a. Tranquil or singular investigation. b. Testingc. Entire class guidance. d. Accomplice worke. Gathering discussionf. Reference work. QUESTIONS/ACTIVITY 1. By what method will/would you be able to make an empowering and viable instructing learning condition in a multigrade study hall. 2. How could instructors invest more energy in a specific subject or practice work? 3. In what manner can an instructor keep up discipline in a multigrade study hall? 4. Which instructing helps are explicit for a multigrade educating? 5. In what capacity can an educator be empowered to arrange the topic in the most ideal manner? 6. By what means can the educator comprehend the holes in their showing technique, and acknowledge understudy needs better? FACTS 1. Multigrade instructors must be prepared to give various exercises simultaneously to students at various evaluation levels. . Kids sit in grade-bunches confronting their own writing board (BB)3. In the event that there are two evaluation bunches in the class the BB are set either end of the study hall with kids looking inverse headings. 4. During the exercises the instructor moves much of the time be tween the various gatherings. 5. Give perusing directions to one evaluation; offer correspondence to the next evaluation. 6. One evaluation is duplicating penmanship math practices from the BB, the other evaluation will be told on another math thing. 7. The additional work engaged with multigrade instructing must be perceived by giving teachersâ 50% extra compensation for two rades andâ 75% for at least three evaluations. 8. Instructors in multigrade study halls must get a ton of help and should meet routinely with educators from other multigrade schools. | Direct Instruction Direct guidance is exceptionally educator coordinated and normally utilized. It is viable for giving data or creating bit by bit aptitudes. This procedure likewise functions admirably for presenting other showing techniques or effectively including understudies in information development. a. Organized Overviewâ †sorting out ideas and materials in a way that is effectively comprehended by understudies. b . Express Teachingâ †unequivocal instructing includes six educating functions:|  · day by day audit  · introducing new material  · leading guided practice  · giving input and correctives  · directing free practice  · week after week and month to month review| | c. Authority Lectureâ †a technique to convey noteworthy measures of data in a generally brief timeframe. The nature of a talk might be improved by joining sound and visual guides and empowering communication between the instructor and the understudies. d. Drill and Practiceâ †organized, dreary survey of recently learned ideas so as to expand level of authority. . Think about and Contrastâ †understudies search for similitudes and contrasts. f. Instructional Questionsâ †will in general be joined, genuine and frequently start with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † These may likewise incorporate â€Å"why† and â€Å"what if† qu estions. g. Demonstrationsâ †educator shows and advises the best way to accomplish something. h. Aides for Reading, Listening, and Viewingâ †giving driving inquiries, charts, or proclamations to help understudies in concentrating on the significant thoughts inside content, talk, media, or different introductions. A subsequent conversation may help with summing up the movement. Roundabout Instruction Indirect guidance is basically understudy focused, albeit immediate and circuitous guidance can supplement one another. Circuitous guidance looks for an elevated level of understudy inclusion in watching, exploring, drawing derivations from information, or shaping speculations. It exploits understudies' advantage and interest, frequently reassuring them to produce choices or take care of issues. It is adaptable in that it liberates understudies to investigate assorted prospects and decreases the dread related with the chance of offering off base responses. Aberrant guidance additionally encourages imagination and the advancement of relational aptitudes and abili

International baccalaureate primary-year-program Essay

Universal baccalaureate essential year-program - Essay Example My first very introduction to the educational program of International Baccalaureate was at a data morning, when I was a piece of a course held in a decent framework school in suburbia of Mumbai, India. Right now, I have an involvement with an IB school, showing the PYP: because of my training. The International Baccalaureate (IB), some time ago known as the International Baccalaureate Organization, is a charitable establishment which gives instructive items to the worldwide network. Established in 1968 in Switzerland, IB's unique strategic to give educational program to schools; cooking for offspring of Western negotiators who voyaged habitually. The thought was to keep the educational program steady between schools so as to serve the requirements of these understudies as they moved starting with one nation then onto the next. Today, the association directs three projects, which are accessible for buy by intrigued schools. The three projects of the IB schools are as per the followin g: Primary Years Program(PYP) established in September 1997 caters 3 †12 years Middle Years program(MYP) presented in 1994 caters 11 †16 years Diploma Program ( IBDP) acquainted in 1969 provides food with 16 †19 years I picked the IB PYP board as I was intrigued by the broadness of study, the potential for singular decision, the chance to create and follow my enthusiasm as expressed at an early stage and the incorporation of CAS (innovativeness, activity and administration). Regarding this module and my experience, IB PYP has truly taken brimming with my consideration. I trust I will have the option to impart my pith of contemplations on paper and do appropriate equity to this module without being excessively predisposition or basic. Watchwords: Curriculum, International Baccalaureate Primary year program(IB PYP). Presentation The International Baccalaureate Primary Year Program is one of the numerous instructive projects of the International Baccalaureate (IB) framew ork. The program provides food for understudies who are 3 to 11 years old. Its essential objective is to set up the understudies for the center year’s program of the IB framework (IBO.org 2009). Like any IB program the essential year program was done so as to improve the aptitudes of small kids to make them educated, mindful and asking. The essential objective of the program was to deliver youngsters who have intercultural comprehension and regard with the goal that they will have the option to help make a superior and tranquil world. This objective was to be accomplished on the grounds that the program was a transnational program that instilled the way of life and foundation of a few countries and individuals with no separation at all. Another objective of the program is to create understudies who comprehend the distinctions of others. These understudies will be urged to get dynamic, sympathetic, and deep rooted students.  There are ten qualities that the Primary years pro gram (PYP) expects to improve or create and these are: Inquirers, Knowledgeable, scholars, communicators, principled, receptive, mindful, Risk takers, adjusted, and intelligent. As said at an opportune time, the International Baccalaureate intends to create inquisitive, learned and caring youngsters who help to make a superior and progressively quiet world through intercultural comprehension and regard. To this end the association works with schools, governments and worldwide associations to create testing projects of global instruction and thorough evaluation. These projects energize understudies over the world to get dynamic, sympathetic and deep rooted students who comprehend that others, with their disparities, can likewise be correct. Be that as it may, how viable is the PYP? Have the points and motivations behind the PYP program truly been accomplished practically speaking? Are there hypotheses or studies that help the viability of the PYP program? This article assesses and breaks down the points and reasons for the PYP program and how likely these projects are accomplished in pract

Data Communication Using the Top-Down Approach Essay - 2

Information Communication Using the Top-Down Approach - Essay Example As indicated by Hicks (2004), this the top down underscores on arranging just as an all out comprehension of the framework and for this situation coding doesn't start until an adequate degree of detail has been achieved. This structure was advanced by Harlan Mils who was an IBM specialist and Niklaus Wirth during the 1970s.  Equity initial a home loan business organization situated in New England has a brought together activities place. This inside which is situated in Exeter, New Hampshire, is the focal point everything being equal and it, consequently, controls all the tasks of the other ten branches in Maine and Massachusetts. It is additionally the authoritative focus as it has offices, for example, bookkeeping, HR, official administration, and care staff. The tasks place keeps up a focal database used to store client data, for example, advance applications, credit check data, and endorsement status. This satisfies the principal prerequisite that the top-down model needs to have a focal office that deals with all the tasks.  Computer organizing utilizing the top-down methodology centers around new short interval and inevitable ‘putting everything together’ that follows the inclusion of the system, information connect layers, transport amazement well as application (Hicks 2004). Every office at Equity initially is currently confident as they don't depend on the principle office to guarantee upkeep just as viable correspondence. It is likewise liable for the diminishing in blunders with regards to tasks consequently no postponements or breaks downs in correspondence happens on the grounds that every activity happens independently. It is additionally very simple to keep up in light of the fact that the blunders are not many and are anything but difficult to distinguish and address.

Things You Should Avoid When Writing About Texas History

Things You Should Avoid When Writing About Texas HistoryIf you want to get an A+ grade on your Texas history essay topics, then you need to make sure you are serious about your efforts. We are talking about essay topics. There are some things that you need to be careful about when looking for information to write about. Some of the pitfalls to be aware of include the following.Most of us start to learn about the school curriculum during first grade. This is the perfect opportunity to start in on any written work you may have in the future, but this is the wrong time to get too caught up in the details of the curriculum.For example, if you are teaching about the founding of Texas, make sure you don't get too caught up on the state's relationship with Mexico. Think of it this way. As much as you love the words 'Texas founded Texas', you really only learned about it by reading the curriculum book at school.When you start to write on this topic, don't make it too focused on a time period . The reason is that when you make an essay, the first thing that will come to mind is the moment that the country got all its independence and gained all the freedom that they have today. It would be better to have two lines that you will look for when you start your essay, one about the world history of Texas and the other about its history.Also, remember that essay topics are not an easy subject to write about. If you are unfamiliar with this topic, you may run into some problems with your essay. This is the best time to take the time to learn about this topic. Most of the things that you will learn about the topic when you are a freshman in high school will only apply to someone who has already been exposed to the subject at that point.Remember, you need to make sure that you don't forget some of the history or more important, the concept of how Texas came into being. Try to find some of the past books that deal with the historical period of Texas and the foundation of its gover nment. Then come up with a couple of graphs or tables that describe some of the things that took place during this time. By taking some time to look into these topics, you will be able to better relate to your essay to the textbook material.These are some of the things that you need to take into consideration before you start writing about Texas history. If you are having trouble making an essay on Texas history topics, consider hiring an instructor to help you with your assignment.

The Persistence of Love in Romeo and Juliet - Free Essay Example

Sample details Pages: 4 Words: 1062 Downloads: 1 Date added: 2019/03/13 Category Literature Essay Level High school Tags: Romeo and Juliet Essay William Shakespeare Essay Did you like this example? Throughout Romeo and Juliet by William Shakespeare, outside forces, particularly those resulting from the ongoing feud between the Montague and Capulet families, constantly test the title characters’ passionate love for each other. However, these conflicts unexpectedly fail to destroy the relationship between Romeo and Juliet and in fact render it stronger. The scenes depicting the tension between Mercutio and Tybalt, Juliet and her parents, and the Montagues and Capulets illustrate that these outside forces serve to embolden and amplify Romeo and Juliets love. Don’t waste time! Our writers will create an original "The Persistence of Love in Romeo and Juliet" essay for you Create order Through the persistence of Romeo and Juliet’s love despite the obstacles they face, Shakespeare conveys to the reader that love is more powerful than hate. The fight between Mercutio and Tybalt reveals the effect on Romeo of his relationship with Juliet and the endurance of his love for her despite the hatred between their families. As Tybalt, Juliet’s cousin, approaches Mercutio, Romeo’s servant, a fight begins to brew. When Romeo enters, he interjects and urges them to stop fighting. Tybalt taunts Romeo, telling him, â€Å"No better term than this, thou art a villain!† (3.1.57). Tybalt’s attack and his threats to both him and Mercutio force Romeo to choose his loyalties. As a Montague, his duty is to defend his family name and fight Tybalt. But the confrontation instead forces Romeo to side with his new bride, whom he has recently married in secret. Rather than attacking Tybalt, Romeo seeks to include him in the love Romeo feels for Juliet: â€Å"Tybalt, the reason that I have to love thee / Doth much excuse the appertaining rage / To such a greeting† (3.1.58-61). Romeo’s love for and marriage to Juliet have thus transformed him, blurring the lines between the Montagues and the Capulets: â€Å"And so, good Capuletwhich name I tender / As dearly as my ownbe satisfied† (3.1.67-68). By his own estimation, Romeo has become â€Å"effeminate† and his valor â€Å"softened† because of his love for Juliet (3.1.110-111). Through Romeo’s transformation, Shakespeare shows the audience that love is stronger than hate. Although Romeo eventually kills Tybalt to avenge Mercutio’s death, his love for Juliet perseveres despite the rivalry between the two families. Test The Love Between Juliet And Romeo Similarly, Juliet’s parents test the love between her and Romeo, which unexpectedly strengthens their relationship. When Juliet objects to her father’s plans for her to marry Paris, Sir Capulet becomes enraged and threatens to disown Juliet: â€Å"An you be mine, I’ll give you to my friend. / An you be not, hang, beg, starve, die in the streets, / For, by my soul, I’ll neer acknowledge thee† (3.5.192-194). While the audience would expect for Juliet to obey her father and marry Paris, Juliet unexpectedly does the opposite and runs to Friar Lawrence for help. Sir Capulet’s ultimatum, coupled with Lady Capulet’s concurrence and the nurse’s praise of Paris, drive Juliet to abandon her life as a Capulet and to seek out Romeo, who has already been cast out. Juliet tells Friar Lawrence she would rather die than live without Romeo: â€Å"O, bid me leap, rather than marry Paris, / From off the battlements of yonder tower; / †¦ And I will do it without fear or doubt, / To live an unstained wife to my sweet love† (4.1.78-79, 88-90). Sir Capulet’s threats therefore serve to solidify Juliet’s resolve to be a wife to Romeo and give her the strength to carry out the plan that Friar Lawrence concocts: â€Å"Love give me strength, and strength shall help afford† (4.1.126). By showing the audience that Juliet would rather die than be forced to marry someone other than Romeo, Shakespeare shows the audience that love can overcome any obstacles. In addition to the obstacles that Romeo and Juliet face individually, perhaps the most significant obstacle to their relationship is the hatred between their two families, which prevents them from meeting. Because they are not able to visit each other publicly, Romeo and Juliet are forced to arrange secret meetings. The lack of communication seemingly emboldens Romeo and Juliet, whose love for each other appears stronger each time they meet. Shakespeare uses Romeo’s language to reflect the deepening of his love for Juliet. When he first sees Juliet, Romeo describes mostly her beauty, saying Juliet â€Å"teach[es] the torches to burn bright† (1.5.42) and â€Å"hangs upon the cheek of night / Like a rich jewel† (1.5.43-44). The chorus explains that because of the families’ feud, Romeo does not have as much opportunity to woo Juliet as others would: â€Å"Being held a foe, he may not have access / To breathe such vows as lovers use to swear† (2.prologu e.9-10). Despite their inability to meet freely, Romeo and Juliet’s relationship progresses, as reflected by the language they use to describe their love. When they meet at the quarters of Friar Lawrence, Romeo says, â€Å"Ah, Juliet, if the measure of thy joy / Be heaped like mine †¦ / then sweeten with thy breath / This neighbor air, and let rich music’s tongue / Unfold the imagined happiness that both / Receive in either by this dear encounter†(2.6.24-29). Shakespeare’s comparison of love to the sound of â€Å"rich music† reflects how ardent Romeo’s love is for Juliet. Similarly, Juliet explains to Romeo that her â€Å"true love is grown to such excess / I cannot sum up sum of half my wealth† (2.6.34). Whereas at their first meeting Romeo compares Juliet to a jewel, as the play progresses, Romeo and Juliet refer to a love that cannot be quantified and that is richer than any ornament. By showing the progression of Romeo and Juliet’s love despite their lack of time together, Shakespeare demonstrates that â€Å"passion lends them power† (2.prologue.13) and love overpowers hatred. Conclusion Romeo and Juliet’s love is tested time and again throughout the play, especially by outside forces. Rather than crumbling, their love perseveres until they end their lives rather than allowing their families to keep them apart. Their ability to overcome obstacles convinces the reader that love is more powerful than hatred. Ironically, although Romeo and Juliet’s love for each other is not enough to unite their families during their lives, it is in their death that the Capulets and the Montagues are able to reconcile. The families’ vows to raise statues of Romeo and Juliet in Verona so that their love can be remembered gives the reader hope that at last love has prevailed.

Nature Vs Nurture Environment Essay - 2137 Words

INTRODUCTION NATURE VS NURTURE[ENVIRONMENT] Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. – John B. Watson. Generally, using the terms nature and nurture as a suitable catch-phrase for the roles of genetics and environment in human and animal development dates way back to 13th century France. Some scientists feel that people act according to genetic inclinations or animal instincts. This is the nature theory of human behavior. Other scientists suggest that people reason and act in certain ways because they are taught to do so. This is the nurture theory of human behavior. The increasing understanding of the human genome has made it clear that both parties of the controversy have merit. Nature gives us inborn abilities and traits and it takes these genetic propensities and molds them as we learn and develop . The nature vs environment† argument is still on, as scientists debate over how much of who we are is shaped by genes and how much by the environment. Nature The human genome has been proven to determine the different traits that we have, majorly on the physical characters like eye color, hair color, ear size,Show MoreRelatedNature Vs Nurture : Environment Essay2164 Words   |  9 Pages NATURE VS NURTURE[ENVIRONMENT] Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. – John B. Watson. Generally, using the terms nature and nurture as a suitable catch-phraseRead MoreNature vs Nurture: Genes vs Environment1174 Words   |  5 Pagesquote remains a mystery. Appearance is in nature and character is nurtured. Which one is more dominant on the other is a question waiting to be answered. The widely explored nature vs. nurture debate is best examined by looking at, hereditary implications, environmental factors and their interdependency. Hereditary factors play an integral part in developing persons’ physical traits, emotional traits and social etiquettes. The nature/nurture debate will be explored further using theseRead More Nature vs Nurture: Genes vs Environment Essay1490 Words   |  6 PagesIntroduction A debate between psychologist, scientists and philosopher thinkers on the spectrum of ‘nature vs. nurture’ arose concerning human development. In the nature versus nurture debate, the term nature refers to the genes we inherit while the term nurture refers to our outside environment (Nature vs. Nurture: Twin and Adoption Studies). This debate of ‘nature vs. nurture’ has existed for centuries and up to now it is still a topic of major discussion although at present time. Human developmentRead MoreNature vs Nurture: Genes vs Environment Essay995 Words   |  4 PagesIn trying to understand human behavior, professionals for centuries have looked at the nature vs. nurture theory. While it is known that the physical traits such of eye or hair color have to do with nature, some strongly believe that genes play a part in the way we behave such as in personality and intelligence and others believe that we behave a certain way solely due to our environment. Profe ssor Jerome Kagan, from Harvard opened up a brand new world and offers a deeper understanding for theRead MoreEssay on Nature vs Nurture: Genetics vs Environment1617 Words   |  7 Pagesbiological or genetic factor of violent/criminal or aggressive behavior is certainly a much talked about topic. The idea that certain individuals could be predisposed to violence is something definitely deserving of doing research about. The nature vs. nurture topic has been a continuing debate for many aspects of human behavior, including aggression/violent behavior and criminal behavior. There have been many studies indicating that chemical relationships between hormones and the frontal lobe ofRead MoreEssay on Nature vs Nurture: Genetics vs Environment710 Words   |  3 Pageshow much your personality is the result of your genetic makeup, and how much is the result of the environment? The nature-nurture question is one of the oldest issues in psychology. This question is applicable to identica l twins. They are the same age, same-sex, have the same genes, live in the same house, share same stuff, given identical presents, so in other words, they share the same environment from birth. The researcher tends to know if identical twins really share the same personality. Read MoreNature vs Nurture: Genes vs Environment Essay example555 Words   |  3 Pagestakes our minds to much further levels. The controversy is whether inherited genes or the environment influences and affects our personality, intelligence, behavior, development and abilities. This controversy is most often recognized as the â€Å"Nature vs. Nurture† conflict. Some people believe that it is strictly genes that affect our ways of live and how we are, while others believe that it is the environment that affects us, and some believe that both of these influence our behavior. Either way, scientistsRead MoreNature vs. Nurture: Parents or Environment Essay example571 Words   |  3 Pagesthe environment, many people debate whether an individual is mostly influenced by genetics or influenced by their environment. A person’s environment can have multiple influences, but the genes passed down by parents play a huge role in developing how their offspring will turn out to be. Being unable to properly test whether certain characteristics of a person come from genetics or the influences of the environment makes this theory very difficult to understand, thus making the topic of nature vsRead MoreNature vs Nurture: Genetics vs Environment Essay972 Words   |  4 Pagesclassic debated topic of Nature versus Nurture has been and will always be a quarrelsome subject in the scientific world. Meaning, the issue of the level to which environment and heredity sway behavior and development in a person. Nature can be defined as, behaviors due to heredity. This means the behaviors is based on the inherited makeup of an individual and is an influence of the growth and development of that individuals’ all through life. On the other hand nurture is causes of behaviors thatRead MoreNature vs Nurture: Genes vs Environment Essay1285 Words   |  6 Pagesgender identity develops, through the conditioning of our environments. The most influential factor of gender d evelopment, however, is still a very controversial issue. An analysis of the gender identification process reveals two main arguments in what factor most greatly contributes to gender development: biology differences (nature) or the environment (nurture). The first main factor that is said to influence gender is biology. â€Å"Nature doesn’t give a flea’s hind leg for our social theories, fads

Globalization and its Impacts on Multi-national Companies

Question: Discuss about the Globalization and its Impacts on Multi-national Companies Tata Motors Limited. Answer: Introduction: Selected MNC Company from emerging economy According to Kumar (2014), India is ranked among the leading emerging markets in the world. The growth of its gross domestic product is estimated at 8% on an annual basis. In this regard, India is the origin home country of many multi-national companies, particularly those that manufacture four wheeler automobiles. Tata Motors Limited is one of the best examples of the multi-national companies that manufacture four wheeler automobiles. According to Tata Motors (2017), Tata Motors Limited is the leading manufacturers of cars, buses, and trucks, not only in India but across the globe. The successful performance of Tata Motors across the world has been facilitated by the emergence of globalization. Globalization refers to the process of integrating the societies, economy, political, and religious activities across the world (Haller, 2016). Multinational Companies have been able to exploit the opportunities brought about by globalization to boost their production and marketing activities in order to expand their businesses. The have established their presence in foreign countries, and as a result, global companies such as Tata Motors boosted their performance and profit margins as well. Despite the numerous benefits of globalization, there are also several drawbacks of globalization to multinational companies. In line with these aspects, this research study is going to discuss the drawbacks and het benefits that the phenomenon of globalization has presented decision-makers in multinational companies by focusing on Tata Motors Limited. The paper is also going to highlight some of the vital lessons that should be learned by international managers from the interplay of the home and host country. Analysis of the benefits that globalization present to decision-makers Low cost of marketing Through globalization, decision makers have found new ways of engaging in marketing activities at much reduced costs. Marketing is the most effective way to reach new customers is through marketing activist, however, the cost of marketing activities has emerged to be one of the major challenges facing business firms (Atsmon, Kertesz, Vittal 2011). This has limited the sales volume made by business organization because of the lack of ability to reach and attract new potential customers. The challenge of high cost of marketing has been solved by the emergence of globalization, which has enabled decision makers to reduce their cost of marketing. In this regard, the decision makers at Tata Motors Limited have identified new strategies to reduce their cost of marketing their products in the various foreign countries that they venture into. For instance, Tata Motors Limited engages in the manufacturing of cars, buses, and trucks for the global market; however, they develop different desig n in order to fit the taste and preferences of the different market segments that it serves. Tata Motors Limited has been able to reduce its cost of production through the production of differentiated designs of four wheelers to fit the requirements of different target markets. There are different types of four wheelers with different designs to meet the needs of consumers of all economic classes. For example, Tata Motors Limited manufactures affordable cars such as Tiago and GenX Nano for the individual in the lower economic class. They also produce cars like Bolt and Indica, which target individuals of the high economic class. The ability to lower their marketing costs has enabled the decision-makers at Tata Motors Limited to reach their customers at much reduced cost. Increased market share All businesses are formed with the goal of making profits through sales. Therefore, business organizations strive to reach more clients and expand their markets in order to make more sales (Patel Prajapati 2014). Despite this, many companies find this a challenging task because their local markets have been overcrowded by either local or other international competitors that have ventured into their countries. This has forced local companies to venture look for markets beyond their borders. In the recent decades, the problem of market saturation has been overcome by the emergence of globalization, which has enabled the decision makers in multi-national companies to choose venturing into international markets. This is because globalization has helped Multi-national companies to easily access foreign markets through ether exporting or direct investment activities. Globalization has brought about a faster and successful integration of all countries across the globe, and this has enabled many countries do away with the rules and regulations that limited international trading activities, for example, tariffs and import duties. The elimination of trade barriers has helped global companies such as Tata Motors Limited to access foreign markets with unexplored market opportunities. Because globalization have provided easy access to international markets, this has provided the decision makers of Tata Motors Limited with the opportunity to venter into international markets. The decision makers at Tata Motors saw an opportunity to expand their markets, and as a result, the company has established itself in many foreign countries across Europe, America, Asia, and Africa. Tata Motors is present in both first class and third world countries such as UK, USA, and Kenya, where the company has enjoyed numerous sales of its four wheel products (Tata Motors Limited 2017). The company has recorded large volume of sales of personal cars because of the increased economic status of consumers in the foreign countries that they venture into. They have also recorded an increased sales of buses used for human transportation as well as trucks that are used in the logistics industries across the globe. Access to experts at a reduced-cost One of the most vital stakeholders of a business are the employees because they are the ones who manufacture and distribute the products and services; however, the cost of acquiring and maintaining employees has been a major challenge to many organizations (Atsmon, Kertesz, Vittal 2011). However, due to the emergence of globalization, multi-national companies such as Tata Motors Limited to make decisions that enable them to acquire workers at lower cost. In this regard, the decision makers have chosen to venture into other emerging markets where they have been able to gain access to low-cost workers. These opportunity has helped Tata Motors Limited to significantly reduce the cost associated with production. Tata Motors Limited has taken advantage of this opportunity to establish its wholly owned subsidiary branches in countries that have low-wage. These include developing countries such as Kenya, Senegal, Brazil, Indonesia, Vietnam, and other AAsian countries that have cheap labor. This has helped the company to engage in the mass production of four wheelers, whereby a large percentage of these products are consumed locally in the countries in which they are produced, while other are exported into other countries (those with expensive labor) for sales purpose. This strategy has helped Tata Motors Limited to significantly cut its costs of production of four wheelers. Increased access to inputs of production and technical expertise Another major opportunity that globalization has presented to the decision-makers of multi-national companies is the ability to gain access to technical expertise from other global countries (Cavusgil, Knight, Riesenberger 2012). Because of their large size, international companies have been able to employ a pool of talented expertise from all countries across the globe. This opportunity has played a significant role in enabling these business firms to engage in the constant production of goods and the delivery of high-quality services. Tata Motors Limited has been able to hire a talented team of engineers to design, develop and manufacture their product, and this has enabled the company to produce high-quality products that meets the taste and preferences of their target clients across the globe (Tata Motors Limited 2017). This include products that are offered at cheaper prices as well as those that are more costly. Pricing has not be an issue for this company because the majority of consumer do not mind about paying high prices for high-quality products. In addition, globalization has also enabled the decision makers at Tata Motors Limited to acquire critical inputs that are used in large volume production. By gaining free access to international markets, global companies such as Tata have managed to get these production inputs that are costly or that they cannot access at the local markets (Daniels, Radebaugh, Sullivan 2011). Tata Motors Limited has gained access to raw materials that are vital for the production of the four-wheelers from first world countries like the Germany, the US and UK. Because of the opportunities of globalization, the decision makers at Tata Motors to engage in partnership with other global manufacturers of four wheelers from these two countries, for example, the Isuzu of Japan, Ferari of Italy and Mercedes of Germany to acquire vital important raw materials as well as engineers who play an important part in the production and dis tribution activities. Drawbacks of globalization to decision makers The opportunities that are brought about by the benefits of globalization has enabled multinational companies to venture into international markets. This has helped companies such as Tata Motors Limited to increase their sales volume and expand their market share; however, globalization has also come a long with numerous drawbacks to these companies as discussed in the paragraphs below (Niu Wang 2016). Rivalry and tight competition from other global business firms The decision makers have experienced a major threat resulting from the intense rivalry and stiff competition in the markets as a result of globalization. Due to globalization, there has emerged stiff competition and the availability of substitute products from other international business organizations that chose to venture into foreign markets ((Banutu-Gomez 2014). The decision makers at Tata Motors Limited are incessantly faced with the threat that is brought about by the presence of competition and substitute products from other companies. In In India and other foreign countries that Tata Motors Limited has chosen to establish itself, there are numerous international business companies that produce high-quality four wheeler automobiles that have brought about rivalry and stiff competition for Tata Motors Limited. At the global stage, Tata Motors Limited faces stiff competition from four wheeler manufacturers such as BMW, Mercedes Benz, Toyota and Isuzu. Reduction of the market share These global four wheel manufacturers have established themselves into the same foreign markets where Tata Motors Limited has also ventured. In this regard, they present a serious threat to the total market share of Tata Motors Limited because they provide products that are similar to those of Tata. Four wheel manufacturers such as BMW and Mercedes Benz supply very high-quality four wheeler products that are of high-quality than that offered by Tata Motors Limited. Therefore, three is a fierce rivalry between them and Tata Motors Limited. They also present a serious threat to the existence of Tata Motors Limited because the clients of the current century are not discouraged by the high prices that are placed on goods. Provided the product is of the desired quality, they will go ahead to purchase regardless of the price (Richardson West 2010). Leadership and cultural conflicts Globalization has brought workers from different cultural backgrounds in the same place of work. This is because international companies strive to achieve diversity which is important for increased organizational output (Atsmon, Kertesz, Vittal 2011). The differences in the culture results into differences in preferred leadership and work styles, for example, there are those workers who prefer teamwork while there are those who like to work at individual level. Including individualistic employees into a team results into conflicts and poor teamwork, hence, reduced productivity (). On the same note, the workers like teamwork are not productive on their own. There are also those who prefer transformational forms of leadership while some prefer those who embrace democratic or autocratic styles of leadership. The performance of Tata Motors Limited is impacted by cultural differences, and this is a source of threat to the decision maker who face challenges while tackling cultural differe nces. Lessons that international business managers should learn in the interaction between the host and home country differences to ensure success Meeting the needs of the consumers The managers of international businesses should learn the importance of producing and offering products that meets the taste and preferences of the target consumers in the host country as compared to the home country (Truss, Shantz, Soane, Alfes, Delbridge 2013). Different target groups have different tastes, and this is attributed to the difference in culture of host and home countries. The international managers of Tata Motors Limited have learned this lesson. They have successfully identified the different strategies. Manufacture cars, buses, and trucks in a manner that satisfies the taste and preferences of their target clients across the globe. Tata Motors Limited has developed a portfolio of differentiated products, for instance, four wheelers that are used for transport and personal use. Differences in culture, beliefs and attitudes between home and host country Culture is an important dimension of every society, and therefore, culture plays an important role in the successful business operation. In this regard, the ability to understand the cultural differences between the home and the host country is a key lesson that international business managers should learn to achieve success (Banutu-Gomez 2014). International business managers are required to understand the various cultural aspects in the host countries and compare them with those of the home country so as to identify strategies to business success. These include cultural practices such as the style of leadership that is preferred in the host country. A leaders inspires workers to attain the established goals and objectives within an organizational setting. In this regard, Tata Motors Limited has identified and implement the preferred style of leadership in the host countries, and this has helped the company to achieve employee engagement and increase performance (Van Den Born Pelto korpi 2010). Employee training Managers of international should learn the critical role that is played by constant employee training to equip them with the work ethics and knowledge and skills to lead the business into success. According to Peng (2011), offering training is important in equipping workers with the necessary knowledge and skills to enable them to increase their productivity at the workplace. The training of workers in the host countries where Tata Motors Limited has ventured has played a vital role in the companys outstanding performance all over the world. For example, Tata Motors train their workers across Asia and Africa to equip them with the required skills to maintain a competitive edge in the market. Adherence to the legal requirements International managers should learn to take into consideration the rules and regulations of business activities in the host country. These include observing the requirements such as trade tariffs, license requirements, and tax requirements in order to ensure successful business operations in the chosen country (Polesello, Amal, Hoeltgebaum 2013). In line with these aspects Tata Motors Limited has successfully complied with all the legal requirements of operating a business in all their host countries. Conclusion In conclusion, the emergence of globalization has presented decision-makers in numerous ways. Tata Motors Limited as a MNC has gained access to new markets, and hence, increased the volume of its sales. The emergence of globalization has also helped Tata Motors Limited to gain access to highly qualified workers that has facilitated the manufacturing of high-quality four wheelers across the globe. It has also enabled Tata Motors Limited to gain increased access to resources and inputs for production that are not available in India. Globalization has also presented threats to the decision makers, for example, it has brought substitutes four wheelers that has negatively impacted its performance in international markets. The host and home country interactions have important lessons for the managers of international business managers. These lessons are vital for successful business venture in foreign countries. The interactions has allowed managers to learn the vital role that the differe nce in culture plays in successful business. According to this research, understanding the culture of the host country in relation to that of the home country helps in implementing effective business practices, which leads to successful venture. It has also taught the international managers to adhere to observe the legal requirements between the host and home countries. The interaction has also taught international managers to design their products to meet the taste and preferences of consumers. Bibliography Atsmon, Y., Kertesz, A. Vittal, I., 2011, Is your emerging-market strategy local enough? McKinsey Company. Banutu-Gomez, M. B. 2014, The role of culture, language, and ethics in global business, European Scientific Journal, special edition, pp. 231-242. Cavusgil, S. T., Knight, G. Riesenberger, J. R. 2012, International business, The New Realities, Pearson Education Inc, Upper Saddle River, NJ. Daniels, J. D., Radebaugh, L. H., Sullivan, D. P. 2011, International Business Environments and Operations (13th Ed.). Prentice Hall, Upper Saddle River, NJ. Gutierrez, B., Spencer. S. M. and Zhu, G. 2012, Thinking globally, leading locally: Chinese, Indian, and Western leadership, Cross Cultural Management, vol. 19, no. 1, pp. 67-86. Haller, A. P. 2016, Globalisation, multinational companies and emerging markets, Ecoforum, vol. 5, no. 1, pp. 9-14. Kumar, V. 2014, Trend of FDI in India and Its Impact on Economic GROWTH, International Journal of Science and Research (IJSR) VOL. 3, 10, pp. 638-642. Niu, Y. Wang, C. L. 2016. Revised Unique Selling Proposition: Scale Development, Validation, and Application, Journal of promotion management, vol. 22, vol. 6, pp. 874- 896. Patel M. K., Prajapati, K. D. 2014, PEST analysis of two wheeler automobile company, Asian journal of research in business and economics vol. 4, no. 4, pp. 109-118. Peng, M. W. 2011, Global Business. (2nd Ed.). South-Western College Pub, Ohio, IL. Polesello, D., Amal, M. Hoeltgebaum, M. 2013. Determinants of International Entry Mode Choice: A Case Study of a Brazilian Multinational, BASE Revista de Administraoe Contabilidade da Unisinos, vol. 10, no. 2, pp. 181-194. Richardson, J. West, M.A. 2010, Engaged work teams in Albrecht, S.L. (Ed.), in Handbook of Employee Engagement: Perspectives, Issues, Research and Practice, Edward Elgar Publishers, Cheltenham, pp. 323-340. Talaja, A., 2012, Testing VRIN framework: resource value and rareness as sources of competitive advantage and above average performance, Management, vol. 17, no. 2, pp. 51-64. Tata Motors, 2017. Tata Motors Company Profile, [Online] 2017. Available at: https://www.tatamotors.com/about-us/company-profile/ Truss, C., Shantz A., Soane, E., Alfes, K. Delbridge, R. 2013, Employee engagement, organisational performance and individual well-being: exploring the evidence, developing the theory. The International Journal of Human Resource Management, vol. 24, no. 14, pp. 2657-2669. Van Den Born, F., Peltokorpi, V. 2010, Language Policies and Communication in multinational companies, Journal of Business Communication, vol. 47, no. 2, pp. 97-118.

Brain Structure Essays - Hypothalamus, Limbic System,

Brain Structure The part of the body that motivates eating is the hypothalamus. The small gland is located in the midline at the base of the brain, just below the hypothalamus, and interacts closely with the pituitary gland and acts in coordination with the reticular formation. The two components of the hypothalamus dealing with hunger are the lateral hypothalamus and the ventromedial nucleus. The lateral part is what allows a person to feel hungry and sends out signals to the rest of the body that one is ready to eat. If this part is damadged, one would not feel hunger and would experience aphasia, which is starving. The ventromedial nucleus gives satiety, or the feeling that one is full. This component is also necessary, because an injury here would produce hyperphasia, when the body does not know when to stop eating, and would surely become obese. Along with his theory of emotions, Schachter studied obesity and the reasons for the uncontrollable urges to binge by those who are overweight. His research reveals that much of the overeating is due to the reinforcements that the obese find in food. He mentions that while those with an appropriate weight are stimulated to eat when aroused by internal cues, obese look for other factors to reinforce their need to eat. For example: the smell of food, the way a platter is served, the colors and decorations on a plate, or even the contact comfort that the food produces in the hands or in the tongue. This euphoric way of eating might be satisfying during dinner time, but in the long run, it is extremely dangerous. By eating only what appeals to vision, smell, or texture, one does not satisfy the bodily needs for varied nutrients, vitamins, and minerals, and therefore be mal-nutrinioed and be exposed to obesity and other illness as well. Anatomy and Physiology

nature vs nurture essays

nature vs nurture essays The relative contributions of nature and nurture are an apparent part of human development which makes us ask the question, are heredity and environment opposing forces?(Sternberg 100) The question of nature vs. nurture can be examined and can be attempted to be comprehended in many ways. Our stand on which theory is the correct one is obviously a matter of opinion and makes us wonder if only one of them is truly correct. Nurture seems to be the explanation that holds the most tangible evidence to support it as existing in our everyday life. In psychological attempts to conduct experiments of genetic influences on personality and behavior in the environment psychologists have come to the conclusion that the best way is by using identical twins. There are strong similarities identical twins show in intelligence, personality, and many other characteristics, regardless of being raised in separate homes. They leave us with the conclusion that maybe there is some truth to the theory of nature. These findings from the studies done on the twins are what I find to be coincidences. I believe from my past experiences with my development as a person compared to my older sisters, we are a perfect example of nurture. The theory that poses enough evidence through studies and in my personal experience seems to be true. My sister and I, though not twins, have a four year difference between us and are completely different people who are were raised in the same environment. We hold true to the theory of nurture for how we were raised effected the kind of people we are today. Nurture argues that who we become depends solely on the environment in which we developed in and also posses the idea that we are not born with any inherited traits that make us who we are today. Nurture is proved simply through the personality differences between my sister and I. I contain an extremely social personality; a people perso ...

Approach for Cancer Care Essay Example | Topics and Well Written Essays - 1500 words

Approach for Cancer Care - Essay Example Staging of Cancer Cancer staging refers to the extent or severity of cancer-based on the original tumor. Staging indicates the extent in which cancer has spread. There are four stages of cancer. Stage one to four. Factors such as the size of tumor, the extent of penetration, invasion into adjacent tissues and distant organs and the extent of metastasis, usually determine the stage of cancer. As tumors develop in a tissue or organ, they spread to other tissues and organs. They can also enter the blood stream or the lymphatic system and spread to other organs. Tumors spread from a primary site to a secondary site through a process called metastasis. Cancer staging is very important since it helps the doctors to predict death or survival and to provide treatment. The health care providers also use cancer staging to establish prognosis. Treatment can help restage cancer but rarely can it change the stage detected at diagnosis (Aronson, 2010). Staging also helps in identifying clinical trials that can suit particular patients. There are several systems used to cluster stages of cancer. They include the Tumor Node System, Ann Arbor system, scale I-IV, the FIGO system, Jewett Whitmore system and the Dukes staging system. These systems consider various elements used to cluster the stage. These include the primary site of the tumor, size, and the number of tumors, the tumor cell type, the involvement of tumor and metastasis (Wen, Schiff, & Quant, 2012). The most used cancer staging system is the Tumor Node Metastasis (TNM) system. The TNM system usually clusters cancer in two stages, which include a clinical stage and a pathological stage. The clinical stage is the stage before surgery where cancer is described through physical examination and other forms o f diagnosis except biopsy. The pathological stage is the

Understaffed Nursing Problems in Hospitals Research Proposal

Understaffed Nursing Problems in Hospitals - Research Proposal Example It is noticeable that the nursing shortage has become a global issue that has put patients care at higher risk and residents are complaining of poor care. It has been found that some nursing homes are highly understaffed that have endangered the lives of patients (Ellis & Hartley, 2004). Thousands of nurses are needed in nursing homes to address the health issues of patients who need assistance to recover from chronic diseases. But, they are losing hope and facing more health complexities due to the shortage of nursing staff. Some evidence-based major complexities that emerge from lack of nurses' assistance include hypertension, catheterized patients, urinary infections, poor feeding resulting in malnutrition, dehydration and most prominently decrease in the participation rate of patients in healthy activities (Siela, 2009). Nursing staff is responsible for taking care of patients during medicines intake or meal time and their absence lead patients to more complex health conditions. †¢ Problem and Problem Statement: Present literature over closely related issues shows that no study has contributed to highlight the factors, which are responsible for causing understaffed nursing problems in hospitals. †¢ The significance of the Problem: Lack of identification of responsible factors is a crucial issue and its solution can lead to resolving problems of the understaffed nursing sector. This problem has significant importance as it will help practitioners and researchers recognize the areas, which need proper attention and modification to provide standard healthcare services to the patients. Additionally, a research-based study covering an important issue related to understaffed nursing department might also contribute to open the gate and beneficial opportunities for those individuals, who seek to build up the career in the field of nursing.  A study conducted by Buerhaus, Donelan & Ulrich in 2005 aimed to find out the rate and impact of registered nurse s in the hospitals.

Write a critical comparison of two pieces of research Essay Example for Free

Write a critical comparison of two pieces of research Essay Rationale When choosing the two pieces of research to compare, I sought a topic that interested and was of relevance to me. According to Hammersley and Scarth (1993) the function of educational research is to inform policy-makers and practitioners and consequently to improve education (p.216). Subsequently the aim of this essay is not only to draw a critical comparison between the two pieces of research, but also to inform me, as a student teacher, on the findings of the role of teachers beliefs of gender in mathematics and so advise my future practice. In my last SE placement I found myself teaching a mixed year class of which boys made up two thirds of the pupils, this highlighted to me some of the gender issues that can manifest themselves in the primary classroom, I had previously not had experience of. The school had a policy on gender, which contained strategies for raising the achievement and interest of boys in lessons, particularly in literacy. When observing the male teacher conducting literacy and history lessons I found that many of the texts were tailored to the boys interests, such as information texts on robots or science fiction. In other classes I observed taught by female teachers, I did not see the use of any resources specifically targeted at boys. I found that because the class contained more boys than girls and had a male teacher, much of the talk and topics had a male theme. However, I did find that the boys were strongly motivated and that many of them responded in a very positive manner to a male role model, which can often be lacking at primary level. It was clear when I took over the teaching of the class I found it more difficult to develop a rapport with the boys than I had in my previous SE placement where the class teacher had been female. There has been research conducted on the effect of the gender of a teacher particularly in mathematics, but there are no conclusions to support my observations. Most teachers indicated that their gender does not necessarily influence their treatment of their own students, or the way that either male or female students related to them. There has been also been research conducted to examine the affect of teacher gender on pupils achievement in mathematics. Li (2001) quotes Sahas (1993) conclusions that whether a teacher is male or female does make a difference for student achievement, students with male teachers had better achievement in mathematics than those with female teachers (p.66). The experience within this class illustrated to me the distinction of boys and girls in primary education and how they respond to different stimuli, whether that be teachers, work, resources etc. As a mathematics specialist the fact that the topic investigates teachers gender-related beliefs within that subject is of particular interest to me. I have not had any experience of working with teachers who hold different beliefs about girls and boys achievement, but I have never held a discussion with a teacher about what they attribute their pupils success in mathematics to. The research papers provide an insight into teachers attributions and whether these are differentiated by gender. Any implications raised by the outcomes of this research will inform my future practice. Historical Context of Topic Over the last 25 years, there has been a variety of studies conducted to examine teachers beliefs about, or attributions of, causation of their students achievement successes and failures. Research conducted by Clark and Peterson (1986) found that a teachers causal attributions are important because perceptions of why his/her students succeed or fail in achievement situations has an impact on the teachers expectancies for students future achievement success. They also concluded that the sex of a student has not been shown to be a major factor affecting teachers attributions. However Fenema et al (1990) stated that a close reading of the literature shows that most studies dealing directly with teacher attributions have not included gender as a variable (p.57). There are some studies to show that researchers hold different beliefs about appropriate learning experiences for boys and girls. Stage et al (1985) reported that teachers do not have lower expectations for girls performance in mathematics than they do for boys performance, however teachers have been found to provide more encouragement for boys then for girls to learn mathematics. In 1998, the Scottish Executive for Education produced a Primary Schools Support Pack, which details gender issues in raising attainment. The document states that research evidence in attainment shows that in mathematics: boys have generally more positive, or sometimes more polarised, attitudes; boys have more confidence, are less dependent on teachers explanations, and devise their own methods and short cuts to solutions; girls tend to underestimate their abilities and are easily discouraged. Research carried out by Gorard et al (2001) on the patterns of differential attainment of boys and girls at school showed that in mathematics, girls have a small achievement gap over boys at level 2, but at level 3 to A levels, boys hold a small achievement gap over girls, which increases over time. Context According to Hammersley Scarth (1993) it is important to understand the context in which a report is produced (p.217). Fenema et al carried out their research in the United States of America in 1990. The subjects were 38 female 1st grade teachers from 24 elementary schools. Tiedemann carried out his research 10 years later in 2000 in a North German city. The subjects were 52 3rd and 4th grade teachers of which 5 were male. It is not clear from the research papers how they both chose their samples. However, it seems likely that both used a form of cluster sampling. Denscomb (1998) states that the logic behind cluster sampling is that, in reality it is possible to get a good sample by focussing on naturally occurring clusters of the particular area the researcher wishes to study and schools are a good example of a naturally occurring cluster. (p.14). Cluster sampling comes under the heading of probability sampling which is based on the idea that people or events that are chosen are done so because the researcher has an idea that these will be a representative cross-section of people in the population being studied. Denscomb (1998) adds that cluster sampling can save a great deal of time that would have been spent travelling to various research sites throughout the land. However, he states that one must remember the aim is to achieve a representative cluster and this could be obtained through random or stratified sampling (p.13). Fenema et al (1990) chose to study only female teachers; this may be because this is an accurate representation of the population, if there were little or no male 1st grade teachers. If they had particularly chosen to research female teachers attributions and beliefs this would have been stated somewhere in the research paper. Tiedemann however, had 5 male teachers within his sample of 52. It could be presumed that if a stratified approach was used, male teachers therefore, represent approximately 10% of teachers in the population he studied. Denscomb (1998) acknowledges that random sampling is likely to provide a representative cross-section of the whole, however he adds that stratified sampling has a significant advantage over random sampling in that the researcher can assert some control over the selection of the sample in order to assure that key people or factors are covered by it and are representative of how they are in the wider population (p.13). Purpose Fenema et al (1990) states that research had not investigated whether or not teachers hold different beliefs about girls, boys and mathematics. Therefore their study aimed to identify successful and unsuccessful mathematics students and the accuracy of their identification; teachers attributions of the causes of successes and failures of girls and boys and teachers beliefs about the characteristics of their best girl and boy mathematics students (p.56). They did not hypothesise about what they expected to find, but outlined a set of questions they wanted to answer. Tiedemann (2000) research title is very similar to that of Fenema et als (1990) and he quotes Fenema et als (1990) research in his review of the literature. His aim is not to re-test their findings, but to test for perceptual bias in teacher beliefs about gender in their teaching of mathematics at elementary schools (p.194). Tiedemann (2000) believes that it is still difficult to draw any conclusions with confidence. He is however working 10 years later and uses research conducted after Fenema et als (1990) to make a hypothesis of what he expects to find in relation to teachers attributions and beliefs. Bell (1999) identifies that it is useful to make statements about relations between variables as it provides a guide to the researcher as to how the original idea may be tested and they can attempt to find out whether it is so among the subjects in the sample (p.25). Cohen Manion (1994) agree that hypotheses and concepts play a crucial part in the scientific method, also known as positivism, defined as all genuine knowledge is based on sense experience and can only be advanced by means of observation or experiment. Positivism, however, has been challenged from many quarters (p.11), Cohen Manion (1994) quote Kierkegaards (1974) theory of existentialism saying that people should be freed from objectivity and having to discover general laws to explain human behaviour, but instead consider ones own relationship to the focus of the enquiry, which is the capacity for subjectivity (p.23). Tiedemann (2000) states an underlying assumption of his study, that there is no difference in gender achievements or teacher beliefs in mathematics. Cohen Manion (1994) criticise embarking on a study having pre-interpreted the world to be researched as the assumptions of the researcher can influence upon the results (p.25). Methods Both Fenema et al (1990) and Tiedemann (2000) used questionnaires to gather data. Fenema et al (1990) used two types of questionnaires, one being a structured individual interview the other a non-direct questionnaire, in their research. Denscomb (1998) states that a structured interview, which involves tight control over the format of the questions and answers, is similar to a questionnaire that is administered face to face. He adds that structured interviews lend themselves to the collection of quantitative data, which was the type of data Fenema et al (1990) did gather. There are issues to consider when deciding to conduct a questionnaire directly. Denscomb (1998) states that research shows when questioning people face-to-face informants respond differently depending on how they perceive the person asking the questions. In particular the informants answer may be tailored to match what they feel fits in with what the researcher expects from them or to what they perceive to be the researchers point of view (p.116). As already stated the researchers assumptions of the study can affect the outcome. For example in Fenema et als (1990) structured interview the teachers might not readily admit that the pupils lack of success is due to them not providing the support for the child even if it is their belief. In the case of Tiedemann (2000) his underlying assumption that there is no difference in gender achievements or teacher beliefs in mathematics could be perceived by the informant who modifies their response to this expectation. Cohen Manion (1994) cite Kitwoods (1977) critique of direct contact questionnaires; he states that there is a trade off between reliability and validity. If the researcher develops an atmosphere where the respondent feels at ease the more likely they are to disclose true information which is necessary to the validity, however reliability is enhanced by rationalisation, but when the interviewer becomes rational and calculating the less likely the situation will contain a human element and the more calculated the response is likely to be (p.282). Denscomb (1998) reflects on both types stating that questionnaires, which are conducted without direct contact, remove the impact of face-to-face interaction (p.88). Cohen Manion acknowledge the bias that can impact upon direct interaction, but it allows for greater depth than is the case with other methods of data collection (p.272). By Fenema et al (1990) using both types of questionnaires, they have experienced the advantages of both. Tiedemann (2000) used only the non-direct contact and therefore his study as Cohen Manion (1994) stated could lack greater depth and a human element. Fenema et al (1990) and Tiedemann (2000) employed similar styles of questionnaires to collect data about teachers attributions. Both used a non-direct questionnaire, which contained statements about the pupils that the teachers had to estimate on a scale. Fenema et als (1990) sex-role stereotype questionnaire was an adaptation of another researchers method of data collection. The 20 descriptors, concerning characteristics of the teachers best mathematics pupils, contained 2 opposing statements, the teachers responded from high agreement to the right phrase to high agreement with the left phrase. The structured interview and questionnaire used by Fenema et al (1990) and the questionnaire used by Tiedemann (2000) all contained closed questions where the answers are restricted to options supplied on the questionnaire. Denscomb (1998) acknowledges both the advantages and disadvantages of closed questions. He states that the structure of such a questionnaire provides the researcher with information which is of the same length and that can be easily compared, quantified and analysed. In the case of both research papers where the results were of a statistical nature, it would seem closed questions were the most suitable to use. Denscombe (1998) notes the disadvantages saying there is less scope for respondents to supply answers which reflect the exact facts of true feelings of a topic and as a result of this the respondents may become frustrated by not being able to express their views fully in a way that accounts for any sophistication, intricacy or even inconsistencies in their views (p.101). Fenema et als (1990) questionnaire overcomes some of the limitations of closed questions by allowing teachers to rank their agreement with the phrases from 1 to 5, enabling them to strongly agree with one phrase by marking 1 or 5, or to indicate a modification by marking 2, 3 or 4. Tiedemanns (2000) questionnaire similarly is structured to allow teachers to respond on a three-point scale of true, not true and partly true. However Bell (1999) cautions against the use of ambiguous words such a partly true, which may mean something different to each respondent (p.121). In Fenema et als (1990) attribution interview each teacher chose their 4 most successful mathematic students and 4 most un-successful students to attribute the cause of their success or failure. The paper does not state the criteria for how the students were classified as most or least successful, this information however is crucial to understand the teachers beliefs of what constitutes success or failure in mathematics, which is central to the research question. Tiedemann (2000) however states the criteria of a successful or failing mathematics student. He chose three bands of performance level that the students would fall into, 2 from the upper level, 2 from medial and 2 from the lower performance level. These bands were derived from performance grades attributed to the children in a similar way children in the UK are levelled from performance in QCA or SATs tests. One of Fenema et als (1990) objectives however was to discover how accurate the teachers were in selecting their most and least successful students. This was done by testing all 314 girls and 368 boys taught by the teachers and matching the results to the accuracy of the teachers choices. Therefore, it was important that the teachers chose the students as it gave a greater insight into whether they were able to identify their most and least successful students. However, it is important to note that there will always be the issue of whether the test results of the students are wholly valid. The test questions were read to the students by a trained tester. This immediately puts visual learners or children with poor memory at a disadvantage. According to Felder Silverman (2002) visual learners remember best what they see pictures, diagrams, flow charts, time lines, films, and demonstrations, verbal learners however get more out of words, spoken or written and therefore could have an advantage in this form of spoken test. Dyslexic students may also be put at a disadvantage from this style of test. These children, who are often able mathematicians, according to the British Dyslexia Association (2002) tend need more time when completing mathematical activities due to contributing factors such as poorer short-term memory and slower writing speeds. They can also have problems with auditory processing. Fenema et als (1990) test had a time limit, again putting some children at a disadvantage. Results Fenema et als (1990) and Tiedemanns (2000) results opposed each other in two particular aspects. Fenema et al (1990) concluded that in both the most and least able categories, teachers attributed girls success and failure to effort considerably more so than for boys. Tiedemann (2000) however found that teachers thought that girls profited less from additional effort than boys and had to exert relatively more effort to achieve the level of actual performance in mathematics. Under the category of ability, both research papers contrasted each other in their findings. Tiedemann (2000) states that teachers attributed failure in girls more to low ability, whereas Fenema et al (1990) found that boys success was attributed more to ability than girls success. When analysing the results obtained by both parties one must take into account the differences in their research methods and contexts. The researchers did not study children of the same age, in fact the children in Fenema et als (1990) research were 3 to 4 years younger than in Tiedemanns (2000). The research was conducted in differing countries and Fenema et als (1990) sample size (pupils) was double that of Tiedemanns (2000). Denscomb (1998) reflects on issues when using a sample of 300 or less (Tiedemanns (2000) being 312). He states that extra attention needs to be paid to the issue of how representative the sample is and caution is needed about the extent to which generalisations can be made on the basis of the research findings (p.24). Does this mean therefore that Tiedemanns results are less viable than Fenema et als (1990) due to his sample size? This would have to be investigated in relation to how representative his sample was. Fenema et al (1990) may have a larger sample but there is no information on how representative it is. Denscombe (1998) also states the smaller the sample the simpler the analysis should be, in the sense that the data should be subjected to fewer subdivisions (p.24). Tiedemann however divides his questionnaire in 6 categories containing 21 items; according to Denscomb (1998) this can dilute results (p.24). The issues of bias and validity in terms of Fenema et als (1990) interview should also be taken into account. As previously discussed these issues can affect results and more information on how the interview was conducted is needed before an analysis of its reliability can be conducted. To close, it is difficult to draw clear and unequivocal conclusions from both these sets of research, although Fenema et als (1990) study follows more of the advice for gaining reliable results, such as more than one method of data collection and a large enough sample size. Bell (1999) states that in the analysis, interpretation and presentation of data, care has to be taken not to claim more for results than is warranted. Li (2001) states that when studying all the literature, including both the research papers analysed here, on gender-related beliefs in teachers, the results are inconclusive. Bibliography Bell , J. (1999) Doing Your Research Project Bucks: OUP Cohen, L. Manion, L. (1994) Research Methods in Education London: Routledge Denscomb, M. (1998) The Good Research Guide Maidenhead: OUP Li, Q. (2001) Teachers beliefs and gender difference in mathematics: a review Educational Research Vol. 41 No. 1 pp. 63-76 The British Dyslexia Association (2002) Mathematics and Dyslexia http://www.bda-dyslexia.org.uk/main/information/education/e07maths 01/06/03 Tiedemann, J. (2000) Gender-Related Beliefs of Teachers in Elementary School Mathematics Educational Studies in Mathematics Vol. 43 pp. 191-207 Felder, R. M. Silverman, L. K. (2002) Learning Styles and Strategies http://www.ncsu.edu/felder-public/ILSdir/styles.htm 01/06/03 Fenema, E. Peterson, P. L. Carpenter, T. P. Lubinski, C. A. (1990) Teachers Attributions and Beliefs About Girls, Boys and Mathematics Educational Studies in Mathematics Vol. 21 pp. 55-69 Gorard, S. Rees, G. Salisbury, J. (2001) Investigating the Patterns of Differential Attainment of Boys and Girls at School Oxford Review of Education, Vol. 27 No. 3 pp. 411-428 Hammersley, M. Scarth, J. (1993) Beware of wise men bearing gifts: a case study in the misuse of educational research in Gomm, R. Woods, P. (ed) Educational Research in Action London: Chapman Ltd

Complex Systems Are Very Likely to Experience Accidents :: Challenger Accidents Accident Papers

Complex Systems Are Very Likely to Experience Accidents Many people in today’s industrial countries have experienced the frustration and inconvenience of having their car break down. That event, while troublesome, often does not pose any significant danger to people. It is a useful microcosm, however, because cars, like other complex systems, will almost certainly malfunction at some point during use. While we cannot prove the following assertion for sure, empirical data and observations strongly suggest that complex systems that are made of unreliable components will inevitably experience accidents so long as there exist flaws in the system that have no reliable safeguards. Numerous studies have investigated such a ‘Normal Accident Theory,’ and two notable cases very strongly indicate its validity: petroleum refinery accidents and the space shuttle Challenger, both of which will be discussed in this paper. Normal Accident Theory (NAT) is the label for a school of thought that considers accidents in complex systems to be inevitable. Two characteristics of complex systems that are very important to NAT are the interactive complexity of a system and a system’s coupling. Coupling is determined primarily by the time between processes in a system, the independent or dependent progression of such processes, and the number of different ways that a system’s goal can be achieved (Piccard, 1999). Systems are classified as ‘tightly coupled,’ meaning that the time between processes is small, the processes are highly interdependent, and there are few paths, if not one, to the goal; or ‘loosely coupled,’ which is the opposite. These characteristics are particularly useful for comparing different complex systems and evaluating them to determine which are at the highest risk for accidents. The results can then be used to minimize, but not elimina te, the possibility that an accident will occur. Sociologist Charles Perrow is generally credited with developing NAT. In order to understand the principles of NAT, several definitions that it uses are essential. An accident is defined as â€Å"an event that is unintended, unfortunate, damages people or objects, affects the functioning of the system of interest, and is non-trivial.† (Perrow, 1994) There are two types of accidents: component failure accidents, which â€Å"involve one or more component failures (part, unit, or subsystem) that are linked in an anticipated sequence,† and ‘normal accidents,’ or system accidents as they can be called (Perrow, 1994).

Citizenship During the Great War

At the onset of the First World War in 1914, England was experiencing a social transformation fueled by years of massive immigration from central Europe and changes prompted by industrial and technological developments. The availability of inexpensive immigrant labor and these developments produced a social environment that permitted a realignment of gender roles and the potential for a revolutionary shift in the role of women in British society.Nicoletta Gullace’s central premise is that there was an appetite for social change in prewar Britain and that cultural instability produced by the war allowed those social forces to coalesce, which Gullace details. Among these were the lingering humiliation resulting from scandals experienced during the Boer War of 1900, which left the British public with little desire to engage in further foreign conflict. The outbreak of the World War neutralized that bias, and horrific reports of German Army behavior reversed the sentiment.These re ports detailed the suffering endured in the populated areas of Belgium that were behind the German lines, creating an overwhelming sympathy for the victims of German abuse that transformed the British perception of the war role they needed to play. The War also produced new unprecedented internal social realities, including a million women going to work in British factories. British society was transformed by the ensuing changes and one of the least understood changes, according to Gullace, was the restructuring of the political and economic roles thereafter played by women.There were radical external forces affecting British society as well. Early in World War I, atrocity stories appeared accusing the Germans of inhumane brutality. These reports saturated the British media, fueled by alleged first hand accounts by private citizens, newspaper reports, novels, songs, and even official government investigations. The official Bryce Report concluded that the lurid tales of mutilations a nd sexual atrocities were in fact occurring. Bryce had relied upon media reports and their original sources as his primary source to reach his conclusions, which were discounted by later historians.Gullace refers to this â€Å"wartime imagery† as at once being â€Å"†¦sentimental and sexual, patriotic and pornographic, effective and subversive (p. 18). This imagery painted the German foes as, â€Å"One vast gang of Jack-the-Rippers,† guilty of sadism such as raping and mutilating naked women and bayoneting babies. Gullace illustrates the social influence of these stories as demonstrated by the 1915 play, â€Å"Rada,† which had a dramatic scene were the women of a household were being raped by German soldiers. A young daughter cries out, â€Å"Oh British! British come! Come quickly British! †Gullace also attributes the exaggerated atrocity stories to the media’s hunger to exploit public passions to sell newspapers, and the government’s compulsion to justify British involvement in another foreign war. Gullace describes the latter circumstance in terms of the pre-war British self-image. It had faltered during the 1900 Boer War when it was discovered that British soldiers had sexually abused imprisoned Boer women and the shame was still carried in the national conscience. Now, in 1914, Gullace posits, the atrocity stories permitted the British public to escape that stigma onto higher moral ground.Gullace also examines the cultural forces that produced the social phenomenon of British women asserting their patriotism at the expense of the men. It became fashionable and socially acceptable for British women to ostracize those men who they believed were avoiding their patriotic duty – which was to join the Army and fight. The sentiment received popular approval and was officially sanctioned. The â€Å"ideal† British man was characterized everywhere as â€Å"Tommy Adkins,† the popular term for a Brit ish soldier – who was brave, cheerful, and fair.Gullace cites this image as an outgrowth of the literary works of Rudyard Kipling during the Boer War, idealizing the British soldier. One poet characterized Tommy Adkins as the â€Å"†¦guardian of England’s honor, avenger of her dead, and protector of her children. † (p. 36) The image of Tommy Adkins seized the public’s fancy and deviation from soldierly and patriotic sacrifice was not tolerated. Gullace quotes one newspaper editor’s advice to a female reader who wanted to hold on to her man, as: â€Å"†¦there is much we can do at home.One of the things is to cheer our dear ones, – husbands, sweethearts, fathers, and brothers – and send them off to their calling with brave, noble hearts. † (p. 53) Perhaps the epitome of these passions can be best realized by The British Women’s Union appeal to its members to â€Å"GIVE YOUR SONS. † British women were in th e patriotic vanguard, something unique in British. history. The â€Å"White Feather Brigade† and â€Å"The Order of the White Feather† organized women to confront male shirkers and present them with the symbol of cowardice – the white feather.The white feather leagues didn’t last long, but they did presage the organization of feminists into what would emerge as the Suffragette Movement. One of Gullace’s central theses is that the role at home that women played in the war prepared and persuaded the British nation that women were due complete citizenship, and that meant Suffrage. Gullace describes this political acquisition as a â€Å"negotiated right,† and cites previous work by Susan Kingsley Kent, illustrating that until the revolutionary gender changes produced by the war, men and women had inhabited separate social spheres.Taking advantage of the war time opportunity, women had asserted themselves into a full share of patriotic responsibi lity, they would then subsequently leverage into an equal share of social power. Women’s rights to full citizenship aren’t conventionally linked to the events and consequences of World War I, but Nicoletta F. Gullace makes a persuasive and detailed case that the British ladies of that era successfully fought their own war that led directly to women's suffrage.

How to Plan a Traditional Chinese Wedding

While Chinese weddings have become infused with Western wedding traditions, most Chinese weddings maintain some traditional cultural elements. Do you want to know how to plan a traditional Chinese wedding? From the engagement to the ceremony, heres what you should know. 1. Plan the Perfect Engagement As in Western culture, before a wedding, there must first be an engagement. In the past, most Chinese families relied on arranged marriages, but today, the majority of couples find their own match and marry for love. However, some elements of a traditional Chinese  wedding engagement remain intact. For example, the grooms family will typically send a betrothal gift to the brides family, which typically includes food and cakes. These gifts help seal the engagement. In addition to betrothal gifts, both the bride and grooms family will consult a fortune teller whose role is to help the family determine if the couple is compatible for marriage. The fortune teller will use various things such as names, birth dates, and time of birth to analyze compatibility. If all goes well, the couple will set a date for their marriage. 2. Choose the Right Dress For many Chinese women, picking the perfect wedding gown actually means picking three dresses. The typical traditional dress is called a qipao, which has been worn in China since the 17th century. Most women will wear one red qipao, a white Western-style gown, and a third ball gown throughout the night. The dresses are changed throughout the reception after courses are served. Some brides will even opt for a fourth dress, which they wear as they are saying their goodbyes as guests depart the wedding. 3. Invite Guests Traditional  Chinese wedding invitations are typically red and placed within a red envelope. Unlike the red envelopes used to give gifts of money, wedding invitation envelopes are typically wider and longer. The text is usually written in gold, which is a symbol of wealth in Chinese culture. Like in Western culture, the invitation features important information about the celebration. However, invitations are sometimes only mailed or hand presented several weeks or days before the wedding, as opposed to many months. The double happiness character, shuÄ ngxÇ Ã‚  (é›™åâ€"Å") is often written somewhere on the invitation. 4. Choose Decor Decorations at a typical Chinese wedding are usually provided by the reception venue. The Chinese character for happiness is often hung upside down as a symbol for the arrival of happiness. In addition to Chinese symbols, decor may include lights, candles, and flowers similar to those youd find at a typical Western wedding. Venues will often have a stage where the bride and groom stand before the reception begins and while toasts are being made. Guests are not invited to the exchanging of vows, so the reception is the first time they see the couple.