Study skills Essay Example | Topics and Well Written Essays - 2500 words - 1

Study skills - Essay Example Excessive swaying occurred as the number of people crossing the bridge grew. It was then decided to limit the number of people crossing it at a time. The problem of swaying, however, persisted. The swaying was severe enough for people on it to stop walking and hold on to the rails for support (Newland, David E). While the number of people on the bridge swelled, the bridge began to sway and twist in regular oscillations and the worst movement occurred on the central span where the deck was moving by up to 70mm. The engineers insisted the bridge would not fall down but people were left unnerved. Finally, the engineers closed the bridge completely when limiting the number of people failed to make any difference (Millennium Bridge (c), 2000). It was closed to public on 12 June 2000 for re-examination and remedial work. It was later re-opened on 27 February 2002 and now forms part of London’s many architectural marvels (Millennium Bridge (a)). The solution to this problem â€Å"involved installing dampers under the deck and between the deck and the river piers. This has provided an excellent solution as it does not detract from the aesthetic impact of the bridge as originally designed† (Millennium Bridge (e), London, 2007). The bridge is now used by thousands of people and cyclists every day. It is a key pedestrian link and is a simple concept that has achieved a simple form via a complex and innovative design. The bridge is accessible throughout the day. The nearest underground stations are Blackfriars or Mansion House on the Circle line as well as the District line. The bridge affords breathtaking view of panoramic London. The view of St. Paul’s Cathedral majestically towering over other structures is the major attraction. There is also the fresh, cool breeze that wafts onto all those walking across. One cannot help feeling a bit of elation at the crossover without any fear of bumping into some

Televisions Impact on Health :: Television Health Eating Essays

Television's Impact on Health In our society, television has become quite the vigorous activity. Sitting up is exhausting so most people lie down while watching television. If you were to eat at a fast food restaurant, and then head home for a bowl of ice cream for desert, oh, and then not to mention that bag of chips while you watch your favorite Reality TV series, you are asking for something that you are not going to be happy with. What is it that you are asking for? It is called obesity. I have found myself eating at McDonald’s on countless occasions. The reason I am not obese, however, is the fact you will only find me at a fast food restaurant when I am pressed for time and I am on my way to a three to four hour practice. Obesity has very little to do with what we eat because the true problem behind obesity is none other than the fact that our society does not do anything after eating unhealthily. In Europe, people eat seven to eight meals a day and somehow, the majority of Europeans look fantastic. There is a reason for this. After dinner, they do not sit down on the couch for the 1,000th episode of Fear Factor. Instead, they go out for a long walk around the park with their families. David Zinczenko’s, â€Å"Don’t Blame the Eater,† proposes a situation where there is nothing else to eat but fast food. He proves this by saying, â€Å"Drive down any thoroughfare in America, and I guarantee you’ll see one of our country’s 13,000 McDonald’s restaurants,† he explains, â€Å"Now drive back up the block and try to find someplace to buy a grapefruit.† It is true that this statement has much truth. I am sorry to say, sadly, that it has no legitimacy. It seems that Zinczenko is using diction that not only parents can understand, but one that the general public, including those that are uneducated can understand. He uses a variety of sentence structures to lure in his readers and to make his research appear striking. The most appealing part of his essay was the way he spoke in a first person perspective and gave hope to those obese teenagers by telling them that to lose the weight form eating at McDonald’s, they are going to need to join the Navy Reserves or a similar program.

Research proposal Essay

Roselle Jardin Ranario, DPA Research Adviser October 2013 ACKNOWLEDGMENT Thinking that this was impossible to achieve made us realize that everything would be possible especially with enough help and support from people around us. Not only motivating us but also helped us to pursue our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible. To our Heavenly Father, for His divine providence and for giving us enough strength. To our families, for their moral and financial support especially during difficult times. To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements. TABLE OF CONTENTS TitlePage Number INTRODUCTION Rationale4 Theoretical Background7 Statement of the Problem13 Significance of the Study14 RELATED LITERATURE15 RESEARCH METHODOLOGY22 Research Design Research Environment Research Respondents Research Instrument Selected based on the performance Data Gathering Procedures23 Treatment of Data DEFINITION OF TERMS24 BIBLIOGRAPHY25 APPENDICES28 CURRICULUM VITAE29 Introduction Rationale The love and eagerness to know is the beginning of a beautiful journey towards learning. The moment we want to know about any concept, we tend to  develop attachment towards it. By then, we would like to learn more about the concept and would do anything to know better. Statistically, Mathematics has been the academic subject that has presented the greatest challenge to many students. Many researchers suggest that difficulties in learning mathematics begin as early as pre-school. They argue that inadequate knowledge and ineffective teaching by some teachers plant the seed for future complications in the mathematics classroom. In an effort to address the challenge of poor academic performance in math, there is an abundant amount of literature and research on improvement in methods of math instruction. Since then, teachers are trying to utilize their creativity and initiative to grasp more strategies on how to develop the mathematical ability of learners effectively. The students start to dislike math because they do not understand. It builds up each grade level to the point that they hate it because they have difficulty in learning. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and anxiety towards math. Computer assisted instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. Through this, learners are now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computer assisted instruction. This concern draws an interest to the researchers to know the Asian people’s math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they will be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, the  researchers may also be able to relate it to the math learners since the researchers themselves are also a math instructor in one of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance. Theoretical Background This study is anchored by these two theories; Bandura’s Social Cognitive Theory and Vygotsky’s Social Constructivist Theory. Bandura’s Social Cognitive Theory is composed of four processes of goal realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-observation–Observing oneself can inform and motivate. It can be used to assess one’s progress toward goal attainment as well as motivate behavioral changes. There are two important factors with regards to self-observation: regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on one’s expectations of outcomes and efficacy (Zimmerman & Schunk, 2001). Self-evaluation– Self-evaluation compares an individual’s current performance with a desired performance or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important; therefore, goals such as, â€Å"do your best† are vague and will not motivate. Schunk and Zimmerman (1994) state that â€Å"specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge.† If one has little regard for his goal he will not evaluate performance. There are two types of self-evaluation standards: absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A social comparison such as evaluating one’s behavior or performance against other individuals is an example of a normative standard  (Zimmerman &Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989). Self-reaction– Reactions to one’s performance can be motivating. If the progress made is deemed acceptable, then one will have a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work harder provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal); whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal. Self-efficacy– One’s belief in the likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). â€Å"Self-efficacy refers to people’s judgements about their capability to perform particular tasks. Task-related self-efficacy increases the effort and persistence towards challenging tasks; therefore, increasing the likelihood that they will be completed† (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114). Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a social activity. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† Adolescents develop their own thoughts and attitudes through social interaction and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially. Realizing this will help keep teachers aware of just how meaningful their interactions and attitudes  are to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less approachable in the classroom context. A ten year study at Harvard (Crouch, & Mazur, 2001) showed that most students learn more from group learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever â€Å"correct† explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own personal beliefs to eventual modification. Vygotsky’s important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students’ Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough â€Å"proximal† to what the student finds challenging, then the student will not develop. Trivial exercises result in mostly boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or â€Å"magic middle†, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be within the ZPD. The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, & Wenning, 2006) on the implementation of new inquiry-based lab activities, which are more challenging and more work for  both students and instructors, found that these new and difficult activities must be introduced gradually. The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students’ ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and increased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this same approach: First I will have to investigate and identify my students’ ZPD, as they did in the Illinois study.(Wenning, & Wenning, 2006). Statement of the Problem This study aims to examine the relationship of Math attitude and anxiety of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the following: 1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiety of learners? Significance of the Study The results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students’ language achievement that will enable the teachers to know the students’ areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the following: To the principal concerned, the results of this research  study may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High School as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been pro vided with the data and information necessary for his experimental analysis utilizing the macro-skills’ learning performance intended for High School students, particularly in science classes. This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers assigned to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can integrate with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach. The secondary freshmen as student entrants of Minglanilla National Science High School will further ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level. REVIEW OF RELATED LITERATURE The learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou & Christou, 1998). For fear of embarrassment, many adults go to great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to anxiety and even fear. According to Bandura’s sociocognitive theory, student’s motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira & Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards Mathematics have better performance in Mathematics. Latterell (2008) writes in her book about the â€Å"Math Wars† that â€Å"Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. One’s attitude and behavior must match the belief that hard work leads to success† (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. â€Å"Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities† (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in one’s ability to succeed. The factors affecting mathematics anxiety were mathematics achievement,  attitude toward mathematics, trait anxiety, and debilitating anxiety.^ Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldn’t be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003). Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as â€Å"people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances† as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventory of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney & Schraw, 2003). Yà ¼ksel-Åžahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield &  Trujillo, 1999; Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or exasperate students’ existing levels of anxiety for mathematics (Ma & Xu, 2004; Norwood, 1994; Reynolds, 2001; Satake & Amato, 1995; Townsend, Moore, Tuck, & Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner & Duffy, 2002; Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students overcome it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually nervous when in mathematics class. Math anxiety hinders students’ working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructor’s interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999). It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety  face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldn’t be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. Computer – based instruction is a remediation or instruction presented on a computer according to the American Institute of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the Department of Education is in the final stage of completing the five – year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer – based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated. CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learner’s  access to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the immediate responsiveness of computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010). As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement. Research Methodology Research Design This study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Respondents The respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records. Research Environment The research will be conducted within the Four Southeast Asian Countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Instrument For the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003). Research Procedures Gathering of Data Academic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their performance in Math. Treatment of Data The cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude. DEFINITION OF TERMS For a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation. Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process. Math Anxiety refers to the feeling of tension or fear in Math. Math Attitude refers to the behavior towards Math TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries. DATA MINING TECHNIQUE getting information from a data set and makes it understandable for further use. BIBLIOGRAPHY Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi:10.1119/1.1374249 Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, & M. Cole (Eds.), The Cambridge companion to Vygotsky. New York: Cambridge University Press. Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203-222. Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of Freshman Physics Students’ Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248–264. Mason, A., & Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., & Solis J. (2007). Children’s development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization. New York: Guilford. Pachler, Norbert, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum & Communication, Institute of Education, University of London. 2004. Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4): 568-572, IDOSCI Publications. Megan R. Smith. (2004). Math Anxiety: Causes, Effects, and Preventative Measures. Internet Sources glwhitcomb.iweb.bsu.edu Tago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.php http://www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003. Chris.klinger@flinders.edu.au http://www.icmeorganizers.dk/tsg15/ APPENDIX E BUDGET SUMMARY 1. Supplies: Drawing book P 46.00 Clear FolderP 16.00 Cost of Services: a. Print out P 30.00 Total P 76.00 Prepared by: ARMESTIDES M. BARGAYO VI RESEARCH TEAM TREASURER Curriculum Vitae PERSONAL DATA Name:Odessa M. Bonjoc – Avenido Address:Luyang, Carmen, Cebu Birthday:November 15, 1983 Civil Status:Married Sex:Female Age:29 Spouse:Ariel B. Avenido EDUCATIONAL BACKGROUND Elementary: Luyang Elementary School Year Graduated: 1996 Secondary: Cebu Academy Year Graduated: 2000 Tertiary: University of the Visayas – Main Campus Year Graduated: 2004 Course: Bachelor in Elementary Education – Area in Mathematics Graduate Studies: Cebu Normal University Graduated: Present Course: Master of Arts in Education – Major in ELT Employment Record: Position: Teacher 2 Designation:ICT Teacher School: Luyang Elementary School – DepEd Province PERSONAL DATA Name: Armestides M. Bargayo VI Address: Lower Pakigne, Minglanilla, Cebu Birthday: October 22, 1981 Civil Status: Single Sex: Male Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Minglanilla Central School Year Graduated: 1994 High School: Immaculate Heart of Mary Academy Year Graduated: 1998 College: University of San Carlos Year Graduated: 2002 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: University of Cebu – Main Campus PERSONAL DATA Name: Jun Antoinette Z. Navaja Address: 4- E Gorordo Avenue, Kamputhaw, Cebu City Birthday: January 27, 1988 Civil Status: Single Sex: Female Age: 25 years old EDUCATIONAL BACKGROUND Elementary: Colegio de la Inmaculada Concepcion Year Graduated: 2001 High School: Colegio de la Inmaculada Concepcion Year Graduated: 2005 College: University of San Carlos Year Graduated: 2009 Course: Bachelor of Education major in Special Education Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major Special Education- Mental Retardation Employment Record: Position: Substitute Teacher School: Barrio Luz Elementary School, DepEd Cebu PERSONAL DATA Name: Angelie Lopez Senarosa Address: Catmaran, Basak, Compostela, Cebu Birthday: April 25, 1982 Civil Status:Single Sex: Female Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Panangban Elementary School Year Graduated: 2000 High School: Compostela National High School Year Graduated: 2003 College: Cebu Normal University Year Graduated: 2007 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: Mulao National High School, DepEd Cebu

Analysis Of The Yellow Wallpaper - Free Essay Example

Sample details Pages: 8 Words: 2478 Downloads: 10 Date added: 2019/05/17 Category Literature Essay Level High school Tags: The Yellow Wallpaper Essay Did you like this example? The Yellow Wallpaper is a distinct, fascinating short story. Filled with charismatic, inflammatory content, there was nothing like The Yellow Wallpaper in its time. Charlotte Perkins Gilmans reason for writing The Yellow Wallpaper was to show readers what she and other women of her time had to go through and raise awareness for it (About the Author). Don’t waste time! Our writers will create an original "Analysis Of The Yellow Wallpaper" essay for you Create order What Gilman and other women went through was called the rest cure. The rest cure was a prescription given to those who suffered from hysteria (Stiles). Gilman was very close to falling to insanity during her treatment. Like Gilman, the rest cure was prescribed to the female protagonist in The Yellow Wallpaper. The only difference is that the protagonist was driven to insanity during her treatment. The protagonist went mad resulting from being physically, psychologically, and socially challenged. The protagonist was being challenged physically as her day to day activities were very limited. Her prescription given to her was a very strict, bland treatment. The protagonists food was bland as well. Not a very exciting meal, for if she did have one it would only make her condition worse. There is a DELICIOUS garden! I never saw such a garden (Gilman), she admired the garden in the property but could not access it due to her ongoing treatment. Her thoughts were also supposed to be strictly blank. She was told to also keep her mind off her illness. According to her husband, it is the worst thing one can do with her illness John says the very worst thing I can do is think about my condition (Gilman.) The reason for this type of treatment was that its effects were supposed to return her to a normal state. The protagonists location was also a big influence on her treatment. She was to remain in her house until she got better. I dont like our room a bit. I wanted one downstairs that opened on the piazza and had roses all over the window. . . But John would not hear of it (Gilman), her room was to be plain and simple. This would allow her to focus on nothing and make it easier for the protagonist to rest. Sunlight was an important factor in her treatment as well. She was instructed to stay in a room with many windows in it. The windows would allow sunlight to fill the room and allow air inside too. She was to do nothing but relax and absorb it all. The protagonists activities were closely monitored too. She could not participate in any activity that sprouted excited feelings. Her activities were to be boring and it was better for to just not do anything. It was better to keep her activities restricted because it would help her get better and back to normal life faster. The protagonist makes up with this by writing while her husband john is away. Even though she enjoys writing as her activity, she must hide it from John because of his hated towards the idea of her doing any sort of activity, There comes John, and I must put this away, he hates to have me write a word (Gilman). The protagonist would love to go out and do various activities outside or inside but in different areas of the house, but she is unable to due to her husband constantly forcing her to do otherwise. The protagonist is challenged physically throughout the story but is also psychologically challenged. The protagonist in the story suffered from neurasthenia. Neurasthenia is fatigue that is felt both physically and mentally, and the fatigue is followed with headaches. The origin of fatigue and headaches are unknown but are similar symptoms that are found in patients with depression (Neurasthenia). Neurasthenia is also closely related to chronic fatigue syndrome. Both diagnoses are very similar and seem to be a matter of different names rather than different symptoms. The diagnosis is given more as neurasthenia than chronic fatigue syndrome in Asia even though the symptoms are very similar (Cao). The protagonist suffered from neurasthenia, but her symptoms also suggest she suffered from depression as well. The protagonists depression was described as hysteria during her diagnosis. Depression is a state where the mind and body are disrupted by a combination of symptoms. Those symptoms cause interference with everyday life such as eating and sleeping (What is Depression). A person with depression may always be sad all the time similar to the protagonist who wanted to get over with her treatment and resume a normal life. Emotions may unexplainably change similar to the protagonists feelings towards John at times, I get unreasonably angry with John sometimes (Gilman). She loved her husband but would get mad at him for no reason and would not know how to react towards her husbands care even though she knows he takes care of her very carefully and loves her. Anxiety is also seen to have emerged as her treatment progressed. Anxiety is the excessive fear of something. That something does not have to be real and could have been imagined. A person grows fearful of something and constantly obsesses over it because of the persons constant fear towards it (Boll). The protagonist begins to hallucinate during her treatment. She starts to see someone in the yellow wallpaper in her room and she grows fearful of it. Anxiety sets in as her hallucinations progress. I have watched John. . . come into the room suddenly on the most innocent excuses, and Ive caught him several times LOOKING AT THAT PAPER! And Jennie too (Gilman), her anxiety causes the protagonist to obsess over something she made up in her mind. As the protagonists anxiety grows, fatigue starts to set in. Fatigue is a state where the body constantly feels exhausted over a prolonged period of time. There are two types of fatigue that the body can go through. Mental fatigue is when someone is always feeling sleepy and cannot focus very well on their work. Physical fatigue is when someone is unable to carry out a task because of their body feeling tired and weak. The protagonists tone switched to a lazier tone as the story progressed, half the time now I am awfully lazy, and lie down ever so much (Gilman). It makes me tired to follow it. I will take a nap I guess. I dont know why I should write this. I dont want to. I dont feel able her statement suggests she is feeling both mental and physical fatigue. Isolations is a factor that adds to her psychological challenges. The protagonist is isolated away from society and is being negatively affected because she is not able to carry out a healthy social life. Healthy social lives are important because they contribute to ones self esteem and how they see themselves. People may not always find comfort in one person and may need see others to find solace (Gander). The protagonist in the story is isolated away from everyone and is unable to go to anyone but her husband. The protagonist has been separated from her family. Family is a big factor in a persons life. They find comfort in their families and go to them in stressful times. The protagonist had to go through her illness with only her husband who only enforced isolation. She may have grown home sick, only adding more psychological stress because of the loss of emotional support. Along with being separated away from her family, the protagonist was separated from her friends. Friendship is a big factor in ones life and allows one to socially progress. They are the people in which someone builds their trust around. In times of depression, they are the people who return their gratitude as a friend and help them back up and that is what the protagonist was separated from. She could not see her friends at all and was unable to socialize with any of them. Without the support from her friends, she drowned deeper into the waters of depression. The protagonist was not allowed to have neighbors either. Without family nor friends she could have tried to make more friends, but there were no neighbors where she lived. There was no one she could look for help with. She was in complete isolation from the outside world. She was truly alone with just her husband trapped in her own home with no free will. Along with the protagonist being isolated, she had to also hold back her thoughts. She could not talk about her condition because it would worsen but it would have psychologically helped her to talk about it and find a way through it and have some support. She had to force herself to put all thoughts away. This forced behavior only affected her negatively and she wanted to distract herself from her condition with activities, Personally, I believe congenial work, with excitement and change, would do me good (Gilman). Her thoughts were only forced to show no emotion and think of nothing. Forcing the mind to undermine her own thoughts drove her thoughts to become dependent. She longed to do other activities but instead listened to her treatment. My brother is also a physician. . . and he says the same thing. So I take phosphates or phosphites (Gilman), she listened to her husband and brother and did whatever she was instructed to do. The protagonists actions were similar to women of her time. They listened to what their male counterparts told them as they could practically do nothing alone. Like the protagonist, their thoughts were undermined when compared to the decision of their male counterparts, You see he does not believe I am sick! And what can one do. . . But what can one do (Gilman)? They could not do anything whatsoever when it came to be making a decision of their own. It was hard for the protagonist and women of her time to make decisions because of social challenges they faced. Women were expected to oversee the needs of the house. They were to keep the house clean and neat during their time 1800s. Women were also in charge of taking care of the children and teach them how to grow up and be respectable men. Women had no rights and just listened to what their husbands told them to do. They were encouraged to learn housekeeping qualities instead of educational ones (Hartman). The protagonist knew how to write so it suggests she had some type of education. It is unknown what was her role in society was as she was to not do anything during her treatment. Because of how society worked, women were trapped in their homes. They could not do anything else but stay inside and clean. Their minds were programmed to think that they could only grow up to be a housewife (Hartman). They were trapped much like the protagonist was. The protagonist was trapped in her own home and inside of her mind. Her only way of escape was through her writing. Women did not have equal rights as men and were second-class citizens. They were thought to be inferior to their male counterparts (Hartman). Having to be so sly about it, or else meet with heavy opposition (Gilman), if the protagonist would have tried to stand up against, she would have been taken down by her husband and brother because of their superiority. Women also did not have the right to vote. Their leaders were chosen by men only. The life of a woman alone in their society would be hard to live in without a male. Men saw it as preposterous to even think about giving women rights. They saw it as unnecessary. Men would respond by saying that women belonged inside the house. The subject of womens suffrage was met with heavy opposition (Hartman). It was a mans job to work and provide for the family and for women to stay in their homes and cook and clean. That was the norm for the people in the 1800s. Both women and men agreed on how society was structured and it worked for them (Lange). The protagonist and Johns past shed some light on how their life was before her treatment. The husband was a physician, If a physician of high standing. . . assures friends and relatives that there is really nothing the matter. . . what is one to do (Gilman). He was of high standing, so it suggests he is well known. It also states he insists to their family that she is okay meaning they listened to his word as a physician and husband, but if she did give her say on her condition then it then suggests he has the superior influence as a male. Much like circumstances were with women and men in the 1800s. Women tried to fight for suffrage in the late 1800s but did not gain enough support. Many men and women still supported the idea of men and womens roles to stay the same as it was before. Suffragists were met with opposition from women themselves too. Many suggested it was because they did not have time to vote due to being isolated in their home. Others suggest it could have just been the lack of knowledge in politics to understand the movements. Women had it hard during the 1800s and if they fought back, they would eventually lose. Just like women of her time, the protagonist was challenged with being inferior and could not make her own choices. Her decisions were made by her husband and backed up by her brother. In conclusion, the protagonist went mad due to the physical, psychological, and social challenges she had to face throughout her treatment. She was trapped in her home where she was to relax, but instead was to meet loneliness and despair. She had to endure the state of having to force herself to do everything her treatment required. She was isolated away from everything, including her family. Having no support only led for her to drown in an unbeatable psychological battle with herself. Already having to face her present psychological challenges, she had to face oncoming challenges that would surface due to culminating environmental stress. Further stress was unavoidable as male superiority put her against a wall that she could not breach. She could not talk about her condition as she would be silenced by her husband who only made her condition worse. Hallucinations would begin as she only drew deeper into depression and overtook her sense of reality. The yellow wallpaper in her roo m would become the center of her attention. Before, she found solace in writing about her experiences, but fatigue would later take over her body only causing her to steer away from writing. With chaos assuming control of her mind, the protagonist could not resist any longer and fell into insanity.

Poetry Styles What Is a Villanelle

A classic form of poetry, the villanelle has a strict form of 19 lines within five triplets and a repeating refrain. These poems are very song-like and are fun to both read and write once you know the rules behind them. What Is a Villanelle? The word villanelle comes from the Italian villano (meaning â€Å"peasant†). A villanelle was originally a dance song which Renaissance troubadours would play. They often had a pastoral or rustic theme and no particular form. The modern form, with its alternating refrain lines, took shape after Jean Passerat’s famous 16th-century villanelle, â€Å"J’ai perdu ma tourtourelle† (â€Å"I Have Lost My Turtle Dove†). Passerat’s poem is the only known example of the villanelle form before it was taken up and brought into English in the late 19th-century. In 1877, Edmund Gosse spelled out the strict 19-line shape of the form in an article for the Cornhill Magazine, â€Å"A Plea For Certain Exotic Forms of Verse.† A year later Austin Dobson published a similar essay, â€Å"A Note on Some Foreign Forms of Verse,† in W. Davenport Adams’ Latter-Day Lyrics. Both men wrote villanelles, including: Gosses Wouldst Thou Not be Content To DieDobsons When I Saw You Last, Rose.   It was not until the 20th-century that the villanelle truly flowered in English poetry, with Dylan Thomas’ â€Å"Do not go gentle into that good night† published at mid-century, Elizabeth Bishop’s â€Å"One Art† in the 1970’s, and many more fine villanelles written by the New Formalists in the 1980s and 1990s. The Form of the Villanelle The villanelle’s 19 lines form five triplets and a quatrain, using only two rhymes throughout the whole form. The entire first line is repeated as lines 6, 12 and 18.The third line is repeated as lines 9, 15 and 19. This means that the lines which frame the first triplet weave through the poem like refrains in a traditional song. Together, they form the end of the concluding stanza. With these repeating lines represented as A1 and A2 (because they rhyme together), the entire scheme is: A1bA2 abA1  (refrain) abA2  (refrain) abA1  (refrain) abA2  (refrain) abA1  (refrain)A2  (refrain) Examples of Villanelles Now that you know the form a villanelle follows, lets look at an example. â€Å"Theocritus, A Villanelle† by Oscar Wilde   was written in 1881 and is a perfect illustration of the villanelle style of poetry. You can almost hear the song as you read it. O Singer of Persephone!In the dim meadows desolateDost thou remember Sicily?Still through the ivy flits the beeWhere Amaryllis lies in state;O Singer of Persephone!Simà ¦tha calls on HecateAnd hears the wild dogs at the gate;Dost thou remember Sicily?Still by the light and laughing seaPoor Polypheme bemoans his fate:O Singer of Persephone!And still in boyish rivalryYoung Daphnis challenges his mate:Dost thou remember Sicily?Slim Lacon keeps a goat for thee,For thee the jocund shepherds wait,O Singer of Persephone!Dost thou remember Sicily? As you explore villanelles, look at these poems as well. â€Å"Villanelle of Change† by Edwin Arlington Robinson (1891)â€Å"The House on the Hill† by Edwin Arlington Robinson (1894)â€Å"Pan: a Double Villanelle† by Oscar Wilde (1913)Stephen Daedalus’ â€Å"Villanelle of the Temptress† by James Joyce (from A Portrait of the Artist as a Young Man, 1915)

What Kind Fo Language Does The Author Use Essay - 1178 Words

Model Make a connnection betwen a real oworld issue and an issue discussed in your text. In the book Model, Cheryl tells her story of the positives and negatives she experienced in the modeling industry. Most of what she states can directly relate to the norms and standards models are expected to achieve. Many people aren’t aware of th dark side of the modeling industry, while everything seems perfect on the outside, it’s quite the opposite â€Å"behind stage†.Cheryl s talks about the â€Å"unnecessary examinations† that are performed on models. She described these as â€Å"It’s another step in the â€Å"breaking in† of a model that I elected to avoid like the plague. The main cause of young models falling apart, I found are these cold and unnecessary examinations.† Although, this pertains to the modeling industry,these kinds of situations can also be seen in society today;women who aren’t models getting degraded for not meeting society s standards or criteria of beauty. What kind fo language does the author use? Diamond primarily uses informal speech throughout her story,due to the fact that it’s a memoir. She is sharing her thoughts and experiences in her journey through the modeling industry,so it would make sense for the speech to be rather informal. If Diamond had opted to use formal speech then it would have seemed a lot less realistic,since it wouldn’t really seem like her own personal thoughts. For example when she got her hair,which was a highly valued asset for her, choppedShow MoreRelatedEssay on The Signalman by Charles Dickens3739 Words   |  15 Pagesof assessing characters (characterisation), identifying language style and structure plus various others, and I will try to use my newly developed skills to answer our assigned question. Ultimately, we came round to The Signalman. The Signalman is a grim but well sustained story about an alleged encounter with something not of the natural world. This dissertation from www.coursework.info Throughout his story, Charles Dickens uses a variety of methods to create an atmosphere of tension,Read MoreSocial Significance Of Patterns Of Questioning In Classroom Discourse2794 Words   |  12 Pagesof knowledge has been characterized by the skillful use of language and patterns of questioning to examine understanding and discover truth. Some twenty-four centuries later, language remains the primary medium and discourse the primary method of teaching and learning. While language is a valuable tool for exploration of most fields of study, the prevalence of oral communication in our lives often leads teachers and students to take language for granted. Educators would benefit from a more consciousRead MoreTranslation of Newspapers. 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A Doll’s House English A1 Higher Level Paper 1 Free Essays

A spectacle is an event that is memorable for the appearance it creates. The appearance in Henrik Ibsen’s play is created due to three factors: first, the idea of the play, second, the dramatic structure which imposes a clear order on human behavior and makes it understandable and predictable, and finally, the dramatic techniques used to convey the message. The idea of the play itself makes it spectacular since nothing can be more fascinating than the emergence of a new individuality and a new state of mind in front of the spectator’s eyes. We will write a custom essay sample on A Doll’s House English A1 Higher Level Paper 1 or any similar topic only for you Order Now The main character, Nora, lives in her husband’s doll house, leading the life of a doll wife.When her husband falls ill, she borrows money illegally by forging her father’s signature to save her husband’s life, and consequently finds herself in an ambiguous position. Unfortunately, she cannot comprehend the severity of her decision to commit an illegal deed as well as to lie to her husband about it. This situation leads to her epiphany about the realities of the world, ruining the doll’s house. What makes this play fascinating is that contrary to audience’s expectations, Nora musters her energy to stop acting as a disobedient child and decides to discover and educate herself in order to find her individuality.Like a phoenix rising from the ashes, she emerges as a new person from her false life in a doll’s house. What the audience remembers in â€Å"A Doll’s House† is the message of the play that was very controversial in the times of Ibsen. The message that a woman can go against societal morals and conventions in Ibsen’s times would be a very notorious topic to discuss, let alone put in a play to be performed in front of hundreds of people. The play was even banned for a long time. Another factor that makes the spectacle of the drama unforgettable is the clear dramatic structure that Ibsen imposes on the action and behavior of people in the play.The structure of the play has a clear beginning, in which Ibsen creates an idyllic world in which the characters strive. The next stage is where the playwright creates suspense by inserting an information gap: we know of Nora’s illegal act, but her husband does not, and she does everything to keep it secret. This in its turn brings about a conflict, the third stage. When Nora’s husband discovers her faux pas, he humiliates her and makes her suffer. Nora is disillusioned, she, as a disobedient child, did not expect this and is unable to comprehend the reality, she still expects her husband to forgive and help her.The final structural part of the play portrays the process of Nora coming of age, her transformation from a disobedient child and a flirting doll wife into an adult, serious person. This stage is shown by Nora’s unexpected departure from her idyllic past, which as she now understands was far from idyllic. The structure imposed on the events in the play, helps the audience organize the content and comprehend it. The last factor that may influence the audience’s perception of the play, and make it unforgettable, is the use of dramatic techniques such as subtle symbolism and visual effects.One recurring symbol throughout the play is the Christmas tree which in the beginning of the play represents the playful mood and happiness of the season. Ibsen also creates an undeniable association between the tree and Nora, who, like the tree, is simply decorative in her family: we know that Nora does not make any crucial decisions in the family. The Christmas tree can also not be â€Å"unveiled† as Nora refuses to show her dress before she performs her dance. In the end of the play, a very different mood is created by the same tree which has â€Å"burnt down candle stubs on its red branches,† as stated in the stage directions. The season of the play, Christmas, is also very symbolic because for many people the New Year symbolizes a new beginning, a chance to live their life in a better way. The title of the drama itself, â€Å"A Doll’s House† suggests a miniature model of a house inhabited by dolls. In this way Ibsen emphasizes that Nora’s home is a falsification of home and marriage. The pet names that Torvald uses on Nora, â€Å"little lark,† or â€Å"my squirrel† symbolize condescending attitude of men towards their wives in Ibsen’s times. Not less symbolic, are the three women characters in the drama. Apart from Nora, Mrs.Linde and the Nurse both have unfortunate past without men to support them, which shows how dependent women were on men. All these symbolic elements contribute to the impression of the spectator and help him remember the play more than the words said by the characters. One of the visual effects, which I cannot forget, is Nora’s tarantella dance. When I read bout the origin of this dance, which in south Italy was once used as a cure from the tarantula venom, I understood why Ibsen chose the tarantella to amplify Nora’s uneasiness in her ambiguous position, performing to the frantic tempo of the tarantella for her master puppeteer, her husband.By and large, Ibsen’s play produces a strong impression on the spectator, not only because of dialogues and monologues, but mostly by the controversial idea of female independence unthinkable in 1879, by the dramatic structure of Ibsen’s drama which organized the behavior and actions of the characters, and of course, by the subtle use of visual effects and symbols, all amounting to far more than the words spoken. 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