Children’s overall development needs Essay

Describe children’s overall development needs. The overall developmental needs of a child are: Physical Development, Intellectual Development, Language Development, Emotional Development and Social Development. These are all needed to make a well rounded child. Factors such as social, economic and environmental factors also affect a child positively or negatively for example a child’s emotional development may suffer due to a death or separation and so they may become angry and so will not be able to focus on school work and so their intellectual development may suffer too. The children’s overall development needs are: 1.The need for strong attachment with positive adults- Love and affection from their parents and carers is vital for their Emotional Development in order to learn to respect and trust others. 2.The need for competence and achievement- Children need a lot of opportunity to explore wide variety of experiences and interest to acquire the success and achievement to build their self esteem. 3.The need for physical activity- Children need to be active and physical exercise through physical activity for healthy muscle development in growing body. 4.The need for positive social interaction- Children need a lot of opportunity to experience positive relationships with peers outside their family such as school as well as with their family members to develop social skills. Younger children will learn through play from which they learn how to cope with others and enjoyment of sharing pleasant time with peers. These positive relationships provide them the comfort, respect, new idea and awareness of feeling. 5.The need for creative expression- Opportunities for creative expression is important to children’s intellectual and language development. Lots of opportunities help children develop the skills of expression to understanding and acceptance of themselves by speaking, writing or art. 6.The need for healthy lifestyle- Children need routine and nutritious diet in order to stay physically healthy and immune to health problems that affect negatively in all area of their developments. Read more:Â  Explain how children and young people’s development is influenced by a range of external factors essay

Wild Animals As Pets

According to HSUS, the human society of the United States, wild animal trade is a multi-billion business, following to drugs and weaponries on the black market. It is a fifteen billion dollar industry in America alone. Keeping wild animals as pets not only risks your life but the people around you too. Not to mention, the animal itself and the environment. There has been numerous cases where the animal has been killed, neglected, and where they have unsatisfied its basic needs.Exotic animals deserve to live in their natural habitat where they are most happy; consequently more legislation needs to be enacted that restricts and makes owning wild animals illegal. The five worst common wild animals that are kept as pets are Primates, large cats, venomous snakes, bears, and coatis. There are many reasons why these would make terrible pets such as the animal can injure you or even kill you. Some big cats at first might be cute to play with while they are young. However once an adult, it ca n end up being very aggressive.Furthermore, instinctive behavior and behavioral disorders are normal, you can never know what to expect from them. It takes time to domesticate an animal, taming dogs and cats took centuries. They simply do not do well with people like ordinary pets do. There was a case where a two-hundred pound pet chimp in Stamford, Connecticut, fiercely attacked a woman he had been well known for years, leaving her severely wounded with most of her face ripped off. The woman, Charla Nash of age 55,was visiting her friend, Sandra Herold, who owned the chimpanzee.The chimps name was Travis, who was a famous figure downtown, who had performed in TV advertisements and frequently modeled or snapshots at the shop ran by his proprietor. Sandra aggressively tried to get Travis off, but she was no match for a two-hundred pound ape. So she called for help, shortly, the police had come. Once they had arrived Travis ran away, the police went in search for him and shot him, but then he had ran away again. The police ultimately picked up a hint of blood leading to the household and discovering him deceased.Charla had to go through a twenty hour, multiple face transplant operation and is blind for life. Outbreaks like the one in the Charla Nash case wouldn’t of happened if wild animals were kept in their natural habitat. Keeping the animal is just bad for the animal itself. Some owners will have the exotic animals teeth or claws detached, not only does it hurt the animal but it is cruel. How does a bird feel if it can’t soar in the sky? Even if an animal does keep its entire body parts, the minimal room it has as related to the wild regularly generates insanity, depression, and vicious behavior.Such psychological problems can be often seen as a mutilation in such as tearing fur or feathers off their limbs. Most people who own wild animals keep them in a cage or captive. Cages are prisons to animals. Animals held confined cannot wander, fly, cl imb, pick a spouse or live at will. They are imprisoned, hampered, and isolated. They are stripped of regulation over their natural lives! Also, having medical maintenance for the animal is very hard. Some owners are afraid to bring their wild pet to the vet because it is often banned to have them in the first place.Additionally, various exotic animals hide the signs of sickness, and the majority of people wouldn’t even know what indications to look for. Lastly, finding an appropriate veterinarian could require a visit to the wildlife park which can be quite expensive. There are also significant environmental aspects to take in mind. The American Society for the Prevention of Cruelty to Animals informs that newborn animals are the most wanted and produce dealers the biggest profits. Poachers will generally slaughter the defensive mother so that it's easier to capture the baby, furthering the stimulation of the extinction  rate of countless already endangered animals. While some exotic pets have been created in confinement, many wild animals are taken straight from their inherent homes.The pressure of being violently removed from their families causes certain animals to pass away before they even get to a private residence. Removing exotic animals from their natural environment, like the tropical rain forest or African savannas negatively disturbs the ecosystems, which, confirming from the ASPCA, depend on those species to advance the life progression of vegetation and maintain animal populations in check.There are fairly a couple national laws that disallow the exportation and federal transmission of certain wild pets in the United States. These consist of the imprisonment of Wildlife Security Act, the Wild Bird Conservation Act and the Endangered Species Act. Furthermore, numerous states have limitations on the possession of exotic pets. According to the ASPCA, these regulations vary immensely from one state to another state and can estimate from to tal sanctions to merely demanding a license.Internationally, the Settlement on the Global Trade in Endangered Species of Plants and Wildlife standardizes the import and export of vanishing species. In a somewhat different disposition, animal benefit establishments like the human society of the United States have established assemblies like the Species Survival Network to endorse wildlife fortification and educate communities about the endangerments of wild pet ownership. Though, despite these legislations and a humanitarian purpose, the exotic pet trade is still a thriving industry.

Louis MacNeice’s and Thom Gun’s poems Essay

Louis MacNeice’s and Thom Gun’s poems use the first voice to look at birth through babies’ eyes. They help us see that babies, unborn or newborn, are living but powerless beings. They can think and feel but cannot make decisions or changes in their lives. MacNeice’s piece is burdened with desperate pleas from the womb for a chance to live while Gunn’s poem takes on a lighter tone towards a newborn’s protest to leaving the comfortable and familiar womb. Written in the form of a prayer, the â€Å"Prayer Before Birth† addresses God as its audience but the poet’s intention is really to decry the horrors of abortion to the reader. The poem takes on a troubled tone of one who is facing death sentence. The effects of its tone are made stronger through the use of the first person in the impotent unborn baby to dramatize the fact that it is alive and not given a choice for its life. Each stanza repeats the fact that it has yet live. This set the reader into the speaker’s deepest burden as it reveals its concerns. The poem also uses images associated with pains and fears the speaker faces to communicate its tone of deep depression. The first stanza shows us a child’s nightmare of â€Å"bat†, â€Å"rat† and â€Å"ghoul†; followed by equipment of torture such as â€Å"walls†, â€Å"racks† and â€Å"drugs†; then criminal acts of â€Å"treason† and â€Å"murder†; men in authority as in â€Å"old men†, â€Å"bureaucrats† and â€Å"man†¦who thinks he is God† and finally the vivid description of the brutal act and the detachment of the speaker from its source of humanity. All these depressive images are interrupted only in the third stanza, with a sense of longing and in warmer tone, to experience life from childhood (being â€Å"dandle†) to death (being guided by â€Å"a white light†). It brings images of nature and life and all that we take for granted. Even the poem’s structure supports the tone. The long sentences and heavy-sounding words (â€Å"dragoon†, â€Å"dissipate† and â€Å"bloodsucking†) communicate a heavily laden heart. The poem moves slowly with increasing length at each stanza and that tells of a deepening sense of hopelessness. The sixth stanza is very short as if to communicate the end of the hope. The last stanza’s lines shorten with each subsequent plea as if to signify the shortening time  left. The poet chooses words that support the deeply burdened tone and evoke the reader’s emotional response. This is especially so when an innocent unborn has been subjected various agents of abortion in the form of creatures of the night (â€Å"bat†, â€Å"rat† and â€Å"ghoul†), equipment of torture (â€Å"walls†, â€Å"racks† and â€Å"blood-baths†), criminal acts (â€Å"treasons† and â€Å"murder†) and unloving human (â€Å"lovers†, â€Å"beggars† and â€Å"bureaucrats†). They communicate uncaring, cold and relentless in achieving their ends without regard to the subject. Many rarely used heavy-sounding and multi-syllabus words add to the ominous mood as they â€Å"dragoon†, â€Å"dissipate† and â€Å"engendered† the speaker. And then the word â€Å"thistledown† also helps add the finality of the act as we picture the foetus as unattached weed just go directionless and lifeless (â€Å"hither and thither†) to be [spilled] like water into the drain. The use of the word â€Å"me† gives a picture of helplessness to be subjected to other people’s direction (â€Å"think me†, â€Å"beyond me†, â€Å"live me†, â€Å"curse me†, â€Å"lecture me† and â€Å"hector me†). The sum effect of the dramatic play of words is designed to create the dark, troubled mood of one facing death sentence and to draw a response from the reader. On the other hand, Gunn also uses the first voice but he gives the protesting baby a less intense tone. His intention is to explain the baby’s first cry and he thinks that it is from its reluctance to leave an environment of security and warmth for a strange and cold world. The poem carries an angry tone of complains (â€Å"Things were different inside†)and warm tone of memories (â€Å"The perfect comfort of her inside†). Like the previous poem, the effect of its tone is made stronger through the use of the first person who shares its experience first hand. Yet unlike the first poem, the tone it carries is not as overwhelming as to evoke a respond from the reader for it hints that it is only temporal (â€Å"I may forget†¦Ã¢â‚¬ ). Gunn’s poem also uses images but those of contrasting scenes to communicate its objection to the changes. One can hear the warm and longing tone as the baby thinks of the snug and secure â€Å"jolly and padded† and â€Å"[the] perfect comfort of her inside†. Otherwise, the poem moves in exasperation as it compares the â€Å"warm and wet and black† womb with a â€Å"rain of blood† and the discomfort of the â€Å"lighted† outside world, the exposed and spacious â€Å"rustling bed† and the changes that comes when â€Å"all time roars†. Like MacNeice’s poem, it also communicates a helpless baby in the midst of the situation it cannot change as it lies â€Å"raging, small, and red†. And it may continue to rage till it forgets for it has no choice to the matter of whether it wants to be born. Gunn’s poem is designed to support the tone of protest through its fast-paced, easy-to-read rhythm and rhyme and its short and even sentences. These, as compared with â€Å"Prayer before birth†, give the effect of a less forceful albeit angry tone. Its pace slow down a little in the last two stanzas (with longer vowels — â€Å"sleep†, â€Å"soon†, â€Å"womb† and â€Å"room†) as the child gets tired and slips into dreams of the familiar surrounding again. The poem keeps the lighter tone and moves with ease through informal and conversational language. Many of the words chosen in this poem refers to tangible objects as in â€Å"womb†, â€Å"bed† and â€Å"room†. The tone is also supported by choosing single-syllabi action words like â€Å"fall†, â€Å"ride†, â€Å"tuck† and â€Å"lie†. All those action words imply how quickly everything happens between birth and the baby’s sleep. Many words also indicate the drastic differences the baby has to endure at birth e.g. from â€Å"private† to a shared environment; from the â€Å"warm and wet and black† womb to a â€Å"lighted† room; and from â€Å"padded and jolly† to â€Å"rustling†. All these imply changes the baby needs to adjust to. But they are all temporal shock and the protest will not last even though the newborn may fight it†¦ â€Å"But I won’t forget that I regret†. And eve ntually, all that is left of the memory of the womb may exist only in the baby’s dream. Both poems revolve around the subject birth and give thought to life. The main difference is that MacNeice’s poem is meant to evoke a response or perhaps provoke the reader to action while Gunn’s poem only wants to share a response of a baby at birth.

Operational Management Discussion Assignment Example | Topics and Well Written Essays - 250 words

Operational Management Discussion - Assignment Example Scheduling has also been enhanced through the functions of various programmable information systems. What is more, there has been the creation of the new concept of user-based scheduling whereby it is possible to make scheduling arrangements that fits the needs of different customers. Before, it was common that service users would be piled up in waiting for their turns to receive service. This has however become a thing of the past. With the current healthcare dynamic, there has also been an all-new and important concept about location, commonly referred to as virtual location. Virtual location refers to a situation whereby service users are able to receive services and care without the service provider being there in person. This has been done on the wings of the technology of multimedia communication such as video calling. Without an iota of doubt, the current healthcare dynamic has been a positive development that has helped service providers within the various stakeholder bases t o be more effective and efficient. However, such effectiveness and efficiency will not happen to anybody but only to those who put their houses in place to embrace the changes (Meredith and Shafer,

Multiculturalism Has Corrosive Effects on Society Assignment

Multiculturalism Has Corrosive Effects on Society - Assignment Example Blurred Boundaries† (ALBA, 2005). Alba talks about the existence of bright and blurred boundaries that separate ethnic groups from the mainstream society. For example, the Muslim Turks in Germany may be seen as a group with bright, clearly defined boundaries that distinguish them from the non-Muslim European. The religion, the culture, the dress, the language of one group all are seen as clearly different from that of the other. An individual can be a member of one group at one time, which suggests a clear lack of assimilation. On the other hand, Alba gives the examples of Mexicans in the US, who are also immigrants but their social distinction is classified by blurred boundaries. He writes, â€Å"This could mean that individuals are seen as simultaneously members of the groups on both sides of the boundary or that sometimes they appear to be members of one and at other times members of the other†. This implies that the differences between the immigrants and the host nat ion are not as clearly defined as was in the case of the Muslim Turks. Even so, the exclusion of the Mexican immigrants from mainstream American society does exist, mainly because, even after generations of living in America, they are not essentially American. This mindset leads to the creation of factions that weaken a society, preventing it from seeing itself as a whole. Multiculturalism, especially when backed by state ideologies, corrodes a society since it in effect supports a policy that encourages people to see themselves as separate from the whole, leading them towards extremist ideologies in a desperate urge to belong. Multiculturalism then becomes a... The researcher states that the establishment of relations, that are based on trust and care that is a feature of small communities is absent in the multicultural river of the modern day metropolis. Moreover, there is a clear lack of belonging amongst such multicultural centers, where each cultural group has a unique identity of its own, but fails to associate itself to the greater identity of the city they are living in. Although multiculturalism may promote a healthy exchange of knowledge and ideas, however, it corrodes the very foundation of a society since it creates factions, leads people to extremism and is the cause of nonexistent interpersonal ties amongst fellow community members. Multiculturalism, especially when backed by ideologies, corrodes a society since it in effect supports a policy that encourages people to see themselves as separate from the whole, leading them towards extremist ideologies in a desperate urge to belong. Multiculturalism then becomes a program aimed towards â€Å"giving recognition to ethno-religious groups†. A society characterized by multiculturalism is also dominated by weak interpersonal relations, where fellow community members live and interact as little more than strangers, which weakens the social ties upon which all societies are based. The researcher then concluds that multiculturalism corrodes the individual as well as the society by giving no one their due share of belonging and acceptance within the society, and promoting feelings of mistrust among members of the same community.

Argument Essay Example | Topics and Well Written Essays - 500 words - 2

Argument - Essay Example Some four years ago a relative of my aunt’s was diagnosed with breast cancer. She was only fifteen years old and there was no family history of cancer yet when asked for the cause of the disease the doctors said that high exposure to DDT was the cause of cancer. In Africa (where they lived) DDT was frequently used to counter Malaria and the same chemical is an integral component of many of the pesticides used on agricultural fields, which later forms a part of our food chain either through the vegetables we eat or through the red or white meat we consume. The concentration of DDT by the time it reaches the bloodstream of human beings reaches very high levels compared to its concentration in plants or animals. Consequently, the adverse effects of DDT in human beings can cause diseases such as cancer. As is the case of genetically modified food, people do not raise the issue of the usage of concentrated levels of pesticides because they themselves are not aware of the potential dangers associated with the use and exposure to such chemicals. In a documentary aired on BBC, which I saw a few years back a farmer was being interviewed and asked as to why he wore no protective mask while spraying the fields with pesticide and his reply was that he felt no need to do so. Just as Carson pointed out, this shows us how little awareness exists amongst the primary stakeholders who are most vulnerable to the detrimental effects of these chemicals. Moreover, when asked as to why he used pesticides he clarified that they were cheap and thus killed the pests. My friend who is studying Agricultural Engineering in India also hardly knows the potential threats which pesticides can cause to the environment. The justification provided by Carson for the excessive need to use of pesticides as being nothing but a farce is something I only partially agree with because the scenario of surplus food production is prevalent in

History of Exxon Essay Example | Topics and Well Written Essays - 250 words

History of Exxon - Essay Example The Standard Oil Company in 1899 became the holding company for all corporations listed under the trust, but was order by the U.S. Supreme Court in 1911 to separate from 33 American subsidiaries. In 1972, Standard Oil Company (New Jersey) changed its name to Exxon Corporation with other subsidiaries and affiliates, including Humble also adopting the name Exxon. Exxon had established itself in every phase of oil industry before merging with Mobil Company in 1999. Exxon dealt in oil transport via pipelines and also owns a largest fleet of tankers in relation to its peers. Exxon Mobil Corporation comes second after BP as the world largest integrated oil firm. The company runs oil and gas discovery, production, haulage as well as marketing in over 200 countries around the world (ExxonMobil, n.d). The company is also a major player in manufacturing of petrochemicals (Rienstra, Linsley & Beaumont Chamber of Commerce, 2003). In 2014 quarter 4, Exxon Mobil recorded a higher decrease in total revenue year on year by -22.22 percent, which was faster compared with its competitors’ overall decrease of -16.91 over the same period. Exxon Mobil also recorded a net margin of 7.64 percent, thus achieving higher profitability compared to its competitors, including Royal Dutch Shell, BP, and Chevron (CSIMarket,

Enterprise risk management Literature review Example | Topics and Well Written Essays - 3000 words

Enterprise risk management - Literature review Example ERM involves taking a proactive view of the entire business or organisation rather than looking at risk as simply a matter of special project overview to identify threats. It goes far beyond the typical SWOT analysis that looks at different weaknesses and threats and recognises the whole of the business as a functional unit that is inter-connected whereby multitudes of risk possibilities exist. This literature review describes what constitutes enterprise risk management, its major components and also provides an identification of how an ERM programme can be designed into virtually any industry. 2. Defining a stable ERM programme Enterprise risk management is defined as: â€Å"The discipline by which an organisation in any industry assesses, controls, exploits, finances, and monitors risks from all sources for the purpose of increasing the organisation’s short- and long-term value to its stakeholders† (casact.org, 2003, p.8). What makes ERM different from typical risk ma nagement programmes is that it recognises strategic imperatives, thus making it an ongoing part of strategic analysis often dictated by executive leadership and Board governance. Generally, risk management programmes are short-term objectives associated with special project teams, thereby somewhat ignoring the long-term prospects of risk mitigation in multiple areas of the business. Kimmel & Anderson (2010) identify five specific elements of an ERM system to include: 1. Linking risk management to the organisation’s strategy, values and culture – This definition insists that enterprise risk management is linked to the operational and human capital components of the organisation and is tied directly to organisational structure and design. 2. Providing management with a comprehensive and repeatable knowledge base so as to understand how to identify and assess potential risk factors. 3. Assignment of specific roles and responsibilities tied to governance for ERM. 4. The ab ility to provide higher valued knowledge so that managers can make better operational and financial business decisions. 5. Providing risk-related knowledge so that auditing and monitoring is an ongoing part of the programme design. Most organisations that utilise ERM systems recognise four categories of objectives in order to assist organisations in meeting long- and short-term strategic goals. These include, as offered by Moore (2010): 1. Strategic imperatives – These are high-level goals that help align the organisation to its overall mission and value proposition. 2. Operational components – Helping to achieve efficient and effective use of resources organisation-wide, such as marketing, production and accounting (as relevant examples). 3. Reporting – Reporting aspects include financial figures and overall business strengths as related to stakeholders and shareholders. 4. Compliance – Laws and regulatory compliance such as Sarbanes Oxley and other labo ur-related laws that drive business structure and operations. These four objectives are part of the COSO model that is widely used in most organisations that have developed an ERM system, one of the most common models of ERM available. It is a comprehensive tool for identifying and managing risk factors (Moore, 2010). Enterprise risk management is beneficial to the business as it creates a teamwork

Economic Indicators Paper Essay Example | Topics and Well Written Essays - 1250 words

Economic Indicators Paper - Essay Example forms at a level below full employment then monetary and fiscal policy renders a positive impact by increasing employment rather than simply causing inflation or directing the resources towards inefficient use in order to create jobs. Th paper studies the automobile industry with the help of the six economic indicators – real GDP, Unemployment rate, Inflation rate measured by the Consumer Price Index (CPI), Auto Sales, Foreign Exchange Rate and Oil and Fuel Prices. The study focusses essentially on the inflation rate which in turn affects the other indicators as well as the industry and a whole. Real GDP: This is the measure of the total output produced during a specific time period within a certain territory. This is measured at constant prices in order to adjust for the inflation rate. This helps in estimaitng the size of the economy with ajdustment in prices and inflation rates. Unemployment rate: We consider the status of unemployment for a particular individual when he or she is eager to work but is without work. The percentage of the potential labor force who are unemployment is estimated as the unemployment rate. Unemployment is often related to the recessionary phase of an economy or a business cycle. As production falls during recession, in order to cut he cost, labour is retrenched and a sudden unemployment might arise. Inflation rate: This refers to the rate of increase in a certain price index. Usually Consumer Price Index is used to reflect inflation. This is defined as the percentage change in price. level over a certain time period. Conversely, inflation rate is also the decrease in purchasing power of money. With increase in prices purchasing power falls, money supply in the economy rises while the supply or production falls. The automobile industry played an important role in the 1920s when the US economy grew at an accelerated rate creating more and more jobs and income. In the late 1980s, with the increase in competition with the foreign

Youth Justice Sytem Essay Example | Topics and Well Written Essays - 2000 words

Youth Justice Sytem - Essay Example Surely the aberrant youths cannot be prosecuted the same way as adults as there is a different degree of criminality. The young criminal is always considered as a troubled youth whose parents, the church, the state and its institutions must partake of the blame. He is deemed as a victim of circumstances, of the weakening and destruction of the family and the family values, of fads such as drug use, cults, gangs and even heavy metal music as well as a product of violence in the newspapers, TV and the cinema. On the other hand, youth crimes cannot just be handled with kid gloves or reacted to by a mere slap of the wrist as these are potent symptoms of the debilitation of the moral fabric of society and thus, the weakening of the bonds that hold tight the dam that preserves society. Surely, if youthful criminals are detained for a while and released prematurely to society, they will be back to wreak more and deadlier havoc. At first, most societies dealt with youth crime control by subscribing to the environmental theory of crime which believes that youthful crimes are caused by external and environmental factors that are mostly beyond the control of the youthful offender. When this proved to be a failure, most societies shifted to the classical theory of crime which holds that the individual's crime is a result of his exercise of his free will and thus he must be deterred from commission 2 of crimes by severe punishment (Olivo et al 52). Today, UK has decided to meet halfway and has come up with a legislation called Youth Criminal Justice Act 2003, which holds that the youthful offender must be punished but he must undergo rehabilitation, pre-emptive intervention, education and a host of other services like the concept of restorative justice offered by the Youth Justice System (Stephenson xvii). The above was triggered by the UN Convention on the Rights of the Child of which UK is a signatory. In 1990, UK has agreed to accede to the UN provision respecting "special protection measures covering the rights of children in the juvenile justice system" and the provision granting to each child offender the right to "family environment and family care" as well as the "right not to be subjected to torture" (UN Convention on the Rights of the Child). The UN Riyadh Guidelines 1990 also provided for early intervention which is a shared responsibility between state and the parents. Concomitant to the provisions of the Youth Justice System was the establishment of Youth Justice Board (YJB) by the Crime and Disorder Act 1998. Its role is to oversee and provide leadership for the improvement of the performance of the youth justice system (Smith 83). Its main responsibility is to prevent the commission of offenses by young persons (Ghate 1). Other responsibilities are the securing of facilities for the juvenile offenders, the development of models of restorative justice and the development of parenting programmes (Smith 86). The Act declared that its main objective is the reinforcement of the responsibilities of parents to exercise control over their offsprings.

Impact of Technology on the Work-Life Balance Essay Example for Free

Impact of Technology on the Work-Life Balance Essay Technology has done a lot for human beings. Without the development in technology it is possible that the pyramids would never have been built and neither would we be able to communicate with each other from remote places all over the world. Some say that these technological advances such as the internet and cellular phones are a boon on society and humankind yet there are also those detractors who say that it is has not simplified life in so much as it has complicated matters. While we enjoy everything that technology has to offer, it cannot be argued that there are times that we are more inconvenienced by it. There are times when one would rather turn his or her cellular phone off so that they can relax more and take it easy. There are also times when they wish they had battery power on their technological devices so that they can work more or accomplish more. The problem it seems is that as technology becomes more advanced and incorporates itself more in the daily lives of people it becomes more difficult to escape from it. The biggest difficulty nowadays is actually turning that piece of technology off without fearing that doing so will leave a person uninformed or make him feel so isolated and left out of this world which is moving at a very rapid pace. It is commonplace to see a person check his computer (either desktop or laptop) every few minutes or so just to make sure that they read the email as soon as it comes in. People bring their work with them almost everywhere they go these days. Work is no longer limited to the confines of a cubicle or an office but can now be performed virtually anywhere thanks to the technological advances that have enabled the invention of portable workstations such as blackberries, laptops and cellular phones. The introduction of teleconferencing has made travel to meetings all but obsolete and the push for more digital convergence has made it possible for people to work from their homes. The proper characterization of this phenomenon is not increasing worker productivity, as it is claimed, but rather invasion of privacy. There is no longer any place that is safe from the summons from work or the orders of a superior. Virtually every place on this planet allows people to perform work at any time and from any location. This means that since the day has still remained at 24 hours, unless scientists have found a way to alter that, and the more that time is devoted to work, the less time on that 24 hour clock is left for privacy and relaxation. Even certain studies have shown that the work hours have dramatically increased from the levels that it was at previously. More and more people put in longer hours with each technological breakthrough that is introduced. It has been argued that this is a good thing because people make more money and more money means happier people. While there is no arguing the fact that more money does make people happy, in general, the devices that have been invented to allow the generation of higher incomes has also reduced the time left to spend that hard earned money. The extra income that is generated by these devices now seems so meaningless and useless since it cannot be spent due to the lack of time to do so. Another problem is also the cost of worker burn out. While productivity is theoretically increased per worker, the added stress and workload that is given per worker leads to a faster deterioration of the human resource and means that in the long run the potential productivity gains are actually nullified by the deterioration of human capital. All of these time saving devices which claim to increase productivity were invented for a simple reason, to decrease work time. They were not really invented to free time up for other work but were envisioned to allow a person to do more with less. We should learn to keep it that way, be happy with doing more with less and do not fret about doing more with more.

The Modernist Theater’s Departure from the Romantic Theater Essay Example for Free

The Modernist Theater’s Departure from the Romantic Theater Essay From the early theater of the Greeks to Broadway, theater had definitely evolved to one of the most accepted and highly communicated form of art. After all, everything is subject to change, the world of theater is no exception. The theater that we know today had undergone heavy changes. In those stages of changes, it had seemed that just after a type of theater has been accepted by the public, another type of theater will arise. It also seems that the following type of theater intentionally digresses from its predecessor just like in the case of the shift from theater of the Romantic period to the Modernist Theater. Much of the theater that our generation experiences (this type of theater can be categorized as post-modern) owes much from Modernist Theater. With that taken into account, Modern theater also owes much from its forerunner Romantic Theater even though Modern Theater intentionally defies the convention set by the theater of the Romantic period. To start off, we will have a brief background of the kind of theater in the Romantic period. The Romantic period followed after period Neoclassical had receded. Perhaps the best and concise way of theater of the Romantic period could be described is with the name of probably one greatest playwright that had ever written, William Shakespeare. He is considered as an immortal in the world of literature simply because his works are still the most popular of plays even if it has been generations since he had wrought it. Other famous playwrights during this time are Johann Wolfgang von Goethe, Friedrich Schiller, and Victor Hugo among many others. They plays of William Shakespeare and his fellow playwrights during the Romantic period are usually written in poetic language. This poetic language could also be called as â€Å"elevated language† that is seemingly too complicated to be used in conversations of our generation. The plays during this time were mostly plot driven. The theater of the Romantic period is often criticized as appealing more to the emotion and not to the intellect. It is also a convention that the characters of the plays were of noble status in the society. The plays were designed to be long that they could run for several long acts. Moreover, one their theater many practices is having the audiences distributed within the theater according to the amount that they had paid. (Kermode 2005) All of those conventions and practices were intentionally defied by the Modernist Theater. The language that they used is prosaic, imitating the way people normally speak in casual conversations. The plays are also centering on the characters themselves rather than the plot. Modernist Theater also gave way to the rise of one-act plays that would run for just minutes as opposed to hours in Romantic plays. The plays of Modernist Theater is appealing more to the intellect rather than the emotion, thus they can be called intelligent plays. The seats for the audience are fashioned in such way that there will be no marginalization of the poor and the rich. That is because Modernists wanted to have what they call a â€Å"classless† theater. Aside from the direct deviations from the Romantic Theater, Modernists also gave way for revolutions in the theater world. They had formulated plots that can be considered contemporary so the audience could relate more to the play. Modernists Theater also gave way to a new kind of conflict for plays that they call as â€Å"inner conflict. † (Wainscott 1997) All in all, the Modernist Theater had surfaced because (just like how the Romantic period had replaced the Neoclassical period) the context of theater in general is changed through time. The times are changing and so are the demands of the new audience. Modernist Theater had defied the theater of the Romantic period not because the former has no respect to the latter. It just because some things are not fitting anymore, and the new generations requires changes. Reference Kermode, F. 2005. The Age of Shakespeare. Random House Publishing Group: Ontario Wainscott, R. H. 1997. The Emergence of the Modern American Theater, 1914-1929. Yale University Press

The Learner Centered Approach

The Learner Centered Approach Since ancient times, a drive towards an ideal learning process has been the subject of study for psychologists, philosophers and educators. This investigative research has put forward various modern methodologies used in classroom. Through this quest, the pedagogical practices have moved from a teacher centered approach to the more engaging learner centered approach, whereby learners are regarded as stakeholders in their learning process. They are expected to be active participants and responsible decision makers in the teaching -learning dynamics. The learner centered approach promotes the idea that students should have greater input into what they learn and how they learn it. This is expected to make learning more valuable and relevant to the learners. More importantly, it is expected to make learners autonomous. However, there is no real learners autonomy because every decision regarding the design of the curriculum to the selection of activities chosen is hand-picked by the teach er (Lynch, 2010). Learners Autonomy The concatenation towards a learner-centered approach has resulted in the concept of learners autonomy. Learners are considered autonomous when they are self-directed and take responsibility of their own learning. The main proponent of learners autonomy, Holec (as cited in Thanasoulas, 2000) defines it as the ability to take charge of ones learning (n.p). For the learner to be proactive and self initiator of his learning, he needs to be imbibed by certain characteristics. Autonomous learners are insightful of their individual learning preferences in terms of styles and strategies. They are self activated participants in the learning process. They are risk takers and resort to the use of target language in the learning process. They incorporate intelligent guesswork in learning. They emphasize accuracy as well as appropriacy; and therefore give simultaneous attention to form and content. They analyze and negotiate rules to reject inapplicable hypotheses and proceed through the target language by placing it into a separate reference system. They are extroverts and have a forward looking and tolerant approach to target language learning. (Thanasoulas, 2000) Theoretical Underpinnings Learners autonomy and learner-centered approach take their foundational principles from the educational philosophy of constructivism. Constructivism advocates that learners must individually discover and transform complex information if they are to make it their own (Slavin, 2010). According to Candy (as cited in Thanasoulas, 2000) constructivism leads directly to the proposition that knowledge cannot be taught but only learned (n.p). The chief premise of constructivism is that learners learn by doing through personalizing and internalizing the subject matter. In this way, learning is seen as subjective and learners are seen as the chief architects of their learning (Lynch, 2010). Constructivism was shaped by the works of Piaget, Vygotsky and Dewey among others. Both Piaget and Vygotsky argue that cognitive change takes place only when previous conceptions go through a process of disequilibration in light of new information. Piaget believes in giving problems to learners that encourage them to manipulate concrete objects. In such a problem based learning, learners build upon their prior assumptions and arrive at solutions to the problems (Henson, 2003). Vygotskys social constructivism introduced the concept of cooperative learning whereby he concludes that knowledge can not be constructed in isolation and therefore, needs learners to cooperate among themselves to work towards knowledge construction (Henson, 2003). Taking the idea further, Deweys view of learner-centered education embraced the idea that education should be both problem-based and fun. Each experience should leave the learner motivated and the solving of each problem must lead to new, related questions about the topic (Henson, 2003). Dewey advocated letting learners experience their learning first hand to enable them to value their learning as subjective and relevant to them (Lynch, 2010). Dewey also stressed upon the idea of confluent or collateral learning, which emphasizes the involvement of learners emotions or affective aspect in how they learn. This marks the shift of focus from the cognitive aspect only which deals with how the mind actually functions, how it processes information or is affected by each individuals perceptions (Reid, 1987) to the affective factor that takes into consideration the emotional filter within a learner as well. The idea comes from the acknowledgement that every learner is distinct in mental and emotional makeup, interests and goals, learning pace, learning style, talent, feeling of efficacy and frames of reference. To make the learning process independent, efficient and effective for the learner, these factors must be considered worthy of attention when designing learning activities (Henson, 2003). Similarly, the learner on his part needs to be aware of his LS based on his mental and emotional system to be able to become an autonomous learner. This marks a departure from the uniformity of practice in institutions where learners are taken as a whole without regard for their diversity. Researchers now agree that it is futile to search for the single best way to achieve a broad educational outcome, in large part because learners do not fit a single mould (Guild, 2011). Learning Styles Their Classifications In Accounting for Learning Styles (2009) Dunn and Griggs define LS as, The way students begin to concentrate on, process, internalize, and remember new and difficult academic information. (p. 1). Dunn and Dunn define learning styles as A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience (Tabanlioglu, 2003). Various learning styles have been proposed by various researchers. Myers -Briggs type indicator. One such classification is by Myers -Briggs (1943) who developed their Personality Type Indicator for studying how people function according to their attitude towards life. It later came to be used in education, since personality type is an indicator of how one learns (Cohen, 2006). In their polar opposite sets of four personality types, there is dichotomous pairing of introverts and extroverts. Introverts are solitude driven and introspective, while extroverts are social and externally inclined. Introverts deal with abstract concepts while extroverts are action oriented (Cohen, 2008). Sensing personality type prefer literal and chronological presentation of information. They rely on the use of five senses in how they learn (Cohen, 2008). Conversely, intuitors predominantly use the sixth sense to work through problems (Din, 2006). They are more interested in the possibilities, implications and interconnectedness of ideas and facts (Cohen, 2008). Within the pair of thinking vs feeling, the thinking learners make decisions objectively without letting an interference of emotions (Din, 2006). On the contrary, feeling learners decisions are guided by their subjective and personally held values (Cohen, 2008). Finally, there is the dichotomy between judging and perceiving. Judging learners are driven by planning and meeting deadlines (Cohen, 2008). Self-directed as they are, judging learners take a careful analysis of things before initiating a task, but take ownership of their decisions Perceptive learners are more spontaneous and adaptive, but do not value deadlines. They like to modify tasks to make them flexible for themselves (Din, 2006). Dunn Dunns LS model. In Accounting for Learning Styles (2009) Dunn Dunns model is explained, in which learners are characterized according to their strengths. Individual instructional preferences arise out of an awareness of those strengths. Developed in 1967, this model judges learners according to how they react to 21 elements arranged within five broad categories, namely; environmental, emotional, sociological, physiological and psychological. Learners have different preferences in each category, based upon which their performance can vary. Felder and Silverman LS model. In 1987, Felder created an assessment model, better known as the Felder and Silverman model, to study the learning preferences of learners. Based upon this assessment, they categorized learners into four dichotomous pairs. According to them, learners can be grouped as active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Active learners activate themselves to acquire new information. Such learners prefer discussion and application of knowledge within group work. Reflectors, on the other hand, prefer to interact individually with the information. Reflective processing involves examining and manipulating the information introspectively (Felder Solomon, 2012). Sensors tend to be concrete and methodical, whereas intuitors are abstract and imaginative. Sensing and intuitive learners prefer discovery based learning, in which they like exploring possibilities and relationships. They like solving problems, but sensors like experimentation, while intuitors prefer to deal with underlying concepts. Sensors like surprises, while intuitors prefer innovation and repetition bores them. Both are practical, but intuitors are faster in grasping details (Felder Solomon, 2012). As the name suggests, visual learners learn best through visualizing content. On the contrary, verbal learners learn through words. Hence, information is processed more effectively and efficiently when presented visually for visual learners and verbally for verbal learners (Felder Solomon, 2012). Sequential learners are more methodical and linear in their approach to learning. They connect newly acquired information to previously known information and proceed in logical steps of knowledge construction. On the other hand, global learners tend to absorb content in fragments, without arranging it in their minds. They solve problems but find it hard to explain how they arrived at the conclusion (Felder Solomon, 2012). Gregorcs mind styles. Gregorc (1985) developed a mind styles inventory that categorizes learners in four patterns of learning. Concrete sequential learners learn through logical sequencing and factual arrangement of information (Putintseva, 2006). They rely on structured learning and practicality and look to find clear answers without any abstraction (Din, 2009). Abstract random learners are more harmonious with abstract, conceptual thinking and work well in groups. Their learning comes from personalizing knowledge. They prefer a sensitive and flexible environment with broad instructions and are not open to critical feedback. On the other hand, abstract sequential learners are more analytical and like to work alone. Decision making and eventual application of ideas comes much after analysis in a challenging environment. They find it hard to follow too many rules and regulations within a task (Putintseva, 2006). Their approach is theoretical and analytical (Din, 2009). The concrete ra ndom learners are independent and creative (Din, 2009). These learners take risks and use their intuitive abilities in solving problems. They are competitive and believe in a trial and error approach to solve problems without any formal restrictions and limitations (Putintseva, 2006). Kolbs experiential learning cycle LS model. The most important classification of LS comes from David Kolb (1984), who based his model on the experiential learning theory. The model thrives on the concept of learners practical experiences forming the backbone of learning. Kolb (as cited in Din, 2009) defines experiential learning as, The process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses. It is the process through which individuals become themselves (p.49). Kolbs work on experiential learning has its roots in the work of Dewey, Lewin and Piaget. Dewey argues that learners uniqueness as a result of their prior experiences should be acknowledged in their learning process. Dewey (as cited in Din, 2009) refers to learning from, through and to the experience (p.68). He proposes the process of concrete experience, observation and reflection, formation of abstract concepts and generalization, and testing implications of concepts in new situation (Din, 2009). Kurt Lewin, organizes elements within his model in the sequence of apprehension concrete experience, observation and reflection, abstract concepts and generalization and testing implementations of concepts (Din, 2009). Piaget propounds that learners acts of intelligence are biologically time tabled. The concept of cognitive structure is central to his theory, which explains how experiences shape intelligence. He elaborates this through four developmental stages in a learner, namely, the sensory motor stage, preoperational stage, concrete operational stage, and formal operational stage. Sensory motor is a self-centered stage from birth to two years of age. This is followed by the cognitive intuitive stage called the preoperational stage. This lasts from three to seven years of age followed by the concrete operational stage up to twelve years of age. In this stage, logical approach is developed in learners. In the formal operational stage, learners develop higher order skills and think deeply to conserve knowledge (Din, 2009). Kolb (as cited in Din, 2009) defines learning through experiential cycle as, The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (p.50). He represents four stages in his famous experiential learning circle. This cyclical experiential learning model is learner focused and emphasizes the process of learning instead of the outcome (Din, 2009). Kolb believes concrete experience as the most likely point of initiation within this cycle of learning. Concrete experience advocates the underlying idea of learning through experiencing acquisition in a situational context. Next stage is reflective observation where the learner detaches himself from active engagement and takes an objective stock of the process and its outcome. Abstract conceptualization is a deeper, theoretical analysis of ideas. It is the intellectual processing of knowledge. Active experimentation is the eventual outcome of this cycle where the learner is expected to make use of the refined knowledge acquired and understood through the three step process and to be able to use it in novel situations. This is the stage that tests the understanding of the learner through application (Mobbs, n.d). Learning occurs when the dimensions in Kolbs experiential learning cycle are used in combination. Based upon these combinations, Kolb identifies learners as divergers, assimilators, convergers and accommodators. Divergers use a combination of concrete experience and reflective observation (Din, 2009). They are sensitive and have the ability to look at situations from different perspectives. They are imaginative, emotionally driven and receptive to feedback. Their understanding is shaped by their feelings and observations (Putintseva, 2006).They get their name from the fact that they learn well in situations that require them to generate broad range of ideas (Seca Santiago, 2003) The assimilators prefer a more logical approach in which conceptual understanding is of prime importance. They combine the use of abstract conceptualization reflective observation (Din, 2009). They do not grasp information holistically, but arrange it in logical, mental constructs. (Putintseva, 2006). They judge ideas for their theoretical value and not for their practicality (Seca Santiago, 2003). The combination of abstract conceptualization and active experimentation gives birth to converging style of learning (Din, 2009). The covergers get their name from the fact that their learning is optimized when they have to converge at one answer to a problem. Convergers learn through a problem solving approach and find solutions to problems. They engage with technicalities and are sound decision makers. Polar opposite of the divergers, learners with a converging style experiment with new ideas and to work with practical applications. On the other hand, accommodators rely on intuition and have an experiential approach to learning. They are attracted to new challenges and experiences. However, their experiential approach is more discovery based and the result of intuition rather than logical thinking. (Putintseva, 2006). Honey Mumfords LS model. Although Felder and Silverman model and Gregorcs mind styles came soon after Kolbs model and seem evidently inspired by it, no other model is as similar to Kolbs model as Honey and Mumfords LS classification. Honey and Mumford (1986) have based their LS classification on Kolbs Experiential Learning Model and admit that there are far more similarities between the two than differences. Honey and Mumford (1986) developed their inventory of four learning styles, namely Activist Reflector, Theorist and Pragmatist. Activists are experience driven and their enthusiasm pushes them to take immediate risks. Their learning comes from actively engaging in the experience. They tend to act first and consider the consequences of their actions later. Reflectors take a cautious approach and ponder analytically over ideas and experiences (Seca Santiago, 2003). They listen and observe to master the issue and do not participate till they have done so. Being assimilating learners, their learning is enhanced in situations that allow them to reflect and then make decisions (Din, 2009). Theorists are objective learners who take stock of an idea, information or experience and try to mould them into their own theoretical models. They are deep thinkers and try to relate concepts and ideas. For them sound organization of knowledge matters the most (Din, 2009). Their rational approach leads them to analyze and synthesize information (Seca Santiago, 2003) Finally, learning is fruitful to pragmatists only if they can feel its practical utility in their life outside the classroom. They are not merely concerned with the practicality of an experience, but are equally interested in its impact. This is what makes them open and receptive to constructive feedback. They fossilize newly learnt information through immediate application (Din, 2009). Their decision making is based on practicality of an idea (Seca Santiago, 2003). Apart from Honey Mumfords own admission of generating their learning styles from Kolbs model, other theorists and researchers have also studied and related the two. Seca and Santiago (2003) found significant correlation between Honey and Mumfords reflector and Kolbs reflective observation, Honey and Mumfords pragmatist and Kolbs active experimentation and Honey and Mumfords theorist and Kolbs abstract conceptualization. Based upon the fact that Kolbs learning styles emerge out of a combination of traits within his experiential cycle, a stage wise break up of Kolbs learning cycle that generate relationship between Kolbs LS and Honey and Mumfords LS is shown. Relationship between Kolbs and Honey Mumfords Learning Styles Stage in Kolbs Experiential Learning Cycle Dimensions in Kolbs Experiential Learning Cycle Kolbs Learning Styles Honey Mumfords Learning Styles Stage 1 Concrete Experience Accomodating Activist Stage 2 Reflective Observation Diverging Reflector Stage 3 Abstract Conceptualization Assimilating Theorist Stage 4 Active Experimentation Converging Pragmatist Language Learning Strategies Their Classifications On the other hand, learners use language learning strategies either consciously or unconsciously in processing new information to grasp, understand and retain concepts. Wenden and Rubin (as cited in Hismanoglu, 2000) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information (n.p). Meyer (as cited in Clouston, 1997) defines LLS as behaviours of a learner that are intended to influence how the learner processes information (n.p). Cohen (as cited in Shabani and Sarem, n.d) defines LLS as the conscious thoughts and behaviors used by learners with explicit goal of improving their knowledge of a target language (p.3). One of the most widely accepted definition comes from Oxford (as cited in Zare, 2012) who looks at LLS as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situatio ns (p. 164). In view of the definitions above, LLS can be understood as individual ways of processing information that aid comprehension, learning or retention of the information. Most of the work on LLS took place in the 80s and 90s. When it comes to classifying LLS, many taxonomies exist. However, a chronological review of the four most widely known classifications is discussed. O Malleys classification of LLS. O Malley (1985) divides language learning strategies into three main subcategories, namely, metacognitive strategies, cognitive strategies and socioaffective strategies. Metacognitive strategies are related to the planning of the task before initiation, self monitoring of the process and post task analysis. Cognitive strategies require the learner to be more directly and actively involved in the manipulation of the learning material. It includes note-taking, translating, contexualizing and inferencing to acquire knowledge. Socioaffective strategies involve social engagement for the sake of transaction of information to learn (Hismanoglu, 2000). Rubins classification of LLS. Rubins (1987) came up with a distinction between direct and indirect strategies, later refined by Oxford. His classification includes learning strategies, communication strategies, and social strategies, which are thought to contribute directly or indirectly to the learning process. Learning strategies branch out into cognitive learning strategies and metacognitive learning strategies. These strategies look to manipulate the material through direct analysis and/or synthesis. It can include techniques such as clarification, inductive inferencing, deductive reasoning, practice, memorization or monitoring. Communication strategies, on the other hand, aid in bridging the gap in communication that may lead to a communication break down. It can be used for clarification, asking questions and to remain a part of the conversation while learning (Zare, 2012). Oxfords classification of LLS. The most comprehensive classification of LLS to date comes from Oxford (1990), who has refined and structured her predecessors work by making a taxonomy based on six sub-classifications within two broad categories. Direct LLS are divided into memory, cognitive and compensation strategies, while indirect LLS include metacognitive, affective and social strategies. Oxford (as cited in Zare, 2012) clarifies the difference between the two as, all direct strategies require mental processing of the language while all indirect strategies provide indirect support for language learning (p. 165). Within direct strategies, memory strategies enable learners to learn and retrieve information in an orderly string as through acronyms, while other techniques create learning and retrieval through images, as in creating a mental picture, or through sounds, such as rhyming, or a combination of both, as using keywords to remember and retain the information. There can be use of other stimuli like mechanically, through flashcards or by using location, such as on a page or board or through body movements, as through total physical response. The second type of direct strategies are the cognitive strategies. Cognitive strategies enable the learner to use such methods as reasoning, analysis, note-taking, summarizing, synthesizing, reorganizing information to create knowledge structures, and practicing structures and sounds formally to manipulate the language material in direct ways. They are meant to create structures for input and output. Compensation strategies, the third type of direct strategies, employ tactics such as guessing, using synonyms and fillers or using gestures to help make up for gaps within communicative knowledge. They are more in use for averting language break down and not strictly language learning strategies. Among the indirect strategies, metacognitive strategies indirectly manipulate learning by the use of identifying ones own learning style preferences and planning accordingly. It includes gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, managing the learning process. Affective strategies, the second type of indirect strategies, are strategies to exert control over ones level of anxiety, mood, feelings, reception of material and the learning process. They are meant to control learners attitude while they engage with their learning. Finally, the third type of indirect strategies known as social strategies, are related to the inevitable need for communication with others within a task. They help the learner move forward in an informed way by asking questions for clarification or verification. Moreover, they can ask for help and while doing so, unconsciously assimilate the target cultural norms (Oxford, 2003). Sterns classification of LLS. Stern (1992) grouped LLS into five classes: management and planning strategies, cognitive strategies, communicative-experiential strategies, interpersonal strategies and affective strategies. Management and planning strategies are associated with empowering the learners to control their own learning. The learners can committ themselves to language learning; set themselves reasonable goals; select an appropriate methodology, choose relevant resources, and monitor progress. Moreover, they need to evaluate and match their level of achievement with the determined goals and expectations. Cognitive strategies refer to procedures and activities which learners use for improvement in their learning and retaining ability. They also enable learners to solve problems, especially those actions which learners use with specific classroom tasks. When using cognitive strategies, the learners can guess, clarify, verify, practice, memorize or monitor their learning. To avoid interruption within the communicative interaction, learners use techniques such as circumlocution, gesturing, paraphrasing, asking for repetition and explanation. These techniques form part of the strategies known as communicative strategies. Interpersonal strategies monitor learners development and progress. Familiarity with target culture is achieved through the use of these strategies, without which language acquisition remains incomplete. Affective strategies have an inevitable role in language learning. Feeling of unfamiliarity with a foreign language can lead to varying emotions, attitude and motivation within learners. To remain emotionally focused and motivated can be achieved through the use of affective strategies (Zare, 2012). Language Learning Strategies Used at the Graduate Level Learners at the graduate level have their own characteristics. They are willing to explore their preferred way of learning more out of a demand for autonomy that arises due to a shift in their role as they make a transition from school to college than a conscientious effort to know their LS and use of LLS. A research carried out by Gujjar, Naoreen and Aslam (2010) studied the LLS used by graduate learners in formal and non-formal education systems in Pakistan. Based on Oxfords taxonomy of LLS, the findings of their study indicated that there was no significant difference in learners from both systems in their use of direct strategies. They indicated a similar trend in their use of memory, cognitive and compensation strategies. In terms of indirect strategies, formal learners used more social strategies in language learning. However, no significant difference was found between the students from formal and non-formal systems of education on the use of meta-cognitive and affective strat egies of language learning (Gujjar et al, 2010). Relationship Between Learning Styles Language Learning Strategies: A Review of Previous Researches When left on their own and if not explicitly encouraged by the teacher to use a certain set of strategies, students typically use learning strategies that reflect their basic learning styles (Oxford, 2003). This asserts the opinion by many educationists that LLS do not operate by themselves, but are tied to the learners underlying natural tendency to learn in a particular way known as LS. It is interesting to note that many learners selection and employment of LLS is random and unconscious. To be able to optimize efficiency in learning, learners need to be familiar with their LS to know which strategies are most appropriate to their LS and to the task at hand, since a relationship is considered to exist between the learners LS and their choice of LLS. However, whereas there are significant researches in the area of studying the relationship between LS or LLS and certain variables, such as demographic factors, not much work is present in studying the relationship between learners LS and LLS. Ehrman and Oxford (1989) conducted a study regarding overall personality type as measured by Myers-Briggs Type indicator (MBTI). It was found that extroverts indicated a significantly greater use of affective strategies and visualization strategies than the introverts. However, introverts were reported to use more frequent manipulation of strategies requiring communication of meaning. Compared to sensing learners, intuitive learners used more affective, formal model building, functional practice and searching for and communicating meaning strategies. Feeling-type learners, as compared to thinkers, displayed greater use of general study strategies. Perceivers made use of more strategies for searching for and communicating meaning than the judgers, who demonstrated more frequent use of general study strategies than did perceivers (Tabanlioglu, 2003). Ehrman and Oxford (1990) studied the relationship between LS and LLS through semi-structured interviews. They used MBTI-G (Myers and McCaulley, 1985) for learning styles and the Strategy Inventory for Language Learning (SILL) for preferred LLS. The results showed that the preferred LLS for each pair of LS were in an appropriately matched distribution. It could be safely concluded that LS may significantly influence their choices of LLS (Shi, 2011) Another research concerned with the relationship between LS and LLS conducted by Jie Li and Xiaoqing Qin (2006) in Chinese tertiary level learners used the Chinese version of MBTI-G and a questionnaire on the use of LLS adapted from OMalley and Chamots classification. Both quantitative and qualitative analysis of the data revealed that LS have a significant influence on learners selection of LLS. Moreover, it also investigated the influence of

Blindness and Sight - Irony and Lack of Vision in Oedipus the King :: Oedipus the King Oedipus Rex

The Irony of Blindness in Oedipus The King    Is there a single definition of what it is "to see"? I can see the table, I can see your point, I see the real you, I don't see what you're saying. Sometimes the blind can "see" more than the sighted. During a scary movie or a horrific event, people may cover their eyes, choosing not to see the truth. As human beings, we often become entrenched in the material world, becoming oblivious to and unable to see the most apparent truths. Oedipus, the main character in Sophocles' play Oedipus Rex, could not see the truth, but the blind man, Teiresias, "saw" it plainly. Sophocles uses blindness as a motif in the play Oedipus Rex. Oedipus, known for his intelligence, is ignorant and therefore blind to the truth about himself and his past. Yet, when Teiresias exposes the truth he is shunned. It is left to Oedipus to overcome his "blindness," realize the truth, and accept fate. Oedipus, "who bear the famous name," fled his home of Corinth in fear of fulfilling the prophecy that he would kill his father and marry his mother. During his flight, he Oedipus kills a caravan of presumed low-class travelers. Oedipus comes into Thebes a stranger and hero who solved the riddle of the sphinx. Believing that he is blessed with great luck, Oedipus marries the recently widowed Iokaste and becomes King of Thebes. After many years, a plague vexes the city and Kreon, brother of Iokaste, comes to Oedipus with news from the oracle. He states that the plague will be lifted when the murder of Laios is avenged. Oedipus claims that he sees and understands the terrible fate of Thebes and vows to find the murderer. Since the criminal is said to still be in Thebes, Oedipus believes that a man of his intelligence should have no difficulty in finding the perpetrator. When Oedipus is confronted by Teiresias with truth, perhaps it is Oedipus' own hubris, which blinds him to the unthink able truth. Unwillingly, Teiresias the blind seer provides Oedipus with the hurtful truth. Although before the truth is announced, Oedipus describes Teiresias as a "seer: student of mysteries." Oedipus looks to Teiresias for help in finding the murderer of the former king. He is trusted and respected by everyone in the city as evidenced by his introduction as "the holy prophet In whom, alone of all men, truth was born.

Economics, Scarcity, and Choice :: Economics

Economics, Scarcity, and Choice Economics: is the study of choice under conditions of scarcity Scarcity: a situation in which the amount of something available is insufficient to satisfy the desire for it. - time and purchasing power are scarce As individual’s, we face a scarcity of time and spending power. Given more of either, we could have more of the goods and services that we desire. Resources: the land, labor, and capital that are used to produce goods and services - scarce labor – the time human beings spend producing goods and services capital – long lasting tools used in producing goods and services physical capital: buildings, machinery, equipment human capital: skills and training workers possess land – the physical space on which production occurs, and the natural resources that come with it As a society, our resources, land, labor, and capital, are insufficient to produce all the goods and services we might desire. In other words, society faces a scarcity of resources. Raw material – not long lasting tool Ex. Chalk What to produce? How much to produce? How to produce it? The World of Economics Microeconomics: the study of the behavior of individual households, firms, and governments; the Choices they make; and their interaction in specific markets What happens to the cost of movie tickets over the next five years? How many jobs will open up in the fast-food industry? Macroeconomics: the study of the economy as a whole Lumps all goods and services together and looks at the economy’s total output. Positive economics: the study of what is, of how the economy works (deals with the facts) Ex. If we lower income tax rates in the U.S. next year, will the economy grow faster? If so, by how much? What effect will it have on total employment? Normative economics: the study of what should be; it is used to make value judgments, identify Problems, and prescribe solutions. Normative analysis is based on positive analysis. Why Study Economics 1. To understand the world better - understand global and cataclysmic events such as wars, famines, epidemics - understand local problems; ex. Worsening traffic conditions in the city - tell us how many skilled therapists, ministers are available to help us 2. To gain self-confidence - when you master economics, you gain a sense of mastery over the world, and thus over your own life 3. To achieve social change - make the world a better place

Volcanoes and Climate Change Essay -- Geology Global Warming

Missing Graphics Volcanoes and Climate Change Introduction: Since the beginning of time, volcanoes have been wreaking havoc on the world, as we know it. Yet in the more recent times, there has been a great amount of debate regarding the effect of volcanic eruptions on world climate change. In this report, the effects of these volcanoes will be explored, particularly in regards to cooling and the depletion of the ozone. Table of Contents: Introduction General Information on Volcanoes Effect of Volcanoes on Cooling Effect of Volcanoes on Ozone Depletion Specific Volcanic Eruptions and their Effects Debate over Connection between Volcanoes and Global Climate Change Works Cited General Information on Volcanoes: Volcanoes arise when magma, liquid rock within the earth, reaches the surface. Volcanoes then erupt because of their bouyancy and gas pressure. On account of this buoyancy, the hot liquid magma rises toward the surface through the more dense rock. Gas pressure from within the magma also exerts a force on the surrounding rock. This cracks the rock, located above the magma, and then moves into the crack. This process is repeated over and over again until the magma reaches the surface. There are a few different types of volcanoes, and each erupts a bit differently. Shield volcanoes usually produce a fountain of molten lava that reaches high into the air, anywhere from 10 to 500 meters. In some eruptions, though, there is little fountaining; in these the lava just flows slowly away from the vent. There are also more explosive volcanic eruptions in which the gas pressure builds until it is extremely high and the viscuous lava can no longer stand i... ...because these volcanoes are located in different areas of the world or because El Nino occured during the year of the eruption of El Chichon. All of these evidences are still being compiled and scrutinized in order to verify the true relation between volcanic eruptions and climate change. Works Cited: Angell, James. "Stratospheric Warming Following Volcanic Eruptions." http://capita.wustl.edu "The Effects of Volcanic Eruptions on Earth's Climate." http://www.geo.mtu.edu Garrett, Chris. "Global Cooling." http://tiger.chm.bris.ac.uk Mattox, Steve. "How are volcanoes born and what makes them erupt?" http://volcano.und.nodak.edu "NASA Facts." http://www.nasa.gov Rowland, Scott. "What happens when a volcano erupts?" http://volcano.und.nodak.edu "The Science of Climate Change: The Aerosol Effect." http://www.panda.org/resources/publications

Macbeth. Progression of a Tragic Hero

Kevin Durran Ms. Bural ENG3U1-02 November 27, 2011 Macbeth, the Progression of a Tragic Hero â€Å"In tragedy people are tested by great suffering and must face decisions of ultimate consequence. Some meet the challenge with deeds of despicable cruelty, while others demonstrate their ability to confront and surpass adversity, winning our admiration and proving the greatness of human potential† (Aristotle). The character Macbeth is an archetypal paragon in Shakespearean literature; he truly embodies the title of the tragic hero.The aspects that lead to the Protagonist’s downfall are countless; three major factors contribute to his progression to the tragic hero. The first being the prophecies from the witches, Lady Macbeth’s malicious influence that disoriented his counsel and lastly his ambition to achieve greatness by becoming King. Curiosity and tragedy have gone hand in hand throughout history; the aphorism â€Å"Curiosity killed the cat† can be personi fied through Macbeth’s demise as his curiosity is remedied by the witch’s prophecies.The witch’s vague foretelling only lead Macbeth to curiosity, by stating the two titles he does not have â€Å"All hail, Macbeth, hail to thee, Thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter! † (I, III, 49-50) inciting Macbeth’s confusion to be solved from the counsel of his wife. While each prophecy is said his level of curiosity increases. Another example of Macbeth’s curiosity is shown through his hallucinations as he goes forth with the murder of Duncan, â€Å"Is this a dagger which I see before me, The handle toward my hand?Come let me clutch thee†¦ a dagger of the mind, a false creation†¦ Hear not my steps, which way they walk, for fear† (2, I, 41-42, 46, 65). The quote projects . Macbeth tends to format his ideal future by using false prophecies which in turn rid him of his worries and concerns for these prophecies p rophesised that he will stay king. To assuage Macbeth’s curiosity he wanted the prophecies to make him what he wanted to hear. The definition of Emasculation is to make a man less of a man through verbal influence; such examples of this are shown from the character Lady Macbeth, who contributes to Macbeth’s downfall.Lady Macbeth has shown countless times why she is such a large factor to Macbeth’s demise; she is portrayed as a manipulative prick. By ultimately forcing Macbeth to go along and murder Duncan she introduces him to the beginning of his tragedy, because of her planning out the murder she ultimately distorts his judgement. After the shaky Macbeth assassinated his dear king, the audience will notice a change in character as regret as a noble Macbeth turns into a depressed and confused King.Duncan’s murder was just the beginning, to maintain his authority and reign over Scotland he continued to kill because murder at the time seemed to ensure his title. Lady Macbeth is considered a large factor in the progression of Macbeth an honourable nobleman to the tragic hero; she relayed the concept of murder to him initiating his fulfillment of his deep dark desires. Macbeth’s ambition is minor factor in his progression towards him being the tragic hero. His ambition alone was never such a striving force, Lady Macbeth’s emasculation magnified/provoked thoughts of Duncan’s murder.His ambition was never so great that he would actually assassinate his king but the medleys of the prophecies which added to his level of curiosity awakened his dormant aspirations. The emasculation he received from his wife added to his ambitions, as almost he was challenged to murder the king, this shows a great example of his fall from loyalty to the tragic hero. With these new factors adding to his ambition, greed, lust, violence combines to a malicious power hungry tyrant. â€Å"Tragedy occurs when noble or great persons are led, th rough pride or a secret flaw in their personalities, to suffering that changes their fortune.The tragic hero must begin in a high position and end in death or some sort of degraded role†. The whole play inevitably showed character change, of not only Macbeth but others around him influence by the acts he committed. His ambition, emasculation, the witch’s prophecies and excessive ambition lead to his demise. The character Macbeth is an archetypal paragon in Shakespearean literature; he truly embodies the title of the tragic hero. Quotes: EMASCULATION: Macbeth says of his wife: â€Å"undaunted mettle should compose/ Nothing but males. † (I, vii, 73-74).He notices his wife's unnatural, unwomanly strength and ambition, and he feels that only men should have such power. Lady Macbeth says: â€Å"†¦ unsex me here,/ And fill me, from the crown to the toe, top-full/ Of direst cruelty† (I, v, 41-44). She is calling for the strength to cast away the guilt of the crime, and she realizes she needs to suppress all femininity in order to pull through. She also says: â€Å"make thick my blood,/ stop up the access and passage to remorse. â€Å"(I, v, 43-44). and: â€Å"Come to my woman's breasts,/ And take my milk for gall, you murdering ministers. (I, vii, 47-48). She needs to suppress her femininity to chalk up the strength to conquer her conscience. Curiosity: act 1 scene 2 All hail, Macbeth! hail to thee, thane of Glamis! |   |   50| Second Witch  | All hail, Macbeth, hail to thee, thane of Cawdor! |   | Third Witch  . â€Å"Beware Macduff, Beware the Thane of Fife! † and â€Å"The power of man, for none of woman born/Shall harm Macbeth† and then finally â€Å"Macbeth shall never vanquished be, until/ Great Birnam Wood to high Dunsinaine Hill/ Shall come against him. Read more:  http://wiki. answers. com/Q/What_was_the_three_witches_prophecy_to_Macbeth#ixzz1eg86iOxiAMIBTION| All hail, Macbeth, thou shalt be king hereafter! | | Quote #1BANQUO [†¦] My noble partner You greet with present grace and great prediction Of noble having and of royal hope, That he seems rapt withal. To me you speak not. If you can look into the seeds of time, And say which grain will grow and which will not, Speak then to me, who neither beg nor fear Your favors nor your hate. (1. 3. 2)|After hearing the witches predict that Macbeth will be Thane of Cawdor and King of Scotland, Banquo notes that his friend is â€Å"rapt withal,† suggesting that Macbeth is consumed or entranced by the prophecy. Banquo is eager to hear what the witches have in store for him and we can see that Banquo is ambitious – he's pleased as punch when he learns his heirs will be kings (even though he will never wear the crown). Yet, Banquo  never  takes drastic measures to gain power for himself or his heirs, which makes him a foil to Macbeth who, eventually, will stop at nothing to secure his power.Macbeth's tragic flaw is excessive ambition; ambition by itself is not a bad thing. But Macbeth's ambition gets the best of him, and he begins to feel â€Å"bulletproof† — no man born of woman can kill him and he will come to ruin when Birnam Wood doth come to high Dunsinane Hill. How can a man NOT be born of woman? And how can a wood move? But Macbeth's undoing comes when he allows Fleance to escape. He returns with the army disguised as trees that move toward Dunsinane and Macduff was â€Å"untim'ly ripped from his mother's womb. † Fleance's escape is the beginning of his undoing. Quote #2MACBETHMy thought, whose murder yet is but fantastical, Shakes so my single state of man that function Is smother'd in surmise, and nothing is But what is not. (1. 3. 9)| After the weird sisters predict that Macbeth will be king, his thoughts turn to â€Å"murder,† which the sisters have said  nothingabout. Could it be that the witches' prophesy awakens within Macbeth a murderous ambition that was there all along? Quote #3MACBETH [Aside] The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires.The eye wink at the hand; yet let that be Which the eye fears, when it is done, to see. (1. 4. 4)| By the time Malcolm is proclaimed Prince of Cumberland and heir to the throne of Scotland, Macbeth is willing to push all morality aside. He knows that killing Duncan in order to become king is wrong, which is why he says it's necessary to hide his â€Å"black and deep† desires. Here, ambition is portrayed as something dark and ugly. 33  Ã‚  Ã‚  Is this a dagger which I see before me, 34  Ã‚  Ã‚  The handle toward my hand? Come, let me clutch thee. 35  Ã‚  Ã‚  I have thee not, and yet I see thee still. 36  Ã‚  Ã‚  Art thou not, fatal vision, sensible 7  Ã‚  Ã‚  To feeling as to sight? or art thou but 38  Ã‚  Ã‚  A dagger of the mind, a false c reation, 39  Ã‚  Ã‚  Proceeding from the heat-oppressed brain? > ACT 2, SCENE 1, LINE 33-39 Hear not my steps, which way they walk, for fear 58  Ã‚  Ã‚  Thy very stones prate of my whereabout, 59  Ã‚  Ã‚  And take the present horror from the time, 60  Ã‚  Ã‚  Which now suits with it. Whiles I threat, he lives:     61  Ã‚  Ã‚  Words to the heat of deeds too cold breath gives. (Is this a dagger which I see before me, The handle toward my hand? Come let me clutch thee†¦ a dagger of the mind, a false creation†¦ Hear not my steps, which way they walk, for fear) 33-34, 38, 57)

Reading Comprehension Essay

Introduction The main objective of this study is to know the common problems of students in reading comprehension specifically the Grade 7 section A students of San Roque National High School. Reading comprehension is one of the problems faced by learners nowadays. Goodman defined reading as â€Å" a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text† (Goodman, 1998). In a classroom setting, reading is one of the effective ways for learners to catch up with the lesson at ease. But in some cases, students find difficulties in the reading process and cause them to understand a certain text. Anderson and Freebody (1981, 1983) stated that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. Therefore, this is also the fact that makes the students of San Roque National High School (Grade 7) find difficulties in reading comprehension. Walker (1946) stated that â€Å"reading is an active process in which reader shift between sources of information (what they know and what the text says). The means of interpreting the text and responding to what they have read will be the factior also of the common problems in reading comprehension of San Roque National High School. The coginitive ability in reading comprehension contributes to the factors which may help the students to overcome the problem of reading comprehension of Grade 7 students in San Roque National High School. Statement of the Problem Specifically it sought to find answers to the following questions: 1. What are the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a.Gender b. Age c. Family Income 2. What are the causes of reading comprehension difficulties of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income 3. This study will help the researchers to determine the ways to overcome the ways to ovcrcome the difficulties of reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income Basic Assumptions 1. This study will help the researchers to determine the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. 2. This study will help the researchers to determine causes of difficulties in reading comprehension of Grade 7 section Astudents of San Roque National High School according to gender, age and family income. 3. This study will help the researches to determine the ways to overcome the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. Significance of the Study The writers believe that the result of this study will be of great importance to the persons involved in the field of education such as: The Students. This research will help the students be aware of their problems in reading and find solutions. The Teachers. This research will guide the teachers on how to help their students understand their reading problems and provide them solutions. The Future Researchers. This will serve as a source of information and reference on the related field of their studies. Scope and Delimitation of the Study. This study is concerned on the common problems in reading comprehension of Grade 7 students in San Roque National High School, academic year 2013-2014. Grade 7 section A. Definition of Terms Difficulty. The quality or state of being difficult. Reading Comprehension. Understanding what is being read. Comprehension. The art of understanding. Family Income. The amount of such gain received in a period of time of a family. Economic Status. The condition of the person in relation to consumptions of goods and services. Receptive Psycholinguistic Process. Process wherein the actor uses strategies to create meaning from text. Vocabulary. all the words used by or known to a particular person or group, or contained in a language as a whole. Interpreting. to establish or explain the meaning or significance of something. Responding. to act or do something in reaction to something else. Cognitive ability. relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. ENDNOTES Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature Reading comprehension is the capacity to identify and understand meanings communicated by the text. Once an individual understand the different letters that create words, and they can use their knowledge to identify words and then comprehend a message that a compilation of words will make. Walker (1946) explained that reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, and check their interpretation and use of the social context to focus their response. Wardhaugh (1974) seems to agree that reading is an active, productive, and cognitive activity. He also pointed that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) said that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. In connection with the idea of Anderson (1981) and Freebody (1983), Hirsh and Nation (1992) and Laufer (1989) also stated that in order to gather greater vocabulary knowledge, reacting with the use of L2 (second language) should be acquired, Villa (2002) suggested that the student must be provided with basic skills in the use of the language as a tool for learning and for communicative competencies in business, science and technology. Related Studies Reviews of studies in the area of problems in reading comprehension revealed that researchers in this area concentrated on: (a) the â€Å"simple review† of reading, (b) strategy of using standardized test in reading accuracy, (c) causes of poor reading comprehension. Hoover and Gough’s analysis (1990) centered on the â€Å"simple review† of reading. Reading comprehension comprises two sets of skills, those concerned with decoding linguistic comprehension are necessary and neither skill on its own is sufficient if successful reading comprehension is to follow. Nation and Snowling’s study (1998) found that poor comprehenders read nonwords as quickly as control children. This experimental finding is confirmed by observations that poor comprehenders perform at age-appropriate levels on standardized tests of nonword reading accuracy. Nation and colleagues have used the strategy of matching poor comprehenders to control children on nonword reading. Another study conducted by Perfetti (1985) found that poor comprehension is a consequence of inadequate processing, lack of knowledge, or some combination of both processing and knowledge-based weaknesses. Synthesis-of-the-state of the Art The synthesis-of-the-state of the art presents the differences and similarities of the previous and the present studies. The present and previous studies have differences in the area of provlems in reading comprehension that the researchers studied. The study of Perfetti (1985) focused on the causes of poor reading comprehension. The study of Nation and Snowling (1998) focused on poor comprehenders on nonword reading. And Hoover and Gough’s analysis (1990) focused on the reading skills. Almost all studies identified the problems encountered by the respondents, the most prevalent one was the problem in reading comprehension. Walker (1946), Wardhaugh (1974), Anderson (1981), Freebody (1983) and Villa (2002) studies focused more on the contribution of reading comprehension to the individuals. Walker (1946) explained that reading is an active process that was agreed by Wardhaugh (1974) and said that reading is an activity, specifically, productive and cognitive activity and that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) focused on the vocabulary knowledge that makes an important contribution to reading comprehension that was seconded by Hirsh and Nation 1992 and Laufer (1989) that in order to gather vocabulary knowledge, the use of L2 as a second language should be required. While Villa (2002) that students must be provided with basic skills in the use of language as a tool for learning and for common competencies in business, science and technology. It may be observed that in the discussion of the studies stated above, in reading comprehension the thinking capabilities of students are a great factor in conducting the study. Theoretical Framework G identifies three main theories of reading comprehension. These theories are: Based on the schema theory, depending on how extensive their â€Å"files† become, their degree of reading comprehension may vary. Schema is the organized knowledge that is already has about people, places, things, and events. Each schema is â€Å"filed† in an individual compartment and stored there. In attempting to comprehend reading materials, students can relate this new information to the existing information they have compartmentalized in their minds, adding it to these â€Å"files† for future use. The mental modes can be thought of as a mind movie created in one’s head, based on the reading context. This model is reconstructed or updated to reflect the new circumstances as the situation changes, but the items important to the main character are kept in the foreground. The proposition theory involves the reader constructing a main idea or macrostructure as they process the text. These main ideas are organized in a hierarchical fashion with the most important things given the highest priority to be memorized. Conceptual Framework The conceptual framework is based on the systems approach, which shows the interplay of the four major elements such as the Input, Output and Feedback. Input is made up of the profile of the 30 students of Grade 7 in San Roque National High School who serve as the respondents of this study in terms of age, genders, family income and the common problems in reading comprehension of the respondents. Process is the distribution and retrieval of survey questionnaire, analysis and interpretation of data. Output is the determining of the problems in reading comprehension of Grade 7 students in San Roque National High School. Feedback is the response and goal of the research which determine the common problems in reading comprehension of Grade 7 students in San Roque National High School. FEEDBACK ENDNOTES Chapter 3 METHODOLOGY Research Design The researchers used the descriptive method in analyzing and revealing the common problems in reading comprehension. The causes of reading comprehension difficulties and the ways to overcome the difficulties in reading comprehension of Grade 7-Ruby student in San Roque National High School S. Y. 2013-2014. The Subject The respondents of this study were the Grade 7-Ruby students of San Roque National High School. The Research Instruments The researchers used a questionnaire to determine and collect accurate information that identify the common problems in reading comprehension of Grade 7-Ruby students of San Roque National High School, and the possible ways to overcome the difficulty. Data Gathering Procedure Survey questionnaire was given twice to the students for the dry run and finalization. The data’s and information from the survey questionnaire will be used in the summary of the study. Statistical Treatment of Data To facilitate the analysis, interpretation and the presentation of data, the appropriate statistical tools were chosen and applied. In this study, frequency, percentage distribution and ranking were used. Below is the formula used in computing the percentage. P(%) = f/n x 100 Wherein: P = unknown f = frequency n = ENDNOTES CHAPTER 4. COMMON PROBLEMS IN READING COMPREHENSION OF GRADE 7 SECTION RUBY STUDENTS IN SAN ROQUE NATIONAL HIGH SCHOOL This chapter dealt with the presentation, analysis and interpretation of data gathered through the use of a survey questionnaire. The discussion and analysis of data are focused on the common problems in Reading Comprehension according to Gender, Age and Family income, causes of the problem, the ways to overcome the problems and same with the profile of the respondents. The respondents of this study were the Grade 7 section Ruby students. The coverage of the study was extended to thirty-five respondents. I. Profile of the Respondents This part described the profile of the respondents in terms of Age, Gender and Family Income. Table 1. 1 Age of the Respondents Age Frequency Percentage % Rank 12 17 49 1 13 16 46 2 14 1 2. 5 3 15 0 0 – 16 0 0 – 17 1 2. 5 3 Total 35 100% Table 1. 1 shows the age of the respondents and range from twelve to seventeen years old. It could be noted from the table that 17 out of 35 respondents or 49% belong to the age twelve, ranked first; 16 or 46% belong to age thirteen, ranked second;1 or 5% belong to age fourteen and seventeen, ranked third. It is implied that most of the students belong to the age bracket of 12 years old. Table 1. 2 Gender of the Respondents Gender Frequency Percentage Rank Male 14 40% 2 Female 21 60% 1 Total 35 100% Table 1. 2 shows the gender of the respondents. It could be noted from the table that 40% belong to male respondents and 60% belong to the female. It is implied that most of the students are females. Table 1. 3 Monthly Family Income of the Respondents Monthly Income Frequency Percentage % Rank 500-5000 Php 12 34. 4 % 2 5000-15 000 Php 17 48. 6 % 1 15 000-25 000 Php 4 11. 4 % 3. 25 000-30 000 Php 2 5. 7% 4 Total 35 100 % Table 1. 3 shows the monthly family income of the respondents ranging from the starting amount of 500. 00 Php (Five Hundred Pesos) to 30 000. 00 Php (Thirty Thousand Pesos). It could be noted from the table that 34. 3 % belong to the respondents who’s family’s income ranges from 5000-15 000 Php ranking to the 1st place; 34. 3% belong to the respondents who’s family’s income ranges from 500-5000 Php; ranking the 2nd place, 11. 4 belong to the respondents who’s familys’s income ranges from 15 000-25 000 Php; ranking the 3rd place; and 5. 7 belongs to the respondents family’s income ranges from 25 000-30 000; ranking 4th place. It is implied that majority of the respondents belong to 5000-15 000 Php monthly family income. II. Difficulties in Reading Comprehension a. Age Table 1. 4 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 2 5. 71% 16 45. 71% 16 45. 71% 1 2. 9% Difficulties in understanding unfamiliar words 2 5. 71% 19 54. 29% 11 31. 4% 3 8. 6% Difficulties in finding reading materials 2 5. 71% 9 45. 71% 21 60% 3 8. 6% Total 5. 7% 41. 9% 45. 7% 6. 7% Table 1. 4 shows the age of the respondents according to their difficulties in reading comprehension. It could be noted from the table that 5. 7% of the respondents say that understanding sentences is the most difficult; 5. 7 % says that it is more difficult another 45. 71% of the respondents says that it is less difficult and 2. 9% says that it is least difficult. b. Gender Table 1. 5 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 7 20% 4 11. 4% 21 60% 3 8. 6% Difficulties in understanding unfamiliar words 2 5. 71% 20 57. 1% 10 28. 6% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 7 20% 18 51. 4% 7 20% Total 11. 4% 29. 5% 46. 7% 12. 4% c. Family Income Table 1. 6 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 3 8. 6% 9 25. 7% 19 54. 3% 4 11. 4% Difficulties in understanding unfamiliar words 8 22. 9% 11 31. 4% 13 37. 1% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 12 34. 3% 15 42. 9% 5 14. 3% Total 13. 4% 30. 5% 44. 8% 11. 4% III. Causes of Reading Comprehension Difficulties a. Age Table 1. 7 Causes 12 13 14 15 16 17 f % f % f % f % f % f % a. Lack of reading materials 4 23. 5% 6 37. 5% 1 100% 0 0 0 0 0 11. 4% b. Cannot afford to buy reading materials 9 52. 9% 11 68. 8% 0 0% 0 0 0 0 0 8. 6% c. No time for reading 9 52. 9% 3 18. 8% 0 0% 0 0 0 0 0 14. 3% d. no interest in reading 3 17. 6% 3 18. 8% 1 100% 0 0 0 0 0 e. Exposure to computers rather than books 3 17. 6% 4 25% 0 0 0 0 0 0 0 f. visual impairment 1 11. 8% 4 25% 0 0 0 0 0 0 0 g. spend more time in watching T. V. 14 82. 4% 13 81. 3% 0 0 0 0 0 0 1 25% Total 17 37% 16 39. 3% 1 28. 6 0 0 0 0 Table 1. 7 shows the age bracket of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that the respondents who are 12 years old says that spending more time in watching television is the number 1 cause of their reading comprehension difficulties with 82. 4 %. For the respondents age 13 with 81. 3% says that spending more time watching television is the number 1 cause of their reading comprehension difficulties. 100% from their age of 17 stated that spending more time in watching television is the cause of their reading comprehension difficulties. None of the respondents are aligned in the age 15-16 years old. b. Gender Table 1. 8 MALE CAUSES f % Rank a. Lack of reading materials 5 35. 7 3rd b. Cannot afford to buy reading materials 7 50 2nd c. No time for reading 5 35. 7 3rd d. no interest in reading 5 35. 7 3rd e. Exposure to computers rather than books 3 21. 4 4th f. visual impairment 0 0 g. spend more time in watching T. V. 11 78. 6 1st Total 36 36. 7 FEMALE CAUSES f % Rank a. Lack of reading materials 6 28. 6 4th b. Cannot afford to buy reading materials 11 52. 4 2nd c. No time for reading 9 42. 9 3rd d. no interest in reading 3 14. 3 6th e. Exposure to computers rather than books 4 19. 0 5th f. visual impairment. 6 28. 6 4th g. spend more time in watching T. V. 17 8. 0 1st Total 21 38. 1 Table 1. 8 shows the gender of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that 78. 6% of males says that spending more time is watching the females says that spending more time in watching television is the cause of their reading comprehension difficulty. It is implied that females are more close to the addressed on that cause in reading comprehension difficulty which is spending more time in watching television. c. Family Income Table 1. 9.