Organizations that fail to plan are planning to fail Essay

Characteristics of at-Risk Students (Aed201)

School Program for At-Risk Students In the United States numerous understudies face numerous issues or horrendous conditions in their lives at home, school and in life when all is said in done. These issues and conditions can influence understudies colossally with regards to homework or scholarly achievement. Numerous schools across the nation have set up projects or help to enable these understudies to prevail in spite of the issue or condition being confronted. Not all understudies may experience an issue or condition, however some experience numerous issues. The sorts of issues and conditions incorporate evolving families, destitution, savagery, maltreatment of liquor as well as medications, self destruction, and youngster misuse (Axia College, 2005). These are not kidding issues that numerous understudies face in today’s world, which can truly influence scholarly achievement. Understudies who face at least one of these issues is supposed to be â€Å"at-risk† for scholarly disappointment (Axia College, 2005). The qualities of understudies put in danger are a low SES, downtown, male, transient, minority, non-local English speaker, and separated from families (Axia College, 2005). The main way a school, region, or state can take care of the in danger understudies is to help the requirements of these understudies however much as could be expected. Numerous schools, areas, and states have set up uncommon projects for in danger understudies, including anything from afterschool projects to lodging help. Generally the projects help one of the qualities of in danger understudies to help these understudies for their specific issue. The Phillipsburg school locale of New Jersey has taken the issue of in danger understudies intensely by setting up an afterschool program to help understudies confronting the issue of low SES (financial status). Understudies who originate from a low SES family face gives that meddle with scholastic achievement, for example, low pay families, absence of parental contribution, low introduction to class related encounters, etc (Axia College, 2005). The Phillipsburg school locale has joined a program called Youth Center to help the understudies who face these difficulties. The Youth Center program is offered to all understudies, regardless of whether from low SES or high SES families. When school closes, the understudies can board a free transport that transports them legitimately to the Phillipsburg school area youth focus. The adolescent community contains a rec center, field, homerooms, guides, aides, and whatever else required for the program. Understudies are offered coaching administrations, schoolwork help, regulated diversion, administered instructive exercises, and volunteer chances (Wyant, 2010). This program is for nothing out of pocket and is offered after school of each entire day of school. Understudies show up following school to the young place and are permitted to remain there until 6pm. The Youth Center program ought to be seen as a model and gainful program to all. This program is commendable in light of the fact that it offers numerous choices for understudies and guardians also. The latchkey understudies have a spot to go as opposed to sitting at home alone trusting that a parent will show up. The wide scope of exercises offered is excellent in light of the fact that it draws in a wide range of kinds of understudies to take part. Offering the program at no expense and no cost transportation is likewise excellent and advantageous on the grounds that these understudies commonly originate from low salary families that could always be unable to manage the cost of such a program somewhere else. The advantages of the program go past giving the understudies a spot to go gratis. The scholastic advantage of this program is commendable in light of the fact that the understudies have the entrance to guides and schoolwork assistants. Understudies who have gone to this program for one year indicated an improvement in school by seventy five percent, which is generally excellent (Wyant, 2010). Since the program was built up in the Phillipsburg school locale, the scholarly accomplishment test scores have risen consciously. Guaranteeing the young community program arrives at all focused on understudies and meet the students’ needs is urgent for this school area. All understudies and guardians know about the presence of this program and are frequently urged to join. The measurements have indicated how understudies scholastically progress in the wake of joining the program, which is appealing to different understudies found in a similar circumstance. The school area is in any event, considering a development to the program by adding instructors to help students’ enthusiastic necessities (Wyant, 2010). Numerous schools, areas, and states are doing everything conceivable to help understudies who are considered in danger. The Phillipsburg school region has had accomplishment with the young place afterschool program to help low SES understudies. There are numerous projects accessible to understudies who are in danger, however keeping up and improving these projects is basic to progress. Understudies don't need to confront the difficulties of being in danger alone any longer. References Axia College of University of Phoenix. (2005). Changes in American Society. Recovered April 30, 2010, from Axia College, Week Three perusing, aXcess, AED201â€Teaching as a Profession Course Web website. Wyant, H. (2010). Joseph H. Firth Youth Center. Recovered April 30, 2010, from http://www. phillipsburgnj. organization/list. php? option=com_content&view=article&id=42&Itemid=53 FOR AXIA COLLEGE AED201†¦ RECEIVED â€Å"A† on this paper.

Help for Post Acute Withdrawal Syndrome (PAWS)

Help for Post Acute Withdrawal Syndrome (PAWS) Addiction Coping and Recovery Overcoming Addiction Print Help and Support for Post-Acute Withdrawal Syndrome How to Cope When Withdrawal Symptoms Linger By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on July 17, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 03, 2019 PeopleImages/Getty Images More in Addiction Coping and Recovery Overcoming Addiction Methods and Support Personal Stories Alcohol Use Addictive Behaviors Drug Use Nicotine Use Post-acute withdrawal syndrome, or PAWS, is the condition of continuing to experience drug withdrawal symptomsâ€"for weeks, months, or yearsâ€"even though you’ve completed a drug addiction treatment program and are no longer “using.” Other names for post-acute withdrawal syndrome include post-withdrawal syndrome, prolonged withdrawal syndrome, and protracted withdrawal syndrome. Which Drug Addictions May Lead to PAWS? Post-acute withdrawal syndrome typically begins after someone has withdrawn from alcohol, a benzodiazepine tranquilizer, or a narcotic drug (opioid), such as heroin. About 90 percent of people who were addicted to opioids experience some degree of post-acute withdrawal syndrome, which occurs in about 75% of recovered alcoholics. However, it may also occur after withdrawal from other addictive drugs. People recovering from abusing benzodiazepines seem to experience post-acute withdrawal syndrome most often and for the longest periods of time, often for years. Causes The exact cause or causes are not yet known, but they’re continuing to be investigated. Many scientists currently believe that the physical changes addiction causes in the brain, particularly the changes related to increasing a person’s tolerance to the drug, continue to cause withdrawal symptoms even after his or her recovery is complete. Scientists are also investigating the ability of a drug user’s brain to deal with stress, which may decrease during long-term drug abuse as well as during withdrawal. This may increase the recovered user’s chances of experiencing recurring withdrawal symptoms. Symptoms In general, the symptoms of post-acute withdrawal syndrome are similar to the symptoms of anxiety and mood disorders. They may range from mild to severe in a single individual; they may also go away entirely for a period of time and then reappear. Some of the most common symptoms of post-acute withdrawal syndrome include: Problems with thinking (cognitive) tasks, such as problem-solving, learning, or memory recallIrritabilityAnxiety or panicDepression Less often, a person may experience: Obsessive-compulsive behaviorsProblems with social relationshipsCravings for the addictive drug they usedPessimism or lack of interest (apathy)Sleep disturbancesIncreased sensitivity to stress Stress can make any of these symptoms of post-acute withdrawal syndrome worse, but this can also happen without any apparent cause. Treatment A medication often used to help alcoholics recover, acamprosate, can sometimes be effective in managing symptoms of post-acute withdrawal syndrome. Treatment may need to be prolonged, depending on how long the symptoms last, and may also include other medications and counseling using behavioral therapy methods. Tips for Coping If youre struggling with post-acute withdrawal syndrome, the following may help: Some of the methods you used for getting through acute withdrawal may also help in this situation. Give them a try.Talk honestly about your symptoms and feelings with an understanding (non-using) friend or therapist.Learn about your  addiction. Understanding more about what happened  can help you gain a greater perspective on your current problem.Explore  spirituality. Most people have a spiritual side they may or may not know much about. You may find that your spirituality provides meaningful comfort during this difficult time.Work toward moderation and balance in every area of your life. Meeting the Challenge People who go through the painful and difficult experiences of drug addiction, detoxification, and withdrawal treatment likely feel justified in thinking that they’ve been through enough in achieving their recovery goal. Yet post-acute withdrawal syndrome may lie ahead. Yes, it’s a challenge to deal with ?a  recurrence of symptoms, but they can be managed with the combination of effective medication and supportive therapy.

Analysis Of The Poem 1984 By Ayn Rand - 1454 Words

â€Å"The word ‘We’ is as lime poured over men, which sets and hardens to stone, and crushes all beneath it, and that which is white and that which is black are lost equally in the grey of it† (Rand 37). This philosophical quote comes from Anthem by Ayn Rand. She uses perfectly sculpted language to drive the actions in this story. Similar to George Orwell’s novel 1984, Rand uses her language and literary devices to depict a dystopian society. Her techniques create a philosophical novel intended to question ourselves and our society today. Rand uses the literary device, allegory to create the society described, which moves the direction of the story to a climactic dà ©nouement, and uses the theme of individuality to express a message to her readers. The most significant literary device Rand uses is an allegory. She uses the character’s lifestyle to construct a dystopian society. Coincidentally, this society resembles collectivism. Here, the character’s work for each other, towards a greater good. The mirroring of collectivism is revealed in the first paragraph of Anthem, We must never speak of the times before the Great Rebirth, else we are sentenced to three years in the Palace of Corrective Detention. It is only the Old Ones who whisper about it in the evenings, in the Home of the Useless. They whisper many strange things, of the towers which rose to the sky, in those Unmentionable Times, and of the wagons which moved without horses, and of the lights which burned without flame.

Sociology and Socialization Essay - 891 Words

The term socialization can be defined as the process in which individuals learn the behavioral patterns that are most likely accepted and tolerated in society. This process includes the learning values in which children are taught and they develop the social values of their parents or guardians just by observing them. Socialization occurs from the birth of the individual and continues throughout their life. Socialization is classified as one of the most important process in the family. Of all the major sociological perspectives, symbolic interactionism has probably developed the most detailed theory of socialization, Haralambos, Holborn. Sociology -†¦show more content†¦He emphasizes that they are strongly influenced by the peer group through social interaction. He also outlined that children of a peer group participates in rule - making rather than just having to follow those that were taught to them. Handel (2006) observes that, at birth, an infant is not able to take part in society by cooperating with others. The two reasons he states, that contributes to this are the fact that the infant is physically immature and also, unsocialized. Handel also believes that socialization involves conflict whereas functionalist, T. Parsons does not agree. T. Parsons is probably the most important functionalist theorist of socialization. Parsons believe that through the socialization process, the individual is able to internalize societys values and these values then becomes a part of their personality. Through socialization, individuals are able to take on aspects of societys culture, their behavior becomes largely predictable and they contribute to the maintenance of social order. The family is seen as the most important agent i n the socialization process, so it is classified as a primary group. However, Professor Alvin Gouldner believes that T. 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Qualitatively Compare The Problem Solving Behavior Education Essay Free Essays

string(95) " cantonments are spread all over Lebanon, the most dumbly populated are those found in Beirut\." The intent of this survey is to depict and to qualitatively compare the job work outing behaviour of immature schooled sellers in informal and formal scenes. Ten sellers were consistently selected from a purposive population of 25 sellers in two unfastened markets in Beirut. Sellers in the sample varied in schooling, age, and peddling experiences. We will write a custom essay sample on Qualitatively Compare The Problem Solving Behavior Education Essay or any similar topic only for you Order Now Ethnographic instance survey was the general methodological attack for this survey. Four methods of roll uping informations were used: Participant observation, interviewing, aggregation of artefacts, and analysis of papers. Interviews ranged from informal conversations, to semi-structured interviews, to formal interviews Two hebdomads after the semi-structured interviews and based on minutess executed by the topics in the informal scene, a formal trial was administered. Items of the formal trial were presented as either calculation exercises or as word jobs. Upon completion of the formal trial, each topic was asked to explicate processs used in job resolution. All interviews were taped and transcribed for analysis. The process used for informations analysis was analytic initiation which involved scanning the information for classs and for relationships among these classs. Upon comparing the job work outing behaviours of sellers across informal and formal scenes, two findings emerged . First, sellers employed computational schemes in the informal scene which are different from those used when work outing calculation exercisings in the formal scene. Second, the intuitive computational schemes that topics used in the informal scene were indistinguishable to those employed when work outing word jobs and were associated with a higher success rate than computational schemes used when work outing calculation exercisings in the formal scene. The consequences were discussed and interpreted utilizing Vergnaud ‘s theoretical account and knowledge in pattern theory. The consequences were similar to findings of a figure of relevant empirical research surveies. Deductions and recommendations for instruction were presented along with suggestions for farther research. Context Accomplishment in schools has been diminishing steadily in many states. In peculiar, the U.S.A and some European states have shown in the last 30 old ages a diminution in school accomplishment in mathematics ( Millroy, 1992 ) . In Lebanon there is a concern about the detrimental effects of exam-driven direction and peculiarly that of mathematical job resolution ( Osta, 1997 ) . Failing every bit good as non being able to cover the disbursals are major causes of dropping out- of school. With no other beginning of support, pupils have to work to back up themselves and their households therefore work in what has been called the â€Å" informal sector of the economic system † . In his book, The Other Path, the Peruvian economic expert, Hernando de Soto, gives a absorbing history of how Peru ‘s informal economic system was created by illiterate provincials who were excluded from take parting in the formal economic system. He describes how the informals responded by making markets to back up themselves with merely limited resources. By forming themselves and voluntarily obeying their ain regulations and norms, they created a subculture that socially and economically outstanding. In most states where the phenomenon of informal economic system prevails, Street peddling is considered as one of the most popular professions that kids pattern. In many developed and developing states, the phenomenon of street peddling or market kids has been broad spreading. In this survey, we are chiefly interested in sing the instance of Lebanon and India. Street Children in India India is the 7th largest state in the universe with the largest population of street kids. They work as porters on coach and railroad Stationss, mechanics in car fix stores, sellers of tea, nutrient or handmade goods, seamsters, ragpickers who pick useable points from refuse. Harmonizing to the Civil Society forum study, it has a big and quickly turning population of 1.027 billion of which 40 % are under 18 ( 1/3 of the entire population are under age15 ) . In 2001, the rate of urbanisation was 28.77 % . The accelerated gait of industrialisation and urbanisation in the state has disrupted the household life and has compelled tribal and rural people to migrate to large metropoliss. Migration from rural to urban countries ( in hunt of employment ) has resulted in the rapid growing of the urban population and about 29 % of the entire population lives in urban countries. There are some negative effects of the urban roar. One of the negative effects is the being of a big proportion of the urban hapless life in slums and jhopad-patties or thatched huts ( Phillips, 1994 ) . An norm of 50 % of the urban population lives in conditions of utmost want – compounded by deficiency of entree to basic services, legal lodging and hapless urban administration. In add-on, Agrawal ( 1999 ) found that about 90 per centum of the employment in the state is in unorganised and informal sectors. Literacy degrees are still low. Handiness and installations for instruction and societal substructure is instead unequal to run into the demands of a turning population. â€Å" Even now 2.6 per centum of the kids in the urban countries and 3.5 per centum in rural countries have ne’er attended school † ( Agrawal, 1999, p.24 ) . As the consequence, the figure of street kids in India is swelling. Harmonizing to UNICEF ‘s appraisal, there are about 11 million street kids in India ( 1994 ) . These figures are considered to be conservative. An estimated 100,000-125,000 street kids live in Mumbai, Kolkata and Delhi, with 45,000 in Bangalore. Harmonizing to old surveies about street kids in India, bulk of the street kids who are of school-going age and even over school-going-age are kids who have ne’er been to schools. The increasing figure of street kids may hold an impact on India ‘s economic system. Arbind Singh, coordinator, National Alliance of Street Vendors of India, outlined the part of street sellers to the local economic system. Street Children in Lebanon After World War II and the creative activity of Israel province in 1948, 1000s of Palestinian refugees entered Lebanon, many settling in Beirut. Seventeen refugee cantonments are spread all over Lebanon, the most dumbly populated are those found in Beirut. You read "Qualitatively Compare The Problem Solving Behavior Education Essay" in category "Essay examples" In 1964 and late in 1994, the Lebanese authorities has passed two edicts which outlined the conditions of work for aliens populating in Lebanon. As alien refugees, the Palestinians are barred from working in over 70 professions. This deficiency of employment chance for the Palestinian refugees in Lebanon has created a annihilating economic status. ( O §U„U‚O §U† U?U†  O §U„U„O?U† O §U† US ) In 1978, and after the Israeli business to Southern Lebanon, many Lebanese fled to the capital Beirut and settled following to the Palestinian refugee cantonments. Through out the refugees ‘ cantonments, more than 60 % of both Lebanese and Palestinians live below the poorness line. Children suffer greatly- born into cantonments as refugees, they have lived no other manner. In many instances, neither have their parents. Life without equal schools, wellness attention, nutrition or shelter becomes the norm. Palestinian arabs can non fall in any professional associations- relegated to the unskilled and informal labor markets, they compete with 50,000 Egyptian and one million Syrian. In add-on to employment and belongings limitations, authorities bars them from inscribing their kids in Public schools. ) United Nations Human Rights System, 2002 ) For some clip, pedagogues who have studied school accomplishment in rural and urban communities have recognized that kids do good in their day-to-day life and so turn as successful citizens, in malice of their hapless public presentation in school mathematics ( D’ambrosio, 1992 ) . For illustration, Saxe ( 1988 ) showed that Brazilian confect Sellerss with small or no schooling, can develop in the merchandising experience arithmetic patterns that differ from the arithmetic taught in schools and that are associated with a high success rate. Increasingly, pedagogues have found the cultural milieus of kids to be a factor impacting their accomplishment in school mathematics ( Dawe, 1988 ) , supplying support to the hypothesis that cognitive power, larning capablenesss, and attitudes towards larning are closely related to cultural background ( D’ambrosio, 1992 ) to which Millroy ( 1992 ) , adds a socio-political dimension that may make larning barriers impacting peculiarly k ids from disadvantaged groups. Outside the school environment, the public presentation of low-achieving kids and grownups in schools is frequently successful. Both kids and grownups perform â€Å" mathematically † good in their out-of-school environment: numeration, measurement, work outing jobs and pulling decisions utilizing techniques of explicating, understanding and get bying with their environment that they have learned in their cultural scene ( D’ambrosio, 1992 ) . These patterns have been generated or learned by their ascendants, transmitted through coevalss, modified through a procedure of cultural kineticss and learned in a more insouciant and less formal manner than school mathematics. It is the ancestral cognition of the groups. It is the â€Å" ethnomathematics † . ( D’ambrosio, 1992 ) Ethnomathematics develops largely when there is a disagreement between people ‘s demand for job resolution and the sum of mathematics they have learned in school i.e. when people become involved in undertakings necessitating job work outing accomplishments that are non learned in school ( Nunes, Schliemann A ; Carraher, 1993 ) . It has been suggested that there are informal ways of making arithmetic computations that have small to make with the processs taught in school ( Carraher A ; Carraher, 1985 ) . Besides surveies have documented differences across groups as a map of their degree of schooling. However, it is rather possible that the same differences between â€Å" street † and school arithmetic could be within persons. In other words, it might be the instance that the same individual could work out jobs sometimes in formal, and at other times, in informal ways. This seems peculiarly likely with kids who frequently have to make mathematical computations outside sc hool that may be beyond the degree of their cognition of school algorithms. It seems rather possible that these kids might hold trouble with modus operandis learned at school and yet at the same clip are able to work out, by more effectual ways, the jobs for which these modus operandis were devised. One manner to research this thought is to look at kids who have to do frequent and rather complex computations outside school. The kids who sell things in street markets in Beirut organize one such group. Purposes While the short term purpose of the present instance survey is to look into the utilizations of math by a sample of immature schooled sellers in the streets of Beirut who use math in their occupations, its long term purpose is to be transferred and replicated in India. Specifically, the intent of this survey is to: 1. Describe the job work outing behavior of a sample of 10 immature street sellers in informal and formal scenes in Beirut. 2. Compare qualitatively the job work outing behavior of the sample in informal and formal scenes in Beirut. Rationale Our purpose is to analyze the mathematical patterns and schemes that develop out of street sellers day-to-day activities, to admit their strengths and to see their failings, as chances to negociate broader apprehensions of what counts a mathematics. Millroy ( 1992 ) has stated that â€Å" an recognition of these factors [ the societal, cultural and political facets of math ] would promote a broader conceptualisation of math and may get down a procedure whereby math could be seen as an active experience, accessible to all people † . ( p.50 ) Second, the consequences of this survey may lend to the turning organic structure of research in â€Å" mundane knowledge † or â€Å" knowledge in pattern † by analyzing the job work outing behaviour of the same group in two distinguishable scenes. Very few surveies investigated the ways in which the arithmetic cognition is learned outside school. In analyzing the arithmetic of Liberian seamsters, Lave ( 1988 ) proposed that there were two qualitatively different manners of making arithmetic. The untaught seamsters used a â€Å" use of measures † attack, an unwritten context-based manner of working with Numberss in contrast to the â€Å" use of symbols † attack employed by their schooled counter parts. It is possible that such different manners of making arithmetic may be found within the same persons particularly if they use math in every twenty-four hours work scenes ( Nunes et al. , 1993 ) . If so, it may be utile to depict and compare the utilizations of math by the same group in the context-based ( informal ) and school-based ( formal ) scenes. Third, the comparing of informal and formal processs in arithmetic, that is the manner people manipulate Numberss in work outing add-on, minus, generation and division jobs is a natural starting point for research for several grounds. D’ambrosio ( 1992 ) claims that arithmetic is a really simple facet of math. Another ground is that concluding about Numberss is portion of mundane experience every bit good as portion of the formal subject of math ( Nunes et al. , 1993 ) . On the other manus, Lave et Al. ( 1990 ) province that one of the several grounds for concentrating on arithmetic was that â€Å" arithmetic activity has formal belongingss which make it identifiable in the flow of experience in many different state of affairss † ( cited in Millroy, 1992, p.6 ) and Lave ( 1988 ) states that â€Å" it ( arithmetic ) has a extremely structured and incorrigible vocabulary, easy recognizable in the class of on-going activity † . ( p.5 ) Significance FOR Education The present survey is important for three chief grounds. First, it represents the first effort in Lebanon to analyse the mathematical job work outing behavior of kids outside the confines of the schoolroom utilizing a qualitative attack. Second, it surveies the public presentation of schooled kids across two different contexts. Third, it contributes to the turning organic structure of research on larning in footings of â€Å" Apprenticeship † theoretical account of direction. Through garnering grounds that could be seen as a challenge to the conventional definition of math, mathematical activity can be seen as interlacing with mundane pattern outside the academic formal scenes. This, in bend, could open new positions for farther research into other theoretical accounts of learning and larning since â€Å" for old ages, math pedagogues and research workers in math instruction have focused on the schoolroom as the primary scene in which math acquisition takes topographic point † ( Nunes et al, 1993, p. 557 ) . Another part from this work concerns instructors. The elaborate description and comparing of job work outing behavior of schooled sellers in work and school scenes may supply penetrations for instructors into their pupils ‘ degree of mathematical apprehension. By making chances for pupils ‘ job work outing activities in practical contexts, instructors might bring forth quandary to excite pupils ‘ innovation, find, and understanding in forms of activity. For, job work outing that relies to a great extent on the acquisition of regulations can be frequently â€Å" plagued † with bugged ( consistent mistake ) algorithms. If pupils can come to understand the regulations through conceive ofing situational contexts, they may be able to beef up their apprehension of these regulations. A farther practical value of this survey is the proposal it offers to curriculum developers on how to show mathematical constructs. In a school context, a mathematical construct is normally described and explained by raising the criterion algorithm for its computation. The analysis of the job work outing behaviors of sellers in work contexts may supply course of study developers with alternate and more effectual ways of showing mathematical constructs. LITERATURE REVIEW A good trade of involvement has been generated late by grounds that untaught individuals solve mundane math jobs successfully utilizing invented schemes and that many schooled individuals work out every twenty-four hours math jobs utilizing schemes different from those learned in school ( Carraher et al. , 1985 ; Saxe, 1991 ) . For many old ages, math instruction research workers have questioned the math that is generated and used outside of establishments of acquisition ( Millroy, 1992 ) . This is the math that allows untaught and sometimes illiterate people to pattern trades and trades, behavior concern minutess and do their lifes in a assortment of ways. This mathematical activity has been called â€Å" informal † math ( Ginsburg, 1988 ) or â€Å" mundane † math ( Lave, 1988 ) or â€Å" ethnomath † ( D’ambrosio, 1992 ) , or even â€Å" street † math ( Nunes et al. , 1993 ) . Several parts to the literature on informal math can be grouped into two categories of surveies: ( a ) work that aims at depicting informal math used in Western civilizations and ( B ) work that aims at depicting non-Western autochthonal signifiers of math bing in civilizations, where no systematic transmittal in school prevails ( Nunes et al. , 1993 ) . A good part of the work on informal math in Western civilizations focal points on immature kids and simple arithmetic. Several of import parts to our cognition of simple arithmetic in preschool old ages were made by Ginsburg ( 1988 ) who demonstrates that when kids learn a numeration system and understand it good, they can so contrive ways of utilizing it to work out arithmetic jobs through numeration and decomposition. A 2nd group of surveies on informal math in Western civilizations focal points on math used outside school by grownups, non by kids. This line of probe has shown that it is one thing to larn formal math in school and rather another to work out math jobs intertwined in mundane activities â€Å" Whether it is inventory taking at work or shopping or ciphering Calories in cookery, school math does non play a really of import function † ( Nunes et al. , 1993, p. 3 ) . Hence, the thought prevails that informal math has its ain signifiers that are versions to the ends and conditions of the activities. On the other manus, work on non-Western math showed that several groups of people who learn numeracy without schooling, use their autochthonal numbering systems to work out arithmetic jobs through numeration, decomposition, and reorganizing ( Gay A ; Cole, 1967 ; Ginsburg, 1988 ) . For illustration, Gay and Cole ( 1967 ) study that the Kpelle people of Liberia used rocks as support in work outing arithmetic jobs and could work out add-on and minus jobs utilizing Numberss up to 30 or 40 with truth. Beyond that, their method became boring, and people tended to think the figure instead than give an exact reply. Several surveies ( Carraher et al. , 1985 ; Ginsburg, 1988 ) seem to bespeak that school-learned algorithms may non be people ‘s preferred ways for work outing numerical jobs outside the schoolroom. This observation seems to be true of kids with changing grades of schooling ( Carraher et al. , 1985 ) , grownups with an simple and secondary instruction and kids up to fifth class in both the United States and the Ivory Coast ( Ginsburg, 1988 ) . Carraher et Al. ( 1985 ) have suggested that the state of affairs in which arithmetic jobs are solved may hold an of import function in arousing different types of schemes ; school state of affairss tend to arouse school-taught processs, and out-of-school state of affairss are more likely to give rise to informal processs. In their survey, five kids, aged 9 to 15 old ages and with assorted degrees of schooling ( first to eight class ) , were asked to work out arithmetic jobs in the class of their work as market or street-vendors and in a school-like scene. Their public presentation in the natural state of affairs was significantly better than their public presentation in the school-like scene. Furthermore, their attacks to job work outing varied across state of affairss ; school-like jobs were more likely to be solved through resort to the school algorithms whereas the natural state of affairs gave rise to a assortment of informal processs that were extremely improbable to hold been learned at school. These consequences have motivated farther probe of the consequence of the state of affairs on the problem-solving processs since many differences exist between the scenes under consideration. Several possible accounts for the differences in public presentation observed in the informal and formal trials were suggested. In peculiar, Nunes et Al. ( 1993 ) present two types of theory that could explicate these consequences. One emphasizing the social-interaction facets of the state of affairs and a 2nd emphasizing the social-cognitive facets. Informal math has frequently been treated in the literature as â€Å" lesser † math affecting â€Å" idiosyncratic, intuitive, child-like processs, techniques that did non let for generalisation and should therefore be eliminated in the schoolroom through carefully designed direction. † ( Nunes et al. , 1993, p.19 ) . However, there are many calls that legitimize the signifiers of cognition associated with out-of-school patterns. Methodology Population and Sample The population of this instance survey consists of immature schooled sellers in two unfastened markets in Beirut who had at least three old ages of schooling and three months of peddling experience. The method used for choosing the sample is purposive sampling. The ground for taking this method was merely because peculiar sellers, whose features were known and dictated by the survey before trying, were intentionally chosen in order to fit and ease the survey. Ten sellers were purposively chosen from two market scenes in Beirut, viz. : Haret Hreik and Sabra. Sellers in the sample varied in old ages of schooling ( three to seven old ages ) , in age ( 10 to 16 old ages ) , and peddling experience ( one to eight old ages ) . Four of the sellers worked entirely while the other six helped their male parents or neighbours. Merely three were wholly responsible for buying the green goods at sweeping market and pricing it for selling. Since competition was normally high in these unfastened markets, the sellers would invariably be obliged to revise and alter their merchandising monetary values out of the blue even during the same twenty-four hours. Of the 10 topics, six had complete freedom in altering the monetary values of the green goods they were selling, while invariably revising their net income and loss. Sellers devoted long clip for their work: Seven topics worked from six to seven yearss per hebdomad with a mean of 10 hours per twenty-four hours ; whereas, the other three topics, still go toing school, worked after school and during holidaies. Failure was the basic ground for topics dropping out from school. Seven topics were out-of-school during the clip of the survey, six had dropped school because they merely had failed and repeated categories and merely one had to discontinue and work to back up his household. During the class of their day-to-day work, the topics were involved in minutess that required them to mentally work out a big figure of mathematical jobs without the usage of reckoners or even paper and pencil. Design An ethnographic instance survey attack was adopted as the chief methodological analysis. The delimited unit being the job work outing behaviour of immature street sellers in two unfastened markets: Sabra and Haret Hreik. These two markets are located in comparatively dumbly populated vicinities in Beirut. The two countries attract a big figure of migratory workers who live at the nearby cantonments. These workers come from a low socio-economic background where household members, including kids, usually work to back up the household. Both are unfastened markets for selling fruits and veggies in fixed booths whose roofs are fundamentally covered with corrugated sheets of Fe, weighted with blocks of rocks and held by thin wooden and Fe supports. The architecture of this roof helps to shadow and protect the sellers and their green goods from rain and direct sunshine. Inside the markets, sellers have wooden tabular arraies, each at his ain topographic point, on which fruits and veggies are exhibited. Other sellers who stand on the boundary lines of the market have their ain p assenger cars, each shaded by an umbrella. Photographs of the sellers and the two markets are provided and are used as informations beginnings ( Merriam, 1998 ) . ( See Appendix A ) . A mix of qualitative and quantitative methods is undertaken. The general methodological attack in the informal scene was to carry on realistic observation of the topics at work in both markets and to observe their job work outing behaviour on the arithmetic undertakings encountered during their day-to-day pattern as sellers. In the formal scene, a formal trial was administered and the job work outing behaviour of topics was studied from worksheets and transcribed audio-taped interviews. DATA COLLECTION TECHNIQUES In an effort to beef up dependability of findings ( Merriam, 1998, Yin, 2003 ) , informations was triangulated utilizing four methods of roll uping grounds from multiple beginnings: participant observation, interviewing, analysis of paperss, and Collecting artefacts. Participant Observation To acquire a instead emic position on the phenomenon of street peddling, the research worker posed as client asked inquiries on the monetary values of fruits and veggies for a purchase or a possible purchase. During observations, interactions with the sellers every bit good as sellers ‘ interactions with other clients were recorded. Interviewing and Testing Interviews ranged from informal conversations, to semi-structured, to formal-structured interviews which were preceded by a formal trial. Informal conversation. These conversations took topographic point the first two hebdomads of the survey. They consisted, basically, of general and open-ended inquiries that would do the capable start speaking about his life. The 2nd type involved instead specific inquiries, a book of which is provided in Appendix B. The chief intent of these conversations was to acquire to cognize the topics better, to obtain information about their age, degree of schooling, nationality, and residence. Semi-structured interviews. The semi-structured interviews were administered in Arabic, the native linguistic communication of the topics and the verbal responses were taped-recorded along with topics ‘ accounts of the processs used for obtaining the reply. A book of the semi-structured interviews is provided in Appendix C. It is deserving adverting here that though inquiries posed in these interviews were comparatively formulated following a general guideline, they were besides generated in the natural scene and were non identified prior to questioning. Formal trial. Upon transcribing informations from the semi-structured interviews, conversations with the topics were separated from minutess. The points of the formal trial were therefore extracted from the minutess executed by topics in an effort to accomplish a sell or a possible sell. In this manner, each operation performed by a topic in the semi-structured interviews was chosen as an point to be included in the formal trial taken by that topic. Problems were presented as either calculation exercises or as word jobs. After transforming the minutess into mathematical operations exercisings, points were chosen indiscriminately for each topic to be presented as word jobs. Problems involved different contexts such as minutess with different currencies, $ and L.L, measurings and weights. A book for word jobs is provided in Appendix E. The formal trial was administered a twosome of hebdomads after the semi-structured interviews, formal-structured interviews were scheduled. The formal trial took topographic point in the market or at the topics ‘ places. It is formal in the sense that it took topographic point in a formal, school-like scene where topics were given documents and pencils and were asked to execute a school-like undertaking while sitting at a tabular array. Formal-structured interviews. Upon completion of every trial point in the formal trial, each topic was interviewed and unwritten accounts of the processs used in job work outing were taped. Roll uping artefacts This method involved roll uping anything a community makes and uses which reflects their experiences and patterns. The artefacts gathered consisted of exposures of topics at work visualizing the manner these topics exhibited their merchandises and the weights and graduated tables used, in order to demo the natural state of affairs that provided intending for their job work outing behaviour. Besides, specimen of documents on which topics wrote their computations was collected. ( See Appendix D ) Analysis of paperss Statistical national and international records from international organisations ( UNICEF and UN ) every bit good as official and legal paperss from the Lebanese authorities were examined. Analysis Data consisting of descriptive and brooding field notes, transcribed taped interviews every bit good as job solutions were read and reread several times. The chief intent for scanning the information was to guarantee its completeness and to enter important observations that helped in establishing the analysis procedure. Careful scanning of the informations resulted in sketching a general and preliminary model for screening these informations. This categorization was chiefly based on the computations carried out by topics in discernible manners in both scenes during job work outing and their accounts for responses. As an initial measure in the procedure of analysis, Eisenhart ( 1988 ) emphasized the constitution of â€Å" meaningful † units of analysis harmonizing to which ascertained phenomena were divided and forms and regularities evolved in the sellers ‘ job work outing behaviour. Similarities and differences between forms of behaviour were delineated and finally major classs emerged stressing wide lineations of sellers ‘ job work outing behaviour. Relevant balls of informations were assembled to suit these classs and extra classs were formed to include â€Å" negative † cases which did non suit the general model. Finally, by comparing and fiting these classs and subcategories and mentioning to field notes, â€Å" consistent integral strategies † for sorting and categorising job work outing behaviour of sellers in both scenes, started to emerge. At this point, informations were categorized and consequences were produced. SUMMARY OF RESULTS Upon analysing the job work outing behaviour of street sellers in formal and informal scenes, three major findings emerged. First, when work outing the three types of jobs: jobs in the informal work scene ; calculation exercises ; and word jobs, three heuristics, three computational schemes, and eleven computational substrategies were used by the sellers. These heuristics, computational schemes and substrategies involved a combination of standard school-taught algorithms and nonstandard processs invented by the sellers. Sellers in the informal scene solved proportion jobs through building-up heuristic which constituted 66 % of the heuristics employed and was associated with a high success rate viz. 92 % . Besides, sellers attempted add-on, generation, and minus jobs utilizing informal, intuitive computational schemes, the most frequent of which was decomposition which represented 62 % of the computational schemes employed and which elicited high per centum of right responses, viz. 89 % . Second, sellers in the formal scene used formal computational schemes ( combination of traditional and idiosyncratic algorithms ) for work outing calculation exercisings that were different from the informal computational schemes used for work outing word jobs. For 81 % of sellers ‘ computational schemes when work outing calculation exercisings were formal whereas 78 % of the computational schemes used for work outing word jobs were informal. Informal computational schemes were associated with a high success rate on both types of jobs ; 85 % for calculation exercisings and 82 % when work outing word jobs. However, utilizing formal computational schemes, this success rate decreased well when work outing calculation exercisings ( 46 % ) and increased when work outing word jobs ( 91 % ) . Third, sellers employed computational schemes in the informal scene that were indistinguishable to those used when work outing word jobs but were qualitatively different from the computational sc hemes used for work outing calculation exercisings. For, the informal, intuitive computational schemes were entirely used by the sellers in the informal scene and represented 78 % of the computational schemes in word jobs, whereas 81 % of sellers computational schemes when work outing calculation exercisings were formal ( combination of traditional and idiosyncratic algorithms ) . Besides, informal, intuitive computational schemes were associated with a high success rate across scenes whereas the formal computational schemes elicited high success rate, 91 % , merely on word jobs. One of the deductions drawn was that applied jobs were much easier and meaningful than pure calculation exercisings. Besides, the presence of existent objects could non by any ground cut down the complexness of the mathematical jobs posed and therefore lend to this comparative success in the market, since public presentation on word jobs was well high. INTERPRETATION OF RESULTS Theoretical models that were proposed by cognitive developmental theoreticians, specifically the plants of Vygotsky and Piaget, may, to a big extent, explicate within and across single differences in public presentation in the informal and formal scenes. Vergnaud ( 1988 ) has developed a theoretical theoretical account of constructs which may explicate the usage of heuristics every bit good as differences in computational schemes within and across groups and scenes. Vergnaud ‘s theoretical account is based upon the thought that concepts ever affect three facets: invariants, representations, and state of affairss. A possible reading for this difference in computational schemes use could be the differential impact of the state of affairss that elicited such computational schemes. The informal computational schemes that were employed in meaningful peddling state of affairss required apprehension and their usage by the topics developed understanding. It was an apprehension of Numbe rss and figure system developed within a larger context, a context of meaningful and sensible relationships. But the formal schemes were instead more symbolic, restricted merely to meaningless representations that messed up the topics ‘ public presentation and led to uncertainness and confusion. IMPLICATIONS FOR EDUCATION The most of import deduction that can be extracted from this survey is the new construct about what counts as math in general and arithmetic in peculiar. Math is intuitive, realistic, subjective, and can be used as a tool for carry throughing purposive activities. In this regard, the consequences of this survey confirm the position that math, specifically arithmetic, is non an abstract organic structure of regulations but instead can be invented by the people. Deductions for Teaching This survey has provided grounds that kids can contrive job work outing schemes for work outing add-on, minus, generation, and simple proportion jobs which may non hold been taught to them in school. Teachers could ease more meaningful acquisition by set uping links between kids ‘s intuitive schemes and the traditional algorithms. Besides, Students can outdo larn a construct when they have experienced for themselves manifestations of that construct. A 3rd deduction for instruction is the fact that pupils ‘ mistakes can be valuable portion of the acquisition procedure because they can supply information about pupils ‘ apprehensions Deduction for Curriculum Developers One direct deduction of this survey to curriculum development is the designing of course of study around primary constructs and showing it in a whole-part attack as suggested by constructivists ( Brooks A ; Brooks, 1993 ) . The sellers ‘ informal computational schemes were holistic in that they dealt with complete Numberss instead than single figures and they worked from left to compensate, continuing the significance and topographic point value of Numberss. Showing mathematical content and structuring jobs around â€Å" large † thoughts can supply chances for pupils every bit good as instructors to get constituent accomplishments, gather more information, and therefore construct mathematical constructs for, â€Å" with course of study activities clustered around wide constructs, pupils can choose their ain unique job work outing attacks and utilize them as spring boards for the building of new apprehensions † ( Brooks A ; Brooks, 1993, p.47 ) . The consequences of this survey have generated a figure of inquiries that are deserving sing for farther research. Possibly, the most important inquiry is the manner in which school larning interacts with the sorts of understandings kids generate through their engagement in every twenty-four hours cultural patterns. Despite the importance of this inquiry, we have small empirical research in this country. Besides, depicting and comparing the job work outing behaviour of sellers in informal and formal scenes have triggered the digesting inquiries about what a mathematical construct is and what it means to work out a job in nonacademic scenes. It may be interesting to retroflex this survey on different mathematical constructs and with a different group of learners and to compare the job work outing behaviours across contexts. Further research in support of the thought of people ‘s practical theorems, or Vergnaud ‘s theorems-in-action should be conducted. We likely need to develop adept ways for depicting different kinds of inexplicit cognition and find the range of intuitive job work outing behaviour. POSSIBILITIES FOR REPLICATION IN INDIA While our chief focal point in this instance survey was to analyze the job work outing behavior of street kids in Beirut, we are interested in widening it to India. However, we are cognizant of certain challenges including those pertinent to linguistic communication as different linguistic communications are spoken by kids in assorted metropoliss in India. Besides, the gender function differences will be present. Girls are required to get married early and boys remain on the streets longer. Beging by households is common excessively. The Torahs do non allow kids to set up little boxes to sell their wares so they run when they see police coming. There is a surcharge to be paid to the authorities to put up little booths to sell their wares. Besides, there are specific countries that these kids can sell their goods. Most times they are selling and puting up their boxes where it is illegal to make so. So, as a research worker you may hold to wait yearss for your capable to return from ga ol etc. Appendix A A participant deliberation The architecture of Sabra ‘s market Selling and interchanging money Negociating the monetary value Appendix B Script of Informal Conversations Adapted from Millroy ( 1992 ) A. General, open-ended inquiries to do the topic talk about his life. B. More specific inquiries 1. What is your name? 2. How old are you? 3. Where are you from? 4. At which category have you dropped school? 5. How many old ages have you studied? 6. Where do you populate? 7. How old were you when you dropped school? 8. Why did you drop school? 9. For how many old ages have you been working in the market? 10. At what clip do you come to the market and when do you go forth? 11. How many are you at place? 12. Make your male parent work? 13.Have you taken add-on, minus, and generation at school? 14.Do you know how to calculate? Do you utilize paper and pencil or a reckoner? 15. What do you sell? 16. Make you sell entirely or person helps you? 17. Make you do sweeping purchases? 18. Who makes the pricing on the green goods? 19. Can you alter the monetary values, make price reductions or increase the monetary value? 20. Make you calculate net income and loss? 21. Can you give a alteration to a dollar measure? 22. Make you utilize the things you have learned in school while working in the market? 23. Make you like working in the market? 24. Make you wish your brothers to work in the market? 25. Is it profitable to work in the market? 26. When have a job do you inquire for aid from anybody? 27. Make you see traveling back to school? 28. What does it take to be a good seller? Appendix C Script for semi-structured interviews Questions posed were drawn from the topics ‘ natural scene, from the type of minutess used and the inquiries they may confront in their work. 1. I am traveling to take X kg of this green goods. How much is that? How do you cognize? 2. I will take X kilos. I am traveling to give you z L.L measure, what do I acquire back? How did you acquire it? 3.You are selling X kg for y L.L but I want z kg, how much do I have to wage? Why? 4.I privation to purchase X kg of this and y kg of that. How much do I have to pay? How? 5. I have X L.L. I want to take Ys kilos from this green goods, how much will I hold left? How did you happen out? I have X L.L How many kilos can I purchase with it from this green goods? How did you cognize? 7. You are selling X kg of this green goods for Y L.L, but I merely want one kg. How much does one kg cost? How did you acquire the reply? 8. Have you changed your monetary values today? By how much? Why? 9. I want Ten kg from this green goods. I will pay you with a y $ measure. How much is the alteration in $ ? In L.L? How? 10. Can you gauge how much the leftovers from this green goods weigh? How? 11. From the leftovers can you perchance think how much have you sold? How make you cognize? 12. How much have you sold today? Can you find your net income? How? Appendix D Documents on which the sellers wrote their solutions of arithmetic jobs How to cite Qualitatively Compare The Problem Solving Behavior Education Essay, Essay examples

The Uncertainty Of Knowledge Essay Research Paper free essay sample

The Uncertainty Of Knowledge Essay, Research Paper What is knowledge? Can we as a whole really be certain of our cognition? If so, how? Are we non all based upon semblances and misconceptions, which in actuality create our society today? Knowledge is supported and evidenced by religion or by the # 8216 ; haughtiness of faith # 8217 ; . Faith is supported by psychological beliefs that have small or no proved grounds. By merely believing and holding this religion, a individual creates a principle for accepting thoughts and occurrences. Truth is seen from this religion. On the contrary, cognition is besides acquiesced by scientific or empirical based theories. By disregarding spiritual beliefs in miracles, disclosures and other unexplained happenings, the hunt for cognition is chiefly founded upon facts and trials of the natural scientific disciplines. A primary aspect of religion coincides with the credence of spiritual point of views. Therefore, with the blessing of science-based grounds, there is an haughtiness or disapproval of fa ith as the beginning cognition. We will write a custom essay sample on The Uncertainty Of Knowledge Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, there are two different positions that proclaim to keep the certainty of cognition: justification by religion entirely and the disregard of faith or grounds from specific observations. These two statements serve as the footing of the hunt for the certainty of cognition. Though many of these theories represent justified claims, an absolute truth of cognition has still non been resolved. Therefore in world the uncertainness of cognition is in fact unknown and will go on to stay unknown every bit long as the inquiry of religion still lingers. Not a individual individual is born with truth, but is instead magisterially ordained with his cognition whether it be through scientific or spiritual agencies. All is based upon a individual yarn of grounds or the foolhardiness of sentiments or premises. Philosophers have sometimes construed the jobs of justification as though they were jobs refering the cognition possessed by a societal group ; and it does of class make absolutely good sense to inquire what statements we are justified in believing, and why we are justified in believing them. But such a inquiry can non be answered without first replying a more cardinal, egoistic inquiry: Why am I, at the present minute justified in believing some statements and non justified in believing other statements? For the most portion people believe in statements as a response to social force per unit areas and for personal content. Society needs to be comforted by holding strong beliefs, which can cut down the emphasiss of uncertainness. Hence in order to really believe and warrant cognition, one must hold some signifier of this religion. Bing one of the primary beginnings of ground and uncertainty, faith plays a widely dominant function in our society today. But how do we, ourselves, cognize the certainty of faith, that which validates one of our apprehensions of cognition? This is merely performed through religion. There is no grounds that a faith is existent. One might state, yes, there is grounds that being holy books or artefacts. Once once more where did those relics arrive from, or possibly person simply conjured them up. Indeed, some scientists have hence renamed religion of faith into the haughtiness of faith. This being the fact that person who really feels that his or her faith does proclaim absolute truth is in world being chesty non to acknowledge the other billion religions. But one might inquire another, if there was no haughtiness of faith where would one be today? Our society would non be able to germinate and work without these # 8216 ; absolute religions # 8217 ; ( an oxymoron in itself due to the fact that though these are cosmopolitan and widely accepted truths, they are non based on any grounds or facts. ) . Whether the religion be Islam, Christianity, Buddhism, or even godlessness, each individual categorized in one of these topics must hold an haughtiness in their faith otherwise there would be no invention or motion in this universe today. Peoples would happen no ground to look for new cognition and farther promotion. In other words, people must hold strong beliefs through religion, and it is in this manner that new and more thoughts are created. Therefore entirely through absolute religion ( or haughtiness of faith ) , has faith played a major factor in the disclosure of the uncertainness of cognition. Their religions have been molded into certain cognition by their haughtiness entirely. Though some scientists question the justifiable resources of faith, they fail to chew over whether their # 8216 ; faith # 8217 ; or faith in scientific discipline is just in itself. Scientists province that the haughtiness of faith is doing misconception in this universe today, but is it non their ain finds and misdirecting equations that create our concerns in this disbelieving society? Once once more how do we even know that scientific discipline can be proven? How do we cognize that grounds is justifiable? Science could simply be a series of semblances, by which there is no touchable grounds. If there were no religion in the important dictators of scientific discipline, where would we be today? Therefore there is non merely an haughtiness of faith, but besides an # 8216 ; haughtiness of scientific discipline # 8217 ; every bit good. Scientists believe that everything plausible has a reputable solution or experimental grounds, and that through the usage of the empirical or dedu ctive method of believing a statement of cognition can be made. This is nil but a me rhenium haughtiness in itself. Merely as faith is based on religion, scientific discipline is based on faith. Without the usage of faith in scientific discipline, there would non be any experiments in the first topographic point. If a individual did non hold a religion or belief in something, so how could this individual have faith upon his ain finds or experiments? Hence, faith upon scientific discipline has allowed scientists to make their ain certainty of cognition. But in world, all of their cognition is merely every bit unsure as that of a spiritual dictator. A portraiture of the certification of history epitomizes the uncertainnesss in religion and cognition. When a historian or any human being for that affair records a state of affairs or an event, he must include his personal sentiment. Whether these sentiments are elusive or rather open, this individual is neer the less personalising his facts. Though events have so taken topographic point in the yesteryear, when a historian writes about such an event he will ever add personal position to the text. He will judge what is of import and what should be left out. By merely stressing that a fact is of import he is hence infixing an sentiment. As one witnesses some sort of informations, a type of subconscious analysis is about immediately being activated. At the really instant a individual begins to compose # 8216 ; history # 8217 ; , he is utilizing personal judgements and contemplations. Without such judgement, how could anything be recorded? It is virtually impossible to make so. All wo rlds are alone persons, who have certain positions and beliefs. Therefore, when an person is entering history, reading foliages room for opinionative facts. Actions and beginnings seen by a individual historiographer could really good be wholly different from the perceptual experience of a fellow historiographer. Thus who and what does a cognition searcher believe? Since there is non one cosmopolitan portraiture of history, there will ever be an uncertainness as to what to see to be knowing and what to see to be useless. The basic responsibility of a historiographer is to announce the enigmas of the past happenings. This undertaking is normally performed through the method of storytelling. Using imagination, classification, and concluding abilities, a historiographer is so portraying elements of composing an enhanced historical portraiture. Whenever a piece of information is recorded, a judgement of some type is produced. In order to make coherence and eloquence, a historian must add otiose information to supply the reader with a well apprehension of the informations. When a historian writes about something he sees, he is composing of what he thought he saw, or theorized, for the historiographer could hold made a misjudgment. This illustrates the power of the historiographer ; if he makes a little error due to a likely inaccuracy ( because cipher is perfect ) , history could be changed everlastingly. This judgement of the historiographer is bound by no bounds, and will invariably stray society from the existent representation. Therefore, how is one suppose to accept these historical texts as knowing? With so many point of views, it seems impossible to derive from historical texts what really happened in the yesteryear. In comparing to the historian, we, in our society today, besides make judgements and premises in mundane life. Whether the state of affairs be infinitesimal and worthless, or important and expansive, people make computations and observations that depend upon their single apprehensions and religion in whatever state of affairs may be happening. With these personal computations and observations, people continue the procedure of utilizing opinionated and tainted facts. But though this process is so natural and will ever happen from clip to clip, it is besides the beginning of many uncertainties and incredulities. Due to this uncertainness, coevalss of today and the yesteryear have questioned the justification of God and whether or non he exists. Political theories are besides being questioned and non understood, advancing people to disobey regulations and ordinances. Depression and self-destruction, in utmost instances, besides emerge due to the confounding uncertainnesss of cognition. On the other manus, there can besides be positive results from this ignorance. By accepting beliefs past down in school or through household coevalss, integrity and solidarity can be achieved, and people can larn to collaborate with one another. Therefore, throughout the many phases of history and aspects affecting scientific and spiritual religion, cognition has been past down and gained with a startling sum of uncertainness. By utilizing faith entirely to get cognition, one is non being scientific. But by merely utilizing scientific discipline to turn out that cognition is feasible is besides indecisive due to the existent uncertainness of scientific discipline itself. Without the usage of religion, there could be no faith ( since for the most portion faith is based on religion ) . Hence, the cardinal inquiries arise ; what is knowledge? And what makes cognition certain? Therefore, once more as in the beginning of this paper inquiries are being asked, for the truth of the affair is I besides do non hold an reply. One can continuously argument over what defines the certainty cognition, but in order to really desire to grok cognition, there must be some type of religion involved, along with the mergence of categorical, scien tific facts. Hence, both attacks to understanding cognition must congratulate one another. Though what constitutes cognition still will non be defined, but will at least be accepted.

Donna Haraway Analysis of Haraway Primate Visions essays

Donna Haraway Analysis of Haraway Primate Visions essays Haraway deconstructs the institution of the museum and reveals the fissures in the ideology of male discourse and the re-presentation of the world from a certain point of view and ideological bias. The museum acts as a form of legitimization and as a reality construct that represents the dominant culture. Through a wide range of interacting images and ideas, Haraway explores the museum as reality creating machine that reflects patriarchal In the analysis of Akeley's life, Haraway presents"polyphony of stories that do not harmonize". (35) The concept of taxidermy serves as a crucial fulcrum in this analysis; "Taxidermy was made into the servant of the real' artificial children, better than life, were born from dead The above statement epitomizes the tone and deconstructive nature of her central theme. This theme is the creation or re-presentation of the real within the ideological format and parameters of those who pretend to create. This is not only a deconstruction of the issues and ambiguities of a taxidermist's life but also a dissection of Western cultural norms and values. Throughout the emphasis is on the fact that nature, science and the museum are technological constructions that are created through ideology and social praxis'. The dioramas are meaning-machines' in that they are productions or creations that reflect a certain ideological viewpoint and structure; and serve to legitimize and perpetuate that world- Haraway states that Akeley's life, ambition and vocation was the production' of a craft for eliciting unambiguous experience of organic perfection'. (39) The words production' and unambiguous' provides the clues to the essence of her understanding of the technology of ideology that manufactures or produces a certainty and a version of reality. ...

Definition and Examples of Sound Change in English

Definition and Examples of Sound Change in English In historical linguistics  and phonology, sound change has been traditionally defined as any appearance of a new phenomenon in the phonetic/phonological structure of a language (Roger Lass in Phonology:  An Introduction to Basic Concepts, 1984). More simply, sound change might be described as any particular  change in the sound system of a language over a period of time. The drama of linguistic change, said  English lexicographer and philologist  Henry C. Wyld, is enacted not in manuscripts or in inscriptions, but in the mouths and minds of men (A Short History of English, 1927).   There are many types of sound change, including the following: Aphesis and ApocopeAssimilation  Dissimilation and HaplologyLexical DiffusionMetanalysisMetathesisPrinciple of Least EffortProthesisSyncope See Examples and Observations below. Also, see: The Great Vowel ShiftGrimms LawIsoglossLanguage ChangeMutationPhonologyPronunciationWord Boundaries Examples and Observations An understanding of sound change is truly important for historical linguistics in general, and this needs to be stressed- it plays an extremely important role in the comparative method and hence also in linguistic reconstruction, in internal reconstruction, in detecting loanwords, and in determining whether languages are related to one another.(Lyle Campbell, Historical Linguistics: An Introduction, 2nd ed. MIT Press, 2004)Pronunciation of SchwaThere is a growing body of evidence that frequently used words quite often get affected early- an observation first made in the 19th century. . . .Consider the words adultery, century, cursory, delivery, desultory, elementary, every, factory, nursery, slavery. If possible, write them down on a piece of paper and ask several friends to read them out loud. Better still, get people to read sentences which include the words. For example: A cursory glance at the newspaper suggests that adultery is on the increase in this century. If you think slave ry has been abolished, go and look at the factory at the end of our road. Every mother will tell you that nursery schools are a mixed blessing. Make a careful note of how the crucial words are pronounced, and see if your results agree with those of a linguist who carried out an investigation of this type.The investigator noted that, according to the dictionary, all words which are spelt with -ary, -ery, -ory or -ury are pronounced somewhat as if they rhymed with furry. The vowel preceding r is a so-called schwa, a short indeterminate sound written phonetically as [É™], and sometimes represented orthographically as er (British English) or uh (American English). In practice the schwa was not always pronounced. It was usually omitted in common words such as ev(e)ry, fact(o)ry, nurs(e)ry, which were pronounced as if they were spelt evry, factry, nursry with two syllables only. In slightly less common words, such as delivery, there was fluctuation. Some people inserted a schwa, others omitted it. A schwa was retained in the least common words, such as desultory, cursory.(Jean Aitchison, Language Change: Progress or Decay? 3rd ed. Cambridge Univ. Press, 2001) Theories of Sound ChangeVarious theories of sound change, some of them proposed a century ago or earlier were current in the [19]70s. There was a longstanding traditional view about sound change being due to speakers modifying their pronunciation either to make it easier- to expend less effort- or to make speech clearer for the sake of the listener. Another one was espoused by Halle (1962) that language change, including sound change, served to improve grammar by making it more cognitively simple to compute. Postal (1968) suggested it was due to speakers desire for novelty, i.e., sounds change for the same reason that hemlines and haircuts change. Lightner (1970) claimed it was to avoid homophonydespite the abundant counter-examples that show homophony as the result of sound change. These are all teleological accounts, that is to say, they assume that the changes are purposeful, i.e., that they [are] motivated by a goal of some sort . . ..(John Ohala, The Listener As a Source of Soun d Change: An Update. The Initiation of Sound Change: Perception, Production, and Social Factors, ed. by Maria-Josep Solà © and Daniel Recasens. John Benjamins, 2012) The Neogrammarian Regularity HypothesisIn the 1870s a group of linguists now generally referred to as the Neogrammarians created a lot of attention, controversy, and excitement with the claim that unlike all other linguistic change, sound change is regular and operates without exceptions.This Neogrammarian or regularity hypothesis led to a great deal of valuable and interesting research. However, as can be expected, such a strong claim did not remain without a good deal of often quite vociferous opposition. . . .[I]t is important to note that the neogrammarian regularity hypothesis has proved to be enormously fruitful, no matter how accurate it may be in fact. For it forces the linguist to look for explanations of apparent irregularity, either by establishing a non-phonetic source or through a better formulation of a given sound change. Either way we learn more about the history of a given language and about the nature of linguistic change than if we subscribe to a view that does not expect regularity in sound change.(Hans Henrich Hock, Principles of Historical Linguistics, 2nd ed. Walter de Gruyter, 1991)

PROFESSIONAL ETHICS Research Paper Example | Topics and Well Written Essays - 1500 words

PROFESSIONAL ETHICS - Research Paper Example A person would always be influenced, directly or indirectly, by a system of thought that may is usually universally acceptable. How then did whistle-blowing come about, and how does it affect ethical and moral systems per se? Whistle-blowing is an act wherein a person, normally the employee, is exposed to some grave wrong, illegal work, or unacceptable practice within a company, workplace, or among professionals. Due to the wrong committed, the employee publicly announces the wrong done, thinking of it as the only remaining effective way of helping put a stop to such practice, after all the other means prove to be a failure. In such situation, the person committing the act of exposing the company, or the employee/s thereof, is referred to as whistle-blower/s. As emphasized by McConnell, whistle-blowers expose a past or present wrongdoing that is committed by a company, an organization, or even by a group of medical experts (575). The act of whistle-blowing may be triggered by various reasons, depending on the circumstances of each case, but it all has the same purpose, which is to point an accusatory finger against an organization or company (572) for committing a wrong so grave, that it has to be publicized to the world. As to what degree a wrong done may be considered as worthy of whistle-blowing, that is for the whistle-blowers’ own prerogative. However, despite the fact that it is somehow subjective on the part of the whistle-blower to decide as to whether something is worth exposing, it can be said that the judgment arrived at by the whistle-blower is highly swayed by an ethical system or moral belief that he or she lives by. Benefits A person is generally a moral being. Whatever wrong or evil act a person does is most probably a deviation from the universal precept of what is considered as morally and ethically acceptable for humans. For example, it is morally wrong to kill. Law, jurisprudence, cultural norms, even religion (at least for the theist s), support this general rule. This is a universal moral law that most people would live by. In relation to a whistle-blower’s position, he or she publicly reveals a wrong done by a company or organization, not just because the wrong being done is contrary to acceptable practice within the industry or company mission, or criminal in nature, but more so, because the wrong committed is clearly an inexcusable violation of morally accepted principles. Aside from that, the wicked acts or practices employed produce either mass destruction or negative effects on the affected patients or clients. In this situation, it is irrelevant then if the act or practice is presently being committed or not, what is important is that a grave moral wrong exists that will harm people, whether it concerns a small or huge percentage of the population. Whistle-blowing does not only affect the parties involved, but it has a permanent and long lasting effect on society as well. For instance, whistle-blo wing serves as a reminder to companies and organizations that they cannot always get away with such things. Companies and organizations are always highly encouraged and expected to not just act within the confines of what is considered as acceptable within company regulations and governmental laws, but to act with reverence and respect of universal moral decrees and norms. Also, whistle-blowing incite companies and org

The low-cost Airline Ryanair Essay Example | Topics and Well Written Essays - 750 words

The low-cost Airline Ryanair - Essay Example In any industry, several forces in conjunction form the success or failure of any firm that operates in it. These forces include those factors, which affect a business from outside its immediate environment, which is the macro environment. Porter’s Five Forces Model makes it easier for one to analyze these various factors in relation to any industry, as it outlines the basic factors, which one should observe to understand a company’s chances for success and market attractiveness. Ryanair, an airline in the transportation industry, forms an interesting choice of company which one can analyze using this model. To start, one needs to have a brief idea about Ryanair. It is a low-cost airline, which is the second largest airline in Europe, and belongs to the transportation sector of the tourism industry. The reason it forms such an interesting choice is that it is one of the largest in the world in terms of international passenger number and the second largest (Amason, 2010) in terms of passenger number. This success of the airline is intriguing, and leads one to wonder whether the success can be explained by the recent deregulations that happened in the aviation industry in Europe in 1997 or whether it is due to the low-cost business model that Ryanair operates under. Either way, it is an intriguing case for anyone interested in studying companies from a business management aspect (Amason, 2010). Porter’s Five Forces Model includes firms, which study the competitive environment of the firm. ... In relation to the competition it faces from other firms, Ryanair competes against several rivals. These include another low-cost Irish airline Aer Lingus, which came into direct competition with Ryanair ever since it switched to a low-cost business model. Other competitors include MyTravelLite and Go (Hoffman, 2007), both of which were at a point in time, in competition with Ryanair, although it was not long before Ryanair was able to beat them due to its low cost strategies. Aer Arann and CityJet are some more examples of competition, which Ryanair faces, while EasyJet is this airline’s largest competitor (Hoffman, 2007). The airline industry is one where no one firm can hold monopoly, because each successful firm has different strategies and different core competencies, which earn them a fair share of market share. In addition, it is a large industry, which automatically means there will be several competitors. As for the power of customers, it is not a strong force in this particular industry. The customers are more or less price takers in the airline industry, as there are dozens of airlines, which cater to customers belonging to each price category. While it is true that these airlines use low-cost strategies due to the customers only, it does not mean that the customers have the power to influence the rates of fares of these airlines. Similarly, the power of suppliers is also not very relevant to this industry. The start-up costs as well as any materials and services the airlines use for their planes or operations make a large proportion of their costs. However, their magnitude is what influences the airline’s decisions, not the wishes or demands of the suppliers, which makes the power

A Tear Between Twins :: Personal Narrative Writing

A Tear Between Twins "Come on guys, we really shouldn't," I begged Shawn, the driver of our group date. "It is so rude of us to drive by and ruin this special moment for Janae and Bryce. We all know why they have gone up to the temple don't we? I mean it is their six month anniversary, and neither of them have had their first kiss yet! Hmmm..???" Even though I truly meant what I was saying, a part of me wanted to ruin this fairytale event in their relationship. Not that I disapproved of Janae and Bryce being together; I guess it was the fact that she was moving a step ahead of me for the first time in our lives. After all, I had a reason for this mean streak--Bryce had stolen my best friend. February 13th, 1979, Janae and I were born in Sunrise Hospital, four minutes apart, to two anxious, ecstatic, and not to mention exhausted parents. Immediately following the birth, the doctor glanced up at my mother and father and announced that they were the proud parents of identical twin girls. My sister Janae was born first weighing a mere four pounds 11 ounces and I swiftly followed, weighing a hefty seven pounds zero ounces (very large for the average twin). The doctor proceeded to tell my mother that identical twins automatically have a special bond that exists between them, and that she was to enjoy the many fun, challenging, yet exciting experiences to come. One of the most challenging experiences to come would be the dreadful day when the two of us would realize that we couldn't be together always. That memorable day we slept together, side by side, in our rectangular clear plastic hospital beds -- determined to be inseparable for the remainder of our lives. Several people are considerably fascinated with twins, but don't quite comprehend exactly what it is like to be one. Actually, being a twin really isn't that different than not being a twin. (Or at least I don't think it is. The truth is that I have never not been one.) I believe, however, there is one advantage to being an identical twin. Identical twins are basically made up of the same ingredients. There is a connection that exists right from birth. In our case, Janae and I have found that we enjoy the same books, the same sports, the same food, we love the rain, and lastly our taste in guys is nearly the same.

Child Rearing in the Us and Colombia Essay

Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente & Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girl’s daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the â€Å"baby’s first† moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulina’s first words were â€Å"eso,† Spanish for â€Å"that,† and â€Å"Ma. † Jane’s first word was â€Å"Ah-yah† which was meant to be â€Å"Alex,† her brother’s name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner & Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of â€Å"grounding,† but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was â€Å"smacked,† and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a â€Å"Time Out,† however Paulina never experienced a â€Å"Time Out† and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulina’s mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Jane’s mother replied, â€Å"Anything that didn’t match,† although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults’ lives. Also, both children were given reasoning behind decisions and had things explained? â€Å"because I said so† was used only when the situation would be later explained, and the consequences of an action were described rather than a mere â€Å"don’t do it. † Chores were a part of each girl’s life as well. Both were expected to do what was asked of them to help around the house– dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, â€Å"I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). † Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment’ because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be â€Å"just right. † Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food â€Å"required† is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight o’clock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten o’clock in the morning and lunch was around three o’clock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven o’clock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Jane’s mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Jane’s parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in â€Å"Baby Talk,† while Paulina was never spoken to in â€Å"Baby Talk,† as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didn’t need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. & Killen, M. (2001). Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , & Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. & Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , & Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.